C8797 - LINGUA INGLESE PER I MEDIA (1) (LM)

Learning outcomes

The course provides an in-depth understanding of the linguistic and discursive features of English as used in the media, while also focusing on the development of soft skills essential in academic and professional contexts, such as teamwork, project management, and critical discussion. It seeks to enhance students’ communication skills across all areas – both active and passive – with particular emphasis on understanding online journalistic communication and producing texts related to discourse analysis. At the end of the course, students will: - learn how to navigate and understand complex texts, developing awareness of different levels of interpretation; - acquire the fundamental principles for producing written texts; - study the basics of multimodal discourse analysis; - learn how to present and critically discuss their own projects.

Course contents

The course will be held mainly in English. The participants will work on media content with focus on:

• Writing skills: acquisition of basic skills to write texts in English. Relevant topics will be developed with reference to
  - grammar, with examples from the media;
  - academic writing.
  
  
• Communication skills:
  - Capacity of reading advanced texts in English
  - Improve fluency (accent, pronunciation, tone and register)

• Critical reading of media discourse: persuasion techniques, information bias, framing and manipulation with particular focus on text and visual contents.

Readings/Bibliography

Compulsory bibliography

• Durant, A. and Lambrou, M. (2009). Language and Media. Routledge (all chapters in section A; chapters B1, B2, B5, B7)
• Ledin, P., & Machin, D. (2018). Doing visual analysis: From theory to practice. SAGE Publications (chapters 1-4)
• Simpson P., Mayr A. & Statham S. (2018) (2nd ed.) Language and Power. A Resource book for students, Routledge (chapters A1, A2, A10, A11, B11).

Complementary bibliography

• Hall, S., Evans, J., & Nixon, S. (Eds.). (2013). Representation: Cultural Representations and Signifying Practices. London: SAGE Publications, Ltd. (Chapters 1 and 4).
• Kress, G. & van Leeuwen, T. (1996). Reading Images. The Grammar of Visual Design. New York and London: Routledge.
• Machin, D. and Mayr, A, (2012). How to Do Critical Discourse Analysis: A Multimodal Introduction, SAGE Publications Ltd

Further contents and all teaching material and classes will be uploaded on the Virtual Learning platform.

Teaching methods

The course adopts an interactive approach: students are expected to participate actively in the discussion. All the material will be uploaded on Virtuale; therefore, the programme for attending students and non-attending students is the same.

Assessment methods

The course is based on a continuous assessment model, which requires the active participation in group discussions and project work (in groups).

At the end of the course students are expected to sit a written exam with open and closed questions on the course topics. Further information will be made available at the beginning of the course.

An organic vision of relevant topics, mastering specific language, understanding journalistic texts, as well as the capacity to analyse possible implicit subtexts are evaluated with marks of excellence. Passive knowledge of the subject, basic synthesis and analysis skills, or correct but basic language lead to reasonably good evaluations. Learning gaps, inappropriate language and limited understanding of the text and any implicit subtexts lead to passing marks. Learning gaps, very limited language skills, incapacity to understand and analyze the text are evaluated negatively.

Students with SLD or temporary or permanent disabilities. It is necessary to contact the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en) with ample time in advance: the office will propose some adjustments, which must in any case be submitted 15 days in advance to the lecturer, who will assess the appropriateness of these in relation to the teaching objectives.

Teaching tools

The classes will develop around Power Point presentations, audio-visual material and handouts.

Office hours

See the website of Valeria Reggi