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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.
Topics:
1. Introduction. Basic concepts
2. Approaches to style I. Style and register.
3. Approaches to style II. Functional frameworks of style
4. Approaches to style III. 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. (08.09.2024)
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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. (20.09.2024)
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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. (09.09.2023)
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Regular attendance (up to two seminars may be missed) Active participation is seminar activities Regular reading of secondary sources and self-study Reading list One presentation per semester (last seminar). The length of the presentation will be specified based on the number of students; For the purposes of the presentation the student may choose between two alternatives: comparison of two textbooks of English in view of one of the syllabus topics; comparison of two research articles/other studies dealing with one of the syllabus topics; Written exam (both parts), a minimum 40/60pts. Note: Students can 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. (08.09.2024)
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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. HOFFMANNOVÁ, Jana. Stylistika a…., Praha: Trizonia, 1997. ISBN 80-85573-67-9. 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 URBANOVÁ, Ludmila. Stylistika anglického jazyka. Filozofická fakulta Masarykovy univerzity: Brno, 2008. ISBN 9788087029299 Last update: Pípalová Renata, doc. PhDr., CSc. (09.09.2023)
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MINITESTS Two lectures (14/11 and 12/12) will include optional motivating minitesting. Minitests are voluntary theoretical or practical-analytical tasks on material covered up in the course until the particular date. The overall results in minitests profile the student´s work over the semester. For each excellent result in a minitest (100%), the student gains 2 pts by which their overall exam result will be boosted. For 65-95% scores in minitests the student gains one extra point. THE EXAM A student may take the written exam as long as they completed successfully all the seminar requirements (adequate attendance, active participation in seminars, and an adequate standard of the presentation). Before taking the practical part of the written exam, the student produces their reading list, which features essential secondary sources and a minimum of three sources recommended for reading with three different syllabus topics. The exam is designed to verify factual theoretical knowledge and practical-analytical skills gained in Text Linguistics and Stylistics. It consists of two parts of equal value (max 30pts each), both held on the same day. However, the success in the theoretical part (a minimum of 15pts) represents a prerequisite for taking the practical (analytical) part. Therefore, failure in the theoretical part (less than 15pts) means the student failed all the exam and has to resit it. For a successful completion of the entire exam, the requirement is set at 40pts/60pts. Each student may take the exam three times during the same exam period. If they choose not to sign up for the exam dates registered in the SIS, they will not be offered any extra dates later in the exam period. The theoretical part verifies the student´s theoretical familiarity with the terms, concepts and issues covered in the course. The practical-analytical part represents a comprehensive analysis of an unfamiliar sample from the standpoint of the topics covered in the course (including the student´s readings). In all written work, the proficiency and formulation skills are part of the overall assessment. Feedback for all written work throughout the course is provided to students on their initiative (by email) in office time. Last update: Pípalová Renata, doc. PhDr., CSc. (08.09.2024)
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SYLLABUS 2024 1.(10/10/24) 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. (17/10/24) Approaches to style 1. Style and register (Essential sources: Halliday, Hasan, chapters 2-3; Recommended source: moodle 2.2) 3. (24/10/24) Approaches to style 2. Functional approaches to style (Essential sources: Crystal, Davy, esp. Chapter 3; Recommended source: Vachek; Urbanová) 4. (31/10/24) Approaches to style: 3. Other schools and frameworks (Essential source: moodle 2.1; moodle 2.4; Recommended source: Verdonk) 5. (7/11/24) 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. (14/11/24) Structure / organisation of the text (Essential source: moodle 3.1; Recommended source: moodle 3.2) 7. (21/11/24) Texture 1. Cohesion, cohesive ties and the system of cohesive devices (Essential source: moodle 4.1) 8. (28/11/24) Texture 2. Cohesive chains (Essential source: moodle 4.1; Recommended source: moodle 4.2) 9. (5/12/24) Thematic progressions (Essential source: moodle 5.1; Recommended source: moodle 5.2) 10. (12/12/24) Types and build-up of paragraphs, paragraphing (Essential source: mood. 6) 11. (19/12/24) Coherence. Review (Essential source: Halliday, Hasan, chapter 6) 12. (9/1/25) Student presentations Last update: Pípalová Renata, doc. PhDr., CSc. (08.09.2024)
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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. (20.09.2024)
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