engleski, prijevod - Filozofski fakultet

UNIVERSITY OF ZAGREB

FACULTY OF PHILOSOPHY

DEPARTMENT OF ENGLISH

REFORMED STUDIES

PROGRAMME

Contents:

1. Introduction ……….………………………..……………………………………………. 1

2. General information (undergraduate and graduate studies, terms of enrolment and academic titles awarded) ……………………………..…………………………………….. 2

3. Course description (programme structure diagram and list of courses)

Undergraduate studies ………………………………………………………...…...….…… 3

Graduate studies (specialisations) …………………………………...…………………... 25

Literature …………………....………………………………………………………... 25

Linguistics …………………………………………………………..…………………. 52

Translation ………………………….…………………………………………………. 70

Teaching English as a Foreign Language ………………………………….………… 85

1. INTRODUCTION

a) The programmes offered by the Department of English Language and Literature have an important role for several reasons:

1) During the period of European integrational processes, the understanding of other cultures is important for the quality and speed of those processes. British, Irish, American, and other anglophone cultures occupy positions of priority, because it is from their position that the cultural and conceptual judgements that define the fundamental assumptions of integration and serve as the starting point in negotiations between the national and integrational cultures are formed. One of the key roles in these processes will be that of well-educated English majors as direct participants thanks to their knowledge of the nuances of the language and also due to their understanding and acceptance of fundamental democratic and ethical assumptions for which the programme prepares them in its literature, cultural, and linguistic courses.

2) European integration presupposes the stressing of multiculturalism and hybridity.

Therefore, the programmes of study at the English Department are designed to encourage students to comparatively recognize and value cultural differences. For this reason, in addition to English language and literature, the department also offers a complete programme of study in Scandinavian language and culture, as well as courses in Hibernian (Irish),

Australian, Canadian, women's, and ethnic studies.

3) English as a lingua franca is important not only for communication with other economic and cultural entities; it is most importantly a means of spreading one's own cultural horizons.

For this reason, educating future teachers in the newest methods of language learning, at a professional and ethical level, is one of the English Department's top priorities. Equally important is the department's translation programme, which prepares its students to be true bridges between cultures.

b) The Department of English Language and Literature has vast experience in carrying out the proposed programme. In addition to its current four-year undergraduate programmes of study for scholars and teachers, the department also offers a postgraduate programme in

American Studies and a professional translation programme. The department's teaching staff also participate in post-graduate programmes in linguistics, literature, and education, as well as in numerous research projects.

c) The graduate programmes of study in the Department of English Language and Literature will be of interest to businesses and cultural and government institutions, primarily to the

Ministry of Science and Education and the Ministry of European Integration.

d) The programme will be conducted almost exclusively in English, and therefore it will be completely open to students from other European universities. At the same time, a large number of the courses will be similar to and/or interchangeable with courses offered at other

English departments throughout Europe.

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2. GENERAL INFORMATION

2.1. English Language and Literature

2.2. Institution: Faculty of Philosophy, University of Zagreb

Department: Department of English Language and Literature

2.3. Duration of programme: 6 semesters. The undergraduate programme in English can be studied as a double major A.

2.4. Prerequisites to enrolment: successful completion of the entrance examination of the

Faculty of Philosophy, in addition to a test of linguistic competence in English.

2.5. The undergraduate programme in English language and literature is primarily designed as the first phase of a five-year programme of study. After six semesters

(with a minimum of 90 ECTS credits from courses in the English Department), students will be competent in the fundamental disciplines of the field and will acquire an insight into British culture as well as skills required for certain organizational or managing jobs in public services, businesses, the media, publishing, etc. Completion of the undergraduate programme is a prerequisite to continuation of one's studies in the field of English language and literature.

2.6. The Department of English offers four graduate programmes in English studies specialising in:

English Literature and Culture

American Literature and Culture

Linguistics

Translation

Teaching English as a Foreign Language

2.8. Students who complete the undergraduate programme of study will be granted the title Bachelor of Arts (BA) in English Language and Literature. Students who complete a graduate programme of study will be granted the title

Master of Arts (MA) in English - English Literature and Culture

Master of Arts (MA) in English - American Literature and Culture

Master of Arts (MA) in English - Linguistics

Master of Arts (MA) in English - Translation

Master of Arts (MA) in English - Teaching English as a Foreign Language

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3. PROGRAMME DESCRIPTIONS

UNDERGRADUATE PROGRAMME

OUTLINE OF UNDERGRADUATE PROGRAMME:

A-DOUBLE MAJOR

1 st

semester

Contemporary English langauge 1 (language classes)

Introduction to the Linguistic Study of English

5 credits

6 credits

Introduction to Literature

2 nd

semester

Contemporary English language 2 (language classes)

Contemporary English language 1 (remedial)

Introduction to Literature

1

(remedial)

English Syntax – parts of speech

3 rd

semester

Contemporary English language 3 (language classes)


6 credits

5 credits

6 credits

5 credits

1

Only for students who did not manage to pass the course in the first semester. The course is a prerequisite for other literary courses.

3

Literary Seminar – chosen among courses offered

2

4 th

semester

6 credits

5 credits Analysing English Texts


English Syntax – sentence

Literary Seminar – chosen among couses offered

6 credits

6 credits

5 th

semester

English-Speaking Societies and Cultures 5 credits

Semantics of the English language

Shakespeare

6 credits

6 credits

6 th

semester

Translation Exercises

Phonetics and Phonology

5 credits

6 credits

Literary Seminar-chosen among courses offered

6 credits

2

Apart from Introduction to Literature and Shakespeare, by the end of the sixth semester students are required to have attended and completed at least one course in British 19 th century literature, one course in British modernism, and one course in American 19 th

or 20 th

century literature. It is strongly recommended that students, if possible, respect the chronological order because of a better insight into the relations between specific periods, i.e. in the second semester they should take a course in 19 th century literature, in the third semester a course in modernism, etc.).

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LIST OF COURSES IN THE UNDERGRADUATE PROGRAMME

I.

II.

LITERARY-CULTURAL COURSES

LINGUISTIC COURSES

I. LITERARY-CULTURAL COURSES

Course coordinator: Janja Ciglar-Žani ć

Instructors: teaching assistants

Course title: Introduction to the Study of English Literature

Status: compulsory

ECTS credits: 6

Language: English

Examination: written exam

Course contents: The course consists of two parts: the first part focuses on the different literary genres using a selection of narrative, dramatic and lyric texts. The second part surveys the main critical trends of the twentieth century from Russian Formalism onwards. A general overview of the history of English and American literatures is also given.

Objectives: To introduce students to the methodology of studying literature and familiarise them with the basic literary-critical terms. Work on selected literary texts enables student to develop their reading and writing skills.

Obligatory reading:

M. H. Abrams. A Glossary of Literary Terms.

P. Barry. Beginning Theory.

T. Eagleton. Literary Theory: An Introduction.

Recommended reading:

R. Selden and P. Widdowson. A Reader’s Guide to Contemporary Literary Theory.

R. Wellek and A. Warren. Theory of Literature.

Course coordinator: Ljiljana Ina GJURGJAN, associate professor

Instructors: Ljiljana Ina GJURGJAN and Martina DOMINES, teaching assistant

Subject: Modern British Literature

Course title: English Romanticism and its context

ECTS credits: 6


Duration: 1 semester

Status: elective

Course type: 2 hours of lecture and 1 hour of seminar

Prerequisites: Introduction to Literature

Examination: Written 80%, work in class 20%

Course description: Aesthetically and ideologically English Romanticism is characterized by

Copernican shift in relation to Cartesian logocentrism. As the analysis of poetry and essays of

Wordsworth, Coleridge, Byron, Shelley and Keats as well as of Blake will show, it is characterized by subjectivism, the cult of poetic inspiration and the notion of sublime. The subject becomes the central topic of poetry, and is actualized through interaction with nature, its alienation from nature manifesting itself as monstrosity. (Coleridge, M. Shelley). The

English Romantic poets are also concerned about social and ethical issues (glorification of

Napoleon and libertinism, religious scepticism) and are critical of social injustice (Blake,

Shelley, Byron).

Objective: Developing reading and critical skills and the ability to conduct individual research. Understanding Romanticism as a period in which modern understanding of the subject as an active participant in ethical and national terms is formed.

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References:

REQUIRED

The Oxford Anthology of English Literature (Blake, Wordsworth, Coleridge, Byron, Shelley,

Keats)

David Daiches: A Critical History of English Literature (relevant chapters)

Mary Shelley: Frankenstein or Modern Prometheus

Course materials (essays selected by Lj.I.Gj.)

RECOMMENDED

H.M. Abrams: The Mirror and the Lamp, Oxford U. Press

Andrew Bennet: Romantic Poets and the Culture of Posterity, Cambridge U. Press, 1999

Harold Bloom: The Visionary Company: A Reading of English Romantic Poetry

Harold Bloom: (ed.) Romanticism and Consciousness: Essays in Criticism, New York:

Norton

Sir Maurice Bowra: The Romantic Imagination, Oxford U. Press

Alan Day: Romanticism, Routlege

Graham Hough: The Romantic Poets, London: Hutchinson U. Library

Ian MacCalman (ed) An Oxford Companion to Romantic Age, Oxford U. Press, 1999

Luko Paljetak: Antologija pjesništva engleskoga romantizma, Zagreb, Konzor, 1996

Course coordinator:

Instructor: dr. Tatjana Juki ć , assistant profesor

Course title: Victorian Literature


ECTS credits: 6

Form of instruction: lecture, seminar

Language: English

Examination: the grade is based on the essay marks and the final written exam.

Course contents: The course is organized as a description and an analysis of the practices of representation formative of Victorian culture, focusing on literature. It incorporates a discussion of dominant tendencies in Victorian natural sciences, social theory and visual arts, and their dialogue with Victorian novel and narrative poetry, as important for the genealogy of contemporary British culture, and as constituent of contemporary cultural politics and of literary and cultural theory as such (e.g. theorizing the postcolonial).

Required reading:

Charlotte Brontë, Jane Eyre

Charles Dickens, Great Expectations

George Eliot, Middlemarch

Thomas Hardy, Tess of the d'Urbervilles

Alfred Tennyson, «Mariana», «The Lady of Shalott»

Robert Browning, «Andrea del Sarto», «Fra Lippo Lippi»

Christina Rossetti, Goblin Market

Elaine Showalter, A Literature of Their Own: British Women Novelists from Brontë to

Lessing (selection)

Gillian Beer, Darwin's Plots: Evolutionary Narrative in Darwin, George Eliot and

Nineteenth-Century Fiction (selection)

Isobel Armstrong, Victorian Poetry: Poetry, Poetics and Politics (selection)

Nancy Armstrong, Fiction in the Age of Photography: The Legacy of British Realism

(selection)

Herbert F. Tucker (ed.). Victorian Literature and Culture (selection)

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Instructor: Dr.Borislav Kneževi ć

Subject: 19th Century literature

Course title: Victorian Literature

ECTS credits: 6


Duration: one semester

Status: elective

Course type: 3 seminar hours a week

Requirements: registration for third semester

Examination: The grade is based on a written essay at the end of term (5-6) pages, and a quiz at the end of term.

Course description: this course is designed as an introduction to Victorian literature. The reading is made up by texts by representative works of some of the most important Victorian writers, and it covers the important genres of the period (fiction, poetry, nonfiction prose).

The course will attempt to define the central themes of Victorian literature, that have to do with Victorian social makeup, industrialization, urbanization, imperialism, gender ideologies, and professionalization of writing. Much of our work will be conducted through a close reading of formal and historical properties of the selected texts.

Objective: The course places an emphasis on active student engagement with the literary text, in order for the students to master the skills of interpreting literary text. One of the important goals of this course is to allow students to improve their skills of written analysis of literature.


Poetry:

Alfred Lord Tennyson, ”The Lotos-Eaters,” “Ulyssess,” “The Charge of the Light Brigade”

Elizabeth Barret Browning, Sonnets from the Portuguese

Robert Browning, “My Last Duchess,” “Love Among the Ruins”

Matthew Arnold, ”Dover Beach,” “The Buried Life”

Dante Gabriel Rossetti, “The Blessed Damozel,” “The Burden of Nineveh”

Nonfiction prose:

Thomas Carlyle, “Signs of the Times,” “Condition of England,” from Past and Present

W.M. Thackeray, The Book of Snobs (selection)

John Ruskin, The Stones of Venice (selection)

Matthew Arnold, “The Function of Criticism at the Present Time”

Walter Pater, The Renaissance (Preface)

Novels:

Charles Dickens, Great Expectations

Elizabeth Gaskell, North and South

Optional reading:

Charlotte Bronte, Jane Eyre

Henry Mayhew, London Labour and the London Poor

W.M. Thackeray, The Book of Snobs

J.S. Mill, from The Subjection of Women

Christina Rossetti, “Goblin Market”

Raymond Williams, “People of the City” from The Country and the City

Hilary Schor, “If He Should Turn to Beat Her: Violence, Desire and the Woman’s Story in The Great Expectations”

Jay Clayton, “Is Pip Postmodern? Or, Dickens at the End of the Twentieth Century”

Edward Said, “Dickens and Australia”

David Cannadine, “A Viable Hierarchical Society,” from The Rise and Fall of Class in

Britain

Catherine Gallagher, The Industrial Reformation of English Fiction [selection]

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Ljiljana Ina GJURGJAN, associate professor


Course title: Irish Modernism

ECTS credits: 6




Course type: 2 hours of lecture and one hour of seminar

Prerequisites: enrolment in the third semester

Examination: Students will be expected to write a short paper (20% of the grade), actively participate in the seminar discussions (30% of the grade) and sit for a final 90 minute examination (50% of the grade).

Course description: Critical works and essays of British Modernism shall be analyzed, primarily those of James Joyce, W.B. Yeats and S. Beckett, but also documentary texts and films bearing testimony to the period, primarily those on M. Collins and E. de Valera. In addition to the understanding of Modernism as a literary and cultural phenomenon, we shall also discuss the role of literature in stateless nations and the relation between language and nationality. In the conclusion, we shall examine the impact of the Modernist rhetoric on the understanding of the situation in Northern Ireland today.

Objective: The course will attempt to develop the reading skills and the awareness of a text as a literary and cultural phenomenon. We shall also study the Irish culture at the beginning of the nineteenth century as paradigmatic for the resistance to the European-type colonialism.

The issue of language as an essential element of the national identity shall be discussed.

References:

REQUIRED

The Cambridge Companion to James Joyce ed. Derek Attridge pp. 116-128

Seamus Dean: "Heroic Styles: The Tradition of an Idea" in Ireland's Filed Day, Hutchinson and Co, 1985

Ljiljana Ina Gjurgjan: Mit, nacija i književnost ‘kraja stolje ć a’: Vladimir Nazor i W.B. Yeats,

NZMH, 1995, 1st chapter

Declan Kiberd: Inventing Ireland: The Literature of the Modern Nation, London: Vintage,

1996

Margot Norris: "Stephen Dedalus, Oscar Wilde and the Art of Living" in Joyce's Web,

Austen: U. of Texas Press, 1992

RECOMMENDED

Attridge - Howes: Semicolonial Joyce, Cambridge U. Press, 2000

Attridge and Ferrer: Post-Structuralist Joyce, Cambridge U. Press, 1984

Neil R. Davison: 'Representations of Irishness' in Textual Practice, summer 1998, 12(2), 291-

321

Denis Donoghue: Yeats, Fontana Modern Masters

Christina Froula: Modernism's Body: Sex, Culture and Joyce, New York, Columbia U.

Press, 1996

Majorie Howes: Yeats's Nations - Gender, Class and Irishness, Cambridge U. Press, 1998

Ljiljana Ina Gjurgjan: "Yeats, Postcolonialism, and Turn-of-the-Century Aesthetics" in

European Journal of English Studies, 1999, Vol. 3, No. 3, pp. 314-326

Pericles Lewis: Modernism, Nationalism, and the Novel, Cambridge U. Press, 2000

Edward Said: "Nationalism, Colonialism, and Literature: Yeats and Decolonization", Field

Day, Hutchinson and Co, 1988, pp. 12-34

Ivo Vidan: Nepouzdani pripovjeda č pp. 155-205

Name of instructor: Dr. Tatjana Juki ć

Course title: Historiographic Metafiction

Type of course: elective

Semester:

8

Number of credits: 6

Language of instruction: English

Prerequisites: enrolment in the third semester

Exam: the final grade will be based on essay marks and on the final written exam.

Course description: The course is structured as an analysis of historiographic metafiction, a genre formative of the poetics of postmodernism. Building on the positions of Hayden

White's and Dominick LaCapra's metahistory, Linda Hutcheon defines historiographic metafiction as the narration about the past which stages the analysis of its own structure and reference, and is therefore constituted as a convergence of fiction, history and theory. The course focuses on the analysis of the novels formative of the genre (yet deconstructing it in the process), and of its existing descriptions (Linda Hutcheon, Brian McHale), with a special emphasis on the genre’s interest in the historicity of knowledge, the accumulation of symbolic capital, the process of social legitimation and the politics of representation. Classes will be organized as lectures and as seminars.

Reading:

John Fowles, The French Lieutenant’s Woman

J.M.Coetzee, Foe

David Lodge, Nice Work

A.S.Byatt, Possession

Margaret Atwood, Alias Grace

Roland Barthes, The Rustle of Language (selection)

Hayden White, The Content of the Form: Narrative Discourse and Historical Representation

(selection)

Dominick LaCapra, History, Politics and the Novel (selection)

Brian McHale, Postmodernist Fiction (selection)

Linda Hutcheon, A Poetics of Postmodernism: History, Theory, Fiction

Linda Hutcheon, The Politics of Postmodernism

Brian McHale, Constructing Postmodernism (selection)

Andrew Gibson, Towards a Postmodern Theory of Narrative (selection)

Tatjana Juki ć , Zazor, nadzor, svi đ anje: dodiri književnog i vizualnog u britanskom devetnaestom stolje ć u (chapter on historiographic metafiction)

Instructor: Borislav Kneževi ć

Subject: 20 th

Century Literature

Course: History and Theory of the English Novel

ECTS credits: 6 credits


Length: 1 semester



Requirement: enrolment in the third semester

Exam: The grade is based on two written essays (5-6 pages each), and a quiz at the end of term.

Course description: The course provides a survey of the history and theory of the anglophone novel. The required reading includes representative novels from the beginning of the 18th century to the late 2oth century (for instance, Defoe, Austen, Dickens, Woolf,

Morrison, Coetzee), that is, from the rise of the novel as a literary genre to the postmodern novel. Equally important to our discussions will be secondary literature, chosen to facilitate discussion on the central questions of the theory of the novel, such as the issues of periodization, narrative technique, genre, characterization, and sociology of the novel.

Objective: The main goal of the course is to introduce students to a complex problematic of the history and theory of the anglophone novel. At the same time, the course requires a high level of student participation in research related activities, that is, in compiling and working

9

with secondary sources, which means that students will have an opportunity to develop individual research skills of putting together critical bibliographies. A good part of our work will focus on improving the skills of written analysis of literary texts, especially with regard to using secondary sources.

Required reading:

Novels:

Daniel Defoe, Robinson Crusoe

Jane Austen, Mansfield Park

Virginia Woolf, To the Lighthouse

J.M. Coetzee, Foe

Douglas Coupland, Generation X

Theory and criticism:

Mikhail Bakhtin, The Dialogic Imagination (selection)

Gerard Genette, Narrative Discourse (selection)

Michael McKeon, The Origins of the Novel (selection)

Franco Moretti, Atlas of the European Novel (selection)

Lawrence Stone, The Family, Sex and Marriage (selection)

Ian Watt, The Rise of the Novel (selection)

E.M. Forster, Aspects of the Novel (selection)

Seymour Chatman, Story and Discourse (selection)

Henry James, “The Art of Fiction”

Virginia Woolf, “Modern Fiction”

F.R. Leavis, The Great Tradition (selection)

Optional literature:

Viktor Shklovsky, “Sterne’s Tristram Shandy”

Fredric Jameson, Postmodernism (selection)

Wayne Booth, The Rhetoric of Fiction (selection)

Instructor: dr. sc. Sonja BAŠI Ć , Professor emeritus

Subject: American Literature

Course: American Modernism

ECTS credits: 6



Status: elective in undergraduate programme

Form of Instruction:

Prerequisites: enrolled in third semester

Examination: Regular attendance, active participation , one written paper (5-6) pages and written final exam.

Content: This course introduces students into various aspects of American modernism: ideological, thematic, narrational i and stylistic. The required texts are by some of the leading fiction writers ofd this period.. Among others the course will focus on some of the central themes of this period in the USA: World War I, seculatization and urbanization, emancipation of women and ethnic groups, the exodus of American writers to Europe in the twenties, the the advent of consumerism, the economic crisis and concomitant left turn of writers and critics in the thirties. Much attention will also be given to narrative and stylistic experiments which marked (American) modernists in the narrower sense of the word (eg.Sherwood

Anderson, F. S. Fitzgerald, Ernest Hemingway, John Dos Passos, and above all William

Faulkner). The focus will be on careful readings of texts and their formal and historical properties.

Aims: The course leads students to a careful and committed examination of literary texts in order to acquire the skills and methods needed in their analysis. Much attention is also given to advancing the student's ability to express their views orally and in writing.

Reading:

10

Required:

F.S. Fitzgerald: The Great Gatsby, "The Crack-Up"

Sherwood Anderson: three stories from Winesburg, Ohio

Ernest Hemingway: 5 stories from In Our Time , The Sun Also Rises

William Faulkner: The Sound and the Fury (with omissions)

Richard Wright: Native Son, "The Blueprint for Negro Wrtiting"

John Dos Passos: experimental and politically committed segments (cca 50 pages) from The

USA Trilogy

John Steinbeck: In Dubious Battle

A Reader of critical texts (200) provided by the teacher

Recommended:

Bradbury, Malcolm i McFarlane : Modernism

Critical texts from the Harper i Norton Anthology and the Columbia History of American

Literature

Course Coordinator: dr. Stipe Grgas

Subject: American Literature

Course title: American Postmodernism

ECTS credits: 6


Duration: 1 semester


Form of Instruction: lecture and seminar

Admission requirements: student must be registered in the 3 rd

semester

Course requirements: regular attendance, written test, essay paper.

Course contents: Through the reading of representative postmodernist novels, this course deals with central issues of American postmodernism. These issues include: a redefinition of the relationship between popular and high culture, questioning of the status of history and fiction writing, and the possibility of a critical position in the late capitalist society. Relavant authors discussed in the course are W.S. Burroughs, Thomas Pynchon, Ishmael Reed, Don

DeLillo, Douglas Coupland, Sherman Alexie and others. Apart from reading the novels, students are required to get a good knowledge of the historical context and the theoretical background necessary for their interpretation.

Course objectives: students will learn about the important cultural, social and political aspects of American postmodernism and their relation to the literary production of the period.

The course also aims at preparing the students for a critical, contextually and theoretically informed reading of the novels.

Literature:

Required:

Ishmael Reed, Yellow Back Radio Broke-Down

Don DeLillo, White Noise

Thomas Pynchon, Vineland


Sherman Alexie, Reservation Blues

Students must also read the course reader (about 200 p). The reader provides the historical context and theoretical background for the interpretation of the novels.

Additional:

Bakhtin, Mikhail. Rabelais and His World. Cambridge: MIT Press, 1968.

Bal, Mieke. Narratology: Introduction to the Theory of Narrative (2nd edition).

Toronto/Buffalo/London: U of Toronto P, 1997.

Baudrillard, Jean. America. London & NY: Verso, 1996.

Bauman, Zygmunt. Globalization: The Human Consequences. Cambridge: Polity, 1998.

11

Ruppersburg, Hugh and Tim Engles. Critical Essays on Don DeLillo. New York: G.K. Hall &

Co, 2000.

Green, Geoffrey, Donald J. Green and Larry McCaffery. The Vineland Papers: Critical Takes

on Pynchon's Novel. Normal: Dalkey Archive Press, 1994.

Jameson, Fredric. Postmodernism or, the Cultural Logic of Late Capitalism. Durham: Duke

UP, 1991.

Jeffords, Susan. Hard Bodies: Hollywood Masculinity in the Reagan Era. New Brunswick,

New Jersey: Rutgers University Press 1994.

Maltby, Paul. Dissident Postmodernists: Barthelme, Coover, Pynchon. Philadelphia: U of

Pennsylvania P, 1991.

Mellencamp, Patricia (ed.) Logics of Television: Essays in Cultural Criticism. Bloomington and Indianapolis: Indiana UP, 1990.

Ross, Andrew. No Respect: Intellectuals and Popular Culture. NY & London: Routledge,

1989.

Simmons, Philip E. Deep Surfaces: Mass Culture and History in Postmodern American

Fiction. Athens: University of Georgia Press, 1997.

Course title: Nineteenth-Century American Literature

Instructor: Jelena Šesni ć

ECTS credits: 6


Student's work-load: regular attendance and active participation in the seminar (10 % of the grade); oral presentation (10% ); seminar paper (30 %); written test (50 %)

Course description: A selection of nineteenth-century literary texts (short-stories, poetry and novels), accompanied by selected critical essays, should give students a general idea of the principal elements in the formation of American culture from the 1820-1890s. This crosssection of writers is seen as representative of the emergence and affirmation of a distinctive

American literary voice. The authors include: LM Child, EA Poe, HD Thoreau, Melville,

Hawthorne, Douglass, RH Davis and Cahan.

Objectives: Since this is most likely the first full course in American literature at this level, it is necessary that the student get a clear sense of thematic, cultural and ideological currents in the period. Additionally, the students should be able to conceptualize the ways literary representations may function as purveyors of myth, nationalism and other cultural meanings.

Independent readings are encouraged based on the application of contemporary literary and cultural theory.

Reading:

Primary texts:

L M Child: Hobomok

E A Poe: selection of poetry and short-stories

H D Thoreau: Walden (extracts)

Nathaniel Hawthorne: The Scarlet Letter

Herman Melville: «Bartleby, the Scrivener»; «Benito Cereno» (short story; novella)

Frederic Douglass: The Narrative of the Life of Frederic Douglass, an American Slave

R H Davis: «Life in the Iron Mills» (novella)

Abraham Cahan: «Yekl» (novella)

Secondary readings (selected chapters or individual essays) will be provided in the reader specifically designed for the course and made available to students at the beginning of the course. The reader consists of selected authors crucial for contemporary interpretations of nineteenth-century literature and culture, such as: FJ Turner, Bercovitch, Tompkins, Rogin,

Kolodny, Sundquist, etc.

12

Instructor: Janja Ciglar-Žani ć

Course title: Shakespeare

Type of course: obligatory



Exam: written

Prerequisites: enrolment in the 5th semester

Course contents: The course focuses on the theoretical and cultural assumptions necessary for a better understanding of the Shakespeare canon: its meanings, uses, appropriations and re-inscriptions from the 17th century on. Every year several generically representative

Shakespearean texts are singled out for detailed discussion. Special attention is paid to the culturally specific uses of Shakespeare in the present.

Objective: Familiarize students with a selection of major Shakespearean texts. Enable students to study Shakespearean texts in the light of different theoretical and critical approaches. Raise the awareness about the constructed nature of the canon.

Obligatory Reading:

William Shakespeare, Complete Works.

Raman Selden, Peter Widdowson & Peter Brooker, A Reader's Guide to Contemporary

Literary Theory, London: Prentice Hall, 1997.

Peter Brooker & Peter Widdowson, eds., A Practical Reader in Contemporary Literary

Theory, Harlow: Prentice Hall, 1996.

Ronald Carter & John McRae, The Routledge History of Literature in English, London &

New York: Routledge, 1997.

Christopher Ricks, ed., English Drama to 1710., Sphere History of Literature in the

English Language: volume 3, London: Sphere Books, 1971.

G. B. Harrison, Introducing Shakespeare, 3 rd

edition (revised and expanded),

Harmondsworth: Penguin Books, 1966.

Margreta de Grazia & Stanley Wells, eds., The Cambridge Companion to

Shakespeare, Cambridge: Cambridge University Press, 2001.

Recommended Reading:

E. M. W. Tillyard, The Elizabethan World Picture, London: Chatto & Windus, 1943.

Andrew Gurr, The Shakespearean Stage 1574-1642, 3 rd

edition, Cambridge: Cambridge

University Press, 1992.

Stephen Greenblatt, Renaissance Self-Fashioning: From More to Shakespeare, Chicago &

London: The University of Chicago Press, 1980.

Stephen Greenblatt, Learning to Curse: Essays in Early Modern Culture, New York &

London: Routledge, 1992.

Carolyn Ruth, Swift Lenz, Gayle Greene & Carol Thomas Neely, eds., The Woman's

Part: Feminist Criticism of Shakespeare, Chicago: University of Illinois Press,

1980.

Marilyn French, Shakespeare's Division of Experience, London: Abacus, 1983.

John Drakakis, ed., Alternative Shakespeares, London & New York: Routledge, 1985.

Janja Ciglar-Žani ć , Neka ve ć a stalnost: Shakespeare u tekstu i kontekstu, Zagreb:

Zavod za znanost o književnosti filozofskog fakulteta, 2001.

Jonathan Dollimore & Allan Sinfield, eds., Political Shakespeare: Essays in Cultural

Materialism, Manchester & New York: Manchester University Press, 1985.

Ania Loomba, Gender, Race, Renaissance Drama, Bombay: Oxford University Press,

1992.

Michael Hattaway, Boika Sokolova & Derek Roper, eds., Shakespeare in the New

Europe, Sheffield: Sheffield Academic Press, 1994.

James Schiffer, ed., Shakespeare's Sonnets: Critical Essays, New York & London:

Garland Publishing, Inc., 2000.

13

II. LINGUISTIC COURSES

1. LANGUAGE CLASSES

2. FUNDAMENTAL LINGUISTIC COURSES

1. LANGUAGE CLASSES

Course title: Contemporary English language I

Instructors: Baši ć – 2 groups (8 hours), Zubak – 2 groups,

Matijaševi ć – 2 groups, a new temporary – 2 groups

ECTS credits:

Language:

Semester:

Status:

5

English

1st (winter) compulsory

Form of instruction:

Prerequisites:

Examination:

Course contents: language classes, 4 hours a week enrolled as a student of English language and literature writen and oral exam

The course comprises normative grammar of contemporary

English language, with special emphasis on word classes and their features, as well as reading texts in order to expand vocabulary and develop skills of written and oral expression.

Objectives: The objective of the course is for students to develop their ability of understanding, as well as the ability of written and oral expression in English through various exercises in reading, writing, listening and speaking, and through individual study of grammatical patterns. Students are also taught how to use various reference books, especially dictionaries and grammar handbooks.

Required reading and reference books:

Eastwood, John. (1994), Oxford Guide to English Grammar,

Oxford: Oxford University Press.

At least one monolingual English dictionary for advanced study of English, for example Oxford Advanced Learner's

Dictionary.

A Reader for Students of CEL 1. (a reader with exercises)

14

Grammar Exercises for Students of CEL 1. (practice book)

Course title: Contemporary English language I (remedial)

A course for students who did not manage to pass the exam in Contemporary English

Language I on the first date scheduled. The course will run in the summer semester.

Instructors: Nikoli ć – 1 group (4 hours); Banks – 1 group (4 hours)

Course title:

Instructors:

ECTS credits:

Language:

Semester:

Status:

Contemporary English Language II

Baši ć – 2 groups (8 hours), Zubak – 2 groups

Matijaševi ć – 2 groups, a new temporary – 2 groups

5

English

2 nd

(summer)

Form of instruction:

Prerequisites: compulsory language classes, 4 hours a week in order to enrol in this course the student has to pass the examination in the course Contemporary English Language 1 or attend the course in Contemporary English Language 1 and enrol in the course Contemporary English Language I

(remedial)

Examination:

Course contents:

Objectives:

Compulsory reading: written and oral exam the course continues with the normative grammar of contemporary English language; the emphasis is on word classes and their features, as well as reading texts in order to expand vocabulary and develop skills of written and oral expression the course aims at developing students’ abilities of understanding as well as their written and oral expression in

English through different ways of practicing reading, writing, listening and speaking, as well as individual study of grammatical patterns; students are also taught all possible ways of using teaching materials, especially dictionaries and grammar handbooks

Eastwood, John (1994), Oxford Guide to English Grammar.


At least one of the monolingual dictionaries for advanced learning, for example Oxford Advanced Learner's Dictionary.

15

A Reader for Students of CEL 2. (a reader with exercises)

Grammar Exercises for Students of CEL 2. (exercise book/workbook)

Course title: Contemporary English Language 2 (remedial)

The course is for students who did not pass the course

Contemporary English Language 2 at the first date scheduled. The course will run in the winter semester.

Pavlovi ć – 2 groups (4 hours) Instructor:

Course title:

Instructors:

ECTS credits:

Language:

Semester:

Status:


Prerequisites:

Contemporary English Language III

Beli – 2 groups (8 hours), Hoyt – 1 group (4 hours),

Majhut – 1 group (4 hours), Šafran – 1 group (4 hours),

Nikoli ć – 2 groups (8 hours), Banks – 1 group (4 hours)

5

English

3rd (winter) compulsory

Examination:

Course contents:

Objectives: language classes (4 hours per week) a passing grade in Contemporary English Language I; and a passing grade in Contemporary English Languguage II or completed Contemporary English Langugage II (without a passing grade) and registration for Contemporary English

Language II (Remedial). written and oral exam

The course deals with syntactics aspects of contemporay

English language - concretely, with types of clauses and their features with the objective of developing language competence in speaking and writing. The course also includes reading and analysis of texts with the focus on developing analitical and critical thinking.

The objective of the course is to develop understanding of complex language structures and competence in their use in speaking and writting.

Recommended reading: Greenbaum, Sidney and Quirk, Randolph (1990). A Student's

Grammar of The English Language, London: Longman.

A Reader for Students of CEL 3 (selected texts).

At least one monolingual English dictionary for advanced learners.

16

Course title: Contemporary English Language III (remedial)

For students who did not pass CEL III at first. The course will be held in the summer semester.

Pavlovi ć – 2 groups (4 hours) Instuctor:

Course title:

Instructors:

ECTS Credits:

Language:

Semester:

Status:


Prerequisites:

Analysing English Texts

Beli – 2 groups (8 hours), Hoyt – 2 groups (8 hours), Banks –

2 groups (8 hours), Zergollern – 2 groups ( 8 hours)

5

English

4th (summer) compulsory practical language classes, 4 hours per week

Examination:

Course contents:

Objectives: completion of the courses Contemporary English I,

Contemporary English II, and Contemporary English III.

Also possible: parallel enrolment in the course Contemporary

English III – remedial (for those who haven't completed

Contemporary English III) written exam

In this course students will get acquainted with the basic types of discourse and their characteristics. They will analyse texts belonging to various types of discourse used in modern

English. They will also be required to produce their own texts.

The objective is to help students recognize the characteristics of various types of discourse. They will also learn how to write different kinds of texts using appropriate forms of discourse.

Required reading: Bartholomae, David and Petrosky, Anthony (2002), Ways of

Reading (An Anthology for Writers). Boston: Bedford.

Faigley, Lester. The Brief Penguin Handbook, London:

Longman.

Course title:

Instructors:

English - Speaking Societies and Cultures

Vesna Beli, Lovorka Zergollern-Mileti ć , Snježana Veselica-

Majhut, Alex Hoyt, Kristijan Nikoli ć , Ivana Bušljeta-Banks,

Jasenka Šafran

ECTS credits:

Language:

5

English

17

Semester:

Status:

Form of instruction:

Prerequisites:

Examination:

Course contents:

Examination:

Course contents:

5th (winter) compulsory language classes, 4 hours a week completed Contemporary English Language I, II i III and

Analysis of Texts in English written exam

The course examines habits, institutions and value systems of the English speaking societies. Studying a whole range of texts, taken from various media, students will become familiar with certain aspects of these societies, such as political and social institutions, multiculturality, educational systems, arts, etc...

Objectives:

Required reading:

The objective of the course is to inform students about the most salient features of the English speaking societies and cultures.

Story, Mike and Childs, Peter. British Cultural

Identities.

Story, Mike and Childs, Peter. Encyclopedia of

Contemporary British Culture.

McDonogh, Gary, Wong, Cindy and Gregg, Robert.

Encyclopaedia of Contemporary American Culture.

Course title: Translation exercises

Instructors: Zergollern – 1 group (4 hours); Pavlovi ć – 2 groups (8 hours);

Šafran – 2 groups (8 hours); Majhut – 2 groups (8 hours);

Nikoli ć – 1 group (4 hours)

ECTS credits:

Language:

5

English and Croatian

Semester:

Status:


Prerequisites:

6th (summer) compulsory language classes, 4 hours per week completed Contemporary English Language I, II, III, and

Analysis of English Texts written exam

Translation of general-type (non-specific) texts from English into Croatian and from Croatian into English. Through individual translation and analysis of translated texts (their

18

Objectives:

Recommended reading: own and other) the students will be introduced to basic translation procedures, as well as to key problems in translation from English into Croatian and from Croatian into

English. Most important translation tools will be explored.

The aim of the course is for students to acquire insight into the basic translation procedures through practical experience, and to master basic translation skills. The students will learn to use the most important translation tools.

Bilingual dictionaries, e.g.:

Bujas, Željko. Veliki hrvatsko-engleski rje č nik. Zagreb:

Nakladni zavod Globus; and Bujas, Željko. Veliki englesko- hrvatski rje č nik. Zagreb: Nakladni zavod Globus.

A monolingual dictionary, e.g.:

Hornby, A. S. Oxford Advanced Learner's Dictionary.


An encyclopedic dictionary, e.g.:

The New Oxford Dictionary of English, ili

Webster’s Third New International Dictionary, Unabridged.

A dictionary of collocations, e.g.:

Oxford Collocations Dictionary for Students of English.


2. FUNDAMENTAL LINGUISTIC COURSES

Course title: Introduction to the Linguistic Study of English

Course coordinator:

Instructor:

ECTS credits:

Language:

Semester:

Status:


Prerequisites:

Examination:

Course contents:

Višnja Josipovi

6

English

1st (winter) compulsory ć Smojver, Associate Professor

Mateusz-Milan Stanojevi

4 lectures per week ć enrolled as student of English language and literature written exam (15 fill-in-the-blanks questions and a 500-word essay dealing with one of two assigned topics)

The course deals with basic topics in general linguistics and a linguistic description of the English language. The

19

Objectives:

Required reading: introductory part of the course defines language based on its unique properties, and provides the foundations of a structuralist description of language, i.e. synchrony and diachrony, prescriptivism and descriptivism, language and speech, the linguistic sign and its properties, double articulation and syntagmatic and paradigmatic relations. The central part of the course deals with core linguistic disciplines: phonology, morphology, syntax, semantics, pragmatics and the history of language. The first five of these disciplines are dealt with synchronically, which includes their definition, type of linguistic analysis most frequently used, and examples from English. The description is based on structuralist foundations, expanded by ideas from other linguistic theories, especially generative linguistics (in morphology and syntax) and functionalism (in semantics and pragmatics). The last topic in this part of the course is diachronic, and it explains historical changes on all levels of linguistic analysis, with examples based on the history of

English. The last part of the course tackles multidisciplinary approaches to language, describing ways in which contemporary linguistics sees the relationship of language and society (sociolinguistics), language and culture

(anthropological linguistics), language and mind

(psycholinguistics) and, finally, language acquisition and teaching.

At the end of the course the student is expected to be able to explain basic theoretical issues concerning human language in general and English in particular, which serves as a foundation for other linguistic courses in the program.

Secondly, the student is expected to critically comment on various linguistic theories. Finally, the student is expected to be able to demonstrate certain basic skills in conducting linguistic research.

Yule, G. The Study of Language. 2nd ed. Cambridge

University Press, 1996

20

Recommended reading:

Course title:

Course coordinator:

Instructor:

ECTS credits:

Language:

Semester:

Status:


Prerequisites:

Examination:

Contents:

Objectives:

Obligatory references:

Additional references:

Course title:

Course coordinator:

Instructor:

ECTS credits:

Language:

Semester:

Lyons, J. Language and Linguistics. An Introduction.

Cambridge University Press, 1981. pp. 34-65; 100-135

English Syntax – parts of speech prof. dr. Milena Žic Fuchs

Irena Zovko Dinkovi ć

6

English

2nd (summer) compulsory

4 hours of lecture a week

The students have to pass the exam in Introduction to the

Linguistic Study of the English Language written exam

This course deals with problems in defining lexical categories according to their morphological and syntactic features. It also deals with the syntactic analysis of sentence constituents, primarily noun phrases and verb phrases. Special attention is drawn to the relationships between constituent elements, especially complementation and modification. Aside from syntactic features, semantic features of sentence elements are analyzed as well.

The objective of this course is to provide the students with an insight into the basic principles of syntactic analysis of sentence elements in the English language.

Greenbaum, Sidney & Quirk, Randolph (1999

[

1990

]

). A

Student's Grammar of the English Language, Longman

Huddleston, Rodney (1984). Introduction to the Grammar of

English, Cambridge: Cambridge University Press

Van Valin, Robert D., Jr. (2001) An Introduction to Syntax,

Cambridge: Cambridge University Press

Wekker, Herman i Liliane Haegeman (1985), A Modern

Course in English Syntax, London, New York: Routledge

English Syntax - sentence prof. dr. Milena Žic Fuchs

Jelena Parizoska

6

English

4th (summer)

21

Status:


Prerequisites:

Examination:

Contents:

Objectives:

Obligatory references:

Additional references:

Course title:

Course coordinator:

Instructor:

ECTS credits:

Language:

Semester:

Status:


Prerequisites:

Examination:

Course contents: compulsory

4 hours of lecture a week

The students have to pass the exam in Introduction to the

Linguistic Study of the English Language written exam

This course deals with problems in defining sentence and with systematic analysis of various types of English clauses and sentences through theory-independent study of syntactic and semantic relations between different parts of sentence.

The students analyze various phenomena in simple and complex sentences, such as negation, coordination, subordination, coreferentiality, passive, etc. Particular emphasis is placed on syntactic and semantic characteristics of predicate arguments, as well as on the relationship between grammatical relations and semantic roles.

The goal of this course is to introduce the students to the conceptual and methodological preconditions for the description and syntactic analysis of language so that they can comprehend the ways in which not only English, but any other natural language functions.

Greenbaum, Sidney & Quirk, Randolph (1999

[

1990

]

). A

Student's Grammar of the English Language, Longman

Huddleston, Rodney (1984). Introduction to the Grammar of

English, Cambridge: Cambridge University Press

Van Valin, Robert D., Jr. (2001) An Introduction to Syntax,

Cambridge: Cambridge University Press

Wekker, Herman i Liliane Haegeman (1985), A Modern

Course in

English Syntax, London, New York: Routledge

Semantics of the English language prof. dr. Milena Žic Fuchs prof. dr. Milena Žic Fuchs

6

English

5th (winter) compulsory lecture, 4 hours per week completed courses in Syntax and Introduction to the

Linguistic Study of English written exam

The course introduces students to the complex issues of meaning: 1) on the level of lexemes or words, 2) on the paradigmatic level, or the vocabulary structure and 3) to the relationship between semantics and syntax, or the relationships on the syntagmatic level. Basic traditional

22

Objectives: semantic concepts are discussed, such as homonymy, synonymy, polisemy, antonymy, as well as traditional theoretical approaches such as componential analysis and field theory. Particular attention is paid to the traditional approach to metaphor and metonymy, with an introduction to the new views of these language phenomena arising in cognitive semantics. The complexity of the relationship between semantics and syntax, or meaning on the syntagmatic level, is analyzed from the level of the sentence to the smaller syntagmatic units such as collocations.

The objective of the course is to introduce students to the complexities of meaning phenomena, as well as to different theoretical frames, both traditional and contemporary, used to explain these phenomena.

Recommended reading (obligatory):

Leech, G. N. (1978), Semantics. Penguin

Lyons, J. (1981), Language and Linguistics. Cambridge

University Press

Palmer, F. R. (1976), Semantics – A New Outline. Cambridge

University Press

Recommended reading (optional):

Lyons, J. (1981), Language, Meaning, Context. Fontana

Lyons, J. (1995), Linguistic Semantics, An Introduction,

Cambridge University Press

Course title:

Instructor:

ECTS credits:

Language:

Semester:

Status:


Prerequisites:

Phonetics and Phonology prof. dr. Višnja Josipovi

6

English

6th (summer) compulsory ć lecture, 4 hours per week

Smojver there are no special prerequisites for taking up this course, except that the student has to be regularly enrolled in the semester in which the course is taught. written exam Examination:

Course contents: Students are taught the fundamental notions of contemporary phonetics and phonology. The course starts with a survey of the basic notions of articulatory phonetics, with special emphasis on the standard pronunciation varieties of British and American English (RP and GenAm respectively).This is followed by an oveview of suprasegmental phenomena in

English. After this, the students are familiarized with the basic tenets of generative phonology, which are illustrated primarily with reference to English and Croatian examples.

Students are taught to formulate the most important rules of lexical and post-lexical phonology of English.

Objectives: Students should learn to approach English pronunciation descriptively, as opposed to the earlier prescriptive approach,

23

Obligatory literature:

Reference literature:

Further readings: which they were used to in the course of pre-university

English learning. In order to develop this kind of approach, i.e., to learn how to describe English pronunciation phenomena in a scientific way, trough this course the student should develop the ability of selective listening and master the basic notions and terms of phonological and phonetic description.

Clark. J. & C. Yallop (1990), An Introduction to Phonetics

and Phonology. Oxford: Blackwell.

Gimson, A.C. (2001), An Introduction to the Pronunciation

of English. 6th edn., revised by A. Cruttenden. London:

Edward Arnold.

Josipovi ć , V. (1999), Phonetics and Phonology for Students

of English. Zagreb: Targa.

Crystal, D. (1990), A Dictionary of Linguistics and Phonetics.

Oxford: Blackwell.

Pullum, G.K. & W.A. Ladusaw (1996), Phonetic Symbol

Guide. The University of Chicago Press.

Trask, R.L. (1996), A Dictionary of Phonetics and

Phonology. London:Routledge.

Wells, J.C. (1990), Pronunciation Dictionary. Longman.

Carr, P. (1993), Phonology. The Macmillan Press Ltd.

Catford, J.C. (2001), A Practical Introduction to Phonetics.

2nd edn. Oxford: Oxford University Press.

Ewen, C.J. & H. van der Hulst (2001), The Phonological

Structure of Words. Cambridge University Press.

Gussenhoven, C. & H. Jacobs (1998), understanding

Phonology. London: Arnold.

Gussman, E. (2002), Phonology: Analysis and Theory.

Cambridge University Press.

Jackson, M.T.T. (1997), ed., Speech Production and

Perception I (CD). Cambridge, MA: Sensimetrics.

Ladefoged, P. (2002), A Course in Phonetics, 4th edn.

Boston, MA: Heinle & Heinle.

McCarthy, J.J. (2002), A Thematic Guide to Optimality

Theory. Cambridge University Press.

24

1. GRADUATE STUDIES IN ENGLISH SPECIALISING IN

LITERATURE

a) ENGLISH LITERATURE AND CULTURE – single major and double major programme b) AMERICAN LITERATURE AND CULTURE - single major and double major programme

Description of the graduate programme

The specialization in Literature and Culture of the Graduate Programme in English Language and Literature has a duration of four semesters. The prerequisites to enrolment are completion of the undergraduate programme in English, in addition to the fulfilment of special conditions as decided by the English Department. Within this specialization, students can choose to focus on English literature and culture, which includes anglophone (post-colonial) literatures and cultures, or on American literature and culture. Students can study this programme either as a single major or as one part of the double major.

The goal of this programme is the acquisition of knowledge and skills in connection with the learning and understanding of the particularities of the language and cultural histories of a variety of cultures (American, English, and other anglophone cultures); the development of the skills of ''close reading'' and other critical methods of textual interpretation; the contextualization of texts in their historical and cultural context; and the understanding of the historical or psychological motivations of the behaviour of characters; in addition to the recognition of the specific values of individual cultures and their historical conditioning both in literature and in literary criticism and theory.

A broader goal of the programme is to develop the intellectual and ethical abilities necessary for the solution of highly complicated tasks that require a solid education in the humanities, a tolerant attitude toward cultural differences, and highly ethical criteria. Graduates will be qualified for culturally related jobs in the media, in diplomatic and other government services, and in public and private institutions that require a knowledge of the English language and anglophone cultures, creativity, communicative competence, the ability to carry out complicated tasks, and the ability to manage teamwork.

After a student has accumulated 60 ECTS credits (for English as a double major) or 90 ECTS credits (for English as a single major), writes his or her final thesis, and fulfils any other conditions set by either the department or the faculty, he or she will be granted the title of

Master of Arts in English – English Literature and Culture or Master of Arts in English -

American Literature and Culture.

25

Specializations

I. Double major graduate programme in English Language and Literature with a specialization in Literature and Culture focusing on English

Literature and Culture

7th semester (VII)

8th semester (VIII)

9th semester (IX)

10th semester (X)

3 courses

2 courses

3 courses

Total:

0 courses

Ca. 45 credits + 15 credits from final thesis

The duration of the programme is four semesters. Students take a total of 8 courses and write a final thesis. All courses in literature at the English Department bring 6 credits. Students must accumulate a total of 45 credits from courses, plus 15 credits from the final thesis. In the first semester students take 3 courses, in the second semester 2 courses and in the third semester 3 courses. In the fourth semester students write a final thesis in agreement with their

Mentor; the final thesis must be announced at the beginning of the third semester of the graduate programme. Students take three kinds of courses: a. Core subject courses offered by the Section for Literature – a total of 5 courses in literature (or culture). During the whole course of the programme in literature, including both the undergraduate and the graduate programme, students must fulfil the following criteria: a minimum of 2 courses in Older English Literature (until

1700), a minimum of 2 courses in 19th Century British Literature, and at least one course in British Modernism. b. One of the linguistic courses offered by the English Department (relevant for the study of literature; in agreement with the Mentor). c. One of the courses offered by other Departments. Students can take courses offered by other Departments which (courses) are relevant for the study of literature and culture. These include courses offered by the Department of Comparative Literature,

Croatian, History, Art History, Anthropology, Sociology, Ethnology. Lists of such courses will be compiled in agreement with individual departments. d. One of the courses in literature or culture offered by the English Department, or by the Faculty in general.

II. Single major graduate programme in English Language and

Literature with a specialization in Literature and Culture focusing on English Literature and Culture

7th semester (VII)

8th semester (VIII)

4 courses

3 courses up to 24 credits up to 18 credits

9th semester (IX) 4 courses up to 18 credits up to 12 credits up to 18 credits

Final thesis – 15 credits up to 24 credits

Individual research

(an essay)–

3 credits

10th semester (X)

Total:

1 course plus final thesis

(15 credits)

90 credits (72 credits from courses, 3 credits from individual research up to 6 credits

26

(an essay) and 15 credits from final thesis)

The duration of the programme is four semesters. Students take a total of 12 courses and write a final thesis. All courses in literature at the English Department bring 6 credits, and the final thesis 15 credits. Students must accumulate a total of 72 credits from courses, 3 credits from individual research-based paper , plus 15 credits from the final thesis. In each of the first three semesters students take 11 courses, and 1 course in the fourth semester. In semester IX students write a scientific paper in agreement with their Mentor, which brings 3 credits. In the fourth semester students write a final thesis in agreement with their Mentor; the final thesis must be announced at the beginning of the third semester of the graduate programme.

Students take three kinds of courses: a. Core subject courses offered by the Section for Literature – a total of 7 courses in literature (or culture). During the whole course of the programme in literature, including both the undergraduate and the graduate programme, students must fulfil the following criteria: a minimum of 2 courses in Older English Literature (until

1700), a minimum of 2 courses in 19th Century British Literature, and a total of two courses in British Modernism and Postmodernism. b. Linguistic courses offered by the English Department – 2 courses (relevant for the study of literature; in agreement with the Mentor). c. Courses offered by other Departments – 3 courses. Students can take courses offered by other Departments which (courses) are relevant for the study of literature and culture. These include courses offered in the graduate programmes of the Department of Comparative Literature, Croatian, History, Art History, Anthropology, Sociology,

Ethnology. Lists of such courses will be compiled in agreement with individual departments.

III. Double major graduate programme in English Language and

Literature with a specialization in Literature and Culture focusing on American Literature and Culture

7th semester (VII)

8th semester (VIII)

9th semester (IX)

10th semester (X)

3 courses

2 courses

3 courses

0 courses plus final thesis up to 18 credits up to 12 credits up to 18 credits

Final thesis – 15 credits

Total:

Ca. 45 credits + 15 credits from final thesis

The duration of the programme is four semesters. Students take a total of 8 courses and write a final thesis. All courses in literature at the English Department bring 6 credits per course.

Students must accumulate a total of 45 credits from courses, plus 15 credits from the final thesis. In the first semester students take 3 courses, in the second semester 2 courses and in the third semester 3 courses. In the fourth semester students write a final thesis in agreement with their Mentor; the final thesis must be announced at the beginning of the third semester of the graduate programme. Students take four kinds of courses: a. One course in Older English Literature. b. 4 courses in literature (or culture) dealing with American literature or culture. During the whole course of the programme in literature, including both the undergraduate and the graduate cycle, students must fulfil the following criteria: a minimum of 1

27

course in 19th Century American Literature, and 2 courses in 20th Century American

Literature. c. One of the linguistic courses offered by the English Department (relevant for

American studies; in agreement with the Mentor). d. Two courses in culture, of which one can be a course offered by the English

Department. Students can take courses offered by other Departments which (courses) are relevant for the study of literature and culture. These include courses offered by the graduate programmes of the Department of Comparative Literature, Croatian,

History, Art History, Anthropology, Sociology, Ethnology. Lists of such courses will be compiled in agreement with individual departments.

IV. Single major graduate programme in English Language and

Literature with a specialization in Literature and Culture focusing on American Literature and Culture

7th semester (VII)

8th semester (VIII)

4 courses

3 courses up to 24 credits up to 18 credits

9th semester (IX) 4 courses up to 24 credits

Individual research

(an essay) –

3 credits

10th semester (X)

Total:

1 course plus final thesis (15 credits)

90 credits (72 credits from courses, 3 credits from individual research (an essay), and 15 credits from final thesis) up to 6 credits

The duration of the programme is four semesters. Students take a total of 12 courses and write a final thesis. All courses in literature at the English Department bring 6 credits, and the final thesis 15 credits. Students must accumulate a total of 72 credits from courses, 3 credits from individual research-based paper), plus 15 credits from the final thesis. In each of the first three semesters students take 11 courses, and 1 course in the fourth semester. In semester IX students write a scientific paper in agreement with their Mentor, which brings 3 credits. In the fourth semester students write a final thesis in agreement with their Mentor; the final thesis must be announced at the beginning of the third semester of the graduate programme.

Students take four kinds of courses: a. One course in Older English Literature, and one from some other period of

English literature. b. 5 courses in literature (or culture) dealing with American literature or culture.

During the whole course of the programme in literature, including both the undergraduate and the graduate cycle, students must fulfil the following criteria: a minimum of 1 course in 19th Century American Literature, and 2 courses in 20th Century American Literature. c. One of the linguistic courses offered by the English Department (relevant for the study of American literature and culture; in agreement with the Mentor). d. Four courses in culture, of which one or two can be courses offered by the

English Department. Students can take courses offered by other Departments which (courses) are relevant for the study of literature and culture. These

28

include courses offered by the graduate programmes of the Department of

Comparative Literature, Croatian, History, Art History, Anthropology,

Sociology, Ethnology. Lists of such courses will be compiled in agreement with individual departments.

COURSE LIST:

A) ENGLISH LANGUAGE AND LITERATURE (INCLUDING POSTCOLONIAL

LITERATURE AND CULTURES)


Course title: English Baroque Poetry




Exam: written

Prerequisites: Completed BA in English.

Course contents: The course focuses on English poetry of the first half of the 17th century. It is organized around the premise that this poetry is dominated by the poetic conventions of the

European Baroque. As this premise is still considered controversial in the context of Anglo-

American critical practice, special attention is paid to a precise definition of concepts such as

Renaissance, Mannerism, Baroque, and Metaphysical Poetry. Comparisons are made with poetical texts from other European literatures.


The Metaphysical Poets. Edited by Helen Gardner. Harmondsworth: Penguin, 1957.

From Donne to Marvel. Edited by Boris Ford. The New Pelican Guide to English Literature.

Harmondsworth: Penguin, 1988.

Norton Anthology of English Literature: Renaissance. Edited by John Hollander and Frank

Kermode. Oxford: Oxford University Press, 1973.


E. R. Curtius. European Literature and the Latin Middle Ages. Princeton: Princeton


Književni barok. Uredile Dunja Fališevac i Živa Ben č i ć . Zagreb: Zavod za znanost o književnosti, 1988.

Odette de Mourgues. Metaphysical, Baroque and Précieux Poetry. Oxford: Clarendon Press,

1953.

Harold B. Segel. The Baroque Poem. New York: Dutton, 1974.

Frank Warnke. Versions of Baroque. New Haven & London: Yale University Presss, 1975.

Janja Ciglar-Žani ć . Neka ve ć a stalnost. Zagreb: Zavod za znanost o književnosti, 2001.

Janja Ciglar-Žani ć . “Fatal Fascination or Calculated Choice: The Conceit in English

Seventeenth-Century Poetry”. Studia Romanica et Anglica Zagrabiensia 31-32 (1986/87), 3-

20.

Janja Ciglar-Žani ć . “Koliko je metafizi č ka engleska metafizi č ka poezija”. Umjetnost rije č i 1

(1988), 73-92.

Janja Ciglar-Žani ć . “Barokno pjesništvo, englesko i hrvatsko: zna č enje nekih analogija”.

Književna smotra 21 (1988).


Course title: Postcolonial Literatures in English



29


Exam: written

Prerequisites: Completed BA in English

Course contents: Postcolonial literatures – defined as those literatures which in the course of their histories experienced colonization – are becoming a frequent topic of critical interest.

Since postcolonial literatures represent an encounter between different cultures of which one is dominant and the other subordinate, the discursive strategies of these literatures are directed at the subversion of the hegemonic cultural stereotypes and on the preservation or reinforcement of cultural identity. The course will draw on the interdisciplinary theoretical legacies of the recent decades. Attention will also be paid to the complex relationship between postcolonialism and postmodernism.


B. Ashcroft, G. Griffiths, H. Tiffin, eds., The Post-Colonial Studies Reader, London:

Routledge, 1995 (selections)

B. Ashcroft, G. Griffiths, H. Tiffin, The Empire Writes Back, London and New York:

Routledge, 1989.

E. Boehmer, Colonial and Postcolonial Literature, Oxford: Oxford University Press, 1995.

D. Brydon, H. Tiffin, Decolonising Fictions, Sydney: Dangaroo Press, 1993.


Homi K. Bhabha, The Location of Culture, London: Routledge, 1994

Edward W. Said, Culture and Imperialism, London: Chatto & Windus, 1993

Steven S. Slemon, H. Tiffin, After Europe, Sydney: Dangaroo Press, 1992

Cynthia Sugars, ed., Unhomely States: Theorizing English-Canadian Postcolonialism,

Mississauga: Broadview Press, 2004

Jean-Pierre Durix, Mimesis, Genres and Post-Colonial Discourse: Deconstructing Magic

Realism, London: Macmillan Press, 1998

Northrop Frye, Reflections on the Canadian Literary Imagination, Roma: Bulzoni Editore,

1991

Ania Loomba, Colonialism/Postcolonialism, London and New York: Routledge, 1998.

Name of instructor: Ivan Lupi ć

Course title: Poetry of the English Renaissance


Semester: 7th or 8th



Prerequisites: completed BA in English

Exam: written

Course contents: The course offers an overview of the so-called “golden age” of English literary culture: generically diverse literary texts will be considered in relation to their original literary, ideological, cultural and political contexts. Our study of the literature of the period will be governed by some of the key publications of the century: from Tottel’s Miscellany of

1557, to Spenser’s The Shepheardes Calender of 1579 and the sudden outpour of sonnet sequences in the 1590s. The seminar will insist on reading literary texts in old rather than modern spelling. Apart from the well-established literary figures, such as Wyatt, Surrey,

Sidney, Spenser and Shakespeare, the course will include the work of several women poets as well as the texts of the few poets whose interests diverge from the mainstream literature of the

English Renaissance as it is conventionally understood.

Objectives of the course: Familiarise students with English Renaissance literature and with the current state of Renaissance scholarship. Enable students to reflect critically on early modern texts.


The Penguin Book of Renaissance Verse 1509-1659. Selected and with an introduction by

David Norbrook. Edited by H. R. Woudhuysen. London: Penguin Books, 1993.

30

Elizabethan Sonnets. Edited by Maurice Evans. Revised by Roy J. Booth. London: Phoenix,

2003.

Early Modern Women Poets 1520-1700: An Anthology. Edited by Jane Stevenson and Peter

Davidson. With contributions from Meg Bateman, Kate Chedgzoy, and Julie Saunders.

Gary Waller. English Poetry of the Sixteenth Century. Second edition. London & New York:

Longman, 1993.

Isabel Rivers. Classical and Christian Ideas in English Renaissance Poetry. London: George

Allen & Unwin, 1979.

Maurice Evans. English Poetry in the Sixteenth Century. Second edition, completely revised.

New York: W. W. Norton, 1967.


The Cambridge Companion to English Literature 1500-1600. Edited by Arthur F. Kinney.

Cambridge: Cambridge University Press, 2000.

Clive Staples Lewis. The Discarded Image: An Introduction to Medieval and Renaissance

Literature. Cambridge: Cambridge University Press, 1964.

Clive Staples Lewis. English Literature in the Sixteenth Century Excluding Drama. Oxford:

Clarendon Press, 1954.

H. A. Mason. Humanism and Poetry in the Early Tudor Period. London: Routledge & Kegan

Paul, 1959.

Elizabethan Poetry: Modern Essays in Criticism. Edited by Paul J. Alpers. London: Oxford


Elizabeth Heale. Wyatt, Surrey and Early Tudor Poetry. London & New York: Longman,

1998.

English Renaissance Literary Criticism. Edited by Brian Vickers. Oxford: Clarendon Press,

1999.

Wendy Wall. The Imprint of Gender: Authorship and Publication in the English Renaissance.

Ithaca & London: Cornell University Press, 1993.

Arthur F. Marotti. Manuscript, Print, and the English Renaissance Lyric. Ithaca & London:

Cornell University Press, 1995.

Jane Hedley. Power in Verse: Metaphor and Metonymy in the Renaissance Lyric. University

Park & London: The Pennsylvania State University Press, 1988.

Ilona Bell. Elizabethan Women and the Poetry of Courtship. Cambridge: Cambridge


Roger Kuin. Chamber Music: Elizabethan Sonnet-Sequences and the Pleasure of Criticism.

Toronto: University of Toronto Press, 1998.

Michael R. G. Spiller. The Development of the Sonnet: An Introduction. London & New

York: Routledge, 1992.

Instructor: Tamara Petri ć , research/ teaching assistant.

Subject: English medieval and early renaissance drama

Course: Medieval Origins of English Renaissance Drama

Type of course: seminar.

Number of credits: 5.

Language of instruction: English.

Exam: written exam and assignment. This course is assessed by coursework (i. e. one written assignment/ seminar paper, which makes up to 30% of a student’s final grade) and examination (i. e. a written exam, which makes up the remaining 70%). The exam will be based upon readings, class lectures, discussions, and any additional presentations (films, transparencies, slides, etc.). Exams will be composed of several formats: identification, short answer, and essay. You are responsible for all material covered in class.

Prerequisites: none.

Course contents: The course is historically based and deals with English drama from the

(mostly late) Middle Ages to early Tudor drama: medieval mysteries and miracles, plays of

31

the fall, nativity plays, triumph and eschatological plays, medieval and early renaissance moralities and interludes, renaissance drama.

Course objectives: The module will briefly introduce students to the beginnings of English drama in the liturgical drama, the Quem Qaeritis play and Passion play. It will then move on to its main focus: vernacular drama. Close attention will be paid to a range of different texts classified as late medieval dramatic genres (Mystery and Morality plays) and early

Renaissance drama (morality and interlude). Finally, several representatives of classical dramatic genres in the early Renaissance (comedy and tragedy) will be closely examined. A series of lectures or seminars will enable students to understand the literary ad historical background to these works. The main aim will be to identify the ways in which early dramatists employ the dramatic medium for the attainment of goals or expression of issues of social interest, such as communal consolidation through ritual on the one hand, and anarchy and containment through play on the other. Underlying this approach is the awareness of the dual influence of scriptural sources and the folk play on the above dramatic genres, as well as their relation to the conditions of early staging and audiences. By the end of the course students should have acquired new knowledge concerning the beginnings of English drama and new insights into the range of medieval dramatic genres employed in the development of classical dramatic genres of the early Renaissance. The students should also have developed skills in the close reading of dramatic texts. In addition to the ability to write critically about medieval and early Renaissance drama in independent essays, students should have acquired speaking skills, as well as skills in library research.

Reading:

Obligatory:

Cawley, A. C. ‘’Everyman‘’ and Medieval Miracle Plays. London: J. M. Dent, 1956.

Gassner, John (ed). Medieval and Tudor Drama. New York: Bantam Books, 1963.

Heilman, Robert B. (ed). An Anthology of English Drama Before Shakespeare. New York,

Toronto: Rinehart, 1954.

Happe, Peter (ed). English Mystery Plays: A selection. Harmondsworth: Penguin Books,

1975.

McIlwraith, A. K (ed). Five Stuart Tragedies. London: Oxford UP, 1961.

McIlwraith, A. K (ed). Five Elizabethan Tragedies. London: Oxford UP, 1961.

Pollard, Alfred W (ed). English Miracle Plays, Moralities and Interludes: Specimens of the

Pre—Elizabethan Drama. 8 th

ed. Oxford: Clarendon Press, 1927.

Brooker, Peter; Widdowson, Peter (eds). A Practical Reader in Contemporary Literary

Theory. Harlow [etc.]: Prentice Hall, 1996.

Carter, Ronald; McRae, John. The Routledge History of Literature in English. With a foreword by Malcolm Bradbury. London & New York: Routledge, 1997.

Cox, John D. The Devil and the Sacred in English Drama, 1350—1642. Cambridge:

Cambridge UP, 2000.

Dollimore, Jonathan. Radical Tragedy: Religion, Ideology and Power in the Drama of

Shakespeare and his Contemporaries (1984). New York, London, Toronto, Sydney, Tokyo:

Harvester Wheatsheaf, 1989.

Happé, Peter, English Drama Before Shakespeare. London, New York: Longman, 1999.

Selden, Raman; Widdowson, Peter; Brooker, Peter. A Reader's Guide to Contemporary

Literary Theory. London [etc.]: Prentice Hall, 1997.

Tillyard, E. M. W. The Elizabethan World Picture. London: Chatto & Windus, 1943.

Trevelyan, G. M. English Social History: A Survey of Six Centuries – Chaucer to Queen

Victoria. Harmondsworth: Penguin, 1942.

Additional:

Cox, John D; Kastan, David Scott (eds). A New History of Early English Drama. Foreword by

Stephen J. Greenblatt. New York: Columbia University Press, 1997.

Hardison, O. B, Jr. Christian Rite and Christian Drama in the Middle Ages: Essays in the

Origin and Early History of Modern Drama. Baltimore: The Johns Hopkins Press, 1965.

Ricks, Christopher (ed). English Drama to 1710. Sphere History of Literature in the English

Language: volume 3. London: Sphere Books, 1971.

32

Weimann, Robert. Shakespeare and the Popular Tradition in the Theater: Studies in the

Social Dimension of Dramatic Form and Function. Ed. Robert Schwartz. Baltimore, London:

The Johns Hopkins UP, 1978.

Instructor: Iva Polak

Course title: Australian Literature and Film

Type of course: Elective graduate course in literature

Number of credits: 5

No. of contact hours: 30

Examination method: 2h written exam (100%)

Continuous assessment method: 3500word seminar (80%) + oral presentation (20%)

Course description: The course includes a survey of Australian literature from the end of the

19th century onwards in the context of postcolonial theory of culture. Some of the authors discussed are Miles Franklin, Barbara Baynton, Henry Lawson, Patrick White, Murray Bail,

Frank Moorhouse, Barbara Jeffries, David Malouf, Tim Winton, etc. The course also includes analysis of a selection of Aboriginal literary texts in English by authors such as Oodgeroo

Noonuccal, Mudrooroo and Sally Morgan. Some texts are analyzed in the framework of their cinematic adaptations in view of discussing different appropriations of landscape in

Australian literature and film. Students are also expected to read a selection of literary essays from the field of postcolonial theory of culture in order to master basic theoretical apparatus for analyzing Australian and other postcolonial literatures. Some of the key critics included are Edward Said, Bill Ashcroft, Gareth Griffiths, Helen Tiffin, Robert Frazer, Homi K.

Bhabha, etc.

Course objective: Make students aware of the existence of Anglophone literatures not belonging to the so-called canonic literatures in English (British and American) whose place of utterance is different which is mirrored in the works of Australian authors. Emphasis will be placed on understanding the specific heritage of colonialism and the issues arising from ambiguous notions of postcoloniality that have been shaping and reshaping Australian national identity.

Reading:

Recommended reading (excluding works of fiction):

Ashcroft, Bill, Gareth Griffiths and Helen Tiffin (1991 [1989]) The Empire Writes Back:

Theory and Practice in Post-Colonial Literatures, London/New York: Routledge.

Ashcroft, Bill, Gareth Griffiths and Helen Tiffin (ed.) (2000) Post-Colonial Studies: The Key

Concepts, London/New York: Routledge.

Elizabeth Webby (ed.) (2000) The Cambridge Companion to Australian Literature,

Cambridge: Cambridge University Press.

Schaffer, Kay (1988) Women and the Bush: Voices of Desire in the Australian Cultural

Tradition, Melbourne: Cambridge University Press.

Additional reading:

Bhabha, Homi K. (1994) The Location of Culture, London/New York: Routledge.

Chatman, Seymour (1980 [1978]) Discourse: Narrative Structure in Fiction and Film, Ithaca and London: Cornell University Press.

Goodwin, Ken (1988 [1986]) Macmillian History of Literature: A History of Australian

Literature, London: Macmillian Education.

Loomba, Ania (2001[1998]) Colonialism/Postcolonialism, London-New York: Routledge.

O’Regan (2004 [1996]) Australian National Cinema, London/New York: Routledge

Said, Edward W. (1995 [1978]) Orientalism: Western Conceptions of the Orient,

Harmondsworth: Penguin Books.

Instructor: Iva Polak

Course title: Indigenous Australian and Canadian Writing in English

33

Type of course: Elective graduate course in literature

Number of credits: 5

No. of contact hours: 30

Examination method: 2h written exam (100%)

Continuous assessment method: 3500word seminar (80%) + oral presentation (20%)

Course description: The course introduces the problems of abrogation and appropriation of

English and Western literary devices by native Australian and Canadian authors. Their works are placed in and analyzed against a specific historical and cultural context contributing to their colonized status. Selected text are used to raise the issues such as “problematic” transition from oral to written text, problems of “white” form and “indigenous” content, notion of counter-reality and counter-history, as well as reasons why both literatures still contain works belonging to the domain of the so-called protest writing. Finally, the course will include discussion on the current status of such writing in the wider frame of postcolonial literatures. The course will also be accompanied by documentaries and PowerPoint presentations revealing cultural heritage of North American Indians and Australian

Aborigines.

Course objective: Make students aware of the existence of the neglected corpus of indigenous writing on the territories of two former British (French) colonies and of a highly problematic relationship between white and indigenous population of Australia and Canada.

Emphasis will be placed on understanding the complexity of the terms such as colonialism, imperialism, postcolonialism and neocolonialism when applied to the texts written by twice colonized peoples.

Reading:

Recommended reading (excluding individual works of fiction):

Daniel Davod Moses and Terry Goldie (1998) An Anthology of Canadian Native Literature in

English, 2 nd

ed., Toronto: Oxford University Press Canada

Davis, Jack, Stephen Muecke, Mudrooroo Narogin andAdam Shoemaker (eds), (2001 [1990]

Paperbark: A Collection of Black Australian Writings, St. Lucia: University of Queensland

Press.

Boehmer, Elleke (1995) Colonial & Postcolonial Literature, Oxford/New York: Oxford

University Press.

Cynthia Sugars (ed.) Unhomely States: Theorizing English-Canadian Postcolonialism,

(2004), Mississauga: Broadview Press

Additional reading:

Durix, Jean-Pierre (1998) Mimesis, Genres and Post-Colonial Discourse: Deconstructing

Magic Realism, Hampshire/London: Macmillian Press Ltd.

Fanon, Frantz (1991 [1967]) Black Skin, White Masks, translated by Charles Lam Markmann,

New York: Grove Press.

Fanon, Frantz (2001 [1961]) The Wretched of the Earth, London: Penguin Books.

Gates, Henry Louis, Jr. (1989 [1988]) The Signifying Monkey: A Theory of African-American

Literary Criticism, New York/Oxford: Oxford University Press.

Ong, Walter J. (2002 [1982]) Orality and Literacy, London /New York: Routledge.

Spivak, Gayatri Chakrovorty (1993) “Can the Subaltern Speak?”, Colonial and Post-Colonial

Theory: A Reader, Patrick Williams and Laura Christman (ed.), New

York/London/Toronto/Sydney/Tokyo/Singapore: Harvester Wheatsheaf, pp. 66-111.

Instructor: Janja Ciglar – Žani ć , professor PhD

Lecturer: Vanja Poli ć , teaching assistant

Subject: Old English Literature

Course: Beginnings of the English novel in the 18 th

century

ECTS Credits: 6


Duration: 2 hours of lecture and 1 hour of seminar

Status: Elective graduate literary course

34

Type of lecture: seminar

Entry Requirements: Degree in undergraduate study.

Examination: 2-hour written end-term exam (100%), continual assessment: 3500 word essay

80% and an oral presentation 20%

Number of lectures: 30

Course Description: This literary seminar will give the students an overview of historical, social and cultural aspects of the eighteenth century England with a special focus on those social-historical characteristics which have aided the development of the modern novel in its present form. Within such a broad context the representative authors of the English eighteenth century as well as their novels (like Robinson Crusoe, Moll Flanders, Gulliver’s Travels,

Pamela, Joseph Andrews, Tristram Shandy, to name only a few) will be introduced to the students and analysed in class. The course will also, from the theoretical point of view, describe and analyse the major characteristics of the genre of the novel as well as those of its subgenres which existed on the literary scene of the eighteenth century. Also, the seminar will give insight into the phenomenon of the contemporary popularity of the genre of the novel in the audience while at the same time witnessing its non-acceptance into the “highbrow” literature, which led to the need of auto-legitimation of the genre. Apart from the already mentioned approaches to the eighteenth century novel, the seminar will also discuss the theoretical aspects of the novel (narratological and axiological aspects of the novel, generic limitations of the novelistic genre, novelistic worlds, worldviews and ideologies).

Course Objectives: The objective of this course is to introduce to the students one of the periods of the English literature and to familiarise them with the generic characteristics of the novel on a given number of novels.

Reading: (the list consists of critical works, novels are not included):

Required:

McKeon, Michael, The Origins of the English Novel 1600-1740

Richetti, John J., ed, The Cambridge Companion to The Eighteenth Century Novel

Watt, Ian, The Rise of the Novel

Optional:

Hunter, J. Paul, Before Novels, The Cultural Contexts of Eighteenth Century English Fiction

Richetti, John J., Popular Fiction Before Richardson, Narrative Patterns 1700-1739

Richetti, John J., The English Novel in History 1700-1780

Spencer, Jane, The Rise of the Woman Novelist, From Aphra Behn to Jane Austen

Williams, Ioan, ed, Novel and Romance 1700-1800

Žmega č , Viktor, Povijesna poetika romana

Instructor: Ljiljana Ina Gjurgjan, associate professor


Course title: The role of literature in constituting national identity at the turn of the 20th century - examples from Croatian and Irish literature

ECTS credits: 6

Language: Croatian (passive knowledge of English required)



Course type: two hours of lecture and one hour of seminar

Prerequisites: Undergraduate degree

Examination: Students will be expected to write two short papers during the course (approx.

2000 words each) and participate in course discussions. Students who do not meet quality requirements, or do not meet them on time will be required to take an oral exam.

Course description: The course deals with the role of literature in expressing and creating national identity, as well as the relationship between the national identity and language, theater and culture. The concepts of aestheticism, mysticism and nationalism shall be analyzed and the role of two national poets, V. Nazor and W.B. Yeats, in the national revival shall be discussed. We shall also look into the role of theatre in the national revival,

35

comparing the repertory of the Croatian National Theater under guidance of Stjepan Mileti ć to the repertory of the Dublin Abbey Theatre.

The aim of the course is to train the participants in the critical reading of literary works and their cultural contextualization. Through the analysis of literary and other documents the course shall offer a comparative and cultural insight into the phenomenon of constituting modern national identity in stateless nations in Europe at the beginning of the twentieth century.

Reading:

Required:

Vladimir Nazor: Izabrana djela (any edition)

W.B. Yeats: Izabrana djela, edited by Lj. I. Gjurgjan, Zagreb, ŠK, 2001

Stjepan Mileti ć : Hrvatsko glumište, Zagreb, Prolog, 1978

Nikola Batuši ć /Zoran Kravar/Viktor Žmega č : Književni protusvijetovi: Poglavlja iz hrvatske

moderne (37-45, 163-169, 275-289), Zagreb, Matica hrvatska, 2001

Mirko Tomasovi ć : Domorodstvo i europejstvo: rasprave i refleksije u hrvatskoj književnosti

XIX. i XX. stolje ć a, Zagreb, Hrvatska sveu č ilišna naklada, 2002

Ljiljana Ina Gjurgjan: Mit, nacija i književnost 'kraja stolje ć a’: Vladimir Nazor i W.B. Yeats,

NZMH, 1995

Homi K. Bhabha: "Introduction: Narrating the Nation", Ernest Renan "What is Nation?",

Simon During "Literature - Nationalism's Other? The Case for Revision" all in Nation and

Narration, ed. Homi K. Bhabha, Routledge, 1991

Declan Kiberd: Inventing Ireland: The Literature of the Modern Nation, London: Vintage,

1996

Recommended:

Neil R. Davison: 'Representations of Irishness' in Textual Practice, summer 1998, 12(2), 291-

321

Seamus Dean: "Heroic Styles: The Tradition of an Idea" in Ireland's Filed Day, Hutchinson and Co, 1985

Majorie Howes: Yeats's Nations - Gender, Class and Irishness, Cambridge U. Press, 1998

Ljiljana Ina Gjurgjan: "Yeats, Postcolonialism, and Turn-of-the-Century Aesthetics" in

European Journal of English Studies, 1999, Vol 3, No. 3, pp. 314-326

Pericles Lewis: Modernism, Nationalism, and the Novel, Cambridge U. Press, 2000

Edward Said: "Nationalism, Colonialism, and Literature: Yeats and Decolonization", Field

Day, Hutchinson and Co, 1988, pp. 12-34

Ljiljana Ina Gjurgjan, associate professor


Course title: Methods of reading literary works

ECTS points: 6






Examination: The students are expected to actively participate in the course and produce two short papers (approx. 2000 words each) assessing one of the critical presentations of the works we shall analyze in class. Students who do not meet quality requirements, or do not meet them on time will be required to take an oral exam.

Course description: As the introduction, a brief summary of the basic methodological principles of relevant contemporary schools of critical thought shall be given. After that, we shall examine the following texts: Mary Shelley's Frankenstein or the Modern Prometheus

(from the feminist, postcolonial, New Historicist and psychoanalytic point of view), Joseph

Conrad's Heart of Darkness (from the New Critical, semiological, postcolonial and psychoanalytic point of view), V. Woolf’s Mrs. Dalloway (from the narratological, feminist

36

and cultural point of view). We shall also read Michael Cunnigham’s novel The Hours as the case of a postmodernist reinscription of a Modernist text.

Objective: By giving examples for different methods of interpreting literary works – poststructuralist, phsychoanalytical, feminist (gender studies), postcolonial, the course desires to provide an insight into the benefits of those methods to the understanding of the interpreted literary works, but also for students' own research. The course will thus develop the ability of critical and comparative reading and give an insight into the most significant Modernist works

(J. Conrad, V. Woolf).

Reading:

Required:

Mary Shelley: Frankenstein or the Modern Prometheus

Joseph Conrad: Heart of Darkness

V. Woolf: Mrs. Dalloway

Ljiljana Ina Gjurgjan: Uvodne napomene uz izbor kritika o romanu Mary Shelley:

Frankenstein ili moderni Prometej

Sandra M. Gilbert and Susan Gubar: Horror's Twin: Mary Shelley's Monstrous Eve

Barbara Johnson: My Monster/My Self

Gayatri Chakravorty Spivak: Three Women's Texts and a Critique of Imperialism

Lee E. Heller: Frankenstein and the Cultural Uses of Gothic

Chapter 6: Joseph Conrad: Heart of Darkness (In: A Practical Reader in Contemporary

Literary Theory, edited by P. Brooker and P. Widdowson)

Chapter 4: Conrad: The Presentation of Narrative (In. Edward W. Said: The World, the Text,

and the Critic)

Impressionism (In. Ian Watt: Conrad in the Nineteenth Century)

Ivo Vidan: Punina trenutka u struji svijesti (In: Virginia Woolf: Gospo đ a Dalloway, translated by Mate Matas)

Virginia Woolf: From "Byron and Mr. Briggs" (In: The Gender of Modernism: A Critical

Anthology, edited by Bonnie Kime Scott)

Erich Auerbach: Sme đ a č arapa (In: E. Auerbach: Mimesis: Prikazivanje stvarnosti u

zapadnoj književnosti or English translation)

Bonnie Kime Scott: Digging out Mrs. Dalloway (In: B.K. Scott: Refiguring Modernism,

Vol. 2: Postmodern Feminist Readings of Woolf, West, and Barnes)

Ben Wang: "I" on the Run: Crisis of Identity in Mrs. Dalloway (In: Modern Fiction Studies,

Vol. 38, No.1)

Recommended:

Ljiljana Ina Gjurgjan: Dvozna č nost funkcije mita "doma ć eg an đ ela" u romanu V. Woolf Ka

Svjetioniku (In: Republika, br. 11-12, 1983)

Ljiljana Ina Gjurgjan: Roman postmodernog konstruktivizma - Michael Cunnigham: Sati

(The Hours), Književna smotra

Ivo Vidan: Pomor č eve pripovjeda č ke tajne (In: J. Conrad: Lord Jim/Heart of Darkness)

Ivo Vidan: "Srce tame" pripovjeda č ke krize (In. I. Vidan: Nepouzdani pripovjeda č )


Course title: Historiographic Metafiction


Semester:





Course description: The course is structured as an analysis of historiographic metafiction, a genre formative of the poetics of postmodernism. Building on the positions of Hayden

White's and Dominick LaCapra's metahistory, Linda Hutcheon defines historiographic metafiction as the narration about the past which stages the analysis of its own structure and

37

reference, and is therefore constituted as a convergence of fiction, history and theory. The course focuses on the analysis of the novels formative of the genre (yet deconstructing it in the process), and of its existing descriptions (Linda Hutcheon, Brian McHale), with a special emphasis on the genre’s interest in the historicity of knowledge, the accumulation of symbolic capital, the process of social legitimation and the politics of representation. Classes will be organized as lectures and as seminars.

Reading:

John Fowles, The French Lieutenant’s Woman

J.M.Coetzee, Foe

David Lodge, Nice Work

A.S.Byatt, Possession

Margaret Atwood, Alias Grace

Roland Barthes, The Rustle of Language (selection)

Hayden White, The Content of the Form: Narrative Discourse and Historical Representation

(selection)

Dominick LaCapra, History, Politics and the Novel (selection)

Brian McHale, Postmodernist Fiction (selection)

Linda Hutcheon, A Poetics of Postmodernism: History, Theory, Fiction

Linda Hutcheon, The Politics of Postmodernism

Brian McHale, Constructing Postmodernism (selection)

Andrew Gibson, Towards a Postmodern Theory of Narrative (selection)

Tatjana Juki ć , Zazor, nadzor, svi đ anje: dodiri književnog i vizualnog u britanskom devetnaestom stolje ć u (chapter on historiographic metafiction)


Course title: Literature and the Visual


Semester:





Course description: Given the interest in various aspects of visuality evident in contemporary literary theory and cultural studies, the course is structured as an analysis of this interest, and of the position of visuality in the construction and the consumption of literature. The course incorporates discussions of visual illustrations of selected literary texts

(e.g. Pre-Raphaelitism), of cinematic adaptations of novels, and of visual tropes in literature and literary theory, as they bear upon the dominant position of visual practices of representation in contemporary culture. As there are comparatively few discussions that adequately address the interaction of literature and the visual, this course aims at constructing a position facilitating an adequate analysis of current cultural politics in these terms. Classes will be organized as lectures and as seminars.

Reading:

Jacques Derrida, The Truth in Painting (selection)

D.A.Miller, The Novel and the Police (selection)

Griselda Pollock, Vision and Difference: Femininity, Feminism and Histories of Art

(selection)

J. Hillis Miller, Illustration

Frank Ankersmit and Hans Kellner (eds.), A New Philosophy of History (selection)

Steven Melville and Bill Readings (eds.), Vision and Textuality (selection)

Carol T. Christ and John O. Jordan (eds.) Victorian Literature and the Victorian Visual

Imagination (selection)

Stanley Cavell, Contesting Tears: the Hollywood Melodrama of the Unknown Woman

(selection)

38

Kaja Silverman, The Threshold of the Visible World (selection)

Nancy Armstrong, Fiction in the Age of Photography: The Legacy of British Realism

(selection)

Nicholas Mirzoeff (ed.), The Visual Culture Reader (selection)

Tatjana Juki ć , Zazor, nadzor, svi đ anje: dodiri književnog i vizualnog u britanskom devetnaestom stolje ć u (selection)


Subject: British 20th Century Literature

Course: British Modernist Novel and the British Empire



Length of study: one semester



Requirements: admission to the graduate program


Course description: This seminar is both a survey of representative British modernist novels

(Conrad, Joyce, Forster), but it also includes a thematic concern inasmuch as it pays special attention to the issue of the representation of colonialism and imperialism in the novels. Our discussions will therefore deal with literary-historical properties of modernism, as well as with a number of themes introduced by postcolonial criticism (such as the relationship between the metropole and the colony, construction/representation of others, cultural hybridity, gender issues in colonized societies, etc.) Our work in the seminar will have several modalities: class presentations, class discussions, compilation of bibliographies, and close reading of formal and historical properties of texts.

Objective: The course requires a higher level of student engagement in research activities, that is, in compilation of secondary literature and work with it. Also, students are expected, while taking part in class discussions, working on critical bibliographies and writing the seminar paper, to develop an ability to analyze the structure of the critical debate on the topic of this seminar, and to hone their skills of written analysis, especially through working with secondary sources.


Novels:

Rudyard Kipling, Kim

E.M. Forster, A Passage to India

James Joyce, A Portrait of the Artist as a Young Man

Joseph Conrad, Heart of Darkness

Rabindranath Tagore, The Home and the World

Criticism:

Chinua Achebe, “An Image of Africa”

Patrick Brantlinger, The Rule of Darkness (selection)

Frantz Fanon, “The Wretched of the Earth”

Edward Said, “Introduction” to Orientalism

Bernard S. Cohn, “Representing Authority in Colonial India”

Ernest Renan, “What is a Nation?”

Fredric Jameson, “Modernism and Imperialism”


Anthony Apiah, “Topologies of Nativism”

Jawaharlal Nehru, “The Discovery of India”

R.B. Kershner, “Genius, Degeneration, and the Panopticon”

Carole Boyce Davies, “Migratory Subjectivities”

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Subject: 20 th

Century Literature

Course: History and Theory of the English Novel






Requirement: admission to the graduate program


Course description: The course provides a survey of the history and theory of the anglophone novel. The required reading includes representative novels from the beginning of the 18th century to the late 2oth century (for instance, Defoe, Austen, Dickens, Woolf,

Morrison, Coetzee), that is, from the rise of the novel as a literary genre to the postmodern novel. Equally important to our discussions will be secondary literature, chosen to facilitate discussion on the central questions of the theory of the novel, such as the issues of periodization, narrative technique, genre, characterization, and sociology of the novel.

Objective: The main goal of the course is to introduce students to a complex problematic of the history and theory of the anglophone novel. At the same time, the course requires a high level of student participation in research related activities, that is, in compiling and working with secondary sources, which means that students will have an opportunity to develop individual research skills of putting together critical bibliographies. A good part of our work will focus on improving the skills of written analysis of literary texts, especially with regard to using secondary sources.


Novels:

Daniel Defoe, Robinson Crusoe

Jane Austen, Mansfield Park

Virginia Woolf, To the Lighthouse

J.M. Coetzee, Foe


Theory and criticism:

Mikhail Bakhtin, The Dialogic Imagination (selection)

Gerard Genette, Narrative Discourse (selection)

Michael McKeon, The Origins of the Novel (selection)

Franco Moretti, Atlas of the European Novel (selection)

Lawrence Stone, The Family, Sex and Marriage (selection)

Ian Watt, The Rise of the Novel (selection)

E.M. Forster, Aspects of the Novel (selection)

Seymour Chatman, Story and Discourse (selection)

Henry James, “The Art of Fiction”

Virginia Woolf, “Modern Fiction”

F.R. Leavis, The Great Tradition (selection)


Viktor Shklovsky, “Sterne’s Tristram Shandy”

Fredric Jameson, Postmodernism (selection)

Wayne Booth, The Rhetoric of Fiction (selection)


Subject: 19th Century Literature

Course: The Victorian Novel: Charles Dickens


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Course description: The course focuses on a selection of novels by one of the most important Victorian writers, Charles Dickens. The reading list includes three novels: Oliver

Twist, Little Dorrit, A Tale of Two Cities. We will be dealing with the central theme of

Dickens's writing, such as the class makeup of British society, his critique of various social institutions (schools, prisons, political institutions, judicial institutions, etc.) Along with thematic and generic aspects of Dickens's texts, the seminar will also deal with Dickens's role in the professionalization of novel-writing.

Objective: The course places emphasizes on enhancing student engagement with the literary text, in order to hone their skills of interpretation of literature. An important goals of the course is the improvement of students' ability to create effective written analyses of literary texts.


Novels:

Charles Dickens, Oliver Twist; Little Dorrit; A Tale of Two Cities

Criticism:

Richard Altick, The English Common Reader (selection)

David Cannadine, The Rise and Fall of Class in Britain (selection)

Christina Crosby, The Ends of History (selection)

Steven Marcus, Dickens (selection)


Peter Brooks, The Melodramatic Imagination (selection)

Pierre Bourdieu, The Field of Cultural Production (selection)

Franco Moretti, The Way of the World. The Bildungsroman in European Culture

(selection)

F.M. Thompson, The Respectable Society (selection)

B) AMERICAN LITERATURE AND CULTURE

Instructor: dr. sc. Sonja BAŠI Ć , Professor emeritus

Subject: American Literature

Course: American Literature and the Sixties (1960s)

ECTS credits: 6



Status: elective in graduate programme

Form of Instruction : Seminar 4 hours

Prerequisites: Completed undergraduate programme.

Examination: Regular attendance, active participation, two written papers (5-6) pages or one longer paper (10 p) and written final exam.

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Content: This interdisciplinary course attempts to define the American "Sixties" from the cultural/political and literary point of view. Special attention will be given to three thematic clusters:

1. The parallel emergence of some non-violent mass movements (the hippies, mostly at universities, and peaceful anti-war in Vietnam and civil rights movements), and militant often violent mainly African-American groups (Black Muslim and others.) with the violence culminating in three assassinations (President John Kennedy, Senator Robert Kennedy and the reverend Martin Luther King.

2. The emergence of "alternative" cultures, reflected in a turning away from elitist modernism, new theories of popular culture (Leslie Fiedler) and the revival of documentary approaches leading to interesting combinations ( "non-fiction fiction), "new journalism"eg by

Norman Mailer, Truman Capote, E. L. Doctorow, Tom Wolfe) and

3. specific changes of narrative strategis which are anti-realist, anti-totalitarian, relying on grotesque, hyperbole, black humour, paradox. (Joseph Heller, Kurt Vonnegut Jr., and Thomas

Pynchon). The work in the seminar will adopt various modalities: discussion, oral presentations, 1-2 reviews of scholarly articles, compiling and annotating bibliographies, with the main focus on the formal and cultural properties of texts.

Aims: The overall criteria of assessment will be raised to a higher and more demanding level, with more research based on the study of secondary sources. In their individual work and mutual intellectual seminar interaction the students should gain competences related to interdisciplinary approaches to literature and culture and improve the quality of their literary analysis in writing with special reference to the use of critical and theoretical sources.

Reading:

Required:

Joseph Heller: Catch-22

Norman Mailer: An American Dream iand segments from The Armies of the Night

Coover, Barthelme, John Barth: 6 stories

Kurt Vonnegut Jr, Slaughterhouse-5

Thomas Pynchon: The Crying of Lot-49

A Reader of critical texts provided by the teacher (cca 300 pages)

Recommended:

Martin Luther King (some speeches and articles)

Norman Mailer: "The White Negro"

Thomas Pynchon "Entropy"

The Autobiograhy of Malcom X

Ljiljana Ina GJURGJAN, associate professor

Subject: American studies

Course title: Representation of femininity in American literature and other media

ECTS credits: 6






Examination: The students shall be asked to write two short papers (in English, approx.

2000 words each and summarize them in class), and participate in class discussions. Students who do not meet quality requirements, or do not meet them on time will be required to take an oral exam.

Course description: The course shall start with the examination of the traditional representation of women ("The Raven", The Great Gatsby), and move on to the analysis of changes in the mode of representation in women’s writing from the poetry of E. Dickinson to that of Sylvia Plath and Adrienne Rich. Finally, M. Monroe and E. Presley as paradigmatic

42

of the American popular culture will be discussed in the light of the postmodern theories of gender (Lacan, J. Butler). .

Objective: The aim of the course is a cultural and historiographical deliberation of gender relations. The students shall thus improve their understanding of American culture and raise their awareness of the issues of gender relations. They shall also develop language competence, especially their sensitivity to cultural semiosis.

Reading:

Required:

E.A. Poe: The Raven

E. Bronfen: "The 'most' poetic topic" in Over Her Dead Body; Death, Feminity and the

Aesthetic, Manchester U. Press, 1992

F.S. Fitzgerald: The Great Gatsby

Judith Fetterley: The Resisting Reader: A Feminist Approach to American Fiction, Indiana U.

Press, 1978, pp. 72-101

Charlotte Perkins Gilman: The Yellow Wallpaper

Emiliy Dickinson: selected poems

Sylvia Plath: selected poems from the Ariel collection, The Bell Jar

Jacqueline Rose: On Not Being Able to Sleep, London: Chatto and Windus, 2003, pp. 49-72

Sandra M. Gilbert: "A Fine, White Flying Myth: The Life/Work of Sylvia Plath", in Gilbert-

Gubar, eds: Shakespeare's Sisters: Feminist Essays on Women Poets, Indiana U. Press, 1979

Adrienne Rich: selected poems

A film after the novel by Joyce Carol Oates: Blonde (on Marilyn Monroe)

Majorie Garber: "Cross-dressing, Gender and representation: Elvis Presely", in The Feminist

Reader: Essays in Gender Politics and Literary Criticism, ed. Belsey/Moore, Macmillan

Press Ltd, 1997, pp. 164-182

Recommended:

C. Belsey - J. Moore: The Feminist Reader: Essays in Gender Politics and Literary

Criticism, ed. Belsey/Moore, Macmillan Press Ltd, 1997

J. Rivkin - Michael Ryan: Literary Theory: An Anthology, Blackwell, 1998, pp. 527-777

Toril Moi: Sexual/Textual Politics: Feminist Literary Theory, Methuen, 1986

Instructor: Prof. Dr. Stipe Grgas,

Study Program: American studies

Course: The History and the Paradigms of American Studies

Course description: As an interdisciplinary scholarly endeavor the project of American studies arose at a particular historical juncture which fore grounded the need to explain the

US to the world but also to come an understanding of the polity itself at a point when it took upon itself an important role in world affairs. In addressing this need, theoreticians of

American culture approached the literary text and other symbolic artifacts as a microcosms of collective psychology or as a repository of integrative myths. They engaged in the search for key symbols and narratives which were the best venues for expressing the distinctiveness of

American identity and the superiority of the American social system. Succinctly formulated, what these earlier theoreticians were engaged in was the search for an «usable past». In later developments, especially after the turbulent sixties, this paradigm was exposed to sustained questionings and attention was drawn to its selectivity and its complicity in the dominant ideological discursive formation. Focusing upon the all-pervasive work of ideology, later

Americanists critically revalorized the assumptions of the so-called «myth and symbol school» foregrounding the rhetorical aspects of its texts. In their own research, they made an effort to incorporate those social groups, experiences and spaces which were simply excluded from the earlier exclusivist conceptualization of the American identity and its selflegitimization by way of the doctrine of exceptionalism. In the contemporary phase of

American studies one of the crucial insights is the interrogation of the ideological complex which has been formed in time by the conjoining of exceptionalism and democracy and which

43

frequently functions as a smoke-screen masking US interests. Considering the position and the role of the US in today's world it comes as no surprise that a great deal of work within

American studies has turned to diachronically and synchronically analyzing American political hegemony.

Purpose: The purpose of the course is to familiarize the students of American studies on the graduate level with the historical development and with the key discussions within the discipline. The lectures and the seminars will attempt to show how the discipline was formed, what was its function within American cultural space not only within the US itself but also within its intercultural transactions with others. The aim is to show how the discipline registered the events in recent American history but also how it can help us understand the contemporary world whose fate is being decided by the US as the only remaining hegemon.


During the course the applicability of the various paradigms will be explored on five literary texts:

Charles Brockden Brown, Wieland (An American Tale)

Henry Adams, Democracy

Joan Didion, Democracy

Nprman Mailer, Why Are We In Vietnam?

Robert Coover, The Public Burning

Selections from canonical texts listed below will also be read and studied during the course:

F.O. Mathiessen, American Renaissance (1941)

Henry Nash Smith, Virgin Land: The American West as Symbol and Myth (1950)

Charles Feidelson, Symbolism and American Literature (1953)

R.W. Lewis, The American Adam (1955)

Richard Chase, The American Novel and its Tradition (1957)

Harry Levin, The Power of Blackness: Hawthorne, Poe, Melvilee (1958)

Leo Marx, The Machine in the Garden (1965)

Richard Poirier, A World Elsewhere (1966)

Additional sources:

Yvor Winters, Maule’s Curse (1938)

Marius Bewley, The Eccentric Design (1963)

A.N. Kaul, The American vision: Actual and Ideal Society in Nineteenth Century Fiction

(1964)

Leslie Fiedler, Love and Death in the American Novel (1960)

Russell Reising, The Unusable Past: Theory and Study of American Literature, Methuen,

New York and London, 1986.

Donald E. Pease, “New Americanists: Revisionist Interventions into the Canon”, Boundary 2,

Spring 1990, 17/1.

Amy Kaplan i Donald E. Pease, Cultures of United States Imperialism, Duke University

Press, Durham, 1993.

Philip Fisher, The New American Studies, University of California Press, 1991.

Byron Shafer, Is America Different? A New Look at American Exceptionalism , Clarendon

Press, Oxford, 1991.

Andrew J. Bacevich, American Empire: the realities and consequences of US diplomacy,

Harvard University Press, 2003.

Ellen Meiksins Wood, Empire of Capital, Verso, London, 2003;

David Harvey, The New Imperialism, Oxford University Press, 2003.;

Michael Mann, Incoherent Empire, Verso, London, 2003.

Instructor: Prof. Dr. Stipe Grgas,

Study program: American studies

Course : American postmodern poetry

ECTS credits: 6

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Course description: More than other anglophone literatures, American literature made a significant contribution to the innovations which have marked the literary scene during the twentieth century. This is particularly evident in poetry. It is impossible to speak of modernist breakthroughs ignoring the contribution of Eliot and Pound. Although their work has not drawn the international attention of these two, William Carlos Williams and Wallace Stevens have also left a significant body of writing which is immensely important for subsequent developments. The course will attend to the distinctive features of American poetry and explore the work of poets who have continued with innovations during the second part of the twentieth century. The question that will be addressed is whether one can speak of postmodern poetry when dealing with these texts. Delineating a postmodern poetics, the course will target a series of texts concentrating on the attempt to isolate postmodern features.

The poets who will be dealt with in the course are the following: Louis Zukofsky, Charles

Olson, John Berryman, Robert Lowell, Robert Duncan, Denise Levrtov, Robert Creeley, John

Ashberry, Charles Bernstein.

Purpose: The purpose of the course is to point out certain problems confronting literary theory when it proceeds to periodize literary works. Secondly, the course will attempt to present and to elaborate the features of postmodern poetry. Thirdly, the course aims to familiarize the students with an important body of poetry.

Obligatory reading:

Helen Vendler, The Harvard Book of Contemporary American Poetry, Harvard Univerity

Press. (selection)

Bernstein, Charles, A Poetics, Harvard University Press, Cambridge, 1992.

Christopher MacGowan, Twentieth-Century American Poetry, Blackwell.

Conte, Joseph M. 1991. Unending Design: The Forms of Postmodern Poetry. Cornell

University Press, Ithaca.

Marjorie Perloff, 21 st

Century Modernism

Additional reading:

Gregson, Ian 1996. Contemporary Poetry and Postmodernism: Dialogue and Estrangement.

London. Macmillan Press.

Mazzaro, Jerome 198o. Postmodern American Poetry. University of Illinois Press. Chicago.

Lawrence Cahoone, From Modenism to Postmodernism, An Anthology, Blackwell, 2003.

Instructor: Prof. Dr. Stipe Grgas


Course: The City in American Culture and Literature

ECTS credits: 6

Course description: From its inception the American project has been conceived as a «city upon a hill» which was intended to attract the eyes of all other peoples. Thusly, the city as a metaphor stands at the beginning of American history and we can easily ascertain that its significance both as a metaphor and as a social reality has over time taken up a place of growing prominence within the American cultural imagination. A constellation of representations of the city and of urban life is to be found within American literature whose history it is the aim of this course to map out. The course will look at the distinctive characteristics of the American city, the different valorizations of the urban milieu within

American culture and the way that the use of the of the city as a setting in fictional worlds impacts the formation of literary texts. Relying upon a historical arrangements of the representations of the city within literary texts, the course will investigate the causes of these transformations and the ways that they have been mirrored in literature. The special focus of the course will be the contemporary moment of the American city when it has become questionable whether we can speak of this space using traditional categories and what kind of challenges does this place before the writers in their attempts to conceptualize the new entity.

Purpose: The purpose of the course is to acquaint the student with the importance the city has in constituting American culture as it is represented in literary works. The aim is to draw

45

attention o the distinctive attributes of the American city and how do these function within

American literature. The specific goal of the course would be to address the contemporary transformations of the city and how these changes have manifested themselves in literary works.

Obligatory reading:

Whitman, «Ode to Brooklyn Bridge»

Melville “Bartleby the Scrivener”

Dreiser, Sister Carrie

Fitzgerald, The Great Gatsby

Ralph Ellison, Invisible Man

John Rechy, City of Night

Paul Auster, The New York Trilogy

Don DeLillo, Cosmopolis

William Gibson, Neuromancer

Richard Lehan, The City In Literature: An Intellectual and Cultural History, University of

California Press, Berkeley, 1998.

Additional reading:

Lewis Mumford, The City in History

Neil Leach, Hieroglyphics: Reading and Experiencing the Modern Metropolis,

Deyan Sudjic in The Hundred Mile City, London, 1993

Ash Amin and Nigel Thrift, Cities: Reimagining the Urban, , Polity, Cambridge, 2003, p. 123

Morton and Lucia White, The Intellectual Versus the City: From Thomas Jefferson to Frankl

Lloyd Wright (1962)

Jonathan Raban, Soft City (HarperCollins, London, 1974), p.10

Marshall Berman, All That Is Solid Melts Into Air, Verso, London, 1983.

Frances Fitzgerald, Cities on a Hill: A Journey Through Contemporary American Cultures, A

Touchstone Book, Simon and Schuster, New York (1981), 1986

Robert Fishman, Bourgeois Utopias, The Rise and Fall of Suburbia, Basic Books, New York,

1987

Mike Davis, City of Quartz: Excavating the Future in Los Angeles. London: Verso, 1991.

Jencks, C, The Language of Post-Modern Architecture, Academy Editions, London, 1977.

Edward Soja, Postmetropolis, Critical Studies of Cities and Regions, Blackwell, London,

2000.

Joel Garreau, Edge City: Life on the New Frontier, New York, Doubleday, 1991, 3.

Instructor: Prof. Dr. Stipe Grgas


Name of the course: American spatialities

ECTS credits: 6

Course description: Two assumptions lie at the base of this course: first, it accepts the value and possibilities opened up by the theoretical «spatial turn» which is evident throughout the social sciences and the humanities, and, secondly, it works with the assumption that a recognizable human relationship to the geographical surroundings can be derived from

American culture and civilization. Therefore, as an initial step, the course will provide the theoretical framework implied within the said theoretical turn. After this the course will muster the main argumentation for the acceptance of the spatial approach to the Americanist problematic. The third part of the course will designate some of the spatial constellations which are of interest for the understanding of US history, politics, culture and everyday life.

A list of the possible thematic units would be as follows: the spaces of the discovery of the

«New World»; the wilderness and «the frontier»; US regions; interior and exterior setting of borders; the land and the sea in American imagination and practice; conflicts over land and how to relate to it; the conquering of the land mass; spaces at the rim and the expansion outside of the land borders; the mythologization of American spaces – Main Street, National

46

Parks, suburbia; the landscapes of late capitalism – airports, shopping malls, economic centers of power, the ecological devastation of space.

Purpose: The purpose of the course is to offer a theoretical paradigm which foregrounds spatiality as a decisive factor in human life and behavior. The course is propedeutic in character because it has the additional aim of providing a theoretical framework within which the students could work on their graduate papers but also go on to continue their postgraduate, doctoral studies.


Edward W. Soja, Postmodern Geographies, The Reassertion of Space in Critical Social

Theory,Verso, london, 1989

Michel Foucault, “Of Other Spaces”, Diacritics 16: 22-7.

Michel Foucault, “Questions of Geography”, in Power/Knowledge, 1980.

Clarence J. Glacken, Traces on the Rodian Shore

Yi-Fu Tuan, “Space and Place: Humanistic Perspective” in Human Geography, editors, John

Agnew, David N. Livingstone and Alisdair Rogers, 444-458.

David Harvey, The Postmodern Condition

Greg Garrard, Ecocriticism

Polaznik kolegija dužan je pro č itati pet romana koji tematiziraju jednu komponentu ameri č kog prostora.

Additional readings:

Jean Baudrillard, America, Verso, London, 1986.

John R. Stilgoe, Borderland, Origins of the American Suburb, 1980-1938, Yale University

Press, New Haven, 1988.

Annette Jaimes, The State of Native America: Genocide, Colonialization and Resistance,

South End Press, Boston, 1992.

William Rathje/Cullen Murphy, RUBBISH, the Archeology of Garbage, Harper collins, New

York, 1992.

Philip Fisher, Setting and Form in the American Novel, Oxford University Press, Oxford,

1985.

Richard Drinnon, Facing West: The Metaphysics of Indian-Hating and Empire Building,

University of Minnesota Press, Minneapolis, 1980.

Gloria Anzaldua, Borderlands/La Frontera, Spinsters, San Francisco, 1987.

David C. Miller, Dark Eden, The Swamp in Nineteenth-Century American Culture,

Cambridge University Press, Cambridge, 1989


Subject: 20th Century American Literature

Course: Contemporary Ethnic American Literature



Length: one semester





Course description: This course will introduce students to a selection of American ethnic novels from the last three decades. Special attention will be given to those types of ethnic literature that were placed in the foreground of critical examinations during that time period

(Latino, Asian American, African American and native American literatures). Also, class discussions will focus on the body of criticism on Ethnic American literature that developed in that period, and on the themes put in the foreground by that kind of criticism (construction of ethnic, racial and national identity; assimilation and multiculturalism; gender and

47

ethnicity). The specificity of the matter will require a reference to the historical context characterizing the processes of ethnic identity construction in American society.

Objective: The course requires a high level of student engagement with research, that is, in the compilation of secondary sources and in working with it. Through class discussions, individual work on critical bibliographies and the writing of essays, students will have an opportunity to study the complex questions of representation and construction of ethnic identity in contemporary American literature. Special attention will be devoted to the honing of the skills of written analysis, especially in conjunction with the use of secondary sources.


Novels

Toni Morrison, Song of Solomon

Amy Tan, The Joy Luck Club

Bharati Mukherjee, Jasmine

Sherman Alexie, Reservation Blues

Julia Alvarez, How the Garcia Girls Lost Their Accents

Criticism

Gloria Anzaldua, Borderlands/La Frontera (selection)

Frank Chin, Aiiiiieee! (selection)

Henry Louis Gates, “The Blackness of Blackness: A Critique on the Sign and the

Signifying Monkey”

Toni Morrison, “Playing in the Dark”

Carole Boyce Davies, “Migratory Subjectivities”

Werner Sollors, Beyond Ethnicity

Optional literature:

Werner Sollors, Theories of Ethnicity

Amritjit Singh, Peter Schmidt, Postcolonial Theory and the United States

Stipe Grgas, Ispisivanje prostora

Instructor: Mr. Jelena Šesni ć

Study programme: American Studies

Course: Aspects of African American Literature

Credits: 6

Status: Elective

Student's workload: regular attendance and active participation in the seminar (10 % of the grade); oral presentation (10% ); seminar paper (30 %); written test (50 %)

Course Description: The course covers in broad overview a very vibrant component of US literary production, tracing its transatlantic beginnings, its generic diversification and flowering in the 19th c., moving on to its major achievements in several creative outpourings during the 20th c., and culminating in the process of consolidation of its canon within but also against US literary canon. Suggested authors: Equiano, Jacobs, Chesnutt, ZN Hurston,

Wright, Brooks, Baraka, Morrison.

Aim: Students will be encouraged to read and interpret texts in their specific cultural and historical contexts, engaging in close reading and employing reconstructive cultural work and literary-critical approaches in order to trace the continuities and ruptures in the development of this discourse, marked but never totally defined by its marginal status in the national letters and culture. Different genres are meant to highlight creative diversity as a hallmark of this canon. The students should be able to locate its specificity as set against the prevailing norms but also to register its crucial contributions to US literature and culture.

Reading:

Primary texts:

Olaudah Equiano: The Interesting Narrative of the Life of Olaudah Equiano...

Harriet Jacobs: Incidents in the Life of a Slave Girl

Charles Chesnutt: The Marrow of Tradition

Z. N. Hurston: selected fiction and non-fiction

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Richard Wright: Native Son

Gwendolyn Brooks: selection of poetry

Amiri Baraka: 1 play

Toni Morrison: Beloved


W. E. B. DuBois. The Souls of Black Folk (1903): chapters «Of Our Spiritual Strivings»; «Of

Mr. Booker T. Washington and Others»; «The Sorrow Songs»

Ron Eyerman. Cultural Trauma, Cambridge: Cambridge UP, 2001.

Henry Louis Gates. The Signifying Monkey, New York, Oxford: Oxford UP, 1988, 89-169.

Larry Neal. «The Black Arts Movement» (1968)

Cheryl Wall, ed. Changing Our Own Words, New Brunswick, London: Rutgers UP, 1989.

(selected essays)

Booker T. Washington: «The Atlanta Exposition Address» (1895)

Supplementary reading:

Houston A. Baker. Blues, Ideology, and Afro-American Literature. Chicago: U of Chicago P,

1984, 1-63, 172-200.

Ralph Ellison. Shadow and Act. 1964. The Collected Essays of Ralph Ellison. Ed. John

Callahan. New York: The Modern Libary, 1995.

Paul Gilroy. The Black Atlantic: Modernity and Double Consciousness, Cambridge, Mass.:

Harvard UP, 1993, 1-40, 187-223.

Lawrence W. Levine. Black Culture and Black Consciousness: Afro-American Folk Thought

from Slavery to Freedom, Oxford: Oxford UP, 1977.

Roger Rosenblatt. Black Fiction, Cambridge, Mass., London, England: Harvard UP, 1974.

Eric Sundquist. To Wake the Nations: Race in the Making of American Literature,

Cambridge, Mass., London, England: The Belknap P of Harvard UP, 1994, 406-54.

Alice Walker. 1983. In Search of Our Mothers' Gardens: Womanist Prose, London: The

Women's P, 1984.

Robyn Wiegman. American Anatomies, Durham, London: Duke UP, 1995, 43-114.

Instructor: Mr. Jelena Šesni ć

Study programme: American Studies

Course: New Ethnicities and the Formation of Identity

Credits: 6

Status: Elective

Student's workload: regular attendance and active participation in the seminar (10 % of the grade); oral presentation (10% ); seminar paper (30 %); written test (50 %)

Course Description: In contemporary US (since 1965) multiculturalism and identity politics have become loaded terms, riddled with contradictory meanings, whose implications are considered in the course. Additionally, the term «new ethnicities» is contextualized. Classical and revised psychoanalytic theory serves as a launching pad for considerations of processes of

«subjectification», identification, desire, identity building, the tensions between the individual and collective identities and the slippage between the ethnic and the national identity. Critical race theory accompanied by various ethnic studies approaches provide indispensable models for reading texts (fictional, visual and material) from various ethnic corpuses (notably, Asian

American, Chicano / Latino, Amerindian, African American).

Aim: Students are encouraged to understand and discuss how psychoanalytic and cultural theories bear on our understanding of important concepts such as identity, subject, gender, collectivity, ethnicity, nation. Further, critical articulation of these points serves not only to elucidate salient aspect of US culture, but also gives students a foil for considering parallel processes in global context.

Reading:

Primary texts:

O. Z. Acosta: The Autobiography of a Brown Buffalo

Shawn Wang: Homebase

49

Gayl Jones: Corregidora

L. M. Silko: Ceremony

Rolando Hinojosa: Klail City

Edwidge Danticat: Breath, Eyes, Memory

Films: Smoke Signals (Chris Eyre; 1998); Eat a Bowl of Tea (Wayne Wong; 1989)


Benedict Anderson. 1983. Imagined Communities, London, New York: Verso, 1991. 1-46,

187-206.

Arjun Appadurai. Modernity at Large: Cultural Dimensions of Globalization, Minneapolis,

London: U of Minnesota P, 1996, 27-65.

Diana Fuss. Identification Papers, New York and London: Routledge, 1995, 1-56.

Julia Kristeva. 1980. Powers of Horror, New York: Columbia UP, 1982, 1-55.

Arnold Krupat. The Voice in the Margin, Berkeley: U of California P, 1989, 96-131, 202-32.

Lisa Lowe. Immigrant Acts: On Asian American Cultural Politics, Durham: Duke UP, 1996,

1-36.

José David Saldívar. Border Matters, Berkeley: U of California P, 1997, 1-35.

Supplementary reading:

Judith Butler. The Psychic Life of Power: Theories in Subjection, Stanford, Cal.: Stanford UP,

1997, 1-30, 132-50.

Madhu Dubey. Black Women Novelists and the Nationalist Aesthetic, Bloomington and

Indianapolis: Indiana UP, 1994.

David Eng. Racial Castration: Managing Masculinity in Asian America, Durham and

London: Duke UP, 2001, 1-34.

Sigmund Freud: selected texts

Amritjit Singh and Peter Schmidt, eds. Postcolonial Theory and the United States, Jackson:

UP of Mississippi, 2000. (selected chapters)

Werner Sollors, ed. Theories of Ethnicity: A Classical Reader, New York: New York UP,

1996. (selected chapters)

Instructor: dr. sc. Ivan Matkovi ć , Assist. Prof.

Subject: American Studies

Course: American Society

ECTS: 6 credits



Status: Elective

Student’s workload: 2 hours of lectures and 1 hour seminar a week

Requirement: B. A. degree

Exam: Written

Course description: The course is an chronologically organized interdisciplinary survey of

American political, social and cultural history from the settlement of the continent to the present, based on an assumption that the dominant cultural determinants are the result of historical development.

Aim: The primary aim is an academic examination of the United States as a complex social and political phenomenon, i.e. to introduce the students to the most important aspects of

American political, social and cultural history. The secondary aim is acquiring necessary knowledge which should serve as a complementary context for an understanding of American literature. One of the additional aims is the acquisition of specifically American terminology, i.e. acquisition of the so-called “cultural literacy”.

Literature:

Obligatory

Norton, Katzman et al., A People and a Nation (6 th

edition), Houghton Mifflin, Boston, 2001

Recommended

Luther S. Luedtke, ed., Making America: The Society and Culture of the U.S., USIA, 1988

50

Sellers, May, McMiller, Povijest SAD, Barbat, Zagreb, 1996

Bill Bryson, Made in America, Minerva, London, 1995

51

2. GRADUATE STUDIES IN ENGLISH SPECIALISING IN LINGUISTICS

OBJECTIVES OF THE PROGRAMME:

The main objective of the graduate programme in English specialising in Linguistics

(available as a single or double major) is to provide students with the skills and competences in the area of English Language and Linguistics that will qualify them for jobs of a higher level of complexity, and for positions requiring a higher level of language and linguistic competences, as well as an awareness of and the ability to think systematically and critically about language phenomena.

Possible areas of employment include the media, publishing houses, diplomacy and other institutions requiring a high level of competence in the English language. The programme also qualifies students for third-cycle studies, both in Linguistics and in other disciplines.

PROGRAMME STRUCTURE DIAGRAM:

Students can choose between a single and double major.

LENGTH OF THE COURSE, TRACKS AND ACADEMIC TITLES AWARDED:

In order to enrol in the programme, students are required to have completed the undergraduate

‘A’ studies in English and to meet other conditions laid down by the Faculty or the

Department. Graduate Studies in English specialising in linguistics lasts for four semesters. A double major student who has earned 60 ECTS credits or a single major student who has earned 90 ECTS credits is awarded the title of Master of Arts in English - Linguistics once they have written their thesis and fulfilled any other requirements laid down by the

Department or Faculty.

52

GRADUATE STUDIES IN ENGLISH SPECIALISING IN LINGUISTICS

SINGLE MAJOR

7th semester

Introduction to Academic Writing

Cognitive Linguistics

History of the English Language

An optional course offered by the Section for Literature

Translation Theory or

4 contact hours of exercises

4 contact hours of lectures

2 contact hours of lectures and 2 contact hours of exercises an optional course offered by another department of the Faculty

8th semester

Contemporary English Language 4

Lexicology and Lexicography

4 contact hours of exercises

2 contact hours of lectures and 2 hours of exercises

Linguistic seminars: 4 contact hours of seminar work

Semantics

Syntax

Accents of the English Language

Discourse Analysis

The student chooses two of the seminars listed above.

5 credits

5 credits

5 credits

5 credits*

5 credits

5 credits

5 credits

5 credits

5 credits

9th semester

Optional courses:

English around the World 4 contact hours of lectures

Sociolinguistics

Corpus Linguistics

Psycholinguistics

Pragmatics

The student chooses three of the courses listed above.


5 credits

5 credits

5 credits

5 credits*

An optional course offered by another Department of the Faculty 5 credits

10th semester

An optional course offered by the Department of English

M.A. thesis

5 credits

15 credits

*Graduate students specialising in Linguistics do not have to write a term paper for their optional course in Literature, so the course is worth 5 credits.

53

GRADUATE STUDIES IN ENGLISH SPECIALISING IN LINGUISTICS

DOUBLE MAJOR

7th semester

Introduction to Academic Writing 4 contact hours of exercises 5 credits

The course is obligatory for double-major students.

5 credits

Cognitive Linguistics or

4 contact hours of lectures

History of the English Language 4 contact hours of lectures

Double-major students take one of the two courses listed above.

Translation Theory or


8th semester

Contemporary English Language 4 4 contact hours of exercises

The course is obligatory for double-major students.

Lexicology and Lexicography 2 contact hours of lectures and 2 contact hours of exercises

Linguistic seminars: Semantics

Syntax

4 contact hours of seminar work

Accents of the English Language

Discourse Analysis

The student chooses one of the seminars listed above.

5 credits*

5 credits

5 credits

5 credits

9th semester

Optional courses:

English around the World 4 contact hours of lectures

Sociolinguistics

Corpus Linguistics

Psycholinguistics

Pragmatics

The student chooses 2 of the courses listed above.


10th semester

M.A. thesis

5 credits

5 credits

5 credits*

15 credits

*Graduate students specialising in Linguistics do not have to write a term paper for their optional course in Literature, so the course is worth 5 credits.

54

1. LANGUAGE EXERCISES

Course title:

Professor:

Instructors:

Introduction to Writing Research Papers

ECTS credits:

Semester:

Status:

Form of instruction:

Prerequisites:

Exam:

A. Hoyt – 1 group (4 hours), I. Bušljeta-Banks – 1 group (4 hours), L. Zergollern-Mileti ć – 1 group (4 hours)

5

7th (Autumn)

Elective course

4 hours of practical classes per week completion of first three years of English Programme (B.A.)

Students' work will be assessed based on two research papers written during the course of the semester.

Course contents: This course focuses on the characteristics of academic discourse and the writing of research papers in English for academic contexts. Students will learn the fundamentals of writing academic texts, including choosing a topic, collecting data, citing sources, outlining, writing and revising drafts, and formatting notes and bibliographies. Although the course was conceived primarily for students in the M.A. programmes in

English linguistics and English literature, others may enroll as well.

Course objectives: The objective of this course is to make students competent in the writing of research papers in accordance with the norms of academic discourse in contemporary English.

Required reading: Walker, Melissa (1997), Writing Research Papers: a Norton

Guide (Fourth Edition). W W Norton.

Walker, Janice i Ruszkiewicz, John (2000),

Writing@online.edu (First Edition). London: Longman.

Course title:

Course coordinator:

Contemporary English Language 4

Lecturers: Vesna Beli, Alex Hoyt, Jasenka Šafran, Snježana Veselica-

Majhut, Kristijan Nikoli ć

Number of ECTS credits: 5 credits

Language of instruction:

Semester:

Status:

Form of instruction:

Prerequisites:

Assessment methods:


English

8th (Spring semester) elective

4 language classes a week language exams at the first, second and third year of graduate programme written and oral examination

Designed for students of the English language who have enrolled in Masters programme specializing in literature, linguistics or teaching, the course will enable them to improve their linguistic competence by working on a range of

55

Objectives: projects. The project work will involve data collecting, project writing and oral presentations. Students will thus apply and further develop skills acquired in previous courses, in particular in Analysis of Texts in English, English -

Speaking Societies and Cultures and Introduction into

Academic Writing.

The objective of the course is to help students attain and/or maintain a high level of linguistic competence, close to the competence of a native speaker with an arts degree, which is necessary for their continuation of Masters programme.

Required reading: depends on the selected topics.

2. FUNDAMENTAL LINGUISTIC COURSES

Course title: Cognitive linguistics

Professor:

Instructor: prof. dr. Milena Žic Fuchs prof. dr. Milena Žic Fuchs

Number of credits: 5

Language of instruction: English

Status:

Semester: 7th (autumn)

Compulsory course for single major and double major students of linguistics, elective for students other programmes

Type of course: 4 periods, lecture

Prerequisites: language

Syntax; Semantics of the English

Written Assessment method:


Objectives of the course:

The course is introduced with a short outline of American linguistics, i.e. the contributions of Boas, Sapir, Bloomfield and Worf, more specifically with an account of their views of the relationship between language, culture and thought.

Tracing this tradition, basic postulates of cognitive linguistics are introduced, particular emphasis being placed on the notions of prototype and cagegory. The course then deals with the basic postulates of cognitive grammar, notions such as scheme and domain, with special attention being paid to the comparison between structuralist, transformationalgenerative and cognitive grammatical approaches to grammar phenomena. The mentioned theoretical postulates are analyzed on the examples from both English and Croatian.

The objective of this course is to introduce students to the basic postulates of cognitive linguistics, more specifically of cognitive semantics and cognitive grammar.

Recommended reading (obligatory):

Croft. W. i Cruse, Alen, D. (2004), Cognitive Linguistics.

Cambridge

University Press

56

Dirven, R. i Verspoor, M. (1998), Cognitive Exploration of

Language and Linguistics. John Benjamins Publishing

Company.

Recommended reading (optional)

Lakoff, G. (1987), Women, Fire and Dangerous Things,

What Categories

Reveal about the Mind. Chicago and London: The University of Chicago Press

Langacker, R. W. (1987), Foundations of Cognitive

Grammar: Theoretical Prerequisites, Volume I. Stanford

University Press

Course title:

Professor:

Instructors:

ECTS:

Language:

Term:

Status:

Type of course:

Requisites:

Exam:

Contents:

Objective:

Mandatory reading:

Recommended reading:

History of the English Language prof. dr. Dora Ma č ek

prof. dr. Dora Ma č ek and Vlatko Broz

5 points

English

7th autumn term

Mandatory for single major, optional for double major

4 lecture classes

Written

--

The course gives an overview of social events and their interplay with language use, from the settlement of the British

Isles to this day, as well as an overview of the most important factors that give rise to changes or hinder them.

Gaining an insight into the development of the English language and its characteristics in relation to society and its development. This is a general educational course for all students of English.

Baugh, Albert C. and Cable, Thomas. 2002. A History of the

English Language. Fifth Edition. Routledge. London.

Barber, Charles. 1993. The English Language. A Historical

Introduction. Cambridge University Press. Cambridge

Crystal, David. 1995. The Cambridge Encyclopaedia of the

English Language, Cambridge University Press. Cambridge.

(Chapters 2 – 7)

The Cambridge History of the English Language. Volumes I -

III. Cambridge University Press. Cambridge.

Crystal, David. 2004. The Stories of English. Allen Lane,

Penguin. London

Fennell, Barbara. 2001. A History of English, A

Sociolinguistic Approach. Blackwell Publishing. Cornwall.

57

Course title:

Professor:

Instructors:

Number of credits:


Semester:

Status:

Course type:

Assessment methods:


Freeborn, Dennis. 1998. From Old English to Standard

English. Second Edition. Palgrave. Handmills

Görlach, Manfred. 1994. The Linguistic History of English.

Palgrave Macmillan.

Görlach, Manfred. 1991. Introduction to Early Modern

English. Cambridge University Press. Cambridge.

Hogg, Richard. 2002. An Introduction to Old English.

Edinburgh University Press. Edinburgh

Horobin, Simon i Smith, Jeremy. 2002. An Introduction to

Middle English. Edinburgh University Press. Edinburgh.

Millward, C.M.1996. A Biography of the English Language.

Boston: Holt, Rinehart and Winston, Inc.

Pyles, Thomas i Algeo, John. 1993. The Origins and

Development of the English Language. Fourth Edition. Ted

Buchholz. Boston.

Lexicology and lexicography

Professor Milena Žic Fuchs, Ph.D.

Jelena Parizoska and Vlatko Broz

5

English

8 th

(Spring term)

Mandatory

Seminar

Written examination

The course introduces the students to the basic theoretical framework of lexicology and its application in lexicography, paying particular attention to the word as the basic vocabulary unit and its relation to other lexical units.

The focus is on the analysis of various phraseological units in English (collocations, clichés, idioms, phrasal verbs and proverbs) with contrastive insights in relation to Croatian.

Special emphasis is placed on the metaphor, which is, according to contemporary theories, the chief motivating force that underlies fixed phrases and idioms. Metaphors are organized in a particular thematic group (e.g. emotions, time, work) or by their lexical component (e.g. animals,

58

Objectives of the course:

Compulsory reading:

Recommended reading: body parts, food, clothes).

Students are required to analyse the semantics and syntax of idiomatic expressions and do assignments concerning the organization of dictionary entries.

Students have the opportunity to learn a large number of phraseological units and their use, frequency and function by reading and analyzing various texts, as well as examples taken from the British National Corpus. Special attention is paid to the problems of translation of idiomatic phrases from

English to Croatian and vice versa. Students are also introduced to the theoretical framework necessary for the making and use of dictionaries, as well as different types of dictionaries.

Coleman, Julie and Kay, Christian J., editors, (1998),

Lexicology, Semantics and Lexicography. John Benjamins

Publishing Company, Amsterdam/Philadelphia

Lakoff, G. and Johnson, M. (1980), Metaphors We Live By.

The University of Chicago Press, Chicago and London

Cowie, A.P. (2001), Phraseology: Theory, Analysis and

Applications, OUP

Cruse, D.A. (1986) ‘The syntagmatic delimitation of lexical units’. In: Lexical Semantics. London: Cambridge

University Press.

Fernando, C. (1996) Idioms and Idiomaticity. Oxford:

Oxford University Press.

Gläser, Rosemarie. (1986), Phraseologie der englischen

Sprache, Tübingen: Niemeyer

Horn, G.M. (2003) ‘Idioms, metaphors and syntactic mobility’. Journal of Linguistics 39, 245-273.

Lakoff, G. (1987) Women, Fire and Dangerous Things,

Chicago and London: The University of Chicago Press,

Mackin, R. (1978) ‘On Collocations: “words shall be known by the company they keep”’. In P. Strevens (ed.) In

59

Honour of A. S. Hornby. Oxford: Oxford University Press.

Ma č ek, D. (1992-1993), ‘Neka pitanja o definiciji idiomatskih fraza’. Filologija 20-21, 263-276.

McMordie, W. (1972), English Idioms and How To Use

Them, Oxford: OUP

Menac, A. (1978), ‘Neka pitanja u vezi s klasifikacijom frazeologije’. Filologija 8, 219-226.

Moon, Rosamund. (1998), Fixed Expressions and Idioms in

English, Oxford: Clarendon Press

3. LINGUISTIC SEMINARS

Course title:

Professor:

Instructor:

ECTS-credits:

Language:

Semester:

Status:

Course form:

Preconditions:

Exam:

Contents:

Linguistic Seminar in Syntax prof. dr. Milena Žic Fuchs


5

English

VIII. (Spring)

Elective

4 hours of seminar

The students have to pass the exam in English Semantics and Syntax

No exam

This seminar deals with coding (mostly morphological) and behavioral properties of grammatical relations using the examples from various natural languages. Coding properties include case marking, verb agreement and the position of elements in a sentence (word order). Behavioral properties include a number of constructions which target particular grammatical relations, such as subjects or direct object.

These constructions include imperative and reflexive constructions, relative and interrogative clauses and sentences with embedded clauses. The relations in the sentence are analyzed within a framework which puts semantics at the core of syntactic analysis, dealing in detail with different semantic relationships in a sentence and with semantic roles of verb arguments. Aside from simple clauses, the students also analyze complex sentences, not only in the so-called nominative-accusative type of languages, but also in ergative languages or those that make a class of their own. The students get ten to fifteen assignments where they have to determine the coding and behavioral properties of the language in question by analyzing a certain number of sentences and the semantic relationships that are at the core of syntactic analysis.

60

Goal: The goal of this seminar is to critically examine the stereotyped attitudes about language, which are based on one's own cultural and language experience, and thus give a fresh and different angle on syntactic and semantic analysis of various linguistic phenomena.

Obligatory references:

Dixon, R. M. W. (1979) ‘Ergativity’, Language 55:59-138

Hopper, Paul J. i Sandra A. Thompson, (1980)

‘Transitivity in Grammar and Discourse’, Language

56:251-299, Linguistic Society of America

Van Valin, Robert D., Jr. i Randy J. LaPolla, (1997)

Syntax: structure, meaning and function, Cambridge:


Additional references:

Dik, Simon C. (1989) The theory of Functional Grammar,

Part I: the Structure of the Clause, Dordrecht: Foris

Publications

Fillmore, Charles J. (1968) ‘The Case for Case’, u

Universals in Linguistic Theory, uredili E. Bach i R. T.

Harms, New York, str. 1-88

Fillmore, Charles J. (1977) 'The case for case reopened', u

Syntax and Semantics, vol. VIII: Grammatical relations, uredili Peter Cole i Jerrold Sadock, New York: Academic

Press

Levin, Beth (1993) English Verb Classes and Alternations,

Chicago and London: Chicago University Press

Course title: Linguistic Seminar in Semantics

Name of course coordinator: prof. dr. Milena Žic Fuchs

Name of lecturer: Nina Tu đ man Vukovi ć



Semester:

5

English

8 (autumn)

Status:

Type of course:

Prerequisites:

Assessment method:

Course contents: elective

4 periods, seminar

Semantics of the English Language none

The seminar introduces students to the practical considerations of the knowledge of semantic theory, acquired during the previous years of study. They are given the opportunity to explore different types of meaning analysis, from both structural, as well as cognitivefunctional approaches. The course will deal with issues relating to the analysis of sense relations such as synonymy and polysemy, approaches to meaning analysis such as componential analysis and semantic field theory, as well as to the creation of dictionary entries. In addition to lexical meanings, attention will be paid to the 'semantics of syntax.'

61

Objectives of the course: The objective of the course is to familiarize students with different types of meaning analysis. They will be expected to formulate their own semantic descriptions based on the given theoretical approaches and methods of analysis, developing a critical stance towards them.


Selected chapters from:

Cruse, D.A. 1986. Lexical Semantics. Cambridge:

Cambridge University Press.

Recommended reading (optional):

Cruse, D.A. i W. Croft. (2004), Cognitive Linguistics.


Dirven, R. i M. H. Verspoor. (2004), Cognitive Exploration of Language and Linguistics (Cognitive Linguistics in

Practice) 2nd edition. Amsterdam: John Benjamins

Publishing Co.

Lehrer, A. (1974), Semantic Fields and Lexical Structure.

Amsterdam/London: North-Holland Publishing Company.

Lyons, J. (1977), Semantics. Cambridge: Cambridge

University Press.

Nida, E. A. (1975), Componential Analysis of Meaning.

The Hague: Mouton Publishers

Course title:

Professor:

ECTS credits:

Language:

Semester:

Status:

Course type:

Requirements:

Exam:

Students' obligations:

Accents of English

Prof. dr. Višnja Josipovi

5

English

VIII (Spring) obligatory seminar (4 hours)

No exam ć Smojver

No special requirements for taking up the course

Each student must give a presentation on one of the relevant topics of her/his own choice. The students' presentations can be done individually, in pairs or in groups of three students. Apart from the obligatory literature, which serves as the starting point, students must provide their own auditive or/and AV materials illustrating the points made in their presentations. Students are also required to attend the classes regularly and take part in discussions during other students' presentations.

Course description: The course starts with the introduction of the notions of dialect, accent, referent accent, standard and substandard varietiy. The types of English pronunciation taken as referent accents are Received Pronunciation and General

American. Through students' presentation on relevant topics

62

Course objectives: of their own choice, particular accents of English are dealt with: southern and northern English accents (with emphasis on the systematic differences between the linguisticsouth and north of England), Welsh English, Scottish English,

Irish English; particular American-English accents with emphasis on the difference between the northern and southern varieties; Canadian English, Australian English,

New Zealand English, Indian English, African English, and the English of the Far East.

The main objective is to develop in students a sensibility for variability in English pronunciation, as well as in pronunciation in general. Students learn to listen to the original English discourse selectively, paying attention to regional and sociolinguistic variability on the phonological and phonetic segmental and suprasegmental levels. After completing this course students are expected to be able to recognize and scientifically describe such phenomena.

Obligatory literature:

Further readings:

Course title:

Professor:

Instructor:



Semester:

Status:

Type of course:

Prerequisites:


Student obligations:


Wells, J.C. (1982), Accents of English, Vol.s I, II, III.

Cambridge: CUP.

Pullum, G.K. & W.A. Ladusaw (1996), Phonetic Symbol

Guide. The University of Chicago Press. (reference literature)

These are assigned on individual basis, as they depend on the topic chosen for presentation

Text analysis – language of communication technologies prof. dr. Milena Žic Fuchs prof. dr. Milena Žic Fuchs

5

English

8 (spring) elective

4 periods, seminar

All basic linguistics disciplines none

Individually or in small groups, students write a seminar paper (about 20 pages)

At the beginning of the seminar students are introduced to various phenomena on the suprasentential level, or text. The elements discussed are those that influence the basic characteristics of text, particularly the extratextual ones such as context of situation, context of culture, Gricean maxims, sender, receiver, as well as intratextual elements, those belonging to the category of text cohesion. Further,

63

Objectives of the course: texts from the domain of communication technologies are analyzed with an aim to examine to what extent the traditional discourse analysis is able to explain the phenomena arising in the new modes of communication.

'Written' and 'spoken' texts are compared in order to point out the differences found in the language of communication technologies. Examples are analyzed from both English and

Croatian to observe cultural differences.

The objective of this seminar is to introduce students to the basic notions of text analysis, i.e. the suprasentential level.

Theoretical knowledge is applied to the specific characteristics of texts found in communication technologies. The analysis of these texts enables an insight into the creation of new communication rules and rituals.

Obavezatna literatura:

ECTS credits:

Language:

Semester:

Status:

Course form:

Preconditions:

Exam:

Brown, G. i Yule, G. (1983), Discourse Analysis.

Cambridge University

Press.

Crystal, D. (2000), Language and the Internet. Cambridge

University

Press.

Levinson, Stephen C. (1983), Pragmatics. Cambridge

University Press


Searle, John R. (1969), Speech Acts – An Essay in the

Philosophy of Language, Cambridge University Press

Austin, J. L. (1962), How to do Things with Words, Oxford

University Press

Course title:

Professor:

Lecturer:

Discourse Analysis prof. dr. Milena Žic Fuchs


5

English

VIII. (Spring)

Elective

Contents:

4 hours of seminar

No preconditions

After taking this seminar the students should write a paper based on their own research and analysis

The course gives an insight into the relevant approaches to discourse analysis and their application to real texts.

Particular attention is given to spoken language, as well as to certain linguistic issues, such as gender differences, forms of address, etc. The course is taught within a theoretical framework and practical approaches which include speech act theory, interactional sociolinguistics, conversational analysis and other approaches.

64

Goal:

Obligatory references:

The main goal of this course is to raise the students' awareness of discourse as a linguistic phenomenon and of problems which arise in discourse analysis. The students are also introduced to some basic techniques of writing a linguistic research paper.

Austin, J.L. (1976) How To Do Things With Words,

Oxford: Oxford University Press

Eggins, Suzanne i Diana Slade (1997) Analysing Casual

Conversation, Continuum International Publishing Group

Searle, John R. (1969) Speech Acts, Cambridge: Cambridge

Unversity Press

Hymes, D. (1964) Language in Culture and Society: A

Reader in Linguistics and Anthropology, Harper & Row

Additional references:

4. E LECTIVE COURSES

Course title:

Professor:

Instructor:

ECTS-points:

Language:

Term:

Status:

Type of course:

Requisites:

Exam:

Contents:

Objectives:

Mandatory Reading:

English Around The World prof. dr. Dora Ma č ek prof. dr. Dora Ma č ek and prof. dr. Višnja Josipovi ć

5 points

English

9th autumn term optional

4 seminar classes none

Written

The course describes varieties of the English language, new standards and the most important non-standard forms. It presents the spread of English from Europe to other continents and deals with topics such as prestigeous and stygmatized varieties, common processes in the spoken language, special vocabulary and so on. English-based

Creole languages are analysed as well as the use of English as a second language in countries like India.

Introducing real English as it is used on all the continents as well as differences in the standards.

Trudgill, Peter & Hannah, Jean (1994), International

English: a Guide to Varieties of Standard English, London,

Arnold

Wells, J.C. (1982), Accents of English, 2 & 3, Cambridge

University Press

65

Recommended Reading:

Marckwardt, Albert H. (revised by J: dillard) (1998),

American English,Oxford University Press

Burchfield, Robert ur. (1994), English in Britain and

Overseas, u The Cambrdige History of English, vol. V,


Cheshire, J. (1991), English Around the Word:

Sociolinguistic Perspectives,Cambridge University Press

Crystal, David (1995), The Cambrdige Encyclopedia of the

English Language,Cambridge University Press

Dillard, J.L (1992), A History of American English,

Longman

Hughes, Arthur & Trudgill, Peter (1996) English Accents

and Dialects, London, Arnold

Milroy, James & Milroy, Lesley (1992), Real English. The

Grammar of dialect in the British Isles. Longman

Todd, Loretto (1974), Pidgins and Creoles, Routledge

Trudgill, Peter & Chambers, J.K. (1991) Dialects of

English, Studies in Grammatical Variation,Longman

Turner, G.W. (1965), The English Language of Australia

and New Zealand, Longman

Course title:

Professor:

ECTS-credits:

Language:

Semester:

Status:

Course form:

Prerequisites:

Exam:

Contents:

Sociolinguistics prof. dr. Damir Kalogjera

5

English

1st Autumn Semester

Elective

4 seminar classes

Completion of the course Introduction to the Linguistic

Study of English

Written

Sociolinguistics in an interdisciplinary linguistics branch aiming at a better understanding of the nature of language and of the relations between linguistic and social structures by investigating the use of language in a social context of a speech community. Sociolinguistics draws on the research results of anthropology, dialectology, discourse analysis, geolinguistics, languages in contact, social psychology and sociology of language.

The course is going to emphasise the following topics: stratification of English with the regard to social classes; language and ethnic groups; language and nation : the rise of autonomous standard languages and the heteronomy of dialects; language and sex (gender); “new sensibilities” in the use of the (English) language, “political correctness”;

Sapir-Whorf Hypothesis: language and thought, language

66

Objectives:

Compulsory reading:


Course title:

Professor:

Instructor:

ECTS-credits:


Semester:

Status:

Type of course:

Prerequisites:



Objectives of the course: and culture; speech communities repertoires: registers, styles, slang; language, power and solidarity: address, diglossia; conversation analysis: phatic communion, Grice’s maxims; bilingualism and multilingualism; code switching, code mixing (exemplified by the usage of Croatian immigrants in USA and Australia); languages in contact: pidgins and creoles.

The student is expected to be able to analyse the social and political status of Standard English in relation to the regional and social dialects, to appreciate the function of registers and styles in communication and the attitudes of the speech community towards language varieties.

Trudgill, P. Sociolinguistics, Language and Society (4th edition) Penguin

Wardaugh, R. An Introduction to Sociolinguistics, (4th edition), Blackwell

Hudson, R. Sociolingustics, (IV. edition), CUP

Romaine, S. Sociolinguistics (II. edition), OUP

Language and Society (periodical), CUP

Corpus linguistics prof. dr. Milena Žic Fuchs

Nina Tu đ man Vukovi ć

5

English

9 (autumn) elective

4 periods, seminar

Semantics of the English Language and Syntax of the

English Language

Written

This course introduces the principles unerlying the creation and the analysis of computer corpora. It gives an overview of the main corpus-based methodologies used in linguistic research, with an emphasis on their applications in lexical semantics, lexicography and teaching English as a foreign language. Topics covered during the course include key concepts related to corpus compilation, application of corpora in linguistics, use of concordancing software and interpretation of concordance lines in linguistic research, with a focus on English language corpora, such as the

British National Corpus. Each topic is followed by practical work, enabling students to get an insight in and experience with the work on computer corpora.

The objective of the course is to introduce students with computer corpora and methodologies of their application in linguistics. Students are expected to conduct their own

67

linguistic research on one of the English language computer corpora.


McEnery, T. i A. Wilson. (1996), Corpus Linguistics.

Edinburgh: Edinburgh University Press.


Biber, D., S. Conrad i R. Reppen. (1998), Corpus

Linguistics: Investigating Language Structure and Use,


Kennedy, G. (1998), An Introduction to Corpus Linguistics.

London & New York: Longman.

Sinclair, J. (1991), Corpus, Concordance, Collocation.


Course title:

Professor:

Instructor:

ECTS:

Language:

Term:

Status:

Type of course:

Prerequisites:

Exam:

Contents:

Psycholinguistics prof. dr. Milena Žic Fuchs

An đ el Star č evi ć

5

English

9th (autumn) term

Elective

4 seminar classes


Written

The course gives an overview of basic psycholinguistic topics. Subjects covered include theories on language origin and development, various ways of analysing speech disorders and the processes of language acquisition, comprehension, and production. The course aims to encourage critical thinking about the various views on topics such as innate language capability, universal grammar, and “rules” governing the language and cognitive processes which underlie language activity.

Objective: The course is aimed at introducing students to the complexities of psycholinguistics, giving them an insight into the field and developing analytical approaches to individual problems.

Mandatory reading: Aitchison, J. (1989), The Articulate Mammal. Routledge

Pinker S.. (1995), The Language Instinct. Penguin

Scovel, T. (1998), Psycholinguistics. Oxford University

Press


68

Aitchison, J. (2000) The Seeds of Speech. Language Origin

and Evolution. Cambridge University Press

Hoff-Ginsberg, E. (1997), Language Development.

Brooks/Cole Publishing Company

***************************************************************************

Apart from the elective courses listed, an aditional course in Pragmatics is planned.

Instructors will be recruited among future assistants in the next five years.

69

3. GRADUATE PROGRAMME IN ENGLISH SPECIALISING IN

TRANSLATION

LENGTH OF THE COURSE, TRACKS AND ACADEMIC TITLES AWARDED:

The prerequisite for the graduate programme of English specialising in translation is the completion of the undergraduate programme of the studies of English (the B.A. programme).

The duration of the Graduate studies of translation is four semesters, and the programme is available as a single or double major). The title awarded upon completion: Master of Arts in

English - Translation.

OBJECTIVES OF THE PROGRAMME:

The main objective of the programme is to form translators/interpreters as mediators between languages and cultures, experts at conveying information and contents from one language to another, as well as at creating and editing texts. The objective of the programme is to help future translators acquire, in addition to high proficiency in English and Croatian, broad general knowledge. The success of this programme presupposes a well-designed integration of theoretical and practical courses, i.e. theoretical knowledge and skills, so that theory will rely on practice, and practice gains from theoretical insight. These objectives may be successfully attained only in small interactive groups where everyone learns from everyone else, and the teacher acts as a moderator guiding the process towards the desired end.

70

PROGRAMME STRUCTURE DIAGRAM

SINGLE MAJOR:

7th semester (20 ECTS credits)

Translation Theory 3 hours of lecture + 1 hour of seminar 6 credits

Translation Exercises 4 hours of exercises 5 credits

Croatian Stylistics and

Idiomatic Usage

(literature or linguistics)

2 hours of seminar + 2 hours of exercises

An optional course offered by the Department of English

5 credits

a minimum of 4 credits*

8th semester (25 credits)

Lexicology and Lexicography 1 hour of lecture + 2 hours of seminar 5 credits

Sociolinguistics and

Language Varieties 2 hours of lecture + 1 hour of seminar 5 credits

The Translator and the Computer 2 hours of lecture + 1 hour of seminar 5 credits

EU and International

Organizations 2 hours of lecture + 1 hour of seminar 5 credits

An optional literary course

min 5 credits* offered by the Department of English


Terminology and Language for

Special Purposes

Pragmatics

1 hour of lecture + 2 hours of seminar 5credits

2 hours of lecture + 1 hour of seminar 5 credits

Cognitive Linguistics and

Translation 1 hour of lecture + 2 hours of seminar 5 credits

Institutional Aspects of Croatia and the English-Speaking

Societies 2 hours of lecture + 1 hour of seminar 5 credits

Aspects of Translators'

Practice 1 hour of lecture + 3 hours of exercises 5 credits or

1 hour of lecture + 3 hours of exercises 5 credits Interpreting

71


Completion of the programme 20 credits**

* The diagram offers the number of credits needed to reach the total number of credits for each semester. Students may choose a course with a different number of credits, respecting the total required for a particular semester.

** In this semester students are obliged to attend one course offered by the University of

Zagreb, and to finish their M.A. thesis which is worth 15credits.

PROGRAMME STRUCTURE DIAGRAM

DOUBLE MAJOR:

7th semester (16 ECTS credits)

Translation Theory 3 hours of lecture + 1 hour of seminar 6 credits

Translation Exercises 4 hours of exercises


5 credits

Idiomatic Usage 2 hours of seminar + 2 hours of exercises 5 credits


Lexicology and Lexicography 1 hour of lecture + 2 hours of seminar 5 credits

Sociolinguistics and

Language Varieties 2 hours of lecture + 1 hour of seminar 5 credits or

An optional literary course offered by the Department of English

or

The Translator and the Computer or

2 hours of lecture + 1 hour of seminar 5 credits*


Organizations 2 hours of lecture + 1 hour of seminar 5 credits*


Pragmatics or

2 hours of lecture + 1 hour of seminar 5 credits

Cognitive Linguistics and

Translation 1 hour of lecture + 2 hours of seminar 5 credits or

Terminology and Language for

Special Purposes 1 hour of lecture + 2 hours of seminar 5credits

72

or

Institutional Aspects of

Croatia and the English-Speaking

Societies 2 hours of lecture + 1 hour of seminar 5 credits or

Apects of Translators'

Practice 1 hour of lecture + 3 hours of exercises 5 credits or

Interpreting 1 hour of lecture + 3 hours of exercises 5 credits


Completion of the programme 10 credits**

* If these courses are within the programme of the students' second subject, both courses are to be chosen.

** In this semester students are obliged to attend a course offered by the University of

Zagreb, and finish their M.A. thesis worth 10 credits.

COURSE DESCRIPTION – SINGLE MAJOR PROGRAMME

Course title: Translation Theory

Instructors: V. Ivir, G. Antunovi ć

ECTS credits: 6


Duration: 1 semestar (winter)


Course type: lectures and seminars

Prerequisites: enrollment in the 7th semester

Exam: written

Course contents: definitions of theory, definitions of translation, models of the communicational theory of translation, forms and types of translation (human and machine translation, written and oral translation, simultaneous and consecutive interpreting, literary and non-literary translation), the translation of disparate cultural and civilisational elements, translation as a linguistic act, translational equivalence vs. contrastive correspondence, backtranslation, the levels of language where translation is taking place (phonetic and phonological, graphological/orthographic, gramatical, lexical, stiylistic)

Coourse objectives: understanding the phenomenon of translating in all its aspects, and the acquisition of the metalanguage necessary for translation studies.


Ivir, V. (1987) “Procedures and strategies for the translation of culture” u: Indian

Journal of Applied Linguistics vol. 13. br. 2, 35-46

Ivir, V. (1991/92) “On the Non-Algorithmic Nature of Translation Theory” u: Studia

Romanica et Anglica Zagrabiensia br. 36/37, Zagreb: Filozofski fakultet, 85-91

Newmark, P. (1988) A Textbook of Translation, Prentice Hall

Nord, Ch. (1997) Translating as a Purposeful Activity, St. Jerome Publishing


Antunovi ć , G. (2002-2003) “Remarks on (Purported) Translators’ Tasks and Translation

Teaching” u: Studia Romanica et Anglica Zagrabiensia 47-48, Zagreb, 13-22

Baker, M. (ur.) (1998) Routledge Encyclopedia of Translation Studies

73

Bowker – Cronin – Kenny – Pearson (ur.) (1998) Unity in Diversity? St. Jerome

Publishing

Chesterman, A. – Wagner, E. (2002) Can Theory Help Translators?, St, Jerome

Publishing

Hatim, B. (1997) Communication Across Cultures, University of Exeter Press

Nida, E.A. – Taber, C.R. (1982) The Theory and Practice of Translation, Leiden:

E.J.Brill

Snell-Hornby, M. (1988) Translation Studies – An Integrated Approach, Amsterdam-

Philadelphia: John Benjamins Publishing

Course title: Translation Exercises

Instructors: N. Pavlovi ć , L. Zergollern-Mileti ć

ECTS credits: 6




Course type: exercises

Prerequisites: enrollement in the 7th semester

Exam: written

Course contents:

This course is a logical sequel to the course Translation Exercises (taking place in the 6th semester of the undergraduate programme of English). In addition to the texts written in a general type of language, now with a more complex syntactic and textual structure and vocabulary, specialised texts are gradually introduced (economics/economy, politics, law, medicine, technology). The language of these texts is still relatively general, and the specialized vocabulary known to a wider circle of educated speakers. Translation will be done in both directions – from English to Croatian and from Croatian to English. Special attention will be paid to adapting the translation to the characteristic idiomatic expression of the target language, and to the norms which are relevant to a particular type of text and its style. Concrete translation tasks are set in imaginary communicational situations, which brings about the need of pointing to potential influence of extralinguistic and extratextual aspects on the production of the translated text.

Course objectives: Developing a number of general and specialised types of kowledge and skills that are necessary in translation: linguistic and cultural competences in both languages/cultures, textual competences, translation competences and general communicational competences; improving the students' theoretical knowledge about the translation process and its components, acquired in the course Translation Theory, and acquainting students with the basic terminology of those professions where professional and scientific papers are most frequently translated.


The instructors will choose most suitable texts for attaining the goals of the course. They will coordinate their choice of theoretical and specialised reading with the instructors of the courses Translation Theory, Institutional Aspects of Croatia and the English-Speaking

Societies, and EU and International Organizations. Students will use standard reference books (general monolingual and bilingual dictionaries, specialised dictionaries, dictionaries of collocations, spelling dictionaries), printed or electronically published, such as:

Ani ć , V. (1991), Rje č nik hrvatskoga jezika, Zagreb: Novi liber,

Ani ć , V. – Sili ć , J.(2001), Pravopis hrvatskoga jezika, Zagreb:Novi liber, Školska knjiga,

Bujas, Ž. Veliki hrvatsko-engleski rje č nik, Zagreb: Nakladni zavod Globus,

Bujas, Ž. Veliki englesko-hrvatski rje č nik, Zagreb: Nakladni zavod Globus,

74

Collins English Dictionary, HarperCollins Publishers,

Ivir, V. Hrvatsko-engleski poslovno-upravni rje č nik, Zagreb: Školska knjiga,

The New Oxford Dictionary of English,

Webster’s Third New International Dictionary, Unabridged,

Oxford Collocations Dictionary for Students of English. Oxford University Press.

Oxford Dictionary of Current Idiomatic English, Oxford University Press.

Course title: Croatian Stylistics and Idiomatic usage

Instructor: Anita Peti

ECTS credits: 5

Language: Croatian



Course type: seminars and exercises


Exam: written


Improving students' knowledge of the Croatian normative grammar and spelling. Getting acquainted with various functional styles, their characteristics and distinctive features in contemporary Croatian. Developing a subtler feeling for the use of various linguistic elements which are required in a particular functional style and a particular communicational situation.

Course objectives:

Helping students gain knowledge about stylistics, normative grammar, spelling, pragmatics, semantics. Developing their communicational competence in Croatian, and accepting the principles applicable when communicating in other languages.


Ani ć , V. – Sili ć , J.(2001), Pravopis hrvatskoga jezika, Zagreb: Novi liber - Školska knjiga.

Ani ć , V. (1991), Rje č nik hrvatskoga jezika, Zagreb: Novi liber.

Babi ć , S. - Finka, B. - Moguš, M. (1996) Hrvatski pravopis, Zagreb: Školska knjiga.

Bari ć , E. - Lon č ari ć , M. - Mali ć , D. - Paveši ć , S. - Peti, M. - Ze č evi ć , M. - Znika, M. (1995)

Hrvatska gramatika, Zagreb: Školska knjiga.

Hrvatski jezi č ni savjetnik, ur. Hude č ek, L. – Mihaljevi ć , M. - Vukojevi ć a, L.. (1999) ,

Zagreb: Institut za hrvatski jezik i jezikoslovlje - Pergamena - Školske novine.

Kova č evi ć , M. - Badurina, L. (2001) Raslojavanje jezi č ne stvarnosti, Rijeka.

Pranjkovi ć , I. (2001) Funkcionalni stilovi i sintaksa u: Nova hrvatska skladnja, Zagreb

Sili ć , J. (1996) Administrativni stil hrvatskoga standardnoga jezika u: Kolo br. 4

Škiljan, D. (2000) Javni jezik, Zagreb: Izdanja Antibarbarus.

Course title: Lexicology and Lexicography

Course coordinator: M. Žic Fuchs

Instructors: J. Parizoska, V. Broz

ECTS credits: 5


Duration: 1 semester (summer)


Course type: lectures and exercises


75

Exam: written + a practical assignment where students prove their skills in using dictionaries and other reference books

Course contents: lexicology vs. lexicography, the lexical system of language, the word as the basic vocabulary unit of a language and its relation to other lexical units, word formation

(suffixation, prefixation, conversion, neologisms), lexical meaning, homonimy, synonymy, antonymy, collocations, fixed phrases, idioms, types of dictionaries, glossaries, thesauri, picture dictionaries, monolingual, bilingual and multilingual dictionaries, general and specialised dictionaries, the organisation of dictionary entries.

Course objectives: understanding the theoretical principles necessary for compiling and using dictionaries.


Coleman, Julie and Kay, Christian J., ur. (1998), Lexicology, Semantics and

Lexicography. John Benjamins Publishing Company, Amsterdam/Philadelphia

Lakoff, G. and Johnson, M. (1980), Metaphors We Live By. The University of

Chicago Press, Chicago and London


Cowie, A.P. (2001), Phraseology: Theory, Analysis and Applications, OUP

Cruse, D.A. (1986) ‘The syntagmatic delimitation of lexical units’. u: Lexical

Semantics. London: Cambridge University Press.

Fernando, C. (1996) Idioms and Idiomaticity. Oxford: Oxford University Press.

Gläser, Rosemarie. (1986), Phraseologie der englischen Sprache, Tübingen:

Niemeyer

Horn, G.M. (2003) ‘Idioms, metaphors and syntactic mobility’. Journal of Linguistics

39, 245- 273.

Lakoff, G. (1987) Women, Fire and Dangerous Things, Chicago-London: The

University of Chicago Press,

Mackin, R. (1978), ‘On Collocations: “words shall be known by the company they keep”’. u: P. Strevens (ur) In Honour of A. S. Hornby. Oxford University Press.

Ma č ek, D. (1992-1993), ‘Neka pitanja o definiciji idiomatskih fraza’. Filologija 20-21,

263-276.

McMordie, W. (1972), English Idioms and How To Use Them, Oxford: OUP

Menac, A. (1978), ‘Neka pitanja u vezi s klasifikacijom frazeologije’. Filologija 8, 219-

226.

Moon, Rosamund. (1998), Fixed Expressions and Idioms in English, Oxford:

Clarendon Press

Course title: Sociolinguistics and Language Varieties

Instructor: Damir Kalogjera

ECTS credits: 5



Status: compulsory

Course type: seminar

Prerequisites: enrollment in the 8 th

semester

Exam: written

Course Contents:

Sociolinguistics in an interdisciplinary branch of linguistics aiming at a better understanding of the nature of language and of the relations between linguistic and social structures by investigating the use of language in a social context of a speech community.

Sociolinguistics draws on the research results of anthropology, dialectology, discourse analysis, geolinguistics, languages in contact, social psychology and sociology of language.


76

While in most courses students are in contact only with standard English, this course offers them a possibility to get acquainted with the social and political function of the varieties of

English, which is very useful in communication and the interpretation of texts.


Trudgill,Peter: Sociolinguistics, Language and Society (4th edition) Penguin

Wardaugh, Ronald: An Introduction to Sociolinguistics,(4th edition) Blackwell


Hudson, Richard: Sociolingustics, (2nd edition) CUP

Romaine, Suzanne: Sociolinguistics (2nd edition)OUP

Course title: The Translator and The Computer

Instructor: M. Tadi ć

ECTS credits: 5

Language: Croatian



Course type: lectures and seminars

Prerequisites: enrollment in the 8 th

semester

Exam: seminar papers during the semester


The course acquaints the students with the use of computational and linguistic knowledge in the translation process, with special regard to language resources and tools. The language resources presented in this course are digital dictionaries and lexical databases, as well as computer-based corpuses which offer insight into a particular language use when other dictionaries are insufficient. Special emphasis will be put on parallel corpuses – compilation, alignment and use (which results in translation memory), as well as their use in the development of systems for statistical and exemplified machine translating. The language tools presented in this course will be those used for finding names and terms in texts, as well as those for machine aided translation. Students will also get acquainted with Trados, the most widely known commercial translating system. One part of the course will be dedicated to systems for machine translating.


Showing students the possibilities that the computer offers in translation; acquainting them with e-dictionaries and lexical bases, as well as computer-based corpuses; train them to use various language tools for machine aided translation.


Arnold et al. (2002), Machine Translation: an Introductory Guide,

(http://www.essex.ac.uk/linguistics/clmt/MTbook/).

Atkins, B. T. S.–Zampolli, A. (eds.) (1994) Automating the Lexicon, Oxford University Press.

(selected articles)

Austermuhl, F. Electronic Tools for Translators. Manchester: St. Jerome.

( http://www.stjerome.co.uk/practices/tools.html

Bratani ć , Maja (1991) "Korpusna lingvistika ili sretan susret", Zagreb: Radovi Zavoda za slavensku filologiju 26.

EAMT (European Association

(http://www.eamt.org/archive) for Machine Translation) Archive,

McEnery, Tony & Wilson, Andrew (2001) Corpus Linguistics, EUP. (odabrana poglavlja)

Ooi, B. Y. (1998) Computer Corpus Lexicography, EUP. (odabrana poglavlja)

Sager, Juan C. (1996) A Practical Course in Terminology Processing, Benjamins.

Sager, Juan C. (2000) Language Engineering and Translation, Benjamins.

Tadi ć , Marko (2003) Jezi č ne tehnologije i hrvatski jezik, Zagreb: Exlibris.

77

Course title: EU and International Organizations

Instructor: G. Antunovi ć

Credits: 5

Language: Croatian, English



Course type: lectures and seminars


Exam: written


Students get acquainted with the EU, its institutions and bodies, the way it functions, with common policies and activities; with basic elements of the Acquis Communautaire, and the interaction between Croatian legislation and European legislation; with different activities and projects within the Croatian Ministry of European Integrations. The final part of the course will be dedicated to presenting the structures and work of some other international institutions and organizations, such as the United Nations, Council of Europe, OSCE, etc.


Help students acquire knowledge about the EU and some other international organisations, which are extremely important in the work of specialised translators and interpreters – as a topic, as a referential background, as a work context.

Reading: http://europa.eu.int/comm/publications/booklets/eu_glance/44/index_en.htm

,

Fontaine, P., Europe in 12 lessons , (European Commission), 2003, 62 pp

Key facts and figures about the European Union, European Commission, 2004,

70 pp

Pinder, J., The European Union, A very Short Introduction, OUP, 2001.

On translation:

Cosmai, D., Tradurre per l’Unione europea, Editore Ulrico, Hoepli, Milano, 2003

Šar č evi ć . S., ed. Legal Translation, Preparation for Accession to the European Union,

Faculty of Law, University of Rijeka, Rijeka 2001

W AGNER . E, S. B ECH & J. M. M ARTINEZ , T RANSLATING FOR THE E UROPEAN

I NSTITUTIONS ,

S T . J EROME P UBLISHING , M ANCHESTER , 2002

( http://www.stjerome.co.uk/practices/wagner.html

)

Course title: Pragmatics

ECTS credits: 5


Duration: 1 semester (winter)


Course type: 2 hours of lecture and 2 hours of seminar


Exam: written + a seminar paper


This course addresses pragmalinguistic problems, primarily the communicational function of language, various forms of communicational interaction, speech acts, text functions, etc, focusing on those aspects of language that are important for translation.


Acquainting students with the basic concepts of pragmatics, raise their awareness of the possibilities and power of language, thus helping them use the language(s) in the most appropriate way in the translation process.

78


Davis, S. (1991) Pragmatics, A Reader, Oxford

Ivaneti ć , N. (1994) Govorni č inovi, Zavod za lingvistiku, Zagreb

Jakobson, Roman (1960/1964/), Linguistics and Poetics u: T.A.Sebeok (ur.), Style in

Language, Cambridge, Massachusetts: The M.I.T. Press, 232-239


Austin, J.L. (1962) How to Do Things with Words, Cambridge, Massachusetts

Leech, G. (1983) Principles of Pragmatics, Longman

Searle, J.R. (1969) Speech Acts. AnEssay in the Philosophy of Language,

Cambridge

Course title: Cognitive Linguistics and Translation

ECTS credits: 5

Language: English and Croatian



Course type: 1 hour of lecture and 2 hours of seminar

Prerequisites: enrollment in the 9th semester, completion of the course Translation Theory

Exam: written


The course deals with selected issues in the theory of translation from a cognitive linguistic perspective. In the first part of the course, the cognitive view of translation is compared and contrasted with the communicative approach to translation. The central section explains cognitive linguistic notions which are essential in establishing translational equivalence (such as figure/ground, conceptual metaphor, categorization, etc.). These notions are exemplified on a corpus of primarily English-Croatian and Croatian-English translations. The last section of the course deals with the translation of grammar and translation of culture.


Upon completion of the course the students will be able to recognise potential translational problems primarily relating to grammatical and cultural issues. This will raise their awareness of the relation between the target and the source language.


Tabakowska, E. (1993). Cognitive Linguistics and Poetics of Translation. Tübingen: Gunter

Narr Verlag


Croft, W. i Cruse, D. A. (2004).Cognitive Linguistics. Cambridge University Press.

Ivir, Vladimir (1981). Formal correspondence vs. translation equivalence revisited. Poetics

Today. 2: 51-59.

Ivir, Vladimir (1987). Functionalism in contrastive analysis and translation studies.

Functionalism in Linguistics, ed. by Dirven, René, Vilém Fried, 471-481.

Amsterdam/Philadeplhia: John Benjamins.

Ivir, Vladimir (1991-1992). On the non-algorithmic nature of translation theory. Studia

Romanica et Anglica Zagrebiensia. 36-37: 85-91.

Course title: Terminology and Language for Special Purposes

ECTS credits: 5





Prerequisites: enrollment in the 9th semester, completion of the course Translation

Exercises

Exam: written

79

Course contents: the position of terms in the lexical system of a language, how established and permanent they are in relation to other lexical elements, different meanings of the same word depending whether it is used as a term or a word belonging to general language, specific terminological solutions for specific sciences or professions, characteristics of the language for special purposes (vocabulary/terminology, grammar, style), broader and narrower usage of the language for special purposes

Course objectives: learning about the nature of terminology and its use in translating texts from different professions and disciplines


Mackey, W.E. (1990) „Terminology for Sociolinguistics“ u: Sociolinguistica 19, 99-124

Schmitz, K.D. (1994) „Überlegungen zum Einsatz und zur Evaluierung von

Terminologieverwaltungssystemen“ u: Lebende Sprachen 4/1994, 115-149

Sonnenweld, H.B. – Lenning, K.L., ur. (1993) Terminology: Applications in

Interdisciplinary Communicaiton, Amsterdam-Philadelphia: Benjamins

Wright, S.E. – Budin, G., ur. (1997) Handbook of Terminology Management, vol. 1,

Amsterdam-Philadelphia: Benjamins

Course title: Institutional Aspects of Croatia and the English-Speaking Societies

ECTS credits: 5






Exam: written


Students will get acquainted with the political, legal and economical systems of the Republic of Croatia – the structure and functioning of its most important institutions and organisations, and with the area and logic of their activities. Corresponding systems in the English-speaking societies will be described, primarily the British and the US systems, similarities and differences between corresponding institutions will be underlined. Students will learn the official names of institutions and organisations, the accepted solutions concerning their translation, but they will also learn about the doubts, problems and logic used in solving them.


The aim of the course is to help students gain insight into the institutional aspects of Croatia and some of the English-speaking societies, which is imperative for translators' understanding of business and specialized texts, communicational situations, and for finding the best solutions in translation and for successful communication between persons acquainted with different social and institutional frameworks.


Bi ć ani ć , I. – Frani č evi ć , V (2004): Understanding Reform: The Case of Croatia,

Vienna Institute for International Economic Studies http://www.wiiw.at/balkan/ ; u tisku u: Gligorov, V. ur. (2005): Understanding Reform in South East Europe

WIIW, Be č

Bartlett, W. Croatia. Between Europe and the Balkans, Routledge, London / New

York, 2003]

Croatian Accession to the European Union,Volume 2 Institut za javne financije I

Friedrich Ebert Stiftung, Zagreb,

Goldstein, I. Croatia. A History, Hurst and co., London, 1999 (2 nd

imprint 2001)

Kasapovi ć , M. Ten Years of Democratic Transition in Croatia 1989-1999, in:

Oakland, John (2002), British Civilization – An Introduction, London – New York:

Routledge, 5th ed.

Ott Katarina, ur. (2004): Pridruživanje Hrvatske evropskoj uniji 2, Institut za javne

80

financije I Friedrich Ebert Stiftung, Zagreb, englesko izdanje (2003)

Patterson, S. C. A More Perfect Union: Introduction to American Government, Brooks/Cole

Riegler, H. (ed.), Transformation Processes in the Yugoslav Successor States between

Marginalization and European Integration, Baden-Baden, 2000, p. 45-63

Whitaker's Almanack, A&C Black, London, recentno izdanje

Wilson, J. Q. American Government: Institutions and Plicies

Course title: Aspects of Translators' Practice

ECTS credits: 5

Language: English and Croatian

Duration: 1 semester (winter)

Status: alternative (choice between two courses)

Course type: seminars and exercises (see the note above the reading list)

Prerequisites: enrollment in the 9th semester, completion of the courses Translation Theory and Translation Exercises

Exam: a 'portfolio' of translations done during the seminars and practice

Course contents:

Students will get acquainted with the specific characteristics of translating in different work contexts, with the standard practice in Croatia, with different translation techiniques and specific skills, with linguistic and other norms characteristic of particular activities or particular types of texts, with relevant employers in particular fields. The choice of translators' activities should include the typical activities of certified translators/interpreters, film and TV translators, literary translators, interpreters…, while other activities could vary from year to year (work in a newspaper or a news agency, localisation ?

of software, working in firms and the civil service…).


Enabling students to obtain a clearer picture of the variety of work translators can do, of the ways this work can be done, of the norms that regulate it. They will also learn about the situation on the Croatian market, about the major employers, etc.

Forms of instruction:

The instruction (4 hours a week) will be concerned with particular translators' activities, and provided both by the instructor and guests. It will be combined with a practical part, where students will translate typical texts (concerning the genre and language/style). The practical part also includes several days of practice in a relevant institution (Croatian Television,

Ministry of European Integrations, publishing houses, etc.).


Ivarsson, Jan (1992) Subtitling for the Media: A Handbook of an Art, Stockholm:

Transedit. (neobjavljen prijevod za potrebe HRT-a)

Jones, R. (1998) Conference Interpreting Explained , Manchester, UK: St. Jerome

Priru č nik za prevo đ enje pravnih akata Europske unije (2002), Zagreb: Minstarstvo za europske integracije

Šar č evi ć , S. (2000) New Approach to Legal Translation, Haag-London-Boston: Kluwer Law

International

Course title: Interpreting

ECTS credits: 5



Status: alternative (choice between two courses)

Course type: seminars and exercises

Prerequisites: the same as for Aspects of Translators' Practicei + a qualifiying exam for this course

81

Exam: oral


Students will get acquainted with the basic principles and most common techniques of interpreting, and also with the interpreting practice in Croatia. Pre-exercises for interpreting include memory exercises, text analysis and exercises for divided attention. Consecutive and simultaneous interpreting will also be practised.


The aim of of the course is to offer students theoretical knowledge about interpreting and help them develop practical skills to a certain extent. The acquired level in both theoretical and practical components should be sufficient for further individual work and exercise.


Jones, R. (1998) Conference Interpreting Explained , Manchester, UK: St. Jerome

COMPLETING THE PROGRAMME

In the single major programme students complete their studies during the 10th semester.

The completion includes taking one elective course and completing an M.A. thesis.

Students' choice of elective courses (offered by the University of Zagreb) should be approved by their tutors. Choosing elective courses students should pay attention to the topic of their thesis, and choose those courses which will help them acquire better undrstanding of one of the texts chosen for the final translation.

The M.A. thesis is worth 15 ECTS credits. It consists of a translation and a tehoretical part.

The translation includes five texts that differ in topic, genre and style, with a maximum length of 80 pages. Students translate from English into Croatian and from Croatian into English, and the proportion of texts is 2:3 or 3:2, depending on the students' choice. The theoretical

part includes a short discussion about a topic concernig translation theory, or a description of the translation process and techniques used in the practical part of the thesis.

82

COURSE DESCRIPTION – DOUBLE MAJOR

The contents and objectives of all the courses, their duration and the semesters in which they take place (summer of winter), course types, language of the courses and credits, are the same as in the single major programme. Differences exist in the status of a particular course. Within the framework of the double major programme the status of the courses is as follows:

7th semester compulsory Translation theory

Translation exercises


Idiomatic Usage compulsory compulsory

8th semester

Lexicology and Lexicography

Sociolinguistics and Language

Varieties compulsory alternative (students choose between two courses)

Optional literary course

At the Department of English

The Translator and alternative

The Computer alternative


Organisations alternative

9th semester

Pragmatics


alternative and Translation alternative

Terminology and Language

For Special Purposes alternative

Institutional Aspects of Croatia and the English-Speaking Societies alternative

Aspects of Translators' Practice

Interpreting

alternative

alternative

The completion of the programme in the double major course takes place during the 10th semester. It comprises taking one elective course and completing an M.A. thesis.

The student's choice of the elective course (offered by the University of Zagreb) should be approved by the tutor. Choosing elective courses students should pay attention to the topic of their thesis, and choose those courses which will help them acquire better undrstanding of one of the texts chosen for the final translation.

83

The M.A. thesis is worth 10 ECTS credits. It consists of the translation of five texts that differ in topic, genre and style, with a maximum length of 80 pages. Students translate from

English into Croatian and from Croatian into English, and the proportion of the texts is 2:3 or

3:2, depending on the students' choice.

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4.

GRADUATE PROGRAMME IN ENGLISH SPECIALISING IN TEFL

Degree programme: Master of Arts in Teaching English as a Foreign Language (MA in

TEFL):

MA in TEFL is a four-semester graduate programme. Upon completion students obtain the academic title of Master of Arts in English - Teaching English as a Foreign Language. The programme is organized as a single-major graduate programme. Courses taken at the

Department of English are generally taught in English. In order to be admitted students are required to have completed the undergraduate programme in English Language and Literature as a major.

Apart from courses taken within the Department of English, the programme includes courses common to all other graduate programmes in initial teacher education at the Faculty of

Philosophy and elective courses.

Aims: MA in TEFL provides the necessary qualification to obtain a license to teach English in all types of schools. Together with the undergraduate programme in English Language and

Literature, it provides the future teacher with both a foundation in English Studies and with

a minimal teaching competence and is conceived as the basis for life-long teacher education.

Obtaining MA in TEFL – requirements and options:

(1) (upon completion of the undergraduate programme in English Language and

Literature as a major) students take the complete MA in TEFL programme.


Literature as a minor): students take remaining courses distinguishing the minor from the undergraduate major in English Language and Literature and the complete TEFL programme.


Literature and a graduate programme in English Studies other than TEFL) students take the complete MA in TEFL programme.

(4) (upon completion of undergraduate programme in English Language and Literature and any graduate programme not providing teacher qualification) students take the complete MA in TEFL programme.

(5) (upon completion of undergraduate programme in English Language and Literature and a graduate programme in initial teacher education in another modern foreign language): the following credit points earned in the common section of the programme for minimum teacher competence are recognized: 25 ECTS credit points in the general education segment, 5 ECTS credit points in the communication skills segment and 10 ECTS credit points in the language teaching methodology segment.

(6) (upon completion of undergraduate programme in English Language and Literature and a graduate programme in teacher qualification in a subject other than a modern foreign language): the following credit points earned in the common section of the programme for minimum teacher competence are recognized: 25 ECTS credit points in the general education segment, 5 ECTS credit points in the communication skills segment.

85

MASTER OF ARTS IN TEFL

COURSE STRUCTURE DIAGRAM WITH CREDITS

VII SEMESTER

English Linguistics Course* 4 + 0 + 0

English Literature Course**

Elective courses

4 + 0 + 0

Hours vary according to courses elected

5 ECTS

5 ECTS

20 ECTS

VIII SEMESTER

English Linguistics* or Literature** course

Elective courses

General education segment courses

4 + 0 + 0



5 ECTS

10 ECTS

15 ECTS

IX SEMESTER

General education segment courses

Communication module

Theory of Foreign Language Teaching

TEFL

Teaching practice

X SEMESTER

Second Language Acquisition

Elective course in TEFL***

Teaching practice

MA Paper



1 + 1 + 0

0 + 2 + 0 practicum + school

1 + 1 + 0

0 + 2 + 0 practicum + school

Work with mentor

10 ECTS

5 ECTS

5 ECTS

5 ECTS

5 ECTS

5 ECTS

5 ECTS

5 ECTS

15 ECTS

* Students choose from a range of English Linguistics elective courses.

**Students choose from a range of English Literature courses. Students obtain 5 ECTS credit points because they do not submit a seminar paper.

***Language teaching methodology elective courses:

Second Language Acquisition (SLA)

Bilingualism

Mjerenje lingvisti č ke i komunikacijske kompetencije

Teaching English to Young Learners

Teaching Literature in the ELT Classroom

Multimedia in the ELT Classroom

The Role of Cognitive Linguistics in Language Learning and Language Teaching

NOTE:

Descriptions of English language teaching methodology courses and teaching practice are offered below. Descriptions of other courses required for the minimal teaching competence

86

(general education segment courses and communication skills module) are included in the

‘package’ of courses common to all graduate teaching degree programmes at the Faculty of

Philosophy. Descriptions of elective English Language and Literature courses can be found in the English Language and English Literature sections programme. Descriptions of other elective courses can be found in other departments’ programmes.

COURSES OFFERED BY THE TEFL SECTION (ENGLISH DEPARTMENT)

Course: SECOND LANGUAGE ACQUISITION (SLA)

Course coordinator: Professor Jelena Mihaljevi ć Djigunovi ć

Lecturer: Professor Jelena Mihaljevi ć Djigunovi ć , Marta Medved Krajnovi ć , Ph.D.

ECTS credits: 5


Duration: semester X (spring)


Form of instruction: 1 hour of lecture and 1 hour of seminar

Prerequisites: --

Examination: Written exam

Contents: SLA as an interdisciplinary field and a historical overview of research in the field; theories of SLA; models of language processing (with special focus on models of bilingual and multilingual processing); interlanguage; crosslinguistic interaction; role of age in language acquisition; role of cognition in second language acquisition; role of individual variables in second language acquisition; role of interaction and social context in second language acquisition; SLA research methodology

Objectives: Getting an insight into the complexity of second language acquisition, processing and use; getting an insight into contemporary theories of SLA; developing a critical attitude to contemporary SLA theories; developing motivation for independent reseach in SLA.

Litearture:

Required

Larsen-Freeman, D. i Long, M. H. (ed.) (1991). An Introduction to SLA Research. London:

Longman.

Ellis, R. (1997). Second Language Acquisition: An Introduction. Oxford: Oxford University

Press.

Kaplan, R. B. (ed.) (2002). The Oxford Handbook of Applied Linguistics. Oxford : OUP.

Doughty, C. J. i Long, M. H. (ed.) (2003). The Handbook of Second Language Acquisition.

Malden, MA, Oxford, Melbourne, Berlin: Blackwell Publishing.

Recommended

87

Cook, V. (ed.) (2003). Effects of the Second Language on the First. Clevedon, Buffalo,

Torontom, Sydney: Multilingual Matters Ltd.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP.

Mihaljevi ć Djigunovi ć , J. (1998). Uloga afektivnih faktora u u č enju stranoga jezika. Zagreb:

Filozofski fakultet.

Cook, V. (ed.) (2002). Portraits of the L2 User. Clevedon, Buffalo, Toronto, Sydney:

Multilingual Matters Ltd.

Gleason, J. B., Ratner, N.B. (1998). Psycholinguistics. 2nd ed. Wadsworth: Thomson

Learning, 1998.

Singleton, D., Ryan, L. (2004). Language Acquisition: The Age Factor. Clevdeon, Buffalo,l

Toronto, Sydney: Multilingual Matters Ltd..

Journals: Applied Linguistics; Language Learning; Studies in Second Language Acquisition;

TESOL Quarterly

Course: THEORY OF FOREIGN LANGUAGE TEACHING (GLOTTODIDACTICS)


Lecturer: Professor Jelena Mihaljevi ć Djigunovi ć , Marta Medved Krajnovi ć , Ph.D., Renata

Geld

ECTS credits: 5




Form of instruction: 1 hour of lecture and 1 hour of seminar


Examination: Oral exam

Contents: FLT as an interdisciplinary field; FLT as applied linguistics; impact of insights from other disciplines (linguistics, psychology, psycholinguistics, sociolinguistics, educational sciences) on FLT; historical overview of FLT methods; contemporary approach to FLT; the concept of communicative competence; measuring communicative competence;

FLT goals; teacing language skills; the concept of language awareness; learner autonomy; assessment and self-assessment; language portfolio; use of media in FLT; language errors and error correction; classroom discourse; syllabus design (grammatical, situational, functionalnotional, procedural); language for specific purposes (LSP); role of authentic materials; needs analysis; development of intercultural competence; language teacher roles; research methodology in FLT (action research, scientific research).

88

Objectives: Getting an insight into basic tenets of FLT theory from the diachronic and synchronic points of view; understanding basic concepts of FLT theory; development of understanding of the FLT process and of the ability to choose appropriate language teaching strategies.

Literature:

Required

Lightbown, P. M., Spada, N. (1999). How Languages are Learned. Revised ed. Oxford: OUP.

Nunan, D. (1991). Language Teaching Methodology. London: Prentice Hall.

Petrovi ć , E. (1998). Teorija nastave stranih jezika. Zagreb: Školska knjiga.

Vilke, M. (1977) Uvod u glotodidaktiku. Školska knjiga: Zagreb.

Recommended

Council of Europe Common European Framework of Reference for Languages: Learning,

teaching, assessment. (2001). Cambridge: CUP.

Mihaljevi ć Djigunovi ć , J. (1998). Uloga afektivnih faktora u u č enju stranoga jezika. Zagreb:

Filozofski fakultet.

Richards, J. C. (2001). Curriculum Development in Language Teaching,. Cambridge: CUP.

Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: OUP.

Vrhovac, Y. i suradnici. (1999). Strani jezik u osnovnoj školi. Zagreb: Naklada Ljevak.

Vrhovac, Y. (2000). Govorna komunikacija i interakcija na satu stranoga jezika. Zagreb:

Naklada Ljevak.

Course: TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)


Lecturer: Professor Jelena Mihaljevi ć Djigunovi ć , Marta Medved Krajnovi ć , Ph.D., Renata

Geld

ECTS credits: 5


Duration: semester IX (autumn)


Form of instruction: 2 hours of seminar



Contents: Contrastive teaching of English pronunciation to three basic age groups of learners; teaching English morpho-syntactic structures to three basic age groups of learners; teaching English lexis to three basic age groups of learners; contrastive teaching of English graphics to three basic age groups of learners; analysis of interlanguage at the three age group

89

levels; analysis of Croatian EFL learners' errors and error correction; teaching culture and civilization of English language speaking countries; selection and teaching of literature written in English; criteria for selection of teaching materials in TEFL

Objectives: Enabling students to apply to TEFL the insights and knowledge obtained in courses dealing with English language, literatures and cultures and in educational courses.

Students will be prepared for teaching English to learners of different age, and in different learning contexts.

Literature:

Required

Harmer, J. (1991). The Practice of English Language Teaching. London: Longman.

McDonough, J., McDonough, S. (1997). Research Methods for English Language Teachers.

London: Arnold.

Carter, R., Nunan, D. (2001).Teaching English to Speakers of Other Languages. Cambridge:

CUP.

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: CUP.

Recommended reading

Carter, R., McCarthy, M. (1988). Vocabulary and Language Teaching. London: Longman.

Odlin, T. (1994). Perspectives of Pedagogical Grammar. Cambridge: CUP.

Richard-Amato, P. R. (1998). Making it Happen. London: Longman.

Tarone, E., Yule, G. (1989). Focus on the Language Learner. Cambridge: CUP.

Journals: ELT Journal, Metodika, Strani jezici

Course: TEACHING ENGLISH TO YOUNG LEARNERS


Lecturer: Professor Mirjana Vilke

ECTS credits: 5







Contents: Rationale for early learning of a foreign language; overview of research in the field; child abilities and limitations with respect to acquiring a foreign language at that stage

(age 6-10) of linguistic, cognitive, affective and motorical development; overview and

90

analysis of classroom teaching strategies that have been shown to be successful in teaching

English to young learners.

Objectives: Enabling students to teach English to young learners and to develop a reflective approach to teaching young learners.

Literature:

Required

Vilke, M., Vrhovac, Y. (ed.) (1993). Children and Foreign Languages I. Zagreb: Filozofski fakultet.

Vilke, M., Vrhovac, Y. (ed.) (1995). Children and Foreign Languages II. Zagreb: Filozofski fakultet.

Vrhovac, Y. (ed.) (1995). Children and Foreign Languages III. Zagreb: Filozofski fakultet.

Vilke, M. (1991). Vaše dijete i jezik. Zagreb: Školska knjiga.

Recommended

Nikolov, M., Curtain, H. (ur.) (2000) An early start: Young learners and modern languages in

Europe and beyond. Strasbourg: Council of Europe.

Nikolov, M. (2002) Issues in English Language Education. Wien: Peter Lang.

Vrhovac, Y. (ur.) (1999). Strani jezik u osnovnoj školi. Zagreb: Naprijed.

Course: BILINGUALISM


Lecturer: Marta Medved Krajnovi ć , Ph.D.

ECTS credits: 5







Contents: Definitions of bilingualism; overview of research in the field; relationship between individual and social bilingualism; dynamics of bilingual development (in natural and institutionalized contexts); language processing in bilingual individuals; crosslinguistic interaction within the bilingual system; communicative competence of bilinguals; monolingual and bilingual modes; code switching; language attrition; bilingualism and cognition; bilingualism and education.

Objectives: Getting an insight into basic processes of bilingual development, specific aspects of linguistic and communicative competence of bilinguals and bilingual education.

91

Literature:

Required

Baker, C. (2000). The Care and Education of Young Bilinguals: An Introduction for

Professionals. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters Ltd.

Hamers, J., Blanc, M. (2000). Bilinguality and Bilingualism. 2nd edition. Cambridge: CUP.

Romaine, S. (1995). Bilingualism. 2nd edition. Oxford: Blackwell Publishers.

Recommended

Bialystok, E. (2001). Bilingualism in Development: Language, Literacy and Cognition.

Cambridge: CUP.

Dewaele, J-M., Housen, A., Wei, L. (ed.) (2003). Bilingualism: Beyond Basic Principles.

Cleters Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters Ltd.

Hakuta, K. (1986). Mirror of Language: The Debate on Bilingualism. New York: Basic

Books.

Nicol, J. L. (ed.) (2001). One Mind, Two Languages: Bilingual Language Processing.

Oxford: Blackwell Publishers.

Journal: Bilingualism: Language and Cognition.

Course: TEACHING LITERATURE IN THE ELT CLASSROOM

Course cordinator: Professor Jelena Mihaljevi ć Djigunovi ć

Lecturer: Professor Mirjana Vilke

ECTS credits: 5


Duration: semester X (spring)


Form of instruction: 2 hours of seminar

Prerequisites: --

Examination: Oral exam

Contents: Rationale for introducing literature in ELT classroom. The role of stories

(preferably authentic, written by authors from English speaking countries) in teaching English at different ages and levels of knowledge. The nature of relevant activities varying from listening and understanding for the youngest beginners to creative story re-writing for the advanced. The role of poems: reading/comprehension/discussion. Expressing personal opinions about the topic, content and artistic merit of the poems. The importance of short stories and extracts from novels as means of introducing a particular problem. Problemsolving and expressing opinions, which contributes to developing both linguistic and communicative competence as well as shaping general world view. The use of plays with

92

topics relevant to students. TV plays as language input and a source of topics for discussion.

The nature of relevant activities varying from note-taking while watching to creative rewriting and performing.

Objectives: Obtaining an insight into ways of motivating students of different ages and levels of knowledge for reading and understanding a variety of literary texts in English; development of the ability to choose relevant and motivating texts that contribute to studnets' linguistic and communicative competence.

Literature:

Required

Collie, J., Slater, S. (1987). Literature in the Language Classroom: A resource book of ideas

and activities. Cambriddge: CUP.

Falvey, P., Kennedy, P. (1997). Learning Language Through Literature. Hong Kong: Hong

Kong University Press.

Recommended

Gail, E., Brewster, J. (1991). The Story Telling Handbook for Primary Teachers. London:

Penguin.

Lazar, G. (1993). Literature and Language Teaching. Cambridge: CUP.

Maly, A., Duff, A. (1982). Drama Techniques in Language Learning. Cambridge: CUP.

Mc Rae J., Carter, R. (2004). The Routledge Guide to Modern English Writing. London:

Routledge.

McRae, J., Pantaleoni, L. (1996) Chapter and Verse. Oxford: OUP.

Selected literary texts.

Course title: MULTIMEDIA IN THE ELT CLASSROOM


Lecturer: Marta Medved Krajnovi ć , Ph.D.

ECTS credits: 5





Prerequisites: --


Contents: The role of media and the nature of its influence on students' communicative competence; a short overview of the history of media in ELT classroom over the last 50 years

(audio and audio-visual aids: tape recorders, cinema and TV, video, DVDs etc.) and their

93

contribution in FL teaching; techniques and procedures in using a variety of media in ELT classroom; CALL (coputer assisted language learning); basic principles of Skinner's programmed learning as basis for today's sophisticated language learning programmes; the role of internet in ELT

Objectives: Basic knowledge and skills necessary to effectively use media in ELT classroom in order to create a rich linguistic and communicative environment.

Literature:

Required

Chapelle, C. A. (2001) Computer Application in Second Language Acquisition, Foundations

for teaching, testing and research. Cambridge: CUP.

Dudeney, G. (2000). The Internet and the Language Classroom. Cambridge: CUP.

Recommended

Warschauer, M., Ken, R. (2000). Network-based Language Teaching:Concepts and Practice.

Cambridge: CUP.

Course: ROLE OF COGNITIVE LINGUISTIC IN LANGUAGE LEARNING AND

LANGUAGE TEACHING


Lecturer: Renata Geld

ECTS credits: 5





Prerequisites: Cognitive Linguistics


Contents: Cognitive linguistics as a dynamic usage-based model and its impact on applied research in the fields of second language learning (SLL) and teching; second language acquisition (SLA) and second language learning as (in)separable processes; the role of categorization (conceptual, linguistic and grammatical) in the process of SLL; a cognitive linguistic perspective to learning and teaching polysemous words and idiomatic expressions; learning vocabulary by making sense of meanings: metaphor/metonymy, specialization/generalization; cognitive processing and construing: general cognitve abilities and their relation to cognitive strategies in SLL; individual differences in learning: what cognitve strategies can tell us about subjectivity in understanding linguistic meaning; language awareness vs. 'natural' learning: the role of comparison and judgement in SLL;

94

cognitive grammar as a usage-based theory and its role in SLL and teaching; grammar as a conceptual structure; teaching implications of understanding grammar as an assembly of symbolic units and rules as shematic constructions.

Objectives: Obtaining an insight into fundamental aspects of cognitive linguistic theory of language which are relevant in modern trends in the field of SLA and in the theory of second language learning (SLL) and teaching.

Literature:

Required

Achard, M., Niemeier, S. (ed.) (2004). Cognitive Linguistics, Second Language Acquisition

and Foreign Languge Teaching. Berlin, New York: Walter de Gruyter Inc.

Putz M., Niemeier S., Dirven R. (ed.) (2001). Applied Cognitive Linguistics I: Theory and

Language Acquisition. Berlin, New York: Mouton de Gruyter.

Putz, M., Niemeier, S., Dirven, R. (ed.) (2001). Applied Cognitive Linguistics II: Language

Pedagogy. Berlin, New York: Mouton de Gruyter.

Recommended

Aarts, B., Denison, D., Keizer, E., Popova, G. (ed.) (2003). Fuzzy Grammar. Oxford: Oxford

University Press.

Albertazzi, L. (ed.) (2000). Meaning and Cognition , A multidisciplinary approach.

Amsterdam, Philadelphia: John Benjamins.

Dirven, R., Verspoor, M. (2004). Cognitive Exploration of Language and Linguistics.

Amsterdam, Philadelphia: John Benjamins.

TEACHING PRACTICE (10 ECTS CREDIT POINTS)

Teaching practice is a very important part of the programme, like in most initial teacher education programmes at European universities. Although teaching practice carries less ECTS credit points than in many European programmes (e.g., in Finnish and Swedish universities teaching practice can carry 22 ECTS credit points, in Spanish universities 15 ECTS credit points, and in some Austrian universities – the University in Vienna being a case in point – it amounts to 27 ECTS credit points!), it is designed and structured so as to adhere to the basic principles of teaching practice applied in European universities. Teaching practice is the part of the initial teacher education programme in which students acquire the competence and skills necessary to apply scientifically validated insights into the language learning and teaching processes (both those connected with the subject discipline and those connected with educational sciences) in the classroom in an appropriate way. Research concerning the

95

position of teaching practice in initial teacher education has shown that a lack of structured and guided teaching practice results in a segmented knowledge that the student cannot successfully operationalize. Therefore, teaching practice is an integral part of this graduate degree programme.

AIM: developing practical aspects of teaching competence through personal experience of teaching English as a foreign language; seeing the relevance of theory (provided in the relevant courses) to real-life teaching; developing a feeling of professionalism; developing a sense of professional responsibility; developing the ability to self-evaluate own teaching competence.

STRUCTURE:

The teaching practice component consists of a practicum (at the Faculty of Philosophy), observation of teaching, student teaching and independent student work.

Practicum is held once a week (one hour of instruction per week, which totals 30 hours of instruction) at the Faculty. Its aim is to train students in focused and reflective classroom observation, in assessing effects of different teaching strategies, in making lesson plans, in raising the students’ awareness about those aspects of their developing teaching competence that need to be improved. In the practicum students analyze teaching practice journals, video recordings of English language classes, simulate teaching sequences, self-reflect on classes they taught and create teaching materials.

Observation of teaching (30 hours of instruction) includes observing teaching performed by mentor teachers in schools and by other students taking their teaching practice in the particular school. Every hour of observation is preceded by an introductory conversation with the person teaching and is followed by an analysis of the observed class. The student keeps a journal of observation according to the criteria set in the practicum.

Student teaching includes two aspects. During teaching practice the student teaches a total of

50 lessons: 20 of those are carried out in different classes (groups) in order to gather experience of teaching English at different competence levels and under different conditions.

The remaining 30 lessons comprise teaching three classes/groups (10 lessons per class/group) in order to gain insight into the developmental aspects of the teaching and learning process and in order to develop a feeling of professional responsibility for the pupils being taught.

Students are systematically monitored and assessed by their mentor, while some aspects are

96

discussed in the practicum too. The average student workload in preparing and analyzing a lesson is estimated to be around three working hours per lesson taught.

The student compiles a portfolio which includes all documents professionally relevant to his or her own teaching competence. These documents include samples of lesson plans made by the student, mentor's evaluation of the quality of classes the student taught, self-evaluation of the student's teaching competence, samples of lesson materials made by the student, teaching practice journal and, optionally, a video tape of a class taught by the student.

97

engleski, prijevod - Filozofski fakultet

UNIVERSITY OF ZAGREB

FACULTY OF PHILOSOPHY

DEPARTMENT OF ENGLISH

REFORMED STUDIES

PROGRAMME

Contents:

1. INTRODUCTION

2. GENERAL INFORMATION

3. PROGRAMME DESCRIPTIONS

UNDERGRADUATE PROGRAMME

OUTLINE OF UNDERGRADUATE PROGRAMME:

A-DOUBLE MAJOR

LIST OF COURSES IN THE UNDERGRADUATE PROGRAMME

1. GRADUATE STUDIES IN ENGLISH SPECIALISING IN

LITERATURE

2. GRADUATE STUDIES IN ENGLISH SPECIALISING IN LINGUISTICS

3. GRADUATE PROGRAMME IN ENGLISH SPECIALISING IN

TRANSLATION

GRADUATE PROGRAMME IN ENGLISH SPECIALISING IN TEFL

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engleski, prijevod - Filozofski fakultet

UNIVERSITY OF ZAGREB

FACULTY OF PHILOSOPHY

DEPARTMENT OF ENGLISH

REFORMED STUDIES

PROGRAMME

Contents:

1. INTRODUCTION

2. GENERAL INFORMATION

3. PROGRAMME DESCRIPTIONS

UNDERGRADUATE PROGRAMME

OUTLINE OF UNDERGRADUATE PROGRAMME:

A-DOUBLE MAJOR

LIST OF COURSES IN THE UNDERGRADUATE PROGRAMME

1. GRADUATE STUDIES IN ENGLISH SPECIALISING IN

LITERATURE

2. GRADUATE STUDIES IN ENGLISH SPECIALISING IN LINGUISTICS

3. GRADUATE PROGRAMME IN ENGLISH SPECIALISING IN

TRANSLATION

GRADUATE PROGRAMME IN ENGLISH SPECIALISING IN TEFL

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