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)

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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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

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Course title: Linguistic seminar: Semantics
ECTS credits: 5
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.

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

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Former course title: Writing skills