Students
APPL901 – Genre, Discourse and Multimodality
2019 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
John Knox
12 Second Way, Room 507 (C5A507)
Philip Chappell
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MAppLing or MAppLingTESOL or MTransInterMAppLingTESOL or MAccComm
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit is concerned with the study of human communication from a social-semiotic perspective. It includes the study of the philosophical and practical differences between different schools of genre in applied linguistics; context-related patterns of communication in language and other semiotic systems (such as gesture, image, and layout); and the ways in which such patterns occur across semiotic systems and are systematically related. Multimodal communication in sites of practice such as educational, media, and professional contexts is explored and analysed from a coherent theoretical perspective.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Identify the three major schools of genre in Applied Linguistics, their underlying philosophies, analytical approaches, and typical applications
- Recognise textual patterns associated with a number of commonly occurring genres in educational and other contexts
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
General Assessment Information
How to apply for a late submission of an assignment
All requests for special consideration, including extensions, must be submitted via ASK@mq.edu.au and provide suitable supporting documentation.
Late Assignment Submission
- Late submissions without an extension will receive a penalty of 5% of the total mark available for the assignment per day
- Late submission of an assignment without an extension will not be permitted after marks have been released to the rest of the class.
- Extensions will only be given in special circumstances, and can be requested by completing the Special Consideration request at ask.mq.edu.au and providing the requisite supporting documentation.
- For more information on Special Consideration, see the university website: https://students.mq.edu.au/study/my-study-program/special-consideration
- Assignments submitted after the deadline, regardless of the reason, will be marked and returned at a date determined by the unit convenor.
Extensions cannot continue beyond the start of the following semester, and students should be aware that long extensions may impact graduation dates.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Essay | 45% | No | Sep 29, 11:50pm Sydney time |
| Multimodal analysis and commen | 50% | No | Nov 10, 11:50pm Sydney time |
| Online discussion participatio | 5% | No | Weeks 2, 3, 6, 11 |
Essay
Due: Sep 29, 11:50pm Sydney time
Weighting: 45%
Complete an essay on a set task.
On successful completion you will be able to:
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
Multimodal analysis and commen
Due: Nov 10, 11:50pm Sydney time
Weighting: 50%
Complete a multimodal analysis of a provided text and provide a commentary on the analysis.
On successful completion you will be able to:
- Recognise textual patterns associated with a number of commonly occurring genres in educational and other contexts
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
Online discussion participatio
Due: Weeks 2, 3, 6, 11
Weighting: 5%
Participate in online discussions.
On successful completion you will be able to:
- Identify the three major schools of genre in Applied Linguistics, their underlying philosophies, analytical approaches, and typical applications
- Recognise textual patterns associated with a number of commonly occurring genres in educational and other contexts
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
Delivery and Resources
The learning and teaching strategies used in this Unit are face-to-face sessions (for on-campus students) and recordings of these sessions; interaction with materials on iLearn; discussion; and self-study of course readings. The course lecturer will be contactable through email to answer any queries that might arise.
It is expected that students in this unit will read all set readings, participate in group discussions and go beyond the required readings to follow the academic literature in specific areas of interest to them.
The reading material for this unit is challenging, and learners should expect to read each of the readings a number of times.
Unit Schedule
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Week |
Topic |
Provisional Readings (may be updated during the semester - any changes will be clearly communicated) Readings are available through Macquarie's Leganto system, accessible through iLearn http://libguides.mq.edu.au/leganto |
Comments |
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1 |
Introduction to genre and discourse |
Swales, J. (1990). Genre Analysis: English in academic and research settings. Cambridge: Cambridge University Press. Chapter 3: The concept of genre. Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. Hampshire: The Falmer Press. Chapter 6: Discourses and literacies: Two theorems. |
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2 |
Genre |
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722. Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox. Chapter 1: Getting going with genre. pp. 1-30. |
Online discussion 1
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3 |
Discourse |
McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press. Chapter 1: What is discourse analysis? Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox. Chapter 1: Getting going with genre. pp. 30-48 |
Online discussion 2
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4 |
Introduction to multi-modality
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Goodman, S. (1996). Visual English. In S. Goodman & D. Graddol (Eds.), Redesigning English: New texts, new identities (pp. 38-105). London and New York: The Open University and Routledge. O'Halloran, K. L. (2005). Mathematical discourse: Language, symbolism and visual images. London: Continuum. Chapter 2: Evolution of the semiotics of mathematics. |
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5 |
Space and time |
Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., & Reid, E. (2005). English in urban classrooms: A multimodal perspective on teaching and learning. New York: RoutledgeFalmer. Chapter 4: The English classroom as a multimodal sign. Iedema, R. (2003). Multimodality, resemiotization: Extending the analysis of discourse as multisemiotic practice. Visual Communication, 2(1), 29-57.
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6 |
Multimodality and social action: Pedagogy and analysis |
Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. London: Routledge. Chapter 7: Pedagogy as design. Djonov, E., & Knox, J. S. (2014). How to analyze webpages. In S. Norris & C. D. Maier (Eds.), Texts, images and interactions: A reader in multimodality (pp. 171-193): De Gruyter. |
Online discussion 3 |
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7 |
Multimodal concepts and genres |
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Hodder Arnold. Chapter 1: Introduction. Bateman, J. A. (2008). Multimodality and genre: A foundation for the systematic analysis of multimodal documents. Hampshire: Palgrave Macmillan. Chapter 5: Multimodal documents and genre. Lemke, J. L. (2002). Travels in hypermodality. Visual Communication, 1(3), 299-325. OPTIONAL |
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MID-SEMESTER BREAK (2 weeks)
September 14-29
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Assignment 1 due: Sunday September 29, 11.50pm Sydney time
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8 |
Building and linking concepts I |
Royce, T. D. (1998). Synergy on the page: Exploring intersemiotic complementarity in page-based multimodal text. JASFL Occasional Papers, 1(1), 25-49. Pages 25-35 only. Derewianka, B., & Coffin, C. (2008). Time visuals in history textbooks: Some pedagogic issues. In L. Unsworth (Ed.), Multimodal semiotics: Functional analysis in contexts of education (pp. 187-200). London and New York: Continuum. |
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9 |
Building and linking concepts II
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van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge. Chapter 11: Information linking.
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10 |
Inter-personal meanings I |
Royce, T. D. (1998). Synergy on the page: Exploring intersemiotic complementarity in page-based multimodal text. JASFL Occasional Papers, 1(1), 25-49. Pages 35-40 only. Chen, Y. (2010). Exploring dialogic engagement with readers in multimodal EFL textbooks in China. Visual Communication, 9(4), 485-506. |
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11 |
Inter-personal meanings II |
Online discussion 4 |
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12 |
Composi-tion I |
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London: Routledge. Chapter 6: The meaning of composition. Royce, T. D. (1998). Synergy on the page: Exploring intersemiotic complementarity in page-based multimodal text. JASFL Occasional Papers, 1(1), 25-49. Pages 41-46 only. OPTIONAL |
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13 |
Review |
Bednarek, M., & Caple, H. (2012). News discourse. London & New York: Continuum. Chapter 7: Balancing act: Image composition. Knox, J. S. (2009). Punctuating the home page: Image as language in an online newspaper. Discourse and Communication, 3(2), 145-172. |
Assignment 2 due Sunday Nov 10, 11.50pm Sydney time |
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Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
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Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
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IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Identify systematic relationships between social context and discourse
- Explain the relations between specific acts of communication and the contexts in which they occur
Assessment tasks
- Essay
- Multimodal analysis and commen
- Online discussion participatio
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Identify the three major schools of genre in Applied Linguistics, their underlying philosophies, analytical approaches, and typical applications
- Recognise textual patterns associated with a number of commonly occurring genres in educational and other contexts
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
Assessment tasks
- Essay
- Multimodal analysis and commen
- Online discussion participatio
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Identify the three major schools of genre in Applied Linguistics, their underlying philosophies, analytical approaches, and typical applications
- Recognise textual patterns associated with a number of commonly occurring genres in educational and other contexts
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
Assessment tasks
- Essay
- Multimodal analysis and commen
- Online discussion participatio
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Recognise textual patterns associated with a number of commonly occurring genres in educational and other contexts
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
Assessment tasks
- Essay
- Multimodal analysis and commen
- Online discussion participatio
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Identify systematic relationships between social context and discourse
- Identify patterns of meaning across different semiotic systems (e.g. language, image, layout) in specific communicative contexts
- Analyse the semiotic systems involved in specific acts of communication
- Explain the relations between specific acts of communication and the contexts in which they occur
Assessment tasks
- Essay
- Multimodal analysis and commen
- Online discussion participatio
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Identify systematic relationships between social context and discourse
- Explain the relations between specific acts of communication and the contexts in which they occur
Assessment tasks
- Essay
- Multimodal analysis and commen
- Online discussion participatio