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Cognitive linguistics

Course title: Cognitive linguistics
ECTS credits:
5

Instructor:  Professor Milena Žic Fuchs
Language: English
Semester: I or II
Uvjeti: Položen ispit iz Sintakse i Semantike engleskoga jezika
Oblik nastave: 4 sata predavanja
CILJ KOLEGIJA: Cilj je ovoga kolegija upoznati studente s osnovnim postavkama kognitivne lingvistike, točnije kognitivne semantike i kognitivne gramatike.
SADRŽAJ KOLEGIJA: Kolegij se uvodi kraćim prikazom Američke lingvistike, tj. doprinosima Boasa, Sapira, Bloomfielda i Whorfa, odnosno točnije prikazom njihovih viđenja odnosa jezika, kulture i mišljenja. Tragom te tradicije uvode se temeljne postavke kognitivne lingvistike s posebnim težištem na pojmovima prototipa i kategorije. Nadalje, obrađuju se osnovne postavke kognitivne gramatike, termini poput sheme i domene, i posebna se pažnja posvećuje usporedbi strukturalističkih, transformaciono-generativnih i kognitivno gramatičkih pristupa gramatičkim pojavnostima. Gore navedene teorijske postavke analiziraju se na primjerima iz engleskoga i hrvatskoga jezika.

Program nastave po tjednima (syllabus)

Week Topic
1. Cognitive linguistics and its links with Cognitive Science.
2. Cognitive linguistics and its links with early American linguistics (Boas, Sapir, Whorf)
3. Cognitive linguistics and its links with early American linguistics (Boas, Sapir, Whorf)
4. Categories – classical and cognitive linguistic views. Relationship between TG grammar and cognitive linguistics. Notion of prototype.
5. Categories – classical and cognitive linguistic views. Relationship between TG grammar and cognitive linguistics. Notion of prototype.
6. Scenes and frames semantics and their relevance for cognitive linguistics.
7. Schemas and domains and their relevance for category organization.
8. Preparation of research topic. Discussion of methodology and aims.
9. Basic notions of Cognitive Grammar.
10. Cognitive Grammar.
11. Discussion of links with theoretical constructs in classical European structuralism. Construction grammars.
12. Submit research results. Discussion of obtained data.
13. Synthesis and theoretical interpretation of research results.
14. reserved for follow-up of any of the above topics
revision
15. FINAL TEST

NAČIN RADA:
Studenti trebaju redovito pohađati nastavu i aktivno sudjelovati u nastavi. Tijekom semestra radit će se i zajednički istraživački projekt u kojem su studenti dužni aktivno sudjelovati.

STUDENTSKE OBAVEZE I ELEMENTI VREDNOVANJA:
Gradivo se predaje po cjelinama, uz obvezatne rasprave. Obvezatan rad na istraživačkom projektu te položen pismeni ispit.

OBAVEZNA LITERATURA (odabrana poglavlja i stranice):
Croft
. W. i Cruse, Alen, D. (2004), Cognitive Linguistics. Cambridge University Press

Dirven, R. i Verspoor, M. (1998), Cognitive Exploration of Language and Linguistics. John Benjamins Publishing Company.

DODATNA LITERATURA:
Lakoff
, G. (1987), Women, Fire and Dangerous Things, What Categories Reveal about the Mind. Chicago and London: The University of Chicago Press

Langacker, R. W. (1987), Foundations of Cognitive Grammar: Theoretical Prerequisites, Volume I. Stanford University Press

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Academic Writing 2

Course name: Academic Writing 2
Instructors:
Dr Alexander Douglas Hoyt, senior lecturer ; Dr Kristijan NIkolić, senior lecturer; Tea Raše
ECTS
points: 5
Language of instruction
: English
Semester
: II. (summer)
Prerequisites:
Academic writing 1 (a pass mark)
Form:
combination of workshop and seminar, 4 hours a week
Grading/marking
: active participation in the class, written assignments, final paper, oral presentations.
AIMS:
The aim of this course is to introduce basics of academic writing, writing research papers in the field of linguistics and oral presentations. Students will learn to analytically read and write research papers. They will also learn the basics of academic presentation of these papers through their own presentations.
CONTENT:
Students will write smaller research papers on various topics from the field of linguistics. They will orally present these papers in class. Students will also write a longer research paper (15 pages) that will have to be handed in by the end of May. The instructor will tell them more about it. The final paper will also be orally presented.
MORE ABOUT THE COURSE:
This course is a seminar and that means that the class will be interactive. Students will often work in smaller groups and they will criticize and analyze each other’s work. The instructor will be a moderator of these discussions. Students must attend the classes regularly and they must be prepared to actively participate in discussions. Students must write assignments regularly and prepare oral presentations. Written assignments and presentations will be discussed in the class.

LITERATURE:
– Wray, A., and Bloomer, A. (2006) Projects in Linguistics: A Practical Guide to Researching Language.
– Girbaldi, J. MLA Handbook for Writers of Research Papers, The Modern Language Association of America

 

Linguistic seminar : syntax

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Linguistic seminar: Semantics

Course title: Linguistic seminar: Semantics
ECTS credits5
Course coordinator:  Professor Milena Žic Fuchs
Instructor: Assoc. Prof. Mateusz-Milan Stanojević; Dr. Janja Čulig Suknaić, postdoc
Language:   English
Semester:   2nd
Form of Instruction: 2 seminars per week
Objectives: The aim of this course is to introduce students to the analysis of meaning. Upon its completion, students will be able to produce their own semantic descriptions within a set theoretical framework, and will be able to critically evaluate certain methods used in semantic analysis.

Course contents: This course is designed to provide students with opportunities for the practical application of their semantic analysis skills acquired in earlier courses. Various types of meaning analyses will be practiced, set both within structuralist and cognitive-functional frameworks. This will include meaning relations such as synonymy and polysemy, approaches to semantic analysis such as componential analysis and the theory of semantic fields, and problems of dictionary definitions. In addition to the lexical level, the level of “semantics of syntactic constructions” will also be dealt with.

Form of Instruction: Student participation is required. In the course of the semester, three main topics will be dealt with. Students will be required to write a research paper on a topic selected in consultation with the instructor.

Examination: Attendance, participation and the research paper

Required reading (selected excerpts from):

Selected chapters from:
Cruse, D.A. 1986. Lexical Semantics. Cambridge: Cambridge University Press.

Additional reading:
Cruse
, D.A. and W. Croft. (2004), Cognitive Linguistics. Cambridge: Cambridge University Press.

Dirven, R. and M. H. Verspoor. (2004), Cognitive Exploration of Language and Linguistics (Cognitive Linguistics in Practice) 2nd edition. Amsterdam: John Benjamins Publishing Co.
Lehrer, A. (1974), Semantic Fields and Lexical Structure. Amsterdam/London: North-Holland Publishing Company.
Lyons, J. (1977), Semantics. Cambridge: Cambridge University Press.
Nida, E. A. (1975), Componential Analysis of Meaning. The Hague: Mouton Publishers.

 

Lexicology and Lexicography (archive)

Course title:  Lexicology and Lexicography
Summer
term 2012-2013
ECTS  
5 points
Course convenor
: Professor Milena Žic Fuchs
Lecturer
: Vlatko Broz
Language
: English
Term
:  First term of graduate studies
Requisites:
Attending this course does not require any requisites, except being enrolled in the term in which the course is given.
Course format:
2 lecture classes and 2 seminar classes a week
Objective:  Gaining an insight into the fundamental concepts from lexicology and their application in lexicography
Contents:  The course focuses on the lexical system of language, studying the word as the basic unit of a language. Various theoretical frameworks are covered relevant to dictionary makers and users. The first part of the course deals with morphology and word formation, while the second part of the course deals with phraseology.

Syllabus

Week Topic
1 Introduction to lexicology: Word. Lexeme. Morphology, Semantics, Etymology. Introduction to lexicography.
2 Word Formation I: Inflection and derivation.
3 Word Formation II: Compounding, conversion, reduplication, backformation.
4 Word Formation III: Diminutives, clipping, abbreviations and acronyms, coinage, neologisms, nonce-words, nonsense words.
5 Word Formation IV: Onomatopoeic words, eponyms, borrowing
6 Diachrony: Sources of English vocabulary
7 Diachrony: Semantic change (metaphor, metonymy, specialization, generalization)euphemisms, false friends
8 Phraseology: Idioms. Traditional and modern approaches.
9 Phraseology: Idioms and idiomaticity. Metaphor, metonymy and idioms.
10 Phraseology: Idioms and formulaic language. Proverbs, binomials etc.
11 Phraseology: Current research.
12 Phraseology: Phrasal verbs.
13 Lexicography I:  Key elements of dictionaries. Definition. Usage.
14 Lexicography II: The corpus in lexicography. Dictionary Making.Types of dictionaries. The origin of dictionaries. History of dictionaries.
15 RevisionExam

Class methods and procedures: Students should regularly attend classes and participate in class discussions. Seminar paper has to be submitted in the first week of January.

Evaluation:   
Exam  70 %
Seminar papers  30 %  (3,000-4,000 words)

Literature:
– Carstairs-McCarthy, Andrew (2002). An Introduction to English Morphology. Edinburgh University Press

– Halliday, M.A.K and Colin Yallop (2004). Lexicology. A Short Introduction. London: Continuum
– Harley, Heidi (2006). English Words. A Linguistic Introduction.
– Jackson, Howard and Etienne Ze Amvela (2000). Words Meaning and Vocabulary. An Introduction to Modern English Lexicology. London: Continuum
– Jackson, Howard (2002). Lexicography: An Introduction.  Routledge
– Katamba, Francis (1994). English Words, Structure, History, Usage Routledge
.- Lipka, Leonhard (2002). English Lexicology. Tübingen: Narr
– Landau, Syndey (1984). Dictionaries: The Art and Craft of Lexicography. Cambridge University Press
– Plag, Ingo (2003). Word Formation in English. Cambridge Textbooks in Linguistics. Cambridge University Press

 

Academic Writing 1

Course title: Academic Writing
Instructor:
Dr. Alexander D. Hoyt, senior lector (lecturer in foreign languages)
Status:
mandatory
ECTS credits:
 5
Semester:
1st (winter)
Enrollment requirements:
 enrollment in the first semester.
Course description:
4 hours of seminar-type instruction per week. Students will be introduced to, and required to write, various types of texts: personal letters, business letters, argumentative essays and research papers. Their research papers will be based on their own research. The students’ research will be supervised during weekly tutorials. The students and instructors will also communicate via e-mail.
Objectives:
developing students’ writing skills; initiating students into research work.
Course requirements:
the final mark will be formed on the basis of the  students’ grades on a personal essay (20%), an argumentative essay (20%), a five-page research paper (40%), and participation, including attendance in class and individual sessions, during the semester (20%).

Week by week schedule:
There are two sessions (90 minutes) per week

1)   Introduction to the course. Writing  personal letters. The instructor collects  and reads them.
2)  The instructor’s comments on the students’ personal letters. Introduction to the writing of business letters. Homework: writing a business letter.
3)    Group work: students read their peers’ business letters.

The instructor gives comments and advice.
4)   Group work: writing business letters to various institutions. Groups exchange their work, read one another’s letters, compare, comment and discuss.
5)  Introduction to the writing of personal essays. Discussing ways of writing and various  topics. Homework: writing a personal essay and sending it to the instructor by e-mail (a limited number of words required).
6)  The instructor brings photocopies of the students’ personal essays to class. The students read their peers’ essays, after which they compare their impressions and interventions in the texts with those of their peers and their instructor.
7)    Introduction to the writing of argumentative essays. Discussing possible topics.
Starting to write an argumentative essay in class.
Homework: finishing it and sending it to the instructor. The number of words is limited.
8)  The students read their peers’ argumentative essays (the instructor gives them photocopies). Comments and discussion follow. Homework: writing another argumentative essay and sending it to the instructor.
    Sessions 9) and 10) – individual work  with each student – discussing the above-mentioned argumentative essays.
11)  The whole class discusses the final versions of the students’ argumentative essays (the instructor has sent all the essays to all the students so that they can read them).
Homework: read a number of research papers provided by the instructor.
12)  Discussion about the research papers – the topics they cover, their structure and style.  Introduction to writing research papers. Suggesting possible topics for research. Introducing the MLA Style and the Chicago Manual of Style.
Homework:  students have to think of a topic for their own research.
13)  The instructor meets with half of the group and they discuss the students’  ideas concerning their research.
14)   The instructor meets with the other half of the group and they discuss the students’  ideas concerning their research.
Sessions 15 through 23 are organised as tutorials where the instructor will supervise the students’ research and, consequently, their research paper.  Upon the completion of the final versions of the students’ research papers, the instructor will put them on the internet platform ‘Omega’, so that the students can read one another’s work.
Sessions 24, 25 and  26 will serve as tutorials where the instructor will help the students prepare for the students’ conference. Sessions 27, 28 and 29 will be used for the conference where the students will present their papers. Each paper will be followed by a short discussion.. The instructor will try to create a friendly and motivating  atmosphere of cooperation.

Reading (suggested): 
1)    Strunk, William and E.B. White (2000).  The Elements of Style, Fourth Edition. Needham  Heights, Massachusetts: A Pearson Education Company
2)    Ede, Lisa (2001).  Work in Progress (A Guide to Academic Writing and Revising), Fifth edition. Boston & New York: Bedford/St. Martin’s
3)    Gibaldi, Joseph (2003). MLA Handbook for Writers of Research Papers, sixth edition. New York: The Modern Language Association of America
4)      http://www.libs.uga.edu./ref/chicago.html

___________________________________________________________________________________

Former course title: Writing skills

 

Shakespeare (graduate)

Theory and History of the Novel in English

Course title:  Theory and History of the Novel in English
Instructor: Prof. Borislav Knežević
ECTS credits: 6
Status: elective
Semester: 2nd  and 4th
Enrollment requirements:  Enrollment in the graduate programme

Course description: This course is meant to provide an introduction to the history and theory of the novel in English.  Our reading will include novels ranging from the period of the emergence of the novel as a genre at the beginning of the 18th century to the postmodern period of the late 20th century.  In reading and discussing a substantial amount of secondary literature, focusing on issues of periodization, narrative, genre, and the social context.
Objectives: The course is designed to facilitate active student engagement with issues in literary interpretation and history, as well as to create a structured theoretical context for analytical writing on literary subjects.
Course requirements: The grade is based on a written essay at the end of term (5-6) pages, a mid-term quiz and a quiz at the end of term. 

Week by week schedule:
1. week: Introduction.  Beginnings of the genre. Definition of the novel.  Ian Watt.

2. week: Robinson Crusoe.  McKeon.
3. week: Mansfield Park.  Stone.  Morretti.
4. week: Mansfield Park.  Armstrong.
5. week: Lukacs.
6. week: To the Lighthouse.  Woolf. Chatman.
7. week: Mid-term quiz.
8. week: To the Lighthouse.
9. week: The Crying of Lot 49.
10. week: The Crying of Lot 49. Bakhtin. Jameson.

11. week: Essay due
12. week: Song of Solomon.
13. week: Song of Solomon.

14. week: Second quiz. Song of Solomon.
15. week: Course summary.

Reading:

Novels
Daniel Defoe, Robinson Crusoe
Jane Austen, Mansfield Park
Virginia Woolf, To the Lighthouse
Thomas Pynchon, The Crying of Lot 49
Toni Morrison, Song of Solomon

Criticism
Mikhail Bakhtin, from The Dialogic Imagination
Michael McKeon, from The Origins of the Novel
Georg Lukacs, from Theory of the Novel
Franco Moretti, from Atlas of the European Novel
Nancy Armstrong, from Desire and Domestic Fiction
Lawrence Stone, from The Family, Sex and Marriage
Ian Watt, from The Rise of the Novel
E.M. Forster, from Aspects of the Novel
Seymour Chatman, from Story and Discourse
Fredric Jameson, from Postmodernism

Virginia Woolf, “Modern Fiction”
Henry James, “The Art of Fiction”
Viktor Shklovsky, “Sterne’s Tristram Shandy”

F.R. Leavis, from The Great Tradition

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The History and Paradigms of American Studies 2 (Šesnić, 2013)

Course title: The History and Paradigms of American Studies 2
Instructor: Dr Jelena Šesnić
ECTS credits: 6
Status: elective
Semester: 8th and 9th semester, Spring 2013
Enrollment requirements: enrollment in the 8th and/or 10th semester
Course description: This is a companion course to the History and Paradigms of American Studies 1 which thus continues to examine the changes in the methodology of American Studies since the 1970s. Major developments in this respect are poststructuralist theory, new historicism, feminist and gender studies (from Marxism to psychoanalysis), ethnic, postcolonial and border studies, transnational turn and cultural studies. These approaches will be exemplified by representative scholarly essays and tested in turn on the appropriate primary texts. The course is obligatory for American studies majors (8th semester); elective for all other MA students.
Course requirements: regular attendance; participation in class discussion; in-class and home assignments (two research projects/ reviews); oral presentation (10 min); 2 seminar papers (6-7 pp. each/ 2000-2500 words); final test (mandatory, non-negotiable, continuous assessment). Grade break-down: seminar papers 40 %; final test 30 %; written assignments 20%; the rest 10 %.

Readings (alterations possible):
Primary texts
1. Thomas Jefferson: Notes on the State of Virginia (1781-2; selected chapters)
http://etext.lib.virginia.edu/toc/modeng/public/JefVirg.html
(E-text centre, U of Virginia Library)

2. Lenora Sansay: Secret History, or The Horrors of St. Domingo (1808)

3. Edgar Allan Poe: The Narrative of Arthur Gordon Pym of Nantucket (1838)
http://xroads.virginia.edu/~MA98/silverman/poe/frame.html
(American Studies at the UVa)

4. Henry David Thoreau: Walden (1845; selected chapters)
http://www.vcu.edu/engweb/transcendentalism/authors/thoreau/walden/index.html
(American Transcendentalism on the Web)

5. Herman Melville: „Benito Cereno“ (from The Piazza Tales, 1856)
http://www.esp.org/books/melville/piazza/contents/cereno.html

6. Charlotte Perkins Stetson Gilman: „The Yellow Wall-Paper“ (1892)
http://ebooks.library.cornell.edu/cgi/t/text/text-idx?c=newe;cc=newe;view=toc;subview=short;idno=newe0011-5
(Cornell University Library Making of America Collection)

7. Chicano/ borderlands literary production: selection (Gloria Anzaldúa, Sandra Cisneros)

Syllabus (alterations possible)
March
Week 1: Introduction: European vs US Americanists; perspectives, focus and methods:
Chenetier, Fluck, Shapiro; Jefferson, Notes (introduction)
Week 2: Centring and de-centring American studies: Jefferson, Notes; Erkkila
Week 3: Whiteness studies (CEEPUS guest lecturer)
Week 4: Thoreau, Walden (Buell, ecocriticism and de-exceptionalizing Walden)

April
Week 1: Thoreau, Walden (cont.)
Week 2: E.A. Poe, Pym and ethnic/ race studies; Morrison
Week 3: E.A. Poe, cont.
Week 4: New Historicism into transnational American studies: Herman Melville: “Benito Cereno” (Sundquist, Stuckey)
Week 5: Melville, cont.

May
Week 1: Transnational AS: Leonora Sansay: Secret History, or The Horrors of St. Domingo
Week 2: Sansay, cont.
Week 3: Border studies: Anzaldúa; borderlands (Chicano) literary production (Cisneros) (CEEPUS guest lecturer)
Week 4: Feminist criticism and the canon: Baym; Perkins Gilman: “The Yellow Wall-Paper”

June
Week 1: American Studies and cultural studies: is there a method? Guest lecturer: Dr. Sven Cvek (American Studies Program, Zagreb)
Week 2: Final test.

 

Anglo-američki modernisti: proza i poezija

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The United States Now

Course title: The United States Now
Instructor
: Prof. Stipe Grgas

ECTS credits: 6
Status:
elective

Semester: 2 and 4
Enrollment requirements:
enrollment in the graduate program
Course description:
The course will explore the main issues and topics which characterize the present moment of United States reality. The departure point for the course is the contention that the time frame within which the “present” is defined was inaugurated by September 11 and the subsequent actions taken by the United States government, subsequent domestic developments and the effects these had on self-projections and representations of the United States. The second event which is believed to have inaugurated a new phase in United States history is the current financial crisis. The course will explore the nature of this crisis and how it has made it imperative to question some of the basic assumptions of United States identity.

Objectives: The methodological objective of the course is to show how an interdisciplinary approach can be used to explore a historical conjecture. Overall the purpose of the course is to give a thick description of the present reality of the United States.

Course requirements: attendance, participation in the course, oral presentations, a written paper and a final written exam

Week by week schedule: the present moment, the meaning of the event (September 11/financial crisis), terrorism, imperialism, corporate power, religion, war, financialization, technology, production of American spaces, the question of the persuasiveness of American myths, literature and American Studies in the moment of danger.

Reading: In addition to a selection of texts dealing with the present moment the students will be asked to follow and keep track of news items from the States. The lecturer will give them a list of internet sites that reflect various viewpoints and opinions. In addition the participants in the course are expected to read Richard Powers’ novel Gain and a selection from Against the Day by Thomas Pynchon. 

Tematika rodnosti u modernoj anglofonoj književnosti i kulturi

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The History and the Paradigms of American Studies 1

Course title: The History and the Paradigms of American Studies
Instructor
: Prof Stipe Grgas

ECTS credits: 6
Status:
mandatory for American specialization; otherwise elective

Semester: I or III
Enrollment requirements:
enrollment into the graduate program
Course description:
The course explores the history of the development of American Studies and the different paradigms that were initially employed in reading the United States. To a large extent this phase corresponds to the myth and symbol school. The course offers readings of texts that are representative of the following key paradigms: errand into the wilderness, “nature’s nation”, virgin land, the machine in the garden, the democratic polity, Brooklyn Bridge as symbol and fact.

Objectives: The objective of the course is to acquaint the students with these founding paradigms, to explore the procedures and methodology that was involved in their construction, to illustrate how they can be used in understanding US identity and to point to the possibilities of critically questioning their veracity and their ideological bias.

Course requirements: attendance, continual evaluation, oral presentations, written seminar paper and a written exam at the end of the course.

Week by week schedule: interdisciplinarity as a method, the establishment of American studies as a peculiar discipline, errand into the wilderness, “nature’s nation”, virgin land, the machine in the garden, the democratic polity, Brooklyn Bridge as symbol and fac.

Reading: The students are required to read a selection of texts from the work of the following authors: Perry Miller, Henry Nash Smith, Leo Marx, F.O. Matthiessen, , Alan Trachtenberg and others.

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Milton

Course title: Milton
Instructor: Asst. Prof. Tomislav Brlek (Comparative Literature Department)
ECTS points: 6

Language: English
Duration: 1 semester (1st or 3td)
Status: elective
Enrollment requirements: enrollment in 1st or 3td semester
Evaluation method: exam

Syllabus
1. Introduction

2. L’Allegro and Il Penseroso
3. Lycidas
4. Comus
5. Samson Agonistes
6. Paradise Lost, Book I

7. Paradise Lost, Book II
8. Paradise Lost, Book III
9. Paradise Lost, Book IV
10. Paradise Lost, Book V
11. Paradise Lost, Book VI
12. Paradise Lost, Books VII-VIII
13. Paradise Lost, Book IX
14. Paradise Lost, Book X
15. Paradise Lost, Books XI-XII
16. Concluding Remarks

Reading list:
John Milton: Poetical Works, ed. Douglas Bush (Oxford, 1966)
MILTON: A READER (available from the Library)
Stanley Fish: Surprised by Sin: The Reader in “Paradise Lost”, 2nd ed. (Harvard: Harvard University Press, 1997)
Stanley Fish: How Milton Works (Harvard: Harvard University Press, 2001)
Northrop Frye: Five Essays on Milton’s Epics (London: Routledge and Kegan Paul, 1966)
Barbara K. Lewalski: The Life of John Milton, rev.ed. (Oxford: Blackwell, 2003)

 

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Croatian-American Ethnic Literature-archive

 

 

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