Zapisy na seminaria magisterskie i konwersatoria anglistyczne - I rok MA

W dniach 11-13 grudnia 2017 odbędzie się rejestracja na seminaria magisterskie oraz na przedmiot Konwersatorium anglistyczne na studiach II stopnia. Opisy zajęć do wyboru znajdują się w zakładce Studenci/Opisy kursów oraz poniżej.

Seminarium magisterskie
Rejestracja odbędzie się przez system USOS, na stronie https://ul.uni.lodz.pl. Rozpocznie się 11 grudnia o godz. 21.00 i zakończy 12 grudnia o godz. 23.59.
Należy zapisać się na jedno seminarium przypisane do grupy identyfikowanej nazwiskiem promotora.
Zgodnie z dokonanym wyborem, będą Państwo uczęszczać na zajęcia seminariów magisterskich w dalszym toku studiów.
Przypominamy, że wybrane seminarium magisterskiego powinno być kontynuacją proseminarium, na które zapisani byli Państwo w tym semestrze, a prowadzący może zakładać, że uczestnicy seminarium posiadają wiedzę z zakresu tematyki proseminarium. Prosimy nie zapisywać się do grupy seminaryjnej prowadzonej przez osobę, na której proseminarium Państwo nie uczęszczali.
UWAGA: Osoby, które zostały już zakwalifikowane na seminaria przez promotorów w czasie trwania tego semestru NIE ZAPISUJĄ się do żadnej grupy w czasie rejestracji.
W grupach obowiązują limity miejsc. W przypadku wyczerpania się limitu miejsc prosimy o zapisanie się do innej grupy.
Z uwagi na przepisy UŁ dotyczące ilości osób w grupach, ostateczne zatwierdzone wyniki rejestracji zostaną podane na stronie internetowej IA na początku stycznia 2018 r.

Konwersatorium anglistyczne
Rejestracja odbędzie się przez system USOS, na stronie https://usosweb.uni.lodz.pl. Rozpocznie się 12 grudnia o godz. 21.30 i zakończy 13 grudnia o godz. 23.59.
UWAGA: w rejestracji biorą udział tylko te osoby, które uczestniczyły w zajęcia Konwersatorium anglistyczne w I semestrze studiów, tj. osoby, które NIE uczestniczą w kursie PNJA Zajęcia dodatkowe.
W grupach obowiązują limity miejsc. W przypadku wyczerpania się limitu miejsc prosimy o zapisanie się do innej grupy.

Seminaria magisterskie:

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 J. Kruczkowska, Ireland and the Environment
The proseminar looks at Ireland’s creative approach to natural environment and at its reception in literature, film and art. It 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-related professions), to environmental change (including film making in natural reserves), limits on fisheries, 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 Northern Ireland).

3. dr M. Cieślak, Repetition with Variation – Contemporary Adaptations of British Literature
The course will focus on the strategies which are used in adapting British literature, mainly canonical, in contemporary culture. While cinema and television adaptations are of primary interest for the course, other inter-media adaptations can also be considered as your research area. Basing on recent approaches to film and adaptation studies, and embracing an interdisciplinary approach, students will confront cultural interpretations of selected texts with their remade version. The course will examine how the texts of the so-called canon of English-language literature, quite often dated, 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 source texts to be considered include a range of British literature classics, from Chaucer and Shakespeare to Austen and Conan Doyle, and students' individual research interests will be taken on board, too.

4. 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.

5. dr hab. D. Filipczak, Women as Authors and Literary Characters
The course will focus on female characters in the works of 20th c. writers in English-speaking countries. The materials will be provided by the lecturer. The course will include excerpts from fiction by British, Canadian and Australian authors. We will analyze the way women are shown in the novels by male and female writers. We will also look at the characters of female artists/writers in fiction. Assessment will be based on performance during the class and final presentation focusing on the selected texts

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 hab. Z. Maszewski, The American Southwest in Literature, Fine Arts and Film
This class is intended to discuss characteristic features of the region of the American Southwest (New Mexico, Arizona, Texas, California) in  literature, fine arts and film.  Course content will include: The American Southwest as a distinct region of the United States – its history and geography; The Southwest as a meeting ground of various cultures; Major Chicana/o writers;
The Southwest in selected short stories of “mainstream” American writers; The Southwest in visual arts: Georgia O’Keefe and others; The Southwest in film; Social and political issues in cultural texts concerning the Southwest

8.  dr J. Fruzińska, Advanced Topics in American Literature and Culture
The seminar is supposed to give background and inspiration to a possibly wide range of MA subjects. Therefore, it will offer a complement to students’ previous knowledge of American literature and culture, introducing texts from outside basic survey courses. It will combine discussion of literary sources with watching and analyzing films important for understanding America.
•    we will read authors ranging from Puritans such as Winthrop, through Romantics such as Emerson, Modernists such as Gertrude Stein, up to Postmodernists such as Robert Coover
•    we will talk about the Harlem Renaissance Movement
•    we will look at the most important works of American painting
•    we will talk of major historical changes which served as a background of literary and cultural events
I invite all students interested in American literature and culture; the range of possible MA topics accepted is far wider than the scope of the seminar, and theses dealing with popular culture or using comparative approach are welcome as well.

9. 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?

10. 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.

11. 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).

12. prof. A. Kwiatkowska, Language in communication
This course is an introduction to an MA seminar that will focus on various aspects of verbal communication, relating theory to everyday experiences. The areas of interest in both courses will include such topics as: elements of the process of communication, the channels and media of communication; dialects, registers, and styles; gender and cultural differences; language in interaction: positive and negative communicative behaviours; barriers to communication; public and mass communication: strategies of persuasion and influencing people in advertising, politics, and the media; the language of humour and emotions; non-verbal means of expression complementing verbal communication.

13. dr hab. K. Kosecki, Language, Culture, and Communication
Relying on the idea that language reflects human conceptual system and is embedded in the culture of its users, the seminar will focus on basic and advanced concepts of cognitive linguistics, such as metaphor, metonymy, cognitive scenarios, prototype-based categories, etc. We will define those concepts and, adopting a cross-cultural and cross-linguistic perspective, look at how they function in languages as diverse as English, Hungarian, German, Japanese, Polish, Spanish, and others. We will also discuss the application of cognitive linguistic concepts in the analysis of space, time, emotions (anger, fear, happiness, love, pride, and others), non-verbal communication (gestures and signed languages), works of art (literary texts, paintings, and sculptures), morality and politics, prejudice and stereotypes, marriage, the self, the mind, speech disorders (aphasia), and translation.

14. dr hab. S. Goźdź-Roszkowski, Valuations, Values and Stance-Taking in Discourse Communication and Translation
At the most fundamental level, evaluation can be understood as a behavioural phenomenon which can  manifest itself in signalling that something is good or bad, desirable or undesirable, likely or unlikely to happen. As such, evaluation is ubiquitous pervading almost all forms of linguistic communication. Evaluative language is accordingly often marked by negative or positive polarity. Its actual verbal realizations can be extremely complex and often highly elusive since evaluative meanings can be expressed overtly (e.g. through value-laden lexical items, such as splendid, untrue, happily, success, failure, etc.) or they can be communicated implicitly by relying on shared values and knowledge. Evaluative meanings also include stance, i.e. the expression of one’s personal feelings, attitudes, value judgments, or assessments. The way such meanings are expressed can depend on many factors: a particular language, its type or genre (e.g. compare the dramatically different expression of stance in an academic article and in a newspaper editorial), somebody’s idiolect, a given culture, etc. raising the question of their translatability.  In addition, the concept of stance-taking construes an action and emphasizes that evaluation is something performed by a discourse participant to achieve various functions in the discourse. After revising and expanding the different conceptualizations (appraisal, sentiment analysis, stance, stance-taking, axiolinguistics) etc.),   this MA seminar will demonstrate ways in which this phenomenon can be analyzed in real language use by showcasing various research models. and the various ways in which it can applied in real-life communicative contexts including the comparative and translational perspectives. Students will be taught how to undertake their own research projects in a variety of contexts: media texts, specialized discourses and genres, comparable texts and translated texts.

15. dr hab. M. Dynel, The discourse of traditional and new media entertainment
This seminar is addressed to students whose interests lie in the discourse of traditional and/or new media entertainment: films, series and serials (all representing different genres), diversified television shows, advertising, stand-up comedy, entertainment websites (e.g. YouTube, Facebook, or Twitter), and the like. These discourse domains will be discussed from different theoretical perspectives with reference to a selection of (interdependent) research topics: the pragmatics of participation; forms and functions of humour (e.g., pictorial humour, canned jokes, teasing and banter, and conversational humour in its many forms and guises); irony; metaphor; deception; impoliteness; taboo words and swearing; and non-verbal communication. The course participants will be encouraged to carry out novel research projects based on (qualitative/quantitative) analyses of data of their choice, in the light of relevant theoretical frameworks suggested by the supervisor.

16. 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.

17. Prof. P. Cap, Pragmatics of public communication
This MA-level 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; advertising; social communication; misunderstandings; humor, 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 parameters of analysis (deixis, presupposition, implicature, speech acts, politeness, relevance); implementation of pragmatic awareness in foreign language teaching

Konwersatoria anglistyczne:

Prof. J. Waliński, Interaction between language, culture, and cognition in translation and linguistic research
The course focuses on selected aspects of interaction between language, culture,  and cognition from the corpus-based cognitive linguistic perspective. The methodological framework encompasses using empirical data retrieved from referential language corpora or self-compiled collections of texts. The topics covered include figurative language (conceptual metaphor, metonymy, conceptual integration), ambiguity, vagueness, polysemy, Cultural Linguistics, and Langacker's Cognitive Grammar. They are discussed with reference to practical applications in translation and linguistic research.

Dr M. Szuster, How Plays Work – a workshop based on contemporary American drama
In this course we will look, in very broad terms, at what makes a play work by investigating the various aspects that contribute to the commercial success of a play and/or its artistic merit. To do so, we will look at some of the most prominent works of American playwrights (mid 20th century to the present) and explore the negotiation between the particularities of the plays in a broader context.
The in-class discussions will be based on assigned readings (articles, plays) and various movie adaptations. The students will also have an opportunity to acquire practical knowledge in stage production. In cooperation with The Music Theatre of Łódź (Teatr Muzyczny w Łodzi) the students will explore the process of putting up a play.
As the course focuses on creative thinking and no final exam is required, active participation and constructive contribution to classroom conversation are crucial.