Linguistic Commentary of Literary Texts
Code: 100689 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500247 Catalan Language and Literature | OT | 3 | 0 |
| 2500247 Catalan Language and Literature | OT | 4 | 0 |
Contact
- Name:
- Xavier Villalba Nicolás
- Email:
- Xavier.Villalba@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
None.
Objectives and Contextualisation
The course is aimed at preparing the students for the linguistic analysis of several kinds of texts (or discourses). We will put a particular stress on the syntactic, semantic and pragmatic properties of texts.
Competences
- Catalan Language and Literature
- Analyze, with the help of the concepts of linguistic theory and the contributions of applied linguistics where appropriate, major phonetic properties, phonological, morphological, syntactic, lexical and semantic of the Catalan language, its evolution throughout history and its current structure.
- Developing critical thinking and reasoning and communicating them effectively both in your own and other languages.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
Learning Outcomes
- Analyze the linguistic properties of texts of different genres and registers, and different social and geographical areas.
- Apply appropriate and thoughtfully prescriptive principles of oral and written standard Catalan.
- Dominate oral and written expression in Catalan.
- Evaluate different records using the language.
- Producing a written text that is grammatically and lexically correct.
- Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
- Working independently in the synchronic and diachronic study of Catalan language and literature.
Content
1. Introduction: Grammaticality and textual coherence. Kinds of texts.
2. Phenomena affecting textual coherence.
2.1. Lexical cohesion. Lexical entailment relarions, Associative relations.
2.2. Deixis and referenciality. Anahoric relations between nominal phrases. Pronominalization. Ellipsis.
2.3. The expression of declarative, interrogative, exclamative and imperative force.
2.4. Information structure. Dislocation, focalitzacion, peripheral operators.
2.5. The expression of temporal location. ‘Consecutio temporum’. The role of temporal and aspectual adjuncts.
2.6. Textual connectors: clausal and interclausal connectors.
Methodology
Learning activities are organized as follows:
1) Directed activities (35%): lectures, debates and discussions in class, and exercises to be performed in class.
2) Supervised activities (10%): individual presentation in class.
3) Authonomous activities (50%): reading assignments, written assignments, and study.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Discussion of readings in class | 10 | 0.4 | 1, 6, 2, 3, 7, 4 |
| Exercises in class | 8 | 0.32 | 1, 6, 2, 3, 7, 4 |
| Lectures | 34 | 1.36 | 1, 6, 2, 3, 7, 4 |
| Type: Supervised | |||
| Presentation | 15 | 0.6 | 1, 3, 7 |
| Type: Autonomous | |||
| Reading and written assignments and study | 75 | 3 | 1, 6, 2, 5, 3, 7, 4 |
Assessment
Assessment is continuous. Students must provide evidence of their progress by completing tasks and tests. Task deadlines will be indicated in the course schedule on the first day of class.
Evaluation activities
1. A written assignment (40%),
2. presentations, exercises and discussion in class (10%), and
3. a written exam (50%).
Review
When publishing final marks prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer.
Missed/failed assessment activities
Students may retake a 50% of the assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5. The highest grade of the reassessment is 5.
The lecturer will inform students of the procedure involved, in writing, when publishing final marks prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities.
Classification as "not assessable"
In the event of the assessment activities a student has performed accounting for just 25% or less of the subject's final mark, their work will be classified as "not assessable" on their transcript.
Misconduct in assessment activities
Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the students involved will begiven a final mark of “0” for the subject.
Students may not retake assessment activities in which they are found to have engaged in misconduct. Plagiarism is considered to mean presenting all or part of an author's work, whether published in print or in digital format, as one's own, i.e. without citing it. Copying is considered to mean reproducing all or a substantial part of another student's work. In cases of copying in which it is impossible to determine which of two students has copied the work of the other, both will be penalised.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Presentations, exercises and discussion in class | 10% | 2 | 0.08 | 1, 6, 2, 5, 3 |
| Written assignment | 40% | 4 | 0.16 | 1, 6, 5, 3, 7, 4 |
| Written exam | 50% | 2 | 0.08 | 1, 6, 2, 5, 3, 7, 4 |
Bibliography
Bassols, M. & A M Torrent. 1996. Models textuals: teoria i pràctica. Vic: Eumo.
Bassols, M. 2001. Les claus de la pragmática. Vic: Eumo.
Cuenca, M. J. 1998. Text i gramàtica: sintaxi textual. Llengua i ús: revista tècnica de política lingüística(13). 42–52.
Cuenca, M. J. 2000. Estudi estilístic i contrastiu de l’arquitectura de l’oració. Estil segmentat vs. estil cohesionat. Caplletra. Revista Internacional de Filologia(29). 105–120.
Cuenca, M. J. 2010. Díctics espacials i gramàtica en narracions orals. Estudis Romànics. 101–123.
Cuenca, M. J. 2006, La connexió i els connectors. Perspectiva oracional i textual, Vic: Eumo.
Espinal, M. T. (coord.) et al. 2002, Semàntica. Del significat del mot al significat de l’oració. Barcelona: Ariel.
Maingueneau, D. i V. Salvador 1995, Elements de lingüística per al discurs literari, València: Tàndem.
Payrató, L. I J. M. Cots eds. 2011, The Pragmatics of Catalan, Berlin: De Gruyter.
Pérez Saldanya, Manuel. 2000. Notes per a una estilística dels temps verbals. Caplletra. Revista Internacional de Filologia 29. 83–104.Rigau, G. 1981, Gramàtica del discurs, Bellaterra: Publicacions de la UAB.
Salvador, Vicent. 2000. L’estil nominalitzat. Caplletra. Revista Internacional de Filología(29). 69–82.
Solà, J., M. R. Lloret, J. Mascaró i M. Pérez Saldanya. eds. 2008, Gramàtica del català contemporani, Barcelona: Empúries.
Vallduví, E. 1991, “Text i cohesió”, Com, suplement núm. 8, p. 32-36.
Vallduví, E. 2008. L’oració com a unitat informativa. Dins Joan Solà, Maria Rosa Lloret, Joan Mascaró & Manuel Pérez Saldanya. eds., Gramàtica del Català Contemporani, II, vol. 2, 1223–1279. Barcelona: Empúries.