- Docente: Cinzia Bevitori
- Credits: 3
- SSD: L-LIN/02
- Language: English
- Teaching Mode: Traditional lectures
- Campus: Forli
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Corso:
Second cycle degree programme (LM) in
Specialized translation (cod. 9174)
Also valid for Second cycle degree programme (LM) in Specialized translation (cod. 9174)
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from Oct 07, 2024 to Nov 18, 2024
Learning outcomes
The student is able to independently identify a research problem of relevance to a linguistics- and/or translation- field, with special reference to the use of text corpora; s/he is able to locate and efficiently use the tools and information sources needed to tackle a research problem; s/he is able to acquire further competences related to linguistics and translation, as well as other disciplines of relevance to her/his studies, through interaction with scholars from a range of fields.
Course contents
The activities of this lab revolve around research conducted in the field of environmental/ecological Discourse—linguistic/discursive/translational practices related to ecological, environmental communication, and the climate crisis.
The goal of the lab is to analyze (diachronic) specialized corpora (e.g., IPCC-Synthesis Assessment Reports 1990-2023) to explore cultural keywords related to the environment, environmental sustainability, climate change, biodiversity, etc., based on the 2030 Agenda.
Course participants will be involved in various project activities, which include:
- Critical analysis of ecological and environmental discourse;
- Analysis of linguistic/rhetorical/discursive strategies;
- Annotation of corpora and reliability verification strategies for evaluator agreement (e.g., Cohen’s kappa).
The course includes both introductory lectures and lab activities. Additionally, there will be a seminar on corpus-assisted ecolinguistics conducted by an external expert lecturer.
The course is supported by Martina Russo (https://www.unibo.it/sitoweb/martina.russo22/en)
Readings/Bibliography
- Alexander, R.J. (2002). Everyone is talking about ‘sustainable development.’ Can they all mean the same thing? Computer discourse analysis of ecological texts. In A.Fill, H. Penz, and W. Trampe (Eds.), Colourful Green Ideas: Papers from the Conference 30 Years of Language and Ecology (pp. 239-254). Bern: Peter Lang.
- Poole, R. & Hayes, N. (2022). Stance in climate science: A diachronic analysis of epistemic stance features in IPCC physical science reports. Journal of Corpora and Discourse Studies, 5:37–60.
- Poole, R. (2022). Corpus-Assisted Ecolinguistics. Bloomsbury.
- Stibbe, A. (2021). Ecolinguistics. Language, Ecology and the Stories We Live By. London/New York: Routledge, 2nd ed.
- Stibbe, A. (2017). Critical discourse analysis and ecology. In J. Flowerdew and J.E. Richardson (Eds.), The Routledge Handbook of Critical Discourse Studies (pp. 497-509). London/New York: Routledge.
Teaching methods
The lab combines lectures and practical sessions.
The theoretical and methodological content is provided through presentations by the instructor.
Practical sessions consist of hands-on activities conducted collaboratively in class, followed by group discussions.
These activities aim to constantly monitor progress in the development of research and technological skills, which are the focus of the lab.
All students must attend online Modules 1 and 2 on Health and Safety.
Assessment methods
Evaluation will be partly ongoing and partly based on a final project.
Ongoing assessment is based on the quality of and participation in the activities organized by the instructor.
The final project, to be agreed upon in advance with the instructor regarding content and format, will focus on one of the topics covered in class (cf. Course Content) and may take the form of a technical report or an oral presentation with slides.
Evaluation Criteria:
- 30-30L: excellent project, of very high technical quality, presented very clearly and in detail.
- 28-29: excellent project, of high technical quality, presented clearly and in detail.
- 26-27: good project, of adequate technical quality; some aspects of the presentation could be improved.
- 23-25: decent project with technical shortcomings; some aspects of the presentation could be improved.
- 20-22: the project shows several technical deficiencies; the presentation has gaps and/or is unclear in several areas.
- 18-20: the project shows several significant technical deficiencies; the presentation has many gaps or is mostly unclear.
- <18: insufficient or seriously inadequate project.
Teaching tools
Hardware: PC and projector.
Software: corpus query software (SketchEngine; AntConc).
Office Hours
Check Cinzia Bevitori's website.
Office hours
See the website of Cinzia Bevitori
SDGs



This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.