COLLEGE OF ARTS & SCIENCES

PROGRAM OUTCOMES COLLEGE GOALS

After four years, the graduates of the BSE and BEED program shall: 1 2 3 4 5
1. Perform jobs that require analytical thinking, scientific attitude, quantitative skills and problem solving
/ / /
skills;
2. Be well versed and apply the knowledge learned in the future workplace. / / /
3. Collaborate with and among industries and institutions enabling them to demonstrate the ability to think
globally and act responsibly in the local community through excellent oral, written, and electronic / /
communication skills.

COURSE SYLLABUS

1. Course Code ESDM 132

2. Course Name Language and Power
3. Course The course examines the dynamics of communication and the use of language as an effective means of
Description wielding authority.
4. Credit Units 3 units
5. Contact Hours 3 hours per week
6. Prerequisite None
Program
7. Course Learning Outcomes Outcomes*
At the end of the course, the students must be able to: a b c d
1. Recognize how language how language in its everyday and professional usage enables understanding
I I I I
issues of social concern.
2. Examine how the ways we communicate are constrained by the structures and forces of social
E E E E
institutions.
3. Demonstrate how institutions, which we live in and function, and our roles within them are in frequent
D D D D
measure defined by particular language use.
 *Level: I – Introductory, P- Practice, E – Enabling, D – Demonstrative

9. Course Coverage
Time Teaching and Assessment
Allotme Intended Learning Outcomes (ILOs) Topics Learning Activities Task
nt
a. Instill the sense of pride and the core I. Introduction
values of CBSUA VMGO a. Lecture Reflection: I am the
Quality Discussion King of the World
b. Orient students about the course, its Policy b. Slides
Requirements Course Outline, Grading Presentation
Week c. Recitation
1 System and Classroom
c. Introduce concepts of the study and Policies
how the shackles of traditions
instilled by history and tradition.
II. Why Study Language?

III. Introduction: Critical

Language Study
a. a. Provide a general picture of the IV. Discourse as a Social a. Lecture Discussion Blog 1. Analysis of
place of language in society, the Practice b. Asynchrunous society and discourse
Week central involvement in power, and session
2-3 struggles for power, and its c. Dialogue Analysis
involvement in ideological properties. d. Slides Presentation
e. Case Readings
b. Explore various dimensions of V. Discourse and Power a. Lecture Discussion Blog 2. Power in
the relations of power and language b. Asynchrunous Discourse
Week session
4-5 c. Dialogue Analysis
d. Slides Presentation
e. Case Readings
ASSESSMENT
Week
Oral question and answer valuing discourse in the perspectives its social practice and its influences.
6
Week Look into common sense in the service of Discourse, a. Lecture Discussion Blog 3.
 power, how ideologies are embedded in common sense b. Asynchrunous Foregrounding
features of discourse which are taken for and ideology session Common Sense
7-8
granted as matters of common sense. c. Dialogue Analysis
d. Case Readings
Present an introductory level for Critical Discourse Analysis a. Lecture Discussion Blog 4. Analysis on
people who do not have extensive in Practice: Description b. Asynchrunous “Firemen Tackle
Week backgrounds in language session Blaze”
9-10 study focusing on the description of c. Dialogue Analysis
analysis involved in critical discourse. d. Slides Presentation Case Source:
e. Case Readings Lancaster Guardian
Continuation of the presentation of a Critical Discourse Analysis in a. Lecture Discussion Blog 5. How can
procedure critical discourse analysis with Practice: Interpretation, b. Asynchrunous analyst to
Week focus on interpretation and explanation. Explanation, and the Position session gain access to the
11 of the Analyst c. Dialogue Analysis discourse processes
d. Slides Presentation of production and
e. Case Readings interpretation?
Week ASSESSMENT
12 Oral Question and answer on the process of discourse analysis and some examples as a jump off.

Fill the gap in the processes of text Creativity and Struggle in a. Lecture Discussion Blog 5. Individual
production, develop the conception of the Discourse: The Discourse of b. Asynchrunous creativity in discourse
subject in discourse as having the Thatcherism session
apparently paradoxical properties of being c. Dialogue Analysis
Week d. Slides Presentation
socially determined, and capable of
13-14 e. Case Readings
individual creativity and to provide an
opportunity for work with the procedure of
case study on the discourse of
Thatcherism.
Make use of CLS to direct its attention to Discourse in Social Change a. Lecture Discussion Blog 6. Characterizing
discoursal dimensions of major social b. Asynchrunous the contemporary
Week tendencies, in order to determine what session order of discourse
15-16 part discourse has in the inception, c. Dialogue Analysis and the direction of its
development and consolidation of social d. Slides Presentation movement.
change. e. Case Readings
Week Look into how critical language study Critical Language Study and a. Lecture Discussion Blog 7. Language
17 (CLS) might contribute to the Social Emancipation: b. Asynchrunous education in schools:
 emancipation of those who.are dominated Language Education in the session Critical language
and oppressed in our society. Schools c. Dialogue Analysis awareness
d. Slides Presentation
e. Case Readings
Week ASSESSMENT
18 A case study presentation with application of concepts and frames of language and power (20 mins.)