faculty of philology institute of english...

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]

[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

mailto:[email protected]

http://ia.uni.lodz.pl/PNJA



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



Level BA



[email protected]








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


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










Language English





Level BA



[email protected]

[email protected]

[email protected]








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.



Success and Achievement

Hobbies and Leisure

Health and Fitness

Issues and Concerns

Education and Schooling

Appearance and Fashion

Technology and Science

Shopping and Economy


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









Cambridge books for Cambridge Exams: FC in English 1, Official Examination papers

from University of Cambridge ESOL Examinations, CUP






Language English





Level BA



[email protected]








Module 4 is available to students fitting a minimum B2 descriptor of the CEFR, following





Professions and the job market

Education and Employment

Travel and tourism

International relations

Health and care

Consumerism

Technology and change

People and ideas


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








Cambridge books for Cambridge Exams: CAE in English 1, Official Examination papers









Language English





Level BA



[email protected]

[email protected]








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.



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
















Language English



ECTS 4 ECTS (per semester for both A and B course) +1 ECTS for exam


Level BA










Module 6 is available to students fitting a minimum C1 descriptor of the CEFR, following





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


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






Jakeman and Kenny, Proficiency Practice tests Plus, Longman

Harrison, Proficiency Testbuilder, Macmillan







Language English





Level BA




Language English





Level BA



Course title PHONETICS 1

Language English

Semester Winter

Number of hours 30

ECTS 2 ECTS


Level BA, 1st year

Instructor’s name dr Anna Cichosz

mgr Michał Adamczyk

dr Anna Gralińska-Brawata

dr Przemysław Ostalski

mgr Paulina Rybińska


[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


ECTS 2 ECTS (per semester)


Level BA, 2nd

year

Instructor’s name Dr Przemysław Ostalski

Dr Anna Gralińska-Brawata

Ms. Aleksandra Matysiak

Ms. Magdalena Zając


[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


Level BA, 1st year

Instructor’s name Mr Ryszard Rasiński, Mr. Krzysztof Lewoc


[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


Level BA, 2nd

year

Instructor’s name Mr Ryszard Rasiński, Mr. Krzysztof Lewoc


[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.


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:


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


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


ECTS 4 ECTS (per semester)

Course type lecture + tutorial

Level BA, 1st year

Instructor’s name Prof. Ewa Waniek-Klimczak

Dr. Anna Cichosz


[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


- regular attendance(2 unauthorized absences allowed), active class





- achievement tests (at least 2 per semester): the Polish grading

system (2-5), pass at 60% [learning outcomes tested: e1-9]


The final grade for the lecture is given on the basis of

- regular attendance(2 unauthorized absences allowed), active class





- achievement test: the Polish grading system (2-5), pass at 60%

[learning outcomes tested: e1-9]


Course title WRITING AND TEXT ANALYSIS I

Language English

Semester Winter

Number of hours 30

ECTS 3 ECTS


Level BA, 1st year

Instructor’s name Dr. Łukasz Salski (course coordinator)


[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


Level BA, 2 year

Instructor’s name Dr. Łukasz Salski (course coordinator)


[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


- 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


[email protected]

[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.


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


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


ECTS 4 ECTS

Course type lecture + tutorial

Level BA, 2nd

year

Instructor’s name Dr. Alicja Piechucka

Matthew Chambers, Ph.D


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

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=John+Walkenbach

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Herb+Tyson

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Faithe+Wempen

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Cary+N.+Prague

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Michael+R.+Groh

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Michael+R.+Groh

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Peter+G.+Aitken

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Michael+R.+Irwin

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Gavin+Powell

http://www.wiley.com/WileyCDA/Section/id-302475.html?query=Lisa+A.+Bucki


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


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


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


3. Certificate in Advanced English 3,2009, 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.


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.

http://www.oxfordlearnersdictionaries.com/

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


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

faculty of philology institute of english...

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