gb - Englisches Seminar - Ruhr-Universität Bochum
gb - Englisches Seminar - Ruhr-Universität Bochum
gb - Englisches Seminar - Ruhr-Universität Bochum
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E N G L I S C H E S S E M I N A R<br />
R U H R - U N I V E R S I T Ä T B O C H U M<br />
SEMINARINTERNES VORLESUNGSVERZEICHNIS<br />
B.A.-STUDIENGANG<br />
FÜR DAS SOMMERSEMESTER 2013
Wichtige Infos für Erstsemesterstudierende<br />
Die Einführungsveranstaltung für neu immatrikulierte Studierende ist vor‐<br />
gesehen für<br />
Mittwoch, d. 10. April 2013, von 12:00 c.t. bis 14:00Uhr<br />
im Hörsaal HGB 40<br />
Bitte achten Sie auf die Aushänge im Englischen <strong>Seminar</strong>.<br />
Alle Lehrveranstaltungen des Englischen <strong>Seminar</strong>s beginnen in der 2.<br />
Semesterwoche, d.h. in der Woche ab dem 15. April 2013. Bitte betrachten Sie<br />
alle anders lautenden Ankündigungen als überholt. Die erste Semesterwoche ist<br />
für die Durchführung und Korrektur von Nachprüfungen sowie für die Stu‐<br />
dienberatung vorgesehen.<br />
In der Zeit vom 3. April bis 9. April 2013 finden täglich von 10.00 bis 12.00 Uhr<br />
spezielle Studienberatungen für Erstsemesterstudierende statt (bitte auf<br />
separate Aushängen achten). In der Woche vom 8. April 2013 bis 12. April 2013<br />
findet außerdem jeden Vormittag ein Ersti‐Frühstück im Fachschaftsrat statt (GB<br />
6/135), bei dem erste Informationen über das Anglistik‐/Amerikanistik‐Studium<br />
eingeholt werden können.<br />
In Ihrem ersten Fachsemester Anglistik/Amerikanistik sollten Sie unbedingt die<br />
folgenden Veranstaltungen der Basismodule belegen:<br />
Introduction to Literary Studies<br />
English Sounds and Sound Systems<br />
Grammar BM<br />
Academic Skills<br />
(Die verbleibenden Basismodulveranstaltungen Introduction to Cultural Studies<br />
und Introduction to English Linguistics sind von Ihnen im 2. Fachsemester, d.h.<br />
im Wintersemester 2013/14, zu belegen.)
Anmeldung zu den Lehrveranstaltungen per VSPL<br />
Wie in den letzten Semestern wird auch für das Sommersemester 2013 für alle<br />
Lehrveranstaltungen ein elektronisches Anmeldeverfahren unizentral über VSPL‐<br />
Campus durchgeführt. Mit dem Rechenzentrum ist vereinbart, dass wir ein<br />
Verteilverfahren nutzen. Das bedeutet, dass die Anmeldung gewissermaßen in 2<br />
Etappen erfolgt: zunächst also die Anmeldung für die gewünschte Veranstaltung,<br />
wobei Sie jeweils auch Ihre 2. und 3. Wahl angeben für den Fall, dass die<br />
Veranstaltung Ihrer 1. Wahl überbelegt wird. Auf elektronischem Wege erfolgt<br />
dann in einem zweiten Schritt die Zuteilung der Plätze auf der Basis Ihrer<br />
Priorisierung. Dies gilt für die Veranstaltungen der Basismodule ebenso wie für<br />
die Veranstaltungen der Aufbaumodule.<br />
Bei dieser Form des Anmeldeverfahrens geht es nicht darum, Studierende aus<br />
Veranstaltungen auszuschließen, sondern im Rahmen des Möglichen für eine<br />
gleichmäßigere Verteilung zu sorgen, damit die Studienbedingungen insgesamt<br />
verbessert werden. Mit geringfügigen Einschränkungen wird dies schon jetzt<br />
erreicht.<br />
Auch für die Vorlesungen sollten Sie sich anmelden. Hier dient die Anmeldung<br />
der Erfassung der Teilnehmernamen bzw. ‐zahlen. Das ist wichtig für die<br />
Erstellung von Skripten (wir kennen frühzeitig die Teilnehmerzahl und können<br />
die Druckaufträge entsprechend vergeben). Außerdem können wir mit den Teil‐<br />
nehmerdaten Teilnehmerlisten erstellen und insbesondere zum Semesterende<br />
die Notenverwaltung leichter handhaben.<br />
Die Anmeldungen für die Veranstaltungen der Basismodule können in der Zeit<br />
vom 28. Februar 2013, 10.00 Uhr, bis 11. April 2013, 14.00 Uhr<br />
vorgenommen werden.<br />
Die Anmeldungen für die Veranstaltungen der Aufbau‐ und Mastermodule<br />
können in der Zeit<br />
vom 28. Februar 2013, 10.00 Uhr, bis 5. April 2013, 14.00 Uhr<br />
vorgenommen werden. Wegen des Verteilverfahrens kommt es nicht darauf an,<br />
gleich am Starttag alle Anmeldungen durchzuführen. Nach Abschluss der<br />
Anmeldungen wird das Verteilverfahren generiert, das dann zu den endgültigen<br />
Teilnehmerlisten führt. Sollten sich nach dem Abschluss des Verteilverfahrens<br />
auf der Basis der von Ihnen vorgegebenen Priorisierung Terminkonflikte mit<br />
Veranstaltungen des 2. Faches oder des Optionalbereichs ergeben, wenden Sie<br />
sich bitte an die Dozenten oder Dozentinnen der betroffenen Lehrveranstaltung.
Studienberatung und Service<br />
Studienfachberater & Servicezimmer<br />
Mit Beginn des Sommersemesters 2008 wurde das Beratungsangebot am<br />
Englischen <strong>Seminar</strong> erweitert. Die Studienfachberaterin Dr. Monika Müller wird<br />
an zwei Tagen in der Woche Sprechstunden anbieten, in denen offene Fragen<br />
geklärt, Informationen eingeholt oder Probleme besprochen werden können.<br />
Auch das Servicezimmer hat an mindestens zwei Tagen der Woche geöffnet und<br />
leistet Hilfestellung bei Fragen zum Studienverlauf und zur Notenabbildung in<br />
VSPL. Außerdem werden dort Leistungs‐ und Bafög‐Bescheinigungen ausgestellt.<br />
Sprechzeiten der Studienfachberaterin Dr. Monika Müller im Sommersemester<br />
2013:<br />
dienstags 11.00‐14.00 Uhr GB 5/141<br />
mittwochs 11.00‐14.00 Uhr GB 5/141<br />
und nach Vereinbarung<br />
Öffnungszeiten des Servicezimmers im SS 2013:<br />
An mindestens zwei Tagen in der Woche. Die genauen Sprechzeiten werden zu<br />
gegebener Zeit an der Dienstzimmertür GB 6/134 bekannt gegeben.<br />
Obligatorische Studienberatung<br />
Allen Studierenden wird ein Mentor / eine Mentorin zugeteilt, der/die als An‐<br />
sprechpartner/in während der gesamten Dauer des Studiums für die Beratung in<br />
Studienbelangen zur Verfügung steht. Damit haben alle Studierenden eine feste<br />
Bezugsperson unter den Lehrenden. Hierzu gibt es feste Beratungstermine im 2.<br />
Studiensemester (vor dem Übergang von den Basis‐ zu den Aufbaumodulen) und<br />
im 4. Studiensemester (vor Beginn der Prüfungsphase) jeweils in der ersten Se‐<br />
mesterwoche. Die genauen Termine werden auf geeignetem Wege bekannt<br />
gegeben. Die Teilnahme an diesen Beratungen ist Pflicht.<br />
Auslandsberatung<br />
Bei Problemen mit der Organisation des obligatorischen Auslandsaufenthaltes<br />
hilft die an das Servicezimmer angegliederte Auslandsberatung. Hier werden<br />
Tipps gegeben, welche verschiedenen Möglichkeiten der Organisation sich anbie‐<br />
ten und wie bzw. wann die Planung erfolgen sollte. Bei Bedarf gibt es auch<br />
Hilfestellung bei der Recherche nach möglichen Plätzen sowie Unterstützung<br />
beim Bewerbungsprozess.
Öffnungszeiten der Auslandsberatung im SS 2013:<br />
An mindestens zwei Tagen in der Woche. Die genauen Sprechzeiten werden zu<br />
gegebener Zeit an der Dienstzimmertür GB 6/134 bekannt gegeben.<br />
Berater: Herr Flaake, GB 6/134, E‐Mail: es‐auslandsaufenthalt@rub.de<br />
B.A.‐Prüfungsberechtigte im Sommersemester 2013<br />
Prüfungsberechtigt sind zurzeit:<br />
Dr. habil. Sebastian Berg Jun.‐Prof. Dr. Simon Dickel Prof. Dr. Kornelia Freitag<br />
Dr. Maik Goth Prof. Dr. Luuk Houwen PD Dr. Uwe Klawitter<br />
Prof. Dr. Christiane<br />
Meierkord<br />
Dr. Robert McColl Dr. Verena Minow<br />
PD Dr. Monika Müller Dr. Torsten Müller Prof. Dr. Burkhard Niederhoff<br />
Dr. Claudia Ottlinger Prof. Dr. Anette Pankratz John Poziemski<br />
Prof. Dr. Markus Ritter Dr. Robert Smith Dr. Angelika Thiele<br />
Dr. Heinrich Versteegen Dr. Claus‐Ulrich Viol Dr. Susan Vogel (im SoSe<br />
2013 beurlaubt)<br />
Dr. Sven Wagner Prof. Dr. Roland Weidle Jun.‐Prof. Dr. Eva Wilden<br />
Die Prüfungsprotokolle werden von BeisitzerInnen geführt, die von den<br />
jeweiligen PrüferInnen bestellt werden.
INHALTSVERZEICHNIS<br />
Wichtige Infos für Erstsemesterstudierende 01<br />
Feriensprechstunden der Dozenten/Dozentinnen 05<br />
Sprechstunden im Sommersemester 2013 07<br />
Raumpläne 09<br />
Öffnungszeiten der Sekretariate des Englischen <strong>Seminar</strong>s 11<br />
Bibliothek 12<br />
Seite<br />
B.A.-STUDIUM 13<br />
BASISPHASE 13<br />
Basismodul Sprach- und Textproduktion 13<br />
Basismodul Sprachwissenschaft 15<br />
Basismodul Literatur- und Kulturwissenschaft 17<br />
AUFBAUMODULPHASE 19<br />
Medieval English Literature 19<br />
Linguistik 20<br />
Englische Literatur bis 1700 25<br />
Englische Literatur von 1700 bis zur Gegenwart 32<br />
Amerikanische Literatur 38<br />
Cultural Studies (GB) 44<br />
Cultural Studies (USA) 50<br />
Fachsprachen 56<br />
Fremdsprachenausbildung 61<br />
Oxford Shakespeare School 68<br />
Angebot für B.A.-Studierende mit dem Studienziel Lehramt 69<br />
Studierensekretariat – Fristen und Vorlesungszeiten 70
BIBLIOTHEK<br />
Öffnungszeiten: Vorlesungszeit: Mo - Fr 8.30 - 18.30 Uhr<br />
Sa 10-14 Uhr<br />
vorlesungsfreie Zeit: Mo - Fr 9.30 - 17 Uhr<br />
Sa 10-14 Uhr<br />
(August und September samstags geschlossen)<br />
Detaillierte Informationen einschließlich einer Übersicht über den Aufbau der<br />
Signaturen finden Sie unter: http://www.bibphil.ruhr-uni-bochum.de/Ang.htm .<br />
Das Englische <strong>Seminar</strong> verfügt über eine umfangreiche Sammlung an<br />
Videoaufzeichnungen, die in der Bibliothek zur Ausleihe zur Verfügung stehen<br />
(Arbeitsraum im Südkern, Öffnungszeiten: s. Aushang an der Bibliothekstür). Die<br />
Sammlung umfasst ca. 1.200 Bänder und wird laufend ergänzt. Ein Katalog liegt<br />
neben dem Kopierer (in der Nähe des Bibliothekstreppenhauses im Nordkern) aus.<br />
Die Videobänder können zu den angeschlagenen Zeiten auch von Ihnen entliehen<br />
werden (Leihfrist: 1 Woche, Verlängerung um 1 Woche ist möglich).<br />
Auf die umfangreiche Sammlung von Standardtexten der englischsprachigen<br />
Literatur in der Ausleihbibliothek (Etage 5, rote Signaturschilder) wird verwiesen.<br />
Diese Titel können für einen längeren Zeitraum entliehen werden.
ENGLISCHES SEMINAR DER RUHR-UNIVERSITÄT BOCHUM<br />
F E R I E N S P R E C H S T U N D E N<br />
der Dozenten/Dozentinnen des Englischen <strong>Seminar</strong>s in der Zeit<br />
vom 4. Februar bis zum 12. April 2013<br />
Name Tag Uhrzeit Raum<br />
Bachem, K. n.V. per E‐Mail GB 6/136<br />
Berg Mi<br />
(außer Urlaubszeiten und<br />
Dienstreisen s. Aushang)<br />
16:00‐17:00 GB 6/144<br />
Brenzel Fr 9:00‐10:00 GB 6/37<br />
Dickel 5.2./6.2./21.2./7.3./21.3./11.4.<br />
Bitte melden Sie sich vorher<br />
per E‐Mail an.<br />
jeweils ab 14:00 Uhr GB 6/143<br />
Edwards nach Vereinbarung GB 5/134<br />
Fonkeu GB 6/129<br />
Freitag nach Terminabsprache mit<br />
Frau Sicking, GB 5/129<br />
GB 5/133<br />
Goth Mo 11:00‐12:00 GB 5/29<br />
Houwen<br />
Mi<br />
Termine bitte bei Frau<br />
Dornieden in GB 6/32 erfragen<br />
und sich dort auch anmelden<br />
12:00‐14:00 GB 6/33<br />
Jäkel Di 9:00‐10:00 GB 6/38<br />
Klähn nach vorh. tel. V. GB 5/138<br />
Klawitter Mi<br />
(bitte Aushänge an meiner<br />
Bürotür beachten; in der<br />
vorlesungsfreien Zeit ist keine<br />
Voranmeldung durch Eintrag in<br />
Liste erforderlich)<br />
12:30‐13:30 GB 5/136<br />
McColl n.V. per E‐Mail GB 6/139<br />
Meierkord 20.2./13.3./10.4.2013<br />
Bitte bei Frau Stauch, GB 6/32,<br />
anmelden<br />
10:00‐12:00 GB 6/31<br />
Merten n.V. GB 6/38<br />
Minow Di 14:00‐15:00 GB 5/136<br />
Müller, M. Di/Mi<br />
(außer Urlaubszeiten und<br />
Dienstreisen s. Aushang an<br />
meiner Tür)<br />
11:00‐13:00 GB 5/141<br />
Müller, T. Di<br />
(außer 19.2., 5.3.)<br />
11:00‐13:00 GB 5/135<br />
Niederhoff Di<br />
or by appointment<br />
11:00‐12.:30<br />
Ottlinger Di (außer in der Urlaubszeit; s.<br />
Aushang an meiner Tür)<br />
10:00‐11:00 GB 5/137<br />
Feriensprechstunden 4.2.‐12.4.2013<br />
Name Tag Uhrzeit Raum
Pankratz 13.2./27.2./20.3./27.3.<br />
Bitte bei Frau Ute Pipke, GB<br />
5/33, anmelden.<br />
11:00‐13:00 GB 5/34<br />
Poziemski 5.2./12.2./19.2./12.3./19.3. 12:00‐13:00 GB 5/31<br />
Ritter n. V., bitte bei Frau Ute Pipke,<br />
GB 5/33, anmelden.<br />
GB 5/32<br />
Rogge GB 6/144<br />
Siepmann n.V. GB 5/136<br />
Smith Di 10:30‐11:30 GB 5/140<br />
Ssempuuma 6.2./20.2./13.3. 10‐12 GB 6/29<br />
Steinhoff n.V. GB 5/134<br />
Thiele 12.2.<br />
13:00‐14:00<br />
GB 5/138<br />
22.2.<br />
16:00‐17:00<br />
7.3.<br />
13:00‐14:00<br />
26.3.<br />
und nach Vereinbarung<br />
14:00‐15:00<br />
Urselmann n.V. GB 6/136<br />
Versteegen GB 5/31<br />
Viol Mi 11:00‐13:00 GB 6/131<br />
Vogel GB 5/138<br />
de Waal n.V. GB 5/139<br />
Wagemeyer n.V. per E‐Mail GB 6/136<br />
Wagner siehe Aushang an der Tür GB 5/29<br />
Walter, M. GB 5/136<br />
Weidle Mi, 6.2./20.2.<br />
Mi 6.3./20.3.<br />
(nach Rücksprache mit Frau<br />
Pieper, GB 6/142)<br />
9:00‐11:00 GB 6/141<br />
Werthschulte Mo<br />
(bitte per E‐Mail anmelden)<br />
14:00‐15:00 n.V. GB 6/139<br />
Wilden GB 6/140<br />
Zucker GB 5/137<br />
Zumhasch GB 6/129
ENGLISCHES SEMINAR DER RUHR-UNIVERSITÄT BOCHUM<br />
S P R E C H S T U N D E N<br />
der Dozenten/Dozentinnen des Englischen <strong>Seminar</strong>s<br />
im Sommersemester 2013<br />
Name Tag Uhrzeit Raum<br />
Berg Mi 11:00‐12:00 GB 6/144<br />
Brenzel Fr 9:00‐10:00 GB 6/37<br />
Busch GB 5/138<br />
Dickel Bitte in die Liste an der Bürotür<br />
eintragen<br />
GB 6/143<br />
Freitag Mi<br />
nach vorh.Vereinb. mit Frau<br />
Sicking<br />
10:00‐12:00 GB 5/133<br />
Fröhlich n.d. Veranstaltung GB 6/136<br />
Goth Mo 11:00‐12:00 GB 5/29<br />
Hermann nach der Veranstaltung GB 5/136<br />
Houwen Mi<br />
Bitte bei Frau Dornieden, GB<br />
6/32, anmelden.<br />
11:00‐12:00 GB 6/33<br />
Jäkel Mi 9:00‐10:00 GB 6/38<br />
Kindinger Di 12:00‐13:00 GB 5/134<br />
Klähn nach vorh. tel. V. GB 5/138<br />
Klawitter Mi<br />
(bitte in die Liste an der<br />
Bürotür eintragen)<br />
12:30‐13:30 GB 5/136<br />
McColl GB 6/139<br />
Meierkord Mi<br />
Bitte bei Frau Stauch, GB 6/32,<br />
anmelden<br />
11:00‐13:00 GB 6/31<br />
Minow Di 14:00‐15:00 GB 5/136<br />
Müller, M. Di, Mi 11:00‐14:00 GB 5/140<br />
Müller, T. Di<br />
16:00‐17:00<br />
GB 5/135<br />
Do<br />
14:00‐15:00<br />
Niederhoff Di<br />
or by appointment<br />
16:00‐17:30 GB 5/131<br />
Ottlinger Di 10:00‐11:00 GB 5/137<br />
Pankratz Mi<br />
Bitte bei Frau Ute Pipke, GB<br />
5/33, anmelden.<br />
11:00‐13:00 GB 5/34<br />
Poziemski Di 12:00‐13:00 GB 5/31<br />
Ritter Mi<br />
Bitte bei Frau Ute Pipke, GB<br />
5/33, anmelden<br />
11:00‐13:00 GB 5/32<br />
Rogge Fr 12:00‐13:00 GB 6/144<br />
Smith GB 5/140<br />
Ssempuuma Mi 10:00‐12:00 GB 6/29<br />
Steinhoff GB 5/134<br />
Strubel‐Burgdorf nach den Veranstaltungen GB 6/136<br />
Thiele Fr 14:00‐15:00 GB 5/138
Sprechstunden Sommersemester 2013<br />
Name Tag Uhrzeit Raum<br />
Versteegen GB 5/31<br />
Viol Mi 11:00‐13:00 GB 6/131<br />
Vogel beurlaubt GB 5/138<br />
von Contzen Mi 11:00‐12:00 GB 6/37<br />
de Waal nach Vereinbarung GB 5/139<br />
Wagner Do 16:00‐17:00 GB 5/29<br />
Walter, M. GB 5/139<br />
Weidle Mi<br />
Please contact his secretary,<br />
Ms. Pieper to make an<br />
appointment. Phone No.<br />
0234/32‐28943.<br />
10:15‐12:15 GB 6/141<br />
Werthschulte Mi 14:00‐15:00 GB 6/139<br />
Wilden Anmeldung unter<br />
www.evawilden.de<br />
GB 6/140<br />
Zucker Di 11:00‐12:00 GB 5/137<br />
Zumhasch Fr 12:00‐13:00 GB 6/129
ÖFFNUNGSZEITEN<br />
DER SEKRETARIATE<br />
DES ENGLISCHEN SEMINARS<br />
______________________________________________________________<br />
Sekretariat Öffnungszeit<br />
Geschäftszimmer des Englischen<br />
<strong>Seminar</strong>s<br />
Frau Monika Marquart<br />
GB 6/133<br />
Lehrstuhl Anglistik I – Prof.<br />
Dr. Roland Weidle<br />
Frau Annette Pieper<br />
GB 6/142<br />
Lehrstuhl Anglistik II – Prof.<br />
Dr. Christiane Meierkord<br />
Frau Barbara Stauch-Niknejad<br />
GB 6/32<br />
Lehrstuhl Anglistik III – Prof.<br />
Dr. Burkhard Niederhoff<br />
Frau Hildegard Sicking<br />
GB 5/129<br />
Lehrstuhl Anglistik IV - Prof.<br />
Dr. Kornelia Freitag<br />
Frau Hildegard Sicking<br />
GB 5/129<br />
Lehrstuhl Anglistik V - Prof.<br />
Dr. Luuk Houwen<br />
Martina Dornieden<br />
GB 6/32<br />
Lehrstuhl Anglistik VI – Prof.<br />
Dr. Anette Pankratz<br />
Frau Ute Pipke<br />
GB 5/33<br />
Prof. Dr. Markus Ritter<br />
Frau Ute Pipke<br />
GB 5/33<br />
montags-freitags 9:00-13:00 Uhr<br />
montags-donnerstags 8:00-12:30<br />
Uhr<br />
montags 8:00-13:00 Uhr<br />
dienstags 8:00-12:00 Uhr<br />
mittwochs 8:00-14:00 Uhr<br />
donnerstags 8:00-13:00 Uhr<br />
montags-freitags 8.30-12:30 Uhr<br />
montags-freitags 8.30-12:30 Uhr<br />
montags 10:00-13:00 Uhr<br />
dienstags und mittwochs 10:00-<br />
16:30 Uhr<br />
donnerstags 10:00-15:30 Uhr<br />
montags-donnerstags 8:00-12:30<br />
Uhr<br />
montags-donnerstags 8:00-12:30<br />
Uhr
Modulnr. Workload/ Credits<br />
Lehrveranstaltungsart:<br />
Übung + Übung<br />
Basismodul «Sprach- und Textproduktion»<br />
120 Std./ 4 CP<br />
Kontaktzeit:<br />
2 SWS + 2 SWS<br />
Semester:<br />
1.<br />
Selbststudium:<br />
ca. 64 Std.<br />
Häufigkeit<br />
des Angebots:<br />
jedes Semester<br />
Dauer:<br />
ein Semester<br />
Geplante Gruppengröße:<br />
je Übung ca. 30<br />
Teilnahmevoraussetzungen:<br />
Englisch-Schulkenntnisse (Abitur oder Äquivalent). Ferner ist die regelmäßige und aktive<br />
Teilnahme an der Übung Grammar BM Voraussetzung für die Teilnahme an der der<br />
Veranstaltung zugehörigen Zentralklausur.<br />
Grammar BM (2 CP):<br />
Lernergebnisse:<br />
Die Studierenden konsolidieren ihre englische Sprachkompetenz auf dem Niveau B2 und<br />
erweitern die vorhandene sprachliche Kompetenz durch die Vertiefung von Kenntnissen in<br />
wichtigen Problemgebieten der englischen Grammatik und Erlangung von Kenntnissen über<br />
strukturelle Unterschiede zwischen der deutschen und englischen Sprache (in Richtung Niveau<br />
B2/C1). Ziel ist die Fähigkeit zum grammatikalisch angemessenen Ausdruck sowie die<br />
Vorbereitung erster sprachanalytischer Kompetenzen, welche als Grundlage für den Erfolg des<br />
gesamten weiteren Studiums von zentraler Bedeutung sind.<br />
Inhalte:<br />
Vermittelt werden kognitive Kenntnisse und analytische Fähigkeiten in Bezug auf grammatische<br />
Strukturen der englischen Sprache, die mithilfe von kontextualisierten Aufgaben eingeübt werden.<br />
Neben der grammatikalischen Regelvermittlung steht die Einführung in die wissenschaftliche<br />
Reflexion von Grammatikalität sowie – im Sinne einer kontrastiven Sprachvermittlung – die<br />
Einführung in die Übersetzung ins Englische. Schwerpunkte liegen in den Bereichen non-finites,<br />
tense and aspect, modals, relative clauses und word order.<br />
Academic Skills (2 CP):<br />
Lernergebnisse:<br />
Befähigung der Studierenden zur kompetenten Teilnahme an der fachwissenschaftlichen<br />
Kommunikation sowie Schaffung logischer, methodischer und formaler Grundlagen für die<br />
Produktion eigenständiger Forschungsleistungen in den unterschiedlichen fachwissenschaftlichen<br />
Bereichen des Anglistikstudiums.<br />
Inhalte:<br />
Vermittlung grundlegender Zielvorstellungen, Ansätze und Techniken des wissenschaftlichen
Arbeitens innerhalb der anglistischen Philologie; Hilfsmittelkunde, Vermittlung von<br />
Recherchekompetenz, Kompetenz im Bereich der wissenschaftlichen Kommunikation sowie<br />
kompositorischer Kompetenzen insbesondere bezüglich der formalen, stilistischen, strukturellen<br />
und inhaltlichen Gestaltung von schriftlichen Forschungsarbeiten.<br />
Lehrformen:<br />
<strong>Seminar</strong>vortrag, -arbeit und -diskussion; Gruppenarbeit; zusätzlich E-Learning-Elemente.<br />
Prüfungsformen:<br />
Continuous Assessment in den Veranstaltungen; schriftliche Abschlussklausur im Bereich<br />
Grammar BM.<br />
Voraussetzungen für die Vergabe von Kreditpunkten:<br />
Regelmäßige Teilnahme; Erbringung der obligatorischen Arbeitsaufgaben; zentrale<br />
Abschlussklausur im Bereich Grammar BM.<br />
Das Modul ist erst dann bestanden, wenn alle 3 Komponenten, d.h. die zwei Lehrveranstaltungen<br />
und die zentrale Abschlussklausur, bestanden sind.<br />
Verwendung des Moduls:<br />
Der erfolgreiche Abschluss des Basismoduls Sprach- und Textproduktion ist Voraussetzung für<br />
die Teilnahme an allen Aufbaumodulen.<br />
Stellenwert der Note für die Endnote:<br />
Die Note des Basismoduls geht nicht in die Endnote ein.<br />
Modulbeauftragter: Dr. Claudia Ottlinger, Dr. Claus-Ulrich Viol<br />
hauptamtlich Lehrende: Lehrende des Englischen <strong>Seminar</strong>s mit Lehrschwerpunkt in der<br />
Fremdsprachenausbildung.<br />
Termine im Sommersemester 2013:<br />
050600 Grammar BM, 2 CP<br />
Gruppe A: 2 st. mi 10-12, GABF 04/413 Süd Poziemski<br />
Gruppe B: 2 st. mo 12-14, GABF 04/413 Süd Werthschulte<br />
Gruppe C: 2 st. mo 14-16, GABF 04/413 Süd Werthschulte<br />
Gruppe D: 2 st. mi 16-18, GB 5/37 Nord Goth<br />
050601 Academic Skills, 2 CP<br />
Gruppe A: 2 st. mi 16-18, GABF 04/413 Süd Berg<br />
Gruppe B: 2 st. di 12-14, GABF 04/413 Süd Klawitter<br />
Gruppe C: 2 st. do 14-16, GABF 04/613 Süd Müller, M.<br />
Gruppe D: 2 st. mo 16-18, GABF 04/253 Nord Goth
Modulnr. Workload/ Credits<br />
Lehrveranstaltungsart:<br />
Basismodul «Sprachwissenschaft»<br />
150 Std./ 5 CP<br />
Kontaktzeit:<br />
Semester:<br />
1.-2.<br />
Selbststudium:<br />
Häufigkeit<br />
des Angebots:<br />
jedes Semester<br />
Dauer:<br />
zwei Semester<br />
Geplante Gruppengröße:<br />
Übung + Übung 2 SWS + 2 SWS ca. 94 Std. je Übung ca. 30<br />
Teilnahmevoraussetzungen:<br />
Englisch-Schulkenntnisse (Abitur oder Äquivalent). Voraussetzung für die Teilnahme an der<br />
Übung Introduction to English Linguistics ist die vorherige erfolgreiche Teilnahme an English<br />
Sounds and Sound Systems.<br />
English Sounds and Sound Systems (2 CP):<br />
Lernergebnisse:<br />
Studierende werden befähigt, die grundsätzlichen artikulatorischen Prozesse bei der Produktion<br />
von Sprachlauten, mit besonderem Schwerpunkt auf der englischen Received Pronunciation (RP),<br />
nachzuvollziehen und adäquat, auch mit Hilfe phonemischer Umschrift, beschreiben zu können.<br />
Zudem werden den Teilnehmern Grundkenntnisse der Englischen Sprachgeschichte vermittelt,<br />
die es den Lernern ermöglicht, allgemeine Sprachwandelprozesse nachzuvollziehen.<br />
Inhalte:<br />
Die Studierenden werden in die Lautsysteme des Englischen und ihre Entwicklung eingeführt. Sie<br />
lernen, einzelne Laute aber auch Wortbetonung und Satzintonation sowie Aspekte des<br />
Redezusammenhangs (connected speech) wahrzunehmen und mit linguistischer Terminologie zu<br />
beschreiben. Dabei liegt der Schwerpunkt auf der Beschreibung der britischen Standardvarietät<br />
RP. Gleichzeitig wird die historische Entwicklung hin zum RP, aber auch zum General American<br />
betrachtet. Theoretische Anteile werden durch praktische Übungen ergänzt, in denen Studierende<br />
lernen, wie gesprochene Sprache mittels phonemischer Transkription beschrieben werden kann.<br />
Introduction to English Linguistics (3 CP):<br />
Lernergebnisse:<br />
Studierende erwerben die Fähigkeit, die Funktion von Sprache und die fundamentalen Aspekte<br />
menschlicher Sprache, insbesondere der englischen, auf Wort- und Satzebene zu erkennen und zu<br />
beschreiben. Zudem wird ihnen vermittelt, wie Bedeutung in der Sprachwissenschaft beschrieben<br />
wird, und warum sie zwischen kontextunabhäniger und kontextabhängiger Bedeutung<br />
unterscheidet.<br />
Inhalte:<br />
Die Studierenden werden in die Grundlagen der anglistischen Sprachwissenschaft eingeführt und
mit den Grundbegriffen und Methoden der modernen Linguistik vertraut gemacht, insbesondere<br />
in den Bereichen Morphologie, Syntax, Semantik und Pragmatik. Des Weiteren erwerben die<br />
Studierenden Kenntnisse zu Fragen der Funktion von Sprache und der Geschichte der englischen<br />
Sprache und zu Grundlagen der Zeichen- und Kommunikationstheorie. Ein besonderer<br />
Schwerpunkt liegt auf der praktischen Anwendung der linguistischen Terminologie und<br />
Methoden an authentischen Sprachbeispielen des Englischen.<br />
Lehrformen:<br />
<strong>Seminar</strong>vortrag, -arbeit und -diskussion; Gruppenarbeit; zusätzlich E-Learning-Elemente.<br />
Prüfungsformen:<br />
Studienbegleitende Aufgaben und Abschlussklausuren.<br />
Voraussetzungen für die Vergabe von Kreditpunkten:<br />
Regelmäßige Teilnahme und Erbringung der obligatorischen Arbeitsaufgaben; kursinterne<br />
Klausur in English Sounds and Sound Systems; zentralisierte Abschlussklausur in Introduction to<br />
English Linguistics.<br />
Verwendung des Moduls:<br />
Der erfolgreiche Abschluss des Basismoduls Sprachwissenschaft ist Voraussetzung für die<br />
Teilnahme am Aufbaumodul Linguistik.<br />
Stellenwert der Note für die Endnote:<br />
Die Note des Basismoduls geht nicht in die Endnote ein.<br />
Modulbeauftragter: Dr. Torsten Müller, Dr. Claus-Ulrich Viol<br />
hauptamtlich Lehrende: Lehrende des Englischen <strong>Seminar</strong>s mit Lehrschwerpunkt in der<br />
Linguistik.<br />
Termine im Sommersemester 2013:<br />
050 603 English Sounds and Sound Systems, 2 CP<br />
Gruppe A: 2 st. di 12-14, GABF 04/613 Süd<br />
Gruppe B: 2 st. mo 10-12, GB 03/46<br />
050 604 Introduction to English Linguistics, 3 CP<br />
Gruppe A: 2 st. mi 14-16, HGB 20<br />
Gruppe B: 2 st. mo 16-18, GABF 04/413 Süd<br />
Gruppe C: 2 st. do 10-12, GBCF 04/514<br />
Gruppe D: 2 st. do 12-14, GB 5/38 Nord<br />
Gruppe E: 2 st. di 10-12, HGB 20<br />
Gruppe F: 2 st. fr 10-12, GABF 04/253 Nord<br />
Gruppe G: 2 st. mo 10-12, GABF 04/613 Süd<br />
Müller, T.<br />
Minow<br />
Ssempuuma<br />
Thiele<br />
Busch<br />
Busch<br />
Minow<br />
Minow<br />
Strubel-Burgdorf
Basismodul «Literatur- und Kulturwissenschaft»<br />
Modulnr. Workload/ Credits<br />
Lehrveranstaltungsart:<br />
Übung + Übung<br />
180 Std./ 6 CP<br />
Kontaktzeit:<br />
2 SWS + 2 SWS<br />
Semester:<br />
1.-2.<br />
Selbststudium:<br />
ca. 124 Std.<br />
Teilnahmevoraussetzungen:<br />
Englisch-Schulkenntnisse (Abitur oder Äquivalent).<br />
Introduction to Literary Studies (3 CP):<br />
Lernergebnisse:<br />
Häufigkeit<br />
des Angebots:<br />
jedes Semester<br />
Dauer:<br />
zwei Semester<br />
Geplante Gruppengröße:<br />
je Übung ca. 30<br />
Die Studierenden werden befähigt, Gegenstände der Literaturwissenschaft zu erkennen,<br />
literaturwissenschaftlich relevante Fragen zu diesen Gegenständen stellen zu können sowie die<br />
Fragen mit geläufigen literaturwissenschaftlichen Methoden beantworten bzw. bearbeiten zu<br />
können.<br />
Inhalte:<br />
Behandlung von Aspekten wie Raum/Zeit, Handlung, Figur und Symbolik und ihre Funktionen<br />
in fiktionalen Texten; rhetorische und poetische Mittel und ihre Funktionen in literarischen<br />
Texten; die wichtigsten literarischen Vermittlungsformen und -instanzen; Gattungstypologien,<br />
Periodisierung/Kontextualisierung; Kanonbildung.<br />
Introduction to Cultural Studies (3 CP):<br />
Lernergebnisse:<br />
Die Studierenden erlernen die Grundlagen über Gegenstände, Modelle und Methoden der<br />
Kulturwissenschaft und üben die Techniken kulturwissenschaftlichen Forschens – von der<br />
produktiven kulturwissenschaftlichen Frage, bis zu Argumentationsstruktur und Analyse. Im<br />
Vordergrund steht die Förderung des eigenständigen, interessegeleiteten Umgangs mit kulturellen<br />
Phänomenen (in ihrer ganzen Breite von literarischen Texten bis zu Objekten des Alltags) sowie<br />
das kritische Hinterfragen gängiger nationaler Stereotypen und Alltagsmythen über kulturelle<br />
Differenz.<br />
Inhalte:<br />
Thematisierung des Kulturbegriffs; Einführung in die grundlegenden Methoden, Theorien und<br />
Arbeitsweisen der Cultural Studies; Behandlung von zentralen kulturwissenschaftlichen
Konzepten wie Klasse, Gender, Ethnizität und nationale Identität am Beispiel entweder der USamerikanischen<br />
oder britischen Kulturen.<br />
Lehrformen:<br />
<strong>Seminar</strong>vortrag, -arbeit und -diskussion; Gruppenarbeit; zusätzlich E-Learning-Elemente.<br />
Prüfungsformen:<br />
Kursinternes Assessment (Arbeitsaufgaben und/oder Test) in Introduction to Literary Studies;<br />
Continuous Assessment und Portfolio in Introduction to Cultural Studies.<br />
Voraussetzungen für die Vergabe von Kreditpunkten:<br />
Regelmäßige Teilnahme; Erbringung der obligatorischen Arbeitsaufgaben und/oder Test in<br />
Introduction to Literary Studies; Regelmäßige Teilnahme; Erbringung der obligatorischen<br />
Arbeitsaufgaben, Teilnahme an einem persönlichen Feedbackgespräch und Portfolio in<br />
Introduction to Cultural Studies.<br />
Verwendung des Moduls:<br />
Der erfolgreiche Abschluss der Veranstaltung Introduction to Literary Studies ist Voraussetzung<br />
für die Teilnahme an den Aufbaumodulen im Bereich Literatur. Der erfolgreiche Abschluss der<br />
Veranstaltung Introduction to Cultural Studies ist Voraussetzung für die Teilnahme an den<br />
Aufbaumodulen im Bereich Kulturwissenschaft.<br />
Stellenwert der Note für die Endnote:<br />
Die Note des Basismoduls geht nicht in die Endnote ein.<br />
Modulbeauftragte: PD Dr. Uwe Klawitter, Dr. habil. Sebastian Berg, Dr. Claus-Ulrich Viol<br />
hauptamtlich Lehrende: Lehrende des Englischen <strong>Seminar</strong>s mit Lehrschwerpunkten in der<br />
Literaturwissenschaft bzw. der Kulturwissenschaft.<br />
Termine im Sommersemester 2013:<br />
050 606 Introduction to Literary Studies, 3 CP<br />
Gruppe A: 2 st. mi 16-18, GABF 04/614 Süd Klawitter<br />
Gruppe B: 2 st. fr 10-12, GABF 04/614 Süd Niederhoff<br />
Gruppe C: 2 st. di 12-14, GB 5/37 Nord McColl<br />
Gruppe D: 2 st. di 16-18, GABF 04/614 Süd McColl<br />
050 605 Introduction to Cultural Studies, 3 CP<br />
Gruppe A: 2 st. do 12-14, GB 03/49 (US) Niedballa<br />
Gruppe B: 2 st. mo 12-14, GABF 04/613 Süd (GB) Pankratz<br />
Gruppe C: 2 st. do 14-16, GABF 04/614 Süd (GB) Viol<br />
Gruppe D: 2 st. mi 10-12, GB 03/49 (GB) Walter, M.<br />
Gruppe E: 2 st. mi 12-14, GABF 04/413 Süd (GB) Werthschulte<br />
Gruppe F: 2 st. mo 10-12, GABF 04/614 Süd (US) Zucker<br />
Gruppe G: 2 st. mo 14-16, GABF 04/253 Nord (GB) Christinidis
AUFBAUMODULPHASE<br />
_______________________________<br />
050 607<br />
Medieval English Literature, 3 CP<br />
Gruppe A: 2 st. mi 12-14 HGB 20 Houwen<br />
Gruppe B: 2 st. fr 10-12 HGB 40 Brenzel<br />
Gruppe C: 2 st. do 12-14 HGB 20 Brenzel<br />
Using a core set of medieval texts from the Old to Middle English period (a800-<br />
1500AD) as case studies, this course combines an introduction to Medieval English<br />
literature, language and culture, with theme-based research projects developed by<br />
students working individually and in groups. Students will therefore gain a broad<br />
knowledge base, useful for advanced study across periods of English, while also<br />
having the opportunity to focus on areas of particular interest to them, ranging from<br />
linguistics and contemporary critical theory, to gender studies and ‘practical criticism’<br />
of literary texts.<br />
Further to key knowledge specific to the study of the English Middle Ages, this<br />
course also aims to develop general skills in individual research, group work, and the<br />
presentation of research. As a result, teaching in introductory lectures and<br />
discussion-based seminars is combined with a number of ‘virtual teaching’ sessions,<br />
where students will be able to devote time to their research projects and utilise<br />
online-communication tools to work with their peers and receive individual input to<br />
their work from course teachers. The symposium held in the final session of the<br />
course will give students the opportunity to practise scholarly methods for the<br />
presentation and dissemination of research.<br />
Assessment/requirements: continuous assessment, including group research project<br />
and poster presentation at final symposium.
LINGUISTIK<br />
Vorlesung<br />
050 610 Meierkord<br />
Sociolinguistics, 2/2,5 CP<br />
2 st. mo 12-14 HGB 10<br />
This series of lectures intends to present the major research questions, methods and<br />
results of sociolinguistics, the linguistic subdiscipline which focuses on the relation<br />
between language and society. The topics will include regional and social<br />
dialectology, a review of early correlation studies, code-switching and language<br />
contact, critical sociolinguistics, and language planning. Particular attention will be<br />
paid to recent developments in the field of sociolinguistics, such as discussions of<br />
language contact in urban communities, identity construction, or approaches to<br />
language shift and change.<br />
Students are advised to purchase a copy of the following book, which will be<br />
available from Schaten as well as from most online book sellers:<br />
Mesthrie, Rajend et al. (2009). Introducing Sociolinguistics. 2nd ed. Edinburgh:<br />
Edinburgh University Press.<br />
Assessment/requirements: Written end-of-term test.<br />
<strong>Seminar</strong>e<br />
050 612 Meierkord<br />
English Syntax, 4 CP<br />
2 st. do 8.30-10 GABF 04/413 Süd<br />
In this seminar, we will investigate the rules of English syntax, and acquaint<br />
ourselves with the general methodology of syntactic description. We will look in detail<br />
at the structure of individual phrases (e.g. NP, PP), how these combine to form wellformed<br />
clauses and sentences, and how individual parts of a sentence can be moved<br />
for e.g. stylistic purposes. Students will be given ample opportunity to perform hands-
on analyses and to pursue their own mini research project towards writing their term<br />
paper.<br />
Students are advised to purchase a copy of the following book, which will be<br />
available from Schaten as well as from most online book sellers:<br />
Burton, Roberts, Noel (2011). Analysing Sentences. An Introduction to English<br />
Syntax. 3rd Ed. Harlow: Pearson.<br />
Assessment/requirements: Übung: regular active participation (this will include<br />
regular reading and, possibly, data analyses at home) and a contribution to an inclass<br />
group presentation (with handout and data collection); <strong>Seminar</strong>: the above, and<br />
an empirical term paper (10- 12 pages).<br />
Registration is strictly via VSPL only, as further information and material will be<br />
distributed before the beginning of the semester. Please read this carefully and bring<br />
it along to the pre-course meeting.<br />
050 613 Müller, T.<br />
Aspects of Phonetics and Phonology, 4 CP<br />
2 st. do 12-14 GABF 04/413 Süd<br />
In this course, we will attempt to hone participants’ awareness of phonetics and we<br />
will address issues not normally dealt with in the general introductory course to<br />
phonetics (i.e. English Sounds and Sound Systems). We will analyse features of<br />
various accents of English, from British and American accents via Australia and<br />
South Africa to the other so-called “new Englishes”. In addition, we will attempt to<br />
gain a deeper understanding of concepts used in phonetic and phonological analysis<br />
and will also look at acoustic phonetics, which deals with the physical properties of<br />
speech sounds, e.g. fundamental frequency and formants. We will then see how<br />
phonetic analysis of this kind can also be used for forensic purposes.<br />
Assessment/requirements: active participation, reading assignments and homework,<br />
final exam.
050 614 Busch<br />
Jamaican Creole and the Jamaican Language Situation, 4 CP<br />
2 st. di 14-16 GB 02/160<br />
The Jamaican language situation is very complex. The great majority of all<br />
Jamaicans speak Jamaican Creole as their first language, whereas only English is<br />
officially recognized. Nevertheless, there is mutual influence between the varieties<br />
which has led to an extreme linguistic diversity and flexibility.<br />
This course will treat different aspects centering on Jamaican Creole and the<br />
Jamaican language situation. First, students will be introduced to the basic concepts<br />
and major theories within pidgin and creole studies. Then, Jamaican Creole will be<br />
introduced and examined in structural terms with the help of spoken and written<br />
material. Furthermore, the status and function of Jamaican Creole will be<br />
investigated closely, incorporating speaker attitudes and the official language policy.<br />
Assessment/requirements: <strong>Seminar</strong>: regular and active participation, reading<br />
assignments, homework and a term paper. Übung: regular and active participation,<br />
reading assignments, homework and an oral presentation.<br />
050 615 Zumhasch<br />
Shakespeare’s Language, 4 CP<br />
2 st. fr 10-12 GB 6/137 Nord<br />
We know Shakespeare as the author of great literary works and yet we may find it<br />
difficult to read his poems or plays because his English sounds peculiar to us. During<br />
the Early Modern English period, the language experienced many changes. The<br />
standardization processes were well advanced, while the internal variability was still<br />
great. The Great Vowel Shift caused notable difference in the language's sound<br />
system and rendered it clearly different from Middle English. The Renaissance<br />
exerted its influence as thousands of new words entered the word stock, many of<br />
which we also owe to Shakespeare's creativity. In this course we will familiarize<br />
ourselves with Early Modern English by analyzing the English of Shakespearean<br />
plays. We will explore the socio-historic context of Early Modern English and study its<br />
phonology, grammar, and vocabulary. With the help of Shakespeare's characters, we<br />
will further take a look at social variation and analyze how their speech mirrors class<br />
differences in terms of accent, word choice, or sentence structure.
Required course book:<br />
Nevalainen, Terttu (2006). An Introduction to Early Modern English. Edinburgh:<br />
Edinburgh University Press.<br />
Assessment/requirements: Übung: regular attendance, active participation, and a<br />
presentation in class; <strong>Seminar</strong>: the above, and an empirical term paper.<br />
050 616 Strubel-Burgdorf<br />
From Headlines to Tweets: Investigating the Language of News, 4 CP<br />
2 st. mo 14-16 GB 6/137 Nord<br />
Did the language used in news articles change due to the change of the medium?<br />
How did readers participate before the possibility of leaving remarks or a simple<br />
"like"? How did the view on news change with the rise of blogs and Twitter?<br />
This seminar focuses on the development of language use in printed and online<br />
news, investigates how various topics are covered in printed and online issues, and<br />
how the role of the audience has shifted through time.<br />
Assessment/requirements: Übung: presentation in class; <strong>Seminar</strong>: the above, and<br />
term paper.<br />
Übungen<br />
050 620 Busch<br />
Language and Thought, 3 CP<br />
2 st. di 10-12 GB 02/160<br />
On the one hand, language encodes and transports human thought. On the other<br />
hand, the language a person uses also shapes that person’s thoughts. The degree of<br />
linguistic influence on thought has long been debated in linguistics. Does language<br />
merely influence or entirely determine thought? Do speakers of different languages<br />
really think differently? Is thought possible without language?<br />
Throughout the semester students are going to explore different domains of<br />
conceptualization, in which language seems to have an influence on thought, e.g.<br />
categories of space, time, gender or grammar. They will also consider the role of
metaphorical language and the possibility to change thought through linguistic<br />
engineering.<br />
Assessment/requirements: active participation, reading assignments, homework and<br />
an oral presentation.<br />
050 621 Minow<br />
Analysing Language in the Media, 3 CP<br />
2 st. mo 14-16 GB 02/160<br />
This course will focus on two aspects of language in the media. For the most part, we<br />
will analyse language use in different forms and types of media, such as speeches,<br />
interviews, panel discussions, and personal narratives. We will also look at media<br />
representations of accents and dialects and offensive language in the media. In<br />
addition, we will consider which topics concerning language are talked about in the<br />
media and how these are discussed.<br />
Since this course is an Übung, students will have ample time to carry out their own<br />
analyses and to practise the transcription of spoken language in the media.<br />
Assessment/requirements: active participation, contributions to in-class analyses and<br />
weekly background reading.<br />
Course book:<br />
Durant, Alan & Marina Lambrou (2009). Language and Media (Routledge English<br />
Language Introductions). London: Routledge.
ENGLISCHE LITERATUR BIS 1700<br />
_______________________________________<br />
Vorlesung<br />
050 624 Weidle<br />
Introduction to Shakespeare’s Tragedies, 2/2,5 CP<br />
2 st. do 10-12 HGB 20<br />
The lecture will give a short overview of Shakespeare’s tragedies: the early Titus<br />
Andronicus and Romeo and Juliet, the ‘Roman’ plays Julius Caesar, Antony and<br />
Cleopatra and Coriolanus, and the so-called ‘great four’ Hamlet, Othello, King Lear<br />
and Macbeth, plus the ‘afterthought’ Timon of Athens (Coleridge). Questions of<br />
genre, ideology, cosmologies, dramaturgy and staging will be addressed as well as<br />
the main themes and issues that are negotiated in the plays. Although the plot of<br />
each play will be briefly summarized at the beginning of each lecture a general<br />
familiarity with at least some of the plays is expected.<br />
The Powerpoint Presentations will be made available on blackboard. There is no<br />
need to purchase a course book. Nevertheless, for those who are interested in<br />
preparing or reading up on the course I recommend the following titles:<br />
Dickson, Andrew. The Rough Guide to Shakespeare. London: Rough Guides,<br />
2009.<br />
Schabert, Ina, ed. Shakespeare-Handbuch. Die Zeit, der Mensch, das Werk,<br />
die Nachwelt. Stuttgart: Kröner, 2010.<br />
Assessment/requirements: regular attendance; written end-of-term test.
<strong>Seminar</strong>e<br />
050 626 Houwen<br />
Under the Greenwood Tree: Robin Hood and the Outlaw Tradition, 4 CP<br />
2 st. di 12-14 HGB 20<br />
“Many men speak of Robin Hood who never drew his bow”. This old proverb gives<br />
some idea of the widespread popularity of the Robin Hood legend. One could alter<br />
this proverb somewhat to say that “Many people speak of Robin Hood who have<br />
never read the texts (but did see the movie!)” The Robin Hood legend has survived in<br />
numerous texts in a variety of genres. The outlaw is first mentioned in late medieval<br />
chronicles and ballads and soon makes his way into plays. Little John and the Sheriff<br />
of Nottingham are there virtually from the start, but Will Scarlet and Maid Marian only<br />
start to play significant parts in the later (broadside) ballads from the seventeenth<br />
century. All texts reflect their times and many serve specific political or religious<br />
purposes as well. The course will examine the development of the RH legend and<br />
show how in each incarnation the legend reflects not just the literary tradition but also<br />
the concerns of the time.<br />
The relevant primary texts will be made available via Blackboard. However, since this<br />
procedure might involve a lot of printing you may want to consider buying the printed<br />
edition:<br />
Stephen Knight and Thomas Ohlgren, eds. Robin Hood and Other Outlaw Tales.<br />
TEAMS Middle English Texts Series. Kalamazoo, MI: Western Michigan University,<br />
1997.<br />
Assessment/requirements: Übung: 6-8 pages essay (excl. title page and<br />
bibliography; no table of contents please); <strong>Seminar</strong>: 8-10 pages.<br />
050 627 Houwen<br />
Wisdom and Experience: The Old English Elegies, 4 CP<br />
2 st. di 14-16 GB 6/137 Nord<br />
The Old English elegies are “a relatively short reflective or dramatic poem embodying<br />
a contrasting pattern of loss and consolation, ostensibly based upon a specific<br />
personal experience or observation, and expressing an attitude towards that<br />
experience" and their characteristic scenery includes “the sea with cliffs, hail, snow,<br />
rain, and storms, plus the meadhall of heroic poetry with its lords, warriors, hawks,
horses, and precious cups” (Greenfield). Depending on one’s precise definition eight<br />
or nine elegies may be distinguished: The Wanderer, The Seafarer, The Riming<br />
Poem, Deor, Wulf and Eadwacer, The Wife's Lament, Resignation, The Husband's<br />
Message, and The Ruin. They form a genre of their own in that neither in form nor in<br />
contents do they resemble classical or more modern elegies.<br />
The course will revolve around these nine elegies. We will concentrate on the literary<br />
aspects and all poems will therefore be made available in translation, but some<br />
translation work is also envisaged (short passages from each poem). Primary and<br />
secondary material will be made available via Blackboard.<br />
Assessment/requirements: essay to be written in the last class under exam<br />
conditions. The topic may be decided in consultation with the lecturer. Only nonannotated<br />
primary texts may be used during the exam.<br />
050 628 Houwen<br />
The Grail Romances, 4 CP<br />
2 st. do 12-14 GABF 04/614 Süd<br />
The mysterious vessel known as the Grail, which starts its life as a platter but<br />
eventually turns into a chalice or a cup, first appears in Chrétien’s Conte du Graal<br />
from around 1180. In Middle English its later history is recounted in Malory’s Morte<br />
Darthur. For the early history of the Grail we have to turn to other texts and it is the<br />
early history that is central to this course. In early accounts the Grail is equated with<br />
the chalice of the Last Supper in which Joseph of Arimathea preserved the blood of<br />
Christ. Joseph takes this vessel to Britain, presumably to play a part in the<br />
evangelising process. The two that we will study are Joseph of Arimathie from the<br />
end of the fourteenth century and extracts from Henry Lovelich’s The History of the<br />
Holy Grail (c. 1430). We may also have a look at the later print(s) of the Joseph of<br />
Arimathea legend.<br />
Primary and secondary material will be made available via Blackboard (both texts are<br />
in the public domain).<br />
Assessment/requirements: Übung: 6-8 pages essay (excl. title page and<br />
bibliography; no table of contents please); <strong>Seminar</strong>: 8-10 pages.
050 629 Wagner<br />
Shakespearean Comedy, 4 CP<br />
Oxford Summer School<br />
This course is open only to the participants of the Oxford Shakespeare School.<br />
Participants will be introduced to the course content at the induction meeting.<br />
050 630 von Contzen<br />
‘Guess what I am!’ Old English Riddles and Maxims, 4 CP<br />
2 st. mi 14-16 GB 6/137 Nord<br />
Riddles are one of the most fascinating texts surviving from the Old English period.<br />
Usually brief poems, they are written in enigmatic language and invite the reader to<br />
guess the solution. Some of the riddles are so mysteriously put that their solution has<br />
not been found to date. Through their playfulness riddles also provide a unique<br />
insight into Anglo-Saxon culture in that they grant access to objects and concepts<br />
that were important to the people. Like the riddles, maxims, typically long lists of<br />
everyday knowledge, communal ethics, and patterns of life experience, are examples<br />
of wisdom literature and equally important in the Anglo-Saxon corpus of texts.<br />
This course aims at introducing Old English riddles and maxims. We will look at the<br />
tradition of wisdom literature in Anglo-Saxon times, its cultural and social meanings<br />
and functions, and also discuss linguistic issues. Previous knowledge of Old English<br />
is desirable but not necessary to take part in this class. We will talk about Old English<br />
and attempt to translate selected extracts, but texts will also be made available in<br />
translation. All material will be uploaded to Blackboard.<br />
Assessment/requirements: Übung: 6-page essay; <strong>Seminar</strong>: 10-page term paper<br />
(wissenschaftliche Hausarbeit).
050 631 Weidle<br />
Shakespearean Tragedy, 4 CP<br />
Oxford Summer School<br />
This course is open only to the participants of the Oxford Shakespeare School.<br />
Participants will be introduced to the course content at the induction meeting.<br />
050 632 Goth<br />
Renaissance Revenge Tragedy, 4 CP<br />
2 st. mi 14-16 GB 5/37 Nord<br />
In this course we will read three influential (and very bloody) revenge tragedies from<br />
the late sixteenth- and early seventeenth-century: Thomas Kyd’s The Spanish<br />
Tragedy (ca. 1586), William Shakespeare’s Hamlet (1603), and The Revenger’s<br />
Tragedy (ca. 1607), which has been variously attributed to Cyril Tourneur and<br />
Thomas Middleton. Focus is, among others, on the generic features of revenge<br />
tragedy (characters, language, plot, motifs), and the historical context in which these<br />
plays were written and performed. The seminar will examine the moral problems<br />
posed by revenge, and address issues of sexuality, violence, and morbidity. It will<br />
also discuss the relation between text and performance in Shakespeare's day and<br />
age, and particularly elaborate on the plays that are staged within the plays. The<br />
course is also aimed at familiarising students with the terminology and methodology<br />
of drama analysis.<br />
All students are expected to have read Acts I and II of Kyd's The Spanish Tragedy by<br />
the first session.<br />
Required editions:<br />
Four Revenge Tragedies. Ed. Katherine Eisaman Maus. Oxford World's Classics.<br />
Oxford: OUP, 1995.<br />
William Shakespeare. Hamlet. Ed. Anne Thompson and Neil Taylor. The Arden<br />
Shakespeare, 3rd Series. London: A&C Black, 2006.<br />
Assessment/requirements: <strong>Seminar</strong>: active participation and 10-page term paper<br />
(schriftliche Hausarbeit); Übung: active participation and 5-page paper.
050 635 Brenzel<br />
An Introduction to the Canterbury Tales, 4 CP<br />
2 st. do 10-12 GB 5/37 Nord<br />
With its pilgrim narrators drawn from a wide range of social backgrounds Chaucer’s<br />
Canterbury Tales serve as a lively recounting of the characteristics and foibles of late<br />
fourteenth-century people. The tales are almost universally accepted as a<br />
commentary on late medieval society, but they are more than just a social<br />
commentary: they are also experiments in literary theory, the form and functions of<br />
storytelling, and ideas of subjectivity. The tales the different pilgrims tell encompass a<br />
variety of genres and modes which include romance, fabliaux, hagiography,<br />
exemplum, sermon, beast fable, and estates satire. They vary in style between high<br />
and low, between poetry and prose, and use different verse forms. Moreover, they<br />
partake in numerous discourses relevant to Chaucer’s time. The pilgrims also appear<br />
to have different agendas; some simply wish to insult their companions or tell dirty<br />
jokes, others want to show off their learning by re-telling ‘classics’, while still others<br />
seem bent on educating their fellow travellers with didactic tales – all of which of<br />
course elicits a response, be it tit-for-tat, condescending elaboration or<br />
enlightenment, or understanding agreement. While this makes for highly entertaining<br />
reading it also leaves little to be desired from a critical perspective: not only did<br />
Chaucer write in almost every genre the Middle Ages knew, but it is often hard to tell<br />
when one genre ends and another begins, as he constantly borrows features of the<br />
one to employ it in the other. This results in multiple layers of meaning that can be<br />
approached from numerous critical angles.<br />
This class aims to introduce students to The Canterbury Tales in Middle English.<br />
During the first sessions we will come to grips with the language of Chaucer’s day,<br />
reading Middle English and getting comfortable with our primary texts. Afterwards we<br />
will analyse specific tales and their topics, themes, and intertextual relations, which<br />
we will approach from a variety of critical angles. All necessary material will be made<br />
available via Blackboard.<br />
Assessment/requirements: active participation and preparation of the necessary texts<br />
for each week; argumentative essay of 6-8 pages.
Übung<br />
050 634 Weidle<br />
As You Like It, 3 CP<br />
2 st. fr 10-12 GABF 04/413 Süd<br />
The primary aim of this Übung is to engage in a thorough and close reading of As<br />
You Like It, which we will attempt on a scene by scene basis. We will start with the<br />
first scene and work our way through the play. Proceeding in this manner we shall<br />
not only be looking at some of the main themes and issues addressed in the play<br />
(concepts of love, performativity, gender, kingship) but will also discuss aspects such<br />
as genre, staging and language.<br />
We will also attend a performance of Wie Es Euch Gefällt at the Grillo Theater in<br />
Essen.<br />
I strongly suggest that everyone use the latest Arden edition of the play.<br />
Assessment/requirements: active participation; thorough preparation of the individual<br />
scenes and the secondary material; writing a commentary on/analysis of one of the<br />
scenes in As You Like It (to be handed in by 15 September 2013).
ENGLISCHE LITERATUR VON 1700 BIS ZUR GEGENWART<br />
___________________________________________________________________<br />
Vorlesung<br />
050 636 Niederhoff<br />
The English Novel in the Eighteenth Century: From Aphra Behn to Jane Austen,<br />
2/2,5 CP<br />
_______________________________________________________________<br />
2 st. do 8-10 HGB 10<br />
The title of Ian Watt’s The Rise of the Novel implies that the novel came into being in<br />
the eighteenth century, with Daniel Defoe as its founding father. In my lecture, I will<br />
take a critical look at this assumption, taking into consideration the contribution of<br />
such founding mothers as Aphra Behn. I will also discuss the problems involved with<br />
the criterion of realism, which Watt and others attribute to the new genre of the novel.<br />
A further emphasis will be on the representation of class conflict, which occurs<br />
frequently in connection with marriage. The lecture will touch upon a broad range of<br />
novels, but the main focus will be on the following works: Aphra Behn, Oroonoko;<br />
Jane Barker, Love Intrigues; Daniel Defoe, Moll Flanders and Robinson Crusoe;<br />
Samuel Richardson, Pamela; Henry Fielding, Joseph Andrews; Tobias Smollett,<br />
Humphry Clinker; Jane Austen, Emma. Students will have to read Joseph Andrews in<br />
full and shorter excerpts from the other texts.<br />
Assessment/requirements: written end-of-term test.
<strong>Seminar</strong>e<br />
050 638 Klawitter<br />
The First World War in Poetry, Autobiography and Fiction, 4 CP<br />
2 st. mi 10-12 GB 6/137 Nord<br />
The First World War (1914-1918) was one of the great traumas of the twentieth<br />
century. The horrific experience of trench warfare elicited a great number of literary<br />
texts which were to exert a strong influence on the formation of collective memories.<br />
This is particularly true of Britain, where the ‘Great War’ still informs the official<br />
culture of war commemoration and plays a considerable part in the reaffirmation of<br />
national identity.<br />
The seminar focusses on the early literary engagement with the war, namely the<br />
poetry produced by the so-called ‘War Poets’, but also narrative fiction and memoirs<br />
which were written in the decade after the war. We will begin our discussions with<br />
Edmund Blunden’s memoirs Undertones of War (1928) and Robert Graves’s<br />
autobiography Goodbye to All That (1929), which are regarded as classic accounts of<br />
the Western Front. Four sessions of the seminar will be devoted to the reading of war<br />
poetry. This will include Charles Hamilton Sorley’s “All the Hills and Vales Along”,<br />
Siegfried Sassoon’s “They”, Wilfred Owen’s “Dulce et Decorum Est” and Isaac<br />
Rosenberg’s “Break of Day in the Trenches”. The short stories chosen for discussion<br />
are Richard Aldington’s “The Case of Lieutenant Hall” and Winifred Holtby’s “So<br />
Handy for the Fun Fair”. While acknowledging the documentary dimension of all<br />
these texts, our investigation will be primarily geared towards a consideration of the<br />
expressive potential of each genre and its wider function within the cultural<br />
representation of war.<br />
Participants should purchase the Penguin editions of Undertones of War and<br />
Goodbye to All That. The shorter texts will be made available on Blackboard.<br />
Assessment/requirements: Übung: presentation in class; <strong>Seminar</strong>: 12-15-page term<br />
paper (wissenschaftliche Hausarbeit).
050 639 Klawitter<br />
Historiographic Metafiction: Graham Swift’s Waterland and Penelope Lively’s Moon<br />
Tiger, 4 CP<br />
___________________________________________________________________<br />
2 st. do 10-12 GABF 04/613 Süd<br />
The term ‘historiographic metafiction’ (coined by Linda Hutcheon) refers to a postmodernist<br />
type of historical fiction which problematises the telling and writing of<br />
historical events rather than engaging in their representation. The insistence on the<br />
constructedness and plurality of history raises weighty questions about truth, the<br />
relation of fiction and reality, identity formation and the political dimension of<br />
historiography.<br />
In our seminar we will read Graham Swift’s Waterland (1983) and Penelope Lively’s<br />
Moon Tiger (1987), two much-acclaimed novels which could be regarded as prime<br />
examples of this type of fiction. Through close analysis of the narrative techniques,<br />
especially the employed metanarrative and metafictional devices, we will discuss how<br />
and to what ends the novels question received notions of history and history writing.<br />
Participants should purchase the Picador edition of Waterland and the latest Penguin<br />
edition of Moon Tiger.<br />
Assessment/requirements: Übung: presentation in class; <strong>Seminar</strong>: 12-15-page term<br />
paper (wissenschaftliche Hausarbeit).<br />
050 640 Wagner<br />
Ecocriticism, 4 CP<br />
2 st. do 14-16 GB 5/37 Nord<br />
The relatively new field of ecocriticism examines the relationship between humans<br />
and the environment in literature and other fields of cultural production. This course is<br />
divided into two parts: the first part will equip students with a solid grounding in<br />
ecocritical theory; in the second part, we will apply that theory to two seminal<br />
ecological novels, Ernest Callenbach’s Ecotopia (1975) and Margaret Atwood’s The<br />
Year of the Flood (2009).<br />
All students are expected to buy (or borrow) the following editions of these texts:<br />
Atwood, Margaret. The Year of the Flood. London: Virago, 2010.<br />
ISBN: 978-1-84408-564-4
Callenbach, Ernest. Ecotopia. New York: Bantam, 1990.<br />
ISBN: 978-0-553-34847-7<br />
Garrard, Greg. Ecocriticism. 2nd ed. New Critical Idiom. London and New York:<br />
Routledge, 2011.<br />
ISBN: 978-0-415-66786-9<br />
Assessment/requirements: Übung: short essay; <strong>Seminar</strong>: term paper<br />
(wissenschaftliche Hausarbeit).<br />
050 641 McColl<br />
Belles Lettres: Epistles and Epistolography of the Long Eighteenth Century, 4 CP<br />
2 st. mo 12-14 GB 6/137 Nord<br />
This course will examine the prevalence of the letter in the literature of the long<br />
eighteenth century, as subject-matter, plot-device and as form. It will consider both<br />
how the letter becomes literary and how popular literature assimilates the letter,<br />
incorporating its properties within poetry and the novel. It will address such diverse<br />
genres as the poetic epistle, the epistolary novel and actual correspondence, as well<br />
as essays and stories about letters.<br />
Assessment/requirements: Übung: active participation and extended exposition;<br />
<strong>Seminar</strong>: active participation, shorter in-class exposition and term paper<br />
(wissenschaftliche Hausarbeit).<br />
050 642 McColl<br />
Transatlantic Literature, 4 CP<br />
2 st. mi 16-18 GB 5/38 Nord<br />
This course addresses transatlantic relations in post-revolutionary literature, with a<br />
particular emphasis on British self-positioning vis à vis America. Beginning with the<br />
British reaction to the revolution in Burke and Paine, it examines how literary and<br />
cultural identities are formed in contradistinction, as well as the fragility of such<br />
national distinctions amidst free literary and linguistic commerce. Hence it looks at<br />
Anglophile Americans, such as Henry James, sometime Americanophiles, like<br />
Dickens and Lawrence, and writers, like Paine, who occupy an uncertain midatlantic<br />
ground.
Assessment/requirements: Übung: active participation and extended exposition;<br />
<strong>Seminar</strong>: active participation, shorter in-class exposition and term paper<br />
(wissenschaftliche Hausarbeit).<br />
Übungen<br />
050 643 Klawitter<br />
Touring Britain through Contemporary Poetry, 3 CP<br />
2 st. mi 14-16 GB 03/42<br />
As any casual browsing through poetry collections published by British poets over the<br />
last four decades reveals, there are plenty of poems that focus on places in Britain,<br />
cities and towns, rivers, landscapes, sights. As Seamus Heaney points out in his<br />
lecture “The Sense of Place” (1977), such poetry goes beyond the mere visual and is<br />
imbued with rich historical associations and serves purposes of cultural identification.<br />
In our discussions of place poems by contemporary British poets (including Alice<br />
Oswald’s much-acclaimed long poem on the River Dart in Devon) we will ask how<br />
poets read and make us see places, what descriptive and evocative techniques they<br />
employ and what senses/uses of place can be identified. To enhance our understanding<br />
of the representation of space in poetry, we will draw on categories that<br />
have already been developed in narrative theory. Considering expressive purposes,<br />
we will also ask in how far these are informed by recent changes in our habits of<br />
experiencing, moving and dwelling in places. Towards the end of our class we will try<br />
to devise a typology of place poetry. A reader will be provided on Blackboard.<br />
Assessment/requirements: presentation in class or interpretative 5-page essay.<br />
050 644 Fröhlich<br />
Terry Pratchett’s Discworld Novels, 3 CP<br />
2 st. fr 10-12 GB 02/160<br />
Terry Pratchett is one of Britain’s bestselling contemporary writers, and was officially<br />
knighted for his services to literature in 2009. His successful Discworld novels contain<br />
references to and parodies on not only the fantasy genre, but on many other aspects<br />
of literature and culture, too, making them interesting and entertaining for a wide
variety of audiences. However, the number of academic approaches to his works is<br />
still comparatively small.<br />
In this course, we will take a closer look at Terry Pratchett’s Discworld novels and at<br />
their parodic character. What techniques do they employ? What purposes, apart from<br />
creating comic effects and entertaining their readers, do they serve? Do they want to<br />
convey particular lessons or messages? And where exactly, among the many<br />
different manifestations of the literary genre of parody, do they fit in?<br />
Assessment/requirements: active participation, presentation or essay.
AMERIKANISCHE LITERATUR<br />
___________________________________<br />
Vorlesung<br />
050 645 Freitag<br />
American Literature and Culture: From the Civil War to World War II, 2/2,5 CP<br />
2 st. mo 14-16 HGB 10<br />
This is the second part of a three-part lecture series that introduces important<br />
developments of US-American literature as part and expression of the shaping of US<br />
American culture. Occasional references to visual and popular art are meant to<br />
broaden the general perspective. While well-established periods and movements like<br />
Realism, Naturalism, and Modernism will be covered, the lecture series will also<br />
show how these periods and movements came to be canonized and what other<br />
developments in literature and art were thereby influenced, excluded, and/or<br />
devalued. Shorts stories, poems, and excerpts from longer texts will be supplied on<br />
Blackboard.<br />
Each part of the lecture cycle can be attended independently of the other parts.<br />
Assessment/requirements: regular attendance, reading, written end-of-term test.<br />
<strong>Seminar</strong>e<br />
050 647 Müller, M.<br />
Vampires and Zombies in Theory and in Practice, 4 CP<br />
2 st. do 16-18 GABF 04/614 Süd<br />
In this class we will use literature – and at least one film – about vampires and<br />
zombies to explore various issues of Anglophone (popular) culture(s). While the<br />
vampire usually represents the aggressor and aggression, the zombie stands for the<br />
victim and illustrates processes of victimization and exploitation. As outsider figures,<br />
zombies and vampires can be put to good use in exploring power (and also gender)<br />
relationships in a variety of social settings. Alongside the classical vampire figures of
Count Dracula and Carmilla, we will look at Herbert G. de Lisser’s The White Witch of<br />
Rose Hall (1929), which features an exploitative Caribbean post-colonial female<br />
vampire, Poppy Z. Brite’s 1992 novel Lost Souls (whose entire cast of vampires<br />
features an array of gendered identity problems) and also Mudrooroo Narogin’s The<br />
Undying (1998), a gothic novel set in aboriginal Australia.<br />
Please read Bram Stoker’s Dracula and Sheridan Le Fanu’s “Carmilla” before the<br />
beginning of class. Additional primary and secondary materials will be uploaded onto<br />
Moodle. [A caveat: if you’re mainly interested in the Twilight series or zombie movies<br />
you’ll be disappointed – the course is academic and therefore quite theory-oriented.]<br />
Assessment/requirements: active participation, presentation, written assignment/s or<br />
term paper (wissenschaftliche Hausarbeit).<br />
050 648 Freitag<br />
“To turn from this great world of Gentlemen, to the small lowly sphere” – The Cultural<br />
Work of Local Color, 4 CP<br />
___________________________________________________________________<br />
2 st. mo 16-18 GABF 04/613 Süd<br />
The term “Local Color” designates a body of mostly short prose texts, written in the<br />
second half of the 19th century. It was devoted to specific regions of the U.S., i.e. the<br />
West, the South, or the rural East coast, and tells much about the culture and the<br />
customs of these regions. Yet because of its devotion to “the small lowly sphere,” i.e.<br />
regional matters, Local Color has long been thought to be of lesser value than<br />
realism, the dominant literary method of the time. By an introduction to selected Local<br />
Color texts and their cultural contexts, this judgement will be re-evaluated in the<br />
seminar. The texts will be made available in a reader or on Blackboard.<br />
Assessment/requirements: Übung: active participation, written assignments;<br />
<strong>Seminar</strong>: the above, and 10-page term paper (wissenschaftliche Hausarbeit).
--- --- Wagner<br />
Ecocriticism, 4 CP<br />
2 st. do 14-16 GB 5/37 Nord<br />
(vgl. Vorl.-Nr. 050 640)<br />
The relatively new field of ecocriticism examines the relationship between humans<br />
and the environment in literature and other fields of cultural production. This course is<br />
divided into two parts: the first part will equip students with a solid grounding in<br />
ecocritical theory; in the second part, we will apply that theory to two seminal<br />
ecological novels, Ernest Callenbach’s Ecotopia (1975) and Margaret Atwood’s The<br />
Year of the Flood (2009).<br />
All students are expected to buy (or borrow) the following editions of these texts:<br />
Atwood, Margaret. The Year of the Flood. London: Virago, 2010.<br />
ISBN: 978-1-84408-564-4<br />
Callenbach, Ernest. Ecotopia. New York: Bantam, 1990.<br />
ISBN: 978-0-553-34847-7<br />
Garrard, Greg. Ecocriticism. 2nd ed. New Critical Idiom. London and New York:<br />
Routledge, 2011.<br />
ISBN: 978-0-415-66786-9<br />
Assessment/requirements: Übung: short essay; <strong>Seminar</strong>: term paper<br />
(wissenschaftliche Hausarbeit).<br />
050 649 Kindinger<br />
‘Home’ in US-American Literature and Culture, 4 CP<br />
2 st. di 10-12 GB 6/137 Nord<br />
Dorothy’s remark that “there is no place like home” in The Wizard of Oz, reveals<br />
much about the ‘nature’ of this place we are all familiar with: not only is there no other<br />
place like home, if we read Dorothy’s comment differently, could home actually be an<br />
impossible place that only exists in our imagination and memory? Can home in these<br />
times of globalization and mobility ever meet our expectations? In this class, we will<br />
explore what and where home is, and how it is represented in American literature and<br />
culture by approaching the United States as home to millions of immigrants, but also<br />
by considering other concepts of home, such as ‘house-as-home’ and ‘region-ashome’<br />
(e.g. the American South). We will read and deal with theoretical texts, as well
as works of fiction (e.g. Charlotte Perkins Gilman’s “The Yellow Wallpaper,” Eleni N.<br />
Gage’s North of Ithaka) and film (e.g. Sweet Home Alabama and The Wiz).<br />
Please purchase the following novel (this edition please!!!):<br />
Eleni N. Gage, North of Ithaka, Griffin Press: 2006.<br />
Other texts will be made available in a Reader.<br />
Assessment/requirements: Übung: active participation, presentation and written<br />
assignment to be handed in during the semester; <strong>Seminar</strong>: active participation,<br />
reading journal, paper proposal and term paper (or essay to be handed in during the<br />
semester).<br />
--- --- McColl<br />
Transatlantic Literature, 4 CP<br />
2 st. mi 16-18 GB 5/38 Nord<br />
(vgl. Vorl.-Nr. 050 642)<br />
This course addresses transatlantic relations in post-revolutionary literature, with a<br />
particular emphasis on British self-positioning vis à vis America. Beginning with the<br />
British reaction to the revolution in Burke and Paine, it examines how literary and<br />
cultural identities are formed in contradistinction, as well as the fragility of such<br />
national distinctions amidst free literary and linguistic commerce. Hence it looks at<br />
Anglophile Americans, such as Henry James, sometime Americanophiles, like<br />
Dickens and Lawrence, and writers, like Paine, who occupy an uncertain midatlantic<br />
ground.<br />
Assessment/requirements: Übung: active participation and extended exposition;<br />
<strong>Seminar</strong>: active participation, shorter in-class exposition and term paper<br />
(wissenschaftliche Hausarbeit).<br />
Übungen
050 655 Müller, M.<br />
The African American Detective, 3 CP<br />
2 st. di 8-10 GABF 04/613 Süd<br />
Over the last fifty or sixty years, detective fiction has emerged as a literary field<br />
worthy of academic attention and, more recently, ethnic detective novels have<br />
become an accepted subgenre of detective fiction. Global/ethnic detective novels<br />
address issues of personal and social identity that point out the importance of the<br />
ethnic community for the individual detective, and often also focus on gender by<br />
featuring a female detective. In this class we will investigate - with the help of<br />
secondary literature on detection theory - how ethnicity and detection are intertwined<br />
in African American detective novels and how ethnic/gender identity is constituted in<br />
these novels.<br />
Please buy your own copies of Rudolph Fisher’s The Conjure Man Dies, Chester<br />
Himes’s Cotton Comes to Harlem and Pamela Thomas Graham’s Orange Crushed:<br />
An Ivy League Mystery. Additional primary and secondary texts will be made<br />
available on Moodle.<br />
Assessment/requirements: attendance and active participation, presentation, written<br />
assignment(s).<br />
050 656 Kindinger/Steinhoff<br />
Writing Women and Women’s Writing in the Late Nineteenth Century, 3 CP<br />
2 st. mi 10-12 GB 03/46<br />
The late nineteenth century in American culture and society is understood as a time<br />
of great upheaval. Due to changes in the political, economic, social and domestic<br />
spheres, after the Civil War and at the dawn of the twentieth century, new power<br />
structures were negotiated. In this class, students will be introduced to literary and<br />
cultural debates about gender in late nineteenth-century writing by women and about<br />
women. Questions we will raise include: How was womanhood constructed? Were<br />
women confined to the domestic sphere only? And how did representations of gender<br />
intersect with race, ethnicity, class, and sexuality? We will address different ideals of<br />
womanhood as created for instance in cookbooks, advice books, and women’s<br />
magazines. Next to that, we will be reading texts by Louisa May Alcott, Alice Dunbar<br />
Nelson, Charlotte Perkins Gilman, Edith Wharton, and Kate Chopin.
Assessment/requirements: active participation and preparation, three short written<br />
assignments to be handed in during the semester.
CULTURAL STUDIES (GB)<br />
Vorlesung<br />
050 658 Pankratz<br />
Restoration Culture, 2/2,5 CP<br />
2 st. di 14-16 HGB 10<br />
The times between the Restoration of the monarchy in 1660 and the death of the last<br />
Stuart ruler in 1714 saw many profound changes. Power gradually shifted from the<br />
monarch to parliament; science and empiricism removed God from the centre of<br />
things; money and wealth challenged heredity. The development towards what we<br />
nowadays would consider a ‘modern’ state did not go smoothly, though. There is a to<br />
and fro between old and new. Hence, the Restoration period is full of crises, conflicts<br />
and paradoxes. Sometimes the people seem like our near contemporaries and<br />
sometimes like quaint bewigged figures from a very distant time.<br />
The lecture course aims at having a critical look at the familiar and to make the<br />
quaint more accessible. By dealing with political and religious developments,<br />
literature, music and fashion it intends to provide a multifaceted survey of Restoration<br />
culture.<br />
Assessment/requirements: written end-of-term test.<br />
<strong>Seminar</strong>e<br />
050 659 Berg<br />
Political Culture and Political Parties, 4 CP<br />
2 st. do 14-16 GB 03/46<br />
This course is about the culture(s) of British politics – the main ideas, ideologies,<br />
values and norms that seem to guide political practice in Britain. In the beginning, we<br />
discuss the concept of political culture, which has been widely debated in both<br />
political and cultural studies. Then we look into the main ideological traditions of<br />
British political thought and analyse how they are represented by the major political
parties. We also inspect oppositional and marginal strands of political cultures<br />
formulated by minor and fringe parties as well as other political organisations. Finally,<br />
we deal with the question in how far England, Scotland and Wales differ in their<br />
political cultures and to what extent we can detect changes and continuities in the<br />
course of the 20th and early 21st century. A reader with key texts will be provided.<br />
Assessment/requirements: active participation, organising and chairing part of a<br />
course session, term paper (wissenschaftliche Hausarbeit).<br />
--- --- Houwen<br />
Under the Greenwood Tree: Robin Hood and the Outlaw Tradition, 4 CP<br />
2 st. di 12-14 GB 02/160<br />
(vgl. Vorl.-Nr. 050 626)<br />
“Many men speak of Robin Hood who never drew his bow”. This old proverb gives<br />
some idea of the widespread popularity of the Robin Hood legend. One could alter<br />
this proverb somewhat to say that “Many people speak of Robin Hood who have<br />
never read the texts (but did see the movie!)” The Robin Hood legend has survived in<br />
numerous texts in a variety of genres. The outlaw is first mentioned in late medieval<br />
chronicles and ballads and soon makes his way into plays. Little John and the Sheriff<br />
of Nottingham are there virtually from the start, but Will Scarlet and Maid Marian only<br />
start to play significant parts in the later (broadside) ballads from the seventeenth<br />
century. All texts reflect their times and many serve specific political or religious<br />
purposes as well. The course will examine the development of the RH legend and<br />
show how in each incarnation the legend reflects not just the literary tradition but also<br />
the concerns of the time.<br />
The relevant primary texts will be made available via Blackboard. However, since this<br />
procedure might involve a lot of printing you may want to consider buying the printed<br />
edition:<br />
Stephen Knight and Thomas Ohlgren, eds. Robin Hood and Other Outlaw Tales.<br />
TEAMS Middle English Texts Series. Kalamazoo, MI: Western Michigan University,<br />
1997.<br />
Assessment/requirements: Übung: 6-8 pages essay (excl. title page and<br />
bibliography; no table of contents please); <strong>Seminar</strong>: 8-10 pages.
050 662 Pankratz<br />
The Aesthetics and Pragmatics of Camp, 4 CP<br />
2 st. do 10-12 GB 03/46<br />
This seminar will not deal with tents and sleeping in nature. Camp, in the definition of<br />
Susan Sontag, is a modern sensibility characterised by “love of the unnatural: of<br />
artifice and exaggeration […,] a private code”; scholars such as Jonathan Dollimore<br />
or Moe Myer analyse camp as signifying practice of queerness, gender performance<br />
and anarchy. By turning things upside down, parodying the norm, revering the clichéd<br />
and neglected, camp subverts the hetero-normative mainstream and confronts it with<br />
an alternative, often carnivalesque alternative.<br />
The seminar aims at unearthing the textual strategies of camp, of trashing and<br />
kitsching things up, subverting norms, unexpectedly introducing deep emotions, and<br />
read them against their cultural background of queer activism, queer theories, but<br />
also pop, retro and commodification. The discussions will focus on both camp texts<br />
(from The Rocky Horror Show to the Eurovision Song Contest) and theoretical texts<br />
on camp (from Sontag to Butler). Depending on the possibility to produce copies,<br />
there will be a reader available at the beginning of the semester or pdf files on<br />
Blackboard.<br />
Assessment/requirements: Übung: active participation and expert group; <strong>Seminar</strong>:<br />
the above, and term paper (wissenschaftliche Hausarbeit).<br />
050 663 Viol<br />
1913 on British Television<br />
2 st. fr 10-12 GB 5/37 Nord<br />
In this class we will address popular television’s penchant for exploiting past historical<br />
periods for exciting and marketable broadcasting content. After brief introductions to<br />
the historical background of late-Victorian and Edwardian England as well as to the<br />
main theoretical approaches that have been proposed to understand the workings of<br />
cultural memory (Halbwachs, Assmann, Samuel), we will look at three particular<br />
examples of (re)constructing pre-Great War Britain on television: Upstairs,<br />
Downstairs (ITV, 1971-1975), The Edwardian Country House (Channel 4, 2002) and<br />
Downton Abbey (ITV, 2010-). Our prime concern will not be so much with finding out<br />
how the representations relate to any historical reality, but looking at what they can<br />
tell us about the cultural constellations that have brought them forth. In what way and<br />
why, for instance, do the 1970s representations differ from the more recent ones, in<br />
what way do the costume drama series differ from the reality TV format in terms of<br />
depicting and plotting Edwardian class structures, sexualities, ethnicities, and value
systems? What, apart from providing escapist entertainment or making profit, could<br />
be the cultural functions served by the representations?<br />
Assessment/requirements: Übung: short oral presentation and 4-page essay;<br />
<strong>Seminar</strong>: participation in research project and 15-page term paper.<br />
050 664 Budde<br />
Images of Germany in Nineteenth-Century Ireland, 4 CP<br />
2 st. mo 16-18 GABF 04/252 Nord<br />
According to comparative image studies, a discipline dealing with the literary<br />
representations of individual nations, the experience of a foreign nation is the most<br />
important stimulus for reflections on one's own identity.<br />
While the origins and functions of the image of Germany in English literature have<br />
been extensively researched a detailed study of an Irish image of Germany in the<br />
second half of the nineteenth century is entirely absent. It appears, however, that in a<br />
number of works of Irish literature, within a certain strand of political commentary and<br />
within an extensive debate on the pages of the most important religious magazines<br />
an image of Germany is employed as a point of reference against which to measure<br />
all aspects of Irish culture.<br />
The objective of this seminar is, therefore, to fill the established gap in the existing<br />
research by a detailed analysis of the image of Germany in Ireland. Its ultimate aim is<br />
to establish a greater appreciation of the influence the critical engagement with<br />
German culture exerted on the reconfiguration of an Irish identity. The scarcity of<br />
secondary literature in this field of research means that participants will get the rare<br />
chance of doing primary research and producing new insights into the mechanisms of<br />
Irish identity constructions. Key texts will be provided via Blackboard.<br />
Assessment/requirements: active participation, short presentation and term paper<br />
(wissenschaftliche Hausarbeit).
Übungen<br />
050 667 Versteegen<br />
Legal TV in Britain and the USA, 3 CP<br />
2 st. do 12-14 GB 03/46<br />
In an era where TV programmes seem to be undergoing a development of increasing<br />
globalisation and standardisation, spearheaded by forever new American-produced<br />
formats, it is interesting to note that law-related television (legal drama, legal comedy,<br />
legal documentaries, reality court shows etc.) continues to exhibit a distinctly national<br />
flavour in the USA, in the UK, and also in Germany. The course will explore the most<br />
important genres of modern legal TV on both sides of the Atlantic and will also draw<br />
the occasional comparison with Germany. We will look at the development of the<br />
various formats on British and American television channels over the last fifty years<br />
and will analyse the roles they play in the various countries’ popular cultures and<br />
legal cultures. Materials will be provided in a course reader and on blackboard.<br />
Assessment/requirements: active participation and minutes of one class meeting<br />
(four pages) or summary of one pertinent critical article (either to be submitted as a<br />
written paper of three to four pages or to be given as a short classroom<br />
presentation).<br />
050 668 Berg<br />
Postindustrial Britain, 3 CP<br />
Blockveranstaltung 25./26.07. & 31.07.-02.08.2013, GB 6/137 Nord<br />
13:30-18:00 Uhr<br />
In this course we analyse in what ways Britain has changed in the transformation<br />
process from industrial to postindustrial society. Many of British society’s traditions,<br />
political loyalties, and cultural identities were related to the country’s specific<br />
industrial history and heritage – and, to some extent, they still are. Are these old<br />
characteristics doomed to disappear – hence following large parts of Britain’s<br />
industrial sector? For many geographical areas of the country, for many of its<br />
institutions and organisations, postindustrialism meant that they had to reinvent<br />
themselves – not only in terms of their economic base but also with regard to many<br />
other dimensions of life – for example, cultural, social, and political ones. What<br />
directions have these reconstructions taken?<br />
Since this Blockseminar is an Übung, you can expect to be equipped with a wide<br />
variety of materials (from analytical articles to the statements of eye witnesses and<br />
aesthetic-artistic representations, etc.). We discuss the ways in which these can help
us understand the changes described and what their explanatory limits might be.<br />
Hence, the course is not just about postindustrial Britain but also about standards<br />
and methods of research. A reader with key texts will be provided.<br />
Assessment/requirements: active participation, participating in a research group and<br />
presentation of results.
CULTURAL STUDIES (USA)<br />
Vorlesung<br />
--- --- Freitag<br />
American Literature and Culture: From the Civil War to World War II, 2/2,5 CP<br />
2 st. mo 14-16 HGB 10<br />
(vgl. Vorl.-Nr. 050 645)<br />
This is the second part of a three-part lecture series that introduces important<br />
developments of US-American literature as part and expression of the shaping of US<br />
American culture. Occasional references to visual and popular art are meant to<br />
broaden the general perspective. While well-established periods and movements like<br />
Realism, Naturalism, and Modernism will be covered, the lecture series will also<br />
show how these periods and movements came to be canonized and what other<br />
developments in literature and art were thereby influenced, excluded, and/or<br />
devalued. Shorts stories, poems, and excerpts from longer texts will be supplied on<br />
Blackboard.<br />
Each part of the lecture cycle can be attended independently of the other parts.<br />
Assessment/requirements: regular attendance, reading, written end-of-term test.
<strong>Seminar</strong>e<br />
--- --- Freitag<br />
“To turn from this great world of Gentlemen, to the small lowly sphere” – The Cultural<br />
Work of Local Color, 4 CP<br />
___________________________________________________________________<br />
2 st. mo 16-18 GABF 04/613 Süd<br />
(vgl. Vorl.-Nr. 050 648)<br />
The term “Local Color” designates a body of mostly short prose texts, written in the<br />
second half of the 19th century. It was devoted to specific regions of the U.S., i.e. the<br />
West, the South, or the rural East coast, and tells much about the culture and the<br />
customs of these regions. Yet because of its devotion to “the small lowly sphere,” i.e.<br />
regional matters, Local Color has long been thought to be of lesser value than<br />
realism, the dominant literary method of the time. By an introduction to selected Local<br />
Color texts and their cultural contexts, this judgement will be re-evaluated in the<br />
seminar. The texts will be made available in a reader or on Blackboard.<br />
Assessment/requirements: Übung: active participation, written assignments;<br />
<strong>Seminar</strong>: the above, and 10-page term paper (wissenschaftliche Hausarbeit).<br />
050 670 Steinhoff<br />
New York and Los Angeles: Representations of the American City in American<br />
Culture, 4 CP<br />
___________________________________________________________________<br />
2 st. do 12-14 GB 6/137 Nord<br />
New York and Los Angeles are not only America’s two most populous cities, but also<br />
two of the nation’s most mythical and prominent places. Whereas New York has<br />
often been seen as a symbol of the modern American city, associated with an<br />
emphasis on the central city, Los Angeles has often functioned as an emblem of the<br />
postmodern city, connoting sprawl and decentralization. Both cities are tourist<br />
attractions and homes of a vibrant, yet different, art scene. They have a long history<br />
as magnets for immigrants, but also of racial, ethnic and class conflict, crime and<br />
violence. To different extents and in different ways New York and Los Angeles have<br />
been the centers of literary and filmic productions and, in particular, both cities have<br />
been featured prominently in innumerable and diverse literary works and films. This<br />
seminar will introduce students to the historical and cultural developments and roles<br />
of the two cities, probing the validity of these claims. We will explore the construction
of the two cities in geography, cultural theory and in particular American literature<br />
and film. How have cultural theorists and urban geographers described the cities?<br />
How have New York and Los Angeles been imagined in American literature and film,<br />
especially in the 20th century? And what has been the cultural function of these<br />
representations? Students attending this class should be interested in reading<br />
complex theoretical texts, be familiar with the main concepts of Cultural Studies, and<br />
be willing to do their own research and analysis of filmic and literary representations<br />
of these two American metropolises.<br />
Assessment/requirements: Übung: active participation, short written assignments;<br />
<strong>Seminar</strong>: the above, and presentation or term paper (wissenschaftliche Hausarbeit).<br />
--- --- Kindinger<br />
’Home’ in US-American Literature and Culture, 4 CP<br />
2 st. di 10-12 GB 6/137 Nord<br />
(vgl. Vorl.-Nr. 050 649)<br />
Dorothy’s remark that “there is no place like home” in The Wizard of Oz, reveals<br />
much about the ‘nature’ of this place we are all familiar with: not only is there no other<br />
place like home, if we read Dorothy’s comment differently, could home actually be an<br />
impossible place that only exists in our imagination and memory? Can home in these<br />
times of globalization and mobility ever meet our expectations? In this class, we will<br />
explore what and where home is, and how it is represented in American literature and<br />
culture by approaching the United States as home to millions of immigrants, but also<br />
by considering other concepts of home, such as ‘house-as-home’ and ‘region-ashome’<br />
(e.g. the American South). We will read and deal with theoretical texts, as well<br />
as works of fiction (e.g. Charlotte Perkins Gilman’s “The Yellow Wallpaper,” Eleni N.<br />
Gage’s North of Ithaka) and film (e.g. Sweet Home Alabama and The Wiz).<br />
Please purchase the following novel (this edition please!!!):<br />
Eleni N. Gage, North of Ithaka, Griffin Press: 2006.<br />
Other texts will be made available in a Reader.<br />
Assessment/requirements: Übung: active participation, presentation and written<br />
assignment to be handed in during the semester; <strong>Seminar</strong>: active participation,<br />
reading journal, paper proposal and term paper (or essay to be handed in during the<br />
semester).
050 671 Zucker<br />
Republicans, 4 CP<br />
2 st. di 14-16 GB 02/60<br />
Conventional wisdom holds the Grand Old Party (also known as the Republicans) to<br />
be the conservative political choice in America's current two-party system –<br />
conservative to an extent sometimes felt to be extreme by European standards. From<br />
our perspective (surveys showed that only some 7% of Germans favored the latest<br />
Republican presidential candidate, Mitt Romney), Republican positions often appear<br />
enigmatic, backward-looking and confrontational.<br />
What is less well-known is that the Republicans have not always represented the<br />
neo-conservative, market liberal and religiously infused positions of the Reagan and<br />
Bush administrations, but started out in the 1850s as a progressive anti-slavery<br />
platform that produced what many from both ends of the political spectrum consider<br />
the greatest presidency of all: Abraham Lincoln's. Consequently, upon closer<br />
inspection, one finds that every Iraq War, PATRIOT Act or Watergate scandal that a<br />
Republican presided over is historically counterbalanced by, e.g., the abolition of<br />
slavery and the end of the Cold War.<br />
This seminar aims to critically examine from a variety of angles the past and present<br />
of the Republican Party in order to establish a more complete understanding of this<br />
key part of US (political) culture. Sub-topics may include case studies of successful<br />
(and also some of the more scandal-ridden) Republican-led administrations, an<br />
examination of policy shifts in the party, including the current Tea Party movement,<br />
the party's links to the Christian Right as well as pop-cultural responses to these<br />
more controversial aspects of national politics. A course reader containing relevant<br />
texts will be made available in the first session.<br />
Assessment/requirements: active participation, several short homework assignments<br />
and final exam or term paper (wissenschaftliche Hausarbeit).
Übungen<br />
--- --- Versteegen<br />
Legal TV in Britain and the USA, 3 CP<br />
2 st. do 12-14 GB 03/46<br />
(vgl. 050 667)<br />
In an era where TV programmes seem to be undergoing a development of increasing<br />
globalisation and standardisation, spearheaded by forever new American-produced<br />
formats, it is interesting to note that law-related television (legal drama, legal comedy,<br />
legal documentaries, reality court shows etc.) continues to exhibit a distinctly national<br />
flavour in the USA, in the UK, and also in Germany. The course will explore the most<br />
important genres of modern legal TV on both sides of the Atlantic and will also draw<br />
the occasional comparison with Germany. We will look at the development of the<br />
various formats on British and American television channels over the last fifty years<br />
and will analyse the roles they play in the various countries’ popular cultures and<br />
legal cultures. Materials will be provided in a course reader and on blackboard.<br />
Assessment/requirements: active participation and minutes of one class meeting<br />
(four pages) or summary of one pertinent critical article (either to be submitted as a<br />
written paper of three to four pages or to be given as a short classroom<br />
presentation).<br />
--- --- Kindinger/Steinhoff<br />
Writing Women and Women’s Writing in the Late Nineteenth Century, 3 CP<br />
2 st. mi 10-12 GB 03/46<br />
(vgl. Vorl.-Nr. 050 656)<br />
The late nineteenth century in American culture and society is understood as a time<br />
of great upheaval. Due to changes in the political, economic, social and domestic<br />
spheres, after the Civil War and at the dawn of the twentieth century, new power<br />
structures are negotiated. In this class, students will be introduced to literary and<br />
cultural debates about gender in late nineteenth-century writing by women and about<br />
women. Questions we will raise include: How was womanhood constructed? Were<br />
women confined to the domestic sphere only? And how did representations of gender<br />
intersect with race, ethnicity, class, and sexuality? We will address different ideals of<br />
womanhood as created for instance in cookbooks, advice books, and women’s
magazines. Next to that, we will be reading texts by Louisa May Alcott, Alice Dunbar<br />
Nelson, Charlotte Perkins Gilman, Edith Wharton, and Kate Chopin.<br />
Assessment/requirements: active participation and preparation, three short written<br />
assignments to be handed in during the semester.
FACHSPRACHEN<br />
<strong>Seminar</strong>e<br />
050 680 Smith<br />
Varieties of ESP, 4 CP<br />
2 st. mo 14-16 GABF 04/614 Süd<br />
The course will take in a wide variety of ESP texts including articles from information<br />
and computer science, the sciences of physics, astronomy, geology, (evolutionary)<br />
biology, history, anthropology, archaeology, medicine as well as from several fields of<br />
engineering. The study of the characteristics of specialist languages in general and of<br />
each of these specialist languages in particular will be complemented by exercises in<br />
terminology work and glossary management. Student input will be allowed to expand<br />
the range of texts and/or shift the analytical focus of sessions. Having said that, no<br />
detailed analysis of an ESP text or related terminology work is possible without<br />
simultaneously engaging with the ideas conveyed with the help of the ESP language<br />
in question.<br />
050 681 Smith<br />
Legal English, 4 CP<br />
2 st. di 14-16 GABF 04/614 Süd<br />
The course will look in detail at a variety of legal texts ‒ and hence legal concepts ‒<br />
from both a legal theory and a legal practice perspective. While the legal theory part<br />
will cover basic notions and schools of jurisprudence that should permit the analysis<br />
of legal systems and their evolution over large stretches of space and long periods of<br />
time the model chosen for understanding the language of the common law system<br />
will be the legal system of England and Wales. By breaking down the system into its<br />
(historical) components the language and terminology of (and hence the ideas<br />
behind) this intricate system will be brought to light. By the same token the language<br />
of the common law system will be used to elucidate the inner workings of the model.<br />
As a result students should subsequently be in a better position to consider and<br />
appreciate legal English texts with the eye of a linguist, a lawyer and a (moral)<br />
philosopher.<br />
Recommended Reading:<br />
Ian McLeod. Legal Theory. Houndmills: Palgrave Macmillan, 2007.<br />
Ian McLeod. Legal Method. Houndmills: Palgrave Macmillan, 2007.
050 682 Smith<br />
ESP Translating, 4 CP<br />
2 st. mi 12-14 GABF 04/614 Süd<br />
On the theoretical side the seminar will supply a broad survey of translation theories<br />
and issues from the metaphysical to the mundane, from the historical to a critique of<br />
state-of the-art developments in translation technology - while at the same time<br />
allowing students to try their hand at translating a broad variety of challenging ESP<br />
texts (which focus in the main on the sciences of physics, astronomy, biology,<br />
geology, anthropology and engineering). The interaction of the two facets of the<br />
translation endeavour will hopefully allow students to both apply the absorbed<br />
translation school paradigms to actual problems and conversely develop a feeling for<br />
the roots, intricacies and problems of translation theory.<br />
Recommended Reading:<br />
Anthony Pym. Exploring Translation Theories. London: Routledge, 2010.<br />
David Bellos. Is that a Fish in Your Ear? Translation and the Meaning of Everything.<br />
New York: Faber and Faber, 2012.<br />
Übungen<br />
050 684 Jäkel<br />
Business English I, 3 CP<br />
Gruppe A: 2 st. do 8.30-10 GABF 04/613 Süd<br />
This Business English class is intended as an introduction to the language of<br />
business and commerce. The course will focus on developing basic businessrelevant<br />
terminology, communication skills and will cover basic business related<br />
topics.<br />
Assessment/requirements: active participation, the completion of term assignments<br />
on Moodle and short presentation.
050 684 Poziemski<br />
Business English I, 3 CP<br />
Gruppe B: 2 st. di 10-12 GABF 04/413 Süd<br />
Gruppe C: 2 st. mi 16-18 GABF 04/613 Süd<br />
This Business English class is intended as an introduction to the language and topics<br />
of business and commerce. Course materials: Englisch in Wirtschaft und Handel,<br />
Cornelsen, 2002. This and other course materials will be provided online on<br />
Blackboard at the beginning and throughout the semester.<br />
Assessment/requirements: various homework assignments and end-of-term test.<br />
050 684 Smith<br />
Business English I, 3 CP<br />
Gruppe D: 2 st. mo 10-12 GABF 04/413 Süd<br />
Gruppe E: 2 st. mi 10-12 GABF 04/613 Süd<br />
On the basis of the textbook: Herbert Geisen, Dieter Hamblock, John Poziemski,<br />
Dieter Wessels, Englisch in Wirtschaft und Handel (Berlin: Cornelsen & Oxford<br />
University Press, 2002) and with the help of additional material the course will<br />
introduce some of the basic terminology and concepts of business English.<br />
Assessment/requirements: written end-of-term test.<br />
050 685 Poziemski<br />
Business English II, 3 CP<br />
Gruppe A: 2 st. di 16-18 GABF 04/413 Süd<br />
This class is a continuation of Business English I, and participants should ideally<br />
have completed Business English I before signing up for this class. Course materials<br />
will be provided online on Blackboard at the beginning and during the semester.<br />
Assessment/requirements: various class and online assignments.
050 685 Smith<br />
Business English II, 3 CP<br />
Gruppe B: 2 st. mi 14-16 GABF 04/613 Süd<br />
This course is a continuation of Business English I. On the basis of the textbook:<br />
Herbert Geisen, Dieter Hamblock, John Poziemski, Dieter Wessels, Englisch in<br />
Wirtschaft und Handel (Berlin: Cornelsen & Oxford University Press, 2002) and with<br />
the help of additional material the course will introduce further basic terminology and<br />
concepts of business English.<br />
Assessment/requirements: presentation, written end-of-term test or written<br />
assignment at the end of the course.<br />
050 685 de Waal<br />
Business English II, 3 CP<br />
Gruppe C: 2 st. mo 16-18 GB 02/60<br />
This class is a continuation of Business English I, and participants should ideally<br />
have completed Business English I before signing up for this class. A major focus of<br />
the class will be on the world of work. Students will read and discuss newspaper<br />
articles on such issues as gender equality in businesses and the impact of the<br />
financial crisis on the labour market. We will also be dealing with recruitment and<br />
forms of work. Other topics covered are retailing and marketing. Course materials will<br />
be provided via Blackboard.<br />
Assessment/requirements: various class assignments.
050 687 Versteegen<br />
Legal English, 3 CP<br />
2 st. di 12-14 GABF 04/614 Süd<br />
Students will develop their skills in the use of English in various legal contexts, and<br />
will get extensive practice in understanding, writing on, and discussing legal topics. In<br />
so doing, they will get to know central concepts both from the English and the<br />
German legal systems. The course will mainly focus on legal issues that might be<br />
encountered in everyday life, e.g. road traffic incidents, employment relations,<br />
accidents, relations between neighbours, etc., and we will be dealing with these<br />
issues in various communicative and institutional contexts by practising written and<br />
oral forms of communication with different interlocutors: laypeople, police, lawyers,<br />
courts etc. Materials will be provided in a course reader and on Blackboard.<br />
050 688 Smith<br />
Technical English, 3 CP<br />
2 st. di 12-14 GABF 04/614 Süd<br />
The course will look at the intricacies and challenges of a wide variety of technical<br />
texts. The manner in which students can obtain their credit points will be discussed at<br />
the beginning of the course.
SPRACHPRAKTISCHE ÜBUNGEN<br />
050 690 Müller, T.<br />
Grammar AM, 3 CP<br />
Gruppe A: 2 st. di 14-16 GABF 04/413 Süd<br />
Gruppe B: 2 st. mi 14-16 GABF 04/413 Süd<br />
This course will build on what you have learned in Grammar I in the areas of tense<br />
and aspect and non-finites. In addition we will take a closer look at the use of the<br />
progressive, the gerund vs. infinitive, conditional clauses and ways of expressing<br />
past and future time.<br />
Assessment/requirements: active participation and written end-of-term test.<br />
050 690 Versteegen<br />
Grammar AM, 3 CP<br />
Gruppe C: mi 10-12 GABF 04/614 Süd<br />
The aim of the course is to give students a fine-tuning of their grammatical skills and<br />
knowledge. Special attention will be given to the English verb system, prepositions<br />
and word order, especially the position of adverbial phrases. Students will be<br />
expected to present selected grammatical topics individually, using appropriate visual<br />
aids such as diagrams, OHP transparencies, or Powerpoint.<br />
Assessment/requirements: active participation, presentation and short tests during<br />
the semester.
050 691 Zucker<br />
Communication AM, 3 CP<br />
Gruppe A: 2 st. mo 16-18 GB 02/160<br />
Gruppe B: 2 st. mi 14-16 GABF 04/253 Nord<br />
The essay serves two important functions during your studies of English: On the one<br />
hand, it is a popular assignment in written course exams; on the other hand, the<br />
principles behind a good essay are applicable to any number of text types, academic<br />
or journalistic.<br />
Building on a number of aspects covered in your “Academic Skills“ class, this Übung<br />
will thus focus on enhancing your essay writing skills. After an introduction to<br />
strategies of argumentation (and a discussion of its negative flipside: logical and<br />
argumentative fallacies), the class will highlight certain controversial issues from<br />
political, cultural and academic fields that will serve as the basis of structured<br />
discussion, partly in class, partly in the form of essay exercises.<br />
Assessment/requirements: two short essays during the semester: one prepared at<br />
home, one written in an exam situation.<br />
050 691 McColl<br />
Communication AM, 3 CP<br />
Gruppe C: 2 st. do 12-14 GB 5/37 Nord<br />
Gruppe D: 2 st. do 16-18 GABF 04/613 Süd<br />
This Übung is about exactly that: practice. Students will have the chance to hone<br />
their written skills through a series of assignments on various topics, and will be<br />
expected to share their results with fellow participants. Centring upon academic<br />
writing in particular, this course pays particular attention to economy of expression<br />
and the foregrounding of argument, both on a local and large scale. Through<br />
exercises in rephrasing, paraphrasing and synopsis, we will question which<br />
information is most relevant in any given text, while keeping an eye out for fallacies,<br />
mixed metaphors and unnecessary ambiguities. There will also be an oral component<br />
to the course. Participants will be expected to give a speech before the class.<br />
Assessment/requirements: various written assignments and oral presentation.
050 692 Ottlinger<br />
Translation AM, 3 CP<br />
Gruppe A: 2 st. fr 12-14 GABF 04/614 Süd<br />
Intermediate-level texts from the fields of literature and culture will be translated from<br />
German into English with the focus on recurring grammatical and terminological<br />
problems.<br />
Assessment/requirements: active participation, two written tests.<br />
050 692 Poziemski<br />
Translation AM, 3 CP<br />
Gruppe B: <strong>Bochum</strong> Summer School Oxford<br />
All the texts we will be translating will have a Shakespearean slant – including texts<br />
on his biography, on translators of his texts, on Shakespearean tourism, on festivals<br />
and films (especially Anonymous), and we may even attempt translations of his<br />
poetry. Texts will be provided on location, and the class is likely to finish with some<br />
form of text.<br />
050 692 Versteegen<br />
Translation AM, 3 CP<br />
Gruppe C: 2 st. di 10-12 GABF 04/614 Süd<br />
Students will learn to solve the principle difficulties involved in translating German<br />
texts into English. They will learn the analytical concepts to identify and name such<br />
difficulties, and they will be familiarized with methods and tools to find appropriate<br />
solutions (ranging from standard dictionaries to various electronic sources, and from<br />
vocabulary-building activities to advanced translation strategies).
Thematically, the texts to be translated will deal with the culture, literature and current<br />
affairs in English-speaking countries.<br />
Assessment/requirements: preparation of homework, various translations in a wiki<br />
and two short tests.<br />
050 692 Müller, M.<br />
Translation AM, 3 CP<br />
Gruppe D: 2 st. mo 14-16 GABF 04/613 Süd<br />
Intermediate-level texts from addressing the fields of culture, literature and everyday<br />
life will be translated from German into English with the focus on recurring<br />
grammatical and terminological problems.<br />
Assessment/requirements: active participation and two written tests.<br />
050 684 Jäkel<br />
Business English I, 3 CP<br />
Gruppe A: 2 st. do 8.30-10 GABF 04/613 Süd<br />
This Business English class is intended as an introduction to the language of<br />
business and commerce. The course will focus on developing basic businessrelevant<br />
terminology, communication skills and will cover basic business related<br />
topics.<br />
Assessment/requirements: active participation, the completion of term assignments<br />
on Moodle and short presentation.
050 684 Poziemski<br />
Business English I, 3 CP<br />
Gruppe B: 2 st. di 10-12 GABF 04/413 Süd<br />
Gruppe C: 2 st. mi 16-18 GABF 04/613 Süd<br />
This Business English class is intended as an introduction to the language and topics<br />
of business and commerce. Course materials: Englisch in Wirtschaft und Handel,<br />
Cornelsen, 2002. This and other course materials will be provided online on<br />
Blackboard at the beginning and throughout the semester.<br />
Assessment/requirements: various homework assignments and end-of-term test.<br />
050 684 Smith<br />
Business English I, 3 CP<br />
Gruppe D: 2 st. mo 10-12 GABF 04/413 Süd<br />
Gruppe E: 2 st. mi 10-12 GABF 04/613 Süd<br />
On the basis of the textbook: Herbert Geisen, Dieter Hamblock, John Poziemski,<br />
Dieter Wessels, Englisch in Wirtschaft und Handel (Berlin: Cornelsen & Oxford<br />
University Press, 2002) and with the help of additional material the course will<br />
introduce some of the basic terminology and concepts of business English.<br />
Assessment/requirements: written end-of-term test.<br />
050 685 Poziemski<br />
Business English II, 3 CP<br />
Gruppe A: 2 st. di 16-18 GABF 04/413 Süd<br />
This class is a continuation of Business English I, and participants should ideally<br />
have completed Business English I before signing up for this class. Course materials<br />
will be provided online on Blackboard at the beginning and during the semester.<br />
Assessment/requirements: various class and online assignments.
050 685 Smith<br />
Business English II, 3 CP<br />
Gruppe B: 2 st. mi 14-16 GABF 04/613 Süd<br />
This course is a continuation of Business English I. On the basis of the textbook:<br />
Herbert Geisen, Dieter Hamblock, John Poziemski, Dieter Wessels, Englisch in<br />
Wirtschaft und Handel (Berlin: Cornelsen & Oxford University Press, 2002) and with<br />
the help of additional material the course will introduce further basic terminology and<br />
concepts of business English.<br />
Assessment/requirements: presentation, written end-of-term test or written<br />
assignment at the end of the course.<br />
050 685 de Waal<br />
Business English II, 3 CP<br />
Gruppe C: 2 st. mo 16-18 GB 02/60<br />
This class is a continuation of Business English I, and participants should ideally<br />
have completed Business English I before signing up for this class. A major focus of<br />
the class will be on the world of work. Students will read and discuss newspaper<br />
articles on such issues as gender equality in businesses and the impact of the<br />
financial crisis on the labour market. We will also be dealing with recruitment and<br />
forms of work. Other topics covered are retailing and marketing. Course materials will<br />
be provided via Blackboard.<br />
Assessment/requirements: various class assignments.
050 687 Versteegen<br />
Legal English, 3 CP<br />
2 st. di 12-14 GABF 04/614 Süd<br />
Students will develop their skills in the use of English in various legal contexts, and<br />
will get extensive practice in understanding, writing on, and discussing legal topics. In<br />
so doing, they will get to know central concepts both from the English and the<br />
German legal systems. The course will mainly focus on legal issues that might be<br />
encountered in everyday life, e.g. road traffic incidents, employment relations,<br />
accidents, relations between neighbours, etc., and we will be dealing with these<br />
issues in various communicative and institutional contexts by practising written and<br />
oral forms of communication with different interlocutors: laypeople, police, lawyers,<br />
courts etc. Materials will be provided in a course reader and on Blackboard.<br />
050 688 Smith<br />
Technical English, 3 CP<br />
2 st. di 12-14 GABF 04/614 Süd<br />
The course will look at the intricacies and challenges of a wide variety of technical<br />
texts. The manner in which students can obtain their credit points will be discussed at<br />
the beginning of the course.
Angebot für B.A.-Studierende mit dem Studienziel Lehramt<br />
Im Sommersemester 2013 wird als dritter Teil des Moduls ″Deutsch für Schülerinnen<br />
und Schüler mit Zuwanderungshintergrund″ (″DaZ-Modul″) im Optionalbereich<br />
folgende Vorlesung für Studierende der Philologien angeboten, die einen M.Ed.-<br />
Abschluss anstreben:<br />
051 202 div. Lehrende<br />
Ringvorlesung Mehrsprachigkeit, 2 CP<br />
2 st. do 18-20 HGB 20<br />
Die Ringvorlesung Mehrsprachigkeit beleuchtet die wichtigsten Fragen der<br />
Mehrsprachigkeit aus psycholinguistischer, didaktischer, innersprachlicher und<br />
gesellschaftlicher Perspektive. Sie wird von Lehrenden der Sprachwissenschaft und<br />
der Sprachlehrforschung aus der RUB und der UDE gehalten.<br />
Diese Veranstaltung kann von Studierenden, die einen M.Ed.-Abschluss planen, im<br />
Rahmen des obligatorischen DaZ-Moduls als fachspezifische dritte Komponente<br />
besucht werden.
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