Graduate Course Proposal Form Submission Detail - LIN7885
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SCNS Liaison Notified of Graduate Council Approval
Submission Type: New
Course Change Information (for course changes only):
Comments: Elective for Applied Ling. To GC. Approved 5/12/16 To USF Sys 5/18/16; to SCNS after 5/25/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5208 2015-04-06 Department College Budget Account Number World Languages AS TPA 124100 10000 000000 0000000 Contact Person Phone Camilla Vasquez 81397425 firstname.lastname@example.org
- Course Information
Prefix Number Full Title LIN 7885 Discourse Analysis Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Disc Anls Course Online? Percentage Online C - Face-to-face (0% online) 0
A comprehensive overview of four major approaches to conducting discourse analysis applied linguistics. Course focuses on both theoretical foundations and methodology.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Replacing Selected Topics with Permanent number; already listed in program
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course has been taught twice as a special topics elective. It has been well-received, and it should be added into the regular biennial rotation of applied linguistics elective courses.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 2 times
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctorate in Applied Linguistics.
- Other Course Information
This course offers a survey approach to the topic and is intended to give you an overview of several of the major approaches to DA, including (but not limited to): conversation analysis (CA), critical discourse analysis (CDA), narrative analysis, interactional sociolinguistics (IS) and pragmatics-based approaches. This course introduces students to the basic concepts, concerns, and questions that underlie the work of discourse analysts. Because discourse analysis refers to both a field of inquiry in its own right as well as to a wide variety of approaches to examining spoken and written data, a great deal of in-class time is dedicated to issues of methodology such as data preparation, transcription, and specific analytic techniques.
The course requires substantial reading and writing, and participants will alternate assignments as discussion leaders as well. Doctoral-level standards will apply to evaluation of both oral and written work. This course is open to doctoral students in applied linguistics, in related fields, and to advanced M.A. students with serious interests in the topic.
B. Learning Outcomes
By the end of the semester students will be able to:
* develop an understanding of and an appreciation for discourse analysis as both an interdisciplinary field, as well as a tool of inquiry;
* become familiar with major approaches to as well as various methodological techniques used in discourse analytic research;
* develop the ability to read, understand, and critically evaluate discourse analytic research;
* design a research project, which, when carried out, can lead to contributions to the field;
* improve and refine your scholarly writing skills.
C. Major Topics
Critical Discourse Analysis
Data Transcription and Interpretation
Jaworski, A. & Coupland, N. (Eds.). (2007). The discourse reader (2nd ed). London: Routledge.
E. Course Readings, Online Resources, and Other Purchases
Billig, M. (1999). Whose terms? Whose ordinariness? Rhetoric and ideology in conversation analysis. Discourse & Society, 10 (4), 543-582.
Cameron, D. (2005). Relativity and its discontents: Language, gender and pragmatics. Intercultural Pragmatics, 2-3, 321-334.
Chang, G.C., & Mehan, H. (2006). Discourse in a religious mode: The Bush administration’s discourse in the War on Terrorism and its challenges. Pragmatics, 16 (1), 1-24. http://www.cyberling.elanguage.net/journals/index.php/pragmatics/article/view/500/429
Collins, J. (1996). Socialization to text: Structure and contradiction in schooled literacy. In M. Silverstein and G. Urban (Eds.), Natural histories of discourse (pp. 203-228). Chicago: University of Chicago Press.
Duff, P. (2002). The discursive co‐construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23 (3), 289-322.
Dyer, J., & Keller-Cohen, D. (2000). The discursive construction of professional self through narratives of personal experience. Discourse Studies, 2 (3), 283-304.
Edwards, J. (2007). The Transcription of Discourse. In D. Schiffrin, D. Tannen & H. Hamilton (eds). The Handbook of Discourse Analysis. Blackwell Publishing.
Garcia, A. C. (2013). Introduction to Interaction. Bloomsbury: London. (Chapters 1 & 3).
Gee, J. P. (2010). An introduction to discourse analysis (3rd ed.). London: Routledge.
Hamilton, H. (1998). Reported speech and survivor identity in on-line bone marrow transplantation narratives. Journal of Sociolinguistics, 2 (1), 53-67.
Heritage, J., & Sefi, S. (1992). Dilemmas of advice: Aspects of the delivery and reception of advice in interactions between health visitors and first-time mothers. In P. Drew, & J. Heritage (Eds.), Talk at work: Interaction in institutional settings (pp. 359-417). Cambridge: Cambridge University Press.
Holmes, J. (2005). Story-telling at work: A complex discursive resource for integrating personal, professional and social identities. Discourse Studies, 7 (6), 671-700.
Johnstone, B. (2002). Discourse analysis. Malden, MA: Blackwell.
Ladegaard, H. (2012). Discourses of identity: Outgroup stereotypes and strategies of discursive boundary-making in Chinese students’ online discussions about “the other”, Journal of Multicultural Discourses, 7 (1), 59-79
Lo, A. (1999). Codeswitching, speech community membership, and the construction of ethnic identity. Journal of Sociolinguistics, 3 (4), 461-479.
Mehan, H. (1996). The construction of an LD student: A case study in the politics of representation. In M. Silverstein and G. Urban (Eds.), Natural histories of discourse (pp. 253-276). Chicago: University of Chicago Press.
Ochs, E., & Capps, L. (2001). Chapter 1 in Living narrative. Cambridge, MA: Harvard University Press.
Paltridge, B. (2012). Discourse analysis: An introduction (2nd ed.). London: Bloomsbury.
Park, I. (2010). Marking an impasse: The use of anyway as a sequence-closing device. Journal of Pragmatics, 42 (12), 3283-3299.
Schiffrin, D. (1994). Approaches to discourse. Cambridge, MA: Blackwell Publishers.
Schiffrin, D., Tannen, D., & Hamilton, H.E. (2003). The handbook of discourse analysis. Malden, MA: Blackwell Publishers.
Stivers, T. (2004). “No no no” and other types of multiple sayings in social interaction. Human Communication Research, 30 (2), 260-293.
Stubbe, M. et al (2003). Multiple discourse analyses of a workplace interaction. Discourse Studies, 5 (3), 351-389.
Trester, A. (2013) Telling and Retelling prankster stories: Evaluating cleverness to evaluate identity. Discourse Studies, 15 (1), 91-109.
Vásquez, C. (2004). Very carefully managed: Advice and suggestions in post-observation meetings. Linguistics and Education, 15 (1-2), 32-58.
F. Student Expectations/Requirements and Grading Policy
10% - Transcript
10% - Short Homework Assignments
10% - Article Presentation
10% - Presentation Self-Assessment
20% - Short Response Paper
10% - Mini-Bibliography
20% - Final Project Paper
10% - Final Project Presentation
G. Assignments, Exams and Tests
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Cheating, including plagiarism, of any kind in the class will not be tolerated. Offenders will suffer strict consequences. Cheating includes, but is not limited to, copying someone else’s work, copying from an outside source without proper documentation, or using an assignment that you have previously used for another class.
Late work policy
No late work will be accepted. (NB: If you are facing a major life obstacle that precludes you from turning in an assignment on time – e.g., a serious medical condition or a death in the immediate family – you should communicate this to me in advance of the due date, and be able to provide documentation, so that we can negotiate an alternative deadline.)
More on Plagiarism
The University of South Florida has an account with an automated plagiarism system detection service with allows instructors and students to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted as electronic files and 2) electronically submit assignments to Turnitin, or 3) ask students to submit their assignments to Turnitin through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized. For more information about Turnitin and plagiarism, go to http://www.c21te.usf.edu/ Click on Plagiarism Resources. For information about plagiarism, go to http://www.lib.usf.edu/public/index.cfm?Pg=Plagiarism.
Submitting to Turnitin – If or when you are asked to submit your papers to safe assignment, please remove your name from your paper and replace it with your USF ID#. Also, please remove you name from the file name and replace it with your USF ID (e.g. U12345678 Essay 1.doc) before submitting it. If you submit it directly to me, please DO put your name on the paper. Pursuant to the provisions of the Family Educational Rights and Privacy Act (FERPA), students are requested to maintain confidentiality as a way to keep their personal contact information (i.e. name, address, telephone) from being disclosed to vendors or other outside agencies. By your submission, you are also agreeing to release you original work for review for academic purposes to Turnitin.
J. Program This Course Supports
PhD in Applied Linguistics (proposed). MA in Linguistics: English as a Second Language
- Course Concurrence Information
While Applied Linguistics graduate students are the targeted audience for the course, the techniques for collecting, analyzing – and developing practice in evaluating discourse analytic research – can be easily extended to other related disciplines in the social sciences. This course would service programs in foreign languages, English, Communication, among others.