ID:
502089
Duration (hours):
36
CFU:
9
SSD:
LINGUA E TRADUZIONE - LINGUA INGLESE
Year:
2025
Overview
Date/time interval
Primo Semestre (22/09/2025 - 19/12/2025)
Syllabus
Course Objectives
Over the three-year period, based on a division by academic year, students will develop linguistic competence in all levels of analysis of the English language (phonology, morphology, lexicon, semantics, syntax, text, and discourse), with contextualizations of a pragmatic and sociolinguistic nature.
*
The course aims at an advanced global proficiency close to the C1 level of the Common European Framework of Reference. At the end of the course, students will have improved both reception skills (listening and reading) and production skills (written and oral) as they attend lectures and CELs’ classes. They will also develop the theoretical and metalinguistic competence necessary to analyse critically written English in a variety of text types. At the end of the course, students will know how to autonomously analyse English written texts that are similar to those presented in class. They will be able to detect their regular textual and linguistic specificities, and to resort to online software for text analysis.
*
The course aims at an advanced global proficiency close to the C1 level of the Common European Framework of Reference. At the end of the course, students will have improved both reception skills (listening and reading) and production skills (written and oral) as they attend lectures and CELs’ classes. They will also develop the theoretical and metalinguistic competence necessary to analyse critically written English in a variety of text types. At the end of the course, students will know how to autonomously analyse English written texts that are similar to those presented in class. They will be able to detect their regular textual and linguistic specificities, and to resort to online software for text analysis.
Course Prerequisites
Students must have passed English language 1 and English language 2 to sit English language 3; i.e. students must have a solid linguistic competence in all levels of analysis of the English language covered in the previous two academic years (phonology, morphology, lexicon, semantics, syntax, pragmatics, sociolinguistics). Students should have a knowledge of English corresponding to at least a B2+ level of the Common European Framework of Reference for Languages (CEFR).
Teaching Methods
The course is structured with lectures alternating with moments of active discussion with students and group work/presentations (lecturer-led module), and supplementary teaching (CEL). During the lectures of the lecturer-led module, key theoretical aspects related to the textuality of written and transmitted English will be presented, and students will be guided in the analysis of various texts. In the supplementary teaching (CEL), and in order to ensure the development of written competence in preparation for the final essay, various written tests will be conducted. Students are required to: • Attend regularly (twice a week), • Complete 1 short essay that will be discussed during a dedicated workshop, • Attend speaking/lexis workshops and CAE listening activities three times a month to enhance listening/oral production skills. In addition, a few optional Business English sessions will be offered to help improve skills related to writing a CV and preparing for a job interview in English.
Assessment Methods
The assessment will take place through a comprehensive preparatory test (CEL activities + holistic lecturer-led test) and an oral exam.
The preparatory test aims to assess overall proficiency in the use of the English language. This preparatory test consists of the holistic lecturer-led test and the set of partial tests (conducted during the course) or the comprehensive test (Global Test) related to CEL activities. The global preparatory test is administered in the summer, autumn, and winter sessions. Students who do not pass one part of the CEL test will be required to retake that part during the following session. Each part may be attempted twice. If the student does not pass on the second attempt, they will be required to retake the full CEL global test.
The global preparatory CEL assessment will include the writing of a 450-word essay (final essay), a listening test, and an oral production test at the C1 level.
Students who regularly attend CEL exercises (supplementary teaching) (at least 70%) can opt for a progressive evaluation in the form of partial tests (assessments) instead of the global CEL test.
All parts of the preparatory test are valid for 13 months. Students must pass all parts of the preparatory test and pass the holistic test before appearing for the oral exam. Students who have not passed the English Language 2 exam but have opted for progressive evaluation can take the first partial CEL test in December to continue with the partial tests only if they have passed the English Language exam in the subsequent winter session. In all other cases, students must have passed the English Language 2 exam before facing the various parts of the preparatory test for English Language 3.
The holistic lecturer-led test consists of a quiz or a cloze test to be completed on the KIRO platform.
During the oral exam, students will be evaluated on their knowledge of the course content, linguistic and metalinguistic competence achieved, as well as presentation skills and the ability to critically analyze English texts.
The preparatory test aims to assess overall proficiency in the use of the English language. This preparatory test consists of the holistic lecturer-led test and the set of partial tests (conducted during the course) or the comprehensive test (Global Test) related to CEL activities. The global preparatory test is administered in the summer, autumn, and winter sessions. Students who do not pass one part of the CEL test will be required to retake that part during the following session. Each part may be attempted twice. If the student does not pass on the second attempt, they will be required to retake the full CEL global test.
The global preparatory CEL assessment will include the writing of a 450-word essay (final essay), a listening test, and an oral production test at the C1 level.
Students who regularly attend CEL exercises (supplementary teaching) (at least 70%) can opt for a progressive evaluation in the form of partial tests (assessments) instead of the global CEL test.
All parts of the preparatory test are valid for 13 months. Students must pass all parts of the preparatory test and pass the holistic test before appearing for the oral exam. Students who have not passed the English Language 2 exam but have opted for progressive evaluation can take the first partial CEL test in December to continue with the partial tests only if they have passed the English Language exam in the subsequent winter session. In all other cases, students must have passed the English Language 2 exam before facing the various parts of the preparatory test for English Language 3.
The holistic lecturer-led test consists of a quiz or a cloze test to be completed on the KIRO platform.
During the oral exam, students will be evaluated on their knowledge of the course content, linguistic and metalinguistic competence achieved, as well as presentation skills and the ability to critically analyze English texts.
Texts
Lecturer-led module:
(Suggestions on the most effective way to approach the readings will be available on Kiro, and they will be particularly useful for students who did not attend the course)
•ADLAB PRO Course Materials (https://www.adlabpro.eu/coursematerials/): Module 1 (core video of units 1, 2, 5, 6); Module 4 (core video of units 1, 2, 3, 4, 5, 6, 7) [SHORT VIDEO LECTURES].
•Biber, D., Conrad, S. & Leech, G. (2002). Longman Student Grammar of Spoken and Written English. London: Longman. [Ch. 7 Adjectives and adverbs, Ch. 9 Complex noun phrases, Ch. 11 Adverbials]
•Buscaglia (2006). Powerful Poewr Point Presentations. Gastrointestinal Endoscopy, 64(3): 393-394
•Coccetta, F. (2016). Access to discourse in English through text analysis. Como-Pavia: Ibis. [Ch. 3]
•Crystal, D. (2011). Introduction to language. Video lectures. [The Mode of Transmission: speech and writing; Language & Discourse] – for nonattenders
•Culpeper J., Kerswill P., Wodak R., McEnery T., Katamba F. (eds.) (2018) English Language. Description, Variation and Context (2nd Edition), London: Palgrave [Ch. Language, reality and power]
•EASIT Training Materials (https://transmediacatalonia.uab.cat/easit/): Unit 2 (Element 2.1.1 E2U, Easy-to-Read (E2R) and Plain language (PL) - An overview; 2.1.2 Target audiences of E2U and their needs; 2.1.4 Basic rules of E2U; 2.3.1 Creating contents in E2U; 2.3.2 Translating content into E2U); Unit 3B (Element 3B.2.1 Identifying and organizing information for E2U ADs; 3B.1.1. What is E2U screen AD?; 3B.1.5, What is E2U art AD?; 3B.1.12. Interview with professionals: Listenability) [SHORT VIDEO LECTURES]
•Jeffries, L. (2010). Critical stylistics: The power of English. New York: Palgrave [Ch. 2 naming and describing; Ch.4 Equating and contrasting; Ch. 6 Prioritizing]
•Halliday, M.A.K. 1985. Spoken and Written Language. Oxford: Oxford University Press [Ch. 3, 5, 6]
•Inclusion Europe (2009). Information for all. European standards for making information easy to understand [available online]
•Isani, S. (2019). Of technical writing, instructions for use as a specialised genre and discourse communities. ASp [Online], 75: 1-19.
•McLoughlin, L. (2000). The Language of magazines. London: Routledge. [Ch. 2 The wrapping: Front covers, pp. 5-24]
•Phillips, D. (2014). How to avoid death By PowerPoint. TEDx Stockholm Salon
•Perego, E. (2018). Into the language of museum audio descriptions: A corpus-based study. Perspectives: Studies in Translation Theory and Practice, 27(3): 333-349.
•Perego, E. (2024). Translation into Easy Language: The unexplored case of podcasts. In L. Pillière and Ö. Berk Albachten (Eds.), The Routledge Handbook of Intralingual Translation (pp. 453-471). London, Routledge.
•Snyder, J. (2008). The visual made verbal. In Díaz-Cintas, J. (Ed.), The didactics of audiovisual translation. Amsterdam: John Benjamins. 191 – 198.
•Swales, J. (1990). Genre analysis. Cambridge: CUP. [Ch. 7 Research articles in English; Ch. 8 Observations on other research-process genres: 8.1 Abstracts, 8.2 Research presentations; 8.4 Thesis and dissertations]
•Taylor, C. (2013). Multimodality and audiovisual translation In Y. Gambier & L. van Doorslaer (Eds.), Handbook of Translation Studies (pp. 90-104). Amsterdam: John Benjamins Publishing Company.
•Trask, L. (1997). The Penguin guide to punctuation. London: Penguin.
•Verdonk, P. (2002). Stylistics. Oxford: OUP [ch. 1, 2, 3, 4]
A comprehensive bibliography will be provided during the course, Supplementary materials will be made available on the KIRO platform during the lectures. These materials will be an integral part of the exam program.
CEL module:
Unlock. Level 5. Reading, writing & critical thinking. Third Edition. Student's book. ISBN-978-1009-79-75-73 by Michele Lewis, Jessica Williams, Sabina Ostrowska, Chris Sowton
Reference grammars
Ballard, K. (2007). The Frameworks of English. New York: Palgrave.
Biber, D., Conrad, S. & Leech, G. (2002). Longman Student Grammar of Spoken and Written English. London: Longman
Foley, M. and D. Hall, 2003, Longman Advanced Learners’ Grammar.
Longman.
Swan, M. Practical English Usage, Oxford University Press, 4th Edition, 2016 [per didattica integratica]
Murphy, R. (2012) English advanced grammar in use. Cambridge: CUP (anche versione digitale e App, anche edizioni diverse da quella del 2012)
Reference dictionaries
Advanced learner dictionary. Cambridge: Cambridge University Press.
Collins COBUILD Dictionary for learners.
Collins COBUILD Students Dictionary or Advanced Dictionary.
Compact Oxford English Dictionary. For University and College Students, 2013.
Longman Dictionary of Contemporary English. London: Longman.
Macmillan English Dictionary.
Oxford Advanced Learner’s Dictionary, 10th edition, 2020.
Collocation dictionary
Benson, M., Benson. E., & Ilson, R. F. (2010) The BBI Combinatory Dictionary of English: Your Guide to Collocations and Grammar. Third edition revised by Robert Ilson (or any other edition). Amsterdam: Benjamins [or any online collocation dictionary, e.g. https://www.freecollocation.com/#.UGxNW5i6e2o]
Bilingual dictionaries
Picchi, F. (2016). Grande Dizionario di inglese con versione digitale. Milano: Hoepli (quinta edizione, o edizioni più recenti).
Grande dizionario Hazon di inglese con CD-Rom (2020).
(Suggestions on the most effective way to approach the readings will be available on Kiro, and they will be particularly useful for students who did not attend the course)
•ADLAB PRO Course Materials (https://www.adlabpro.eu/coursematerials/): Module 1 (core video of units 1, 2, 5, 6); Module 4 (core video of units 1, 2, 3, 4, 5, 6, 7) [SHORT VIDEO LECTURES].
•Biber, D., Conrad, S. & Leech, G. (2002). Longman Student Grammar of Spoken and Written English. London: Longman. [Ch. 7 Adjectives and adverbs, Ch. 9 Complex noun phrases, Ch. 11 Adverbials]
•Buscaglia (2006). Powerful Poewr Point Presentations. Gastrointestinal Endoscopy, 64(3): 393-394
•Coccetta, F. (2016). Access to discourse in English through text analysis. Como-Pavia: Ibis. [Ch. 3]
•Crystal, D. (2011). Introduction to language. Video lectures. [The Mode of Transmission: speech and writing; Language & Discourse] – for nonattenders
•Culpeper J., Kerswill P., Wodak R., McEnery T., Katamba F. (eds.) (2018) English Language. Description, Variation and Context (2nd Edition), London: Palgrave [Ch. Language, reality and power]
•EASIT Training Materials (https://transmediacatalonia.uab.cat/easit/): Unit 2 (Element 2.1.1 E2U, Easy-to-Read (E2R) and Plain language (PL) - An overview; 2.1.2 Target audiences of E2U and their needs; 2.1.4 Basic rules of E2U; 2.3.1 Creating contents in E2U; 2.3.2 Translating content into E2U); Unit 3B (Element 3B.2.1 Identifying and organizing information for E2U ADs; 3B.1.1. What is E2U screen AD?; 3B.1.5, What is E2U art AD?; 3B.1.12. Interview with professionals: Listenability) [SHORT VIDEO LECTURES]
•Jeffries, L. (2010). Critical stylistics: The power of English. New York: Palgrave [Ch. 2 naming and describing; Ch.4 Equating and contrasting; Ch. 6 Prioritizing]
•Halliday, M.A.K. 1985. Spoken and Written Language. Oxford: Oxford University Press [Ch. 3, 5, 6]
•Inclusion Europe (2009). Information for all. European standards for making information easy to understand [available online]
•Isani, S. (2019). Of technical writing, instructions for use as a specialised genre and discourse communities. ASp [Online], 75: 1-19.
•McLoughlin, L. (2000). The Language of magazines. London: Routledge. [Ch. 2 The wrapping: Front covers, pp. 5-24]
•Phillips, D. (2014). How to avoid death By PowerPoint. TEDx Stockholm Salon
•Perego, E. (2018). Into the language of museum audio descriptions: A corpus-based study. Perspectives: Studies in Translation Theory and Practice, 27(3): 333-349.
•Perego, E. (2024). Translation into Easy Language: The unexplored case of podcasts. In L. Pillière and Ö. Berk Albachten (Eds.), The Routledge Handbook of Intralingual Translation (pp. 453-471). London, Routledge.
•Snyder, J. (2008). The visual made verbal. In Díaz-Cintas, J. (Ed.), The didactics of audiovisual translation. Amsterdam: John Benjamins. 191 – 198.
•Swales, J. (1990). Genre analysis. Cambridge: CUP. [Ch. 7 Research articles in English; Ch. 8 Observations on other research-process genres: 8.1 Abstracts, 8.2 Research presentations; 8.4 Thesis and dissertations]
•Taylor, C. (2013). Multimodality and audiovisual translation In Y. Gambier & L. van Doorslaer (Eds.), Handbook of Translation Studies (pp. 90-104). Amsterdam: John Benjamins Publishing Company.
•Trask, L. (1997). The Penguin guide to punctuation. London: Penguin.
•Verdonk, P. (2002). Stylistics. Oxford: OUP [ch. 1, 2, 3, 4]
A comprehensive bibliography will be provided during the course, Supplementary materials will be made available on the KIRO platform during the lectures. These materials will be an integral part of the exam program.
CEL module:
Unlock. Level 5. Reading, writing & critical thinking. Third Edition. Student's book. ISBN-978-1009-79-75-73 by Michele Lewis, Jessica Williams, Sabina Ostrowska, Chris Sowton
Reference grammars
Ballard, K. (2007). The Frameworks of English. New York: Palgrave.
Biber, D., Conrad, S. & Leech, G. (2002). Longman Student Grammar of Spoken and Written English. London: Longman
Foley, M. and D. Hall, 2003, Longman Advanced Learners’ Grammar.
Longman.
Swan, M. Practical English Usage, Oxford University Press, 4th Edition, 2016 [per didattica integratica]
Murphy, R. (2012) English advanced grammar in use. Cambridge: CUP (anche versione digitale e App, anche edizioni diverse da quella del 2012)
Reference dictionaries
Advanced learner dictionary. Cambridge: Cambridge University Press.
Collins COBUILD Dictionary for learners.
Collins COBUILD Students Dictionary or Advanced Dictionary.
Compact Oxford English Dictionary. For University and College Students, 2013.
Longman Dictionary of Contemporary English. London: Longman.
Macmillan English Dictionary.
Oxford Advanced Learner’s Dictionary, 10th edition, 2020.
Collocation dictionary
Benson, M., Benson. E., & Ilson, R. F. (2010) The BBI Combinatory Dictionary of English: Your Guide to Collocations and Grammar. Third edition revised by Robert Ilson (or any other edition). Amsterdam: Benjamins [or any online collocation dictionary, e.g. https://www.freecollocation.com/#.UGxNW5i6e2o]
Bilingual dictionaries
Picchi, F. (2016). Grande Dizionario di inglese con versione digitale. Milano: Hoepli (quinta edizione, o edizioni più recenti).
Grande dizionario Hazon di inglese con CD-Rom (2020).
Contents
“Written and written-to-be-spoken English”. The course focuses on the study of written and written-to-be-spoken English, examining – from both a theoretical and applied perspective – the rhetorical, textual, syntactic, and lexical phenomena that are characteristic and most frequent. Among the written texts that will be the subject of analysis and discussion are the abstract and scientific article, economic texts, reviews, tourist guides, and museum texts, as well as the film script. In terms of written-to-be-spoken texts, examples for examination include film and museum audio descriptions aimed at the blind audience, podcasts, and TED talks. The course will also concentrate on the differences between linguistic varieties with various levels of complexity, contrasting specialist and standard English with Plain English and Easy English. Students will practice critical analysis of the phenomena covered by analyzing texts used in class and included in the exam program. A comprehensive list of text types covered and texts to work on will be provided by the end of the course. The course is integrated with classes held by CELs (Collaboratori ed esperti linguistici) in the first and second semester. Moving from an initial B2-C1 level of the Common European Framework of Reference, these classes aim to improve language proficiency in both reception skills (listening and reading) and production skills (written and oral). The focus of the class activities will be on the writing of a short argumentative essay.
Course Language
English
Degrees
Degrees
MODERN LANGUAGES AND CULTURES
Bachelor’s Degree
3 years
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