340195 UE Text Competence written: English (2017W)
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 11.09.2017 09:00 to Fr 29.09.2017 17:00
- Registration is open from Mo 09.10.2017 09:00 to Fr 13.10.2017 17:00
- Deregistration possible until Tu 31.10.2017 23:59
Details
max. 30 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Friday
13.10.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
20.10.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
27.10.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
03.11.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
10.11.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
17.11.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
24.11.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
01.12.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
15.12.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
12.01.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
19.01.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Friday
26.01.
08:00 - 09:30
Hörsaal 3 ZfT Gymnasiumstraße 50 3.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
Assessment will be based on the following: two tests (30% each), completion of written homework assignments (40%).
Students are allowed to use a hard copy (monolingual) dictionary during the tests.
Students are allowed to use a hard copy (monolingual) dictionary during the tests.
Minimum requirements and assessment criteria
Grading: 90% 1 // 80% 2 // 70% 3 // 60% 4 // 59% 5 (fail)
Students must complete all assignments and attend at least 10 of the 12 lessons.
Students must complete all assignments and attend at least 10 of the 12 lessons.
Examination topics
Both tests will be based on the weekly homework assignments and our reflections in class.
Reading list
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 Economit 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)!
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 Economit 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)!
Association in the course directory
Last modified: Mo 07.09.2020 15:45
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.