Oferta proseminariów i konwersatoriów anglistycznych - 2016-2017 I rok stacj II stopień

Uwaga! Rok I studiów stacjonarnych II stopnia
Od 30 września od godz. 21:00 do 3 października do godz. 23:59 odbędzie się rejestracja przez system USOS na zajęcia wybieralne na I roku studiów magisterskich.
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.
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”.
W grupach obowiązują limity miejsc. W przypadku wyczerpania się limitu miejsc prosimy o zapisanie się do innej grupy.

Prosimy zapoznać się z krótkimi opisami ww. zajęć::


1. Prof. A. Wicher, Proseminar on English literature
The proseminar is, generally speaking, focused on fantastic literature (fantasy and science fiction) and its links with religious studies and medieval culture. The planned master theses may concern the above mentioned genres, butl also other genres of early English literature (written, roughly speaking, before 1900) including  drama and film adaptations.

2. Prof. J. Uchman, Film adaptations of literature
After the course the students should be ale to evaluate the quality of film adaptations and state whether the
people responsible for the adaptation have managed to preserve the characteristic features of the literary original in the film medium. They should also be able to classify different kinds of adaptations.

3. Dr A. Rasmus, Adaptation: cross-cultural and cross-media encounters
Those of you interested in writing your MA thesis on the intersections of literature, film and new media are welcome to join the course. What happens when literary works and films are remade/remixed/repurposed/remediated for new distribution environments and cultural audiences? What happens when a text moves into a new context or when national cinema is remade abroad? What happens when YOU want to create your own content based on prior works and make it available for viral distribution online? This course offers you an opportunity to address these and other questions in your MA thesis. The following topics can be discussed: updates of popular TV series, Hollywood remakes of national cinemas, British cult films and their remakes, user generated content on YouTube, Shakespeare appropriations, remakes, sequels and prequels, movie-geeks, film blogging, and online debate/reviewing, DVD extras, posters, trailers analysis, adaptation of literature, games, TV series, comics, and more

4. Dr J. Kruczkowska, Ireland and the Environment
The course will look at the evolving representations of the environment in Irish literature, film and culture throughout the 20th century and beyond. Starting with Irish folklore, Celtic Revival and Yeats, through the legendary Aran Islands and other seascapes of the mythical Irish West depicted in prose, drama, film and music, to the contemporary ecological concerns, we will explore the ways Ireland deals with nature on its territory with almost no industry. We shall also observe how modern writers and artists register changes in Irish landscapes caused by emigration, depopulation, urban development and expansion of tourism, and how they still search, in the environment, for the space where the mind can expand its boundaries.

5. Dr T. Dobrogoszcz, New world (dis)order – the representation of anxiety in dystopian literature and film
The seminar will offer an insight into the ways in which dystopia can function as a genre reflecting deep-rooted unconscious human anxieties. The course will commence with an overview of canonical dystopias (A. Huxley, G. Orwell, Blade Runner), and move on to discussing more contemporary examples (M. Atwood, K. Ishiguro, J. Winterson, D. Mitchell, The Matrix, etc.). Theoretical background will include the works of Freud, Foucault and Baudrillard. We will consider how dystopian fiction and film reacts to the recent developments of homo sapiens, resulting in environmental degradation, standardisation of culture, the emergence of the corpocratic state, the moral dilemmas brought by genetic engineering and the rise of artificial intelligence, and the threat of apocalypse. We will analyse discursive strategies by means of which writers and filmmakers examine the political, social, cultural and ethical perils that the human race is facing now, or might be facing very soon.

6. Dr 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.

7. Dr K. Majer, The Glass Mountain: Parody in Contemporary North American Literature
In this course, we will look at one of the most recognizable elements of postmodern culture: parody. We are surrounded by its instances, but to what extent do we understand how it works, and what it tells us about the world which we inhabit? Below are some of the questions which we will ask ourselves: Can everything be parodied? When does a culture resist parody? Does parody weaken its object, or – on the contrary – prolong its life? Is it an artistic strategy or a symptom of a condition? Does it have political consequences? Is it always humorous? What is the difference between parody, travesty and pastiche? Our thinking about parody will be guided mostly by the theoretical work of Linda Hutcheon (e.g. A Theory of Parody and A Poetics of Postmodernism). Specifically, we will consider examples of contemporary American and Canadian literature which offer the following: parodic reinterpretations of Biblical narratives, such as the story of the Flood (Robert Coover); retellings of folktales, e.g. ‘Bluebeard’, ‘The Glass Mountain’ or ‘Hansel and Gretel’ (Margaret Atwood, Donald Barthelme); travesties of canonical texts of world literature, such as Kafka’s The Metamorphosis or Gogol’s The Nose (Philip Roth); parodic takes on particular genres, e.g. the Western (Patrick deWitt), the Gothic (Edith Wharton, Shirley Jackson), or science fiction (Steven Millhauser).

8. Dr M. Myk, What do literary texts want from images?: Contemporary American Literature & Visual Culture
In 2014, Columbia University awarded a doctorate in education to Nick Sousanis for his graphic novel entitled Unflattening (the first dissertation written entirely in the comic book format); a work that thematizes the relationship between words and pictures in literature. Published by Harvard University Press, Unflattening has won the 2016 American Publishers Award for Professional and Scholarly Excellence (PROSE) in Humanities and the Lynd Ward Prize for Graphic Novel of the Year, which certainly makes Sousanis’ experiment in visual thinking worth exploring in greater detail and in a much broader context. Taking Sousanis’ text as a point of departure, our proseminar will bring into focus other representative texts of American literature (second half of the 20th century until the present) preoccupied with the notions of visuality and vision. We will consider a variety of genres, paying particular attention to those that strongly rely on the presence of the image (graphic novels, comic books, hypertext literature, etc.), as well as those that engage with the image culture or visual artworks in a more traditional manner (e.g. through a critique of image culture or as ekphrasis).

9. Prof. S. Goźdź-Roszkowski, Evaluation 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.  Thus, evaluative meanings can come in many different shapes and forms but they are the driving force of almost all of communication. This course introduces students to this crucial concept, its different conceptualizations and the various ways in which it can applied in real-life communicative contexts including the comparative and translational perspectives. The course includes a theoretical outline of a particular area followed by case studies in order to see the phenomenon of evaluation from various angles and to demonstrate the methodologies which might be fruitfully employed to investigate it.

10. 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

11. Prof. M. Dynel, Pragmatics and media discourse
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 programmes). This course is neatly complemented by a parallel specialisation seminar. 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, ntentionality 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.

12. Prof. A. Kwiatkowska, Language in communication
Whether we need to express an emotion, convey an experience, draw someone’s attention, persuade someone to do something, we manage those daily affairs by talking, texting, posting, singing, publishing, broadcasting... Communication by means of language is usually accompanied and complemented by nonverbal means of expression. This course is an introduction to an MA seminar that will focus on various aspects of communication, relating communication theory to everyday experiences. The areas of interest in both courses will include such topics as: decoding messages:  capturing attention and guiding interpretation; encoding messages: kinds of talk, style choices and effects; interpersonal communication: communicating identity; forming judgements; expressing emotions; communicating in families and relationships; communicating in groups and organizations: members and leaders; managing conflicts; public communication: influencing and persuading others; media communication: TV, the printed press; the online and mobile worlds; barriers to communication; gender and culture in communication; nonverbal and multimodal communication

13. Prof. K. Kosecki, Language, Culture, and Communication
The proseminar is intended for students interested in the language-culture interface approached from the perspective of Cognitive Linguistics. We will define language and culture, and – adopting a cross-cultural perspective – discuss how speakers of diverse languages, e.g. English, French, German, Hungarian, Japanese, Polish, Spanish, and others make sense of fundamental aspects of culture. We will also analyse the cultural turn in translation and see how the knowledge of culture can contribute to translator’s competence.

14. Prof. K. Ciepiela, Sociolinguistic approaches to the problem of human identity
The proseminar ‘Sociolinguistic approaches to the problem of human identity’ is an introductory course to Sociolinguistics and Discourse Analysis whose focus is on the ways in which people position or construct themselves and are positioned or constructed by others in socio-cultural situations through the instrumentality of language and with reference to all of those variables that are identity markers for each society. Therefore the challenges that we will attempt to take up are: (i) to generally outline contemporary sociolinguistic positions on the conceptualization and processing of the complex subject of identity, (ii) to determine the place of personal identity in a variety of social contexts, (iii) to establish the roles of language in the identity claims of specific communities of people, and (iv) to survey some of the analytical tools employed in the sociolinguistic research of identity in order to demonstrate their applicability in specific research contexts. More advanced, linguistic research of the issues of identity construction and performance in cultural and interactional contexts will be possible in an ensuing MA seminar.

15. Prof. E. Waniek-Klimczak, Studying Language in Use with Sociolinguistics
This pro-seminar focuses on the methods for the study of language use in a society at different periods of time and across time. The course includes two main parts: part one concentrates on socially defined factors affecting the use of language, part two on the elements of language that undergo variation. Within the field of sociolinguistics, we will discuss a wide range of factors, such as age, gender, ethnicity, educational background and social stratification, as well as style, register, convergence and divergence, overt and covert prestige. The second part of the course will review major linguistic variables at the level of sounds, morphemes, words and phrases. During the course, students will have a chance to work on individual and joined projects, employing the methods for the study of variability to the language material of their choice. After the course, students will have the knowledge and skills needed to design an MA project in the field of synchronic or diachronic sociolinguistics.

16. Prof. I. Witczak-Plisiecka, Semantics – analysis of natural language & linguistic interfaces
The aim of the course is to invite the students to pursue research in English semantics and its interfaces in their future MA seminars. Semantics is conceived of as the study of meaning in language where linguistic knowledge is seen as perspectival, non-autonomous, flexible, dynamic, and based on usage and experience. Use of language is perceived as action (saying = doing things). The students will be provided with an overview of current cognitive theories which explain how the core components of the language faculty interact and how linguistics is linked with other areas of study, such as cognitive studies, psychology, sociology, intercultural studies, feminism, computer science, medicine, studies of music, literature, law, language acquisition, etc. We will start with a general overview of semantic theory in a cognitive perspective, move towards the nature of the linguistic sign, and will next proceed to more complex issues of how meaning is construed and processed in different contexts. Theoretical issues will be illustrated with sample research tasks. The course is relevant for students interested in the nature of meaning in natural language, which includes face-to-face interaction, but also interaction found in fiction, literature, multimodal contexts, computer-mediated communication, professional settings, etc.

17. Prof. P. Krakowian, Understanding Language Assessment
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.

18. Prof. J. Majer, Psycholinguistics and methodology
The profile of this pro-seminar is psycholinguistic and methodological. It aims to introduce the participants to a wide range of theoretical and practical issues in applied linguistics and second/foreign language pedagogy to be pursued in the prospective M.A. seminar. The subject-matter embraces the following topics: bilingualism and multilingualism; the role of individual differences in the proces of second language acquisition; L2 and identity: possible L2 selves (ideal L2-self, ought L2-self); L2 and emotions; The Interlanguage Hypothesis and the effect of L1 on the acquisition and learning of L2; educational and sociolinguistic aspects of English as an international language (ELF: English as a lingua franca); analysis of classroom discourse; content and language integrated learning (CLIL) 

Konwersatoria anglistyczne:

1. Prof. Marta Dynel, Pragmatic approaches to entertainment discourse in the media and new media
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. Topics: Introduction: basic notions, Visual and verbal explicitness vs. implicitness in films, Film discourse vs. real-life discourse, Viewer as a distinct hearer type, Participation framework in film and other media genres, Impoliteness as entertainment, Deception in film, (Un)truth and fiction, Metaphor and irony in film talk, Humour in comedy discourse, Humour in dramatic discourse, Taboo words in film discourse, Internet memes, Trolling

2. Prof. D. Filipczak, Images of Women and Relationships in Literature in English
Learning Outcomes: Ability to analyze texts, expose stereotypes, assess the transformative potential of literature. Course Content: short stories and excerpts of prose. Assessment: active participation in the classes, commenting on the issues analyzed during the class, preparing presentations. Forms of Study: reading, discussions. Literature: Selected texts by British, Canadian, African, Australian writers

3. 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, 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.

4. Dr M. Myk, Failure & the City. Figuring citizenship beyond success stories in late 20th- & 21st-century American literature and film.
The focus of our course will be Lauren Berlant’s notion of “intimate citizenship” and its recent exploration by American authors (e.g. Teju Cole in Open City, Claudia Rankine in Don’t Let Me Be Lonely and Citizen, David Markson in Wittgenstein’s Mistress, Eileen Myles in Sorry, Tree) and filmmakers (e.g. Lena Dunham in Girls tv series, Joel & Ethan Coen in Inside Llewyn Davis, Jill Soloway in Transparent, Noah Baumbach in Frances Ha). We will consequently adopt a more “intimate” take on the experience of failure that often defines life in the city, and consider narratives that figure failed or lost protagonists rather than privileged spectators or flâneurs. Following Lauren Berlant’s reflections on the ambivalent citizenship status of marginalized groups (based on their race, ethnicity, gender, or sexual orientation), we will examine works that show how these individuals tend to get excluded from the idealized national fantasy underlying the category of citizenship. Berlant, however, argues that such life stories must be seen also as departures from the rigid and exclusionary imaginary, or at least serve as a recognition of the many lives of those whose story is not an American success story. We will consider filmic and literary narratives that, often poignantly and humorously, or even in a post-apocatyptic spirit, rehabilitate the value of failure based on its subversive potential.