Reevaluating the Discourse and Stylistics Syllabus for Level 8 English Students at Shaqraa University: Identifying Gaps and Missing Content

Abstract

The study of discourse and stylistics plays a crucial role in realizing how language is used across different communicative settings. These fields helps students to analyze both spoken and written discourses in relation to structure, meaning, and social function. However, many existing university syllabi remain static, failing to reflect modern improvements and shifting priorities in the field. This paper reevaluates the current discourse and stylistics syllabus for Level 8 English students at Shaqra University, identifying areas where the content is outdated, underdeveloped, or misaligned with contemporary linguistic needs. Through a critical analysis of existing curricular components, the study reveals significant gaps, particularly in the inclusion of modern linguistic frameworks such as multimodal discourse, digital communication, and discourse's relationship with identity, power, and culture. moreover, it highlights the absence of emerging stylistic genres influenced by globalization, media, and technology, as well as the need for enhanced focus on cross-cultural discourse practices. The research underscores the importance of integrating both theoretical insights and practical analysis skills to equip students with the tools necessary for real-world application. In response to these findings, the paper proposes a revised syllabus that incorporates recent academic developments, diverse cultural perspectives, and technologically informed approaches. Ultimately, the study aims to support curriculum designers and educators in aligning English language instruction with the dynamic nature of discourse and stylistics, ensuring that students are prepared to navigate and critically engage with the evolving landscape of language in society.