Sumários
Lesson 2
11 Fevereiro 2026, 08:00 • Sheila Brannigan
We discussed a quotation from the US musician Bad Bunny and read a definition of race as a social construct Haney López, Ian F. “The Social Construction of Race: Some Observations on Illusion, Fabrication and Choice.” Harvard Civil Rights: Civil Liberties Law Review 29.1 (Winter 1994): 1-62.
Introduction. Course Calendar & Syllabus
10 Fevereiro 2026, 14:00 • Ana Rita Martins
ENGLISH C2 | ENGLISH FOR THE MEDIA
2025/2026 – Second Semester
1. Objectives
The course follows the general objectives for the Mastery Level (C2) outlined in the Council of Europe document Common European Framework of Reference for Languages (CEFR) but also has specific objectives connected with the language of the media.[1] Based on the assumption that media are deeply intertwined with life and that an increasing number of people live in media, rather than with media (Deuze 2011), classes will involve the reading and analysis of different media and though traditional forms, like newspapers will be considered, this course will focus specifically on digital and social media, media literacy, and propaganda. In addition, students will expand their vocabulary and improve their knowledge of complex grammatical structures using Cambridge examination materials.
These aims will be achieved by means of written and oral activities, which will serve as the basis for continuous assessment. These activities will include:
- Reading: news stories, short story and social media posts;
- Writing: Media Analysis Essay
- Speaking: In-class discussions and oral exercises;
- Listening/Viewing: Short videos (short films; TikToks; etc.) on relevant topics will be screened and discussed.
Expected Learning Outcomes
By the end of the course, students will be able to:
- Accurately define and apply major media communication theories (e.g., Uses and Gratifications Theory) to analyse diverse media artefacts, demonstrating theoretical precision and insight;
- Identify and explain persuasive techniques in contemporary propaganda, assess their societal impact, and classify them as beneficial, benign, or harmful with well-reasoned justification;
- Recognise cognitive biases influencing media consumption, and propose evidence-based, creative strategies to resist misinformation and propaganda;
- Interpret and critically evaluate messages from multiple media forms (traditional, digital, and social media);
- Create coherent, logically organised, and well-supported written and oral analyses integrating relevant theories, examples, and credible sources;
- Produce clear, well-paced, and engaging oral presentations (audio/video/in-person) with effective structure, intonation, and delivery suitable to an academic audience;
- Participate actively in discussions and debates on contemporary media issues, demonstrating critical thinking, respectful interaction, and the ability to support arguments with factual evidence;
- Use precise, subject-specific vocabulary, varied sentence structures, and accurate complex grammatical forms, maintaining an appropriate academic register in both spoken and written work.
3. Assessment and Grading System
Assessment will be continuous and will rely on two essential pedagogical approaches: active learning techniques and task-based learning (TBL). Therefore, students are expected to attend all classes[1] and to complete both assignments prior to class and perform a variety of in-class activities (both written and oral).
The assessment criteria are as follows:
- Grammar Test: 10%
- Written Test (Media Analysis Essay): 25%
- Press Review (oral assignment): 20%
- Media Tasks (total): 25%
- Task 1: 10%
- Task 2: 15%
- Attendance & Participation (interlocutor activity 5%) 20%
3. Assessment and Grading System
3.1. Assessment Dates
3.1.1. Date for the Grammar Test: May 28
3.1.2. Date for the Written Test: May 5
3.1.3. Media Tasks (completed at home):
- Media Task 1: March 5
- Media Task 2: April 14
3.1.4. Dates for the Press Review (oral assignments): see Press Review: Register
4. Bibliography
● Course materials (book chapters, articles, news stories, and so on) are available online.
● Dictionaries: students are expected to have at least one of the following dictionaries:
- Cambridge International Dictionary of English
- Collins Cobuild Dictionary of English Language
- Longman Dictionary of English Language and Culture
- Oxford Advanced Learner’s Dictionary of Current English
- The New Penguin English Dictionary
Other references:
Deuze, M. (2011). “Media Life.” Media, Culture & Society, 33(1), 137-148.
Friesem, Y. (2019). “Youth media.” In R. Hobbs and P. Mihailidis (Eds.). The International Encyclopedia of Media Literacy. Wiley-Blackwell. https://doi.org/10.1002/9781118978238.ieml0246
---. (2019). “Teaching truth, lies, and accuracy in the digital age: Media literacy as project-based learning.” Journalism & Mass Communication Educator, 74(2), 185–198. https://doi.org/10.1177/1077695819829962
Hobbs, R. (2021). Media Literacy in Action: Questioning the Media. Lanham, MD: Rowman & Littlefield.
---. (2020). Mind Over Media: Propaganda Education for a Digital Age. New York: W.W. Norton.
---. (2020). "Propaganda in an Age of Algorithmic Personalization: Expanding Literacy Research and Practice." Reading Research Quarterly, 0(0), pp. 1–13, doi:10.1002/rrq.301
---. (2011). Digital and Media Literacy: Connecting Culture and Classroom. Beverly Hills: Corwin/Sage.
Kotler, Philip and Gerald Zaltman. (1975). "Social Marketing: An Approach to Planned Social Change." Journal of Marketing, vol. 35, 3-12.
Postman, Neil. (1976). Crazy talk, stupid talk: How we defeat ourselves by the way we talk—And what to do about it. Delacorte Press.
---. (2005). Amusing Ourselves to Death. Public Discourse in the Age of Show Business. Penguin Books.
5. Classroom Policies*
The following guidelines aim to create a structured and respectful learning environment. They outline expected behaviors, responsibilities, and procedures that help:
- provide clear expectations for behavior;
- create a safe and conducive learning environment;
- maintain order and help prevent disruptive behavior;
- encourage participation in the rule-setting process;
- foster a sense of ownership and responsibility;
- promote a positive classroom culture that enhances academic success.
Lesson 1
9 Fevereiro 2026, 08:00 • Sheila Brannigan
We’ll: Get to know each other Find out about the course Carry out a language precision activity