Learning outcomes of the course unit
At the end of the course in Text Linguistics students obtain a knowledge about the most important issues of text linguistics, which will be useful for explaining the construction of text as well as the way of increasing or reducing them.
Knowledge and understanding
Students will acquire knowledge and comprehension skills in the field of text linguistics thanks to two main sources: textbooks and frontal lectures, which main aim is to deepen and show with examples the most important themes covered in the textbooks.
Applying knowledge and understanding
Students will be able to apply their knowledge and comprehension skills successfully in textual analysis.
Students will acquire evaluation skills which will allow them to express autonomous judgements on the books about text linguistics and to integrate their presentations with personal considerations, eventually based on elements acquired during subsequent studies.
Students will also obtain a cultural baggage which will allow them to continue their studies in the linguistic field as well as contributing to their educational path as teachers of foreign languages.
Thanks to the critical considerations made on the main points of the subject, students will be able to communicate information, ideas, problems and solutions to both specialist and non-specialist regarding text linguistics.
The course does not require any particular notions different from those acquired during the Bachelor of Foreign Languages.
Course contents summary
The course, which is 54-hour long, starts with a presentation of the general principles of text linguistics: cohesion, coherence, compatibility with the topic of a discourse as well as the theme of a text, expressed syntethically through the title. The "architecture" of the text is then presented, which the surface sequences realized during communcation express in a rather approximate manner. The notion of macrostructure is introduced, highlighting how the architetcture of a text is made of several macrostuctures of different levels, which number varies according to the complexity of the text itself. The way in which textual structures can be expanded through different mechanisms is explained and, proceeding in the opposite way, the way in which texts are summarized is explained, as well.
Subsequently, the focus will be shifted to different text types. A differentiation of texts is proposed, taking into account the way they are realized (oral vs written), as well as their sender and addressee , up to the communicative purposes with which they are created. Analyses of single texts of different types are proposed, in order to highlight the different ways of textual development.
Angela Ferrari; Linguistica del testo, Carocci editore, pp. 19-177.
Guido Michelini, Linguistica generale, [will be published before the end of September], Parte 1a, capitolo 5; parte 2a, capitoli 1 e 2.
The topics are presented during the course of 27 2-hour long lectures, held in a classroom equipped with blackboard, which allows to show students a visual representation of the schemes and analysis discussed. At the end of each lecture, the Professor will receive students in his office, in order to give students clarifications on the different topics undertaken during class, as well as on the readings needed in order to prepare for the final exam.
Assessment methods and criteria
The examination is oral only.
During the examination the student will be given six questions: three on the textbooks and three regarding topics addressed during lectures. Students who are unable to attend lectures will need to arrange with the teacher some alternative readings, which will be the argument of two of the four questions. The aim of the examination is to verify acquired knowledge, presentation skills and independent judgement. Starting from the acquired knowledge, through textbooks and lectures or potential alternative readings, a discussion aimed at verifying critical ability and independent judgement is encouraged.
An insufficient evaluation is motivated by the lack of a minimal knowledge of the subject, the inability to present coherently the main topics of the examination, and a complete lack of a critical approach toward the subject.
An evaluation between 18 and 21 out of 30 is motivated by a minimal level of knowledge of the subject and a performance during which the student proves a marginal ability to present coherently the main topics of the examination and a marginal critical approach.
An evaluation between 22 and 25 out of 30 is motivated by a fair level of knowledge of the subject and a performance during which the student proves a fair ability to present coherently the main topics of the examination and a fair critical approach.
An evaluation between 26 and 28 out of 30 is motivated by a good level of knowledge of the subject and a performance during which the student proves a good ability to present coherently the main topics of the examination and a good critical approach.
An evaluation between 29 and 30 out of 30 is motivated by an excellent level of knowledge of the subject and a performance during which the student proves an excellent ability to present coherently the main topics of the examination and an excellent critical approach.