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The course introduces the students into the parole area of linguistics, familiarizing them with essentials of textual and stylistic analysis. Since the course deals with macrotextual and microtextual phenomena and also takes account of some contrastive issues, it will be valuable for language proficiency and teaching.
Themes:
1. Introduction. Basic concepts
2. Approaches to style. Style and register.
3. Approaches to style. 2. Functional frameworks of style
4. Approaches to style. 3. Other schools and treatments
5. Intertextuality. Prior texts. Text types. Genres
6. Text Structure/Organization
7. Texture 1. Cohesive ties and the system of cohesive devices
8. Texture 2. Cohesive chains
9. Thematic progressions
10. Paragraph types, paragraphing and paragraph build-up
11. Coherence
12. Review
Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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The objective of this course is to familiarise students with the foundations of English text linguistics and stylistics, to show to them various relationships between text/discourse constituents, to make them uncover the similarities and differences between stylistic varieties and to facilitate their deeper understanding of the practical impact of these topics for communication and teaching Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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individual self-study of literature: 20 hours per semester individual work with study materials: 15 hours per semester assignments: 15 hours no seminar paper Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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Regular attendance (up to two seminars may be missed) Active participation is seminar activities Reading of recommended sources and self-study Credit test (at least 14points) Written exam (at least 30points) Note: Students may seek explanation of topics in office hours during the teaching period (not during the exam period). Familiarity with relevant secondary sources is taked for granted. Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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CRYSTAL, David, DAVY, Derek. Investigating English Style. 16th ed. Abingdon, Oxon and New York: Routledge, 2013. ISBN 9780582 550 11 7. DANEŠ, František. “Functional Sentence Perspective“ and Text Connectedness. In: Maria E. Conte, Janos S. PETӦFI, Emel SӦZER (eds). Text and Discourse Connectedness. Amsterdam/Philadelphia: John Benjamins Publishing Co., 23-31, 1989. ISBN9789027230171 DANEŠ, František. The Paragraph. A Central Unit of the Thematic and Compositional Buildup of Texts, In: Brita WARVIK, Sanna K.TANSKANEN, Risto HILTUNEN (eds) Organization of Discourse, Proceedings from the Turku Conference, Turku: University of Turku, 1995, 29-40. ISBN 951-29-0572-8. ESSER, Jűrgen. Introduction to English Text-Linguistics. Frankfurt am Main: Peter Lang, 2009. ISBN 978-3-631-56003-7. FAIRCLOUGH, Norman. Analyzing Discourse: Textual Analysis for Social Research. London and New York: Routledge, 2003. ISBN 0-415-25893-6. HALLIDAY, Michael. A. K., HASAN, Ruqaiya. Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: Oxford University Press, 1985. ISBN:0-19-437154-9. JOHNSTONE, Barbora. Discourse Analysis. Malden, Mass.; Oxford: Blackwell. 3rd ed. 2018. ISBN 978-111 9257691. NORGAARD, Nina, BUSSE, Beatrix, MONTORO, Rocio. Key Terms in Stylistics, London, New York: Continuum, 2010. ISBN 978-0-8264-1948-4. TÁRNYIKOVÁ, Jarmila. From Text to Texture: An Introduction to Processing Strategies. Univerzita Palackého v Olomouci: Olomouc, 2009. ISBN 9788024424293. Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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CREDIT Students are entitled to a credit based on their active participation in seminars and successful completion of the credit test. Up to two seminar absences per semester are permitted. For each additional absence, the minimum passing requirement in the credit test increases by two points. The credit test assesses basic instrumental theoretical knowledge. It lasts 30 minutes and carries a maximum of 20 points. The minimum requirement to pass is 14 points. Any points earned above this minimum are added to the student’s final exam result (up to 6 points). The first opportunity to take the credit test is during the last lecture. Two resit dates will be scheduled in January.
THE EXAM The exam is graded as follows: up to 40 points for content and up to 4 points for formulation. Including the extra points from the credit test, the maximum achievable score is 50 points. The minimum requirement to pass is 30 points. Each student has up to three attempts during the same exam period (i.e., two resits). Students who do not register for the exam dates published in SIS will not be offered additional dates within that exam period.
FEEDBACK
Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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SYLLABUS 2025 1.(2/10/25) Introduction. Basic concepts (Essential sources: Halliday, Hasan, chapter 1; moodle 1.4; Recommended sources: Esser 1; Widdowson 1; moodle 1.1; moodle 1.3) 2. (9/10/25) Approaches to style 1. Style and register (Essential sources: Halliday, Hasan, chapters 2-3; Recommended source: moodle 2.2) 3. (16/10/25) Approaches to style 2. Functional approaches to style (Essential sources: Crystal, Davy, esp. Chapter 3; Recommended source: Vachek; Urbanová) 4. (23/10/25) Approaches to style: 3. Other schools and frameworks (Essential source: moodle 2.1; moodle 2.4; Recommended source: Verdonk) 5. (30/10/25) Intertextuality. Prior texts. Text types. Genres (Essential sources: Halliday, Hasan, Coda: Text, Context and Learning Esser 2.3; Esser, 6; Recommended sources: moodle 1.2; moodle 3.3; moodle 3.4) 6. (6/11/25) Structure / organisation of the text (Essential source: moodle 3.1; Recommended source: moodle 3.2) 7. (13/11/25) Texture 1. Cohesion, cohesive ties and the system of cohesive devices (Essential source: moodle 4.1) 8. (20/11/25) Texture 2. Cohesive chains (Essential source: moodle 4.1; Recommended source: moodle 4.2) 9. (27/11/25) Thematic progressions (Essential source: moodle 5.1; Recommended source: moodle 5.2) 10. (4/12/25) Types and build-up of paragraphs, paragraphing (Essential source: mood. 6) 11. (11/12/25) Coherence. (Essential source: Halliday, Hasan, chapter 6) 12. (18/12/25) Credit test. Review. Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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1.Introduction. Basic concepts: Students can summarise and interpret relevant secondary sources; students can describe the position of text linguistics and stylistics among linguistic disciplines; they can define basic terms and notions; they can enumerate seven standards of textuality, characterise them and provide suitable examples; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 2. Approaches to style 1. Style and register: Students can summarise and interpret relevant secondary sources; students can explain the relationship between the parameters of situations and register; Students can analyse samples from the standpoint of the register theory; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 3. Approaches to style 2. Functional approaches to style: Students can summarise and interpret relevant secondary sources; students can characterise samples using various functional approaches to style; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 4. Approaches to style: 3. Other schools and frameworks: Students can summarise and interpret relevant secondary sources; students can analyse samples from the viewpoint of other selected frameworks and approaches to style; Students can charakterise similarities and differences between the individual approaches to style; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 5. Intertextuality. Prior texts. Text types. Genres: Students can summarise and interpret relevant secondary sources; students can classify samples according to various criteria in diverse text types and genres; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 6. Structure / organisation of the text: Students can summarise and interpret relevant secondary sources; students can compare several samples of the same genre and can deduce their structure; they can classify obligatory and optional elements of structure; they can compare similarities and differences in the structure of samples of diverse genres; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 7. Texture 1. Cohesion, cohesive ties and the system of cohesive devices: Students can summarise and interpret relevant secondary sources; students can classify and describe various instances of cohesive ties and devices in samples, using several criteria; they can compare various cohesive devices realising the same type of tie relation; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 8. Texture 2. Cohesive chains: Students can summarise and interpret relevant secondary sources; students can enumerate types of cohesive chains, compare them from the point of view of the similarities and differences between them and can apply this knowledge to the analysis of samples; They can analyse samples in view of their potential cohesive harmony and can produce relevant arguments; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments
9. Thematic progressions: Students can summarise and interpret relevant secondary sources; students can analyse individual sentences of samples using the theory of the functional sentence perspective and subsequently can analyse the samples from the standpoint of the thematic progressions; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 10. Types and build-up of paragraphs, paragraphing: Students can summarise and interpret relevant secondary sources; students can analyse the inner structure of paragraphs as well as their thematic organisation; They can apply the theoretical terms and notions to unfamiliar samples; Students can provide adequate arguments; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 11. Coherence: Students can summarise and interpret relevant secondary sources; students can explain the relationships between cohesion and coherence and can give relevant arguments for enhancing the chances for the recipinet´s coherence reception of a text/discourse sample; Students can discuss the implications for text/discourse comprehension and production, and for the teaching practice and can give relevant arguments 12. Student presentations: Students can select and read independently two studies dealing with one topic of the sylabus, they can compare them critically and review them; or: students can select independently two textbooks of English, they can compare them from the standpoint of their treatment of a single sylabus topic, assess them critically and can produce relevant arguments; Last update: Pípalová Renata, doc. PhDr., CSc. (26.09.2025)
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