faculty of philology institute of english...
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FACULTY OF PHILOLOGY
INSTITUTE OF ENGLISH STUDIES
http://www.anglistyka.uni.lodz.pl/
COURSES IN ENGLISH IN WINTER SMESTER 2018
Faculty ERASMUS COORDINATOR
Dr. Monika Kopytowska ([email protected])
B.A. PROGRAMME IN ENGLISH STUDIES
PRACTICAL ENGLISH COURSES
Each Integrated Skills module consists of A and B course, as well as Moodle activities at
http://ia.uni.lodz.pl/PNJA
You need to attend both A and B course with the same group of students. Choose Option 1, 2 etc…
To get 4 ECTS, you need to pass an exam at the end of the course.
Course title INTEGRATED SKILLS – MODULE 1
Language English
Semester Winter
Number of hours 60
ECTS 4 ECTS (per semester for both A and B course)
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course description 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.
Students are assigned module/level groups based on a placement test prior to entering the
I.S. block, with participation in subsequent modules determined by successful completion
of the preceding module.
Module 1 is available to students fitting a minimum A2+ descriptor of the CEFR,
following the I.A. Placement test (online from 10.2012)
The content for module 1 comprises 8 thematically oriented Teaching Packs containing
lexical and grammatical material with regard to:
Home
Jobs
Travel
School
Health
Hobbies and Pastimes
Family
Feelings
Environment
Living
Literature Thematically selected materials from course books:
Roberts, Cambridge First Certificate Reading, Cambridge FC Skills Series CUP
McGavigan and Reeves, FC Reading, Exam Skills, Longman
Evans and Dooley, Upstream Pre-Intermediate, Express Publishing
Sunderland, Fast Track to FCE, Longman
Thematically selected materials from practice tests:
Osborne, FC Practice Tests, Exam Essentials, Heinle
Kenny and Luque-Mortimer, FC Practice tests Plus 1, Longman
Harrison, FCE Practice Tests, New Edition, OUP
Assessment criteria Semester credit 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.
Course title INTEGRATED SKILLS - MODULE 2
Language English
Semester Winter/Summer
Number of hours 60/60
ECTS 4 ECTS (per semester for both A and B course)
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course description 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.
Students are assigned module/level groups based on a placement test prior to entering the
I.S. block, with participation in subsequent modules determined by successful completion
of the preceding module.
Module 2 is available to students fitting a minimum B1 descriptor of the CEFR, following
the I.A. Placement test (online from 10.2012) or successful completion of module 1L
including end of semester exam.
The content for module 2 comprises 8 thematically orient
ed Teaching Packs containing lexical and grammatical material with regard to:
Communicating
Technology
Lifestyles
Environment
Sport
Medicine
Transport
Literature
Literature Thematically selected materials from course books:
Roberts, Cambridge First Certificate Reading, Cambridge FC Skills Series CUP
McGavigan and Reeves, FC Reading, Exam Skills, Longman
Haines and Stewart, FC Masterclass, OUP
Evans and Dooley, Upstream Intermediate, Express Publishing
Thematically selected materials from practice tests:
Osborne, FC Practice Tests, Exam Essentials, Heinle
Kenny and Luque-Mortimer, FC Practice tests Plus 1, Longman
Harrison, FCE Practice Tests, New Edition, OUP
Assessment criteria Semester credit 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.
Course title INTEGRATED SKILLS – MODULE 3
Language English
Semester Winter/Summer
Number of hours 60/60
ECTS 4 ECTS (per semester for both A and B course)
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course description 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.
Students are assigned module/level groups based on a placement test prior to entering the
I.S. block, with participation in subsequent modules determined by successful completion
of the preceding module.
Module 3 is available to students close to B1+ descriptor of the CEFR, following the I.A.
Placement test (online from 10.2012) or successful completion of module 2L including end
of semester exam.
The content for module 3 comprises 8 thematically oriented Teaching Packs containing
lexical and grammatical material with regard to:
Success and Achievement
Hobbies and Leisure
Health and Fitness
Issues and Concerns
Education and Schooling
Appearance and Fashion
Technology and Science
Shopping and Economy
Literature Thematically selected materials from course books:
Haines and Stewart, FC Masterclass, OUP
Evans and Dooley, Upstream Intermediate, Express Publishing
Evans and Obee, Upstream Upper-Intermediate, Express Publishing
Cotton, Falvey and Kent, Language Leader Upper Intermediate, Pearson_Longman
Thematically selected materials from practice tests:
Osborne, FC Practice Tests, Exam Essentials, Heinle
Kenny and Luque-Mortimer, FC Practice tests Plus 1, Longman
Harrison, FCE Practice Tests, New Edition, OUP
Cambridge books for Cambridge Exams: FC in English 1, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Assessment criteria Semester credit 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.
Course title INTEGRATED SKILLS – MODULE 4
Language English
Semester Winter/Summer
Number of hours 60/60
ECTS 4 ECTS (per semester for both A and B course)
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course description 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.
Students are assigned module/level groups based on a placement test prior to entering the
I.S. block, with participation in subsequent modules determined by successful completion
of the preceding module.
Module 4 is available to students fitting a minimum B2 descriptor of the CEFR, following
the I.A. Placement test (online from 10.2012) or successful completion of module 3L
including end of semester exam.
The content for module 4 comprises 8 thematically oriented Teaching Packs containing
lexical and grammatical material with regard to:
Professions and the job market
Education and Employment
Travel and tourism
International relations
Health and care
Consumerism
Technology and change
People and ideas
Literature Thematically selected materials from course books:
Evans and Obee, Upstream Upper-Intermediate, Express Publishing
Cotton, Falvey and Kent, Language Leader Upper-Intermediate, Pearson_Longman
Cotton, Falvey, Kent, Lebeau and Rees, Language Leader Advanced, Pearson_Longman
Thematically selected materials from practice tests:
Cambridge books for Cambridge Exams: FC in English 2, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Cambridge books for Cambridge Exams: FC in English 3, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Cambridge books for Cambridge Exams: CAE in English 1, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Cambridge books for Cambridge Exams: CAE in English 2, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Assessment criteria Semester credit 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.
Course title INTEGRATED SKILLS – MODULE 5
Language English
Semester Winter/Summer
Number of hours 60/60
ECTS 4 ECTS (per semester for both A and B course)
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course description 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.
Students are assigned module/level groups based on a placement test prior to entering the
I.S. block, with participation in subsequent modules determined by successful completion
of the preceding module.
Module 5 is available to students fitting a minimum B2+ descriptor of the CEFR,
following the I.A. Placement test (online from 10.2012) or successful completion of
module 4L including end of semester exam.
The content for module 5 comprises 8 thematically oriented Teaching Packs containing
lexical and grammatical material with regard to:
Communication
Travel and Tourism
Media and Advertising
Professions and Occupations
Affect and Emotions
Entertainment and Leisure
Environmentalism
Education and Learning
Literature Thematically selected materials from coursebooks:
Cotton, Falvey, Kent, Lebeau and Rees, Language Leader Advanced, Pearson_Longman
Stanton and Morris, Fast Track to CAE, Longman
Evans, Upstream Advanced, Express Publishing
Thematically selected materials from practice tests:
Cambridge books for Cambridge Exams: CAE in English 3, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Cambridge books for Cambridge Exams: CAE in English 4, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Cambridge books for Cambridge Exams: CAE in English 5, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Assessment criteria Semester credit 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.
Course title INTEGRATED SKILLS – MODULE 6
Language English
Semester Winter/Summer
Number of hours 60/60
ECTS 4 ECTS (per semester for both A and B course) +1 ECTS for exam
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course description 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.
Students are assigned module/level groups based on a placement test prior to entering the
I.S. block, with participation in subsequent modules determined by successful completion
of the preceding module.
Module 6 is available to students fitting a minimum C1 descriptor of the CEFR, following
the I.A. Placement test (online from 10.2012) or successful completion of module 5L
including end of semester exam.
The content for module 6 comprises 8 thematically oriented Teaching Packs containing
lexical and grammatical material with regard to:
Science and Technology
Health, Fitness and Well-being
Achievement and Success
Visual Arts
People and Family
Travelling and Sightseeing
Sports and Games
Environment and Nature
Literature Thematically selected materials from course books:
Evans, Upstream Advanced, Express Publishing
Evans, Successful Writing Proficiency, Express Publishing
Morris and Stanton, The Nelson Proficiency Workbook, Longman
Stephens, New Proficiency Reading-Longman Exam Skills, Longman
Thematically selected materials from practice tests:
Cambridge books for Cambridge Exams: CAE in English 4, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Cambridge books for Cambridge Exams: CAE in English 5, Official Examination papers
from University of Cambridge ESOL Examinations, CUP
Jakeman and Kenny, Proficiency Practice tests Plus, Longman
Harrison, Proficiency Testbuilder, Macmillan
Assessment criteria Semester credit 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.
Course title INTEGRATED SKILLS - MODULE 7
Language English
Semester Winter/Summer
Number of hours 60/60
ECTS 4 ECTS (per semester for both A and B course)
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course title INTEGRATED SKILLS - MODULE 8
Language English
Semester Winter/Summer
Number of hours 60/60
ECTS 4 ECTS (per semester for both A and B course)
Course type Tutorial
Level BA
Instructor’s name Prof. Przemysław Krakowian (course coordinator)
Instructor’s e-mail [email protected]
Course title PHONETICS 1
Language English
Semester Winter
Number of hours 30
ECTS 2 ECTS
Course type Tutorial
Level BA, 1st year
Instructor’s name dr Anna Cichosz
mgr Michał Adamczyk
dr Anna Gralińska-Brawata
dr Przemysław Ostalski
mgr Paulina Rybińska
Instructor’s e-mail [email protected]
Course description The course introduces basic information concerning the problems of English
pronunciation. It aims at promoting the students’ awareness of the importance of
pronunciation in language studies. It allows to explore the human articulatory
capabilities, enhance the students’ abilities to discriminate sounds of English,
improve pronunciation through various activities and develop the students’ ability to
read and write using transcribed text (IPA transcription).
Course content
Basic introductory information concerning the problems of English
pronunciation.
The promotion of students’ awareness of the importance of pronunciation in
language studies.
The exploration of human articulatory capabilities.
The enhancement of students’ abilities to discriminate sounds of English.
The improvement of students’ pronunciation through various activities.
The development of students’ ability to read and write transcribed text (IPA
transcription).
Literature 1. Baker, A. (2008). Ship or sheep. Cambridge: Cambridge University Press
2. Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge
University Press
3. Sawala, K., Szczegóła, T., Jankowski, M., Weckwerth, J. (2009)Multimedialny
Kurs Wymowy Angielskiej Say it right. Poznań: Bene Nati
Assessment criteria The final grade for the class is given on the basis of
- regular attendance (2 unauthorized absences allowed), active class
participation and completion of in-class assignments [learning
outcomes tested: e1-6]
- regular preparation for the classes and completion of home
assignments [learning outcomes tested: e1-6]
- achievement tests (at least 2 per semester): the Polish grading
system (2-5), pass at 60% [learning outcomes tested: e1-6]
The Polish grading system (2-5)
Course title PHONETICS 3
Language English
Semester Winter
Number of hours 30/30
ECTS 2 ECTS (per semester)
Course type Tutorial
Level BA, 2nd
year
Instructor’s name Dr Przemysław Ostalski
Dr Anna Gralińska-Brawata
Ms. Aleksandra Matysiak
Ms. Magdalena Zając
Instructor’s e-mail [email protected]
Course description The main aim of the course is the improvement of students’ pronunciation
and speaking fluency through the practice of a number of elements of English
prosody, such as word stress, sentence stress, , intonation, connected speech
processes (weak and strong forms, linking, elision, assimilation) The course
also aims at encouraging students to self-study and self-improvement of their
own pronunciation. It introduces the elements of acoustic analysis with the
use of Praat software.
Course content
Aspects of English pronunciation focusing on prosodic features of speech.
The promotion of students’ awareness of the importance of pronunciation
in language studies.
The extensive practice of word stress, sentence stress, linking, intonation,
elision, assimilation.
The enhancement of students’ abilities to understand and produce
aspects of connected speech in of English.
The improvement of students’ pronunciation through various activities.
The development of students’ ability to read and write transcribed text
(IPA transcription).
Literature 1. Hancock, M. 2003. English Pronunciation in Use Intermediate
2. Hewings, M. 2007. English Pronunciation in Use Advanced
3. Jones, D. 1997. (edited by P. Roach) Pronouncing Dictionary, CUP.
4. Wells, J.C. 2008. Longman Pronunciation Dictionary
5. Boersma, P. & Weenink, D. (2005). Praat: doing phonetics by computer
(Version 5.3.62). Retrieved from http://www.praat.org. Assessment criteria Regular and active participation in classes, both individual and in groups,
preparation of oral performances, home assignments, written and oral tests
Course title PRACTICAL GRAMMAR 1
Language English
Semester Winter
Number of hours 30
ECTS 2 ECTS
Course type Tutorial
Level BA, 1st year
Instructor’s name Mr Ryszard Rasiński, Mr. Krzysztof Lewoc
Instructor’s e-mail [email protected]
Course description The course is intended to introduce basic rules of English grammar at an
upper-intermediate level and to provide practical consolidation of
grammatical competencies and skills in the domain of a simple sentence.
Course content
1. Introduction to the course. Basic terminology
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
Literature Evans, V. (1999). CPE Use of English. Express Publishing
Foley, M., Hall, D. (2012). My Grammar Lab (advanced). Pearson
Hewings, M. (1999/2013). Advanced Grammar in Use. Cambridge
Swan, M. (1980/2005). Practical English Usage. Oxford
Vince, M. (1994/2010). Advanced Language Practice. Heinemann
Yule, G. (2009). Oxford Practice Grammar (advanced). OUP
Assessment criteria Written midterm test and written semester tests. To obtain a passing
semester grade student should achieve an average of 60% on both
tests.
Course title PRACTICAL GRAMMAR 3
Language English
Semester Winter
Number of hours 30
ECTS 2 ECTS
Course type Tutorial
Level BA, 2nd
year
Instructor’s name Mr Ryszard Rasiński, Mr. Krzysztof Lewoc
Instructor’s e-mail [email protected]
Course description
The tutorial course is intended to help students extend and consolidate their
command of English grammar (with focus on a complex sentence), to develop
students’ knowledge of grammatical terminology and to level out the
differences in individual mastery of language usage. Throughout the course
students are expected to acquire linguistic competence understood as a set of
practical skills in a) sentence recognition and classification, b) grammaticality
judgement, c) syntactic transformation and structural conversion of clauses.
Course content
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.
Literature 1. M. Foley & D. Hall, My Grammar Lab Advanced C1/C2, Pearson 2015.
2.B. D. Graver, Advanced English Practice (3rd ed.), OUP 1986.
3.M. Vince, Advanced Language Practice (3rd ed.), Macmillan 2009.
Assessment criteria 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. Grading scale 2, 3, 3.5, 4, 4.5, 5.
Course title BRITISH HISTORY AND CULTURE 1
Language English
Semester Winter
Number of hours 30 (15h lecture + 15 h tutorials)
ECTS 4 ECTS
Course type Lecture and tutorial Level BA, 1
st year
Instructor’s e-mail
Course description The course develops knowledge and awareness of the complexity of cultural discourses in England, Wales, Scotland and Northern Ireland. The classes aim to enhance students’ interest in British culture, music, architecture, painting, etc. current affairs and history. Students learn basic facts about the key British institutions and various aspects of British cultural, political, social life, their historical background as well as its contemporary context. Special emphasis is placed upon improving students’ skills of debating and arguing, and expressing their own opinions. The goal of the lectures is to increase the students’ familiarity with the most important elements of the history of the British isles and to emphasize the role of social and cultural changes in the shaping of British consciousness as well as to realise the role played by Britain in the world.
The classes are thematically oriented and cover such areas as:
1. British geography
2. Cultural and national stereotypes in the UK
3. The British political system and constitution (the functions of monarchy, Privy
Council, the House of Lords, the House of Commons, the Government, the Cabinet
and the Prime Minister, national elections, the electoral system, FPTP, Brexit)
4. British Education System (different types of state schools and independent
schools, public Schools, the types of examinations and certificates, degrees, the
National Curriculum, Fe (Further Education), He (Higher Education), types of
universities)
5. NHS and British Welfare System (NHS and how it was founded / types of social
benefits / the structure of NHS / primary and secondary care model / hospitals /
what is included in the British (free) health service).
6. British social structure and the notion of class: the class division in the British
society, then and now / how it affects the British society today. The key factors of
class belonging and identification. Gender and its social and cultural dimension,
sexual minorities.
7. The Mass Media (the BBC, television channels, radio broadcast, the Press: main
newspapers and magazines; types of newspapers and their political orientation/
television and radio / the Internet, censorship).
8. Religion (major denominations, religious minorities, the structure of the Church of
England).
9. Modern Britain as a multicultural society, immigrants and ethnic minorities.
10. Law and Courts in Great Britain.
The lecture covers such areas as:
1. Pre-Roman times: The Iberian and the Celts; Roman Britain; Anglo-Saxon invasion
2. Christianisation; Danish invasion
3. The Norman Conquest; Norman institutions established; the early Plantagenet
kings: Henry II
4. The Crusades; Magna Carta; Edwardian times: the development of institutions
5. Ireland, Scotland, Wales; the Hundred Years’ War; the Black Death; emancipation
of villeins
6. Parliamentary development, the Wars of the Roses; the Tudors begin: Henry VII,
the New Monarchy
7. Renaissance, Henry VIII and Reformation
8. Edward VI and Mary Tudor
9. Elizabethan era
10. The Stuarts begin: James I; Charles I
11. The Great Civil War; the Commonwealth; Restoration; Charles II; James II and the
Glorious Revolution
12. Early Hanoverian England: George I and George II; George III; shaping the political
system: the first prime minister, the changing relationship between the monarch
and the government
13. The French Revolution and Napoleonic Wars; the Empire in the latter years of
George III, loss of the American colonies
Literature 1. McDowall, D . An Illustrated History of Britain. London. 1989.
2. McDowall, D. Britain in Close-up. 2000.
3. Morgan, K.O. The Oxford History of Britain. 1984 .
4. Oakland, J. British Civilization. An Introduction. 2011.
5. Smith, J. Exploring British Culture. 2012.
Assessment criteria 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
final test: the Polish grading system (2-5), pass at 60%
The final grade for the lecture is given on the basis of
regular attendance(2 unauthorised absences allowed), completion of
home assignments
and a final written test comprising all the issues discussed during classes:
the Polish grading system (2-5), pass at 60%
Comments: IMPORTANT: FOR THIS COURSE YOU NEED TO ATTEND BOTH LECTURE AND
TUTORIAL
Course title BRITISH LITERATURE 1
Language English
Semester winter
Number of hours 15 (lecture) + 45 (tutorial)
ECTS 9 ECTS
Course type lecture and tutorial
Level BA, 1st year
Instructor’s name Prof. Andrzej Wicher
Prof. Jadwiga Uchman
Dr Wit Pietrzak
Course description The course develops the students’ general knowledge of British literature written in
English, and belonging to a broadly conceived literary canon. It increases their skill
and experience in reading comprehension and enhances their range of both passive
and active vocabulary, including the most useful archaic grammatical forms and
words. It improves the students’ command of English, creating opportunities for
using the acquired knowledge and skills in natural and effective communication both
in speaking and in writing. Special emphasis will be placed on building up the
students’ academic vocabulary by means of a wide ranging discussion of the assigned
texts, and the solving, individually or in groups, of the problems that the texts may,
and often will, pose. The course involves also the basic knowledge concerning literary
studies, which includes basic literary term and genres, relevant literary periods and
their characteristics, and also some knowledge of the cultural and social context of
literary history.
Course content
Semester 1:
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.
The lecture is focused on the following texts and problems:
1. Old English genres and figures of speech (epic poems, elegies, kennings,
alliteration). The motifs of “ubi sunt” and “sic transit”, the conception of fate (Wyrd)
as exemplified by The Wanderer. The heroic ideal in Beowulf.
2. The medieval chivalric romance, the Matter of Britain, the use of symbols, the limits
of the chivalric ideal as exemplified by Sir Gawain and the Green Knight.
3. Medieval social classes, the use of irony in Chaucer, religious and anticlerical motifs.
as exemplified by selected passages from The General Prologue to "The Canterbury
Tales”, and The Knight’s Tale, The Clerk’s Tale, The Wife of Bath’s Tale, and The
Prioress’s Tale.
4. The genres of medieval English drama, the allegorical method of character drawing,
elements of comedy and satire mixed up with Christian theology and ethics.
Exemplified by Everyman), and Secunda Pastorum (The Wakefield Second Shepherds’
Play).
5. The conception of the ‘superman’ in the plays by Christophera Marlowe, Marlowe’s
rhetoric (the ‘mighty line’), a new kind of moral reflection, the convention of the
revenge tragedy. Exemplified by: Doctor Faustus, Tamburlaine the Great, Edward II;
and Thomas Kyd’s The Spanish Tragedy.
6. The originality of Shakespeare’s poetry, the theme of the passage of time, erotic and
homoerotic aspects of The Sonnets.
7. An analysis if the mechanism of wielding, achieving and losing power in the plays by
W.Shakespeare. The importance of the institution of monarchy in the playwright’s
conception of man. The meaning of the motif of madness and foolery. Exemplified
by Hamlet and King Lear.
8. The conception of the Shakesperean problem comedy based on a medley of genres,
and on references to a variety of polysemous symbols and archetypes. Exemplified
by The Tempest and Measure for Measure.
9. Ideological and formal aspects of metaphysical poetry, such terms as: conceit, wit,
strong lines, macrocosm and microcosm. The combination of the sacred and the
profane. The characteristic features of the “Cavalier” poetry.
As exemplified by): John Donne: A Valediction Forbidding Mourning), The Flea, Holy
Sonnets: 6, 10, 14;
George Herbert: The Collar, The Pulley; and Andrew Marvell: To His Coy Mistress.
10. The originality of Milton’s lyrical poetry, and his Christian epic in a political and
religious context. Exemplified by: Comus, Paradise Lost (selected passages), Samson
Agonistes.
11. Robinson Crusoe as an example of a new epic form (the novel) adapted to the
expectations of a middle class society, references to the Bible and to The Tempest by
W.Shakespeare.
12. The innovative use of the Cinderella archetype in Jane Austen’s Pride and Prejudice
and Mansfield Park.
13. Mary Shelley’s Frankenstein as an example of the Gothic novel, combining
supernatural motifs with elements of horror and science fiction.
14. Wordsworth’s use of colloquial language, elements of pantheism in Romantic
poetry, and Coleridge’s use of fantastic and oneiric motifs. Exemplified by: We Are
Seven, Lines Composed a Few Miles above Tintern Abbey, The Prelude by
W.Wordsworth and The Rhyme of the Ancient Mariner and Kubla Khan by S.T.
Coleridge.
15. A.Tennyson as a model Victorian poet, his connections with the Victorian social
background. Exemplified by Ulysses and Lady of Shalott.
The classes are focused on the following texts and problems:
1. Old English genres and figures of speech (epic poems, elegies, kennings,
alliteration). The motifs of “ubi sunt” and “sic transit”, and the conception of fate
“Wyrd”. Christian and pagan elements. Exemplified by The Wanderer, The Dream
of the Rood, Beowulf.
2. Medieval chivalric romance, „Matter of Britain”, use of symbols, limits of chivalric
ideal. Exemplified by Sir Gawain and the Green Knight.
3. Medieval social classes, use of irony, use of religious an anticlerical motifs in
Geoffrey Chaucer’s The Canterbury Tales.
4. Genres of medieval drama, allegorical method of character drawing, elements of
comedy and satire combined with Christian theology and ethics.
5. The conception of the ‘superman’ in the plays by Christophera Marlowe,
Marlowe’s rhetoric (the ‘mighty line’), a new kind of moral reflection, the
convention of the revenge tragedy. Exemplified by: Doctor Faustus, Tamburlaine
the Great.
6. Originality of Shakespeare’s The Sonnets, topic of the passage of time, erotic and
homoerotic aspects.
7. Mechanisms of wielding, gaining and losing power. Meaning of the motif of
madness and foolery in Shakespeare’s Hamlet, King Lear and The Tempest.
8. Conception of Shakespeare’s problem plays, mixture of genres, ambiguous
symbols and archetypes. Exemplified by Measure for Measure.
9. Ideological and formal foundations of metaphysical poetry, features typical of
„cavalier poetry”.
10. Christian epic in political, historical, and religious context. Exemplified by John
Milton’s Paradise Lost.
11. The epic form of Daniel Defoe’s Robinson Crusoe adapted to the middle class
society, biblical allusions, connection with Shakespeare’s The Tempest.
12. Innovative use of Cinderella archetype in Jane Austen’s Pride and Prejudice.
13. Mary Shelley’s Frankenstein as a Gothic novel with elements of horror and
science fiction.
14. Use of colloquial language, Romantic pantheism, use of fantastic and oneiric
motifs in selected poems by William Wordsworth and Damuel Taylor Coleridge.
15. The Victorian social context of Alfred Tennyson’s poetry.
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) Stanisław Barańczak (red.), Antologia angielskiej poezji metafizycznej XVII
stulecia (1982, Państwowy Instytut Wydawniczy: Warszawa).
3) A.Burgess, English Literature. A Survey for Students (1990, Longman: London).
4) J.A.Cuddon, Dictionary of Literary Terms and Literary Theory (1991, Penguin
Books: London).
5) 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.
6) H.Krzeczkowski, J.S.Sito, J.Żuławski (red.), Poeci Języka Angielskiego (1969,
Państwowy Instytut Wydawniczy: Warszawa), 3 vols.
7) W.Krajewska (red.), English Poetry of the Nineteenth Century (1980,
Państwowe Wydawnictwo Naukowe: Warszawa).
8) P.Mroczkowski, Historia Literatury Angielskiej (1999, Zakład Narodowy im.
Ossolińskich: Wrocław, Warszawa, Kraków).
9) G.C.Thornley and Gwyneth Roberts, An Outline of English Literature (1996,
Longman: Harlow).
10) Andrew Sanders, The Short Oxford History of English Literature (1994, Oxford
University Press: Oxford).
11) Liliana Sikorska, An Outline History of English Literature (2002, Wydawnictwo
Poznańskie: Poznań).
12) J.Strzetelski, T.Bela, A.Branny, J.Ćwiąkała-Piątkowska, M. Gibińska-Marzec,
K.Stamirowska, Historia Literatury Angielskiej. Tablice Chronologiczne.
Chronological Tables of English Literature (1987, Państwowe Wydawnictwo
Naukowe: Warszawa).
13) Henryk Zbierski, Historia Literatury Angielskiej (2002, Oficyna Wydawnicza
Atena: Poznań).
14) Henryk Zbierski, William Shakespeare (1988, Wiedza Powszechna: Warszawa).
Assessment criteria The assessment is based on:
Regular attendance (2 unauthorised absences allowed). Active participation in discussions
Team work
Argumentative essay
Final test
Grades from 2 to 5
Course title AMERICAN LITERATURE 1
Language English
Semester Winter
Number of hours 15 (lecture)
ECTS 2 ECTS
Course type lecture
Level BA, 1st year
Instructor’s name Prof. Zbigniew Maszewski
Instructor’s e-mail [email protected]
Course description The course introduces students to the history of American literature from the 17th century up to the present. The first semester of the course covers the developments in American literature from the colonial period to the end of the 19th century. Particular lectures are devoted to the presentation of the most significant cultural phenomena in the America of that period, with reference to major literary works by American authors. Special emphasis is put on the evolution of characteristic genres and the recurrence of particular motifs.
Course content
- exploration texts and the first colonizers (de Vaca, Smith) - Puritan writers (Bradstreet, Bradford, Taylor, Edwards) - American literature before and in the service of the War of Independence (Jefferson, Franklin, Adams) -Washington Irving -James Fenimore Cooper - aesthetic and philosophical assumptions of American romanticism – transcendentalism - Ralph Waldo Emerson - the poetry of Walt Whitman - Henry David Thoreau - Nathaniel Hawthorne - Herman Melville -major aesthetic assumptions of American realism -Mark Twain - Henry James - American Naturalism (Crane, Dreiser, London)
Literature Nina Baym, ed. The Norton Anthology of American Literature. New York: WWW Norton, 2012. Emory Elliott. Columbia Literary History of the United States. New York: Columbia UP, 1988. Marcus Greil, Werner Sollors. A New Literary History of America. Cambridge: Harvard UP, 2009. John McMichael, ed. The Heath Anthology of American Literature. New York: Houghton Mifflin, 1995. (The texts are available from the library or are provided to the students individually.)
Assessment criteria The exam is in the form of an end-of-semester conversation with individual students about topics discussed during the lectures.
Course title DESCRIPTIVE GRAMMAR 1
Language English
Semester Winter
Number of hours 15 (lecture) + 30 (tutorial)
ECTS 4 ECTS (per semester)
Course type lecture + tutorial
Level BA, 1st year
Instructor’s name Prof. Ewa Waniek-Klimczak
Dr. Anna Cichosz
Instructor’s e-mail [email protected]
Course description The course introduces basic information on linguistic communication in spoken
English. It aims to provide the students with the tools necessary for the description
and analysis of speech, with special emphasis on the terminology related to the
description and classification of specific sounds together with the description of rules
of syllable and word formation. A vital element of the course is connected with
making the student aware of various possible gestures of articulating organs and
using them in English in comparison to Polish. The course includes the lecture, where
students receive broader contexts for the description of English sounds, as well as the
practical class, where they develop their skills and knowledge necessary in practical
recognition and theoretical description of sounds.
Course content
Lecture
Speech/sounds in communication, A sound and a letter, Phonetics and
phonology, Articulatory, acoustic and auditory phonetics, Articulatory space
and linguistic systems, Description vs. classification of sounds, The
comparison of sound categories in English and Polish, Sound organizations: a
syllable, word, word-stress, Rhythmic organization of speech.
Class
The role of various organs of speech in articulation, The description of the
articulation of English consonants, Sound classification/sound category, The
comparison of English and Polish sounds, Syllables and words in English:
weak and strong syllables, Word-stress, Rhythm.
Literature 1. Cruttenden, A. (2007). Gimson’s Pronunciation of English.
2. Roach, P. (2009). English Phonetics and Phonology.Cambridge:
Cambridge University Press
3. Sobkowiak, W. (2006) English Phonetics for Poles. Poznań: Bene Nati
4. Szpyra-Kozłowska, J., Sobkowiak, W. (2005) Workbook in English Phonetics.
Lublin: Wydawnictwo Uniwersytetu im. M. Curie-Skłodowskiej
Assessment criteria The final grade for the class is given on the basis of
- regular attendance(2 unauthorized absences allowed), active class
participation and completion of in-class assignments [learning
outcomes tested: e1-9]
- regular preparation for the classes and completion of home
assignments [learning outcomes tested: e1-9]
- achievement tests (at least 2 per semester): the Polish grading
system (2-5), pass at 60% [learning outcomes tested: e1-9]
The Polish grading system (2-5)
The final grade for the lecture is given on the basis of
- regular attendance(2 unauthorized absences allowed), active class
participation and completion of in-class assignments [learning
outcomes tested: e1-9]
- regular preparation for the classes and completion of home
assignments [learning outcomes tested: e1-9]
- achievement test: the Polish grading system (2-5), pass at 60%
[learning outcomes tested: e1-9]
The Polish grading system (2-5)
Course title WRITING AND TEXT ANALYSIS I
Language English
Semester Winter
Number of hours 30
ECTS 3 ECTS
Course type Tutorial
Level BA, 1st year
Instructor’s name Dr. Łukasz Salski (course coordinator)
Instructor’s e-mail [email protected]
Course description The primary goal of the course is to develop the students’ abilities in the field of
written expression in English. An important component is the enhancement of
the students’ vocabulary, adjusted to the required essay types and enhancing the
command of advanced grammatical and lexical structures. During the course, the
students master their skills working on three essay types (descriptive essay,
narrative essay and email/letter).
Course content
1. Systematic writing practice.
2. The paragraph. Thematic unity and development.
3. Basic principles of English text construction. Thesis Statement. Organization.
4. Basic genre practice: description, narration, exposition.
5. Writing process. Practice in pre-writing and editing.
6. Developing a sense of authorship and writer responsibility.
7. Developing a positive attitude to writing as an activity that provides an
opportunity for expression, leading to intellectual development and giving
satisfaction.
Literature Dollahite, N.E., J. Haun. 2012. Sourcework: Academic Writing from Sources. 2nd ed.
Boston: Heinle
Elbow, P. 2000. Everyone Can Write: Essays Toward a Hopeful Theory of
Writing. New York: OUP.
Assessment criteria A passing final grade requires:
- obtaining passing grades for all three essays (the Polish grading system; pass
at 60%) A failed essay may be re-taken only once.
- regular, active participation in classes (only 2 absences per semester are
allowed)
- systematic preparation for classes and submitting homework on time
The final grade is the average of the grades for the three essays (60%), class
participation (20%) and attendance (20%).
Course title WRITING AND TEXT ANALYSIS 3
Language English
Semester Winter
Number of hours 30
ECTS 3 ECTS
Course type Tutorial
Level BA, 2 year
Instructor’s name Dr. Łukasz Salski (course coordinator)
Instructor’s e-mail [email protected]
Course description The classes are designed as continuation of the course which develops the students’
abilities in the field of written expression in English. An important component is the
enhancement of the students’ vocabulary, adjusted to the required essay types.
Particular attention is paid to academic vocabulary, as well as to enhancing the
command of advanced grammatical and lexical structures. During the course, the
students learn about new essay types (e.g. comparison and contrast, classification,
definition or cause and effect), and master particular writing techniques helpful in
organizing and structuring those.
Course content:
The course is composed of three cycles of classes, each cycle devoted to a particular
type of essay (comparison and contrast, classification, definition) and alternating
with a class devoted to the academic lexicon. Each type of essay is discussed over a
period of three classes. The first is designed to introduce the essay (a handout with
basic information is distributed, example essays are analyzed, and exercises are
completed by students). During the second class the students work in groups,
organizing their knowledge and preparing to write an essay of the given type (e.g.
collaborating on the outline or even the introductory paragraph). The third class is
devoted to feedback given to the students after checking their individual
submissions: the students receive a handout with anonymized excerpts from various
essays, and their task is to edit / proofread them. This class also entails individual
conversations with the authors of the essays, especially those with failing grades.
Every fourth class is dedicated to the academic lexicon: the students work on short
test exercises (multiple choice, cloze), designed to enhance their skills in that area.
Literature Donald, R. B., Morrow, B. R., et al. Writing Clear Essays. Upper Saddle River:
Prentice Hall, 1996.
Leki, I. Academic Writing. Cambridge: Cambridge University Press, 2000.
Robitaille, J. and Connelly, R. Writer’s Resources: From Paragraph to Essay.
Boston: Cengage Learning, 2012.
Smalley, R. L. and Ruetten, M. K. Refining Composition Skills. Rhetoric and
Grammar for ESL Students. Boston: Heinle & Heinle Publishers, 1990.
Trimmer, J. The New ‘Writing with a Purpose’: Brief Edition. New York:
Houghton Mifflin, 2004.
VanderMey, R., Meyer, V., et al. The College Writer. A Guide to Thinking,
Writing, and Researching. New York: Houghton Mifflin, 2007.
The texts are available from the library or are provided to the students
individually
Assessment criteria A passing final grade requires:
- obtaining passing grades for all three essays (the Polish grading system; pass at
60%) A failed essay may be re-taken only once. This component accounts for 100%
of the final grade.
- regular, active participation in classes (only 2 absences per semester are allowed)
Failure to meet the criterion will result in a failing final grade.
- systematic preparation for classes and submitting homework on Failure to meet the
criterion will result in a failing final grade.
The final grade is the average of the grades for the three essays (33% each)
Course title Academic Writing and Understanding Academic Texts 1
Language English
Semester Winter
Number of hours 30
ECTS 2 ECTS
Course type Writing
Level 3rd
BA
Instructor’s name Dr Grzegorz Kość
Dr Małgorzata Myk
Dr Martin Hinton
Mgr Marek Molenda
Instructor’s e-mail [email protected]
Course description The major objective of the course is to develop students’ writing
competencies. The course places special emphasis on the skills necessary to
prepare the BA project. During the classes students expand their academic
vocabulary and learn how to meet the formal requirements of the BA project.
Course content
The course is composed of three major sections, namely:
1. expanding academic vocabulary (individual work),
2. analyzing and constructing academic texts (in groups),
3. presenting related to students’ editorial work.
At the beginning of each class, the students deliver a short presentation on selected
aspects of Academic Vocabulary (e.g. nominal collocations in Academic English). In
the second phase, the students analyze the materials which describe selected aspects
of academic writing and produce short texts in accordance with the BA project
requirements. Every fourth class is devoted to the presentation of the selected
aspects of the students’ editorial work.
Literature 1. Baily, S. Academic Writing: A Handbook for International
Students. Routlege, 2009
2. Leki, I. Academic Writing. Cambridge University Press, 2000.
3. McCarthy, M. Academic Vocabulary in Use. Cambridge University
Press, 2008
4. Trimmer, J. The New ‘Writing with a Purpose’: Brief Edition.
Houghton Mifflin, 2004.
Assessment criteria A passing final grade requires:
obtaining passing grades for the final test (the Polish grading system; pass at 60%)
If failed, the test may be re-taken only once
active and productive participation in group activities regular, active participation
in classes (only 2 absences per semester are allowed)
systematic preparation for classes and submitting homework on time The final
grade is based on the test grade
(60%), and the assessment of the outcomes of group work (40%).
Course title THEORY OF TRANSLATION
Language English
Semester Winter
Number of hours 30
ECTS 2 ECTS
Course type Lecture
Level BA, 2nd
year
Instructor’s name Prof. Łukasz Bogucki
Instructor’s e-mail
Time and room Wednesday, 15.15-16.00, A4
The course is aimed at a basic presentation of translation studies as an
academic discipline, types of translation (such as literary, specialised,
and general translation, localisation, audiovisual translation, and
interpreting), and differences between them. The course is geared at
understanding the role of translation in intercultural communication
in the contemporary world, as well as its relations with linguistics,
literary studies, and cultural studies.
The course outlines translation theory at a conceptual and typological
level. Basic concepts in translation, such as equivalence,
untranslatability, translation quality assessment, and translation
strategies/techniques are discussed. Translation types (literary,
specialised, audiovisual translation, interpreting, localisation) are
characterised and compared.
Literature Bogucki, Ł., 2007, Teoria i praktyka przekładu. Skrypt dla studentów
neofilologii. Łódź: Wyższa Szkoła Studiów Międzynarodowych.
Instructor’s own materials, distributed on an individual basis
Assessment A multiple-choice test on course content
Course title COMPUTER APPLICATIONS IN TRANSLATION AND CAT II
(Knowledge of Polish required)
Language English
Semester Winter
Number of hours 30
ECTS 3 ECTS
Course type Tutorial
Level BA, 2nd
year
Instructor’s name Mgr Michał Kornacki
Prerequisites
Languages: English, Polish (due to software language)
Computer literacy
The class aims to familiarise students with basic translator’s tools, i.e. word
processors, spreadsheets, OCR software and basic graphics tools. Students
will learn how to edit and process text, convert documents and prepare them
further processing. An emphasis will be put on the ability to use online
resources. Regular translation elements, set in the context of document layout
importance, will be introduced. In addition, students will learn how to mine
text from websites for translation.
Course content
Data gathering: dictionaries, termbases, web browsers, etc.
Identifying document formatting and selecting the best processing
method
Text formatting in accordance with visual form and style of the source
document
Basic image editing in translation
OCR and text conversion, pre- and post-processing.
Translation
Web text mining for translation
Literature 1. Austermühl, Frank (2001) Electronic Tools for Translators. Manchester:
St. Jerome.
2. Walkenbach, John, Herb Tyson, Faithe Wempen, Cary N. Prague, Michael R.
Groh, Peter G. Aitken, Michael R. Irwin, Gavin Powell, and Lisa A. Bucki.
(2007). Office 2007 Bible. Wiley. [provided by the tutor]
+ selected online papers and materials.
Assessment Final grade based on overall work both in class and at home, and results from
3 tests.
Levels:
satisfactory (3.0) = 60-69% of the total point score
satisfactory plus (3.5) = 70-76% of the total point score
good (4.0) = 77-84% of the total point score
good plus (4.5) = 85-90% of the total point score
very good (5.0) = 91-100% of the total point score
Course title AMERICAN HISTORY AND CULTURE
Language English
Semester Winter
Number of hours 15 (lecture) + 15 (tutorial)
ECTS 4 ECTS
Course type lecture + tutorial
Level BA, 2nd
year
Instructor’s name Dr. Alicja Piechucka
Matthew Chambers, Ph.D
Instructor’s e-mail [email protected]
Course description The subject includes a cycle of lectures and tutorials. The aim of the lecture is to
provide the students with knowledge of and information about the history and
culture of the United States. The highlights of US geography are discussed: the
characteristics of each region, major cities and American landmarks. The lecture
covers the landmarks in US history, from the discovery of America to the early 21st
century. The cycle of lectures also deals with the political and legal systems of the
United States as well as American values and beliefs. The tutorials are devoted to
selected and narrower topics connected with American history and culture. They
include the key aspects of socio-cultural life in the USA, placed in a larger historical
context. The issues discussed during the tutorials include the US education system,
feminism and the situation of women in the USA, the situation of ethnic minorities,
various branches of art (painting, film and music) as well as sports.
Course content:
Lecture: the highlights of US geography: physical geography, the characteristics of
regions (the Northeast, the Midwest, the South and the West), major American cities
(Washington, New York, Los Angeles and Chicago), and American landmarks
(historical monuments, museums and natural sites); key events, major periods and
turning points in US history: the discovery of America, the colonies, American
independence, the military conflicts of the first half of the 19th century, the westward
expansion, the Civil War and the Reconstruction, the economic growth during the
Gilded Age, World War I, the interwar period and the Great Depression, World War II
as well as the key events of the second half of the 20th and early 21st centuries (the
Cold War, the Korean War, the Civil Rights Movement, the Vietnam War, the Gulf War,
9/11); the political and legal systems of the United States; American values and
beliefs.
Tutorials: the US education system, including higher education in the US; American
feminism, its history and the current situation of women in the United States; ethnic
minorities, including the past and present of Afro-Americans and other ethnic
minorities in the US; late-19th-century and 20th-century American painting: American
impressionism, American modernist painting, abstract expressionism and pop art;
American film: the history of Hollywood, icons of the American cinema, major trends
and genres in American film; indigenous American music: jazz and blues, country and
western; typically American sports: baseball and American football.
Literature Eckhard Fiedler, Reimer Jansen, Mil Norman-Rish, America in Close-Up. Harlow:
Longman Group Limited, 1995. (available at the library)
Bryn O’Callaghan, An Illustrated History of the USA. Harlow: Longman, 1990.
(available at the library)
Neil Campbell, Alasdair Kean, American Cultural Studies: An Introduction to American
Culture. New York: Routledge, 2012. (provided on an individual
basis)
Gary Althen, Janet Bennett, American Ways: A Cultural Guide to the United States.
Boston: Intercultural Press, 2011. (provided on an individual basis)
Michael Murphy, ed. The Longman Dictionary of English Language and Culture.
Harlow: Pearson Education Limited, 2005. (available at the library)
George Kurian, NTC’s Dictionary of the United States: A Practical Guide to American
Language and Culture. Chicago: NTC Publishing Group, 1998.
(provided on an individual basis)
Assessment criteria Tutorials: one of the conditions of passing the course is making short presentations
and submitting handouts, or (optionally) writing essays concerning topics of the
students’ choosing, connected with the thematic scope of the tutorials; The
presentation or essay grade depends on the learning outcomes achieved and
constitutes 50% of the final grade. The other condition of passing the course is
passing a written test consisting of open questions. The test grade constitutes 50% of
the final grade; the test may be retaken once and the pass rate is 60%. Passing the
tutorial is a condition of attempting the exam.
The exam is a written one, in the form of a test consisting of multiple-choice
questions, open questions and other types of tasks. The pass rate is 60%.
Course title DESCRIPTIVE GRAMMAR 3
Language English
Semester Winter
Number of hours 15 +30
ECTS 4 ECTS
Course type Lecture + tutorial
Level BA, 2nd year
Instructor’s name Prof. Krzysztof Kosecki
Instructor’s e-mail [email protected]
Course description Lecture provides a detailed description of elements of English syntax: 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.
The tutorial introduces the students to modern theory and practice of syntactic
description of English. Its further aim is to consolidate the knowledge of linguistic
terminology in the context of joint (student/teacher) practice of syntactic analysis of
sentence structure.
Course content:
Parts of speech. Parts of sentence. Simple sentence. Complex sentence. Passive voice.
Adjuncts, disjuncts, conjuncts. Premodification and postmodification. Theme and
rheme. Cleft sentences and extraposition. Ellipsis and substitution. Existential
sentences. Negation, assertive and non-assertive forms. Questions. Imperatives and
exclamations. Development of English syntax and syntax in World Englishes.
Literature 1. Algeo, John. 1974. Exercises in Contemporary English. New York: Harcourt.
2. Chalker, Sylvia. 1990. A Student's English Grammar: Workbook. London:
Longman.
3. Close, R. A. 1993. A University Grammar of English: Workbook. London:
Longman.
4. Downing, Angela and Philip Locke. 1992. A University Course in English
Grammar. New York: Prentice Hall.
5. Downing, Angela and Philip Locke. 2006. English Grammar: A University
Course. London: Routledge.
6. Evans, Vyvyan and Melanie Green. 2006. Cognitive Linguistics: An
Introduction. Edinburgh: Edinburgh UP.
7. Graver, B. D. 1986. Advanced English Practice. Oxford: Oxford University
Press.
8. Quirk, Randolph and Sidney Greenbaum. 1977. A University Grammar of
English. London: Longman.
Assessment criteria 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.
Title of course British Literature
Semester 5, BA level
ECTS 2
Course code
Hours of study 30 (lecture)
Course
description
The goal of the course is to increase the students’ familiarity with the most important
literary works in the history of British literature and to present the latest trends and
Course content:
1. Relativity in sciences and humanities. Difficulties pertaining to arriving at
fully satisfactory critical terms and definitions (poems – T. Hughes, e. e.
cummings). Dead Poets’ Society – diagram with content and form.
2. Different critical approaches (feminism, gender studies, semiotics, Freudian,
Marxist, biographic and post-colonial interpretations). The need to avoid
extreme, school-oriented interpretations. Eclectic approach.
3. R. Barthes – the idea of the death of the author, reader oriented criticism
(Jacobson, Ubersfeld).
4. Interpretation (Umberto Eco).
5. Aesthetic chain: author – work of art – receiver.
6. Extended aesthetic chain: music, theatre production, translation, adaptation
etc.
7. Adaptation – literature and film.
8. Translation studies.
9. Closed and open form (Klotz, Fowles, “Gunfight”).
10. Reality and its representation (Aristotle, art and literature).
11. Metatheatre (Shakespeare, Stoppard), metafiction (Fowles), metacinema.
12. Intertextuality and figures on loan.
13. Theatre of the absurd.
14. Angry Young Men and in-yer-face theatre.
15. Poetic drama.
16. Faction (Paul Jonson, Stoppard, Harwood).
Assessment oral exam
Literatura
1. M. Esslin, Theatre of the Absurd, 1987.
2. M. Głowiński, Zarys teorii literatury, 1991.
3. J. Styan, Elements of Drama, 1979.
4. R. Wellek, Theory of Literature, 1963
Title of course Introduction to literary studies
Semester 1, BA level
ECTS 3
Course code
Hours of study 30 (tutorial)
Course
description
The goal of the course is to teach the students the methods of literary criticism and
expose them to aspects of literary theory and philosophy as well as elements of
science. Emphasis is put on a systematic broadening of the interpretive competence
of students with regard to literary texts representing poetry, drama and prose. The
texts selected for discussion come from various periods so that students can address
not only works written in modern English, with its various regional variants, but also
in earlier version of English (going back to the 16th century).
Assessment
Participation in discussions– 60% of the final grade
Oral examination– 40% of the final grade
Bibliography
W. Shakespeare, Richard III, Ware: Wordsworth Editions, 1993.
J. Donne, ‘Valediction: Forbidding Mourning’, The Complete English Poems, New York:
David Publishing, 1993.
H. P. Lovecraft, “The Dreams in the Witch-House,” Tales, New York: Literary Classics of
the United States, 2009.
J. Derrida, The Margins of Philosophy (fragments), trans. A. Bass, New York: The
Harvester Press, 1982.
Z. Freud, Introduction to Psychoanalysis (fragments), trans. J. Riviere, New York:
Washington Square Publishers, 1962.
---, Civilization and its Discontents (fragments), trans. J Strachey, New York: Norton,
2010.
G. Garrard, Ecocriticism (fragmenty), New York: Routledge 2004.
P. Bourdieu, The Rules of Art : Genesis and Structure of the Literary Field (fragments),
trans. S. Emanuel, Stanford: Stanford University Press, 1996.
The texts are available from the library or are provided to the students individually.
Title of course TEFL I.1
Semester 3 (BA)
ECTS 2
Course code
Hours of study 30 (tutorial)
Course
description
The aim of this course is to familiarize students with methods and techniques of
teaching English as a foreign language at both lower and upper stage of primary
education.
Course content 1. National curriculum as the basic document in teaching practice
2. EFL teaching aims and content of primary education
3. Designing the educational process: teaching programs, course books’
analysis at the first and second stage of primary education
4. Characteristics of the learning process at the first and second stage of
primary education
5. Teacher’s role at the first and second stage of primary education
6. Teaching vocabulary, pronunciation, grammar and language skills at the
first and second stage of primary education
7. Differentiation at the first and second stage of primary education
8. Control and assessment in primary education: methods and aims of testing
at the first and second stage of primary education
Assessment Active participation in classroom simulations and presentations –
checks outcomes - E3, E7, E8, E10
Project (lesson plan) – checks outcomes - E3, E4, E5, E6, E7, E8,
E9
Test – checks outcomes - E1, E2, E3, E4, E6, E7, E8, E12
Bibliography 1. Gower, R., Philips, D., & Walters, S. (2008). Teaching Practice Handbook.
Macmillan.
2. Harmer, J. (2007). The Practice of English Language Teaching. Longman.
3. Harmer, J. (2007). How to Teach English. Longman.
4. Komorowska, H. (2005). Metodyka nauczania języków obcych. Warszawa:
Fraszka Edukacyjna.
5. Scrivener, J. (2010) Learning Teaching. Macmillan.
6. Tanner, R., Green, C. 1998. Tasks for Teacher Education. Longman.
7. Ur, P. (1999). A Course in Language Teaching. Cambridge University Press.
8. Core curriculum for foreign languages for primary education in Poland
Semester 1, MA level
Title of course Academic Writing 1
ECTS 2
Course code
Hours of study 30, tutorial
Course
description
The aim of the course is to provide the students with the knowledge and skills
necessary to paraphrase, summarise, and write paragraphs that adhere to the
principles of academic writing (i.e., that have proper academic style and register,
have a good structure and advance a logical argument on one topic, and are
supported by the use of external sources that are properly referenced).
Course content paraphrase
summary
refutation of other people's arguments
comparison and contrast phrases
transition signals, linking words
writing a response: the first paragraph is a summary of a text and the second
paragraph is an argumentative paragraph that argues in favour OR against the point
of view in the text
supporting your argument: facts, quotes, statistics, examples, comparison
and contrast, showing a process, cause and/or effect
unity and coherence
paragraph structure (also, brief introduction to the outline of an essay; also,
phrases used to introduce quotations and other types of evidence)
A full explanation of what one is trying to prove with logical argumentation
what is academic writing and formal style
use of good academic phrases (e.g., the Academic Phrasebank)
MLA vs. APA reference styles
Assessment
criteria
The students will be assessed on the basis of the following work that they will be
required to submit:
a paraphrase (10% of total grade)
a summary (10% of total grade)
a response (the first paragraph is a summary of a text and the second paragraph is an argumentative paragraph that argues in favour OR against the point of view in the text) (15% percent of total grade)
at least three argumentative paragraphs, one of which should be in-class writing (students will submit first and second drafts of argumentative paragraph that they submit as homework)(55% percent of total grade)
a peer review of an argumentative paragraph written by another student (10% of total grade)
Bibliography Bailey, S. (2011). Academic writing: A handbook for international students. Abingdon:
Routledge.
Murray, N. (2012). Writing essays in English language: Principles, tips and strategies
for undergraduates. Cambridge: Cambridge University Press.
Murray, R., and Moore, S. (2006). The handbook of academic writing: A fresh
approach. Maidenhead: Open University Press.
Oshima, A., and Hogue, A. (2006). Writing academic English. New York: Pearson
Longman.
Swales, J. M., and Feak, C. B. (2012). Academic writing for graduate students: Essential
tasks and skills. Michigan: University of Michigan Press.
The texts are available from the library or are provided to the students individually
Semester 1, MA level
Title of course Practical English 1 (Modules A and B)
ECTS 8
Course code 0100-ERAL287
Hours of study 30+30
Course
description
The course develops the students’ competence in all four language skills,
enhancing their range of vocabulary, and introducing them to a variety of
advanced grammatical structures. The students listen to and read a variety of
authentic texts, as well as work on formal accuracy and appropriateness of
register in their oral and written performance in a variety of thematic areas.
To successfully complete semester 1, students need to show language ability at C1
level; after semesters 2 and 3, they are required to reach levels C1+ and C2
respectively
Semester 5, BA
Title of course Subject didactics I.4 – I Education Level
ECTS 3
Course code 0100-ERAL286
Hours of study 15
Course description
The aim of the course is to familiarize students with methods and techniques of
teaching English as a foreign language in preschool and at the first stage of primary
education
Course content
1. Methods, rules and forms of work with children at the first stage of primary education including elements of arts and crafts, and music music
2. Elements of drama
3. Elements of children’s literature in EFL teaching at the first stage of primary education
4. Content and language integrated learning
5. National curriculum in preschool and at the first stage of primary education
Assessment
Assessment of class participation – checks outcomes: E1, E6, E7, E9, E11
Assessment of group work - checks outcomes: E2, E3, E4, E5, E6, E7, E8, E9, E10, E12
Assessment of self-made teaching materials – checks outcomes: E3, E4, E5, E6, E7, E8, E9, E10, E11
Bibliography 1. Moon, J. (2010) Children Learning English. Macmillan.London
2. Philips, S. (2003) Young Learners OUP. Oxford.
3. Wortham, S. (2009) Early childhood curriculum. Pearson Education. Upper Saddle River
4. National preschool curriculum
5. National curriculum
6. Selected preschool and lower primary course books
Course content
The course comprises 5 topic-based teaching packs, each of which contains
reading, speaking, listening, grammar and vocabulary activities.
Module A:
- grammar and vocabulary exercises based on Cambridge Advanced
(transformations, word formation, open cloze, multiple-choice cloze);
- Reading comprehension exercises at C1 level (gapped text, multiple choice,
multiple matching);
- vocabulary development based on articles from English newspapers and
magazines (the vocabulary is related to the topics of Celebrities, Cosmetic
Surgery, Marketing, Work and Demography)
Grammar:
- The infinitive and –ing
- Verb tenses
- Relative clauses
- The noun phrase
- Determiners and articles
Module B:
Module B teaching materials include Advanced listening and speaking tasks as
well as speaking and listening activities based on selected texts from English
press, and on videos. Teaching materials are based on the topics of Celebrities,
Cosmetic Surgery, Marketing, Work and Demography.
Assessment
Semester credit is granted on the basis of:
Module A:
- regular attendance and active participation in classes
- preparation for classes
- grammar and vocabulary tests
- Use of English tests
- Reading comprehension tests
(the Polish grading system: 2-5; pass at 60%)
Module B:
- regular attendance and active participation in classes;
- preparation for classes;
- the student’s speaking proficiency based on continuous assessment
- listening tests (a video with open questions, sentence completion (based on
Cambridge Advanced), multiple choice (based on Cambridge Advanced)
- (the Polish grading system: 2-5; pass at 60%);
Upon completion of the course, the student receives a grade (on a scale of 2-5) in
Module A and in Module B. The course grade in Practical English 1 is the
arithmetic average of these two grades. That grade also becomes the student’s
final grade for the course.
Bibliography
Set texts (parts of the texts are individually distributed among students)
1. Cambridge English Advanced 1, 2014, Cambridge University Press (parts
of the texts are individually distributed among students)
2. O'Dell, F., Black, M., Advanced Trainer 2nd Edition, 2015, Cambridge
University Press (parts of the texts are individually distributed among
students)
3. Gethin, H. Grammar in Context, 1992, Nelson
4. Kenny and Newbrook, CAE PLUS Practice Tests, 2015, Pearson (parts of the
texts are individually distributed among students)
5. Bywater, F.V. A Proficiency Course in English, 1997, Longman.
6. Graver, B.D. Advanced English Practice, 1991, OUP
7. Vince, M. Advanced Language Practice, 2008, Macmillan
8. Gude, K., Duckworth, M., Rogers, L. Proficiency Masterclass, 2009, Oxford.
(parts of the texts are individually distributed among students)
Other sources:
1. Certificate in Advanced English 1, 2008, Cambridge University Press
2. Certificate in Advanced English 2, 2008, Cambridge University Press
3. Certificate in Advanced English 3,2009, Cambridge University Press
4. Certificate in Advanced English 4, 2010, Cambridge University Press
5. Cambridge English Advanced 5, 2012, Cambridge University Press
6. Swan, M. Practical English Usage, 2015 (or a different edition), Oxford
University Press
Internet sources:
Longman Dictionary of Contemporary English Online, http://www.ldoceonline.com/
Collocation Dictionary, http://www.ozdic.com/
Oxford Learner’s Dictionaries, http://www.oxfordlearnersdictionaries.com/
Videos.
Semester 1, MA level
Title of course Introduction to methodology of linguistic studies
ECTS 2
Course code 0100-ERAS930
Hours of study 15
Course
description
The lecture is aimed as pre-seminar tuition. In order to complete their
diploma projects in due time, students should start working on these with
an appropriate background in methodology. The course concentrates on
general principles of research within the humanities, as well as applicable
tools and methods
Prerequisites speaking English at B2 level or higher
prior experience in preparing a B.A. (or equivalent) project
Course content
The course is geared at introducing quantitative, qualitative and mixed
research methods used in theoretical and applied linguistics, including
translation studies. These include questionnaires, interviews, focus
groups, Think Aloud Protocols and other introspection methods, Action
Research, case study etc.
Additionally, general principles of linguistic research are listed
Assessment A final multiple choice/close test on course content
Bibliography 1. Litosselliti, L. 2010. Research Methods in Linguistics, London: Bloomsbury.
2. Michońska-Stadnik, A., Wilczyńska, W. 2016. Metody badań w glottodydaktyce,
Kraków: Avalon.
3. Saldanha, G., O’Brien, S. 2013. Research Methods for Translation Studies, London
and New York: Routledge.
Semester 1, MA level Title of course Introduction to Literary Analysis and Literary Theory ECTS 2 Course code 0100-ERAL288 Hours of study 15, lecture Course
description
A lecture course introducing a selection of terms and issues in literary studies, ranging from more basic ideas to more complex theoretical models. The main objective of the course is to provide the students with a diverse spectrum of approaches and tools of discussing literary texts in academic contexts, with a view to constructing discussions for MA dissertation in literature. The topics covered range from basic text analysis, to ideas related to literary forms and genres (emphasis on the novel), to terms derived from the evolution of literary periods, to more advanced literary theory.
Prerequisites
Advanced English language skills. Basic knowledge of literary periods and literary works of Anglophone literatures. Knowledge of terms related to basic textual analysis.
Course content
- basic elements of textual analysis (plot, varieties of narrators, narratorial
distances, reliable, unreliable narrators);
- review of basic rhetorical/figurative tools: metaphor, metonymy, irony;
- characteristics of literary genres, with special emphasis placed on the novel;
historical survey of the rise of the novel; discussion of the achievement of key
modernist novels (Joyce, Proust, Kafka); presentation of Mikhail Bakhtin’s term
heteroglossia;
- characteristics of key literary periods, with the discussion of their terms and
issues: Romanticism (imagination vs fancy, organic form, transcendental
subjects), modernism (impersonality of poetic expression, imagism, the
“flȃneur”, the significance of artistic/aesthetic form as an attempt to objectify
artistic and literary expression), examples of modernism in painting and
architecture; postmodernism (Lyotard’s critique of meta-narratives,
Baudrillard’s simulacra, Frederic Jameson’s critique of post-modernism as late
capitalism, Roland Barthes’s textualism and “death of the author”);
- selected issues in advanced literary theory and theory, accompanied by
examples of their use in literary study: psychoanalysis (basic review of Freud’s
terms; Lacan’s symbolic order and the order of “the Real”); deconstruction
(Derrida’s critique of the metaphysics of presence, De Man’s concept of “absolute
irony”, J Hillis Miller and the idea of the relation between criticism and
literature); new historicism (Foucault’s theory of the power/knowledge nexus
and his model of the subject as product of power); feminism: Judith Butler’s
discussion of the problems related to the concept of gender.
Assessment End of semester test of multiple choice questions; the test is designed in such a
way as to check not only the basic factual knowledge related to the lecture content
but also to elicit a more active understanding by the student through questions
based on cross-referential or comparative approach.
Bibliography 1. Paul Cobley, Narrative (2003)
2. Peter Childs, Modernism (2008)
3. Elizabeth Dipple, Plot (1970)
4. D. C. Muecke, Irony (1976)
5. Terry Eaglton, Introduction to Literary Theory (2005)
6. Peter Barry, Beginning Theory (2009)
7. Paul de Man, Allegories of Reading, Blindness and Insight (1979)
8. M. H. Abrams, The Mirror and the Lamp, 1971 (only fragments on the „organic
form” and the Romantic imagination; fragments individually provided for the
students)
9. Wayne C. Booth, The Rhetoric of Fiction, 1983 (only fragments on the concepts
of the “implied author” and the „unreliable narrator”; fragments individually
provided for the students)
Mikhail Bakhtin, The Dialogic Imagination, 1981 (only selected fragments on the
meaning of the term „heteroglossia”; fragments individually provided for the
10. students).
Semester 3, MA level Title of course Using Culture In English Language Teaching ECTS 6 Course code 0100-ERAL289
Hours of study 30 Course
description
The course demonstrates how to use effectively the selected elements of British culture (literature, television, images, music, etc.) in English-language teaching. The classes are realised as mini-workshops with lessons’ simulations and in-class presentations of practical exercises. They exhibit how to use cultural elements in practice and develop in prospective pupils the interest in British culture and literature. During the course, students acquire practical skills and learn to select cultural materials according to pupils’ age, level of English etc. and can individually and creatively apply this knowledge during their own didactic work
Course content
The classes are thematically oriented and cover such areas as:
1. Poetry in Language Teaching
2. Literary Prose in Language Teaching
3. Drama in Language Teaching
4. Images in Language Teaching
5. Songs in Language Teaching
6. Films in Language Teaching
7. TV and News in Language Teaching
8. Newspapers in Language Teaching
9. The Internet in Language Teaching
10. Other Cultural Materials in Language Teaching
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
presentations / homework assignments (each student has to prepare four
presentations; at least two must be presented in class, the two other ones have
to be sent by email). Presentations have to include the information about the
level, time, and aims; you are allowed to base your presentation on the
inspiration from books BUT it must be either (1) an idea from a book from the
reading list + the text/song/picture/film of your own choice or (2) a
text/song/etc. from a book from the reading list + your own original idea
Bibliography
1. Lazar, G. Literature and Language Teaching: A Guide for Teachers and
Trainers. 2011.
2. Madylus, O. Film, TV and Music: Multi-Level Photocopiable Activities for
Teenagers. 2009.
3. Maley, A. and Alan Duff. Drama Techniques in Language Learning. 3rd
ed.
2005.
4. Maley, A. and Alan Duff. The Inward Ear: Poetry in the Language Classroom.
1989.
5. Sherman, J. Using Authentic Video in the Language Classroom. 2003
Semester 3, MA level Title of course Film Culture ECTS 6 Course code 0100-ERAL065 Hours of study 30 Course
description
Culture, Media and Language Education Specialization a combination of two programmes: general culture education and its practical application in ESL teaching. The aim of the specialization is to present students with a wide range of issues pertaining to Anglo-Saxon countries and ways in which this knowledge can then be used to prepare complex, sophisticated and customized English language lessons. In sum, this specialization provides students with an introduction to teaching English through the use of literary, journalistic and film sources with each lesson being based on interesting and contemporary cultural phenomena. It is intended to expand the knowledge of English-speaking cultures, literatures and media, as well as offer practical ways in which to use this information in teaching English as a foreign language at an advanced level
Course
content
The course’s objective is an overview of British and American society and culture in the 20th c. through a close examination of the chosen English-language films. Using visual media as evidence of negotiating crucial historical events and cultural phenomena, it will examine, amongst others, the rise of school violence in relation to gun laws in the US, social conflict under Thatcher in Britain, the rise of underclass, masculinity in crisis the 1990s and 2000s, the phenomenon of Cool Britannia, and migration crisis in Great Britain and USA. In order to do that, different film genres are watched from (dark) comedies, period films, to (mock) documentaries. The list of films is supplemented by newspaper and academic articles
Assessment 50% short group presentations showing knowledge of secondary materials as
well as the ability to formulate own ideas and interpretation on the basis of
own research;
50% participation in class discussions and pair-work activities, showing
critical thinking and the ability to discuss complex topics in English in a mixed
cultural and national environment;
. Bibliography
Films:
1. Elephant (dir. Gus Van Sant, 2003)
2. Bowling for Columbine (dir. Michael Moore, 2002)
3. The Full Monty (dir. Peter Cattaneo, 1997)
4. This is England (dir. Shane Meadows, 2006)
5. The Living Dead part 3 (dir. Adam Curtis, 1995-7)
6. In This World (dir. Michael Winterbottom), 2002)
7. A Room with a View (dir. James Ivory, 1985)
8. Four Weddings and a Funeral (Mike Newell, dir. 1994)
Texts:
1. Nancy Gibbs and Timothy Roche, “The Columbine Tapes”, Time, 20 Dec. 1999.
2. Wooly Lamb, The Hour I First Believed (fragments)
3. David Sillito, “Rock ‘n’ roll PM: Blair’s cultural legacy,” BBC News, 10 May 2007.
4. Olivia B. Waxman, “An Important Lesson in British History from Spice Girls,”
Time, 8 Jul. 2016.
5. Kira Cochrane, “The dark world of lads’ mags,” New Statesman, 23 Aug. 2007.
6. Ed Power, “It’s last orders for lad culture,” The Independent, 14 Apr. 2009.
7. Robert Murphy, “Citylife: Urban Fairy-tales in Late 90s British Cinema,” The
British Cinema Book, BFI, 2001.
(excerpts from the above texts are delivered to the students individually)
Semester 3, MA level Title of course Aspects of Popular and Mass Culture ECTS 6 Course code 0100-ERAL057 Hours of study 30 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).
Course content
1. Pop culture and/vs. mass culture
2. Popular culture, high culture and folklore
3. Matthew Arnold and the Arnoldian perspective of cultural studies
4. Leavisism and the cultural crisis of the 1930s
5. Americanisation and Mcdonalisation
6. Culturalism and Stuart Hall
7. Roland Barthes and semiotic analysis of culture
8. Pop art in the UK and the USA, music scene of the 1950s and 60s
9. Postmodernism and Jean Baudrillard’s hyperrealism
10. Reading romance (T. Modleski, R. Coward, J. Radway)
11. Vampires in popular and high culture, in literature and in film; the
phenomenon of PopGothic
12. Case study: Twilight and Only Lovers Left Alive
Assessment
1. assessment of active participation in class discussions, acting as
moderator of a class discussion (30%);
2. multimedia presentation (20%);
3. final test (50%);
Bibliography
1. John Fiske, Understanding Popular Culture. London: Routledge, 2001.
2. John Storey, Cultural Theory and Popular Culture. An Introduction.
Person, 2001.
3. Cultural Theory and Popular Culture. A Reader. Ed. John Storey. London:
Routledge, 2006. (fragments individually accessed by students)
4. R. Barthes, Myhtologies, 1972. (fragments individually accessed by
students)
5. Selected music
6. Twilight (2008), dir: C. Hardwicke
7. Only Lovers Left Alive (2013), dir: J. Jarmusch
INTERCULTURAL COMMUNICATION (5 ECTS for lecture and tutorial)
0100-ERAS162
Instructor’s email: [email protected]
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.
ELECTIVE COURSES (BA), each 5 ECTS:
Meaning and persuasion in politics and the media 0100-ERAL066
Dr Anna Wieczorek
The purpose of the seminar is to acquaint students with the main semantic, pragmatic and
cognitive studies of meaning and persuasion, as well as with Critical Discourse Analysis
(CDA), an approach to the study of language as a social and political tool. This course will
familiarise students with current trends in semantic, pragmatic and cognitive studies of
language and main tools of linguistic analysis of media and political discourse. We will cover
the following topics: Semantics and semantic relations, Pragmatics (speech acts,
presupposition, implicature), Cognitive linguistics (conceptual metaphor, conceptual
mapping), Critical Discourse Analysis, Persuasion and manipulation in political and media
discourse.
The American Short Story 0100-ERAS907
Dr Justyna Fruzińska
Course description
The course „The American Short Story” will be devoted to a discussion of American short
stories from the 19th and 20th centuries. The course is designed to complete the
students’ previous knowledge of American literary history, showing the development of
American literature, exemplified by the short story – a genre both easy and demanding,
revealing major changes in American culture and ideas.
Course content
Washington Irving: “Rip Van Winkle,” “The Legend of Sleepy Hollow”
Nathaniel Hawthorne: “My Kinsman, Major Molineux,” “The Minister’s Black Veil,”
“Wakefield”
Charles Brockden Brown: “Somnambulism”; Edgar Allan Poe: “The Tell-Tale Heart”, “The
Pit and the Pendulum”, “The Masque of the Red Death”
Herman Melville: “Bartleby, the Scrivener,” Billy Budd, Sailor; Henry James: “The Turn of
the Screw”
Mark Twain, “The Celebrated Jumping Frog of Calaveras County”
Edith Wharton, “The Other Two”; Bret Harte, “The Outcasts of Poker Flat”
F.S. Fitzgerald: "Babylon Revisited", "The Curious Case of Benjamin Button";
Jack London, “To Build a Fire”; Stephen Crane: “The Bride Comes to Yellow Sky,” “The
Blue Hotel”
Charlotte Perkins Gilman, “The Yellow Wallpaper”; Ernest Hemingway: “The Indian
Camp,”
Ernest Hemingway: “Hills Like White Elephants”, Flannery O’Connor: “Good Country
People,” or “A Good Man is Hard to Find”
Raymond Carver: “They’re Not Your Husband”, James Baldwin, “Going to Meet the Man”;
Robert Coover: “The Babysitter".
Assessment
Participation and attendance 25% - verified learning outcomes: E1, E2, E4, E6, E7, E8, E9
pop-up quizzes 25% - verified learning outcomes: E2, E6, E7
Final essay 50% - verified learning outcomes: E1, E2, E3, E5, E6, E7, E9
Bibliography
Baym, Nina. The Norton anthology of American literature. Vol. 1&2, 5th ed. New York: W.
W. Norton & Company, 1998.
Bradbury, Malcolm, Richard Ruland. From Puritanism to Postmodernism: A History of
American Literature. New York: Penguin Books, 1992.
Kopcewicz, Andrzej. Historia literatury Stanów Zjednoczonych w zarysie : wiek XVII-XIX.
Warszawa: PWN, 1983.
Kopcewicz, Andrzej. Historia literatury Stanów Zjednoczonych w zarysie : wiek XX.
Warszawa: PWN, 1982.
Sachs, Viola. Idee przewodnie literatury amerykańskiej. Warszawa: Wiedza Powszechna,
1992.
The texts are available from the library or are provided to the students individually
Women in American Modernism 0100-ERAS151 Dr Alicja Piechucka
The course is intended as an overview of how women and femininity are represented in American literary
modernism, the period which saw considerable changes in the roles of women and traditional perception of
the sexes, culminating in the emergence of the New Woman. Modernism also saw the emergence of
numerous interesting women writers who, sadly, are not always included in basic American literature
course syllabi.
The focus of the course will not, however, be on women’s literature only. To make the scope of the
syllabus as comprehensive as possible, it seems advisable to take into consideration the points of view of
both sexes and, consequently, to include texts by both male and female authors. The reading list
encompasses works by key representatives of high modernism, such as T. S. Eliot, as well as authors whom
the students have not yet encountered during their course of study such as Mina Loy. The overall aim of the
course is to deepen the students’ knowledge of American modernist literature and help them look at it from
new perspectives.
Couse content:
The course covers selected works by:
T. S. Eliot
Ernest Hemingway
Francis Scott Fitzgerald
Edna St Vincent Millay
Marianne Moore
Djuna Barnes
Hart Crane
Mina Loy
Course requirements:
Regular attendance
Contribution to class discussions
In-class essay
Literature:
Richard Gray, American Poetry of the Twentieth Century. Longman: Lodon and New York, 1990
Richard Ellmann and Robert o’Clair Eds., The Norton Anthology of Modern Poetry. New York and
London, 1998
Margaret Dickie and Thomas J. Trevisano, Gendered Modernism: American Women Poets and Their
Readers, 1996
Gabriele Griffin, Difference in View: Women in Modernism, 1994
Iwona Witczak-Plisiecka 0100-ERAL293
Language performance – doing things with language
The course covers different examples of “doing things with language”. We start with
exploring speech act theory and then move to analysis of real world examples of “making
things happen” with the use of language. The topics include: everyday speech acts, such as
requesting, complementing, denying, as well as issues connected with free speech and hate
speech, which will lead us to legal applications of speech act theory and examples of
persuasive linguistic performance in political, and in general social contexts.
Dr Monika Kopytowska
Media systems 0100-ERAL294
The course covers media systems around the world. We will explore structural and functional
features of various media institutions, media doctrines as well as well as theories concerning
the role of media in contemporary society, also in the context of globalization, media
concentration and commercialization. Various economic, social, political factions, along with
legal regulations, shaping the dynamics of media market functioning will be discussed.
PROSEMINARS 6 ECTS
Prof. Piotr Cap: Pragmatics of public communication 0100-ERAL087
This course will describe the current state of research in the field of linguistic pragmatics
seen in the broad sense of a functional (i.e. cognitive, social and cultural) perspective on
language and communication. A wide variety of topics will be discussed and students will
acquire both theoretical and practical expertise within the following areas:
Pragmatics and entertainment media discourse Prof. UŁ dr hab. Marta Dynel 0100-ERAL290
The weekly meetings centre on the teacher’s presentation of select notions, teacher-student discussions
and in-group discussions, all based on the materials (handouts) prepared by the teacher. The topics
encompass a range of linguistic concepts addressed in pragmatics, with the focus being on instances
taken from the media (films, series, and television programmes).
Topics (illustrated with media language data): Introduction to pragmatics: concepts and approaches,
The Gricean model of communication, Dyadic vs. multi-party interaction, Different hearer roles in
media discourse, Intentionality and intentions, Impoliteness, Lying and deception, Irony, Metaphor in
interaction, Nonverbal communication and levels of meaning, Humour types, Humour theory, New
cognitive-pragmatic approaches to humour; Rhetoric, persuasion and manipulation.
Prof. Ewa Waniek-Klimczak: Researching English Pronunciation 0100-ERAL291
Pronunciation, an element of the language system which makes it possible to use spoken
language, is often believed to be neglected in the process of teaching English. With
intelligibility and fluency rather and native-like accent treated as an important goal in a
communicative approach to language teaching, the need for pronunciation instruction has
been questioned. This course aims to discuss pronunciation of English from the perspective
of research into its characteristics and the effectiveness with which it can be taught.
Concepts such as accentedness, intelligibility, comprehensibility, fluency and accuracy will
form the basis for further investigation into the way in which the pronunciation has been
and can be researched in native and non-native language contexts.
Some of the questions that we will tackle are the following:
Is it possible to be intelligible / comprehensible without a native-like accent?
What makes pronunciation intelligible / comprehensible?
Is it possible to learn / teach pronunciation at different age?
What is the relationship between accuracy and fluency?
Is focus-on-form needed in pronunciation instruction?
What does research say?
How can we contribute?
Literature:
Derwing, T.M.& Munro, M.J. 2015. Pronunciation Fundamentals: Evidence-based
Perspectives for L2 Teaching and Research. John Benjamins BV.
Grant, L. 2014. Pronunciation Myths. The University of Michigan Press.
Reed, M. & Levis, J.M. 2015. The Handbook of English Pronunciation. Wiley Blackwell.
Prof. K. Kosecki: Language, Culture, and Communication 0100-ERAL090
From Bestsellers to Blockbusters – Adapting Literature for Cinema 0100-ERAL132
dr Magdalena Cieślak
Course content:
The course will focus on the strategies which are used in adapting canonical literature for mainstream
cinema and television. Basing on recent approaches to film and adaptation studies students will
confront cultural interpretations of selected texts with their cinematic and televised version. The course
will examine how dated texts of the so-called canon of English-language literature are reinterpreted in
the contemporary contexts.
The adaptations will be confronted with their sources on both formal and interpretative levels. The
perspective of remediation will help to see how texts travel across media and time. The perspective of
cultural appropriation, a vital element of adaptations that update the sources and localize them in
specific time and space, will help to look at major interpretative changes to illustrate how directors
attempt at accommodating outdated issues for contemporary audiences.
The films to be analysed include: Robert Zemeckis's famously animated Beowulf with Anthony
Hopkins as Hrothgar and Angelina Jolie as Grendel's mother; a Shakespearean offshoot – She's the
Man, an adaptation of Twelfth Night; James McAvoy vs. Michael Fassbender in two distinctly
difference adaptations of Macbeth; a cinema classic from the 90s, Francis Ford Coppola's Bram
Stoker's Dracula starring Gary Oldman as the Count; and selected episodes of the BBC hit, Sherlock.
Assessment
The course is examined by active seminar participation and a written assignment.
Primary sources:
Texts:
Beowulf (fragments)
W. Shakespeare, Macbeth
W. Shakespeare, Twelfth Night
Bram Stoker, Dracula (fragments)
Arthur Conan Doyle's A Scandal in Bohemia
Films:
Beowulf, 2007, dir. Robert Zemeckis
Macbeth, 2005, dir. Mark Brozel (Shakespeare Retold series)
Macbeth, 2015, dir. Justin Kurzel
She's the Man, 2006, dir. Andy Fickman
Bram Stoker's Dracula, 1996, dir. F. F. Coppola
A Scandal in Belgravia, the Sherlock series (Gatiss and Moffat)
Secondary sources – adaptation and film studies
Bolter, Jay D. and Richard Grusin. "Remediation"
Hutcheon, Linda. A Theory of Adaptation. Routledge, 2006 (fragments)
Stam, Robert. Film Theory: An Introduction. Blackwell, 2000 (fragments)
Welsh, James L. The Literature/Film Reader. The Scarecrow Press, 2007 (fragments)
Dr A. Rasmus: Cult British Films 0100-ERAL097
Most students of English Studies are familiar with such acclaimed British films as Four Weddings
and A Funeral, Shakespeare in Love, Love Actually, and The King’s Speech, James Bond or the
Harry Potter series. These titles are what one usually associates with British cinema and culture:
famous actors, costume dramas, iconic historical figures, great literature, stylishness, dead-pan
humour and romance. Whereas they definitely represent British cinema globally, there exist other
titles that for generations now have excited the British public and critics but without the accolades
of the above mentioned globally successful productions. Made on modest budgets, these quirky,
often unpolished, bitter-sweet tales, with unexpected endings and unusual story-lines have
gathered a smaller but nonetheless very dedicated group of followers. The aim of this course is to
familiarise you with these lesser known titles that over the years have found their way to the heart
of British and often global public. What makes a cult film and what creates fandom?
If… you want to be Bedazzled, Get Carter, do The Italian Job, meet The Wicker Man and The Man
Who Fell to Earth, join the class to find out about the “other” side of British cinema, culture and
society.
Dr J. Kruczkowska, Ireland and the Environment 0100-ERAL081
The “Ireland and the Environment” proseminar looks at Ireland’s creative approach to natural
environment and its reception in literature, film and art. The course also touches upon elements
of Celtic mythology and folklore related to the environment as well as ecological problems of
modern Ireland and ensuing social issues. The background to the discussed works is provided by
non-fiction writings by Michael Viney and Tim Robinson.
Most of the course is devoted to the culture of Irish islands, starting with sea-related myths,
through insular mentality, social and cultural problems of islanders (emigration, decline of the
Irish language, evictions, dependence on diaspora), dangers of sea-based professions, to
environmental change (including film making in natural reserves), limits on fisheries imposed
by the EU, and oceanography as the future of Ireland’s investment in the sea.
Two separate meetings focus on the Northern Irish Nobelist Seamus Heaney and his
mythologised perception of nature in the socio-political context (the conflict in Ulster).
Reading list:
Selkie (mythology): The Secret of Roan Inish (film) Blasket Islands: Harry Clifton “The Year of the Yellow Meal” St Brendan the Navigator: Lady Gregory “The Voyage of Brendan”;
Tim Severin The Brendan Voyage (film documentary) Oceans (history and present): M. & E. Viney Ireland’s Oceans: A Natural History Aran Islands: J. M. Synge Riders to the Sea; The Aran Islands
Man of Aran (film 1934) Achill Island: John McHugh 1950s’ Boat (sculpture + description);
Paul Durcan “1950’s Boat: after John McHugh”)
Bog, dinnseanchas, Ulster: Seamus Heaney “Digging”, “Broagh,” “Anahorish,” “Bogland,” “Personal Helicon”; Preoccupations: “Mossbawn”
Out of the Marvellous (film documentary) Skellig Michael: Films Shot in Fragile Places (2015) Prof. P. Krakowian, Selected Issues in Language Assessment 0100-ERAL295
This class, within its limited timeframe, attempts to review persistent key issues in developing
language assessments and evaluating assessment practice. The course additionally aims at
presenting available technologies used in language assessment and provides relevant context
for the discussion of computer and web-based technologies. It offers a hands-on approach to
aspects of technology-based and technology-assisted language assessment. Issues of systems
design in the context of test development technologies are presented in relation to popularly
available hardware and software.
Course title
Contemporary English and Irish Drama
Form* discussion class
Level of course: BA
Year/semester: second year / III semester
ECTS 5
Language of instruction English
No. of hours 30
Course content:
The aim of the course is to present the most hotly-debated and
experimental plays which appeared in the last decade of the twentieth
century and at the beginning of the twenty first century. The reading list is
composed with the intention to focus on the most significant artistic,
literary and cultural phenomena of the period. Students are invited to
suggest their own titles as well as issues to be tackled.
1) Sarah Kane Blasted, Cleansed
2) Mark Ravenhill Shopping and Fucking, Product
3) Martin McDonagh The Beauty Queen of Leenane, The Pillowman
4) Conor McPherson The Weir, Shining City
5) Harry Gibson Trainspotting
6) Victoria Brittain, Gillian Slovo Guantanamo ‘Honour Bound to
Defend Freedom’
7) David Greig, Damascus
8) Charyl Churchill, Seven Jewish Children
9) Patrick Marber, Closer
10) Debbie Tucker Green Stoning Mary, Random
Assessment scheme
Criteria of Assessment:
Attendance, class participation, class presentations, essay or final presentation.
Lecturer
Dr Michal Lachman ([email protected])
USOS code 0100-ERAL292
Literature
1) Cool Britannia? British Political Drama in the 1990s, eds. R.
D’Monte, G. Saunders, Palgrave 2008.
2) Sierz Aleks, In-Yer-Face Theatre. British Drama Today, Faber and
Faber 2001
3) Sierz Aleks, Rewriting the Nation, Bloomsbury 2011.
4) A Companion to Modern British and Irish Drama 1880-2005, ed.
M. Luckhurst, Blackwell 2006.
Field of study/ programme: English drama
* L – lecture, T- tutorial, D – discussion class, E – exam, Lab – laboratory, or other