Rejestracja na proseminaria i konw. anglistyczne - I rok mgr

Od 28 września do 4 października odbędzie się rejestracja przez system USOS na zajęcia wybieralne na I roku studiów magisterskich. Do rejestracji potrzebne są dane do logowania w systemie USOS otrzymane podczas rekrutacji.
Opisy proponowanych zajęć znajdują się poniżej.
Wszyscy studenci wybierają trzy grupy przedmiotu „Proseminarium” (Są to zajęcia wprowadzające do seminarium magisterskiego, w kolejnym semestrze będą Państwo wybierać jedne z tych zajęć jako kontynuację.)
Uwaga: zajęcia w niektórych grupach odbywają się w tych samych godzinach. Prosimy przed zapisaniem się upewnić się, czy zajęcia wybranych grup nie pokrywają się czasowo.
Rejestracja na zajęcia „Proseminarium” rozpocznie się 28 września o godz. 21.00 i zakończy się 30 września o godz. 23.59. Rejestrują się Państwo przez stronę usosweb.uni.lodz.pl.
Studenci NIE zakwalifikowani do realizacji przedmiotu „PNJA zajęcia dodatkowe” wybierają jedne zajęcia „Konwersatorium anglistyczne”. Lista osób zakwalifikowanych na przedmiot „PNJA zajęcia dodatkowe” znajduje się w zakładce „Grupy studenckie”.
Rejestracja na zajęcia „Konwersatorium anglistyczne” rozpocznie się 2 października o godz. 20.00 i zakończy się 4 października o godz. 23.59. Rejestrują się Państwo przez stronę usosweb.uni.lodz.pl.
W grupach obowiązują limity miejsc. W przypadku wyczerpania się limitu miejsc prosimy o zapisanie się do innej grupy.


1. Prof. A. Wicher, A proseminar concerning the basic notions of religious and mythological studies as they can be applied to literary analysis
The course is intended to achieve the following objectives :
- Providing basic introductory information concerning the writing of a master thesis.
- The promotion of students’ awareness of the basic problems connected with anglophone fantastic literature.
- The exploration of the fundamental categories of religious and mythological studies.
- The development of students’ ability to interpret exemplary texts representing fantastic (or, occasionally, realistic) literature.

2. dr K. Ojrzyńska, "Freaks"
The course introduces the students to cultural disability studies and selected cultural representations of people of unusual appearance in film (Tod Browning’s Freaks, American Horror Story: Freak Show, Steven Shainberg’s Fur), literature (Geek Love by Katherine Dunn, and  P.H. * reaks: the Hidden History of Disabled Persons), as well as theatre and performance (e.g. Mat Frazer’s performances). During the course, the students will discuss excerpts from theoretical texts by leading scholars in disability studies. This will give them the necessary theoretical background to interpret different representations of human diversity, with particular focus on the freak show aesthetics. More specifically, the students will examine such issues as: the cultural constructions of difference and the cultural representations of human diversity; the subversive potential of freakery; the ocular relationship between the actor and the audience in freak shows (the question of unequal power relations and empowerment); contemporary freaks and their performative strategies of self-representation … and more!

3. prof. J. Jarniewicz, Words and Pictures
The course will be devoted the discussion of the relationship of words and images. We will look at selected works by modern British, Irish and American authors who approach images in their writing: paintings, as well as photographs. We shall try to see what happens when pictures are described, turned into stories, spoken to or made to speak, addressing also the problem of rendering the relationship between words and pictures in terms of the politics of gender. We shall also discuss texts-as-images, texts to be seen rather than read, and the various ways in which words and images co-exist in graphic novels, comic books, and picture-books.

4. dr hab. W. Pietrzak, Anglophone Literature, Art and Culture between High and Pop
When Bram Stoker wrote Dracula little could he have known that 108 years later bookshelves would be struck by Stephanie Meyer’s Twilight. When the Christian monk(s?) chose to set down the war-hungry Anglo-Saxons’ poem, which has come to give us all nightmares under the resonant title Beowulf, he can’t have foreseen motion pictures, not to mention 3D motion capture Beowulf. On the other hand when Homer sang the noble verses of the Iliad, he must have had a distinct image of Brad Pitt before his mind’s eye.  Indeed, the list of classics that popular culture has swallowed, digested and puked back at us verges on the infinite. But is this sardonic tone justified? Is it true that the Homers (and Christian monks?) gave us gems to be savoured while Stephanie Meyers of this world gave us…whatever is the opposite of gem?
Rather than answer right off the bat, this seminar will suspend verdict. We’ll try to look at what some capture in the neat binary of highbrow and lowbro(w)/popular (from novels to films through poetry to painting, to graphic novels and beyond) in tandem. As the story of the great divide unfolds, we might begin to see how they motivate, borrow from and lend to each other and whether the two categories are still tenable.

5. dr hab. K. Bartczak, To Have a World and To Have Not – reality and beliefs in American literature
To have a world means to have systems of interrelated beliefs – ideas of meaning to which we commit the processes of understanding. This is the assumption that we will explore within a selected group of American literary works, mostly prose, novels and short stories. Starting with Romanticism and ending on contemporary examples, we will examine the close commerce developed within American literature between the idea of having a world and complex belief networks that shape our sense of reality. Additionally, by following such relationships, we will look into the moments of the loss of the world – our worlds are not given once and for all. We will read works by Melville, Hemingway, Flannery O’Connor, Philip K. Dick, Don DeLillo, Cormac McCarthy, Rae Armantrout, and others.

6. dr hab. J. Maszewska, The American Short Story in the 19th and the 20th Centuries
The American short story, which developed in the 19th century, has been considered a characteristic American literary genre, well suited for rendering the diversity of American culture, as well as its fragmentary nature. American writers have been experimenting with the form of the short story, adapting it to the requirements of the current social and political situation and to the requirements of the aesthetic movements influential in the United States. The concise form of the short story has allowed American authors to present the experiences of both mainstream Americans and ethnic groups in the United States. Short stories by such writers as Edgar Allan Poe,  Nathaniel Hawthorne, Herman Melville, Mark Twain, Ernest Hemingway, William Faulkner, Ernest Gaines, Alice Walker and others  will be read and discussed, together with selected critical texts.

7. dr A. Piechucka, Film and Feminism: The Condition of Women and the Women’s Movement in American Cinema
The aim of the proseminar is to examine selected examples of American films in terms of how they present the situation of women in the 20th and early 21st centuries. Chronologically speaking, the history of cinema coincides with that of the feminist movement, since both flourished in the 20th century. Nevertheless, American cinema – and cinema in general – is often accused of stereotyping, marginalizing and misrepresenting women and adopting the perspective of heterosexual men, who constitute the overwhelming majority of film directors. The proseminar is intended as an exploration of American films which do not exemplify such tendencies. The focus will be on cinematographic works which feature multidimensional female characters, depict women as fully fledged human beings and tell the viewer something  about the condition of women and the changes it has undergone in the last 100 years. Importantly, the films discussed will also be scrutinized with special reference to how they reflect the main postulates of the three waves of feminism.

8. prof. P. Cap, Pragmatics of Public Communication
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:
- application of linguistic pragmatics in the analysis of real-life discourse (language of politics and the media; propaganda and persuasion; advertising; social communication; social media; misunderstandings; humour, etc.)
- status of pragmatics in relation to such disciplines as sociolinguistics, anthropology, social psychology, experimental psychology, neurolinguistics, cognitivism and culture studies
- methodology of pragmatic investigation and theoretical concepts (deixis, presupposition, implicature, speech acts, politeness, relevance)
- implementation of pragmatic awareness in foreign language teaching

9. dr hab. J. Nijakowska, Capitalizing on individual learner differences: research and teaching practices
This course is devoted to selected topics in applied linguistics research relevant to language teaching and learning, with emphasis on individual learner differences in instructed second language acquisition. The course focuses on specific examples of approaches, methods and research areas in the field of Second Language Acquisition and the contribution research makes to the enrichment of second language teaching. It confronts research outcomes and theoretical knowledge, regarding for instance beliefs, motivation, anxiety, self-efficacy, learning strategies, specific learning difficulties as well as student-centred, differentiated, individualized and inclusive learning environment, with their practical applications in the classroom. The course aims to develop an ability to characterize, make comparisons, critically evaluate and reflect on issues, problems, research findings, and existing teaching practices used in teaching foreign languages to students demonstrating various learning characteristics, strengths and weaknesses.

10. dr hab. M. Dynel, Pragmatics and the discourse of (new) media entertainment
This proseminar addresses several theoretical approaches and academic constructs useful in the analysis of (new) media entertainment discourse. The specific topics encompass a range of linguistic concepts addressed in pragmatics, with the empirical focus being on instances taken from the media (films, series, and television programmes, as well as public online interactions). These topics include: impoliteness, lying and deception, irony, metaphor, non-verbal communication, swearing, and – last but not least – humour.
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.

11. prof. Ł. Bogucki, Audiovisual translation and media accessibility
The aim of the course is to delineate the concepts of audiovisual translation and media accessibility, explain their soaring popularity in translation studies, and dispel the myths surrounding them.
Topics covered in class include: tthe holy trinity of AVT: subtitling, dubbing, and voice-over; the periphery of AVT: video game localisation and image-driven interpreting; audio-description for the blind; subtitles for the deaf and the hard-of-hearing; surtitles for the opera; respeaking; quality assurance in AVT; ethical and professional aspects of AVT and MA; audience design in AVT; collaborative translation; technology-driven AVT

12. dr hab. E. Waniek-Klimczak, Researching English Pronunciation
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?

13. dr hab. P. Krakowian, Proseminar in Language Testing and Evaluation
This seminar is designed to prompt the needs of those students who see themselves in the future as educators and/or instructors who may have responsibilities for language testing and evaluation as part of their professional duties. It aims at providing the students with a rudimentary introduction to language test design, construction and evaluation, as well as research design in evaluating practice, to ensure that the testing and evaluation practice  that will most likely engage in the contexts of their professional lives follow up to date and state of the art standards. The seminar will provide opportunities to develop test items and evaluation tasks and allow the application of the principles of language testing validity, reliability and practicality to link coursework and dissertation on issues based on real testing and evaluation data. It will also introduce the relevant computer technology, both in the form of experting systems as well as online and CAT testing systems.

14. dr hab. I. Witczak-Plisiecka, Discourse and speech actions - theory put into practice
This class focuses on speech actions – functional units of language with the aim to show their role in one’s native language and in the context of teaching English. The course is adressed to students interested in the nature of meaning in natural language, which includes face-to-face interaction, but also interaction found in fiction, multimodal contexts, professional settings (e.g. the language used in the English classroom, in legal and medical contexts), and in the context of teaching EFL with emphasis on functional units (e.g. interpragmatic problems of mastering selected English language-based speech acts at different levels, e.g. of the acts of requesting, complimenting, thanking, apologising, and specific forms, e.g. the multidimensional difference between “Excuse me” and “Sorry”, etc.). The course puts emphasis on the fact that language is primarily used to perform action, i.e. use of language can often be best perceived as action (saying = doing things). The students will be provided with an overview of different approaches to this phenomenon withn linguistics and invited to consider the varied relations between form and function in discourse, e.g. in institutional settings as in the language of the classroom, in legal contexts, in contexts where literal meaning of words contradicts the message, e.g. while lying or being ironic or sarcastic, in medited language, and in translation. All theoretical issues will be illustrated with sample research tasks and will be backed with class exercises. The methods used in class can be further used in future MA projects (the use of corpus methodology is an option). 

15. dr hab. K. Kosecki, Language, Culture, and Communication
The proseminar focuses on the language-culture interface approached from the perspective of Cognitive Linguistics. It defines language and culture, and – adopting a cross-cultural perspective – discusses how speakers of diverse languages, e.g. English, French, German, Hungarian, Japanese, Polish, Spanish, and others make sense of fundamental aspects of culture. It also analyses the cultural turn in translation and helps to understand how the knowledge of culture can contribute to translator’s competence. Course content: language and communication; elements of culture; space and time across languages and cultures; metaphor and metonymy as conceptual processes; varieties of language related to sex, age, and occupation; slang; euphemism in language; cultural aspects of language of advertisements; prejudice and stereotypes in culture and language; language of politics; expressing emotions across languages and cultures; cultural context in translation; gestures and non-verbal communication across cultures; phonic languages vs. signed languages in the context of culture.

Konwersatoria anglistyczne:

1. dr A. Rasmus, Cult British Films
Most of you are probably familiar with such acclaimed British films as Four Weddings and a Funeral, Shakespeare in Love, Love Actually, The King's Speech, James Bond or the Harry Potter series. These titles are what we usually associate with British cinema: 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 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? So, if you want to be Bedazzled, Get Carter, do The Italian Job, meet The Wicker Man, Peeping Tom, and The Man Who Fell to Earth, join the class to find out about the “other” side of British cinema, culture and society.

2. prof. Ł. Bogucki, Modes and Modalities of Audiovisual Translation
The course is part of the Institute’s offer addressed to those students who wish to explore audiovisual translation, comprising subtitling, dubbing, voice-over, audio-description, etc. The seminar is geared at presenting the particular types of audiovisual translation, with special reference to its intersemiotic character and the relations between picture and dialogue in audiovisual material. Unlike the proseminar, which is aimed at providing the theoretical underlay for MA research, this course focuses on the vocational aspect and tricks of the trade.