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Lecturer(s)
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Krásová Kateřina, Mgr. et Mgr.
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Course content
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The course consists of two four-hour face-to-face sessions and independent home study. 1st session: - Review of presentation structure (the Golden Ratio), voice and body language. - Methodology of systematic text analysis (coding and categorisation). - Media literacy: detecting bias and propaganda (white, black, grey). 2nd session: - Argumentation and pragmatics: a model for the rational resolution of disputes. - Student presentations (main part): Format: Each student will have 15 minutes for their presentation (10 minutes to present the academic topic and 5 minutes for the subsequent discussion). Requirements: Presentations should be based on relevant sources, have a clear structure and use a simple, visually clear design without unnecessary bullet points. They should also include a question or activity that engages the other students. Role of the discussants: Other students will prepare at least two questions to help critically examine the topic and encourage a group discussion. Final reflection: At the end of the course, students will assess how their ability to apply the knowledge they have gained to new situations, communicate orally, and think critically has developed during the course.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Activating (Simulations, Games, Dramatization)
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Learning outcomes
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The course aims to develop advanced communication, analytical and argumentative skills in English and Czech. The course encourages students not merely to complete tasks mechanically but to analyse problems independently and apply theoretical knowledge to solve them. Further objectives include: - Critical engagement with text: the ability to identify patterns, themes and relationships within academic discourse. - Modern analytical tools: the effective and ethical use of AI and digital tools for in-depth text analysis. - Argumentative competence: the ability to defend the topic of one's own work within the framework of the pragma-dialectical model of critical discussion. - Terminological precision: expanding the specialist vocabulary necessary for international academic and professional contexts.
By the end of the class, students should be able to present their topics, lead discussions, and effectively defend their arguments. They will also develop the skills to critically analyse texts using modern tools and to broaden their specialised vocabulary. In terms of transversal competences, students will develop: - Integrative Learning (Transfer): students can adapt and apply the communication and analytical models they have learnt to new situations. - Inquiry and Analysis: students should be able to systematically examine specialist texts, organise evidence and draw well-founded conclusions. - Oral/Written Communication: students can structure their messages clearly, logically and with the target audience in mind. - Critical Thinking: students should be able to view problems from multiple perspectives and identify the logical and ethical limits of an argument.
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Prerequisites
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Language and communication skills: Your level of English must be sufficient to enable you to participate actively in interactive lessons, where knowledge is co-created through discussion and simulation.
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Assessment methods and criteria
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Student performance, Analysis of linguistic, Seminar Work
1. Analysis of media bias: Students select one of the pre-uploaded articles in the NEO system and carry out a critical analysis of it. 2. Preparation of key notes: Instead of writing out the entire text of a speech, students upload a brief list of key notes which they prepare to memorise. This task serves as preparation for the face-to-face session, so that students can 'stand their ground and deliver' the presentation with an emphasis on voice modulation and eye contact, rather than simply reading from a sheet of paper 3. Introduction and presentation of a chosen topic (ideally a final dissertation) with an emphasis on logical structure (15/70/15) and visual minimalism.
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Recommended literature
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ANDERSON, Chris. (2016). TED Talks: The Official TED Guide to Public Speaking.
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BUSTIN, Steve. (2016). The Authority Guide to Presenting and Public Speaking: How to deliver engaging and effective business presentations.
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CERAMELLA, Nick a LEE, Elizabeth. (2015). Cambridge English for the media. Cambridge.
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DUARTE, Nancy. (2019). Datastory: Explain Data and Insipre Action Through Story.
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FRANS H. VAN EEMEREN a GROOTENDORST, Rob. (2016). Argumentation, Communication, and Fallacies.
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GALLO, Carmine. (2014). alk Like TED: The 9 Public-Speaking Secrets of the World's Top Minds.
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CHRISTOPHER W. TINDALE. (2020). he Anthropology of Argument: Cultural Foundations of Rhetoric and Reason.
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CHRISTOPHER W. TINDALE. (2020). The Anthropology of Argument: Cultural Foundations of Rhetoric and Reason.
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MCCARTHY, Michael a O'DELL, Felicity. (2016). Academic vocabulary in use: vocabulary reference and practice : self-study and classroom use. Cambridge.
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MCCARTHY, Patsy a HATCHER, Caroline. (2016). Presentation Skills.
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MURPHY, Raymond. English grammar in use: a self-study reference and practice book for intermediate students of English with answers. Cambridge. 2019.
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REYNOLDS, Garr. (2020). Presentation zen: simple ideas on presentation design and delivery. Berkeley.
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WALKER, Tim. (2010). How to Give a Pretty Good Presentation: A Speaking Survival Guide for the Rest of Us.
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WESTON, Anthony. (2018). A Rulebook for Arguments.
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