DIPLOMA EXAMINATION IN AMERICAN LITERATURE
(study guide and reading list)
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I. General guide

A – General Background
B – Writers and Books : The Reading List
C – Textbooks and Study Materials

II. Reading List

Studenti su dužni proučiti sve upute koje se nalaze pod General Guide prije nego počnu spremati ispit.

 

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I. General guide

A. GENERAL BACKGROUND

 The students are expected to have some basic knowledge of periods and movements in American literature and a summary notion of its historical background. In order to gain a sense of literary – historical perspective, students should read the introductions to the various sections in American literature. The Makers and the Making, Volumes I & II (subsequently M&M). A 246-page selection of literary-historical and critical material from M&M is available for photocopying in the Photocopy Shop in the basement to be used as a textbook by the students. The students should use it selectively, in accordance with the requirements set by this study guide, as well as their individual choices and preferences. As regards the texts of the M&M introductions, only the knowledge of the most outstanding historical events and personalities will be required: students should be acquainted with the prominent terms and notions concerning the history of American culture, which are outlined below. These outlines also contain names of writers, some of which do not appear on the reading list, but deserve to be known at least by name and general orientation. The material has been divided into five sections following in chronological order. A general knowledge of all of these is required : the student is expected  to select for special study either Section II, III or IV.

 I. Pre-national Literature (1620-1743) and An Emergent National Literature (1743-1826)

             (M&M I, pp.1-17, 27-28, 34-35, 38-40, 82-86, 109-119, 120-125)

 The first English settlers: Puritanism – Calvin, Luther : predestination : individual conscience : the habit of self-exploration : God’s covenant with man : manifest destiny : the sense of sin.

New England seen as New Jerusalem.

Early Puritan writing : the Great Awakening : the influence of the Age of Reason and the Enlightenment : Deism : the War of Independence : the Declaration of Independence.

Bradford, Winthrop, Mather, Bradstreet, Taylor, Edwards, Franklin, Jefferson, Bryant, Washington, Irving, Cooper.

 

II. A National Literature and Romantic Individualism (1826-1861)

             (M&M Vol I, pp. 325-352)

 The paradox of chattel slavery vs. belief in equality of all men : the proces of democratization : industrialization : abolitionism (334-335) : transcendentalism (338-351): the Civil War : the drive to the West and gradual settling of the continent : Boston and New England dominating literary life.

 Poe, Hawthorne, Longfellow, Lowell, Beecher Stowe, Emerson, Thoreau, Melville, Whitman.

 

III. The New Consciousness (1861-1914)

             (M&M, Vol II, pp.1197-1220, 1341)

 Big industry and finance capitalism : achievements which “staggered the imagination” such as the transcontinental railway : the winning of the West : mass immigration from Europe : expansive optimism countered by disgust with the new order, and an impulse to reform : the Robber Barons vs. philantropy : Twain’s “Gilded Age” : the belted rise of realism and naturalism : local colour fiction : the novel as an art form (1215-17)

 Dickinson, Bret Harte, Twain (Clemens), the “Muckrakers”, Howells, James, Wharton, Bierce, Crane, Norris, Upton Sinclair, London

 

IV. The Moderns : Founders and Beyond (1914-1945)

             (M&M, Vol II, pp.1803-1829; 2043-2057)

The US becoming a world power : World War I : the “lost generation” : the “jazz age”: the Twenties, a time of “fluidity, of questioning and of experimentation”, also disillusionment and cynicism : prohibition : European intellectual influences (Freud, Frazer) : an intense reexamination of the role of art vis-a-vis a rising mass culture and a predominantly scientific climate of ideas : depression : leftist tendencies in the Thirtiest.

In literature the flow of realist and naturalist writing culminating in Dreiser’s  An American Tragedy, the veering towards “modernism” in Hemingway, Doss Passos and Faulkner ; the new wave of social commitment in the writing of the Thirties ; the “nativist” and modernist trends in poetry ( the role of imagism and symbolism ).

Dreiser, Sherwood Anderson, Sinclair Lewis, Steinbeck, Doss Passos, Fitzgerald, Hemingway, Faulkner, Wright, Stein, Wolfe, O’Neill, Odets, Frost, Eliot, Pound, Williams, Stevens, Hart Crane, Cummings, Langston Hughes .

 

V. World War II to the Present

The students dealing with this period will rely on their own sources (Frederick R. Karl : American Fictions 1940-1980 ; Hoffman ad. : Harvard Guide to Contemporary American Writing; Hart ed.: The Concise Oxford Companion to American Literature ).

Significant in this period is the affirmation of Jewish writers and Black and women ( feminist ) writers ; reliance on black humour and the absurd ; wide and sometimes wild experimentation ; departures from realism into fantasy, fragmentation or self-conscious artifice.

Among the most notable writers of fiction : Robert Penn Warren, Eudora Welty, Flannery O’Connor, Carson McCullers, Bellow, Malamud, Roth, Mailer, Heller, Ellison, Baldwin, Nabokov, Barth, Pynchon, Updike, Vonnegut. Among the poets : Lowell, Roethke, Barryman, Ginsberg, Plath, Le Roy Jones ( Baraka ), Gwendolyn Brooks. In drama : Tennessee Williams, Arthur Miller, Albee, Shepard.

 

B. WRITERS AND BOOKS : THE READING LIST

Below, a revised and extended list of authors and texts is offered calling for more individual study and preparation. Making a selection from those writers on the reading list which are not obligatory, and perhaps adding some personal choices, each student will submit to his examiner his own typewritten list of the works he has read, underlining the period and the names and works of writers selected for special study.

This individual lists should contain no less than 25 items ( writers ); an “item” consists of one novel or a selection of poems not less than 300 lines, or a selection of essays or 2-3 plays. Of these, 12 are obligatory (underlined on the list ), and 13 can be selected from the reading list or from the writers listed in PART A ( this refers especially to those poets, whose names have not been repeated on the reading list ).

Of the 25 items ( writers ) on each student’s list, 10 writers should be singled out for special study ( five of them must be chosen from among the obligatory writers, and five from among others ). The student should read more than one item written by these 10 authors : anther novel ( with omissions ), a few short stories, some critical essays ( in the case of James, Pound or Eliot, for example ), as well as some criticism about them. It is suggested that at least some of these writers belong to the period the student is concentrating on.

 

C. TEXTBOOK AND STUDY MATERIALS

 The principal textbook for the study of writers and their writing is the anthology AMERICAN LITERATURE, The Makers and the Making which, apart from the introductory texts mentioned above, also contains comprehensive texts on all the major writers ( with the exception of contemporary writers ). These are especially important for the period and writers selected for special study, and, to a lesser degree, for the five remaining obligatory writers. Other writers can be studied more superficially, either by more cursory reading in M&M or from other, more concise textbooks.

            Principal textbooks and anthologies :

Marcus Cunliffe : The Literature of the United States
Brooks-Lewis-Warren : American Literature, The Makers and the Making
Bradley-Beatty-Long : The American Tradition in Literature
Povijest svjetske književnosti ( Mladost ), sv. VI
Hoffman : Harvard Guide to Contemporary American Literature
Eliott, ed.: Columbia Literary History of the United States

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II. Reading List

READING LIST for the Diploma Examination in American Literature

Note : The standard required titles by individual writers, which are underlined as a rule, are sometimes followed by aditional readings of mostly shorter fiction. These titles are optional and others may be chosen instead. This list contains only titles by the major poets. For names of other poets whom students may wish to study ( basing their reading on selections in major anthologies ) see the lists in section A. The student’s personal list may contain under separate heading works by other writers which the students may know more superficially, and can talk about more informally, indicating the extent of their reading and the range of their interests.

A list containing a minimum of 25 writers should not have more than 5 novelists from Secton V, and not less than 5 poets.

 1. Jonathan Edwards : Personal narrative : Sinners in the Hands of an Angry God, with a selection of other Puritan writings

2. Benjamin Franklin : Autobiography ( extracts ) and Thomas Jefferson : Declaration of Independence

3. E. A. Poe : 5 stories, 4 poems ; Philosophy of Composition  

• The Black Cat
• The Cask of Amontillado
• The Complete Poems of Edgar Allan Poe
• The Gold-Bug
• The Murders in the Rue Morgue
• The Narrative of Arthur Gordon Pym of Nantucket
• The Pit and the Pendulum
• The Purloined Letter
• The Tell-Tale Heart
• Tales (1845 ed.)

4. Nathaniel Hawthorne :

·       The Scarlet Letter
·       The Birthmark
·       Young Goodman Brown
·       Ethan Brand
·       Rappaccini’s Daughter
·       The Gentle Boy
·       Wakefield
·       The Minister’s Black Veil
·       The Snow-Image: A Childish Miracle [a machine-readable transcription]
·       My Kinsman, Major Molineux 

5. Herman Melville : Moby Dick, ( with some omissions ), Billy Bud, Benito Cereno, Bartleby the Scrivener

6. Ralph Waldo Emerson : Nature, Self-Reliance, The American Scholar and Henry Thoreau : Walden (extracts)

7. Walt Whitman : Crossing Brooklyn Ferry, Song of myself ( extracts )

8. Emily Dickinson : 15 poems

9. Mark Twain : The Adventures of Huckleberry Finn; The Man that Corrupted Hadleyburg, Fenimore Cooper’s Literary Offences or some other extracts from M&M

10. William Dean Howells or Edith Wharton : one of the major novels

11. Henry James : The portrait of a Lady or The Ambassadors or The Golden Bowl or The Wings of the Dove or What Maisle Knew or The Princess Casamassima ; The Real Thing, The Jolly Corner, The Pupil, The Figure in the Carpet, The Lesson of the Master, The Beast in the Jungle ; The Art of Fiction, and the Prefaces ( extracts ), other critical and autobiographical writings

12. Stephen Crane : The Red Badge of Courage ; The Open Boat, The Blue Hotel

13. Theodore Dreiser : An American Tragedy ; Sister Carrie; the Cowperwood Trilogy ( The Financier, The Titan, The Stoic )

14. F. Scott-Fitzgerald : The Great Gatsby ; Tender is the Night, The Crack-Up

15. Ernest Hemingway : The Sun Also Rises or A Farewell to Arms or In Our Time plus 10 more stories

16. William Faulkner : The Sound and the Fury or Light in August or Sanctuary or Absalom, Absalom! or Go Down Moses; Barn Burning, A Rose for Emily, Dry September, That Evening Sun  

17. John Doss Passos : USA Trilogy ( with omissions ); Manhattan Transfer

18. Sinclair Lewis : Babbitt ; Main Street

19. James D. Farrell : Studs Lonigan

20. John Steinbeck : Grapes of Wrath

21. Nathanael West : The Day of the Locust; Miss Lonelyhearts

22. Robert Frost : ten major poems ( not less than 500 lines )

23. T. S. Eliot : The Love Song of Alfred J. Prufrock, The Waste Land, Ash Wednesday ; Tradition and the Individual Talent, The Metaphysical Poets

24. Ezra Pound : Hugh Selwyn Mauberley ( 1-5 and Evoi ), Portrait d ùne femme, River Merchant’s Wife : extracts from letters and essays

25. William Carlos Williams : The Red Wheelbarrow, A Sort of Song By the Road to the Contagious Hospital, Yachts etc.

26. Eugene O’Neill : 2-3 Plays

            Contemporary writers :

27. Saul Bellow : Herzog, Humboldt’s Gift

28. Vladimir Nabokov : Lolita

29. Bernard Malamud : The Assistant and Stories from The Magic Barrel

30. Philip Roth : Portnoy’s Complaint

31. Ralph Ellison : Invisible Man

32. John Updike : Rabbit, Run ; The Centaur, Couples

33. Norman Mailer : The Naked and the Dead , Armies of the Night

34. Joseph Heller : Catch 22, Something Happened

35. K. Kesey : One Flew Over The Cuckoo’s Nest

36. Tennessee Williams : The Glass Menagerie, A Streetcar Named Desire

37. Edward Albee: Who’s Afraid of Virgiania Woolf + two plays

38. Arthur Miller : The Death of a Salesman + two plays

39. Sam Shepard : three plays

Students are also encouraged to read according to their own choice works by other more recent writers such as: Thomas Pynchon, Toni Morrison, Alice Walker, E.M. Doctorow, Paul Auster, Raymond Carver, Kurt Vonnegut, James Baldwin, Carson McCullers, Flannery O’Connor, Eudora Welty, Donald Barthleme, John Barth, Truman Capote, Don DeLillo, William Gladdis, Allen Ginsberg, John Hawkes, Jack Kerouac, Jerzy Kosinsky, Jay McInarney, N. Scott Momaday, Joyce Carol Oats, Lesli Marmon Silko, Tom Wolfe, etc.

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Web links prepared by Ana Naglic

 

Course Description – 4^th YEAR OF STUDY

Prerequisites for enrolling in the fourth year of study:

• English language III

• British culture and civilization and/or American society

• Syntax (word classes and sentence)

SHAKESPEARE

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5

• Language: English

• Duration: VII and VIII semester

• Status: mandatory

• Course type:  lecture

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: written

• Course description: The course deals with the dramatic work of William Shakespeare. Special emphasis is given both to the literary-historical context of Shakespeare’s plays as well as to their contemporary relevance in various reading communities. From the point of view of literary-historical methodology, consideration is also given to Shakespeare’s texts in their relation to Renaissance vs. Mannerist poetics. On examples of several selected plays (tragedies, comedies, romances) students are introduced to various historical and theoretical models of interpreting Shakespeare’s texts.

• Objective: The aim of the course is to introduce students to the literary-historical position and the canonical status of William Shakespeare within English literature and culture as well as with his cultural position across a variety of different cultures. Special emphasis is given to the changes in response and interpretation of Shakespeare’s works which these works undergo in historically and culturally different contexts.               

HISTORY OF ENGLISH

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5

• Language: English

• Duration:  VII and VIII semester

• Status: mandatory

• Course type: lecture

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: written

• Course description: The course deals with the development of English from the earliest period to the present day. The changes, maintenance and spread of English are viewed against the socio-cultural background. Structural changes on the leves of pronunciation, grammar and vocabulary are interpreted using the tools of the most important linguistic theories.

• Objective: The aim of this course is to introduce students to the development of the English language and the linguistic and social factors influencing this development. Furthermore, the course aims at presenting certain theoretical interpretations of language change.

 CROATIAN-ENGLISH, ENGLISH-CROATIAN TRANSLATION

• ECTS Credits:PED 2 (half TEFL); PED 2 (full TEFL); DAD 3; PEJ 3; DAJ 3

• Language: English

• Duration: VII and VIII semester

• Status: mandatory

• Course type: practical language exercises

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: written

• Course description: Translation of literaty and non-literary texts from and into Englsih. The translated texts are studied and discussed in class. Attention is focused on lexical and syntactic aspects, particularly those presenting difficulties between a given pair of languages. Elements of style and discourse are also considered. The students’ progress is measured by continuous assessment and a final written exam.

• Objective: The aim of this course is to introduce students to the basic strategies and procedures in translating general texts from and into English, to introduce them to various monolinguial and bilingual dictionaries in order to enable them to  translate on their own.

TEACHING ENGLISH AS A FOREIGN LANGUAGE

• ECTS credits: PED 1 (half TEFL); PED 3 (full TEFL); PEJ 5,5;

• Language: English

• Duration: Two semesters (5^th and 6^th or 7^th and 8^th)

• Status: Mandatory

• Course type: 2 hours of lectures, 2 hours of seminars, 2 hours of teaching practice

• Prerequisites: Completed prerequisites for enrolling in the third year of study

• Examination: Oral. The student must complete two sets of school-based teaching practice and three seminar assignments before taking the exam.

• Course description: The course focuses on relevant issues from second language acquisition theory and research as well as foreign language teaching methodology. The topics included range from the four language skills, classroom observation, cognitive and affective learner variables, IT in language teaching to theories of second language acquisition and learning and history of teaching methods. An interdisciplinary approach is used to explore both the theoretical and practical aspects of the issues covered.

• Objective: The aim of this course is to introduce students to the key concepts of the FL learning/teaching process and to enable them to build up a coherent framework as a basis for effective future practice.

THE METAPHYSICAL POETS AND MILTON

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5 

• Language: English

• Duration: VII and VIII semester

• Status: elective

• Course type: seminar

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: one to two short oral presentations and a written exam

• Course description: This course in the history of ideas points out the fact that Milton can be read as one of the Metaphysicals. The course mostly deals with the poetical works of John Donne, George Herbert, Andrew Marvell, Henry Vaughan, early Milton and Paradise Lost. It is not concerned only with the similarities in the use of rhetorical and poetical figures in these poets but with the fact that they share a very complex world picture based on both the presuppositions of the medieval and Renaissaance ideas, on the Bible and classical myth, as well as on astrology and alchemy in creating their poetical language.

• Objective: The purpose of the course is to point out that these authors present the last expression of the Elizabethan world picture in the process of its desintegration and that, therefore, there are very many similarities to be found between the 17^th and the 20^th century English literature.

 MODERN WOMEN’S WRITING IN ENGLISH

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5

• Language:  English

• Duration: VII and VIII semester

• Status: elective

• Course type: seminar

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: one to two short oral presentations and a written exam

• Course description: This seminar will concentrate on the works of authors such as Mary Shelley, Charlotte Perkins-Gilman, Emily Dickinson, Sylvia Plath, Adrienne Rich, Virginia Woolf, Doris Lessing,  Margaret Drabble, Angela Carter, Fay Weldon, Margaret Atwood, Emma Tennant, Anita Brookner, Helen Fielding and others. We shall read these texts in the context of the mainstream modernist or postmodernist writings, discussing their narrative strategies and ideological implications. A few representative feminist theoretical and critical texts and the issues they raise will also be read.

• Objective: The aim of the seminar is to outline the history of women’s writing, examining the ways in which some of the representative female authors have introduced new topics, subverted the canon, and expressed female point of view. 

CONTEMPORARY AMERICAN NOVEL

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5

• Language: English

• Duration: VII and VIII semester

• Status: elective

• Course type: seminar

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: one to two short oral presentations and a written exam

• Course description: The course presents a wide array of developments in American fiction after the Second World War and then focuses on an important decade: the turbulent and Sixties and some of their most prominent experimental writers who are also representative of the second half of the 20th century: Vladimir Nabokov (Lolita), Saul Bellow (Herzog), Joseph Heller (Catch-22), Norman Mailer (An American Dream), Kurt Vonnegut Jr. (Slaughterhouse-Five), and especially Thomas Pynchon (The Crying of Lot 49).

• Objective: The aim of the course is to place these writers and works in a wider network of anti-realist and post-modernist developments, stressing their reliance on metatextuality, grotesque, black humour, paradox and absurdity, allegory, word-play etc., with the help of contemporary critical theory and a careful reading of individual texts.

 ENGLISH BAROQUE POETRY

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5

• Language: English

• Duration: VII and VIII semester

• Status: elective

• Course type: seminar

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination:  one oral (written) report, written exam

• Course description:  The course is concerned with English poetry of the earlier 17^th century (late Shakespeare, Metaphysical poets, Cavalier poets, John Milton). The poetry is viewed in the light of its post-Renaissance features, i.e. it is construed of as a national variant of European Baroque movement. Basing on the comparison with the poetics of the Renaissance period the distinctive characteristics of Baroque poetics are studied on a selection of English poetic texts of the period.

• Objective: The aim of the course is to introduce students to the dominant literary currents in English post-Renaissance poetry. It is the aim to shed light and make more accessible many of the formerly hidden features and meanings of this poetry by introducing the concept of Baroque as a literary-historical period and by acquainting students with its distinctive features.

NEW LITERATURES IN ENGLISH: AUSTRALIAN LITERATURE AND FILM

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5

• Language: English

• Duration: VII and VIII semester

• Status: elective

• Course type:  seminar

• Prerequisites: requirements for third year of studies

• Examination: one oral report, written exam

• Course description: The course deals with 20^th century Australian literary and visual texts in the light of postcolonial theory. Textual strategies especially representative for the construction and affirmation of Australian cultural identity are studied on selected examples. Special attention is drawn to their difference in relation to the texts of metropolitan (English) culture.

• Objective: The aim of the course is to introduce students to one of the literatures using English language as its medium, but deriving from a radically different narrative location. The aim is to awaken students’ cross-cultural awareness and to draw their attention to the significant differences between metropolitan and post-colonial literatures and cultures which are due to the differences in their respective socio-political and cultural contexts.

THE MODERN ENGLISH NOVEL

• ECTS Credits: PED 2 (half TEFL); PED 1,5 (full TEFL); DAD 2; PEJ 2; DAJ 3,5

• Language: English

• Duration: VII and VIII semester

• Status: elective

• Course type: seminar

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: One to two short presentations, a 12- to 15-page paper, and written exam.

• Course description: Sub specie of the history of ideas. Roughly speaking from E. M. Forster, Joseph Conrad to D. H. Lawrence, Aldous Huxley, Virginia Woolf. The course is meant to follow a redefinition of the nature and function of fiction based on a radical change of view about what is significant in human experience and knowledge of life.

• Objective: The purpose of the course is to point out that the age of experiment in the modern English novel was not so much the result of the quest of originality and change for its own sake but of a crisis in civilization. In this respect the course explores the impact of the ideas of Schopenhauer, Bergson, Freud, and Jung on the modern novel, with the purpose of pointing out that the changes in the form of fiction were brought about by the radical criticism of the nineteenth century value system.

4^TH YEAR LINGUISTIC SEMINAR: SYNTAX

• ECTS Credits: PED 1 (half TEFL); PED 0,5 (full TEFL); DAD 1; PEJ 1,5; DAJ 1

• Language: English

• Duration: 2 semesters

• Status: elective

• Course type: seminar

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: There is no examination. The students get assignments (5 per semester minimum). By anaylizing a number of sentences, they have to establish some syntactic features of the language in question.

• Course description: This seminar gives an overview of coding and behavioral properties of grammatical relations in various languages. This is mostly done within the theoretical framework of Role and Reference Grammar which puts semantics at the core of syntactic analysis. The students are also introduced to some basic features of various linguistic theories of formal and functional orientation.

• Objective:  The aim of this seminar is to critically examine some of the existing theoretical frameworks through example taken from various languages and to enable the students to independently perform syntactic analyses of certain type of constructions.

 HISTORY OF ENGLISH SEMINAR

• ECTS Credits: PED 1 (half TEFL); PED 0,5 (full TEFL); DAD 1; PEJ 1,5; DAJ 1

• Language: English

• Duration: VII and VIII semester

• Status: elective

• Course type: seminar

• Prerequisites: requirements for third year of studies completed prerequisites for enrolling in the fourth year of study

• Examination: A paper on one of the topics dealt with in the course

• Course description: The course focuses on reading, translation and analysis of selected Old English, Middle English and Early Modern English texts. Additionally, papers on the theoretical aspects of the Histry of English are read and analyzed in class. The students are required to work individually and present a seminar work on a selected topic at the end of the year.

• Objective: The aim of the seminar is to introduce students to analytical procedures in studying OE and ME texts, on the basis of theory acquired in the History of English course. Students work individually.

 LANGUAGE SEMINAR: VARIANTS OF ENGLISH

• ECTS Credits: PED 1 (half TEFL); PED 0,5 (full TEFL); DAD 1; PEJ 1,5; DAJ 1

• Language: English

• Duration: VII and VIII semester

• Status: elective

• Course type: seminar

• Prerequisites: completed prerequisites for enrolling in the fourth year of study

• Examination: A paper on one o the topics dealt with in the course.

• Course description: See course description for Variants of English

• Objective: The aim of the seminar is to introduce students to the basic research procedures in the variants of English. 

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DIPLOMA EXAMS

– Američka književnost

– Starija engleska književnost (word.doc)

– Moderna britanska književnost (word.doc)