CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON STYLISTICS and DISCOURSE ANALYSIS

Course No: PRLA 171 Course Descriptive Title: Stylistics and Discourse Analysis
No. of Units: 3 No. of Hours: 3hrs/week
Pre-requisites:
Course Description:
This course is a language and style course that will help the pre-service English teachers in exploring primarily literary texts (prose, poetry, and drama) and acquiring research-based
knowledge and skills in discourse analysis. Moreover, it focuses on the relationship between style and stylistics using stylistic devices and an explanation on how language creates
meaning and effect. Therefore, they will be able to develop critical and higher-order thinking skills in reading and literary studies for their students while employing the conceptual
framework and schema of linguistics and literature.

Course Intended Learning Outcomes (CILO); At the end of the course, the students should have:
1. demonstrated content knowledge of the literary, scientific, and technical aspects of language and texts through a stylistic analysis and discourse analysis; and
2. demonstrated research-based knowledge on language and literature comparison, contrast, and analysis of extended meanings, purposes of texts and the author, discourse analysis
in oral and written forms, and conducting discourse-based researches.
[Link] CEU core values and CEEGA

CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSPHY LIFELONG LEARNER E- Exemplars of high regard for Science and Virtue
•Learns and works independently as well as (NCBTS Domain1)
Ciencia y Virtud (Science and Virtue) collaboratively.
•Translates knowledge generated from research D- Designers appropriate learning environments
UNIVERSITY VISION and other sources to improve quality of life. (NCBTS Domain 2)
•Creates new ideas to better understand society
To be the University of First choice •Evaluates own thinking, behavior U- Understanding of diverse learners
and spirituality for self-growth (NCBTS Domain3)
REFLECTIVE AND CREATIVE THINKER
UNIVERSITY MISSION •Thinks critically and creatively. C- Creators and implementers of relevant curriculum
To promote a brighter future for our •Open-minded. (NCBTS Domain 4)
students, for the Philippines and for the world. •Solves problems systematically.
•Loves art and shows artistic sensibility. A- Adept in authentic assessment
CARING AND TRUSTWORTHY CITIZEN (NCBTS Domain 5)
•Values people and acts in unity with others.
CEU CORE VALUES •Commits to social justice and principles of R- Responsible partners of the community
sustainability and respect for diversity. (NCBTS Domain 6)
V - Valuing others, caring for them and empowering •Practices good stewardship and accountability.
them •Manifests social responsibility by helping improve E- Enthusiastic and Engaged lifelong-learners
A - Accountability, integrity and trust worthiness conditions of those who have less in life or (NCBTS Domain 7)
L - Lifelong learning as individuals and as an circumstance.
organization PROFICIENT COMMUNICATOR
U - Unity, teamwork and loyalty •Articulates ideas clearly for varied purposes and
E - Excellence in all endeavors audiences of diverse culture.
S - Social responsibility as citizens of the Filipino •Listens attentively, engages in meaningful
nation and of the world exchange and shares knowledge, values, attitudes
and intentions.
•Utilizes effectively appropriate media and
information technologies.
COMPETENT AND PRODUCTIVE
PROFESSIONAL
•Initiates, innovates better ways of doing things and
accountability.
•Promotes quality and productivity.
Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
Program Outcomes CILO CILO CILO
1 2 3
1. Apply the basic and higher level literacy, communication, numeracy, critical thinking, and
learning skills needed for teaching and for learning (PPST 1.4.1, 1.5.1, 1.6.1)
2. Create a conducive learning environment based on learner-centered principles (NCBTS 2,3,4)
3. Implement educational processes which relate to larger historical, social, cultural and political
systems (NCBTS 6)
4. Show mastery of subject matter they will teach (NCBTS 4)
5. Utilize a wide range of teaching process skills including curriculum development, lesson planning,
materials development, and teaching approaches (NCBTS 4,5)
6. Demonstrate metacognitive skills (reflection) in the practice of the teaching profession (NCBTS
1,7)
7. Practice the professional and ethical principles/standards of the teaching profession (NCBTS 1)
8. Use a wide range of teaching knowledge and skills to facilitate learning of diverse types of
learners (NCBTS 3)
9. Integrate the subject matter, the teaching- learning processes and the broader social forces
to enhance knowledge, skills and practices in teaching (NCBTS 1,6,7)
10. Utilize information and communications technology (ICT) in the various aspects of the
teaching-learning process (NCBTS 3,4)
11. Engage in self-directed learning with the passion to keep abreast with national and global
developments relevant to education (NCBTS 7)
12. Demonstrate information literacy and analytical skills in conducting research in one’s
field and in utilizing and sharing results (NCBTS 1,7)
13. Employ a variety of appropriate assessment tools and strategies, utilize results and report them
to learners, parent and superiors (NCBTS 5)
14. Collaborate with various sectors of the community to tap resources for learning and respond to the
needs of the community (NCBTS 4,6)
Intended Learning Content Teaching/Learning Activities Time Resources Assessment
Outcomes Allotment
 define 1. An Overview of Stylistics Creating a graphic organizer on the 18 hours A brief history of Stylistics Summary table and
stylistics, style, a. Nature and Goals overview of stylistics [Link] grouping tasks as
meaning, of Stylistics rojects/stylistics/introduction/histo formative assessments on
contexts, b. Rhetorics and the Lecture discussion using graphic [Link] overview of stylistics
expressiveness History of Stylistics organizer made on overview of concepts
and c. Influences: stylistics Nørgaard, Nina, et al. Key Terms in
emotiveness in Analogists (Caesar) Stylistics. Continuum, 2010. Short quiz on the overview
relation to vs Anomalists Differentiating important terms and of stylistics
nature and (Cicero) concepts on stylistics – influences, Literary Stylistics: Lecture notes no.
goals of the d. What is Style? style, meaning, contexts, devices, and 1, by Ismail S. Talib - NUS Home Metalog/Short Reflection
i. Norm means – through a summary table [Link] on Uniqueness of Styles,
study, history,
ii. Individual
and influences; ellibst/[Link] Meaning of Meaning,
Style Analyzing sample texts on their
 discuss and iii. Functional denotative and connotative, lexical and
Importance of Context and
differentiate The teaching of Stylistics Use of Devices and Means
Style stylistic meanings
styles, [Link] (focusing on Reflection,
e. Denotative vs.
meanings, Connotative, Lexical Grouping task on identifying pg/[Link] Organization of Ideas, and
contexts, and vs. Stylistic Meaning expressive means, stylistic devices, Word Choice)
devices and f. Linguistic vs. and functional means in famous Culpeper, Jonathan, et al. Exploring
means in Extralingual Contexts paragraphs and lines of classical texts the Language of Drama: from Text Author Analysis
language and i. Microcontext to Context. Routledge, 2006 Performance Presentation
literature; and ii. Macrocontext Writing a Metalog/Short reflection on (focusing on Analysis of
 share one’s iii. Megacontext styles, meanings, contexts, and devices Purpose, Style, Meaning,
interest in g. Expressiveness vs. and means Context, Devices, and
stylistic Emotiveness Means Used by Author,
research and h. Expressive Means, Reading and researching on famous Organization of Ideas, and
study through Stylistic Devices, and authors, their works, styles, and Word Choice)
appreciation Functional Means possible stylistic choices with class
of authors’ sharing and analysis
unique styles
and literature Planning, writing and presenting one’s
as an art form. Analysis on a selected author’s
purpose, meaning, context, devices,
techniques, and means across his texts

Consultation and feedbacking of

instructor on one’s Author Analysis with
focus on purpose, meaning, context,
devices, techniques, means, and process
and interest in stylistic/author research

 review prose 2. Literary Prose and Drama Review discussion on the genres and Standardized reading
genres, literary Stylistics characteristics of prose and drama comprehension test
views and a. Review of Prose focusing on genres and
theories, and and Drama Genres Discussing answers to reading characteristics of prose and
devices/ b. Survey of Prose comprehension texts to review genres drama as diagnostic
characteristics Authors/Dramatists and characteristics of prose and drama assessment
in the light of and their Unique
stylistic study; Styles Using a graphic organizer/video to Oral participation on
c. Review of Critical review critical literary views and review of genres and
Literary Views and theories and match these views and characteristics of prose and
 discuss a
Theories theories to known authors drama, review of literary
survey of d. Characteristics of
prose authors, views and theories, and
Prose and Drama Survey discussion of prose and drama
their unique survey of prose/drama
i. Characters and authors and their works – matching
styles and authors and their works as
Characterization authors and their works to specific
purposes of formative assessment
ii. Setting and competencies, language tasks, themes,
writing such Conflict styles, and devices (i.e choosing Hugo Prose/Drama Text Stylistic
texts; and iii. Point of View to discuss societal themes or reading
 create stylistic iv. Plot Analysis of a not so well-
O. Henry’s short stories to identify known author/genre/title
analyses of v. Theme ironies)
prose texts vi. Prose and (focusing on Choice of
which are Dramatic Text, Actual Stylistic
Planning, writing, and presenting one’s
suitable for G7 Techniques Stylistic analysis of a prose/drama text
Analysis – Genre,
to SHS English vii. The Written on style, genre, characteristics, other
Elements, Purpose, Style,
Literature. Drama/ Script stylistic elements, and its suitability
Meaning, Context, Devices,
e. Prose and for English literature learners and Means, Organization
Dramatic Meaning (according to grade level and/or age) of Ideas, and Word Choice)
f. Stylistic Analysis of
Prose Consultation and feedbacking by Periodical exam
instructor and peers on one’s
Prose/Drama Stylistic Analysis

 review poetry 3. Literary Poetry Stylistics Review discussion on the genres and 18 hours Nørgaard, Nina, et al. Key Terms in Standardized reading
genres, a. Poetic Forms and characteristics of prose and drama Stylistics. Continuum, 2010. comprehension test
language, Genres focusing on genres and
devices/ b. Survey of Poetry Discussing answers to reading Deviations in Linguistic Convention characteristics of prose
techniques, Authors and their comprehension texts to review genres on Poetry and drama as diagnostic
and meaning Unique Styles and characteristics of prose and drama [Link] assessment
in the light of c. Language of Poetry 2009/10/20/deviations-in-linguistic-
stylistic study; d. Rhythm, Meter, Using a graphic organizer/video to convention-on-poetry-english- Oral participation on
 discuss a and Beat review critical literary views and version/ review of genres and
survey of e. Types of Feet theories and match these views and characteristics of prose and
poetry f. Poetic Techniques theories to known authors [Link] drama, review of literary
g. Poetic Meaning 04133600/language-through- views and theories, and
authors, their
h. Stylistic Analysis of Survey discussion of prose and drama survey of prose/drama
unique styles literature-an-introduction
Poetry/ Poetry authors and their works – matching authors and their works
and purposes
Explication
of writing such authors and their works to specific Simpson, Paul. Stylistics: a Resource as formative assessment
competencies, language tasks, themes, Book for Students. Routledge, 2014
poems; and
styles, and devices (i.e choosing Hugo Prose/Drama Text Stylistic
 create stylistic
to discuss societal themes or reading Analysis of a not so well-
analyses of O. Henry’s short stories to identify known author/genre/title
poetry texts ironies) (focusing on Choice of
which could be
Text, Actual Stylistic
used for G7 to Planning, writing, and presenting one’s Analysis – Genre,
SHS English Stylistic analysis of a prose/drama text Elements, Purpose, Style,
Literature. on style, genre, characteristics, other Meaning, Context, Devices,
stylistic elements, and its suitability and Means, Organization
for English literature learners of Ideas, and Word Choice)
(according to grade level and/or age)
Periodical exam
Consultation and feedbacking by
instructor and peers on one’s
Prose/Drama Stylistic Analysis

 define 4. Linguistic Stylistics and K-W-L Chart about discourse analysis 18 hours Nørgaard, Nina, et al. Key Terms in Metalog on linguistic
discourse Discourse Analysis Lecture discussion of concepts on Stylistics. Continuum, 2010. stylistics and discourse
analysis and its a. Definition of Discourse analysis analysis of texts as
related terms Discourse Analysis Literary Stylistics: Lecture notes no. formative assessment
and fields; b. Genre Analysis Sharing sample discourse analyses and 1, by Ismail S. Talib - NUS Home
 identify the c. Coherence and discussing the basics of investigating [Link] Oral participation on
basics of Cohesion language discourse ellibst/[Link] sharing and synthesis of
investigating d. Transcription sample discourse analysis
language e. Cataloguing and Creating a short discourse transcription research paper found as
through a Analyzing Discourse on a classroom-based language data or a Wales, Katie. Dictionary of stylistics. formative assessment
discourse Data popular culture language phenomenon Routledge, 2017.
analysis; and f. Identity, Discourse Transcription on
 apply Subjectivity, Power, The teaching of Stylistics a chosen classroom
knowledge of and Discourse [Link] language data or a popular
discourse g. Discourse Studies in pg/[Link] culture phenomenon
analysis in the Classroom (focusing on Attention to
studying a Deviations in Linguistic Convention Detail, Effort and Group
classroom- on Poetry Collaboration, and
based [Link] Organization of
language or a 2009/10/20/deviations-in-linguistic- Transcription)
popular convention-on-poetry-english-
culture version/
phenomenon.

 craft a 5. Doing an Oral and/or Review discussion on the relevance

Oral participation on the
discourse Written Discourse Analysis and process of discourse analysis review discussion on
analysis paper Paper discourse analysis
of a relevant Planning for a full-blown oral/ written
issue/ concern discourse using data in the previous
section Process assessment on
in English the group’s discourse
language analysis paper
Drafting and finalizing the discourse
analysis paper
Final Discourse Paper
Submitted Report and Oral
Presenting through a mini- Research
conference/ presenting in an Defense Presentation
organized language research (focusing on Relevance of
conference Chosen Language Issue,
Actual Analysis Proper,
Process of Discourse
Analysis Done, and
Organization of Ideas)

Periodical exam
Course Requirements: Author Talk Presentation sharing Writer’s Unique Writing Style/Character Portrayal of chosen author
Stylistic Analysis Paper of selected literary texts (prose, poetry, drama)
Discourse Analysis Research Presentation of a Modern Language Phenomena
Grading Scheme: 2/3 class participation
1/3 periodical exam
References:
Banaag, L. M. (2010). Transworld Civilizations and Literature. Mandaluyong: Books Atbp. Publishing Corp.

Brise, J. and Pavlovski, L. (2001). Twentieth Century Literary Criticism: Criticism of the Works of Novelists, Poets, and Playwrights. Detroit: Michigan: Gale Research.

Burke, Michael. The Routledge Handbook of Stylistics. Routledge, 2018.

Culpeper, Jonathan, et al. Exploring the Language of Drama: from Text to Context. Routledge, 2006.

Fields, P. and Fowler, R. (2005). The Routledge Dictionary of Literary Terms. London: Routledge.

Gee, J. P. (2018). Introducing discourse analysis from grammar to society. Abingdon, Oxon: Routledge. Gee, J. P. (2018). Introducing discourse analysis from grammar to society. Abingdon,
Oxon: Routledge.

Language, Discourse and Literature: an Introductory Reader in Discourse. Routledge, 2016.

Machin, David, and Andrea Mayr. How to Do Critical Discourse Analysis: a Multimodal Approach. Sage, 2012.

McGeagh, E. (2006). Poetry Criticism: Excerpts from Criticism of the Words of the Most Significantly and Widely Studied Poets. Detroit, Michigan: Gale Group.

Nørgaard, Nina, et al. Key Terms in Stylistics. Continuum, 2010.

Simpson, Paul. Stylistics: a Resource Book for Students. Routledge, 2014.

Wales, Katie. Dictionary Of Stylistics. Routledge, 2017.

Watson, Greg. The State of Stylistics. Rodopi, 2008.

Yule, G. (2020). Study Of Language. S.L.: Cambridge Univ Press.

Prepared by: Date: Approved by: Date:

June 15, 2019 June 15, 2019
(SGD.)Divina Gracia P. Pegenia (SGD.)Dr. Maria Rita D. Lucas
Dean, SELAMS