ENGLISH STUDIES DESCRIPTIONS 2018/2019 Course title Practical English – Integrated skills (PNJA) Form* Tutorial Level of course BA level Year/semester Year I, II, III; semester 1-6. Please note that before joining the course, all students are required to take an online placement test, based on the results, they are allocated to a particular practical English group. Placement test is distributed online about two weeks before the beginning of a given semester. Students are provided with the access dates (2-3 days), the link and login details via email. Students who fail the placement test will not be accepted for the course. ECTS 4 per semester Language of instruction English No. of hours 60h per semester Course content (max. 1000 characters The course develops the general command of English, systematically strengthening the students’ competence in all four language skills, enhancing their range of vocabulary, and creating opportunities for using the acquired knowledge and skills in natural and effective communication both in speaking and in writing. Assessment scheme Semester credit is granted on the basis of attendance, regular preparation, and active participation in class, as well as of achievement tests. Examination (at the end of semester) consisting of reading and listening comprehension, writing, and speaking, as well as a lexical/grammatical test. Lecturer There are a number of groups at different levels taught by different lecturers. Contact Practical English – Integrated Skills (PNJA) coordinator: dr hab. prof. UŁ Joanna Nijakowska [email protected]USOS code 0100-ERAS603 Literature Thematically selected materials from practical English course books and practice tests up to the C1 level - according to the Common European Framework of Reference for Languages (CEFR). Field of study/ programme Course title Practical Grammar 3 0100-ERAL285 Form* Tutorial
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ENGLISH STUDIES DESCRIPTIONS 2018/2019
Course title Practical English – Integrated skills (PNJA)
Form* Tutorial
Level of course BA level
Year/semester Year I, II, III; semester 1-6. Please note that before joining the course, all students are required to take an online placement test, based on the results, they are allocated to a particular practical English group. Placement test is distributed online about two weeks before the beginning of a given semester. Students are provided with the access dates (2-3 days), the link and login details via email. Students who fail the placement test will not be accepted for the course.
ECTS 4 per semester
Language of instruction
English
No. of hours 60h per semester
Course content (max. 1000 characters)
The course develops the general command of English, systematically strengthening the students’ competence in all four language skills, enhancing their range of vocabulary, and creating opportunities for using the acquired knowledge and skills in natural and effective communication both in speaking and in writing.
Assessment scheme Semester credit is granted on the basis of attendance, regular preparation, and active participation in class, as well as of achievement tests. Examination (at the end of semester) consisting of reading and listening comprehension, writing, and speaking, as well as a lexical/grammatical test.
Lecturer There are a number of groups at different levels taught by different lecturers.
Contact Practical English – Integrated Skills (PNJA) coordinator: dr hab. prof. UŁ Joanna Nijakowska [email protected]
USOS code 0100-ERAS603
Literature Thematically selected materials from practical English course books and practice tests up to the C1 level - according to the Common European Framework of Reference for Languages (CEFR).
Field of study/ programme
Course title Practical Grammar 3 0100-ERAL285
Form* Tutorial
Level of course BA level. Student is expected to have achieved level C1 (or higher) of the Common
European Framework of Reference for Languages (CEFR). Completion of Practical Grammar
2 or equivalent is recommended.
Year/semester 2nd year/winter semester
ECTS
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
Conditionals- typology and variations. WISH-clauses, subjunctives and ‘unreal’ past.
Introduction to verb complementation. Verb patterns with THERE and IT. Verb patterns with
infinitives and with gerunds. Relative clauses and relative pronouns. Participle clauses and
infinitive clauses. Adjectival clauses and noun clauses. Adverbial clauses and subordinating
conjunctions. Finite and non-finite clauses - practice in structural conversion. Passive and
causative forms. Practice in error correction
Assessment scheme Class performance. Written midterm test and written final test. To obtain a passing
semester grade student should achieve an average of 60% on both tests.
Literature M. Foley & D. Hall, My Grammar Lab Advanced C1/C2, Pearson 2015.
B. D. Graver, Advanced English Practice (3rd ed.), OUP 1986.
M. Vince, Advanced Language Practice (3rd ed.), Macmillan 2009.
Field of study/ programme
Philology/English Studies
Course title DESCRIPTIVE GRAMMAR 3 0100-ERAS112
Form* L and T
Level of course 2 BA
Year/semester 2018/19 winter
ECTS 4
Language of instruction
English
No. of hours L-15 T-30
Course content (max. 1000 characters)
The lecture and the tutorial focus on the following aspects of English grammar: parts of
speech and their functions; structure of simple sentence; structure and typology of complex
sentences; apposition; adverbials; active voice and passive voice; functional analysis of
selected syntactic constructions; history of English syntax; syntactic constructions typical of
world Englishes.
Assessment scheme Lecture: participation, discussion of issues in English syntax, and a written exam at the end of the semester. The exam covers both the theoretical and the practical part of the course (40% and 60 % of the points to be scored respectively). The student gets a joint grade for the whole exam. At least 60% of the answers must be correct in order pass the exam. Grades: 2, 3, 3.5, 4, 4.5, 5.
Tutorial: a written mid-term test and a written final test. To obtain a passing semester grade, the
student should achieve an average of 60% on both tests. Grading scale; 2, 3, 3.5, 4, 4.5, 5.
Lecturer Prof. Dr. Krzysztof Kosecki Dr. Kamila Ciepiela Dr. Wiktor Pskit Ryszard Rasiński M. Sc.
Literature Algeo, John. 1974. Exercises in Contemporary English. New York: Harcourt. Chalker, Sylvia. 1990. A Student's English Grammar: Workbook. London: Longman. Close, R. A. 1993. A University Grammar of English: Workbook. London: Longman. Downing, Angela and Philip Locke. 1992. A University Course in English Grammar. New York: Prentice Hall. Downing, Angela and Philip Locke. 2006. English Grammar: A University Course. London: Routledge. Evans, Vyvyan and Melanie Green. 2006. Cognitive Linguistics: An Introduction. Edinburgh: Edinburgh University Press. Graver, B. D. 1986. Advanced English Practice. Oxford: Oxford University Press. Quirk, Randolph and Sidney Greenbaum. 1977. A University Grammar of English. London: Longman
Field of study/ programme
Linguistics
Course title LANGUAGE, CULTURE, AND COMMUNICATION 0100-ERAL090
The pro-seminar is intended for students interested in the language-culture interface approached from the perspective of Cognitive Linguistics. We will define language and culture, and – adopting a cross-cultural perspective – discuss how speakers of diverse languages, e.g. English, French, German, Hungarian, Japanese, Polish, Spanish, and others make sense of fundamental aspects of culture. We will also analyse the cultural turn in translation and see how the knowledge of culture can contribute to translator’s competence. The following issues will be the subject of study, but the list is not exhaustive: language and communication; elements of culture; space and time across cultures; metaphor and metonymy as conceptual processes; varieties of language related to sex, age, and occupation; slang; euphemism in language; cultural aspects of language of advertisements; prejudice and stereotypes in culture and language; language of politics; expressing emotions across languages; cultural context in translation; gestures and non-verbal communication across cultures; signed languages vs. phonic languages.
Assessment scheme Course attendance, oral reports, and a term paper at the end of the semester.
Literature Aitchison, Jean. 1987. Words in the Mind. Oxford: Blackwell. Baker, Mona. 1992. In Other Words: A Coursebook on Translation. London: Routledge. Eschholz, Paul A., Alfred F. Rosa, and Virginia P. Clark (eds). 1974. Language Awareness. New York: St. Martin’s. Hall, Edward T. 1969. The Hidden Dimension. New York: Anchor. Hall, Edward T. 1973. The Silent Language. New York: Anchor. Kövecses, Zoltán. 2002. Metaphor: A Practical Introduction. Oxford: Oxford University Press. Kövecses, Zoltán. 2005. Metaphor in Culture. Cambridge: Cambridge UP. Lakoff, George and Mark Johnson. 1980. Metaphors We Live By. Chicago: University of Chicago Press. Linda, Thomas et al. 2003. Language, Society, and Power: An Introduction. London: Routledge. Palumbo, Giuseppe. 2009. Key Terms in Translation Studies. London: Continuum. Walas, Teresa (ed.). 1995. Stereotypes and Nations. Cracow: International Cultural Centre. Wilcox, Phyllis P. 2000. Metaphor in American Sign Language. Washington, DC: Gallaudet University Press.
Field of study/ programme
Linguistics, Literature, Culture
Course title ENGLISH MEDIEVAL AND RENAISSANCE LITERATURE AND ITS CONTEMPORARY READINGS 0100-ERAL445
The course will look at selected Medieval and Renaissance texts (both poetic and dramatic) to explore possibilities of their multiple interpretations, and to compare them with contemporary attempts to present those texts in literature and cinema. Texts will range from Beowulf to Shakespeare's plays, and their contemporary readings, like Justin Kurzel's 2015 film adaptation of Macbeth. The course offers advanced background information concerning the Old English, Medieval and Renaissance literature, focusing on the possibilities of numerous and various interpretations. It allows for exploration of literary texts from historical perspectives, and for discussing ideological dimensions of literary texts. It aims at promoting the students’ awareness of the development, transformation and continuation of literary motifs, and enhances their abilities to formulate and express their own opinions and judgements.
Assessment scheme - 30% – active attendance - 20% – short analytical note - 20% – group project - 30% – final quiz
Literature Old English literature - Beowulf Medieval literature: - Everyman (anonymous) - Geoffrey Chaucer, Canterbury Tales, "The Clerk's Tale" Renaissance literature: - William Shakespeare, Twelfth Night, Macbeth Contemporary literature: - Caryl Churchill, Top Girls - John Gardner, Grendel (optional) Film adaptations: - Beowulf, dir. Robert Zemeckis (2007) - BBC ShakespeaRe-Told, Macbeth, dir. Mark Brozel (2005) - She's the Man, dir. Andy Fickman (2006) - Macbeth, dir. Justin Kurzel (2015)
Field of study/ programme
English Studies; Medieval and Renaissance English Literature
Course title LANGUAGE, MIND, SOCIETY, AND CULTURE 0100-ERAL238
The seminar focuses on basic and advanced concepts of semantics, ethno-linguistics, and cognitive linguistics, for example metaphor, metonymy, and categorization. The concepts will be defined and discussed from a cross-cultural and cross-linguistic perspective, taking into account languages as diverse as English, Hungarian, German, Japanese, Polish, Spanish, and others. Cognitive linguistic concepts will also be applied in the analysis of social varieties of language, such as slangs, jargons, argots; literary texts; art (film, painting, sculpture).
Assessment scheme Participation in classes, oral and written reports. The student should also submit a detailed plan of their MA dissertation.
Literature Aitchison, Jean. 1987. Words in the Mind. Oxford: Blackwell. Evans, Vyvyan and Melanie Green. 2006. Cognitive Linguistics: An Introduction. Edinburgh: Edinburgh UP. Kövecses, Zoltán. 2002. Metaphor: A Practical Introduction. Oxford: OUP. Lakoff, George and Mark Johnson. 1980. Metaphors We Live By. Chicago: Chicago UP. Lakoff, George and Mark Turner. 1989. More than Cool Reason: A Field Guide to Poetic Metaphor. Chicago: Chicago UP. Panther, Klaus-Uwe and Günter Radden (Eds.). 1999. Metonymy in Language and Thought. Amsterdam: Benjamins. Taylor, John. 1989. Linguistic Categorization: Prototypes in Linguistic Theory. Oxford: Clarendon.
The classes are thematically oriented and cover such areas as:
Expanding and systematization of the students’ knowledge of canonical literary texts, on the
basis of their familiarity with literary genres and styles characteristic of a given historical epoch.
Relations between various literary works and genres with an emphasis on both differences and
similarities.
Turning the students’ attention to the differences and similarities between the histories of Polish and
British literatures.
Emphasising the continuity of the development of British literature through the centuries and also of its characteristic features in a European context.
Assessment scheme The final grade for the class is given on the basis of
- regular attendance (2 unauthorised absences allowed), active class participation and completion of
in-class assignments.
- regular preparation for the classes and completion of home assignments.
- achievement tests (at least 1 per semester): the Polish grading system (2-5), pass at 60%. (c. 40%).
- group and individual oral presentations.
an expository essay on a topic connected with the history of English literature (c. 50%).
Literature Basic handbooks: 1) gen. ed. M.H.Abrams, The Norton Anthology of English Literature (2000, W.W.Norton & Company: New York, London), 2 vols. 2) D.Daiches, A Critical History of English Literature, 4 vols. (1969, Secker & Warburg: London). 3) ed. M.Drabble, The Oxford Companion to English Literature (1990, Oxford University Press: Oxford, New York, Tokyo, Melbourne). 4) ed. B.Ford, The New Pelican Guide to English Literature (1990, Penguin Books: London), 9 vols: Medieval Literature, The Age of Shakespeare, From Donne to Marvell, From Dryden to Johnson, From Blake to Byron, From Dickens to Hardy, From James to Eliot, The Present, American Literature. Supplementary literature: 1) Albert C. Baugh (red.), A Literary History of England, 4 vols: The Middle Ages, The Renaissance, The Restoration and Eighteenth Century, The Nineteenth Century and After, (1967, Routledge & Kegan Paul Ltd: London). 2) A.Burgess, English Literature. A Survey for Students (1990, Longman: London). 3) J.A.Cuddon, Dictionary of Literary Terms and Literary Theory (1991, Penguin Books: London). 4) F.Kermode, J.Hollander (red.), The Oxford Anthology of English Literature (1973, Oxford University Press: New York, London, Toronto), 6 vols: Medieval English Literature, The Literature of Renaissance England, The Restoration and the Eighteenth Century, Romantic Poetry and Prose, Victorian Prose and Poetry, Modern British Literature. 5) W.Krajewska (red.), English Poetry of the Nineteenth Century (1980, Państwowe Wydawnictwo Naukowe: Warszawa). 7) G.C.Thornley and Gwyneth Roberts, An Outline of English Literature (1996, Longman: Harlow). 8) Andrew Sanders, The Short Oxford History of English Literature (1994, Oxford University Press: Oxford). - 9) Liliana Sikorska, An Outline History of English Literature (2002, Wydawnictwo Poznańskie: Poznań
Course title Literary proseminar: A proseminar concerning the basic notions of religious and mythological studies as they can be applied to literary analysis 0100-ERAS904
1. Fred Botting, Gothic (1996, Routledge: London and New York).
2. Stanisław Lem, Fantastyka i Futurologia (1970, Wydawnictwo Literackie: Kraków)
3. Roger Luckhurst, Science Fiction (2005, Polity Press: Cambridge and Malden, MA).
4. Adam Roberts, Science Fiction (2000, Routledge: London and New York).
5. Joseph Campbell, The Hero with a Thousand Faces (1993, FontanaPress: London). 6. Joseph Campbell, Occidental Mythology. The Masks of God (1991, Arkana: New York, London). 7. Mircea Eliade, Sacrum – mit – historia. Wybór esejów (1993, Państwowy Instytut Wydawniczy: Warszawa). 8. Sir James Frazer, The Golden Bough. A study in magic and religion (1993, Wordsworth Reference: Ware, Hertfordshire).
1. Introduction to the course. Basic terminology. Criteria of correctness. 2. The present: Present Simple, Present Continuous 3. The present: Present Perfect, Present Perfect Continuous 4. The past: Past Simple, Past Continuous, Past Perfect 5. The past: Past Simple, Present Perfect 6. Future tenses 7. Revision: exercises in all tenses 8. Test 1 / Modality – introduction 9. Modal verbs: ability, possibility, permission, deduction 10. Modal verbs: necessity, obligation, prohibition, advice, willingness 11. Revision: Exercises in modal structures 12. Test 2/ Evaluation of the course
Assessment scheme Written midterm and semester tests. To obtain a passing semester grade student should achieve at least 60%. Attendance required (max 2 classes missed without certification). Active participation in the classes a bonus. Preparation for the classes (e.g. homework assignments).
Literature Hewings, M. (1999; 2005; 2013) Advanced Grammar in Use. Cambridge. Swan, M. (1980; 1995; 2005) Practical English Usage. Oxford. Vince, M. (1994; 2010) Advanced Language Practice. Heinemann.
Field of study/ programme
Course title Medieval and Early Modern Literature Tutorial (until more or less the end of the 18th c.).
0100-ERAL371
Form* D
Level of course BA level
Year/semester 4th semester
ECTS ECTS: 5
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
Course content:
The beginnings and development of basic literary genres.
Medieval literature, both Old English and Middle English.
Renaissance literature with a special emphasis of William Shakespeare’s plays.
The problem of interpretation of literature.
The problem of representing reality in literature.
The problem of interpretation of literature in relation to contemporary world.
Course title Film and Feminism: The Condition of Women and the Women’s Movement in
American Cinema 0100-ERAL446
Form* T
Level of course MA
Year/semester 1/1
ECTS 6
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The aim of the proseminar is to examine selected examples of American films in terms of
how they present the situation of women in the 20th and early 21
st centuries. Chronologically
speaking, the history of cinema coincides with that of the feminist movement, since both
flourished in the 20th century. Nevertheless, American cinema – and cinema in general – is
often accused of stereotyping, marginalizing and misrepresenting women and adopting the
perspective of heterosexual men, who constitute the overwhelming majority of film directors.
The course is intended as an exploration of American films which do not exemplify such
tendencies. The focus will be on cinematographic works which feature multidimensional
female characters, depict women as fully fledged human beings and tell the viewer something
about the condition of women and the changes it has undergone in the last 100 years. The
films discussed will also be scrutinized with reference to how they reflect the main postulates
of the three waves of feminism
Assessment scheme Haskell, Molly and Manohla Dargis. From Reverence to Rape: The Treatment of Women in the Movies. Chicago: University of Chicago Press, 2016. Malone, Alicia. Backwards and in Heels: The Past, Present and Future of Women Working in Film. USA: Mango Publishing Group, 2017. Neroni, Hilary. The Violent Woman: Femininity, Narrative, and Violence in Contemporary American Cinema. New York: State University of New York Press, 2005. Greven, David. Representations of Femininity in American Genre Cinema: The Woman’s Film, Film Noir, and Modern Horror. New York: Palgrave Macmillan, 2013. Schreiber, Michele. American Postfeminist Cinema: Women, Romance and Contemporary Culture. Edinburgh: Edinburgh University Press, 2014. Contribution to class discussions. End-of-semester paper.
Lecturer Dr Alicja Piechucka,
Contact [email protected] Institute of English Studies, American Literature and Culture Department
Course title Medieval and Early Modern Popular Literature
0100-ERAL447
Form* D
Level of course BA
Year/semester Year 2, semester 3
ECTS
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The course will offer an overview of medieval and early modern popular literature, that is, simple forms whose primary role was to provide entertainment for the commoners. It will give an insight into various theoretical models of approaching popular culture. Analyses of texts will highlight issues such as bawdiness and sensationalism in popular literature, its anti-Judaist and anti-clerical overtones, elements of folk belief, and traces of social resentment. The discussions of literary works will also serve to address more general questions: what were the functions of popular literature in the periods discussed? what was the nature of the division between the high and the low? what was the relationship between the two modes of literary expression and, consequently, between the participants of the “little” and “great” traditions?
Assessment scheme Class participation (entailing attendance) (50%), final assignment in the form of a written commentary (about 500 words) or a short oral presentation (50%).
Literature Douglas Gray, Simple Forms: Essays on Medieval English Popular Literature (Oxford UP, 2015) Matthew Dimmock and Andrew Hadfield, eds., Literature and Popular Culture in Early Modern England (Routledge, 2016)
Texts discussed throughout the course are in the public domain and can be accessed online: www.luminarium.org www.bluegrassmessengers.com/the-305-child-ballads.aspx ebba.english.ucsb.edu
Field of study/ programme
English
Course title Religion and Literature - A Survey of Medieval and Renaissance English Literature 0100-ERAL071
Form* D
Level of course BA
Year/semester Year 2, semester 3
ECTS
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
This course will look at some of the finest (and strangest) examples of medieval and early modern religious writing in English. You will find devotional texts in the syllabus, but you will also find tales of the supernatural and of sex, and a lot of humour but also, quite often, an alarmingly serious tone of religious zeal. In short, you will see what religion makes people do, think and fantasize about and how thinking in religious terms may lead human imagination in surprisingly varied directions. Topics include: Medieval religious poetry, English mystery plays, English morality plays; hagiography in literature; Protestant Reformation and literature, religious propaganda in literature, Metaphysical poetry. Course website: http://www.filolog.uni.lodz.pl/engdrama/religious/
Assessment scheme Class participation (entailing presence in class) (50%), final project of about 800-1000 words (50%)
Literature 1. Norton Anthology of English Literature, vol.1 (W.W. Norton, 2012) 2. Norton Anthology of Poetry (W.W. Norton, 1970) 3. Internet Sources: Luminarium (www.luminarium.org), English Broadside Ballad Archive (http://ebba.english.ucsb.edu/)
Field of study/ programme
English
Course title English as a Foreign Language - Listening and Conversation Skills 0100-ERAS594
Form* D
Level of course BA
Year/semester Year 1 or 2; semester 1 or 3.
ECTS 4
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The course is designed to boost students’ listening and speaking skills and to familiarize students with Internet resources that can aid them in improving these skills at home and on the go. Most tasks will be based on BBC News bulletins. The course has components connected with thematic vocabulary and the issue of plagiarism in oral and written assignments.
Assessment scheme class participation (20%), presentations (in pairs) (40%), listening quizzes (20%), vocabulary
Selected excerpts from: Lennard Davis, ed., Disability Studies Reader. (excerpts from various editions) Alice Hall. Literature and Disability. Rosemarie Garland Thomson. Staring: How We Look. Tobin Siebers, Disability Theory. Anne Waldschmidt, Hanjo Berressem, Moritz Ingwersen, eds. Culture-Theory-Disability: Encounters between Disability Studies and Cultural Studies Selected literary texts, films and performances by Doris Baizley and Victoria Ann Lewis, Katherine Dunn, Tod Browning, Steven Sheinberg, Mat Frazer, Liz Crow, and more…
Field of study/ programme
Cultural Disability Studies/ English Studies
Course title
Language in action: a sociolinguistic perspective 0100-ERAL368
Form* D
Level of course BA
Year/semester 2018/2019
ECTS 5
Language of instruction
English
No. of hours 30
Course content
This class emphasises the actional nature of language focusing on the interface of linguistics and sociology.
The fact that “things can be done with words” through linguistic performance and interaction, which lies at the
centre of speech act theory in linguistics, is explored with reference to problems such as, e.g., performance of
identity, intercultural differences in communication styles, understanding of indirect suggested meaning,
restricted and elaborated codes, as well as varied discourses defined by gender, social or ethnic group, etc. All
topics discussed in class will be backed with task whose aim is to familiarise the students with relevant and
manageable research methods, which may prove relevant in their future projects (e.g. linguistics theories and
Saeed, J. (2016; 4th ed.) Semantics. Oxford: Blackwell (selected chapters) and fragments from other sources
Field of study/ programme
English Linguistics
Course title English-Polish Contrastive Grammar 0100-ERAS113
Form* Lecture and tutorial
Level of course BA
Year/semester Third year, winter semester, BA
ECTS 4
Language of instruction
English
No. of hours Lecture: 15 hours, tutorial: 30 hours
Course content (max. 1000 characters)
Types of syntactic contrast; word order; nominal categories: number, gender, case; definiteness; pronouns; adjectives and participles; tense; aspect; modal verbs; verb complementation; subject-verb concord; passive; complex sentences; lexical contrast
Assessment scheme Lecture: written examination Tutorial: class attendance and participation in in-class discussion, homework assignments, two written tests
Literature Fisiak, J., Lipińska-Grzegorek, M., Zabrocki, T. 1978. An Introductory English-Polish Contrastive
Grammar. PWN.
Quirk, R., Greenbaum, S., Leech, G., Svartvik, J. 1985. A Comprehensive Grammar of the
English Language. Longman.
Szpila, G. 2003. An English-Polish Dictionary of False Friends. Egis.
Szpila, G. 2005. Make Friends with False Friends. Practice Book. Egis.
Willim, E., Mańczak-Wohlfeld, E. 1997. A Contrastive Approach to Problems with English.
PWN.
Field of study/ programme
English Philology
Course title
Revolutionary Minds (from William Blake to Jim Morrison) 0100-ERAL067
Form* D: discussion class
Level of course Prerequisites Completion of the 1st-year courses in British and American Literature
Year/semester
sem III, BA
ECTS
5
Language of instruction
ENGLISH
No. of hours
30
Course content (max. 1000 characters)
The course will look at selected British and American literary texts (both poetry and prose) to explore various aspects of revolution and (playful) subversion in culture. The emphasis will be placed on identifying intriguing inspirations and traces of influence between authors and traditions of (sometimes) distant periods in literary history (William Blake and Jim Morrison), as well as between representatives of literary canon and pop culture. We will be reading and discussing texts by the revolutionary Romantics (William Blake, Ralph Waldo Emerson, Henry David Thoreau) who exerted huge influence on the counterculture of the 1960s (Jim Morrison, John Lennon, George Harrison, Bob Dylan), and still influence those who promote geopoetic revolution (Kenneth White, Gary Snyder).
Assessment scheme
Regular attendance (20%), active participation in speaking activities (40%), an essay (700-1200 words) on one of the issues discussed throughout the course (40%).
Literature Jarniewicz, Jerzy. All you need is love. Sceny z życia kontrkultury. Kraków: Znak, 2016. Marwick, Arthur. The Sixties. Cultural Revolution in Britain, France, Italy,and the United States, c.1958–c.1974. Oxford: Oxford University Press, 1998. Sławek, Tadeusz. Ujmować. Henry David Thoreau i wspólnota świata. Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2009. White, Kenneth. Geopoetics: Place, Culture, World. Glasgow: Alba Editions, 2003.
Field of study/ programme
British and American Literature and Culture, comparative studies
Course title
Body / Mind and the Social World in 20th and 21st-century American Poetry, Prose, and Inter-
genre Writing
0100-ERAL449
Form* D
Level of course BA
Year/semester
II/Spring
ECTS 5
Language of instruction
English
No. of hours
30
Course content .
The course traces dynamics of the body / mind in relation to the social world in contemporary American poetry, prose, and inter-genre writing. Propose course content: Introductory Session: Democracy and the body (Walt Whitman’s Leaves of Grass (fragments)); from bodies to persons (George Oppen’s Of Being Numerous) Session 2. Expansive embodiment of the poetic text: Charles Olson’s “Projective Verse” Session 3. Ecstatic body: Michael McClure’s poems Session 4 & 5. Critique of black body’s (over)exposure: Zora Neale Hurston and Claudia Rankine Session 6 & 7. “Getting to Know Your Body”: Cognitive dead-ends in Lydia Davis’s short stories. Session 8. Carole Maso’s sensuous textualities: selected essays. Session 9 & 10. Phantom body: Don DeLillo’s The Body Artist Session 11. Sherman Alexie’s embodied patterns of trauma: „Can I get a witness?” Session 12 & 13. From anarchy to self-healing: Kathy Acker’s female Don Quixote and CA Conrad’s (Soma)tic Rituals. Sessions 14 & 15. Group presentations
Assessment
scheme 40% class participation 30% short response papers
Acker, Kathy. Don Quixote. (fragments) Alexie, Sherman. “Can I get a witness?” (short story) CA Conrad, A Beautiful Marsupial Afternoon. (fragments) Davis, Lydia. Collected Short Stories. (selected stories) DeLillo, Don. The Body Artist. Hurston, Zora Neale. “How It Feels to Be Coloured Me.” (essay) Maso, Carole. Aureole. (fragments) McClure, Michael. Of Indigo and Saffron. Olson, Charles. “Projective Verse.” Oppen, George. Of Being Numerous. (fragments) Rankine, Claudia. Citizen: An American Lyric. Whitman, Walt. Leaves of Grass. (fragments)
Course title
Aspects of Popular and Mass Culture 0100-ERAL057
Form*
Level of course
Year/semester MA winter
ECTS 2
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
Course description
A. General information on the course (independent of a term)
1. Short course description
The aim of the course is to offer insights into the problematics of popular and mass
culture of Anglophone countries in the context of such phenomena as consumerism,
standardisation, Americanisation, globalisation, etc. In order to fully comprehend the
specificity of contemporary popular culture students will study theoretical texts which
from a historical perspective help distinguish, define and interpret it. In order to analyse
and interpret various phenomena of contemporary popular culture in the field of music,
film, advertising, and literature students will become familiar with different theories and
methodological tools (such as culturalism, semiology, postmodernism, feminism).
Assessment scheme
1. assessment of active participation in class discussions, acting as moderator of a
Literature (the class will focus on a selection from the list below): Edgar Allan Poe, “The Fall of the House of Usher” Walt Whitman, “Song of Myself” Emily Dickinson, selected poems Nathaniel Hawthorne, “Young Goodman Brown”, Mark Twain, The Adventures of Huckleberry Finn Ezra Pound, “In a Station of the Metro” William Carlos Williams, “This Is Just to Say,” “The Red Wheelbarrow” Ernest Hemingway, “The Snows of Kilimanjaro” Robert Frost, “Stopping by Woods on a Snowy Evening,” “The Road Not Taken” Francis Scott Fitzgerald, The Great Gatsby Allen Ginsberg, “A Supermarket in California” Sylvia Plath, “Lady Lazarus” John Barth, “Lost in the Funhouse” Raymond Carver, “Whoever Was Using This Bed” Sandra Cisneros The House on Mango Street
Field of study/ programme
English/American Literature
Course title PHONETICS I
0100-ERAS090
Form* T
Level of course BA,
Year/semester 1st year/winter
ECTS 2 ECTS
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The aim of the course is to raise students’ awareness of the sound system of standard British English, introduce them to the phonetic representations of sounds and to basic connected speech processes as well as to provide systematic practice to help them improve their pronunciation performance and listening comprehension skills. Course content: Sounds (vowels and consonants) The basics of connected speech (sentence stress, link-up, weak and strong forms) Phonemic transcription of a short text or dialog
Assessment scheme At least 80% attendance and active participation in class Tests (passing score: 65%) Homework assignments (e.g. in the form of recordings and reading from transcription) Oral tests (improvement is required in the student’s pronunciation performance) Written test: the transcription of a short listening passage in phonemic script (the student is
required to produce a generally accurate transcription of the text)
Lecturer Anna Jarosz Aneta Ostrowska Przemysław Ostalski Paulina Rybińska
Literature Baker, A. Ship Or Sheep, Cambridge University Press, 1977 Baker, A. Ship Or Sheep, Cambridge University Press, 2006 Bowler, B. & Cunningham, S. Headway Upper-Intermediate Pronunciation, Oxford University Press Bowler, B. & Cunningham, S. New Headway Upper-Intermediate Pronunciation Course, Oxford University Press Hancock, M. English Pronunciation in Use Intermediate, Cambridge University Press Hancock, M. Pronunciation Games, Cambridge University Press Jones, D. Cambridge English Pronouncing Dictionary, Cambridge University Press Mańkowska, A., Nowacka, M., Kłoczowska, M., How Much Wood Would a Woodchuck Chuck? WSIiZ Sawala, K., Szczegóła, T., Weckwerth, J., Say It Right, Multimedialny Kurs Wymowy Angielskiej, Super Memo World
Field of study/ programme
linguistics
Course title PHONETICS 3
0100-ERAS092
Form* T
Level of course BA,
Year/semester 2nd year/winter
ECTS 2 ECTS
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
Course Content
1. Basic practical information concerning connected speech processes as well as word and
sentence stress in English.
2. Transcription of recorded passages of connected speech and reading transcribed texts.
3. The improvement of students’ pronunciation in slow and fast speech through various
techniques. The development of the students’ intuitions concerning word and sentence stress in English.
Assessment scheme At least 80% attendance and active participation in class
Tests (passing score: 65%)
Homework assignments (e.g. in the form of recordings and reading from transcription)
Oral tests (improvement is required in the student’s pronunciation performance) Written test: the transcription of a short listening passage in phonemic script (the student is
required to produce a generally accurate transcription of the text)
Literature 1. Hughes, Arthur and Peter Trudgill 2005. English accents and dialects. An
introduction to social and regional varieties of British English. London: Edward Arnold.
2. Trudgill, Peter and Jean Hannah 2002. International English: Arnold.
3. Trudgill, Peter 2002. The dialects of England. 2nd edition. Oxford: Blackwell.
4. Wells, John C. 1982. Accents of English. 3 Vols. Cambridge: University Press.
Field of study/ programme
linguistics
Course title:
Business Correspondence Course 0100-ERAL383
Form* D
Level of course: BA
Year/semester II-III
ECTS 5
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
1. Introduction to the course The class introduces the participants with the conventions of English business writing and the layout of the business letter in order to provide a base for the following classes throughout the course. External communication – the exchange of information between business partners: 2. job advertisement During the class the students learn how to create a coherent and functional tool for the HRM department to facilitate the recruitment process. 3. job application Students become acquainted with the difference between chronological and skill-based CVs and develop the skill of writing successful cover letters that will convince the target employer. 4. inquiry & quotation The class concentrates on making the first contact with a business partner in writing and facilitating business transactions by providing accurate data. 5. order, order confirmation and order completion During the class, the participants become acquainted with processes and documents necessary in the processing of the order. 6. complaint and reply to a complaint The class elaborates on how to be successful and polite in being dissatisfied and how to reply to complaints in a businesslike manner. 7. e-mailing The class discusses the way emails are written in the internal and external communication in the company and how to adjust the language to the recipient and avoid flames. 8. bank documents During the class the students will be introduced to the documents used in the international exchange of goods, such as bank statements, letters of credit and credit notes. 9. invoicing The class concentrates on the documentation indispensable in the international trade, i.e. the international commercial invoice and its elements, transportation and other documents required 10. procedures The class develops the ability to create instructional documents for customers and users that will meet the requirements and serve their purpose effectively. Internal communication – communication within the company: 11. reports and minutes During the class, students acquire the skill of giving information about the important events and meetings that took place in or out of the company to other members of the organisation. 12. manuals The class concentrates on preparing clear instructions for other members of the organisation. 13. articles to the knowledge base During the class the participants develop and master techniques of writing more personal instruction manuals that are used both for the internal and external communication. 14. technical documentation The class discusses the borderline genre since it can be both for internal and external audience, acquainting the participants with the convention of writing coherent technical documents in English.
Assessment scheme Participants are assessed on the grounds of two basic criteria: participation in the class and written assignments. The final grade is the average of all grades gathered during the whole semester: written assignments 80%, attendance and participation in class 20%.
Literature Pawłowska, B. (2002). Business Letters. Warszawa: PWE Vince, M. (2003) First Certificate Language Practice. Oxford: Macmillan Education. Powell, M. (2008). In Company Upper-Intermediate. Oxford: Macmillan Geffner, A.B. (1998). Business Letters. The Easy Way. New York: Barron’s Educational Series Inc.
Field of study/ programme
English Philology, Business Studies, Linguistics for Business
Course title Evaluative Language and Stance –Taking in Discourse Communication and Translation 0100-ERAL381
Form* Discussion class
Level of course
Upper-Intermediate to Advanced
Year/semester (winter term)
I MA
ECTS 4
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
This course introduces students to the crucial concept of evaluation, its different conceptualizations and
the various ways in which it can applied in real-life communicative contexts including the comparative
and translational perspectives.
The course includes a theoretical outline of a particular area followed by case studies in order to present
the phenomenon of evaluation from various angles and to demonstrate the methodologies which might be
fruitfully employed to investigate it.
The overview of concepts: evaluation, stance, stance--taking, evidentiality, sentiment analysis, etc.
Research methods: qualitative and quantitative. Discourse analysis. Corpus linguistics.
Evaluative language: evaluative lexis, grammatical resources. Overt and covert ways of expressing
evaluation.
Evaluative language in selected discourse types and genres: reviews, advertising, promotional discourse;
Cultural and social connotations based on gender, social group, sexual orientation, geographical origin,
etc. [corpus material, questionnaires];
Expressive vs. denotative meanings in translation;
Blumczynski, P. & Gillespie J. (2016) Translating Values. Evaluative Concepts in Translation. Palgrave Macmillan. Englebretson, R. 2007 Stancetaking in discourse. Subjecitivity, evaluation, interaction. John Benjamins Publishing Company. Hunston, S. & Thompson, G. 2000 (eds.) Evaluation in Text. Authorial Stance and the Construction of Discourse. Oxford: OUP. Partington, A., A. Duguid and Ch. Taylor. 2013. Patterns and Meanings in Discourse. Theory and practice in corpus-assisted discourse studies (CADS). John Benjamins Publishing Company. Thompson, G. and Alba-Juez, L. (2014) Evaluation in Context. Amsterdam/Philadelphia: John Benjamins Publishing Company.
Field of study/ programme
Linguistics / English Philology
Course title
English lexis and phraseology 0100-ERAL451
Form* Laboratory
Level of course
Year/semester III/I
ECTS 3
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The course covers a number of topics related to the semantic, lexical and syntactic aspects of English vocabulary including: the grammar of words and set phrases, distributional and lexical semantics, phraseology, ESL and EFL dictionaries, dictionary development and use. A number of corpus-based and computational vocabulary exploration tools are introduced in order to help students develop an awareness of English lexis, phraseological prefabrication and lexico-grammar.
Cowie, Anthony Paul. Phraseology : Theory, Analysis, and Applications. Oxford [etc.]: Oxford University
Press, 1998.
Cowie, Anthony Paul, Ronald Mackin, and I. R McCaig. Oxford Dictionary of English Idioms. Oxford; New
York: Oxford University Press, 1993.
O'Grady, William. "The Syntax of Idioms." Natural Language & Linguistic Theory 16, no. 2 (1998): 279-
312.
O'Keeffe, Anne, and Michael McCarthy, eds. The Routledge Handbook of Corpus Linguistics. Routledge
Handbooks in Applied Linguistics. Milton Park, Abingdon, Oxon ; New York: Routledge, 2012.
Sinclair, J. Corpus, Concordance, Collocation. Oxford University Press, 1991.
Halliday, M. A. K. & Yallop, C. (2007). Lexicology: A short introduction. New York: Continuum.
Hartmann, R. K. K. & James, G. (Eds.). (2002). Dictionary of lexicography. New York: Routledge.
Humblé, P. (2002). Dictionaries and language learners. Frankfurt am Main: Haag und Herchen
Jackson, H. (2002). Lexicography. An introduction. New York: Routledge.
Kipfer, B. A.(2010). Introduction to lexicography: A course for dictionary users. Seattle: Amazon Digital
Services LLC.
van Sterkenburg, P. (Ed.). (2003). A practical guide to lexicography. Amsterdam: John Benjamins
Publishing
Field of study/ programme
English Studies
Course title Short Stories from the American South 0100-ERAL452
Form* Discussion class
Level of course: M.A.
Year/semester : Year I, Winter semester
ECTS ????
Language of instruction: English
No. of hours 30
Course content: (max. 1000 characters)
Short stories by authors from the American South (Faulkner, Welty, O’Connor, Gaines, Walker and others) will be discussed in the context of specific history, culture and social situation (racial relations, social structure) in this region.
Assessment scheme:. Participating in class discussions, an in-class presentation or a 2000-word essay on an assigned topic
1. Suzanne W. Jones, ed. Growing Up in the South. A Mentor Book, 1991.
2. Richard Gray, ed. A Companion to Literature and Culture of the American South. Blackwell Publishing, 2007. Grail Marcus, ed. A New Literary History of America. Harvard UP, 2009.
Field of study/ programme
Course title: International Connections of American Modernist Writers 0100-ERAL453
Form*
Discussion Class
Level of course: . B.A
Year/semester: Year II, Winter semester
ECTS 5
Language of instruction
English
No. of hours: 30
Course content: . (max. 1000 characters)
The course will trace the significance of foreign locations and references and allusions to foreign cultures (European and non-European) in the works of American modernist authors (Hemingway, Fitzgerald, K.A. Porter and others). Selected texts will be analyzed and critically looked upon from the perspective of current critical concerns
Assessment scheme: Participation in class discussions, an essay of 1500 words on a topic relating to the issues discussed in class.
Richard Gray. A History of American Literature, Blackwell Publishers, 2012. Greil Marcus and W. Sollors, eds. A New Literary History of America, Harvard UP, 2009.
Field of study/ programme
American Literature
Course title Psychopedagogical aspects of language acquisition 0100-ERAL118
Form* Tutorial
Level of course I MA
Year/semester 2019 Summer
ECTS 6
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The aim of this course is to familiarize students with methods and techniques of teaching English as a foreign
language. The course focuses on EFL teaching aims, designing the educational process, teaching vocabulary,
pronunciation, grammar and language skills at different stages of language education. The course also draws
attention to the psychological issues illustrating the principles behind the aspects discussed in class.
Assessment scheme
project (60%) + attendance and participation (40%)
Literature Harmer, J. 2010. How to teach English. 6th
ed. Harlow: Pearson-Longman
Harmer, J. 2007. The practice of English Language Teaching. Harlow: Pearson-Longman
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. 2nd
ed. Oxford: Oxford University
Press.
Richards, J.C. and Rodgers T.S. 1986. Approaches and Methods in language Teaching. A description and
analysis. Cambridge: CUP.
Field of study/ programme
EFL / Culture
Course title The culture component in language pedagogy 0100-ERAL058
Form* Tutorial
Level of course II MA
Year/semester 2019 Winter
ECTS 6
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The course concentrates on an overview of the culture of English speaking world. It also focuses on rationale and practice of applying diverse culturally loaded materials in foreign language teaching. Throughout the course students will be asked to prepare language presentation illustrating the principles behind the aspects discussed in class. This will be done in pairs or small groups in the form of microteaching. Each presentation will be then discussed and evaluated by the group.
Assessment scheme project (60%) + attendance and participation (40%)
Literature 1. Derenowski, M. 2015. Teaching culture in the FL senior high school classroom. Wydawnictwo Naukowe
UAM
2. Scrivener, J. 2010. Learning teaching. Macmillan
3. Smith, J. 2015. Exploring British culture. Cambridge: CUP
4. Tanner, R., Green, C. 1998. Tasks for Teacher Education. Longman
Field of study/ programme
EFL / Culture
Course title Multimedia Technologies in Developing Intercultural Competence 0100-ERAL172
Form* Lab
Level of course II MA
Year/semester 2019 Summer
ECTS 6
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The aim of this course is to prepare the students to become aware consumers and active providers of the multimedia content in the digitized Web 2.0 environment. Special emphasis is placed on the development of cultural competences in the environment in which the combination of easy access to culture and (perceived) online anonymity can have a detrimental effect on the cross-cultural communication. The participants will learn how to prevent the aforementioned negative effects by developing their digital intercultural competences.
Literature Chan, W. M., Chin, K. N., Nagami, N., Suthiwan, T. (eds.), (2011). Media in foreign language teaching and learning. Boston: Walter de Gruyter Inc. Buckingham, D. (ed.) (2008). Youth, identity, and digital media. Cambridge, MA: The MIT Press Pütz, M. (ed.) (1997), The cultural context in foreign language teaching. Frankfurt am Main: Peter Lang
Field of study/ programme
EFL / Culture
Course title The culture background of English Language Teaching 0100-ERAL120
Form* Tutorial
Level of course I MA
Year/semester 2019 Winter
ECTS 6
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The objective of the course is to present an overview of the culture of English speaking world (Great
Britain and the US). The course concentrates on the rationale and practice of applying diverse culturally
loaded materials in foreign language teaching. The students are given a number of reading assignments
and requested to discuss them in class. They also work in small groups to draft a language
presentation/practice activity based on culturally loaded authentic material.
Assessment scheme project (60%) + attendance and participation (40%)
Literature 1. Douglas, D. (2009). Understanding Language Testing. London: Hodder Education
2. Fulcher, G. (2013). Practical Language Testing. New York: Taylor & Francis.
3. Fulcher, G., & Davidson, F. (2013). The Routledge Handbook of Language Testing.
Hoboken: Taylor and Francis.
Field of study/ programme
EFL MA Programme
Course title Intercultural communication 0100-ERAS162
Form* (discussion class)
Level of course BA
Year/semester winter
ECTS 5
Language of instruction
English
No. of hours 30
Course content (max. 1000 characters)
The objective of the course is to familiarize the students with the principles and the dynamics of intercultural communication, in its both interpersonal and institutional dimension. Drawing on various theories discussing language and communication in the context of culture, the course explores verbal and non-verbal, implicit and explicit ways of coding, communicating and negotiating cultural meanings. Its scope of interest will thus include issues of cultural identity, collectivist vs. individualist societies, communication/negotiation styles, politeness and indirectness in communication, conceptualization of time and space, linguistic manifestations of power, nonverbal communication, etc.
The course focuses on the language used in the media. We will venture into numerous public spaces,
genres and contexts in order to see how media (including New Media) “create pictures in our minds”, how identities are constructed, and power negotiated and challenged. We will examine the interface between media and society, and analyse various forms and strategies of communication across different genres, including Twitter, Facebook and blogs. We will also try to discover how persuasion and manipulation work and how a given medium, for instance the Internet, shapes communicative practices