Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Facultatea de Litere
Catedra de limba si literatura engleza
Anul universitar 2009 - 2010
Semestrul: II
Anul de studii/specializarea: anul I (engleza B)
The numerous meanings of the term ‘grammar’ often lead to misunderstandings. The
term is used to refer to any book written about a language. Within traditional linguistics,
this term is used to distinguish a field of language study from other fields, such as
lexicology and phonology; in this sense, the term ‘grammar’ is said to be composed of
morphology and syntax. Very often people identify grammar with morphology (it is
easier to observe the forms of the words rather than the structure of the sentence). For
other people grammar is a matter of ‘right’ or ‘wrong’; it can also be a matter of ‘right’
and ‘right’: a choice between two or more grammatical ways of expressing something,
depending on the meaning intended. The term also designates the description of a
language, i.e. the linguistic aspects that distinguish it from other language; it is in this
sense that we use the term ‘grammar’. The course is designed to give a detailed
description of the main lexical categories of the English language: noun, determiner,
modifier, pronoun, verb, adverb. Its main purpose is to teach students to observe, analyse
and interpret language phenomena. While dealing with theoretical questions, the course
also tries to provide practical work for all the topics discussed. Some tasks focus on
terminology, which is important for academic students; needless to say, it is also a useful
aid to the overall understanding of the grammatical structure of the language.
By the end of the course students should be able to: explain each area of grammar clearly
and concisely; use traditional and familiar descriptions, taking into account modern
research into grammar; pay attention to areas where errors are commonly made;
understand some concepts and terms related to the field of study; understand the relations
that hold among various grammatical word classes, categories; apply their knowledge
practically.
2. Determiners (weeks: 3, 4)
The article. The definite article. The indefinite article. The zero article.
The pronoun as a determiner. The Possessive pronoun. The demonstrative pronoun. The
interrogative pronoun. The indefinite pronoun.
Key concepts: anaphoric, article, cataphoric, deictic, determiner, definite, generic,
indefinite, post-determiner, pre-determiner, pronoun, quantifier, reference, zero article.
Bibliography:
1. Alexander, L.G. 1988, Longman English Grammar, Harlow: Longman
2. Quirk, R. and Greenbaum, S. 1973, A University Grammar of English, Harlow:
Longman.
3. Parlog, H. 1995, The English Noun Phrase, Timisoara: Hestia.
4. Swan, M. 1980, Practical English Usage, Oxford: Oxford University Press.
5. Zdrenghea, M. and Greere, A. 1999, A Practical English Grammar, Cluj-Napoca:
Clusium.
3. Modifiers (week: 5, 6)
Pre-modifiers. The adjective as pre-modifier. Adjective classes. The comparison of
adjectives.
The adverb as pre-modifier. Other pre-modifiers. Multiple pre-modification. Post-
modifiers.
Key concepts: apposition, attributive, comparison, finite, gradable, modifier, non-finite,
non- gradable, post-modifier, predicative, pre-modifier.
Bibliography:
1. Alexander, L.G. 1988, Longman English Grammar, Harlow: Longman
2. Parlog, H. 1995, The English Noun Phrase, Timisoara: Hestia.
3. Swan, M. 1980, Practical English Usage, Oxford: Oxford University Press.
4.Zdrenghea, M. and Greere, A. 1999, A Practical English Grammar, Cluj-Napoca:
Clusium.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
familiarizing students with the practice and language of literary interpretation:
reading and contextualising a fictional text
discussing short story conventions in the first half of the 20 th century: from
realism to high modernism
providing general information about the authors to be studied and other works by
them
Competente:
acquiring the ability to interpret a fictional text
knowing and manipulating critical language and terms
understanding of literary conventions that are specific to short stories
contextualising the short story within the frames of the literary conventions of the
20th century
producing coherent and argumentative discourses on the studied texts
Metode:
interactive discussion of texts
close reading
class debates
explaining and discussing the theoretical frame provided by the secondary reading
list
individual and group presentations on topics provided by the course tutor
eliciting personal reactions and answers to specific questions
Week 2:
Topic: the inscribed reader: structuralist poetics – James Joyce, ‘Araby’
Key words: modernism, modernity, structure, form, formalism, genre, plot, story,
narrative strategies.
Students’ tasks: reading the text, contributing to class debates.
Week 3:
Topic: the inscribed reader: structuralist poetics – Virginia Woolf, ‘Kew Gardens’
Key words: convention, defamiliarisation, syntagmatic, paradigmatic, codes, readerly,
writerly.
Students’ tasks: reading the text, contributing to class debates.
Week 4:
Topic: the inscribed reader: structuralist poetics – E.M. Forster, ‘The Celestial Omnibus’
Key words: literary competence, interpretive conventions, normativity, poetic message,
poetics
Students’ tasks: reading the text, contributing to class debates.
Week 5:
Topic: reader-response and affective poetics. James Joyce: ‘The Dead’ (I)
Key words: subjective, objective, informed reader, intentionalism, affective, fallacy
Students’ tasks: reading the text, contributing to class debates.
Week 6:
Topic: reader-response and affective poetics. James Joyce, ‘The Dead’ (II)
Key words: spatial/temporal, binary divisions, dialectics.
Students’ tasks: reading the text, contributing to class debates.
Week 7:
Topic: reader-response and affective poetics. John Fowles, ‘The Enigma’
Key words: interpretive community, interpretive strategies, communication, textual
identity.
Students’ tasks: reading the text, contributing to class debates.
Week 8:
Topic: transactive criticism. D.H. Lawrence, ‘The Prussian Officer’
Key words: psychoanalysis, psychoanalytical criticism, textual unconscious
Students’ tasks: reading the text, contributing to class debates.
Week 9:
Topic: transactive criticism. Doris Lessing, ‘To Room 19’
Key words: ambiguity, overdetermination, multiplicity of meanings, coherence
Students’ tasks: reading the text, contributing to class debates.
Week 10:
Topic: transactive criticism. Julian Barnes, ‘The Stowaway’, in A History of the World in
10 ½ Chapters
Key words: transformation, aesthetic pleasure, identity, transaction, transactive criticism.
Students’ tasks: reading the text, contributing to class debates.
Week 11
Topic: the act of reading and the aesthetics of reception. James Joyce, ‘An Encounter’
Key words: gap, blank, indeterminacies, theme-and-horison
Students’ tasks: reading the text, contributing to class debates.
Week 12
Topic: the act of reading and the aesthetics of reception. Julian Barnes, ‘Knowing
French’, in The Lemon Table
Key words: text-reader interaction, implied reader, implied author
Students’ tasks: reading the text, contributing to class debates.
Week 13
Topic: the act of reading and the aesthetics of reception. Salman Rushdie, ‘The Courter’,
in East, West
Key words: reader’s wandering viewpoint, literature as act of communication
Students’ tasks: 1) reading the text, contributing to class debates
2) final paper submission.
VII. Modul de evaluare: (“continuous assessment”): the final grade consists of:
- the score of a quiz test, to be taken during the semester (20%)
- a final paper, delivered at the end of the semester (60%)
- class attendance and participation. (20%)
Paper requirements: the final paper should include an analysis of a studied text from one
of the critical perspectives studied. Although personal contribution is strongly
encouraged, use of additional sources is allowed and even recommended.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
This practical course addresses all those who wish to test and improve their skills in
handling English as a foreign language through translation practice on miscellaneous
texts. It has been devised as an advanced-level series of ‘workshops’, being reliant on
information and knowledge provided via most of the language courses students attend in
parallel. Although the main focus is on issues pertaining to the contrastive application of
English and Romanian, the scope of this course is not entirely limited to linguistic
problems, recourse being made to the analysis of some pertinent textual and literary
aspects whenever the case. To this end, these ‘workshops’ will constantly have in view
the engaging of interdisciplinary methods and techniques. The choice of texts cover a
variety of styles and registers in an attempt to offer an extensive illustration of the
contending topics involved in translation.
Dat fiind tipicul acestui curs, nu se impune consultarea unor surse bibliografice. Textele
care urmeaza a fi traduse la curs for fi puse la dispozitia studentilor sub forma de
fotocopii, de catre titularul cursului.
Pentru a obtine calificativul admis (nota 5), studentii trebuie sa cumuleze minim 50%
din punctajul maxim pentru lucrarile semestriale.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Copii ale acestor texte se gasesc la Biblioteca Facultatii de Litere, precum si la Biblioteca
British Council.
Pentru a obtine calificativul admis (nota 5), studentii trebuie sa cumuleze minim 50%
din punctajul maxim pentru lucrarile semestriale.
XVIII. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Albume
Harti
Lucrari de semestru
Participare activa
30%
Examen scris
70%
XXIV. Detalii organizatorice, gestionarea situaţiilor excepţionale:
Fraudele de orice fel sunt penalizate conform regulamentelor in vigoare
XXV. Bibliografia opţională:
http://www.bartleby.com/cambridge/
http://www.oup.com/us/catalog/general/series/OxfordHistoryofEnglishLiterature/?
view=usa
http://www.library.adelaide.edu.au/guide/hum/english/E_Old.html
http://www.wwnorton.com/nael/middleages/topic_4/welcome.htm
XXVI. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Predare de curs
Prezentare de lucrari
Discutii si dezbateri interactive despre subiectele importante
Albume
Harti
Lucrari de semestru
Participare activa
30%
Examen scris
70%
http://americanhistory.about.com/od/colonialamerica/
http://www.americanrevolution.com/
http://odur.let.rug.nl/~usa/H/1994/chap1.htm
http://www.historycentral.com/wars.html
Obiective:
crearea capacităţii de a produce diverse tipuri de discursuri scrise într-o manieră
clară, corectă şi coerentă, dar personală
adaptarea stilului la registrul lingvstic potrivit
introducerea de distincţii între tipurile de eseuri şi tehnicile de stil adaptate
acestora
îmbunătăţirea cunoştinţelor de limbă engleză scrisă şi vorbită
dezvoltarea capacităţii studenţilor de a-şi organiza ideile în mod logic şi coerent
dezvoltarea capacităţii de cercetare a studenţilor
Competenţe:
capacitatea de a produce diverse tipuri de texte scrise (eseuri personale, narative,
argumentative, descriptive, literare, academice)
capacitatea de a manipula registre stilistice variate
capacitatea de concentrare asupra unui subiect dat, evitând digresiunile şi de a
organiza expunerea la modul eficient, orientat spre cititor
capacitatea de a organiza un text (conectori, paragrafe, mărci ale coeziunii
textuale)
cercetarea şi comunicarea rezultatelor cercetării
distincţia dintre cercetare şi plagiat
Metode:
discutarea interactivă a textelor
crearea de schiţe colective şi individuale ale eseurilor
dezbateri pe temele date ale eseurilor
producerea individuală de eseuri complete
prezentarea individuală şi în grup a eseurilor compuse ca temă
feedback la şi evaluarea eseurilor colegilor
Week 2:
Topic: letter writing
Key words: formal and informal letters, letters of complaint, letters of request,
suggestion letters.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 3:
Topic: applying for a job
Key words: CV-writing, letter of application/cover letter, recommendations
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 4:
Topic: summarising and arguing from written sources.
Key words: summary, selection, relevance, formal language, coherence, consistency,
processing source material.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 5:
Topic: writing an essay on a given topic
Key words: organisation (introduction, main body, conclusion), thesis statement, topic
sentences and paragraphs; linking words and structures.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 6:
Topic: the “for and against” essay
Key words: balanced presentation, objectivity, relevance, neutrality, use of authoritative
sources.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 7:
Topic: the argumentative essay I
Key words: selection and assessement, supporting and counter-arguments, logical
structure, rhetorical devices, consistency, coherence, personal opinion.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 8:
Topic: the argumentative essay II (opinion): formal debate
Key words: selection and assessement, supporting and counter-arguments, logical
structure, rhetorical devices, consistency, coherence, personal opinion.
Students’ tasks: organising a debate session, drafting and writing, peer-response,
debating and discussing each other’s drafts.
Week 9:
Topic: study skills
Key words: spelling correction, drafting a paragraph, arguing from written material,
introducing an argument, linking words, research and documentation.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: academic writing
Key words: norms of writing, term paper writing, formal requirements, lay-out,
publication.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: the academic essay I
Key words: register, style, academic conventions, argument structure, tense consistency,
scholarly conventions.
Students’ tasks: drafting and revising an academic essay, peer-response, debating and
discussing each other’s drafts.
Week 12:
Topic: the academic essay II
Key words: topic selection, relevance, drafting.
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
Week 13:
Topic: use of secondary sources
Key words: bibliography, works cited, critical apparatus, in-text reference, citing,
endnotes/footnotes; MLA stylesheet; plagiarism.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
XLI. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Week 2:
Topic: letter writing
Key words: formal and informal letters, letters of complaint, letters of request,
suggestion letters.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 3:
Topic: applying for a job
Key words: CV-writing, letter of application/cover letter, recommendations
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 4:
Topic: summarising and arguing from written sources.
Key words: summary, selection, relevance, formal language, coherence, consistency,
processing source material.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 5:
Topic: writing an essay on a given topic
Key words: organisation (introduction, main body, conclusion), thesis statement, topic
sentences and paragraphs; linking words and structures.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 6:
Topic: the “for and against” essay
Key words: balanced presentation, objectivity, relevance, neutrality, use of authoritative
sources.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 7:
Topic: the argumentative essay I
Key words: selection and assessement, supporting and counter-arguments, logical
structure, rhetorical devices, consistency, coherence, personal opinion.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 8:
Topic: the argumentative essay II (opinion): formal debate
Key words: selection and assessement, supporting and counter-arguments, logical
structure, rhetorical devices, consistency, coherence, personal opinion.
Students’ tasks: organising a debate session, drafting and writing, peer-response,
debating and discussing each other’s drafts.
Week 9:
Topic: study skills
Key words: spelling correction, drafting a paragraph, arguing from written material,
introducing an argument, linking words, research and documentation.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: academic writing
Key words: norms of writing, term paper writing, formal requirements, lay-out,
publication.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: the academic essay I
Key words: register, style, academic conventions, argument structure, tense consistency,
scholarly conventions.
Students’ tasks: drafting and revising an academic essay, peer-response, debating and
discussing each other’s drafts.
Week 12:
Topic: the academic essay II
Key words: topic selection, relevance, drafting.
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
Week 13:
Topic: use of secondary sources
Key words: bibliography, works cited, critical apparatus, in-text reference, citing,
endnotes/footnotes; MLA stylesheet; plagiarism.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
This course is devised to introduce students to the study of literature in a direct manner
through a close contact with the 'text'. Given its status as a practical course, it is radically
different from other courses in literature in that the focus is on providing the students
with the necessary insights into the specific problems of 'interpretation', rather than on a
straightforward illustration of some specific theoretical approaches. The series of
discussions is therefore based on a thorough study of texts, in the form of 'open seminars'
or 'loose debates' centred around some leading ideas. The seminal questions in view
originate in the attempt to circumscribe the peculiar nature of literature as the 'art of
words', yet not without the proper consideration given to the 'technicalities' at stake.
Starting from the assumption that literature is but one of the many expressions of the
'human dimension' and the literary text just one particular form of 'text', it is presumed
that the seminars will endow students with the sense of discernment to go beyond the
issues strictly concerning the realm of literature, enabling them to consider properly, yet
in a personal manner, the understanding of man and his universe. Note: the themes
approached through this course cover two semesters of study.
3. Introduction II: reality and fiction. Relativity and absoluteness. 'Objective' reality
and 'subjective' perception. The 'truth' of reality and the 'truth' of fiction. Fictional vs.
fictitious. Actuability as essential difference between the real and the fictional.
Language and life.
6. Specular Images in the Real and the Fictional I. Edgar Allan Poe, A Dream
within a Dream. Text interpretation II.
B.
7. Specular Images in the Real and the Fictional II. Wallace Stevens, On the Road
Home. Text interpretation I.
8. Specular Images in the Real and the Fictional II. Wallace Stevens, On the Road
Home. Text interpretation II.
C. FIRST PAPER ANNOUNCED
9. Specular Images in the Real and the Fictional III. Italo Calvino, Continuity of
Parks. Text interpretation I.
10. Specular Images in the Real and the Fictional IV. W. Shakespeare, Hamlet.
Text interpretation I.
D. FIRST PAPER DUE
11. Specular Images in the Real and the Fictional IV. W. Shakespeare, Hamlet.
Text interpretation II.
E. SECOND PAPER ANNOUNCED
12. Metaphors of Fiction, Metaphors of the Real – Time and Space I. Edgar Allan
Poe, The Pit and the Pendulum. Text interpretation I.
13. Metaphors of Fiction, Metaphors of the Real – Time and Space II. Edgar
Allan Poe, The Pit and the Pendulum. Text interpretation II.
F. SECOND PAPER DUE
Pentru a obtine calificativul admis (nota 5), studentii trebuie sa cumuleze minim 50%
din punctajul maxim pentru lucrarile semestrial, cat si pentru proiectul final.
VIII. Detalii organizatorice, gestionarea situaţiilor excepţionale:
The focus of this course is on the area of language study that is concerned with the
nature , meaning, history, and use of words and word elements and often also with the
critical description of lexicography. Lexicology is increasingly treated as a branch of
linguistics, associated with such terms as ‘lexeme’, ‘lexical field’, ‘lexical item’,
‘lexicon’, on the premises that they offer a more accurate basis for the study of language
than terms such as ‘word’ and ‘vocabulary’. The course tackles issues such as: the
theoretical and practical value of lexicology; general problems of the theory of
morphemes; native words versus loanwords; word formation (composition, conversion,
contraction, affixation, abbreviation, etc.); word meaning (componential analysis,
collocation, change of meaning); sense relations. It also describes the procedure and
profession of arranging and describing items of vocabulary in such works of reference as
dictionaries, glossaries, thesauruses, synonym guides, etc. By the end of the course the
students should be able to define such terms as ‘lexeme’, ‘morpheme’, ‘free/bound
morpheme’, ‘aphaeresis’, ‘root’, ‘base’, ‘stem’, ‘conversion’, ‘affixation’, ‘nonce word’,
‘deflection’, etc.; they should also be able to carry out semantic or lexical analyses,
describe and interpret various linguistic phenomena.
IV. Bibliografie obligatorie:
- pentru obtinerea creditelor acordate acestui curs studentii vor sustine un examen scris la
care trebuie sa obtina cel putin nota 5 (cinci)
- nota la examenul scris este 2/3 din nota finala
- nota la cursul practic trebuie sa fie minim 5 (cinci) si este 1/3 din nota finala
- nota finala se calculeaza astfel: nota examen + nota examen + nota curs practic : 3
VIII. Detalii organizatorice, gestionarea situatiilor exceptionale
1. Greenough, A.S. and Kittredge,G.1962, Words and Their Ways in English Speech,
Boston: Beacon Press.
2.Kashcheyeva, M.A., Potapova, I.A. and Tyurina, N.S.1974, Practical Lexicology,
Moscow: Higher School Publishing House.
3. Levitschi, L. 1970, Limba engleza contemporana, Bucuresti: EDP.
4. Marckwardt, A. 1984, American English, Oxford: OUP.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
This course is a follow-up on the work done in the first semester. As such, it preserves the
basic layout of the previous series and builds extensively on the skills developed through
the class discussions and various tasks assigned as homework, adding an extra ingredient
derived from supporting language courses, in particular, Grammar Exercises and English
for Special Purposes. The class work and assignments are intended to build on students’
knowledge of English and other languages, both in the practical and theoretical sense.
While most of the activities are connected with translating different types of texts, there
are additional components that focus on improving students’ mastery of vocabulary and
grammar/structure. The selection of texts and vocabulary based exercises cover diverse
forms of English, from literary to specialized uses of the language.
Dat fiind tipicul acestui curs, nu se impune consultarea unor surse bibliografice. Textele
care urmeaza a fi traduse la curs for fi puse la dispozitia studentilor sub forma de
fotocopii, de catre titularul cursului.
Pentru a obtine calificativul admis (nota 5), studentii trebuie sa cumuleze minim 50%
din punctajul maxim pentru lucrarile semestriale.
VIII. Detalii organizatorice, gestionarea situaţiilor excepţionale:
(limba romana)
Forma de evaluare: verificare pe parcurs. Nota este formata din rezultatul unui test de
inţelegere – ascultare (semestrul I) si o prezentare orala (semestrul II) si nota acordata
pentru participare la orele de curs si prezenţa. Testul este planificat pe parcursul
semestrului la o data agreata de studenţi si profesor.
LVI. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Week 2:
Topic: punctuation
Key words: correctness, accuracy, language skills.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 3:
Topic: the descriptive essay: describing objects/spaces.
Key words: vocabulary building, organisation (introduction, main body, conclusions),
relevance.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 4:
Topic: the descriptive essay: describing people
Key words: vocabulary building, use of imagery and rhetorical devices, connectors.
Students’ tasks: role playing, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 5:
Topic: the narrative essay I
Key words: story telling, raising and maintaining interest, creative writing.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 6:
Topic: the narrative essay II
Key words: writing beginnings and endings, plotlines, topic selection.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 7:
Topic: writing reviews: book reviews
Key words: assessment, critical summary, personal opinion, author presentation,
contextualising, finding relevance.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 8:
Topic: writing reviews: film reviews
Key words: assessment, critical summary, personal opinion, author presentation,
contextualising, finding relevance.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 9:
Topic: writing reports: assessment and informative reports
Key words: evaluation, opinion, recommendation, information processing.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: writing reports: survey and proposal reports
Key words: analysis, questionnaires, conclusions, plans, suggestions, projects.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: the critical essay
Key words: documentation, research, norms of writing, formal requirements, lay-out,
publication.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 12:
Topic: the literary essay I: reading a literary essay
Key words: formal conventions, identifying meanings, literary intepretation
Students’ tasks: drafting and revising an academic essay, peer-response, debating and
discussing each other’s drafts.
Week 13:
Topic: the literary essay II: writing a literary essay
Key words: subjectivity, creativity, open form
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
The course will be conducted through an interactive, combined strategy, mixing lecture
and discussion on the principal reading assignments for each class. The seminar will
encourage students to give brief individual or collaborative reports, charting very
punctually the literary and theoretical readings assigned (students should convene with
the teacher on the major issues of their presentations several weeks ahead of each class).
All required reading (marked as ‘compulsory’) should be completed before class, with
the possibility of covering supplementary reading material for the written reports, should
the students’ interests require this.
Compulsory Bibliography
Under COMPULSORY BIBLIOGRAPHY are listed the literary works that are
considered to be representative for the period of literature covered by this course. These
works are ranked as obligatory for all the students attending this course. In the case of the
seminars, all required readings should be completed prior to attending each class.
All the works included in the list of Compulsory Bibliography can be found at the
English Library, Faculty of Letters, Cluj-Napoca, either as separate items, as copies
provided by the teacher, or included in the following anthologies:
- DeMaria, Robert (ed) (1996) British Literature 1640-1789. An Anthology
Oxford: Blackwell -- Engl. 18644
- The Norton Anthology of English Literature (revised ed) (1968) New
York: W W Norton & Co. (Vol. I) Central Library – 659269; This can also
be found at the Faculty of Letters, English Library
Alternatively, students can also consult these works at the internet addresses mentioned
below:
1. John Webster: The Duchess of Malfi (c. 1613) -- Engl. 21571 ; Engl. 16151
(http://www.gutenberg.org/dirs/etext00/malfi10.txt)
2. Ben Jonson: Volpone; or, The Fox -- Engl. 20156 ; BI 29634 ; J. 1584
(http://www.planbpublishers.com/downloads/html/volpone.htm)
3. William Congreve: The Way of the World -- Engl. 18379
(http://www.gutenberg.org/dirs/etext98/wwrld10.txt)
4. John Milton: Paradise Lost (Books I & II) -- Engl. 14597 ; Central Library
LC.674/1997 (http://etext.lib.virginia.edu/toc/modeng/public/MilPL67.html)
5. Alexander Pope: The Rape of the Lock -- Engl. 19577 (http://www-
unix.oit.umass.edu/~sconstan/poemlink.html)
6. Jonathan Swift: Gulliver’s Travels -- Engl. 21574 ; Central Library LC.2979/1996
(http://www.jaffebros.com/lee/gulliver/contents.html)
7. Samuel Richardson: Pamela, or Virtue Rewarded
(http://www.gutenberg.org/dirs/etext04/pam1w10.txt)
8. Daniel Defoe: Moll Flanders -- Engl. 21572
(http://www.gutenberg.org/dirs/etext95/mollf11.txt)
9. Henry Fielding: The History of Tom Jones. A Foundling -- Engl. 21311 ; Central
Library 675730 (http://www.bartleby.com/301/)
10. M. G. Lewis: The Monk Engl. 20209 ; Engl. 16060 ; Engl. 20150
(http://www.gutenberg.org/dirs/etext96/tmonk10.txt)
11. Tobias Smollett: The Expedition of Humphry Clinker -- Engl. 21573 ; Engl. 21310
Engl. 19833 (http://www.gutenberg.org/dirs/etext00/txohc10.txt)
12. Laurence Sterne: The Life and Opinions of Tristram Shandy -- Engl. 16059
13. (http://www.gutenberg.org/dirs/etext97/shndy10.txt)
14. Jane Austen: Sense and Sensibility -- Engl. 21039 ; Central Library 675692
(http://www.gutenberg.org/dirs/etext94/sense11.txt)
15. Lady Mary Wortley Montagu: The Turkish Embassy Letters in Montagu M W (1992)
Letters David Campbell Publ. -- Central Library 676259. There are also 3 copies
provided by the teacher at the English Library, Faculty of Letters, Cluj-Napoca.
course outline
BIBLIOGRAPHY:
Optional:
▪ Lindley, David (ed) (1995) Court Masques. Jacobean & Caroline Entertainments 1605-
1640 Oxford & New York: Oxford University Press (pp. ix-xvii)
BIBLIOGRAPHY:
Compulsory:
Ben Jonson: Volpone; or, The Fox
Optional:
▪ Loxley, James (2002) The Complete Critical Guide to Ben Jonson London & New York:
Routledge (pp. 69-73)
BIBLIOGRAPHY:
Compulsory:
John Webster: The Duchess of Malfi
Optional:
▪ Katherine Rowe (1999) Dead Hands: Fictions of Agency, Renaissance to Modern,
Stanford University Press (pp. 86-110)
WEEK 5: METAPHYSICAL POETRY
BIBLIOGRAPHY:
Compulsory:
▪ John Donne: Holy Sonnet XIV: ‘Batter my heart, three person’d God; for you’
▪ Andrew Marvell: To His Coy Mistress
Optional:
▪ Eliot, T. S. (1932) “The Metaphysical Poets” in Selected Essays London: Faber &
Faber Limited
▪ Hammond, Gerald (ed) (1974) The Metaphysical Poets McMillan (pp. 1-29)
▪ Bloom, Harold (ed) (1986) John Donne and the Seventeenth-Century Metaphysical
Poets New York & Philadelphia: Chelsea House Publ. (pp. 27-32; 37-44)
WEEK 6: PURITANISM.
BIBLIOGRAPHY:
Compulsory :
John Milton, Paradise Lost (minimum requirement: Books I-II)
Optional:
▪ Weber, Max (2003, orig. 1958) The Protestant Ethic and the Spirit of Capitalism
(Transl. by Talcott Parsons) Mineola, New York: Dover Publ. Inc (pp. 35-78)
▪ Mullett, Michael A. (1996) John Bunyan in Context. Keele, Staffordshire Edinburgh
University Press (pp. 191-209)
▪ Rogers, John (1996) The Matter of Revolution. Science, Poetry, and Politics in the
Age of Milton Ithaca & London: Cornell University Press (pp. 103-129)
▪ McMahon, Robert (1998) The Two Poets of Paradise Lost Baton Rouge: Louisiana
State University Press (pp. 1-22)
▪ Kolbrener, William (1997) Milton’s Warring Angels. A Study of Critical Engagements
Cambridge University Press (pp. 133-157)
BIBLIOGRAPHY:
Compulsory:
▪ Lady Mary Wortley Montagu: The Turkish Embassy Letters in Montagu M W (1992)
Letters David Campbell Publ.
Optional:
▪ Said, Edward (1979) Orientalism New York: Vintage Books (pp. 49-53; 73-77)
▪ Kietzman, Mary Jo ‘Montagu's 'Turkish Embassy Letters' and cultural dislocation’ in
Studies in English Literature 1500-1900 Vol. 38 3/1998
▪ Uphaus, Robert W. & Gretchen M. Foster (eds) (1991) The "Other" Eighteenth
Century: English Women of Letters 1660-1800 East Lansing: Colleagues Press (pp. 247-
248; 1-16)
BIBLIOGRAPHY:
Compulsory:
▪ William Congreve: The Way of the World (1700)
Optional:
▪ Dryden, John, An Essay of Dramatick Poesie (1668)
▪ Corman, Brian ‘Comedy’ in Fisk, Deborah Payne (ed) (2000) The Cambridge
Companion to English Restoration Theatre Cambridge University Press (pp. 52-69)
▪ Womersley, David (ed) (2000) A Companion to Literature from Milton to Blake
Oxford: Blackwell (pp. 238-243)
▪ Hughes, Derek (1996) English Drama 1660-1700 Oxford: Clarendon Press (pp. 1-29)
BIBLIOGRAPHY:
Compulsory:
M. G. Lewis: The Monk
Optional:
▪ Miles, Robert (1993) Gothic Writing 1750-1820. A Genealogy London & New York:
Routledge (pp. 10-29)
▪ Napier, Elizabeth (1987) The Failure of Gothic: Problems of Disjunction in an
Eighteenth-century Literary Form Oxford: Clarendon Press (pp. 112-132)
▪ Watt, James (1999) Contesting the Gothic: Fiction, Genre and Cultural Conflict,
1764-1832 Cambridge University Press (pp. 1-11)
BIBLIOGRAPHY:
Compulsory :
▪ Alexander Pope: The Rape of the Lock (1712)
Optional:
▪ Foucault, Michel ‘What is the Enlightenment?’ in Rabinow, Paul (ed) (1984) The
Foucault Reader New York: Pantheon Books (pp. 32-50)
▪ Cassirer, Ernst (1932) The Philosophy of the Enlightenment (tr. 1951, repr. 1955)
Princeton University Press (pp. 3-36)
▪ Schmidt, James (ed) (1996) What is the Enlightenment? Eighteenth-Century Answers
and Twentieth-Century Questions Berkeley & Los Angeles: University of California
Press, (pp. 1; 15-21)
▪ Noggle, James (2001) The Skeptical Sublime: Aesthetic Ideology in Pope and the
Tory Satirists Oxford & New York: Oxford University Press (pp. 3-10)
▪ Baines, Paul (2000) The Complete Critical Guide to Alexander Pope London & New
York: Routledge (pp. 65-75)
BIBLIOGRAPHY:
Compulsory:
Jane Austen: Sense and Sensibility
Optional:
▪ Waldron, Mary (1999) Jane Austen and the Fiction of Her Time Cambridge & New
York: Cambridge University Press (pp. 62-83)
▪ Todd, Janet (ed) (1983) Jane Austen: New Perspectives New York: Holmes & Meier
(pp. 39-48)
▪ Richetti, John (ed) (1996) The Cambridge Companion to the Eighteenth-Century
Novel Cambridge University Press (pp. 236-253)
BIBLIOGRAPHY:
Compulsory
▪ Daniel Defoe: Moll Flanders (1722)
▪ Jonathan Swift: Gulliver’s Travels (1726)
Optional:
▪ Watt, Ian (1957) The Rise of the Novel. Studies in Defoe, Richardson and Fielding
Hammondsworth (pp. 1-34)
▪ McKeon, Michael (2002) The Origins of the English Novel, 1600-1740. Baltimore
Johns Hopkins University Press, (pp.1-22)
▪ Richetti, John (ed) (1996) The Cambridge Companion to the Eighteenth-Century
Novel Cambridge University Press (pp. 41-87)
BIBLIOGRAPHY:
Compulsory:
Laurence Sterne: The Life and Opinions of Tristram Shandy (1759-1766)
Optional:
▪ Womersley, David (ed) (2000) A Companion to Literature from Milton to Blake
Oxford: Blackwell (pp. 371-379)
▪ Richetti, John (ed) (1996) The Cambridge Companion to the Eighteenth-Century
Novel Cambridge University Press (pp. 153-173)
▪ Watts, Carol ‘The Modernity of Sterne’ in Pierce, David & Peter De Voogd (eds)
(1996) Laurence Sterne in Modernism and Postmodernism Amsterdam: Rodopi (pp. 19-
38)
BIBLIOGRAPHY:
Compulsory
▪ Samuel Richardson: Pamela, or Virtue Rewarded (1740)
▪ Henry Fielding: The History of Tom Jones. A Foundling (1749)
Optional:
▪ Watt, Ian (1968) The Rise of the Novel. Studies in Defoe, Richardson and Fielding
Hammondsworth (pp. 174-207; 239-259)
▪ Keymer, Thomas & Jon Mee (eds) (2004) The Cambridge Companion to English
Literature 1740-1830 Cambridge University Press (pp. 139-149)
WEEK 15: PICARESQUE AND EPISTOLARY PATTERNS IN
EIGHTEENTH-CENTURY FICTION: TOBIAS SMOLLETT’S
THE EXPEDITION OF HUMPHRY CLINKER (1771)
BIBLIOGRAPHY:
Compulsory:
Tobias Smollett: The Expedition of Humphry Clinker (1771)
Optional:
▪ Richetti, John (ed) (1996) The Cambridge Companion to the Eighteenth-Century
Novel Cambridge University Press (pp. 174-197)
▪ Heckendorn Cook, Elizabeth (ed) (1996) Epistolary Bodies. Gender and Genre in
The Eighteenth-Century Republic of Letters Stanford University Press (pp. 5-29).
CLASS PARTICIPATION AND ATTENDANCE: 10%. Penalties will not be imposed for
your first 3 absences; thereafter, the 10% from your final grade will drop one grade for
each session missed. Excessive absences may, nevertheless, result in failure of the course.
WRITTEN EXAM: 50% A substantial percentage of your final overall grade will come
from the written exam, which will comprise two compulsory subjects, one from the
course topics and one from the seminar topics. A minimum grade of 5 for both subjects is
required for passing this final examination. The final grades will be posted within one
week of the final examination date.
GRADING: The final grade for this course will be derived from the following sources:
COURSE GRADING:
10% attendance
10% class contributions
10% review
20% home assignment
50% written exam
NOTA BENE: Exceptional seminar contributions and presentations may exempt you
from having to write the Home assignment.
The Reader (specially designed for this course) contains, as you will notice,
OPTIONAL/SECONDARY reading material – book chapters and articles – which
provide background and explication for the topics analysed. These bibliographical
references are detailed in the Course Outline above. I shall therefore not reiterate the list
in this section. Important notice: You do NOT have to read the Optional texts. However,
you may choose to do so, since they give you relevant material for preparing your
presentations, seminar discussions and for writing your essays. For those students who
feel they need further investigation of particular topics, I can make supplementary
secondary bibliography (literary criticism and theory) available to them on request (on a
short-term loan basis).
Apart from the Optional Bibliography included in the Reader, in the list below you can
find further solid and reliable surveys of the seventeenth- and eighteenth-century English
literature covered by this course. These books are available at the English Library of the
Faculty of Letters. Students are warmly encouraged to consult such alternative
bibliographical sources, which can also be found at the British Council Library or in the
Online Databases of the Central University Library in Cluj-Napoca (for instance,
Literature Online, www.chadwyck-healey.org).
1. Allen, Walter (1967) The English Novel. A Short Critical History Penguin Books
2. Clifford, James L (1959) Eighteenth-Century English Literature. Modern Essays in
Criticism Oxford University Press
3. Cockshut, A O J (1980) The Novel to 1900 London: McMillan
4. Daiches, David (1960) A Critical History of English Literature London: Secker &
Warburg
5. Day, Martin S. (1963) History of English Literature 1660-1837 New York: Doubleday
& Co.
6. Galea, Ileana, Virgil Stanciu & Liviu Cotrau (eds) (1986) Studies in the Eighteenth-
and Nineteenth-Century English Novel Cluj-Napoca
7. Lindley, David (ed) (1995) Court Masques. Jacobean & Caroline Entertainments 1605-
1640 Oxford & New York: Oxford University Press
8. Mudure, Mihaela (2001) Istorie si literatura Dacia: Napoca Star
9. Vovelle, Michel (ed) (2000) Omul luminilor (transl. By Ingrid Ilinca) Iasi: Polirom
10. Watt, Ian (1968) The Rise of the Novel. Studies in Defoe, Richardson and Fielding
Hammondsworth
The seminar will be conducted through an interactive strategy, using both lecture and
discussion on the principal reading assignments for each class. Students will give
individual or collaborative reports, charting very punctually the literary and theoretical
readings assigned. All required reading (marked as ‘compulsory’) should be completed
before class, with the possibility of covering supplementary reading material for the
written reports, should the students’ interests require this.
Compulsory Bibliography
Under Compulsory Bibliography are listed the literary works that are considered to be
representative for Restoration Drama. These works are obligatory for all the students
attending this course.
All the works included in the list of Compulsory Bibliography can be found at the
English Library, Faculty of Letters, Cluj-Napoca, either as separate items, or as part of
the Reader (1) compiled by the teacher and deposited at the Faculty of Letters, English
Library in two copies. Alternatively, students can also consult these works at the internet
addresses mentioned below:
Seminar outline
Topics:
Seminar introduction. Presentation of the seminar outline,
objectives and requirements. Reader information pack.
Historical timeline. Theatrical monopoly. Professionalisation of
authorship. Playhouse design. Baroque illusionism.
Performance/performers. Restoration audiences.
BIBLIOGRAPHY:
Compulsory:
READ: John Dryden: Essay of Dramatick Poesie (1667)
Optional:
Levine, Joseph M. Between the Ancients and the Moderns: Baroque Culture in
Restoration England New Haven [Conn.] Yale University Press, 1999, pp. 35-52.
BIBLIOGRAPHY:
Compulsory:
READ: John Dryden: The Conquest of Granada (1672)
Optional:
Hughes, Derek. English Drama 1660-1700 Oxford: Clarendon Press, 1996, pp. 240-
306.
BIBLIOGRAPHY:
Compulsory:
READ: Aphra Behn: The Rover I (1681)
Optional:
BIBLIOGRAPHY:
Compulsory:
READ: John Dryden: Marriage A-la-Mode (1673)
Optional:
Maguire, Nancy Klein. “Tragicomedy.” In Fisk, Deborah Payne (ed), The Cambridge
Companion to English Restoration Theatre. Cambridge University Press, 2000, pp. 86-
106.
BIBLIOGRAPHY:
Compulsory:
READ: William Wycherley, The Country Wife (1675)
Optional:
Canfield, J. Douglas. “Nubile Tricksters Land Their Men.” In Tricksters & Estates:
On the Ideology of Restoration Comedy Lexington, Ky.: University Press of Kentucky,
1997, pp. 33-44.
BIBLIOGRAPHY:
Compulsory:
READ: William Congreve: The Double Dealer (1694)
GRADING:
CLASS ATTENDANCE: 10%.
CONTRIBUTION TO CLASS DISCUSSIONS: 20%.
MID-TERM TEST: 20%.
END-OF-TERM PAPER: 50%. NOTA BENE: Outstanding presentations and class
contributions will exempt those students from having to write this paper.
The grade from this seminar (Restoration Drama) will count as 33% of the final grade for
the Course on The Literature of the Restoration and the Enlightenment periods.
Part 1 of the Reader (specially designed for this course) contains, COMPULSORY texts,
while Part 2 of the Reader, as you will notice, comprises OPTIONAL/SECONDARY
reading material – book chapters and articles – which provide background and
explication for the topics analysed. Although the Optional texts are obviously not
required reading, you may choose to consult them, since they give you relevant material
for preparing your presentations. For those students who feel they need further
investigation of particular topics, I can make supplementary secondary bibliography
available to them on request.
Apart from the Optional Bibliography included in the Reader (2), in the list below you
can find further surveys of Restoration Drama. These books are available at the English
Library of the Faculty of Letters. Students are also warmly encouraged to consult other
alternative bibliographical sources, which can be found at the British Council Library or
in the Online Databases of the Central University Library in Cluj-Napoca (for instance,
Literature Online, www.chadwyck-healey.org).
11. Daiches, David. A Critical History of English Literature. London: Secker & Warburg,
1960.
12. Day, Martin S. History of English Literature 1660-1837. New York: Doubleday &
Co., 1963.
13. Mudure, Mihaela Istorie si literature. Dacia: Napoca Star, 2001.
14. DeMaria, Robert (ed). British Literature 1640-1789. A Critical Reader. Oxford:
Blackwell, 1999.
15. Zwicker, Steven N. The Cambridge Companion to English Literature 1650-1740.
Cambridge University Press, 1998.
Obiective:
crearea capacităţii de a produce diverse tipuri de discursuri scrise într-o manieră
clară, corectă şi coerentă, dar personală
adaptarea stilului la registrul lingvstic potrivit
introducerea de distincţii între tipurile de eseuri şi tehnicile de stil adaptate
acestora
îmbunătăţirea cunoştinţelor de limbă engleză scrisă şi vorbită
dezvoltarea capacităţii studenţilor de a-şi organiza ideile în mod logic şi coerent
dezvoltarea capacităţii de cercetare a studenţilor.
Competenţe:
capacitatea de a produce diverse tipuri de texte scrise (eseuri personale, narative,
argumentative, descriptive, literare, academice)
capacitatea de a manipula registre stilistice variate
capacitatea de concentrare asupra unui subiect dat, evitând digresiunile şi de a
organiza expunerea la modul eficient, orientat spre cititor
capacitatea de a organiza un text (conectori, paragrafe, mărci ale coeziunii
textuale)
cercetarea şi comunicarea rezultatelor cercetării
distincţia dintre cercetare şi plagiat
Metode:
discutarea interactivă a textelor
crearea de schiţe colective şi individuale ale eseurilor
dezbateri pe temele date ale eseurilor
producerea individuală de eseuri complete
prezentarea individuală şi în grup a eseurilor compuse ca temă
feedback la şi evaluarea eseurilor colegilor
Week 2:
Topic: punctuation
Key words: correctness, accuracy, language skills.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 3:
Topic: the descriptive essay: describing objects/spaces.
Key words: vocabulary building, organisation (introduction, main body, conclusions),
relevance.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 4:
Topic: the descriptive essay: describing people
Key words: vocabulary building, use of imagery and rhetorical devices, connectors.
Students’ tasks: role playing, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 5:
Topic: the narrative essay I
Key words: story telling, raising and maintaining interest, creative writing.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 6:
Topic: the narrative essay II
Key words: writing beginnings and endings, plotlines, topic selection.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 7:
Topic: writing reviews: book reviews
Key words: assessment, critical summary, personal opinion, author presentation,
contextualising, finding relevance.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 8:
Topic: writing reviews: film reviews
Key words: assessment, critical summary, personal opinion, author presentation,
contextualising, finding relevance.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 9:
Topic: writing reports: assessment and informative reports
Key words: evaluation, opinion, recommendation, information processing.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: writing reports: survey and proposal reports
Key words: analysis, questionnaires, conclusions, plans, suggestions, projects.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: the critical essay
Key words: documentation, research, norms of writing, formal requirements, lay-out,
publication.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 12:
Topic: the literary essay I: reading a literary essay
Key words: formal conventions, identifying meanings, literary intepretation
Students’ tasks: drafting and revising an academic essay, peer-response, debating and
discussing each other’s drafts.
Week 13:
Topic: the literary essay II: writing a literary essay
Key words: subjectivity, creativity, open form
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
Week 2:
Topic: punctuation
Key words: correctness, accuracy, language skills.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 3:
Topic: the descriptive essay: describing objects/spaces.
Key words: vocabulary building, organisation (introduction, main body, conclusions),
relevance.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 4:
Topic: the descriptive essay: describing people
Key words: vocabulary building, use of imagery and rhetorical devices, connectors.
Students’ tasks: role playing, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 5:
Topic: the narrative essay I
Key words: story telling, raising and maintaining interest, creative writing.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 6:
Topic: the narrative essay II
Key words: writing beginnings and endings, plotlines, topic selection.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 7:
Topic: writing reviews: book reviews
Key words: assessment, critical summary, personal opinion, author presentation,
contextualising, finding relevance.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 8:
Topic: writing reviews: film reviews
Key words: assessment, critical summary, personal opinion, author presentation,
contextualising, finding relevance.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 9:
Topic: writing reports: assessment and informative reports
Key words: evaluation, opinion, recommendation, information processing.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: writing reports: survey and proposal reports
Key words: analysis, questionnaires, conclusions, plans, suggestions, projects.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: the critical essay
Key words: documentation, research, norms of writing, formal requirements, lay-out,
publication.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 12:
Topic: the literary essay I: reading a literary essay
Key words: formal conventions, identifying meanings, literary intepretation
Students’ tasks: drafting and revising an academic essay, peer-response, debating and
discussing each other’s drafts.
Week 13:
Topic: the literary essay II: writing a literary essay
Key words: subjectivity, creativity, open form
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
This course is devised to introduce students to the study of literature in a direct manner
through a close contact with the 'text'. Given its status as a practical course, it is radically
different from other courses in literature in that the focus is on providing the students
with the necessary insights into the specific problems of 'interpretation', rather than on a
straightforward illustration of some specific theoretical approaches. The series of
discussions is therefore based on a thorough study of texts, in the form of 'open seminars'
or 'loose debates' centred around some leading ideas. The seminal questions in view
originate in the attempt to circumscribe the peculiar nature of literature as the 'art of
words', yet not without the proper consideration given to the 'technicalities' at stake.
Starting from the assumption that literature is but one of the many expressions of the
'human dimension' and the literary text just one particular form of 'text', it is presumed
that the seminars will endow students with the sense of discernment to go beyond the
issues strictly concerning the realm of literature, enabling them to consider properly, yet
in a personal manner, the understanding of man and his universe. Note: the themes
approached through this course cover two semesters of study
Ballard, J.G., 'The Garden of Time', in Sanders, Th.E. (ed), Sanders, Th.E. (ed),
Speculations. An Introduction to Literature Through Fantasy and Science Fiction,
New York: Glencoe Press., 1973.
Bradbury, R., 'The Fog Horn', in Sanders, Th.E. (ed), Sanders, Th.E. (ed),
Speculations. An Introduction to Literature Through Fantasy and Science Fiction,
New York: Glencoe Press., 1973.
Eliot, T.S., 'The Love Song of J. Alfred Prufrock', in Mc.Michael, G. et. al. (eds),
Anthology of American Literature. Instructor's Manual, Third Edition, New York:
Macmillan, London: Collier Macmillan, 1986.
De Saint-Exupery, A., The Little Prince.
2. J.G. Ballard: The Garden of Time. Strategies of facing the pressures of time and
space. Text interpretation I.
3. J.G. Ballard: The Garden of Time. Strategies of facing the pressures of time and
space. Text interpretation II.
4. T.S. Eliot: The Love Song of J. Alfred Prufrock. Stories of displacement and
seclusion. Text Interpretation I
5. T.S. Eliot: The Love Song of J. Alfred Prufrock. Stories of displacement and
seclusion. Text Interpretation II.
6. R. Bradbury: The Fog Horn. Love in the face of overwhelming reality. Text
interpretation I
7. R. Bradbury: The Fog Horn. Love in the face of overwhelming reality. Text
interpretation II
G. FIRST PAPER ANNOUNCED
9. Edgar Allan Poe: Ulalume. Functions of the memory. Text interpretation II.
Pentru a obtine calificativul admis (nota 5), studentii trebuie sa cumuleze minim 50%
din punctajul maxim pentru lucrarile semestrial, cat si pentru proiectul final.
XCIII. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Bibliography:
Compulsory -
▪ Angela Carter: ‘The Tiger's Bride’ in The Bloody Chamber (1979)
▪ Angela Carter: ‘The Company of Wolves’ in The Bloody Chamber (1979)
▪ Salman Rushdie: Shame (1983)
▪ Jeanette Winterson: Sexing the Cherry (1989)
▪ Marina Warner: Indigo, Or, Mapping the Waters (1992)
▪ Alasdair Gray’s Lanark. A Life in Four Books (1982)
▪ Angela Carter: The Passion of New Eve (1982)
▪ Martin Amis: Einstein’s Monsters (1987)
WEEK 1
WEEK 2
INTRODUCTORY course
TOPICS:
Foucauldian genealogy – embodied subjectivity – technologies of self – biopower
– discursive constructions of the body – power/knowledge –
subjection/subjectification
Teratology – monsters as boundary creatures – marginality – pollution
phenomena – taxonomies of monstrosity – enfreakment – genealogy of monstrosity -
‘deviant’ abnormality, eschewal of an(d)thropomorphic norms – the body
monstrous – monstrous nature
The grotesque body – Kayser & the grotesque - Bakhtin & the carnivalesque –
the anti-structure of carnival – liminality: the fluid transgression of the boundaries
between inside and outside, self and other - monsters as liminal phenomena
Bibliography:
Optional – please choose ONE of the following:
▪ Cohen, Jeffrey Jerome, ‘Monster Culture (Seven Theses)’ in Cohen, Jeffrey Jerome
(ed) (1996) Monster Theory. Reading Culture Minneapolis & London: University of
Minnesota Press [pp. 3-21]
▪ Mikhail Bakhtin (transl. Helene Iswolsky), 'The Grotesque Image of the Body and Its
Sources,' in Rabelais and his World (1968) Cambridge: The M.I.T. Press, pp. [315-325]
▪ Peter Stallybrass & Allon White, ‘Introduction’ in The Politics and Poetics of
Transgression (1986) London: Methuen [pp. 1-26]
▪ Foucault, Michel (1970) The Order of Things. An Archaeology of the Human
Sciences London & New York: Tavistock & Routledge [pp. xiii-xxiv]
▪ Turner, Victor (1967) The Forest of Symbols. Aspects of Ndembu Ritual Ithaca &
London: Cornell University Press [pp. 93-109]
WEEK 3
Postmodern gothic
‘Gothic in particular has been theorized as an instrumental genre, reemerging cyclically,
at periods of cultural stress, to negotiate the anxieties that accompany social and
epistemological transformations and crises […] as a genre centrally concerned with the
horrific re-making of the human subject, within a general anxiety about the nature of
human identity.’
Kelly Hurley (1996)
The Gothic Body: Sexuality, materialism, and degeneration at the fin de siècle
Cambridge University Press
Group assignment: working in groups of 4 and starting from the quotation above, prepare
a 10-minute presentation on any aspect of contemporary culture that you consider to be
relevant to our course topic this semester: monstrosity and postmodern gothicity. It need
not be theoretically grounded, and the focus of your presentation may be anything from a
recent movie or novel you have come across, to cartoons [the Shrek series of the green
ogre is a definite possibility], Baudrillardian simulacra (9/11?), or cyberfiction: the choice
is yours, but you should demonstrate commitment and real interest in the theme. Make
sure to distribute in-group assignments equally amongst the members of your team and
try to render your presentations as explicit, visually-appealing and informative as you
can. I look forward to this.
TOPICS:
Postmodern rewriting of gothic narratives. The revival of the Gothic in any cultural
sphere: film, music, literature, fashion, etc. The Body monstrous [suggested site:
www.orlan.net]. The imbrications of technology and the body, the gothicity of
cyberspace, outer space, social space, etc.
Bibliography:
Optional – please choose ONE of the following:
WEEK 4
Bestial attachments: The animal groom in Angela Carter’s "The Tiger's Bride" &
“The Company of Wolves” in The Bloody Chamber (1979)
TOPICS:
Cupid & Psyche v. Beauty & the Beast; the Animal Groom; Rewriting older stories and
myths; reworking the "Beauty and the Beast" motif; Carter’s citational technique: the
appropriation and subversion of folk and fairytale sources; spectatorship and gendered
models of looking; scopophilia and fetishism; the masculinisation of the spectator
position (the dynamics of looking) v. static female ‘to-be-looked-at-ness’; looking
(dominant/subject position) and being looked at (submissive/ object position);
Bibliography:
Compulsory -
▪ Angela Carter: ‘The Tiger's Bride’ in The Bloody Chamber (1979)
▪ Angela Carter: ‘The Company of Wolves’ in The Bloody Chamber (1979)
WEEKS 5-6
Human-Beast Transformations: Menippean metamorphoses in Salman Rushdie’s
Shame
TOPICS:
Broken mirrors and the ‘insufficiently imagined’ nation. The ‘banality of evil’. The
‘monstrous-feminine’. Aberrations, mutations, Menippean metamorphoses. Outside
the circle of shame:
Bibliography:
Compulsory –
▪ Salman Rushdie: Shame (1983)
TOPICS:
Giants in monstrous taxonomies; giants as foundational figures (builders of cities,
emblematic figures of nations); cynocephali, St Christopher’s legend
Bibliography:
Compulsory –
▪ Jeanette Winterson: Sexing the Cherry (1989)
WEEKS 9-10
The agrestic cradle: Witches and wild men in Marina Warner’s Indigo, Or, Mapping
the Waters
TOPICS:
The European wild man; barbaroi, the medieval homo sylvestris, l’homme sauvage in the
Renaissance and the Enlightenment; The Tempest – Sycorax - indigo-producing
Caribbean island at the time of its 17th-century "discovery" by the British
Bibliography:
Compulsory –
▪ Marina Warner: Indigo, Or, Mapping the Waters (1992)
TOPICS:
Trapped in the maze: Gray’s postindustrial urban geography (‘real’ Glasgow & dystopian
Unthank). Apocalypse now: the nightmare of (personal) history. Paradigms of closure and
dis-closure: Dragonhide and the literalisation of metaphor. Chronoschisms, fluid
topologies: the Intercalendrical Zone. Dismissing the Sovereign’s authority: Alasdair
Gray’s postmodern twist (The Epilogue).
Bibliography:
Compulsory – You will be directed to the more relevant chapters for our discussion.
▪ Alasdair Gray’s Lanark. A Life in Four Books
WEEKS 13-14
Recuperating Extraordinary Bodies: The Hermaphrodite in Angela Carter’s The
Passion of New Eve
TOPICS:
Discursive practices of gender performativity. Judith Butler’s notion of ‘drag’ as a
subversion of dichotomic constraints Rhizomatic multiplicities and the de-
territorialisation of desire. Deleuze’s hetero(u)topian Body without Organs
Bibliography:
Compulsory –
▪ Angela Carter: The Passion of New Eve (1982)
TOPICS:
Models of posthuman embodiment. Gothic inflections: the perversity of nuclear warfare.
Genocide and nuclear annihilation. Einsteinian (Un)‘Thinkability’. Beowulf and his
monsters: ‘The Little Puppy that Could’
Bibliography:
Compulsory –
▪ Martin Amis: Einstein’s Monsters (1987)
STARTING POINTS: 10% signing up for his course ensures the initial 10% of your final
grade (“din oficiu”).
1. 20%: the first should be a one-page review on ANY of the articles or studies included
in the Reader (i.e. on any of the shorter texts listed under Optional Bibliography). This
mini-piece can
- explore an idea/issue/ theory presented in the coursework
- respond to an intriguing notion in one of the readings
- reflect on a seminar discussion, giving your own view of the problem.
2. 40%: a more elaborate academic essay on any of the literary works read for this class
throughout the semester, trying to stick to the overall topic of the course.
NOTA BENE! Exceptional individual or group presentations exempt you from having to
write the second home assignment!
C. Bibliografia opţională:
The entire reading material has been assembled by the teacher in a special reader. Two
copies have been donated to the English Dept. Library. In addition, 2 or more copies of
the novels and narratives discussed have also been placed at the library.
Curs 1: Introduction
Termenii de semantica şi sens, semantica si sintaxă, semantică şi semiotică,
semantică şi pragmatică, semantică istorică
La sfârşitul cursului studenţii vor da un examen care va verifica atât cunoştinţele teoretice
cât şi cele practice de interpretare a sensului. Studenţilor li se va cere să prezinte
aspectele teoretice şi să rezolve probleme practice.
Prezenţa la orele de curs nu sunt obligatorii. Prezenta la cursul practice este obligatorie
minimum 80 %.
Pentru cele 8 (opt) credite aferente disciplinei se iau in calcul notele de la semantica,
stilistica si cursul practic din semestrul respectiv conform distributiei la codul 21121 din
Planul de Invatamint.
Utilizarea fraudei în cazul examenului va determina automat sistarea procesului de
examinare şi evaluarea cu nota 1 (unu). Se va solicita conducerii Facultatii
exmatricularea studentului in cauza conform regulamentului.
La afisarea rezultatelor examenului se va mentiona si data si ora cind studentii pot sa-si
vada lucrarile.
Orice contestaţie a notei obţinute va trebui însoţită de o cerere din partea studentului
pentru reevaluarea lucrării. Rezultatul acestei reevaluări se va face de faţă cu studenţii în
decurs de 2 zile de la data contestaţiei.
Anul II Semestrul I
Specializarea B
Titlul disciplinei: SEMANTICA – seminar
Codul: LE 21221
Numărul de credite: 6
Locul de desfăşurare: Facultatea de Litere
Programarea în orar a activităţilor: conform orarului
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
să faciliteze analiza modului în care sensul şi semnificaţia noţiunilor
complexe pot fi derivate din simbolurile cele mai simple ale limbajului
să puncteze relaţiile dintre semnele verbale şi ceea ce este înţeles prin ele,
deosebind astfel semantica de sintaxă, care studiază relaţiile semnelor
între ele, şi de pragmatică, studiul relaţiilor dintre semne şi utilizatorul lor
Conţinut:
I. PREZENTAREA SEMINARULUI ŞI A BIBLIOGRAFIEI
II. DISTINCŢII TERMINOLOGICE. DEFINIŢII.
III. SEMNIFICANT ŞI SEMNIFICAT. CONOTAŢIE ŞI DENOTAŢIE. SENS ŞI
REFERINŢĂ.
IV. CÂMPURILE SEMANTICE. ANALIZA SEMICĂ.
V. RELAŢII LEXICALE.
VI. NOŢIUNEA DE PROTOTIP.
VII. UNIVERSALII LINGVISTICE.
Competenţe:
abilitatea de a înţelege relaţia dintre semnificant şi semnificat
înţelegerea de bază a noţiunii de prototip şi a problemei generale a
categorizării
capacitatea de a alcătui câmpul semantic al diferitelor cuvinte, şi de a face
analiza lor semică
înţelegerea de bază a noţiunii de universalii lingvistice
Metode de predare:
utilizarea unei prezentări interactive a noţiunilor teoretice (20%)
discuţii pe baza unor exemple (50%)
rezolvarea unor exerciţii practice (30%)
I. PREZENTAREA CURSULUI
prezentarea disciplinei, a obiectivelor, a bibliografiei, programarea şi organizarea
activităţilor şi prezentarea modalităţilor de evaluare finală şi pe parcursul semestrului.
Orice contestaţie a notei obţinute va trebui însoţită de o cerere din partea studentului
pentru reevaluarea lucrării. Cererea trebuie trimisă şi prin e-mail. Rezultatul acestei
reevaluări se va face cunoscut în decurs de cel mult 5 zile de la data înmânării contestaţiei
titularului de curs. Titularul de curs şi studentul respectiv vor stabili împreună data la care
studentul îşi poate vedea lucrarea.
Anul II Semestrul I
Specializarea B
Titlul disciplinei: SEMANTICA – seminar
Codul: LE 21221
Numărul de credite: 6
Locul de desfăşurare: Facultatea de Litere
Programarea în orar a activităţilor: conform orarului
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
să faciliteze analiza modului în care sensul şi semnificaţia noţiunilor
complexe pot fi derivate din simbolurile cele mai simple ale limbajului
să puncteze relaţiile dintre semnele verbale şi ceea ce este înţeles prin ele,
deosebind astfel semantica de sintaxă, care studiază relaţiile semnelor
între ele, şi de pragmatică, studiul relaţiilor dintre semne şi utilizatorul lor
Conţinut:
VIII. PREZENTAREA SEMINARULUI ŞI A BIBLIOGRAFIEI
IX. DISTINCŢII TERMINOLOGICE. DEFINIŢII.
X. SEMNIFICANT ŞI SEMNIFICAT. CONOTAŢIE ŞI DENOTAŢIE. SENS ŞI
REFERINŢĂ.
XI. CÂMPURILE SEMANTICE. ANALIZA SEMICĂ.
XII. RELAŢII LEXICALE.
XIII. NOŢIUNEA DE PROTOTIP.
XIV. UNIVERSALII LINGVISTICE.
Competenţe:
abilitatea de a înţelege relaţia dintre semnificant şi semnificat
înţelegerea de bază a noţiunii de prototip şi a problemei generale a
categorizării
capacitatea de a alcătui câmpul semantic al diferitelor cuvinte, şi de a face
analiza lor semică
înţelegerea de bază a noţiunii de universalii lingvistice
Metode de predare:
utilizarea unei prezentări interactive a noţiunilor teoretice (20%)
discuţii pe baza unor exemple (50%)
rezolvarea unor exerciţii practice (30%)
Orice contestaţie a notei obţinute va trebui însoţită de o cerere din partea studentului
pentru reevaluarea lucrării. Cererea trebuie trimisă şi prin e-mail. Rezultatul acestei
reevaluări se va face cunoscut în decurs de cel mult 5 zile de la data înmânării contestaţiei
titularului de curs. Titularul de curs şi studentul respectiv vor stabili împreună data la care
studentul îşi poate vedea lucrarea.
IV BIBLIOGRAFIA OBLIGATORIE
Crystal, David and Derek Davy, Investigating English Style, Longmans, London, 1969
Freeman, Donald C (ed.), Essays in Modern Stylistics,Methuen, London and New York,
1981
Irimia Dumitru, Introducere în stilistică, Polirom, Iaşi, 1999
Toate aceste titluri se găsesc la biblioteca secţiei de engleză a Facultăţii, cu excepţia celui
de-al doilea, din care studenţilor li se oferă handout-uri xerox, ori de cîte ori este nevoie.
V. PLANIFICAREA CURSURILOR
Săptămâna IV – curs –
Sintaxa textului literar. Relaţii interpropoziţionale. Propoziţii principale şi subordonate.
Structura paragrafului.
Concepte de bază:construcţii paralele, antiparalele (chiasmul), repetiţia, gradaţia,
hiperbola; coordonare şi subordonare în text, unităţi suprafrazale.
Bibliografie: Crystal and Davy, op. cit, pp. 40-60
Săptămâna VI – curs –
Stilurile funcţionale în engleză. Criterii de departajare, clasificare.
Concepte de bază: discurs, categorii ale discursului. Stil funcţional vs. dialect, sociolect,
idiolect, registru.
Bibliografie: Crystal and Davy: op.cit., pp.61-91.
Limbajul religios. Limbajul textelor religioase vs. limbajul predicii. Elemente arhaice şi
arhaizante.
Concepte de bază: arhaic, arhaizant, limba biblică, limba liturgică. Probleme
traductologice în diacronie.
Bibliografie: Crystal and Davy, op.cit., pp147-171.
Săptămâna IX – curs –
Engleza legală. Asemănări şi diferenţe între aceasta şi limbajul religios. Restricţia lipsei
de ambiguitate. Despre importanţa punctuaţiei în textul legal.
Concepte de bază: text de lege vs. act notarial. Inteligibilitatea textului de lege şi
condiţiile acesteia. „Terms of art” în limbajul juridic modern.
Bibliografie: Crystal and Davy, op.cit., pp193-217
Săptămâna XI – curs –
Engleza jurnalistică. Limba reportajelor faţă de cea a marii şi micii publicităţi. Limbajul
titlurilor. Ambiguitatea şi funcţiile ei în jurnalistică.
Concepte de bază: omogenitate lingvistică vs. eclectism stilistic; funcţia de informare;
limbajul tabloidelor; limbaj tip „digest”; varianta grafetică vs. varianta grafologică.
Bibliografie: Crystal and Davy, op.cit., pp.173-192
Din analiza stilistică a câtorva texte din diverse domenii ştiinţifice, studenţii vor fi rugaţi
sa discute rolul ambiguităţii în diverse stiluri funcţionale şi traductibilitatea acestora
pentru a.un non-vorbitor nativ de engleză şi b. un filolog.
Studenţii vor fi rugaţi sa-şi revadă cursurile, în vederea lămuririi problemelor care au
apărut, se vor discuta modul de examinare, criteriile de acordare a notelor şi detaliile
referitoare la data afişării rezultatelor. De asemeni vor fi rugaţi ca, sub protecţia
anonimatului, să ofere în scris orice sugestii posibile de îmbunătăţire a cursului,
modalităţii de examinare sau notare.
VII MODUL DE EVALUARE
Se va evalua capacitatea de a face o analiză stilistică pe text, cu recunoaşterea tipului de
text supus analizei şi cu un scurt comentariu asupra eventualelor dificultăţi de înţelegere
şi identificare a textului. Textele vor fi diferite de la student la student. Examenul este
scris, iar nota se adaugă la nota de Semantică, cu care se face media aritmetică.
CI. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Curs 2
Cuvinte cheie : Clothes Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 3
Cuvinte cheie : colour Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 4
Cuvinte cheie : Business-work Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 5
Cuvinte cheie : Food Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 6
Cuvinte cheie : Money Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 7 mid term paper. Results will be discussed during office hours.
Curs 8
Cuvinte cheie : Time Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 9
Cuvinte cheie : Number Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 10
Cuvinte cheie : Health Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 11
Cuvinte cheie : Sports Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 12
Relationships Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 13
Transportation Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 14
Final paper
Harmer, J. (1989) Teaching and Learning Grammar. London and New York. Longman
Harmer, J. (1993) The Practice of English Language Teaching. Longman
Hubbard, J and Wheller, T. (1990) A Training Course for TEFL .Oxford University
Jones, L. 1995 Progress to Proficiency CUP (PP)
Jones, L 1994 Cambridge Advanced English CUP (CA)
Parrott, M. 1993 Tasks for language teachers A resource book for training and
development CUP
Popa, E. (1995) Aspects of Theory and Practice in Teaching English as a Foreign
Language. Sibiu. Hermann Press
Spratt, M. 1994 English for the teacher A language development course CUP (M.S.)
Ur, P. 1996 A course in language teaching Practice and theory CUP (P.U.)
(limba romana)
Forma de evaluare: verificare pe parcurs. Nota este formata din rezultatul unui test de
intelegere – citire (semestrul I) si o prezentare orala (semestrul II) si nota acordata pentru
pentru participare la orele de curs si prezenţa. Testul este planificat pe parcursul
semestrului la o data agreata de studenţi si profesor.
Obiective:
consolidarea si extinderea vocabularului
consolidarea si extinderea cunostintelor de gramatica
practica unor expresii idiomatice uzuale in conversatii care mimeaza contexte
autentice
furnizarea de informaţii generale asupra organizarii expresiilor idiomatice in
limba engleza
Competenţe:
capacitatea de a folosi corect structuri gramaticale specifice
capacitatea de a folosi corect expresii idiomatice specifice
capacitatea de a gasi corespondentele semantice in limba romana
Metode:
discuţii interactive
rezolvari de exercitii
dezbateri în grup
extragerea de reacţii personale la întrebări specifice
Milton, James, Virginia Evans. A Good Turn of Phrase. Advanced Idiom Practice.
Express Publishing, 2000. Express Publishing, 2000.
Milton, James, Virginia Evans. A Good Turn of Phrase; Advanced Practice in Phrasal
Verbs and Prepositional Phrases. Express Publishing, 2000.
Week 2:
Topic: leisure time
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 1 (pp.
4-6); peer response.
Week 3:
Topic: feelings
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 2 (pp.7-
9); peer response.
Week 4:
Topic: money and business
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 3
(pp.10-12); peer response.
Week 5:
Topic: going out
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 4
(pp.13-15); peer response.
Week 6:
Topic: body and health
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 5
(pp.16-18); peer response.
Week 7:
Topic: revision
Students’s task: midterm quiz!!!
Week 8:
Topic: phrasal verbs 1
Key words: idiomatic language use; fluency, accuracy; enriching, diversifying
vocabulary; differentiating between speech registers.
Students’ tasks: oral and written practice: A Good Turn of Phrase (phrasal verbs), Unit 1
(pp.5-9); peer response.
Week 9:
Topic: phrasal verbs 2
Key words: idiomatic language use; fluency, accuracy; enriching, diversifying
vocabulary; differentiating between speech registers.
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 2
(pp.10-14); peer response.
Week 10:
Topic: entertainment
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 6 (pp.
19-21); peer response.
Week 11:
Topic: science and technology
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 7
(pp.22-24); peer response.
Week 12
Topic: phrasal verbs 3
Key words: idiomatic language use; fluency, accuracy; enriching, diversifying
vocabulary.
Students’ tasks: oral and written practice: A Good Turn of Phrase (phrasal verbs), Unit 3
(pp.15-19); peer response.
Week 13
Topic: phrasal verbs 4
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (phrasal verbs), Unit 5
(pp.19-23); peer response.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului.
Cacciari, Cristina and Patrizia Tabossi. Idioms: Processing, Structure, and Interpretation.
Larence Erlbaum Associates, 1998.
Dobson, Julia. Effective Techniques for English Conversation. Newbury House
Publishing, 1974.
Moon, Rosamund. Fixed Expressions and Idioms in English: A Corpus-based Approach.
Clarendon Press, 1998.
Decan, Şef de catedră, Titular de curs,
Prof. dr. Corin Braga Prof. dr. Mihai Zdrenghea Asist. dr. Petronia Petrar
Universitatea ”Babeş-Bolyai”, Cluj-Napoca
Facultatea de Litere
Catedra de Limba şi literatura engleză
Anul universitar 2009 - 2010
Semestrul 1
Descrierea disciplinei:
Cursul va facilita înţelegerea fenomenului romantic, cu precădere a celui britanic, în
aspectele sale artistice şi literare, dar şi mai larg culturale. Studenţii vor putea, la
sfârşitul acestui curs, să recunoască un text romantic şi să facă demonstraţia
aparteneţei acestuia la perioada şi la curentul respectiv. Drept urmare vor reuşi să
înţeleagă impactul romantismului în epocă, cât şi asupra literaturii, a culturii, precum
şi a tiparelor de gândire atât ulterioare cât şi actuale.
Acoperind perioada dintre ultima parte a secolului al XVIII-lea şi prima jumătate a
secolului al XIX-lea, cursul debutează cu o privire comparativa asupra fenomenului
neoclasic şi inserţia treptată a preromantismului, prin manifestarea sentimentalismului, a
melancoliei şi a interesului pentru elementul naţional, atât pe plan social, cât şi ca
exprimare artistică. Pe fondul abordării fenomenului cultural, social şi istoric, sunt
prezentate cauzele şi efectele revoluţiei romantice. Literatura romantică este prezentată
prin teme şi cronologie – ”şcoala lacurilor” cu manifestul romantic, ”şcoala satanică”,
prin care debutează a doua generaţie de romantici, şi ”şcoala cockney” a romantismului
britanic urban. Cursul se încheie cu o prezentare a evoluţiei romantismului înspre
estetism, diluarea sa în anumite ipostaze ulterioare, dar şi moştenirea romantică în
manifestările sale culturale şi filozofice din zilele noastre.
Se folosesc metoda prelegerii şi cea a dialogului.
Săptămâna 3. National Awakenings. The migration of literary interest from the center to
the margins. Scottish poetry of the 18th-19th centuries. The valorization of poetic and
musical folklore. Robert Burns as the Scottish bard and his appropriation as a mainstream
English poet.
Key words. Folklore, ballad, national literature, literature of the margins, music and
poetry. Contemporary British vs. 19th-century English literature
Săptămâna 4. Primacy of the Imagination. The fight against empiricism and against
academic art. Romantic Mythopoeia. The discovery of a new ancestry- Celticism and the
Bible. Blake”s illuminated texts. The discovery of northern mystical philosophers
(Boehme, Swedenborg) The relationship between freedom and imagination in Blake”s
view of art. The body and the soul in Balke”s poetry. The poet as a visionary.
Poetry as prophecy.
Key words. Dialectic. Imagination. Freedom. Illuminated printing
Seminar. The Lake School of Poetry. The new geography of Romanticism. Perception of
Romanticism and romantic poets by their contemporaries. The evolution of the first-
generation romantics from revolutionaries to conservatives
Bibliography. Wordsworth. Coleridge. The Norton Anthology of English Literature, vol.
2. 2000
Carlos Baker (ed.) William Wordsworth. Poetic and Prose Works
Săptămâna 10. Idealism in politics and its poetic expression. The atheist claims of
Romanticism. Percy Bysshe Shelley. The Pisan Circle – Shelley, Mary Shelley, Polidori
and Byron
Key words. Idealism. Proto-socialism. Dante/Dantean. Ode. Science
Seminar. The theme of paradise with the English Romantics of the first and second
generation.
Bibliography. The Norton Anthology of English Literature, vol. 2, 2000
Săptămâna 13. Romantic innovation. Prosody. Poetry was for the Romantics the
supreme literary form. It was the most congenial for the expression of the new sensibility,
the ambiguity and symbolic richness of Romanticism.
Key words. Ballad. Ode. Epic. Lyrical.
Săptămâna 14. The legacy of Romanticism in the 19th and 20th centuries. The New
Criticism.
Key words. Realism. Decadence, Aestheticism, Fin de siècle, Symbolism, Expressionism.
Modernism. Postmodernism.
Seminar. Conclusions.
Bibliography. ”Romanticism”. The Norton Anthology of English Literature, vol. 2, 2000
Modul de evaluare.
Studenţii vor fi evaluaţi prin participarea activă la seminarii, prin prezentarea de teme de
cercetare în cadrul seminariilor. Obţinerea notei 10 în urma examenului este condiţionată
de prezentarea unei teme de seminar sau participarea activă în cadrul seminarului.
Bibliografie opţională
Northrop Frye. Fearful Symmetry.
Frank Kermode. Romantic Image
Richard Holmes. The Romantic Poets and their Circle, National Portrait Gallery
Publications, 2005
Vera Călin. Romantismul. Bucureşti, Univers
G. Călinescu. Clasicism, romantism, baroc
Raymond Williams. Culture and Society
Maud Bodkin. Archetypal Patterns in Poetry.
C.M Bowra. The Romantic Imagination
Abrams, M.H., Natural Supernaturalism. Tradition and Revolution in Romantic
Literature, W.W.W. Norton, 1973
Bloom, Harold, (ed.) Romanticism and Consciousness. Essays in Criticism. W.W.W.
Norton, NY, 1958
Ian McIntyre. Dirt and Deity. Burns
Michael Ferber. The Poetry of William Blake
Morris Eaves, (ed.). The Cambridge Companion to Blake, CUP, 2003
David Punter. William Blake
F.W.Bateson. Wordsworth. A Reinterpretation.
Alan Gardiner. The Poetry of W. Wordsworth. Pelican
Richard Holmes. Coleridge. Early Visions.
T.S.Eliot. On Poetry and Poets. ”Byron”; Shelley”. London, Faber and Faber
Donald Reiman. P.B.Shelley. Twaine Publishers
Morton, Timothy (ed.). The Cambridge Companion to Shelley, CUP, 2006
John Jones. Keats”s Dream of Truth
Susan J. Wolfson, (ed.). The Cambridge Companion to Keats, CUP, 2001, 2004
Wu, Duncan (ed.) Romanticism. A Critical Reader, Blackwell, 1995
Obiective:
crearea capacităţii de a produce diverse tipuri de discursuri scrise într-o manieră
clară, corectă şi coerentă, dar personală
adaptarea stilului la registrul lingvstic potrivit
introducerea de distincţii între tipurile de eseuri şi tehnicile de stil adaptate
acestora
îmbunătăţirea cunoştinţelor de limbă engleză scrisă şi vorbită
dezvoltarea capacităţii studenţilor de a-şi organiza ideile în mod logic şi coerent
dezvoltarea capacităţii de cercetare a studenţilor.
Competenţe:
capacitatea de a produce diverse tipuri de texte scrise (eseuri personale, narative,
argumentative, descriptive, literare, academice)
capacitatea de a manipula registre stilistice variate
capacitatea de concentrare asupra unui subiect dat, evitând digresiunile şi de a
organiza expunerea la modul eficient, orientat spre cititor
capacitatea de a organiza un text (conectori, paragrafe, mărci ale coeziunii
textuale)
cercetarea şi comunicarea rezultatelor cercetării
distincţia dintre cercetare şi plagiat
Metode:
discutarea interactivă a textelor
crearea de schiţe colective şi individuale ale eseurilor
dezbateri pe temele date ale eseurilor
producerea individuală de eseuri complete
prezentarea individuală şi în grup a eseurilor compuse ca temă
feedback la şi evaluarea eseurilor colegilor
IV. Bibliografie obligatorie (toate textele vor fi furnizate de titularul de curs şi vor
fi disponibile într-un dosar aflat la bibliotecă):
Week 1
Topic: introductory class – presenting objectives and requirements; introducing the
general theoretical frame of the practical course, main concepts and methods to be used.
Week 2
Topic: the descriptive essay
Key words: organization (introduction, main body, conclusion), topic sentences and
paragraphs; linking words and structures
Students’ tasks: reading Virginia Woolf’s “Three Pictures”; class debates, producing
draft of descriptive essay
Homework: describe your favourite object/place/ person
Week 3
Topic: the descriptive essay
Key words: focalization, appearance and contrast, figures of speech, linking words and
structures
Students’ tasks: presenting their work to the class; discussing, assessing and correcting
what they have heard.
Week 4
Topic: the narrative essay
Key words: topic statement, sequence, setting, present and past tenses, linguistic
cohesion, narration, flashback
Students’ tasks: reading and discussing the handouts provided by the tutor (samples of
narrative essays); writing the ending of a story
Week 5
Topic: the narrative essay
Key words: topic statement, sequence, setting, present and past tenses, linguistic
cohesion, narration, flashback
Students’ tasks: discussing the endings proposed by other students; producing a
narrative essay with a given title
Week 6
Topic: the personal essay
Key words: personal opinions, viewpoint, creative writing,
Students’ tasks: reading Julian Barnes’, “Parenthesis”; class debate on the text
(organization, style and register, topic)
Week 7
Topic: the personal essay
Key words: producing a personal essay
Students’ tasks: individual work: creating a draft of a personal opinion essay on the
topics provided by the tutor; open debate of the drafts
Homework: write the complete essay on the indicated topic
Week 8
Topic: letter writing
Key words: letters of request/information/advice/complaint/application
Students’ tasks: discussing and assessing homework essays; discussing various types of
letters (personal or to authorities)
Homework: write a letter of application
Week 9
Topic: the argumentative essay
Key words: thesis statement, examples and illustrations, comparison and contrast,
definition
Students’ tasks: reading and discussing George Orwell’s “Politics and the English
Language”; class debate on the text
Week 10
Topic: the argumentative essay
Key words: emphasis, repetition, parallel structures, providing transitions, analogy; pro
and con essay
Students’ tasks: deciding on the structure of an essay on a topic provided by the tutor
(class debate)
Homework: write an essay against the topic provided by the tutor
Week 11
Topic: the literary essay
Key words: topic and organization; figures of speech; style and register
Students’ tasks: reading and discussing Salman Rushdie’s “Imaginary Homelands”;
class debate on the text; producing a one-page free composition on a topic provided by
the tutor
Week 12
Topic: the academic essay
Key words: academic conventions, research, reference, register and style (formal)
Students’ tasks: team work: discuss the draft of an academic essay
interpreting/criticizing Rushdie’s “Imaginary Homelands”
Homework: write the complete essay
Week 13:
Topic: the academic essay
Key words: reference, organization, plagiarism
Students’ tasks: read and discuss handouts provided by the tutor; assess the homework
essays red by other students
Final task: write (at home) a final essay of any kind you have studied this semester.
Week 14: final revision, feedback on the papers and class contribution.
VII. Modul de evaluare: verificare pe parcurs.
Nota finală constă din notele parţiale obţinute pentru eseurile scrise în timpul semestrului
(50%), nota pentru eseul final (20%), prezenţa şi participarea la ore (30%).
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
Week 2
Topic: the descriptive essay
Key words: organization (introduction, main body, conclusion), topic sentences and
paragraphs; linking words and structures
Students’ tasks: reading Virginia Woolf’s “Three Pictures”; class debates, producing
draft of descriptive essay; producing a descriptive essay (written task).
Week 3
Topic: the descriptive essay
Key words: focalization, appearance and contrast, figures of speech, linking words and
structures
Students’ tasks: presenting their work to the class; discussing, assessing and correcting
what they have heard.
Week 4
Topic: the narrative essay
Key words: topic statement, sequence, setting, present and past tenses, linguistic
cohesion, narration, flashback
Students’ tasks: reading and discussing the handouts provided by the tutor (samples of
narrative essays); writing the ending of a story
Week 5
Topic: the narrative essay
Key words: topic statement, sequence, setting, present and past tenses, linguistic
cohesion, narration, flashback
Students’ tasks: discussing the endings proposed by other students; producing a
narrative essay with a given title
Week 6
Topic: the personal essay
Key words: personal opinions, viewpoint, creative writing,
Students’ tasks: reading Julian Barnes’, “Parenthesis”; class debate on the text
(organization, style and register, topic)
Week 7
Topic: the personal essay
Key words: producing a personal essay
Students’ tasks: individual work: creating a draft of a personal opinion essay on the
topics provided by the tutor; open debate of the drafts
Homework: write the complete essay on the indicated topic
Week 8
Topic: letter writing
Key words: letters of request/information/advice/complaint/application
Students’ tasks: discussing and assessing homework essays; discussing various types of
letters (personal or to authorities)
Homework: write a letter of application
Week 9
Topic: the argumentative essay
Key words: thesis statement, examples and illustrations, comparison and contrast,
definition
Students’ tasks: reading and discussing George Orwell’s “Politics and the English
Language”; class debate on the text
Week 10
Topic: the argumentative essay
Key words: emphasis, repetition, parallel structures, providing transitions, analogy; pro
and con essay
Students’ tasks: deciding on the structure of an essay on a topic provided by the tutor
(class debate); writing an essay on the topic discussed in class (written task)
Week 11
Topic: the literary essay
Key words: topic and organization; figures of speech; style and register
Students’ tasks: reading and discussing Salman Rushdie’s “Imaginary Homelands”;
class debate on the text; producing a one-page free composition on a topic provided by
the tutor
Week 12
Topic: the academic essay
Key words: academic conventions, research, reference, register and style (formal)
Students’ tasks: team work: discuss the draft of an academic essay
interpreting/criticizing Rushdie’s “Imaginary Homelands”. Written task: an elaborate
academic essay.
Week 13:
Topic: the academic essay
Key words: reference, organization, plagiarism
Students’ tasks: read and discuss handouts provided by the tutor; assess the homework
essays red by other students
Final task: write (at home) a final essay of any kind you have studied this semester.
Week 14: final revision, feedback on the papers and class contribution.
I. Modul de evaluare:
Verificare pe parcurs. Nota finală se compune din:
- Notele date pe eseurile scrise pe durata semestrului (50%)
- Nota pe eseul final (30%)
- Activitate pe parcurs (20%).
Obiective:
familiarizarea cu practica şi limbajul interpretării literare: lectura şi
contextualizarea textului literar
studiul convenţiilor genului scurt din prima jumătate a secolului XX
furnizarea de informaţii generale asupra autorilor şi textelor studiate
Competenţe:
capacitatea de a interpreta un text literar
cunoaşterea şi utilizarea terminologiei critice
înţelegerea convenţiilor literare specifice genului scurt
contextualizarea genului scurt în cadrul scriiturii de secol XX
producerea de discursuri coerente, scrise şi vorbite, pe marginea textelor studiate
Metode:
discuţii interactive pe marginea textelor
close reading
dezbateri în grup
studiul cadrului teoretic furnizat de bibliografia secundarp
prezentări individuale şi în grup ale temelor indicate de titularul de curs
extragerea de reacţii personale la întrebări specifice
Week 2:
Topic: formalisms/structure-based criticism: Henry James, The Turn of the Screw
Key words: narratology, narrator, narrative frames, plot, story, subjectivity, perspective,
focalisation.
Students’ tasks: reading the text, contributing to class debates.
Week 3:
Topic: reader-oriented approaches and modernist uncertainty: Henry James, The Turn of
the Screw
Key words: ambiguity, indeterminacy, gaps, blanks, re-reading.
Students’ tasks: reading the text, contributing to class debates.
Week 4:
Topic: early modernist writing and the new identity: Joseph Conrad, Heart of Darkness
Key words: space-time compression, context, narrative structure, symbol, characters.
Students’ tasks: reading the text, contributing to class debates.
Week 5:
Topic: Conrad between post-structuralist and post-colonial studies: Heart of Darkness
Key words: allegory of reading, conflict of interpretation, self-conscious structures,
deconstruction of meanings.
Students’ tasks: reading the text, contributing to class debates.
Week 6:
Topic: text-oriented interpretation and archetypal criticism: D H Lawrence, „Odour of
Chrysanthemums”
Key words: symbol, archetype, myth, mythologisation, nostalgia of the origins,
aestheticising modernity.
Students’ tasks: reading the text, contributing to class debates.
Week 7:
Topic: post-structuralism and the dissolution of language: James Joyce, „The Sisters”
Key words: loss of transcendence, loss of meaning, mistrust in words.
Students’ tasks: reading the text, contributing to class debates.
MIDTERM PAPER SUBMISSION!!
Week 8:
Topic: post-structuralism and the dissolution of language: James Joyce, „The Dead”
Key words: irony and the linguistic turn.
Students’ tasks: reading the text, contributing to class debates.
Week 9:
Topic: historicisms and modernist dystopias: Aldous Huxley, Brave New World
Key words: context, cotext, text.
Students’ tasks: reading the text, contributing to class debates.
Week 10:
Topic: cultural studies and the other of modernism: Aldous Huxley, Brave New World
Key words: popular culture, high and mass culture, literary politics, consumerism,
reproduction.
Students’ tasks: reading the text, contributing to class debates.
Week 11:
Topic: novelistic conventions and high modernism: Virginia Woolf, The Waves
Key words: structure, form, non-linearity, subversion of chronology, time and space,
linguistic awareness, interior monologue, stream of consciousness.
Students’ tasks: reading the text, contributing to class debates.
Week 12:
Topic: beyond gender and psychoanalytical studies: Virginia Woolf, The Waves
Key words: feminine writing, unconscious, male vs female authority, stream of
consciousness, hybrid identities, fluidity
Students’ tasks: reading the text, contributing to class debates.
Week 13: final quiz.
Eseul trebuie să conţină o analiză a unuia dintre textele studiate dintr-o perspectivă critică
utilizată în timpul semestrului. Se recomandă aducerea de contribuţii personale, dar şi
folosirea bibliografiei secundare.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
CXXXVIII. Bibliografia opţională:
Bradbury, Malcolm , ed.: The Penguin Book of Modern British Short Stories, Penguin,
London, 1987
Bradbury, Malcolm, McFarlane, James, eds.: Modernism: A Guide to European
Literature, 1890-1930, Penguin Books, London, 1991
Hanson, Clare, ed., Re-reading the Short Story, MacMillan Press, London, 1989
David Herman ed., The Cambridge Companion to Narrative, Cambridge University
Press, Cambridge, 2007.
Levanson, Michael, ed., The Cambridge Companion to Modernism, Cambridge
University Press, Cambridge, 1999
Weeks 1, 2:
PRESENTATION OF COURSE SYLLABUS. INTRODUCTORY SESSIONS
TOPICS:
Defining the postmodern. The critique of representation. Microtheory and micropolitics
(Lyotard, Foucault, Deleuze). The decentred & fragmented subject: multiplicity, plurality,
indeterminacy. Modernity/Postmodernity. Lyotard and the emancipation/speculative
metanarratives. Jameson and the cultural logic of late capitalism. Baudrillard and the
culture of hyperreality: simulation and simulacra. POSTmodernISM: the cultural, artistic,
literary epiphenomenon of postmodernity. McHale and the change of dominant.
SOURCES:
Baudrillard, Jean (1994) Simulacra and Simulation Ann Arbor: The University of
Michigan Press
Calinescu, Matei (1987) Five Faces of Modernity. Modernism, Avant-Garde,
Decadence, Kitsch, Postmodernism Durham: Duke University Press
Connor, Steven (1997) Postmodernist Culture. An Introduction to Theories of the
Contemporary Oxford: Blackwell
Hutcheon, Linda (1989) The Politics of Postmodernism London & New York:
Routledge
Jameson, Fredric (1991) Postmodernism, Or the Cultural Logic of Late Capitalism
London & New York: Verso
Lyotard, Jean Francois (1984) The Postmodern Condition: A Report on Knowledge
Manchester University Press
Malpas, Simon (2005) The Postmodern New York: Routledge
McHale, Brian (1987) Postmodernist Fiction Routledge
McHale, Brian (1992) Constructing Postmodernism New York: Routledge
Weeks 3, 4:
I. JEAN RHYS – THE ANXIETY OF INFLUENCE IN WIDE SARGASSO SEA
Rhys and the ‘anxiety of influence’. WSS and Jane Eyre. Alternative histories/ anti-
histories. Textual worlds. Madness. Essentialist and constructivist narratives.
Hybridity. Creolisation. Liminality. The third space of enunciation. At the boundary:
epistemological/ontological dominants.
Weeks 5, 6:
II. JOHN FOWLES AND THE TEXTUAL WORLD ‘UNDER ERASURE’ – THE
FRENCH LIEUTENANT’S WOMAN (1969)
POSSIBLE TOPICS:
- historiografic metafiction - metafictional tendency to blur the boundaries between
story-telling and history – techniques (intertextuality, parody, pastiche, self-reflexivity,
fragmentation, the rewriting of history, and frame breaks)
- processes of history-writing and fiction-writing - assumptions about narrative and
about the nature of mimetic representation
- postmodern gaming – disruptions of fiction-reality boundaries – everything is text,
discourse - including history – deliberate anachronisms, crisscrossings of temporal layers,
multiple endings
- ontological dominant – constructions of identity of self, text, world
- authorial intrusions
- rewriting Victorian novels - fiction writing as recycling the past (historical, cultural,
literary)
Weeks 7, 8:
III. SALMAN RUSHDIE AND THE HYBRID POST-COLONIAL TEXT –
MIDNIGHT’S CHILDREN (1981)
POSSIBLE TOPICS:
- narrating the nation: memory and competing narratives of the nation - individual
(minor) v. ‘grand narratives’ of truth, the nation, history - undoing the self-justifying
narratives of both imperialism & post-imperial nationalism
- history conceived as an overwhelming superabundance of experience, a tumult of
competing voices - ‘chutnification’ of history – intended distortions of fact, chronology
- hybrid identity – mongrel – multiplicity of lives and fates quarrelling inside Saleem
Sinai’s body – relationship between self and otherness
- grotesqueness – parody, pastiche – breaks down distinctions between genres, modes
of discourse, linguistic levels – impurity, hybridity, heteroglossia
Weeks 9, 10:
IV. ATOMIZING HISTORY: JULIAN BARNES – A HISTORY OF THE WORLD
IN 10 ½ CHAPTERS (1989)
POSSIBLE TOPICS:
POSSIBLE TOPICS:
- dialogic rewriting of Orwell’s 1984 - dystopian projections of totalitarianism
- Foucauldian structure – panopticon (carceral archipelago) – ubiquitous exercise of
surveillance replacing the scenic, public display of corporal punishment (marks great
epistemic shift inaugurating age of modernity)
- Foucault: regimes of Power/Knowledge – Subjection = becoming a subject of power
+ subjectification, acquiring a sense of subjectivity - Human identity = discursively
constructed within a network of surveillance, power, control
- competing versions of “truth” – epilogue – postmodernist repudiation of grand
utopian narratives
- utopia – dystopia – heterotopia (provisional/transitional)
POSSIBLE TOPICS:
- postmodern parody of fictions of male subjectivity and desire
- parodies both liberal humanist and postmodernist epistemologies – Lyotardian
incredulity towards grand narratives – reason v. desire - constructs a textual world torn by
a war between forces of rationality &. forces of desire
- Foucauldian heterotopology – surveying of counter-sites simultaneously serving to
contest the actual, real space & to explore the formation of new spatial/social/identity
configurations
- Baudrillardian simulacra – culture of surfaces, simulated depths
- Deleuze: from molar identities to molecular intensities – (arborescent/rhizomatic);
nomadology
- exploring notions of fluid bodily identity – fluid mergings of styles, genders, time
dimensions
GRADING:
CLASS ATTENDANCE: 10%.
PARTICIPATION TO CLASS DISCUSSIONS: 40%.
MID-TERM TEST: 20%.
END-OF-TERM PAPER: 30%. NOTA BENE: Outstanding presentations and class
contributions will exempt those students from having to write this paper.
Anul II Semestrul II
Specializarea B
Titlul disciplinei: SINTAXA LIMBII ENGLEZE
Codul: LE22221
Numărul de credite: 5
Locul de desfăşurare: Facultatea de Litere
Programarea în orar a activităţilor: conform orarului
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
să faciliteze înţelegerea de bază a structurilor sintactice din limba engleză
la nivelul grupurilor – nominal, verbal, prepoziţional
să analizeze realizarea relaţiilor sintactice la acest nivel de grup
să puncteze, prin extinderea relaţiilor sintactice, relaţiile
intrapropoziţionale şi funcţiile sintactice ale grupurilor
să analizeze realizarea predicaţiei, complementizării şi relativizării
să asigure însuşirea şi conştientizarea proceselor de coordonare şi
subordonare din perspectiva funcţional-comunicativă.
Conţinut:
Competenţe:
cunoaşterea unor concepte şi termeni uzuali din domeniul sintaxei
engleze
înţelegerea relaţiilor şi influenţelor dintre elementele componente ale unei
structuri sintactice (grup nominal, verbal, prepoziţional, propoziţie sau
frază)
abilitatea de a identifica şi analiza diverse structuri sintactice, fie ele
grupuri nominale, verbale, prepoziţionale, fie propoziţii sau fraze.
Metode de predare:
utilizarea unui curs interactiv cu fundament de prelegere
discuţii pe baza unor exemple
rezolvarea unor exerciţii practice de analiză sintactică
1. Broughton, Geoffrey: The Penguin English Grammar A-Z for Advanced Students,
Penguin Books, London, 1990 - Biblioteca Facultăţii de Litere Cluj-Napoca.
2. Budai, Laszlo: Gramatica engleză. Teorie şi exerciţii, Teora, Bucureşti, 1997 -
Biblioteca Facultăţii de Litere Cluj-Napoca.
3. Leech, Geoffrey: An A-Z English Grammar and Usage, Nelson, London, 1989 -
Biblioteca Facultăţii de Litere Cluj-Napoca.
4. Preda, Alina: English Syntax in Use, Editura Presa Universitară Clujeană, Cluj-Napoca,
2006 - Biblioteca Facultăţii de Litere Cluj-Napoca.
Curs – săpt.1.
Tematica: prezentarea disciplinei, a obiectivelor, a bibliografiei, programarea şi
organizarea activităţilor şi prezentarea modalităţilor de evaluare finală şi pe parcursul
semestrului.
Seminar – săpt.2.
Tematica: RECAPITULAREA UNOR NOŢIUNI DE MORFOLOGIE.
Concepte, cuvinte cheie:
părţi de vorbire
substantivul
pronumele
adjectivul
adverbul
verbul
prepoziţia
conjuncţia
interjecţia
Curs – săpt. 3.
Tematica: DISTINCŢII TERMINOLOGICE.
Concepte, cuvinte cheie:
grup nominal
grup prepoziţional,
grup adjectival,
grup verbal,
grup adverbial.
propoziţie
frază
Seminar – săpt. 4.
Tematica: TOPICA PROPOZIŢIEI SIMPLE - Engleza ca limbă de tipul SVO.
Concepte, cuvinte cheie:
clause
sentence
simple sentence
subject
verb
object
SVO
Curs – săpt. 5.
Tematica: NIVELUL GRUPULUI - Grupul nominal şi grupul prepoziţional
Concepte, cuvinte cheie:
head
head noun
determiner
pre-modifier
post-modifier
Preda, A. (2006) English Syntax in Use. Cluj: Presa Universitară Clujeană. Pp. 9-15
Seminar – săpt. 6.
Tematica: NIVELUL GRUPULUI - Grupul adjectival şi grupul adverbial.
Concepte, cuvinte cheie:
adjective phrase
adverb phrase
complementation
Preda, A. (2006) English Syntax in Use. Cluj: Presa Universitară Clujeană. Pp. 16-17
Curs – săpt. 7.
Tematica: NIVELUL GRUPULUI - Grupul verbal. Tipuri de verbe. Predicaţia.
Concepte, cuvinte cheie:
verb phrase
finite verbs
non-finite verbs
predication
linking verbs
transitive verbs
intransitive verbs
Bibliografie:
Preda, A. (2006) English Syntax in Use. Cluj: Presa Universitară Clujeană. Pp. 17-24
Budai, L. (1997) Gramatica engleză. Teorie şi exerciţii. Bucureşti: Teora. Pp. 170-175
Leech, G. (1989), An A-Z English Grammar and Usage, Nelson. Entries for: nonfinite
verb, nonfinite verb phrase, participle, past participle, participle clause
Seminar – săpt. 8.
Tematica: FUNCŢII SINTACTICE.
Concepte, cuvinte cheie:
subject,
verb,
predicate,
direct object,
indirect object,
prepositional object,
subject complement,
object complement,
complement of preposition,
noun complement,
adjective complement,
adverbial modifier.
Curs – săpt. 9.
Tematica: ACORDUL DINTRE SUBIECT ŞI PREDICAT Cazuri generale şi situaţii
speciale.
Concepte, cuvinte cheie:
agreement
concord
subject
predicate
verb
Seminar – săpt. 10.
Tematica: COORDONARE ŞI SUBORDONARE Clasificarea propoziţiilor şi a frazelor.
Concepte, cuvinte cheie:
coordination
subordination
independent clauses
subordinate clauses
simple sentence
compound sentence
complex sentence
compound-complex sentence
Bibliografie:
Budai, L. (1997) Gramatica engleză. Teorie şi exerciţii. Bucureşti: Teora.. Pp. 439-443
Leech, G. (1989), An A-Z English Grammar and Usage, Nelson. Entries for: relative
clause, nondefining relative clause, defining relative clause, nominal clause
Bibliografie:
Leech, G. (1989), An A-Z English Grammar and Usage, Nelson. Entries for: adverb,
adverbial, adverbial clause
Preda, A. (2006) English Syntax in Use. Cluj: Presa Universitară Clujeană. Pp. 52-60
Curs – săpt.13.
Tematica: RECAPITULARE 1: Propoziţiile subordonate şi funcţiile lor sintactice.
Bibliografie:
Preda, A. (2006) English Syntax in Use. Cluj: Presa Universitară Clujeană. Pp. 62-71
Bibliografie:
Preda, A. (2006) English Syntax in Use. Cluj: Presa Universitară Clujeană. Pp. 72-82
60% din nota finală o reprezintă punctajul obţinut în urma examenului scris. Se evaluează
însuşirea cunoştinţelor teoretice şi capacitatea de a le pune în practică. Activitatea la oră
este luată în considerare, constituind 10% din nota finală. 30% din nota finală o
reprezintă punctajul obţinut în urma examenului susţinut la cursul practic.
Prezenţa la ore nu este obigatorie dar participarea activă este o componentă (10%) în nota
finală.
Orice contestaţie a notei obţinute va trebui însoţită de o cerere din partea studentului
pentru reevaluarea lucrării. Cererea trebuie trimisă şi prin e-mail. Rezultatul acestei
reevaluări se va face cunoscut în decurs de cel mult 5 zile de la data înmânării contestaţiei
titularului de curs. Titularul de curs şi studentul respectiv vor stabili împreună data la care
studentul îşi poate vedea lucrarea.
IX. Bibliografia opţională:
1. *** Collins Cobuild English Grammar, Collins, London &Glasgow, 1990 - Biblioteca
Facultăţii de Litere Cluj-Napoca..
2. Leech, Geoffrey şi Svartvik, Jan: A Communicative Grammar of English, Longman,
London, 1975 - Biblioteca Facultăţii de Litere Cluj-Napoca..
3. Popa, Ecaterina: Elemente de sintaxă engleză, Editura Presa Universitară Clujeană,
Cluj-Napoca, 1997 - Biblioteca Facultăţii de Litere Cluj-Napoca.
4. Quirk, Randolph şi Greenbaum, Sidney: A University Grammar of English, Longman,
London, 1973 - Biblioteca Facultăţii de Litere Cluj-Napoca.
Curs 2
Cuvinte cheie : Clothes Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 3
Cuvinte cheie : colour Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 4
Cuvinte cheie : Business-work Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 5
Cuvinte cheie : Food Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 6
Cuvinte cheie : Money Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 7 mid term paper. Results will be discussed during office hours.
Curs 8
Cuvinte cheie : Time Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 9
Cuvinte cheie : Number Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 10
Cuvinte cheie : Health Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 11
Cuvinte cheie : Sports Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 12
Relationships Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 13
Transportation Idioms
Activitatea studenţilor : exerciţii orale şi scrise, vizionarea unor filme în care se folosesc
idiomurile respective
Bibliografie: Allsop, Jake, Idioms, Buc. Teora, 1996
Fowler, W.S., Dictionary of Idioms, London, Nelson, 1979
Spears, Richard A., Essential American Idioms, Illinois, National Textbook Company,
1990
Curs 14
Final paper
Codul: LE 22221
Numărul de credite: -
Compulsory Bibliography
1. Morris, Susan & Alan Stanton. The Nelson Proficiency Course and Workbook.
Revised Ed. London: Nelson, 1991, 1994
2. O’Connell, Sue. Focus on Proficiency. Longman, 1995
3. O’Connell, Sue. Advanced English. CAE Practice Tests with Guidance. Longman,
1993
4. Walton, Richard. Advanced English. CAE Grammar Practice. London: Nelson, 1994
5. Vince, Michael. Advanced Language Practice. Oxford: Heinemann, 1994
6. Side, Richard & Guy Wellman. Grammar and Vocabulary for Cambridge Advanced
and Proficiency. Longman, 1999
7. Sinclair, John (ed.). Collins Cobuild English Grammar. London & Glasgow: Collins,
1990
8. Chalker, Sylvia. A Student’s English Grammar Workbook. Longman, 1992
9. Gethin, Hugh. Grammar in Context. Proficiency Level English. Longman, 1992
course outline
GRADING: The final grade for this course will be derived from the following sources:
CLASS PARTICIPATION AND ATTENDANCE: 10%. Penalties will not be imposed for
your first 3 absences; thereafter, the 10% from your final grade will drop one grade for
each session missed. Excessive absences may, nevertheless, result in failure of the course.
END-OF-TERM TEST: 50% A substantial percentage of your final overall grade will
come from the FINAL TEST, which will comprise several grammar exercises from the
course topics. The final grades will be posted within one week of the final examination
date.
CLXII. Detalii organizatorice, gestionarea situaţiilor excepţionale:
The students’ lack of proper examination ethics will incur failure of the course.
NOTA BENE: Exceptional seminar contributions and presentations may exempt you
from having to write the Home assignment.
Apart from the Bibliography included in the Reader, in the list below you can find further
reliable theoretical and practical surveys of the grammar aspects covered by this course.
Students are warmly encouraged to consult such alternative bibliographical sources,
which can be found at the English Department’s Library or at the British Council Library.
Harmer, J. (1989) Teaching and Learning Grammar. London and New York. Longman
Harmer, J. (1993) The Practice of English Language Teaching. Longman
Hubbard, J and Wheller, T. (1990) A Training Course for TEFL .Oxford University
Jones, L. 1995 Progress to Proficiency CUP (PP)
Jones, L 1994 Cambridge Advanced English CUP (CA)
Parrott, M. 1993 Tasks for language teachers A resource book for training and
development CUP
Popa, E. (1995) Aspects of Theory and Practice in Teaching English as a Foreign
Language. Sibiu. Hermann Press
Spratt, M. 1994 English for the teacher A language development course CUP (M.S.)
Ur, P. 1996 A course in language teaching Practice and theory CUP (P.U.)
(limba romana)
Forma de evaluare: verificare pe parcurs. Nota este formata din rezultatul unui test de
intelegere – citire (semestrul I) si o prezentare orala (semestrul II) si nota acordata pentru
pentru participare la orele de curs si prezenţa. Testul este planificat pe parcursul
semestrului la o data agreata de studenţi si profesor.
Obiective:
consolidarea si extinderea vocabularului
consolidarea si extinderea cunostintelor de gramatica
practica unor expresii idiomatice uzuale in conversatii care mimeaza contexte
autentice
furnizarea de informaţii generale asupra organizarii expresiilor idiomatice in
limba engleza
Competenţe:
capacitatea de a folosi corect structuri gramaticale specifice
capacitatea de a folosi corect expresii idiomatice specifice
capacitatea de a gasi corespondentele semantice in limba romana
Metode:
discuţii interactive
rezolvari de exercitii
dezbateri în grup
extragerea de reacţii personale la întrebări specifice
Milton, James, Virginia Evans. A Good Turn of Phrase. Advanced Idiom Practice.
Express Publishing, 2000. Express Publishing, 2000.
Milton, James, Virginia Evans. A Good Turn of Phrase; Advanced Practice in Phrasal
Verbs and Prepositional Phrases. Express Publishing, 2000.
Week 2:
Topic: risk
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 8 (pp.
25-27); peer response.
Week 3:
Topic: crime
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 9
(pp.28-30); peer response.
Week 4:
Topic: education
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 10 (31-
33); peer response.
Week 5:
Topic: practical matters
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 11 (pp.
34-36); peer response.
Week 6:
Topic: relationships 1
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 12
(pp.37-39); peer response.
Week 7:
Topic: revision
Students’s task: midterm quiz!!!
Week 8:
Topic: phrasal verbs 5
Key words: idiomatic language use; fluency, accuracy; enriching, diversifying
vocabulary; differentiating between speech registers.
Students’ tasks: oral and written practice: A Good Turn of Phrase (phrasal verbs), Unit 5
(pp.26-29); peer response.
Week 9:
Topic: phrasal verbs 6
Key words: idiomatic language use; fluency, accuracy; enriching, diversifying
vocabulary; differentiating between speech registers.
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 6
(pp.30-34); peer response.
Week 10:
Topic: the working life
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 13 (pp.
40-42); peer response.
Week 11:
Topic: relationships 2
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (idioms), Unit 14
(pp.43-45); peer response.
Week 12
Topic: phrasal verbs 7
Key words: idiomatic language use; fluency, accuracy; enriching, diversifying
vocabulary.
Students’ tasks: oral and written practice: A Good Turn of Phrase (phrasal verbs), Unit 7
(pp.35-39); peer response.
Week 13
Topic: phrasal verbs 8
Key words: idioms, collocations, fluency, accuracy
Students’ tasks: oral and written practice: A Good Turn of Phrase (phrasal verbs), Unit 8
(pp.40-44); peer response.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului.
Cacciari, Cristina and Patrizia Tabossi. Idioms: Processing, Structure, and Interpretation.
Larence Erlbaum Associates, 1998.
Dobson, Julia. Effective Techniques for English Conversation. Newbury House
Publishing, 1974.
Moon, Rosamund. Fixed Expressions and Idioms in English: A Corpus-based Approach.
Clarendon Press, 1998.
Week 2:
Topic: letter writing
Key words: formal and informal letters, letters of complaint, letters of request,
suggestion letters.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 3:
Topic: applying for a job
Key words: CV-writing, letter of application/cover letter, recommendations
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 4:
Topic: summarising and arguing from written sources.
Key words: summary, selection, relevance, formal language, coherence, consistency,
processing source material.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 5:
Topic: writing an essay on a given topic
Key words: organisation (introduction, main body, conclusion), thesis statement, topic
sentences and paragraphs; linking words and structures.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 6:
Topic: the “for and against” essay
Key words: balanced presentation, objectivity, relevance, neutrality, use of authoritative
sources.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 7:
Topic: the argumentative essay I
Key words: selection and assessement, supporting and counter-arguments, logical
structure, rhetorical devices, consistency, coherence, personal opinion.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 8:
Topic: the argumentative essay II (opinion): formal debate
Key words: selection and assessement, supporting and counter-arguments, logical
structure, rhetorical devices, consistency, coherence, personal opinion.
Students’ tasks: organising a debate session, drafting and writing, peer-response,
debating and discussing each other’s drafts.
Week 9:
Topic: study skills
Key words: spelling correction, drafting a paragraph, arguing from written material,
introducing an argument, linking words, research and documentation.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: academic writing
Key words: norms of writing, term paper writing, formal requirements, lay-out,
publication.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: the academic essay I
Key words: register, style, academic conventions, argument structure, tense consistency,
scholarly conventions.
Students’ tasks: drafting and revising an academic essay, peer-response, debating and
discussing each other’s drafts.
Week 12:
Topic: the academic essay II
Key words: topic selection, relevance, drafting.
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
Week 13:
Topic: use of secondary sources
Key words: bibliography, works cited, critical apparatus, in-text reference, citing,
endnotes/footnotes; MLA stylesheet; plagiarism.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Acest curs este menit sa familiarizeze studenţii cu literatura epocii victoriene engleze, in
general, cu principalele manifestări literare şi cu cele mai importante nume de pe scena
literară din perioada respectivă, in particular. Deşi cursul este direcţionat asupra
scriitorilor din Anglia victoriană, abordarea este tematică in cazul fiecărui autor discutat.
Se includ un număr de texte specifice epocii având drept scop să îi deprindă pe studenţi
cu ceea ce s-a creat pe plan cultural-literar in aceşti ani, să îi facă să discearnă
modalitatea cum problemele şi tendinţele epocii respective se reflectă în creaţiile
non-literare (eseul) şi literare (proza şi poezia) de atunci şi gradul în care acestea au putut
satisface orizontul de aşteptare al cititorilor victorieni.
Conţinut
Part 1: Victorian England and the spirit of the age: the historical and social context:
the cultural context and the Victorian frame of mind.
Part 2: Victorian nonfiction: (1) Representatives: Thomas Carlyle, John Ruskin,
Matthew Arnold. Walter Pater. (2) Aestheticism and decadence.
Part 3: Victorian Poetry. (1) Representatives: Alfred Tennyson, Robert Browning,
Matthew Arnold, Dante Gabriel Rossetti, Algernon Ch. Swinburne, Gerard M. Hopkins.
(2) Victorian forms: the idyll and the dramatic monologue. (3) Pre-Raphaelitism.
Part 4: The Victorian Novel. (1) Representatives: Charles, Dickens, William M.
Thackeray, the Brontë Sisters, Elizabeth Gaskell, George Eliot, Thomas Hardy. (2) the
Condition of England novels. (3) Victorian narrative techniques. (4) Gender.
Competenţele dobândite
Metode utilizate
Bibliografie literară:
Textele marcate cu asterisc (*) sunt obligatorii. Se acceptă orice ediţie.
Matthew Arnold: *‘Dover Beach’.
Alfred Tennyson : ‘The Palace of Art’, ‘The Lady of Shalott’, ‘The Lotos Eaters’,
‘Ulysses’, ‘Idylls of the King: *‘The Passing of Arthur’, In Memoriam: *LVI (‘‘So careful
of the type?’ but no.’), *‘Crossing the Bar’.
Robert Browning: ‘Soliloquy of the Spanish Cloister’, ‘The Bishop Orders His Tomb’,
‘Frà Lippo Lippi, ‘Andrea del Sarto’ *‘My Last Duchess’, *‘Porphyria’s Lover’.
Dante Gabriel Rossetti: *‘The Blessed Damozel’, The House of Life: *‘Nuptial Sleep’.
Algernon Charles Swinburne: ‘Dolores’, ‘The Garden of Proserpine’, *‘The Triumph of
Time’.
Charles Manley Hopkins: ‘The Starlight Night’, *‘The Windhover’.
Charles Dickens: *Hard Times, Bleak House.
William M. Thackeray: *Vanity Fair.
Charlotte Brontë : *Jane Eyre, Shirley.
Emily Brontë : *Wuthering Heights.
Anne Brontë: The Tenant of Wildfell Hall.
Elizabeth Gaskell: North and South.
George Eliot: The Mill on the Floss, *Middlemarch.
Thomas Hardy: *Tess of the d’Urbervilles.
Radu, Adrian. ‘Victorian Literature: Text extracts’. Abreviat “TE” în desfăşurătorul de
mai jos.(BE şi www.lett.ubbcluj.ro/~aradu)
Bibliografie critică
Allen, Walter. The English Novel. London: Penguin, 1958. (BE)
Baugh, Alfred C., ed. A Literary History of England. Second edition. Vol. 4: The
Nineteenth Century and After. By Samuel C. Chew and Richard D. Altick. London:
Routledge and Kegan Paul Ltd., 1967. (BE)
Bristow, Joseph, ed. The Cambridge Companion to Victorian Poetry. Cambridge:
Cambridge UP, 2000. (BCL)
Cutitaru, Codrin Liviu. The Victorian Novel. Iasi: ‘Al. I. Cuza’ UP, 2004. (BE)
Daiches, David. A Critical History of English Literature. Second edition. London: Secker
& Warburg, 1969. (BE)
David, Deirdre, ed. The Cambridge Companion to the Victorian Novel. Cambridge:
Cambridge UP, 2001. (BCL)
Ford, Boris, ed. The Pelican Guide to English Literature. Vol. 6: From Dickens to Hardy.
London: Penguin, 1969. (BE)
Galea, Ileana. Victorianism and Literature. Cluj-Napoca: Dacia, 2000. (BE)
Horsman, Alan. The Victorian Novel. Oxford: Oxford UP, 1990. (BCL)
The political and social background of Victorian England. The Industrial Revolution and
aftermath. The cultural background and the spirit of the age. Formative theories:
Utilitarianism and Darwinism. The crisis of belief. The literature of the age as meeting
ground for traditionalism and modernism. The novel as dominant Victorian literary genre:
critical realism, serialisation, narrative techniques, the condition of England novels.
Directions in Victorian poetry: poetry and Utilitarianism, marginalisation and elitism,
continuators and innovators, the problem of content and form.
Thomas Carlyle: the credit of power and leadership (The French Revolution and On
Heroes, Hero-Worship and the Heroic in History). Matthew Arnold: disinterested
criticism, education and the goals of poetry (‘The Function of Criticism at the Present
Time’ and ‘The Study of Poetry’), society and awareness (Culture and Anarchy).
Bibliografie
Thomas Carlyle: On Heroes, Hero-Worship and the Heroic in History (TE 18), Mathew
Arnold: Culture and Anarchy (TE 19).
Ford (294-308, 309-23), Baugh (1309-21, 1412-5), Galea (40-50).
John Ruskin: the aesthetic and moral argument (Modern Painters, The Stones of Venice
and The Seven Lamps of Architecture). Walter Horatio Pater: hedonism and
aestheticism (Studies in the History of the Renaissance: Conclusion, Marius the
Epicurean).
Cuvinte cheie si concepte de baza: art, moral virtue, morality, Gothic, ecologism,
impressionism, hedonism, aestheticism, decadence.
Bibliografie
John Ruskin: Modern Painters (TE 18), W. H. Pater: Studies in the History of the
Renaissance: ‘Conclusion’ (TE 19).
Ford (294-308, 89-90), Galea (51-52), Daiches (966-72, 986-90), Baugh (1475-9).
Reason and balance. M. Arnold: neo-classicism and the poetry of meditation (‘Dover
Beach’). A. Tennyson: existential dilemmas: the condition of the poet, activism vs.
retreat (‘The Palace of Art’ and ‘The Lady of Shalott’); existence vs. life, commitment vs.
withdrawal (‘The Lotos Eaters’ and ‘Ulysses’); the heroic expectation (Idylls of the King:
‘The Passing of Arthur’); the significance of life and death (In Memoriam and ‘Crossing
the Bar’).
Bibliografie
Matthew Arnold: ‘Dover Beach’ (TE 3), Alfred Tennyson: ‘The Passing of Arthur’
(TE 3); In Memoriam: LVI (‘So careful of the type?’ but no.’) (TE 4); ‘Crossing the
Bar’(TE 4).
Ford (227-44), Daiches (995-1002), Baugh (1382-91).
Saptamana 5: The dramatic monologue: Robert Browning
The dominance of form (the dramatic monologue) and the search for objectivity; holy
orders and worldly vanities (‘Soliloquy of the Spanish Cloister’ and ‘The Bishop Orders
Hid Tomb’); the dimensions of the artist (‘Frà Lippo Lippi’ and ‘Andrea del Sarto’); the
condition of the woman (‘My Last Duchess’ and ‘Porphyria’s Lover’); culpability and the
challenge of the multiple point of view (The Ring and the Book).
Bibliografie
Robert Browning: ‘My Last Duchess’ (TE 4); ‘Porphyria’s Lover’ (TE 5).
Ford (79-82), Daiches (1002-7), Baugh (1392-404).
Bibliografie
D. G. Rossetti: ‘Nuptial Sleep’ (TE 5); ‘The Blessed Damozel’ (TE 5), A. Ch. Swinburne:
‘The Triumph of Time’ (TE 6); ‘Dolores’ (TE 7).
Ford (352-70, 353-74, 90-3), Daiches (1018-21, 1029-33), Baugh (1421-6, 1439-47).
Religious dogma, God and power, the rediscovery of form and new prosodic techniques:
‘inscape’, ‘instress’ and ‘sprung rhythm’; ‘The Starlight Night’, ‘The Windhover’.
Bibliografie
G. M. Hopkins: ‘The Starlight Night’ (TE 7); ‘The Windhover’ (TE 7).
Ford (371-84), Daiches (1042-8), Baugh (1536-8).
Critical realism and entertainment. Charles Dickens: the comedy of life; Hard Times the
novel of ‘hard facts men’; industrial revolution and Utilitarianism, education and
schooling, fathers and children. Bleak House: Victorian London and criticism of Victorian
institutions; narrative technique.
Bibliografie
Ch. Dickens: Hard Times (romanul şi TE 7-8).
Allen (159-74), Galea (73-88), Ford (135-7), Daiches (1049-59).
Vanity Fair: upstarts and games of love and vanity, the novel ‘without a hero’; the
condition of the author: omniscience / partial omniscience vs. deconstruction /
desacralisation, the self-reflexive text. The History of Henry Esmond: meditation on life
and manners, history and story, history and fiction.
Bibliografie
W. M. Thackeray: Vanity Fair (romanul şi TE 9-10).
Allen (174-82), Galea (89-106), Ford (147-53), Daiches (1059-64).
Jane Eyre: the (pseudo)-autobiographical approach, romantic imagery and the new
Gothic. Jane’s initiatic life experience towards assertion of her own female self, the motif
of enclosure and escape, the drama of reason and passion: Jane vs. Mr Rochester, the
complex of the ‘madwoman in the attic’; Shirley: regionalism, economic troubles and
historical events, strategies of the omniscient writer, feminism and power.
Cuvinte cheie si concepte de baza: feminism, passion, reason, ‘red room’, enclosure and
escape, the madwoman in the attic, the condition of the woman, regional novel, first-
person narration, autobiography.
Bibliografie
Ch. Brontë: Jane Eyre (romanul şi TE 11).
Allen (180-90), Galea (114-126), Daiches (1064-6), Ford (256-8).
G. Eliot: Middlemarch: ruralism and microcosm of English life in the pre-industrial age;
omniscience, multiplot structure and gallery of characters; feminism, female assertion
and the woman’s condition, Dorothea Brooke’s case: intellect vs. passion; Tertius Lydgate
and the intellectual tension; The Mill on the Floss: lights and shadows of brotherly love,
passion vs. social conventions.
Bibliografie
G. Eliot: Middlemarch (romanul şi TE 14-6).
Allen (230-4), Galea (142-163), Daiches (1066-72), Ford (276-93).
Wuthering Heights: the tempest in the soul, setting and cosmic order, condition of man
and new cosmogony. The Gondal heroes revisited: Catherine and Heathcliff and their
story of love and passion, Heathcliff and the drama of the misfit. Narrative technique:
effects of using narrators.
Cuvinte cheie si concepte de baza: myth, a-chronology, a-temporal space, interior time,
disruption of chronology, multiple narrators, character narrator, enclosure, prison(er).
Bibliografie
Emily Brontë: ‘Remembrance’ (TE 12); Wuthering Heights (romanul şi TE 13).
Allen (194-8), Galea (128-141), Daiches (1064-6), Ford (260-73).
Destiny and the tragic condition of man, Greek drama and the principle of fate and
predestination; unity of space: Wessex, nature as correlative of the human mind and
condition. Tess of the d’Urbervilles: destiny and tragedy of human flaws. Tess, a ‘pure
woman’ (?). Jude the Obscure and the conflict between flesh and spirit, instinct and
civilisation.
Bibliografie
Th. Hardy: Tess of the d’Urbervilles (romanul şi TE 17).
Galea (180-201), Daiches (1073-82), Ford (406-19), Baugh (1464-74).
Gilbert, Sandra and Susan Gubar. The Madwoman in the Attic. London: Yale University
Press, 1984.
Harvey, Sir Paul, ed. and comp. The Oxford Companion to English Literature. Oxford:
Oxford UP. 1967. (BE)
Sampson, George. The Concise Cambridge History of English Literature. Cambridge:
Cambridge UP, 1972. (BE)
Williams, Raymond. Culture and Society. London: The Hogarth Press, 1993. (BCL)
Turner, Paul. Victorian Poetry, Drama and Miscellaneous Prose: 1832-1890. Oxford:
Oxford UP, 1989. (BCL)
The Victorian Web. < www.victorianweb.org >.
Week 2: the modern shift: Oscar Wilde, The Importance of Being Earnest
Key words: comedy of manners revisited, aestheticism, linguistic awareness, Irishness,
post-Victorianism.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 3: melodrama and the modern theatre: G. B. Shaw, Arms and the Man, Caesar and
Cleopatra
Key words: plot and character, the historical character.
Students tasks: reading the text, individual presentations, contributing to class debates.
MIDTERM PAPER SUBMISSION!!!!
Week 4: the shift from character to plot: the angry fifties: John Osborne, Look Back in
Anger”
Key words: theatre of anger, anti-modernism, realism, social concerns, working class
drama, dissolution of tradition.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 5: action and performance: identity and alterity, Harold Pinter, The Caretaker
Key words: absurdism/existentialism vs. postmodernist theatre, deconstruction of
language.
Students tasks: reading the text, individual presentations, contributing to class debates.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
CC. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Week 2: the modern shift: Oscar Wilde, The Importance of Being Earnest
Key words: comedy of manners revisited, aestheticism, linguistic awareness, Irishness,
post-Victorianism.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 3: melodrama and the modern theatre: G. B. Shaw, Arms and the Man, Caesar and
Cleopatra
Key words: plot and character, the historical character.
Students tasks: reading the text, individual presentations, contributing to class debates.
MID-TERM QUIZ.
Week 4: the shift from character to plot: the angry fifties: John Osborne, Look Back in
Anger”
Key words: theatre of anger, anti-modernism, realism, social concerns, working class
drama, dissolution of tradition.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 5: action and performance: identity and alterity, Harold Pinter, The Caretaker
Key words: absurdism/existentialism vs. postmodernist theatre, deconstruction of
language.
Students tasks: reading the text, individual presentations, contributing to class debates.
CCVI. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
crearea capacităţii de a produce diverse tipuri de discursuri scrise într-o manieră
clară, corectă şi coerentă, dar personală
adaptarea stilului la registrul lingvstic potrivit
introducerea de distincţii între tipurile de eseuri şi tehnicile de stil adaptate
acestora
îmbunătăţirea cunoştinţelor de limbă engleză scrisă şi vorbită
dezvoltarea capacităţii studenţilor de a-şi organiza ideile în mod logic şi coerent
dezvoltarea capacităţii de cercetare a studenţilor.
Competenţe:
capacitatea de a produce diverse tipuri de texte scrise (eseuri personale, narative,
argumentative, descriptive, literare, academice)
capacitatea de a manipula registre stilistice variate
capacitatea de concentrare asupra unui subiect dat, evitând digresiunile şi de a
organiza expunerea la modul eficient, orientat spre cititor
capacitatea de a organiza un text (conectori, paragrafe, mărci ale coeziunii
textuale)
cercetarea şi comunicarea rezultatelor cercetării
distincţia dintre cercetare şi plagiat
Metode:
discutarea interactivă a textelor
crearea de schiţe colective şi individuale ale eseurilor
dezbateri pe temele date ale eseurilor
producerea individuală de eseuri complete
prezentarea individuală şi în grup a eseurilor compuse ca temă
feedback la şi evaluarea eseurilor colegilor
Week 2:
Topic: selecting the topic for the dissertation
Key words: critical background, personal affinity, information dissemination.
Students’ tasks: class debates.
Week 3:
Topic: documentation and research I
Key words: selection of relevant sources, use of sources (libraries, electronic data bases,
journals, peer-reviewed publications).
Students’ tasks: reading, note taking, summarising.
Week 4:
Topic: documentation and research II: use of the internet
Key words: scholarly vs informal sources, reliable vs unreliable information,
discrimination and selection, critical thinking.
Students’ tasks: reading, note taking, summarising, debating.
Week 5:
Topic: drafting a scholarly paper
Key words: argumentation, key words, logical sequence, coherence, chapter division
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 6:
Topic: drafting a scholarly paper
Key words: feedback and revision of proposed drafts.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 7:
Topic: paper structure
Key words: introduction, exposition of theoretical framework, application of critical
tools, case study, conclusions.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 8:
Topic: usage of theoretical framework
Key words: selection and assessement, supporting and counter-arguments, logical
structure, consistency, coherence, critical thought.
Students’ tasks: organising a debate session, drafting and writing, peer-response,
debating and discussing each other’s drafts.
Week 9:
Topic: elaborating an academic essay I
Key words: register, style, academic conventions, content.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: elaborating an academic essay II
Key words: argument structure, tense consistency, scholarly conventions.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: how not to plagiarise
Key words: plagiarism, information usage, quoting, citation, paraphrasing.
Students’ tasks: debate and text-production.
Week 12:
Topic: writing a scholarly article
Key words: scholarly institutions, journals, publications.
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
Week 13:
Topic: use of secondary sources
Key words: bibliography, works cited, critical apparatus, in-text reference, citing,
endnotes/footnotes; MLA stylesheet.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
Decan, Şef de catedră, Titular de curs,
Prof. dr. Corin Braga Prof. dr. Mihai Zdrenghea Asist. dr. Petronia Petrar
Universitatea Babeş-Bolyai, Cluj-Napoca
Facultatea de Litere
Anul universitar 2009 - 2010
Semestrul 2
Week 2:
Topic: selecting the topic for the dissertation
Key words: critical background, personal affinity, information dissemination.
Students’ tasks: class debates.
Week 3:
Topic: documentation and research I
Key words: selection of relevant sources, use of sources (libraries, electronic data bases,
journals, peer-reviewed publications).
Students’ tasks: reading, note taking, summarising.
Week 4:
Topic: documentation and research II: use of the internet
Key words: scholarly vs informal sources, reliable vs unreliable information,
discrimination and selection, critical thinking.
Students’ tasks: reading, note taking, summarising, debating.
Week 5:
Topic: drafting a scholarly paper
Key words: argumentation, key words, logical sequence, coherence, chapter division
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 6:
Topic: drafting a scholarly paper
Key words: feedback and revision of proposed drafts.
Students’ tasks: topic debate, drafting and writing, peer-response, debating and
discussing each other’s drafts.
Week 7:
Topic: paper structure
Key words: introduction, exposition of theoretical framework, application of critical
tools, case study, conclusions.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 8:
Topic: usage of theoretical framework
Key words: selection and assessement, supporting and counter-arguments, logical
structure, consistency, coherence, critical thought.
Students’ tasks: organising a debate session, drafting and writing, peer-response,
debating and discussing each other’s drafts.
Week 9:
Topic: elaborating an academic essay I
Key words: register, style, academic conventions, content.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 10:
Topic: elaborating an academic essay II
Key words: argument structure, tense consistency, scholarly conventions.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Week 11:
Topic: how not to plagiarise
Key words: plagiarism, information usage, quoting, citation, paraphrasing.
Students’ tasks: debate and text-production.
Week 12:
Topic: writing a scholarly article
Key words: scholarly institutions, journals, publications.
Students’ tasks: writing an academic essay, peer-response, debating and discussing each
other’s drafts.
Week 13:
Topic: use of secondary sources
Key words: bibliography, works cited, critical apparatus, in-text reference, citing,
endnotes/footnotes; MLA stylesheet.
Students’ tasks: drafting and writing, peer-response, debating and discussing each
other’s drafts.
Obiective:
familiarizarea cu practica şi limbajul interpretării literare: lectura şi
contextualizarea textului literar
studiul convenţiilor genului scurt din prima jumătate a secolului XX: de la realism
la modernismul târziu
furnizarea de informaţii generale asupra autorilor şi textelor studiate
Competenţe:
capacitatea de a interpreta un text literar
cunoaşterea şi utilizarea terminologiei critice
înţelegerea convenţiilor literare specifice genului scurt
contextualizarea genului scurt în cadrul istoric
producerea de discursuri coerente, scrise şi vorbite, pe marginea textelor studiate
Metode:
discuţii interactive pe marginea textelor
close reading
dezbateri în grup
studiul cadrului teoretic furnizat de bibliografia secundarp
prezentări individuale şi în grup ale temelor indicate de titularul de curs
extragerea de reacţii personale la întrebări specifice
Week 2:
Topic: formalism, structures, narratology: Virginia Woolf, “An Unwritten Novel”.
Key words: form, structure, anti-structure, coherence, narrator, narratee, stream of
consciousness.
Students’ tasks: reading the text, contributing to class debates.
Week 3:
Topic: text/oriented approaches: postmodern subversions: John Fowles, “The Enigma”.
Key words: post-structuralism, death of the author, „literature of exhaustion”, „literature
of replenishment”, intertextuality, laying bare the illusion.
Students’ tasks: reading the text, contributing to class debates.
Week 4:
Topic: postmodern revisions: Salman Rushdie, “At the Auction of the Ruby Slippers”.
Key words: intertextuality, re-writing, reproduction, consumerism, popular culture.
Students’ tasks: reading the text, contributing to class debates.
Week 5:
Topic: context-oriented approaches/postcolonial revisions: Salman Rushdie, “The
Harmony of the Spheres”.
Key words: revisionism, rewriting, irony, parody, de-centring, hybridity, new identities.
Students’ tasks: reading the text, contributing to class debates.
Week 6:
Topic: reader-oriented approaches: A. S. Byatt, “Baglady”.
Key words: distance, appropriation, interpretive norms, gaps, blanks, horison of
expectation, reader-response, aesthetic reception.
Students’ tasks: reading the text, contributing to class debates.
Week 7:
Topic: the advent of postmodernism: Flann O’Brien, excerpt from At Swim-Two-Birds
Key words: parody, pastiche, language games, irony, tradition and renewal, linguistic
turn
Students’ tasks: reading the text, contributing to class debates.
MIDTERM PAPER SUBMISSION!!
Week 8:
Topic: deconstructing theory, deconstructing texts: Flann O’Brien, excerpt from At Swim-
Two-Birds
Key words: writing and the anti-logocentric movement.
Students’ tasks: reading the text, contributing to class debates.
Week 9:
Topic: historicism and the multiplication of histories: Julian Barnes, excerpt from A
History of the World in 10 ½ Chapters
Key words: (His)tory, (alternative) histories, displacement, re-emplacement, revisiting
the past.
Students’ tasks: reading the text, contributing to class debates.
Week 10:
Topic: historicism and the multiplication of histories Julian Barnes, excerpt from A
History of the World in 10 ½ Chapters
Key words: parody, historiographic metafiction.
Students’ tasks: reading the text, contributing to class debates.
Week 11:
Topic: postmodern story-telling: Salman Rushdie, Haroun and the Sea of Stories
Key words: intertextuality, censorship, otherness, difference.
Students’ tasks: reading the text, contributing to class debates.
Week 12:
Topic: revisions and reviewings: theory in practice: Salman Rushdie, Haroun and the Sea
of Stories
Key words: intepretive vocabulary/critical tools
Students’ tasks: reading the text, contributing to class debates.
Nota finală constă din notele parţiale obţinute pentru eseul scris în timpul semestrului
(30%), nota pentru testul final (40%), prezenţa şi participarea la ore (30%).
Eseul trebuie să conţină o analiză a unuia dintre textele studiate dintr-o perspectivă critică
utilizată în timpul semestrului. Se recomandă aducerea de contribuţii personale, dar şi
folosirea bibliografiei secundare.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
Obiective:
Familiarizarea studenţilor cu practica şi limbajul interpretării literare: lectura
(close reading) şi contextualizarea unui text de ficţiune
Discutarea convenţiilor nuvelei şi romaneşti pe parcursul secolului XX: de la
realism la modernismul experimental şi la postmodernism
Introducerea şi aplicarea termenilor-cheie a diferitelor şcoli de teorie
(poststructuraliste; teoria receptării, deconstructivism, feminism, postcolonialism
şamd.)
Competenţe:
Dobândirea capacităţii de a interpreta un text de ficţiune
Cunoaşterea şi manipularea abilă a limbajelor şi termenilor critice
Înţelegerea convenţiilor literare specifice prozei scurte şi genului romanesc
Elaborarea unor discursuri argumentative critice coerente pe baza textelor studiate
Metode:
discuţii interactive pe baza textului
close reading
dezbateri în grup
explicarea şi discutarea sistemelor de gândire critică-teoretică introdusă pe lista
bibliografică optţională
prezentări individuale şi în grup pe teme indicate de titularul de curs
Week 2:
Topic: modernist self-referential writing. Virginia Woolf, ‘An Unwritten Novel’
Key words: self-referential structures, ‘reality’ vs. fiction
Students’ tasks: reading the text, contributing to class debates.
Week 3:
Topic: opening up to postmodernist selfreferential structures. Flann O’Brien, At Swim-
Two-Birds (fragm.) - I
Key words: metafiction, parody, pastiche, crossing the levels of fictionality, ‘strange
loops’
Students’ tasks: reading the text, contributing to class debates.
Week 4:
Topic: opening up to postmodernist selfreferential structures. Flann O’Brien, At Swim-
Two-Birds (fragm.) - I
Key words: metafiction, parody, pastiche, rewriting and parodying tradition (traditional
realism, modernist narrative strategies)
Students’ tasks: reading the text, contributing to class debates.
Week 5:
Topic: modernist narrative strategies Virginia Woolf, ‘An Unwritten Novel”
Key words: modernism, impressionism; perspectivism, interior time vs. linear time;
representing (fluid) consciousness.
Students’ tasks: reading the text, contributing to class debates.
Week 6:
Topic: modernist narrative strategies revisited: Jeanette Winterson, ‘Disappearance II’
Key words: convention, defamiliarisation, syntagmatic, paradigmatic, readerly, writerly;
fluid world, fluid self, fluid time; revisiting the gothic as genre.
Students’ tasks: reading the text, contributing to class debates.
Week 7:
Topic: postmodernist attitude to tradition. Julian Barnes, ‘Gnossienne’
Key words: fragmentation, indeterminacy; undermining the authority of literary tradition
and its institutions, play with the implied author/implied reader
Students’ tasks: reading the text, contributing to class debates.
Week 8:
Topic: History vs. (his)tories. Julian Barnes, ‘Junction’
Key words: grand narrative vs. petit histoire; history, memory, fiction, ideology
Students’ tasks: reading the text, contributing to class debates.
Week 9:
Topic: Hybrid genres. Angela Carter, ‘Peter and the Woolf’
Key words: Gothic revisited; the fairy tale revisited; rewriting gender roles
Students’ tasks: reading the text, contributing to class debates.
Week 10:
Topic: Identity problematized. Anita Desai: Fasting, Feasting (I)
Key words: traditional community vs. postmodern experience. Fractured identities,
colonial mimicry, the fracturing of patterns (national/ethnic, linguistic, gender roles). The
body as marker of identity
Students’ tasks: reading the text, contributing to class debates.
Week 11
Topic: Identity problematized. Anita Desai: Fasting, Feasting (II)
Key words: hybrid identities, migrants, non-fixed identification patterns.
Students’ tasks: reading the text, contributing to class debates.
Week 12
Topic: In-between identities. Salman Rushdie, ‘East, West’
Key words: migrants, cultural interface, translation.
Students’ tasks: reading the text, contributing to class debates.
Week 13
Topic: Irishness, national identity, national history revisited. Patrick McCabe, Breakfast
on Pluto/ Mondo desperado (fragm.)
Key words: challenge of central narratives (family, tradition, history, nationalism). ‘Core’
vs. marginal identities
Students’ tasks: 1) reading the text, contributing to class debates
2) final paper submission.
1. Descrierea disciplinei :
We can only understand the subtleties of syntactic structures if we understand the
architectonic principles and blueprints of natural language, the rules that govern the ways
in which words combine to build phrases, and phrases are combined into larger phrases or
sentences. It is also necessary to understand that syntax is multi-layered, that phrases,
after being built, can be moved or deleted in order to satisfy the correlation with the
Semantic or Phonetic modules of the language faculty. Movements and deletions take
place under certain restrictions, and speakers, without being specifically taught these
conditions, have an unconscious knowledge of them. All natural languages share the
same fundamental structural properties of one universal language faculty, property of the
human brain. But these principles are broad enough to allow considerable differences
among specific languages, which enables both language variation and foreign language
acquisition.
2. Bibliografie obligatorie
Steven Pinker (1995) The Language Instinct, Penguin;
Blake, Barry J. (1990) Relational Grammar, Routledge;
Vivian Cook & Mark Newson (1996) Chomsky’s Universal Grammar, second edition,
Blackwell;
Haegeman, Liliane (1991) Introduction to Government and Binding Theory, Basil
Blackwell;
Carol G. Rosen (1996-1997) “Interfaţa dintre rolurile semantice şi relaţiile gramaticale
iniţiale” în Dacoromania, II pe 1996-1997, nr. 1-2, Editura academiei române.pp.207-251
(capitolele selectate se găsesc la Biblioteca de Engleză în dosarul de Gramatică
Generativă )
3. Descrierea cursului
Obiectives:
To present and discuss evidence that supports the idea that language is a
human biological endowment;
To explain how phrases and sentences are constructed;
To explain the notions language faculty and Universal Grammar;
To give a generative description of the English syntax;
To explain the differences in sentence structure among languages from around
the world in terms of universal principles and parameters.
Content:
1. Language as an Instinct
2. Unaccusativity and unergativity. Multistratal syntax. The Final 1 Law.
3. Chomsky’s theory of language
4. Argument structure and theta-roles. Syntactic valence. Mappings between syntax
and semantics: The Universal Alignment Hypothesis; the Little Alignment
Hypothesis
5. The structure of phrases. The X-bar theory
6. D-structure. S-structure. Movement: Interrogatives in English. Subject movement.
Wh-movement. Head-to-head movement. V-movement.
7. Structural relations: Dominance, precedence, c-command, m-command,
government.
8. Case theory
9. Binding theory
Competenţe:
o viziune universalistă de ansamblu asupra proceselor interne de achiziţie
şi generare a limbii;
deprinderi de utilizare a modelului generativist de analiză sintactică:
identificarea structurii argumentative, generarea de arbori binari,
replicarea unităţilor lexicale în poziţii funcţionale (aşa numita deplasare),
operarea cu relaţii structurale şi de guvernare, însuşirea teoriilor noi
despre caz şi asignarea valorilor referenţiale pronumelor.
Metode de predare:
predare la cursuri cu ajutorul proiecţiilor PowerPoint, în special cele de
generare animată a arborilor binari;
exerciţii practice la seminar.
Schemele de curs (course outlines) care conţin tot ceea ce se proiectează
în timpul cursului, inclusiv diagramele sintactice, sînt disponibile pentru
fotocopiere, cît şi în format electronic, la Biblioteca de Engleză la
începutul semestrului, ceea ce face mai uşoară, deşi nu nenecesară, luarea
de notiţe la curs. Schemele de curs nu pot constitui în sine un material
suficient pentru pregătirea examenului. În cazul în care studentul a lipsit
de la curs, se recomandă folosirea schemei de curs ca ghid pentru
parcurgerea bibliografiei indicate.
Week 1
Presentation of the course’s description, objectives, schedule, requirements,
bibligraphy, and assessment.
Course 1:
Topic: Language as an Instinct
Obiectives:
Talk about facts that confirm that language is a genetically endowed human
skill.
Identify the specific linguistic elements that speakers use to convey meaning
in conversation and how they can vary from one culture to another
Presentation of observational experiments on first language acquisition that
prove that language acquisition is creative, not immitative.
Discussion on the human language skill in a evolutionary context: the
communicative continuum across species.
Key words:
Pidgin and creole languages
creolization
Broca’s aphasia
Specific Language Impairment
Williams syndrome
The language gene: FOXP2
First language acquisition: creative, not immitative
The communicative continuum
Bibliography:
Steven Pinker (1995) The Language Instinct, Penguin
Recommended chapters:
An Instinct to Acquire an Art
Chatterboxes
Mentalese
Baby Born Talking-- Describes Heaven
Week 2
Course 2:
Topic: Unaccusativity and unergativity. Multistratal syntax. The Final 1 Law.
Obiectives:
Subcategorization of intransitive verbs based on evidence from English,
Italian , French and Romanian on perfect auxiliary selection.
Support the assumtion that syntax is multistratal.
Key words:
Perfect auxiliary selection
unaccusativity
unergativity
Final 1Law
Bibliography:
Blake, Barry J. (1990) Relational Grammar, Routledge
Recommended pages: pp.1-3, pp. 29-37
Week 3
Course 3:
Topic: Chomsky’s theory of language
Obiectives:
Presentation of the advent and theoretical development of Generative
Grammar as a theory of language.
Defining the goals of Generative Grammar.
Presentation of different theoretical approaches to linguistics and their
limitations.
Presentation of some universal principles of language.
Key words:
Plato’s problem
creativity
behaviourism
Universal Grammar
knowledge of language
principles and parameters
I-language and E-language
The embedding principle
The structure-dependency principle
Bibliography:
Vivian Cook & Mark Newson (1996) Chomsky’s Universal Grammar, second edition,
Blackwell, pp 1-39
Week 4
Course 4:
Topic: Syntactic valence. Argument structure and theta-roles. Mappings between syntax
and semantics: The Universal Alignment Hypothesis; the Little Alignment Hypothesis
Obiectives:
Raising awareness that syntax is projected by the internal syntactic valence of
lexical entries
Intoducing verbal, nominal, adjectival, prepositional syntactic predicates
Presentation of the limitted number of syntactic patterns available in human
languages.
Introducing thematic structures and their correlation with syntactic structures.
Key words:
Syntactic valence
The Projection Principle
Argument structure
Theta-roles and theta criterion
Universal Alignment Hypothesis
Little Alignment Hypothesis
Bibliography:
Carol G. Rosen (1996-1997) “Interfaţa dintre rolurile semantice şi relaţiile gramaticale
iniţiale” în Dacoromania, II pe 1996-1997, nr. 1-2, Editura academiei române.pp.207-251
Week 5
Seminar 1:
Topic: Argument structure and theta –roles (exercises)
Week 6
Course 5:
Topic: The structure of phrases. The X-bar principle as a parameterized principle of
Universal Grammar
Obiectives:
Intoducing binary trees in the representation of phrases and clauses with
predicates as heads of phrases.
Give a theoretically unified description of syntactic structures across
languages.
Key words:
Multilayered syntax: multilayered structure
The X-bar model
zero, intermediate and maximal projections
specifier position vs. complement position
SOV vs. SVO
The Head parameter
the Inflection phrase
the Complementizer phrase
Bibliography:
Vivian Cook & Mark Newson (1996) Chomsky’s Universal Grammar, second edition,
Blackwell, pp 131-158
Week 7
Seminar 2:
Topic: X-bar theory (exercises)
Week 8
Course 6:
Topic: D-structure. S-structure. Movement
Obiectives:
Presentation of syntax as a combinatorical system based on recursion that
bridges sounds and meanings
Presentation of movement as lexical reduplication under functional nodes to
account for syntactic transformations.
Presentation of types of movement
Focus on interrogative devices in English explained in terms of movement.
Key words:
Logical Form
Phonological Form
Deep structure
Surface structure
Movement constraints
NP-movement, Subject movement
Verb-movement
Head-to-head movement
Wh-movement
Bibliography:
Vivian Cook & Mark Newson (1996) Chomsky’s Universal Grammar, second edition,
Blackwell, pp 189-215
Week 9
Seminar 3:
Topic: Movement (exercises)
Week 10
Course 7:
Topic: Structural relations: Dominance, precedence, c-command, m-command, and
government
Obiectives:
Presentation of logical operations in a binary tree and their linguistic relevance
Presentation of government as a linguistic relation based on inherently
structural binary tree relations.
Presentation of government as a “power” relation among constituents in a
phrase: focus on case- and theta-marking as generated under government.
Key words:
Government: governor, governee
The social metaphor: mother and daughter, grandmother and
granddaughter, aunt and niece.
Dominance
Precedence
c-command and m-command
barrier to government
weak governor
Bibliography:
Haegeman, Liliane (1991) Introduction to Government and Binding Theory, Basil
Blackwell, pp.73-77; 113-126
Week 11
Course 8:
Topic: Case theory
Obiectives:
Subcategorization of case: abstract vs. overt, structural vs. inherent
Presentation of Case Filter as a principle of Universal Grammar
Key words:
Case Filter
abstract case
inherent case
structural positions
Exceptional Case Marking
Bibliography:
Vivian Cook & Mark Newson (1996) Chomsky’s Universal Grammar, second edition,
Blackwell, pp 222-230
Week 12
Seminar 4:
Topic: Structural relations & case assignment (exercises)
Week 13
Course 9:
Topic: Binding theory
Obiectives:
Subcategorization of pronouns based on their antecedent selection:
pronominals vs. anaphors
Presentation of antecedent selection as syntactically governed.
Exercises
Key words:
binder and bindee
antecedent
co-reference and co-indexation
pronominals
anaphores
referring expressions
governing category
Principles A, B, C of Binding theory
Bibliography:
Vivian Cook & Mark Newson (1996) Chomsky’s Universal Grammar, second edition,
Blackwell, pp 61-70 (you can find it in the Generative Grammar dossier at the library)
Week 14
Seminar 5:
Topic: Review and tutoring
5. Modul de evaluare
Examen în perioada sesiunii constînd dintr-un subiect teoretic de 3 puncte şi două
subiecte practice de cîte 3 puncte fiecare.
III. Descrierea disciplinei: The course is a developing picture of the most important
stages in the modern and contemporary history of the English literature and of their
manifest forms, devoted to the discussion of fiction, drama and poetry, beginning with
the first decade of the 20th century and ending with the first decade of the 21st century.
(1) It seeks to familiarize the students with the changes that occurred in the ways of
literary expression, in the theme and the style characteristic for the shift from
modernism to postmodernism;
(2) It is an analysis of the cultural-historical support of the change of paradigm in
literature and it aims at making the students able to understand, analyze and interpret
the texts of literature chosen as significant sample of these changes;
(3) It seeks to develop the students’ ability to identify and define the changes that
occurred in the ways of literary expression.
The course is organized around four lecture units, 2(two) contact hours per week and 14
weeks.
VII. Modul de evaluare: Exam +Term paper 25% of the exam score.
Final assessment: Exam + Special seminar [British Fiction] (25% of the final score).
Attendance: 80% compulsory.
It is considered fraud (a) the use of unquoted information in the Term paper (full text
or fragment) and (b) the use of sources of information such as lecture notes, printed
pages, books, cell phones, in the exam. The score is 1.00.
Obiective:
familiarizarea cu practica şi limbajul interpretării literare
înţelegerea principalelor teme şi strategii utilizate în romanul modernist şi
postmodernist
furnizarea de informaţii generale asupra autorilor şi textelor studiate
Competenţe:
capacitatea de a interpreta şi a contextualiza un roman de genul celor studiate
cunoaşterea şi utilizarea terminologiei critice adecvate
înţelegerea convenţiilor literare specifice genului scurt
producerea de discursuri coerente, scrise şi vorbite, pe marginea textelor studiate
Metode:
discuţii interactive pe marginea textelor
close reading
dezbateri în grup
studiul cadrului teoretic furnizat de bibliografia secundarp
prezentări individuale şi în grup ale temelor indicate de titularul de curs
extragerea de reacţii personale la întrebări specifice
Week 2:
Topic: early modernist writing: Joseph Conrad, Heart of Darkness/ Henry James, The
Turn of the Screw
Key words: subjectivism, perspective, psychological realism, fragmentation, multiplicity.
Students’ tasks: reading the text, individual presentations, contributing to class debates.
Week 2:
Topic: high modernist writing: Virginia Woolf, Mrs Dalloway
Key words: impressionism, perspectivism, interior monologue, free indirect speech,
linear vs interior time, gender, sensation vs the logocentric tradition; fragmented
identities and the boundaries of otherness.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 3:
Topic: postmodern metafiction: John Fowles, The French Lieutenant’s Woman
Key words: historiographic metafiction, intertextuality, rewriting, tradition, subversion,
pastiche, death of the author, double coding.
Students tasks: reading the text, individual presentations, contributing to class debates.
MID-TERM QUIZ.
Week 4:
Topic: the challenge of (his)tory: Julian Barnes, A History of the World in 10 ½ Chapters
Key words: historiographic metafiction, grand narrative, petit histoire, (self-)reflexivity,
parody, dialogism and the crisis of dimension.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 5:
Topic: the “new centre”: Salman Rushdie, Fury
Key words: migrants: reinventing identity, liminal spaces, virtual identities, virtual
histories and simulacra, reinventing narrative.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 6:
Topic: postmodern story-telling: Salman Rushdie, Haroun and the Sea of Stories
Key words: story, story-telling, hybridity of genres/language, recycling, self-reflexivity,
fluidity of discourse.
Students tasks: reading the text, individual presentations, contributing to class debates.
Eseul trebuie să conţină o analiză a unuia dintre textele studiate dintr-o perspectivă critică
utilizată în timpul semestrului. Se recomandă aducerea de contribuţii personale, dar şi
folosirea bibliografiei secundare.
CCXLII. Detalii organizatorice, gestionarea situaţiilor excepţionale:
Prezenţa: prezenţa este obligatorie în proporţie de 70%. Absenţele de la ore pot fi
compensate prin alte activităţi, dar nu dacă acestea depăşesc 50% din cursuri. Prezenţa
insuficientă are drept consecinţă imposibilitatea de a obţine o notă de trecere.
Plagiatul sau copiatul vor avea de asemenea drept consecinţă imposibilitatea de a obţine
o notă de trecere. Plagiatul constituie o gravă încălcare a legii, pedeapsa putând duce la
exmatricularea studentului. Plagiatul poate fi total sau parţial, ceea ce nu duce la o
diminuare a vinei, indiferent de circumstanţă: orice împrumut nerecunoscut de idei,
cuvinte sau texte, din surse clasice sau electronice, va fi considerat plagiat şi tratat ca
atare.
Week 2:
Topic: early modernist writing: Joseph Conrad, Heart of Darkness/ Henry James, The
Turn of the Screw
Key words: subjectivism, perspective, psychological realism, fragmentation, multiplicity.
Students’ tasks: reading the text, individual presentations, contributing to class debates.
Week 2:
Topic: high modernist writing: Virginia Woolf, Mrs Dalloway
Key words: impressionism, perspectivism, interior monologue, free indirect speech,
linear vs interior time, gender, sensation vs the logocentric tradition; fragmented
identities and the boundaries of otherness.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 3:
Topic: postmodern metafiction: John Fowles, The French Lieutenant’s Woman
Key words: historiographic metafiction, intertextuality, rewriting, tradition, subversion,
pastiche, death of the author, double coding.
Students tasks: reading the text, individual presentations, contributing to class debates.
MID-TERM QUIZ.
Week 4:
Topic: the challenge of (his)tory: Julian Barnes, A History of the World in 10 ½ Chapters
Key words: historiographic metafiction, grand narrative, petit histoire, (self-)reflexivity,
parody, dialogism and the crisis of dimension.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 5:
Topic: the “new centre”: Salman Rushdie, Fury
Key words: migrants: reinventing identity, liminal spaces, virtual identities, virtual
histories and simulacra, reinventing narrative.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 6:
Topic: postmodern story-telling: Salman Rushdie, Haroun and the Sea of Stories
Key words: story, story-telling, hybridity of genres/language, recycling, self-reflexivity,
fluidity of discourse.
Students tasks: reading the text, individual presentations, contributing to class debates.
CCLI. Informaţii generale despre curs, seminar, lucrare practică sau laborator
This seminar is meant to facilitate students’ understanding and interpretive skills with
regard to fictional texts belonging to experimental modernism and postmodernism. While
embracing a diachronic and contextualising stand, it mainly focuses on textual analysis in
order to disclose the evolution of key themes and narrative strategies (such as perspective
and the means it provides to the construction of subjective identities). It also aims at
familiarising students with the methodologies and frameworks of various critical
approaches to the twentieth century novel. Students are required to take an active part in
the discussions, make short verbal presentations to the texts, and read the compulsory
texts, as well as the hand-outs provided by the tutor.
Week 2:
Topic: early modernist writing: Joseph Conrad, Heart of Darkness/ Henry James, The
Turn of the Screw
Key words: subjectivism, perspective, psychological realism, fragmentation, multiplicity.
Students’ tasks: reading the text, individual presentations, contributing to class debates.
Week 2:
Topic: high modernist writing: Virginia Woolf, Mrs Dalloway
Key words: impressionism, perspectivism, interior monologue, free indirect speech,
linear vs interior time, gender, sensation vs the logocentric tradition; fragmented
identities and the boundaries of otherness.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 3:
Topic: postmodern metafiction: John Fowles, The French Lieutenant’s Woman
Key words: historiographic metafiction, intertextuality, rewriting, tradition, subversion,
pastiche, death of the author, double coding.
Students tasks: reading the text, individual presentations, contributing to class debates.
MID-TERM QUIZ.
Week 4:
Topic: the challenge of (his)tory: Julian Barnes, A History of the World in 10 ½ Chapters
Key words: historiographic metafiction, grand narrative, petit histoire, (self-)reflexivity,
parody, dialogism and the crisis of dimension.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 5:
Topic: the “new centre”: Salman Rushdie, Fury
Key words: migrants: reinventing identity, liminal spaces, virtual identities, virtual
histories and simulacra, reinventing narrative.
Students tasks: reading the text, individual presentations, contributing to class debates.
Week 6:
Topic: postmodern story-telling: Salman Rushdie, Haroun and the Sea of Stories
Key words: story, story-telling, hybridity of genres/language, recycling, self-reflexivity,
fluidity of discourse.
Students tasks: reading the text, individual presentations, contributing to class debates.
Obiective:
să faciliteze înţelegerea de bază a actelor de vorbire şi să dezvolte
abilitatea studenţilor de a folosi eficient aceste tipuri de expresii
să puncteze diferenţele dintre style, register şi literary style, şi cele dintre
ambiguity, plurisignation, indeterminacy, vagueness, obscurity and
pun
să asigure conştientizarea diverselor registre de formalitate
să dezvolte capacitatea studenţilor de a folosi cuvântul potrivit la locul
potrivit
Conţinut:
I. TERMINOLOGICAL CONSIDERATIONS.
II. THE SPECIFIC FUNCTIONS OF LANGUAGE
III. THE USE OF STYLISTICS
IV. AMBIGUITY
V. LITERARY AMBIGUITY
VI. AMBIGUITY IN POETRY
VII. AMBIGUITY AND COGNATE PHENOMENA
Competenţe:
abilitatea de a distinge între ambiguity, plurisignation, indeterminacy,
vagueness, obscurity şi pun
capacitatea de a diferenţia semnificaţiile unor expresii din limba engleză
cu un grad mai mult sau mai puţin ridicat de ambiguitate
abilitatea de a distinge între diferite tipuri de ambiguitate
Metode de predare:
utilizarea unui curs interactiv cu fundament de prelegere (30%)
discuţii pe baza unor exemple (30%)
rezolvarea unor exerciţii practice (40%)
I. TERMINOLOGICAL CONSIDERATIONS.
Language, style and situation
Linguistics, stylistics, style, literary style
II. THE SPECIFIC FUNCTIONS OF LANGUAGE
Cultural assumptions, intention, grammatical markedness, speech acts
III. THE USE OF STYLISTICS
The multiple meanings of “meaning”
Natural language versus artificial languages
Predicate Calculus and disambiguation
IV. AMBIGUITY
Definition, classification, examples
Micro-ambiguity and macro-ambiguity
V. LITERARY AMBIGUITY
Empson versus Kaplan and Kris versus Rimmon
Disjunctive ambiguity, additive ambiguity, conjunctive ambiguity, integrative
ambiguity
VI. AMBIGUITY IN POETRY
Polysemous meaning
Idiosyncratic expressions
VII. AMBIGUITY AND COGNATE PHENOMENA
Plurisignation
Indeterminacy
Vagueness
Obscurity
Pun
Obligaţiile studenţilor pentru fiecare întâlnire, cu excepţia primei ore de curs: să rezolve
exerciţiile indicate de tutorele de curs şi să citească partea relevantă a bibliografiei pe
baza indicaţiilor primite la oră.
50% din nota finală o reprezintă punctajul obţinut în urma verificării scrise. Se evaluează
însuşirea cunoştinţelor teoretice şi capacitatea de a le pune în practică. Activitatea la oră
este luată în considerare, constituind 10% din nota finală. Lucrarea de semestru pe care
fiecare student o va elabora va avea un punctaj care va constitui 40% din nota finală.
Pentru a beneficia de acest punctaj lucrarea trebuie predată la timp (data exactă va fi
fixată de titularul de curs şi comunicată studenţilor în timp util).
Prezenţa la ore este obigatorie în proporţie de 80% iar participarea activă este o
componentă (10%) în nota finală. Creditare: 3.
Conform LEGII nr. 206 din 27 mai 2004 privind buna conduită în cercetarea
ştiinţifică, dezvoltarea tehnologică şi inovare PLAGIATUL „reprezintă însuşirea
ideilor, metodelor, procedurilor, tehnologiilor, rezultatelor sau textelor unei persoane,
indiferent de calea prin care acestea au fost obţinute, prezentându-le drept creaţie
personală”. Conform Wikipedia (http://ro.wikipedia.org/wiki/Plagiat), „existenţa
contrafacerii sau a plagiatului se stabileşte, în principiu, pe baza de asemănări şi nu de
deosebiri. Simpla existenţă a unor deosebiri nu apără de învinuirea de plagiat, dacă se
dovedeşte existenţa şi importanţa asemănărilor.” Plagiatul, indiferent dacă este redus
sau extins, se pedepseşte cu nota 1.
Orice contestaţie a notei obţinute va trebui însoţită de o cerere din partea studentului
pentru reevaluarea lucrării. Cererea trebuie trimisă şi prin e-mail. Rezultatul acestei
reevaluări se va face cunoscut în decurs de cel mult 5 zile de la data înmânării contestaţiei
titularului de curs. Titularul de curs şi studentul respectiv vor stabili împreună data la care
studentul îşi poate vedea lucrarea.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
să asigure conştientizarea diverselor modalităţi de comunicare şi
specificitatea limbajului uman în raport cu comunicarea în lumea animală
să faciliteze înţelegerea procesului de achiziţie a limbajului, pe plan
fonetic, lexical şi sintactic
să scoată în evidenţă modul în care este organizat lexiconul mental în
ceea ce priveşte ortografia, pronunţia, morfologia, dar şi semnificaţia, şi
structurile sintactice posibile
să puncteze relaţia dintre structura mesajelor şi procesele psihice,
specifice indivizilor care le produc şi le inerpretează într-o situaţie
comunicativă dată
Conţinut:
VIII. TERMINOLOGICAL CONSIDERATIONS.
IX. THE SPECIFIC FEATURES OF ANIMAL COMMUNICATION
X. THE SPECIFIC FEATURES OF HUMAN LANGUAGE
XI. CLASSICAL UNDERSTANDING OF LANGUAGE IN THE BRAIN,
BASED ON APHASIAS
XII. LANGUAGE AND THE GRAMMAR GENE
XIII. RECEPTIVE SKILLS VERSUS PRODUCTIVE SKILLS
XIV. THE MENTAL DICTIONARY
Competenţe:
capacitatea de a diferenţia între diferite tipuri de comunicare în lumea
animală
abilitatea de a distinge codul verbal de alte tipuri de coduri comunicative
capacitatea de a înţelege mecanismele psihice ale limbajului (limbajul
simbolic, noţional-verbal, categorial-speculativ)
abilitatea de a distinge între diferite tipuri de deficienţe de limbaj
Metode de predare:
utilizarea unui curs interactiv cu fundament de prelegere (30%)
discuţii pe baza unor exemple (30%)
rezolvarea unor exerciţii practice (40%)
I. TERMINOLOGICAL CONSIDERATIONS.
Speech, language, and communication.
Types of sign relationship: the iconic sign, the indexical sign, the symbolic sign
Obligaţiile studenţilor pentru fiecare întâlnire, cu excepţia primei ore de curs: să rezolve
exerciţiile indicate de tutorele de curs.
50% din nota finală o reprezintă punctajul obţinut în urma verificării scrise. Se evaluează
însuşirea cunoştinţelor teoretice şi capacitatea de a le pune în practică. Activitatea la oră
este luată în considerare, constituind 10% din nota finală. Lucrarea de semestru pe care
fiecare student o va elabora va avea un punctaj care va constitui 40% din nota finală.
Pentru a beneficia de acest punctaj lucrarea trebuie predată la timp (data exactă va fi
fixată de titularul de curs şi comunicată studenţilor în timp util).
Prezenţa la ore este obigatorie în proporţie de 80% iar participarea activă este o
componentă (10%) în nota finală. Creditare: 3.
Conform LEGII nr. 206 din 27 mai 2004 privind buna conduită în cercetarea
ştiinţifică, dezvoltarea tehnologică şi inovare PLAGIATUL „reprezintă însuşirea
ideilor, metodelor, procedurilor, tehnologiilor, rezultatelor sau textelor unei persoane,
indiferent de calea prin care acestea au fost obţinute, prezentându-le drept creaţie
personală”. Conform Wikipedia (http://ro.wikipedia.org/wiki/Plagiat), „existenţa
contrafacerii sau a plagiatului se stabileşte, în principiu, pe baza de asemănări şi nu de
deosebiri. Simpla existenţă a unor deosebiri nu apără de învinuirea de plagiat, dacă se
dovedeşte existenţa şi importanţa asemănărilor.” Plagiatul, indiferent dacă este redus
sau extins, se pedepseşte cu nota 1.
Orice contestaţie a notei obţinute va trebui însoţită de o cerere din partea studentului
pentru reevaluarea lucrării. Cererea trebuie trimisă şi prin e-mail. Rezultatul acestei
reevaluări se va face cunoscut în decurs de cel mult 5 zile de la data înmânării contestaţiei
titularului de curs. Titularul de curs şi studentul respectiv vor stabili împreună data la care
studentul îşi poate vedea lucrarea.
1. Lakoff, George. (1987) Women, fire, and dangerous things: what categories reveal
about the mind. Chicago: University of Chicago Press.
2. Pinker, Steven. (1994) The Language Instinct. New York: William Morrow.
I. Informatii generale:
Obiective:
- familiarizarea studentilor cu abordarile si principiile de traducere
- constientizarea deprinderilor necesare in traducere
- sublinierea rolului analizei intratextuale si extratextuale in traducere
Competente:
5. Textual Analysis
- grammatical structures – equivalence and patterning
Bibliografie: Baker (pp. 82-111)
Cozma (pp. 119-141)
6. Textual Analysis
- lexico- semantic aspects
- specialized terminology
Bibliografie: Baker (pp. 12-43)
Newmark (pp. 151-161)
Bassnett- McGuire, S. (1980) Translation Studies, Methuen, London and New York.
Swales,J. M. (1990) Genre Analysis, Cambridge University Press.
Acest curs care face parte din programul de Studii irlandeze este menit sa familiarizeze
studenţii cu literatura irlandeză văzută în special în perspectivă diacronică, şi anume cu
principalele manifestări şi direcţii literare şi cu cele mai importante nume de pe scena
literară irlandeză din timpurile gaelice şi până la începutul secolului al XX-lea. Abordarea
de bază este cea tematică în cazul fiecărui autor discutat. Modului încearcă să detaşeze
ceea ce este specific irlandez dar şi aspectele de universalitate din cadrul fenomenului
literar irlandez, modalitatea cum Irlanda şi viaţa din Irlanda sunt reprezentate textual,
felul cum se conturează conceptul de identitate irlandeză. Se includ un număr de texte
specifice perioadelor discutate având drept scop să îi apropie pe studenţi de ceea ce s-a
creat pe plan cultural-literar în aceşti ani, să îi facă să discearnă modalitatea cum
problemele şi tendinţele perioadelor respective se reflectă în creaţiile literare (proza şi
poezia) şi gradul în care acestea au putut satisface orizontul de aşteptare al cititorilor
irlandezi din perioadele incluse în studiu dar şi a celor de azi.
Cuvinte cheie: regional novel, the Big House motif, Protestant Ascendancy, the Irish
Gothic
Bibliografie literară: Maria Edgeworth: Castle Rackren, Somerville and Ross: The
Real Charlotte, Sheridan LeFanu: ‘Carmilla’, Briam Stoker: Dracula.
Bibliografie critică: Cronin (92-5); opţional: McNally and Florescu (1-28).
Cuvinte cheie: Irish nation and nationalism, Irish Revival, Irish National Theatre,
nationalism and representation, stereotypical representations.
Cuvinte cheie: paralysis and servitude, the condition of the artist, epiphany, Irish
nationalism, mythic representation, pastiche, narrative technique, stream of
consciousness / interior monologue.
Lipseşte silabusul
Universitatea Babeş-Bolyai, Cluj-Napoca
Facultatea de Litere
Anul universitar 2009 - 2010
Semestrul 2
Obiective:
Cursul îşi propune să analizeze tema violenţei în literatura americană modernă, şi
mai ales contemporană, pe o serie de paliere (topoi ai violenţei,: conflict
personal/armat, violenţă sexuală, violenţe de limbaj, reprezentări ale violenţei,
mediu şi cauze, violenţă explicată şi neexplicată, etc.), oferind astfel o radiografie
tematică şi o bază pentru analize ale acestui sindrom societal şi cultural.
Metode: predare, discuţii, prezentări ale studenţilor, vizionări de film
Introducere a cursului
Radiografia violenţei, preistoria violenţei în literatura americană, violenţă
religioasă, coerciţie şi supunere, violenţă şi individ, violenţă rasială, pacifism
Violenţă şi reprezentare, imaginarul violent
Săptămâna 2
Violenţă, reprezentare şi eroism, studiu de caz: Stephen Crane, The red badge of
courage, Ambrose Bierce, An occurrence at Owl Creek bridge, în comparaţie cu
Ernest Hemingway, A farewell to arms (fragmente).
Săptămâna 3
Săptămâna 4
Violenţă şi traumă (1), amintire şi inocenţă: J. D. Salinger, For Esmé, with love
and squalor, A perfect day for banana fish, The catcher in the rye (fragmente).
Săptămâna 5
Săptămânile 6-7
Sex, droguri, şi nebunie (1): generaţia terminată. Ken Kesey, One flew over a
cuckoo’s nest (fragmente). Vizionarea filmului.
Săptămânile 8-9
Sex, droguri, şi nebunie (2). Hunter S. Thompson, Fear and loathing in Las
Vegas. Violenţă, spectacol, teroare paranoică. Suportabilitate. Discuţie comparată
a romanului şi filmului.
Săptămâna 10
Întunecaţii ani ’80 (1). Violenţă şi virtual, cyberpunk şi post-umanitate/post-
umanism: William Gibson, Neuromancer, Philip K. Dick, Do androids dream of
electric sheep? (plus referinţe la Blade Runner, 1982, r. Ridley Scott).
Săptămânile 11-12
Întunecaţii ani ’80 (2). Violenţă, manierism, stilizare şi nihilism. Brett Easton
Ellis, American Psycho. Analiza romanului şi a filmului (American Psycho, 2000,
r. Mary Harron).
Săptămânile 13-14
Evaluarea se va face prin colocviu. Factori care pot contribui la evaluare: participarea
activă la discuţii, prezentări ale operelor.
Prezenţa la curs este obligatorie. La examen vor fi admişi doar studenţii care au prezenţă
de peste 60 % la seminarii. Orele pierdute vor fi recuperate în zile stabilite împreună cu
studenţii. Frauda la examen se soldează cu excluderea din examen a studentului.
Contestaţiile vor fi rezolvate conform politicii facultăţii.
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
să faciliteze analiza modului în care se construiesc mesajele orale sau
scrise
să familiarizeze studenţii cu strategiile comunicării, cu analiza
conversaţională, în vederea conştientizării competenţelor comunicative,
discursive şi culturale în procesul complex al comunicării
să scoată în evidenţă caracterul interdisciplinar al analizei discursului,
necesitatea de a studia problemele legate de discurs şi gen făcând apel la
discipline de studiu cum ar fi: lingvistica, antropologia, psihologia
socială, literatura, etc.
Conţinut:
XV. PREZENTAREA CURSULUI. DISTINCŢII TERMINOLOGICE.
DEFINIŢII.
XVI. TEXT VERSUS DISCOURSE. COHESION AND COHERENCE.
XVII. REFERENCE, SUBSTITUTION AND ELLIPSIS.
XVIII. CONJUNCTION RELATIONS AND LEXICAL DEVICES.
XIX. THE COMPLEX RELATIONSHIP BETWEEN GENDER AND
DISCOURSE.
XX. WOMEN'S LANGUAGE: DIFFERENTIAL GENDER SOCIALIZATION
AND THE SO-CALLED “NONFORCEFUL STYLE”
VII. CASE STUDIES
Competenţe:
abilitatea de a înţelege relaţia dintre discurs si text, şi rolul structurii
informaţiei în realizarea textelor
c. înţelegerea de bază a elementelor de coeziune şi coerenţă
capacitatea de a comunica eficient, oral şi în scris
abilitatea de a percepe limbajul ca o oglindă a aspectelor socio-politice
ale relaţiilor de gen
capacitatea de a detecta anumite tipare de utilizare a limbajului folosite cu
precădere de către femei, respectiv de către bărbaţi, motivele şi efectele
utilizării acestor tipare
Metode de predare:
utilizarea unui curs interactiv cu fundament de prelegere (40%)
discuţii pe baza unor exemple (20%)
rezolvarea unor exerciţii practice (40%)
Obligaţiile studenţilor pentru fiecare întâlnire, cu excepţia primei ore de curs: să rezolve
exerciţiile indicate şi să citească partea relevantă a bibliografiei obligatorii indicate de
titularul de curs.
III. Descrierea disciplinei: The course seeks to define the English contemporary
novel in relationship to the modern and the postmodern literature with the
trends and tendencies that have developed since the 1970’s.
(1) It tends to re-think the value of ‘national identity’ in a globalizing world
and the relationship between the European multi-culture and the
‘transcultural’ identity;
(2) It defines the change of voice (male-female) in the contemporary English
novel;
(3) It proposes a way of analyzing and interpreting the contemporary novel
with its complex and/or simple narrative strategies and its figural
discourses.
It is an interactive course based on the discussion of six novels, of their
interpretation and analysis, (two) contact hours pre week in 7(seven) weeks.
IV. Bibliografie obligatorie:
Primary sources:
- Rose Tremain, Restoration (1989);
Ian McEwan, Atonement (2001);
Key words: fiction, non-fiction, change of voice, relocation, historicity, utopic longings,
migrant, authentic.
Bibliography: Philip Tew (2004) “Contemporary Britishness: Who, What, Why, When?”
in The Contemporary British Novel, pp.1-28; Michael Ignatieff (1992) “The Europe of
the Mind” in New Writing (1992) Minerva, Octupus Publishing, pp. 123-131.
Course unit I (Week 2-3): Re-thinking the ‘historical novel’: the play of voice ( Rose
Tremain, Restoration/1989; Ian McEwan, Atonement/2001).
Key words: docudrama, palimpsest, palimpsest history, historical time, social time,
reinventing identity, virtual history, authorship.story-telling.
Bibliography: Brian McHale (1987) Postmodernist Fiction, Andrew Gibson (1999)
“Narrative and Alterity”; “Ethics and Unrepresentability” in Postmodernity, Ethics and
the Novel, pp. 25-41, 54-76.
Course unit II (Week 4-5): Re-thinking national identity: Irishness in the contemporary
world (John McGahern, Amongst Women/ 1992; Jennifer Johnston, This is Not a Novel/
2002).
Course unit III (Week 6-7): Multi-cultural Europe and transnational culture (Tim Parks,
Europa/1997; Kazuo Ishiguro, When We Were Orphans/2000).
Edward Spicer, A Short History of the Indians of the United States, Malbar, Krieger,
1994.
*** Contemporary Stories by American Indians, New York, Vintage, 1975.
Zora Neale Hurston, Sweat, New York, Harper, 1970.
James Baldwin, Going to Meet the Man, New York, Picador, 2000.
Gloria Naylor The Two, New York, Vintage, 2001.
James Welch, Fools Crow, New York, Vintage, 2001.
*** Slave Narratives, New York, Routledge, 1999.
Malcom X, Autobiography, New York, Pocket Star Books, 2001.
Heath Anthology of American Literature, Lexington, 2001.
CCLXXXIV. Planificarea:
Course 1
The First Americans
Cuvinte cheie: colonization, confederacy, Creek, Iroquois, Handsome Lake, prophets, the
five civilized tribes, the Ghost Dance, Sitting Bull, Geronimo,
Activitatea studentilor: identificarea stereotipurilor în materiale mass-media despre
bastinasi.
Bibliografie obligatorie: Edward Spicer, A Short History of the Indians of the United
States, Malbar, Krieger, 1994, pp. 11-66.
Curs 2
American Policies Targetting the Natives
Cuvinte cheie: Mississippi, pacification, Removal, Alotment, the Dawes Act, D’Arcy
McNickle
Activitatea studenţilor : înţelegerea mecanismelor de discriminare şi marginalizare a
băştinaşilor, comparaţii cu situaţii similare din Europa
Bibliografie obligatorie: Edward Spicer, A Short History of the Indians of the United
States, Malbar, Krieger, 1994, pp. 98-123, 200-212.
Curs 3
Leslie Silko – Yellow Woman
Cuvinte cheie : Native American literature, written, oral, myth
Activitatea studentilor : identificarea relatiei specifice dintre realitate si mit in cultura
bastinasilor americani.
Bibliografie obligatorie: *** Contemporary Stories by American Indians, New York,
Vintage, 1975, pp. 23-40.
Curs 4
James Welch – Fools Crow
Cuvinte cheie : history, histories, multiculturalism, interculturalism, historical novel
Activitatea studentilor : dezbatere : realism magic la bastinasi, istorie şi mit la bastinaşii
americani .
Bibliografie obligatorie : James Welch, Fools Crow, New York, Vintage, 2001.
Curs 5
Black Slavery
Cuvinte cheie: Africa, mulatto, indentured servant, the middle passage, slave narratives
Activitatea studentilor : dezbatere si studiu de caz : gen si rasa in sclavia americana,
comparatie cu robia tiganilor in Europa.
Bibliografie obligatorie :
*** Slave Narratives, New York, Routledge, 1999.
Curs 6
African American Literature
Cuvinte cheie : discrimination, race, narrative voice
Activitatea studentilor : decelarea structurilor de rasa, gen si clasa din textele studiate,
constituirea constiintei negritudinii
Bibliografie obligatorie : James Baldwin, Going to Meet the Man, New York, Picador,
2000.
Malcom X, Autobiography, New York, Pocket Star Books, 2001.
Curs 7
Black Women Writers
Cuvinte cheie: race, gender, womanism
Activitatea studentilor : determinarea structurilor de gen si rasa, a womanism-ul ca
ideologie a scriitoarelor de culoare
Bibliografie obligatorie:
Zora Neale Hurston, Sweat, New York, Harper, 1970.
Gloria Naylor, The Two, New York, Vintage, 2001.
8. Descrierea cursului
Cursul este o parcurgere a celor mai importante etape ale istoriei limbii engleze:
engleza veche (sec. V-XII), engleza medie (sec. XII-XV) şi engleza modernă timpurie
(sec. XVI-XVII). Totodată, vor fi menţionate rădăcinile germanice şi implicit indo-
europene ale englezei. Cursul are o dublă dimensiune: cea pur istorică, de prezentare
a condiţiilor care au dus la apariţia şi evoluţia limbii de la preistoria sa până în pragul
modernităţii, şi cea lingvistică, de prezentare a structurilor fonologice, morfologice,
sintactice, lexicale şi semantice în cele trei mari perioade ale istoriei limbii. Vom
îmbina astfel în acest curs componenta diacronică, dinamică cu cea sincronică,
descriptivă, încercând să le unim printr-un fir narativ. La seminar vom citi, traduce şi
analiza texte din sec. VII-XVII.
9. Bibliografia obligatorie
Toate cărţile sunt disponibile la biblioteca de engleză a Facultăţii de Litere (BCU)
şi/sau la biblioteca British Council.
1. AC Baugh, Thomas Cable, A History of the English Language, 4th ed. London:
Routledge, 1996.
2. Bruce Mitchell, Fred C. Robinson, A Guide to Old English, 5th ed. Oxford:
Blackwell, 1994.
3. Dennis Freeborn, From Old English to Standard English. A Course in Language
Variation Across Time, London: Macmillan, 1992.
4. Orrin W. Robinson, Old English and Its Closest Relatives. A Survey of the Earliest
Germanic Languages, Stanford UP, 1992.
Obiective:
Cursul îşi propune să ofere o perspectivă de ansamblu, cronologică, asupra
scriitorilor şi operelor celor mai semnificative ale literaturii americane, şi în
special, prin analize de text (close reading) ale unor opere fundamentale ale
literaturii americane din secolele 19-20 (proză, poezie, dramă).
Disciplinei are în vedere următoarele competenţe:
o Cunoaşterea unei serii de autori şi opere reprezentative pentru literatura
americană a secolelor 18-20
o Înţelegerea dezvoltării istorice a literaturii americane în contextul său
social şi politic inextricabil, şi în contextul literaturii universale
o Cunoaşterea principalelor repere teoretice (de istoria ideilor) care au
modelat peisajul culturii americane
o Îmbunătăţirea unor competenţe de lucru cu textul literar, şi de comunicare
în cadrul seminariilor
Metode: predarea, discuţia, prezentări ale studenţilor
Edgar Allan Poe, The masque of the red death, William Wilson, The black cat, The pit
and the pendulum
Nathaniel Hawthorne, The scarlet letter
Herman Melville, Bartleby, the Scrivener
Walt Whitman, Song of myself
Emily Dickinson, I cannot live with you, Wild nights, wild nights, Great streets of
silence led away, I heard a buzz fly when I died, This was a poet, it is that
F. S. Fitzgerald, The great Gatsby,
E. Hemingway, The sun also rises
Robert Frost, The road not taken, Stopping by woods on a snowy evening, Birches,
For once then something
William Carlos Williams, The rose, Landscape with the fall of Icarus, Pastoral
William Faulkner, The sound and the fury
Tennessee Williams, A streetcar named desire
Edward Albee, Who’s afraid of Virginia Woolf
Săptămâna 1
Curs
Introducere
Scurtă shiţă a coloniilor şi coloniştilor de origine britanică (pilgrims, puritans,
colonists)
Puritanism: teologie, teocraţie şi ideologie
Utopia puritană: comunitate şi soteriologie comunitară.
Subiectivitate emergentă în poezia puritană: Anne Bradstreet. Contemplaţia şi
sinele poetic individual.
Săptămâna 2
Seminar
Edgar Allan Poe, The masque of the red death, William Wilson, The black cat,
The pit and the pendulum
Gotic şi romantic, grotesc şi arabesc, motivul dublul, contaminare şi estetic
Obligaţiile studenţilor: lectura textelor, prezentări de seminar pentru fiecare text în
parte
Săptămâna 3
Curs
Naraţiuni „fondatoare”, identitare şi naraţiuni personale: Cotton Mather,
Jonathan Edwards, Jean de Crèvecoeur
Cum să construieşti o epocă a raţiunii: deism şi pragmatism, Benjamin
Franklin, Thomas Paine, , My own mind is my own church” (Thomas Paine).
Erupţia transcendentalismului: R.W. Emerson, H. D. Thoreau
Săptămâna 4
Seminar.
Nathaniel Hawthorne, The scarlet letter; Herman Melville, Bartleby, the
scrivener
Roman şi romance, romantism şi privire retrospectivă, critica sistemului,
opoziţie pasivă
Obligaţiile studenţilor: lectura textelor, prezentări de seminar pentru fiecare
text în parte
Săptămâna 5
Curs
Romantismul american: trăsături şi specificitate
Proza: Washington Irving, Nathaniel Hawthorne, Herman Melville
E. A. Poe şi o poetică anti-romantică: The philosophy of composition v. The
Raven
Săptămâna 6
Seminar
Walt Whitman, Song of myself, Emily Dickinson, poems I cannot live with
you, Wild nights, wild nights, Great streets of silence led away, I heard a buzz
fly when I died, This was a poet, it is that
Modernitate emergentă, poezia modernă, poezia socială şi avântul
transcendental; eros, extaz, şi intensitate la Emily Dickinson
Obligaţiile studenţilor: lectura textelor, prezentări de seminar pentru fiecare
text în parte
Săptămâna 7
Curs
Modernitate incipientă în poezia americană: Walt Whitman, Preface to the
Leaves of Grass, bard şi naţiune, poetica simplităţii şi a solidarităţii la
Whitman
Exilată în modernitate: Emily Dickinson
Săptămâna 8
Seminar
F. S. Fitzgerald, The great Gatsby, E. Hemingway, The sun also rises
„The Roaring Twenties”, „The Jazz Age”, „The Lost Generation”, „The Self
Made Man”, sexualitate şi gen
Obligaţiile studenţilor: lectura textelor, prezentări de seminar pentru fiecare
text în parte
Săptămâna 9
Curs
Modernitate şi modernism în America
Modernisms, higher and lower: Robert Frost, Ezra Pound, Wallace Stevens,
William Carlos Williams, Robert Lowell
Imagism, vorticism, ideologia unitară a modernismelor (Fredric Jameson)
Săptămâna 10
Seminar
Robert Frost, The road not taken, Stopping by woods on a snowy evening,
Birches, For once then something, William Carlos Williams, The rose,
Landscape with the fall of Icarus, Pastoral
Modernism şi tradiţionalism, poezia aurală, posibile deschideri spre
postmodernism
Obligaţiile studenţilor: lectura textelor, prezentări de seminar pentru fiecare
text în parte
Săptămâna 11
Curs
William Faulkner, geografii mitice şi arhetipale
Declinul Sudului şi declinul modernismului
Comunitate, primitivism, nativism, v. Urbanism (Fitzgerald, Hemingway, Dos
Passos)
Story and history: Light in august, As I lay dying, The reivers
Săptămâna 12
Seminar
William Faulkner, The sound and the fury
Formulă şi voci narative, istoria textului, istorii fragmentare, cartografii pars
pro toto
Obligaţiile studenţilor: lectura textelor, prezentări de seminar pentru fiecare
text în parte
Săptămâna 13
Curs
Dramaturgia americană în secolul 20, modernism, naturalism, anti-naturalism:
E. O’Neill, Tennessee Williams, E. Albee; realism, myth, and the subconscious
Broadway, Off-Broadway, Off-off-Broadway
Teatru experimental: Sam Shepard; Neo-realism: David Mamet
Săptămâna 14
Seminar
Tennessee Williams, A streetcar named desire, Edward Albee, Who’s afraid of
Virginia Woolf
Obligaţiile studenţilor: lectura textelor, prezentări de seminar pentru fiecare text
în parte
Recapitulare pentru examen
Evaluarea se va face prin examen. Factori care pot contribui la evaluare: participarea
activă la discuţii, prezentări de seminar
Prezenţa la curs este facultativă. Prezenţa la seminarii este obligatorie. La examen vor fi
admişi doar studenţii care au prezenţă de peste 60 % la seminarii. Orele pierdute vor fi
recuperate în zile stabilite împreună cu studenţii. Frauda la examen se soldează cu
excluderea din examen a studentului. Contestaţiile vor fi rezolvate conform politicii
facultăţii.
Obiective:
Cursul îşi propune să analizeze tema violenţei în literatura americană modernă, şi
mai ales contemporană, pe o serie de paliere (topoi ai violenţei,: conflict
personal/armat, violenţă sexuală, violenţe de limbaj, reprezentări ale violenţei,
mediu şi cauze, violenţă explicată şi neexplicată, etc.), oferind astfel o radiografie
tematică şi o bază pentru analize ale acestui sindrom societal şi cultural.
Metode: predare, discuţii, prezentări ale studenţilor, vizionări de film
Săptămâna 1
Introducere a cursului
Radiografia violenţei, preistoria violenţei în literatura americană, violenţă
religioasă, coerciţie şi supunere, violenţă şi individ, violenţă rasială, pacifism
Violenţă şi reprezentare, imaginarul violent
Săptămâna 2
Violenţă, reprezentare şi eroism, studiu de caz: Stephen Crane, The red badge of
courage, Ambrose Bierce, An occurrence at Owl Creek bridge, în comparaţie cu
Ernest Hemingway, A farewell to arms (fragmente).
Săptămâna 3
Săptămâna 4
Violenţă şi traumă (1), amintire şi inocenţă: J. D. Salinger, For Esmé, with love
and squalor, A perfect day for banana fish, The catcher in the rye (fragmente).
Săptămâna 5
Săptămânile 6-7
Sex, droguri, şi nebunie (1): generaţia terminată. Ken Kesey, One flew over a
cuckoo’s nest (fragmente). Vizionarea filmului.
Săptămânile 8-9
Sex, droguri, şi nebunie (2). Hunter S. Thompson, Fear and loathing in Las
Vegas. Violenţă, spectacol, teroare paranoică. Suportabilitate. Discuţie comparată
a romanului şi filmului.
Săptămâna 10
Întunecaţii ani ’80 (1). Violenţă şi virtual, cyberpunk şi post-umanitate/post-
umanism: William Gibson, Neuromancer, Philip K. Dick, Do androids dream of
electric sheep? (plus referinţe la Blade Runner, 1982, r. Ridley Scott).
Săptămânile 11-12
Întunecaţii ani ’80 (2). Violenţă, manierism, stilizare şi nihilism. Brett Easton
Ellis, American Psycho. Analiza romanului şi a filmului (American Psycho, 2000,
r. Mary Harron).
Săptămânile 13-14
Evaluarea se va face prin colocviu. Factori care pot contribui la evaluare: participarea
activă la discuţii, prezentări ale operelor.
Prezenţa la curs este obligatorie. La examen vor fi admişi doar studenţii care au prezenţă
de peste 60 % la seminarii. Orele pierdute vor fi recuperate în zile stabilite împreună cu
studenţii. Frauda la examen se soldează cu excluderea din examen a studentului.
Contestaţiile vor fi rezolvate conform politicii facultăţii.
1. Descrierea disciplinei
It is universally acknowledged that there is one skill that children are far better at than
grown-ups: their “talent” of acquiring their mother tongue effortlessly makes adults and
young adults, struggling to learn a foreign language, green with envy. The course
explores the differences between first language (L1) and second language (L2)
acquisition, and their relevance in designing strategies in learning/ teaching a foreign
language. Concepts such as Universal Grammar (UG), the language faculty, or linguistic
competence, which are being introduced in the mainstream course Introduction in
Generative Grammar this fall, are essential to this course. The social and cultural aspects
of language that people use in order to create or change meaning, and which may vary
across cultures, are an important part of what we call the knowledge of a particular
language and will also be discussed, as well as people’s attitude towards language and
language varieties and the importance of language in defining group identity (nationality,
ethnicity, social identity).
Content:
1. Language and culture: Culturally influenced aspects of language. Conversational styles
2. Language and politics: Language and identity. Language standardization. Political
corectness.
Competenţe:
Considerarea aspectelor culturale în predarea limbilor străine;
Considerearea atît a aspectelor standard cît şi non-standard şi valorizarea
lor diferită în preadarea limbilor străine.
Metode de predare:
citirea bibiografiei indicate înainte de curs;
discuţii în cadrul cursului pe baza lecturii obigatorii
lucru in grup (discuţii, cooperare, negociere) pe baza unui problem-
solving task
Week 1
Presentation of the course’s description, objectives, schedule, requirements,
bibligraphy, and assessment.
Week 3
Topic: Language and culture: Culturally influenced aspects of language
Obiectives:
Identify the role played by language in crosscultural encounters
Identify the specific linguistic elements that speakers use to convey meaning
in conversation and how they can vary from one culture to another
Key words:
topic
agonism
amplitude, pitch, tone of voice
intonation
overlap and interruption
turn-taking
indirectness
framing
Reading due:
Ralph Fasold and Jeff Connor-Linton (2006) An Introduction to Language and
Linguistics, Cambridge University Press , pp. 344-354
Week 5.
Topic: Language and culture: Conversational styles
Obiectives:
Become familiar with key terms and concepts in anthropological linguistic
analyses of linguistic relativity
Realize how the encounter of different conversational styles may lead to
crosscultural misunderstandings, negative stereotyping, and discrimination.
Identify key problems and possible solutions in translating culture
Key words:
proxemis
complementary schismogenesis
exuberancies and dificiencies
Reading due:
Ralph Fasold and Jeff Connor-Linton (2006) An Introduction to Language and
Linguistics, Cambridge University Press , pp. 354-69
Week 7.
Topic: Language and politics: Language and identity.
Obiectives:
explain the role of identity in political actions concerning language
offer insight into selected cases of the politics of language.
Key words:
national language
nationist language
multiethnic nation
multinational state
Reading due:
Ralph Fasold and Jeff Connor-Linton (2006) An Introduction to Language and
Linguistics, Cambridge University Press , pp. 374-386
Week 9.
Topic: Language and politics: Language standardization. Political corectness.
Obiectives:
Make clear the concept of language standardization from the linguistic
perspective
Present diglossia as a unique way that communities organize and evaluate the
varieties of the languages they speak
Present the difficulties in distinguishing languages and dialects and the
political issues that arise from this difficulty
Present the politics of speech content control
Key words:
language
dialect
diglossia
minimum standard
arbitrary standard
non-standard
substandard
low dialect
high dialect
hate speech
Reading due:
Ralph Fasold and Jeff Connor-Linton (2006) An Introduction to Language and
Linguistics, Cambridge University Press , pp. 386-398
Week 11
Final test
XVIII. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
Obiective:
să puncteze diferenţele între idioms, phrasal verbs, collocations,
euphemisms şi slang
să faciliteze înţelegerea de bază a celor mai des folosite expresii
idiomatice şi verbe din categoria „phrasal verbs” din limba engleză şi să
dezvolte abilitatea de a folosi aceste expresii oral şi în scris
să asigure conştientizarea diverselor registre de formalitate şi capacitatea
de a folosi cuvântul potrivit la locul potrivit.
Conţinut:
Cap. I. PREZENTAREA CURSULUI. DISTINCŢII TERMINOLOGICE. DEFINITII SI
ETIMOLOGIE.
Cap. II. IDIOMURI BAZATE PE ADJECTIVE SI ADVERBE, PE ADJECTIVE SI
SUBSTANTIVE. PERECHI IDIOMATICE.
Cap. III. IDIOMURI BAZATE PE PREPOZITII
Cap. IV. IDIOMURI SPECIFICE ANUMITOR DOMENII
Cap. V. IDIOMURI BAZATE PE CUVINTE CHEIE DIN DIVERSE CATEGORII
Cap. VI. IDIOMURI BAZATE PE COMPARATII
Cap. VII. RECAPITULARE
Competenţe:
cunoaşterea unor expresii idiomatice uzuale din limba engleză
abilitatea de a înţelege şi de a folosi un număr semnificativ de idiomuri şi
“phrasal verbs”
Metode de predare:
utilizarea unui curs interactiv cu fundament de prelegere (30%)
discuţii pe baza unor exemple (10%)
rezolvarea unor exerciţii practice cu idioms şi phrasal verbs (60%)
VII. RECAPITULARE
Obligaţiile studenţilor pentru fiecare întâlnire, cu excepţia primei ore de curs: să rezolve
exerciţiile indicate din partea relevantă a bibliografiei obligatorii pe baza cuvintelor cheie
aferente fiecărei întâlniri
50% din nota finală o reprezintă punctajul obţinut în urma verificării scrise. Se evaluează
însuşirea cunoştinţelor teoretice şi capacitatea de a le pune în practică. Activitatea la oră
este luată în considerare, constituind 10% din nota finală. Lucrarea de semestru pe care
fiecare student o va elabora va avea un punctaj care va constitui 40% din nota finală.
Pentru a beneficia de acest punctaj lucrarea trebuie predată la timp (data exactă va fi
fixată de titularul de curs şi comunicată studenţilor în timp util).
Prezenţa la ore este obigatorie în proporţie de 80% iar participarea activă este o
componentă (10%) în nota finală. Creditare: 3.
Conform LEGII nr. 206 din 27 mai 2004 privind buna conduită în cercetarea
ştiinţifică, dezvoltarea tehnologică şi inovare PLAGIATUL „reprezintă însuşirea
ideilor, metodelor, procedurilor, tehnologiilor, rezultatelor sau textelor unei persoane,
indiferent de calea prin care acestea au fost obţinute, prezentându-le drept creaţie
personală”. Conform Wikipedia (http://ro.wikipedia.org/wiki/Plagiat), „existenţa
contrafacerii sau a plagiatului se stabileşte, în principiu, pe baza de asemănări şi nu de
deosebiri. Simpla existenţă a unor deosebiri nu apără de învinuirea de plagiat, dacă se
dovedeşte existenţa şi importanţa asemănărilor.” Plagiatul, indiferent dacă este redus
sau extins, se pedepseşte cu nota 1.
III. Descrierea disciplinei: The course is useful to the students with background in
English Modernist and Postmodernist literature and who attended courses in
contemporary British literature.
The course defines: (1) the dynamics of the British novel in the media age;
(2) the changes of its forms of expression and the changes of the
function of literature (aesthetic-cognitive-communicative);
(3) the impact of the visual arts, of media and of the new
communication technologies on the contemporary novel;
(4) the ‘competition’ between the ‘art of writing’ and ‘the new
technologies (the relationship between the imaginary and forms of representation).
The principal aim of the course is the acquisition of interpretative skills for the new
narrative forms and ‘experiments’ in the art of storytelling.
It is an interactive course organized around the discussion of four novels, 2(two) contact
hours per week in 7 weeks.
Bibliography: Peter Childs (2005) “The Novel Today and Yesterday”, “The Novel Today
and Tomorrow” in Contemporary Novelists-British Fiction since 1970 pp. 1-23, 274-282;
Philip Tew(2004) “Critiquing Contemporary Fiction”, “Contemporary Britishness: Who,
What, Why, When?” in The Contemporary Brtish Novel, pp. 1-28, 28-59.
Week 2: Ethics and the novel; film and the novel (Ian McEwan, “Atonement”);
Key words: restructuring of place, social time, reverse reading, historicity, authentic,
memory, utopic longings.
Week 3: The cultural turn: the scientific revolution ( from the ‘technology age’ to the
‘information age’); from the novel in ‘the age of mechanical reproduction’ to the novel in
‘the age of electronic reproduction’: ‘derealization’: from storytelling (Salman Rushdie:
“Haroun and the Sea of Stories”/1990) to the transformation of the world into images
(Salman Rushdie- “Fury”/2001).
Key words: media age, derealization, migrant(mind), reinventing identity, virtual identity,
virtual history, story-telling, hybridity, fluidity of identity.
Bibliography: David Morley(2000) Home territories: Media, Mobility and Identity,
Routledge, ch.I-III, Christine Brooke-Rose, “Exsul” , Susan Suleiman, “Introduction” in
Susan Suleiman(1998) Exile and Creativity: Signposts, Travelers, Outsiders, Duke
university Press, Durham &London, pp.9-25; Anshuman A.Modal “The Ground Beneath
Her Feet and Fury: The Re-Invention of Location” in Gurah Abdulrazak(ed.) (2007) The
Cambridge Companion to Salman Rushdie, pp. 169-183)
Week 5: The Crisis of the Self in the Age of Information (David Lodge, “Thinks…”)
Key words: narrative media, consciousness studies, virtual machine, parallel architecture,
organic harware, historiography, telling stories, autonomous self.
1. Descrierea disciplinei
2. Required bibliography
-Ştefan Oltean (2003) Lumile posibile în structurile limbajului, Echinox, Cluj-Napoca,
-Enmon Bach (1989) Informal Lectures on Formal Semantics, State University of New
York Press
-Ştefan Oltean (2006) Introducere in semantica referenţială, Presa Universitară Clujană,
Cluj-Napoca
4. Planificarea/Calendarul întâlnirilor
Curs 2: Cuantificarea
Curs 7: Indexicalitatea
5. Modul de evaluare
Examenul se susţine în pre-sesiune şi constă In 2 subiecte practice şi unul teoretic
de cîte 3 puncte fiecare.
COURSE AIMS
Bibliography:
Compulsory:
Julia Kristeva, ‘Subject and Body’ in Welton, Donn (ed) (1999) The Body Oxford:
Blackwell Publishers, pp. 317-324
Elizabeth Grosz, ‘Body Images. Neurophysiology and Corporeal Mappings’ in
Volatile Bodies. Towards a Corporeal Feminism Bloomington & Indianapolis: Indiana
University Press (1994), pp. 62-85
Secondary:
Jacques Lacan, in Welton, Donn (ed) (1999) The Body Oxford: Blackwell
Publishers, pp. 213-230 (Advanced)
Fiona Carson, ‘Feminism and the Body’ in Gamble, Sarah (2001) The Routledge
Companion to Feminism and Postfeminism London: Routledge, pp. 117-128
(Introductory)
Teresa Brennan, ‘Psychoanalytic feminism’ in Jaggar, Allison M. & Iris Marion
Young (eds) (1998) A Companion to Feminist Philosophy Oxford: Blackwell, pp. 272-
279 (Introductory)
Michelle M. Moody Adams, ‘Self/Other’ in Jaggar, Allison M. & Iris Marion
Young (eds) (1998) A Companion to Feminist Philosophy Oxford: Blackwell, pp. 255-
262 (Supplementary)
Secondary:
Linda Nicholson, ‘Gender’ in Jaggar, Allison M. & Iris Marion Young (eds)
(1998) A Companion to Feminist Philosophy Oxford: Blackwell, pp. 289-298
(Introductory)
Elizabeth Grosz, ‘Sexual difference’ in Volatile Bodies. Towards a Corporeal
Feminism Bloomington & Indianapolis: Indiana University Press (1994), pp.187-210
(Advanced)
Teresa de Lauretis, ‘The Technology of Gender’ in Technologies of Gender.
Essays on Theory, Film and Fiction, London: McMillan, 1987, pp. 1-21
Cixous, Hélène, ‘The Newly Born Woman’, in The Hélène Cixous Reader, (ed. By
Susan Sellers), London: Routledge, 1994, pp. 35-46
(Optional)
Luce Irigaray, ‘Sexual Difference’ in Whitford, Margaret (ed) The Irigaray
Reader Oxford: Blackwell, 1991, pp. 165-177
(Optional)
Moira Gatens, ‘ Power, Bodies, and Difference’ in Price, Janet (ed) (1988)
Feminist Theory and the Body. A Reader Edinburgh University Press, pp. 227-234
(Supplementary)
SESSION 3: GENDER DYNAMICS - GAZING AT WOMEN'S BODIES
Spectatorship and gendered models of looking. Scopophilia and
the Freudian idea of fetish. Lacan’s mirror stage and identification
via alienation. The masculinisation of the spectator position (the
dynamics of looking) v. static female ‘to-be-looked-at-ness.’
Bibliography:
Compulsory:
Jacques Lacan, ‘The Mirror Stage as a Formative of the Function of the I as
revealed in Psychoanalytic Experience’ in Ecrits (1977) W.W. Norton & Company
Laura Mulvey, ‘Visual Pleasure and Narrative Cinema’ in Warhol, Robyn R. &
Diane Price Herndl (eds) (1997), pp. 438-448
Secondary:
Mary Ann Doane, ‘Film and the Masquerade: Theorizing the Female Spectator’ in
Jones, Amelia (ed) (2003) Feminism and the Visual Culture Reader London: Routledge,
pp. 60-71 (Introductory)
Luce Irigaray, ‘Another ‘Cause’ – Castration’ (from Speculum and the Other
Woman) in Warhol, Robyn R. & Diane Price Herndl (eds) (1997), pp. 430-437
(Advanced)
Londa Schiebinger, ‘Skeletons in the Closet: The First Illustrations of the Female
Skeleton in Eighteenth-Century Anatomy’ in Laqueur, Thomas and Catherine Gallagher
(eds) (1987) The Making of the Modern Body: Sexuality and Society in the Nineteenth
Century Berkeley: University of California Press, pp. 42-81
(Supplementary)
Literary texts:
Margaret Atwood, The Handmaid’s Tale (1985)
CHARLOTTE PERKINS GILMAN, “THE YELLOW WALLPAPER”
Available at:
http://www.pagebypagebooks.com/Charlotte_Perkins_Gilman/The_Yellow_Wallpap
er/The_Yellow_Wallpaper_p1.html
Bibliography:
Compulsory:
Michel Foucault, ‘The Body of the Condemned’ (pp. 3-15; 22-31); ‘Docile Bodies
(pp. 135-155); ‘Panopticism’ (pp. 195-203) in Discipline and Punish: The Birth of the
Prison, New York: Vintage Books, 1975
Michel Foucault, ‘Part Four: The Deployment of Sexuality—I Objective’ in The
History of Sexuality, Volume 1: An Introduction, (transl. Robert Hurley), New York:
Vintage Books (1978), pp. 81-92
Susan Bordo, ‘The Body and the Reproduction of Femininity’ in Alison M Jaggar
& Susan Bordo, Gender/Body/Knowledge New Brunswick & London: Rutgers University
Press, 1986, pp 13-33
Secondary:
Alphonso Lingis, ‘The Subjectification of the Body’ in Welton, Donn (ed.) (1999)
The Body, Oxford: Blackwell Publishers, pp. 286-306
(Introductory)
Shildrick, Margrit, Leaky Bodies and Boundaries. Feminism, postmodernism and
(Bio)Ethics, London: Routledge, 1997, pp. 181-210 (Advanced)
Judith Butler, ‘Foucault and the Paradox of Bodily Inscriptions’ in The Journal of
Philosophy, 86 (November 1989), pp. 601-607
(Supplementary)
Bibliography:
Compulsory:
Secondary:
Rosi Braidotti, ‘Zigzagging through Deleuze and Feminism’ in Metamorphoses.
Towards a Materialist Theory of Becoming. Cambridge: Polity Press. 2002, pp. 65-116
(Introductory)
Deleuze, Gilles, ‘The Body without Organs’ in Anti-Oedipus. Capitalism and
Schizophrenia (Transl. by Robert Hurley, Mark Seem & Helen R. Lane) New York:
Continuum (2004 edition), pp. 9-15
(Advanced)
Michel Foucault, ‘Of Other Spaces’ in Diacritics, Vol. 16, No. 1 (Spring, 1986)
(Supplementary)
Bibliography:
Compulsory:
Mikhail Bakhtin (transl. Helene Iswolsky), 'The Grotesque Image of the Body and
Its Sources,' in Rabelais and his World, Cambridge: The M.I.T. Press, 1968, pp. 315-325
Mary Russo, ‘Introduction’ (pp. 1-15); ‘Female Grotesques. Carnival and Theory’
(pp. 53-73) in The Female Grotesque: Risk, Excess and Modernity New York: Routledge,
1994
Secondary:
Bibliography:
Compulsory:
Secondary:
Bibliography:
Compulsory:
Secondary:
Monique Wittig, ‘The Straight Mind’ in Jones, Amelia (ed) (2003) Feminism and
the Visual Culture Reader London: Routledge, pp.130-135
(Supplementary)
Judith Halberstam, Female Masculinity, Duke University Press, 1998, pp. 1-19
(Advanced)
Marjorie Garber, ‘Dress Codes, or the Theatricality of Difference’ in The
Routledge Reader in Gender and Performance (ed. By Lizbeth Goodman), London and
New York: Routledge, 1998, pp. 176-181
(Optional)
Bibliography:
Compulsory:
Susan Bordo, ‘Reading the Slender Body’ in Mary Jacobus, Evelyn Fox Keller,
Sally Shuttleworth (eds) Body/politics. Women and the Discourses of Science New York
& London: Routledge, 1990, pp. 83-111
Anne Balsamo, 'On the Cutting Edge: Cosmetic Surgery and the Technological
Production of the Gendered Body,' in Technologies of the Gendered Body. Reading
Cyborg Women. Durham and London: Duke University Press, 1996, pp. 56-79.
Kathy Davis, '"My Body is My Art:" Cosmetic Surgery as Feminist Utopia?' in
Price, Janet (ed) (1988) Feminist Theory and the Body. A Reader Edinburgh University
Press, pp. 454-465.
Secondary:
Christine Battersby, ‘Her Body/ Her Boundaries’ in Price, Janet (ed) (1988)
Feminist Theory and the Body. A Reader Edinburgh University Press, pp. 341-358
(Advanced)
Susan Bordo, ‘Postmodern Subjects, Postmodern Bodies, Postmodern Resistance’
in Unbearable Weight. Feminism, Western Culture, and the Body. Berkeley: University of
California Press (1993), pp. 277-300
(Supplementary)
Literary text: Fay Weldon, The Life and Loves of a She-Devil (1983)
Bibliography:
Compulsory:
Donna Haraway, 'A Cyborg Manifesto: Science, Technology, and Socialist
Feminism in the Late Twentieth Century,' in Simians, Cyborgs and Women: The
Reinvention of Nature, New York: Routledge (1991), pp. 149-181
Anne Balsamo, ‘Forms of Technological Embodiment: Reading the Body in
Contemporary Culture’ in Price, Janet (ed) (1988) Feminist Theory and the Body. A
Reader Edinburgh University Press, pp. 278-299
Rosi Braidotti, ‘Cyber-teratologies’ in Metamorphoses. Towards a Materialist
Theory of Becoming. Cambridge: Polity Press. 2002, pp. 172-211
Secondary:
Paula Rabinowitz, ‘Soft Fictions and Intimate Documents: Can Feminism Be
Posthuman?’ in Halberstam, Judith & Ira Livingston (eds.) (1995) Posthuman Bodies,
Bloomington & Indianapolis: Indiana University Press, pp. 97-112 (Introductory)
N. Katherine Hayles, ‘Virtual Bodies and Flickering Signifiers’ in How We
Became Posthuman. Virtual Bodies in Cybernetics, Literature and Informatics Chicago &
London: The University of Chicago Press (1999), pp. 25-49
(Advanced)
Don Ihde, ‘Bodies, Virtual Bodies, and Technology’ in Welton, Donn (ed.) (1998)
Body and Flesh: A Philosophical Reader, Oxford: Blackwell Publishers, pp. 349-357
(Optional)
Claudia Springer, ‘Digital Race’ in Bell, David & Barbara Kennedy (2000) The
Cybercultures Reader London & New York: Routledge, pp. 337-349
(Optional)
WRITTEN ASSIGNMENTS:
1. 20% MID-TERM (REVIEW):
The first will consist in a review (to be handed in after the spring break). This will
comprise a brief (one- or two-page long) review/ commentary/ response on ANY article
or essay that is included in the Reader. You may comment on the relevance of this study
to the topic it relates to, trying to consider it in the context of your own opinion,
experience, horizon of expectations, etc. It may be a very personal piece or a scholarly,
objective analysis: your manner of approach is entirely up to you. This will enable both
teacher and students to diagnose the efficacy level of class discussion, as well as identify
areas where intensive or extensive clarification might be needed.
2. 30% END-OF-TERM QUIZZ/ASSIGNMENT
EITHER
a. An end-of-term home assignment - a more comprehensive research paper (6-10 pages)
on a topic of your choice in connection with our readings (typed or word-processed with
standard double-spacing). This final home assignment will have to apply the theoretical
insight gathered during our sessions to one of the fictional/filmic texts analysed.
Suggested date for handing in your essays: last week in the semester.
OR
b. An open-book (i.e. open-Reader) quiz asking you to comment on short excerpts, relate
them to the course subject, etc.
GRADING:
CLASS ATTENDANCE: 10%.
PARTICIPATION TO CLASS DISCUSSIONS: 40%.
MID-TERM (REVIEW): 20%
END-OF-TERM QUIZZ/ASSIGNMENT: 30%.
The final grades for this course will be posted within one week of the final lecture this
semester.
I. Informatii generale:
Obiective:
- familiarizarea studentilor cu abordarile si principiile de traducere
- constientizarea deprinderilor necesare in traducere
- sublinierea rolului analizei intratextuale si extratextuale in traducere
Competente:
14. Translating Authentic Texts based on medical, political, economic and legal
articles.
VII. Evaluarea se face pe baza frecventei si participarii active la curs 40%,
examen scris 60%.
VIII. Prezenta la ore este obligatorie 80%. Plagiatul si frauda se penalizeaza cu
nota 1 (unu) conform regulamentului.
IX. Bibliografie optionala:
Bassnett- McGuire, S. (1980) Translation Studies, Methuen, London and New York.
Swales,J. M. (1990) Genre Analysis, Cambridge University Press.
Lipseşte silabusul
Universitatea Babeş-Bolyai, Cluj-Napoca
Facultatea de Litere
Anul universitar 2009 - 2010
Semestrul I
II. Informaţii despre titularul de curs, seminar, lucrare practică sau laborator
The course serves both as an introduction to the study of linguistics and as a first stage in
the theoretical approach to the English language. Phonetics is proved to be essential for
the other branches of linguistics, to the extent the sounds provide the material basis in the
use of the language. The approach is a synchronic one. The course opens with a general
survey of the scope of phonetics and suggests a possible branching of the field. Various
concepts required for the study of sounds are outlined. Elements of dialectology as well
as basic patterns in the relation spelling-pronunciation are incorporated as inherent parts
of the sound system. The bulk of the course is dedicated to the description of English
sounds. Several points of view referring to such problems as vowels vs. consonants,
monophthongs vs. diphthongs and triphthongs, British English vs. American English are
discussed. The English phonemes are considered in close relation with their spelling
peculiarities and comparisons with the Romanian phonological system are frequently
used. The last part of the course comprises considerations on the suprasegmental
phonemes as well as a separate section dedicated to the types of assimilative processes.
The main types of similitude and contextual assimilation, the principles of word stress
and sentence stress are described on the basis of parallels between English and
Romanian. The course also offers a comprehensive list of strong and weak forms as well
as the basic intonational patterns and several samples of tonemic description.
Studentii sunt rugati sa-si vada lucrarile in ziua afisarii rezultatelor, inainte de examenul
oral.
CCCXIX. Planificarea:
Curs 1
Curs 2
Gender and Performance. The Historicity of Gender.
Cuvinte cheie: gender, performance, gender script.
Activitatea studentilor: exercitiu comparativ: gender structures in the USA and Romania.
Bibliografie optionala: Judith Butler – Gender Trouble.
Curs 3
The first wave feminism
Cuvinte cheie: universal suffrage, Abigail Adams, Sarah, Grimke. Margaret Fuller, Cariie
Chapman.
Bibliografie obligatorie: History of Women’s Suffrage, Salem, Ayer, 1969.
Activitatea studentilor : exercitiu comparativ : lupta pentru votul universal al femeilor
din Romania si SUA.
Curs 5
Gender and Race in the first wave of American Feminism
Cuvinte cheie : gender, ethnicity, race, Sojourner Truth.Elizabeth Cady Stanton, Lucretia
Mott.
Bibliografie obligatorie: Miriam Schneir, Historical Feminism, New York, Vintage, 1996
Activitatea studentilor : exercitiu comparativ : femeia de culoare (Roma vs. African-
American) în Romania si SUA
Curs 4
Second Wave Feminism
Cuvinte cheie : gender, race, civil right movement, Stone Wall Inn Riots
Bibliografie obligatorie : Miriam Schneir, Historical Feminism, New York, Vintage, 1996
Activitatea studentilor : comparative exercise : abortion laws in Romania and the USA
Curs 5
Third Wave Feminism. Gender and Race
Cuvinte cheie : Womanism, feminist consciousness, Chicana feminism
Activitatea studentilor : exerciţiu comparativ Romanian and American contemporary
feminism
Bibliografie optionala : Cherrie Moraga and Gloria Anzaldua,This Bridge Called My
Back, San Antonia, Puerta del Sol Publishing House, 1989.
Curs 6
Men in Feminism. Men’s movements.
Cuvinte cheie : masculinity, mythopoetic men, pro-feminist men, Promise Keepers.
Activitatea studentilor : dezbatere si studiu de caz : tipuri de masculinitate, gender roles.
Case study : Ernest Hemingway, The Short Happy Life of Francis Macomber.
Bibliografie optionala : ***, Men in Feminism, Los Angeles, University of California
Press, 2000.
Curs 7
Only two genders ?
Cuvinte cheie: berdache, transexual, bisexual, gay and lesbian culture
Activitatea studenţilor : text interpretation The Two by Gloria Naylor.
Bibliografie optionala : Gay and Lesbian Studies Reader.
SYLLABUS
Universitat
Babeş-Bolyai
ea
Facultatea LITERE
Specializare
Engleză A
a
I.
Denumire disciplină Pragmatică lingvistică Categoria Curs opţional
II.
Structură disciplină (Nr. ore
săptămânal)
Semestrul Curs Seminar Lucrări Proiect
2 1
III.
Statut disciplină Obligatorie Opţională Facultativă
(se marchează cu X) X
IV.
Titular disciplină
Proie
Curs Seminar Lucrări
ct
Numele şi prenumele Stefan Oltean
Instituţia Universitatea Universitatea Universitatea
Babeş-
Babeş-Bolyai Babeş-Bolyai
Bolyai
Catedră/ Departament Limbă şi literatură Limbă şi literatură
engleză engleză
Titlul ştiinţific doctor doctor
Gradul didactic profesor profesor
Încadrarea (norma de norma de baza norma de baza
bază/asociat)
V.
Obiectivele disciplinei
- Examinarea relevanţei pragmaticii pentru studiul limbii
- Descrierea metodologiei pragmaticii lingvistice; relaţiile ei sintaxa şi semantica
- Aplicarea pragmaticii la analiza unor tipuri de comunicare
- Formarea de competenţe noi în descrierea comunicării lingvistice
VI.
Conţinutul disciplinei Nr. ore/
VI.1. Curs (capitole/subcapitole) săpt.
Cap. I. Sintaxă / semantică / pragmatică 2
Cap. II. Legatura dintre semantică şi pragmatică în descrierea semnificaţiei în limbile
1
naturale
Cap. III. Tipuri de pragmatică 1
Cap. IV. Pragmatica în interpretarea expresiilor indexice: „Beforehand” pragmatics 2
Cap. V. Actele de vorbire – Austin şi Searle; verbe performative şi constative 2
Cap. VI. Acte locuţionare, ilocuţionare şi perlocuţionare 2
Cap. VII. Probleme ale teoriei austiniene a actelor de vorbire
1
Cap. VIII. Teoria lui Grice; implicatura conversaţională şi principiul cooperării
Cap. VIII. Maximele conversaţionale 2
Cap. IX. .Macro-acte de vorbire 1
VI.2. Seminar (dacă este cazul)
Bibliografie opţională
Davis, Steven. Pragmatics. A reader. Oxford: Oxford University Press, 1991.
VIII.
Forme de Metode didactice folosite
activitate
Curs Curs interactiv cu fundament de prelegere
Seminar
Lucrări
Proiect
IX.
Forme de Evaluare (scris, scris şi oral, oral, test, Procent din nota finală
activitate altele)
Examen
Colocviu 70%
Participarea 30%
la curs,
implicarea în
discuţii
Laborator
Proiect
Obiective:
Cursul îşi propune să familiarizeze studenţii cu noţiuni fundamentale din aria
studiilor de film, cu istoria cinematografului american, cu analiza imaginii
cinematice, si cu instrumentele de baza ale scrierii de scenarii.
Disciplinei are în vedere următoarele competenţe:
o Cunoaşterea unei serii de concepte esenţiale în domeniul studiilor de film
o Formarea unei viziuni de ansamblu asupra dezvoltării cinematografiei
americane
o Înţelegerea modului de compunere a cadrelor şi secvenţelor cinematice, şi
posibilitatea de a le analiza
o Dobândirea unor competenţe de lucru cu textul filmic şi cu forma
scenariului cinematografic
o Metode: predarea, vizionarea de filme, discuţia, prezentări practice ale
studenţilor
Săptămâna 1
Introducere a cursului
Conceptele de bază ale limbajului cinematic: cum se citeşte un film?
Poveste, naraţiune, şi coduri cinematice
Bibliografie: Daniel Arijon,Grammar of film language; Jill Nelmes, An introduction
to film studies; resurse electronice
Săptămâna 2
Săptămâna 3
Bibliografie: Gerald Mast, Bruce Kawin, A short history of the movies, Longman, 1999;
Jill Nelmes, An introduction to film studies
Săptămâna 4
Săptămâna 6
A streetcar named desire (r. Elia Kazan). Analiza filmului cu prezentări şi discuţii.
Săptămâna 7
Săptămâna 8
Adaptation (r. Spike Jonze; sc. Charlie Kaufman). Analiză şi discuţii.
Săptămâna 9
Film şi literatură 3. Analiza unui „gen”: horror. Stephen King, The shining. The
shining (1980, r. Stanley Kubrick). Vizionarea filmului.
Săptămâna 10
The shining (r. Stanley Kubrick). Analiza comparată a filmului şi nuvelei. Gen sau
film de autor?
Săptămâna 11
Săptămâna 12
Săptămâna 13
A scrie despre film: recenzia. Elemente ale recenziei, stilistica recenziei de film.
Recapitulare şi pregătire pentru colocviu
Evaluarea se va face prin colocviu. Factori care pot contribui la evaluare: participarea
activă la discuţii, prezentări ale unor analize de film.
Prezenţa la curs este obligatorie. La examen vor fi admişi doar studenţii care au prezenţă
de peste 60 % la seminarii. Orele pierdute vor fi recuperate în zile stabilite împreună cu
studenţii. Frauda la examen se soldează cu excluderea din examen a studentului.
Contestaţiile vor fi rezolvate conform politicii facultăţii.
Resurse online:
www.wordplayer.com
www.screenwriting.info
http://www.screenwriting-resources.com