COD 2010 - D055
The Analysis of Conversation in Narrative Texts, Plays and Sitcoms
Teachers of language and literature, preferably at secondary and tertiary level. IGSCE and AS teachers of literature who would like to learn new linguistic frameworks for text-based exams.
6
sessions, start: 01-Sep
The course chosen does not allow any new enrolment
Course detail
Year: 2010
Level: Distance
Language: English
Status: Postponed
Lugar: A distancia
Facilitator/s: Martha Patricia De Cunto
ESSARP Schools
ARS
ARS
Exams Schools
ARS
ARS
Non affiliate
ARS 390.00
ARS 390.00
Sessions
| Sessions | Dates | Schedule |
|---|---|---|
| 1 | 01 September 2010 | Online session |
| 2 | 08 September 2010 | Online session |
| 3 | 15 September 2010 | Online session |
| 4 | 22 September 2010 | Online session |
| 5 | 29 September 2010 | Online session |
| 6 | 06 October 2010 | Online session |
Facilitator/s
Martha Patricia De Cunto
Teachers of language and literature, preferably at secondary and tertiary level. IGSCE and AS teachers of literature who would like to learn new linguistic frameworks for text-based exams.
- Handling implicit meaning.
- Applying theoretical frameworks to literary texts and sitcoms.
- Exploring the language of drama.
- Discussing misunderstandings in conversational exchanges and dealing with how to sort them out in order to improve conversational skills.
Note:
There is a theoretical component in the course which involves the use of specific
terms and the reading of technical biography.
- Applying theoretical frameworks to literary texts and sitcoms.
- Exploring the language of drama.
- Discussing misunderstandings in conversational exchanges and dealing with how to sort them out in order to improve conversational skills.
Note:
There is a theoretical component in the course which involves the use of specific
terms and the reading of technical biography.
Session 1: 1st week
Unit I: The importance of context in the analysis of texts. Definitions of context.
Unit II: Indexicality: Working with time and place deixis. Deitic centre and centre shift theories.
Session 2: 2nd week
Unit III: Implicit meaning: Inference. Entailments. Implicature. Explicature. Presuppositions.
Unit IV: Grice's Cooperative Principle: Maxims of quantity, quality, manner and relation. Flouting maxims.
Session 3: 3rd week
Unit V: Austin's Speech Act Theory. Felicity Conditions. Locutionary, Illocutionary and Perlocutionary Force.
Session 4: 4th week
Unit VI: Brown and Levinson's Politeness Theory: Positive and Negative Face. Politeness Strategies.
Unit I: The importance of context in the analysis of texts. Definitions of context.
Unit II: Indexicality: Working with time and place deixis. Deitic centre and centre shift theories.
Session 2: 2nd week
Unit III: Implicit meaning: Inference. Entailments. Implicature. Explicature. Presuppositions.
Unit IV: Grice's Cooperative Principle: Maxims of quantity, quality, manner and relation. Flouting maxims.
Session 3: 3rd week
Unit V: Austin's Speech Act Theory. Felicity Conditions. Locutionary, Illocutionary and Perlocutionary Force.
Session 4: 4th week
Unit VI: Brown and Levinson's Politeness Theory: Positive and Negative Face. Politeness Strategies.
Each unit contains discussions of useful elements for understanding conversation and dramatic texts. Students will read material on the elements mentioned above, see how they work in oral conversations and written texts, perform some tasks and post their answers in the forums. They will also watch scenes from sitcoms and read extracts from plays to apply the linguistic models presented above in the Content Section. Students can contribute extracts from their own reading lessons to apply the linguistics concepts to the texts they are teaching at school.
Participants are expected to participate actively in the discussion forums and keep up with the tasks.
Time requirement: It is difficult to assess precisely how long participants will take to complete each of the sessions given students' different backgrounds, reading speed, interest and enthusiasm. Besides, not all the sessions may present the same level of difficulty. However, participants who register should bear in mind that they will need between three and five hours a week to successfully meet the objectives of the course. Students who have more time or read very fast will be given the choice of handling non-mandatory or elected material.
Participants are expected to participate actively in the discussion forums and keep up with the tasks.
Time requirement: It is difficult to assess precisely how long participants will take to complete each of the sessions given students' different backgrounds, reading speed, interest and enthusiasm. Besides, not all the sessions may present the same level of difficulty. However, participants who register should bear in mind that they will need between three and five hours a week to successfully meet the objectives of the course. Students who have more time or read very fast will be given the choice of handling non-mandatory or elected material.
- Austin, J. L. (1962) How to do things with words. Oxford: Clarendon Press.
- Bennison, Neil. (1998) "Accessing character through conversation in Professional Foul". In Culpeper, J., Short, M. and Verdonk, P. (eds) (1998) Exploring the Language of Drama: From Text to Context, London and New York: Routledge.
- Brown, P. and Levinson, S. (1978) Politeness. Some universals in language usage. New York: Cambridge University Press.
- Buck, R. A. and Austin,T. R. (1995) "Dialogue and power in E.M.Foster's Howards End". In Verdonk, P. and Weber, J. J. (eds) (1995) Twentieth-Century Fiction. From Text to Context, London and New York: Routledge.
- Frank, J. (1989) "You call that a rhetorical question?" Forms and Functions of Rhetorical Questions in Conversation. In Journal of Pragmatics 14 (1990).
- Grice, H. P. (1981) "Presupposition and Conversation Implicature", in P.Cole (ed.) Radical Pragmatics, New York: Academic Press., 183-198
- Grundy, P. (1995) Doing Pragmatics, Great Britain: Arnold.
- Giora, R. (1991) "On the cognitive aspects of the joke", Journal of Pragmatics 16: 465-485.
- Herman, V. (1998) Chapter 3. "Turn management in drama". In Culpeper, J. Short, M. and Verdonk, P. (eds) (1998) Exploring the Language of Drama: From Text to Context, London and New York: Routledge.
- Leech, G. N. (1983) Principles of Pragmatics, London: Longman.
- Levinson, S. (1983) Pragmatics. London: Cambridge University Press.
- Webber, J. J. (1998) Chapter 9. "Three models of power in David Mamet's Oleanna". In Culpeper, J. Short, M. and Verdonk, P. (eds) (1998) Exploring the Language of Drama: From Text to Context, London: Routledge.
- Bennison, Neil. (1998) "Accessing character through conversation in Professional Foul". In Culpeper, J., Short, M. and Verdonk, P. (eds) (1998) Exploring the Language of Drama: From Text to Context, London and New York: Routledge.
- Brown, P. and Levinson, S. (1978) Politeness. Some universals in language usage. New York: Cambridge University Press.
- Buck, R. A. and Austin,T. R. (1995) "Dialogue and power in E.M.Foster's Howards End". In Verdonk, P. and Weber, J. J. (eds) (1995) Twentieth-Century Fiction. From Text to Context, London and New York: Routledge.
- Frank, J. (1989) "You call that a rhetorical question?" Forms and Functions of Rhetorical Questions in Conversation. In Journal of Pragmatics 14 (1990).
- Grice, H. P. (1981) "Presupposition and Conversation Implicature", in P.Cole (ed.) Radical Pragmatics, New York: Academic Press., 183-198
- Grundy, P. (1995) Doing Pragmatics, Great Britain: Arnold.
- Giora, R. (1991) "On the cognitive aspects of the joke", Journal of Pragmatics 16: 465-485.
- Herman, V. (1998) Chapter 3. "Turn management in drama". In Culpeper, J. Short, M. and Verdonk, P. (eds) (1998) Exploring the Language of Drama: From Text to Context, London and New York: Routledge.
- Leech, G. N. (1983) Principles of Pragmatics, London: Longman.
- Levinson, S. (1983) Pragmatics. London: Cambridge University Press.
- Webber, J. J. (1998) Chapter 9. "Three models of power in David Mamet's Oleanna". In Culpeper, J. Short, M. and Verdonk, P. (eds) (1998) Exploring the Language of Drama: From Text to Context, London: Routledge.