LING 2047 - Language and Meaning
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code LING 2047 Course Language and Meaning Coordinating Unit Linguistics Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Prerequisites 12 units Level I Humanities/Social Sciences Incompatible LING 2006 & 3006 Course Description This course introduces students to a social theory of language which proposes that grammar is a resource for making meanings. It provides an introduction to Systemic Functional Linguistics (SFL) and the model of language described within this linguistic tradition. A core element of the course involves studying about the model of language, that is looking in detail at the different elements of systemic functional grammar. This is the practical element of the course, in which the grammar is introduced and students are provided with opportunities to learn and practise its components, particularly at the level of the clause. We will also spend time in considering the application of the grammar to the analysis of text, to see how grammar is used to create meaningful texts. A third component of the course will be to describe the theoretical background of SFL.
The broad aim is to demonstrate how the model can be employed in describing, analysing and interpreting how language functions in different contexts, both professional and personal. Students will explore in some detail the language of different text types produced in these different contexts. They will learn the ways in which texts are in fact sensitive to the context in which they are produced, and particularly how different elements within the context impact on and shape language use. We will apply the model of language to explore a range of issues such as: how language varies according to social context and communicative purpose; how language is used to exercise power; how language is used to create, structure and exchange information; and how language is used to represent the world as we see it, that is to represent our `reality?
Course Coordinator: Dr John WalshCourse Coordinator: Dr John Walsh
Phone: 08 8303 5196 Email: firstname.lastname@example.org
Campus: North Terrace Room: Napier Building, Room 924
Course Tutor: Ms. Evita Ratcliffe
Phone: 08 8313 1403Email: email@example.com
Campus: North Terrace Room: Napier Building, Room 912
Communication: Please make initial inquiries for appointments with John and Evita via email.
Consultation: John Walsh, Monday 2.00 – 4.00pm
Evita Ratcliffe, Thursday 12.00 – 1.00pm
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 demonstrate a knowledge of the key elements of the SFL model of language 2 understand the nature and the workings of English lexis and grammar 3 demonstrate some understanding of the application of the grammar to text analysis 4 understand how language use and the system of language are related 5 engage confidently with technical discourse and metalanguage 6 describe how language is used to exercise power 7 analyse how language constitutes particular theories of reality 8 use new knowledge to better prepare and deliver coherently and logically argued written assignments 9 critically evaluate their own and others’ written texts 10 engage productively and respectfully with their peers
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,2,4,6,9 Skills of a high order in interpersonal understanding, teamwork and communication. 5,8,9,10 A proficiency in the appropriate use of contemporary technologies. 3,8 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3,4 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 5,6,10 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 4,6,7,8
Required Resources(Set text to be announced) Students will be expected to purchase a copy of the set text.
Students will be expected to regularly consult the Oxford English Dictionary (OUP 1989; online),
The Linguistics homepage on the Barr Smith Library site has a section on resources for Systemic Functional Linguistics. Click on the following link:
Online LearningAdditional course-related material is available through MyUni including: course profile, lecture content, description of assessment tasks, other readings and related materials.
Learning & Teaching Activities
Learning & Teaching ModesThe method of delivery is 2 x 1 hour lecture and 1 x 1 hour tutorial per week. Lectures will cover the full range of topics appropriate to an introduction to Systemic Functional Linguistics (SFL).
Tutorials will consolidate and extend the lecture content, and develop student skills and autonomy in grammatical analysis and their understanding and control of the grammatical resources in the SFL theory of language. Lecture and tutorial tasks will provide the opportunity for the participants to practise using and applying the different systems of grammar on sample texts.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
2 x 1 hour lecture per week 24 hours 1 x 1 hour tutorial per week 12 hours 4 hours reading per week 48 hours 3 hours research and preparation per week 36 hours 3 hours assignment preparation each week 36 hours TOTAL 156 hours
Learning Activities Summary
Schedule Week Lectures Week 1 Introduction: the SFL model of language Week 2 The different constituents of language: words, phrases, groups, clauses
[Mini Quiz 1]
Week 3 Identifying group and clause boundaries Week 4 Experiential meaning 1 – Transitivity, Participants and Nominal Groups [Assessment Task 1, in-class test] Week 5 Experiential meaning 2 – Transitivity, Processes and Verbal Groups Week 6 Experiential meaning 3 – Transitivity, Circumstances and Adverbial Groups [Mini Quiz 2] Week 7 Nominalisation Week 8 Interpersonal meaning 1 – Speech Function, Mood 1 - Subject and Finite [Mini Quiz 3] Week 9 Interpersonal meaning 2 - Mood 2 - Residue Week 10 Interpersonal meaning 3 – Modality [Assessment Task 2, in-class test] Week 11 Textual meaning 1 - Theme and Rheme Week 12 Textual meaning 2 - Theme and thematic progression Week 13 [Assessment Task 3, final test]
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Course Learning Outcome Mini quiz Summative 15% 1,2,3,4,5 In-class test Summative 20% 1,2,3,4,5 In-class test Summative 20% 1,2,3,4,5 Final test Summative 35% 1,2,3,4,5 Participation Formative & summative 10% 6,7,8,9,10
Assessment Related RequirementsAttendance at all lectures is expected and attendance at tutorials is compulsory.
Assessment DetailMini Quiz
Students will engage in quiz activities in class to assess their understanding of the material covered.
Students will be required to engage in lexical and grammatical exercises on topics which have been covered in the first weeks of the course, principally related to the constituents of language and experiential grammar.
In-class tests 2
Students will be required to engage in lexical and grammatical exercises on topics which have been covered in the second part of the course, principally related to the grammar of the clause as exchange.
The final test will consist of grammatical exercises, as well as text analysis and interpretation, covering all of the content of the course.
Participation and attendance
Attendance at all lectures is expected and attendance at tutorials is compulsory. Students will engage in supportive peer interaction in class activities, and in the co-operative sharing of materials and information.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.