WPM$2F9C - TU Dortmundenglisch.tu-dortmund.de/cms/Medienpool/Vorlesungsverzeichnisse/kvvz… ·...

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02.02.2005

Institut für Anglistik und Amerikanistik

Einzelheiten zu den Veranstaltungen finden sich in den Anschlägen am Schwarzen Brett, EF 50, 3. Etage, Foyer, Gebäudeteil B

Allgemeine Informationen und Informationen zur Sprachpraxis (z. B. Diagnostischer Test) finden Sie unter

www.englisch.fb15.uni-dortmund.de

SoSe 2005

Die Einführungsveranstaltung für die Erstsemester findet am

Mi, 06.04.2005 ab 14.00 Uhr im HS 1, EF 50 statt.

Veranstaltungen des Grundstudiums und des Hauptstudiums beginnen am 11.04.2005.

Veranstaltungen der Sprachpraxis beginnen am 18.04.2005!

Allgemeine Veranstaltungen

Während des Studiums werden oftmals die aktuellen Strömungen in der Wissenschaft vernachlässigt. Dabei sind die Entwicklungen von heute genauso spannend und bedeutend wie die seinerzeitige Begründung der wichtigen Theoreme in früheren Wissenschaftsepochen. In dieser Vorlesung werden Persönlichkeiten vorgestellt, welche heute leben und lehren und aus den unterschiedlichsten Bereichen der Semiotik kommen. Wir werden diese Wissenschaft in ihrer ganzen Bandbreite kennen lernen und uns sowohl komplexen theoretischen Modellen widmen als auch die Semiotik des Alltags untersuchen. Es gelten für alle Veranstaltungen einheitliche Scheinanforderungen unabhängig vom Studiengang (GS: Grundstudium; HS: Hauptstudium) a) Teilnahme/aktive Teilnahme: Kurzreferat (GS/HS 15 Min.) mit Ausarbeitung (GS: 2 Seiten, HS: 4 Seiten) oder Protokolle (GS: 2mal 2 Seiten; Protokolltermine werden erst vergeben, nachdem alle Referatstermine besetzt sind) in beiden Fällen plus Lektüreliste und kurze mündliche Prüfung (GS: 10 Min., HS: 15 Min.) zum Semesterende. b) Leistungsscheine: Referat (mind. 45 Min.) mit Ausarbeitung (GS: 10 Seiten, HS: 15 Seiten) oder Hausarbeit mit selbst erarbeiteter Thematik (GS: 15-20 Seiten, HS: 20-25 Seiten) oder Klausur (GS: 1 Klausur [endterm], HS: 2 Klausuren [midterm, endterm]). Individuelle Wünsche zur Erlangung weiterer LP können persönlich abgesprochen werden.

154001 Diagnostischer Test Mi, 06.04.05

Mo, 11.04.05 18.00 – 20.00

HS 1 HS 2

Holst

Diese Veranstaltung ist Pflicht für alle Erstsemester.

154002 Semiotiker (2 V) Mi 8.30 – 10.00 R. 3.208 b Ipsen

GHR: 2, 5 SP1.Fach: 2, 5 B.A.ALK: wird individuell festgelegt Gy/Ge: 2, 8 SP2.Fach: --- B.A.AS: wird individuell festgelegt BK: 2, 8 M.A.ALK: wird individuell festgelegt

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Englische Sprachwissenschaft

GRUNDSTUDIUM

Linguistics is the study of both language and languages - that is, the object of study can be human language in general, and an individual language like English, respectively or in conjunction. As every participant in this class will be a competent language user, our conscious or implicit knowledge of language will form a starting point, from which we will depart to the various levels of linguistic description: - phonetics (the study of the sounds of language) - phonology (the study of the sound system of a language) - morphology (the formal analysis of words and word forms)

- syntax (the study of sentences and of the rules by which they are formed) - semantics (the study of meaning - both of words and sentences).

As human language is a means of communication, some non-linguistic (or extralinguistic) circumstances of language use and their influence on language will also be introduced and discussed. Credits will be awarded on the basis of:

a) a mid-term written exam on phonetics and phonology; b) an end-of-term written exam on morphology, semantics, and syntax.

Participants will have to secure a PASS in both of these. The class will be accompanied by a tutorial (one hour per week) Recommended for buying: Kuiper, K. & W. Scott Allan. 2003. An Introduction to English Language. 2nd edition. Houndmills: Palgrave.

154101 Introduction to Linguistics – Kurs A - (2 Ü) Mo 10.15 – 11.45 R. 3.425 Tendahl

GHR: 2a SP1.Fach: 2a B.A.ALK: Gy/Ge: 2a SP2.Fach: 2a B.A.AS: 1d, 15c BK: 2a M.A.ALK:

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154102 Introduction to Linguistics – Kurs B - (2 Ü) Di 16.00 – 17.30 HS E5, Zentralbibliothek Malan


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154103 Introduction to Linguistics – Kurs C - (2 Ü) Fr 08.30 – 10.00 3.425 Krause


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154104 English Syntax (2 PS) Mi 12.15 – 13.45 R. 3.205 Cass

GHR: 2b SP1.Fach: 2b B.A.ALK: Gy/Ge: 2b SP2.Fach: 2b B.A.AS: 1d, 3a, 15c, 16c BK: 2b M.A.ALK:

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This proseminar is designed to help you analyse English sentences and clauses, so that you will acquire some basic knowledge about the way English syntax is supposed to work – including attempts to explain syntactic structure. The emphasis lies on providing practical skills in describing syntactic structure. Topics we will be looking at include syntactic functions (subject, object, predicator, etc.), word classes and their behaviour in sentences, phrase structure (i.e. noun, verb, and adjective phrases), clause structure and clause types. The course requirements are regular and active participation plus a written end-of-term test. Introductory reading: Miller, Jim. 2002. An Introduction to English Syntax. Edinburgh: Edinburgh University Press.

This class will build on the first survey of phonetics and phonology given in the "Introduction to Linguistics", but will elaborate and extend the study of the sounds of English, so that we will hopefully arrive at a deeper understanding of the "whys and wherefores" of the two related disciplines. We will take a closer look at doing phonetics, followed by an introduction to possible theories about phonology, their concepts and maxims, and some of the problems related to them. By way of illustration, we will consider the phonetic and phonological shape of some varieties of English, both in Britain and beyond. The course requirements are regular and active participation plus a written end-of-term test. Recommended reading: Cruttenden, Alan ed. 1994. Gimson's Pronunciation of English. 5th ed. London: Arnold. McMahon, April. 2001. An Introduction to English Phonology. Edinburgh: Edinburgh University Press.

The earliest English texts date back to around 700 - and their language is extremely different from the English language as we know it. And even if we consider a text from the end of the 14th century, we will find it more recognizable, but still far from easily readable. Shakespeare's works seem to offer a safe footing - but why are the sisters in Macbeth weird, and why couldn't Shakespeare find correct rhymes, at least some of the time? Then again, Shakespeare's language is markedly different from 14th century English, and even more so from the earliest texts. The explanation to all this lies in the fact that English is a language, and languages are forever subject to change, be it in pronunciation, vocabulary, or syntax. We will outline some of the major changes which have affected the English language over its long history, and which have contributed to its present shape. In the process, we will consider some basics about historical linguistics, i.e. the description and explanation of language change. This will involve the search for causes of linguistic change, which may be found inside language itself, but also in the cultural circumstances in which languages are embedded. Participants will acquire a LEISTUNGSSCHEIN B by sitting a written test at the end of term. Introductory reading: N.F. Blake. 1996. A History of the English Language. London: Macmillan.

154105 English Phonology (2 PS) Di 10.15 – 11.45 R. 3.208 b Peters

GHR: 2b SP1.Fach: 2b B.A.ALK: Gy/Ge: 2b SP2.Fach: 2b B.A.AS:1d, 3d, 15c, 16c BK: 2b M.A.ALK:

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154106 Historical Dimensions of English: 1100 – 1500 (2 PS) Mi 16.00 – 17.30 R. 3.417 Peters

GHR: SP1.Fach: B.A.ALK: Gy/Ge: 4a SP2.Fach: B.A.AS:8a, 18a BK: 4a M.A.ALK:

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How do we form new words, and how do we understand words we've never encountered before, without even using a dictionary? Why are some words possible, but not accepted (cycler)? These are the fundamental questions we will address, building on your knowledge of morphology acquired in the Introduction to Linguistics. We will come to know the principal methods employed by the English language in forming words, as exemplified in:

a) unkind, overtax, ablaze; b) baker, witches, cohesive, organize; c) apple-tree, racing car, screwdriver, singer-songwriter, blackboard, redcoat; d) stone n., v.; dry adj., v.

All participants will be required to attend regularly, and to make an active contribution to classwork. The requirements for full credits will be announced in the first meeting. Recommended reading and textbook: Carstairs-McCarthy, Andrew. 2002. An Introduction to English Morphology. Edinburgh: Edinburgh University Press.

154107 English Morphology and Word-Formation (2 PS) Di 10.15 – 11.45 R. 4.418 Breul


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HAUPTSTUDIUM

Since the 1960s, the study of language in its social context has moved into the centre of linguistic research. The aims were not only to describe the socially motivated differences in speech (pronunciation, grammar, vocabulary), but also to identify the social factors influencing such variation. Related to this are questions like:

• judgements on social dialects; • the interrelations of social structure, social psychology, and language; • political and cultural consequences of variation in language.

Our topics for discussion will come from the rather wide scope described by these questions. This means that we will introduce influential models for the description and analysis of sociolinguistic variation, and discuss these in their application to varieties of English (geographical, social, gender-related). Recommended reading: Chambers, J.K. 2002. Sociolinguistic Theory: Linguistic Variation and its Social Significance. 2nd ed. Oxford: Blackwell.

Every living language has undergone linguistic change, and is still subject to it. Language change may be studied on all levels of systematic description (phonology, morphology, syntax, semantics). But beyond description, questions arise as to how and why changes occur. Both language-internal (systemic pressure, language typology) and language-external factors (foreign influence, social factors, cognition) can be shown to play a role in the explanation of linguistic change. Furthermore, changes normally lead to variation within a language; speakers evaluate the variants and develop attitudes towards them, so that observable changes may sometimes give cause for heated discussion, but will be regularly employed in social differentiation. While there is no hope of giving a complete survey of this - by now vastly differentiated - field of study in the limited amount of time available, we will deal with selected cases of change affecting the English language, attempting to combine the descriptive aspects with the discussion of patterns of explanation and their problems. Prospective participants are urgently required to register in one of my office hours (dates during the off-term period to be announced), where topics for papers will be made available. Recommended reading: McMahon, April M.S. 1994. Understanding Language Change. Cambridge: Cambridge University Press. (A comprehensive and accessibly written survey, which I would like to recommend for purchase, some copies being available at the Old Bookshop in Unna)

This class is open to students who have completed a linguistic Hauptseminar with good success, and who have discovered that their interest in the study of language goes beyond the requirements of the Studienordnung.

154108 Linguistic Variation (2 HS) Di 14.15 – 15.45 R. 3.206 Peters

GHR: 5c SP1.Fach: 5c B.A.ALK: Gy/Ge: 8a SP2.Fach: 4b B.A.AS: 8a, 9, 18a BK: 8a M.A.ALK:

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154109 Linguistic Change (2 HS) Do 10.15 – 11.45 R. 3.206 Peters

GHR: 5c SP1.Fach: 5c B.A.ALK: Gy/Ge: 8a SP2.Fach: B.A.AS: 8a, 9, 18a BK: 8a M.A.ALK:

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154110 Topics in English Linguistics (2 K) nach Vereinbarung Peters

GHR: SP1.Fach: B.A.ALK: Gy/Ge: 8a SP2.Fach: B.A.AS: 8a BK: 8a M.A.ALK:

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As our central topic, I would like to propose a discussion of both metaphor and metonymy, two aspects of language which play pervasive roles in the construal of meaning in language, in the change of meaning, and also in the goal-oriented packaging of meaning. Our first – and preliminary – meeting is scheduled for Monday, 11. April, 12.00, room 3.215. The class itself will be organized as a workshop, which will take place in the week beginning on July 25. A reader will be provided.

The theory of language awareness in EFL teaching and learning will be one focus in this class. The concept of language awareness will become more concrete if applied to the English classroom and, more specifically, to different areas of formal linguistic systems such as speech acts, grammatical structures, lexical items. How much awareness is necessary in learning and acquiring structures and words? How can the teacher help students to become more aware of linguistic regulations and structures? Every participant will have to read the set articles and extracts and contribute actively. Critical papers and final tests as usual. A reader with a collection of articles and extracts from publications will be made available (in March). A number of the articles will be taken from: Düwell, H./Gnutzmann, C./Königs, F.G. (Hrsg.) (2000): Dimensionen der Didaktischen Grammatik. Bochum: AKS-Verlag. AILA Review 11 (1994): Consciousness in Second Language Learning.

Sprachpraxis

GRUNDSTUDIUM

The programme of courses offered as part of the Sprachpraxis module consists of Integrated Foundation Courses (IFCs) and Written and Oral Communication Courses (WOCs). In general, you are advised to attend one of each type of course, starting with an IFC (4SWS) and subsequently moving on to a WOC (2SWS). One important function of WOCs is to prepare you for the Written and Oral tests, which you need to pass to complete the module. These new course types are described in greater detail below. This term we will again also be offering Preparatory Courses. These courses are intended for students who have not met the minimum language requirement for admission to the module courses. Consequently, they do not count towards the module. Places in these two groups will be allocated during the one-to-one discussions of Diagnostic Test results with first-semester students. Please note that we no longer post lists for Sprachpraxis courses. For details of the procedure for applying

for a place in a course, please see the notices on departmental notice-boards

Integrated Foundation Courses (IFC)

154111

Speech acts, grammar, vocabulary and language awareness in the EFL classroom (2 HS)

Di 10.15 - 11.45 R. 3.206 Nold GHR: 4 SP1.Fach: 4 B.A.ALK: Absprache Gy/Ge: 5, 8 SP2.Fach: 3 B.A.AS: Absprache BK: 5, 8 M.A.ALK: Absprache

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The aim of these courses is to provide systematic and interconnected language training. Hence, all IFCs will contain elements of pronunciation training, grammar practice, basic translation, listening and reading comprehension, and some discussions. Please note that IFCs are four-hour courses; groups will not be split and a maximum of 30 students will be able to attend each course. Once you join an IFC, you will be required to attend both parts regularly.

Written and Oral Communication (WOC)

154401 IFC I (4 Ü) Mi 10.15 – 11.45

Fr 10.15 – 11.45 R. 3.205 R. 3.206

Kane

GHR: 3a SP1.Fach: 3a B.A.ALK: Gy/Ge: 3a SP2.Fach: 2c B.A.AS: 1b, 15b BK: 3a M.A.ALK:

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154402 IFC II (4 Ü) Mi 12.15 – 13.45

Fr 14.15 – 15.45 R. 3.206 R. 3.206

Kane

GHR: SP1.Fach: B.A.ALK: Gy/Ge: SP2.Fach: 3b B.A.AS: 7a, 17a BK: 3a M.A.ALK:

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154403 IFC III (4 Ü) Di 12.15 – 13.45

Do 12.15 – 13.45 R. 3.206 R. 3.206

Cass

GHR: SP1.Fach: B.A.ALK: Gy/Ge: SP2.Fach: B.A.AS: BK: 3a M.A.ALK:

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154404 IFC IV (4 Ü) Mi 12.15 – 13.45

Do 12.15 – 13.45 R. 3.208 b R. 3.205

Bell


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154405 IFC V (4 Ü) Mo 08.15 – 09.45

Mi 08.15 – 09.45 R. 3.206 R. 3.205

Preedy


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Let us go then, you and I, and immerse ourselves in the world of verse. Students will be encouraged to bring their favourite poems for class discussion. This class is aimed at providing students with the opportunity to prepare for the Written and Oral Tests. Students taking the Oral Test will be required to prepare a folder of materials relevant to their topic. Students will write in a variety of styles and formats, with particular attention being given to formal writing skills.

“These are the voyages of the starship Enterprise. Its five-year mission--to boldly go, wait, isn’t that a split infinitive? Spock? ‘To go boldly?’ Oh just take us to warp.” Join us as we examine science fiction in film, tv and literature. This class is aimed at providing students with the opportunity to prepare for the Written and Oral Tests. Students taking the Oral Test will be required to prepare a folder of materials relevant to their topic. Students will write in a variety of styles and formats, with particular attention being given to formal writing skills.

An extensive historical knowledge of the political and cultural background of the United States of America, Ireland, and the United Kingdom is necessary in order to adequately deal with those countries' authors and literature in the classroom. Texts dealing with the history of these nations as well as texts dealing with current events will be the basic canon of reading used for discussion in the course. The students enrolled in this class will develop a practical, workable command of oral English transferable to the real-life situation of their future career of teaching. In addition to the oral work, the department's students of English will be primarily concerned with displaying their language skills in writing the formal essay. The technique of the formal essay is such as to be found in all factual or theoretical prose writing in the field of Cultural Studies. By the end of the semester those students having met the course requirements, will be allowed to participate in the English department's oral and written examinations.

An extensive historical knowledge of the political and cultural background of The United Kingdom and The Republic of Ireland is necessary in order to adequately discuss those countries' authors and literature. Literature which belongs to the major genres found in the department's recommended reading list will be the basic canon of reading used for discussion in the course. Emphasis will be placed on the development of skills in the use of literary terms and on improving the student's knowledge of literary theory. The students enrolled in this class will develop a practical, workable command of oral English transferable to the real-life

154406 WOC: Poerty (2 Ü) Fr 12.15 – 13.45 R. 3.208 b Bell


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154407 WOC: Science Fiction (2 Ü) Fr 10.15 – 11.45 R. 3.208 b Bell


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154408 WOC: Cultural Studies (2 Ü) Mo 12.15 – 13.45 R. 3.208 b Holst


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154409 WOC: British Literature (2 Ü) Mo 14.15 – 15.45 R. 3.208 b Holst


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situation of their future career of teaching British literature. In addition to the oral work, the students of English literature will be primarily concerned with displaying their language skills in writing the formal essay. The technique of the formal essay is such as to be found in all factual or theoretical prose writing on literature. By the end of the semester those students having met the course requirements, will be allowed to participate in our English department's oral and written examinations.

An extensive historical knowledge of the political and cultural background of the United States of America is necessary in order to adequately discuss that country's authors and literature. Literature which belongs to the major genres found in the department's recommended reading list will be the basic canon of reading used for discussion in the course. Emphasis will be placed on the development of skills in the use of literary terms and on improving the student's knowledge of literary theory. The students enrolled in this class will develop a practical, workable command of oral English transferable to the real-life situation of their future career of teaching American literature. In addition to the oral work, the students of English literature will be primarily concerned with displaying their language skills in writing the formal essay. The technique of the formal essay is such as to be found in all factual or theoretical prose writing on literature. By the end of the semester those students having met the course requirements, will be allowed to participate in our English department's oral and written examinations.

GRUND-/HAUPTSTUDIUM

This is for students interested in taking part in the 5-week school-placement scheme in English schools. Please arrange an appointment to see me for more details.

This particular course is of a tutorial nature, and is offered on an informal and individual basis each semester. Students entering the "Hauptstudium" can come to my (or for that matter, any of my fellow lecturers') office hours to discuss the theme of a thesis paper "before" they leave for an English speaking country of their choice in order to fill the department's language requirement for an "Auslandsaufenthalt" during the course of their studies in the "Hauptstudium". The particular countries for which I am responsible are Ireland and Scottland. Please consult our English department's "Studienordung" for more specifically detailed requirements.

154410 WOC: American Literature (2 Ü) Do 12.15 – 13.45 R. 3.417 Holst


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154411 Project Design and Evaluation: School placement in English schools (1 Ü) nach Vereinbarung Cass

GHR: 4c SP1.Fach: 4c B.A.ALK: Gy/Ge: 5c SP2.Fach: B.A.AS: BK: 3c M.A.ALK:

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154412 Project Design and Evaluation: Ireland/Scotland (1 Ü) nach Vereinbarung Holst


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154413 Project Design and Evaluation: England (1 Ü) nach Vereinbarung Kane


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154414 Project Design and Evaluation: Australia/New Zealand (1 Ü) nach Vereinbarung Bell


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Additional WOCs for only those students who attended Mr. Holst Grundstudium WOCs during last Wintersemester 2004-05:

See course descriptions above.


This class is open in the first instance only to those students who successfully completed a WOC, but who have failed the Written Test. This course is principally designed to give students extra practice in essay writing, both for retaking the Written Test, and to help develop their writing skills to the necessary level. HAUPTSTUDIUM

Please note that this course replaces IFC II, which will not be taking place. It is designed to provide additional practice in spoken and written English. Discussion will be text-based and a reader will be provided.

Translation

154415 WOC: American and British Literature (2 Ü) Do 16.15 – 17.45 R. 3.208 b Holst

GHR: 3a SP1.Fach: 3a B.A.ALK: 1b, 15b Gy/Ge: 3a SP2.Fach: 2c B.A.AS: BK: M.A.ALK:

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154416 WOC: Cultural Studies (2 Ü) Di 12.15 - 13.45 R. 3.208 b Holst


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154417 WOC: Further Writing Practice (2 Ü) Mi 16.15 – 17.45 R. 3.205 Bell

GHR: 3a SP1.Fach: 3a B.A.ALK: 1b, 15b Gy/Ge: 3a SP2.Fach: 2c B.A.AS: BK: 3a M.A.ALK:

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154420 Intensive Language Group (2 Ü) Fr 14.15 – 15.45 R. 3.206 Kane

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Advanced practice in translation into English with the demands of the final examination very much in mind. These two classes will run parallel; it would not, therefore, be sensible to attend both. Students attending either class will be expected to prepare texts in advance of each session and to hand in work for marking on a weekly basis. Highly recommended background reading: Barry Baddock & Susie Vrobel, Translation Skills German-English, Hueber; Emily Purser & Linda Paul, Translation: Übersetzung, Cornelsen; Richard Humphrey, Grundkurs Übersetzen Deutsch-Englisch, Klett; Richard Humphrey, Aufbaukurs Übersetzen Deutsch-Englisch, Klett. Recommended dictionary: Collins, Großwörterbuch, Langenscheidt, Munich 2004.

Englische Fachdidaktik

GRUNDSTUDIUM

This Proseminar primarily addresses students of Primarstufe or GHRGe with a Schwerpunkt Primarstufe. In the first part of this seminar, we will discuss some theoretical positions on the teaching of English as a second language in primary school. The topics will include “choice of topics”, “methods and approaches”, “alternative teaching methods”, “intercultural awareness”, “project work: cross-cultural encounters”, and others, keeping in mind young learners and the primary school context. In the second part of this seminar, we will use these theoretical approaches to develop activities for actual class-room teaching. For this purpose, we will decide on a range of topics and then form groups in order to co-ordinate further planning. Every student will then be asked to plan 2 lessons. The goal is to make available CD-Rom with these lesson-plans and materials for all participants. This collection will be a useful resource for future teaching, e.g. the Blockpraktikum or Praxisphase. A reader will be available at the UniCenter CopyShop. Please don’t hesitate to contact me if you have any questions: [email protected].

154418 Translation German/English 1 (2 Ü) Di 10.15 - 11.45 R. 3.205 Cass

GHR: 5d SP1.Fach: 5d B.A.ALK: 7a, 17a Gy/Ge: 8b SP2.Fach: 3b B.A.AS: BK: 8b M.A.ALK:

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154419 Translation German/English 2 (2 Ü) Do 10.15 - 11.45 R. 3.208 b Cass


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154301 Primary English – Teaching English to Young Learners (2 PS)

Mo 10.15 – 11.45 R 3.206 Papenberg GHR: 2d SP1.Fach: 2d B.A.ALK: -- Gy/Ge: 2d, 4a SP2.Fach: -- B.A.AS: -- BK: 2d, 4a M.A.ALK: --

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154302 Structuring Learning Processes: Systematic Teaching and Practicing (2 PS)

Mo 16.00 - 17.30 R 3.205 Papenberg GHR: 2d SP1.Fach: 2d B.A.ALK: -- Gy/Ge: 2d, 4a SP2.Fach: -- B.A.AS: -- BK: 2d, 4a M.A.ALK: --

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In this seminar, we will discuss and try various approaches of systematic teaching and practicing in the EFL classroom from Primary School to Oberstufe. We will discuss practicing methods for various areas (vocab, grammar, skill training etc.) and analyze examples from EFL textbook (e.g. Password Green, Klett). This seminar will place emphasis on practical and productive work, therefore students who wish to participate should be willing to study the very extensive collection of texts and to contribute to the “final product” of this seminar: We will use these theoretical approaches to develop activities for actual class-room teaching. For this purpose, we will decide on a range of topics and then form groups in order to co-ordinate further planning. Every student will then be asked to plan 2 lessons. The goal is to make available CD-Rom with these lesson-plans and materials for all participants. This collection will be a useful resource for future teaching, e.g. the Blockpraktikum or Praxisphase. A reader will be available at the UniCenter CopyShop. Please don’t hesitate to contact me if you have any questions: [email protected].

All over Germany foreign language learning starts as early as grade 3 – and there is a recognisable trend in lowering the starting age to grade 1. Given the fact that foundations of competence in the foreign language have been laid in the primary classroom, the problem of the ‘linkage’ at the juncture between primary and secondary level inevitably arises. Secondary school teachers will no longer be starting the pupils off. Instead they will be building on two or four years of foreign language learning. As approaches to the teaching of the target language differ a lot in primary and secondary classrooms it is all too obvious that both pupils and teachers will be facing problems taking foreign language learning and teaching s from primary to secondary level. This seminar is intended to help prepare student teachers bridge this gap. In the first part of the course we will explore a number of key issues in teaching English as a foreign language to young learners (grades 3-6). Topics will include skills and competencies of young learners, approaches and methods in primary EFL, assessment and others. Depending on the participants, primary school and secondary school students will explore and discuss these topics in learning tandems. The second part of the seminar will take the form of a workshop where students are expected to develop teaching units and materials for the primary classroom or for the first years at secondary level. Requirements for a /Schein/ will be announced in the first session. A reader will be made available at the UniCenter CopyShop by the beginning of the semester. If you have any questions, please contact me: [email protected] Note that the seminar also addresses students of the ‘Zusatzstudiengang Bilinguales Lernen und Lehren’, since central principles of teaching English at the primary level are also characteristic of bilingual classrooms.

Schulpraktische Proseminare: Tagespraktika

Weitere Tagespraktika (alte Studienordnung) bei Bedarf.

154303 Keep going: The first years in primary and secondary education (2 PS) Do 14.15 - 15.45 R. 3.205 Hinz

GHR: 2d SP1.Fach: 2d B.A.ALK:-- Gy/Ge: 2d SP2.Fach:-- B.A.AS:-- BK: 2d M.A.ALK:--

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ordnungen: alte LPO: M.A.AS:--

154304 Fachtagespraktikum Englisch (2 TPr)

Di vormittags Hinz GHR: SP1.Fach: B.A.ALK: Gy/Ge: SP2.Fach: B.A.AS: BK: M.A.ALK:

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ordnungen:

alte LPO: Grundstudium M.A.AS:

14

Die Veranstaltung bereitet auf die Praxis-Phase I (Element 3 des Theorie-Praxis-Moduls) vor. Sie kann nur in Kombination mit dem im Fachbereich Erziehungswissenschaften von Frau Prof. Dr. Koch-Priewe angebotenen Theorie-Praxis–Seminar EW belegt werden, welches dienstags nachmittags stattfinden wird. Da die Teilnehmerzahl auf 40 Studierende begrenzt ist, ist eine Anmeldung dringend erforderlich. Informationen unter: [email protected].

HAUPTSTUDIUM

This seminar will look at cutting-edge techniques and practical ideas in a variety of crucial EFL areas including learner autonomy, group work, teaching multi-level classes, pronunciation practice, using the Internet for EFL teaching, vocabulary teaching, and other areas. Most of our classes will be based on the Cambridge Handbook for Language Teachers series and students who are interested in preparing a paper or presentation should consult the appropriate handbook in this series.

Kenntnisse über die Geschichte des Englischunterrichts in Deutschland haben mancherlei Nutzen, z.B. erinnern sie uns daran, in welcher Tradition Englischlehrer und –lehrerinnen von heute stehen, liefern sie uns Anregungen für den eigenen Unterricht, ersparen sie uns, alte Irrwege noch einmal zu gehen, und helfen sie uns, Abstand zu modischen Innovationen zu gewinnen, so dass wir diese nüchtern prüfen können. Eins der bedeutendsten Ereignisse in der Geschichte unseres Faches ist die Neusprachliche Reformbewegung vom Ende des neunzehnten Jahrhunderts. Wir werden uns in diesem Seminar anhand von Quellen und Darstellungen mit deren Vorgeschichte, Verlauf, Ergebnissen und Folgen befassen, dabei die wesentlichen didaktischen und methodischen Fragen herausarbeiten und die gegensätzlichen Antworten kritisch prüfen, die Reformer und ihre Gegner darauf gegeben haben. Gleichzeitig werden wir einige herausragende Reformer und ihre Gegner kennen lernen und so gerecht, wie es uns möglich ist, werten. Die üblichen Bescheinigungen können in diesem Seminar auf die bekannten Arten erworben werden. Das Seminar beginnt Montag, den 11. April 2005.

154305 Planung und Gestaltung von Englischunterricht (2 S) (Vorbereitung auf das Blockpraktikum)

Di 10.30 - 12.00 Raum: 3.208 a Hinz GHR: 4b SP1.Fach: 4b B.A.ALK:-- Gy/Ge: 4b SP2.Fach:-- B.A.AS:-- BK: 4b M.A.ALK:--

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ordnungen:

alte LPO: -- M.A.AS:--

154306 Optimising Teaching and Learning Processes in the EFL Classroom (2 HS) Mi 8.15 – 9.45 R. 3.206 Kane

GHR: C 1 - 3 SP1.Fach: B.A.ALK:-- Gy/Ge: C 1 - 3 SP2.Fach: 3b B.A.AS:-- BK: 4b M.A.ALK:--

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ordnungen:


154307 Die neusprachliche Reformbewegung (2 HS) Mo 8.15 – 9.45 R. 3.208 b Oppertshäuser

GHR: 4a SP1.Fach: 4a B.A.ALK:-- Gy/Ge: 5a SP2.Fach: 3a B.A.AS:-- BK: (4d), 5a M.A.ALK:--

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ordnungen:

alte LPO: C 1 - 4 M.A.AS:--

154111


Di 10.15 - 11.45 R: 3.206 Nold GHR: 4 SP1.Fach: 4 B.A.ALK: Absprache Gy/Ge: 5 SP2.Fach: 3 B.A.AS: Absprache BK: 5 M.A.ALK: Absprache

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ordnungen:


15


This class is going to be an experiment: It will be focused on project work. We will deal with mainly expository texts of your choice: Texts across subjects (fächerübergreifend) that treat of, e.g.,

- social issues, - scientific issues, - historical, political, cultural issues - more specifically, music, art, sports, - theological questions, - fables for primary education.

Every student will join a small group and either work with others or by him-/herself, contributing to a project (based on a choice of topic and text) that the group has agreed upon. We will work in class every other week and in the meantime meet to exchange ideas, make plans and to report the progress to Nold. The final aim will be a presentation of your project work in class. Publications on Textarbeit will be dealt with in class.

Zusatzstudiengang ´Bilinguales Lernen und Lehren´

All over Germany foreign language learning starts as early as grade 3 – and there is a recognisable trend in lowering the starting age to grade 1. Given the fact that foundations of competence in the foreign language have been laid in the primary classroom, the problem of the ‘linkage’ at the juncture between primary and secondary level inevitably arises. Secondary school teachers will no longer be starting the pupils off. Instead they will be building on two or four years of foreign language learning. As approaches to the teaching of the target language differ a lot in primary and secondary classrooms it is all too obvious that both pupils and teachers will be facing problems taking foreign language learning and teaching s from primary to secondary level. This seminar is intended to help prepare student teachers bridge this gap. In the first part of the course we will explore a number of key issues in teaching English as a foreign language to young learners (grades 3-6). Topics will include skills and competencies of young learners, approaches and methods in primary EFL, assessment and others. Depending on the participants, primary school and secondary school students will explore and discuss these topics in learning tandems. The second part of the seminar will take the form of a workshop where students are expected to develop teaching units and materials for the primary classroom or for the first years at secondary level.

154308 Creative ways of dealing with texts in the EFL classroom (2 HS) Do 8.30 - 10.00 R. 3.206 Nold

GHR: 4 SP1.Fach: 4 B.A.ALK: -- Gy/Ge: 5 SP2.Fach: 3 B.A.AS: -- BK: 5 M.A.ALK: --

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ordnungen:

alte LPO: C 1-4, bilingual M.A.AS: --



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16

Requirements for a /Schein/ will be announced in the first session. A reader will be made available at the UniCenter CopyShop by the beginning of the semester. If you have any questions, please contact me: [email protected] Note that the seminar also addresses students of the ‘Zusatzstudiengang Bilinguales Lernen und Lehren’, since central principles of teaching English at the primary level are also characteristic of bilingual classrooms.




Students who are interested in taking this course should register as soon as possible for the EWS web space set up for this purpose. The course will be in the form of a block seminar and will take place between the winter and summer terms. Students will be expected to teach mini-lessons and to provide systematic didactic and linguistic information about the vocabulary of their second subjects.



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154309 Seminar zur Zweitsprachenerfahrung (4 PS) (Absprache mit Nold oder Hinz vor Auslandsaufenthalt erforderlich)

Nach Vereinbarung Nold GHR: 5c SP1.Fach: 5c B.A.ALK: Gy/Ge: 8a SP2.Fach: 4b B.A.AS: BK: 8a M.A.ALK:

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ordnungen:


154310 English for Specific Purposes (2 Ü) Registration required

nach Vereinbarung Kane GHR: 2d SP1.Fach: 2d B.A.ALK:-- Gy/Ge: 2d SP2.Fach:-- B.A.AS:-- BK: 2d M.A.ALK:--

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17

Britische Literaturwissenschaft

GRUND-/HAUPTSTUDIUM

The course addresses students from Grundstudium as well as Hauptstudium and is also meant to assist students in their preparation for exams (Zwischenprüfung and Staatsexamen; for Lehramt according to the old regulations). The lecture presents a survey of the most important developments in 20th-century British literary history. During that period quite a number of exciting as well as traumatic events created a new and highly critical awareness of the complex role and tasks of the English-speaking literature in a changing world in which national boundaries of history and culture were gradually but not completely disappearing. On the one hand the lecture supplies participants with essential information about authors, works, genres, periods and movements in the context of the historical, social and cultural developments of the British society at that time. On the other hand, it will broaden the view for subjects, issues and themes that were raised by English-speaking authors within an international frame of reference. This includes paying attention to a growing significance of the issues of gender, class and ethnicity. Special emphasis will be placed on the contribution of women writers. The course is designed in the form of lectures and seminar discussions based on the participants’ individual reading. Additionally, video material will be included. For students of Lehramt (old and new regulations) the successful passing of the course requires a regular attendance, active participation, and the punctual fufilment of the written assignments (Response Papers on the novels chosen for discussion). Credit B (students of Lehramt/old regulations) additionally requires the successful passing of a written test (Klausur) which will take place during the last third of the semester. B.A. students will be assigned special tasks during the course of the lecture (SP: writing of ‘Klausur). Potential participants are asked to study the following texts prior to the lecture: Virginia Woolf: Mrs. Dalloway (1925) [SEL W 27/50, C 23788] Doris Lessing: The Diaries of Jane Somers (1983) [SEL L 11/18] Nadine Gordimer: None to Accompany Me (1994) [SEL G 31/17; C 18826] A ‘Reader’ will be available through the internet and the ‘Copyshop’. It is needed from the first session on.

GRUNDSTUDIUM

The lecture offers an introduction to major issues of literary criticism, history, genre poetics (poetry, fiction, drama) and textual analysis. It includes creative writing exercises and is characterised by a close intersection of theory and practice. The exemplary texts are chosen from different periods of English and American literature. They invite students to share their reading experiences, become more critical about

154201 English Literature of the Twentieth Century with special emphasis on female writing (2 V)

Do 12.15 – 13.45 R. 3.208 b Bimberg GHR: 5a SP1.Fach: 5a B.A.ALK:2c, 6a, c, d; 10a, c, d, e;

15a, b; 17a, c, d Gy/Ge: 4b, 7a SP2.Fach:4b B.A.AS: -- BK: 4b, 7a M.A.ALK:

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ordnungen: alte LPO: B 3 (wahlweise –obligatorisch GS und HS)

M.A.AS:

154202 Introduction to Literary Studies/Einführung in die britische Literaturwissenschaft, Gruppe A (2 V)

Do 14.15 – 15.45 R. 3.206 Bimberg GHR: 1a SP1.Fach: 1a B.A.ALK: 1a, 14a Gy/Ge: 1a SP2.Fach:1a B.A.AS: BK: 1a M.A.ALK:

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ordnungen: alte LPO: Pflichtveranstaltung im GS M.A.AS:

18

their reading behaviour through studying the effects of the narrative strategies on themselves as readers, and train their competencies in selecting critical approaches for analysis and interpretation. The course includes seminar phases and team work activities. The section on drama includes video presentations. The knowledge and skills acquired during the lecture will, among other things, be examined during Zwischenprüfung (for students of Lehramt/old regulations). The ‘Reader’ for the course should therefore be carefully studied. It is available through the internet and the ‘Copyshop’ and will be needed from the first session on. Special hints for the preparation for Zwischenprüfung will be given within the lecture. The presuppositions for passing the course successfully are a regular and active participation plus the punctual fulfilment of the written course assignments (3 Response Papers). Students of Lehramt under the old regulations write a mock exam (Probeklausur); those studying under the new conditions will have to pass a written test (Klausur) – both take place on Thursday, June 23, 2005. This will also be the next opportunity for repeating a failed test. Students of Lehramt who have concluded the course under the old regulations but changed into the new regulations are welcome to join the group for doing their written test now. B.A. students will be assigned specials tasks during the course of the lecture (SP: writing of ‘Klausur). A course schedule with the full list of primary literature (among them many shorter texts) will be handed out in the first session. The more substantial texts participants should purchase and study prior to the sessions are:

John Fowles: The French Lieutenant’s Woman E. F. Albee: Who’s Afraid of Virginia Woolf? A selected collection of books used in the lecture is available in the Handapparat of the Bereichsbibliothek. Some of the books can be lent from Lehrbuchsammlung.

This lecture explores a variety of literary texts, topics and forms. Its main purpose is to introduce English majors and other literature-interested students to the central issues of literary history, genre poetics (fiction, poetry, drama), textual analysis and current practices of literary criticism. The course includes critical discussions, creative writing, team work activities, information on the writing of full-length papers and an exam. The unit on drama incorporates a video presentation. The knowledge and skills acquired during the lecture will, among other things, be examined during the Zwischenprüfung (for students of Lehramt/old regulations). Thus, the ‚Reader’ should be carefully read and studied and should be brought along to each session (including the first one). The requirements for a Teilnahmeschein are regular course attendance, active participation (this includes: annotated reading and coming to class with observations and questions about the material) and the punctual fulfilment of the written assignments such as response papers and a bibliography. Students of Lehramt under the old regulations write a mock exam (Probeklausur); those studying under the new conditions will have to pass a written test (Klausur). B.A. students will be assigned special tasks during the course of the lecture. The course schedule will be handed out during the first session. The more substantial texts to be purchased and studied prior to the sessions are:

Jane Austen, Pride and Prejudice. William Shakespeare, King Lear (Arden Edition).

The course will be limited to 40 participants! The ‚Reader’ for this lecture is available both through the internet and the Copyshop.

154203 Introduction to Literary Studies/Einführung in die britische Literaturwissenschaft, Gruppe B (2 V)

Do 16.15 – 17.45 R. 3.206 Strube GHR: 1a SP1.Fach: 1a B.A.ALK: 1a, 14a Gy/Ge: 1a SP2.Fach:1a B.A.AS: BK: 1a M.A.ALK:

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ordnungen: alte LPO: M.A.AS:

19

This course aims to introduce students to the history of, and key authors in, Irish drama. All students wishing to attend will be required to hold a class presentation. Most of the plays to be studied will be taken from Modern Irish Drama by John Harrington (ed.) published by W. W. Norton & Co. Students should also obtain a copy of the Reclam version of Beckett’s Waiting for Godot. For those studying under the old Studienordnung, a Teilnahmeschein will be issued based on regular attendance, active participation and a class presentation. Students studying under the new Studienordnung, or who wish to obtain a Leistungsschein, will also be required to submit an essay.

The seminar initiates a whole series of courses designed to introduce participants to a new trans-national and intercultural perspective on British literature through a comparative view on Russian literature. The start is made with drama. The focus of the seminar will be on two representative playwrights who became highly influential in the development of drama and theatre in their respective countries at the turn of the 19th to the 20th century: G.B. Shaw and Anton Pavlovich Chekhov (1860-1904) who is regarded as the finest Russian writer of his time both as a short-story writer and as a playwright. A third writer, the Norwegian Henrik Ibsen, is included here as an important source of reference. The dramatic works of the three authors are linked to each other in terms of period, style, and themes. Transgressing the boundaries of their national literatures and cultures, they created forms of theatrical communication that would contribute decisively towards a modernisation of drama and theatre in Europe and overseas - in world literature. Chekhov’s success and influence in England has been immense. Since 1903 most of his work has been translated (e.g. C. Garnett, Ronald Hingley). The Incorporated Stage Society’s 1911 London production of The Cherry Orchard was much admired by Arnold Bennett, E.M. Forster, V. Woolf, W. Gerhardie, J.M. Murry (who placed him above Joyce and Proust), and especially Katherine Mansfield, whose stories are held to be the main channel through which his work influenced England. G.B. Shaw declared that reading Chekhov’s plays made him want to tear up his own, and went on to write Heartbreak House as a tribute to him. The seminar will work on drama theory, drama and stage history (references to Nikolay Gogol, Alexander Ostrovsky, Maxim Gorky, Konstantin Stanislavsky, Vladimir Nemirovich-Danchenko, Bertolt Brecht) and on important movements and styles such as realism, naturalism, modernism, symbolism, and impressionism. Video presentations of film adaptations of the plays are included. Please note that Anton P. Chekhov’s The Cherry Orchard is being staged at the Dortmund Schauspielhaus right now (8.1.; 22.1.; 4.2.; 9.2.; 20.2.; 3.3.; 11.3.; 24.3.; to be continued). Tickets can be purchased through http://www.theaterdo.de or 0231-5027222). Selected reading:

154214 Introduction to Literary Studies/Einführung in die britische Literaturwissenschaft, Gruppe C (2 V)

Di 16.00 – 17.30 R. 3.425 Osterried GHR: 1a SP1.Fach: 1a B.A.ALK:1a, 14a Gy/Ge: 1a SP2.Fach:1a B.A.AS: BK: 1a M.A.ALK:

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154204 Introduction to Irish Drama (2PS) Mi 10.15 - 11.45 R. 3.206 Bell

GHR: 1e SP1.Fach: 1e B.A.ALK: Gy/Ge: 1e SP2.Fach: B.A.AS: 2a,b; 15a BK: 1e M.A.ALK:

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154205 Anglo – Russian Studies I: Drama (2PS) Mi 12.15 - 13.45 R. 3.208 a Bimberg

GHR: 1e SP1.Fach: 1e B.A.ALK:2a, b, c, d; 15a, b Gy/Ge: 1e SP2.Fach: -- B.A.AS: -- BK: 1e M.A.ALK:

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ordnungen: alte LPO: wahlweise-obligatorisch im GS M.A.AS:

20

G.B. Shaw: Heartbreak House (1920) [C 14808-5] Candida (1897) The Quintessence of Ibsenism (1891) The Intelligent Woman’s Guide to Socialism and Capitalism (1928) Anton P. Chekhov: The Seagull (Chayka) (1896) The Cherry Orchard (Vishnevy sad) (1904) Henrik Ibsen A Doll’s House (1879) The successful passing of the course requires a regular attendance, active participation, and the contribution of oral presentations/written assignments. B.A. students will be assigned specials tasks during the course of the lecture.

Although “women’s literature” certainly is now accepted as part of the canon, it is a category that still opens up many questions: Is women’s literature a readily distinguishable subset of literature? Do women writers have A Literature of Their Own, as Elaine Showalter suggests in her study, or do they still need A Room of One’s Own, as Virginia Woolf claims? If so, to what extent? In this seminar we will address these and other questions concerning writing style, women and creativity, representation of characters and gender roles, etc. We will read and analyse novels by Virginia Woolf, Doris Lessing, and Daphne Marlatt. In addition to primary literature, we will also deal with theoretical and non-fictional texts on women’s writing and feminism, taking into account other discourses that influence literature as, for example, socio-historical aspects. A reader will be available at the beginning of the semester. The following texts will be used, please try to get hold of them: Doris Lessing. 1984. The Diaries of Jane Somers. New York: Vintage Books. (out of print, will be included in the reader) Daphne Marlatt. 1988. Ana Historic. Toronto: Anansi. Virginia Woolf. 2000. Mrs Dalloway. Oxford: Oxford University Press.

This drama, like other Shakespearian comedies, deals with the love and friendships of two pairs of young lovers in a Mediterranean city. In short the play follows the old principle that a comedy begins in trouble, ends in joy, and is centred in love. Shakespeare's comedies are intended to entertain, but they are not mere farciacal froth. Invariably there are judgments of the human condition and loving portrayals of human foibles. It is about the triumph of love over hate. It is a comedy of forgiveness in the tradition of the morality and miracle plays, where a human being sins, repents, is forgiven. The essential point is forgiveness and hope of salvation, not the meting out of rewards and punishments. The students of English literature in this seminar will strengthen their skills at analysing works dealing with Shakespeare´s Much Ado About Nothing by using literary terminology as well as by identifying underlying theoretical assumptions of the different critical approaches found in the secondary literature. A written final exam will be administered at the end of the semester. The required reading for this seminar can be found in our departmental library in the "Semesterhandapparat" at the beginning of the semester.

154206 Twentieth-Century Women’s Literature (2 PS) Mo 10.15 - 11.45 R. 3.205 Grünkemeier

GHR: 1e SP1.Fach: 1e B.A.ALK: 2b, 15a Gy/Ge: 1e SP2.Fach: -- B.A.AS: -- BK: 1e M.A.ALK: --

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ordnungen:

alte LPO: B 3, E 1 M.A.AS: --

154207 Shakespeare´s Much Ado About Nothing (2 PS) Mo 16.15 – 17.45 R. 3.208 b Holst

GHR: 1e SP1.Fach: 1e B.A.ALK: 2b, 15a Gy/Ge: 1e SP2.Fach: B.A.AS: BK: 1e M.A.ALK:

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ordnungen:

alte LPO: M.A.AS:

154208 Religion and Literature in Britain (2 PS) Do 14.15 – 15.45 R. 3.208 b Kane

GHR: 1 SP1.Fach: 1 B.A.ALK: 2, 14c, 15a Gy/Ge: 1 SP2.Fach: 1 B.A.AS: BK: 1 M.A.ALK:

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ordnungen:

alte LPO: M.A.AS:

21

Historically, religious issues and religious attitudes have always played a significant role in British literature. Even today, the enthusiasms inspired by religion somehow survive, nowadays often taking the form of a vehement atheism. This seminar will look at some aspects of this topic and will ask the question whether we can make the case for continuity in British religious attitudes. A collection of materials on an eponymous EWS web site will be available before the beginning of term. Many major authors will be used to illustrate the argument, including Chaucer, Milton, Shakespeare, and Blake.

Travel writing is a rich source for teaching cultural studies with regards to literature and history. A vast body of primary texts as well as substantial secondary literature exists today. Writers of diverse personal backgrounds such as missionaries, professional writers, scientists or adventurers have written travelogues covering every part of the world. The material they produced has in fact furthered our knowledge of foreign cultures and is still being debated. This seminar will focus on female writers travelling in the Turkish Empire in the 19th century. The discussion of travelogues by Elisabeth Craven, Mary Wortley Montagu or Annie Brassey will introduce students to key concepts of cultural studies such as the construction of the “other” - as antithetical to the “self”-, gender perspectives and the female “gaze”. Our reading will also touch on 19th-century aesthetics and on European mentalities, as important confrontations take place on the “grand tour” and in front of ancient ruins. The range of the seminar, however, also encompasses the analysis of contemporary writers. The theoretical hypothesis of a female gaze (whether in operation or not) will be tested in the writings of Bettina Selby (1993) or Jan Morris (1985). Active participation is required. A reader will be provided.

HAUPTSTUDIUM

Most teenagers and many students first get to know works of literature through films. This seminar will examine the possibilities and limitations of the two media and consider the different ways in which the readers/viewers are involved and respond. Some essential cinematic techniques will be presented and related to analogous literary techniques. We shall compare the overall impact of the literary text and of the film based on it, but we will also analyse selected passages so as to study in detail what each can put across, and which techniques are used to create the effect intended by the author/director. It will become obvious that literary and cinematic aesthetics have changed dramatically in the course of time. Set texts for the seminar, to be read preferably before the beginning of the term: Charles Dickens. David Copperfield (1849-50) Joseph Conrad. Heart of Darkness. (1902) George Orwell. Nineteen Eighty-Four. (1949) Kazuo Ishiguro. The Remains of the Day. (1989)

154209 19th-century Women’s Travel Writing (2 PS) Di 12.15 – 13.45 R. 3.208 a Schlensag

GHR: 1e SP1.Fach: 1e B.A.ALK: 1a, 14a Gy/Ge: 1e SP2.Fach: --- B.A.AS: 5a, 16b (TG5) BK: 1e M.A.ALK: ---

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ordnungen:

alte LPO: E1 M.A.AS: ---

154210 Film and Fiction: The Scope of the Media (2 HS) Do 10.15 – 11.45 R. 3.205 Steinmann

GHR: 5a, 6a, 7a SP1.Fach: 5a, 6a, 7a B.A.ALK: 6b, 17b Gy/Ge: 5a, 6a, 7a SP2.Fach: -- B.A.AS: -- BK: M.A.ALK: 6b, 17b

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ordnungen:

alte LPO: B 1, B 3 M.A.AS: --

22

What were children afraid of in the 19th century? What did they enjoy? How much did they see of their parents during the day? What was the educational impact of nurses, governesses and other servants in Victorian households? What did children read? Which games did they play? Did they always say their prayers? Were they really only seen and not heard at mealtimes? How did girls grow up? Of all this we get glimpses in the novels of Jane Austen, Charles Dickens, William Thackeray, the Bronte sisters, George Eliot or Thomas Hardy. Juxtaposed to these literary, fictitious representations, however, are presentations in non-fiction such as autobiographies, memoirs, and personal recollections, in which the everyday culture of the 19th century comes alive even more forcefully and authentically. The seminar is a revised/expanded version of the course “Childhood in Victorian Female Autobiography”. The focus is on childhood experiences, education, gender, generic and aesthetic issues. They are studied across the boundaries of non-fiction and fiction. The course offers a reading of selected women’s and men’s autobiographies, of secondary theoretical literature as well as of selected novels of the 19th century. It aims at contributing to differentiated insights into female textuality, i.e. cultural fictions of female selfhood, especially autobiographical selfhood. Selected reading: Valerie Sanders (ed.): Records of Girlhood: An Anthology of Nineteenth-Century Women’s Childhoods.

Ashgate 2000 [SEK 2810-7; C 23101; LCa 333/HL 9253] Charlotte Bronte: Jane Eyre (1847) [SEL B 23/47] Charlotte Bronte: Villette (1853) [JCF 16163] Anne Bronte: Agnes Grey (1847) [JCF 16393 ; SEL B 22/10] John Stuart Mill: Autobiography (1873) [BA 6050/Nachdr.] The successful passing of the course requires a regular attendance, active participation, and the contribution of oral presentations/written assignments. For credit A (students of Lehramt/old regulations) additionally a written paper evolving from one of the assignments is required. B.A. students will be assigned specials tasks during the course of the lecture.

The course serves the diverse functions of preparation for the different phases and requirements of Staatsexamen (for students of Lehramt according to the old regulations). The focus is on the reading lists, “Arbeit unter Aufsicht” (Klausur), and the oral examination. Above all the course offers assistance in expanding and intensifying the candidates’ literary knowledge and skills in the fields of literary history, theory, criticism, genre poetics, and textual analysis. Furthermore, it guides the participants in finalising their reading lists and gives advice on matters of organisation as well as on important psychological aspects of the different examination parts. Work in the course is organised in the form of meetings of all candidates, small group meetings on special subjects as well as individual consultations. The course comprises information units, preparatory work by the candidates, and discussions of written and oral examination strategies. Besides, candidates have ample opportunity to establish contacts with other participants and arrange for extra-curricular work in individual teams. For those who are advanced enough in their preparation by the end of the course a voluntary mock exam is offered. Potential participants are asked to enroll by

154211 The female autobiographical act: 19th – century Inscriptions of the Self (with special empasis on childhood) (2 HS)

Di 12.15 – 13.45 R. 3.205 Bimberg GHR: 5a SP1.Fach: 5a B.A.ALK: 6a, b, c, d; 10 a, b, c, d,

e; 17a, b, c, d Gy/Ge: 6a SP2.Fach: -- B.A.AS: BK: 6a M.A.ALK:

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ordnungen:

alte LPO: B 3 (wahlweise-obligatorisch HS) M.A.AS:

154212 Examenskolloquium zur Anglistischen Literaturwissenschaft (2 K) Di 14.15 – 15.45 R. 3.205 Bimberg

GHR: -- SP1.Fach: -- B.A.ALK: -- Gy/Ge: -- SP2.Fach: -- B.A.AS: -- BK: -- M.A.ALK: --

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ordnungen:

alte LPO: B 2, B 3, B 5 (fakultativ im HS) M.A.AS: --

23

Wednesday, February 2, 2005 at the latest (last office hour in the summer semester). To do so, please see me during one of my office hours and hand in a list with your name and the chosen ‘Teilgebiete’ and ‘Schwerpunkte’. Get a copy of my ‘Guidelines for Reading Lists’ from the personal notice-board next to my room and start work on your reading lists in time. The ‘Reader’ “Introduction to British Literary Studies” is meant to assist you in your course work. It is available through the internet and the ‘Copyshop’. Additionally, there are special scripts on B2, B3, and B5 on the homepage of the institute.

Joseph Conrad is a very interesting but also very complex writer. Born as Jósef Teodor Konrad Korzeniowski in the Western Ukraine, his mother tongue was Polish. In his youth he learnt French and, later, English as a seaman in the British Merchant Navy. Between 1895 and 1924 he wrote a dozen novels and some thirty tales and novellas, in which he explored the meanings of exile, empire, and the exotic. Most of his texts were romances of adventure which questioned, subverted and denied the nature of the genre. First and foremost, though, he put regions, which had hardly been used by his peers as fictional subjects before, on the map of British literature. The Malay Archipelago played a vital part in his early work: Almayer’s Folly (1895), An Outcast of the Islands (1896), Lord Jim (1900) and a number of tales (like “The Lagoon“ [1896], “Karain“ [1897], “Typhoon“ and “Falk“ [1901]) were set there. A four-month period of work (1887-88) as first mate of the small steamer Vidar, trading between Singapore and the Dutch East Indies, Borneo and Celebes, had provided Conrad with a concrete body of experience and a particular setting which later enabled him to write successfully about this part of the world - its complex social and cultural conflicts, its brutalised and disillusioned colonisers and colonised - with unusual accuracy, so that early reviews of Conrad’s texts stressed their “pioneering quality“. Moreover, Conrad benefited from the fact that the Archipelago was not part of the British Empire and had hardly been used as a fictional subject before: he was not faced by an “embarrassing division of loyalty“ and “could allow his knowledge and imagination relative freedom“. These advantages caused Conrad to return to this setting again and again, as in his tales “The Secret Sharer“ (1910), “A Smile of Fortune“ (1911), “Freya of the Seven Isles“ (1912), his late novels Victory (1915) and The Rescue (1920), and his novella The Shadow-Line (1916). In this course I should like to read the tales ‘Youth’ (1898), ‘The Lagoon’ (1896), and ‘Karain’ (1897) and use them as an introduction to our field of inquiry. (A reader with these tales will be available at the copyshop below ‘Sonnendeck’ from February 1.) After this Conrad’s three interrelated novels Almayer’s Folly (1895), An Outcast of the Islands (1896), and The Rescue (1920) should be introduced by groups and discussed in the plenary. I recommend the following editions: Almayer’s Folly. A Story of an Eastern River, New York: The Modern Library, ISBN: 0-375-76014-8; $ 11.95. An Outcast of the Islands, Oxford: World Classics, ISBN: 0-19-283840-7; ₤ 6.99 As no suitable edition of The Rescue is available, a copy will be put in the library.

Britische Kulturwissenschaft (British Studies)

GRUNDSTUDIUM

154213 Conrad’s Malay Archipelago (2 HS) Di 10.15 – 11.45 R. 3.205 Kramer

GHR: 5a SP1.Fach: 5a B.A.ALK: 6c, 17b Gy/Ge: 6a, b SP2.Fach: --- B.A.AS: --- BK: 6a, b M.A.ALK: 10c, 10d

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ordnungen:

alte LPO: B3, E1 M.A.AS: ---

154501 Introduction to Cultural Studies, Group A (2 PS) Mo 12.15 - 13.45 R. 3.206 Kramer

GHR: 1b SP1.Fach: 1b B.A.ALK: 1a, 14a Gy/Ge: 1b SP2.Fach: 1b B.A.AS: 5 BK: 1b M.A.ALK: ---

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24

There is no study of culture(s) without some theories which describe, define, and debate how culture(s) should be studied. Theory, however, should not be an end in itself; theories should help us explain the world and the cultural contexts in which we live. This course is intended as an introduction to the study of culture(s), covering such topics as identity and difference, representation, high versus popular culture etc. Please buy a copy of Judy Giles & Tim Middleton, Studying Culture. A Practical Introduction, Oxford: Blackwell, 1999, which we will use as our basic textbook. Zur gleichmäßigen Auslastung der einzelnen Gruppen ist für diese Seminare eine Voranmeldung erforderlich. Anmeldelisten hängen am dem 4. April 2005 am Raum 3.113 aus. Bitte tragen Sie sich nur für eine der Lehrveranstaltungen ein. Mehrfacheinträge werden komplett gelöscht.

In this course we shall explore the history of 18th- and 19th-century Britain and Ireland. Students should be prepared to read and compare several introductions to these periods, to look for and consult a range of different documents (maps, pictures, and texts), and to put together a teaching-pack for German Oberstufen students. As a lot of this work will have to be done in small, groups, potential participants should ask themselves if they can muster the necessary initiative and reliability.

Although “women’s literature” certainly is now accepted as part of the canon, it is a category that still opens up many questions: Is women’s literature a readily distinguishable subset of literature? Do women writers have A Literature of Their Own, as Elaine Showalter suggests in her study, or do they still need A Room of One’s Own, as Virginia Woolf claims? If so, to what extent? In this seminar we will address these and other questions concerning writing style, women and creativity, representation of characters and gender roles, etc.

154502 Introduction to Cultural Studies, Group B (2 PS) Mo 14.15 - 15.45 R. 3.206 Kramer


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ordnungen:


154503 Introduction to Cultural Studies, Group C (2 PS) Mi 12.15 – 13.45 R. 3.206 Iske

GHR: 1b SP1.Fach: 1b B.A.ALK: 1a, 14 a Gy/Ge: 1b SP2.Fach: 1b B.A.AS: 5 BK: 1b M.A.ALK: ---

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ordnungen:

alte LPO: E 1 M.A.AS: ---

154504 Introduction to Cultural Studies, Group D (2 PS) Di 10.15 – 11.45 R. 3.206 Schlensag


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154505 The British Isles, 1689 – 1914 (2 PS) Di 14.15 – 15.45 R. 3.208 b Kramer


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ordnungen:




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25

We will read and analyse novels by Virginia Woolf, Doris Lessing, and Daphne Marlatt. In addition to primary literature, we will also deal with theoretical and non-fictional texts on women’s writing and feminism, taking into account other discourses that influence literature as, for example, socio-historical aspects. A reader will be available at the beginning of the semester. The following texts will be used, please try to get hold of them: Doris Lessing. 1984. The Diaries of Jane Somers. New York: Vintage Books. (out of print, will be included in the reader) Daphne Marlatt. 1988. Ana Historic. Toronto: Anansi. Virginia Woolf. 2000. Mrs Dalloway. Oxford: Oxford University Press.



Ursprünglich war die Semiotik, d.h. die Wissenschaft von den Zeichen, eine ausschließlich kulturell orientierte Disziplin. man nahm an, dass jenseits von Kultur keine zeichenmäßig organisierte Bedeutung vorhanden sei, Zeichen mithin als kulturelle Artefakte ausschließlich den Menschen zur Verfügung stünden. Somit ist das Feld der Kultur durch die Semiotik hervorragend bearbeitet worden. Heute fasst man die Semiotik weiter; wir werden aber in diesem Seminar die Klassiker der Kultursemiotik wie U. Eco, A. Greimas, J. Lotman, oder W. Koch studieren. Die wichtigen Modelle der Kultursemiotik und ihre Anwendungen werden thematisiert.



Modulzu-

ordnungen:

alte LPO: M.A.AS:

154209 19th- century Women´s Travel Writing (2 PS) Di 12.15 – 13.45 R. 3.208 a Schlensag


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ordnungen:


154506 Einführung in die Kultursemiotik (2 PS) Mi 10.15 -11.45 R. 3.208 b Ipsen

GHR: 1 SP1.Fach: 1 B.A.ALK: wird individuell festgelegt Gy/Ge: 1 SP2.Fach: --- B.A.AS: wird individuell festgelegt BK: 1 M.A.ALK: wird individuell festgelegt

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26

Es gelten für alle Veranstaltungen einheitliche Scheinanforderungen unabhängig vom Studiengang (GS: Grundstudium; HS: Hauptstudium) a) Teilnahme/aktive Teilnahme: Kurzreferat (GS/HS 15 Min.) mit Ausarbeitung (GS: 2 Seiten, HS: 4 Seiten) oder Protokolle (GS: 2mal 2 Seiten; Protokolltermine werden erst vergeben, nachdem alle Referatstermine besetzt sind) in beiden Fällen plus Lektüreliste und kurze mündliche Prüfung (GS: 10 Min., HS: 15 Min.) zum Semesterende. b) Leistungsscheine: Referat (mind. 45 Min.) mit Ausarbeitung (GS: 10 Seiten, HS: 15 Seiten) oder Hausarbeit mit selbst erarbeiteter Thematik (GS: 15-20 Seiten, HS: 20-25 Seiten) oder Klausur (GS: 1 Klausur [endterm], HS: 2 Klausuren [midterm, endterm]). Individuelle Wünsche zur Erlangung weiterer LP können persönlich abgesprochen werden.

HAUPTSTUDIUM

Semiotics is the science that investigates signs and their meaning in culture and nature. Signs are everywhere, they include everything we perceive, our selves and the routines of our daily lives. This means that any action we undertake is based on sign action. – In this class we will look at a variety of domains which are prominent in our daily lives, such as language, fashion, social interaction, sports, etc., where sign action can be investigated. Es gelten für alle Veranstaltungen einheitliche Scheinanforderungen unabhängig vom Studiengang (GS: Grundstudium; HS: Hauptstudium) a) Teilnahme/aktive Teilnahme: Kurzreferat (GS/HS 15 Min.) mit Ausarbeitung (GS: 2 Seiten, HS: 4 Seiten) oder Protokolle (GS: 2mal 2 Seiten; Protokolltermine werden erst vergeben, nachdem alle Referatstermine besetzt sind) in beiden Fällen plus Lektüreliste und kurze mündliche Prüfung (GS: 10 Min., HS: 15 Min.) zum Semesterende. b) Leistungsscheine: Referat (mind. 45 Min.) mit Ausarbeitung (GS: 10 Seiten, HS: 15 Seiten) oder Hausarbeit mit selbst erarbeiteter Thematik (GS: 15-20 Seiten, HS: 20-25 Seiten) oder Klausur (GS: 1 Klausur [endterm], HS: 2 Klausuren [midterm, endterm]). Individuelle Wünsche zur Erlangung weiterer LP können persönlich abgesprochen werden.


154507 Semiotics of the Lifeworld (2 HS) Di 16.15 – 17.45 R. 3.208 b Ipsen

GHR: 5 SP1.Fach: 5 B.A.ALK: wird individuell festgelegt

Gy/Ge: 7 SP2.Fach: --- B.A.AS: wird individuell festgelegt BK: 7 M.A.ALK: wird individuell

festgelegt

Modulzu-

ordnungen:

alte LPO: bitte nachfragen M.A.AS: wird individuell festgelegt



Modulzu-

ordnungen:


27



Joseph Conrad is a very interesting but also very complex writer. Born as Jósef Teodor Konrad Korzeniowski in the Western Ukraine, his mother tongue was Polish. In his youth he learnt French and, later, English as a seaman in the British Merchant Navy. Between 1895 and 1924 he wrote a dozen novels and some thirty tales and novellas, in which he explored the meanings of exile, empire, and the exotic. Most of his texts were romances of adventure which questioned, subverted and denied the nature of the genre. First and foremost, though, he put regions, which had hardly been used by his peers as fictional subjects before, on the map of British literature. The Malay Archipelago played a vital part in his early work: Almayer’s Folly (1895), An Outcast of the Islands (1896), Lord Jim (1900) and a number of tales (like “The Lagoon“ [1896], “Karain“ [1897], “Typhoon“ and “Falk“ [1901]) were set there. A four-month period of work (1887-88) as first mate of the small steamer Vidar, trading between Singapore and the Dutch East Indies, Borneo and Celebes, had provided Conrad with a concrete body of experience and a particular setting which later enabled him to write successfully about this part of the world - its complex social and cultural conflicts, its brutalised and disillusioned colonisers and colonised - with unusual accuracy, so that early reviews of




Modulzu-

ordnungen:




Modulzu-

ordnungen:


28

Conrad’s texts stressed their “pioneering quality“. Moreover, Conrad benefited from the fact that the Archipelago was not part of the British Empire and had hardly been used as a fictional subject before: he was not faced by an “embarrassing division of loyalty“ and “could allow his knowledge and imagination relative freedom“. These advantages caused Conrad to return to this setting again and again, as in his tales “The Secret Sharer“ (1910), “A Smile of Fortune“ (1911), “Freya of the Seven Isles“ (1912), his late novels Victory (1915) and The Rescue (1920), and his novella The Shadow-Line (1916). In this course I should like to read the tales ‘Youth’ (1898), ‘The Lagoon’ (1896), and ‘Karain’ (1897) and use them as an introduction to our field of inquiry. (A reader with these tales will be available at the copyshop below ‘Sonnendeck’ from February 1.) After this Conrad’s three interrelated novels Almayer’s Folly (1895), An Outcast of the Islands (1896), and The Rescue (1920) should be introduced by groups and discussed in the plenary. I recommend the following editions:

- Almayer’s Folly. A Story of an Eastern River, New York: The Modern Library, ISBN: 0-375-76014-8; $ 11.95.

- An Outcast of the Islands, Oxford: World Classics, ISBN: 0-19-283840-7; ₤ 6.99 As no suitable edition of The Rescue is available, a copy will be put in the library.

In this course I should like (i) to construct (with the help of contributions by the participants) an overview of the history of the British Isles from 1500 to the present and (ii) to deal with theories (and their application) relevant for the study of culture(s). The plan of the overview will be determined in the first session. As a guide and basic textbook for our second topic we will use Judy Giles & Tim Middleton, Studying Culture. A Practical Handbook, Oxford: Blackwell, 1999. Interest in certain topics (relevant to the students’ interests and exams) will also determine the agenda. Amerikanistik

Grundstudium

Introduction to American Literary and Cultural History

This introductory survey course will deal with significant developments in American literary and cultural history since the Puritan period; emphasis will be placed on the nineteenth and twentieth centuries. We will focus on major American texts and study the historical development of important features such as imagery, genre, and theme. Texts will mostly be taken from the Heath Anthology of American Literature. Groups A through E are parallel courses covering the same material. Zur gleichmäßigen Auslastung der einzelnen Gruppen ist für diese Einführungen Voranmeldung erforderlich. Anmeldelisten hängen ab Montag, 31.01.2005 auf den Informationstafeln vor dem Sekretariat. Bitte tragen Sie sich nur für eine der Lehrveranstaltungen ein. Mehrfacheinträge werden gelöscht. ACHTUNG: Die Blockveranstaltung findet, anders als im gedruckten Vorlesungsverzeichnis angegeben, nicht im Juli statt, sondern vom 16. - 21.05.2005, jeweils in den späteren Nachmittags- und Abendstunden. Für diese Veranstaltung gibt es eine spezielle Vorbesprechung.

Studying Culture(s): Theory and Practice (2 HS) 154508 Di 16.15 – 17.45 R. 3.208 a Kramer GHR: --- SP1.Fach: --- B.A.ALK: --- Gy/Ge: --- SP2.Fach: --- B.A.AS: --- BK: --- M.A.ALK: 10b, 10c

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ordnungen:

alte LPO: E1 [Examenskolloquium] M.A.AS: ---

154601 Introduction to American Literary and Cultural History, Gruppe A (2 PS) Blockseminar

16.05.-21.05.05 0.406 Grünzweig

GHR: 1c SP1.Fach: 1c B.A.ALK: 1a, 14a Gy/Ge: 1c SP2.Fach: 1c B.A.AS: -- BK: 1c M.A.ALK: --

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ordnungen:

alte LPO: B4/E2 M.A.AS: --

29

This course is a cultural studies course for students of Wirtschaftsingenieurswesen only.

This Proseminar will explore theater on the edge, from Dada through present day. Plays from various European countries as well as the United States will be discussed, including theories of avantgarde theater. and will explore if they can be reconciled, especially in the writing of Heiner Müller. This is meant to be an introduction so our explorations in theory will be taught from a basic, yet hopefully insightful, perspective.

154602 Introduction to American Literary and Cultural History, Gruppe B (2 PS) Fr 8.30 – 10.00 0.406 Grünzweig


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ordnungen:


154603 Introduction to American Literary and Cultural History, Gruppe C (2 PS) Do 10.15 - 11.45 0.406 Grünzweig


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ordnungen:


154604 Introduction to American Literary and Cultural History, Gruppe D (2 PS) Mo 12.15 - 13.45 0.406 Temath


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ordnungen:


154605 Introduction to American Literary and Cultural History, Gruppe E (2 PS) Di 10.15 - 11.45 0.406 Pfeiler


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ordnungen:


154606 Culture & Technology (2 V/Ü) Mi 15.00 - 16.00 Hörsaal Maschinenbau Eßmann

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ordnungen: exclusively for students of Wirtschaftsingenieurswesen

154607 Collision of the Avant-Garde in European and American Theatre (2 PS) Di 12.15 - 13.45 0.406 Gallant

GHR: 1f SP1.Fach: 1f B.A.ALK: 1c, 2abc, 14c Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: -- BK: 1f, 4c M.A.ALK: --

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ordnungen:


30

This class will focus on the history of the women’s movement in the United States from the mid-nineteenth century to the 1970s. Through various texts by representatives of the women’s movement and important figures such as Abigail Adams, Elizabeth Cady Stanton, or Betty Friedan, we will study the evolution of the struggle for gender equality over the last century and a half. We will focus on key issues like the right to vote, equal pay and equal opportunities and the right to abortion and contraception. We will also study the links between the women’s right movement and the movement for the abolition of slavery in the nineteenth century and the black civil right’s movement in the 1950s-1960s. The aim of this class will be to study the women’s movement through an historical perspective that will allow for a better understanding of the place of women and feminism in contemporary U.S. society.

In this course, we will look at texts written by Chicana/o and Turkish-German writers. We will start with some critical essays on concepts such as transnationalism, identity, hybridity and in-betweenness written by Homi Bhabha, Azade Seyhan, Steven Vertovec and Ghosh-Schellhorn. We will then read selections and full novels that operate within the mainstream literary tradition and that bring an end to the preservation of the myth of the normative homogenous national literature. We will also watch and analyze a Turkish-German movie that reflects perfectly the very notion of hybridity. Required texts (tentative): Course Reader (including selections from Emine Sevgi Özdamar’s Das Leben ist eine Karawanserei, Gloria Anzaldúa’s Borderlands/La Frontera); Emine Sevgi Özdamar, Mother Tongue, Sandra Cisneros, The House on Mango Street. Die Teilnehmer/innenzahl für dieses Proseminar iast auf 20 beschränkt. Eine Anmeldeliste hängt ab Montag, 31.1.2005 auf den Informationstafeln vor dem Sekretariat.

Whenever a student decides to spend one or more semesters at a university abroad, it entails more consequences to this student’s life than he or she might foresee. Being an opportunity to promote students’ tolerance, independence, and personal growth, it simultaneously includes various challenges ranging from language problems to culture shock. This seminar will throw light on the various aspects of international student exchange, predominantly focusing on American students abroad. What is the motivation for student exchange, both on the universities’ and the students’ side? How can culture shock be described, and how should it be treated? How does student exchange and globalization (or rather transnationalism) go together? Do the students experience anti-Americanism or other stereotypes in Germany? To what extent is the frontier narrative involved? What is the Internet’s role in all this? These are some of the questions that will be the basis of discussion in class. This discussion will be especially insightful for students with plans to go abroad but is of course designed for all students of English and American Studies. We will use introductory texts on the theoretical background on topics like student exchange, globalization/transnationalism, and the Internet. After having established this basis for discussion, we will use interviews with American exchange students as an empirical source and in fact conduct our own field work.

154608 From Seneca Falls to NOW: Continuity & Change in American Feminisms (2 PS) Mo 10.15 - 11.45 0.406 Greslé-Favier

GHR: 1f SP1.Fach: 1f B.A.ALK: 3ab, 14c, 15a Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: -- BK: 1f, 4c M.A.ALK: --

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ordnungen:


154609 Other Germans and Other Americans: Fringe Voices in Contemporary German and American Literatures (2 PS) !! Schon Ausgebucht !!

Mi 10.15 - 11.45 0.406 Kolat GHR: 1f SP1.Fach: 1f B.A.ALK: 1c, 2abc, 14c, 15ab Gy/Ge: 1f SP2.Fach: -- B.A.AS: 5a, 7c, 10 BK: 1f M.A.ALK: --

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ordnungen:


154610 Third Culture? German–American Student Exchange in Theory & Practice (2 PS) Di 8.30-10.00 0.406 Niehues

GHR: 1f SP1.Fach: 1f B.A.ALK: 4a, 16a Gy/Ge: 1f SP2.Fach: -- B.A.AS: -- BK: 1f M.A.ALK: --

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ordnungen:

alte LPO: E2 M.A.AS:

31

Reading material will be made available online. In order to get a Teilnahmeschein, each student will be required to hand in reading responses and engage in the analysis of interviews with American students.

In this course we will examine accounts of Native American life seen through the eye of the Europeans juxtaposed with accounts of Native life from themselves. We will focus on how these accounts are presented: do they emphasize the differences between the two cultures? Are they more sympathetic towards the Native American way of life or towards the white way of life? How do these portrayals encompass America’s idea of her own indigenous people? Emphasis will be placed on the differences of accounts presented between Whites and Native American accounts of native life. A reader will be provided at the beginning of the semester.

Dieses Proseminar zählt nicht zu den Pflicht- bzw. Wahlpflichtveranstaltungen und kann für kein Modul angerechnet werden. Es ist ein teilnahmebeschränktes Zusatzangebot für besonders interessierte Studierende.

Science Fiction is a cultural site where seemingly disinterested talk about science and technology flows into magic, poetry and passionate utopian visions. Insistently urging to ask the "What if?" question in a yet more radical way, science fiction explores the extremes of what is thinkable in a given culture. At the same time, the plot-lines, visions and images, as well as the utopian passions of science fiction—favored reading of many a scientist—also enter into the writing of science, and many argue that contemporary science is at least in part shaped by science fiction novels, short stories, and films. This seminar will look at these intersections and interactions between science fiction and science writing and discuss what these places of contact reveal about the workings of science and technology in American culture. Readings will include short stories and novels such as Katherine Ann Goonan's "Sunflowers" and Neal Stephenson's The Diamond Age, as well as selections from popular science books and magazines such as Eric Drexler's Engines of Creation and Scientific American.

154611 Pioneer & Native American Women in American & German Literatures (2 PS) Mo 14.15 - 15.45 0.406 Werner

GHR: 1f SP1.Fach: 1f B.A.ALK: 1c, 2abc, 14c, 15ab Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: -- BK: 1f, 4c M.A.ALK: --

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ordnungen:


154612 Intensivseminar: Anti-Americanism (2PS) Mi 18.00 - 19.30 0.406 Grünzweig & Staff

Modulzu-

ordnungen: spezielles, zugangsbeschränktes PS

154613 Fantastic Border Crossings: Reading Science & Science Fiction in American Culture (2 PS)

Do 12.15 - 13.45 0.406 Cortiel GHR: 1f SP1.Fach: 1f B.A.ALK: 2abc, 1c, 14c, 15a Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: 5a, 7c, 10a BK: 1f, 4c M.A.ALK: --

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ordnungen:


32

Hauptstudium

In American Romanticism, the emergence of an independent national literature is in many ways tied to radically new ways of approaching nature. How should American democracy relate to the continent’s vast and largely unexplored natural environment? How does the American landscape shape the American character? And how can meditations in and about nature help to liberate grand individual Selves? In this course, we will explore how Romantic literature approaches these questions. In particular, we will discuss the ecological implications of Walt Whitman’s and Emily Dickinson’s work in the larger context of 19th century literary and cultural history. The course will start out with a brief overview of major stages in America’s environmental history, and introduce you to ecocriticism as a conceptual and theoretical framework for exploring the intersections between literature and nature. After discussing nature-oriented texts by Ralph Waldo Emerson, Margaret Fuller, and Henry David Thoreau and their impact on America’s growing attentiveness to the earth, we will read a wide selection of Whitman’s and Dickinson’s poetry and talk about how the form of the poems is connected to their thematic explorations of nature, how gender and race intersect with their perception of the natural environment, which common thematic clusters emerge from a comparative reading of their nature poetry, and, in general, how such a comparison can facilitate the analysis of their respective work. ACHTUNG: Das Seminar findet nicht wie ursprünglich angekündigt Donnerstags 8.30-10 Uhr statt, sondern als BLOCKSEMINAR. Einführung: Mo., 7.2., 16-17.30; Sessions 1+2: Fr., 1.4. (nachmittags) + Sa., 2.4. (ganztägig); Sessions 3+4: Fr., 8.4. (nachmittags) + Sa., 9.4. (ganztägig) Anmeldung verpflichtend bis Fr., 4.2.2005 in R. 0.413 (Liste)

Arnold Schwarzenegger, Austrian immigrant to the United States, seems to be a characteristic example of the American self-made man. In three areas of publlic life, as muscleman, actor and politician, he managed reach the “top” within a remarkably short period of time. In interviews and other texts of self-representation, he demonstrates that he not only subscribes to the cultural narratives of his adopted land but also emplyos them aggressively part of his own strategies of self-promotion. The seminar will address his “biography” (as represented in “authorized” and “unauthorized” biographies as well as personal statemements by Schwarzenegger himself) as well as his roles as a body builder, an actor (Total Recall, Terminator 2) and as a politician. “Schwarzenegger” will be analyzed as a cultural phenomenon of the past three “American decades.” Students will accompany this investigation into Schwarzenegger as an American icon by looking at the myriad websites that have sprung up in recent years. A reader will be made available at the beginning of the class.

154614 Romantic Ecology: Environmentalism and 19th Century American Literature (2 HS)

Blockseminar 07.02.05, 01./02.04.05, 08./09.04.05

0.406 Gerhardt

GHR: 5 b SP1.Fach: 5b B.A.ALK: 6abc, 17abc Gy/Ge: 6 c,d SP2.Fach: -- B.A.AS: -- BK: 6 c,d M.A.ALK: 10acd

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154615 Schwarzenegger (2 HS) Fr 10.15 - 11.45 0.406 Grünzweig

GHR: 5 b SP1.Fach: 5b B.A.ALK: 6a, 7ab, 18ab, 17a Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: -- BK: 7 c,d M.A.ALK: 11a

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33

Dieses zugangsbeschränkte Seminar dient zur Besprechung von Forschungarbeiten von Studierenden des Masterstudiengangs „Angewandte Literatur- und Kulturwissenschaften“ sowie von Dissertant/innen und Habilitand/innen.

As American Studies morphs into New World Studies, the U.S. South, with its traumatic history of slavery, is coming to seem less an exception within "American exceptionalism" than typical within New World paradigms (and increasingly typical within U.S. paradigms as well). Latin American writers saw the connections well before critics did. This course a) places the U.S. South within broader New World histories, b) examines how three major Latin American writers drew on the example of Faulkner's Absalom, Absalom! as a literary form to address their own traumatic histories and memories, and to some degree c) places this discussion in the context of Germany's own methods of dealing with historical trauma and d) probes the degree to which individual psychoanalytic models of dealing with trauma may be applied to cultures as a whole, or to which traumas can be compared at all. Primary Texts: William Faulkner, Absalom, Absalom! (pb, Vintage); Robert Penn Warren, All the King's Men (pb, Prion); Gabriel García Márquez, El Otoño del Patriarca (The Autumn of the Patriarch; pb Perennial); Julia Alvarez, In the Time of the Butterflies (Plume Books); Rosario Ferré, The House on the Lagoon (Plume Books). Students are requested to buy the books before the beginning of the class. Since a knowledge of Spanish is rapidly becoming essential to 21st-century American Studies, students comfortable in Spanish should consider reading García Márquez in the original.

At both its worst (McDonald's/Wal-Mart/shallow commodity fetishism) and its best ("nature's nation," Williams' "no ideas but in things"), American culture has been deeply associated with materiality and materialism. Using chiefly the work of Bill Brown as our guide, we'll examine, through some highly selective examples, the cultural work performed by things in 20th-century America. We'll try, in Brown's words, to get past both "a poststructuralist epistemology that insists on dispensing with 'things' and a marxian phenomenology that insists that we have no things to dispense with" to something a bit more ... concrete.“ Primary Texts: Willa Cather, The Professor's House (pb, Vintage); Ernest Hemingway, In Our Time (pb, Scribner’s); Theodore Dreiser, An American Tragedy (pb, Signet); James Agee & Walker Evans, Let Us Now Praise Famous Men (selections); William Carlos Williams, Imaginations (New Directions 1970); Reproductions of art by Robert Smithson, Claes Oldenburg, Jasper Johns, Andy Warhol, and others. Students are requested to buy the first three texts before the beginning of the class. Decade-by-decade anthologies of American advertising (Taschen, on reserve).

154616 Oberseminar Amerikanistik (2 HS) Mi 12.30 - 14.00 0.406 Grünzweig

GHR: -- SP1.Fach: -- B.A.ALK: -- Gy/Ge: -- SP2.Fach: -- B.A.AS: -- BK: -- M.A.ALK:

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Spezielles, zugangsbeschränktes Seminar M.A.AS: --

154617 History and Memory in the Two Souths (2 HS) Mi 8.30 - 10.00 0.406 Smith (Fulbright-Gast-

Professor) GHR: 5 b SP1.Fach: 5b B.A.ALK: 6abc, 17abc Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: -- BK: 7 c,d M.A.ALK: 10acd

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154618 Things and Objects in American Art, Literature and Culture (2 HS) Mi 14.15 - 15.45 Universität Bochum,

GB IV/137, Nord Smith (Fulbright-Gast-Professor)

GHR: 5 b SP1.Fach: 5b B.A.ALK: 6a, 17a Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: -- BK: 7 c,d M.A.ALK: 12a

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34

This is an intensive seminar about two major U.S. Modernist prose writers. Issues discussed will include Modernist negotiations of regionalism; gender, androgyny, and the Romantic or Modernist artist-figure; female survival strategies in a male-dominated U.S. literary marketplace; Cather's documented influence on Welty; beginnings and endings of Modernism (Cather's work moves from realism to Modernism; Welty's work allegedly moves from Modernism to postmodernism); aesthetics, as few writers are more fascinated with the sublime and the beautiful than these two; and reception history. Primary texts by Willy Cather are My Ántonia (pb, Virago Press); The Professor's House (pb, Vintage); by Eudora Welty, The Golden Apples (pb, Harvest/HBJ); Delta Wedding (pb, Harcourt)as well as selected essays, including "Place in Fiction." Students are requested to buy the books before the beginning of the class.

Das Seminar, das im Bereich Kulturwissenschaften vor allem für die B.A./M.A. Studiengänge zugeschnitten ist, setzt sich mit einer aktuellen Entwicklung in der Wissenschaftspolitik der USA auseinander: der angestrebten Konvergenz von Nano-, Bio-, Informations- und Kognitions-Wissenschaft und -Technologie (NBIC) auf der Nanometer-Skala, der Ebene von Atomen und Molekülen. Diese Zusammenführung soll rasante Entwicklungen in einem Bereich ermöglichen, der als "improving human performance" bezeichnet wird und tiefgreifende Veränderungen am und im menschlichen Körper beinhaltet. Die „National Nanotechnology Initiative“ nennt diese Entwicklungen „the next industrial revolution“ (http://nano.gov/). Diese Entwicklungen finden in einer Welt statt, die von Globalisierung und auseinanderklaffenden ökonomischen Verhältnissen geprägt ist. Die Konvergenz der Wissenschaften ist kulturübergreifend, die Diskussion über die Möglichkeiten und Risiken macht aber gerade kulturelle Differenzen deutlich. Gerade die US-amerikanische Technikkultur ermöglicht sehr viel weiter reichende Visionen von der Verbesserbarkeit des Menschen als der europäische Kontext; diese kulturellen Unterschiede werfen allgemeinere Fragen nach der Funktion von Technologien in der Kultur auf und machen deutlich, dass ein Zusammenführen von kultur-, sozial- und naturwissenschaftlicher Kompetenz bei dieser Themenstellung unerlässlich ist. Ein weiterer relevanter Problembereich ist die Vermittlung des in der NBIC Konvergenz produzierten Wissens an eine Öffentlichkeit, die letztendlich die politischen Entscheidungen zu den aus der Konvergenz entstehenden Technologien treffen oder zumindest tragen muss. Letztendlich lassen sich an diesem Beispiel grundlegende Probleme der technologischen Entwicklung – als materielle, soziale und kulturelle Phänomene – untersuchen. Das Seminar soll Studierende aus naturwissenschaftlich-technischen und kultur- und sozialwissenschaftlichen Fächern an den Dialog zwischen den Disziplinen heranführen, einen Überblick über Forschungsansätze zum Thema Technik und Menschenbild im Kontext der Konvergenz von Wissenschaften bieten und beispielhaft in den jeweiligen Disziplinen verankerte, interdisziplinäre Problemlösungsansätze vermitteln. Anmeldung erforderlich: Jeanne Cortiel <[email protected]>

154619 Willa Cather and Eudora Welty (2 HS) Do 14.15 - 15.45 0.406 Smith

(Fulbright-Gast-Professor) GHR: 5 b SP1.Fach: 5b B.A.ALK: 6c, 17b Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: BK: 7 c,d M.A.ALK: 10acd

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ordnungen:

alte LPO: B4/E2 M.A.AS:

154620 Verbesserung des Menschen? Konvergenz der Wissenschaften als neuer Trend in den USA (Nano-, Bio-, Cogno-Convergence) (2 HS)

Mo 8.30 - 10.00 0.406 Altmann/Cortiel B.A.ALK: 7a, 18a, 6ab, 17ab B.A.AS: -- M.A.ALK: 10b, 11a

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ordnungen:

Für den BA-ALK Studiengang; Lehramtsstudierende auf Anfrage. Anmeldung erforderlich!

M.A.AS:

1

02.02.2005

Institut für Anglistik und Amerikanistik

Einzelheiten zu den Veranstaltungen finden sich in den Anschlägen am Schwarzen Brett, EF 50, 3. Etage, Foyer, Gebäudeteil B

Allgemeine Informationen und Informationen zur Sprachpraxis (z. B. Diagnostischer Test) finden Sie unter

www.englisch.fb15.uni-dortmund.de

SoSe 2005

Die Einführungsveranstaltung für die Erstsemester findet am

Mi, 06.04.2005 ab 14.00 Uhr im HS 1, EF 50 statt.

Veranstaltungen des Grundstudiums und des Hauptstudiums beginnen am 11.04.2005.

Veranstaltungen der Sprachpraxis beginnen am 18.04.2005!

Allgemeine Veranstaltungen

Während des Studiums werden oftmals die aktuellen Strömungen in der Wissenschaft vernachlässigt. Dabei sind die Entwicklungen von heute genauso spannend und bedeutend wie die seinerzeitige Begründung der wichtigen Theoreme in früheren Wissenschaftsepochen. In dieser Vorlesung werden Persönlichkeiten vorgestellt, welche heute leben und lehren und aus den unterschiedlichsten Bereichen der Semiotik kommen. Wir werden diese Wissenschaft in ihrer ganzen Bandbreite kennen lernen und uns sowohl komplexen theoretischen Modellen widmen als auch die Semiotik des Alltags untersuchen. Es gelten für alle Veranstaltungen einheitliche Scheinanforderungen unabhängig vom Studiengang (GS: Grundstudium; HS: Hauptstudium) a) Teilnahme/aktive Teilnahme: Kurzreferat (GS/HS 15 Min.) mit Ausarbeitung (GS: 2 Seiten, HS: 4 Seiten) oder Protokolle (GS: 2mal 2 Seiten; Protokolltermine werden erst vergeben, nachdem alle Referatstermine besetzt sind) in beiden Fällen plus Lektüreliste und kurze mündliche Prüfung (GS: 10 Min., HS: 15 Min.) zum Semesterende. b) Leistungsscheine: Referat (mind. 45 Min.) mit Ausarbeitung (GS: 10 Seiten, HS: 15 Seiten) oder Hausarbeit mit selbst erarbeiteter Thematik (GS: 15-20 Seiten, HS: 20-25 Seiten) oder Klausur (GS: 1 Klausur [endterm], HS: 2 Klausuren [midterm, endterm]). Individuelle Wünsche zur Erlangung weiterer LP können persönlich abgesprochen werden.

154001 Diagnostischer Test Mi, 06.04.05

Mo, 11.04.05 18.00 – 20.00

HS 1 HS 2

Holst

Diese Veranstaltung ist Pflicht für alle Erstsemester.

154002 Semiotiker (2 V) Mi 8.30 – 10.00 R. 3.208 b Ipsen

GHR: 2, 5 SP1.Fach: 2, 5 B.A.ALK: wird individuell festgelegt Gy/Ge: 2, 8 SP2.Fach: --- B.A.AS: wird individuell festgelegt BK: 2, 8 M.A.ALK: wird individuell festgelegt

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2

Englische Sprachwissenschaft

GRUNDSTUDIUM

Linguistics is the study of both language and languages - that is, the object of study can be human language in general, and an individual language like English, respectively or in conjunction. As every participant in this class will be a competent language user, our conscious or implicit knowledge of language will form a starting point, from which we will depart to the various levels of linguistic description: - phonetics (the study of the sounds of language) - phonology (the study of the sound system of a language) - morphology (the formal analysis of words and word forms)

- syntax (the study of sentences and of the rules by which they are formed) - semantics (the study of meaning - both of words and sentences).

As human language is a means of communication, some non-linguistic (or extralinguistic) circumstances of language use and their influence on language will also be introduced and discussed. Credits will be awarded on the basis of:

a) a mid-term written exam on phonetics and phonology; b) an end-of-term written exam on morphology, semantics, and syntax.

Participants will have to secure a PASS in both of these. The class will be accompanied by a tutorial (one hour per week) Recommended for buying: Kuiper, K. & W. Scott Allan. 2003. An Introduction to English Language. 2nd edition. Houndmills: Palgrave.

154101 Introduction to Linguistics – Kurs A - (2 Ü) Mo 10.15 – 11.45 R. 3.425 Tendahl


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alte LPO: M.A.AS:

154102 Introduction to Linguistics – Kurs B - (2 Ü) Di 16.00 – 17.30 HS E5, Zentralbibliothek Malan


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alte LPO: M.A.AS:

154103 Introduction to Linguistics – Kurs C - (2 Ü) Fr 08.30 – 10.00 3.425 Krause


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alte LPO: M.A.AS:

154104 English Syntax (2 PS) Mi 12.15 – 13.45 R. 3.205 Cass


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alte LPO: M.A.AS:

3

This proseminar is designed to help you analyse English sentences and clauses, so that you will acquire some basic knowledge about the way English syntax is supposed to work – including attempts to explain syntactic structure. The emphasis lies on providing practical skills in describing syntactic structure. Topics we will be looking at include syntactic functions (subject, object, predicator, etc.), word classes and their behaviour in sentences, phrase structure (i.e. noun, verb, and adjective phrases), clause structure and clause types. The course requirements are regular and active participation plus a written end-of-term test. Introductory reading: Miller, Jim. 2002. An Introduction to English Syntax. Edinburgh: Edinburgh University Press.

This class will build on the first survey of phonetics and phonology given in the "Introduction to Linguistics", but will elaborate and extend the study of the sounds of English, so that we will hopefully arrive at a deeper understanding of the "whys and wherefores" of the two related disciplines. We will take a closer look at doing phonetics, followed by an introduction to possible theories about phonology, their concepts and maxims, and some of the problems related to them. By way of illustration, we will consider the phonetic and phonological shape of some varieties of English, both in Britain and beyond. The course requirements are regular and active participation plus a written end-of-term test. Recommended reading: Cruttenden, Alan ed. 1994. Gimson's Pronunciation of English. 5th ed. London: Arnold. McMahon, April. 2001. An Introduction to English Phonology. Edinburgh: Edinburgh University Press.

The earliest English texts date back to around 700 - and their language is extremely different from the English language as we know it. And even if we consider a text from the end of the 14th century, we will find it more recognizable, but still far from easily readable. Shakespeare's works seem to offer a safe footing - but why are the sisters in Macbeth weird, and why couldn't Shakespeare find correct rhymes, at least some of the time? Then again, Shakespeare's language is markedly different from 14th century English, and even more so from the earliest texts. The explanation to all this lies in the fact that English is a language, and languages are forever subject to change, be it in pronunciation, vocabulary, or syntax. We will outline some of the major changes which have affected the English language over its long history, and which have contributed to its present shape. In the process, we will consider some basics about historical linguistics, i.e. the description and explanation of language change. This will involve the search for causes of linguistic change, which may be found inside language itself, but also in the cultural circumstances in which languages are embedded. Participants will acquire a LEISTUNGSSCHEIN B by sitting a written test at the end of term. Introductory reading: N.F. Blake. 1996. A History of the English Language. London: Macmillan.

154105 English Phonology (2 PS) Di 10.15 – 11.45 R. 3.208 b Peters

GHR: 2b SP1.Fach: 2b B.A.ALK: Gy/Ge: 2b SP2.Fach: 2b B.A.AS:1d, 3d, 15c, 16c BK: 2b M.A.ALK:

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alte LPO: M.A.AS:

154106 Historical Dimensions of English: 1100 – 1500 (2 PS) Mi 16.00 – 17.30 R. 3.417 Peters

GHR: SP1.Fach: B.A.ALK: Gy/Ge: 4a SP2.Fach: B.A.AS:8a, 18a BK: 4a M.A.ALK:

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alte LPO: M.A.AS:

4

How do we form new words, and how do we understand words we've never encountered before, without even using a dictionary? Why are some words possible, but not accepted (cycler)? These are the fundamental questions we will address, building on your knowledge of morphology acquired in the Introduction to Linguistics. We will come to know the principal methods employed by the English language in forming words, as exemplified in:

a) unkind, overtax, ablaze; b) baker, witches, cohesive, organize; c) apple-tree, racing car, screwdriver, singer-songwriter, blackboard, redcoat; d) stone n., v.; dry adj., v.

All participants will be required to attend regularly, and to make an active contribution to classwork. The requirements for full credits will be announced in the first meeting. Recommended reading and textbook: Carstairs-McCarthy, Andrew. 2002. An Introduction to English Morphology. Edinburgh: Edinburgh University Press.

154107 English Morphology and Word-Formation (2 PS) Di 10.15 – 11.45 R. 4.418 Breul


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alte LPO: M.A.AS:

5

HAUPTSTUDIUM

Since the 1960s, the study of language in its social context has moved into the centre of linguistic research. The aims were not only to describe the socially motivated differences in speech (pronunciation, grammar, vocabulary), but also to identify the social factors influencing such variation. Related to this are questions like:

• judgements on social dialects; • the interrelations of social structure, social psychology, and language; • political and cultural consequences of variation in language.

Our topics for discussion will come from the rather wide scope described by these questions. This means that we will introduce influential models for the description and analysis of sociolinguistic variation, and discuss these in their application to varieties of English (geographical, social, gender-related). Recommended reading: Chambers, J.K. 2002. Sociolinguistic Theory: Linguistic Variation and its Social Significance. 2nd ed. Oxford: Blackwell.

Every living language has undergone linguistic change, and is still subject to it. Language change may be studied on all levels of systematic description (phonology, morphology, syntax, semantics). But beyond description, questions arise as to how and why changes occur. Both language-internal (systemic pressure, language typology) and language-external factors (foreign influence, social factors, cognition) can be shown to play a role in the explanation of linguistic change. Furthermore, changes normally lead to variation within a language; speakers evaluate the variants and develop attitudes towards them, so that observable changes may sometimes give cause for heated discussion, but will be regularly employed in social differentiation. While there is no hope of giving a complete survey of this - by now vastly differentiated - field of study in the limited amount of time available, we will deal with selected cases of change affecting the English language, attempting to combine the descriptive aspects with the discussion of patterns of explanation and their problems. Prospective participants are urgently required to register in one of my office hours (dates during the off-term period to be announced), where topics for papers will be made available. Recommended reading: McMahon, April M.S. 1994. Understanding Language Change. Cambridge: Cambridge University Press. (A comprehensive and accessibly written survey, which I would like to recommend for purchase, some copies being available at the Old Bookshop in Unna)

This class is open to students who have completed a linguistic Hauptseminar with good success, and who have discovered that their interest in the study of language goes beyond the requirements of the Studienordnung.

154108 Linguistic Variation (2 HS) Di 14.15 – 15.45 R. 3.206 Peters

GHR: 5c SP1.Fach: 5c B.A.ALK: Gy/Ge: 8a SP2.Fach: 4b B.A.AS: 8a, 9, 18a BK: 8a M.A.ALK:

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ordnungen:

alte LPO: A1, 2, 3, 5 M.A.AS:

154109 Linguistic Change (2 HS) Do 10.15 – 11.45 R. 3.206 Peters

GHR: 5c SP1.Fach: 5c B.A.ALK: Gy/Ge: 8a SP2.Fach: B.A.AS: 8a, 9, 18a BK: 8a M.A.ALK:

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ordnungen:

alte LPO: A 1, 2, 4, 4 M.A.AS: 11 - 14

154110 Topics in English Linguistics (2 K) nach Vereinbarung Peters

GHR: SP1.Fach: B.A.ALK: Gy/Ge: 8a SP2.Fach: B.A.AS: 8a BK: 8a M.A.ALK:

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6

As our central topic, I would like to propose a discussion of both metaphor and metonymy, two aspects of language which play pervasive roles in the construal of meaning in language, in the change of meaning, and also in the goal-oriented packaging of meaning. Our first – and preliminary – meeting is scheduled for Monday, 11. April, 12.00, room 3.215. The class itself will be organized as a workshop, which will take place in the week beginning on July 25. A reader will be provided.


Sprachpraxis

GRUNDSTUDIUM

The programme of courses offered as part of the Sprachpraxis module consists of Integrated Foundation Courses (IFCs) and Written and Oral Communication Courses (WOCs). In general, you are advised to attend one of each type of course, starting with an IFC (4SWS) and subsequently moving on to a WOC (2SWS). One important function of WOCs is to prepare you for the Written and Oral tests, which you need to pass to complete the module. These new course types are described in greater detail below. This term we will again also be offering Preparatory Courses. These courses are intended for students who have not met the minimum language requirement for admission to the module courses. Consequently, they do not count towards the module. Places in these two groups will be allocated during the one-to-one discussions of Diagnostic Test results with first-semester students. Please note that we no longer post lists for Sprachpraxis courses. For details of the procedure for applying

for a place in a course, please see the notices on departmental notice-boards

Integrated Foundation Courses (IFC)

154111


Di 10.15 - 11.45 R. 3.206 Nold GHR: 4 SP1.Fach: 4 B.A.ALK: Absprache Gy/Ge: 5, 8 SP2.Fach: 3 B.A.AS: Absprache BK: 5, 8 M.A.ALK: Absprache

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7

The aim of these courses is to provide systematic and interconnected language training. Hence, all IFCs will contain elements of pronunciation training, grammar practice, basic translation, listening and reading comprehension, and some discussions. Please note that IFCs are four-hour courses; groups will not be split and a maximum of 30 students will be able to attend each course. Once you join an IFC, you will be required to attend both parts regularly.

Written and Oral Communication (WOC)

154401 IFC I (4 Ü) Mi 10.15 – 11.45

Fr 10.15 – 11.45 R. 3.205 R. 3.206

Kane


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alte LPO: M.A.AS:

154402 IFC II (4 Ü) Mi 12.15 – 13.45

Fr 14.15 – 15.45 R. 3.206 R. 3.206

Kane

GHR: SP1.Fach: B.A.ALK: Gy/Ge: SP2.Fach: 3b B.A.AS: 7a, 17a BK: 3a M.A.ALK:

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alte LPO: M.A.AS:

154403 IFC III (4 Ü) Di 12.15 – 13.45

Do 12.15 – 13.45 R. 3.206 R. 3.206

Cass

GHR: SP1.Fach: B.A.ALK: Gy/Ge: SP2.Fach: B.A.AS: BK: 3a M.A.ALK:

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alte LPO: M.A.AS:

154404 IFC IV (4 Ü) Mi 12.15 – 13.45

Do 12.15 – 13.45 R. 3.208 b R. 3.205

Bell


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alte LPO: M.A.AS:

154405 IFC V (4 Ü) Mo 08.15 – 09.45

Mi 08.15 – 09.45 R. 3.206 R. 3.205

Preedy


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alte LPO: M.A.AS:

8

Let us go then, you and I, and immerse ourselves in the world of verse. Students will be encouraged to bring their favourite poems for class discussion. This class is aimed at providing students with the opportunity to prepare for the Written and Oral Tests. Students taking the Oral Test will be required to prepare a folder of materials relevant to their topic. Students will write in a variety of styles and formats, with particular attention being given to formal writing skills.

“These are the voyages of the starship Enterprise. Its five-year mission--to boldly go, wait, isn’t that a split infinitive? Spock? ‘To go boldly?’ Oh just take us to warp.” Join us as we examine science fiction in film, tv and literature. This class is aimed at providing students with the opportunity to prepare for the Written and Oral Tests. Students taking the Oral Test will be required to prepare a folder of materials relevant to their topic. Students will write in a variety of styles and formats, with particular attention being given to formal writing skills.

An extensive historical knowledge of the political and cultural background of the United States of America, Ireland, and the United Kingdom is necessary in order to adequately deal with those countries' authors and literature in the classroom. Texts dealing with the history of these nations as well as texts dealing with current events will be the basic canon of reading used for discussion in the course. The students enrolled in this class will develop a practical, workable command of oral English transferable to the real-life situation of their future career of teaching. In addition to the oral work, the department's students of English will be primarily concerned with displaying their language skills in writing the formal essay. The technique of the formal essay is such as to be found in all factual or theoretical prose writing in the field of Cultural Studies. By the end of the semester those students having met the course requirements, will be allowed to participate in the English department's oral and written examinations.

An extensive historical knowledge of the political and cultural background of The United Kingdom and The Republic of Ireland is necessary in order to adequately discuss those countries' authors and literature. Literature which belongs to the major genres found in the department's recommended reading list will be the basic canon of reading used for discussion in the course. Emphasis will be placed on the development of skills in the use of literary terms and on improving the student's knowledge of literary theory. The students enrolled in this class will develop a practical, workable command of oral English transferable to the real-life

154406 WOC: Poerty (2 Ü) Fr 12.15 – 13.45 R. 3.208 b Bell


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ordnungen:

alte LPO: M.A.AS:

154407 WOC: Science Fiction (2 Ü) Fr 10.15 – 11.45 R. 3.208 b Bell


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ordnungen:

alte LPO: M.A.AS:

154408 WOC: Cultural Studies (2 Ü) Mo 12.15 – 13.45 R. 3.208 b Holst


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ordnungen:

alte LPO: M.A.AS:

154409 WOC: British Literature (2 Ü) Mo 14.15 – 15.45 R. 3.208 b Holst


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ordnungen:

alte LPO: M.A.AS:

9

situation of their future career of teaching British literature. In addition to the oral work, the students of English literature will be primarily concerned with displaying their language skills in writing the formal essay. The technique of the formal essay is such as to be found in all factual or theoretical prose writing on literature. By the end of the semester those students having met the course requirements, will be allowed to participate in our English department's oral and written examinations.

An extensive historical knowledge of the political and cultural background of the United States of America is necessary in order to adequately discuss that country's authors and literature. Literature which belongs to the major genres found in the department's recommended reading list will be the basic canon of reading used for discussion in the course. Emphasis will be placed on the development of skills in the use of literary terms and on improving the student's knowledge of literary theory. The students enrolled in this class will develop a practical, workable command of oral English transferable to the real-life situation of their future career of teaching American literature. In addition to the oral work, the students of English literature will be primarily concerned with displaying their language skills in writing the formal essay. The technique of the formal essay is such as to be found in all factual or theoretical prose writing on literature. By the end of the semester those students having met the course requirements, will be allowed to participate in our English department's oral and written examinations.

GRUND-/HAUPTSTUDIUM

This is for students interested in taking part in the 5-week school-placement scheme in English schools. Please arrange an appointment to see me for more details.

This particular course is of a tutorial nature, and is offered on an informal and individual basis each semester. Students entering the "Hauptstudium" can come to my (or for that matter, any of my fellow lecturers') office hours to discuss the theme of a thesis paper "before" they leave for an English speaking country of their choice in order to fill the department's language requirement for an "Auslandsaufenthalt" during the course of their studies in the "Hauptstudium". The particular countries for which I am responsible are Ireland and Scottland. Please consult our English department's "Studienordung" for more specifically detailed requirements.

154410 WOC: American Literature (2 Ü) Do 12.15 – 13.45 R. 3.417 Holst


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ordnungen:

alte LPO: M.A.AS:

154411 Project Design and Evaluation: School placement in English schools (1 Ü) nach Vereinbarung Cass


Modulzu-

ordnungen:

alte LPO: M.A.AS:

154412 Project Design and Evaluation: Ireland/Scotland (1 Ü) nach Vereinbarung Holst


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ordnungen:

alte LPO: M.A.AS:

10

154413 Project Design and Evaluation: England (1 Ü) nach Vereinbarung Kane


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ordnungen:

alte LPO: M.A.AS:

154414 Project Design and Evaluation: Australia/New Zealand (1 Ü) nach Vereinbarung Bell


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ordnungen:

alte LPO: M.A.AS:

11

Additional WOCs for only those students who attended Mr. Holst Grundstudium WOCs during last Wintersemester 2004-05:



This class is open in the first instance only to those students who successfully completed a WOC, but who have failed the Written Test. This course is principally designed to give students extra practice in essay writing, both for retaking the Written Test, and to help develop their writing skills to the necessary level. HAUPTSTUDIUM

Please note that this course replaces IFC II, which will not be taking place. It is designed to provide additional practice in spoken and written English. Discussion will be text-based and a reader will be provided.

Translation

154415 WOC: American and British Literature (2 Ü) Do 16.15 – 17.45 R. 3.208 b Holst


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ordnungen:

alte LPO: M.A.AS:

154416 WOC: Cultural Studies (2 Ü) Di 12.15 - 13.45 R. 3.208 b Holst


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ordnungen:

alte LPO: M.A.AS:

154417 WOC: Further Writing Practice (2 Ü) Mi 16.15 – 17.45 R. 3.205 Bell


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ordnungen:

alte LPO: M.A.AS:

154420 Intensive Language Group (2 Ü) Fr 14.15 – 15.45 R. 3.206 Kane

GHR: SP1.Fach: B.A.ALK: Gy/Ge: SP2.Fach: 3b B.A.AS: 7a, 17a BK: M.A.ALK:

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ordnungen:

alte LPO: M.A.AS:

12

Advanced practice in translation into English with the demands of the final examination very much in mind. These two classes will run parallel; it would not, therefore, be sensible to attend both. Students attending either class will be expected to prepare texts in advance of each session and to hand in work for marking on a weekly basis. Highly recommended background reading: Barry Baddock & Susie Vrobel, Translation Skills German-English, Hueber; Emily Purser & Linda Paul, Translation: Übersetzung, Cornelsen; Richard Humphrey, Grundkurs Übersetzen Deutsch-Englisch, Klett; Richard Humphrey, Aufbaukurs Übersetzen Deutsch-Englisch, Klett. Recommended dictionary: Collins, Großwörterbuch, Langenscheidt, Munich 2004.

Englische Fachdidaktik

GRUNDSTUDIUM

This Proseminar primarily addresses students of Primarstufe or GHRGe with a Schwerpunkt Primarstufe. In the first part of this seminar, we will discuss some theoretical positions on the teaching of English as a second language in primary school. The topics will include “choice of topics”, “methods and approaches”, “alternative teaching methods”, “intercultural awareness”, “project work: cross-cultural encounters”, and others, keeping in mind young learners and the primary school context. In the second part of this seminar, we will use these theoretical approaches to develop activities for actual class-room teaching. For this purpose, we will decide on a range of topics and then form groups in order to co-ordinate further planning. Every student will then be asked to plan 2 lessons. The goal is to make available CD-Rom with these lesson-plans and materials for all participants. This collection will be a useful resource for future teaching, e.g. the Blockpraktikum or Praxisphase. A reader will be available at the UniCenter CopyShop. Please don’t hesitate to contact me if you have any questions: [email protected].

154418 Translation German/English 1 (2 Ü) Di 10.15 - 11.45 R. 3.205 Cass

GHR: 5d SP1.Fach: 5d B.A.ALK: 7a, 17a Gy/Ge: 8b SP2.Fach: 3b B.A.AS: BK: 8b M.A.ALK:

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ordnungen:

alte LPO: M.A.AS:

154419 Translation German/English 2 (2 Ü) Do 10.15 - 11.45 R. 3.208 b Cass


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ordnungen:

alte LPO: M.A.AS:

154301 Primary English – Teaching English to Young Learners (2 PS)

Mo 10.15 – 11.45 R 3.206 Papenberg GHR: 2d SP1.Fach: 2d B.A.ALK: -- Gy/Ge: 2d, 4a SP2.Fach: -- B.A.AS: -- BK: 2d, 4a M.A.ALK: --

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ordnungen:


154302 Structuring Learning Processes: Systematic Teaching and Practicing (2 PS)

Mo 16.00 - 17.30 R 3.205 Papenberg GHR: 2d SP1.Fach: 2d B.A.ALK: -- Gy/Ge: 2d, 4a SP2.Fach: -- B.A.AS: -- BK: 2d, 4a M.A.ALK: --

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13

In this seminar, we will discuss and try various approaches of systematic teaching and practicing in the EFL classroom from Primary School to Oberstufe. We will discuss practicing methods for various areas (vocab, grammar, skill training etc.) and analyze examples from EFL textbook (e.g. Password Green, Klett). This seminar will place emphasis on practical and productive work, therefore students who wish to participate should be willing to study the very extensive collection of texts and to contribute to the “final product” of this seminar: We will use these theoretical approaches to develop activities for actual class-room teaching. For this purpose, we will decide on a range of topics and then form groups in order to co-ordinate further planning. Every student will then be asked to plan 2 lessons. The goal is to make available CD-Rom with these lesson-plans and materials for all participants. This collection will be a useful resource for future teaching, e.g. the Blockpraktikum or Praxisphase. A reader will be available at the UniCenter CopyShop. Please don’t hesitate to contact me if you have any questions: [email protected].

All over Germany foreign language learning starts as early as grade 3 – and there is a recognisable trend in lowering the starting age to grade 1. Given the fact that foundations of competence in the foreign language have been laid in the primary classroom, the problem of the ‘linkage’ at the juncture between primary and secondary level inevitably arises. Secondary school teachers will no longer be starting the pupils off. Instead they will be building on two or four years of foreign language learning. As approaches to the teaching of the target language differ a lot in primary and secondary classrooms it is all too obvious that both pupils and teachers will be facing problems taking foreign language learning and teaching s from primary to secondary level. This seminar is intended to help prepare student teachers bridge this gap. In the first part of the course we will explore a number of key issues in teaching English as a foreign language to young learners (grades 3-6). Topics will include skills and competencies of young learners, approaches and methods in primary EFL, assessment and others. Depending on the participants, primary school and secondary school students will explore and discuss these topics in learning tandems. The second part of the seminar will take the form of a workshop where students are expected to develop teaching units and materials for the primary classroom or for the first years at secondary level. Requirements for a /Schein/ will be announced in the first session. A reader will be made available at the UniCenter CopyShop by the beginning of the semester. If you have any questions, please contact me: [email protected] Note that the seminar also addresses students of the ‘Zusatzstudiengang Bilinguales Lernen und Lehren’, since central principles of teaching English at the primary level are also characteristic of bilingual classrooms.

Schulpraktische Proseminare: Tagespraktika

Weitere Tagespraktika (alte Studienordnung) bei Bedarf.



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154304 Fachtagespraktikum Englisch (2 TPr)

Di vormittags Hinz GHR: SP1.Fach: B.A.ALK: Gy/Ge: SP2.Fach: B.A.AS: BK: M.A.ALK:

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ordnungen:

alte LPO: Grundstudium M.A.AS:

14

Die Veranstaltung bereitet auf die Praxis-Phase I (Element 3 des Theorie-Praxis-Moduls) vor. Sie kann nur in Kombination mit dem im Fachbereich Erziehungswissenschaften von Frau Prof. Dr. Koch-Priewe angebotenen Theorie-Praxis–Seminar EW belegt werden, welches dienstags nachmittags stattfinden wird. Da die Teilnehmerzahl auf 40 Studierende begrenzt ist, ist eine Anmeldung dringend erforderlich. Informationen unter: [email protected].

HAUPTSTUDIUM

This seminar will look at cutting-edge techniques and practical ideas in a variety of crucial EFL areas including learner autonomy, group work, teaching multi-level classes, pronunciation practice, using the Internet for EFL teaching, vocabulary teaching, and other areas. Most of our classes will be based on the Cambridge Handbook for Language Teachers series and students who are interested in preparing a paper or presentation should consult the appropriate handbook in this series.

Kenntnisse über die Geschichte des Englischunterrichts in Deutschland haben mancherlei Nutzen, z.B. erinnern sie uns daran, in welcher Tradition Englischlehrer und –lehrerinnen von heute stehen, liefern sie uns Anregungen für den eigenen Unterricht, ersparen sie uns, alte Irrwege noch einmal zu gehen, und helfen sie uns, Abstand zu modischen Innovationen zu gewinnen, so dass wir diese nüchtern prüfen können. Eins der bedeutendsten Ereignisse in der Geschichte unseres Faches ist die Neusprachliche Reformbewegung vom Ende des neunzehnten Jahrhunderts. Wir werden uns in diesem Seminar anhand von Quellen und Darstellungen mit deren Vorgeschichte, Verlauf, Ergebnissen und Folgen befassen, dabei die wesentlichen didaktischen und methodischen Fragen herausarbeiten und die gegensätzlichen Antworten kritisch prüfen, die Reformer und ihre Gegner darauf gegeben haben. Gleichzeitig werden wir einige herausragende Reformer und ihre Gegner kennen lernen und so gerecht, wie es uns möglich ist, werten. Die üblichen Bescheinigungen können in diesem Seminar auf die bekannten Arten erworben werden. Das Seminar beginnt Montag, den 11. April 2005.

154305 Planung und Gestaltung von Englischunterricht (2 S) (Vorbereitung auf das Blockpraktikum)

Di 10.30 - 12.00 Raum: 3.208 a Hinz GHR: 4b SP1.Fach: 4b B.A.ALK:-- Gy/Ge: 4b SP2.Fach:-- B.A.AS:-- BK: 4b M.A.ALK:--

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ordnungen:


154306 Optimising Teaching and Learning Processes in the EFL Classroom (2 HS) Mi 8.15 – 9.45 R. 3.206 Kane

GHR: C 1 - 3 SP1.Fach: B.A.ALK:-- Gy/Ge: C 1 - 3 SP2.Fach: 3b B.A.AS:-- BK: 4b M.A.ALK:--

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ordnungen:


154307 Die neusprachliche Reformbewegung (2 HS) Mo 8.15 – 9.45 R. 3.208 b Oppertshäuser

GHR: 4a SP1.Fach: 4a B.A.ALK:-- Gy/Ge: 5a SP2.Fach: 3a B.A.AS:-- BK: (4d), 5a M.A.ALK:--

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ordnungen:

alte LPO: C 1 - 4 M.A.AS:--

154111


Di 10.15 - 11.45 R: 3.206 Nold GHR: 4 SP1.Fach: 4 B.A.ALK: Absprache Gy/Ge: 5 SP2.Fach: 3 B.A.AS: Absprache BK: 5 M.A.ALK: Absprache

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15





Zusatzstudiengang ´Bilinguales Lernen und Lehren´

All over Germany foreign language learning starts as early as grade 3 – and there is a recognisable trend in lowering the starting age to grade 1. Given the fact that foundations of competence in the foreign language have been laid in the primary classroom, the problem of the ‘linkage’ at the juncture between primary and secondary level inevitably arises. Secondary school teachers will no longer be starting the pupils off. Instead they will be building on two or four years of foreign language learning. As approaches to the teaching of the target language differ a lot in primary and secondary classrooms it is all too obvious that both pupils and teachers will be facing problems taking foreign language learning and teaching s from primary to secondary level. This seminar is intended to help prepare student teachers bridge this gap. In the first part of the course we will explore a number of key issues in teaching English as a foreign language to young learners (grades 3-6). Topics will include skills and competencies of young learners, approaches and methods in primary EFL, assessment and others. Depending on the participants, primary school and secondary school students will explore and discuss these topics in learning tandems. The second part of the seminar will take the form of a workshop where students are expected to develop teaching units and materials for the primary classroom or for the first years at secondary level.



Modulzu-

ordnungen:




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16

Requirements for a /Schein/ will be announced in the first session. A reader will be made available at the UniCenter CopyShop by the beginning of the semester. If you have any questions, please contact me: [email protected] Note that the seminar also addresses students of the ‘Zusatzstudiengang Bilinguales Lernen und Lehren’, since central principles of teaching English at the primary level are also characteristic of bilingual classrooms.




Students who are interested in taking this course should register as soon as possible for the EWS web space set up for this purpose. The course will be in the form of a block seminar and will take place between the winter and summer terms. Students will be expected to teach mini-lessons and to provide systematic didactic and linguistic information about the vocabulary of their second subjects.



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154309 Seminar zur Zweitsprachenerfahrung (4 PS) (Absprache mit Nold oder Hinz vor Auslandsaufenthalt erforderlich)

Nach Vereinbarung Nold GHR: 5c SP1.Fach: 5c B.A.ALK: Gy/Ge: 8a SP2.Fach: 4b B.A.AS: BK: 8a M.A.ALK:

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ordnungen:


154310 English for Specific Purposes (2 Ü) Registration required

nach Vereinbarung Kane GHR: 2d SP1.Fach: 2d B.A.ALK:-- Gy/Ge: 2d SP2.Fach:-- B.A.AS:-- BK: 2d M.A.ALK:--

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17

Britische Literaturwissenschaft

GRUND-/HAUPTSTUDIUM

The course addresses students from Grundstudium as well as Hauptstudium and is also meant to assist students in their preparation for exams (Zwischenprüfung and Staatsexamen; for Lehramt according to the old regulations). The lecture presents a survey of the most important developments in 20th-century British literary history. During that period quite a number of exciting as well as traumatic events created a new and highly critical awareness of the complex role and tasks of the English-speaking literature in a changing world in which national boundaries of history and culture were gradually but not completely disappearing. On the one hand the lecture supplies participants with essential information about authors, works, genres, periods and movements in the context of the historical, social and cultural developments of the British society at that time. On the other hand, it will broaden the view for subjects, issues and themes that were raised by English-speaking authors within an international frame of reference. This includes paying attention to a growing significance of the issues of gender, class and ethnicity. Special emphasis will be placed on the contribution of women writers. The course is designed in the form of lectures and seminar discussions based on the participants’ individual reading. Additionally, video material will be included. For students of Lehramt (old and new regulations) the successful passing of the course requires a regular attendance, active participation, and the punctual fufilment of the written assignments (Response Papers on the novels chosen for discussion). Credit B (students of Lehramt/old regulations) additionally requires the successful passing of a written test (Klausur) which will take place during the last third of the semester. B.A. students will be assigned special tasks during the course of the lecture (SP: writing of ‘Klausur). Potential participants are asked to study the following texts prior to the lecture: Virginia Woolf: Mrs. Dalloway (1925) [SEL W 27/50, C 23788] Doris Lessing: The Diaries of Jane Somers (1983) [SEL L 11/18] Nadine Gordimer: None to Accompany Me (1994) [SEL G 31/17; C 18826] A ‘Reader’ will be available through the internet and the ‘Copyshop’. It is needed from the first session on.

GRUNDSTUDIUM

The lecture offers an introduction to major issues of literary criticism, history, genre poetics (poetry, fiction, drama) and textual analysis. It includes creative writing exercises and is characterised by a close intersection of theory and practice. The exemplary texts are chosen from different periods of English and American literature. They invite students to share their reading experiences, become more critical about

154201 English Literature of the Twentieth Century with special emphasis on female writing (2 V)

Do 12.15 – 13.45 R. 3.208 b Bimberg GHR: 5a SP1.Fach: 5a B.A.ALK:2c, 6a, c, d; 10a, c, d, e;

15a, b; 17a, c, d Gy/Ge: 4b, 7a SP2.Fach:4b B.A.AS: -- BK: 4b, 7a M.A.ALK:

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ordnungen: alte LPO: B 3 (wahlweise –obligatorisch GS und HS)

M.A.AS:

154202 Introduction to Literary Studies/Einführung in die britische Literaturwissenschaft, Gruppe A (2 V)

Do 14.15 – 15.45 R. 3.206 Bimberg GHR: 1a SP1.Fach: 1a B.A.ALK: 1a, 14a Gy/Ge: 1a SP2.Fach:1a B.A.AS: BK: 1a M.A.ALK:

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ordnungen: alte LPO: Pflichtveranstaltung im GS M.A.AS:

18

their reading behaviour through studying the effects of the narrative strategies on themselves as readers, and train their competencies in selecting critical approaches for analysis and interpretation. The course includes seminar phases and team work activities. The section on drama includes video presentations. The knowledge and skills acquired during the lecture will, among other things, be examined during Zwischenprüfung (for students of Lehramt/old regulations). The ‘Reader’ for the course should therefore be carefully studied. It is available through the internet and the ‘Copyshop’ and will be needed from the first session on. Special hints for the preparation for Zwischenprüfung will be given within the lecture. The presuppositions for passing the course successfully are a regular and active participation plus the punctual fulfilment of the written course assignments (3 Response Papers). Students of Lehramt under the old regulations write a mock exam (Probeklausur); those studying under the new conditions will have to pass a written test (Klausur) – both take place on Thursday, June 23, 2005. This will also be the next opportunity for repeating a failed test. Students of Lehramt who have concluded the course under the old regulations but changed into the new regulations are welcome to join the group for doing their written test now. B.A. students will be assigned specials tasks during the course of the lecture (SP: writing of ‘Klausur). A course schedule with the full list of primary literature (among them many shorter texts) will be handed out in the first session. The more substantial texts participants should purchase and study prior to the sessions are:

John Fowles: The French Lieutenant’s Woman E. F. Albee: Who’s Afraid of Virginia Woolf? A selected collection of books used in the lecture is available in the Handapparat of the Bereichsbibliothek. Some of the books can be lent from Lehrbuchsammlung.

This lecture explores a variety of literary texts, topics and forms. Its main purpose is to introduce English majors and other literature-interested students to the central issues of literary history, genre poetics (fiction, poetry, drama), textual analysis and current practices of literary criticism. The course includes critical discussions, creative writing, team work activities, information on the writing of full-length papers and an exam. The unit on drama incorporates a video presentation. The knowledge and skills acquired during the lecture will, among other things, be examined during the Zwischenprüfung (for students of Lehramt/old regulations). Thus, the ‚Reader’ should be carefully read and studied and should be brought along to each session (including the first one). The requirements for a Teilnahmeschein are regular course attendance, active participation (this includes: annotated reading and coming to class with observations and questions about the material) and the punctual fulfilment of the written assignments such as response papers and a bibliography. Students of Lehramt under the old regulations write a mock exam (Probeklausur); those studying under the new conditions will have to pass a written test (Klausur). B.A. students will be assigned special tasks during the course of the lecture. The course schedule will be handed out during the first session. The more substantial texts to be purchased and studied prior to the sessions are:

Jane Austen, Pride and Prejudice. William Shakespeare, King Lear (Arden Edition).

The course will be limited to 40 participants! The ‚Reader’ for this lecture is available both through the internet and the Copyshop.

154203 Introduction to Literary Studies/Einführung in die britische Literaturwissenschaft, Gruppe B (2 V)

Do 16.15 – 17.45 R. 3.206 Strube GHR: 1a SP1.Fach: 1a B.A.ALK: 1a, 14a Gy/Ge: 1a SP2.Fach:1a B.A.AS: BK: 1a M.A.ALK:

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19

This course aims to introduce students to the history of, and key authors in, Irish drama. All students wishing to attend will be required to hold a class presentation. Most of the plays to be studied will be taken from Modern Irish Drama by John Harrington (ed.) published by W. W. Norton & Co. Students should also obtain a copy of the Reclam version of Beckett’s Waiting for Godot. For those studying under the old Studienordnung, a Teilnahmeschein will be issued based on regular attendance, active participation and a class presentation. Students studying under the new Studienordnung, or who wish to obtain a Leistungsschein, will also be required to submit an essay.

The seminar initiates a whole series of courses designed to introduce participants to a new trans-national and intercultural perspective on British literature through a comparative view on Russian literature. The start is made with drama. The focus of the seminar will be on two representative playwrights who became highly influential in the development of drama and theatre in their respective countries at the turn of the 19th to the 20th century: G.B. Shaw and Anton Pavlovich Chekhov (1860-1904) who is regarded as the finest Russian writer of his time both as a short-story writer and as a playwright. A third writer, the Norwegian Henrik Ibsen, is included here as an important source of reference. The dramatic works of the three authors are linked to each other in terms of period, style, and themes. Transgressing the boundaries of their national literatures and cultures, they created forms of theatrical communication that would contribute decisively towards a modernisation of drama and theatre in Europe and overseas - in world literature. Chekhov’s success and influence in England has been immense. Since 1903 most of his work has been translated (e.g. C. Garnett, Ronald Hingley). The Incorporated Stage Society’s 1911 London production of The Cherry Orchard was much admired by Arnold Bennett, E.M. Forster, V. Woolf, W. Gerhardie, J.M. Murry (who placed him above Joyce and Proust), and especially Katherine Mansfield, whose stories are held to be the main channel through which his work influenced England. G.B. Shaw declared that reading Chekhov’s plays made him want to tear up his own, and went on to write Heartbreak House as a tribute to him. The seminar will work on drama theory, drama and stage history (references to Nikolay Gogol, Alexander Ostrovsky, Maxim Gorky, Konstantin Stanislavsky, Vladimir Nemirovich-Danchenko, Bertolt Brecht) and on important movements and styles such as realism, naturalism, modernism, symbolism, and impressionism. Video presentations of film adaptations of the plays are included. Please note that Anton P. Chekhov’s The Cherry Orchard is being staged at the Dortmund Schauspielhaus right now (8.1.; 22.1.; 4.2.; 9.2.; 20.2.; 3.3.; 11.3.; 24.3.; to be continued). Tickets can be purchased through http://www.theaterdo.de or 0231-5027222). Selected reading:

154214 Introduction to Literary Studies/Einführung in die britische Literaturwissenschaft, Gruppe C (2 V)

Di 16.00 – 17.30 R. 3.425 Osterried GHR: 1a SP1.Fach: 1a B.A.ALK:1a, 14a Gy/Ge: 1a SP2.Fach:1a B.A.AS: BK: 1a M.A.ALK:

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154204 Introduction to Irish Drama (2PS) Mi 10.15 - 11.45 R. 3.206 Bell

GHR: 1e SP1.Fach: 1e B.A.ALK: Gy/Ge: 1e SP2.Fach: B.A.AS: 2a,b; 15a BK: 1e M.A.ALK:

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154205 Anglo – Russian Studies I: Drama (2PS) Mi 12.15 - 13.45 R. 3.208 a Bimberg

GHR: 1e SP1.Fach: 1e B.A.ALK:2a, b, c, d; 15a, b Gy/Ge: 1e SP2.Fach: -- B.A.AS: -- BK: 1e M.A.ALK:

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ordnungen: alte LPO: wahlweise-obligatorisch im GS M.A.AS:

20

G.B. Shaw: Heartbreak House (1920) [C 14808-5] Candida (1897) The Quintessence of Ibsenism (1891) The Intelligent Woman’s Guide to Socialism and Capitalism (1928) Anton P. Chekhov: The Seagull (Chayka) (1896) The Cherry Orchard (Vishnevy sad) (1904) Henrik Ibsen A Doll’s House (1879) The successful passing of the course requires a regular attendance, active participation, and the contribution of oral presentations/written assignments. B.A. students will be assigned specials tasks during the course of the lecture.

Although “women’s literature” certainly is now accepted as part of the canon, it is a category that still opens up many questions: Is women’s literature a readily distinguishable subset of literature? Do women writers have A Literature of Their Own, as Elaine Showalter suggests in her study, or do they still need A Room of One’s Own, as Virginia Woolf claims? If so, to what extent? In this seminar we will address these and other questions concerning writing style, women and creativity, representation of characters and gender roles, etc. We will read and analyse novels by Virginia Woolf, Doris Lessing, and Daphne Marlatt. In addition to primary literature, we will also deal with theoretical and non-fictional texts on women’s writing and feminism, taking into account other discourses that influence literature as, for example, socio-historical aspects. A reader will be available at the beginning of the semester. The following texts will be used, please try to get hold of them: Doris Lessing. 1984. The Diaries of Jane Somers. New York: Vintage Books. (out of print, will be included in the reader) Daphne Marlatt. 1988. Ana Historic. Toronto: Anansi. Virginia Woolf. 2000. Mrs Dalloway. Oxford: Oxford University Press.

This drama, like other Shakespearian comedies, deals with the love and friendships of two pairs of young lovers in a Mediterranean city. In short the play follows the old principle that a comedy begins in trouble, ends in joy, and is centred in love. Shakespeare's comedies are intended to entertain, but they are not mere farciacal froth. Invariably there are judgments of the human condition and loving portrayals of human foibles. It is about the triumph of love over hate. It is a comedy of forgiveness in the tradition of the morality and miracle plays, where a human being sins, repents, is forgiven. The essential point is forgiveness and hope of salvation, not the meting out of rewards and punishments. The students of English literature in this seminar will strengthen their skills at analysing works dealing with Shakespeare´s Much Ado About Nothing by using literary terminology as well as by identifying underlying theoretical assumptions of the different critical approaches found in the secondary literature. A written final exam will be administered at the end of the semester. The required reading for this seminar can be found in our departmental library in the "Semesterhandapparat" at the beginning of the semester.



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ordnungen:


154207 Shakespeare´s Much Ado About Nothing (2 PS) Mo 16.15 – 17.45 R. 3.208 b Holst

GHR: 1e SP1.Fach: 1e B.A.ALK: 2b, 15a Gy/Ge: 1e SP2.Fach: B.A.AS: BK: 1e M.A.ALK:

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ordnungen:

alte LPO: M.A.AS:



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alte LPO: M.A.AS:

21



HAUPTSTUDIUM


154209 19th-century Women’s Travel Writing (2 PS) Di 12.15 – 13.45 R. 3.208 a Schlensag


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22



The course serves the diverse functions of preparation for the different phases and requirements of Staatsexamen (for students of Lehramt according to the old regulations). The focus is on the reading lists, “Arbeit unter Aufsicht” (Klausur), and the oral examination. Above all the course offers assistance in expanding and intensifying the candidates’ literary knowledge and skills in the fields of literary history, theory, criticism, genre poetics, and textual analysis. Furthermore, it guides the participants in finalising their reading lists and gives advice on matters of organisation as well as on important psychological aspects of the different examination parts. Work in the course is organised in the form of meetings of all candidates, small group meetings on special subjects as well as individual consultations. The course comprises information units, preparatory work by the candidates, and discussions of written and oral examination strategies. Besides, candidates have ample opportunity to establish contacts with other participants and arrange for extra-curricular work in individual teams. For those who are advanced enough in their preparation by the end of the course a voluntary mock exam is offered. Potential participants are asked to enroll by




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ordnungen:


154212 Examenskolloquium zur Anglistischen Literaturwissenschaft (2 K) Di 14.15 – 15.45 R. 3.205 Bimberg

GHR: -- SP1.Fach: -- B.A.ALK: -- Gy/Ge: -- SP2.Fach: -- B.A.AS: -- BK: -- M.A.ALK: --

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alte LPO: B 2, B 3, B 5 (fakultativ im HS) M.A.AS: --

23

Wednesday, February 2, 2005 at the latest (last office hour in the summer semester). To do so, please see me during one of my office hours and hand in a list with your name and the chosen ‘Teilgebiete’ and ‘Schwerpunkte’. Get a copy of my ‘Guidelines for Reading Lists’ from the personal notice-board next to my room and start work on your reading lists in time. The ‘Reader’ “Introduction to British Literary Studies” is meant to assist you in your course work. It is available through the internet and the ‘Copyshop’. Additionally, there are special scripts on B2, B3, and B5 on the homepage of the institute.

Joseph Conrad is a very interesting but also very complex writer. Born as Jósef Teodor Konrad Korzeniowski in the Western Ukraine, his mother tongue was Polish. In his youth he learnt French and, later, English as a seaman in the British Merchant Navy. Between 1895 and 1924 he wrote a dozen novels and some thirty tales and novellas, in which he explored the meanings of exile, empire, and the exotic. Most of his texts were romances of adventure which questioned, subverted and denied the nature of the genre. First and foremost, though, he put regions, which had hardly been used by his peers as fictional subjects before, on the map of British literature. The Malay Archipelago played a vital part in his early work: Almayer’s Folly (1895), An Outcast of the Islands (1896), Lord Jim (1900) and a number of tales (like “The Lagoon“ [1896], “Karain“ [1897], “Typhoon“ and “Falk“ [1901]) were set there. A four-month period of work (1887-88) as first mate of the small steamer Vidar, trading between Singapore and the Dutch East Indies, Borneo and Celebes, had provided Conrad with a concrete body of experience and a particular setting which later enabled him to write successfully about this part of the world - its complex social and cultural conflicts, its brutalised and disillusioned colonisers and colonised - with unusual accuracy, so that early reviews of Conrad’s texts stressed their “pioneering quality“. Moreover, Conrad benefited from the fact that the Archipelago was not part of the British Empire and had hardly been used as a fictional subject before: he was not faced by an “embarrassing division of loyalty“ and “could allow his knowledge and imagination relative freedom“. These advantages caused Conrad to return to this setting again and again, as in his tales “The Secret Sharer“ (1910), “A Smile of Fortune“ (1911), “Freya of the Seven Isles“ (1912), his late novels Victory (1915) and The Rescue (1920), and his novella The Shadow-Line (1916). In this course I should like to read the tales ‘Youth’ (1898), ‘The Lagoon’ (1896), and ‘Karain’ (1897) and use them as an introduction to our field of inquiry. (A reader with these tales will be available at the copyshop below ‘Sonnendeck’ from February 1.) After this Conrad’s three interrelated novels Almayer’s Folly (1895), An Outcast of the Islands (1896), and The Rescue (1920) should be introduced by groups and discussed in the plenary. I recommend the following editions: Almayer’s Folly. A Story of an Eastern River, New York: The Modern Library, ISBN: 0-375-76014-8; $ 11.95. An Outcast of the Islands, Oxford: World Classics, ISBN: 0-19-283840-7; ₤ 6.99 As no suitable edition of The Rescue is available, a copy will be put in the library.

Britische Kulturwissenschaft (British Studies)

GRUNDSTUDIUM



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ordnungen:


154501 Introduction to Cultural Studies, Group A (2 PS) Mo 12.15 - 13.45 R. 3.206 Kramer


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24

There is no study of culture(s) without some theories which describe, define, and debate how culture(s) should be studied. Theory, however, should not be an end in itself; theories should help us explain the world and the cultural contexts in which we live. This course is intended as an introduction to the study of culture(s), covering such topics as identity and difference, representation, high versus popular culture etc. Please buy a copy of Judy Giles & Tim Middleton, Studying Culture. A Practical Introduction, Oxford: Blackwell, 1999, which we will use as our basic textbook. Zur gleichmäßigen Auslastung der einzelnen Gruppen ist für diese Seminare eine Voranmeldung erforderlich. Anmeldelisten hängen am dem 4. April 2005 am Raum 3.113 aus. Bitte tragen Sie sich nur für eine der Lehrveranstaltungen ein. Mehrfacheinträge werden komplett gelöscht.

In this course we shall explore the history of 18th- and 19th-century Britain and Ireland. Students should be prepared to read and compare several introductions to these periods, to look for and consult a range of different documents (maps, pictures, and texts), and to put together a teaching-pack for German Oberstufen students. As a lot of this work will have to be done in small, groups, potential participants should ask themselves if they can muster the necessary initiative and reliability.

Although “women’s literature” certainly is now accepted as part of the canon, it is a category that still opens up many questions: Is women’s literature a readily distinguishable subset of literature? Do women writers have A Literature of Their Own, as Elaine Showalter suggests in her study, or do they still need A Room of One’s Own, as Virginia Woolf claims? If so, to what extent? In this seminar we will address these and other questions concerning writing style, women and creativity, representation of characters and gender roles, etc.

154502 Introduction to Cultural Studies, Group B (2 PS) Mo 14.15 - 15.45 R. 3.206 Kramer


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ordnungen:


154503 Introduction to Cultural Studies, Group C (2 PS) Mi 12.15 – 13.45 R. 3.206 Iske

GHR: 1b SP1.Fach: 1b B.A.ALK: 1a, 14 a Gy/Ge: 1b SP2.Fach: 1b B.A.AS: 5 BK: 1b M.A.ALK: ---

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ordnungen:

alte LPO: E 1 M.A.AS: ---

154504 Introduction to Cultural Studies, Group D (2 PS) Di 10.15 – 11.45 R. 3.206 Schlensag


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154505 The British Isles, 1689 – 1914 (2 PS) Di 14.15 – 15.45 R. 3.208 b Kramer


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25

We will read and analyse novels by Virginia Woolf, Doris Lessing, and Daphne Marlatt. In addition to primary literature, we will also deal with theoretical and non-fictional texts on women’s writing and feminism, taking into account other discourses that influence literature as, for example, socio-historical aspects. A reader will be available at the beginning of the semester. The following texts will be used, please try to get hold of them: Doris Lessing. 1984. The Diaries of Jane Somers. New York: Vintage Books. (out of print, will be included in the reader) Daphne Marlatt. 1988. Ana Historic. Toronto: Anansi. Virginia Woolf. 2000. Mrs Dalloway. Oxford: Oxford University Press.



Ursprünglich war die Semiotik, d.h. die Wissenschaft von den Zeichen, eine ausschließlich kulturell orientierte Disziplin. man nahm an, dass jenseits von Kultur keine zeichenmäßig organisierte Bedeutung vorhanden sei, Zeichen mithin als kulturelle Artefakte ausschließlich den Menschen zur Verfügung stünden. Somit ist das Feld der Kultur durch die Semiotik hervorragend bearbeitet worden. Heute fasst man die Semiotik weiter; wir werden aber in diesem Seminar die Klassiker der Kultursemiotik wie U. Eco, A. Greimas, J. Lotman, oder W. Koch studieren. Die wichtigen Modelle der Kultursemiotik und ihre Anwendungen werden thematisiert.



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ordnungen:

alte LPO: M.A.AS:

154209 19th- century Women´s Travel Writing (2 PS) Di 12.15 – 13.45 R. 3.208 a Schlensag


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ordnungen:


154506 Einführung in die Kultursemiotik (2 PS) Mi 10.15 -11.45 R. 3.208 b Ipsen

GHR: 1 SP1.Fach: 1 B.A.ALK: wird individuell festgelegt Gy/Ge: 1 SP2.Fach: --- B.A.AS: wird individuell festgelegt BK: 1 M.A.ALK: wird individuell festgelegt

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26

Es gelten für alle Veranstaltungen einheitliche Scheinanforderungen unabhängig vom Studiengang (GS: Grundstudium; HS: Hauptstudium) a) Teilnahme/aktive Teilnahme: Kurzreferat (GS/HS 15 Min.) mit Ausarbeitung (GS: 2 Seiten, HS: 4 Seiten) oder Protokolle (GS: 2mal 2 Seiten; Protokolltermine werden erst vergeben, nachdem alle Referatstermine besetzt sind) in beiden Fällen plus Lektüreliste und kurze mündliche Prüfung (GS: 10 Min., HS: 15 Min.) zum Semesterende. b) Leistungsscheine: Referat (mind. 45 Min.) mit Ausarbeitung (GS: 10 Seiten, HS: 15 Seiten) oder Hausarbeit mit selbst erarbeiteter Thematik (GS: 15-20 Seiten, HS: 20-25 Seiten) oder Klausur (GS: 1 Klausur [endterm], HS: 2 Klausuren [midterm, endterm]). Individuelle Wünsche zur Erlangung weiterer LP können persönlich abgesprochen werden.

HAUPTSTUDIUM

Semiotics is the science that investigates signs and their meaning in culture and nature. Signs are everywhere, they include everything we perceive, our selves and the routines of our daily lives. This means that any action we undertake is based on sign action. – In this class we will look at a variety of domains which are prominent in our daily lives, such as language, fashion, social interaction, sports, etc., where sign action can be investigated. Es gelten für alle Veranstaltungen einheitliche Scheinanforderungen unabhängig vom Studiengang (GS: Grundstudium; HS: Hauptstudium) a) Teilnahme/aktive Teilnahme: Kurzreferat (GS/HS 15 Min.) mit Ausarbeitung (GS: 2 Seiten, HS: 4 Seiten) oder Protokolle (GS: 2mal 2 Seiten; Protokolltermine werden erst vergeben, nachdem alle Referatstermine besetzt sind) in beiden Fällen plus Lektüreliste und kurze mündliche Prüfung (GS: 10 Min., HS: 15 Min.) zum Semesterende. b) Leistungsscheine: Referat (mind. 45 Min.) mit Ausarbeitung (GS: 10 Seiten, HS: 15 Seiten) oder Hausarbeit mit selbst erarbeiteter Thematik (GS: 15-20 Seiten, HS: 20-25 Seiten) oder Klausur (GS: 1 Klausur [endterm], HS: 2 Klausuren [midterm, endterm]). Individuelle Wünsche zur Erlangung weiterer LP können persönlich abgesprochen werden.


154507 Semiotics of the Lifeworld (2 HS) Di 16.15 – 17.45 R. 3.208 b Ipsen

GHR: 5 SP1.Fach: 5 B.A.ALK: wird individuell festgelegt

Gy/Ge: 7 SP2.Fach: --- B.A.AS: wird individuell festgelegt BK: 7 M.A.ALK: wird individuell

festgelegt

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ordnungen:

alte LPO: bitte nachfragen M.A.AS: wird individuell festgelegt



Modulzu-

ordnungen:


27



Joseph Conrad is a very interesting but also very complex writer. Born as Jósef Teodor Konrad Korzeniowski in the Western Ukraine, his mother tongue was Polish. In his youth he learnt French and, later, English as a seaman in the British Merchant Navy. Between 1895 and 1924 he wrote a dozen novels and some thirty tales and novellas, in which he explored the meanings of exile, empire, and the exotic. Most of his texts were romances of adventure which questioned, subverted and denied the nature of the genre. First and foremost, though, he put regions, which had hardly been used by his peers as fictional subjects before, on the map of British literature. The Malay Archipelago played a vital part in his early work: Almayer’s Folly (1895), An Outcast of the Islands (1896), Lord Jim (1900) and a number of tales (like “The Lagoon“ [1896], “Karain“ [1897], “Typhoon“ and “Falk“ [1901]) were set there. A four-month period of work (1887-88) as first mate of the small steamer Vidar, trading between Singapore and the Dutch East Indies, Borneo and Celebes, had provided Conrad with a concrete body of experience and a particular setting which later enabled him to write successfully about this part of the world - its complex social and cultural conflicts, its brutalised and disillusioned colonisers and colonised - with unusual accuracy, so that early reviews of




Modulzu-

ordnungen:




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ordnungen:


28

Conrad’s texts stressed their “pioneering quality“. Moreover, Conrad benefited from the fact that the Archipelago was not part of the British Empire and had hardly been used as a fictional subject before: he was not faced by an “embarrassing division of loyalty“ and “could allow his knowledge and imagination relative freedom“. These advantages caused Conrad to return to this setting again and again, as in his tales “The Secret Sharer“ (1910), “A Smile of Fortune“ (1911), “Freya of the Seven Isles“ (1912), his late novels Victory (1915) and The Rescue (1920), and his novella The Shadow-Line (1916). In this course I should like to read the tales ‘Youth’ (1898), ‘The Lagoon’ (1896), and ‘Karain’ (1897) and use them as an introduction to our field of inquiry. (A reader with these tales will be available at the copyshop below ‘Sonnendeck’ from February 1.) After this Conrad’s three interrelated novels Almayer’s Folly (1895), An Outcast of the Islands (1896), and The Rescue (1920) should be introduced by groups and discussed in the plenary. I recommend the following editions:

- Almayer’s Folly. A Story of an Eastern River, New York: The Modern Library, ISBN: 0-375-76014-8; $ 11.95.

- An Outcast of the Islands, Oxford: World Classics, ISBN: 0-19-283840-7; ₤ 6.99 As no suitable edition of The Rescue is available, a copy will be put in the library.

In this course I should like (i) to construct (with the help of contributions by the participants) an overview of the history of the British Isles from 1500 to the present and (ii) to deal with theories (and their application) relevant for the study of culture(s). The plan of the overview will be determined in the first session. As a guide and basic textbook for our second topic we will use Judy Giles & Tim Middleton, Studying Culture. A Practical Handbook, Oxford: Blackwell, 1999. Interest in certain topics (relevant to the students’ interests and exams) will also determine the agenda. Amerikanistik

Grundstudium

Introduction to American Literary and Cultural History

This introductory survey course will deal with significant developments in American literary and cultural history since the Puritan period; emphasis will be placed on the nineteenth and twentieth centuries. We will focus on major American texts and study the historical development of important features such as imagery, genre, and theme. Texts will mostly be taken from the Heath Anthology of American Literature. Groups A through E are parallel courses covering the same material. Zur gleichmäßigen Auslastung der einzelnen Gruppen ist für diese Einführungen Voranmeldung erforderlich. Anmeldelisten hängen ab Montag, 31.01.2005 auf den Informationstafeln vor dem Sekretariat. Bitte tragen Sie sich nur für eine der Lehrveranstaltungen ein. Mehrfacheinträge werden gelöscht. ACHTUNG: Die Blockveranstaltung findet, anders als im gedruckten Vorlesungsverzeichnis angegeben, nicht im Juli statt, sondern vom 16. - 21.05.2005, jeweils in den späteren Nachmittags- und Abendstunden. Für diese Veranstaltung gibt es eine spezielle Vorbesprechung.

Studying Culture(s): Theory and Practice (2 HS) 154508 Di 16.15 – 17.45 R. 3.208 a Kramer GHR: --- SP1.Fach: --- B.A.ALK: --- Gy/Ge: --- SP2.Fach: --- B.A.AS: --- BK: --- M.A.ALK: 10b, 10c

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ordnungen:

alte LPO: E1 [Examenskolloquium] M.A.AS: ---

154601 Introduction to American Literary and Cultural History, Gruppe A (2 PS) Blockseminar

16.05.-21.05.05 0.406 Grünzweig


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29

This course is a cultural studies course for students of Wirtschaftsingenieurswesen only.

This Proseminar will explore theater on the edge, from Dada through present day. Plays from various European countries as well as the United States will be discussed, including theories of avantgarde theater. and will explore if they can be reconciled, especially in the writing of Heiner Müller. This is meant to be an introduction so our explorations in theory will be taught from a basic, yet hopefully insightful, perspective.

154602 Introduction to American Literary and Cultural History, Gruppe B (2 PS) Fr 8.30 – 10.00 0.406 Grünzweig


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ordnungen:


154603 Introduction to American Literary and Cultural History, Gruppe C (2 PS) Do 10.15 - 11.45 0.406 Grünzweig


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ordnungen:


154604 Introduction to American Literary and Cultural History, Gruppe D (2 PS) Mo 12.15 - 13.45 0.406 Temath


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ordnungen:


154605 Introduction to American Literary and Cultural History, Gruppe E (2 PS) Di 10.15 - 11.45 0.406 Pfeiler


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ordnungen:


154606 Culture & Technology (2 V/Ü) Mi 15.00 - 16.00 Hörsaal Maschinenbau Eßmann

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ordnungen: exclusively for students of Wirtschaftsingenieurswesen

154607 Collision of the Avant-Garde in European and American Theatre (2 PS) Di 12.15 - 13.45 0.406 Gallant

GHR: 1f SP1.Fach: 1f B.A.ALK: 1c, 2abc, 14c Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: -- BK: 1f, 4c M.A.ALK: --

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30

This class will focus on the history of the women’s movement in the United States from the mid-nineteenth century to the 1970s. Through various texts by representatives of the women’s movement and important figures such as Abigail Adams, Elizabeth Cady Stanton, or Betty Friedan, we will study the evolution of the struggle for gender equality over the last century and a half. We will focus on key issues like the right to vote, equal pay and equal opportunities and the right to abortion and contraception. We will also study the links between the women’s right movement and the movement for the abolition of slavery in the nineteenth century and the black civil right’s movement in the 1950s-1960s. The aim of this class will be to study the women’s movement through an historical perspective that will allow for a better understanding of the place of women and feminism in contemporary U.S. society.

In this course, we will look at texts written by Chicana/o and Turkish-German writers. We will start with some critical essays on concepts such as transnationalism, identity, hybridity and in-betweenness written by Homi Bhabha, Azade Seyhan, Steven Vertovec and Ghosh-Schellhorn. We will then read selections and full novels that operate within the mainstream literary tradition and that bring an end to the preservation of the myth of the normative homogenous national literature. We will also watch and analyze a Turkish-German movie that reflects perfectly the very notion of hybridity. Required texts (tentative): Course Reader (including selections from Emine Sevgi Özdamar’s Das Leben ist eine Karawanserei, Gloria Anzaldúa’s Borderlands/La Frontera); Emine Sevgi Özdamar, Mother Tongue, Sandra Cisneros, The House on Mango Street. Die Teilnehmer/innenzahl für dieses Proseminar iast auf 20 beschränkt. Eine Anmeldeliste hängt ab Montag, 31.1.2005 auf den Informationstafeln vor dem Sekretariat.

Whenever a student decides to spend one or more semesters at a university abroad, it entails more consequences to this student’s life than he or she might foresee. Being an opportunity to promote students’ tolerance, independence, and personal growth, it simultaneously includes various challenges ranging from language problems to culture shock. This seminar will throw light on the various aspects of international student exchange, predominantly focusing on American students abroad. What is the motivation for student exchange, both on the universities’ and the students’ side? How can culture shock be described, and how should it be treated? How does student exchange and globalization (or rather transnationalism) go together? Do the students experience anti-Americanism or other stereotypes in Germany? To what extent is the frontier narrative involved? What is the Internet’s role in all this? These are some of the questions that will be the basis of discussion in class. This discussion will be especially insightful for students with plans to go abroad but is of course designed for all students of English and American Studies. We will use introductory texts on the theoretical background on topics like student exchange, globalization/transnationalism, and the Internet. After having established this basis for discussion, we will use interviews with American exchange students as an empirical source and in fact conduct our own field work.

154608 From Seneca Falls to NOW: Continuity & Change in American Feminisms (2 PS) Mo 10.15 - 11.45 0.406 Greslé-Favier

GHR: 1f SP1.Fach: 1f B.A.ALK: 3ab, 14c, 15a Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: -- BK: 1f, 4c M.A.ALK: --

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ordnungen:


154609 Other Germans and Other Americans: Fringe Voices in Contemporary German and American Literatures (2 PS) !! Schon Ausgebucht !!

Mi 10.15 - 11.45 0.406 Kolat GHR: 1f SP1.Fach: 1f B.A.ALK: 1c, 2abc, 14c, 15ab Gy/Ge: 1f SP2.Fach: -- B.A.AS: 5a, 7c, 10 BK: 1f M.A.ALK: --

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ordnungen:


154610 Third Culture? German–American Student Exchange in Theory & Practice (2 PS) Di 8.30-10.00 0.406 Niehues

GHR: 1f SP1.Fach: 1f B.A.ALK: 4a, 16a Gy/Ge: 1f SP2.Fach: -- B.A.AS: -- BK: 1f M.A.ALK: --

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ordnungen:

alte LPO: E2 M.A.AS:

31

Reading material will be made available online. In order to get a Teilnahmeschein, each student will be required to hand in reading responses and engage in the analysis of interviews with American students.

In this course we will examine accounts of Native American life seen through the eye of the Europeans juxtaposed with accounts of Native life from themselves. We will focus on how these accounts are presented: do they emphasize the differences between the two cultures? Are they more sympathetic towards the Native American way of life or towards the white way of life? How do these portrayals encompass America’s idea of her own indigenous people? Emphasis will be placed on the differences of accounts presented between Whites and Native American accounts of native life. A reader will be provided at the beginning of the semester.

Dieses Proseminar zählt nicht zu den Pflicht- bzw. Wahlpflichtveranstaltungen und kann für kein Modul angerechnet werden. Es ist ein teilnahmebeschränktes Zusatzangebot für besonders interessierte Studierende.

Science Fiction is a cultural site where seemingly disinterested talk about science and technology flows into magic, poetry and passionate utopian visions. Insistently urging to ask the "What if?" question in a yet more radical way, science fiction explores the extremes of what is thinkable in a given culture. At the same time, the plot-lines, visions and images, as well as the utopian passions of science fiction—favored reading of many a scientist—also enter into the writing of science, and many argue that contemporary science is at least in part shaped by science fiction novels, short stories, and films. This seminar will look at these intersections and interactions between science fiction and science writing and discuss what these places of contact reveal about the workings of science and technology in American culture. Readings will include short stories and novels such as Katherine Ann Goonan's "Sunflowers" and Neal Stephenson's The Diamond Age, as well as selections from popular science books and magazines such as Eric Drexler's Engines of Creation and Scientific American.

154611 Pioneer & Native American Women in American & German Literatures (2 PS) Mo 14.15 - 15.45 0.406 Werner

GHR: 1f SP1.Fach: 1f B.A.ALK: 1c, 2abc, 14c, 15ab Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: -- BK: 1f, 4c M.A.ALK: --

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ordnungen:


154612 Intensivseminar: Anti-Americanism (2PS) Mi 18.00 - 19.30 0.406 Grünzweig & Staff

Modulzu-

ordnungen: spezielles, zugangsbeschränktes PS

154613 Fantastic Border Crossings: Reading Science & Science Fiction in American Culture (2 PS)

Do 12.15 - 13.45 0.406 Cortiel GHR: 1f SP1.Fach: 1f B.A.ALK: 2abc, 1c, 14c, 15a Gy/Ge: 1f, 4c SP2.Fach: -- B.A.AS: 5a, 7c, 10a BK: 1f, 4c M.A.ALK: --

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32

Hauptstudium

In American Romanticism, the emergence of an independent national literature is in many ways tied to radically new ways of approaching nature. How should American democracy relate to the continent’s vast and largely unexplored natural environment? How does the American landscape shape the American character? And how can meditations in and about nature help to liberate grand individual Selves? In this course, we will explore how Romantic literature approaches these questions. In particular, we will discuss the ecological implications of Walt Whitman’s and Emily Dickinson’s work in the larger context of 19th century literary and cultural history. The course will start out with a brief overview of major stages in America’s environmental history, and introduce you to ecocriticism as a conceptual and theoretical framework for exploring the intersections between literature and nature. After discussing nature-oriented texts by Ralph Waldo Emerson, Margaret Fuller, and Henry David Thoreau and their impact on America’s growing attentiveness to the earth, we will read a wide selection of Whitman’s and Dickinson’s poetry and talk about how the form of the poems is connected to their thematic explorations of nature, how gender and race intersect with their perception of the natural environment, which common thematic clusters emerge from a comparative reading of their nature poetry, and, in general, how such a comparison can facilitate the analysis of their respective work. ACHTUNG: Das Seminar findet nicht wie ursprünglich angekündigt Donnerstags 8.30-10 Uhr statt, sondern als BLOCKSEMINAR. Einführung: Mo., 7.2., 16-17.30; Sessions 1+2: Fr., 1.4. (nachmittags) + Sa., 2.4. (ganztägig); Sessions 3+4: Fr., 8.4. (nachmittags) + Sa., 9.4. (ganztägig) Anmeldung verpflichtend bis Fr., 4.2.2005 in R. 0.413 (Liste)

Arnold Schwarzenegger, Austrian immigrant to the United States, seems to be a characteristic example of the American self-made man. In three areas of publlic life, as muscleman, actor and politician, he managed reach the “top” within a remarkably short period of time. In interviews and other texts of self-representation, he demonstrates that he not only subscribes to the cultural narratives of his adopted land but also emplyos them aggressively part of his own strategies of self-promotion. The seminar will address his “biography” (as represented in “authorized” and “unauthorized” biographies as well as personal statemements by Schwarzenegger himself) as well as his roles as a body builder, an actor (Total Recall, Terminator 2) and as a politician. “Schwarzenegger” will be analyzed as a cultural phenomenon of the past three “American decades.” Students will accompany this investigation into Schwarzenegger as an American icon by looking at the myriad websites that have sprung up in recent years. A reader will be made available at the beginning of the class.

154614 Romantic Ecology: Environmentalism and 19th Century American Literature (2 HS)

Blockseminar 07.02.05, 01./02.04.05, 08./09.04.05

0.406 Gerhardt

GHR: 5 b SP1.Fach: 5b B.A.ALK: 6abc, 17abc Gy/Ge: 6 c,d SP2.Fach: -- B.A.AS: -- BK: 6 c,d M.A.ALK: 10acd

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ordnungen:


154615 Schwarzenegger (2 HS) Fr 10.15 - 11.45 0.406 Grünzweig

GHR: 5 b SP1.Fach: 5b B.A.ALK: 6a, 7ab, 18ab, 17a Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: -- BK: 7 c,d M.A.ALK: 11a

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Dieses zugangsbeschränkte Seminar dient zur Besprechung von Forschungarbeiten von Studierenden des Masterstudiengangs „Angewandte Literatur- und Kulturwissenschaften“ sowie von Dissertant/innen und Habilitand/innen.

As American Studies morphs into New World Studies, the U.S. South, with its traumatic history of slavery, is coming to seem less an exception within "American exceptionalism" than typical within New World paradigms (and increasingly typical within U.S. paradigms as well). Latin American writers saw the connections well before critics did. This course a) places the U.S. South within broader New World histories, b) examines how three major Latin American writers drew on the example of Faulkner's Absalom, Absalom! as a literary form to address their own traumatic histories and memories, and to some degree c) places this discussion in the context of Germany's own methods of dealing with historical trauma and d) probes the degree to which individual psychoanalytic models of dealing with trauma may be applied to cultures as a whole, or to which traumas can be compared at all. Primary Texts: William Faulkner, Absalom, Absalom! (pb, Vintage); Robert Penn Warren, All the King's Men (pb, Prion); Gabriel García Márquez, El Otoño del Patriarca (The Autumn of the Patriarch; pb Perennial); Julia Alvarez, In the Time of the Butterflies (Plume Books); Rosario Ferré, The House on the Lagoon (Plume Books). Students are requested to buy the books before the beginning of the class. Since a knowledge of Spanish is rapidly becoming essential to 21st-century American Studies, students comfortable in Spanish should consider reading García Márquez in the original.

At both its worst (McDonald's/Wal-Mart/shallow commodity fetishism) and its best ("nature's nation," Williams' "no ideas but in things"), American culture has been deeply associated with materiality and materialism. Using chiefly the work of Bill Brown as our guide, we'll examine, through some highly selective examples, the cultural work performed by things in 20th-century America. We'll try, in Brown's words, to get past both "a poststructuralist epistemology that insists on dispensing with 'things' and a marxian phenomenology that insists that we have no things to dispense with" to something a bit more ... concrete.“ Primary Texts: Willa Cather, The Professor's House (pb, Vintage); Ernest Hemingway, In Our Time (pb, Scribner’s); Theodore Dreiser, An American Tragedy (pb, Signet); James Agee & Walker Evans, Let Us Now Praise Famous Men (selections); William Carlos Williams, Imaginations (New Directions 1970); Reproductions of art by Robert Smithson, Claes Oldenburg, Jasper Johns, Andy Warhol, and others. Students are requested to buy the first three texts before the beginning of the class. Decade-by-decade anthologies of American advertising (Taschen, on reserve).

154616 Oberseminar Amerikanistik (2 HS) Mi 12.30 - 14.00 0.406 Grünzweig

GHR: -- SP1.Fach: -- B.A.ALK: -- Gy/Ge: -- SP2.Fach: -- B.A.AS: -- BK: -- M.A.ALK:

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Spezielles, zugangsbeschränktes Seminar M.A.AS: --

154617 History and Memory in the Two Souths (2 HS) Mi 8.30 - 10.00 0.406 Smith (Fulbright-Gast-

Professor) GHR: 5 b SP1.Fach: 5b B.A.ALK: 6abc, 17abc Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: -- BK: 7 c,d M.A.ALK: 10acd

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154618 Things and Objects in American Art, Literature and Culture (2 HS) Mi 14.15 - 15.45 Universität Bochum,

GB IV/137, Nord Smith (Fulbright-Gast-Professor)

GHR: 5 b SP1.Fach: 5b B.A.ALK: 6a, 17a Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: -- BK: 7 c,d M.A.ALK: 12a

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This is an intensive seminar about two major U.S. Modernist prose writers. Issues discussed will include Modernist negotiations of regionalism; gender, androgyny, and the Romantic or Modernist artist-figure; female survival strategies in a male-dominated U.S. literary marketplace; Cather's documented influence on Welty; beginnings and endings of Modernism (Cather's work moves from realism to Modernism; Welty's work allegedly moves from Modernism to postmodernism); aesthetics, as few writers are more fascinated with the sublime and the beautiful than these two; and reception history. Primary texts by Willy Cather are My Ántonia (pb, Virago Press); The Professor's House (pb, Vintage); by Eudora Welty, The Golden Apples (pb, Harvest/HBJ); Delta Wedding (pb, Harcourt)as well as selected essays, including "Place in Fiction." Students are requested to buy the books before the beginning of the class.

Das Seminar, das im Bereich Kulturwissenschaften vor allem für die B.A./M.A. Studiengänge zugeschnitten ist, setzt sich mit einer aktuellen Entwicklung in der Wissenschaftspolitik der USA auseinander: der angestrebten Konvergenz von Nano-, Bio-, Informations- und Kognitions-Wissenschaft und -Technologie (NBIC) auf der Nanometer-Skala, der Ebene von Atomen und Molekülen. Diese Zusammenführung soll rasante Entwicklungen in einem Bereich ermöglichen, der als "improving human performance" bezeichnet wird und tiefgreifende Veränderungen am und im menschlichen Körper beinhaltet. Die „National Nanotechnology Initiative“ nennt diese Entwicklungen „the next industrial revolution“ (http://nano.gov/). Diese Entwicklungen finden in einer Welt statt, die von Globalisierung und auseinanderklaffenden ökonomischen Verhältnissen geprägt ist. Die Konvergenz der Wissenschaften ist kulturübergreifend, die Diskussion über die Möglichkeiten und Risiken macht aber gerade kulturelle Differenzen deutlich. Gerade die US-amerikanische Technikkultur ermöglicht sehr viel weiter reichende Visionen von der Verbesserbarkeit des Menschen als der europäische Kontext; diese kulturellen Unterschiede werfen allgemeinere Fragen nach der Funktion von Technologien in der Kultur auf und machen deutlich, dass ein Zusammenführen von kultur-, sozial- und naturwissenschaftlicher Kompetenz bei dieser Themenstellung unerlässlich ist. Ein weiterer relevanter Problembereich ist die Vermittlung des in der NBIC Konvergenz produzierten Wissens an eine Öffentlichkeit, die letztendlich die politischen Entscheidungen zu den aus der Konvergenz entstehenden Technologien treffen oder zumindest tragen muss. Letztendlich lassen sich an diesem Beispiel grundlegende Probleme der technologischen Entwicklung – als materielle, soziale und kulturelle Phänomene – untersuchen. Das Seminar soll Studierende aus naturwissenschaftlich-technischen und kultur- und sozialwissenschaftlichen Fächern an den Dialog zwischen den Disziplinen heranführen, einen Überblick über Forschungsansätze zum Thema Technik und Menschenbild im Kontext der Konvergenz von Wissenschaften bieten und beispielhaft in den jeweiligen Disziplinen verankerte, interdisziplinäre Problemlösungsansätze vermitteln. Anmeldung erforderlich: Jeanne Cortiel <[email protected]>

154619 Willa Cather and Eudora Welty (2 HS) Do 14.15 - 15.45 0.406 Smith

(Fulbright-Gast-Professor) GHR: 5 b SP1.Fach: 5b B.A.ALK: 6c, 17b Gy/Ge: 7 c,d SP2.Fach: -- B.A.AS: BK: 7 c,d M.A.ALK: 10acd

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alte LPO: B4/E2 M.A.AS:

154620 Verbesserung des Menschen? Konvergenz der Wissenschaften als neuer Trend in den USA (Nano-, Bio-, Cogno-Convergence) (2 HS)

Mo 8.30 - 10.00 0.406 Altmann/Cortiel B.A.ALK: 7a, 18a, 6ab, 17ab B.A.AS: -- M.A.ALK: 10b, 11a

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Für den BA-ALK Studiengang; Lehramtsstudierende auf Anfrage. Anmeldung erforderlich!

M.A.AS:

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