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 WINTERSEMESTER 2009/2010
Anmeldung zu den Lehrveranstaltungen per VSPL<br />
Wie in den letzten Semestern wird auch für das Wintersemester 2009/10 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 der<br />
Erfassung der Teilnehmernamen bzw. -zahlen. Das ist wichtig für die Erstellung<br />
von Skripten (wir kennen frühzeitig die Teilnehmerzahl und können die<br />
Druckaufträge entsprechend vergeben). Außerdem können wir mit den Teilnehmerdaten<br />
Teilnehmerlisten erstellen und insbesondere zum Semesterende<br />
die Notenverwaltung leichter handhaben.<br />
Die Anmeldungen für die Veranstaltungen der Basismodule können in der Zeit<br />
vorgenommen werden.<br />
vom 7.9. bis 2.10.2009<br />
Die Anmeldungen für die Veranstaltungen der Aufbau- und Mastermodule<br />
können in der Zeit<br />
vom 7.9. bis 9.10.2009<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 auf<br />
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.
Wichtige Infos für Erstsemesterstudierende<br />
Die Einführungsveranstaltung für neu immatrikulierte Studierende ist vorgesehen<br />
für<br />
Mittwoch, d. 14. Oktober 2009, von 12.00 c.t. bis 14.00 Uhr<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 19. Oktober 2009. Bitte betrachten<br />
Sie alle anders lautenden Ankündigungen als überholt. Die erste Semesterwoche<br />
ist für die Durchführung und Korrektur von Nachprüfungen sowie für die<br />
Studienberatung vorgesehen.<br />
In der Zeit vom 12. Oktober bis 30. Oktober 2009 finden von montags bis<br />
donnerstags spezielle Studienberatungen für Erstsemesterstudierende statt<br />
(10.00 bis 12.00 Uhr, GB 5/141).<br />
Nehmen Sie Ihr Anglistikstudium im Wintersemester auf, so sollten Sie unbedingt<br />
die folgenden Veranstaltungen der Basismodule belegen:<br />
Literatur I, 1<br />
Linguistik I, 1<br />
History of the English Language<br />
Einführung in die Phonetik und Phonologie<br />
Grammatik I<br />
Studienberatung und Service<br />
Studienfachberater & Servicezimmer<br />
Mit Beginn des Sommersemesters 2008 wurde das Beratungsangebot am<br />
Englischen <strong>Seminar</strong> erweitert. Der Studienfachberater Dr. Degering wird an vier<br />
Tagen in der Woche Sprechstunden anbieten, in denen offene Fragen geklärt,<br />
Informationen eingeholt oder Probleme besprochen werden können. Auch das<br />
Servicezimmer hat an mindestens drei Tagen der Woche geöffnet und leistet<br />
Hilfestellung bei Fragen zum Studienverlauf und zur Notenabbildung in VSPL.<br />
Außerdem werden dort Leistungs- und Bafög-Bescheinigungen ausgestellt.
Sprechzeiten des Studienfachberaters Dr. Klaus Degering im WS 2009/10:<br />
montags 10.00-14.00 Uhr in GB 5/141<br />
dienstags 10.00-14.00 Uhr in GB 5/141<br />
mittwochs 10.00-14.00 Uhr in GB 5/141<br />
donnerstags 10.00-14.00 Uhr in GB 5/141<br />
und nach Vereinbarung<br />
Öffnungszeiten des Servicezimmers im WS 2009/10:<br />
An mindestens drei Tagen in der Woche. Die genauen Sprechzeiten werden zu<br />
gegebener Zeit an der Dienstzimmertür GB 6/134 bekannt gegeben.<br />
Obligatorische Studienberatung<br />
Die obligatorische Studienberatung wurde bereits mit Beginn des<br />
Wintersemesters 2006/07 neu strukturiert. Alle neuen Studierenden bekommen<br />
nun einen Mentor/eine Mentorin, der/die als Ansprechpartner bzw. -partnerin<br />
während der gesamten Dauer des Studiums für die Beratung in Studienbelangen<br />
zur Verfügung steht. Damit haben alle Studierenden eine feste Bezugsperson<br />
unter den Lehrenden. Hierzu gibt es feste Beratungstermine im 2.<br />
Studiensemester (vor Beginn des Studiums in den Aufbaumodulen) und im 4.<br />
Studiensemester (vor Beginn der Prüfungsphase) jeweils in der ersten<br />
Semesterwoche. Die genauen Termine werden auf geeignetem Wege bekannt<br />
gegeben. Die Teilnahme an diesen Beratungen ist Pflicht.<br />
Hausarbeiten-Tutor<br />
Bei Problemen mit Hausarbeiten hilft der aus Studiengebühren finanzierte<br />
Hausarbeiten-Tutor. Der Tutoriumsservice beinhaltet Hilfe bei Problemen mit<br />
der Themenfindung; Feedback auf Exposés und Textausschnitte; Hilfestellung zu<br />
formalen Aspekten sowie zum Bibliografieren und richtet sich an Anglistik-<br />
Studierende jeden Semesters.<br />
Tutor: Mark Schmitt, GB 5/136, E-Mail: mark.schmitt@rub.de<br />
Auslandsberatung<br />
Bei Problemen mit der Organisation des obligatorischen Auslandsaufenthaltes<br />
hilft die aus Studiengebühren finanzierte Auslandsberatung. Hier<br />
werden Tipps gegeben, welche verschiedenen Möglichkeiten der Organisation<br />
sich anbieten und wie bzw. wann die Planung erfolgen sollte. Bei Bedarf gibt es<br />
auch Hilfestellung bei der Recherche nach möglichen Plätzen sowie<br />
Unterstützung beim Bewerbungsprozess.
Öffnungszeiten der Auslandsberatung im WS 2009/10:<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 />
Beraterin: Anahid Jafari, GB 6/134, E-Mail: es-auslandsaufenthalt@rub.de<br />
B.A.-Prüfungsberechtigte im WS 2009/10<br />
Prüfungsberechtigt sind zurzeit:<br />
Dr. Walter Bachem PD Dr. Stefan Dr. Klaus Prof. Dr. Kornelia<br />
Brandt<br />
Degering Freitag<br />
Dr. Herbert Geisen Prof. Dr. Luuk PD Dr. Uwe Prof. Dr.<br />
Houwen<br />
Klawitter Christiane<br />
Meierkord<br />
Dr. Torsten Müller Prof. Dr. Burkhard Dr. Claudia Prof. Dr. Anette<br />
Niederhoff Ottlinger Pankratz<br />
John Poziemski Prof. Dr. Markus Dr. Ferdinand Dr. Heinrich<br />
Ritter<br />
Schunck<br />
Versteegen<br />
Dr. Claus-Ulrich Dr. Susan Vogel Dr. Katie Walter Prof. Dr. Roland<br />
Viol<br />
Dr. David West<br />
Weidle<br />
Die Prüfungsprotokolle werden von BeisitzerInnen geschrieben, die von den<br />
jeweiligen PrüferInnen organisiert werden.
INHALTSVERZEICHNIS<br />
Grundstufe<br />
Wichtige allgemeine Informationen 2<br />
Seite<br />
B. A.-STUDIUM 6<br />
Basismodule (1. Studienjahr) 6<br />
Linguistik 6<br />
Literatur 9<br />
Fremdsprachenausbildung 12<br />
AUFBAUMODULE (2. + 3. Studienjahr ) 15<br />
Linguistik 15<br />
Englische Literatur bis 1700 22<br />
Englische Literatur von 1700 bis zur Gegenwart 29<br />
Amerikanische Literatur 35<br />
Cultural Studies (GB) 40<br />
Cultural Studies (USA) 47<br />
Fachsprachen 51<br />
Fremdsprachenausbildung 56<br />
Raumplan 63<br />
Öffnungszeiten der Sekretariate des Englischen <strong>Seminar</strong>s 65<br />
Bibliothek 66<br />
Feriensprechstunden der Dozenten/Dozentinnen 67<br />
Sprechstunden der Dozenten/Dozentinnen 70<br />
Fristen und Vorlesungszeiten 73<br />
Vorläufiges Vorlesungsverzeichnis für das Sommersemester 2010 76<br />
Hausarbeiten-Tutor 89
BIBLIOTHEK<br />
Öffnungszeiten: Vorlesungszeit: Mo - Fr 8.30 - 18.30 Uhr<br />
Sa 10.00-14.00 Uhr<br />
(August und September samstags geschlossen)<br />
vorlesungsfreie Zeit: Mo - Fr 9.30 - 17 Uhr<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.
An die<br />
Studierenden<br />
des Faches Anglistik<br />
zur Kenntnisnahme!<br />
Probleme mit Hausarbeiten?<br />
Das Englische <strong>Seminar</strong> hat einen aus Studiengebühren finanzierten<br />
Hausarbeiten-Tutor<br />
eingestellt. Der Tutoriums-Service beinhaltet<br />
- Hilfe bei Problemen mit der Themenfindung<br />
- Feedback auf Exposés und Textausschnitte<br />
- Hilfestellungen zu formalen Aspekten sowie zum Bibliographieren<br />
18. Juni 2009 Mar<br />
und richtet sich an B.A.- und M.A./M.Ed.-Studierende in jedem Semester.<br />
Tutor: Mark Schmitt<br />
Sprechstunden im WS 2009/10: von bis in GB 5/136<br />
E-Mail: mark.schmitt@rub.de
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 des Englischen <strong>Seminar</strong>s in der Zeit<br />
vom 27.7. bis 9.10.2009<br />
Name Tag Uhrzeit Raum<br />
___________________________________________________________________<br />
Bachem do 10-11 GB 5/138<br />
(außer i.d. Urlaubszeit s. Aushang GB 5/138)<br />
___________________________________________________________________<br />
Becker 28.7./11.8./25.8./ 12-13 GB 6/129<br />
8.9./22.9.<br />
___________________________________________________________________<br />
Beyer 1.9.-4.9.2009: GB 6/141<br />
nur nach vorheriger Anmeldung: GB 6/142, Frau Pieper, ℡ 32-28943<br />
___________________________________________________________________<br />
Bidlingmaier mi 11-12 GB 5/140<br />
(please email me for an appointment)<br />
___________________________________________________________________<br />
Botheroyd s. Aushang GB 6/136 GB 6/136<br />
(in dringenden Fällen ℡ 0234/287018)<br />
___________________________________________________________________<br />
Brandt außer Sept.: nach vorh. Anm. GB 5/135<br />
per Email: stefan.l.brandt@rub.de<br />
___________________________________________________________________<br />
Degering di/mi 10-14 GB 5/141<br />
(außer i.d. Urlaubszeit s. Aushang GB 6/131)<br />
___________________________________________________________________<br />
der Kinderen di 14-15 GB 6/37<br />
___________________________________________________________________<br />
Dresemann-Picker mi 10-11 GB 5/140<br />
(außer Urlaubszeit: 3.-30.8.2009)<br />
___________________________________________________________________<br />
Freitag Forschungsfreisemester GB 5/133<br />
___________________________________________________________________<br />
Geisen mi 10-12 GB 6/38<br />
(außer 29.7.-12.8 einschließlich)<br />
___________________________________________________________________<br />
Houwen nur nach vorh. Anmeldung GB 6/33<br />
bei Frau Stauch, GB 6/32<br />
___________________________________________________________________<br />
Keuneke di 11-12 GB 5/29<br />
___________________________________________________________________<br />
Klawitter do 13-14 GB 6/143<br />
(außer Urlaubszeit bitte Aushänge beachten!)<br />
___________________________________________________________________<br />
Mears do 14-15 GB 5/136
Seite 2 Feriensprechstunden vom 27.7 bis 9.10.2009<br />
___________________________________________________________________<br />
Meierkord 5.10. 12-14 GB 6/31<br />
___________________________________________________________________<br />
Mischke 11.8./13.8./27.8. 11-12 GB 5/137<br />
___________________________________________________________________<br />
Müller di 12-14 GB 5/135<br />
___________________________________________________________________<br />
Niederhoff 11.8./1.9./8.9./ 11-13 GB 5/131<br />
15.9./22.9./29.9./6.10.<br />
___________________________________________________________________<br />
Onysko n.V. per E-Mail GB 6/31<br />
___________________________________________________________________<br />
Ottlinger di 10-11 GB 5/137<br />
(außer i. d. Urlaubszeit: s. Aushang an meiner Bürotür 6/144)<br />
___________________________________________________________________<br />
Pankratz 29.7./12.8./26.8./ 11-13 GB 5/34<br />
16.9./23.9.<br />
(Bitte melden Sie sich persönlich im Büro oder per E-Mail bei Ute.Pipke@rub.de für<br />
die Sprechstunden an!)<br />
___________________________________________________________________<br />
Poziemski 2.9.-7.10.: mi 12-13 GB 5/31<br />
___________________________________________________________________<br />
Puschmann- 19.8./16.9. 10-11 GB 5/136<br />
Nalenz<br />
___________________________________________________________________<br />
Rickert n.V. (Schuldienst) GB 6/144<br />
___________________________________________________________________<br />
Ritter 19.8./26.8./2.9./16.9. von 11-13 GB 5/32<br />
23.9./7.10. von 12-14<br />
(Bitte melden Sie sich persönlich im Büro oder per E-Mail bei Ute.Pipke@rub.de für<br />
die Sprechstunden an!)<br />
___________________________________________________________________<br />
Rudnik di 10-11 GB 5/29<br />
(außer Urlaubszeit: 24.8.-11.9.2009)<br />
___________________________________________________________________<br />
Schunck (ab Anfang September) mi 11-12 GB 6/144<br />
___________________________________________________________________<br />
Schweinfurth 11.8./25.8./8.9./ 11-12 GB 5/134<br />
29.9.<br />
___________________________________________________________________<br />
Steinhoff 11.8./8.9. 12-13 GB 5/134<br />
5.10. 11-12 (Bitte um vorh. Anmeldung per<br />
E-Mail: heike.steinhoff@rub.de)<br />
___________________________________________________________________<br />
Strohn di 11-12 GB 6/38<br />
(außer 28.7., 4.8., 8.9., 15.9., 29.9.)
Seite 3 Feriensprechstunden vom 27.7 bis 9.10.2009<br />
___________________________________________________________________<br />
Versteegen di 11-12 GB 5/31<br />
(außer 14.9.-2.10.)<br />
___________________________________________________________________<br />
Viol mi 11-13 GB 6/131<br />
(außer i. d. Urlaubszeit s. Aushang GB 6/131)<br />
___________________________________________________________________<br />
Vogel mo 10-12 GB 5/138<br />
(außer in der Urlaubszeit: 17.8.-29.9.2009)<br />
___________________________________________________________________<br />
Wagner di 11.30-12.30 GB 5/29<br />
(außer Urlaubszeit 24.7.-14.8., Summer School 15.8.-1.9.)<br />
___________________________________________________________________<br />
Walter by email appointment GB 6/38<br />
___________________________________________________________________<br />
Werthschulte di 12-13 GB 6/139<br />
___________________________________________________________________<br />
West 24.8.-9.10.: mi 13-14 GB 6/140<br />
(außer Urlaubszeit 27. Juli – 24. August 2009)
ENGLISCHES SEMINAR DER RUHR-UNIVERSITÄT BOCHUM<br />
S p r e c h s t u n d e n<br />
DER DOZENTEN DES ENGLISCHEN SEMINARS<br />
IM WINTERSEMESTER 2009/2010<br />
Name Tag Uhrzeit Raum<br />
___________________________________________________________________<br />
Bachem do 12-13 GB 5/138<br />
___________________________________________________________________<br />
Becker di 15-16 GB 6/140<br />
___________________________________________________________________<br />
Bidlingmaier fr 12-13 GB 5/140<br />
___________________________________________________________________<br />
Botheroyd vor und nach den Übungen GB 6/136<br />
(in dringenden Fällen ℡ 0234/287018)<br />
___________________________________________________________________<br />
Brandt do 16-18 GB 5/135<br />
___________________________________________________________________<br />
Degering mo/di/mi/do 10-14 GB 5/141<br />
___________________________________________________________________<br />
der Kinderen do 14-15 GB 6/37<br />
___________________________________________________________________<br />
Freitag Forschungsfreisemester GB 5/133<br />
___________________________________________________________________<br />
Geisen mo 10-12 GB 6/38<br />
___________________________________________________________________<br />
Houwen do 12-13 GB 6/33<br />
(nach vorh. Anmeldung bei Frau Stauch, GB 6/32)<br />
___________________________________________________________________<br />
Keuneke mi 16-17 GB 5/29<br />
___________________________________________________________________<br />
Klawitter do 12.30-13.45 GB 6/143<br />
___________________________________________________________________<br />
Klähn vor und nach der Übung GB 5/138<br />
___________________________________________________________________<br />
Mears do 14-15 GB 5/136<br />
___________________________________________________________________<br />
Meierkord mi 10-12 GB 6/31<br />
(nach Voranmeldung bei Frau Stauch-Niknejad, GB 6/32)<br />
___________________________________________________________________<br />
Mischke di 14-15 GB 5/137<br />
___________________________________________________________________<br />
Müller mo + do 11-12 GB 5/135<br />
___________________________________________________________________<br />
Niederhoff di 16-17.30 oder n.V. GB 5/131
Seite 2 Sprechstunden im Wintersemester 2009/10<br />
___________________________________________________________________<br />
Ottlinger di 10-11 GB 5/137<br />
___________________________________________________________________<br />
Pankratz mi 11-13 GB 5/34<br />
(bitte melden Sie sich bei Frau Pipke, GB 5/33, an)<br />
___________________________________________________________________<br />
Poziemski mi 12-13 GB 5/31<br />
___________________________________________________________________<br />
Puschmann- fr 14 Uhr GB 6/136<br />
Nalenz<br />
___________________________________________________________________<br />
Rinke vor und nach den Übungen GB 6/136<br />
___________________________________________________________________<br />
Ritter mi 11-13 GB 5/32<br />
___________________________________________________________________<br />
Rudnik fr 15-16 GB 5/29<br />
___________________________________________________________________<br />
Schneider vor und nach den Übungen GB 5/137<br />
___________________________________________________________________<br />
Schunck fr 13-14 GB 6/144<br />
___________________________________________________________________<br />
Schwedmann vor und nach den Übungen GB 6/140<br />
___________________________________________________________________<br />
Schweinfurth do 13-14 GB 5/134<br />
___________________________________________________________________<br />
Steinhoff di 11-12 GB 5/134<br />
___________________________________________________________________<br />
Strohn di 11-12 GB 6/38<br />
___________________________________________________________________<br />
Versteegen di 11-12 GB 5/31<br />
___________________________________________________________________<br />
Viol mi 11-13 GB 6/131<br />
___________________________________________________________________<br />
Vogel di 10-12 und n.V. GB 5/138<br />
___________________________________________________________________<br />
Wagner do 12-13 GB 5/29<br />
___________________________________________________________________<br />
Walter mo 12.15-13.15 GB 6/38<br />
___________________________________________________________________<br />
Weidle do 9.30-11.30 GB 6/141<br />
(nur nach vorheriger Anmeldung: GB 6/142, Frau Pieper, ℡ 32-28943)<br />
___________________________________________________________________<br />
Werthschulte di 12-13 GB 6/139<br />
___________________________________________________________________<br />
West do 14-15 GB 6/140<br />
___________________________________________________________________<br />
Zucker mo 12-13 GB 5/137
ÖFFNUNGSZEITEN<br />
DER SEKRETARIATE<br />
DES ENGLISCHEN SEMINARS<br />
______________________________________________________________<br />
Sekretariat Öffnungszeit<br />
Geschäftszimmer des Englischen<br />
<strong>Seminar</strong>s<br />
Frau M. Marquart<br />
GB 6/133<br />
Lehrstuhl Anglistik I – N.N.<br />
Frau A. Pieper<br />
GB 6/142<br />
Lehrstuhl Anglistik II – Prof.<br />
Dr. C. Meierkord<br />
Frau B. Stauch-Niknejad<br />
GB 6/32<br />
Lehrstuhl Anglistik III – Prof.<br />
Dr. B. Niederhoff<br />
Frau H. Sicking<br />
GB 5/129<br />
Lehrstuhl Anglistik IV - Prof.<br />
Dr. K. Freitag<br />
N.N.<br />
GB 5/132<br />
Lehrstuhl Anglistik V - Prof.<br />
Dr. L. Houwen<br />
Frau B. Stauch-Niknejad<br />
GB 6/32<br />
Lehrstuhl Anglistik VI – Prof.<br />
Dr. A. Pankratz<br />
Frau U. Pipke<br />
GB 5/33<br />
Prof. Dr. Markus Ritter<br />
Frau U. Pipke<br />
GB 5/33<br />
montags-freitags 9.00-13.00 Uhr<br />
dienstags-freitags 9.00- 12.00<br />
Uhr<br />
montags-freitags 9.00-12.00 Uhr<br />
dienstags-freitags 8.00-12.30<br />
Uhr<br />
montags 10.00-12.00 Uhr<br />
dienstags-donnerstags 12.00-<br />
14.00 Uhr<br />
freitags 11.00-12.00 Uhr<br />
montags-freitags 9.00-12.00 Uhr<br />
montags-donnerstags 8.00-12.30<br />
Uhr<br />
montags-donnerstags 8.00-12.30<br />
Uhr
BIBLIOTHEK<br />
Öffnungszeiten: Vorlesungszeit: Mo - Fr 8.30 - 18.30 Uhr<br />
vorlesungsfreie Zeit: Mo - Fr 9.30 - 17 Uhr<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.
Fakultät für Philologie<br />
<strong>Englisches</strong> <strong>Seminar</strong><br />
MODULBESCHREIBUNG<br />
BASISMODUL LINGUISTIK<br />
Studienbereich:<br />
1. Studienjahr<br />
Anzahl der<br />
CP:<br />
8 CP<br />
Arbeitsstunden:<br />
240 Stunden<br />
Anzahl d.<br />
SWS:<br />
6 SWS<br />
Veranstaltungstyp: Vorlesungen und<br />
Übungen<br />
Linguistik I, 1<br />
Linguistik I, 2<br />
Einführung in die Phonetik und<br />
Phonologie<br />
Geschichte der englischen Sprache<br />
Modus:<br />
Pflichtmodul<br />
Turnus:<br />
WS<br />
Linguistik I, 1<br />
Inhalt:<br />
Einführung in die Grundlagen der anglistischen Sprachwissenschaft. Es<br />
werden die Grundbegriffe und Methoden der modernen Linguistik behandelt.<br />
Die Gegenstände und Vorgehensweisen der wesentlichen linguistischen<br />
Teilbereiche werden vorgestellt, problematisiert und erprobt.<br />
Lernziele:<br />
Erwerb von anwendungsbereiten Kenntnissen auf den Gebieten der<br />
• Sprache: Struktur, Funktion, Geschichte<br />
• zeichen- und kommunikationstheoretischen Grundlagen<br />
• Phonologie<br />
• Morphologie<br />
• Syntax<br />
• Semantik<br />
Linguistik I, 2<br />
Inhalt:<br />
Fortführung von Linguistik I,1. Neben weiteren Grundbegriffen und Methoden<br />
werden insbesondere auch neuere Entwicklungen und Tendenzen in der<br />
anglistischen Linguistik behandelt. Darüber hinaus sollen die Positionen,<br />
Aufgaben und Funktionen der Linguistik im Verhältnis zu ihren<br />
Nachbarwissenschaften verdeutlicht werden.<br />
Lernziele:<br />
Erwerb fundierter Kenntnisse in den Bereichen<br />
• Pragmatik<br />
• Diskursanalyse<br />
• Spracherwerb<br />
• Varietäten
Einführung in die Phonetik und Phonologie<br />
Inhalt:<br />
In dieser Übung werden vorwiegend Fragen der artikulatorischen Phonetik<br />
behandelt. Begleitend werden praktische Übungen zu Aussprache,<br />
Verstehen, Fehleranalyse und Transkription durchgeführt.<br />
Lernziele:<br />
Erwerb einer muttersprachennahen Aussprache; Bewusstmachung der artikulatorischen<br />
Grundlagen; Fertigkeiten in der Rezeption und Produktion<br />
phonetischer Umschrift.<br />
Geschichte der englischen Sprache<br />
Inhalt:<br />
Das Ziel dieser Vorlesung ist eine Einführung in die Geschichte der<br />
englischen Sprache. Folgende Fragen stehen im Vordergrund: Was ist<br />
Sprache? Wo liegen die Ursprünge der englischen Sprache? Welchen Platz<br />
nimmt das Englische innerhalb der germanischen Sprachen ein? Wann wurde<br />
Englisch „englisch“? Wie entwickelte sich die Sprache im Laufe der Zeit? Was<br />
verursachte die Veränderungen? Wie entsteht Sprachwandel im<br />
Allgemeinen? Wie ist der gegenwärtige Stand der Sprache?<br />
Lernziele:<br />
Den Studierenden wird ein Einblick in die Entwicklung der englischen Sprache<br />
über die Jahrhunderte vermittelt. Dies soll eine Basis für andere Kurse sein,<br />
die sich mit (historischer) Linguistik befassen. Diese Veranstaltung soll auch<br />
zukünftigen Lehrern, die Englisch als Fremdsprache unterrichten, eine Basis<br />
bieten, ihren Schülern die geschichtlichen Hintergründe der modernen<br />
englischen Sprache aufzuzeigen.<br />
Nützliche Literatur: Die jeweils relevante Literatur wird in der ersten Sitzung<br />
bekannt gegeben.<br />
Prüfungsmodalitäten:<br />
Zentrale Abschlussklausuren in Linguistik I, 1, Phonetik und Geschichte der<br />
englischen Sprache.<br />
Studienbegleitende Aufgaben in Linguistik 1, 2.<br />
Termine im WS 2009/10:<br />
050 600 Linguistik I, 1, 2 CP<br />
Gruppe A: 1 st. mi 10-11, HGB 10<br />
Gruppe B: 1 st. mi 13-14, HGB 10<br />
050 601 History of the English Language, 2 CP<br />
Gruppe A: 1 st. mi 11-12, HGB 10<br />
Gruppe B: 1 st. mi 12-13, HGB 10<br />
050 602 Einführung in die Phonetik und Phonologie, 2 CP<br />
Gruppe A: 2 st. di 8.30-10, HGB 20<br />
Gruppe B: 2 st. mi 14-16, GABF 04/613 Süd<br />
Gruppe C: 2 st. do 12-14, GABF 04/613 Süd<br />
Gruppe D: 2 st. fr 14-16, GABF 04/413 Süd<br />
Gruppe E: 2 st. mo 14-16, HGB 20<br />
Vogel<br />
Vogel<br />
Walter<br />
Walter<br />
Degering<br />
Müller<br />
Müller<br />
Schunck<br />
Vogel
Gruppe F: 2 st. di 14-16, HGB 50 Vogel<br />
Termine im SS 2010:<br />
050 600 Linguistik I, 2, 2 CP<br />
Gruppe A: 2 st. di 12-14, GB<br />
Gruppe B: 2 st. mi 14-16, GABF 04/613 Süd<br />
Gruppe A: 2 st. mo 12-14, GABF 04/613 Süd<br />
Gruppe B: 2 st. mi 12-14, GABF 04/613 Süd<br />
Gruppe C: 2 st. do 14-16, GABF 04/614 Süd<br />
Gruppe D: 2 st. mo 14-16, GABF 04/613 Süd<br />
Gruppe E: 2 st. di 14-16, GABF 04/413 Süd<br />
Becker<br />
Becker<br />
Müller<br />
Müller<br />
Müller<br />
Vogel<br />
Vogel
Fakultät für Philologie<br />
<strong>Englisches</strong> <strong>Seminar</strong><br />
MODULBESCHREIBUNG<br />
______________________________________________________________<br />
BASISMODUL LITERATUR<br />
Studienbereich:<br />
1. Studienjahr<br />
Veranstaltungstyp: Vorlesung und<br />
Übungen<br />
Literatur I, 1<br />
Literatur I, 2<br />
Englische Literatur des Mittelalters<br />
Anzahl der Arbeitsstunden: Anzahl der Modus: Turnus:<br />
CP:<br />
SWS:<br />
8 CP 240 Stunden 6 SWS Pflichtmodul WS<br />
Literatur I, 1<br />
Inhalt:<br />
1. Einführung in die Lyrikanalyse: Analyse der Thematik, der Sprechsituation,<br />
Gliederung, der Bildlichkeit, der poetischen und rhetorischen Mittel;<br />
Überblick über Epochen und Gattungen englischsprachiger Lyrik<br />
2. Einführung in die Dramenanalyse: Grundzüge dramatischer<br />
Textkonstitution, dramatische Gattungen, Analyse der Thematik, der<br />
Sprechsituationen (Dialog, Monolog, Beiseitesprechen, epische<br />
Elemente), der poetischen und rhetorischen Mittel; Überblick über die<br />
Entwicklung des englischsprachigen Dramas<br />
3. Einführung in die Analyse narrativer Texte: Definitionsprobleme: short<br />
story, Roman; Entstehung und Entwicklung von Typen narrativer Texte;<br />
Perspektivierung; Erzählerrollen; Erzähltheorien<br />
4. Einführung in Hilfsmittel, Arbeitstechniken und Theorien der Literaturwissenschaft<br />
Lernziele:<br />
In Literatur I, 1 erwerben die Studierenden ihre Kenntnisse der<br />
englischsprachigen Lyrik und Narrativik sowie des englischsprachigen<br />
Dramas, indem ein begrenzter Gegenstand analytisch intensiv bearbeitet und<br />
theoretisch vertieft wird. Sie entwickeln unter Anleitung literaturwissenschaftliche<br />
Fragestellungen und lernen, diese mit dem<br />
wissenschaftlichen Instrumentarium selbstständig zu bearbeiten. Neuere<br />
Literaturtheorien werden vorgestellt und diskutiert.<br />
Literatur I, 2<br />
Inhalt und Lernziele:<br />
Literature I, 2 is the second part of a two-semester introduction to the study of<br />
literature. Unlike the Literature I, 1 courses, it is taught in the form of a lecture.<br />
While this lecture aims to be systematic, introducing students to the the most<br />
important terms and tools of literary analysis, it is also intended to be historical,<br />
offering a selection of texts that are linked to each other in terms of genre, motif<br />
and rhetoric.
Englische Literatur des Mittelalters<br />
Inhalt:<br />
This course aims to offer an overview of Medieval English literature from around 800<br />
to 1500 AD. Students will read a selection of important Old English and Middle<br />
English texts, ranging from Beowulf to Sir Gawain and the Green Knight. Most texts<br />
will be studied in Modern English translations. The texts will be made available via<br />
Blackboard. The set texts must have been read and studied before class.<br />
Lernziele:<br />
This course provides the basis for the study of the literature of the later periods and<br />
touches upon such important genres as epic, romance, lyrics, and drama. The texts<br />
will be presented in their cultural and historical contexts. As well as providing insights<br />
into medieval literature, history, and thinking, the course provides students with a<br />
basis for further medieval courses as well as for the study of English literature from<br />
later periods.<br />
Nützliche Literatur:<br />
Englische Literaturgeschichte, hrsg. von Hans Ulrich Seeber (Stuttgart, 1991).<br />
Introducing Literary Studies, hrsg. von Richard Bradford (London, 1996).<br />
M.H. Abrams, A Glossary of Literary Terms, 6. Aufl. (Fort Worth, 1993).<br />
Manfred Pfister, Das Drama (München, 1977).<br />
Tom Furniss, Michael Bath, Reading Poetry (London, 1996).<br />
Matiaz Martinez, Michael Scheffel, Einführung in die Erzähltheorie (München, 1999).<br />
Prüfungsmodalitäten:<br />
Einzelaufgaben in Literatur I, 1 und zentrale<br />
Abschlussklausur nach Literatur I, 2.<br />
Zentrale Abschlussklausuren in Englische Literatur des Mittelalters.<br />
Termine im WS 2009/10:<br />
050 604 Literatur I, 1, 2 CP<br />
Gruppe A: 2 st. mo 12-14, GABF 04/614 Süd Geisen<br />
Gruppe B: 2 st. mi 12-14, GB 03/46 Geisen<br />
Gruppe C: 2 st. di 10-12, GABF 04/614 Süd Keuneke<br />
Gruppe D: 2 st. di 14-16, GB 03/46 Keuneke<br />
Gruppe E: 2 st. mi 10-12, GB 03/46 Klawitter<br />
Gruppe F: 2 st. do 12-14, GB 03/49 Mears<br />
Gruppe G: 2 st. do 14-16, GABF 04/614 Süd Rudnik<br />
Gruppe H: 2 st. do 16-18, GABF 04/614 Süd Rudnik<br />
Gruppe I: 2 st. mo 8.30-10, GABF 04/614 Süd Schunck<br />
Gruppe J: 2 st. fr 10-12, GB 03/46 Versteegen<br />
Gruppe K: 2 st. fr 12-14, GABF 04/614 Süd Puschmann-Nalenz
Termine im SS 2010:<br />
050 602 Literatur I, 2, 2 CP<br />
Gruppe A: 2 st. di 8-10, HGB Niederhoff<br />
Gruppe B: 2 st. fr 10-12, HGB Niederhoff<br />
050 603 Medieval English Literature, 2 CP<br />
Gruppe A: 2 st. di 10-12, GABF 04/413 Süd der Kinderen<br />
Gruppe B: 2 st. di 14-16, GABF 04/613 Süd der Kinderen<br />
Gruppe C: 2 st. fr 10-12, GABF 04/413 Süd der Kinderen<br />
Gruppe D: 2 st. mi 12-14, GABF 04/413 Süd Houwen<br />
Gruppe E: 2 st. mi 14-16, GABF 04/413 Süd Walter
Fakultät für Philologie<br />
<strong>Englisches</strong> <strong>Seminar</strong><br />
BASISMODUL<br />
________________________<br />
Studienbereich:<br />
1. Studienjahr<br />
Anzahl<br />
der CP:<br />
7 CP<br />
Arbeitsstunden:<br />
210 Stunden<br />
MODULBESCHREIBUNG<br />
FREMDSPRACHENAUSBILDUNG<br />
__________________________________________<br />
Veranstaltungstyp: Übungen<br />
Übersetzung I<br />
Grammatik I<br />
Kommunikation I<br />
sowie die dazugehörigen Zentralklausuren<br />
Anzahl<br />
d.<br />
SWS:<br />
6 SWS<br />
Modus:<br />
Pflichtmodul<br />
Turnus:<br />
WS<br />
Grammatik I:<br />
Kursinhalte: Vermittelt werden kognitive Kenntnisse über grammatische Strukturen<br />
der englischen Sprache, die in kontextualisierten Aufgaben geübt werden.<br />
Schwerpunkte sind die Bereiche non-finites, tense and aspect, modals,<br />
relative clauses, word order und determiners.<br />
Lernziele: Wiederholung und Vertiefung wichtiger Problemgebiete der englischen<br />
Grammatik, die als Grundlagenwissen für den Erfolg des weiteren Studiums<br />
von zentraler Bedeutung sind.<br />
Nützliche Literatur:<br />
Graver, B.D. Advanced English Practice. Oxford: OUP, 1986.<br />
Leech, Geoffrey, et al. An A-Z of English Grammar and Usage. London: Longman,<br />
1989.<br />
Ottlinger, Claudia (Hrsg.). Exercise Materials from the Central Tests BM FSA (2005-<br />
2007). <strong>Bochum</strong>, 2007.<br />
Swan, Michael. Practical English Usage. Oxford: OUP, 1980.<br />
Ungerer, Friedrich, Gerhard Meier et al. A Grammar of Present-Day English.<br />
Stuttgart: Klett, 1984.<br />
Übersetzung I:<br />
Kursinhalte: Einführung in die Technik des Übersetzens vom Deutschen ins<br />
Englische. Übersetzt werden zunächst Einzelsätze mit typischen, immer<br />
wiederkehrenden Phänomenen und Übersetzungsproblemen und<br />
anschließend leichtere Texte verschiedener Textsorten und verschiedener<br />
Stilebenen. Der Wortschatz ist dabei der alltäglichen Lebenswelt entnommen.<br />
Einführung in die Benutzung der wichtigsten ein- und zweisprachigen<br />
Wörterbücher und anderer Hilfsmittel.
Lernziele: Fähigkeit, allgemeine Sachverhalte grammatikalisch, lexikalisch und<br />
idiomatisch angemessen in der Fremdsprache auszudrücken; Kenntnisse<br />
über strukturelle Unterschiede zwischen der deutschen und englischen<br />
Sprache und deren Bedeutung für die fremdsprachliche Textproduktion;<br />
Fähigkeit zum kritischen Umgang mit Wörterbüchern und anderen Hilfsmitteln.<br />
Nützliche Literatur:<br />
Baddock, Barry & Susie Vrobel. Translation Skills German-English. Ismaning:<br />
Hueber, 1998.<br />
Humphrey, Richard. Grundkurs Übersetzen Deutsch–Englisch. Stuttgart: Klett,<br />
1998.<br />
Longman Dictionary of Contemporary English. Langenscheidt-Longman, 2001.<br />
Ottlinger, Claudia (Hrsg.). Textsammlung Übersetzung I. <strong>Bochum</strong>, 2005.<br />
Kommunikation I:<br />
Kursinhalte: Einführung in das Schreiben eines argumentativen Essays:<br />
Erarbeitung eines Themenfeldes (z.B. education, media), Entwicklung einer<br />
stringenten Argumentation, gedankliche Strukturierung, adäquate sprachlichstilistische<br />
Darstellung. Mündliche Formen der Argumentation wie die<br />
Präsentation können ebenfalls miteinbezogen werden.<br />
Lernziele: Erlernen und Beherrschen von Fertigkeiten, die grundlegend für das<br />
Anfertigen von schriftlichen Texten sind, wie die Studierenden sie während<br />
des Studiums oder der späteren beruflichen Laufbahn benötigen. Unterstützt<br />
werden kann dies durch mündiche Kommunikationsformen, die ebenfalls das<br />
Strukturieren von Argumenten einüben.<br />
Nützliche Literatur:<br />
Aczel, Richard. How to Write an Essay. Stuttgart: Klett, 1998.<br />
Kirzner, Laurie G. & Stephen R. Mandell. The Holt Handbook. 6 th edition. Boston:<br />
Heinle, 2002.<br />
Zemach, Dorothy E. & Lisa A. Rumisek. Academic Writing. From Paragraph to<br />
Essay. Oxford: Macmillan, 2003.<br />
Im Wintersemester werden Übungen in Grammatik I angeboten.<br />
Im Sommersemester wird das Basismodul mit Übersetzung I und Kommunikation I<br />
fortgeführt.<br />
Teilnahmevoraussetzungen und Vorkenntnisse:<br />
Englisch-Schulkenntnisse (Abitur oder Äquivalent). Ferner ist die regelmäßige und<br />
aktive Teilnahme an den Übungen Voraussetzung für die Teilnahme an<br />
den Zentralklausuren.<br />
Prüfungsmodalitäten:<br />
Das Modul ist erst dann bestanden, wenn alle 6 Komponenten, d.h. die drei<br />
Lehrveranstaltungen und die drei zentralen Abschlussklausuren bestanden sind.<br />
Termine im WS 2009/10:<br />
050 605 Grammatik I, 2 CP<br />
Gruppe A: 2 st. di 12-14, GABF 04/614 Süd<br />
Gruppe B: 2 st. mi 10-12, GABF 04/614 Süd<br />
Gruppe C: 2 st. mi 14-16, GABF 04/413 Süd<br />
der Kinderen<br />
der Kinderen<br />
Mears
Gruppe D: 2 st. di 10-12, GBCF 05/703<br />
Gruppe E: 2 st. mi 16-18, GB 03/46<br />
Gruppe F: 2 st. fr 8.30-10, GABF 04/614 Süd<br />
Gruppe G: 2 st. di 16-18, GABF 04/413 Süd<br />
Gruppe H: 2 st. do 8.30-10, GABF 04/413 Süd<br />
Gruppe I: 2 st. fr 10-12, GABF 04/413 Süd<br />
Gruppe J: 2 st. mi 12-14, GABF 04/614 Süd<br />
Gruppe K: 2 st. mo 14-16, GABF 04/614 Süd<br />
Gruppe L: 2 st. do 16-18, GABF 04/413 Süd<br />
Termine im SS 2010:<br />
050 605 Übersetzung I, 2 CP<br />
Gruppe A: 2 st. mi 10-12, GABF 04/614 Süd<br />
Gruppe B: 2 st. mi 14-16, GABF 04/614 Süd<br />
Gruppe C: 2 st. di 14-16, GABF 04/614 Süd<br />
Gruppe D: 2 st. do 10-12, GABF 04/614 Süd<br />
Gruppe E: 2 st. mo 8.30-10, GABF 04/614 Süd<br />
Gruppe F: 2 st. fr 8.30-10, GABF 04/614 Süd<br />
Gruppe G: 2 st. mi 12-14, GABF 04/614 Süd<br />
Gruppe H: 2 st. mo 12-14, GABF 04/614 Süd<br />
Gruppe I: 2 st. mo 16-18, GABF 04/614 Süd<br />
050 606 Kommunikation I, 2 CP<br />
Gruppe A: 2 st. fr 8-10, GABF 04/252 Nord<br />
Gruppe B: 2 st. fr 10-12, GABF 04/252 Nord<br />
Gruppe C: 2 st.<br />
Gruppe D: 2 st.<br />
Gruppe E: 2 st. fr 14-16, GABF 04/252 Nord<br />
Gruppe F: 2 st. fr 16-18, GABF 04/252 Nord<br />
Gruppe G: 2 st. mi 10-12, GABF 04/613 Süd<br />
Becker<br />
Becker<br />
Ottlinger<br />
Poziemski<br />
Schunck<br />
Schunck<br />
Versteegen<br />
Werthschulte<br />
Salzinger<br />
Keuneke<br />
Keuneke<br />
Mears<br />
Mears<br />
Schunck<br />
Schunck<br />
Versteegen<br />
Werthschulte<br />
Werthschulte<br />
Bidlingmaier<br />
Bidlingmaier<br />
N.N.<br />
N.N.<br />
Rudnik<br />
Rudnik<br />
Versteegen
AUFBAUMODULE (2. + 3. Studienjahr)<br />
________________________________________________<br />
LINGUISTIK<br />
Vorlesung<br />
050 607 Meierkord<br />
Discourse and Conversation Analysis, 2 CP<br />
2 st. mo 12-14 HGB 30<br />
This series of lectures concerns itself with linguistics structures beyond the sentence,<br />
i.e. with spoken and written texts in context. It will introduce students to the most<br />
influential schools that have dealt with discourse and conversation up to now. This<br />
will include research in anthropology, linguistics, philosophy, and sociology.<br />
The theoretical parts will be supplemented by discussions of data excerpts. Despite<br />
the lecture character of this course, students will be expected to actively participate<br />
in the data analysis parts, which will take place during the last third of each lecture.<br />
Requirements for credit points: regular participation and written end-of-term test.<br />
<strong>Seminar</strong>e<br />
050 609 Bachem<br />
Pragmatics: An Introduction, 4 CP<br />
2 st. mi 10-12 GB 02/60<br />
Pragmatics is essentially the study of how utterances have meanings in situations. It<br />
focuses on language as a purposeful form of behaviour and examines contextual<br />
factors as well as specific rules and principles that govern language use. Much of our
time will therefore be devoted to the study of spoken and written language varieties,<br />
especially in terms of their functions, strategies and styles.<br />
Although Pragmatics is not at present a coherent field of study, several attempts<br />
have been made to integrate diverse models and categories into a general pragmatic<br />
theory of communication. We shall thus have to explore and assess the specifically<br />
pragmatic contributions made by Speech Act Theory, Systemic Grammar, Discourse<br />
Analysis, General Stylistics and Literary Pragmatics.<br />
Students are required to give an oral presentation and pass a final exam or write a<br />
term paper.<br />
050 610 Bachem<br />
Discourse Analysis: An Introduction, 4 CP<br />
2 st. do 8.30-10 GABF 04/613 Süd<br />
Discourse analysis is a hybrid field of linguistic enquiry, applying concepts and<br />
models developed in various disciplines of the human and social sciences. It offers a<br />
radical challenge to static conceptions of language (seen primarily as form rather<br />
than function) and of text (as product rather than process). Both the production and<br />
comprehension of (spoken and written) discourse are perceived in terms of forms of<br />
social interaction and of meanings as step-by-step negotiations in specific contexts.<br />
In class we shall examine a wide range of discourse types, including everyday<br />
conversations, parliamentary debates, interviews, textbooks, news(paper) reports,<br />
scientific articles, legal documents, (book) reviews, and various literary texts.<br />
Depending on the kind of material to be discussed, cognitive as well as social issues<br />
will be addressed. At the same time, a number of theoretical assumptions and<br />
analytical tools will be put to the test in order to identify their strengths and<br />
weaknesses.<br />
Students are required to give an oral presentation and pass a final exam or write a<br />
term paper.
050 615 Becker<br />
Institutional Discourse, 4 CP<br />
2 st. di 16-18 GB 5/37 Nord<br />
When people communicate within institutional discourse, they do not only follow the<br />
rules of the institution, they also contribute to the construction of the institution. In<br />
other words: "Workplaces are held together by communicative practices." (Sarangi<br />
and Roberts 1999:1) This course explores various fields of institutional discourse,<br />
such as education, law, and medicine, as well as theoretical perspectives and<br />
methods. Credits will be based on active participation in class, brief oral<br />
presentations, and an individual in-class essay or term paper. Relevant texts will be<br />
made accessible via Blackboard.<br />
Selected References<br />
Mayr, Andrea, ed. 2008. Language and Power: An Introduction to Institutional<br />
Discourse. London: Continuum.<br />
Sarangi, Srikant and Celia Roberts, eds. 1999. Talk, Work and Institutional Order:<br />
Discourse in Medical, Mediation and Management Settings. Berlin: Mouton de<br />
Gruyter.<br />
Thornborrow, Joanna. 2002. Power Talk: Language and Interaction in Institutional<br />
Discourse. Harlow: Longman.<br />
050 611 Houwen<br />
Introduction to Old English, 4 CP<br />
2 st. mi 12-14 GB 03/42<br />
Description: ‘Hwelcne cræft canst thu?’ (from Ælfric’s Colloquy on the Occupations).<br />
Looks strange, doesn’t it? Well, that’s Old English for you – the ancestor of Modern<br />
English. The people who spoke Old English were the ‘Anglo-Saxons’, i.e. Germanic<br />
tribes who settled in Britain after the Romans (c. 450 A.D.) Most of our records of the<br />
Old English language date from the period between about 850 A.D. and about 1100<br />
A.D. and they offer a fascinating insight into Anglo-Saxon history, literature and<br />
culture.<br />
Aim: What can you expect from this course? In this course participants will acquire a<br />
basic knowledge of the Old English language and of the literature of Anglo-Saxon<br />
England. If you have an interest in language, what English looked and (to some<br />
extent even) sounded like in the early Middle Ages, if you are curious about the past,<br />
and about experiencing cultures that are different from your own, then you might<br />
enjoy this course.
Procedure: Active participation is one of the basic requirements as well as the<br />
reading and translating of the set texts for each week.<br />
Required reading: The texts will be made available via Blackboard.<br />
Assessment: There will be a written exam in the final session.<br />
050 612 Müller<br />
English in the Courtroom: English Linguistics and Forensic Analysis, 4 CP<br />
2 st. di 14-16 GABF 04/614 Süd<br />
Forensic linguistics is a fairly new and very exciting discipline. It may be<br />
characterized as “performing linguistic analysis so that it can be used as evidence in<br />
court cases”. Accordingly, the world of forensic linguists revolves around unsolved<br />
crime cases, often blackmail. Just like other forensic experts, linguists in the<br />
courtroom are faced with the question of whether the defendant can be linked to<br />
evidence found in connection with a crime. This evidence may take the form of<br />
written letters (stylistic analysis) or spoken telephone calls (identifying local accents).<br />
As a rather convenient side effect, forensic analysis has forced linguistics to adopt<br />
more practical approaches and methodologies, instead of focusing forever on theory.<br />
050 613 Müller<br />
Grammaticalisation vs. Lexicalisation, 4 CP<br />
2 st. do 14-16 GABF 04/613 Süd<br />
One of the classic views of functional linguistics is expressed in Talmy Givón’s<br />
famous formula ‘Today’s morphology is yesterday’s syntax.’ Yet the view that<br />
grammatical categories evolve out of lexical ones goes at least back to Wilhelm von<br />
Humboldt in the early 19 th century.<br />
The concept of grammaticalisation shows us that grammar is not a dry, dull and<br />
boring category that simply exists. It is, in fact, constantly changing and keeps<br />
developing new forms. So, reformulating GIvon, the grammar of the future is shaped<br />
by texts and discourse of today.<br />
However, sometimes today’s discourse helps shape productive means of forming<br />
new words. Many modern word formation affixes still exhibit where they came from
(e.g. -burger), whereas the origin of others is very obscure now (e.g. -ness). The<br />
process of turning words into affixes used for word-formation is called lexicalization.<br />
This class will deal with both, grammaticalisation and lexicalization and will ask (and<br />
attempt to answer) questions such as:<br />
• How does the grammar of a language come about?<br />
• Does language change always involve grammaticalisation?<br />
• How can we coin new terms?<br />
• Will all lexical items undergo changes of meaning or can meaning be stable?<br />
• Is it more likely that words which have a “positive” meaning develop negative<br />
connotations or the other way round?<br />
• When does “pragmatic inference” become “semantic meaning”?<br />
• Can we predict language change?<br />
• Can we predict which words will end up as grammatical markers and which<br />
ones as word-formation affixes?<br />
• Is there a “bioprogramme” for languages, i.e. do all languages go through the<br />
same evolutionary stages?<br />
• Where are the boundaries of grammaticalisation, especially with regard to<br />
related processes, such as lexicalization, re-analysis and analogy?<br />
050 614 Vogel<br />
Child Language Acquisition, 4 CP<br />
2 st. mo 10-12 GABF 04/413 Süd<br />
This course is intended to give students an opportunity to solidify their knowledge of<br />
the major linguistic approaches to child language acquisition. We will also consider<br />
some of the more recent cross-cultural and neurolinguistic approaches, as well as<br />
issues of language acquisition in unusual circumstances.<br />
Requirements include either a final exam or a research paper, as well as an oral<br />
presentation.<br />
A bibliography and reader will be made available at the beginning of term.
Übungen<br />
050 617 Bachem<br />
Discourse Analysis and Literature, 3 CP<br />
2 st. do 10-12 GABF 04/252 Nord<br />
Discourse analysis is a hybrid field of linguistic enquiry, applying concepts and<br />
models developed in various disciplines of the human and social sciences. It offers a<br />
radical challenge to static conceptions of language (seen primarily as form rather<br />
than function) and of text (as product rather than process). Both the production and<br />
comprehension of (spoken and written) discourse are perceived in terms of forms of<br />
social interaction and of meanings as step-by-step negotiations in specific contexts.<br />
In class we shall examine a wide range of literary texts and explore genre-specific<br />
structures set against their respective socio-historical backgrounds. Some of the<br />
topics addressed include aspects of deixis, speech as action, modality, frames and<br />
scripts, mind-style, metrical conventions and, of course, intertextuality. Various<br />
discourse models are selected according to whether they are sufficiently productive<br />
in our joint attempt at comprehending literature as discourse.<br />
All students are required to give an oral presentation.<br />
050 608 Becker<br />
Pragmatics across Culture, 3 CP<br />
2 st. di 12-14 GB 5/37 Nord<br />
Pragmatics is about how people do things with words. But they do so differently in<br />
different cultures: what is seen as polite and appropriate in one culture may be seen<br />
as highly offensive in another cultural context. This course explores pragmatic issues<br />
across cultures, as well as theoretical perspectives and methods.<br />
Credits will be based on active participation in class, brief oral presentations, and an<br />
individual in-class essay or term paper. Relevant texts will be made accessible via<br />
Blackboard.<br />
Selected References<br />
Alcón Soler, Eva and Maria Pilar Safont Jordà, eds. 2007. Intercultural Language<br />
Use and Language Learning. Dordrecht: Springer.
Pütz, Martin & JoAnne Neff-Van Aertselaer, eds. 2008. Developing Contrastive<br />
Pragmatics: Interlanguage and Cross-Cultural Perspectives. Berlin: Mouton de<br />
Gruyter.<br />
Sharifian, Farzad and Gary B. Palmer, eds. 2007. Applied Cultural Linguistics:<br />
Implications for Second Language Learning and Intercultural Communication.<br />
Amsterdam: Benjamins.<br />
050 618 West<br />
The Discourse of Advertising, 3 CP<br />
2 st. mi 14-16 GB 03/46<br />
The central aim of the class is to develop your ability to engage meaningfully with a<br />
range of advertising texts in English. In particular, the class aims to enable you to<br />
describe and explain the linguistic and visual features of advertising texts.<br />
Requirements: a short in-class presentation and a 1,500-word essay.
ENGLISCHE LITERATUR BIS 1700<br />
_______________________________________<br />
Vorlesung<br />
050 619 Houwen<br />
Windows on the Medieval and Renaissance World, 2 CP<br />
2 st. do 10-12 HGB 10<br />
Description: Despite the fact that many familiar institutions and aspects of modern<br />
society (e.g. the universities) have their roots in the Middle Ages and medieval<br />
culture, it would be a mistake to think that the Middle Ages and medieval life can be<br />
understood on the basis of medieval literature alone. This course aims to place this<br />
literature in a much broader framework and shall pay ample attention to what is<br />
generally known as the “medieval world view”, even if using this concept in the<br />
singular is a bit of a misnomer. This world view is dramatically different from our<br />
modern one in that it is a closed system in which everything was thought to hang<br />
together and its impact was felt until well into the Renaissance. Audio-visual material<br />
will form a central element in the lectures.<br />
Aim: No single course can ever hope to do justice to the complexities of this system,<br />
but this series of lectures will touch upon some of the most important aspects of<br />
medieval science, philosophy, theology and culture. It will consider such diverse<br />
issues as the classical heritage, medieval cosmology, philosophy and the seven<br />
liberal arts, the hierarchy of nature, man and his view of history (the ages of man,<br />
universal history, salvation history, myth and legend), and medieval maps and travel.<br />
Procedure: Lectures which rely heavily on PowerPoint presentations.<br />
Assessment: The course will be rounded off with a written exam.<br />
Set text: Some secondary reading is required; this will be made available via<br />
Blackboard.
050 620 Niederhoff<br />
Theory of Drama, 2 CP<br />
2 st. do 8-10 HGB 10<br />
In this lecture, I will discuss questions such as the following: How can we distinguish<br />
drama from narrative? What exactly is the “exposition”? What is the difference<br />
between scene and act? Are dramatic plots like pyramids (Gustav Freytag) or like<br />
knots (Aristotle)? How does dramatic irony differ from other kinds of irony? What is<br />
absurd about the theatre of the absurd? The lecture has a double aim: (1) to provide<br />
students with a rigorous and systematic definition of the various components of drama;<br />
(2) to show that the terms thus defined are useful and illuminating; that we need them<br />
in the interpretation of plays and in the description of historical developments and<br />
differences. The lecture will be based on both British and American drama. As I will<br />
draft the lecture during the summer break, I cannot, at this point, be more specific<br />
about the (selections from) plays to be read by the participants. Students who wish to<br />
prepare for the lecture are advised to read Aristotle’s Poetics or Manfred Pfister, Das<br />
Drama.<br />
Requirement for credit: final written exam.<br />
Required texts: will be announced in the first lecture (or earlier on my website).<br />
050 621 Weidle<br />
Introduction to Shakespeare’s Plays, 2 CP<br />
2 st. do 12-14 HGB 30<br />
The lecture's intention is to provide the participants with a general, first approach to<br />
the 38 plays of Shakespeare and to raise an awareness of their literary value and<br />
importance. As there is obviously not enough time to discuss every play we will look<br />
at the main features of and developments within each genre (comedies, tragedies,<br />
history plays, romances) and focus on selected plays. Students are advised to<br />
familiarize themselves with as many plays by Shakespeare as possible before the<br />
beginning of term and as we go along. The lecture will attempt to strike a right<br />
balance between presentation and interpretation.<br />
The purchase of the following edition is recommended: William Shakespeare, The<br />
Norton Shakespeare. Based on the Oxford Edition, ed. Stephen Greenblatt et al.<br />
(New York: W.W. Norton).<br />
Requirements for Credits: Regular attendance and test.
<strong>Seminar</strong>e<br />
050 622 Geisen<br />
Shakespeare’s Romances, 4 CP<br />
2 st. di 14-16 GB 5/39 Nord<br />
This seminar will deal with Shakespeare's The Winter's Tale and The Tempest in<br />
the Arden editions against the background of the Elizabethan age and dramatic<br />
tradition.<br />
Credits will be obtained by regular participation and a seminar paper of 15 pages or<br />
a paper of 10 pages if the class is taken as an "Übung".<br />
--- --- Houwen<br />
Introduction to Old English, 4 CP<br />
2 st. mi 12-14 GB 03/42<br />
(vgl. Vorl.-Nr. 050 611)<br />
Description: ‘Hwelcne cræft canst thu?’ (from Ælfric’s Colloquy on the Occupations).<br />
Looks strange, doesn’t it? Well, that’s Old English for you – the ancestor of Modern<br />
English. The people who spoke Old English were the ‘Anglo-Saxons’, i.e. Germanic<br />
tribes who settled in Britain after the Romans (c. 450 A.D.) Most of our records of the<br />
Old English language date from the period between about 850 A.D. and about 1100<br />
A.D. and they offer a fascinating insight into Anglo-Saxon history, literature and<br />
culture.<br />
Aim: What can you expect from this course? In this course participants will acquire a<br />
basic knowledge of the Old English language and of the literature of Anglo-Saxon<br />
England. If you have an interest in language, what English looked and (to some<br />
extent even) sounded like in the early Middle Ages, if you are curious about the past,<br />
and about experiencing cultures that are different from your own, then you might<br />
enjoy this course.<br />
Procedure: Active participation is one of the basic requirements as well as the<br />
reading and translating of the set texts for each week.<br />
Required reading: The texts will be made available via Blackboard.<br />
Assessment: There will be a written exam in the final session.
050 623 Houwen<br />
Excalibur Strikes Again: Thomas Malory’s Morte D’Arthur, 4 CP<br />
2 st. mi 10-12 GB 03/49<br />
Description: This course will concentrate on only one work, namely Le Morte D’Arthur<br />
by Thomas Malory (c. 1408-71). The Morte D’Arthur is generally considered the high<br />
point among Middle English (prose) romances and despite its title, aims to be a<br />
comprehensive and authoritative collection of Arthurian stories, starting with the story<br />
of Merlin and ending with Arthur’s death. It draws liberally on earlier French and<br />
English romances and Caxton’s version set the standard on which later English<br />
writers like Tennyson drew for their Arthurian material.<br />
Procedure: Students are expected to read the set texts and write a book review of<br />
any work of secondary literature dealing directly or indirectly with Malory’s Morte<br />
D’Arthur.<br />
Assessment: Active participation is one of the basic requirements as well as the<br />
reading of the set texts for each week. The course is rounded off with an essay. The<br />
length of the essay and the severity with which it is evaluated (and hence the number<br />
of credit points) depends on whether this course is taken as part of the BA or the<br />
MA.<br />
Required textbook: Sir Thomas Malory: Le Morte D’Arthur, ed. Helen Cooper. Oxford<br />
World’s Classics. Oxford: UP, 1998.<br />
050 624 Houwen<br />
Editing Medieval English Texts, 4 CP<br />
2 st. di 16-18 GABF 04/614 Süd<br />
Description: Medieval texts largely survive in manuscript form with some later ones<br />
coming to us in early printed books (incunabula) as well. Yet we tend to study them<br />
in edited book form. This means that what we study has already gone through the<br />
editing process and this has involved making thousands of decisions that help shape<br />
the final text. Many of these are relatively small, but some can be of crucial<br />
importance to our understanding of the text. One such example would be the choice<br />
of manuscript for an edition of Chaucer’s Canterbury Tales (Ellesmere or<br />
Hengwrth?). Both of these are early, but the scholarly community has at times been<br />
sharply divided about the relative merits of either manuscript, if only because not all<br />
tales found in the one also appear in the other, thus casting doubt on their<br />
authenticity.
Aim & procedure: In this course the various aspects of the creation of a modern<br />
edition of a medieval text are discussed and put into practice. Not only will you learn<br />
to read different medieval scripts, but you will also learn about how to distinguish<br />
between diplomatic, semi-diplomatic and critical editions; between the Lachmannian<br />
method of recension and best-text editing, and whether an authorial text is<br />
recoverable at all, or whether it is even desirable to recover such a text. The early<br />
printing process using moveable type will also be touched upon with special<br />
emphasis on the production process on the one hand, and the more commercial<br />
aspects (choice of texts; patronage) on the other. Inevitably, palaeography,<br />
codicology and textual criticism are three of the fields that will feature prominently in<br />
this course.<br />
Set texts: Primary and secondary material will be made available via Blackboard.<br />
Assessment: The course will be examined on the basis of small, individual editorial<br />
projects, the deadline for which is March 1.<br />
050 625 Ottlinger<br />
Renaissance Poetry, 4 CP<br />
2 st. di 8.30-10 GABF 04/613 Süd<br />
This seminar will provide a broad overview of English Renaissance Poetry and its<br />
main representatives, such as Sir Thomas Wyatt, Henry Howard, Sir Philip Sidney,<br />
Edmund Spenser, William Shakespeare and John Donne. The focus will be on indepth<br />
analyses of exemplary texts and a comparative study of various sonnet<br />
patterns (Petrarchan, Spenserian, Shakespearean) and love-concepts. All the<br />
relevant texts will be provided in the form of a reader.<br />
Requirements:<br />
<strong>Seminar</strong> (4 CP): term paper or end-of-term test<br />
Übung (3 CP): essay or short test
050 626 Walter<br />
Love, Rebellion, and Answering Back: Letters and Literature in Medieval England,<br />
4 CP<br />
_________________________________________________________________<br />
2 st. mo 14-16 GABF 04/252 Nord<br />
Course description:<br />
The letter, writes Jacques Derrida in La Carte Postale, ‘is not a genre but all genres,<br />
[it is] literature itself’. This course explores the relationship of letters, both historical<br />
and fictional, to literature in medieval England. Beginning with Ovid, who claims to<br />
have invented the epistolary genre in his Heroides (Letters of Heroines), we will read<br />
a variety of letters in the course of the semester: individual letters, such as those of<br />
the Rebels circulating during the Peasants’ Revolt of 1381; interpolated letters,<br />
which, like Criseyde’s letter to Troilus in Chaucer’s poem, play a central role in<br />
narrativity; and epistolary literature, exampled in the work of Christine de Pisan and<br />
Thomas Hoccleve, where poems are ‘sent’ out and invite, indeed demand, an<br />
answer. Further to establishing medieval ideas about and uses of the epistolary<br />
form, this course also aims to think about the cultural meaning of letters and explore<br />
contemporary critical theories of letters and letter-writing: letters, for example, are<br />
addressed to someone in particular but might be read by others; they are sent but<br />
might not be received; they are private and intimate (between lovers, between<br />
friends) but also public and open (not least since they can be intercepted and<br />
circulated). Letters, in other words, raise urgent questions about readership and<br />
reception that have far-reaching reverberations for medieval (and, indeed, modern)<br />
literary culture as a whole.<br />
Assessment:<br />
The course will be assessed by an essay.<br />
050 627 Weidle<br />
From Petrarchism to Neo-Classicism: 17th-Century Poetry, 4 CP<br />
2 st. mo 16-18 GABF 04/613 Süd<br />
In this course we will take a close look at various poems by writers such as Philip<br />
Sidney, William Shakespeare, John Donne, John Milton, George Herbert, Andrew<br />
Marvell, John Wilmot (Earl of Rochester) and Alexander Pope. The aim of the<br />
seminar is to provide an overview of the diversity of genres and styles of 17 th -century<br />
poetry and, at the same time, to undertake close and detailed readings of selected<br />
poems. Some of the genres and styles that will be discussed are: Petrarchism, Anti-
Petrarchism, Metaphysical poetry, religious poetry, pastoral poems, mock-panegyric<br />
and Neo-Classicist poetry.<br />
All students are expected to be familiar with the key terms and methods of poetry<br />
analysis.<br />
A reader with the relevant texts will be provided.<br />
Requirements for credits:<br />
Active participation; preparation of primary and secondary texts for each session;<br />
oral presentation/hosting of session; term paper<br />
Übungen<br />
050 628 Schunck<br />
Poetry before 1700, 3 CP<br />
2 st. mo 10-12 GABF 04/614 Süd<br />
This course is designed to offer extensive practice in the analysis of Renaissance<br />
and Metaphysical poetry, above all in the organization and production of essays<br />
based on the interpretations. Participants will be given numerous opportunities to<br />
submit essays for correction.
ENGLISCHE LITERATUR VON 1700 BIS ZUR GEGENWART<br />
___________________________________________________________________<br />
Vorlesung<br />
--- --- Niederhoff<br />
Theory of Drama, 3 CP<br />
2 st. do 8-10 HGB 10<br />
(vgl. Vorl.-Nr. 050 620)<br />
In this lecture, I will discuss questions such as the following: How can we distinguish<br />
drama from narrative? What exactly is the “exposition”? What is the difference<br />
between scene and act? Are dramatic plots like pyramids (Gustav Freytag) or like<br />
knots (Aristotle)? How does dramatic irony differ from other kinds of irony? What is<br />
absurd about the theatre of the absurd? The lecture has a double aim: (1) to provide<br />
students with a rigorous and systematic definition of the various components of drama;<br />
(2) to show that the terms thus defined are useful and illuminating; that we need them<br />
in the interpretation of plays and in the description of historical developments and<br />
differences. The lecture will be based on both British and American drama. As I will<br />
draft the lecture during the summer break, I cannot, at this point, be more specific<br />
about the (selections from) plays to be read by the participants. Students who wish to<br />
prepare for the lecture are advised to read Aristotle’s Poetics or Manfred Pfister, Das<br />
Drama.<br />
Requirement for credit: final written exam.<br />
Required texts: will be announced in the first lecture (or earlier on my website).
<strong>Seminar</strong>e<br />
050 632 Klawitter<br />
The First World War in Poetry, Fiction and Autobiography, 4 CP<br />
2 st. do 14-16 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 indeed plays a considerable part in the<br />
reaffirmation of 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<br />
of the Western Front. At least five sessions of the seminar will be devoted to the<br />
reading of war poetry. This will include Charles Hamilton Sorley’s “All the Hills and<br />
Vales Along”, Siegfried Sassoon’s “They”, Wilfred Owen’s “Dulce et Decorum Est”<br />
and Isaac Rosenberg’s “Break of Day in the Trenches”. These poems as well as a<br />
number of short stories dealing with the experience of war will be made available as<br />
a reader at the beginning of term. While acknowledging the documentary dimension<br />
of all these texts, our investigation will be primarily geared towards a consideration of<br />
the 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.<br />
Requirement: research paper or written test.<br />
050 633 Niederhoff<br />
Doubles, 4 CP<br />
2 st. fr 14-16 GABF 04/614 Süd<br />
The subject of this seminar is a key element in 19th-century fiction: the motif of the<br />
double, or doppelgänger. We will analyse and compare two novels and three short<br />
stories, in all of which the motif plays an important part: R.L. Stevenson, Dr Jekyll
and Mr Hyde (1886); O. Wilde The Picture of Dorian Gray (1891); E.A. Poe., “William<br />
Wilson” (1839), R.L. Stevenson, “Markheim” (1886), J. Conrad, “The Secret Sharer”<br />
(1912). The following questions will be discussed: Why is the motif of the double<br />
more prominent in 19th-century literature than in 18th-century literature? How does<br />
the "Gothic" use of the motif differ from earlier comic treatments (e.g. in Shakespeare's<br />
Comedy of Errors)? Which parts of the personality (or of society) does the<br />
double represent? Is the double always a symptom of a pathological division of<br />
personality or can it also be seen as an enrichment, a liberating transformation of<br />
personality?<br />
Requirements for seminar credit: participation in expert group and paper.<br />
Requirements for Übung credit: participation in expert group and short paper.<br />
Required texts: O. Wilde, The Picture of Dorian Gray, ed. J. Bristow, Oxford World's<br />
Classics (Oxford: OUP, 2008); R.L. Stevenson, The Strange Case of Dr Jekyll and<br />
Mr Hyde, ed. D. Hamblock (Stuttgart: Reclam, 1997). The other texts will be provided<br />
through Blackboard or by way of a master copy.<br />
050 634 Ottlinger<br />
Beckett & Pinter, 4 CP<br />
2 st. do 10-12 GABF 04/613 Süd<br />
In diesem <strong>Seminar</strong>, das sowohl für Anglisten/Amerikanisten als auch<br />
Theaterwissenschaftler angeboten wird, stehen die folgenden sechs Dramen im<br />
Zentrum:<br />
Samuel Beckett: Waiting for Godot<br />
Endgame<br />
Happy Days<br />
Harold Pinter: The Birthday Party<br />
The Caretaker<br />
The Homecoming<br />
Ziel der Lehrveranstaltung ist die detaillierte Analyse dieser Primärtexte unter<br />
besonderer Berücksichtigung der generellen Wesensmerkmale und Stilzüge des<br />
Absurden Theaters einerseits und der individuellen Eigenarten der beiden Autoren<br />
und der sechs Dramen andererseits.<br />
Voraussetzungen für die Kreditierung:<br />
a. Anglisten/Amerikanisten<br />
als Übung (3 CP): Kurzreferat oder Kurzklausur<br />
als <strong>Seminar</strong> (4 CP): schriftliche Hausarbeit oder Abschlussklausur
. Theaterwissenschaftler<br />
Teilnahmeschein (2 CP): Ergebnisprotokoll einer Sitzung<br />
Teilnahmeschein (3 CP): Kurzreferat oder Kurzklausur<br />
Leistungsnachweis (4CP): schriftliche Hausarbeit oder Abschlussklausur<br />
050 635 West<br />
Cognitive Stylistics, 4 CP<br />
2 st. di 10-12 GB 03/46<br />
Cognitive stylistics is, or claims to be, a new approach to literature, one that<br />
combines the insights of linguistics and cognitive science to further our<br />
understanding of “what happens to (or in the mind of) an Interpreter” when<br />
confronted by a literary text. We will discuss concepts such as categorisation,<br />
attention, metaphor, polysemy, and assess their relevance to an account of literary<br />
experience.<br />
Requirements: a 2,000-word essay.<br />
050 638 Puschmann-Nalenz<br />
“Portrait of the Artist as a Young Woman”. The Female Writer as Motif in<br />
Contemporary Fiction, 4 CP<br />
_________________________________________________________<br />
2 st. fr 10-12 GB 5/37 Nord<br />
The seminar deals with two novels from the era of postmodernism which are then<br />
contrasted with a novel from the 1960s. In all three of them the figure of the female<br />
writer is essential, thereby reflecting James Joyce’s early novel “Portrait of the Artist<br />
as a Young Man”. Female identity and self-fashioning are a central topic as well as<br />
the creation of a fictional reality by writing. Role-models, questioning of social<br />
conventions and ethical values, a preoccupation with history and, above all, the<br />
meaning of writing literary texts are some of the themes characterizing especially the<br />
novels by Atwood and McEwan, while Sylvia Plath’s autobiographical novel deals<br />
with the youth in America of a gifted college student. Since Plath spent most of her<br />
life in England she is frequently anthologized among British authors; Canadian<br />
Margaret Atwood belongs to the “Postcolonial” writers in English.<br />
The course requires extensive reading, which has to be started before the beginning<br />
of the semester!
Regular attendance is one condition for receiving CPs, a written test at the end the<br />
second.<br />
The following texts have to be purchased and read in this order:<br />
Margaret Atwood, The Blind Assassin (2000) (Anchor Books oder Little)<br />
Ian McEwan, Atonement (2001) (Anchor oder Vintage)<br />
Sylvia Plath, The Bell Jar (1963) (Faber & Faber).<br />
--- --- Botheroyd<br />
The Celtic Renaissance, 4 CP<br />
Blockseminar<br />
08.-10.02.2010: 10-13.00 GBCF 04/711<br />
11.02.2010: 10-13.00 GBCF 04/511<br />
15. -17.02.2010: 10-13.00 GBCF 04/711<br />
18.02.2010: 10-13.00 GBCF 04/511<br />
(vgl. Vorl.-Nr. 050 652)<br />
The main emphasis of this seminar will be on Ireland’s re-discovery / re-invention /<br />
new expression of itself in the late 19 th and early 20 th centuries. However, the title<br />
„Celtic Renaissance“ is intended to be far broader than „Irish Literary Revival“ or<br />
even „Irish Renaissance“. It is intended to cover movements in language, culture and<br />
politics as well as literature in Ireland and to invite the investigation of similar revivals<br />
in other countries on the Celtic fringe of Western Europe, Scotland, Wales, Cornwall,<br />
Man, Brittany and Galicia, etc. Our point of departure will be questions concerning<br />
the meaning of „Celtic“ and its legitimacy as a designation for the countries<br />
mentioned above.<br />
Intending participants are recommended to read: Botheroyd, Kelten (München,<br />
Diederichs), 2000. Further texts will be made available in the first session of the<br />
seminar.<br />
Requirements:<br />
Übung: brief presentation or paper<br />
<strong>Seminar</strong>: brief presentation and paper<br />
Precise modalities will be discussed in the first session.
Übung<br />
050 636 Klawitter<br />
Contemporary British Short Stories, 3 CP<br />
2 st. fr 10-12 GB 6/137 Nord<br />
The short story is a popular genre of great range and diversity. It can give sharp<br />
insights into personal relationships and social milieux. To achieve within the limited<br />
space of a few pages the kind of intensity and suggestiveness which keeps readers<br />
riveted demands considerable narrative skills.<br />
The short stories which we will read are mainly taken from Malcolm Bradbury’s<br />
collection The Penguin Book of Modern British Short Stories (London: Penguin,<br />
1988) with the addition of some more recently published stories. That means we will<br />
discuss stories by such eminent practitioners as David Lodge, Rose Tremain, Ian<br />
McEwan, Salman Rushdie, Hanif Kureishi, but also some (as yet) less well-known<br />
writers like A.L. Kennedy, Rachel Seiffert and Julia Darling. The following questions<br />
will guide our discussions: Which narrative techniques are employed and to what<br />
effect? What thematic interests can be identified and how do these reflect wider<br />
issues and trends in contemporary British culture(s)? Do the short stories show<br />
affinities to or even relate to other genres or media (formats)?<br />
A reader will be made available at the beginning of term.<br />
Requirement: essay or short presentation.
AMERIKANISCHE LITERATUR<br />
___________________________________<br />
Vorlesungen<br />
--- --- Niederhoff<br />
Theory of Drama, 3 CP<br />
2 st. do 8-10 HGB 10<br />
(vgl. Vorl.-Nr. 050 620)<br />
In this lecture, I will discuss questions such as the following: How can we distinguish<br />
drama from narrative? What exactly is the “exposition”? What is the difference<br />
between scene and act? Are dramatic plots like pyramids (Gustav Freytag) or like<br />
knots (Aristotle)? How does dramatic irony differ from other kinds of irony? What is<br />
absurd about the theatre of the absurd? The lecture has a double aim: (1) to provide<br />
students with a rigorous and systematic definition of the various components of drama;<br />
(2) to show that the terms thus defined are useful and illuminating; that we need them<br />
in the interpretation of plays and in the description of historical developments and<br />
differences. The lecture will be based on both British and American drama. As I will<br />
draft the lecture during the summer break, I cannot, at this point, be more specific<br />
about the (selections from) plays to be read by the participants. Students who wish to<br />
prepare for the lecture are advised to read Aristotle’s Poetics or Manfred Pfister, Das<br />
Drama.<br />
Requirement for credit: final written exam.<br />
Required texts: will be announced in the first lecture (or earlier on my website).
<strong>Seminar</strong>e<br />
050 642 Brandt<br />
Margaret Atwood’s ‘Green Dream’: Ecology and Environmental Imagination in<br />
English-Canadian Literature, 4 CP<br />
______________________________________________________________<br />
2 st. mi 16-18 GABF 04/614 Süd<br />
It has frequently been argued that Canadian cultural practice is marked by “a<br />
preoccupation with landscape, and with the oppressiveness (as much as the sublime<br />
beauty) of nature” (Will Straw). This course wants to examine this claim with respect<br />
to various works crafted by Canadian authors dealing with environmental issues.<br />
Special emphasis will be given to the oeuvre of Ottawa-born writer Margaret Atwood.<br />
Beginning with Atwood’s poetry cycle The Journals of Susanna Moodie (1970), we<br />
will analyze what ramifications the recognition that “we are all immigrants to this<br />
place even if we were born here” has upon the formation of Canadian identity.<br />
Canada is delineated in Atwood’s writings as a “cultural mosaic” established on the<br />
grounds of native peoples and diversified throughout the centuries by Anglophone,<br />
Francophone and East-Asian influences. Her novel Surfacing (1972) as well as her<br />
“thematic guide to Canadian literature,” Survival (1972), make strong use of<br />
archetypes developed in Jungian psychology in order to sketch a mythopoetic image<br />
of Canada. The seminar will scrutinize the paradoxical concept of “home ground,<br />
foreign country” negotiated in Atwood’s fiction and non-fiction. Why does Atwood<br />
devote so many of her writings to the symbolic battleground between nature and city,<br />
landscape and cityscape, for example, in her collections of short stories, Wilderness<br />
Tips (1991) and Moral Disorder (2006)? While the course investigates the ecological<br />
aesthetics of Atwood’s own texts, it also pays attentions to the literary context of<br />
Canadian literature since the late 1960s, namely Robert Kroetsch’s The<br />
Studhorseman (1969), Margaret Laurence’s Manawaka Cycle (1964-1972), and<br />
Rudy Wiebe’s The Temptation of Big Bear (1973). How, for example, does the genre<br />
of literary regionalism interconnect with attempts in Canadian writing to fashion<br />
cultural identity as deeply rooted in nature? Which symbols and narratives lie at the<br />
heart of this national imaginary?<br />
Grading: Competent participation in class discussions 1/3; expert session 1/3; short<br />
paper 1/3. Poor attendance or class participation will negatively affect your grade.
050 643 Brandt<br />
West of Everything: The American Frontier in Literature, Film, Painting, and<br />
Photography, 4 CP<br />
__________________________________________________________<br />
2 st. do 14-16 GABF 04/413 Süd<br />
“To go west, as far west as you can go, west of everything, is to die,” Jane Tompkins<br />
writes in her study of the American western. The affinity of the American West to<br />
death is not only a result of the cultural history of dispossession and violence that<br />
has marked the exploration (or, as one might argue, annexation) of the continent by<br />
European settlers. It is also connected to the tremendous urge within the American<br />
imagination to reach one’s limits, as Turner has maintained in his famous ‘frontier<br />
thesis.’ To go west means to transcend given boundaries and to look for new realms<br />
of self-realization and fulfillment. The ‘West’ invokes a whole array of attributes<br />
related to the fields of gender (the ‘West’ as a place of masculinization), social theory<br />
(the ‘West’ as the epitome of civilization), and national identity (the ‘West’ as a<br />
stimulus of cultural belonging). It can stand for all sorts of concepts and promises—<br />
progress, adventure, manifest destiny, and individualism, just to mention a few. In<br />
other words, the West functions not so much as a ‘real’ territory—marked by the<br />
Indian wars and an everyday endeavor to survive in the frontier regions—but rather<br />
as an imagined region. A special course reader will encompass works on (and by)<br />
renowned writers of the American West (Bret Harte, Hamlin Garland, Mark Twain,<br />
and Owen Wister), painters (George Caleb Bingham, Albert Bierstadt, and Frederic<br />
Remington) as well as figures of the popular mythology (Theodore Roosevelt, Daniel<br />
Boone, Davy Crockett, and Buffalo Bill).<br />
Grading: Competent participation in class discussions 1/3; expert session 1/3; short<br />
paper 1/3. Poor attendance or class participation will negatively affect your grade.<br />
050 644 Schunck<br />
E.A. Poe: Criticism, Poetry, Fiction, 4 CP (x) Optionalbereich<br />
2 st. mo 14-16 GB 03/46<br />
E.A. Poe is famous not only as a poet and short story writer, but also as a critic and<br />
literary theorist. So we will begin our seminar by analyzing his essays “The Poetic<br />
Principle” and “The Philosophy of Composition”. Since Poe also provided the first<br />
definition of the short story and was essential to the development of the Gothic<br />
horror story and the detective story, we will highlight his narrative technique, above<br />
all his use of plot development, tone and symbolism.
Text: The Fall of the House of Usher and Other Writings: Poems, Tales, Essays and<br />
Reviews, ed. David Galloway, (Penguin Classics)<br />
LN: scholarly paper or final „Klausur“<br />
050 645 Steinhoff<br />
American Teen: Coming of Age in American Youth Literature and Film, 4 CP<br />
2 st. do 12-14 GB 03/42<br />
Since Mark Twain’s young protagonist Huckleberry Finn lit “out for the territory” in the<br />
by now canonical coming-of-age novel of the same name (1885), juvenile Americans<br />
have been setting out on their own passages from child- to adulthood in various<br />
literary and filmic productions. They struggle through high school, experience drugs,<br />
sex, love and violence; they develop, transform or stagnate – and as representations<br />
of the American teen they populate the pages and images of contemporary fiction<br />
and cinema.<br />
In this seminar, we will first familiarize ourselves with both the historical roots as well<br />
as the major theories of the significance of ‘youth’ in American literature and culture<br />
and then analyze its representation in contemporary young adult fiction and film.<br />
From a Cultural Studies perspective we will look at a variety of texts from different<br />
media and genres (e.g. realist literature, teen science fiction, high school movies),<br />
examining how these selected narratives construct the teenager and his/her world in<br />
terms of gender, sexuality, ‘race’/ethnicity, class, age and nationality. Questions that<br />
we will address are: What do these texts tell us about what it means to “grow up” in<br />
the contemporary United States? What are the discourses negotiated and<br />
(re)produced in these texts? What are their ideological and cultural functions and<br />
how can these narratives be situated in a broader context (and canon) of American<br />
literature, cinema, and culture?<br />
Required reading: In this seminar we will read two novels, as well as theoretical,<br />
historical and other fictive texts (provided via Blackboard).<br />
Required viewing: In this seminar we will analyze a number of films, which need to<br />
be watched by all students before the respective seminar. Dates for film screenings<br />
will be arranged in the first session.<br />
Requirements (CP): regular attendance, active participation, written assignments,<br />
final paper/exam.<br />
Students who take this course as a Cultural Studies seminar need to have passed<br />
the “Introduction to Cultural Studies”.
Übungen<br />
050 646 Bidlingmaier<br />
Writing ‚Out‘ of Assimilation: Second Generation Chinese American Writings, 3 CP<br />
2 st. di 14-16 GB 02/160<br />
The 1920s and 30s marked the emergence of a young generation of American-born,<br />
second-generation Chinese. Born and raised in the United States, they felt estranged<br />
from the ‘realities’ of their parents’ cultural heritage but at the same time, despite<br />
their alignment with the American society and culture, they were also estrange within<br />
mainstream culture as their racial attributes were obstacles in their attempts to<br />
achieve ‘membership’. However, things began changing as WWII loomed. Primed by<br />
Ronald E. Park’s influential sociological theory of assimilation and liberal calls for a<br />
celebration of diversity in the midst of wartime calls for uniformity, a small cohort of<br />
young Chinese Americans began writing biographies which shed light on the<br />
Chinese community. Although celebrated in the 50s, these stories had been<br />
dismissed in the 60s and 70s as ‘assimilists’ texts’. Only recently have these<br />
biographies begun to receive serious re-reading. This course will explore the sociohistorical,<br />
political and cultural contexts in which books such as Jade Snow Wong’s<br />
Fifth Chinese Daughter, Eleanor Wong Telemaque’s It’s Crazy to Stay Chinese in<br />
Minnesota, and Pardee Lowe’s Father and Glorious Descendent were written in.<br />
Furthermore, we will revisit the cultural sites they created in the process of<br />
negotiating between the call for assimilation and their desire to reach for an identity<br />
beyond an assimilated subjectivity.<br />
050 647 Geisen<br />
The 19 th -Century American Novel, 3 CP<br />
2 st. di 8-10 GABF 04/614 Süd<br />
This seminar will be concerned with three novels – Nathaniel Hawthorne's The<br />
Scarlet Letter, Mark Twain's Huckleberry Finn and Stephen Crane's The Red Badge<br />
of Courage. In addition to a thorough analysis of the individual novels we shall also<br />
analyse them with respect to their place in the tradition of the American novel.<br />
Texts:<br />
Nathaniel Hawthorne. The Scarlet Letter. Ed. Brian Harding. Oxford: OUP, 2008.<br />
Oxford World’s Classics.<br />
Mark Twain. The Adventures of Huckleberry Finn. Ware: Wordsworth Editions, 2001.<br />
Stephen Crane. The Red Badge of Courage. 4 th ed. Eds. Donald Pizer and Eric Carl<br />
Link. New York: Norton, 2008. Norton Critical editons.<br />
The following qualification can be obtained: test (Klausur) or term paper of ten<br />
pages.
CULTURAL STUDIES (GB)<br />
Vorlesung<br />
--- --- Houwen<br />
Windows on the Medieval and Renaissance World, 2 CP<br />
2 st. do 10-12 HGB 10<br />
(vgl. Vorl.-Nr. 050 619)<br />
Description: Despite the fact that many familiar institutions and aspects of modern<br />
society (e.g. the universities) have their roots in the Middle Ages and medieval<br />
culture, it would be a mistake to think that the Middle Ages and medieval life can be<br />
understood on the basis of medieval literature alone. This course aims to place this<br />
literature in a much broader framework and shall pay ample attention to what is<br />
generally known as the “medieval world view”, even if using this concept in the<br />
singular is a bit of a misnomer. This world view is dramatically different from our<br />
modern one in that it is a closed system in which everything was thought to hang<br />
together and its impact was felt until well into the Renaissance. Audio-visual material<br />
will form a central element in the lectures.<br />
Aim: No single course can ever hope to do justice to the complexities of this system,<br />
but this series of lectures will touch upon some of the most important aspects of<br />
medieval science, philosophy, theology and culture. It will consider such diverse<br />
issues as the classical heritage, medieval cosmology, philosophy and the seven<br />
liberal arts, the hierarchy of nature, man and his view of history (the ages of man,<br />
universal history, salvation history, myth and legend), and medieval maps and travel.<br />
Procedure: Lectures which rely heavily on PowerPoint presentations.<br />
Assessment: The course will be rounded off with a written exam.<br />
Set text: Some secondary reading is required; this will be made available via<br />
Blackboard.
050 648 Pankratz<br />
Eighteenth-Century Culture, 3 CP<br />
2 st. di 16-18 HGB 10<br />
England in the eighteenth century is a time of relative stability: the turmoil of the<br />
revolutions was over, the political system ran more or less smoothly along the usual<br />
party lines. Most of the kings were called George, most of politics was controlled by<br />
the Prime Minister. In its successful wars, Britain rose to a major European and world<br />
power. Britannia “ruled the waves”, dominated overseas trade and started to found<br />
its empire. Architecture and literature supported Augustan splendour, symmetry and<br />
stability. At the end of the century, this stability was undermined, though: the take-off<br />
of the Industrial Revolution changed the lives of the people and the Revolutions in<br />
North America and France challenged traditional ideas about politics and power.<br />
Neo-classicist symmetry was superseded by Gothic irregularity, the sublime and<br />
Romantic irrationality.<br />
The lecture course aims at having a critical look at the eighteenth century. By dealing<br />
with political and religious developments, literature, music and fashion it intends to<br />
present the students with a multifaceted survey of eighteenth-century culture.<br />
Requirement for credit points: regular attendance, participation in Blackboard, written<br />
test at the end of the semester.<br />
<strong>Seminar</strong>e<br />
050 649 Berg<br />
Society and Political Culture(s) in Britain, 4 CP<br />
Blockseminar:<br />
Do 25/03/2010, 13.30-18.00 Uhr GB 5/37 Nord<br />
Fr 26/03/2010, 13.30-18.00 Uhr GB 5/37 Nord<br />
Mo 29/03/2010, 13.30-18.00 Uhr GB 5/37 Nord<br />
Di 30/03/2010, 13.30-18.00 Uhr GB 5/37 Nord<br />
Mi 31/03/2010, 13.30-18.00 Uhr GB 5/37 Nord<br />
Why does Britain still have a monarchy and at the same time music groups like the<br />
Sex Pistols who already in 1977 sang ‘God save the Queen, her fascist regime’?<br />
Why can Scottish people easily distinguish between Scottishness and Britishness,<br />
and why do English people find it often so difficult to differentiate between<br />
Englishness and Britishness? Why do many people support radical political initiatives
ut vote for moderate parties? Why is the number of people claiming to belong to the<br />
working class higher than that of those who really do working-class jobs? Has the<br />
Labour Party ever been a socialist party? What is a ‘wet’ Conservative? Why did a<br />
Labour Prime Minister become the closest ally of George Bush Jr.? Why did British<br />
workers go on strike comparatively often until recently? Is there one British political<br />
culture or are there several cultures?<br />
Dealing with these and similar questions, this course is not so much about political<br />
institutions but about the ideas people in Britain have about politics and society.<br />
Political culture research works under the assumption that what makes a society<br />
politically viable and socially stable does not depend solely on the well-functioning of<br />
its institutions but also on what people think about themselves and their political<br />
system. Thus, we will analyse what traditions, customs, beliefs, values, ideologies,<br />
and convictions can be found in the British population and in what way they influence<br />
the regulations and mechanisms of public life. Such ideas have never been<br />
universally shared but some, obviously, have been more powerful than others and<br />
some have lasted for a surprisingly long time. We will concentrate on contemporary<br />
political cultures but explore their historical dimensions as well.<br />
We will try to find out about these topics through studying a wide variety of primary<br />
sources (film, music, different sorts of literature) and secondary texts. For credits,<br />
you need to participate actively and to write a term paper. If you have questions,<br />
please contact me at sebastian.berg@uni-bielefeld.de<br />
To be able to attend this class students need to have passed the “Introduction to<br />
Cultural Studies”.<br />
050 650 Versteegen<br />
Britain and Europe, 4 CP<br />
2 st. di 12-14 GABF 04/613 Süd<br />
According to the Collins English Dictionary “Europe”, in British English at least,<br />
denotes “the continent of Europe except for the British Isles”. This rather peculiar<br />
understanding of a geographic term has its unique history and is still reflected in<br />
political and cultural discourses of the present. In the seminar, we will examine<br />
representations of Europe, its inhabitants, its cultures, and its geographic features in<br />
English literature, the mass media art and everyday life, and we will try to describe<br />
how these representations contribute to the shaping of identities in Britain.<br />
Topics to be dealt with will include:<br />
• Wars<br />
• The auld alliance<br />
• The Channel Tunnel<br />
• Britain and the EU<br />
• Sport: football/athletics<br />
• Travel and tourism<br />
• Expats: Europeans in Britain and Britons in Europe
• Myths on both sides of the Channel: rabies, Dutch elm disease, German measles vs.<br />
BSE, strikes, eccentricity....<br />
To be able to attend this class students need to have passed the “Introduction to<br />
Cultural Studies”.<br />
050 651 Viol<br />
Reggae Cultures, 4 CP<br />
2 st. fr 14-16 GABF 04/613 Süd<br />
Reggae music has had an enormous influence on the formation and expression of<br />
ethnic, class and age identities, not just in the Caribbean but worldwide. In this class,<br />
we will be looking at the transcultural roots and routes of the music, i.e. how it grew<br />
out of the context of slavery and the cultural mixing that characterises its sphere of<br />
origin, the “Black Atlantic” (Gilroy), how it became one of the prime modes of Black<br />
cultural expression and anti-racism, and how, in recent years, it has moved to<br />
becoming the music of more international youth and protest formations, sometimes<br />
expanding its ethnic focus to include new local political concerns, sometimes<br />
developing tendencies (towards homophobia, sexism, and middle-class values) that<br />
sit uncomfortably with the liberating anthems produced in its Marleyian heyday. We<br />
will also be dealing with related phenomena such as Dread Talk, the language of<br />
reggae, Rastafarianism, the religion or lifestyle of reggae, and Dub or Reggae<br />
Poetry. Artists to be covered will include, among others: Bob Marley, Mutabaruka,<br />
Steel Pulse, Linton Kwesi Johnson, The Selecter, Lucky Dube, Gentleman.<br />
A reader containing relevant material will be made available at the beginning of the<br />
semester.<br />
Students are asked to bring an MP3 sample and a short personal description of their<br />
favourite reggae song to our first session. To obtain credits, students will also have<br />
to give a short oral presentation and write a 15-page term paper.<br />
To be able to attend this class, you need to have passed the “Introduction to Cultural<br />
Studies”.
050 652 Botheroyd<br />
The Celtic Renaissance, 4 CP<br />
Blockseminar<br />
08.-10.02.2010: 10-13.00 GBCF 04/711<br />
11.02.2010: 10-13.00 GBCF 04/511<br />
16. -17.02.2010: 10-13.00 GBCF 04/711<br />
18.02.2010: 10-13.00 GBCF 04/511<br />
The main emphasis of this seminar will be on Ireland’s re-discovery / re-invention /<br />
new expression of itself in the late 19 th and early 20 th centuries. However, the title<br />
„Celtic Renaissance“ is intended to be far broader than „Irish Literary Revival“ or<br />
even „Irish Renaissance“. It is intended to cover movements in language, culture and<br />
politics as well as literature in Ireland and to invite the investigation of similar revivals<br />
in other countries on the Celtic fringe of Western Europe, Scotland, Wales, Cornwall,<br />
Man, Brittany and Galicia, etc. Our point of departure will be questions concerning<br />
the meaning of „Celtic“ and its legitimacy as a designation for the countries<br />
mentioned above.<br />
Intending participants are recommended to read: Botheroyd, Kelten (München,<br />
Diederichs), 2000. Further texts will be made available in the first session of the<br />
seminar.<br />
Requirements:<br />
Übung: brief presentation or paper<br />
<strong>Seminar</strong>: brief presentation and paper<br />
Precise modalities will be discussed in the first session.<br />
To be able to attend this class students need to have passed the “Introduction to<br />
Cultural Studies”.<br />
Übungen<br />
050 656<br />
Introduction to Cultural Studies GB, 3 CP<br />
Gruppe A: 2 st. mo 14-16 GABF 04/613 Süd Pankratz<br />
Gruppe B: 2 st. fr 16-18 GABF 04/613 Süd Rudnik<br />
Gruppe C: 2 st. do 16-18 GABF 04/613 Süd Viol<br />
Gruppe D: 2 st. di 14-16 GABF 04/613 Süd Werthschulte<br />
Gruppe E: 2 st. mi 12-14 GABF 04/613 Süd Werthschulte
This course – which is the obligatory first part of any Cultural Studies (GB) module –<br />
aims at providing an introduction to the field of Cultural Studies with a specifically<br />
British focus. Students will obtain knowledge of the key theoretical models that<br />
determine the questions asked and the methods used by (British) Cultural Studies<br />
and will be introduced to some of the key thinkers of the discipline. In each case, we<br />
test the practical use of our results by applying them to (in the broad sense) 'cultural'<br />
practices like literature, TV, film, music, advertising, and the arts. In addition, the<br />
categories of class, gender, and ethnicity will be discussed in their repercussions for<br />
individual and group identities and with regard to their reflection in contemporary<br />
British ‘high’ and popular culture. Another aim of the class is to provide students with<br />
some basic facts about Britain and Ireland, which will prominently include a historical<br />
perspective.<br />
Apart from regular attendance, familiarity with the texts set for the individual sessions<br />
and active participation in the discussion, students will be required to pass a written<br />
test at the end of the semester.<br />
050 657 Mears<br />
The Kitchen Sink Film, 3 CP<br />
2 st. di 10-12 GABF 04/613 Süd<br />
Between the 1950s and 1960s a new generation of directors revolutionized<br />
European Cinema: in France the Nouvelle Vague, in Germany the Neuer deutscher<br />
Film and in Britain the New Wave or kitchen sink school.<br />
This movement which focussed on the working class and its experiences originated<br />
in the theatre and literary scene with the works of the ‘angry young men’, such as<br />
John Osborne, John Braine or Alan Sillitoe. The kitchen sink film portrays the harsh<br />
life of working-class protagonists who, disillusioned with post-war society, attempt to<br />
rebel. The anger of the protagonists is directed at the so-called bourgeoisie and its<br />
contempt for individuality, and is expressed in topoi such as social alienation, political<br />
and cultural disillusionment, claustrophobia, passion in a rational, conformist and<br />
structured world, and the search of a lost generation for meaning, identity and place.<br />
In this course we will first deal with the background of post-war Britain and then<br />
proceed to examine the films Room at the Top (1959) by Jack Clayton and A Taste<br />
of Honey (1961) and The Loneliness of the Long Distance Runner (1962) by Tony<br />
Richardson in detail, exploring questions such as film techniques, literary adaptation,<br />
realism and social criticism.<br />
Course requirements: regular and active participation, a short presentation and an<br />
essay.
Required reading:<br />
Delaney, Shelagh. A Taste of Honey: A Play. New York: Grove, 1956.<br />
Sillitoe, Alan. The Loneliness of the Long-Distance Runner. New York: Harper<br />
Collins, 2007. (or any other edition)<br />
Further material will be put on Blackboard.
CULTURAL STUDIES (USA)<br />
Vorlesung<br />
050 658 Brandt<br />
The History of U.S. American Cinema from the Beginnings until Today, 2 CP<br />
2 st. mi 14-16 HGB 10<br />
One of the reasons for the unprecedented success of U.S. popular culture can be<br />
found in the attraction of Hollywood cinema. This lecture series will deal with the<br />
fascination that the dream factory has exerted upon mass audiences from the<br />
beginnings of modern entertainment culture. Our examples will include early short<br />
films, silent films as well as genre movies, film noir, monumental film, science fiction,<br />
and contemporary blockbusters. Special emphasis will be placed on film<br />
interpretation, the genealogy of cinematic techniques, and the emergence of the<br />
classical Hollywood system. While discussing these films on an aesthetic level<br />
(examining their strategies of narration and cinematic construction), we will also<br />
attempt to situate them within the framework of political and historical events.<br />
Themes to be discussed include race, gender, sexuality, class, and (hyper)reality.<br />
In order to receive credits for this lecture, you have to prepare a handout with<br />
background information on the topic of one session.<br />
<strong>Seminar</strong>e<br />
050 659 Bidlingmaier<br />
Exploring Spaces of Alterity in American Film: From Chinatown and Harlem to the<br />
‘Cuckoo’s Nest’, 4 CP<br />
________________________________________________________________<br />
2 st. di 12-14 GB 03/46<br />
According to Foucault, every society has real spaces which are ‘other’. These spaces<br />
of alterity are set apart from the normative spaces of mainstream culture and<br />
function in various manners that juxtapose, contest, and invert the spaces<br />
surrounding them. The aim of this course is to investigate the ways in which the
media has played a role in both reflecting and constructing these spaces of<br />
otherness be it ethnicized or ghettocized spaces or mental institutions. We will<br />
approach this from both a theoretical and a general historical perspective and<br />
analyze films such as Roman Polanski’s Chinatown (1974), Gordon Park’s Shaft<br />
(1971), Milos Forman’s One Flew Over the Cuckoo’s Nest (1975), Paul Haggis’s LA<br />
Crash (2005), etc.<br />
To be able to attend this class students need to have passed the “Introduction to<br />
Cultural Studies”.<br />
--- --- Brandt<br />
West of Everything: The American Frontier in Literature, Film, Painting, and<br />
Photography, 4 CP<br />
____________________________________________________________<br />
2 st. do 14-16 GABF 04/413 Süd<br />
(vgl. Vorl.-Nr. 050 643)<br />
“To go west, as far west as you can go, west of everything, is to die,” Jane Tompkins<br />
writes in her study of the American western. The affinity of the American West to<br />
death is not only a result of the cultural history of dispossession and violence that<br />
has marked the exploration (or, as one might argue, annexation) of the continent by<br />
European settlers. It is also connected to the tremendous urge within the American<br />
imagination to reach one’s limits, as Turner has maintained in his famous ‘frontier<br />
thesis.’ To go west means to transcend given boundaries and to look for new realms<br />
of self-realization and fulfillment. The ‘West’ invokes a whole array of attributes<br />
related to the fields of gender (the ‘West’ as a place of masculinization), social theory<br />
(the ‘West’ as the epitome of civilization), and national identity (the ‘West’ as a<br />
stimulus of cultural belonging). It can stand for all sorts of concepts and promises—<br />
progress, adventure, manifest destiny, and individualism, just to mention a few. In<br />
other words, the West functions not so much as a ‘real’ territory—marked by the<br />
Indian wars and an everyday endeavor to survive in the frontier regions—but rather<br />
as an imagined region. A special course reader will encompass works on (and by)<br />
renowned writers of the American West (Bret Harte, Hamlin Garland, Mark Twain,<br />
and Owen Wister), painters (George Caleb Bingham, Albert Bierstadt, and Frederic<br />
Remington) as well as figures of the popular mythology (Theodore Roosevelt, Daniel<br />
Boone, Davy Crockett, and Buffalo Bill).<br />
Grading: Competent participation in class discussions 1/3; expert session 1/3; short<br />
paper 1/3. Poor attendance or class participation will negatively affect your grade.<br />
To be able to attend this class students need to have passed the “Introduction to<br />
Cultural Studies”.
--- --- Steinhoff<br />
American Teen: Coming of Age in American Youth Literature and Film, 4 CP<br />
2 st. do 12-14 GB 03/42<br />
(vgl. Vorl.-Nr. 050 645)<br />
Since Mark Twain’s young protagonist Huckleberry Finn lit “out for the territory” in the<br />
by now canonical coming-of-age novel of the same name (1885), juvenile Americans<br />
have been setting out on their own passages from child- to adulthood in various<br />
literary and filmic productions. They struggle through high school, experience drugs,<br />
sex, love and violence; they develop, transform or stagnate – and as representations<br />
of the American teen they populate the pages and images of contemporary fiction<br />
and cinema.<br />
In this seminar, we will first familiarize ourselves with both the historical roots as well<br />
as the major theories of the significance of ‘youth’ in American literature and culture<br />
and then analyze its representation in contemporary young adult fiction and film.<br />
From a Cultural Studies perspective we will look at a variety of texts from different<br />
media and genres (e.g. realist literature, teen science fiction, high school movies),<br />
examining how these selected narratives construct the teenager and his/her world in<br />
terms of gender, sexuality, ‘race’/ethnicity, class, age and nationality. Questions that<br />
we will address are: What do these texts tell us about what it means to “grow up” in<br />
the contemporary United States? What are the discourses negotiated and<br />
(re)produced in these texts? What are their ideological and cultural functions and<br />
how can these narratives be situated in a broader context (and canon) of American<br />
literature, cinema, and culture?<br />
Required reading: In this seminar we will read two novels, as well as theoretical,<br />
historical and other fictive texts (provided via blackboard).<br />
Required viewing: In this seminar we will analyze a number of films, which need to<br />
be watched by all students before the respective seminar. Dates for film screenings<br />
will be arranged in the first session.<br />
Requirements (CP): regular attendance, active participation, written assignments,<br />
final paper/exam.<br />
Students who take this course as a Cultural Studies seminar need to have passed<br />
the “Introduction to Cultural Studies”.
Übungen<br />
050 663<br />
Introduction to Cultural Studies (USA), 3 CP<br />
Gruppe A: 2 st. mi 10-12 GABF 04/613 Süd Bidlingmaier<br />
Gruppe B: 2 st. mi 12-14 GB 02/160 Bidlingmaier<br />
Gruppe C: 2 st. di 16-18 GABF 04/613 Süd Brandt<br />
Gruppe D: 2 st. do 12-14 GABF 04/614 Süd Brandt<br />
Gruppe E: 2 st. do 10-12 GABF 04/614 Süd Schweinfurth<br />
This course provides an introduction to the field of 'Cultural Studies' with a<br />
specifically American focus. Students will obtain knowledge of the key theoretical<br />
models that determine the questions asked and the methods used by (American)<br />
Cultural Studies. In each case, we will test the practical use of our results by applying<br />
them to 'cultural' practices (in the broad sense) like TV, film, music, advertising,<br />
sports and tourism. In addition, the categories of class, gender, ethnicity and<br />
sexuality will be discussed in their repercussions for individual and group identities<br />
and with regard to their reflection in contemporary American literature and popular<br />
culture. The second main aim of the class is to give an introduction to the most<br />
central facts of American Landeskunde, which will prominently feature a historical<br />
perspective.<br />
Apart from regular attendance, familiarity with the texts set for the individual sessions<br />
and active participation in the discussion, students will have to sit and pass a test.
FACHSPRACHEN<br />
<strong>Seminar</strong>e<br />
050 666 Bachem<br />
The Language of Legal Texts, 4 CP<br />
2 st. mi 12-14 GB 02/60<br />
In this seminar we shall explore a wide range of spoken and written legal discourses,<br />
focusing on those morphological, syntactic and semantic features that may be seen<br />
to constitute text-typical features and structures. Systemic differences will also be<br />
addressed, especially by joint attempts at producing translations of a variety of<br />
German and English legal texts. In this way ESP theories and practical exercises are<br />
designed to inform and modify each other. Finally, pragmatic aspects will also be<br />
taken into account, allowing a broader view of legal communication in the context of<br />
public institutions, corporate transactions, and legal matters of individuals.<br />
Interested students are expected to read a considerable number of primary and<br />
secondary texts, and they should preferably have attended and successfully passed<br />
ESP classes (e.g. Wirtschafts-/Rechtsenglisch I and II). Internet search skills are<br />
also of advantage.<br />
A bibliography and reading materials will be issued in the first session, and a list of<br />
topics for oral and written assignments can already be collected (in my office hour)<br />
towards the end of the winter semester.<br />
Students are required to give an oral presentation and pass a final exam or write a<br />
term paper.
--- --- Müller<br />
English in the Courtroom: English Linguistics and Forensic Analysis, 4 CP<br />
2 st. di 14-16 GABF 04/614 Süd<br />
(vgl. Vorl.-Nr. 050 612)<br />
Forensic linguistics is a fairly new and very exciting discipline. It may be<br />
characterized as “performing linguistic analysis so that it can be used as evidence in<br />
court cases”. Accordingly, the world of forensic linguists revolves around unsolved<br />
crime cases, often blackmail. Just like other forensic experts, linguists in the<br />
courtroom are faced with the question of whether the defendant can be linked to<br />
evidence found in connection with a crime. This evidence may take the form of<br />
written letters (stylistic analysis) or spoken telephone calls (identifying local accents).<br />
As a rather convenient side effect, forensic analysis has forced linguistics to adopt<br />
more practical approaches and methodologies, instead of focusing forever on theory.<br />
Übungen<br />
050 668 Schwedmann<br />
Wirtschaftsenglisch I, 3 CP<br />
Gruppe A: 2 st. fr 10-12 GB 02/160<br />
This Business English I class is intended as an introduction to the language of<br />
business and commerce. Course credits will be awarded to participants who<br />
complete the various homework assignments and pass the end-of-semester exam<br />
paper. Normal attendance rules apply.<br />
Course textbook: Englisch in Wirtschaft und Handel. Neue Ausgabe, Cornelsen<br />
2002.
050 668 Poziemski<br />
Wirtschaftsenglisch I, 3 CP<br />
Gruppe B: 2 st. mi 10-12 GABF 04/252 Nord<br />
This Business English class will be an introduction to the language of business and<br />
commerce. Participants should already have reached the Common European<br />
Framework language level of B2.<br />
The class will conclude with a two-hour end-of-semester test.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen 2002.<br />
050 668 Issel<br />
Wirtschaftsenglisch I, 3 CP<br />
Gruppe C: 2 st. di 14-16 GABF 04/257 Nord<br />
This Business English Class is intended as an introduction to the language of<br />
business and commerce.<br />
Requirements: active participation, homework assignments and final exam. Normal<br />
attendance rules apply.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen, 2002. Additional<br />
material will be supplied.<br />
050 669 Schwedmann<br />
Wirtschaftsenglisch II, 3 CP<br />
Gruppe A: 2 st. fr 12-14 GABF 04/613 Süd<br />
This advanced ESP class is a continuation of Business English I and II. To<br />
participate in this third class you should ideally have completed the first two Business<br />
English classes.<br />
Course credits will be awarded to participants who complete the term assignments,<br />
give a presentation on a chosen Business English topic and pass the end-of-term<br />
exam paper.<br />
Course textbook: Englisch in Wirtschaft und Handel. Neue Ausgabe, Cornelsen,<br />
2002.
050 669 Schneider<br />
Wirtschaftsenglisch II, 3 CP<br />
Gruppe B: 2 st. mo 18-20 GABF 04/614 Süd<br />
This class is a continuation of Business English I, and participants must have<br />
successfully completed Business English I in order to be able to join Business<br />
English II.<br />
Course credits will be awarded to participants who complete the various class<br />
assignments and pass the end-of-semester exam paper. Normal attendance rules<br />
apply.<br />
Course textbook: Englisch in Wirtschaft und Handel. Cornelsen, 2002.<br />
050 669 Poziemski<br />
Wirtschaftsenglisch II, 3 CP<br />
Gruppe C: 2 st. di 10-12 GBCF 05/705<br />
This class is a continuation of Business English I, and participants should have<br />
succesfully completed Business English I before signing up for this class.<br />
Course credits will be awarded to participants who complete the various class<br />
assignments and pass the end-of-semester exam paper. Normal attendance rules<br />
apply.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen, 2002.<br />
050 669 Issel<br />
Wirtschaftsenglisch II, 3 CP<br />
Gruppe D: 2 st. di 16-18 GABF 04/255 Nord<br />
The class is a continuation of Business English I, which participants should have<br />
passed in order to join this course.<br />
Requirements: active participation, homework assignments and final exam. Normal<br />
attendance rules apply.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen, 2002. Additional<br />
material will be provided.
050 670 Bachem<br />
Rechtsenglisch I, 3 CP<br />
2 st. di 8.30-10 GABF 04/413 Süd<br />
This course is designed to introduce students to major areas and aspects of the<br />
British legal system. Cross-references to the US system will also be made. Reading<br />
comprehension exercises, involving the precise and quick recognition of recurrent<br />
lexical, grammatical and syntactic patterns, and written as well as oral assignments<br />
are meant to consolidate and develop students´ communicative competence in at<br />
least two special areas of the law.<br />
Students are required to give an oral presentation or pass a final exam.<br />
050 671 Bachem<br />
Rechtsenglisch II, 3 CP<br />
2 st. di 10-12 GB 02/160<br />
This course is designed to introduce law students and students of Anglistik to major<br />
areas and aspects of the British legal system. The Law of Tort and Contract Law will<br />
be the two major fields of inquiry. Cross-references to the US system will also be<br />
made. Reading comprehension exercises, involving the precise and quick<br />
recognition of recurrent lexical, grammatical and syntactic patterns, and written as<br />
well as oral assignments are meant to consolidate and develop students´<br />
communicative competence in at least two special areas of the law.<br />
Prior attendance of Rechtsenglisch I is not obligatory though of some help. Students<br />
are required to give an oral presentation or pass a final exam.
FREMDSPRACHENAUSBILDUNG<br />
050 675 West<br />
Grammatik II, 3 CP<br />
Gruppe A: 2 st. di 12-14 GABF 04/413 Süd<br />
Gruppe B: 2 st. di 14-16 GABF 04/413 Süd<br />
Gruppe C: 2 st. mi 10-12 GABF 04/413 Süd<br />
The class takes a linguistic approach to grammar and seeks to develop your<br />
awareness of language as a complex and coherent structure. We will focus upon the<br />
notion of constituency, word classes, phrasal categories, functions, and clauses.<br />
Requirements: an exam at the end of the semester.<br />
050 676 Bidlingmaier<br />
Kommunikation II, 3 CP<br />
Gruppe A: 2 st. do 8-10 GABF 04/253 Nord<br />
Gruppe B: 2 st. do 10-12 GABF 04/253 Nord<br />
As the follow-up of Communication I, this course is designed to improve<br />
communication skills within both academic as well as occupational fields such as<br />
critical thinking, analysis of issues within various academic disciplines, writing cover<br />
letters and resumes, as well as writing reviews.<br />
050 676 der Kinderen<br />
Kommunikation II, 3 CP<br />
Gruppe C: 2 st. mi 14-16 GABF 04/614 Süd<br />
This course builds on Communication I and aims at enhancing the participants’<br />
abilities in spoken and written English. We will look at a variety of written texts, such<br />
as reviews, e-mails, letters, news items, internet blogs, and (political) speeches in<br />
order to understand their differences in style and register. A first phase of analysis<br />
and working on vocabulary will be followed by a phase of composing our own texts.<br />
Turning from written to oral communication, we will then focus on oral presentations,<br />
with special emphasis on interactivity, for instance in a panel discussion.<br />
Requirements: active participation, oral and written assignments. Normal attendance<br />
rules apply.
050 676 Versteegen<br />
Kommunikation II, 3 CP<br />
Gruppe D: 2 st. mi 10-12 GB 6/137 Nord<br />
The course will hone students’ composition skills in a range of text genres which are<br />
likely to be met with in everyday communication processes, such as letters, news<br />
items, reviews, blurbs, small ads etc. The focus will be on general genre conventions<br />
as well as on culture-specific strategies which native speakers typically tend to use to<br />
achieve intelligibility, express politeness, or simply grab the reader’s attention. A<br />
second field of study will be oral presentations. Students will practise all the<br />
production steps ranging from narrowing down their topics and limiting their materials<br />
to selecting appropriate media support and, finally, incorporating their presentations<br />
in interactive communication processes.<br />
050 676 von Contzen<br />
Kommunikation II, 3 CP<br />
Gruppe E: 2 st. fr 10-12 GB 5/39 Nord<br />
This course builds on Communication I and aims at enhancing the participants’<br />
abilities in spoken and written English. We will look at a variety of written texts, such<br />
as reviews, e-mails, letters, news items, internet blogs, and (political) speeches in<br />
order to understand their differences in style and register. A first phase of analysis<br />
and working on vocabulary will be followed by a phase of composing our own texts.<br />
Turning from written to oral communication, we will then focus on oral presentations,<br />
with special emphasis on interactivity, for instance in a panel discussion.<br />
Requirements: active participation, oral and written assignments. Normal attendance<br />
rules apply.
050 677 Keuneke<br />
Übersetzung II, 3 CP<br />
Gruppe A: 2 st. do 12-14 GABF 04/413 Süd<br />
This course will focus on the translation of intermediate level texts from the fields of<br />
literature and cultural studies. We will also deal with grammatical, cultural, and<br />
terminological problems that may occur when translating texts from German into<br />
English.<br />
Students are expected to participate regularly and actively. Assessment will be<br />
based on two hand-in translations.<br />
050 677 Müller<br />
Übersetzung II, 3 CP<br />
Gruppe B: 2 st. mo 12-14 GB 6/137 Nord<br />
Gruppe C: 2 st. di 12-14 GB 6/137 Nord<br />
We will translate texts from a range of different text types and will try to discuss the<br />
main difficulties of translating, such as differences in grammar and vocabulary, but<br />
also issues of style and register as well as cultural differences, which may easily<br />
render a slavish one-to-one translation meaningless.<br />
050 677 Ottlinger<br />
Übersetzung II, 3 CP<br />
Gruppe D: 2 st. fr 12-14 GB 03/42<br />
Intermediate-level texts from the fields of literature and culture will be translated from<br />
German into English. The focus will be on terminology and recurring grammatical<br />
problems.<br />
Course requirements: regular attendance, active participation, two written tests.
050 668 Schwedmann<br />
Wirtschaftsenglisch I, 3 CP<br />
Gruppe A: 2 st. fr 10-12 GB 02/160<br />
This Business English I class is intended as an introduction to the language of<br />
business and commerce. Course credits will be awarded to participants who<br />
complete the various homework assignments and pass the end-of-semester exam<br />
paper. Normal attendance rules apply.<br />
Course textbook: Englisch in Wirtschaft und Handel. Neue Ausgabe, Cornelsen<br />
2002.<br />
050 668 Poziemski<br />
Wirtschaftsenglisch I, 3 CP<br />
Gruppe B: 2 st. mi 10-12 GABF 04/252 Nord<br />
This Business English class will be an introduction to the language of business and<br />
commerce. Participants should already have reached the Common European<br />
Framework language level of B2.<br />
The class will conclude with a two-hour end-of-semester test.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen 2002.<br />
This seminar will begin on 21 October.<br />
050 668 Issel<br />
Wirtschaftsenglisch I, 3 CP<br />
Gruppe C: 2 st. di 14-16 GABF 04/257 Nord<br />
This Business English Class is intended as an introduction to the language of<br />
business and commerce.<br />
Requirements: active participation, homework assignments and final exam. Normal<br />
attendance rules apply.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen, 2002. Additional<br />
material will be supplied.<br />
050 669 Schwedmann
Wirtschaftsenglisch II, 3 CP<br />
Gruppe A: 2 st. fr 12-14 GABF 04/613 Süd<br />
This advanced ESP class is a continuation of Business English I and II. To<br />
participate in this third class you should ideally have completed the first two Business<br />
English classes.<br />
Course credits will be awarded to participants who complete the term assignments,<br />
give a presentation on a chosen Business English topic and pass the end-of-term<br />
exam paper.<br />
Course textbook: Englisch in Wirtschaft und Handel. Neue Ausgabe, Cornelsen,<br />
2002.<br />
050 669 Schneider<br />
Wirtschaftsenglisch II, 3 CP<br />
Gruppe B: 2 st. mo 18-20 GABF 04/614 Süd<br />
This class is a continuation of Business English I, and participants must have<br />
successfully completed Business English I in order to be able to join Business<br />
English II.<br />
Course credits will be awarded to participants who complete the various class<br />
assignments and pass the end-of-semester exam paper. Normal attendance rules<br />
apply.<br />
Course textbook: Englisch in Wirtschaft und Handel. Cornelsen, 2002.<br />
050 669 Poziemski<br />
Wirtschaftsenglisch II, 3 CP<br />
Gruppe C: 2 st. di 10-12 GBCF 05/705<br />
This class is a continuation of Business English I, and participants should have<br />
succesfully completed Business English I before signing up for this class.
Course credits will be awarded to participants who complete the various class<br />
assignments and pass the end-of-semester exam paper. Normal attendance rules<br />
apply.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen, 2002.<br />
050 669 Issel<br />
Wirtschaftsenglisch II, 3 CP<br />
Gruppe D: 2 st. di 16-18 GABF 04/255 Nord<br />
The class is a continuation of Business English I, which participants should have<br />
passed in order to join this course.<br />
Requirements: active participation, homework assignments and final exam. Normal<br />
attendance rules apply.<br />
Course textbook: Englisch in Wirtschaft und Handel, Cornelsen, 2002. Additional<br />
material will be provided.<br />
050 670 Bachem<br />
Rechtsenglisch I, 3 CP<br />
2 st. di 8.30-10 GABF 04/413 Süd<br />
This course is designed to introduce students to major areas and aspects of the<br />
British legal system. Cross-references to the US system will also be made. Reading<br />
comprehension exercises, involving the precise and quick recognition of recurrent<br />
lexical, grammatical and syntactic patterns, and written as well as oral assignments<br />
are meant to consolidate and develop students´ communicative competence in at<br />
least two special areas of the law.<br />
Students are required to give an oral presentation or pass a final exam.
050 671 Bachem<br />
Rechtsenglisch II, 3 CP<br />
2 st. di 10-12 GB 02/160<br />
This course is designed to introduce law students and students of Anglistik to major<br />
areas and aspects of the British legal system. The Law of Tort and Contract Law will<br />
be the two major fields of inquiry. Cross-references to the US system will also be<br />
made. Reading comprehension exercises, involving the precise and quick<br />
recognition of recurrent lexical, grammatical and syntactic patterns, and written as<br />
well as oral assignments are meant to consolidate and develop students´<br />
communicative competence in at least two special areas of the law.<br />
Prior attendance of Rechtsenglisch I is not obligatory though of some help. Students<br />
are required to give an oral presentation or pass a final exam.
ÜBUNGEN FÜR HÖRER(INNEN) ALLER<br />
FAKULTÄTEN/OPTIONALBEREICH<br />
____________________________________________________
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