Kingdom of Saudi Arabia

The National Commission for Academic Accreditation &

Assessment

COURSE SPECIFICATION

Eng. 429

Discourse Analysis & Stylistics

Revised 2012

1
 Course Specification

Institution Shagra University

Faculty/Department Faculty of science and humanities/ Department of English

A Course Identification and General Information

1. Course title and code: Eng. 429 - Discourse Analysis & Stylistics

2. Credit hours: 3 hours

3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)

B.A. in English Language

4. Name of faculty member responsible for the course
Islam Majzoub Mohammed Elhassan

5. Level/year at which this course is offered :

th
Level 8/ 4 year
6. Pre-requisites for this course (if any):
Preferably, Eng. 320 & Eng. 323

7. Co-requisites for this course (if any):

None

8. Location if not on main campus:

Dawadmi campus
B Objectives

1. Summary of the main learning outcomes for students enrolled in the

course.
Students should be able to:
1. Discuss the features characterizing spoken discourse vs. those characterizing
written
discourse

2. Demonstrate knowledge that the differences in 1 above depend largely on genres of

texts.

3. Explain the basic concepts and main approaches to discourse

analysis.

4. Apply the different approaches on short utterances

5. Analyze authentic discourses (longer stretches of

language)

6. Define the notion of stylistics

7. Identify the differences between discourse analysis and stylistic

analysis

8. Produce simple stylistic analyses of short literary texts concentrating on

some linguistic features of the texts sowing how they enhance the effectiveness
of the message.

2. Briefly describe an y plans for developing and improving the course that are being implemented.
(eg increased use of IT or web based reference material, changes in content as a result of new research
in the field)
There is a suggestion of a better choice of textbooks.
Use of intonation in the analysis of discourse
Introducing corpus linguistics and its use in discourse analysis

C. Course Description

1 Topics to be Covered

Topic No of Contact
Weeks hours
Introductory lesson: the definition of the term 1wee 3 hours
k
discourse analysis and stylistics
Differences between written and spoken language.
One 3
week hours

The theories of cohesion & coherence. One 3

week hours

Revision , exercises and mid-term test 1 One 3 hours

week
Coherence and its role in text/discourse interpretation One 3
Computing communicative function week hours

General revision One 3

week hours
Mid-term exam 1

Difference between cohesion and coherence One 3

week hours

Study of schemata and common One 3

background knowledge. week hours

Information structure One 3

week hours
One 3
,The study of rhetorical aspects such as cause-effect week hours
contrast, particularly in written discourse and how they
.The study.keep the meanings
of topic sentencesflow
of written texts One
coherently week
3
hours

General revision One 3

week hours

mid-term exam 2 One 3

week hours

Total hours & weeks 14 42

2. Course components (total contact hours per semester):

 Lectures: 33 hours Tutorial: We are Practical sessions: 9 Other: None
available during hours of actual
office hours and analysis in groups
through email. or individually.

Exams: 3 hours

3. Additional private study/learning hours expected for students per week. (This should be an average:
for the semester not a specific requirement in each week)
4. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the tea ching strategies to be used in the course to develop that knowledge or skill;

The methods of studen t assessment to be used in the course to evaluate learning outcomes in the
domain concerned.

a. Knowledge

(i) Description of the knowledge to be acquired

1. Knowledge of the features characterizing spoken discourse vs. those characterizing
written discourse, but they also should know that the differences depend largely on
genres of texts.

2. Knowledge of the basic concepts and main approaches to discourse analysis.

3. Knowledge of how discourse analysis is related to pragmatics and sociolinguistics

by relating the approaches of discourse analysis to those areas.

4. Knowledge of definition of stylistics, and what it means to do stylistic analysis.

(ii) Teaching strategies to be used to develop that knowledge

1. Lectures
2. Studying analyses done by researchers of various discourses.
3. Class discussion of various examples
4. Answering exercises

(iii) Methods of assessment of knowledge acquired

1. Asking questions during the lectures or as assignments
2. Exams and quizzes

b. Cognitive Skills

(i) Cognitive skills to be developed

1. The ability to apply the different approaches to new utterances.
2. The ability to apply the different approaches to longer stretches of discourses,
providing interpretations of the discourses in view of the contextual features.
3. The ability to apply stylistic approaches to the analysis of literary texts.
4. Keen observation of the surrounding language
5. Critical observation of everyday interaction.

(ii) Teaching strategies to be used to develop these cognitive skills

1. Short assignments
2. Working in groups to analyze a wide range of discourses to apply each of the
approaches studied.
3. Supervising the students work to produce a project in which a long stretch of authentic
discourse is analyzed using one of the discourse analysis approaches.

(iii) Methods of assessment of students cognitive skills

1. Quizzes and exams.
2. Short assignments.
3. The project in which students produce a full-fledged analysis of an authentic discourse.
4. Providing examples as a result of their observation

c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
1. The ability to work in groups and carry their responsibilities as leaders or member of
groups.
2. The ability to cooperate fully with their group members
3. Show initiative of forming groups, electing a leader, choosing a text to anlyze, and
choosing an approach to apply to the text.
4. The ability to take responsibility of their learning by finding solutions to problems
that arise in the analysis of discourses.

(ii) Teaching strategies to be used to develop these skills and abilities

1. Most class work in the practical sessions is done in groups
2. Encouraging students to ask questions and talk about problems
3. The main project is based on group work.

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
1. The main project is based on cooperation of the members of groups.

d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.

The ability to present their analysis in the project in a manner that is appropriate for
their purpose.
 (ii) Teaching strategies to be used to develop these skills
-Working closely with students on the presentation of their projects.

(iii) Methods of assessment of students numerical and communication skills

-Projects: the process and the final product.

e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance required

Not Applicable

(ii) Teaching strategies to be used to develop these skills

Not Applicable

(iii) Methods of assessment of students psychomotor skills

Not Applicable

5. Schedule of Assessment Tasks for Students During the Semester

Assessment Assessment task (eg. essay, test, group project, Week due Proportion
examination etc.) of Final
Assessment

1 Quizzes ,assignments and presentation Assigned 10%

periodically
2
Mid-term test 1 11 20%
4
Mid-term test 2 14 20%
5 End of
Final Exam semester 50%

D. Student Support

1. Arrangements for availability of faculty for individual student consultations and academic advice.
(include amount of time faculty are available each week)

6 office hours a week. Also support is available by answering their questions and concerns
sent by email.
 E. Learning Resources

1. Required Text(s)

Brown G. & Yule G.(1983). Discourse Analysis: CUP. Cambridge

2. Essential References
a. Coulthard, M. (1985). An Introduction to Discourse Analysis. London: Longman
nd
b. Cutting, J. (2008). Pragmatics and Discourse: A resource book for Students, 2
Edition. London: Routledge English language introductions.
c. Verdonk, P. (2002). Stylistics. Oxford: Oxford University Press.
d. Black, E. (2006). Pragmatic Stylistics. Edinburgh: Edinburgh UP.

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
Schiffrin, Deborah, Tannen, Deborah & Hamilton, Heidi E. (2001) The Handbook of
Discourse Analysis. Blackwell
Schiffrin, Deborah (1994) Approaches to Discourse. Blackwell
Short, Michael H. (1996) Exploring the Language of Poems Plays and Prose. Pearson
Education Ltd.
Wales, Katie (1990) A Dictionary of Stylistics. Longman
Language and Literature (Periodical)
Discourse and Society (periodical)

4-.Electronic Materials, Web Sites etc

Web site of Teun A van Dijk on Discourse Analysis h ttp://www.discourse.org
5- Other learning material such as computer-based programs/CD, professional standards/regulations

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats
in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)

Lecture rooms should be large enough to accommodate the number of registered

students

2. Computing resources

Laptop computer - projector system

3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach
list)

None
G. Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of

Teaching

1. Midterm evaluation feed-back form to increase instructors awareness of the

weak and strong points of the class
2. End of term college evaluation of course by students ( to be collected by the
department)
3. End-of-term debriefing in class of students and teacher regarding what went well and
what could have gone better
4. Small group instructional diagnosis (SGID) whereby instructors exchange
classes and gather information from each others students on specific points
outlined by the department and the instructor being evaluated

2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department

1. Peer observation to benefit from colleagues objective feedback and suggestions

for improvement.
3 Processes for Improvement of Teaching

1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development conferences.
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of each new semester
after reviewing last semesters teaching strategies and results

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
faculty member of a sample of student work, periodic exchange and remarking of a sample
of assignments with a faculty member in another institution)

1. Check marking of a sample of examination papers either by a resident or visiting

faculty member
2. Students who believe they are under graded can have their papers checked by a
second reader

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
1. Compare syllabi and course description with other universities (including those on
the net)
2. Bi-annual meetings of faculty members to discuss improvement
3. Have a curriculum review committee to review the curriculum periodically
and suggest improvements