Undergraduate (BA) Courses

Spring 2020

This syllabus is for information purposes only. Please check the ETR for updates.

For Erasmus students: All the courses offered by the Institute of English and American Studies are 14 weeks long, meet for two contact hours once a week, and are worth 4 ETC credits.

1. LANGUAGE

English Foundation 2: Integrated Language Courselang, 1, sem, BAEN, BAAM, BAENmin, BAAMmin, TEBajnóczi Beatrix, Dupák Karina, Dupák Karina, Gombosné Haavisto Kirsi, Gombosné Haavisto Kirsi, Gombosné Haavisto Kirsi, Székesi Dóra, Székesi Dóra, Túri Ágnes, Túri Ágnes, Túri ÁgnesANAMBA18-32, English Foundation, Don PeckhamANGMIN18-52, English Foundation, Don PeckhamAMEMIN-18-52, English Foundation, Don PeckhamTO-ANGT202, TO-ANGT18-202, English Foundation, Don Peckham

This two-term seminar course is aimed at acquainting the students with the basic practical knowledge of the English grammar which is necessary for functional reading comprehension and the production of both spoken and written texts. The weekly practice the students get supports the material dealt with in other language classes and provides constant feedback about the progress of each individual student for the students themselves as well as the instructors. The course material covers word classes, phrase structures, as well as sentence structures and functions with an emphasis on practical application. Topics discussed include sentence types, tenses, the functions and structures of phrases, as well as discourse functions. By the end of the course, the students are expected to know the basic grammar rules and to be able to apply them in practice. The assessment is based on weekly quizzes, midterm and final tests, and classroom participation.

Communication Skillslang, 1, sem, BAEN, BAAM, BAENmin, BAAMminFrances Murphy, Frances Murphy, Frances Murphy, Barb West, Barb WestANAMBA4411-00005, Language Class, Lesznyák MártaANGMIN61-00010, Language Class, Lesznyák MártaAMEMIN-61-00001, Language Class, Lesznyák Márta

In this class, focus is laid on developing fluency and communicative skills to help the students to become active participants in conversation and discussion in English. Practice is given in the various ways in which a particular communicative function can be realised to assist in making choices as to what one says and in thinking about the appropriateness of how one says it. Personal experiences and points of view are exchanged and topics are discussed. Structured communication exercises may include extended situational responses, eliciting of

information, problem solving and short talks on prepared topics. Emphasis is laid upon practising stress and intonation patterns, which are more directly related to communicative functions than grammatical forms. Attention is also drawn to the differences between spoken and written English.

To be effective, the workshop requires full participation of course members. Students will be expected to work individually or in small groups in sharing their ideas during informal discussion or in preparing various topics, which they will then present to the group as whole.

Reading Skillslang, 1, sem, BAEN, BAAM, BAENmin, BAAMminAradi Csenge, Aradi Csenge, Aradi Csenge, Gombosné Haavisto Kirsi, Gombosné Haavisto Kirsi, Túri ÁgnesANAMBA4411-00008, Language Class, Lesznyák MártaANGMIN61, Language Class, Lesznyák MártaAMEMIN-61-00005, Language Class, Lesznyák Márta

The main aim of this course is to help the students to read more effectively by developing the skills (extracting main ideas, reading for specific information, understanding text organisation, linking ideas, skimming, scanning etc.) needed for successful reading comprehension in an academic environment.

Use of English 1lang, 1, sem, BAEN, BAAM, BAENmin, BAAMminFrances Murphy, Frances Murphy, Barb WestANAMBA4411-00000, Language Class, Lesznyák MártaANGMIN61-00006, Language Class, Lesznyák MártaAMEMIN61-00006, Language Class, Lesznyák Márta

The aim of this course is to provide practice in various fields of the English language; to practise grammar phenomena especially difficult for a Hungarian speaker; to practise the areas of language competence needed in the academic environment; to help the students perform better at language competence tests; to familiarise the students with the various types of tests and tasks used for the assessment of English competence; to initialise and/or enhance systematic vocabulary building; to make the students aware of different options made possible by the economy of the language.

Use of English 2lang, 1, sem, BAEN, BAAM, BAENmin, BAAMmin, TEDarcy Meijer, Darcy Meijer, Darcy Meijer, Darcy Meijer, Darcy Meijer, Paul Heider, Paul Heider, Paul Heider, Paul Heider, Paul HeiderANAMBA4411-00001, Language Class, Lesznyák MártaANGMIN-6100005, Language Class, Lesznyák MártaAMEMIN-6100002, Language Class, Lesznyák MártaTO-ANGT304, Language Class, Lesznyák Márta

The aim of this course is to provide further practice in various fields of the English language.

Writing Skillslang, 1, sem, BAEN, BAAM, BAENmin, BAAMmin, TEDarcy Meijer, Darcy Meijer, Darcy Meijer, Don Peckham, Barb West, Barb West, Barb WestANAMBA4411-00003, Language Class, Lesznyák MártaANGMIN61-00011, Language Class, Lesznyák Márta

AMEMIN61-00011, Language Class, Lesznyák MártaTO-ANGT303, Language Class, Lesznyák Márta

This course will introduce different basic genres of: description, exposition, and argumentation, with emphasis placed on the last two. Paragraph and larger text organization, usage, grammar and vocabulary will also be focused on. The main goal of the course is to introduce students to academic writing in English so they can successfully complete writing assignments in their first years as university students. It is also a minor goal of the course to introduce students to the expectations of the writing component of the SZTE Academic English I exam, where students will write a 220-250 word essay in a specific genre and on a specific topic. Course requirements: weekly assignments (of various lengths), a final exam, preparation for class sessions, attendance as per department regulations. The assessment is based on weekly quizzes, midterm and final tests, and classroom participation.

Academic Study Skills – Purposeful Listening, Effective Learninglang, 1, sem, BAEN, BAAM, BAENmin, BAAMminFrances Murphy, Frances Murphy, Frances Murphy, Paul Heider, Paul HeiderANAMBA4411-00007, Language Class, Lesznyák MártaANGMIN61-00003 Language Class, Lesznyák MártaAMEMIN-6100003, Language Class, Lesznyák Márta

The course provides a double approach to basic study skills focusing on two major pillars of a successful student experience at the Institute: on the one hand, it will teach effective ways and strategies in which you can ensure steady and relevant vocabulary development, and, on the other hand, it will show you how to establish your own focused and detailed note-taking and listening style.

During the course we will introduce effective ways of dictionary use, basic and more advanced academic word lists and work on vocabulary building strategies. We will listen to pre-recorded authentic lectures and in-class presentations while working on note-taking skills through the identification of types of lectures, key components, major concepts and logical structures in lectures. The course is going to be very student-centered and practical in nature. Class participation will be fundamental in being successful in this course and working in small study groups will be encouraged.

The overall outcome of the course will be improved fluency, expanded vocabulary, strategic listening skills and efficient note-taking skills.

2. ACADEMIC WRITING

Academic CompositionGen, sem, 2-3, BAEN, BAAMThomas Williams, Nyikos Dániel, Nyikos DánielANAMBA77122 Academic Composition Seminar < Language Class Seminar [Zámbóné Kocic Larisa]

The course links your Writing Skills seminar in the first year to your Academic Writing seminar in the third. The primary aim of the course is to help you make the transition from writing short, well-structured informal texts to writing longer, academically oriented argumentative texts. The second aim of the course is to familiarize you with the habit of handling texts by others, make you look for and reproduce arguments. Also, you will be introduced to specific elements of vocabulary and grammar usually applied in academic texts. For this, you will be provided with samples of academic writing following the topics of the course. In the first part of the semester, we are going to revise and practice skills needed for

writing short texts of cc. 200 words that belong to various genres, have an introduction, body, conclusion structure, use well organized paragraphs, cohesive devices, and respect basic rules of punctuation. This part of the course concludes with writing the draft of a book review of cc. 400 words. In the second part of the semester, we are going to make preparations for writing in an academic context by reading, summarizing, analyzing academic texts in search of arguments. This part of the course concludes with handing in the completed book review of cc. 800 words. 

Academic WritingGen, sem, 3, BAEN, BAAM, TEFenyvesi Anna, Cora Zoltán, Zambone Kocic LarisaANAMBA77111 Academic Writing Seminar [Zambone Kocic Larisa]

The course aims to instruct students in the development and practice of writing skills necessary for a successful completion of their academic papers and theses. Students will be provided with samples of academic writing following the topics of the course. The lecture component of each class session will target the various aspects and elements of the writing process as well as the structural organization of various parts of papers. In the discussion component of each class students will analyze and critique each other's work, while in the end of the class all students will report on and summarize the main points of their discussions. Throughout the term, students will be required to write and rewrite various short texts, with the main assignment of the course being the rewriting of a term paper according to the aspects of writing discussed in the course.

3. CULTURE

Lectures

Introduction to Popular Culture and the MediaCult., 2-3, lect., survey BAEN, BAAM, BAENminBarát Erzsébet ANGBA422, Culture survey, Bocsor Péter 17-es; 18: ANGBA42ANGMIN8-11, Culture survey course, Bocsor PéterAMEBA711, Any course lecture, Annus Irén 17-es; 18: AMEBA71AMEMIN11 Any course lecture, Annus Irén 17-es; 18: AMEMIN111

This is a survey lecture in the field of cultural studies. The lecture is designed tointroduce students into a dynamic understanding of culture as objects-in-use. We willdiscuss the various dimensions the concept as the institutionalized mediation of thingsin modernity and late modernity. The focus is on the study of person-thingrelationships in Euro-American societies from the first wave of industrial revolutionto the end of the 20th century. We shall explore possible answers to the followingquestions: How do cultural products (including human relationships, identity,feelings, or knowledge) become commodities? How do art-culture products acquiremeaning in contemporary social life as high cultural products of ‘art’ or ‘mass’,popular cultural products ‘only’? What are the (perceived) reasons for the formationof various sub-cultures? Why and how do goods and services keep moving between(collectives of) people and how do their meaning change in the course of theseinstitutionalized cycles of movement? What is the role of the media in thiscirculation? In the first half of the semester we shall discuss the three major

contemporary models regarding the particularities and changes of consumer culture.In the second half of the semester we shall continue to explore the differences thatgender, class, race and age relations make in (the theorization of) the formation ofconsumer culture. By the end of the course successful students will have understoodthat (popular) culture operates in everyday life through people’s interactions tore/produce and so maintain their environment in the particular institutions of culture.

Theories of Culture– A Survey of Critical Theories cult, 2-3, core lecture, BAEN, BAENmin Bocsor PéterANGBA41, Theories of Culture, Bocsor Péter 17-es: ANGBA411, 18-as: ANGBA18-41ANGMIN8-11-1, Theories of Culture, Bocsor Péter

This series of lectures offers an overview of various conceptualizations of culture from the beginning of the 20th Century up to the present. We examine how culture emerges as a concept in the course of theorizing it from a multiplicity of viewpoints. The approach of semiotics will serve as a basis for discussing means of subjectivity and meaning production within systems of ideologies. It takes us to more recent critical formulations addressing the political and the social. We shall explore the vested interests of feminism, post-colonialism, and anti-consumerism in culture as an issue. Evaluations will be based upon a comprehensive exam.

Film TheoriesCult, lect, survey, 2-3, BAAM, BAEN, BA AMmin, BAENminDragon ZoltánAMEBA42, culture survey lecture, Cristian Réka M. 18-as; 17-es: ANGBA422ANGBA711, Any course lecture, Cora Zoltán 17-es; 18: ANGBA71ANGMIN11, Any course, lecture AMEMIN8-11 Culture survey lecture, Annus IrénThe course is a comprehensive overview into the main aspects of the vast field of film theory and criticism. The lecture is intended to be a theoretical guide into the field of film studies and provides students with key concepts of film and, in tandem, their theoretical background(s). Topics include the following: film and reality, the language(s) of film, image and sound, film-theater-literature, film genres, montage theory, formalism and film, structuralism and film, psychoanalysis and film, filmic/textual analysis, film semiotics, post(?)modernism and film, mass-media, mass-culture and the issue of post-cinema and new media interfaces.

Seminars

Nation and Representation: 100 years of American Art NEWCult, sem, 2-3, BAEN, BAAMAnnus IrenAMEBA61, Cult/Hist course sem, Annus IrénAMEBA81, Any course sem, Vajda ZoltanANAMBA881, Any course sem, Cora Zoltán 17-es; 18-ban már nincs ANAMBA any courseANGBA81, Any course sem, Bocsor PéterAMEBA18-9, American Visual Cultures and the Media, sem, Dragon ZOltanTO-ANGT603 Culture/History Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy

Based on the premise that cultural production plays a significant role in the constitution and representation of nations, the course revisits the first 100 years of American art to investigate the specific ways in which painting and architecture in particular contributed to capturing, expressing, shaping, and uniting the people called Americans, their land and government. With a focus on four specific periods: the early republic, the Jacksonian period, the Civil War and the early gilded age, the course maps the ever changing political, social and cultural landscapes that established the context for the artistic production and unveils how the very same works also constituted to and reflected on the reproduction of these realities, sometimes indoctrinating, other times criticizing or subverting them. The iconological reading of these works of art assists in revealing the prevailing ideals, interests and convictions, among others, at the intersection of which a very dynamic culture and art world had evolved in the nineteenth century, that came to be identified as American.

Topics1.Art, nation, representation2.Buildings for democracyBrandts, Lydia M. First in the Homes of His Countrymen: George Washington's Mount Vernon in the American Imagination. Charlottesville: University of Virginia Press, 2016, 9-40. ISBN: 9780813939254. e-book. EBSCOhost.3.Heroes for the nation (Portrait and history painting)Docherty, Linda J. “Original Copies: Gilbert Stuart's Companion Portraits of Thomas Jefferson and James Madison.” American Art, vol. 22, no. 2, 2008, pp. 85–97. ISSN: 1073-9300. JSTOR, www.jstor.org/stable/10.1086/591171.4.Architecture for public consumptionJackson-Retondo, Elaine. “Manufacturing Moral Reform: Images and Realities of a Nineteenth-Century American Prison.” Perspectives in Vernacular Architecture, vol. 8, 2000, pp. 117–137. ISSN: 0887-9885. JSTOR, www.jstor.org/stable/3514410.5.God, faith and the homeland (Landscape painting)Novak, Barbara. Nature and Culture: American Landscape and Painting, 1825-1875. Oxford: Oxford University Press, 2007, 3-14 (Chapter I). ISBN-10: 0195305868. e-book. EBSCOhost.6.Designs of proper Victorian homesClark, Clifford E. “Domestic Architecture as an Index to Social History: The Romantic Revival and the Cult of Domesticity in America, 1840-1870.” The Journal of Interdisciplinary History, vol. 7, no. 1, 1976, pp. 33–56. ISSN: 0022-1953. JSTOR, www.jstor.org/stable/202373.7.Imaging public spaces (Genre painting)Nagel, Paul. George Caleb Bingham : Missouri's Famed Painter and Forgotten Politician. Columbia: University of Missouri, 2005, 101-115 (Chapter VI). ISBN-10: 0826215742. e-book. EBSCOhost.8.Model domestic sphere (Genre painting) Wierich, Jochen. “War Spirit at Home: Lilly Martin Spencer, Domestic Painting, and Artistic Heirarchy.” Winterthur Portfolio, vol. 37, no. 1, 2002, pp. 23–42. ISSN · 0084-0416. JSTOR, www.jstor.org/stable/10.1086/376341.9.Political representations and the Civil War (Painting, photography)Trachtenberg, Alan. “Albums of War: On Reading Civil War Photographs.” Representations, no. 9, 1985, pp. 1–32. ISSN: 0734-6018. JSTOR, www.jstor.org/stable/3043765.10.Expanding along the vertical and horizontal: The prairie style and early skyscrapersKlinkowitz, Jerome. Frank Lloyd Wright and His Manner of Thought. Madison: University of Wisconsin, 2014, 36-62 (Chapter 2). ISBN: 9780299301439. e-book. EBSCOhost. 11.The gilded class (Urban scenes and parlour paintings)

Slayton, Robert. Beauty in the City: The Ashcan School. Albany: State University of New York Press, 2017, 13-37 (Chapter II). ISBN-10: 1438466412. e-book. EBSCOhost.12.The other half (Realism in painting and photography)Slayton, Robert. Beauty in the City: The Ashcan School. Albany: State University of New York Press, 2017, 145-159 (Chapter IX). ISBN-10: 1438466412. e-book. EBSCOhost.13.Final test14.Thematic discussion: Nation and representation

MethodsPPT presentations, individual research, presenting information, group work

ReadingReading material: students will read a selection of writings listed along with the course topics. They are also expected to view some images in preparation for class meetings.

Grading Students will be expected: (1) to give a 15-min. presentation on any of the topics listed, based on their own research; (2) to prepare for class meetings (reading and pictures) and to participate in class discussions; (3) and to take the written final test. Students may miss up to 3 classes during the term; if they miss more, they will receive a failing grade. Grades will be offered based on the following: presentation (30%), final (50%), class participation (20%).

Comparing Australia and the United StatesCult, sem, 2-3, BAAM, BAENG, TEBarb WestAMEBA81, Any course sem, Vajda ZoltánANAMBA881, Any course sem, Bocsor Péter 17-es; 18-ban már nincs ANAMBA any courseANGBA81, Any course sem, Bocsor PéterTO-ANGT603 Culture/History Seminar, <<TO-ANGT401 Annus Iren

Comparing Australia and the United States is a comparative cultural anthropology class that introduces students to the historical, political, social, and cultural similarities and differences of these two predominantly English-speaking countries. The course begins with an historical and geographical overview of the very different colonial (and beyond) experiences of the two countries with an eye toward precedents and contexts for contemporary trends. The course then focuses primarily on these countries’ contemporary cultures (and Cultures), exploring such topics as sport and leisure, gender, family and kinship, communication, values, politics, and more.

Assessment is based on seminar participation (leading and engaging in discussion), a final exam, a research paper and presentation, plus short writing assignments due 6 days AFTER most class meetings. Readings for each class period are listed on the schedule, below, and should be completed BEFORE the class meeting as lectures and discussions will rely on your familiarity with the content.

The U.S. and the Sixties: Troll Dolls vs. Barbies & GI JoesCult, sem, 2-3, BAAM, BAEN, TE Réka M. CristianAMEBA61, Culture/History Course seminar, Irén Annus

AMEBA81, Any Course Seminar (Excluding Language), Vajda ZoltánANGBA81, Any course (seminar), Bocsor PéterANAMBA88, Any Course Seminar (Excluding Language), Bocsor Péter 17-es; 18-ban már nincs ANAMBA any course

The course is a browser into the intriguing cultural fabric of the “side road” U.S. of America of the 1960s. In other words, the focus is on Troll Dolls rather than on Mattel Barbies or Hasbro GI Joes. We will map the less known versions of the Civil Rights Movements, Vietnam War, sexual revolution and the Pill, student protests, antiwar movements, hippies and countercultural facts and artifacts (music, architecture, film, performing arts, sports, and literature). The material will envisage a less canonical selection of re-contextualized literary and filmic texts, of audio and visual materials on the sixties. Basic reading: Impossible to Hold: Women and Culture in the 1960s. Edited by Avital H. Bloch and Lauri Umansky (New York: New York UP, 2005). Further readings include, among  various texts from selected websites, the following filmic and  other texts: Forrest Gump (dir. Robert Zemeckis, 1994), Apocalypse Now (dir. F. F. Coppola, 1979), The Deer Hunter (dir. M. Cimino, 1978), Full Metal Jacket (dir. S. Kubrick, 1987), Good Morning, Vietnam (dir. B. Levinson, 1987), Platoon (dir. O. Stone, 1986), the Rambo series (dir. G. Comsatos, P. McDonald, 1985-1988), The Star Trek series (1966-), Hair (dir. Milos Forman, 1979), Guess Who’s Coming to Dinner (dir. Stanley Kramer, 1964), Martin Luther King „I Have a Dream” and Malcolm X The Autobiography of Malcolm X, Betty Friedan The Feminine Mystique (1963), Our Bodies Ourselves (The Boston Women’s Health Book Collective, 1976), Jeremy Black Altered States: America Since the Sixites (London: Reaktion Books, 2006),Van Gosse and Richard Moser, eds. The World the Sixties Made: Politics and Culture in America (Philadephia: Temple UP), (Dominick Cavallo A Fiction of the Past. The Sixties in the American History (NY: ST Martin’s Press, 1999). Grading: 10% classroom participation (roundtable discussions, team-work), 30% presentation, 30% midterm test, 30% final test.

The Way TV Tells It: Narrative Strategies of Contemporary Television SeriesCult, sem, BAAM, BAENDragon ZoltánAMEBA61, Cult/Hist course sem, Annus IrénAMEBA81, Any course sem, Vajda ZoltánANGBA81, Any course sem, Bocsor PéterANAMBA88, Any Course Seminar (Excluding Language), Bocsor Péter 17-es; 18-ban már nincs ANAMBA any course AMEBA18-9, American Visual Cultures and the Media, sem, Dragon ZOltanTO-ANGT603 Culture/History Seminar, <<TO-ANGT401 Annus Iren

As the principal storyteller in contemporary American society – as well as in many other contemporary societies – television is replete with narrative forms and genres. It is not only the sitcom, the action series, the cartoon, the soap opera, the miniseries, the made-for-TV movie that clearly show narrative traits. Even types of programs which appear to be far less likely as narratives – such as advertisements, music videos or nature documentaries – often tell a story, though these stories admittedly vary considerably in terms of how elaborate they are. By making use of the narratological toolkit and by bringing in the formal and institutional characteristics of the audiovisual medium television, the course will first look at some basic categories and concepts for a narratological analysis of TV narratives. Second, we will look closely at some American TV series in order to explore both the wide range of narrative forms TV series have made use of in recent years, and the complex interplay between form and content.

From CGI to Database: Digital Culture and Contemporary Hollywood CinemaCult, 2-3 for BA, sem, BAAM, BAENDragon ZoltánAMEBA81, Any Course Seminar (Excluding Language), Vajda ZoltánANGBA81, Any Course Seminar (Excluding Language), Bocsor PéterANAMBA88, Any Course Seminar (Excluding Language), Bocsor Péter 17-es; 18-ban már nincs ANAMBA any courseAMEBA18-9, American Visual Cultures and the Media, sem, Dragon ZOltanTO-ANGT603 Culture/History Seminar, ; <<TO-ANGT401 Annus Iren

Digital technology has become all-pervasive when talking about contemporary, high-budget Hollywood films: virtually there is no movie without the use of new media and technology either in pre- or post-production. Nonetheless, critical literature has only begun to keep up with the pace of developments in the field of cinema, as the introduction of new technologies necessitates novel approaches to the subject: to talk about CGI (Computer Generated Images), editing and compositing software, digital imaging, database cinema, and so on, one needs to understand the underlying logic of new media. This course aims to look at how the digital computer has developed into a metamedium that provides the lingua franca for visual media, and what cultural changes played pivotal roles in this process. The seminar focuses on the shift in cultural traditions that took place from the second half of the 20th century: the way the celebrated medium of the moving image gave way to the remediating machinery that has been changing our ways of thinking about culture in general. Primary cultural products will include several Hollywood films that brought about changes in visual culture and that necessitate a discussion of film aesthetics, film genre, medium specificity and new media technology.

American Food CulturesCult, sem, 2-3, BAAM, BAEN, TEBarb WestAMEBA81, Any Course Seminar (Excluding Language), Vajda ZoltánANAMBA88, Any Course Seminar (Excluding Language), Bocsor Péter 17-es; 18-ban már nincs ANAMBA any courseTO-ANGT603 Culture/History Seminar, ; <<TO-ANGT401 Annus Iren

The United States is known for its export of quick, convenient, and largely unhealthy ‘fast food.’ Indeed, most people’s first thoughts when it comes to US-American food are (McDonald’s) hamburgers, pizza (Hut), and sub(Way)marine sandwiches. Nonetheless, this aspect of eating American style is just the tip of a large ice berg. Underneath this fast food presentation to the world is a vast diversity of ethnic, regional, and unique food cultures, eating trends, habits, and taboos. In this course we will explore this vast diversity and the meanings attributed and attached to food by the people who eat it (or not). We will look at both historical and contemporary food cultures across a wide range of ethnic, regional, indigenous, and immigrant communities.

Emphasis in the course is on active learning, which means that significant class participation (discussion, debate, presentation, cooking, eating) is required to pass the course. Assessment is based on participation, a final exam, a mid-length term paper and presentation, plus short writing assignments throughout the semester. Attendance will be noted each week, in alignment with university policy regarding absences with and without a written excuse; however, due to the active nature of the teaching-learning style, full attendance is strongly encouraged.

4. HISTORY

Lectures

Early Modern Britainhist, survey lect, 2-3, BAEN, BAAM, BAENmin, TEANGBA51 History Survey Course, Péter Róbert 18-asANGBA511 History Survey Course, Péter Róbert 17-esANGMIN91 History Survey Course, Péter RóbertAMEBA71 Any course lecture, Vajda Zoltán 18-asAMEBA711 Any course lecture, Vajda Zoltán 17-esAMEMIN111, Any course lecture, Vajda ZoltanTO-ANGT602 History Survey Course, (lecture) Vajda ZoltánPéter Róbert

This survey course explores the cultural, social, religious and political history of Britain from the Reformation to the Glorious Revolution of 1688. The Tudor-Stuart period witnessed the establishment of the Church of England, ‘the varieties of religious experience’, the rise of the modern science, the growth of literacy, witchcraft trials, the Civil War as well as the first conflicts between the Whigs and Tories. It was not only the age of Henry VIII and Oliver Cromwell but also of William Shakespeare, John Milton, John Locke, Isaac Newton and Christopher Wren.  The course pays attention to the daily life of people and the way they understood the world around them, as much as to the fundamental historical processes, events and the shifts in mental attitudes. The main themes to be considered during this lecture include the Reformation and the creation of the Church of England; religious contest and identities in Elizabethan England; the early Stuarts and the three kingdoms;  civil war and  revolution; Restoration and religion; the commons and the aristocracy; households, families and gender; witchcraft, magic and the occult; the Scientific Revolution; education and the culture of print; what is the best form of government?; the Glorious Revolution; Britain, Empire and the World.

American history Survey 1: Twentieth CenturyHist, survey lect, 2-3, BAAM, BAEN, BAAMmin, BAENmin, TEZoltán VajdaAMEBA51, History survey course, Vajda Zoltán 18-asAMEBA511, History survey course, Vajda Zoltán 17-esAMEMIN9 History survey course, Vajda ZoltánANGBA711, Any course lecture, Cora Zoltán 18-as; 17-es: ANGBA71ANGBA52 History survey course (American) 18-asANGMIN111, Any course lecture, Cora ZoltánTO-ANGT602 History Survey Course, (lecture) Vajda Zoltán

This lecture course is designed to familiarize student with the early history of the United States from 1900 to 2000. Emphasis will be laid on historical processes, small and large scale, as well as their consequences for people already living on the continent, as well as those coming or brought to live there. In addition to identifying forces shaping the economic, cultural and political patterns of development, we will also probe into their connection with

the larger world. The topics to be discussed will include: The turn of the century; Progressivism; The 1920s; The New Deal; The US in World War II; The 1950s, The 1960s; The end of the century and beyond. The course will conclude with an oral examination. 

Seminars

Politics and Cultural Media in Interwar Britainhist, 2-3, sem, BAEN, BAAM, BAENmin; TE (new teacher education)Cora ZoltánANGBA81 Any Course Seminar (Excluding Language), Bocsor PéterAMEBA81 Any Course Seminar (Excluding Language), Vajda ZoltánTO-ANGT603 Culture/History Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy

The seminar provides a political, social and cultural history of Great Britain in the interwar period (1918-1939) with a view to the European context as well. The course seeks to familiarise students with major historical problems of this era by interpreting relevant primary (literary texts, diaries, newspapers, legal texts, and speeches) and secondary sources (relevant literature listed below). We will discuss various topics, including the rise of democracy, nationalism, fascism and socialism in Europe, or, for example, the post-Victorian cultural milieu. An emphasis will also be laid upon questions of social and economic changes in Britain before and after the Great Economic Depression (1929-1933). During this historical study, participants of the course will have a chance to closely examine the ideas of such influential politicians, philosophers, and writers as, for example, David Lloyd George, Bertrand Russell, Winston S. Churchill, George Orwell, or T. S. Eliot. While discussing various topics, the course will concentrate on the question of different forms of British cultural media, such as newspapers, or new broadcasting technologies and institutions (cinema, radio, or the BBC). The participants of the seminar are required to read compulsory literature week by week and make presentations upon chosen themes during the course. The production of a supplementing handout is also strongly suggested for the sake of fellow-students. Assessment: Student’s participation in discussions and debates of the classes: 30%; Presentation and the quality of the handout // seminar paper: 30%; End Term Test: 40%

5. LITERATURE

LecturesRestoration and the 18th century (English Literature Survey from Milton to Sterne) -SurveyLit., 2-3, survey lect, any course lecture, BAEN, BAAM, BAENmin, BAAMmin, TOANGTSzőnyi György EndreANGBA311, Literature Survey Course 1 (English), ea, 2 óra, koll, Kérchy Anna 17-es; 18-as: ANGBA31ANGBA322 Literature Survey Course 2 (English), ea, 2 óra, koll, Kérchy Anna 17-es; 18-as nincs marAMEBA711, Any Course Lecture (Excluding Language), ea, 2 óra, koll, Péter Róbert 17-es; 18-as: AMEBA71ANGMIN111, Any Course Lecture (Excluding Language), ea, 2 óra, koll, Cora ZoltánAMEMIN111, Any Course Lecture (Excluding Language), ea, 2 óra, koll, Cora ZoltánTO-ANGT502 Literature Survey Course 1 (English), Előadás tavaszi félévben, 2 óra, Kollokvium

The course aims at giving a survey of literary trends in the period beginning with the Restoration of Monarchy in 1660 and ending with 18th-century New Sensibility. The covered material ranges from Milton to Sterne and focuses on literary concepts now familiar but first institutionalized in this period: the English novel, the anglophone brand of musical theatre, the concept of the author as owner of her or his own work, and literary criticism that will eventually foster the study of literature in English as a valid academic subject. The topics include questions of cultural history, poetics, and the career of the period's major artists. Special emphases fall on questions of the sociology of literature and gender issues, especially in connection with the emergence of the novel. Major authors discussed: Milton, Dryden, Behn, Pope, Defoe, Swift, Astell, Burney, Gay, Hogarth, Richardson, Fielding, Goldsmith, Sterne.

The Literary Fantastic –Survey Lit., 2-3, survey lect, any course lecture, BAEN, BAAM, BAENmin, BAAMmin, TOANGTKérchy AnnaANGBA311, Literature Survey Course 1 (English), ea, 2 óra, koll, Kérchy Anna 17-es; 18-as: ANGBA31ANGBA322 Literature Survey Course 2 (English), ea, 2 óra, koll, Kérchy Anna 17-es; 18-as nincs marAMEBA333 Literature Survey Course 3 (English), ea, 2 óra, koll, Kérchy Anna 17-es; 18-as nincs marAMEBA711, Any Course Lecture (Excluding Language), ea, 2 óra, koll, Péter Róbert 17-es; 18-as: AMEBA71ANGMIN111, Any Course Lecture (Excluding Language), ea, 2 óra, koll, Cora ZoltánAMEMIN111, Any Course Lecture (Excluding Language), ea, 2 óra, koll, Cora ZoltánTO-ANGT502 Literature Survey Course 1 (English), ea tavaszi  félévben, 2 óra, koll, Kérchy Anna

The course provides an overview of the literary-historical development (since the Enlightenment) and the manifold theoretical problematizations of Fantastic Fiction in English. We shall explore the ‘purest’ high fantasy forms along with the amazing variety of subgenres ranging from Gothic ghost stories to postmodern cyberpunk, discussing on our way Romantic tales, Victorian phantasmagorias, high fantasy legendarium, modernist de/mythologizations, magic/al ir/realism, urban fantasy, dystopia, science fiction, steampunk, dark fantasy, paranormal romance, feminist/queer revisions, heroic fantasies of history and religion, contemporary young adult and children’s quest fantasies, horror and body genres, and the filmic fantastic. Students will be familiarized with recurrent themes and critical-theoretical concerns of the fantastic mode such as worldmaking, rhetorics, topography, hesitation, subversion, metamorphosis, mirror images, multiplying selves, bodily disintegration, dis/enchantment, escapism, non-signification, etc. Authors covered include Shelley, Stoker, Stevenson, Wilde, Carroll, MacDonald, Poe, Woolf, Wells, Tolkien, Lewis, Lovecraft, Baum, Le Guin, Bradbury, Herbert, Rushdie, Morrison, Carter, Winterson, Atwood, Burgess, Adams, King, Rowling, Gaiman, Pratchett, Miéville, Martin, Martel, Burton, Lynch, Miyazaki. Evaluation: final written exam.

Modernism and Postmodernism in American FictionLit, 2-3, lect, BAAM, BAENG, TE  Kovács Ágnes ZsófiaAMEBA31 Literature Survey Course 1 (American), ea, 2 óra, koll, Cristian Réka 18-as; 17-es: AMEBA311

AMEBA322 Literature Survey Course 2 (American), ea, 2 óra, koll, Cristian Réka 18-ban már nincs; 17-ben: AMEBA322ANGBA333, literature survey 3 (American) 2 óra, Kérchy Anna 17-es; 18-ban már nincsANGBA71 Any course lecture (Excluding Language), ea, 2 óra, koll, Cora Zoltán 18-as; 17-es: AMEBA711ANGMIN111, Any Course Lecture (Excluding Language) , ea, 2 óra, koll, Cora ZoltánAMEMIN111 Any course lecture(Excluding Language) , ea, 2 óra, koll, Dragon Zoltán

The title maps a problematic space to explore: even if we believe we know what fiction is, what is Modern, Postmodern and American appear more and more complicated to define today. The lecture adopts a pragmatic approach to such difficulties and sets out to survey a selection of novels written in English by US authors between 1920s-1980s to indicate a handful of issues and tendencies in the writing of fiction: the Jazz Age, the Harlem Renaissance, the Depression era, versions of realism, Jewish American, Black American, and Southern fictions, Postmodernist and multicultural fiction. Apart from these tendencies, the course will also take an introductory look at problems of reconstructing American literary history, which will serve as the background of the con/textual explorations. Requirements and evaluation: take home midterm essay = 30%, in class final = 70%

Seminars1st year

Introduction to Literature II. lit, 1, sem, BAEN, TOANGTKiss Attila, Kiss Attila, Nyikos Dániel, Nyikos Dániel, Nyikos Dániel, Zámbóné Kocic Larisa, Zámbóné Kocic LarisaANGBA22, Introduction to Literature and Culture 2, szem, 2 óra, gyak, Kiss AttilaTO-ANGT103 Introduction to Literature and Culture 2, Szeminárium,tavaszi félévben, 2 óra, Gyakorlati jegy Kiss Attila Based on technical and theoretical issues discussed in the Introduction to the Study of

Literature I. survey course of the first semester, this course aims at introducing students into the most important considerations of literary interpretation and theory, and in doing so it hopes to help students arrive at a more complex understanding of literary works of art and other products of social signifying practices. Our primary objective is to study the skills and theoretical terms we need in order to approach and interpret texts.We will be applying different theoretical and interpretive strategies to representative texts of the three major genres, thus enlarging and problematizing the fields we covered in the first semester.We will discuss problems of textuality, literary communication, interaction between text and interpreter, historicity and contextuality, interdisciplinarity. Topics:1. The ontology and dynamics of the literary work of art. The communication model.2. Formal vs. contextual approaches. Authorial intention & meaning creation, work & text.3. Horizons of expectations. The act and temporality of reading.4. Poststructuralism and semiotics.Grading policy:a/ home paper (interpretative, argumentative academic paper, must observe the Style Sheet: content 10, language 5, apparatus 5): 20b/ quick tests, terminology, presentations: 15

c/ participation: 521-25=2 26-30=3 31-35=4 36-40=5

Introduction to American Literature and Culturelit, 1, sem, BAAM, BAAMinDragon Zoltán, Tóth Zsófia AnnaAMEBA18-21, Introduction to American Literature and Culture, szem, 2 óra, gyak, Dragon Zoltán

The course is a practical guide for reading, contextualizing, and interpreting works pertaining to American literature and culture. We will focus on a selection of poetry, drama, fiction (short stories as well as a novel) and film while also using key concepts of literary and cultural theories in our understanding of various America(s), American identities and the diversities of American culture. Background reading: Walter Kalaidjian, Judith Roof, Stephen Watt Understanding Literature. An Introduction to Reading and Writing (Boston and NY: Houghton Mifflin, 2004) and J. A. Cuddon The Penguin Dictionary of Literary Terms and Literary Theory (1992/2000). The primary works that we will read/watch and discuss during the course are: Leaves of Grass: SONG OF MYSELF by Walt Whitman, the theme of death in Emily Dickinson’s poetry, Child of the Americas by Aurora Levins Morales, Phenomenal Woman by Maya Angelou, (An individual selection of poems brought in by each student), Trifles by Susan Glaspell, The Night of the Iguana by Tennessee Williams, The Scarlet Letter by Nathaniel Hawthorne, The Murders in the Rue Morgue by Edgar Allan Poe, The Storm by , Kate Chopin, A White Heron by Sarah Orne Jewett, Sweat by Zora Neale Hurston, Lullaby by Leslie Marmon Silko, Woman Hollering Creek by Sandra Cisneros, All About Eve (1950) and Machete (2010). Requirements: students are required to read/watch the primary readings/films and to take part in class discussion; the background reading is not obligatory. Grading policy: class participation 20%, written midterm test 40% and written final test 40%.Absences: 3 absences are permitted (extra presentation or written assignment can be done if more than 3 classes are missed or medical papers can be an alternative).

2nd year

Shakespearean Drama and Early Modern Theatricalitylit, 2-3, sem, BAEN, BAAM, BAENmin, TOANGT, any course seminarKiss AttilaANGBA81, Any Course Seminar (Excluding Language), including BAT related courses, szem, 2 óra, gyak, Bocsor PéterANAMBA88, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Cora Zoltán 18-ban már nem szerepel; 17-es: 881AMEBA81, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Vajda ZoltánANGMIN7-11, English Literature Seminar, szem, 2 óra, gyak, Kérchy AnnaTO-ANGT-501, Literature Seminar, szem, 2 óra, gyak, Kérchy Anna

This course aims at introducing students into the basic problems and modes of Shakespeare scholarship. Our major objective is to perform close readings of a representative selection of Shakespeare's dramatic work, situating these texts in the broader context of Elizabethan theatricality and the major social discourses of the age. We will examine how the various traditions of dramatic and iconographic representation are combined with contemporary ideological and intellectual subtexts in the plays. Through this approach, we hope to reveal the position of Shakespeare's dramatic art in the epistemological framework of early modern culture.

Assignments: attendance, presentations in teams, reading journals, interpretive home paper.Scheduled topics and readings: (negotiable)1.         Introduction            Problems in the semiotic typology of early modern culture. Basic problems of Shakespeare scholarship. Medieval, popular and classical origins of Renaissance drama. The representational logic of the emblematic theater.2.         The History Plays            King Richard III3.         Early Comedies            Love's Labour's Lost4.         The Romantic Comedies            A Midsummer Night's Dream5.         The Problem Plays            Measure for Measure6.         The Tragedies            Hamlet, Macbeth7.         The Romances            The Tempest8.         Conclusion: Shakespearean drama as a laboratory of subjectivity. Who is Afraid of the Big Bad Wolf? Fairy Tales for Adults lit, 2-3, sem, BAEN, BAAM, BAENmin, TOANGT, any course seminarKérchy AnnaANGBA81, Any Course Seminar (Excluding Language), including BAT related courses, szem, 2 óra, gyak, Bocsor PéterANAMBA88, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Cora Zoltán 18-ban már nem szerepel; 17-es: 881AMEBA81, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Vajda ZoltánANGMIN7-11, English Literature Seminar, szem, 2 óra, gyak, Kérchy AnnaTO-ANGT-501, Literature Seminar, szem, 2 óra, gyak, Kérchy Anna

Although the fairy tale is conventionally regarded as one of the most influential socio-cultural formative (ie. didactic, moralizing, disciplinary) factors on children’s developing psyches, folklore research has revealed that the genre originally intended for an audience of adults as well as children, is indeed an “art of subversion,” “a powerful discourse” as Jack Zipes says, apt to destabilize normative scenarios and to release repressed desires’ and anxieties’ energies. No wonder the fairy tale has become a key influence on postmodern fiction preoccupied with adding an adult, meta-touch to well-known infantile themes. The aim of the course is to study rewritten, contemporary bedtime stories for grown-ups, which use fantastic creatures – like faeries, mermaids, werewolves, headless horsemen, vampires, and oysterboys – to embody postmodern dilemmas ranging from the reliability of urban legends, traumatic memories, meaningful nonsense, and impossible, queer desires to issues of ecocriticism, psychogeography , affective narratology and image-text dynamics. Magic resides in the very act of storytelling, emotional ties, and self-reflective insights. Readings include short-stories by Garcia Marquez, Angela Carter, Robert Coover, AS Byatt, Jeanette Winterson, Oscar Wilde, Neil Gaiman, Salman Rushdie. We shall start out from classics like Washington Irving’s “The Legend of Sleepy Hollow” and move towards immediately contemporary marvels like Tim Burton’s poems, the graphic novel Fables, and recent blockbuster movies as Stardust, Avatar or Once Upon a Time. Grading policy: classroom activity (30%), presentation (35%), seminar paper (35%).

Introduction to the Nineth Art: Comics, Comic Strips, and Graphic Novelslit, 2-3, sem, BAEN, BAAM, BAENmin, TOANGT, any course seminarZámbóné Kocic LarisaANGBA81, Any Course Seminar (Excluding Language), including BAT related courses, szem, 2 óra, gyak, Bocsor PéterANAMBA88, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Cora Zoltán 18-ban már nem szerepel; 17-es: 881AMEBA81, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Vajda ZoltánANGMIN7-11, English Literature Seminar, szem, 2 óra, gyak, Kérchy AnnaTO-ANGT-501, Literature Seminar, szem, 2 óra, gyak, Kérchy Anna

There is an inherent deprecatory sense in the Anglo-American term designating comic books and comic strips, suggesting an art form not to be taken seriously. However, recently comic books have come to be regarded seriously even within academic circles, launching research projects (Yale), interdisciplinary scholarly journals (Image-Text, University of Florida), etc. Indeed, the Anglo-American scholarship is slowly following in the footsteps of the Francophone counterpart, where the distinction of comics as the ninth art (le neuvième art) is prevalent. The objective of this seminar is to introduce students into the ninth art of comic books, strips and graphic novels under the umbrella of new media literacies,  discussing its generic features, subgenres and its distinct aspects. The topics touched upon will be the following: debates over definitions: graphic novel, sequential art, comics; historical precursors; the superhero genre; gender issues; indie comics; autobiographies; literary adaptations; journalism; and Mangas.

The History of the Fantasy Novellit, 2-3, sem, BAEN, BAAM, BAENmin, TOANGT, any course seminarNyikos Dániel ÁrpádANGBA81, Any Course Seminar (Excluding Language), including BAT related courses, szem, 2 óra, gyak, Bocsor PéterANAMBA88, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Cora Zoltán 18-ban már nem szerepel; 17-es: 881AMEBA81, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Vajda ZoltánANGMIN7-11, English Literature Seminar, szem, 2 óra, gyak, Kérchy AnnaTO-ANGT-501, Literature Seminar, szem, 2 óra, gyak, Kérchy Anna

For many readers, the recent success of George R. R. Martin’s series A Song of Fire and Ice has seemed like a big change from the standard narrative in fantasy literature, one established by J. R. R. Tolkien and his many successors, present in everything from Dungeons & Dragons to video games. A closer look at the history of the fantasy novel, however, reveals a rich and constantly-evolving narrative mode, one which the novel has a conversation with the texts that came before it as well as engaging with contemporary issues. In this course, we will follow the evolution of the modern fantasy novel from its earliest roots in fairy tales for adults through the world wars and the counter-cultural revolutions of the 1960’s, constantly questioning what we see as the limits and perspectives of the field.To accommodate student interest and facilitate discussion, we will choose four of the following novels to read, selecting two from before the advent of Tolkien’s Middle-Earth and two after. We will also discuss the possible subdivisions of the fantasy novel, such as epic fantasy, heroic fantasy, and dark fantasy.Requirements: Students are required to write a weekly reading journal as they read the required texts every week. A seminar paper about one of one of the texts will be the final project. Grading policy: seminar paper 40%, reading journals 45%, class participation 15%

Reading options:Phantastes by George MacDonald (1858) 323 p.The Wood Beyond the World by William Morris (1894) 261 p.The Worm Ouroboros by E. R. Eddison (1922) 448 p.The King of Elfland’s Daughter by Lord Dunsany (1924) 301 p.The Hour of the Dragon by Robert E. Howard (1935) 255 p.THE HOBBIT (1937)Titus Groan by Mervyn Peak (1947) 438 p.THE LORD OF THE RINGS (1949)Stormbringer by Michael Moorcock (1965) 192 p.Dragonflight by Anne McCaffrey (1968) 309 p.A Wizard of Earthsea by Ursula LeGuin (1968) 205 p.Swords and Deviltry by Fritz Leiber (1970) 254 p.The Sword of Shannara by Terry Brooks (1977) 726 p.Lord Foul’s Bane by Stephen R. Donaldson (1977) 480 p.The Shadow of the Torturer by Gene Wolf (1980) 303 p.Dragons of Autumn Twilight by Margaret Weis and Tracy Hickman (1984) 448 p.The Eye of the World by Robert Jordan (1990) 685 p.A Game of Thrones by George R. R. Martin (1996) 694 p.

American Women WritersLit, 2-3, sem, BAEN, BAAM, BAENmin, BAAMmin, TEKovács Ágnes ZsófiaANGBA81, Any Course Seminar (Excluding Language), including BAT related courses, szem, 2 óra, gyak, Bocsor PéterANAMBA881, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Cora Zoltán 17-es; 18-ban már nincsAMEBA81, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Vajda ZoltánAMEBA18-10 American Literatures seminar, Toth Zsofia AnnaTO-ANGT-501, Literature Seminar, szem, 2 óra, gyak, Kérchy Anna

This seminar is an optional course in the cultural history of American literature. In late 19th century America, a female author was typically the lady novelist whose topics were limited to issues of the home, her private domestic sphere. Edith Wharton’s work is distinguished because despite her upper class origins, she became the first female professional author in America who wrote about topics traditionally belonging to the public sphere and male authors like politics, race, divorce, euthanasia from a female perspective. She received the Pulitzer Prize for her critical representation of social change in the US in her The Age of Innocence (1920), and the French Legion of Honor for her war relief work in 1916. Other, perhaps less well-known, American Woman writers like Sarah Orna Jewett, Kate Chopin, Charlotte Perkins Gilman, and Willa Cather address the problem of American expectations of domestic behavior critically, too. The course focuses on the ways these female novelists represent and criticize social norms in turn of the century America in order to understand their and Wharton’s relation to seemingly basic ‘feminine’ issues of the age like marriage, childbirth, morality, divorce, happiness, depression, and other seemingly not so basic ‘feminine’ issues like women’s rights, social criticism, and dystopia -- issues that resonate in the twenty first-century still. Requirements and evaluation: participation and activity: 20%, weekly journals = 40%, final essay = 40%.

American Humorous Writing (NEW!)Lit, 2-3, sem, BAEN, BAAM, BAENmin, BAAMmin

Tóth Zsófia AnnaANGBA81, Any Course Seminar (Excluding Language), including BAT related courses, szem, 2 óra, gyak, Bocsor PéterANAMBA881, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Cora Zoltán 17-es; 18-ban már nincsAMEBA81, Any Course Seminar (Excluding Language), szem, 2 óra, gyak, Vajda ZoltánAMEBA18-10 American Literatures seminar, Toth Zsofia AnnaTO-ANGT-501, Literature Seminar, szem, 2 óra, gyak, Kérchy Anna

This course aims to investigate the workings, aims, effects, mechanisms, methods, discourses and strategies of humor (use) in American literature. The course covers theoretical as well as primary works by aiming to examine humor in theory and practice as well. During the course, we will read stories written by both men and women to refute the age-old belief of (and debate concerning) women’s humorlessness. The primary works (such as poems, short stories, (excerpts from) novels and even some one-liners) include classical texts or not-so-well-known writings (yet) written by major figures of American literature as well as more contemporary and/or less “high art” products/productions written by lesser-known or still acknowledged writers.

Readings:The primary works are mostly selected from various collections of American humorous literature: An Anthology of Humor from Mark Twain to The Onion ed. by Andy Borowitz (New York: Literary Classics of the United States, Inc., 2011, ISBN 978-1-59853-107-7), A Subtreasury of American Humor ed. by E. B. White and Katharine S. White (New York: Coward-McCann, Inc., 1941, ASIN: B000OLC1FM), The Best American Humorous Short Stories ed. by Alexander Jessup (Project Gutenberg Edition, 2004, [Project Gutenberg EBook #10947 or 10947-8.txt; http://www.gutenberg.net/1/0/9/4/10947/), The Penguin Book of Women’s Humor ed. by Barreca, Regina (New York: Penguin Books, 1996, ISBN 014017.2947). The secondary readings are mostly selected from works such as On Humour by Simon Critchley (London and New York: Routledge, 2004, ISBN 0-415-25120-6), Comic Relief. A Comprehensive Philosophy of Humor by John Morreall (Malden: Wiley-Blackwell, 2009, ISBN 978-1-405-19612-3), Gender and Humor. Interdisciplinary and International Perspectives ed. by Delia Chiaro and Raffaella Baccolini (New York and London: Routledge, 2014, ISBN 978-0-415-74285-6), Transgressive Humor of American Women Writers ed. by Sabrina Fuchs Abrams (London and New York: Palgrave Macmillan, 2017, ISBN 978-3-319-56728-0).

Requirements: students are required to read the primary works and contribute to the class discussion, while the secondary works are only recommended. Grading policy: class participation 20%, oral presentation 30%, written final test 50%. Absences: 3 absences are permitted (extra written assignment can be handed in or an extra presentation can be done if more than 3 classes are missed or medical papers can also be an alternative).

Detailed course description (weekly):

Week 1: introduction, theories and psychology of humor, overview of general issues concerning humor

Martin, Rod A. The Psychology of Humor: An Integrative Approach. Burlington: Elsevier Academic Press, 2007.: “Introduction to the Psychology of Humor,” 1-30.

Week 2: His Grandfather’s Old Ram, The Hunting of the Cow, Huck and Jim Talk about Kings, A Mississippi Pilot, A Presidental Candidate, The Celebrated Jumping Frog of Calaveras County by Mark Twain; The Most Horrible Battle Ever Recorded in Poetry or Prose by Washington Irving, Three Love Letters by Benjamin Franklin, The Angel of the Odd by Edgar Allan Poe

On Humour by Simon Critchley (London and New York: Routledge, 2004), p. 1-41.

Week 3: The Prologue and The Author to Her Book by Anne Bradstreet; Witchcraft was hung, in History, The Riddle we can guess, Forever is composed of Nows, The butterfly obtains, I fear a man of scanty speech, Publication is the auction by Emily Dickinson; Aunt Hetty on Matrimony, Women and Money, A Law More Nice Than Just, A Reasonable Being by Fanny Fern

On Humour by Simon Critchley (London and New York: Routledge, 2004), p. 41-65. and 79-93.

Week 4: Dr C-d-m-n’s Daily by Nunally Johnson, Jungle Folk and Colonel Starbottle for the Plaintiff by Bret Harte, Simple Prays a Prayer by Langston Hughes, The Hotel Experience of Mr. Pink Fluker by Richard Malcolm Johnston, The Parable of the Family that Dwelt Apart, Dusk in Fierce Pajamas and Across the Street and into the Grill by E. B. White

Comic Relief. A Comprehensive Philosophy of Humor by John Morreall (Malden: Wiley-Blackwell, 2009), p. 1-40.

Week 5: George F. Babbit Starts the Day by Sinclair Lewis, Sunthin’ in the Pastoral Line by James Russell Lowell, A Weekend at Lady Astor’s and The Night the Old Nostalgia Burned Down by Frank Sullivan, The Wedding: A Stage Direction and Imperial Purple by H. L. Mencken, Letters to Einstein by Philip Roth

Comic Relief. A Comprehensive Philosophy of Humor by John Morreall (Malden: Wiley-Blackwell, 2009), p. 40-69.

Week 6: It’s a Wise Parent by Cornelia Otis Skinner, The Schoolmaster’s Progress by Caroline M. S. Kirkland, The Watkinson Evening by Eliza Leslie, Transcendental Wild Oats by Louisa May Alcott, (from) Herland by Charlotte Perkins Gilman (p 1-23, 85-95, 121-133)

Comic Relief. A Comprehensive Philosophy of Humor by John Morreall (Malden: Wiley-Blackwell, 2009), p. 69-90.

Week 7: Glory in the Daytime, The Waltz, A Telephone Call by Dorothy Parker, The Singing Lesson by Katherine Mansfield, On Playing the Fool by Gilda Radner, On Doctors by Lily Tomlin, (from) If Men Could Menstruate by Gloria Steinem

Comic Relief. A Comprehensive Philosophy of Humor by John Morreall (Malden: Wi-ley-Blackwell, 2009), p. 90-125.

Week 8: The Owl who was God, The Shrike and the Chipmunks, The Moth and the Star, The Unicorn in the Garden, If Grant Had Been Drinking at Appomattox, The Greatest Man in the World, The Night the Bed Fell, More Alarms at Night by James Thurber

Barreca, Regina ed. The Penguin Book of Women’s Humor. New York: Penguin Books, 1996. “Intorduction,” 1-10. AND Barreca, Regina. “Preface”. (xi-xvii) AND “Introduction” by Peter Dickson et al. (xix-xxxvii) in Women and Comedy. History,

Theory, Practice. Edited by Peter Dickson et al. (Madison: Fairleigh Dickinson University Press, 2013)

Week 9: Gentlemen Prefer Blondes. The Illuminating Diary of a Professional Lady by Anita Loos

“Introduction” in Gender and Humor. Interdisciplinary and International Perspectives ed. by Delia Chiaro and Raffaella Baccolini (New York and London: Routledge, 2014), p. 1-9. AND “Blended Spaces as Subversive Feminist Humor” by Janet Bing and Joanne Scheibman, in the same, p. 13-29.

Week 10: A Few Words about Breasts, (from) Crazy Salad, (from in introduction to) When Harry met Sally, Heartburn by Nora Ephron, Better Read than Dead: A Revised Opinion and (from) Metropolitan Life by Fran Lebowitz, It’s So Hard by Wanda Sykes, Awake by Jenny Allen, The Pony Problem by Sloane Crosley, White Girls are Peculiar People and On Marriage by Gwendolyn Brooks

“No Joke: Transgressive Humor of American Women Writers” by Sabrina Fuchs Abrams in Transgressive Humor of American Women Writers ed. by Sabrina Fuchs Abrams (London and New York: Palgrave Macmillan, 2017), p. 3-12. AND “From Headlines to Punchlines: Suffragist Humor in the Popular Press” by Amanda T. Smith, in the same, p. 37-52.

Week 11: Without Feathers by Woody Allen “The School for Scandal. Humor and the Scandalized Narrative in Women’s

Speculative Fiction” by Jennifer A. Wagner-Lawlor, in Chiaro-Baccolini, p. 53-71. AND “Funny Women: Political Transgressions and Celebrity Autobiography” by Anne-Marie Evans, in Fuchs, p. 154-169.

Week 12: The Laws of Cartoon Motion by Mark O’Donnell, Tips for Women: How to Have a Relationship with a Guy by Dave Barry, If I Were in Charge of the Networks by George Carlin, Your Three Wishes: F.A.Q. by David Owen, If Not an Apology, at Least a “My Bad” by Larry Wilmore

Martin, Rod A. 2014. “Humor and Gender: An Overview of Psychological Research.” In Delia Chiaro and Raffaella Baccolini (ed.) Gender and Humor, Interdisciplinary and International Perspectives. New York: Routledge, 123-46

Week 13: One-liners by various authors e.g.: Tallulah Bankhead, Joy Behar, Margaret Cho, Mae West, Zsa-Zsa Gabor, Margaret Fuller, Diane Ford, Whoopi Goldberg, Joan Rivers, Rebecca West; On Quickies by Carol Mitchell

“”My Mom’s a Cunt”: New Bawds Ride the Fourth Wave” by Joanne Gilbert, in the same, p. 203-221. AND “Dueling Discourses: The Female Comic’s Double Bind in the New Media Age” by Rebecca Krefting, in the same, p. 231-246.

Week 14: final test

6. LINGUISTICS

LecturesDescriptive Grammar and the Syntax of Englishling, lect, 2–3, BAEN, BAAM, BAENmin, BAAMminZsigri Gyula ANAMBA611, Descriptive Grammar and Syntax of English, Donald Peckham 17-es; 18: ANAMBA18-61ANGMIN101, Descriptive Grammar and Syntax of English, Donald PeckhamAMEMIN101, Descriptive Grammar and Syntax of English, Donald Peckham

The course provides a fundamental characterization of the nature of the English language. It also seeks to explain why English is the way it is and how language grammars work. Offering a comprehensive exploration of the underlying principles of grammar, the course aims at explaining what systematic regularities define language in general and English in particular. The lectures give a survey of the major fields in the grammar of English: word classes, construction types, complementation and modification, clauses and ways to join them, as well as the principles that define grammatical relations. Topics include descriptive analyses of the tense and auxiliary systems, the case, number and gender systems, determiners, finite and nonfinite clause structures, and constituent order variation.

English Phonetics and Phonologyling, 1, lect, BAEN, BAAM, BAENmin, BAAMmin, BAENlev, BAENminlev TEZsigri GyulaANAMBA21, English Phonetics and Phonology, Zsigri GyulaANGBAL41, English Phonetics and Phonology, Zsigri Gyula 17-es; 18-ban már nincsANGMIN41, English Phonetics and Phonology, Zsigri GyulaZsigri Gyula

This course introduces students to the phonetics and phonology of English. It aims at making them familiar with the basic concepts of phonetic description and phonological analysis, including letter-to-sound correspondences. In addition to examining the articulation and transcription of English speech sounds, the course concentrates on segmental and suprasegmental processes of Standard British English (Received Pronunciation, RP) and General American English (GA), and occasionally other accents will also be discussed. Grading will be based on a final written exam.

Introduction to Psycholinguisticsling, 2–3, survey/lectspec, 2, lect, BASpecTrDoró KatalinBAEN, BAAM, BAENmin, BAAMminANAMBA62, Linguistics Survey Course, Don Peckham 17-es; 18-as: ANAMBA18-62 AMEMIN102, Linguistics Survey Course, Don PeckhamANGMIN102, Linguistics Survey Course, Don Peckham

This lecture course provides an introduction to how the human brain acquires, processes and understands language. During the semester we will examine the following questions: the biological foundations of language; neurolinguistics, speech perception and speech production, the mental lexicon and word recognition, language acquisition, and research tools in developmental psycholinguistics. These topics will touch upon first and second language acquisition and bi- and multilingualism (including the special case of translating and interpreting). Final grading is based on a written final exam.

Introduction to Sociopragmaticsling, 2–3, lect, survey BAEN, BAAM, BAENmin, BAAMmin ANGBA71,AMEBA71, ANAMBA62, Linguistics Survey Course, Donald Peckham 17-es; 18-as: ANAMBA18-62ANGMIN102, linguistics survey course lectureAMEMIN102, linguistics survey course lectureThomas A. Williams

The course provides an introduction to sociopragmatics, a field of linguistics and a subfield of pragmatics which examines meaning emerging in the context of authentic interaction. The course begins with an overview of traditional pragmatic topics (reference, indexicality, speech acts, indirectness, implicatures and presuppositions) and then reviews main sociopragmatic theories and research, such as the theories of linguistic (im)politeness, pragmatic transfer, as well as approaches and methodologies applied in cross-cultural, intercultural and interlanguage pragmatics.

Grading: a written exam.

Second Language Acquisitionling, 2–3, survey/lect, BAEN, BAAM, BAENminDon PeckhamANAMBA62 Linguistics Survey Course, Don Peckham 17-es; 18-as: ANAMBA18-62ANGMIN102 Linguistics Survey Course, Don Peckham

This lecture will serve as an introduction to the field of second language acquisition. Four general areas will be covered. 1. Focus on language: the role of the first language and universal features in second language learning. 2. Focus on learning: differences between L1 and L2 learning, and models of the processes of second language learning. 3. Focus on instruction: classroom interaction and language learning, the effects of instruction on language learning, and general implications for practice. 4. Focus on the learner: individual differences and the question of a critical period for L2 learning. The course should be of interest to people who are interested in language acquisition, second language teaching, and applied linguistics in general. Evaluation is based on a written final exam. Class session attendance is required for this lecture: No more than 6 absences are allowed.

Seminars

Across Languages, Minds and Cultures: Discovering Applied Cognitive Linguistics – NEW!ling, 2–3, sem, BAEN, BAAM, BAENmin, BAAMminAradi CsengeANAMBA881 Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsANGBA81, Any Course Seminar (Excluding Language) – including BAT-related courses, Bocsor PéterAMEBA81, Any Course Seminar (Excluding Language) – including BAT-related courses,  Toth ZsofiaTO-ANGT703 Linguistics Course Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy ;

This course offers a general introduction to applied cognitive linguistic research. Applied Cognitive Linguistics (ACL) sprang from the chiefly theoretical discipline of Cognitive Linguistics in the late 1980s, and it seeks to discover novel ways of researching real-world language problems. Informed by a variety of different scholarly disciplines (linguistics, psychology, cultural anthropology and foreign language teaching methodology), ACL represents a strongly interdisciplinary approach to study how language and cognition (i.e. creating and understanding meaning) work in different situational contexts and cultural settings. The syllabus covers the following areas of investigation: defining the place and the main scopes of ACL in today’s applied linguistic research; embodied cognition and language; a brief review of Conceptual Metaphor Theory (CMT) and its main fields of application; cross-linguistic and cross-cultural analysis; SLA and foreign language teaching methodology (vocabulary, grammar, figurative thinking and cultural sensitivity).

Classwork involves the discussion of weekly readings as well as the analysis of research papers. Students are expected to actively participate in these discussions and to bring their own ideas and language data to class. Prior training in Cognitive Linguistics is not a requirement for participation in the seminar as the main theoretical principles will be outlined in the readings.

Requirements and assessment: - weekly readings and active class participation 20%- in-class final essay 40%- a research plan focusing on one of the topics covered during the semester 40% (presented in class and then submitted in a written format, 4-5 pages long)

Absence policy:In accordance with the Faculty policy, a maximum of three absences is allowed.

Topics & Compulsory Readings:

Week 1 Orientation, course requirements and assessment; review of the syllabus.

Week 2 What is Cognitive Applied Linguistics? Definition and scopesTyler, Andrea & Huang, Lihong. 2018. Introduction. In. Tyler, Andrea, Huang, Lihong and Jan, Hana (eds), What is Applied Cognitive Linguistics? Applications of Cognitive Linguistics (38), US, De Gruyter Mouton, pp. 1-34.

Week 3 Embodied cognition and languageYu, Ning. 2008. Metaphor from body and culture. In. Gibbs, R.W. (ed), The Cambridge Handbook of Metaphor and Thought, Cambridge: Cambridge University Press. 247-261.

Week 4 A brief review of Conceptual Metaphor Theory Lakoff, George & Johnson, Mark, Metaphors We Live By. Chicago, Chicago University Press. Preface.

Week 5 Cross-linguistic analysis 1: researching universality and variation across languagesGutiérrez Pérez, Regina, A Cross-Cultural Analysis of Heart Metaphors, Revista Alicantana de Estudios Ingléses, 21., 2008, 25-56.

Week 6 Cross-linguistic analysis 2: what can language tell us about cultural differences?Kövecses, Zoltán, Metaphor and Emotion. Language, Culture and Body in Human Feeling, Cambridge University Press & Editions de la Maison des Sciences de l’Homme, Cambridge, 2004. Chapter 9 (Cultural Variation in the Conceptualization of Emotions), pp. 164-181.

Week 7 Foreign language learning: how can ACL provide informed answers about language learning? De Rycker, A. & De Knop, S.2009.Integrating Cognitive Linguistics and Foreign Language Teaching Historical Background and New Developments. Journal of Modern Languages 19. 1: 29-46.

Week 8 Metaphorical competence: L1 versus L2 figurative thinking Danesi, M. 1992-3. Metaphorical Competence in second language acquisition and second language teaching. In J.E. Alatis (ed.): Georgetown University Round Table on Language and Linguistics, Washington, D.C.: Georgetown UP, 489-500.

Week 9 Metaphorical competence 2: L2 vocabulary acquisition (figurative expressions)Condon, N. 2008. How cognitive linguistic motivations influence the learning of phrasal verbs. In: Boers, F. & Lindstromberg, S. (eds). Cognitive Linguistic Approaches to teaching vocabulary and phraseology (pp. 133-158). Berlin: Mouton de Gruyter.

Week 10 Metaphor, culture and language learningLittlemore, J.2003.The Effect of Cultural Background on Metaphor Interpretation. Metaphor and Symbol 18 (4): 273-288.

Week 11 Prototype theory and L2 grammar instructionTyler, A., Mueller, C., & Vu Ho. 2011.Applying Cognitive Linguistics to Learning the Semantics of to, for and at: An Experimental Investigation. Vigo International Journal of Applied Linguistics VOL 8: 181-205.

Week 12 Learners present their research projects & recap Matsumoto, N.2008. Bridges between Cognitive Linguistics and Second Language Pedagogy: The Case of Corpora and Their Potential. SKY Journal of Linguistics 21. 125-153. (if time allows)

Week 13 In-class final essay and submission of research projects

Week 14 Discussion of projects and finals

List of compulsory readings for the semester:Condon, N. 2008. How cognitive linguistic motivations influence the learning of phrasal verbs. In: Boers, F. & Lindstromberg, S. (eds). Cognitive Linguistic Approaches to teaching vocabulary and phraseology (pp. 133-158). Berlin: Mouton de Gruyter. ISBN 978-3-11-019916-1

Danesi, M. 1992-3. Metaphorical Competence in second language acquisition and second language teaching. In J.E. Alatis (ed.): Georgetown University Round Table on Language and Linguistics, Washington, D.C.: Georgetown UP, 489-500. ISBN 0-87840-127-X

De Rycker, A. & De Knop, S.2009.Integrating Cognitive Linguistics and Foreign Language Teaching Historical Background and New Developments. Journal of Modern Languages 19. 1: 29-46. ISSN: 1675-526X

Gutiérrez Pérez, Regina, A Cross-Cultural Analysis of Heart Metaphors, Revista Alicantina de Estudios Ingleses, 21., 2008, 25-56. ISSN: 0214-4808

Kövecses, Zoltán, Metaphor and Emotion. Language, Culture and Body in Human Feeling, Cambridge University Press & Editions de la Maison des Sciences de l’Homme, Cambridge, 2004. Chapter 9 (Cultural Variation in the Conceptualization of Emotions), pp. 164-181. ISBN: 9780521641630

Lakoff, George & Johnson, Mark, Metaphors We Live By. Chicago, Chicago University Press. Preface. ISBN-13: 978-0226468013

Littlemore, J.2003.The Effect of Cultural Background on Metaphor Interpretation. Metaphor and Symbol 18 (4): 273-288. Print ISSN: 1092-6488 Online ISSN: 1532-7868

Tyler, A., Mueller, C., & Vu Ho. 2011.Applying Cognitive Linguistics to Learning the Semantics of to, for and at: An Experimental Investigation. Vigo International Journal of Applied Linguistics VOL 8: 181-205. ISSN 16970381

Tyler, Andrea & Huang, Lihong. 2018. Introduction. In. Tyler, Andrea, Huang, Lihong and Jan, Hana (eds), What is Applied Cognitive Linguistics? Applications of Cognitive Linguistics (38), US, De Gruyter Mouton, pp. 1-34. ISBN 978-3-11-057218-6

Yu, Ning. 2008. Metaphor from body and culture. In. Gibbs, R.W. (ed), The Cambridge Handbook of Metaphor and Thought, Cambridge: Cambridge University Press. 247-261. ISBN: 9780521841061

Recommended readingsBoers, F. 2011. Cognitive Semantic ways of teaching figurative phrases. An assessment. Review of Cognitive Linguistics 9(1), 227-261. ISSN 1877-9751, E-ISSN 1877-976X

Boers, F. et al.2004. Etymological Elaboration as a Strategy for Learning Figurative idioms. In P.Bogaards and B. Laufer (eds): Vocabulary in a Second Language: Selection, Acquisition and Testing (pp.53-78). Amsterdam/Philadelphia: John Benjamins Publishing Company. ISBN-13: 978-1588115416, ISBN-10: 1588115410 Ferreira, L.C.2008.A psycholinguistic study on metaphor comprehension in a foreign language. ReVEL 6. 11: 1-23., ISSN: 1678-8931

Kövecses, Z. & Szabó, P.1996. Idioms: A view from cognitive linguistics. Applied Linguistics 17(3):326-355. ISSN 0142-6001, EISSN 1477-450X

Mueller, C.M. 2011. English learners’ knowledge of prepositions: collocational knowledge or knowledge based on meaning? System 39, 480-490. ISSN: 0346-251X

Sun, H.2010.The Cognitive Study of Metaphor and its Application in English Language Teaching. Canadian Social Science 6. 4: 175-179. ISSN 1712-8056, E-ISSN 1923-6697.

Conversation Analysis: Analyzing Everyday Conversationling, 2–3, sem, BAAM (any course, seminar), BAENG (any course, seminar), TEThomas A. WilliamsANAMBA881, Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsANGBA81, Any Course Seminar (Excluding Language) – including BAT-related courses, Bocsor PAMEBA81, Any Course Seminar (Excluding Language) – including BAT-related courses, Toth ZsofiaANAMBA881-16, Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsTO-ANGT703 Linguistics Course Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy ;

Conversation analysis is a sub-field of pragmatics that analyses the structure of everyday conversation. The basis assumption of CA is that face-to-face conversation is a highly organized, ordered phenomenon. The objective of CA is to illuminate the nature of this orderliness by describing features of sequential structure of conversation, to demonstrate how this knowledge can be applied to the analysis of various conversational phenomena in private and institutional settings (telephone openings/closings, family arguments, public debates, TV shows/interviews, business meetings, courtroom proceedings, police interrogations) and to show how conversational patterns vary across different cultures and discourses.

Grading will be based on participation, one in-class presentation and a course final written assignment.

English All Over the Worldling, 2–3, sem, BAEN, BAAM, BAENmin, BAAMminZsigri GyulaAMEBA8, Any course seminar (excluding language), Cora Zoltán)AMEBA81, Any course seminar (excluding language), Cora ZoltánANAMBA88, Any course seminar (excluding language), Cora Zoltán 17-es; 18-ban már nincsANAMBA881, Any course seminar (excluding language), Cora ZoltánANGBA8, Any course seminar (excluding language), Cora ZoltánANGBA81, Any course seminar (excluding language), Cora ZoltánTO-ANGT703 Linguistics Course Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy ;

This course aims at familiarizing the students with native and non-native varieties of English and acquainting them with the ideologies related to standard and non-standard varieties. Historical, social and political contexts will be discussed based on readings. Phonological, grammatical and lexical differences will be observed by comparing sample texts, listening to audio recordings and collecting vocabulary items. Grading will be based on classroom activity (25%) and a final written exam (75%).

Multilingualism in the United Statesling, 2–3, semBAAM (any course, seminar), BAENG (any course, seminar), TEFenyvesi AnnaANAMBA88 Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsANGBA81, Any Course Seminar (Excluding Language) – including BAT-related courses,

Bocsor PAMEBA81, Any Course Seminar (Excluding Language) – including BAT-related courses,  Toth ZsofiaANAMBA881-16, Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsTO-ANGT703 Linguistics Course Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy ;

This course provides a survey of the main language varieties and linguistic situations found in the USA from a sociolinguistic and contact linguistic perspective.

It examines the status of English (American English as distinct from other Englishes, its regional varieties, and its social varieties like Black English Vernacular), the role of Native American languages (the various Amerindian language families and Native American lingua francas) and mixed languages, and characteristics of immigrant bilingualism (and, specifically, features of American Hungarian).

These US linguistic phenomena are discussed in detail through linguistic notions such as language vs. dialect, regional and social variation, majority vs. minority languages, creole, lingua franca, language maintenance vs. language shift, assimilation, bilingualism, language contact, codeswitching, borrowing, and interference.

Pragmatics and Identityling, 2–3, sem, BAEN, BAAM, TEThomas A. WilliamsANAMBA881 Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsANGBA81, Any Course Seminar (Excluding Language) – including BAT-related courses, Bocsor PAMEBA81, Any Course Seminar (Excluding Language) – including BAT-related courses,  Toth ZsofiaANAMBA881-16, Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsTO-ANGT703 Linguistics Course Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy ;

The objective of the course is to explore, from the perspective of linguistic pragmatics, how participants’ identities (cultural, ethnic, gender, professional, etc.) are enacted in authentic face-to-face interaction. It will be demonstrated that in various communicative settings (e.g. business meetings, the media, computer-mediated communication) more than one identity may emerge (for instance gender and professional) and participants may employ complex pragmatic tools (e.g. joking) to enact their complex identities. The course will take a multidisciplinary approach to identity and provide a review of various approaches to identity with special focus on how identity interacts with linguistic (im)politeness and face. Grading will be based on in-class presentations and a short research paper.

Professional Translation for Beginners ling, 2–3, sem, BAEN, BAAM, TE Dudits AndrásANGBA81, Any Course Seminar (Excluding Language) – including BAT-related courses, Bocsor Péter AMEBA81, Any Course Seminar (Excluding Language) – including BAT-related courses, Vajda Zoltán

ANAMBA881-16, Any Course Seminar (Excluding Language), Cora Zoltán 17-es; 18-ban már nincsTO-ANGT703 Linguistics Course Seminar, Szeminárium tavaszi félévben, 2 óra, Gyakorlati jegy

The purpose of the seminar is to develop the basic cognitive and linguistic skills required for professional translation, with a focus on language-specific mechanisms related to translation from English into Hungarian. The development and enhancement of relevant skills will be facilitated by a series of short presentations on the theoretical background of translation, and the performance of actual translation tasks, with students being expected to translate texts of a general nature (i.e. non-technical and non-literary) both in class and at home. Based on the assessment of students’ translations, text-specific procedures and operations related to source-text comprehension and target-text production will be discussed in class. Grading will be based on the formative assessment of translation assignments and class participation.

7. SPECIALISATIONS

Business English

British and American Culture of Business World 1: Business Types and Market Structurespec, 2-3, lecture, BASpecBusBajnóczi BeatrixANG-BUS50-24, Business World Survey Course,Thomas A.Williams 17-es; 18: ANG18-BUS50-24

This course serves as an introduction to the field of business studies, with an emphasis on issues which are of special interest to students who would like to understand the basic business and economic concepts. The lecture covers a wide range of business-related topics, focusing on business types and market structure. By the end of the term the students will be familiar with the language and concepts found in authentic business materials, newspaper and magazine articles as well as the theory and terminology that is necessary in the business world.Major topics include: Small businesses; SMEs; Big companies; Categories of franchising; International Trade; Export procedures; Incoterms; Terms of payment; Business manners; Business competition

Business Communication: Problem Solvingspec, 3, sem, BASpecBusBajnóczi BeatrixANG-BUS50-32, Business Communication Seminar, Bukta Katalin

The aim of this course is to acquaint the students with the main themes of business as well as the various situations that people communicate in in the world of business. The course is based on several authentic materials, and besides focusing on acquiring the special vocabulary, emphasis is laid primarily on oral activities. Listening skills will be incorporated throughout the semester. The overriding goal is to provide students with a solid communication base to make them be able to communicate effectively in several business contexts. By the end of this course students should know what strategies and techniques to employ in unique and different business situations. Students are required to actively and

creatively participate in the course, and do individual as well as group assignments. Assessment will be based on the students’ class participation, presentations, and their test results.

Business Skillsspec, 2, sem, BASpecBus,BAEN-BlevGombosné Haavisto KirsiANG-BUS50-51, Business Skills Seminar, Gombosné Haavisto Kirsi

The course focuses on the day-to spoken and written communication needed in a business environment. During the course, key language points and strategies are discussed and also practised through individual, pair and group work. The areas addressed include telephoning, company visits, entertaining, exchanging information, meetings, and travel. Students are required to participate actively and creatively. Assessment will be based on classroom participation, written assignments, and test papers.

Business Skills: Business Readingspec, 2-3, sem, BASpecBusGombosné Haavisto KirsiANG-BUS50-52, Business Skills Seminar, Gombosné Haavisto Kirsi

Part of the Business English specialization of the IEAS, this course is designed to help interested students to improve their business English reading skills as well as to familiarize them with the ways in which English is used in the contexts of career and workplace, including time management, negotiations, meetings, reports, and ethical, cultural and legal issues, as well as travel, and promotion and advertising, as well as other related material. In addition to the reading techniques of scanning and skimming, the development of skills such as understanding text organization and important information in the text will be practiced. The readings consist of authentic material taken from newspapers, books, magazines, textbooks and manuals, covering a wide range of topics and language styles from the colloquial to the formal.

Business Skills: Focus on the European Unionspec, 3 sem, BASpecBusGombosné Haavisto KirsiANG-BUS50-53, Business Skills Seminar, Gombosné Haavisto Kirsi

The course gives an overview of the history, tasks, organization, decision-making procedures and policies of the European Union. Topics discussed include the European Parliament, the Council of the European Union, the European Commission, the European Central Bank, the single market, competition policy, enlargement, the Schengen agreement and the EU and Hungary. Emphasis is given to relevant vocabulary as well as general information and up-to date developments. Students are expected to hold presentations and actively participate in discussions. Assessment will be based on classroom work, presentations and test papers.

Translation-Interpretation

Introduction to psycholinguisticsling, 2-3, survey/lectspec, 2, lect, BASpecTrDoró Katalin

BASpecTr(anslation)ANG-FT50-21, ANG18F50-21 Introduction to the Theory and Practice of Translation and Interpreting, Dudits András

This lecture course provides an introduction to how the human brain acquires, processes and understands language. During the semester we will examine the following questions: the biological foundations of language; neurolinguistics, speech perception and speech production, the mental lexicon and word recognition, language acquisition, and research tools in developmental psycholinguistics. These topics will touch upon first and second language acquisition and bi- and multilingualism (including the special case of translating and interpreting). Final grading is based on a written final exam.

Proofreading and Editingspec, 2–3, sem, BASpecTr, BAEN, BAAM, TEDudits AndrásANG-FT-5032-1, ANG18FT5032, Communication Skills, Thomas Williams

Covering translation-specific phenomena such as explicitation, normalization and compensation, the seminar focuses on the practical aspects of target-text production and target-text revision with a view to improving the proofreading and editing skills of students. Students’ tasks will include the proofreading and editing of source texts and target texts as well as the self-revision of translations. Each revision and self-revision task is designed to improve specific revision techniques related to intra-textual and inter-textual coherence, register, correct usage and spelling, with the advantages and disadvantages of relevant strategies and techniques discussed in detail. Assessment will be formative in nature, based on homework and class participation.

Interpreting Techniquesspec, 2–3, sem, BASpecTr , BAEN, BAAM, TEDudits AndrásANG-FT50-26, Introduction to the Theory and Practice of Translation and Interpreting, Dudits András

Following up on the introductory course Introduction to Interpreting, the purpose of this seminar is to hone students’ interpreting skills, with a focus on the practical techniques that facilitate effective interpreting. Designed to cover general note-taking and coping techniques as well as language-specific transfer techniques, the course allows students to practice interpreting from English into Hungarian and Hungarian into English in a professional manner. In addition, class discussions will help raise students’ awareness of the linguistic and extra-linguistic factors that affect interpreting performance. Grading will be based on the formative assessment of interpreting performance.

Communication Skills (Communicative Competence)spec, 2-3, sem, BASpecTrSávai-Matuska ÁgnesANG-FT50-31, Communication Skills, Sávai-Matuska Ágnes 17-es; 18-as: ANG18-FT50-31

Focusing on professional and public communication situations, the aim of the course is to build and enhance students’ communication skills, both in Hungarian and English. The main emphasis is on the strategies necessary for professional communication: how to communicate effectively using simple, concise and direct language; how to anticipate and avoid common pitfalls and misunderstandings; how to enhance analytic as well as active listening skills. Topics to be covered will include core elements of written and oral communication, such as purpose, audience, style and register, as well as non-verbal strategies.

Students will regularly be required to draft short oral and written presentations in class as well as at home, working individually as well as in groups. The final assignment will be to prepare and give a power-point presentation. Evaluation is based on class participation plus small assignments (50%), a midterm (20%) and the final project (30%).

Introduction to European Studiesspec, 2-3, lect, BASpecTranslationCora ZoltánANG-FT50-11 Regional and Cultural Studies, Vajda Zoltán 17-es; 18-as: ANG18-FT50-11

The course offers a primarily historical overview of the integration process of Europe after World War II. The lecture seeks to familiarise students with major historical problems throughout the period, such as the legacy of WWII on European affairs (Cold War), the development of the European Economic Community into a political entity, or the circumstances of the foundation of the European Union. The question is raised how Britain was involved in the economic and political integration of Western European countries, or how the accession of Eastern European countries poses a difficulty and, simultaneously, an opportunity for the Union. The survey elaborates on themes of, for example, the pan-European idea and the role of certain politicians, such as Robert Schuman, Konrad Adenauer, Charles De Gaulle, Edward Heath. Besides a historical interpretation of the period, the course introduces students into the institutional and governmental structures of the EU, using the contemporary theory of ‘governmentality’. Students are also required to read and interpret relevant primary (mainly legal texts and speeches) and secondary (literature) sources for the colloquium

8. BA in English Studies (levelező és részismereti képzés)