- Dr Mary Healy (Senior Lecturer - Roehampton University)
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Analysis of a set text 2000 word analysis of a set text||40%|
|Semester Assessment||Project. 3000 word project compromising: •Identification of discourse •Selection of texts •Analysis of texts •Commentary on method.||60%|
|Supplementary Assessment||Analysis of a different set text. All failed elements of the assessment must be retaken if the student's average mark falls below the required pass mark of 40%.||40%|
|Supplementary Assessment||Project. All failed elements of the assessment must be retaken if the student’s average mark falls below the required pass mark of 40%.||60%|
On successful completion of this module students should be able to:
Demonstrate an effective understanding of the role of language in shaping policies, attitudes and approaches to education and childhood.
Analyse texts using the tools of CDA and evaluate their analysis.
Select discourses and texts for analysis and demonstrate a sustained and critical engagement.
The module will introduce students to aspects of language study and to key approaches to critical discourse analysis. Students will conduct analyses of set texts and will select and analyze texts with a focus on education and childhood.
2. Lecture: Working with language.
3. Lecture: Introduction to CDA.
4. Lecture: The analytical tools of CDA 1.
5. Lecture: Multimodal analysis.
6. Lecture: Classroom discourse.
7. Lecture: Discourses in education
8. Lecture: Models of analysis
9. Lecture: Planning an investigation
10. Lecture: CDA as a research tool.
Workshop 1: Analyzing language.
Workshop 2: Working with text
|Skills Type||Skills details|
|Application of Number||Potential for students to choose texts which present numerical or statistical information.|
|Communication||Students are investigating the communication of meaning and presenting their own interpretation in writing.|
|Improving own Learning and Performance||Students will use feedback from assessments one and two to inform their approach to assessment 3. Workshop sessions will give students the opportunity to work progressively on texts.|
|Information Technology||Presentation of assessed work.|
|Personal Development and Career planning||Students will develop an understanding of the ways in which discourse works. This skill is applicable in any context.|
|Problem solving||Students will choose appropriate texts.|
|Research skills||Students will identify areas of educational discourse for investigation. They may investigate areas they have encountered in other modules.|
|Subject Specific Skills||Students will become familiar with a range of texts with a focus on education. They will approach the texts in terms of their representation of topics and begin to identify values and attitudes which underpin the text.|
|Team work||Students will work together on texts in workshops.|
This module is at CQFW Level 5