340195 UE Textkompetenz schriftlich: Englisch (2019W)
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 09.09.2019 09:00 bis Fr 27.09.2019 17:00
- Anmeldung von Mo 07.10.2019 09:00 bis Fr 11.10.2019 17:00
- Abmeldung bis Do 31.10.2019 23:59
Details
max. 30 Teilnehmer*innen
Sprache: Englisch
Lehrende
- Karlheinz Spitzl
- Alexandra Dragov (TutorIn)
Termine (iCal) - nächster Termin ist mit N markiert
- Freitag 11.10. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 18.10. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 25.10. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 08.11. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 15.11. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 22.11. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 06.12. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 13.12. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 10.01. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 17.01. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 24.01. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
- Freitag 31.01. 09:30 - 11:00 Seminarraum 7 ZfT Philippovichgasse 11, 2.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Assessment will be based on the following: two tests (25% each), completion of written homework assignments (50%).
Students are allowed to use a hard-copy (monolingual) dictionary in exams.
Students are allowed to use a hard-copy (monolingual) dictionary in exams.
Mindestanforderungen und Beurteilungsmaßstab
Excellent knowledge of English.
Students are required to demonstrate that they can apply and possibly adapt the methods and strategies presented in class to new texts and genres.
Development of personal writing skills .
Students must complete all assignments and attend at least 10 of the 12 lessons.Grading: 90% 1 // 80% 2 // 70% 3 // 60% 4 // 59% 5 (fail).
Students are required to demonstrate that they can apply and possibly adapt the methods and strategies presented in class to new texts and genres.
Development of personal writing skills .
Students must complete all assignments and attend at least 10 of the 12 lessons.Grading: 90% 1 // 80% 2 // 70% 3 // 60% 4 // 59% 5 (fail).
Prüfungsstoff
Both tests will be based on the homework assignments and our reflections in class.Students will achieve the course objectives by:
(i) analysing and assessing a variety of texts;
(ii) writing and adapting/rewriting texts for various situations, target groups and media;
(iii) reflecting on and discussing the multiple, sequential steps in the composition process;
(iv) incorporating theoretical input given in class in their assignments and applying strategies and methods accordingly.
(i) analysing and assessing a variety of texts;
(ii) writing and adapting/rewriting texts for various situations, target groups and media;
(iii) reflecting on and discussing the multiple, sequential steps in the composition process;
(iv) incorporating theoretical input given in class in their assignments and applying strategies and methods accordingly.
Literatur
Brownholtz, Bethany M. 2013. [Queneau's] Exercises in Style: 21st Century Remix. College of Liberal Arts & Social Sciences—Theses and Dissertations 138. https://via.library.depaul.edu/etd/138/ [22/01/2020].
Cooke, Michèle. 2011. Lightning Flash! Language, longing and the facts of life. Peter Lang: Frankfurt am Main.
Cooke, Michèle. 2012. Tell It Like It Is? Science, society and the ivory tower. Peter Lang: Frankfurt am Main.
Goldberg, Natalie. 2005. Writing Down the Bones: Freeing the Writer Within. Boston (MA): Shambhala.
Jacquemet, Marco. 2005. Transidiomatic practices: Language and power in the age of globalization. Language & Communication 25, 257-277.
Lebrun, Jean-Luc. 2010. Scientific writing: A reader and writer's guide. Singapore: World Scientific.
Mesthrie, Rajend & Rakesh M. Bhatt. 2008. World Englishes: The Study of new linguistic varieties. Cambridge: Cambridge University Press.
Miller, Brenda & Paola, Suzanne. 2012. Tell It Slant! Writing and shaping creative nonfiction. New York: McGraw-Hill.
Olson, Randy. 2009. Don’t be such a scientist. Talking substance in an age of style. Washington: Island Press.
Pennycook, Alastair. 2008. Translingual English. Australian Review of Applied Linguistics 31 (3), 301-309.
Schneider, Edgar W. & Bernd Kortmann (eds.). 2008. Varieties of English. 4 Volumes. Berlin & Boston: De Gruyter.
Seidlhofer, Barbara. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University Press.
Sword, Helen. 2012. Stylish Academic Writing. Boston (MA): Harvard University Press.
Wroe, Ann. 2018. The Economist Style Guide. London: Profile Books.
Zinsser, William. 2016. On Writing Well: The Classic Guide to Writing Nonfiction. Revised and Expanded. New York: Harper Perennial.
Reading material provided—check out our Textual Literacy Cyber Library (Moodle)!
Cooke, Michèle. 2011. Lightning Flash! Language, longing and the facts of life. Peter Lang: Frankfurt am Main.
Cooke, Michèle. 2012. Tell It Like It Is? Science, society and the ivory tower. Peter Lang: Frankfurt am Main.
Goldberg, Natalie. 2005. Writing Down the Bones: Freeing the Writer Within. Boston (MA): Shambhala.
Jacquemet, Marco. 2005. Transidiomatic practices: Language and power in the age of globalization. Language & Communication 25, 257-277.
Lebrun, Jean-Luc. 2010. Scientific writing: A reader and writer's guide. Singapore: World Scientific.
Mesthrie, Rajend & Rakesh M. Bhatt. 2008. World Englishes: The Study of new linguistic varieties. Cambridge: Cambridge University Press.
Miller, Brenda & Paola, Suzanne. 2012. Tell It Slant! Writing and shaping creative nonfiction. New York: McGraw-Hill.
Olson, Randy. 2009. Don’t be such a scientist. Talking substance in an age of style. Washington: Island Press.
Pennycook, Alastair. 2008. Translingual English. Australian Review of Applied Linguistics 31 (3), 301-309.
Schneider, Edgar W. & Bernd Kortmann (eds.). 2008. Varieties of English. 4 Volumes. Berlin & Boston: De Gruyter.
Seidlhofer, Barbara. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University Press.
Sword, Helen. 2012. Stylish Academic Writing. Boston (MA): Harvard University Press.
Wroe, Ann. 2018. The Economist Style Guide. London: Profile Books.
Zinsser, William. 2016. On Writing Well: The Classic Guide to Writing Nonfiction. Revised and Expanded. New York: Harper Perennial.
Reading material provided—check out our Textual Literacy Cyber Library (Moodle)!
Zuordnung im Vorlesungsverzeichnis
Letzte Änderung: Mo 07.09.2020 15:22
We can all weave our own texts, kélims, and I am sure you are all hungry for an edge. There are many ways … of writing … reading … Let’s be like foxes, making “more tracks than necessary, some in the wrong direction” (Berry 1991) ...
In this class on textual literacy, you will experience a challenging but cooperative, collaborative and supportive environment in which you can experiment with your own individual communicative resources (metaphor of repertoire: whatever you bring to this class—let’s play with it, strengthen it, further develop it!). Classroom cohesion will be of vital importance because it contributes to reducing the fear of embarrassment. We shall aim at group accomplishment—with regular peer reviews in and out of class.
It is important to note that peer reviewing does not aim at intervention and (immediate) change (i.e. we won’t discuss do’s and don’ts; no simple cause-effect relationships). Peer reviewing can help us to gain a more realistic assessment of our own (textual) agency. It strengthens reflection on matters of choice, alternative, and consequence: intended (we—as writers) and experienced (we—as readers). Two maxims will guide our work in class: clarity & impact.
“Language [and in our case: textual interaction] isn’t about words, or information, or things” (Cooke 2011)—it is always about us and our readers. To us, texts are social events (not sealed containers or manufactured products). Before we charge a text with a certain function we will need to create a fabric that readers would like to touch in the first place, something they would like to keep ...
The story of our class goes like this: ‘There and back again. A writer’s tale.’—From empty page to idea … character/letter, morpheme, word, collocation/expression/idiom, clause, sentence, paragraph, text (multisensual, including visuals), (discourse) … … … and all the way back to 'clean slate revisited'.
In your weekly assignments, you will be dealing with everyday life writings (including text-speak), academic articles, art creations, business compositions, and health texts.
Our classroom work will take us from reflex to reflexion: ‘Know your audience!'—is there really a way? ‘Communicate effectively!’—to whose benefit? ‘Act authentically!’—how to when you have to tell somebody else’s story?
What about this course catalogue entry? Is this good writing? You doubt it? Let's discuss it in class ... So, I see you there.