ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician, English
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Philology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
To provide the students with key concepts and skills related to English and Mass Media.
To consider how methods of communication have evolved from inter-personal to those communicated via mass media forms.
To provide the students with conceptual foundation for studying media texts and products.
To analyze media communication attending audio-visual media forms, print media forms and ICT-based media forms.
To investigate and analyze audiovisual communication and print media.
To learn to communicate with skill and fluency within the audiovisual and print sector.
To communicate effectively both orally and in writing, in English.
ENGLISH AND THE MEDIA
News discourse: the discursive construal of news values
DIMENSION 1. TEXT LEVEL
Language and images in the news
Session 1. News discourse: language and images in the news
1.1. What news discourse is about
1. What is news discourse?
2. Why study it: society, journalism, and language
1.2. The communicative context of news discourse
1. Producer roles
2. Audience roles
1.3. Multimodality
1.4. Linguistic features of news discourse
1. Key lexical and syntactic features
2. Evidentiality/intertextuality. Quotation and attribution
3. Variation in newspaper writing
4. The structure of the news story
5. Headlinese
1.5. Visual features of photojournalism
1. Content
2. Capture: technical affordances and composition
3. Communicative functions of news images
DIMENSION 2. DISCOURSE LEVEL
Discursive construal of news values
Session 2. News values research
2.1. What are news values? Newsworthiness
2.2. News values: cognitive or discursive?
2.3. Bednarek and Caple’s list and labels
Session 3. News values and language
3.1. Inventory of linguistic resources
3.2. Example analysis
Session 4. News values and images
4.1. Inventory of visual resources
4.2. Example analysis
Session 5. Multimodal analysis
5.1. The organization of news
5.2. Text-image relations
Session 6. Bibliography revision (students’ presentations)
DIMENSION III. SOCIAL LEVEL
Implications
Session 7. The discursive construal of news values: a case study
7.1. Critical Discourse Analysis: a model
7.2. Data selection
7.3. Case studies
1. Qantas
2. Death of Elizabeth II
7.4. Explorations and students’ proposals
1)Basic:
Bednarek, M. 2018. News Discourse. London: Bloomsbury Academic
Bednarek, M. and H. Caple. 2017. The discourse of news values. Oxford: Oxford University Press
(2) Complementary:
Abel, Elie (ed.). 1981. What’s news? The media in American Society. San Francisco: Institute for Contemporary Studies
Archer, Dawn and Grundy, Peter. (eds.) (2011). The pragmatics reader. London and New York: Routledge
Archer, Dawn, Aijmer, Karin and Wichmann, Anne. (eds.) (2012). Pragmatics. An advanced resource book for students. London and New York: Routledge
Baker, Paul. 2006 (reprinted 2011). Using corpora in discourse analysis. London: Continuum
Bednarek, Monika. 2006a. Evaluation in media discourse: analysis of a newspaper corpus. London: Continuum
Bednarek, Monika. 2006b. “Evaluating Europe –parameters of evaluation in the British press”, in C. Leung and J. Jenkins (eds.). Reconfiguring Europe-the contribution of Applied Linguistics. London: BAAL/Equinox (British Studies in Applied Linguistics), pp.137-156
Bednarek, M. 2008. Emotion talk across corpora. New York: Palgrave MacMillan. Chapter 1: “Analyzing language and emotion”
Bednarek, M. 2014. “ ‘An astonishing season of destiny!’ Evaluation in blurbs used for advertising TV series” in Thompson, G. and Laura Alba-Juez. (eds.) 2014. Evaluation in context. Amsterdam: John Benjamins.
Bell, A. 1991. The Language of News Media. Oxford: Blackwell
Bell, A. and Garrett, P. (eds). 1998. Approaches to media discourse. Oxford: Blackwell
Biber, Douglas. 1988. Variation across speech and writing. Cambridge: Cambridge University Press
Branston, Gill and Roy Stafford. 2010. The Media Student’s Book. London: Routledge
Breeze, R. “Multimodal analysis of controversy in the media” in Thompson, G. and Laura Alba-Juez. (eds.) 2014. Evaluation in context. Amsterdam: John Benjamins.
Carretero, M. and Maite Taboada. 2014. “Graduation within the scope of attitude in English and Spanish consumer reviews of books and movies” in Thompson, G. and Laura Alba-Juez. (eds.) 2014. Evaluation in context. Amsterdam: John Benjamins.
Ceramella, N. & Elizabeth Lee. 2008. Cambridge English for the Media. Cambridge University Press
Clark, Vivienne, James Baker, and Eileen Lewis. 2008. Key Concepts & Skills for Media Studies. London: Hodder
Conboy, M. 2002. The press and popular culture. London/Thusand Oaks/New elhi: Sage
Conboy, M. 2010. The language of newspapers: socio-historical perspectives. London/New York: Continuum
Cook, Guy. 1992. The language of advertising. London: Routledge
Culpeper, Jonathan. 2011. Using language to cause offence. Cambridge: Cambridge University Press
Cutting, Joan. 2008. (2nd edn.). Pragmatics and discourse. A resource book for students. London and New York Routledge
Downes, B. and S. Miller. 1998. Teach Yourself Media Studies. London: Hodder
Durant, A. and Lambrou, M. 2009. Language and the media. A resource book for students. London and New York. Routledge
Evans, Harold. 2000. Essential English for Journalists, Editors and Writers. London: Pimlico
Fairclough, Norman. 1995a. Media discourse. London: Arnold
Fairclough, Norman. 1995b. Critical Discourse Analysis. London: Longman
Fairclough, Norman. 1995c. Media discourse. London: Edward Arnold
Fairclough, Norman. 1988. “Discourse representation in media discourse”, in Sociolinguistics, 17:125-139
Fairclough, Norman. 1989. Language and power. London: Longman
Fairclough, Norman. 2003. Analysing discourse. London and New York: Routledge
Fowler, Roger. 1991. Language in the news. Language and ideology in the press. London: Routledge
Feez, S. Iedema, R. and White, P.R.R. 2008. Media literacy. Surry Hills, NSW: NSW Adult Migrant Education Service
Galtung, Johan and Ruge, Mari Holmboe. 1965. “The structure of foreign news. The presentation of the Congo, Cuba and Cyprus crises in four Norwegian newspapers”, in Journal of Peace research, volume 2, number 1, pp. 64-91
Ghadessy, M. (ed) 1988. Registers of Written English. London and New York: Pinter Publishers
Glynn, Kevin. 2000. Tabloid Culture. London: Duke University Press
Goddard, Angela. 1998. The Language of advertising: written texts. London: Routledge
Grundy, Peter. 2008. (3rd edn.). Doing pragmatics. London: Hodder Education
Halliday, M.A.K. 2004/1994. An Introduction to Functional Grammar. London: Edward Arnold
Hicks, Wynford, S. Adams and H. Gilbert. 2009. English for Journalists. London: Routledge
Keeble, Richard. 2002. The Language of Newspapers. London: Routledge
Kress, Gunther R. 2006. Reading images: the grammar of visual design. London: Routledge
Kress, Gunther R. 2001. Multimodal discourse: the modes and media of contemporary communication. London: Arnold
Kress, G. and T. van Leeuween. “Front pages. (the critical) analysis of newspaper layout” in Bell, Allan and P. Garrett. 1998. Approaches to media discourse.Oxford: Blackwell
Leech, Geoffrey. 1966. English in advertising. London: Longman
Lacey, Nick. Image and representation. 2009. London: Palgrave Macmillan
Lanson, Jerry and Stephens, Michael. 2007. Writing and reporting the news. Oxford: Oxford University Press
Lusted, David. 1992. The media studies book. London and New York: Routledge
Martin J.R. and P.R.R. White. 2005. The language of evaluation. Appraisal in English. Basingstoke & New York: Palgrave Macmillan
Marris, Paul & Sue Thornman (eds.).1999. Media Studies. A Reader. Edinburgh: Edinburgh University Press
O’Keeffe, Anne. 2006. Investigating media discourse. London: Routledge
O’Sullivan, Tim, Brian Dutton, and Philip Rayner. 2003. Studying the Media. London: Arnold
Potts, Amanda, Monika Bednarek, Helen Caple. 2015. “How can computer-based methods help researchers to investigate news values in large datasets? A corpus linguistic study of the construction of newsworthiness in the reporting on Hurricane Katrina”. Discourse & Communication, Vol 9, Issue 2, pp149 - 172.
Price, Stuart. 2000. Media Studies. London: Longman
Reah, D. 2002. (2nd edn.). The language of newspapers. London: Routledge
Richardson, John E. 2007. Analysing newspapers. An approach from Critical Discourse Analysis. Basingstoke: Palgrave Macmillan
Rotzoll, K.B. 1985. “Advertisements” in van Dijk, T (ed) 1985. Discourse and Communication. Berlin & New York: Walter de Gruyter
Scannell, P. 1998. “Media-language-world”, in A. Bell and Garrett, P. (eds). Approaches to media discourse. Oxford: Blackwell, pp. 251-267
Simpson, Paul and Mayr, Andrea. 2010. Language and power. A resource book for students. London and New York: Routledge
Tanaka, Keiko. 1994. Advertising Language. A pragmatic approach to advertisements in Britain and Japan. London and New York: Routledge
Tannen, Deborah. 1993. Framing in discourse. Oxford. Oxford University Press
Tannen, D. and Trester, A.M. (eds) 2013. Discourse 2.0. Language and new media. Washington: Georgetown University Press
Thompson, G. and Laura Alba-Juez. (eds.) 2014. Evaluation in context. Amsterdam: John Benjamins.
Toolan, M. 1988. “The language of press advertising”, in Ghadessy, M. (ed.) Registers of written English. London: Pinter Publishers, pp. 52-64
van Dijk, T.A. 2001. “Critical Discourse Analysis”, in D. Schiffrin, D. Tannen and H. Hamilton (eds.). The Handbook of Discourse Analysis. Oxford: Blackwell
van Leeuwen, Theo and Carey Jewitt (eds.). 2001. Handbook of visual analysis. London: SAGE
Vestergaard, Torben. 1995. The language of advertising. Oxford: Blackwell
Wall, Peter. 2000. Media Studies for GCSE. London: Collins
Watts, Richard. 2003. Politen ess. Cambridge: Cambridge University Press
West, L. and Anne Marie Trester in Tannen, D. and Trester, A.M. (eds) 2013. Discourse 2.0. Language and new media. Washington: Georgetown University Press
White, P. 1997. “Death, Disruption and the Moral Order: the narrative impulse in mass-media “hard news” reporting”, in F. Christie, and J.R. Martin (eds.). Genre and institutions. London: Cassell, pp. 101-133
Winship, Janice. 1987. Inside women’s magazines. London: Pandora Press. Chapter 1: “Introduction: survival skills and daydreams” and Chapter 7: “Cosmopolitan: ‘who would ask for more’?”
Woods, Nicola. 2006. Describing discourse. A practical guide to discourse analysis. London: Hodder Arnold
On Historical News Research:
Auf dem Keller, Caren. 2004. Textual structures in eighteenth-century newspaper advertising. Aachen: Shaker Verlag
http://www.chinednews.com/
Conference on Historical news Discourse. The aim of the CHINED Board is to promote the communication and discussion of research into the discourse of historical news texts written in the English language. In this primary objective the focus is on linguistic analysis of specific text genres traditionally associated with the domain of news, such as ballads, pamphlets, newspapers, magazines, correspondence, histories, annals, etc.
However, as a secondary objective, we are also interested in the possibility of opening up the scholarly debate on historical news to incorporate news texts from other languages. As with English news texts, the study of such texts should focus on news discourse strategies relating, for example, to the fields of media discourse, pragmatics, sociolinguistics, stylistics and other related linguistic models. We are strong believers in the value and significance of interdisciplinary studies — hence our interest in involving news historians in our research—but believe that CHINED should primarily focus on the language of news.
https://www.bl.uk/collection-guides/british-newspaper-archive
At the British Library: Over 20 million searchable pages, from more than 700 newspaper titles from UK and Ireland
https://www.es.uzh.ch/en/Subsites/Projects/zencorpus.html
The Zurich English Newspaper Corpus (ZEN) is a collection of early English newspaper texts from the late 17th and 18th centuries. It is a corpus specifically designed for linguists who want to study the history of the English language. The Zen Corpus mirrors the extraordinary diversification of newspapers in the 18th century. It includes a wide variety of (mainly) London newspapers, selected in 10-year intervals from 1661 onwards, covering most of the text-classes available (foreign news, home news, shipping news, crime, births, weddings, death notices, lost and found, proclamations, advertisements). It excludes lists of names, lists of stocks, and poetry.
Software
Rayson, P. 2009. Wmatrix: a web-based corpus processing environment, Computing Department, Lancaster University. http://ucrel.lancs.ac.uk/wmatrix/
Competencias
Competences (“Memoria do Máster Interuniversitario en Estudios Ingleses Avanzados e as Súas Aplicacións, 2ª edición", pp. 6-7: http://www.imaes.eu/wp-content/uploads/2019/12/MEMORIA_ANEXOS-I-II.pdf)
CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
CB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB9 - That students are able to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
G01 - Ability to delve into those concepts, principles, theories or models related to the various areas of English Studies, as well as to become familiar with the methodology required to solve those problems typical of this field of study.
G02 - Ability to apply the knowledge gained/obtained within the multidisciplinary and mutifaceted/versatile area of English Studies.
G03 - Ability to use the new information and communication technologies (ICTs) efficiently within the realm of English Studies.
G04 - Ability to present experiences, ideas or reports in public, as well as to express informed opinions based on criteria, external rules or personal reflections, for which a sufficient command of the academic and scientific language, both written and oral, will be necessary.
G05 - Abilities to investigate and manage new knowledge and information within the context of English Studies.
G06 - Ability to acquire/achieve critical thinking that will lead students to consider the relevance of the existing research in the fields of study that make up/shape/define English Studies, as well as the relevance of their own investigations.
G07 - Abilities to consolidate and develop the C2 linguistic competence in the spoken and written use of the English language.
G08 - Progressive autonomy in the learning process, personal/individual search for resources and information, by getting access/accessing (to) bibliographical and documentary references on the various areas that make up/define/shape English Studies.
G09 - Ability to carry out research work of an academic nature in the different realms of English Studies.
G10 - Ability to present and defend a research project by making use of the appropriate terminology and resources/tools within the area object of study.
E02 - Knowledge of the main resources, tools and methods for linguistic research.
E05 - Knowledge of the ESP studies and their applications to other fields.
E08 - Knowledge of the role of English in the different mass media.
Lectures explaining the concepts and the terminology will be delivered to the students. These lectures will be implemented with multimedia presentations, animations, graphs, video clips or any other element that may help understand the main concepts, processes and ideas. Small groups are required to work together, asking questions, giving their opinions, or working on their projects. During the course students will prepare and comment on topics, videos or other media in class or through/on the course virtual platform. This methodology aims at practising both oral and written skills, as well as enhancing both individual and collaborative work.
1) In-class participation and work on the Campus Virtual platform: 25% (Competences to be assessed: G03, G04, E05)
2) Oral presentation: 25 % (Competences to be assessed: G02, G04, G05,G07, E02, E08)
3) Written essay on a topic dealt with in class: 50% (Competences to be assessed: G05, G06,G07, G08, G09, G10, E02, E08)
Students who do not pass in the first opportunity will be able to re-sit in the officially
provided second opportunity (date to be agreed upon with the lecturer(s)), when they
will be examined to demonstrate that they have acquired the required skills via two
types of assessment: a supervised project with the same percentage value and
characteristics as in the first opportunity, plus the exercises agreed upon with the
lecturer(s) as a substitute for the other activities of the module.
The students officially exempted from class attendance will present a final written paper
that will count 100 % of the final mark.
The following aspects will be taken into account for the assessment of this course:
Written and oral skills in English, capacity to articulate a hypothesis and its discussion,
class attendance and participation in class.
IMPORTANT
-Lessons will be conducted in English. The correct use of the English language will be taken into account for assessment purposes.
-Inadequate academic conduct (plagiarism, cheating, etc.) will be penalized. Note the following about plagiarism: In the event of fraudulent performance of exercises or tests, art. 16 of the Regulations for the assessment of students academic performance:
“A fraudulent performance during an exercise or test will mean a fail grade in the corresponding call, regardless of any
disciplinary processes that may be followed against the offending student. Plagiarised work or work carried out by using information obtained from accessible sources open to the public, among others, without due re-elaboration or reinterpretation citing the authors and the sources, are considered fraudulent."
• Total number of hours = 75
• Class hours (maximum) = 14
• Virtual platform hours (maximum) = 10
• Student’s individual work = 51
Work in class (total number of hours 14)
Professor’s introductory talks (5 hours)
Debates and students’ participation (7 hours)
Tutorials (2 hours)
Work through the virtual platform (total number of hours maximum 10)
Participation in forum and debates (4 hours)
Supervising of student’s progress by the professor (4 hours)
Activities of self-assessment (2 hours)
Student’s individual work (total number of hours 51)
Autonomous work and work in group (11 hours)
Writing activities, class presentations and additional tasks (20 hours)
Readings and on-line debates (20 hours)
Maria Teresa Sanchez Roura
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811889
- mteresa.sanchez.roura [at] usc.es
- Category
- Professor: University Lecturer
| Tuesday | |||
|---|---|---|---|
| 18:15-19:15 | Grupo /CLE_01 | English | C03 |
| 19:15-20:15 | Grupo /CLIS_01 | English | C03 |
| Wednesday | |||
| 18:15-19:15 | Grupo /CLE_01 | English | C03 |
| 19:15-20:15 | Grupo /CLIS_01 | English | C03 |
| Thursday | |||
| 18:15-19:15 | Grupo /CLE_01 | English | C03 |
| 19:15-20:15 | Grupo /CLIS_01 | English | C03 |
| 01.14.2025 16:00-18:00 | Grupo /CLE_01 | D04 |
| 01.14.2025 16:00-18:00 | Grupo /CLIS_01 | D04 |
| 06.18.2025 16:00-18:00 | Grupo /CLIS_01 | C03 |
| 06.18.2025 16:00-18:00 | Grupo /CLE_01 | C03 |