Home » 2013 (Page 2)

Yearly Archives: 2013

Application of cognitive linguistics in learning and teaching L2 (arch.)

Course title: Application of cognitive linguistics in learning and teaching L2
Instructors: Renata Geld, PhD
ECTS credits: 5
Status: elective
Semester: III
Enrollment requirements: recommended for students with basic knowledge of cognitive linguistics

Course description and objectives: The course offers fundamental aspects of the cognitive linguistic theoretical framework that are relevant for current trends in SLA and TEFL. Upon completing the course the students will be able to do the following: recognize relevant elements from the cognitive linguistic framework and apply them in practice; adjust teaching material and their approach to teaching lexicon and grammar by paying attention to the idea of cognitive motivation in language and its symbolic nature; and consolidate previous knowledge about language, language acquisition, and language teaching in terms of what they have learnt from the cognitive linguistic description of language.

Week by week schedule:

week Topics
1 Fundamental concepts
Introduction
2 Fundamental concepts: the nature of language and language vis-à-vis other cognitive processes
3 Fundamental concepts: aspects of conceptual structure and construal
4 Fundamental concepts: cognitive motivation in language / the nature of grammar/lexicon
5 REVISION
Test 1
6 Language as an experiential phenomenon: L1 vis-à-vis L2
7 Strategic construal (L2 construal): cognitive learning strategies vis-à-vis general cognitive processes
8 Strategic construal (L2 construal): from specificity to schematicity / from idiomaticity to grammar
9 Learning L2 by insight: grammar as conceptual structure/meaningfulness of grammar/”making sense” of grammar
10 REVISION
Test 2
11 Ways of testing theory in practice
12 Ways of testing theory in practice: microproject I – plans and drafts
13 Consolidation
14 Ways of testing theory in practice: microproject II – reports
15 Ways of testing theory in practice: microproject II – reports

 

Required reading:
1) Achard, M. and Niemeier, S. (eds.) 2004. Cognitive Linguistics, Second Language Acquisition, and Foreign Languge Teaching. Walter de Gruyter Inc. (selected chapters)

2) Geld, R. and Đurđek, S. 2009. Gradience in L2 procesing: the importance of the non-protoypical, u Brdar, M., Omazić, M. i Pavičić-Takač V. (ed.) Cognitive Approaches to English: Some Fundamental Interdisciplinary and Applied Aspects, Newcastle: Cambridge Scholars Publishing.
3) Geld, R. 2006. Konceptualizacija i vidovi konstruiranja značenja: temeljne postavke i pojmovi kognitivnolingvističkog teorijskog okvira, Suvremena lingvistika, 62, pp. 183-211.
4) Geld, R. 2006. Strateško konstruiranje značenja engleskih fraznih glagola, Jezikoslovlje, 7.1-2, str. 67-111.
5) Putz M., Niemeier S., Dirven R. (ed..) 2001. Applied Cognitive Linguistics I: Theory and Language Acquisition.Berlin/ New York: Mouton de Gruyter (selected chapters).
6) Putz, M., Niemeier, S., Dirven, R. (ed.) 2001. Applied Cognitive Linguistics II: Language Pedagogy. Berlin/New York: Mouton de Gruyter (selected chapters).

7) Radden, G. i Dirven, R. 2007. Cognitive English Grammar. Amsterdam/ Philadelphia: John Benjamins (odabrana poglavlja).

Recommended reading:
1) Aarts, B., Denison, D., Keizer, E., Popova, G. (ed.) 2003. Fuzzy Grammar. Oxford: Oxford University Press

2) Dirven, R. and Verspoor, M. 2004. Cognitive Exploration of Language and Linguistics. Amsterdam/Philadelphia: John Benjamins
3) Rudzka-Ostyn, B. 2003. Word Power: Phrasal Verbs and Compounds, A Cognitive Approach. Berlin/New York: Mouton de Gruyter

 

 

Learners with special needs: blindness and SLA-archive

Course title: Learners with special needs: blindness and SLA
Instructor: Asst. Prof. Renata Geld
ECTS credits: 3
Semester: IX
Status: elective
Enrollment requirements: none
Course description and objectives: The course offers basic aspects of interrelation between language, general cognitive processes and experience in relation to issues pertaining to language learning by the blind and visually impaired. Upon completing the course the students will be able to do the following: apply fundamental theoretical knowledge in practice; design and conduct simple studies dealing with language and its relation to other cognitive processes and aspects of experience; bridge the gap between certain theoretical findings and the needs of blind learners in their everyday learning environment; adjust teaching material and approaches to teaching to the needs of the blind; and consolidate previous knowledge about language, language acquisition and language teaching with the knowledge about specific needs of blind learners of L2.


Week by week schedule:

week Topics
1 Fundamental concepts
Introduction
2 Fundamental concepts: visual impairment and L1 development
3 Fundamental concepts: perceptual nature of knowledge; language as an experiential phenomenon
4 Fundamental concepts: the nature of L2 in relation to other cognitive processes
5 Perspective and attention in L1 and L2
6 REVISION – Test 1
7 The visually impaired at school: everyday challenges
8 The visually impaired at school: the L2 classroom
9 The tactile exploration of the world and its relation to reading, writing, listening and speaking
10 Ways of testing theory in practice
11 REVISION – Test 2
12 Ways of testing theory in practice: microproject I – plans and drafts
13 Consolidation
14 Ways of testing theory in practice: microproject II – reports
15 Ways of testing theory in practice: microproject II – reports

 

Required reading:
Geld, R. and Šimunić, M. (2009). A case study of a blind speaker of English as L2, u Brdar, M., Omazić, M. i Pavičić-Takač V. (ed.) Cognitive Approaches to English: Some Fundamental Interdisciplinary and Applied Aspects, Newcastle: Cambridge Scholars Publishing.
Geld, R. 2006. Konceptualizacija i vidovi konstruiranja značenja: temeljne postavke i pojmovi kognitivnolingvističkog teorijskog okvira, Suvremena lingvistika, 62, pp. 183-211.
Hollins, M. (2000). Vision Impairment and Cognition. In: Silverstone, B., Lang, M.A., Rosenthal, B.P., Faye, E.E. (ed.) The Lighthouse Handbook on Vision Impairment and Vision Rehabilitation. Oxford University Press.
Landau, B. and Gleitman, L. R. (1985). Language and experience: Evidence from the blind child. Cambridge, MA: Harvard University Press.
Rosel, J., Caballer, A., Jara, P. and Oliver, J. C. (2005). Verbalism in the narrative language of children who are blind and sighted. Journal of Visual Impairment and Blindness, 413- 425.
Stančić, V. (1991). Oštećenja vida. Biopsihosocijalni aspekti. Školska knjiga, Zagreb.

Recommended reading:
Conti-Ramsden, G. and Perez-Pereira, M. (1999). Conversational interactions between mothers and their infants who are congenitally blind, have low vision, or are sighted. Journal of Visual Impairment and Blindness.
Dirven, R. and Verspoor, M. 2004. Cognitive Exploration of Language and Linguistics. Amsterdam/Philadelphia: John Benjamins.

 

Sociolinguistics (arch.)

Course Title: Sociolinguistics
Instructor: dr.sc. Damir Kalogjera, prof. emeritus
ECTS-points : 5
Language: English
Semester: IX(winter)
Status: elective
Form of Instruction: 4 lecture per week
Examination: written

A Historical Survey of the Fantastic in British Literature

Course title: A Historical Survey of the Fantastic in British Literature
Instructor
: Assoc. Prof. Iva Polak

ECTS credits: 6
Status: elective
Semester: 1 and 3
Enrollment requirements: enrollment in Semester 1 and/or 3
Course description: The course offers a historical survey of OE, ME and ModE texts till the late 19th century that appropriate fantasy or the supernatural for various reasons. Each text is discussed in the framework of its socio-historical context to reflect, albeit tentatively, the implied listener/reader. Some literary works are analyzed alongside their cinematic adaptations. Theoretical underpinnings of the fantastic include discussing mimesis, the rhetoric of the real and unreal, terminological muddy waters (fantasy/the fantastic/Fantasy), and the notion of impulse, mode and genre.
Objectives: Awakening students’ awareness of the existence of fantasy from the very beginnings of English literature; detecting the shifts in the function of the fantastic in literature and culture; clearer understanding of theoretical underpinnings of the fantastic.
Course requirements:The final grade is based on continuous assessment which includes regular attendance (max. 4 unattended classes), preparation for and participation in discussions, and writing and timely submission of seven short written assignments. Each assignment comes with guidelines, prescribed length (c. 800-1500 words) and deadline. Students must receive a minimum passing grade for reach written assignment to successfully pass the course. Plagiarizing detected in a single written assignment will lead to failing of the course.

Weekly schedule
WEEK 1
Introduction to key problems: the notion of reality in different time periods; mimesis-mimetic; fantasy-fantastic

WEEK 2
What is fantastic in fantasy; historical positioning of the fantastic; fantasy as a mode and/or a genre; introduction into the theory of the genre (Todorov, Brooke-Rose,Chanady, Hume, etc.)
– Christine Brooke-Rose (Ch. 2); Kathryn Hume (Ch. 2 & 5)
Assignment 1

WEEK 3
The problem of locating the fantastic in Anglo-Saxon (OE) literature

Beowulf , c. 8th c. (excerpts) – historical context, Anglo-Saxon listener and encoded reader; the problem of the real and the unreal; heroic or fantastic epic
WEEK 4
Beowulf (cont.) – relevance of epic for the development of fantastic literature

WEEK 5
Beowulf and Tolkien’s high fantasy; Tolkien. “The Monster and the Critic”
Assignment 2

WEEK 6
Fantasy and the Middle-Ages
Geoffrey Chaucer, The Canterbury Tales  (“The Nun’s Priest’s Tale”) (1387-; Caxton 1st ed. 1476) – historical context, medieval forms, fable, fantasy of the so-called “simple forms” (Einfache Formen)
Assignment 3

WEEK 7
Sir Thomas Malory. Le Morte Darthur (1485): medieval intertext; from epic to romance; Arthuriana as myth and historiography; characters and narrative strands; Monthy Python and the Holy Grail (1975) dir. Terry Gilliam & Terry Jones
WEEK 8
No classes. Reading week.
WEEK 9
Fantasy and the Early Modern Period

William Shakespeare. The Tempest (1623) – Elizabethan worldview; Prospero’s magic and how to present it on stage and screen; application of Todorov
Assignment 4

WEEK 10
Cinematic adaptations of The Tempest: discussion of clips from Silent Shakespeare (1899-1901),  Prospero’s Books (1991) dir. Peter Greenaway, The Tempest (2010) dir. Julie Taymor; analysis of Forbidden Planet (1956) dir. Fred M. Wilcox
Assignment 5

WEEK 11
Fantasy in the Neoclassical Period

Jonathan Swift. Gulliver’s Travels (4th voyage) (1726, 1735)– utopian literature (Plato, Thomas More), Menippean satire, fantasy and allegory, location and problems of the 4th voyage;
Assignment 6

WEEK 12
Fantasy and the Victorian Period

Lewis Carroll. Alice’s Adventures in Wonderland (1865) –Victorian children literature; nonsense verse (Jabberwocky); source of the supernatural
WEEK 13
Lewis Carroll. Alice’s Adventures in Wonderland – application of Todorov
Assignment 7

WEEK 14
Towards SF

H. G. Wells. The Time Machine (1895) – ‘impure’ SF, novum (Suvin)

Reading list:
Beowulf (excerpts)

Geoffrey Chaucer. The Canterbury Tales (“The Nun’s Priest’s Tale”)
Sir Thomas Malory. Le Morte Darthur (excerpts)
Jonathan Swift. Gulliver’s Travels, IV voyage
Lewis Carroll. Alice’s Adventures in Wonderland
H. G. Wells. The Time Machine; “The Grey Man”

Critical editions:
– Brooke-Rose, Christine. A Rhetoric of the Unreal. Studies in Narrative and Structure, Especially of the Fantastic, CUP, 1981. (Ch. 2)

Chanady, Amaryll Beatrice. Magical Realism and the Fantastic: Resolved Versus Unresolved Antinomy, Garland Publishing Inc, 1985. (excerpts)
– Čapek, Karel. In Praise of Newspapers and Other Essays on the Margin of Literature, Allen&Uwin, 1951. Essays: “Towards a Theory of Fairy Tales”; “A Few Fairy-Tale Motifs”.
– Hume, Kathryn. Fantasy and Mimesis. Responses to Reality in Western Literature. Methuen. 1984. (Ch. 2 & 5)
– Jackson, Rosemary. Fantasy. The Literature of Subversion, Routledge, 1981. (excerpts)
– Polak, Iva. Futuristic Worlds in Australian Aboriginal Fiction. Oxford:Peter Lang, 2017: Ch.1 & 2
– Suvin, Darko. “On the Poetics of the Science Fiction Genre”. College English. Vol. 34. No. 3, 1972: 372-382.

Todorov, Tzvetan. The Fantastic. A Structural Approach to a Literary Genre, Cornell UP, 1975.
– Tolkien, J.R.R. The Monster and the Critics and Other Essays, HarperCollins, 2006. Essays: “The Monster and the Critics”; “On Fairy Stories”.

All texts shall be made available in electronic format.

 

 

 

 

Sintaksa 1 – rezultati 05. 09. 2013. (en)

(more…)

The History and Paradigms of American Studies 2 (Grgas)

Course title: The History and Paradigms of American Studies 2 (Grgas, 2013-14)
Instructor:
Stipe Grgas
ECTS credits: 6
Status: elective
Enrollment requirements: enrollment in the 8th and/or 10th semester
Course description: This course is a companion course to the course History and Paradigms of American Studies1 which investigated the origins of the discipline of American Studies. Its purpose is to explore the developments within the discipline up to the present day. To generalize, the main development since the founding of the discipline has been the questioning of the holistic approach to the object of study and the essentialist conceptualization of the United States. The latter practitioners of the field have reinscribed into the discipline the voices and experiences of those who were left out of the earlier paradigms and have likewise argued for the contextualization of the United States into the global context. The course will not only review these interventions but will also seek to show how they have been attended by an engagement with different theories, from poststructuralism, gender studies to Marxism.
The course is obligatory for American Studies majors.
Course requirements: regular attendance, participation in class discussions, written assignments and a final seminar paper. At the end of the course the students will be given a written exam.
Sylalbus:
The course will begin by describing how the so-called New Americanists challenged the prevailing methodology and reigning orthodoxies of the so-called „myth and symbol school“. It will be shown how the socio-political realities of the sixties impinged upon the agenda of the discipline and forced it to take cognizance of the heterogeneity of American society and address issues of race, ethnicity, gender, religious affiliation, regional specificity and to a lesser degree class. The second group of themes that the course will take up will deal with the transnational turn in American studies which targets the role the US has played on the global scene excavating the history of American imperialism, the contact zones and borders established throughout this history. The final cluster of issues that the course will take up will attempt to map the present state of the discipline and the way it has attempted to come to an understanding of contemporary American policies, developments within the US and how these have impacted upon our world.
Readings (alternations possible)
– «American Studies at a Crossroad: A Conversation with Donald Pease, Roby Wiegman and John Smelcer» http://ragazine.cc/2011/12/discourse-american-studies/
– Bronner, Simon J. «American Studies: A Discipline». Encyclopedia of American Studies, ed. Simon J. Bronner (Baltimore: John Hopkins University Press, 2012), s.v. „American Studies: a Discipline“ (by Simon J. Brooner), http://eas-ref.press.jhu.edu/view?aid=809 (accessed August 17, 2012).
– Castronovo, Russ and Susan Gillman 2009. States of Emergency: The Object of American Studies. Chapel Hill: The University of North Carolina Press. pp. 1-54.
– Denning, Michael 1986. „’The Special American Conditions’: Marxism and American Studies“, American Quarterly, vol.38.no.3 (1986): 356-380.
– Fisher, Phillip 1991. The New American Studies. Berkeley: University of California Press.
– Grgas, Stipe 2013. „American Studies and the Canonization of Thomas Pynchon“. journal-borderlands . serbianamericanstudies.rs
– Radway, Janice A., Kevin K. Gaines, Barry Shank and Penny Von Eschen 2009. American Studies: An Anthology. Chichester: Wiley-Blackwell. (selection)
– Rowe, John Carlos 2012. The Cultural Politics of the New American Studies. Ann Arbor: University of Michigan Library. Open Humanities Press. http://www.scribd.com/doc/132330117/Rowe-The-Cultural-Politics-of-the-New-American-Studies
– Shapiro, Stephen 2001. „Reconfiguring American Studies?: The Paradoxes of Postnationalism“. 49th Parallel: An Interdisciplinary Journal of North American Studies. Issue 8/ Summer 2001.

In addition to these theoretical texts the course will understake a reading of Thomas Pynchon’s novel Vineland focusing upon the issue how the author in this text prefigures the present moment of the United States.

 

The History and Paradigms of American Studies 2 (Šesnić, 2012)

Dr Jelena Šesnić

Literary Seminar (MA Level): The History and Paradigms of American Studies 2

Spring 2012


Syllabus
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; oral presentation (10 min); 2 seminar papers (6-7 pp./ ca 2000-2500 words each + bibliography); final test (mandatory, non-negotiable, continuous assessment). Grade break-down: Seminar papers 50 %; final test 30 %; the rest 20 %.

 

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. Harriet Prescott Spofford: „Amber Gods“ (1863)

http://faculty.pittstate.edu/~knichols/beads.html

7. Sandra Cisneros: „Woman Hollering Creek“ (1991)


Syllabus (alterations possible)

 

March

Week 1: Introduction: European vs US Americanists; perspectives, focus and methods:

Chenetier, Fluck, Pease

Week 2: from national to imperial American studies (Aravamudan)

Week 3: Poststructuralism: Thoreau, Walden (Benn Michaels)

Week 4: Thoreau, Walden; towards New Historicism (Michael Gilmore)

April

Week 1: New Historicism: text and contexts; Bercovitch and the American Renaissance

Week 2: New Historicism and the “New Americanists”: EA Poe: Pym (D. Pease)

Week 3: New Historicism: EA Poe, cont.

Week 4: New Historicism into transnational American studies: Herman Melville: “Benito Cereno” (Sundquist, Warren)

Week 5: De-centring American studies: ethnic studies; Jefferson, Notes (Erkkila)

May

Week 1: Jefferson, Notes (cont.)

Week 2: Feminist criticism and the canon: Baym; Harriet Prescott Spofford: “Amber Gods”

Week 3: Feminist into gender studies; border studies: Anzaldúa; Cisneros

Week 4: Is there a transnational American studies? Leonora Sansay: Secret History, or The Horrors of St. Domingo

June

Week 1: Transnational American studies: Sansay, cont.

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

Final test.

 

Relevant Internet sources:

EAAS web-site (European Association for American Studies): see links

ASA web-site (American Studies Association): see links

ALA (American Literature Association): see links

MLA (Modern Languages Association): see links

MELUS (US-based) and MESEA (European-based): see links

American Studies Journals on the Web

Full-text journal databases: J-stor, Project Muse, EBSCO, Oxford Journals, Blackwell, etc.

 

List of journals:

American Literary History; American Quarterly (ASA); American Literature (ALA)

PMLA (MLA)

European Journal of American Studies (e-journal, EAAS; see other national AS associations)

New Literary History; Boundary 2; Representations

MELUS

The Transnational Journal of American Studies (e-journal)

The 49th Parallel (e-journal)

Neo-Americanist (e-journal)

Architext in postmodern British literature – ARCH

Course title: Architext in postmodern British literature
Instructor: Asst. Prof. Vanja Polić

ECTS credits: 6
Status: elective
Semester: 7th and 9th semester
Enrollment requirements: enrollment in the 7th or 9th semester

Course description: The course offers an insight into the postmodern British novel with a focus on the dialogue that the postmodern literature sets up with British literary canon. Students will be introduced to different definitions of postmodernism (style or period?) and to key concepts that postmodernism engages with such as the questions of tradition, history, subjectivity and politics. Furthermore, strategies which the postmodern novelists use to question the basic tenets of modernism, such as parody, pastiche, irony, heteroglossia, dialogism, will also be studied. Architext in the course’s title refers to Genette’s “name” for literary genres, i.e. for various durable links between certain modes of enunciation (e.g. narration) and certain thematic concerns. By studying architext Genette arrives at poetics, thus the course will eventually attempt to articulate a poetics of the postmodern British novel.

Objectives: To acquaint the students with the postmodern British novel and poetics of postmodernism; to make them aware of the continuity of development of British literature through intertextuality, reinscription and reliance of recent literary texts on older canonic texts.

Course requirements: the final grade is based on continuous assessment which includes regular attendance (max. absences allowed: 4), preparation for class, in-class participation, writing small assignments, obligatory sitting for midterm exam and timely submission of the final paper. The paper is worth 35%, midterm exam 40% and other elements of continuous assessment are worth 25% of the final grade. Students must fulfill all elements of continuous assessment.

Week by week schedule

Week 1: general introduction into modernism; basic theories of postmodernism
Week 2: architext (G. Genette)
Week 3: M. Cunningham The Hours – historical contextualization of the template (V. Woolf, Mrs. Dalloway) and contemporary intertextual deviations in The Hours
Week 4: M. Cunningham, The Hours – analysis continued
Week 5: Will Self, Dorian – aestheticism and decadence of the template (O. Wilde, The Picture of Dorian Gray) and hypertext
Week 6: Will Self, Dorian – analysis continued
Week 7: Robinson Crusoe, Gulliver’s Travels and British 18th century as hypotext of the postmodern novel
Week 8: Midterm exam

Academic writing skills (guidelines for writing research paper)
Week 9: Michael Coetzee, Foe – pseudofeminist and postcolonial reinscription of D. Defoe’s Robinson Crusoe
Week 10: Angela Carter, The Infernal Desire Machines of Doctor HoffmanGulliver’s Travels as hypotext – reconstruction of Gulliver’s possible world from the fourth journey
Week 11: Angela Carter, The Infernal Desire Machines of Doctor Hoffman – analysis continued
Week 12: Alasdair Gray, Poor Things or postmodern Frankenstein by M. Shelley
Week 13: Alasdair Gray, Poor Things – analysis continued
Week 14: wrap-up discussion

Reading list:
– Angela Carter, The Infernal Desire Machines of Doctor Hoffman
– Michael Coetzee, Foe
– Michael Cunningham, The Hours
– Alasdair Gray, Poor Things
– Will Self, Dorian

Critical editions:
– Brian McHale, Postmodernist Fiction, Routledge, 1987
– Mark Currie (ed.), Metafiction, Longman, 1995 (selection)
– Gérard Genette, The Architext: An Introduction, Regents of University of California, 1992
– Linda Hutcheon, A Poetics of Postmodernism, Routledge, 1988
– Fredric Jameson, Postmodernism, or, the Cultural Logic of Late Capitalism, Verso, 1991
– Jean-François Lyotard, “” An Answer to the Question, What is the Postmodern?” in The Postmodern Condition: A Report on Knowledge, U of Minnesota P, 1984
– Simon Malpas, The Postmodern, Routledge (the new critical idiom) 2005

All texts will be made available to the enrolled students in electronic form. Additional materials are received in class.

Cool Britannia? British drama in the period 1956 – 2008

Course title: Cool Britannia? British drama in the period 1956 – 2008
Instructor: Dr. Tihana Klepač, Assoc. Prof.

ECTS credits: 6
Language: English
Status: elective
Enrolment requirements: enrolment in 4th or 6th semester
Course requirements: continuous assessment; regular attendance, work in class, 1 written assignment, mid-term and end-term exam.
Course description: An overview of British drama beginning with the premiere of Osborne’s Look Back in Anger and ending with Pinter’s death on the Christmas Eve of 2008, discussed in the light of its contribution to the formulation of the British national identity. Analyzing the works of the authors listed below we shall explore the way in which British dramatists through three generations of the angry young men (the original in the 1950s and 1960s, the second one in the 1990s as expressed in the in-yer-face theatre, and the third one expressed through the Verbatim theatre) relate to the imperial British metanarration, and attempt to point to the fissures in the national identity so created.
Objectives: Recognize the role of British drama in the formulation of the perceived role of Great Britain in the post-imperialist period.
Course requirements: The final grade is based on continuous assessment which includes regular attendance, preparation for and participation in class, writing small assignments, timely submission of the final paper, and obligatory sitting for midterm and endterm exam. Students must meet all requirements of continuous assessment.

Week by week schedule:
WEEK 1
Idea that literature constitutes discourses which have an order-giving and order-finding function in the contemporary world (Marion Halligan, J. Hillis Miller); incredulity toward metanarratives (Lyotard, White, Foucault)

WEEK 2
Power and identity (Hall, Bhabha, Anderson, Duara, Balibar, Spivak); relations of power and the right to representation (Foucault); end of metanarrations and the relativisation of Truth (Baudrillard)

WEEK 3
Historical background of the Angry Young Men, In-Yer-Face and Verbatim theatre: Britain in the latter 20th century and at the beginning of the 21st century; influence of Samuel Beckett and the theatre of the absurd 

WEEK 4
Angry Young Men; John Osborne: Look Back in Anger, 1956; Clash of class cultures with the dominant theme of helplessness and anger: discovery that the idealised Britain the war generation sacrificed itself for is fake, and that the national identity so formulated is a betrayal; excerpts from the 1976 TV adaptation of the play, «BBC Play of the Month» program

WEEK 5
Harold Pinter: The Dumb Waiter, 1960; individual vs. collective identity as expressed through the political metaphor, the Big Brother theme; Excerpts from the interview with Michael Billington and Karel Reisz

WEEK 6
Edward Bond: Saved, 1965; cultural poverty and frustration of young people on the dole, censorship

WEEK 7
Tom Stoppard: Rozenkrantz And Guildenstern Are Dead, 1966; individual vs. collective identity in a society in which traditional values are overturned, postmodernist play of words, reinscription of the British canon; excerpts from the film Rozenkrantz And Guildenstern Are Dead (1990)

WEEK 8
Mid-term exam
.

Overseas colonisation as treated in British drama (Kidd, Tylor, Kipling)
WEEK 9
Timberlake Wertenbaker: Our Country’s Good
WEEK 10
In-Yer-Face Theatre; Sarah Kane: Blasted, 1995; tragedy of history; comparison of its reception with that of Look Back in Anger and Saved
WEEK 11
Mark Ravenhill: Shopping and Fucking, 1996; consumerism erasing all moral codes; excerpts from the play performed in &TD theatre, Zagreb, 7th May 2004

WEEK 12
Verbatim theatre: tribunal plays; Richard Norton – Tylor: Bloody Sunday: Scenes from the Saville Inquiry; Postcolonial Ireland

WEEK 13
Verbatim theatre: politicians on stage; David Hare: Stuff Happens; British foreign policy, power plays, representation and self-representation

WEEK 14
Final discussion.

WEEK 15
End-term exam.

Reading:
Plays

John Osborne: Look Back in Anger
Harold Pinter: The Dumb Waiter
Edward Bond: Saved
Tom Stoppard: Rozenkrantz And Guildenstern Are Dead
Timberlake Wertenbaker: Our Country’s Good
Mark Ravenhill: Shopping and Fucking
Sarah Kane: Blasted
David Hare: Stuff Happens
Richard Norton – Tylor: Bloody Sunday: Scenes from the Saville Inquiry

Christopher Innes: Modern British Drama: The Twentieth Century, Cambridge University Press, 2002
– Simon Trussler: The Cambridge Illustrated History of British Theatre, Cambridge University Press, 2000.

Due to unavailability of reference material, all relevant texts are contained in the Cool Britannia? Reader 2010.

 

 

Creating Place Out of Space: Early Australian Literature

Course title: Creating Place Out of Space: Early Australian Literature
Instructor: Dr. Tihana Klepač, Assoc. Prof.

ECTS credits: 6
Language: English
Status: elective
Enrolment requirements: enrolment in 3rd or 5th semester
Course requirements: continuous assessment; regular attendance, work in class, 1 written assignment, mid-term and end-term exam.
Course description: Selected texts exemplify the creation of place out of space on the Australian continent. The course traces the formulation of the Australian national Self from the first descriptions of landscape worlding (Spivak) Australia, introducing the country into cultural circulation, to the acceptance of geographical and historical particularities, coming to terms with inherited ways of representing the continent and the nation, to the emergence of national consciousness in late 19th century and the formulation of the nation through novels which are postulated as the culmination of the national impulse. The course thus outlines the process whereby an unknown and distant land becomes a home.
Objectives: The objective of the course is to awaken the students’ awareness of the ways in which narrations formulate the national self by exploring the example of early Australian literature.
Course requirements: The final grade is based on continuous assessment which includes regular attendance, preparation for and participation in class, writing small assignments, timely submission of the final paper, and obligatory sitting for midterm and endterm exam. Students must meet all requirements of continuous assessment.

Week by week schedule:
WEEK 1
Introduction to the history and culture of Australia

WEEK 2
Representing a New World: 1789 – 1850;
Australia as a Land of Oddities

WEEK 3
Worlding of the continent (Spivak); James Cook’s diaries, travel writing by Australian inland explorers: Edward Eyre, Charles Sturt (excerpts)

WEEK 4
The Colonial Period 1850 – 1890; British penal system; Governor Phillips’s diary; films: Discovery: Short History of the World – Convict Australia, Timewatch: The Floating Brothel
WEEK 5
Narratives of crime and punishment, influence of environment on the character; the formulation of national characteristics; Marcus Clarke: For the Term of His Natural Life, Rolf Boldrewood: Robbery Under Arms (excerpts)

WEEK 6
«Damned Whore» vs. «God’s Police» – representation of women in Australian; film Timewatch: The Floating Brothel
WEEK 7
Literature by women: interventions in the romance, as the genre available to women writers, to discuss the position of women, marriage and often the very conventions of the genre; Ada Cambridge: A Marked Man (excerpts)

WEEK 8
Imitating Victorian models: sonnets, love poems; abandoning the Victorian model, description of bushrangers in blank verse; early formulation of national symbols: the spell of the bush, the bush grave; poetry: Harpur, Kendall, Gordon, Ada Cambridge (selected poems)

Mid-term exam
WEEK 9
The Nationalist Period 1890 – 1922; development of cities: Sydney, Melbourne; the role of The Bulletin, Angus & Robertson and the Heidelberg school of painting

WEEK 10
Abandoning the conventions of romance and melodrama, readers are no longer British consumers of exotic stories about the colonies. Representation of Australia “from within”; ideas about Australian landscape and the national character; ballad: Paterson: “The Man from Snowy River”; excerpt from the film The Man from Snowy River, 1982, director: George Miller

WEEK 11
Short story: Henry Lawson, Barbara Baynton (selected stories)

WEEK 12 – 13
Novel as a form of nation building – Novels of the Federation; Miles Franklin: My Brilliant Career; film: My Brilliant Career, 1979, director: Gillian Anderson; Joseph Furphy: Such is Life (excerpts)

WEEK 14
End-term exam.

Reading:
Due to unavailability of reference material, all relevant texts are contained in Early Australian Literature Reader and contains texts from the following editions:

– Paul Carter, The Road to Botany Bay, Alfred A. Knopf, New York, 1988
– Robert Hughes, The Fatal Shore, Vintage, New York, 1988
– Elizabeth Webby, “Introduction” and “Colonial writers and readers,” The Cambridge Companion to Australian Literature, Elizabeth Webby (ed.), Cambridge: Cambridge University Press, 2000, pp. 1-18 and 50-74
– Kerryn Goldsworthy, “Fiction from 1900-1970,” The Cambridge Companion to Australian Literature, Elizabeth Webby (ed.), Cambridge: Cambridge University Press, 2000, pp. 105-109
– Anne Summers, Damned Whores and God’s Police, The Colonization of Women in Australia, Penguin, London, 1981
– Susan Sheridan, Along the Faultlines – Sex, Race and Nation in Australian Women’s Writing, Allen & Unwin, St. Leonards, 1995
– Leigh Astbury, City Bushmen, The Heidelberg School and the Rural Mythology, Oxford UP, Melbourne, 1985

 

Negation in Language: a Contrastive Analysis of Negation in English and Croatian

zovko-negacija

Irena Zovko Dinković. Negacija u jeziku: kontrastivna analiza negacije u engleskome i hrvatskome jeziku. Zagreb: Hrvatska sveučilišna naklada, 2013

 

Programme Requirements: literature and culture 2012/13

GRADUATE STUDY – SPECIALIZATION: LITERATURE AND CULTURE
________________________________________________________________________

Master’s level (Years 4th and 5th)
Specialization: Literature and Culture

Master’s Degree Programme in English language and literature with emphasis on English literature and culture (taken as a double major)

7th semester 3 courses Max. 18 ECTS
8th semester 3 courses Max. 18 ECTS
9th semester min. 2 courses Max. 18 ECTS
10th semester 0 courses M.A. thesis 15 ECTS
Total ca. 45 ECTS + 15 ECTS for M.A. thesis  

Master’s Degree Programme in English language and literature with emphasis on English literature and culture (taken as a single major)

7th semester 4 courses Max. 24 ECTS  
8th semester 4 courses Max. 24 ECTS  
9th semester min. 3 courses Max. 24 ECTS Independent study (3 ECTS)
10th semester 1 course + M.A. thesis (15 ECTS) Max. 6 ECTS  
Total 90 ECTS (72 ECTS + 3 ECTS for research paper+ 15 ECTS for M. A. thesis)    

Master’s Degree Programme in English language and literature with emphasis on American Literature and Culture (taken as a double major)

7th semester 3 courses Max. 18 ECTS
8th semester 3 courses Max. 18 ECTS
9th semester min. 2 courses Max. 18 ECTS
10th semester 0 courses M.A. thesis 15 ECTS
Total ca. 45 ECTS + 15 ECTS for M. A. thesis  

Master’s Degree Programme in English language and literature with emphasis on American Literature and Culture (taken as a single major)

7th semester 4 courses Max. 24 ECTS  
8th semester 4 courses Max. 24 ECTS  
9th semester min. 3 courses Max. 24 ECTS Independent study (3 ECTS)
10th semester 1 course + M. A. thesis (15 ECTS) Max. 6 ECTS  
Total 90 ECTS (72 ECTS + 3 ECTS for research paper+ 15 ECTS for M. A. thesis)    

 

 


 

Programme Requirements: Translation 2012/13

GRADUATE STUDY PROGRAMME IN ENGLISH LANGUAGE AND LITERATURE
SPECIALIZATION: TRANSLATION
________________________________________________________________________

AS A SINGLE MAJOR:
7th semester (total: 20 ECTS)

Translation Theory   6 ECTS
Translation of Scientific and Academic Texts   5 ECTS
Idiomatic and Stylistic Features of the Croatian Language   5 ECTS
An elective literary course offered by the English Dept.   min. 4 ECTS

8th semester (total: 25 ECTS)

Sociolinguistics   5 ECTS
Political and Legal Institutions in Croatia and in English-Speaking Countries   5 ECTS
EU and International Organizations   5 ECTS
Translator and the Computer   5 ECTS
An elective literary course offered by the English Dept.   min. 5 ECTS

9th semester (total: 25 ECTS)

Areas of the Translation Profession   5 ECTS
Pragmatics   5 ECTS
Cognitive Linguistics and Translation   5 ECTS
Lexicology and Lexicography   5 ECTS
An elective literary or linguistics course offered by the English Dept.   min. 5 ECTS

10th semester (total: 20 ECTS)

M.A. Thesis   15 ECTS
An elective course offered by the University   min. 5 ECT

IN COMBINATION WITH ANOTHER MAJOR:

7th semester (total: 16 ECTS)

Translation Theory   6 ECTS
Translation of Scientific and Academic Texts   5 ECTS
Idiomatic and Stylistic Features of the Croatian Language   5 ECTS

8th semester (total: 15 ECTS)

Sociolinguistics   5 ECTS
     
Political and Legal Institutions in Croatia and in English-Speaking Countries   5 ECTS
or:    
EU and International Organizations   5 ECTS
     
Translator and the Computer   5 ECTS
or:    
An elective literary course offered by the English Dept.   min. 5 ECTS

9th semester (total: 15 ECTS)

Areas of the Translation Profession   5 ECTS
     
Pragmatics   5 ECTS
or:    
Cognitive Linguistics and Translation   5 ECTS
     
Lexicology and Lexicography   5 ECTS
or:    
An elective literary or linguistics course offered by the English Dept.   min. 5 ECT

10th semester (total: 15 ECTS)

M.A. Thesis   15 ECTS

 

 

 

 

 

 

Programme Requirements: TEFL 2012/13

GRADUATE PROGRAMME – Master of Education in English Language and Literature
____________________________________________________________________________________________

Double-major programme

Students enrolled in this programme are required to earn 60 ECTS credits through courses leading to teaching competences. Thirty ECTS refer to general teaching competences, and 30 ECTS to subject-specific teaching competences. If the student’s other major leads also to a teaching degree, the 30 ECTS credits pertaining to subject specific competences are split between the two majors. If the student’s other major leads to a non-teaching degree, the student earns the necessary credit in the following way: 15 ECTS through ELT courses, 10 ECTS through the ELT graduation thesis, and 5 through an additional teaching-related course(s) offered either by the English Department or by the Centre for Teacher Education.

Programme requirements:
15 ECTS – ELT courses
20 ECTS – electives (at least three courses have to be selected from the departmental list, at least one of which has to be from the linguists list and at least one from the literature and culture list)
10 ECTS – graduation thesis

7th semester

Process of language acquisition 2 + 2 + 0 3 ECTS

VIII semester

Teaching English as a foreign language 2 + 2 + 2 4 ECTS

IX semester

Practicum 1 0 + 1 + 1
in-school-training
2 ECTS
Individual differences in language acquisition 2 + 2 + 0 3 ECTS

X semester

Practicum 2 0 + 2 + 1
in-school-training
3 ECTS
Assessing Linguistic and Communicative Competence 2 + 2 + 0 3 ECTS
Graduation thesis Consultations with supervisor 10 ECTS

Single-major programme

Students enrolled in this programme are required to earn 60 ECTS credits through courses leading to teaching competences. Thirty ECTS refer to general teaching competences, and 30 ECTS to English language teaching competences.

Programme requirements:
30 ECTS – ELT courses
45 ECTS – electives (at least three courses have to be selected from the departmental list, at least one of which has to be from the linguists list and at least one from the literature and culture list)
15 ECTS – graduation thesis

VII semester

Second language acquisition 1 + 2 + 0 5 ECTS
Glottodidactics 1 + 2 + 0 5 ECTS
Practicum 1 0 + 0 + 1
in-school-training
2 ECTS

VIII semester

TEFL methodology 0 + 2 + 0 5 ECTS
Practicum 2 0 + 0 + 1
in-school-training
3 ECTS

IX semester

Learning English at an early school age 0 + 2 + 2 5 ECTS
Practicum 3 0 + 0 + 1
in-school-training
3 ECTS

X semester

Practicum 4 0 + 0 + 1
in-school-training
2 ECTS
Graduation thesis Consultations with supervisor 15 ECTS

 

 

Programme Requirements : linguistics 2012/13-archive

GRADUATE PROGRAM IN ENGLISH LINGUISTICS TRACK
Program Requirements 2012/13
________________________________________________________________________________________

Single Major:

VIIth semester:

Course Hours/week
Lecture/seminar/exercises
ECTS status
Academic Writing (Hoyt) 0/0/4 5 required
Lexicology and Lexicography (Broz) 2/2/0 5 required
Any elective course offered by
English Dept., FFZG or UNIZG
  5 elective
Any elective course offered by
British Literature or American Studies Section
  6 elective
TOTAL ECTS POINTS 21

VIIIth semester:

Course Hours/week
Lecture/seminar/exercises
ECTS status
Academic Writing 2 (Hoyt, Nikolić) 0/0/4 5 required
History of the English Language (Broz) 4/0/0 5 required
Linguistics Seminars:
Semantics (Stanojević) 0/2/0 5 required
Discourse Analysis (Grubišić) 0/2/0 5 required
TOTAL ECTS POINTS 20

IXth semester:

Course Hours/week
lecture/seminar/exercises
ECTS status
English Across the World (Josipović Smojver) 4/0/0 5 elective
Historical Sociolinguistics (Hoyt) 1/2/0 5 elective*
Psycholinguistics (Zovko Dinković) 4/0/0 5 elective
Pragmalinguistics (Stanojević) 1/2/0 5 elective
Elective offered by British Literature
or American Studies Section
  6 elective
Any elective course offered by FFZG   5 elective
TOTAL ECTS POINTS 31

Xth semester:

Course ECTS status
Any elective course offered
by English Department
5 elective
Graduation Thesis 15 required
TOTAL ECTS POINTS 20  

TOTAL NUMBER OF ECTS POINTS: 92**

*During enrollment, single-major students have priority

** The remainder of the 120 ECTS points are a requirement for the single-major master’s degree in English language and literature, linguistics track, and may be earned by enrolling and completing any elective courses offered by the Department of English, the Faculty of Humanities and Social Sciences (FFZG), or the University of Zagreb (UNIZG).

Additional explanation about literature courses:
In the graduate program in English Linguistics, SINGLE-MAJOR students are required to choose one literature course in the VIIth and one in the IXth semester.

Additional explanation about linguistic courses:
In the IXth semester, SINGLE-MAJOR students choose any three of the four linguistics courses offered.

_____________________________________________________________________________________

Double Major:

VIIth SEMESTER:

Course Hours/week
lecture/seminar/exercises
ECTS status
Academic Writing (Hoyt) 4/0/0 5 required
Lexicography and Lexicology (Broz) 2/2/0 5 required
Any elective course offered by
English Dept., FFZG or UNIZG
  5 elective
TOTAL ECTS POINTS   15

VIIIth SEMESTER:

Course Hours/week
lecture/seminar/exercises
ECTS status
Academic Writing 2 (Nikolić, Hoyt) 0/0/4 5 required
History of the English Language (Broz) 4/0/0 5 required
Linguistics seminars:
Semantics (Stanojević) or Discourse Analysis (Grubišić) 0/2/0 5 elective
TOTAL ECTS POINTS   15

IXth SEMESTER:

Course Hours/week
lecture/seminar/exercises
ECTS status
English Across the World (Josipović Smojver)*
Historical Sociolinguistics (Hoyt)*
Psycholinguistics*
Pragmalinguistics** Student chooses 2 of the above 4 courses
4/0/0 5 elective
1/2/0 5 elective
4/0/0 5 elective
1/2/0 5 elective
  (10 ECTS
points required)
 
Any elective course offered by
British Literature or American Studies Section
  6  
TOTAL ECTS POINTS   16  

Xth SEMESTER:

Course ECTS  
Graduation Thesis 15  
TOTAL ECTS POINTS 15  

TOTAL NUMBER OF ECTS POINTS: 61

Additional explanation about literature courses:

In VIIth semester, DOUBLE-MAJOR students of English Linguistics choose ANY elective course offered by the Department of English, the Faculty of Humanities and Social Sciences (FFZG), or the University of Zagreb (UNIZG). This may be a literature course, but does not have to be.


In the IXth semester DOUBLE-MAJOR students of English Linguistics must choose one literature course offered by either the American Studies Section or the British Literature Section of the English Department.

Additional explanation about linguistics courses:

In the IXth semester, DOUBLE-MAJOR students of English Linguistics choose any two of the four linguistics courses offered in that semester.