Institutional Communication in English
A.Y. 2026/2027
Learning objectives
The course aims to introduce students to a specific type of English for Specific Purposes: institutional discourse. In particular, it seeks to provide students with foundational knowledge of linguistic variation in relation to context and communicative purposes.
The educational objective of the course is to develop knowledge of both written and spoken forms of institutional discourse across different domains. The in-depth focus on the genre of press releases as a tool for disseminating institutional discourse—in a wide range of contexts and not only institutional ones—aims to foster students' ability to interpret and produce texts in institutional settings.
The educational objective of the course is to develop knowledge of both written and spoken forms of institutional discourse across different domains. The in-depth focus on the genre of press releases as a tool for disseminating institutional discourse—in a wide range of contexts and not only institutional ones—aims to foster students' ability to interpret and produce texts in institutional settings.
Expected learning outcomes
Students will become familiar with different forms and genres of institutional discourse; they will learn to recognize and use rhetorical structures and specialized vocabulary. They will learn to apply the knowledge acquired to distinguish between different text types in different contexts and to evaluate and make decisions in terms of communicative appropriateness and effectiveness. They will be able to use appropriate lexis and rhetorical structures according to different text types.
The structure of the exams, together with the practical activities carried out during each class, will enhance written production skills, while oral interactions and discussions are designed to develop speaking skills and communicative effectiveness. Finally, activities involving the comparison of different texts are designed to strengthen interpretative and critical analysis skills, which are essential tools for the comprehension, processing, and critical interpretation of different types of texts, including in students' future professional contexts.
The structure of the exams, together with the practical activities carried out during each class, will enhance written production skills, while oral interactions and discussions are designed to develop speaking skills and communicative effectiveness. Finally, activities involving the comparison of different texts are designed to strengthen interpretative and critical analysis skills, which are essential tools for the comprehension, processing, and critical interpretation of different types of texts, including in students' future professional contexts.
Lesson period: Third trimester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Third trimester
Course syllabus
The course is organized both temporally and thematically into three parts, each of which is more closely related to one of the course materials: 1) Institutional discourse (Koester); 2) Public administration and the European Union (Directorate-General for Translation - European Commission); 3) Press releases (Catenaccio).
The course syllabus includes the presentation and discussion of the following topics:
- Introduction to the course
*Institutional discourse (Koester) *
- Introduction to institutional communication
- Institutional discourse: perspectives on professional contexts
- Written English in professional contexts
- Spoken English in professional contexts
*Public administration and the European Union (Directorate-General for Translation - European Commission:*
- Public administration: clarity, formality, bureaucratic language, and plain English
- Intercultural communication: cultural norms, linguistic adaptation, and translation
*Press releases (Catenaccio):*
Press releases: origins and contemporary contexts of use
Press releases: structure and function
Case studies: press releases and crisis management.
The course syllabus includes the presentation and discussion of the following topics:
- Introduction to the course
*Institutional discourse (Koester) *
- Introduction to institutional communication
- Institutional discourse: perspectives on professional contexts
- Written English in professional contexts
- Spoken English in professional contexts
*Public administration and the European Union (Directorate-General for Translation - European Commission:*
- Public administration: clarity, formality, bureaucratic language, and plain English
- Intercultural communication: cultural norms, linguistic adaptation, and translation
*Press releases (Catenaccio):*
Press releases: origins and contemporary contexts of use
Press releases: structure and function
Case studies: press releases and crisis management.
Prerequisites for admission
Students are expected to have at least a B2 level of English (CEFR). Familiarity with political, legal, and public administration terminology in Italian is also recommended.
Teaching methods
The course integrates lectures, guided text analysis, group activities, writing and speaking tasks, and simulations.
We will be using an eclectic approach: lesson plans will be characterized by the use of multimedia materials. The function of these tools is that of interacting with the students involving them in activities that stimulate them cognitively and that make it possible for their different intelligences, personalities, and motivation to find the most suitable learning way(s). Learning a language is, for a huge part, practicing it, so the students are expected to engage in discussions, to ask and answer questions, to detect errors and reflect about them, to try to communicate in English, challenging the fear of being wrong or making errors.
The course makes use of teaching materials made available via MyAriel.
We will be using an eclectic approach: lesson plans will be characterized by the use of multimedia materials. The function of these tools is that of interacting with the students involving them in activities that stimulate them cognitively and that make it possible for their different intelligences, personalities, and motivation to find the most suitable learning way(s). Learning a language is, for a huge part, practicing it, so the students are expected to engage in discussions, to ask and answer questions, to detect errors and reflect about them, to try to communicate in English, challenging the fear of being wrong or making errors.
The course makes use of teaching materials made available via MyAriel.
Teaching Resources
Catenaccio, P. (2008). Corporate press releases: an overview. Campuscuem.
Directorate-General for Translation (European Commission) (2015) Scrivere Chiaro / How to write clearly. European Commission - Publications Office (both the Italian and the English versions). https://op.europa.eu/en/publication-detail/-/publication/725b7eb0-d92e-11e5-8fea-01aa75ed71a1/language-it)
Koester, A. (2004). The language of work. Routledge.
Course slides (available on MyAriel after class).
Directorate-General for Translation (European Commission) (2015) Scrivere Chiaro / How to write clearly. European Commission - Publications Office (both the Italian and the English versions). https://op.europa.eu/en/publication-detail/-/publication/725b7eb0-d92e-11e5-8fea-01aa75ed71a1/language-it)
Koester, A. (2004). The language of work. Routledge.
Course slides (available on MyAriel after class).
Assessment methods and Criteria
Here is a polished, natural English version suitable for a university course catalogue or syllabus:
> Assessment is based on an examination designed to evaluate students' theoretical knowledge and practical competence in relation to the topics and language varieties covered during the course, as well as the prescribed textbooks and reading materials.
>
> In particular, students are expected to demonstrate their knowledge of the linguistic structures and communicative strategies of institutional language, with particular reference to press releases. Assessment also evaluates students' knowledge of the theoretical content, their understanding of key concepts and relevant definitions, their ability to identify relationships and connections among the topics covered, and their ability to apply theoretical concepts to authentic examples of political and journalistic language.
>
> The examination consists of the following two components:
>
> **1) Written quiz**
>
> A written quiz comprising both multiple-choice and open-ended questions designed to assess the knowledge and skills acquired in *Institutional Communication in English*, as well as the linguistic knowledge and grammatical competence developed during the course. The use of dictionaries is not permitted.
>
> **2) Oral examination**
>
> An oral examination on the topics covered during the course and the prescribed reading materials. The oral examination consists of a discussion of the course content, including questions on the required texts and the analysis of authentic examples.
> The final grade will be awarded on a 33-point scale (with grades expressed out of 30, plus up to 3 additional points that may be awarded toward the conferral of lode (honours)) and will be based on the following criteria:
> * Accuracy and appropriateness of responses to the examination questions (40%)
> * Ability to analyse and interpret texts (30%)
> * Mastery of the theoretical content and subject-specific terminology (30%)
Written test: up to 17 points
Oral exam: up to 16 points
> **Attending students** have the opportunity to give an in-class presentation on a topic or case study agreed upon with the instructor. Further details will be provided during the course. Students who complete an in-class presentation are exempt from the oral examination.
> Assessment is based on an examination designed to evaluate students' theoretical knowledge and practical competence in relation to the topics and language varieties covered during the course, as well as the prescribed textbooks and reading materials.
>
> In particular, students are expected to demonstrate their knowledge of the linguistic structures and communicative strategies of institutional language, with particular reference to press releases. Assessment also evaluates students' knowledge of the theoretical content, their understanding of key concepts and relevant definitions, their ability to identify relationships and connections among the topics covered, and their ability to apply theoretical concepts to authentic examples of political and journalistic language.
>
> The examination consists of the following two components:
>
> **1) Written quiz**
>
> A written quiz comprising both multiple-choice and open-ended questions designed to assess the knowledge and skills acquired in *Institutional Communication in English*, as well as the linguistic knowledge and grammatical competence developed during the course. The use of dictionaries is not permitted.
>
> **2) Oral examination**
>
> An oral examination on the topics covered during the course and the prescribed reading materials. The oral examination consists of a discussion of the course content, including questions on the required texts and the analysis of authentic examples.
> The final grade will be awarded on a 33-point scale (with grades expressed out of 30, plus up to 3 additional points that may be awarded toward the conferral of lode (honours)) and will be based on the following criteria:
> * Accuracy and appropriateness of responses to the examination questions (40%)
> * Ability to analyse and interpret texts (30%)
> * Mastery of the theoretical content and subject-specific terminology (30%)
Written test: up to 17 points
Oral exam: up to 16 points
> **Attending students** have the opportunity to give an in-class presentation on a topic or case study agreed upon with the instructor. Further details will be provided during the course. Students who complete an in-class presentation are exempt from the oral examination.
ANGL-01/C - English Language, Translation and Linguistics - University credits: 9
Lessons: 60 hours
Professor:
Di Ferrante Laura
Professor(s)
Reception:
Friday 15-18r by appointment
Room 106 or online via Teams