The Third Annual Student Conference
New Horizons: English and American Studies in the
Twenty-First Century
Częstochowa, 8th April 2014
Abstracts
Nina Barłożek, Opole University, nina.barlozek@wp.pl
Emotional Intelligence - a key to students success
The first formal and academic definition of the concept of emotional intelligence appeared in 1990, when John
Mayer and Peter Salovey defined it as the ability to identify, understand, use and manage one’s emotions
(Mayer and Salovey, 1997). Five years later Daniel Goleman popularized the concept by publishing a famous
book entitled Emotional Intelligence: Why It Can Matter More than IQ (1995). Since that time, a number of
researchers have been undertaking more and more studies with the aim to investigate and fully understand
this phenomenon. Emotional intelligence has been also explored in educational settings for the reason that
recent research shows the correlation between emotional intelligence and academic success (Elias, Kress and
Hunter, 2006). Additionally, many educational institutions have already implemented programs during which
students’ emotional competence is enhanced (Elias, and Arnold, 2006) because research proves that high level
of emotional intelligence is related to students’ better motivation, greater achievements in the classroom, selfcontrol and self-regulation. A low level of emotional intelligence, on the other hand, is proved to influence
such aspects as mental distress, substance abuse, delinquency, teen pregnancy, and violence (Zeidner,
Matthews and Roberts, 2009).
The occurrence of emotional intelligence in the school curriculum is just a matter of time. Researchers are
continually working on developing the most appropriate programs to turn students into better citizens.
Poland is slightly behind compared to other European countries in introducing emotional intelligence into
their school curriculum. The author of the present study is a teacher of English who examines the impact of
the training based on emotional intelligence activities on the first grade secondary school students. There are
fifteen 45-minute sessions conducted in English during the students’ form period in which the main emphasis
is placed on the students’ emotional awareness, empathy, co-operation, the ability to manage their emotions,
communicative competence and the ability to resolve conflicts. Last year the researcher conducted the pilot
study and the results revealed that the introduction of such a program was not only appreciated and valued by
the students, but also beneficial in terms of positively impacting on certain attributes linked to the students’
emotional competencies.
Agnieszka Bekus, Jan Dlugosz University in Częstochowa, agnieszka7788@op.pl
Teachers’ and learners’ perspectives on the implementation of motivational strategies in English
lessons at secondary school
Motivation is one of the most important factors which influence second language learning. In order to
motivate students to learn L2, it is necessary for the teacher to apply some motivational strategies. The notion
of motivational strategies concerns the teacher’s conscious behaviour which influences learners in a positive
and systematic way. Motivational strategies are divided into four groups, namely: creating the basic
motivational conditions, generating initial motivation, maintaining and protecting motivation and
encouraging positive self-evaluation. Each strategy of the four groups is realised in practice by particular
tactics.
The aim of this presentation is to describe the study which investigated the differences between teachers’ and
learners’ points of view on the teachers’ use of motivational strategies.
Katarzyna Berżowska, Jan Dlugosz University in Częstochowa, katarzynaberzowska@op.pl
Using technology to support alternative writing tasks for lower secondary students of English
As James Joyce once said, “writing in English is the most ingenious torture ever devised for sins committed in
previous lives”. A vast majority of lower secondary students of English would totally agree with his opinion
because they typically associate writing tasks with a boring solitary activity done for the teacher rather than
for any authentic audience. As I will try to show in my presentation, this can be easily changed with the use of
the newest technology.
My research focuses on complementing conventional writing activities with alternative, technologysupported ones. Although it is still work in progress, I will present a handful of online programs and tools
which can be used for this purpose. Blogs, wikis and other social tools, applications and programs have
already been long used in language education but they still remain underexplored at Polish schools. As I will
show, they are of great value in changing learners’ attitude to writing. My investigation will be supported with
the results of relevant research.
Piotr Biedak, Jan Długosz University in Częstochowa, piotrekcr9@gmail.com
Hyperreality and simulation: J.G. Ballard’s Crash and Jean Baudrillard’s thought
The rapid technological development and its effects on modern society was a matter of heated discussion in
the 20th century and so it is today. We live in the digital era where human reliance on machines can be seen in
daily activities, communication and even logical thinking.
This project aims to discuss an extreme form of this dependency on the example of J.G. Ballard’s transgressive
novel Crash (1973) by applying the ideas of the French postmodern philosopher Jean Baudrillard. I analyze
the portrayal of the society on the basis of his model of hyperreality and advocate viewing car crash sexual
fetishism as a simulation in Ballard’s novel. However, instead of supporting Baudrillard’s discourse about the
meaninglessness of extreme sexuality, this research proposes an alternative view of seeing the union of a
human being and technology as a source of psychopathological pleasure. The point is proven by referring to
Ballard’s previous work, The Atrocity Exhibition (1970), and several arguments by literary critics. The
conclusion of this paper is that the human experience in Crash is neither fictional nor real and, therefore,
devoid of meaning. The only thing that can provide pleasure and feeling of realness is nihilistic,
psychopathological transgression in the shape of sexual clash between the body and technology.
Anna Browne, Jan Długosz University in Częstochowa, annabrowne27@yahoo.ca
Medical translation problems
Ever year about 34 kinds of packages of different pills, lozenges and capsules are consumed in Poland per
capita. Majority of them are produced in the USA and the UK, which means that they must be translated into
Polish. As Naomi Moreas suggests, medical translation is a challenge that not every translator should take. It
requires a great deal of professional knowledge, awareness of the EU regulations and ability to deal with its
complexity. Bearing the above in mind, one may come to a conclusion that possible consequences of
mistranslating medical texts can be serious, if not fatal. The question how translators can avoid making
mistakes needs to be answered.
The prime concern of the following presentation is to indicate the areas of difficulties and shed some light on
the complexity of medical translation. It presents the results of research conducted on medical texts delivered
by a professional translator.
Jan Brożyński, Jan Długosz University in Częstochowa, janbrozynski@gmail.com
The correlation between learners’ willingness to communicate and their oral fluency in English at
secondary school
As the internationalisation of the labour market has increased the possibility of using English at work every
day, learners are faced with the challenge to develop not only grammar and vocabulary but also the ability to
communicate effectively in a foreign language. Classroom practice indicates that Polish learners of English
achieve a considerably high level of ccuracy on grammar and vocabulary tests. However, they encounter some
difficulties in speaking fluently in spontaneous interaction in a foreign language. The development of speaking
skill in a foreign classroom is very difficult. This skill is influenced by different factors, one of them being
willingness to communicate (WTC). WTC is defined as readiness to start an interaction in a second language
when an opportunity arises.
The aim of this presentation is to investigate the correlation between willingness to communicate and oral
fluency. The results of the study conducted at one of secondary schools in Częstochowa have shown that
learners with high willingness to communicate tend to be more fluent in speaking English.
Bartłomiej Cichosz, Jan Długosz University in Częstochowa, cichosz.bartlomiej@gmail.com
Cognitive aspects of the English translation of Andrzej Sapkowski's novels.
Since the very beginning, people had a deep fascination with the great diversity of the world's different
dialects and languages. Such interest gave rise to translation - one of the oldest occupations in the history of
the world as well as to the profession of a translator who played a significant role, even before the invention of
writing. This paper analyses and collates a Polish novel with its English translation, focusing mainly on the
correlation between Polish archaisms and neologisms, and their English equivalents.
The author of the paper decided to work on one of The Witcher saga novels written by a well-known Polish
fantasy writer Andrzej Sapkowski. Sapkowski is famous for his manipulation of language, experimentation on
Old Polish, or even for introducing some new words or phrases. The researcher bases his study on Mona
Baker's concept of adaptation that can be carried out in one of the several ways: (transcription of the original,
omission, expansion, exoticism, updating, situational equivalence, creation). As a result of completing the
above procedure, the researcher discovers that English translation is often adjusted to the particular
preferences of the target culture audience. Moreover, the translation itself proves to be an exceedingly
complex and time-consuming process which requires not only the knowledge of foreign languages, but also
detailed familiarity with the culture of the target reader as well.
Pamela Czerwińska, Centre of European Languages Teacher Training College of Częstochowa,
czerwinskapamela@gmail.com
Psychopaths in American culture
The presentation aims at showing the implications of the admiration of individualism, emphasis on selfreliance, pursuit of the American Dream, and celebration of democracy blended with the outcomes of World
War I and the Great Depression, such as the overwhelming feeling of the absence of God, pessimism, as well as
poverty, and, most importantly, the rise of the crime rate. All the factors mentioned above gave birth to social
pathologies, the most extreme of which is mass killing.
American culture seems to be a breeding ground for psychopaths since people there feel encouraged to satisfy
their desires at all costs, and the conviction that they should follow their utmost desires appears to be inborn.
America is a home to the majority of the most dangerous cold-blooded killers ever known. Despite the fact
that the consequences of the actions of the sick minds have been traumatic and devastating for their victims
and the society, those diabolic personalities are found in the center of fascination and inspiration for many.
The names of Ted Bundy, Jeffrey Dahmer or John Gacy have gained a degree of fame and idolization
comparable to the one gained by the names of America's greatest figures including Abraham Lincoln or John F.
Kennedy, which indicates the extent to which self-reliance, even with its side effects, appears as something
alluring and a feature to be cherished and celebrated.
The presentation demonstrates how brutal and vicious killings have stimulated the creativity of book authors
and film directors, and how American culture gave rise to the emergence of a sadistic psychopath as the main
character in novels such as The Bone Collector, The American Psycho or The Silence of the Lambs.
Anna Dybiec, Jan Długosz University in Częstochowa, anna.dybiec@gmail.com
The relationship between learners’ writing anxiety and their writing skill in English at secondary
school
Writing is one of basic and significant skills used in learning a foreign language. Classroom practice often
shows that both guided writing and free writing activities may be confusing and problematic for learners. The
problems in writing do not always stem from the lack of specific knowledge of language areas, such as
vocabulary or grammar, but may be caused by many different factors, one of them being anxiety. Anxiety is
defined as the feeling of worry, fear, or nervousness. It refers to learning vocabulary, grammar, pronunciation,
and to developing skills, such as: speaking, listening, reading and writing.
The present paper focuses on writing anxiety, which consists of somatic anxiety, avoidance behaviour and
cognitive anxiety. More specifically, the aim of the paper is to present the results of the research which
investigated the relationship between the learners' anxiety and their writing skills.
Justyna Franc, Jan Długosz University in Częstochowa, ironmaiden16@poczta.fm
The Spanish Civil War in George Orwell's Homage to Catalonia
The aim of this paper is to analyse the representation of the Spanish Civil War (1936 - 1939) in George
Orwell's Homage to Catalonia. The Spanish Civil War can be called a prelude to the Second World War. The
conflict between the Republicans and the Nationalists was not only a local conflict; through the international
support given by the Soviet Russia, Nazi Germany and Italy it evolved into an international fight against
fascism and communism. Undoubtedly, the Spanish Civil War had a huge impact on British and American
writers. Many writers were politically involved and wrote their works for propaganda purposes. This paper
aims to discuss the theme of the Spanish Civil War as presented in Homage to Catalonia, Orwell's personal
account of the political situation in Spain which shows his determination to edify international readers and
sensitize them to the atrocities of the Spanish Civil War.
Paulina Gazda, University of Silesia, pagazda@wp.pl
The motivation for naming and calling people in 11/22/63 by Stephen King
The aim of my presentation is to analyze 11/22/63, a 2011 novel by Stephen King, and show how naming and
calling people in the literary work is influenced by the phenomenon of time travels. The people whose task is
to watch over time travellers have to keep cards which monitor their holders’ sanity, because in 11/22/63
time travels and their results have a negative impact on the living. Jake Epping, an English teacher from the
21st century and the protagonist of the novel, calls the controllers according to the colours of the cards. Jake is
called Jimla by the controllers because one of them has experienced a glimpse of his life and the name is
connected with Epping’s student from the 1960s. Additionally, it appears that “the past harmonizes” (“history
repeats itself”): often, when Jake meets somebody, it turns out that the person bears the name of someone he
has met before.
Anna Gzik Jan Długosz University, anna.gzik@op.pl
An artist’s work ethic in William Wharton’s Scumbler and Houseboat on the Seine
As William Wharton once confessed, his books always drew on his first-hand experience as an expatriate
‘painter who writes’, and his work ethic, resulting from his working-class origins, was the driving force behind
all his creative efforts. Wharton’s artistic endeavour as a painter and author was for him not only a means of
self-expression, but also a way to communicate with others, to create bounds between him and his
environment, and to strengthen his family ties. Work also helped him overcome difficult moments and
tragedies which took place in his life.
In my presentation I will analyse the meaning of work in Wharton’s life and an artist’s work ethic in his
memoir Houseboat on the Seine and the novel Scumbler.
Roksana Kasperek, Jan Długosz University in Częstochowa, lacrymosa@wp.pl
Drug culture lexicon in English-language films
The aim of this presentation is to examine some most frequently used expressions of drug users in modern
English speaking countries in terms of metonymy, metaphor, metaphtonymy, and blending. The vocabulary
selected for the analysis deals primarily with effects of drugs on human body and mind. The corpus of study
has been drawn from the variety of English-language films. The analysis has been carried out in the
framework of cognitive semantics. In particular, I present the cognitive sources of the drug-related vocabulary
in terms of such general cognitive operations as metonymy (e.g. hard-core, speed, pukka, to blaze away),
metaphor (e.g. jungle, the living dead, children of ecstasy), metaphtonymy (e.g. beat, stone), and blending (e.g.
cokehead, street junkies, holy smokes).
Adam Kiełbik, Jan Długosz University in Częstochowa, adam.quebick@gmail.com
Morphological processes in J. Joyce's Finnegans Wake and its Polish translation
The morphological processes are regarded as linguistic means of creating new words within the language
lexicon in accordance to certain rules. They include a change of a word’s stem to adapt its context to fit its
syntactic and communicational context. James Joyce, the author of Finnegans Wake, has gathered in his work a
huge variety of peculiar examples of words, utilising such processes as affixation, blending and compounding.
The final effect creates an extraordinary novel, which is praised by some and despised by others. All of it, due
to complexity of words, which some readers find hardly decipherable. There is no denying that such work of
literature stands a challenge for any translator. The case of Krzysztof Bartnicki is no exception; he made an
attempt to translate Finnegans Wake into the Polish language and succeeded in more or less satisfying way.
My work is aiming at recognising the components of words and analysing morphological processes used
during their formation, as well as comparing them to the Polish equivalents in the translation. It will try to
explain some of the aspects standing behind the linguistic decisions of the translator, which help to clarify the
meaning of the source language creations.
Jolanta Kołaczyk, Jan Długosz University in Częstochowa, jolanta_kolaczyk@o2.pl
The influence of learners’ locus of control and attributional style on their results in writing in English
at secondary school
In today’s world not only oral but also written communication is important. Writing is a demanding skill
which requires a lot of control and effort. People are said to have different locus of control. The concept of
locus of control (LoC) refers to the extent to which people believe they have power over events in their lives. A
person’s locus of control may be internal or external. Individuals with an internal locus of control believe that
they have control over their lives. In contrast, people with an external locus of control believe that their lives
are controlled by external forces. Moreover, people are said to attribute their successes and failures to either
internal factors, i.e. ability and effort, or the external ones, i.e. task difficulty and luck.
The aim of the present paper is to present the results of the study which investigated the correlation between
the learners’ locus of control and attributional style and their ability to write in English. The study offers some
practical implications for English language teachers.
Emilia Łobodzińska, Jan Długosz University in Częstochowa, e.lobodzinska79@wp.pl
The influence of learners’ ego boundaries on speaking English in secondary school
Second language acquisition is a demanding process affected by many factors among which individual learner
differences, particularly personality, can be mentioned. Personality is said to influence language areas and
skills, especially the ability to speak. In the last decade of the 20th century Ernest Hartmann, an American
psychologist, proposed the concept of ego boundaries. It is a ground-breaking personality dimension which
may be helpful in understanding how human beings build their relationships and perceive the surrounding
world.
The aim of this paper is to present the results of the research conducted to measure the correlation between
learners’ ego boundaries and their speaking skill. Furthermore, some practical implications for teachers
concerning ego boundaries in the context of language teaching will be put forward.
Tomasz Muskała, Romuald Traugutt Secondary School of Częstochowa, tomdave@tlen.pl,
tomasz.muskala@traugutt.net
The role of learner self-correction in communicative performance
In recent years methodologists have turned their attention towards learner training with the assumption that
if learners are allowed more responsibility for their learning they are likely to be successful second language
learners. Information regarding how learners perceive learning, what strategies and cognitive processes they
use when they attempt learning a second language helped develop some new approaches to learner training.
Some learners seem to employ special techniques that help them acquire a language successfully. These
techniques are referred to as learning strategies; the term used with reference to language learning behaviors
that individuals demonstrate.
The main objective of the paper is to discuss the role of self-corrections in learner communicative
performance. The technique could be recognized as one of the features of the good language learner since
such learners will often monitor their own speech and try to assess whether their speech is well received and
meets the standards they have learned. They are likely to develop some independence, autonomy and
responsibility for their learning.
Another part of the paper is devoted to analyzing the practical research aiming at determining whether the
strategy is employed by second language learners. Different forms of self-correction in learners’
communicative performance are distinguished and the comparison of the strategy use between efficient and
inefficient students is made.
Kornelia Nowak, Jan Długosz University in Częstochowa, kornelia_nowak@wp.pl
Exocentric compounds in English, French and Polish: a cognitive study
This research discusses the problem of compounding in English, French and Polish with the main focus on
exocentric compounds. In many current discussions the typology of these kind of compounds has been
interpreted in many different ways. This research takes the position that only (verb + object = subject /
instrument) compounds can be considered as truly exocentric compounds. To do this, it will be shown that in
many instances, the meaning of complex words is not only based on their morphological structure but also on
the metonymy and the metaphor. We will also look at the productivity of these compounds in English, French
and Polish as well as their historical background.
Magdalena Nowak, Jan Długosz University in Częstochowa, magdalenanowak89@wp.pl
Examining learners’ accuracy in the use of Present Simple 3rd person –s at secondary school
Grammar seems to be one of the most problematic aspects of learning a foreign language. Classroom practice
shows that learners sometimes use a given structure properly and sometimes they do not. In other words,
they manifest variability in the use of a particular structure. Problems with using grammatical structures
correctly may be caused by the linguistic context in which the structure is produced or by the speech style
which is chosen by the learner. More specifically, the linguistic context may be simple or complex, and the
speech style may be careful in which learners pay maximum attention to their speech or vernacular in which
learners pay minimum attention to their speech. One of the most troublesome grammatical structures to be
acquired is Present Simple 3rd person –s.
Thus, the present research project examines the accuracy in the use of Present Simple 3rd person –s with
respect to the linguistic context and the speech style in secondary school learners. The results of the study
indicate that there is no significant relationship between the learners’ accuracy in the use of Present Simple
3rd person –s and the grammatical complexity of the linguistic context on the written grammar test, whereas
such relationship does exist between the learners accuracy and their speech style.
Michał Olczak, Jan Długosz University in Częstochowa, mchl.olczak@gmail.com
Massive Open Online Courses (MOOCs)
In my presentation I will discuss the newest trend in academic education, namely MOOCs (Massive Open
Online Courses), which is also the subject of my MA thesis. With unprecedented advent in computer
technologies, the traditional way of teaching in a classroom is becoming increasingly replaced, or at least
supported with online teaching. This trend has already effected education on all the levels, the tertiary one
being no exception.
In my presentation, I am going to present the definition of MOOCs, their characteristic features as well as their
background. Furthermore, I will address the concepts of massiveness and openness in education, illustrating
them with particular examples of available courses and the techniques they employ. Finally, the presentation
will include the main subject of my research, namely the benefits of using Massive Open Online Courses and
the challenges they present to teachers and students alike.
Jagoda Olszewska, Jan Długosz University in Częstochowa, jagodaolszewska13@interia.pl
Implementing the training on memory strategies in teaching vocabulary to English learners at junior
high school
Vocabulary has become a significant and distinctive part of foreign language teaching in recent years.
Classroom practice indicates that learning vocabulary often causes learners some problems. One possible
solution involves teaching learners how to learn vocabulary with the use of different strategies. Vocabulary
learning strategies are divided into discovery and consolidation strategies. The former include determination
and social strategies, while the latter enlist social, cognitive, metacognitive and memory strategies.
The present research project focuses on one set of vocabulary learning strategies, namely memory strategies.
The results of the pre-experimental study show that English learners should be trained in memory strategies
as there exists a positive relationship between such training and the learners’ knowledge of English
vocabulary.
Kamil Pacuda, Jan Długosz University in Częstochowa, nelsonnel@wp.pl
The uncanny and the reversal of the monomyth in Neil Gaiman’s Coraline
Asked about his book Coraline, Neil Gaiman cited the opinion of the British editor he consulted in 1990, who
described it as a "dark fantasy novel for children and adults", "absolutely brilliant and completely
unpublishable". Scary and disturbing, Coraline, nevertheless, became an immediate publishing success. In the
same interview, Gaiman commented on the divergent reactions of two reading audiences, due to which his
novel could be classified as an adventure story - by children, unaware of "how much trouble Coraline is in", or
as horror fiction - by adults, sensing the odd familiarity of the main character's nightmarish journey through
the other Mother's land.
In my paper I hope to reconcile these two different ways of reading Coraline with the help of Sigmund Freud's
psychoanalytical theory of the uncanny and Joseph Cambell's theory of the monomyth, which, in its reversed
version, adds to the unsettling effect of the book.
Aneta Pandel, Jan Długosz University in Częstochowa, anetapandel@gmail.com
The role of emotional intelligence in learning English at Junior High School
Emotional intelligence (EI) is said to play an important role in learning foreign languages. Many researchers
claim that emotional intelligence is as important for academic success as general intelligence. Emotional
intelligence can be defined as the ability to recognize and manage one’s emotions. The term was introduced by
Salovey and Mayer (1990) but it has become popular after the publication of Goleman’s work (1995).
Emotional intelligence includes five major skills, i.e. self-awareness, self-regulation, motivation, empathy and
social skills. Three different models of emotional intelligence can be distinguished, i.e. the ability model, the
trait model and the mixed model. The aim of this presentation is to describe the study which aimed at
investigating the role of emotional intelligence in learning different language areas, such as grammar and
vocabulary, and in developing different language skills, such as listening, reading, speaking and writing at
Junior High School. On the basis of the comparison of learners’ emotional quotient (EQ) scores and their
achievement test results, it can be said that high EQ has a positive influence on the process of learning foreign
languages, especially on speaking and writing.
Paulina Piasecka, Jan Długosz Univeristy in Częstochowa, p.piasecka@ajd.czest.pl
Transactional analysis as a method for studying drama: a case study
The paper introduces Eric Berne’s transactional analysis (TA), a technique widely used in psychology,
education and psychotherapy, as an effective and innovative approach that can be applied to literary studies,
especially to the interpretation of dramatic texts. So far there has been only one such study carried out by
Valentini Papadopoulou-Brady, who has interpreted Stendhals’ "Le rouge et le noir" through the lens of
transactional analysis (Scripts and Counterscripts. The Life and Death of Julien Sorel in Stendhal's "Le rouge et le
noir").
TA may significantly enrich drama studies, as it allows a better understanding of the characters` behavior,
dilemmas and actions. The immense potential and versatility of TA have been demonstrated, for instance, by
professor Jarosław Jagieła of the Jan Długosz University of Częstochowa in his research work. TA appears
applicable to all the cases involving interpersonal interaction, communication, as well as a diagnosis and
explanation of human actions. The paper seeks to prove how TA may facilitate literary studies by providing a
case study of Herbert Berger’s drama When a little bird falls out of the nest.
Ryszard Przybylski, Jan Długosz University in Częstochowa, rysiu.przybylsky@gmail.com
Metaphors as examples of Wittgenstein's language games
Ludwig Wittgenstein is one of the most important philosophers who explored the nature of language. He tried
to find the explanation of the aim of the language and presented an original view of languages: namely, we
should use language only to describe the surrounding reality. Wittgenstein’s language games demonstrate
how we can play with words to express our perception of experiences, from which metaphors emerge.
Metaphors significantly simplify the description and perception of the world. The most important point of
Wittgenstein’s ideas refers to every day speech and its reflection in our way of shaping thoughts.
The link between language and thoughts is extensive and can be seen in our life and actions. On the other
hand, we use language in many ways and it enables us to create our own way of thinking.
The presentation addresses the following problems:
1) Why and how do we use language?
2) Why do we use metaphors?
3) What are the results of Language Games and metaphors?
Paulina Psiuk, Jan Długosz Univeristy in Częstochowa, pacela92@gmail.com
Sylvia Plath: ‘a rebellious dark spirit’ or ‘a sunny, bright, though rather extraordinary American girl’?
An analysis of The Bell Jar and Letters Home: Correspondence, 1950-1963
There are a lot of various speculations concerning the life and work of Sylvia Plath, one of the best-known
American writers and poets. The main belief is that the author, supposedly suffering from depression, focused
mostly on depicting the dark and uninviting world of constant sadness and overpowering melancholy. On the
other hand, Sylvia Plath has been remembered by those who knew her personally as a bright, cheerful, smart
and extremely passionate personality. In my presentation I will analyze these two divergent viewpoints
presented by various literary critics in relation to Plath's The Bell Jar, her only novel, which is now one of the
most popular books written by an American author, and Letters Home: Correspondence, 1950-1963, a
collection of Plath's letters to her relatives and friends.
Michał Rozpondek, Jan Długosz University in Częstochowa, m.rozpondek@gmail.com
The South and the North: two images of early American women as reflected in selected female diaries
Until recently, the role of women in the early history of the United States has been ignored by the majority of
historians, whereas to create a complex image of the nation, one should not forget about the contribution of
women. The term ‘colonial women’ is not monolithic, which stems from the fact that European settlers in
America fell into different, well-defined regions and were not able to create a homogenous structure.
The aim of this paper is to trace and rediscover the life, position, problems and thoughts immortalized in the
diaries of two colonial women: Hetty Shepard and Nancy Shippen, representing the South and the North. The
issue of life writings is complex and requires complex methodology to make meaningful results, thus the
qualitative approach of research is used as its cross-disciplinarity gives a wide range of methodological tools.
The paper analyses the images of early American women by showing the cultural differences between the
South and the North, and questions the out-of-date theory of the ‘golden age’ for American women in the
colonial period.
Ewa Szostek, Jan Długosz University in Częstochowa, ewa.szo90@yahoo.com
The development of the Catholic novel genre in 20th century British fiction
The aim of this paper is to trace the development of the Catholic novel genre in the twentieth-century British
fiction by analysing the novels written by Evelyn Waugh (1903–1966), Graham Greene (1904–1991) and
Muriel Spark (1918–2006).
The phrase “Catholic fiction” is constantly misunderstood and confused with the pressure of converting.
Because of the poor understanding of what the Catholic novel really is, people believe that it is either dead or
dying. However, over the years Catholic fiction has taken a wide variety of forms and shapes in a world where
the conception of truth began to fragment.
This paper aims to determine and define what makes a novel a Catholic one and whether it is necessary to be a
Catholic to produce Catholic fiction. The paper also discusses the role of Catholic novel in a society which
characterizes itself as materialistic and technologically developing.
Marta Wilk, Jan Długosz University in Częstochowa, martawilk1@wp.pl
The afterlife of Marilyn Monroe: representations of the actress in contemporary fiction and the visual
arts
According to Jarett Weiselman “[t]here are just people who will always be famous no matter how much or
how little they promote themselves. There’s just something about them” (qtd. in Lawrence, Cooper. The Cult of
Celebrity. 2009: 24). Undoubtedly, as one of the most known icons of popular culture and celebrities, Marilyn
Monroe had this undefined “something”. Her life and especially her unexpected death have become an enigma
that will probably never be solved. Marilyn has inspired many artists, whose works have contributed to the
immortality of her image.
In my presentation I analyse different representations of Marilyn Monroe’s celebrity in literature, film and
painting, focusing on Joyce Carol Oates’s 2000 novel Blonde, a story “told from the posthumous point of view
of Marilyn Monroe, who was Norma Jean Baker, in voice-over” (Toscano, Carol. “Joyce Carol Oates: an
American classic”. 2010); on the 2011 movie My Week With Marilyn, directed by Simon Curtis, and on Andy
Warhol’s postmodernist Byzantine-style icon Gold Marilyn Monroe (1962), the epitome of the actress’s
hyperreal existence.
Katarzyna Żak, Jan Długosz University, kasia19111990@op.pl
Figurative extensions of the legalese in standard English
The aim of the paper is to present figurative extensions of the legalese in standard English with reference to a
selection of legal terms. The analysis focuses on some linguistic processes influencing semantic changes of a
given word, especially figurative extensions within specialist languages, as represented by the language of law.
The analytical part of the paper presents some semantic changes of selected legal terms that function also in
standard English, and identifies the linguistic processes responsible for those changes.
Marzena Żemejda-Zybura, University of Silesia, m.zemejda@poczta.fm
A linguistic approach to the concept of nullity in law
The following presentation describes the study in which the concept of nullity is discussed in linguistic terms,
with reference to its etymology, semantics, lexicology, and dialectology.
The further part of the study demonstrates how the concept of nullity in law functions in the Polish civil and
administrative law.