City University of Hong Kong. Information on a Course offered by Department of English with effect from Semester A in 2014 / 2015

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1 City University of Hong Kong Information on a Course offered by Department of English with effect from Semester A in 2014 / 2015 Part I Course Title: Re-imagining English Course Code: CLA1402 Course Duration: 1 semester No. of Credit Units: 2 Level: B1 Medium of Instruction: English Medium of Assessment: English Prerequisites: (Course Code and Title) none Precursors: (Course Code and Title) none Equivalent Courses: (Course Code and Title) none Exclusive Courses: (Course Code and Title) none 1

2 Part II 1. Course Aims This course aims to help students to think about the English language and their relationship to it in a new way through exploring the role English plays in their everyday lives in popular culture, media, literature, education and the workplace, Students will reflect upon how English has shaped the way they think about and perceive the world, how they communicate with other people, and how they will perform their occupations in the future. The focus of the course is helping students to engage with the English language not just intellectually, but also creatively and emotionally, exploring how to use it as a tool for self-expression and self-exploration. 2. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: No CILOs Weighting (if applicable) 1 Describe and critically discuss the status of English as a global language 2 Discover the role English plays in online public interaction and reflect upon and articulate their relationship with English as writers of English on the Internet. 3 Apply creative and critical thinking and reading skills in the interpretation of diverse texts in English, including literature, music, film, digital media and other kinds of texts. 4 Produce innovative and creative written and spoken texts in the English language. 3. Teaching and Learning Activities (TLAs) (designed to facilitate students achievement of the CILOs - Some TLAs may address more than one CILO.) CILO No. TLAs 1-4 Interactive lectures and discussions 3 and 4 Analysis of texts, films and other cultural products 1-4 Project work and video production 1-4 In class writing and performance activities Hours/week (if applicable) 2

3 4. Assessment Tasks/Activities Type of Assessment Tasks/Activities Short video (group assignment) Online Collaborative Writing (group assignment) Analytical creative portfolio (individual) Class participation Weighting ILOs to be addressed Remarks Students work together to write and produce a short video documentary or performance about one of the four topics covered in the course 25 3 and 4 Students collaboratively write an online article about a topic of their choice in consultation with their teacher 40 2, 3 and 4 Students will produce two innovative and creative pieces either oral or written, focusing on the topic Reimagining English Based on students classroom writing and performance tasks 5. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations. Standard (A+, A, A- F) Video Grade A B C D Able to present information in a clearly organized and interesting/creative way which effectively and appropriately supports the message and utilizes an appropriate variety of multimedia and visual effects. Able to present information in an organized and somewhat interesting/creative way which appropriately supports the message and utilizes an appropriate variety of multimedia and visual effects. Able to present information in a moderately organized and somewhat interesting/creative way which supports the message and utilizes an appropriate variety of multimedia and visual effects. Unable to present information in an organized or interesting/creative way which supports the message and utilizes an appropriate variety of multimedia and visual effects. 3

4 Online Collaborative Writing Grade A B C D Content of article is very informative with excellent attention to detail and abundant references to suitable sources. Style is highly genre appropriate and very interesting and objective. Rhetorical organization is highly effective and language is clear, precise and free of grammatical errors. All group members have participated equally in the writing process. Content of article is informative with some attention to detail and adequate references to suitable sources. Style is mostly genre appropriate and somewhat interesting and objective. Rhetorical organization is effective and language is mostly clear, precise and few grammatical errors. All group members have participated equally in the writing process. Content of article is informative but not very detailed and there are some references to sources. Style is partly genre appropriate but not very interesting and may lack objectivity. Rhetorical organization is satisfactory and language is partly clear, with some grammatical errors. Not all group members have participated in the writing process. Content of article is neither informative nor detailed and there are few or no references to sources. Style is neither genre appropriate nor interesting and/or lacks objectivity. Rhetorical organization is poor and language is unclear, with numerous grammatical errors. Not all group members have participated in the writing process. Analytical Essays/Presentations Grade A B C D Demonstrates a deep understanding of selected topic. Able to critically and creatively analyze the issues of the topic and present these in a coherent and thought-provoking manner. Relates the issues in the topic both globally and locally. Uses complex language appropriately in arguing the case. Presents a good understanding of the chosen topic. Raises some of the issues relevant to the topic in an interesting and creative manner. Focuses mostly on either the global or local perspective. Has good command of English in the presentation of the topic Demonstrates only a limited understanding of the topic. Presents a standard analysis of the topic and does not beyond a description of the main issues. Relates the topic only to the local context. The written presentation of the text is weak. Does not present evidence of understanding the topic very well. Omits many of the key issues in writing about the topic. Illustrates the topic within a very limited local perspective. Has a limited command of English when presenting the topic. It is difficult for the reader to follow the cohesion of the text. 4

5 Part III Syllabus: Introduction (Week One) Reimagining English as a Global Language Importance of English in diverse global contexts (business, culture, politics, etc.) Spread of English Varieties of English Scope of English Studies Topic One (Weeks Two and Three) Reimagining Popular Culture and the Media in English English as global popular culture The influence of English on contemporary music English television Graphic and animation cultures in English Topic Two (Weeks Two and Three) Reimagining English in Film Cinematic language/s Hollywood, Bollywood and beyond How to watch a film Topic Three (Weeks Four and Five) Creative Reading and Writing Aspects of English narrative and poetry Critical and creative responses to texts in English How texts work (plot, characters, themes, language, images) The process of imaginative writing Topic Four (Weeks Six to Eight) Reimagining Performance in English Elements of drama and performance in English Speech and the Body as Forms of Communication Acting and interpretation 5

6 Topic 5 (Weeks Nine to Twelve) Reimagining English as a Citizen of a Multilingual City Language and identity Language and citizenship Language and Social Interaction English online The future of English in a global economy Planning language skills for personal and professional communication Recommended Reading: Bolton, K. (2003). Hong Kong English: Autonomy and creativity. University of Washington Press. Brooks, C., & Warren, R. P. (1976). Understanding poetry (4 th ed.). Holt Rinehart and Winston. Crystal, D. (2003). English as a global language (2 nd ed.). Cambridge University Press. Crystal, D. (2004). The English language: A guided tour of the language (2 nd ed.). Penguin Global. Culpeper, J., Short, M., & Verdonk, P. (1998). Exploring the language of drama: From text to context (1st ed.). Routledge. Gillespie, S., Fonseca, T., & Pipolo, A. P. (2007). Literature across cultures (5 th ed.). Longman. Goodman, S., & O Halloran, K. (2006). The art of English: Literary creativity. Palgrave Macmillan. Kachru, B. B. (1992). The other tongue: English across cultures (2 nd ed.). University of Illinois Press. Maybin, J., & Swann, J. (2006). The art of English: Everyday creativity. Palgrave Macmillan. 6

7 McComiskey, B. (2006). English studies: An introduction to the discipline(s). Washington, DC: National Council of Teachers of English. Pavis, P. (2003). Analyzing performance: theater, dance, and film. University of Michigan Press. Phillips, W. H. (2009). Film: An introduction (4 th ed.). Bedford/St. Martin s. Xu, Xi. (2005). City Stage: Hong Kong playwriting in English. Hong Kong Univ Press. Xu Xi. (2010). Fifty-Fifty: New Hong Kong writing (1 st ed.). Haven Books. 7

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