Englisches Seminar - Ruhr-Universität Bochum

E N G L I S C H E S S E M I N A R 

R U H R - U N I V E R S I T Ä T B O C H U M 

SEMINARINTERNES VORLESUNGSVERZEICHNIS 

MASTER OF EDUCATION 

FÜR DAS SOMMERSEMESTER 2013 

(Bitte beachten: Für den Master of Arts gibt es ein eigenes seminarinternes 

Vorlesungsverzeichnis!)

WICHTIGE INFOS 

Alle Lehrveranstaltungen des Englischen Seminars beginnen in der zweiten 

Semesterwoche, d.h. in der Woche ab dem 15. April 2013. Bitte betrachten Sie 

alle anders lautenden Ankündigungen als überholt. Die erste Semesterwoche ist für 

die Durchführung und Korrektur von Nachprüfungen sowie für die Studienberatung 

vorgesehen. 

Anmeldung zu den Lehrveranstaltungen per VSPL 

Wie in den letzten Semestern wird auch für das Sommersemester 2013 für alle 

Lehrveranstaltungen ein elektronisches Anmeldeverfahren unizentral über VSPL- 

Campus durchgeführt. Mit dem Rechenzentrum ist vereinbart, dass wir ein 

Verteilverfahren nutzen. Das bedeutet, dass die Anmeldung gewissermaßen in 2 

Etappen erfolgt: zunächst also die Anmeldung für die gewünschte Veranstaltung, 

wobei Sie jeweils auch Ihre 2. und 3. Wahl angeben für den Fall, dass die 

Veranstaltung Ihrer 1. Wahl überbelegt wird. Auf elektronischem Wege erfolgt dann 

in einem zweiten Schritt die Zuteilung der Plätze auf der Basis Ihrer Priorisierung. 

Dies gilt für die Veranstaltungen der Basismodule ebenso wie für die 

Veranstaltungen der Aufbaumodule. 

Bei dieser Form des Anmeldeverfahrens geht es nicht darum, Studierende aus 

Veranstaltungen auszuschließen, sondern im Rahmen des Möglichen für eine 

gleichmäßigere Verteilung zu sorgen, damit die Studienbedingungen insgesamt 

verbessert werden. Mit geringfügigen Einschränkungen wird dies schon jetzt erreicht. 

Auch für die Vorlesungen sollten Sie sich anmelden. Hier dient die Anmeldung der 

Erfassung der Teilnehmernamen bzw. -zahlen. Das ist wichtig für die Erstellung von 

Skripten (wir kennen frühzeitig die Teilnehmerzahl und können die Druckaufträge 

entsprechend vergeben). Außerdem können wir mit den Teilnehmerdaten 

Teilnehmerlisten erstellen und insbesondere zum Semesterende die 

Notenverwaltung leichter handhaben. 

Die Anmeldungen für die Veranstaltungen der Master- und M.Ed.-Module können 

in der Zeit 

vom 28. Februar 2013, 10.00 Uhr, bis 5. April 2013, 14.00 Uhr, 

vorgenommen werden. Wegen des Verteilverfahrens kommt es nicht darauf an, 

gleich am Starttag alle Anmeldungen durchzuführen. Nach Abschluss der 

Anmeldungen wird das Verteilverfahren generiert, das dann zu den endgültigen 

Teilnehmerlisten führt. Sollten sich nach dem Abschluss des Verteilverfahrens auf 

der Basis der von Ihnen vorgegebenen Priorisierung Terminkonflikte mit 

Veranstaltungen des 2. Faches oder des Optionalbereichs ergeben, wenden Sie sich 

bitte an die Dozenten oder Dozentinnen der betroffenen Lehrveranstaltung. 

___________________________________________________________________

M.Ed.-Prüfungsberechtigte im Sommersemester 2013 

Dr. habil. Sebastian Berg 

Jun.-Prof. Dr. Simon Dickel Prof. Dr. Kornelia Freitag 

Prof. Dr. Luuk Houwen PD Dr. Uwe Klawitter PD Dr. Bernd Klähn 

Prof. Dr. Christiane PD Dr. Monika Müller Prof. Dr. Burkhard 

Meierkord 

Niederhoff 

Prof. Dr. Anette Pankratz Prof. Dr. Markus Ritter Prof. Dr. Roland Weidle 

Jun.-Prof. Dr. Eva Wilden

INHALTSVERZEICHNIS 

(MEd.) 

Wichtige Infos 01 

M.Ed.-Prüfungsberechtigte im Sommersemester 2013 02 

Studienberatung 03 

M.A./M.Ed.-Eingangssprachtests 04 

Bibliothek 05 

Feriensprechstunden der Dozenten/Dozentinnen 06 

Sprechstunden im Sommersemester 2013 08 

Raumpläne 10 

Öffnungszeiten der Sekretariate des Englischen Seminars 12 

FACHWISSENSCHAFT 13 

FACHWISSENSCHAFTLICHE MODULE 13 

Linguistik 13 

Vorlesung 13 

Seminare 14 

Übung 15 

LITERATUR/CULTURAL STUDIES 17 

Vorlesungen 17 

Seminare 20 

Übungen 29 

MODUL FREMDSPRACHENAUSBILDUNG 32 

FREMDSPRACHEN- UND LITERATURDIDAKTIK 34 

Modul Fremdsprachendidaktik 34 

Basisseminare Fremdsprachendidaktik 34 

Aufbauseminare Fremdsprachendidaktik 35 

Modul Literaturdidaktik 37 

Modul Praxisstudien 40 

Fristen und Vorlesungszeiten 45 

Seite

STUDIENBERATUNG 

Für alle Studierende ist ein umfangreiches Beratungsangebot 

vorgesehen. 

Vor der Einschreibung in die M.A.-Phase ist für alle Studierenden der 

Abschluss des B.A.-Studiums und ein obligatorisches 

Beratungsgespräch erforderlich. Diese obligatorische Beratung erfolgt 

durch die Prüfungsberechtigten und die Studienfachberaterin. Über die 

Beratung wird eine Bescheinigung ausgestellt. 

Die Studienfachberaterin PD Dr. Monika Müller (GB 5/141) bietet 

während der Vorlesungszeit Sprechstunden zu allen Fragen des 

Studiums und der Prüfungen dienstags (10:00-14:00 Uhr) und 

donnerstags (11.00-13:00) in GB 5/141 an. 

Natürlich stehen auch alle im M.A. Lehrenden in ihren Sprechstunden zu 

allen Angelegenheiten des Studiums und der Prüfungen für Fragen zur 

Verfügung.

M.A./M.Ed.-Eingangssprachtests 

18. Juni 2012 Deg/Mar 

Ausländische Studierende, die den B.A. in ihrem Heimatland abgeschlossen 

haben und sich um einen Studienplatz für den M.A. Anglistik oder den M.Ed. 

Englisch an der Ruhr-Universität Bochum bewerben, müssen ab Juni 2008 einen 

externen Sprachtest nachweisen. 

Ausgenommen sind Absolventen, die ihren B.A. in den folgenden Ländern abgelegt 

haben: UK, Irland, USA, Kanada, Australien, Neuseeland und Südafrika. 

Die Tests sollten zum Zeitpunkt des Zulassungsantrages nicht älter als drei Jahre 

sein. 

Kann ein Studierender zum Zeitpunkt des Zulassungsantrages keinen der unten 

genannten Tests auf dem geforderten Niveau nachweisen, wird der 

Studienfachberater keine Zulassung vornehmen. 

Folgende internationale Tests werden mit den genannten Mindestpunktzahlen / 

Mindestnoten für die Zulassung anerkannt: 

IELTS TOEFL CBTOEFL IBTOEFL WELT TEEP CAE CPE CEFR 

International Test of Test of Test of Warwick Test of Cambridge Cambridge Common 

English English as a English as a English as English English for Certificate in Certificate of European 

Language Foreign Foreign a Foreign Language Educational Advanced Proficiency Framework 

Testing 

Service 

Language Language Language Test Purposes English in English of Reference 

Paper Test Computer Internet 

Test 

Test 

6.5 580 237 92 BBC/ 

BCC 

6.5 B C C 1

BIBLIOTHEK 

Öffnungszeiten: Vorlesungszeit: Mo - Fr 8.30 - 18.30 Uhr 

Sa 10-14 Uhr 

vorlesungsfreie Zeit: Mo - Fr 9.30 – 17 Uhr 

Sa 10-14 Uhr 

(August und September samstags geschlossen) 

Detaillierte Informationen einschließlich einer Übersicht über den Aufbau der 

Signaturen finden Sie unter: http://www.bibphil.ruhr-uni-bochum.de/Ang.htm . 

Das Englische Seminar verfügt über eine umfangreiche Sammlung an 

Videoaufzeichnungen, die in der Bibliothek zur Ausleihe zur Verfügung stehen 

(Arbeitsraum im Südkern, Öffnungszeiten: s. Aushang an der Bibliothekstür). Die 

Sammlung umfasst ca. 1.200 Bänder und wird laufend ergänzt. Ein Katalog liegt 

neben dem Kopierer (in der Nähe des Bibliothekstreppenhauses im Nordkern) aus. 

Die Videobänder können zu den angeschlagenen Zeiten auch von Ihnen entliehen 

werden (Leihfrist: 1 Woche, Verlängerung um 1 Woche ist möglich). 

Auf die umfangreiche Sammlung von Standardtexten der englischsprachigen 

Literatur in der Ausleihbibliothek (Etage 5, rote Signaturschilder) wird verwiesen. 

Diese Titel können für einen längeren Zeitraum entliehen werden.

ENGLISCHES SEMINAR DER RUHR-UNIVERSITÄT BOCHUM 

F E R I E N S P R E C H S T U N D E N 

der Dozenten/Dozentinnen des Englischen Seminars in der Zeit 

vom 4. Februar bis zum 12. April 2013 

Name Tag Uhrzeit Raum 

Bachem, K. n.V. per E‐Mail GB 6/136 

Berg Mi 

(außer Urlaubszeiten und 

Dienstreisen s. Aushang) 

16:00‐17:00 GB 6/144 

Brenzel Fr 9:00‐10:00 GB 6/37 

Dickel 5.2./6.2./21.2./7.3./21.3./11.4. 

Bitte melden Sie sich vorher 

per E‐Mail an. 

jeweils ab 14:00 Uhr GB 6/143 

Edwards nach Vereinbarung GB 5/134 

Fonkeu GB 6/129 

Freitag nach Terminabsprache mit 

Frau Sicking, GB 5/129 

GB 5/133 

Goth Mo 11:00‐12:00 GB 5/29 

Houwen 

Mi 

Termine bitte bei Frau 

Dornieden in GB 6/32 erfragen 

und sich dort auch anmelden 

12:00‐14:00 GB 6/33 

Jäkel Di 9:00‐10:00 GB 6/38 

Klähn nach vorh. tel. V. GB 5/138 

Klawitter Mi 

(bitte Aushänge an meiner 

Bürotür beachten; in der 

vorlesungsfreien Zeit ist keine 

Voranmeldung durch Eintrag in 

Liste erforderlich) 

12:30‐13:30 GB 5/136 

McColl n.V. per E‐Mail GB 6/139 

Meierkord 20.2./13.3./10.4.2013 

Bitte bei Frau Stauch, GB 6/32, 

anmelden 

10:00‐12:00 GB 6/31 

Merten n.V. GB 6/38 

Minow Di 14:00‐15:00 GB 5/136 

Müller, M. Di/Mi 

(außer Urlaubszeiten und 

Dienstreisen s. Aushang an 

meiner Tür) 

11:00‐13:00 GB 5/141 

Müller, T. Di 

(außer 19.2., 5.3.) 

11:00‐13:00 GB 5/135 

Niederhoff Di 

or by appointment 

11:00‐12.:30 

Ottlinger Di (außer in der Urlaubszeit; s. 

Aushang an meiner Tür) 

10:00‐11:00 GB 5/137 

Feriensprechstunden 4.2.‐12.4.2013


Pankratz 13.2./27.2./20.3./27.3. 

Bitte bei Frau Ute Pipke, GB 

5/33, anmelden. 

11:00‐13:00 GB 5/34 

Poziemski 5.2./12.2./19.2./12.3./19.3. 12:00‐13:00 GB 5/31 

Ritter n. V., bitte bei Frau Ute Pipke, 

GB 5/33, anmelden. 

GB 5/32 

Rogge GB 6/144 

Siepmann n.V. GB 5/136 

Smith Di 10:30‐11:30 GB 5/140 

Ssempuuma 6.2./20.2./13.3. 10‐12 GB 6/29 

Steinhoff n.V. GB 5/134 

Thiele 12.2. 

13:00‐14:00 

GB 5/138 

22.2. 

16:00‐17:00 

7.3. 

13:00‐14:00 

26.3. 

und nach Vereinbarung 

14:00‐15:00 

Urselmann n.V. GB 6/136 

Versteegen Di 

(außer 5.3. und 26.3.) 

11:00‐12:00 GB 5/31 

Viol Mi 11:00‐13:00 GB 6/131 

Vogel GB 5/138 

de Waal n.V. GB 5/139 

Wagemeyer n.V. per E‐Mail GB 6/136 

Wagner siehe Aushang an der Tür GB 5/29 

Walter, M. GB 5/136 

Weidle Mi, 6.2./20.2. 

Mi 6.3./20.3. 

(nach Rücksprache mit Frau 

Pieper, GB 6/142) 

9:00‐11:00 GB 6/141 

Werthschulte Mo 

(bitte per E‐Mail anmelden) 

14:00‐15:00 n.V. GB 6/139 

Wilden GB 6/140 

Zucker GB 5/137 

Zumhasch GB 6/129

ENGLISCHES SEMINAR DER RUHR-UNIVERSITÄT BOCHUM 

S P R E C H S T U N D E N 

der Dozenten/Dozentinnen des Englischen Seminars 

im Sommersemester 2013 


Berg Mi 11:00‐12:00 GB 6/144 

Brenzel Fr 9:00‐10:00 GB 6/37 

Busch GB 5/138 

Dickel Bitte in die Liste an der Bürotür 

eintragen 

GB 6/143 

Freitag Mi 

nach vorh.Vereinb. mit Frau 

Sicking 

10:00‐12:00 GB 5/133 

Fröhlich n.d. Veranstaltung GB 6/136 

Goth Mo 11:00‐12:00 GB 5/29 

Hermann nach der Veranstaltung GB 5/136 

Houwen Mi 

Bitte bei Frau Dornieden, GB 


11:00‐12:00 GB 6/33 

Jäkel Mi 9:00‐10:00 GB 6/38 

Kindinger Di 12:00‐13:00 GB 5/134 

Klähn nach vorh. tel. V. GB 5/138 

Klawitter Mi 

(bitte in die Liste an der 

Bürotür eintragen) 

12:30‐13:30 GB 5/136 

McColl GB 6/139 

Meierkord Mi 

Bitte bei Frau Stauch, GB 6/32, 

anmelden 

11:00‐13:00 GB 6/31 

Minow Di 14:00‐15:00 GB 5/136 

Müller, M. Di 

10:00‐14:00 

GB 5/140 

Do 

11:00‐13:00 

Müller, T. Di 

16:00‐17:00 

GB 5/135 

Do 

14:00‐15:00 

Niederhoff Di 

or by appointment 

16:00‐17:30 GB 5/131 

Ottlinger Di 10:00‐11:00 GB 5/137 

Pankratz Mi 



11:00‐13:00 GB 5/34 

Poziemski Di 12:00‐13:00 GB 5/31 

Ritter Mi 


5/33, anmelden 

11:00‐13:00 GB 5/32 

Rogge Fr 12:00‐13:00 GB 6/144 

Smith GB 5/140 

Ssempuuma Mi 10:00‐12:00 GB 6/29 

Steinhoff GB 5/134 

Sprechstunden Sommersemester 2013


Strubel‐Burgdorf nach den Veranstaltungen GB 6/136 

Thiele Fr 14:00‐15:00 GB 5/138 

Versteegen GB 5/31 

Viol Mi 11:00‐13:00 GB 6/131 

Vogel beurlaubt GB 5/138 

von Contzen Mi 11:00‐12:00 GB 6/37 

de Waal nach Vereinbarung GB 5/139 

Wagner Do 16:00‐17:00 GB 5/29 

Walter, M. GB 5/139 

Weidle Mi 

Please contact his secretary, 

Ms. Pieper to make an 

appointment. Phone No. 

0234/32‐28943. 

10:15‐12:15 GB 6/141 

Werthschulte Mi 14:00‐15:00 GB 6/139 

Wilden Anmeldung unter 

www.evawilden.de 

GB 6/140 

Zucker Di 11:00‐12:00 GB 5/137 

Zumhasch Fr 12:00‐13:00 GB 6/129

ÖFFNUNGSZEITEN 

DER SEKRETARIATE 

DES ENGLISCHEN SEMINARS 

______________________________________________________________ 

Sekretariat Öffnungszeit 

Geschäftszimmer des Englischen 

Seminars 

Frau Monika Marquart 

GB 6/133 

Lehrstuhl Anglistik I – Prof. 

Dr. Roland Weidle 

Frau Annette Pieper 

GB 6/142 

Lehrstuhl Anglistik II – Prof. 

Dr. Christiane Meierkord 

Frau Barbara Stauch-Niknejad 

GB 6/32 

Lehrstuhl Anglistik III – Prof. 

Dr. Burkhard Niederhoff 

Frau Hildegard Sicking 

GB 5/129 

Lehrstuhl Anglistik IV - Prof. 

Dr. Kornelia Freitag 

Frau Hildegard Sicking 

GB 5/129 

Lehrstuhl Anglistik V - Prof. 

Dr. Luuk Houwen 

Martina Dornieden 

GB 6/32 

Lehrstuhl Anglistik VI – Prof. 

Dr. Anette Pankratz 

Frau Ute Pipke 

GB 5/33 

Prof. Dr. Markus Ritter 

Frau Ute Pipke 

GB 5/33 

montags-freitags 9:00-13:00 Uhr 

montags-donnerstags 8:00-12:30 

Uhr 

montags 8:00-13:00 Uhr 

dienstags 8:00-12:00 Uhr 

mittwochs 8:00-14:00 Uhr 

donnerstags 8:00-13:00 Uhr 



montags 10:00-13:00 Uhr 

dienstags und mittwochs 10:00- 

16.30 Uhr 

donnerstags 10:00-15:30 Uhr 


Uhr 


Uhr

FACHWISSENSCHAFT 

FACHWISSENSCHAFTLICHE MODULE 

(Prüfungsrelevantes Modul mit Modulabschlussprüfung) 

LINGUISTIK 

Vorlesung 

050 610 Meierkord 

Sociolinguistics, 3 CP 

2 st. mo 12-14 HGB 10 

This series of lectures intends to present the major research questions, methods and 

results of sociolinguistics, the linguistic subdiscipline which focuses on the relation 

between language and society. The topics will include regional and social 

dialectology, a review of early correlation studies, code-switching and language 

contact, critical sociolinguistics, and language planning. Particular attention will be 

paid to recent developments in the field of sociolinguistics, such as discussions of 

language contact in urban communities, identity construction, or approaches to 

language shift and change. 

Literature: students are advised to purchase a copy of the following book, which will 

be available from Schaten as well as from most online book sellers: 

Mesthrie, Rajend et al. (2009). Introducing Sociolinguistics. 2nd ed. Edinburgh: 

Edinburgh University Press. 

Assessment/requirements: written end-of-term test.

Seminare 


Interdisciplinary Syntax, 5 CP 

2 st. do 12-14 GABF 04/613 Süd 

In this course, we will look at a variety of approaches that have established 

themselves in the field of syntax. After a number of sessions that will be designed to 

revise basic concepts and the development of Chomskyan syntax, we will investigate 

approaches to syntax that go beyond the sentence structure. These aim to account 

for the function of individual grammatical structure as well as for grammatical 

variation. We will discuss interdisciplinary approaches such as (lexico-)functional 

syntax, dialect syntax, social syntax, and ethnosyntax. 

Registration is strictly via VSPL only, as further information and material will be 

distributed before the beginning of the semester. Please read this carefully and bring 

it along to the pre-course meeting. 

Assessment/requirements: Übung: regular active participation (this will include 

regular reading and, possibly, data analyses at home) and a contribution to an inclass 

group presentation (with handout, data collection, and literature reviews); 

Seminar: the above, and an empirical term paper (15-18 pages). For students taking 

the course to cover the exam module: annotated bibliography of 10 titles related to 

the course topic; three paper summaries. 


English in the Caribbean, 5 CP 

Blockveranstaltung 08.04.2013, 8:30 - 10:00 GABF 04/613 Süd 

22. - 26.07.2013, 10:00 - 16:00 Uhr GABF 04/613 Süd 

This seminar focuses the current uses of different forms of English in the Caribbean. 

We will start from a thorough introduction to the historical and socio-cultural 

background of English in the area as well as to the study of those features which 

characterize the different types of first and second language Englishes and Englishbased 

creole languages. Students will then concentrate on varieties of English such 

as Jamaican Creole, Bahamian English, or Trinidadian English relating these to 

issues of identity construction, language contact, language policy and education. 

Registration is strictly via VSPL only, as further information and material will be 

distributed before the beginning of the semester. Please read this carefully and bring 

it along to the preparatory meeting.

This course takes place as a block seminar. There will be an obligatory 

preparatory meeting on April 08, 2013, 8.30 - 10.00, which students must attend, as 

we will discuss the course outline and assign presentations on that day. Students 

also must have read the individual texts on the readings list before the block seminar. 

There will be a brief test on the first day of the block seminar to ensure that 

participants have done so. Please note that you will not be allowed to participate in 

the seminar, if you fail to attend the preparatory meeting or to document that you 

have read the texts. 

Assessment/requirements: Übung: regular active participation (this will include 

regular reading and, possibly, data analyses at home) and a contribution to an inclass 

group presentation (with handout, data collection, and literature reviews); 

Seminar: the above, and an empirical term paper (15-18 pages). For students taking 

the course to cover the exam module: annotated bibliography of 10 titles related to 

the course topic; three paper summaries. 

Übung 

050 710 Müller, T. 

Grammaticalisation, 3 CP 

2 st. mi 12-14 GABF 04/613 Süd 

One of the classic views of functional linguistics is expressed in Talmy Givón’s 

famous formula ‘Today’s morphology is yesterday’s syntax.’ Yet the view that 

grammatical categories evolve out of lexical ones goes back at least to Wilhelm von 

Humboldt in the early 19 th century. This view implies that grammar is not a static, 

seemingly random set of rules but that it is constantly changing and developing new 

forms. So, reformulating Givón, the grammar of the future is shaped by the pragmatic 

discourse strategies of today. 

This class will address questions such as (and will attempt to answer them): 

‐ How does the grammar of a language come about? 

‐ Does language change always involve grammaticalisation? 

‐ When does “pragmatic inference” become “semantic meaning”? 

‐ Can we predict language change? 

‐ Can we predict which words will end up as grammatical markers? 

‐ Do all languages go through the same evolutionary stages? 

‐ Where are the boundaries of grammaticalisation, especially with regard to 

related processes such as lexicalisation, re-analysis and analogy? 

Assessment/requirements: active participation, reading assignments and homework, 

final test.

Übungen 

Für MEd-Studierende sind alle Seminare auch als Übungen belegbar. 

Der Besuch erfolgt in diesem Falle nach Rücksprache mit den Lehrenden mit 

der geringeren CP-Zahl von 3 CP bei entsprechend verminderten 

Leistungsanforderungen.

LITERATUR/CULTURAL STUDIES 

Vorlesungen 

050 645 Freitag 

American Literature and Culture: From the Civil War to World War II, 3 CP 

2 st. mo 14-16 HGB 10 

This is the second part of a three-part lecture series that introduces important 

developments of US-American literature as part and expression of the shaping of US 

American culture. Occasional references to visual and popular art are meant to 

broaden the general perspective. While well-established periods and movements like 

Realism, Naturalism, and Modernism will be covered, the lecture series will also 

show how these periods and movements came to be canonized and what other 

developments in literature and art were thereby influenced, excluded, and/or 

devalued. Shorts stories, poems, and excerpts from longer texts will be supplied on 

Blackboard. 

Each part of the lecture cycle can be attended independently of the other parts. 

Assessment/requirements: regular attendance, reading, written end-of-term test. 

050 636 Niederhoff 

The English Novel in the Eighteenth Century: From Aphra Behn to Jane Austen, 

3 CP 

_______________________________________________________________ 

2 st. do 8-10 HGB 10 

The title of Ian Watt’s The Rise of the Novel implies that the novel came into being in 

the eighteenth century, with Daniel Defoe as its founding father. In my lecture, I will 

take a critical look at this assumption, taking into consideration the contribution of 

such founding mothers as Aphra Behn. I will also discuss the problems involved with 

the criterion of realism, which Watt and others attribute to the new genre of the novel. 

A further emphasis will be on the representation of class conflict, which occurs 

frequently in connection with marriage. The lecture will touch upon a broad range of 

novels, but the main focus will be on the following works: Aphra Behn, Oroonoko;

Jane Barker, Love Intrigues; Daniel Defoe, Moll Flanders and Robinson Crusoe; 

Samuel Richardson, Pamela; Henry Fielding, Joseph Andrews; Tobias Smollett, 

Humphry Clinker; Jane Austen, Emma. Students will have to read Joseph Andrews in 

full and shorter excerpts from the other texts. 

Assessment/requirements: written end-of-term test. 

050 658 Pankratz 

Restoration Culture, 3 CP 

2 st. di 14-16 HGB 10 

The times between the Restoration of the monarchy in 1660 and the death of the last 

Stuart ruler in 1714 saw many profound changes. Power gradually shifted from the 

monarch to parliament; science and empiricism removed God from the centre of 

things; money and wealth challenged heredity. The development towards what we 

nowadays would consider a ‘modern’ state did not go smoothly, though. There is a to 

and fro between old and new. Hence, the Restoration period is full of crises, conflicts 

and paradoxes. Sometimes the people seem like our near contemporaries and 

sometimes like quaint bewigged figures from a very distant time. 

The lecture course aims at having a critical look at the familiar and to make the 

quaint more accessible. By dealing with political and religious developments, 

literature, music and fashion it intends to provide a multifaceted survey of Restoration 

culture. 

Assessment/requirements: written end-of-term test. 

050 624 Weidle 

Introduction to Shakespeare’s Tragedies, 3 CP 

2 st. do 10-12 HGB 20 

The lecture will give a short overview of Shakespeare’s tragedies: the early Titus 

Andronicus and Romeo and Juliet, the ‘Roman’ plays Julius Caesar, Antony and 

Cleopatra and Coriolanus, and the so-called ‘great four’ Hamlet, Othello, King Lear 

and Macbeth, plus the ‘afterthought’ Timon of Athens (Coleridge). Questions of 

genre, ideology, cosmologies, dramaturgy and staging will be addressed as well as 

the main themes and issues that are negotiated in the plays. Although the plot of

each play will be briefly summarized at the beginning of each lecture a general 

familiarity with at least some of the plays is expected. 

The Powerpoint Presentations will be made available on blackboard. There is no 

need to purchase a course book. Nevertheless, for those who are interested in 

preparing or reading up on the course I recommend the following titles: 

Dickson, Andrew. The Rough Guide to Shakespeare. London: Rough Guides, 

2009. 

Schabert, Ina, ed. Shakespeare-Handbuch. Die Zeit, der Mensch, das Werk, 

die Nachwelt. Stuttgart: Kröner, 2010. 

Assessment/requirements: regular attendance; written end-of-term test.

Seminare 

050 738 Dickel 

Passing Narratives: Race, Gender, and Social Mobility, 5 CP 

2 st. fr 10-12 GB 03/46 

The term “passing” can be used in relation to different categories, such as race, 

gender, sexuality, or class. Passing narratives can, for example, focus on black 

protagonists who live as white persons among white people, whites who decide to 

live as black persons in the black community, women who pass as men, or vice 

versa. The possibility and trope of passing directs our attention to the ambiguities and 

the constructed character of all identity categories. In our seminar, we will put an 

emphasis on narratives that address racial passing. Starting with James Weldon 

Johnson’s The Autobiography of an Ex-Colored Man (1912) and Nella Larsen’s 

Harlem Renaissance novel Passing (1928), we will discuss the protagonists’ motifs 

for the different ways in which they occasionally or permanently pass as white. Based 

on the novel Passing, we will address the construction of the figure of the tragic 

mulatta, who resurfaces in later passing narratives, most notably in Douglas Sirk’s 

melodramatic film Imitation of Life (1959) and Elia Kazan’s Pinky (1949). In a second 

step, we will address narratives that focus on white protagonists who pass as black. 

We will discuss John Howard Griffin’s nonfiction book Black Like Me (1960) in which 

he narrates his experiences as a white man passing as black in the US-South in the 

late 1950s. We will then analyze Melvin van Peeble’s comedy film The Watermelon 

Man (1970), in which a white racist man wakes up to discover he has become black. 

We will analyze these texts against the background of essays about the social 

construction of race that stem from the field of critical race theory. In the second half 

of the seminar, we will either address more recent films that deal with racial passing, 

or extend our discussion and include passing narratives with a focus on gender. 

Theoretical texts will be made available in a reader at the beginning of the semester. 

All films will be made available at the Mediathek. 

James Weldon Johnson: The Autobiography of an Ex-Colored Man (1912) 

Nella Larsen: Passing (1928) 

John Howard Griffin: Black Like Me (1960) 

Elia Kazan. Dir.: Pinky (1949) 

Douglas Sirk. Dir.: Imitation of Life (1959) 

Melvin van Peebles: The Watermelon Man (1970) 

Additional texts will be announced in the first session. 

Assessment/requirements: Übung: active participation and written assignments; 

Seminar: active participation and a term paper.

050 739 Dickel 

Queer Texts, 5 CP 

2 st. fr 12-14 GABF 04/613 Süd 

In our seminar we will address debates about and sexuality and sexual emancipation 

since the Stonewall riots of 1969. Starting with a critical analysis of the political 

strategy of “Coming Out,” we will discuss the development from an identity-based 

approach to gay and lesbian politics towards the deconstruction of identities in recent 

queer theory. These discussions will be connected to the effects of political and 

social developments during the last four decades, for example the HIV/AIDS crisis. In 

addition to theoretical essays by Gayle Rubin, Judith Butler, Judith/Jack Halberstam, 

José Esteban Muñoz, Ann Cvetkovich, and others, we will analyze texts from 

different genres and media, such as memoir, film, graphic novel, and fiction. We will 

first read excerpts from Samuel R. Delany’s autobiographical memoir The Motion of 

Light in Water (1989) and his essay “Coming/Out” because these texts complicate 

the by now common perception of the 1970s as the era of gay liberation. It is against 

this background that we will discuss Howard Cruse’s graphic novel Stuck Rubber 

Baby (1995), which addresses the impact of black liberation for gay politics. The 

consequences of the AIDS crisis will be discussed in relation to John Greyson’s Zero 

Patience (1993), a film of the new queer cinema, which criticizes dominant media 

representations of HIV/AIDS. As author of the comic strip Dykes to Watch Out For, 

Alison Bechdel has been an important chronicler of lesbian emancipation for more 

than thirty years. In her autobiographical graphic novel Fun Home (2006) she 

connects her own Coming Out as a lesbian with her memories of her late father. In 

addition to texts that negotiate constructions of gay and lesbian identities, we will 

address two texts that focus on transgenderism and intersexuality respectively, 

namely Leslie Feinberg’s Stone Butch Blues (1993) and Jeffrey Eugenides’s novel 

Middlesex (2002). The excerpts from The Motion of Light in Water and all theoretical 

texts will be made available in a reader at the beginning of the semester. The film 

Zero Patience will be made available at the Mediathek. 

Samuel R. Delany: The Motion of Light in Water (1989) 

Howard Cruse: Stuck Rubber Baby (1995) 

Alison Bechdel: Fun Home (2006) 

John Greyson. Dir.: Zero Patience (1993) 

Leslie Feinberg: Stone Butch Blues (1993) 

Jeffrey Eugenides: Middlesex (2002). 

Assessment/requirements: Übung: active participation and written assignments; 

Seminar: active participation and a term paper.


Childhood and Its Representations in 19th Century Literature, 5 CP 

2 st. di 14-16 GABF 04/613 Süd 

The idea of the meaning of children and childhood developed and changed 

tremendously throughout the 19th century. This change can and will be traced in the 

seminar in key texts of American literature. Hawthorne’s “elf-child” Pearl in The 

Scarlet Letter, Melville’s “blank-looking girls” in “The Tartarus of Maids” and Beecher 

Stowe’s “noble” Eva or “goblin-like” Topsy in Uncle Tom’s Cabin will be investigated 

and compared to Mark Twain’s Huckleberry Finn, Sarah Orne Jewett’s “country child” 

Sylvia in “A White Heron” and Stephen Crane’s “blossoming” protagonist of Maggie: 

A Girl of the Streets. With its unusual focus on children and childhood, the seminar 

guides students through U.S. literary history from Romanticism to Realism. 

This course supplies the ideal basis and context for the study of the formation of the 

genre of children’s literature, which is the focus of the seminar “Victorian Children’s 

Literature,” taught immediately afterwards. 

Texts: Nathaniel Hawthorne The Scarlet Letter 

Mark Twain Huckleberry Finn 

Stephen Crane Maggie: A Girl of the Streets 

further texts and secondary literature will be provided in a reader or on 

Blackboard 

Assessment/requirements: Übung: active participation and written assignments; oral 

presentation; Seminar: the above, plus 10-page paper. 


Victorian Children’s Literature, 5 CP 

2 st. di 16-18 GABF 04/613 Süd 

This course introduces students to the formation of the genre of children’s literature 

in the United States. It is strongly recommended to take the course together with the 

immediately preceding “Childhood and Its Representations in 19th Century 

Literature.” 

After a look on the beginnings of children’s literature in the United States in Nathaniel 

Hawthorne’s texts for children, the course illuminates the era between 1865 and 

1914, which is known as the Golden Age of Children’s Literature. Little Women, The 

Adventures of Tom Sawyer, The Prince and the Pauper, Little Lord Fauntleroy, The 

Wonderful Wizard of Oz, The Secret Garden, and Pollyanna, as well as Ragged Dick, 

Tarzan of the Apes and the early comic strips The Yellow Kid and Krazy Kat were

published within those years. During the seminar we will discuss styles, topics, and 

motifs of these texts in their immediate social-historical context. We will investigate 

how they participated in the construction of a concept of the child and of childhood 

that remains influential until today. 

Texts: Louisa May Alcott Little Women 

Francis Hodgson Burnett Little Lord Fauntleroy 

Mark Twain Huckleberry Finn 

L. Frank Baum The Wonderful Wizard of Oz 

further texts and secondary literature will be provided in a reader or on 

Blackboard 

Assessment/requirements: Übung: active participation and written assignments; oral 

presentation; Seminar: the above, plus 10-page paper. 

050 626 Houwen 

Under the Greenwood Tree: Robin Hood and the Outlaw Tradition, 5 CP 

2 st. di 12-14 HGB 20 

“Many men speak of Robin Hood who never drew his bow”. This old proverb gives 

some idea of the widespread popularity of the Robin Hood legend. One could alter 

this proverb somewhat to say that “Many people speak of Robin Hood who have 

never read the texts (but did see the movie!)” The Robin Hood legend has survived in 

numerous texts in a variety of genres. The outlaw is first mentioned in late medieval 

chronicles and ballads and soon makes his way into plays. Little John and the Sheriff 

of Nottingham are there virtually from the start, but Will Scarlet and Maid Marian only 

start to play significant parts in the later (broadside) ballads from the seventeenth 

century. All texts reflect their times and many serve specific political or religious 

purposes as well. The course will examine the development of the RH legend and 

show how in each incarnation the legend reflects not just the literary tradition but also 

the concerns of the time. 

The relevant primary texts will be made available via Blackboard. However, since this 

procedure might involve a lot of printing you may want to consider buying the printed 

edition: 

Stephen Knight and Thomas Ohlgren, eds. Robin Hood and Other Outlaw Tales. 

TEAMS Middle English Texts Series. Kalamazoo, MI: Western Michigan University, 

1997. 

Assessment/requirements: Übung: 6-8 pages essay (excl. title page and 

bibliography; no table of contents please); Seminar: 8-10 pages.


Wisdom and Experience: The Old English Elegies, 5 CP 

2 st. di 14-16 GB 6/137 Nord 

The Old English elegies are “a relatively short reflective or dramatic poem embodying 

a contrasting pattern of loss and consolation, ostensibly based upon a specific 

personal experience or observation, and expressing an attitude towards that 

experience" and their characteristic scenery includes “the sea with cliffs, hail, snow, 

rain, and storms, plus the meadhall of heroic poetry with its lords, warriors, hawks, 

horses, and precious cups” (Greenfield). Depending on one’s precise definition eight 

or nine elegies may be distinguished: The Wanderer, The Seafarer, The Riming 

Poem, Deor, Wulf and Eadwacer, The Wife's Lament, Resignation, The Husband's 

Message, and The Ruin. They form a genre of their own in that neither in form nor in 

contents do they resemble classical or more modern elegies. 

The course will revolve around these nine elegies. We will concentrate on the literary 

aspects and all poems will therefore be made available in translation, but some 

translation work is also envisaged (short passages from each poem). Primary and 

secondary material will be made available via Blackboard. 

Assessment/requirements: essay to be written in the last class under exam 

conditions. The topic may be decided in consultation with the lecturer. Only nonannotated 

primary texts may be used during the exam. 


The Grail Romances, 5 CP 

2 st. do 12-14 GABF 04/614 Süd 

Description: The mysterious vessel known as the Grail which starts its life as a platter 

but eventually turns into a chalice or a cup first appears in Chrétien’s Conte du Graal 

from around 1180. In Middle English its later history is recounted in Malory’s Morte 

Darthur. For the early history of the Grail we have to turn to other texts and it is the 

early history that is central to this course. In early accounts the Grail is equated with 

the chalice of the Last Supper in which Joseph of Arimathea preserved the blood of 

Christ. Joseph takes this vessel to Britain, presumably to play a part in the 

evangelising process. The two that we will study are Joseph of Arimathie from the 

end of the fourteenth century and extracts from Henry Lovelich’s The History of the 

Holy Grail (c. 1430). We may also have a look at the later print(s) of the Joseph of 

Arimathea legend. 

Assessment: The course will be rounded off with an essay. BA/MA Übung: 6-8 pages

(excl. title page and bibliography; no table of contents please); BA Sem.: 8-10 pages; 

MA/MARS Seminar 10-12 pages. All references should conform to MLA stylesheet! 

Obviously the criteria for an academic essay at MA level are higher than those for the 

BA. 

Set text: Primary and secondary material will be made available via Blackboard (both 

texts are in the public domain). 

050 755 Klähn 

The Great American Novel: From Poe to Pynchon, 5 CP 

4 st. mo 16-19 (14-tägig) GB 5/38 Nord 

The idea that the novel (as form of art) is an outstanding and unprecedented 

example of modern aesthetics, is brilliantly put forward by the German philosopher 

Hegel. In the wake of his blueprint definition, a whole scenario of theories of the novel 

has evolved in the following two centuries. Consequently, the American search for a 

non-traditional self-definition began to focus on a (post)romantic longing for being 

“absolutely modern” (to use, once again, a European term [Baudelaire] and felt 

obviously induced to succeed in this field with an unsurpassable output of quality. 

Including basic novels from the 19th and 20th century (Poe, Melville, Hawthorne, 

Twain, Fitzgerald, Hemingway, Hawkes, Pynchon, DeLillo), the seminar will analyse 

the basic traits and constructive modes of this American “Greatness”, always looking 

for unique elements of composition. 

Assessment/requirements: Übung: two presentations; Seminar: one presentation and 

an essay. 

050 742 Müller, M. 

American Originals, Adaptations, Appropriations, 5 CP 

2 st. mo 16-18 GB 03/42 

The originals from American literature that we will read in this course – and discuss in 

their historical contexts – have all generated (filmic) adaptations/and adaptations 

and/or literary spin-offs. This not only indicates their persistent influence but also 

helps legitimize their status as “a classic.” Thus, in this course we will discuss the 

phenomenon of “enduring literary appeal” and, with the help of some secondary

material, we will also focus on the various uses and purposes of intertextuality and of 

literary and filmic adaptation. 

Required reading: 1) Nathaniel Hawthorne, The Scarlet Letter and Maryse Condé, I, 

Tituba, Black Witch of Salem (plus scenes from film adaptations of TSC); 2) Henry 

David Thoreau, Walden (excerpts), Jack London, Call of the Wild [student 

presentation], Jon Krakauer Into the Wild and Melissa Gilbert, The Last American 

Man. 3) Mark Twain, Huckleberry Finn and Jon Clinch, Finn. Please obtain your own 

copies of the texts; excerpts from Walden as well as additional secondary texts will 

be made available via Moodle. 

Assessment/rquirements: attendance and active participation, presentation, paper. 


Jonathan Swift, 5 CP 

2 st. do 10-12 GB 02/160 

In this seminar we will read and discuss the major writings of Jonathan Swift: 

Gulliver’s Travels, prose satires such as “The Battle of the Books” and poems such 

as “Verses on the Death of Dr Swift”. We will attempt to relate these writings to their 

various contexts in political, social and intellectual history and we will discuss the 

problematic genre label of satire, which is usually attached to Swift’s works. Master 

students may take this seminar in connection with the lecture “The English Novel in the 

Eighteenth Century”, but of course this is not a must. 

Required text: Jonathan Swift, The Essential Writings of Jonathan Swift. Ed. Claude 

Rawson and Ian Higgings. Norton Critical Editions. New York: Norton, 2009. 

Assessment/requirements: Übung: expert group / presentation and short paper 

related to presentation; Seminar: expert group / presentation and research paper. 


G.B. Shaw and the Genre of Comedy, 5 CP 

2 st. di 14-16 GB 03/49 

This seminar is about the Irish playwright George Bernard Shaw (1856-1950), who is 

known both for his brilliant wit and his revolutionary views. We will take a look at 

some of his main concerns – in particular his feminism and his socialism – and we 

will analyse how these concerns are reflected (or not) in his plays. A further emphasis

will be on how Shaw adapts the age-old genre of comedy for his needs. Four texts 

will be discussed: the three early plays from the collection Plays Unpleasant 

(Widower’s Houses, The Philanderer, Mrs Warren’s Profession) and Shaw’s 

masterpiece Pygmalion. 

Required texts: Bernard Shaw, Pygmalion: A Romance in Five Acts. Ed. Dan 

H.Laurence. Penguin Classics. London: Penguin, 2003. 

Bernard Shaw, Plays Unpleasant. Ed. Dan H.Laurence. Penguin Classics. London: 

Penguin, 2012. 

Assessment/requirements: Übung: expert group / presentation and short paper 

related to presentation; Seminar: expert group / presentation and research paper. 


Performing History, 5 CP 

2 st. mo 14-16 GB 03/42 

Contemporary British and Irish drama is usually associated with the “here and now”, 

realistic, dealing with contemporary politics and society. The seminar aims to slightly 

revise this view and focus on play which are set in the past and which perform history 

– from the Romans in Britain to the Second World War. It will be shown how the past 

serves as backdrop with which to explain the present; how different periods in time 

are re-constructed and re-membered in order to forge (or to subvert) a national 

British identity. On the meta-level the plays reflect on their own constructedness and 

on the way history is “made”. 

The seminar will focus on the following plays: 

Edward Bond, Early Morning 

Edward Bond, Bingo 

Tom Stoppard, Travesties 

Liz Lochhead, Mary Queen of Scots Had Her Head Chopped Off 

Howard Brenton, The Romans in Britain 

Brian Friel, Translations 

Frank MacGuiness, Observe the Sons of Ulster Marching Towards the Somme 

Texts: 

Depending on the possibility to produce copies, there will be a reader available at the 

beginning of the semester or pdf files on Blackboard. Participants, however, are 

strongly encouraged to read the plays in advance. 

Assessment/requirements: Übung: active participation and expert group; Seminar: 

active participation, expert group and seminar paper (wissenschaftliche Hausarbeit).


Getting the Vote: Chartists, Suffragists, and Reformers, 5 CP 

2 st. di 10-12 HGB 30 

For quite a while, most people living on the British Isles agreed that politics and 

political participation was reserved for those who had a “stake in the land”, who 

owned property and considered themselves part of the elite. And who were male, of 

course. This notion was first violently challenged in the seventheenth century, during 

the Civil War and the Interregnum. But it was only in the nineteenth century that 

notions of democracy as we know it today, became genuinely popular and that 

movements for the general vote gained a stronger foothold. 

The seminar will have a closer look at the discussions and often violent struggles to 

gain the vote for groups which were excluded from the Victorian mainstream. It will 

deal with the parliamentary debates concerning the Reform Bills, the Chartist 

Movement (and working-class organisations), Suffragettes and Suffragists (and 

female emancipation). Its aims are: to acquaint students with the most salient political 

changes in the nineteenth century and the political system of the UK. Participants will 

be expected to read a broad range of both source texts and historiographical 

analyses. 

Texts: 

Depending on the possibility to produce copies, there will be a reader available at the 

beginning of the semester or pdf files on Blackboard. 

Assessment/requirements: Übung: active participation and expert group; Seminar: 

active participation, expert group and seminar paper (wissenschaftliche Hausarbeit).

Übungen 

050 752 Berg 

Social Movements in Britain, 3 CP 

2 st. fr 10-12 GABF 04/252 Nord 

This course investigates groups which formulated critiques of, and suggested 

alternatives to, the social and political status quo in Britain. Such criticisms have been 

expressed continuously since 1945 (for example, by the peace movement and the 

New Left in the late 1950s, the students movements in the late 1960s and early 

2010s, the feminist and the environmentalist movements since the 1970s, or the 

protests against globalisation and war since the 1990s). However, they have not 

always been widely heard. Investigating these movements has the following goals: 

We will discuss the opinions of people who ‘think at the limits’ – who believe that 

politics should be more than the ‘art of the possible’ and that British people did or do 

not live in the ‘best of all possible worlds’. And we will find out in how far they have 

been able to influence changes and developments within society. Such interventions 

– when successful – often transcend politics in a strict sense and influence the whole 

ensemble of social and cultural relations. 

Additionally, we will try to establish analytical categories for identifying particular 

types of movements – for example, whether their criticism focuses on the socioeconomic 

organisation of society or on perceived moral and ethical deficiencies (or 

on both). A reader with key texts will be provided. 

Assessment/requirements: active participation, organising and chairing part of a 

course session. 

050 732 Klawitter 

Georgian Poetry, 3 CP 

2 st. di 10-12 GABF 04/252 Nord 

'Georgian Poetry' was the title given to a series of highly popular poetry anthologies 

published by Edward Marsh between 1912 and 1922. These collections provided a 

forum for talented poets such as Rupert Brooke, Edward Thomas, Edmund Blunden 

Walter de la Mare and John Masefield. Judging by a poll on ‘The Nation’s Favourite 

Poems’ conducted in Britain in 1995, some of the poems produced by these poets 

still rank very highly in readers’ esteem.

In the sessions we will discuss well-known poems by these writers and consider their 

interests and achievements in the context of rapid political, social and cultural 

change. On the strength of our own readings we will question critical assessments of 

'Georgian poetry', especially in relation to the avant-garde modernist poetry that 

emerged at the same time. A reader will be made available through Blackboard. 

Assessment/requirements: presentation in class or interpretative essay (5 pages). 

050 722 Ottlinger 

John Donne, 3 CP 

2 st. do 8.30-10 GABF 04/614 Süd 

John Donne ranks as the foremost representative of Metaphysical Poetry, which was 

diametrically opposed to the clichés and conventions of the Elizabethan sonnet 

craze. In this class we will study both secular and religious key poems by Donne and 

explore his witty conceits, paradoxes and puns. The focus, however, will be on his 

love poetry, which covers a range of feelings and moods unknown to his 

predecessors. All the poems will be subjected to in-depth analyses against the 

historical, philosophical and literary background. The overriding aim of this class is to 

improve students’ skills in text analysis. The primary texts will be provided in the form 

of a reader. 

Assessment/requirements: regular attendance and preparation, active class 

participation, either a five-page essay or a short end-of-term test. 

050 723 von Contzen 

Chaucer’s Troilus and Criseyde and Its Afterlives, 3 CP 

2 st. di 10-12 GB 02/60 

Troilus and Criseyde, a narrative poem in five books, recounts an unhappy love affair 

during the time of the Trojan war and thus is a prime example of medieval 

preoccupations with the legacy of antiquity. Although the poem today is not as well 

known as The Canterbury Tales, it was once regarded as Chaucer’s finest work: it 

inspired Robert Henryson, a Scottish writer of the late fifteenth century, to write a 

‘sequel’, and Shakespeare too drew on Chaucer’s text for his play Troilus and 

Cressida.

In this class we will explore Chaucer’s Troilus and Criseyde, focusing on the plot, 

narrative structures and strategies, and critical issues in particular. Medieval 

interpretations and readings of antiquity will also be discussed in some detail. In 

addition, we will consider the influence of the poem and its reception in Henryson’s 

continuation of the narrative and Shakespeare’s tragedy respectively. 

Set text: Stephen A. Barney (Ed.). Geoffrey Chaucer: Troilus and Criseyde. Norton 

Critical Edition. New York: Norton, 2006. Please make sure you bring the set text with 

you in the first session. Any additional material will be made available via Blackboard. 

Assessment/requirements: active participation in class and a final term paper (10-12 

pages). 

050 629 Wagner 

Shakespearean Comedy, 3 CP 

Oxford Summer School 

This course is open only to the participants of the Oxford Shakespeare School. 

Participants will be introduced to the course content at the induction meeting. 

050 631 Weidle 

Shakespearean Tragedy, 3 CP 

Oxford Summer School 

This course is open only to the participants of the Oxford Shakespeare School. 

Participants will be introduced to the course content at the induction meeting. 


Der Besuch erfolgt in diesem Falle nach Rücksprache mit den Lehrenden mit 

der geringeren CP-Zahl von 3 CP bei entsprechend verminderten 

Leistungsanforderungen.

MODUL FREMDSPRACHENAUSBILDUNG 

Übungen 

050 770 Poziemski 

Translation MM (Schwerpunkt Wirtschaft), 2 CP 

Gruppe A: 2 st. do 10-12 GABF 04/413 Süd 

This class will focus on a whole variety of texts from the field of business and 

commerce. Clearly, an interest in English for Specific Purposes is desirable. 

Texts will be selected and distributed throughout the semester, and grading will be 

based on a number of translation assignments. 

050 770 Smith 

Translation MM, 2 CP 

Gruppe B: 2 st. mo 12-14 GABF 04/614 Süd 

The course will look at the intricacies and challenges of a wide variety of ESP texts ‒ 

from such diverse fields as history, art, music and the sciences. The manner in which 

students can obtain their credit points will be discussed at the beginning of the 

course.

050 771 Ottlinger 

Grammar MM, 2 CP 

Gruppe A: 2 st. di 8.30-10 GABF 04/614 Süd 

Gruppe B: 2 st. fr 8.30-10 GABF 04/614 Süd 

After a general revision of all possible aspects of English grammar, this course will 

provide systematic and intensive practice in various select problem areas other than 

those tested in Grammar BM and Grammar AM. Class work will consist of in-depth 

discussion of a myriad of exercise types including error detection and correction as 

well as the analysis of grammatical phenomena in texts. 

Assessment/requirements: regular attendance and preparation, active class 

participation, written test at the end of the course. 

050 772 Berg 

Communication MM, 2 CP 

Gruppe A: 2 st. mi 14-16 GABF 04/614 Süd 

Gruppe B: 2 st. do 10-12 GABF 04/614 Süd 

This course aims at (further) improving your academic communication skills. Starting 

with reflections on the differences between everyday and academic discourse, we will 

discuss the characteristics of an academically sound line of argument. Later in the 

course you will have the opportunity to practice such argumentation through 

preparing and doing presentations. You will learn how to speak confidently and to 

present a topic coherently and targeted at your audience. 

Assessment/requirements: oral presentation.

FREMDSPRACHEN- UND LITERATURDIDAKTIK 

Modul Fremdsprachendidaktik 

Basisseminare Fremdsprachendidaktik 

050 778 

Basisseminar Fremdsprachendidaktik (Englisch), 3 CP 

Gruppe A: 2 st. fr 12-14 GABF 04/413 Süd Thiele 

Gruppe B: 2 st. mo 16-18 GABF 04/614 Süd Ritter 

Gruppe C: 2 st. mi 10-12 GB 5/37 Nord Jäkel 

The main aim of this compulsory introductory course will be to give you a first good 

insight into some central theoretical and practical aspects of foreign language 

learning and teaching. We will be analysing your present beliefs about successful 

language teaching and learning, and possibly call some of them in question. To 

achieve these aims we will follow a reflective model of training which involves reading 

about and discussing some of the central developments in teaching English as a 

foreign language and considering new and alternative ways of organising and 

stimulating classroom interaction. Active participation in the sessions is expected and 

you are required to complete assignments punctually and to the required standard. A 

final written test at the end of our class will also be part of the requirements. 

Set text: 

Engelbert Thaler (2012): Englisch unterrichten: Grundlagen – Kompetenzen – 

Methoden. Berlin: Cornelsen. 

Make sure to order a copy in time.

Aufbauseminare Fremdsprachendidaktik 

050 780 Wilden 

How to Become a CLIL Teacher, 2 CP 

2 st. do 10-12 GB 5/38 Nord 

The goal of Content and Language Intergrated Learning (CLIL; Bilingualer 

Sachfachunterricht) is to foster both the L2 competences as well as the subjectmatter 

knowledge of the learners. This seminar will focus on the skills you will need 

to become a professional CLIL teacher. There will be a special focus on developing 

CLIL resources as the lack of appropriate teaching material remains one of the major 

challenges for CLIL teachers. After a short revision of the main tenets of CLIL you will 

analyze and practically explore various teaching resources for CLIL available from 

major educational publishers in this field. This will be followed by developing your 

own teaching resources and presenting and implementing them in class. 

Please only sign up for this class if your second subject is non-linguistic and thus 

could be taught through a foreign language (as e.g. history, arts, PE, music, science, 

etc.). 

Assessment/requirements: active participation, presentation or micro-teaching, term 

paper. 

050 781 Ritter 

Computer-Assisted Language Learning, 2 CP 

2 st. di 12-14 GB 03/149 (IT-Pool) 

The main concern of this seminar will be to investigate the potential of multimedia 

software (both offline and online) for language learning and teaching, and to establish 

criteria for innovative and motivating uses of digital media in the classroom, often 

also referred to as 'e-learning'. As well as discussing some underlying theoretical 

assumptions and the history of such computer-based endeavours, this class will be 

run on principles such as hands-on and project-based learning. Appropriate texts and 

materials will be provided. 

Assessment/requirements: active participation, oral presentations, final seminar 

paper.

050 782 Rogge 

Language Testing and Assessment, 2 CP (Ü), 3 CP (S) 

2 st. mo 12-14 GB 6/137 Nord 

The course focuses on current theories of Language Testing with a clear focus on 

the essential knowledge and practical skills teachers need to assess or test pupil’s 

language performance. Topics will include: test objectives and purposes (diagnostic 

vs. selective testing), basic types of tests (discrete point- vs. pragmatic testing) and 

their specific features, concepts of tests construction (reliability and validity), 

principles of test design and administration (norm- vs. criterion-referenced 

measurement) as well as methods for analysing and interpreting test results (holistic 

vs. analytical rating). Appropriate texts and materials will be provided. 

Assessment/requirements: active participation, preparation and presentation of 

materials, (final seminar paper). 


Teaching English to Younger Learners, 2 CP 

2 st. di 14-16 GB 03/149 (IT-Pool) 

This class focuses on the specific opportunities and challenges related to teaching 

English in the lower grades of the secondary sector, i.e. grades 5 and 6. We will 

approach this task by investigating the learners’ transition from primary to secondary 

school, by looking at the relevant syllabuses, by scrutinizing existing course books, 

and last but not least by developing materials and lesson plans ourselves. 

Appropriate texts and materials will be provided. 


materials, final essay.

Modul Literaturdidaktik 

050 787 

Introduction to the Teaching of Literature, 2 CP (Ü), 3 CP (S) 

Gruppe A: 2 st. do 10-12 GB 6/137 Nord Jäkel 

Gruppe B: 2 st. mo 14-16 GB 03/46 Thiele 

This course addresses central questions of using literary texts in the language 

classroom, such as why literature might be beneficial in the learning process, what 

texts are suitable for different learner levels, or how we can go about dealing with 

literature in an inspiring and motivating way. Focussing in particular on narrative 

texts, both theoretical issues (e.g. intercultural readings) as well as more practical 

matters (e.g. lesson planning) will be explored. A reader will be available at the 

beginning of the semester. 

Assessment/requirements: active participation, weekly assignments, final written test 

(Übung, 2 CP) or seminar paper (Seminar, 3 CP). Required texts: 

050 788 Wilden 

Shorties: Stories, Films & Video Clips, 2 CP (Ü), 3 CP (S) 

2 st. do 14-16 GB 5/38 Nord 

Short Stories, films and video clips are not only helpful resources for language 

teaching – they are an integral part of multi-literacy classrooms. This seminar offers a 

product-oriented approach to teaching: On the basis of selected short stories you will 

learn how to produce short films (so-called hand-crafted videoclips) with your future 

students in order to foster their narrative and audio-visual skills. On top of that you 

will explore the underlying methodological and theoretical concepts as e.g. (audiovisual/multi-/media) 

literacy. 

This is a joint seminar with the University of Duisburg-Essen, Campus Essen, so we’ll 

be joining their team both in online activities as well as project work. This means that 

we will have fewer Thursday sessions as you will need to attend the project day on 

Friday, 7th June, 12-6pm (please only register for this course if this is possible for 

you!). 

Assessment/requirements: active participation, video clip production, term paper.


Teaching Songs and Films, 2 CP (Ü), 3 CP (S) 

Blockseminar, Termine: 22.5.2013 (Vorbesprechung 14:00-16:00); 22.-25.7.2013 

(10:00 bis 16:00 Uhr, GB 03/149) 

In recent years our common understanding of "literature" in the language classroom 

has been extended beyond the written text and also comprises audiovisual and 

digital media; there has been a shift of emphasis from literary studies to media and 

cultural studies. In this class we are going to focus on two genres which are highly 

relevant for the language classroom – film and popular music. What is it that makes 

them suitable for language teaching purposes, which selection criteria can be 

established, and how can films and songs be integrated into an up-to-date language 

classroom? Such aspects will be discussed on the basis of set materials (e.g. 

'Slumdog Millionaire', 'An Unconvenient Truth') as well as examples students are 

invited to put forward. Appropriate texts and materials will be provided. 


materials, final seminar paper. 

050 790 Rogge 

Teaching Novels, 2 CP (Ü), 3 CP (S) 

2 st. fr 10-12 GB 5/38 Nord 

The main focus of this course will be on the multimodal novel, a genre which does 

not exclusively consist of verbal text, but also includes a wide range of symbolic 

representation such as photographs and graphic elements, maps and diagrams, 

hand-drawn sketches and handwriting, and many other semiotic modes. These 

different semiotic representations form an integral part of the narrative discourse of 

the novel and can be used in EFL classrooms in order to support the reading process 

and trigger textual understanding. Participants are expected to read the following 

novels prior to the course: 

- Mark Haddon (2003). The Curious Incident of the Dog in the Night-Time. 

- Jonathan Safran Foer (2005). Extremely Loud and Incredibly Close. 

- Alexander Masters (2006). Stuart – A Life Backwards. 

Assessment/requirements: active participation, reading assignments, term paper (3 

CP).

050 791 Rogge 

Literature for Younger Learners, 2 CP (Ü), 3 CP (S) 

2 st. mo 10-12 GB 6/137 Nord 

Is it possible to younger pupils to read literature in the foreign language? How can 

this develop their reading and literacy skills? And what is the value of children’s 

fiction in the foreign language class? This course will explore the didactics of 

children’s fiction in the EFL classroom and will hopefully provide you with many 

creative ideas as well as the enthusiasm needed in order to teach these texts to your 

future students. Students who would like to participate in this class should be willing 

to read the following novels prior to the course: 

- Eoin Colfer: Artemis Fowl (Vol. 1, 2002) 

- Antony Horowitz: Stormbreaker (2001). 

- Susanne Collins: The Hunger Games (2008). 

Requirements for credit points: active participation, reading assignments, term paper 

(3 CP) 

Enrolment: VSPL. 

050 792 Hermann 

Teaching Shakespeare in the EFL classroom, 2 CP (Ü), 3 CP (S) 

2 st. fr 14-16 GABF 04/413 Süd 

He has been dead for almost four centuries now but he is still going strongly in 

classrooms all over the world. Shakespeare has delighted the English-speaking world 

with his works but has often plagued EFL learners with his use of language at the 

same time, As a matter of fact, Shakespeare’s plays and sonnets are compulsory 

reading in the Oberstufe at German schools of secondary education. 

This course aims at addressing the major challenges teachers face when using 

demanding literary texts, Shakespeare’s in particular, in the German EFL classroom. 

We are going to discuss why Shakespeare’s plays and sonnets, which must appear 

totally out of place and time to most students today, are still worth studying, which 

parts are suitable for learners at different proficiency levels or how we can present 

Shakespeare’s works to students in an inspiring and motivating way. We are going to 

have a closer look at one exemplary play – the title of which will be agreed on in one 

of our first few sessions - but we will also deal with selected excerpts from other plays 

and the sonnets.

There is the possibility to plan and/or attend a regular lesson in a Grund- or 

Leistungskurs at Gymnasium Essen Werden, an option that we are also going to 

discuss in further detail in class. 

The course will be held entirely in English and students are expected to participate 

actively in class. There are various options to obtain credit for this seminar. 

Appropriate texts and materials will be made available. 

Enrolment: VSPL. 

Übungen 


Der Besuch erfolgt in diesem Falle nach Rücksprache mit den Lehrenden. 

Modul Praxisstudien 


Praktikumsbegleitende Lehrveranstaltung für das Kernpraktikum (Schulpraktikum) 

Praxisstudien, 3+2+1 CP 

_________________________________________________________________ 

Zeitraum des Praktikums: 10.09. – 11-10.2013 

Ort: wird per E-Mail bekannt gegeben 

Zeit: Vorbesprechung: 03.07.2013, 14:00 – 16:00 (Raum folgt per E-Mail). 

Für die Teilnahme an dieser Veranstaltung ist neben der Anmeldung in VSPL eine 

persönliche Anmeldung bis zum 25. April 2013 erforderlich (Sekretariat Ritter: GB 

5/33). 

Besuchen Sie bitte vorher die Homepage des Praktikumsbüros (www.ruhr-unibochum.de/schulpraktikum/) 

und laden Sie dort die entsprechenden M.Ed.- 

Materialien und Informationen herunter. Bemühen Sie sich bitte schon im Voraus um 

eine Praktikumsschule und lassen sich von dieser den Praktikumsvertrag ausfüllen. 

Das Englische Seminar empfiehlt in Anlehnung an die neue Praktikumsordnung 

ausdrücklich die Durchführung des Praktikums in Zweierteams (Tandem), sofern die 

Schule damit einverstanden ist. Bemühen Sie sich daher rechtzeitig um eine/n

Tandempartner/in. Dann übertragen Sie bitte alle Angaben in das bereit gestellte 

Anmeldeformular. 

Zeitraum des Praktikums: 16.09.-11.10.2013 

Vorbesprechung: 03.07.2013, 14:00 – 16:00 Uhr (Raum folgt per E-Mail). 

Die Termine des praktikumsbegleitenden Seminars liegen zwischen dem 16.09. und 

11.10.2013 (nachmittags) und werden am 03.07.2013 bekannt gegeben. Die 

jeweiligen Besuche an den Praktikumsschulen durch Betreuer der Hochschule 

(Ritter, Masseling, Thiele, Rogge) werden individuell abgesprochen. 

Eine Anmeldung zum Kernpraktikum setzt voraus, dass in der B.A.-Phase ein erstes 

Praktikum und in der M.Ed.-Phase das Basisseminar zur Fremdsprachendidaktik 

absolviert wurden. Die praktikumsbegleitenden Sitzungen widmen sich Fragen der 

Unterrichtsbeobachtung sowie der Planung, Durchführung und Auswertung eigener 

Unterrichtsversuche. Dabei werden weitere zentrale didaktische Parameter (z.B. 

Lehrplanbezug, Zielorientierung, Methodenarrangements) thematisiert. 

Die Veranstaltung wird durch die Erstellung eines Praktikumsberichts abgeschlossen. 

Empfohlene Literatur zur Vorbereitung des Praktikums: 

Haß, Frank, ed. Fachdidaktik Englisch. Tradition, Innovation, Praxis. Stuttgart: 

Klett, 2006. 

050 795 Rogge 


(Praxisstudien, 3+2+1 CP) 

_________________________________________________________________ 






5/33). 







Schule damit einverstanden ist. Bemühen Sie sich daher rechtzeitig um eine/n 



Zeitraum des Praktikums: 16.09.-11.10.2013















Klett, 2006. 

050 796 Thiele 



_________________________________________________________________ 






5/33). 











Vorbesprechung: 03.07.2013, 14:00 – 16:00 Uhr (Raum folgt per E-Mail).














Klett, 2006. 

050 797 Masseling 



_________________________________________________________________ 






5/33). 













11.10.2013 (nachmittags) und werden am 03.07.2013 bekannt gegeben. Die












Klett, 2006.

Englisches Seminar - Ruhr-Universität Bochum

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