Download Assessment task - University of Brighton

LN216
Sept 2006
Page 1 of 3
s
Module Description
Title
Code
Level
Credit rating
(points)
Prerequisites
Type of module
Aims
Linguistics and Grammar: concepts and analyses
LN216
Two
20
Learning outcomes
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level 2 study, by
the end of the module students should be able to:
None
Double
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to
the SEEC level descriptors for level 2 study.
 Develop students’ understanding of grammatical concepts
and grammatical analysis
 Investigate selected areas of English grammar
 Prepare students for the “Linguistics Research Project”
module at level 3
1.
2.
3.
4.
Content
Learning and teaching
strategies
Understand and investigate grammatical problems
Analyse grammatical data
Distinguish between description and explanation in grammar
Compare and evaluate different grammatical models and
frameworks
Syntactic and morphological marking of tense and aspect in
English:
Agreement and concord in English
Modal and auxiliary verbs in English
Tense and time reference
Reichenbachian models of tense
Aspect and temporal structure
Theories of the English progressive construction
Modality and mood
Other modal expressions of English
Contact Time:
Lectures and workshops
Non-contact Time:
Reading parts of books from the learning support list
LN216
Sept 2006
Learning support
Page 2 of 3
Books:
Beaumont, D & Granger, C. (1992) The Heinemann English
Grammar. An Intermediate Reference and Practice Book. New
Edition. London: Heinemann.
Bennett, P. (2002) Semantics: an introduction to non-lexical
aspects of meaning. Munich: Lincom.
Biber, D. et al. (1999) Longman grammar of spoken and written
English. London: Longman.
Borsley, R. (1999) Syntactic Theory: a unified approach. 2nd edn.
London: Arnold.
Coates, J. (1983) The semantics of the modal auxiliaries. London:
Croom Helm.
Comrie B. (1985) Tense. Cambridge: CUP.
Comrie, B. (1976) Aspect. Cambridge: CUP
Huddleston, R. & Pullum, G. (2002) Cambridge Grammar of the
English language. Cambridge: CUP.
Huddleston, R. & Pullum, G. (2005) A students’ introduction to
English grammar. Cambridge: CUP.
Leech, G. (2004) Meaning and the English verb. 3rd edn. London:
Longman.
Lyons, J. (1977) Semantics. Volume 1. Cambridge: CUP.
Palmer, F. (1990) Modality and the English modals. 2nd edn.
London: Longman.
Papafragou, A. (2000) Modality: issues in the semanticspragmatics interface (Current Research in the
Semantics/Pragmatics Interface 6). Amsterdam: Elsevier.
On-line resources:
www.sciencedirect.com
http://www.onestopenglish.com/section.asp?docid=146369
LN216
Sept 2006
Assessment task
Page 3 of 3
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the following
tasks:
One 1,500 – 2,000 word assignment.
The task will be marked on a percentage basis.
Assessment criteria
General criteria for assessment are framed by the SEEC
descriptors for level 2. Against specific criteria, credit will be
awarded for:
(LO1) Demonstrating an understanding of the nature of the
problem.
(LO2) Successful analysis of data
(LO3) Clear grasp of the distinction between description and
explanation
(LO4) Competent evaluation of different models of grammar
All learning outcomes must be achieved in order to pass the module
at the threshold level.
Brief description of
module content and/or
aims for publicity
Area examination board
to which module relates
Module team/authors/coordinator
Semester offered
Timetable slot(s)
Site where delivered
Date of first approval
Date of last revision
Date of approval of this
version
Version number
Replacement for previous
module
Route for which module
is acceptable and status
in that Route
Course(s) which module
is acceptable and status
in course
School home
External examiner(s)
This module develops students’ understanding of grammar by
analysing selected areas of English grammar in depth. Students
move from description to attempts at explaining grammatical
phenomena, and will be in a good position to select their linguistics
project at level 3.
Language/Linguistics
Raphael Salkie and Jelena Timotijevic
Semester One
Falmer
Sept 2006
Sept 2006
Sept 2006
1
Yes (LN215)
BA (Hons) Language Studies with Linguistics – Optional
BA (Hons) Language Studies with Linguistics – Optional
School of Languages
Elizabeth Harrison