Oferta seminariów magisterskich 2016/2017

Uwaga! Rok I studiów stacjonarnych II stopnia

Rejestracja na seminaria magisterskie odbędzie się od 7 grudnia 2016 od godz. 21:00 do 10 grudnia 2016 do godz. 23.59. Rejestracja żetonowa przez stronę ul.uni.lodz.pl.

W ramach wyboru seminariów magisterskich należy zapisać się na jedno seminarium przypisane do grupy identyfikowanej nazwiskiem promotora.  
Wybrane seminarium magisterskiego powinno być kontynuacją proseminarium, na które zapisani byli Państwo w tym semestrze. System będzie ograniczał możliwość zapisywania się do grup zgodnie z tą zasadą.
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::

Seminaria magisterskie:

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, Re/Writing: Parody, Adaptation and Appropriation in Contemporary North American Literature
This course is structured around one of the most recognizable elements of postmodern culture, that is the notion of parody (as outlined in the works of Linda Hutcheon). However, it also includes interest in other ways of (re)using, appropriating and adapting existing texts for artistic purposes. Taking contemporary North American fiction as its material, the course is an inquiry into the range, scope, strategies and consequences of rewriting, reinterpreting and/or adapting texts such as Biblical narratives, folktales, fables, myths or canonical works of world literature. Possible associated issues may include visual (cinematic) adaptation or even translation.

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.
This MA seminar will focus on research models and various perspectives to enable students to design their own research project. Potential areas and topics include: evaluative language in selected genres (e.g. reviews,
tourism, advertising); perceptions of cultural and social connotations based on gender, social group, sexual orientation, geographical origin, etc. [corpus material, questionnaires]; exploring national stereotypes in national corpora (e.g. how are Poles portrayed in the COCA?); expressive vs. denotative meanings in translation; expressing emotions in English and Polish; rendering emotions in AVT; stance-taking strategies in spoken discourse; values in corporate discourse; values as premises in argumentation.

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, 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.

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, Mind, Society, and Culture
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, non-verbal communication, as well as works of art (literary texts, paintings, and sculptures). Slangs, jargons, argots, and other social varieties of language will also become the subject of analysis.
The following topics can become the subject of analysis, but the list is not exhaustive:
elements of language and communication; elements of linguistic semantics; literal and non-literal language; general theory of conceptual metaphor and metonymy; classical and prototype-based theories of categorisation; space and time across cultures; language and sex; language and biological age; language of political discourse; language of advertisements; social varieties of language, e.g. slangs, jargons, argots and their conceptual and grammatical structure; euphemism in language; language contacts and borrowings across languages; prejudice and stereotypes in culture and language; morality and its metaphors (family and the models of “strict father” and “nurturant parent”); emotions–metaphorical and metonymic expression of anger, fear, happiness, love, and pride; marriage–its cultural models and metaphors; the self and its metaphorical expression in language; the mind-as-body metaphor; gestures and their relation to conceptual structure; signed languages vs. phonic languages and how concepts are expressed in them; metaphor and metonymy in speech disorders, e.g. aphasia; varieties of English across the world and their conceptual structure; metaphor and metonymy in the analysis of art (literary works, paintings, and sculptures); Cognitive Poetics compared with Structuralist poetics; metaphor and metonymy in translation of conventional and literary texts.

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, dr A. Cichosz: The English language: development, varieties, usage
This seminar aims to help students  plan and execute their MA projects on the basis of language data collected from native or non-native users of English in the form of a created data-base or language corpus. The key element is the usage of language, which can be investigated at the level of phonetics/phonology, morphology, lexicon or syntax. The area of interest includes the development and/or present-day varieties of English, so students can choose a synchronic or diachronic approach to the analysis of language use and its interplay with linguistic and extra-linguistic factors. Possible topics of MA projects include e.g.  English dialects (in their historical context or present-day form), sociolinguistics, the use of English by non-native speakers, history of English (at the level of speech-writing relations, vocabulary or syntax), lexicology and phraseology or other topics suggested by students, provided that they focused on the use, development and/or varieties of English.

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)