Zapisy na seminaria magisterskie i konw. anglistyczne

W dniach 10-12 grudnia oraz 17-18 grudnia 2018 odbędzie się rejestracja na seminaria magisterskie, na przedmiot Konwersatorium anglistyczne oraz na specjalizacje zawodowe na studiach II stopnia. Opisy zajęć do wyboru znajdują się w zakładce Studenci/Opisy kursów.

Seminarium magisterskie
Rejestracja odbędzie się przez system USOS. Rozpocznie się 10 grudnia o godz. 21.00 i zakończy 12 grudnia o godz. 23.59.
Należy zapisać się na jedno seminarium przypisane do grupy identyfikowanej nazwiskiem promotora.
Zgodnie z dokonanym wyborem, będą Państwo uczęszczać na zajęcia seminariów magisterskich w dalszym toku studiów.
Przypominamy, że wybrane seminarium magisterskiego powinno być kontynuacją proseminarium, na które zapisani byli Państwo w tym semestrze, a prowadzący może zakładać, że uczestnicy seminarium posiadają wiedzę z zakresu tematyki proseminarium. Prosimy nie zapisywać się do grupy seminaryjnej prowadzonej przez osobę, na której proseminarium Państwo nie uczęszczali.
UWAGA: Osoby, które zostały już zakwalifikowane na seminaria przez promotorów w czasie trwania tego semestru NIE ZAPISUJĄ się do żadnej grupy w czasie rejestracji.
W grupach obowiązują limity miejsc. W przypadku wyczerpania się limitu miejsc prosimy o zapisanie się do innej grupy.
Z uwagi na przepisy UŁ dotyczące ilości osób w grupach, ostateczne zatwierdzone wyniki rejestracji zostaną podane na stronie internetowej IA na początku stycznia 2018 r.

Konwersatorium anglistyczne
Zapisy odbędą się w dniach 17-18 grudnia na listach w sekretariacie IA. W zapisach biorą udział TYLKO studenci, którzy nie realizują przedmiotu PNJA Zajęcia dodatkowe (czyli studenci z grup IMA4 i IMA5).

Specjalizacje zawodowe
Rejestracja odbędzie się przez system USOS. Rozpocznie się 10 grudnia o godz. 19.00 i zakończy 12 grudnia o godz. 23.59.

Seminaria magisterskie:

1. Prof. A. Wicher, A proseminar concerning the basic notions of religious and mythological studies as they can be applied to literary analysis
The course is intended to achieve the following objectives :
- Providing basic introductory information concerning the writing of a master thesis.
- The promotion of students’ awareness of the basic problems connected with anglophone fantastic literature.
- The exploration of the fundamental categories of religious and mythological studies.
- The development of students’ ability to interpret exemplary texts representing fantastic (or, occasionally, realistic) literature.

2. dr K. Ojrzyńska, "Freaks"
The course introduces the students to cultural disability studies and selected cultural representations of people of unusual appearance in film, literature, art, as well as theatre and performance. During the course, the students will discuss excerpts from theoretical texts by leading scholars in disability studies. This will give them the necessary theoretical background to interpret different representations of human diversity, with particular focus on the freak show aesthetics. More specifically, the students will examine such issues as: the cultural constructions of difference and the cultural representations of human diversity; the subversive potential of freakery; the ocular relationship between the actor and the audience in freak shows (the question of unequal power relations and empowerment); contemporary freaks and their performative strategies of self-representation … and more!

3. prof. J. Jarniewicz, Words and Pictures
The course will be devoted the discussion of the relationship of words and images. We will look at selected works by modern British, Irish and American authors who approach images in their writing: paintings, as well as photographs. We shall try to see what happens when pictures are described, turned into stories, spoken to or made to speak, addressing also the problem of rendering the relationship between words and pictures in terms of the politics of gender. We shall also discuss texts-as-images, texts to be seen rather than read, and the various ways in which words and images co-exist in graphic novels, comic books, and picture-books.

4. dr hab. W. Pietrzak, Anglophone Literature, Art and Culture between High and Pop
When Bram Stoker wrote Dracula little could he have known that 108 years later bookshelves would be struck by Stephanie Meyer’s Twilight. When the Christian monk(s?) chose to set down the war-hungry Anglo-Saxons’ poem, which has come to give us all nightmares under the resonant title Beowulf, he can’t have foreseen motion pictures, not to mention 3D motion capture Beowulf. On the other hand when Homer sang the noble verses of the Iliad, he must have had a distinct image of Brad Pitt before his mind’s eye.  Indeed, the list of classics that popular culture has swallowed, digested and puked back at us verges on the infinite. But is this sardonic tone justified? Is it true that the Homers (and Christian monks?) gave us gems to be savoured while Stephanie Meyers of this world gave us…whatever is the opposite of gem?
Rather than answer right off the bat, this seminar will suspend verdict. We’ll try to look at what some capture in the neat binary of highbrow and lowbro(w)/popular (from novels to films through poetry to painting, to graphic novels and beyond) in tandem. As the story of the great divide unfolds, we might begin to see how they motivate, borrow from and lend to each other and whether the two categories are still tenable.

5. dr hab. K. Bartczak, Literary Plenitudes: American Literature in Critical Contexts
The seminar will focus on American prose. The discussion will present selected literary works within the frame of the theoretical concept of literary “plenitude.” By this term we will understand the capacity of literary works, both prose and poetry, to present an excess of interpretive possibilities which expand and influence the world. Plenitude so understood is offered by a literary text as a counterpart and parallel to such terms as “plurality” or “plasticity” of reality. These terms will be introduced to signify that what we call “reality” is never given, and that it is a result of interpretation. The literary text is treated as a tool that gives us access to how individuals and societies produce such interpretations. This frame is an extension of the theme of the proseminar offered in the winter semester: literature examines how we construct realities by means of our sets of beliefs. In doing so, literature also fives us access to our reality-constructs, which may be a prerequisite to changing them.

6. dr hab. J. Maszewska, The American Short Story in the 19th and the 20th Centuries
The American short story, which developed in the 19th century, has been considered a characteristic American literary genre, well suited for rendering the diversity of American culture, as well as its fragmentary nature. American writers have been experimenting with the form of the short story, adapting it to the requirements of the current social and political situation and to the requirements of the aesthetic movements influential in the United States. The concise form of the short story has allowed American authors to present the experiences of both mainstream Americans and ethnic groups in the United States. Short stories by such writers as Edgar Allan Poe,  Nathaniel Hawthorne, Herman Melville, Mark Twain, Ernest Hemingway, William Faulkner, Ernest Gaines, Alice Walker and others  will be read and discussed, together with selected critical texts.

7. dr A. Piechucka, A Woman’s Voice: American Feminism in Fiction and Non-fiction
The women’s movement, though international, was born in the USA, which is one good reason why its history should be explored through texts written by American feminists and American authors – especially female ones – who were sympathetic to feminism. The main goal of the seminar is to look at how the sexual, cultural, social and political aspects of the women’s movement translate into the textual. The syllabus covers both literary and non-literary texts: poetry, prose, essays and texts which have come to be regarded as seminal feminist manifestoes. The list of authors discussed will thus include such seemingly disparate names as Mina Loy, Betty Friedan, Sylvia Plath, Erica Jong, Gloria Steinem or Kate Millet, to name but a few. The students who choose the seminar will be encouraged, though by no means forced, to opt for MA thesis topics to do with women, femininity and feminism in American literature and culture. In addition to what constitutes the essence of the seminar, a limited number of classes will also be devoted to a recapitulation of the rules of academic writing and MLA guidelines.

8. prof. P. Cap, Pragmatics of Public Communication
This course will describe the current state of research in the field of linguistic pragmatics seen in the broad sense of a functional (i.e. cognitive, social and cultural) perspective on language and communication. A wide variety of topics will be discussed and students will acquire both theoretical and practical expertise within the following areas:
- application of linguistic pragmatics in the analysis of real-life discourse (language of politics and the media; propaganda and persuasion; advertising; social communication; social media; misunderstandings; humour, etc.)
- status of pragmatics in relation to such disciplines as sociolinguistics, anthropology, social psychology, experimental psychology, neurolinguistics, cognitivism and culture studies
- methodology of pragmatic investigation and theoretical concepts (deixis, presupposition, implicature, speech acts, politeness, relevance)
- implementation of pragmatic awareness in foreign language teaching

9. dr hab. J. Nijakowska, Foreign language acquisition and didactics
The aim of the MA seminar is to help students gain necessary knowledge and skills in order to be able to design and conduct a research project in the area of foreign language acquisition and didactics as well as present their work in a form of the MA thesis. Students get acquainted with the formal requirements concerning the preparation of the MA thesis with regard to principles of academic writing, formatting, outline, selecting and documenting sources, compiling a list of references, avoiding plagiarism. Students become familiar with the research methods, techniques and instruments for data collection as well as data analysis methods and basic statistical tools and use them in their research projects.

10. dr hab. M. Dynel, Pragmatics and the discourse of (new) media entertainment
This proseminar addresses several theoretical approaches and academic constructs useful in the analysis of (new) media entertainment discourse. The specific topics encompass a range of linguistic concepts addressed in pragmatics, with the empirical focus being on instances taken from the media (films, series, and television programmes, as well as public online interactions). These topics include: impoliteness, lying and deception, irony, metaphor, non-verbal communication, swearing, and – last but not least – humour.
The weekly meetings centre on the teacher’s presentation of select notions, teacher-student discussions and in-group discussions, all based on the materials (handouts) prepared by the teacher.

11. prof. Ł. Bogucki, Audiovisual translation and media accessibility
The aim of the course is to delineate the concepts of audiovisual translation and media accessibility, explain their soaring popularity in translation studies, and dispel the myths surrounding them.
Topics covered in class include: tthe holy trinity of AVT: subtitling, dubbing, and voice-over; the periphery of AVT: video game localisation and image-driven interpreting; audio-description for the blind; subtitles for the deaf and the hard-of-hearing; surtitles for the opera; respeaking; quality assurance in AVT; ethical and professional aspects of AVT and MA; audience design in AVT; collaborative translation; technology-driven AVT

12. dr hab. E. Waniek-Klimczak, Researching English Pronunciation
Pronunciation, an element of the language system which makes it possible to use spoken language, is often believed to be neglected in the process of teaching English. With intelligibility and fluency rather and native-like accent treated as an important goal in a communicative approach to language teaching, the need for pronunciation instruction has been questioned. This course aims to discuss pronunciation of English from the perspective of research into its characteristics and the effectiveness with which it can be taught. Concepts such as accentedness, intelligibility, comprehensibility, fluency and accuracy will form the basis for further investigation into the way in which the pronunciation has been and can be researched in native and non-native language contexts. 
Some of the questions that we will tackle are the following: Is it possible to be intelligible / comprehensible without a native-like accent? What makes pronunciation intelligible / comprehensible? Is it possible to learn / teach pronunciation at different age? What is the relationship between accuracy and fluency? Is focus-on-form needed in pronunciation instruction? What does research say? How can we contribute?

13. dr hab. P. Krakowian, Proseminar in Language Testing and Evaluation
This seminar is designed to prompt the needs of those students who see themselves in the future as educators and/or instructors who may have responsibilities for language testing and evaluation as part of their professional duties. It aims at providing the students with a rudimentary introduction to language test design, construction and evaluation, as well as research design in evaluating practice, to ensure that the testing and evaluation practice  that will most likely engage in the contexts of their professional lives follow up to date and state of the art standards. The seminar will provide opportunities to develop test items and evaluation tasks and allow the application of the principles of language testing validity, reliability and practicality to link coursework and dissertation on issues based on real testing and evaluation data. It will also introduce the relevant computer technology, both in the form of experting systems as well as online and CAT testing systems.

14. dr hab. I. Witczak-Plisiecka, Discourse and speech actions - theory put into practice
This class focuses on speech actions – functional units of language with the aim to show their role in one’s native language and in the context of teaching English. The course is adressed to students interested in the nature of meaning in natural language, which includes face-to-face interaction, but also interaction found in fiction, multimodal contexts, professional settings (e.g. the language used in the English classroom, in legal and medical contexts), and in the context of teaching EFL with emphasis on functional units (e.g. interpragmatic problems of mastering selected English language-based speech acts at different levels, e.g. of the acts of requesting, complimenting, thanking, apologising, and specific forms, e.g. the multidimensional difference between “Excuse me” and “Sorry”, etc.). The course puts emphasis on the fact that language is primarily used to perform action, i.e. use of language can often be best perceived as action (saying = doing things). The students will be provided with an overview of different approaches to this phenomenon withn linguistics and invited to consider the varied relations between form and function in discourse, e.g. in institutional settings as in the language of the classroom, in legal contexts, in contexts where literal meaning of words contradicts the message, e.g. while lying or being ironic or sarcastic, in medited language, and in translation. All theoretical issues will be illustrated with sample research tasks and will be backed with class exercises. The methods used in class can be further used in future MA projects (the use of corpus methodology is an option). 

15. dr hab. K. Kosecki, Language, Culture, and Communication
The proseminar focuses on the language-culture interface approached from the perspective of Cognitive Linguistics. It defines language and culture, and – adopting a cross-cultural perspective – discusses how speakers of diverse languages, e.g. English, French, German, Hungarian, Japanese, Polish, Spanish, and others make sense of fundamental aspects of culture. It also analyses the cultural turn in translation and helps to understand how the knowledge of culture can contribute to translator’s competence. Course content: language and communication; elements of culture; space and time across languages and cultures; metaphor and metonymy as conceptual processes; varieties of language related to sex, age, and occupation; slang; euphemism in language; cultural aspects of language of advertisements; prejudice and stereotypes in culture and language; language of politics; expressing emotions across languages and cultures; cultural context in translation; gestures and non-verbal communication across cultures; phonic languages vs. signed languages in the context of culture.

Konwersatoria anglistyczne:

1. dr M. Cieślak, Repetition with Variation – Remediating the Classics in the Digital Era
Adaptation, recontextualisation, appropriation, acculturation, remediation are terms used to render various ways in which existing texts are read, interpreted and remade into different contexts and media. The course will introduce students to basics approaches to adaptation, and will show how canonical texts are interpreted, adapted, and used in contemporary culture: in literature, film and television. The analysis of the source texts and comparison of their various adaptations will show how the classics can be modernized and recontextualized, how interpretative changes illustrate contemporary attempts at accommodating outdated issues for today’s readers and audiences, and how the digital era changes the reception and circulation of those texts in media.
The texts to be discussed are literary classics and their various contemporary rereadings in literature, film and television, and will include, for example, Beowulf and Robert Zemeckis's 2007 film, William Shakespeare's Romeo and Juliet and its contemporary adaptations, Bram Stoker's Dracula, F. F. Coppola's 1996 film version, and its afterlives, and Jane Austen's Pride and Prejudice with its various television and film versions.

2. dr M. Szuster, How Plays Work – a workshop based on contemporary American drama.
In this course we will examine, in very broad terms, what makes a play work. To do so, we will look at some of the most prominent works of American playwrights (mid 20th century to the present) and explore the negotiation between the particularities of the plays in a broader context.
The in-class discussions will be based on assigned readings (articles, plays), various movie adaptations, as well as theater productions (theater outings in Łódź).
As the course focuses on creative thinking and no final exam is required, active participation and constructive contribution to classroom conversation are crucial.