Introduction to Syllabi as an Instructional Resource

This section of the website includes examples of syllabi from leaders in the field of Critical Discourse Studies. In sharing examples of syllabi, our intention is to generate thought, conversation, and intellectual exchange around course planning among educators teaching discourse analysis. We believe that this kind of engagement at the curricular and pedagogical level can both enrich the field and help supporting student learning.

The following authors have graciously provided a version of their syllabus for this project: Professors Guadalupe López-Bonilla, Ruth Harman, Deborah Keller-Cohen, Jay Lemke, Cynthia Lewis, Jennifer Stone, Mary Juzwik, Elaine Richardson and Rebecca Rogers. Two of the syllabi are in Spanish (López-Bonilla and Rogers).

We caution viewers of the syllabi to keep in mind that a syllabus is a living document and should be read as such. Professors routinely change syllabi from semester to semester depending on the learning needs of their students (as well as their current interests). Thus, each syllabus reflects a snapshot in time of how one person designed a set of learning experiences for a group of students.

The syllabi represent a range of traditions: social semiotics, critical discourse analysis, systemic functional linguistics and narrative analysis. They also include a lively mix of assignments, readings and ways of structuring a course in CDS. Over time, what we hope to see is an increased number of course offerings sent to us from academic contexts not yet represented here, especially from scholars in Africa, Asia, Australia, and South America.

With profound thanks to our contributors, we offer this resource to all readers of Critical Discourse Analysis in Education (second edition).

-Rebecca Rogers and Inda Schaenen


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