The Craft of Research, any edition. Booth, Colomb, and Williams.
MLA Handbook for Writers of Research Papers, seventh edition, 2009.
Attendance and Participation:
You may miss one class without penalty. If you miss two or more, you will fail the course. If you are repeatedly late, you will not be allowed to complete the course. You are expected to contribute to the class discussion and to provide insightful comments on the readings and on your classmates’ work. I will lower your grade by one letter if you are consistently silent, disengaged, or unprepared. Covid will be treated like any other illness, so you must provide a doctor’s note if you miss class. Students affected by the war may attend online if approved by the head of the department.
Drafts, Deadlines, and Late Work:
Throughout the course, I will encourage you to write multiple drafts of each paper. Writing multiple drafts will improve your writing and take some of the stress out of the final deadline. Ideally, you will have a well developed rough draft well before the deadline, so you should always be able to get something in. Your work will be read and critiqued by your fellow classmates, so please make your drafts as complete as possible and come prepared for a lively discussion. Late work will not be accepted. If any draft or paper is late, you will fail the entire course.
Continuous Assessment:
You will write two short papers, three pages each, and one long paper of at least eight pages.
A page means approximately 330 words. The final paper may be a revision of one of the short papers. For each paper, I will break down your overall grade into four categories: Concept, Structure, Language, and Documentation. On your final paper, if your receive an FX in any one of these four categories, you will fail the course. Any paper not properly documented will receive an FX overall. It breaks down like this:
Paper 1 25% A 93-100%
Paper 2 25% B 86-92%
Paper 3 50% C 78-85%
D 72-77%
E 65-71%
English
Weekly Schedule:
Week 1 17.9 Introductions.
Week 2 24.9 Graduate writing.
Week 3 1.10 Discourse Community. Your Thesis. What’s a good one?
Week 4 8.10 First Paper Due. Peer review. Common Problems
Week 5 15.10 In Class Review of first paper. Research
Week 6 22.10 The role of research questions.
Week 7 29.10 Tutorial Week
Week 8 5.11 Second Paper Due. Peer Review
Week 9 12.11 In class review of Second Paper.
Week 10 19.11 Incorporating metadiscourse while writing clearly
Week 11 26.11 Revision Strategies
Week 12 3.12 Draft of final paper Due and peer review.
Week 13 10.12 Tutorials
Week 14 17.12 Tutorials. Final Paper Due. There is no exam.
To teach grammatical and rhetorical forms, improve students’ research and analytical skills, and clarify the conventions of academic discourse with special emphasis on developing a thesis which is complex enough to sustain a graduate level paper.
Style: Ten Lessons in Clarity and Grace, 7th ed. 2003 by Joseph M. Williams.
The Best American Essays. Latest edition.
Additional material will be posted. Please print these articles and bring them to class for discussion.
You will write two short essays and write a final essay.
Paper 1 20% A 93-100%
Paper 2 20% B 86-92%
C 78-85%
Paper 3 50% D 72-77%
E 65-71%
Assignment Guidelines:
Please email assignments attached as editable doc, wpd, or rtf files. Bring legible, printed copies to class for peer review.
Plagiarism and AI generated text: All assignments submitted by you must be written by you. Go figure. Any text drawn from outside sources, human or machine, must by cited and documented according to MLA standards. For details regarding AI and its use, you are required to read “Rector’s Decision No. 1/2025 regulating the principles of the use of artificial intelligence at Pavol Jozef Šafárik University in Košice.” This document is posted on Teams. All students and teachers at UPJŠ are bound by these regulations.
The course will be conducted in English.
Weekly Schedule
February
Week 1 11.2 No Class.
Week 2 18.2 Introduction. History and development, of essays. CNF review.
Week 3 25.2 Reading discussion
March
Week 4 4.3 First Paper Draft Due, Peer Review
Week 5 11.3 In class review.
Week 6 18.3 Readings, incorporating theory.
Week 7 25.3 Readings discussion
April
Week 8 1.4 Tutorials, no class
Week 9 8.4 Second Paper Draft Due, Peer Review
Week 10 15.4 Review of Second Paper. Readings Discussion
Week 11 22.4 Singing Syntax
Week 12 29.4 Draft of Final Paper Due. Peer review.
May
Week 13 6.5 Tutorials.
Week 14 13.5 Tutorials. Final Paper Due
To improve students’ rhetorical criticism, syntactic awareness, formal flexibility, editing and writing skills, and chances to get published.
1. Adam, J.-M., 2005, La linguistique textuelle. Introduction à l'analyse textuelle des discours. Paris, Armand Collin
2. Jeandillou, J.-F., 2007, L'analyse textuelle. Paris, Armand Collin
3. Roulet et al., 1985, L'Articulation du discours en français contemporain. Berne, Peter Lang
4. Franko, Š., Paľová, M., 2013, Naučiť (sa) prekladať odborný text. Košice, Univerzita Pavla Jozefa Šafárika v Košiciach
continuous assessment: translation 50% (7. week); final assessment: translation 50% (12. week)
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less ;
distance and/or hybrid form of teaching - tenth week of the semester : 1 individual writtem work ; thirteenth week - written exam
Slovak, French
Seminar is focused on typology of errors in underlying processes in translation and interpretation: a) anaphoric expressions without a clearly identifiable reference element; b) synonyms, hyperonyms and hyponyms are not lexical elements of anaphoric relation; c) anaphora does not substitute a main term, but it refers to another term associated with mental image; d) high redundancy; e) replacement of contextual reference by deictic one; f) reference ambiguity resulting from co-reference or parallel function. Seminar also deals with essentials of semantic analysis and combinatorics, theme and rheme as pragmatic functions and implicit meaning. It involves discourse competence, function competence, and competence of text structure as well as receptive strategies and production strategies.
Students can apply rules of construction of conventional sequence schemes to distinguish and create speeches. They can also group/re-group semantic packages to achieve integration of further utterances in order to establish the required interaction, they understand narration, description, argumentation, explication, illustration,… as psycho-cognitive schemes (socio-discourse macro-actions, types of texts) which are the most common forms of verbal action. They have mastered the procedures to overcome three types of difficulties the interpreters and translators encounter the most in transactions ensuring logical and formal coherence: the difficulty to select corresponding linguistic devices (expressions); the difficulty to harmonise the conceptual and linguistic aspects; the difficulty to find balance between their own perception and its linguistic expression and recipient’s needs.
Basturkmen, H. 2006. Ideas and Options in English for Specific Purposes. Lawrence Erlbaum Associates, Publishers
Hutchinson, T., WAters, A.1987. English for Specific Purposes. CUP
Straková, Z. 2004. Introduction to Teaching English as a Foreign Language. FHPV, PU Prešov.
Straková, Z., Cimermanová, I. 2005. Teaching and Learning English Language. FHPV, PU Prešov.
Swales, J. 1988. Episodes in ESP. Prentice Hall.
1. regular participation in seminars, which makes up 10% of the total evaluation for the subject. 2. written assignment (project), which makes up 40% of the total evaluation for the subject 3. final test, which makes up 50% of the total evaluation of the subject The final test or the written assignment re-takes are not possible . The final evaluation is given by the sum of points for regular participation in seminars, written assignment (project) and final test according to the following table: A 100% - 93% B 92% - 86% C 85% -78% D 77% -72% E 71% - 65% FX 64% - 0% In the case of the transition to online teaching through the MS Teams application, the content of the subject as well as its formal structure will remain unchanged.
English, Slovak
1. Introduction. English Language Teaching.
2. Teaching and Learning ESP. Course design. Translation.
3. Students' presentations, translation.
4. Students' presentations, translation.
5. Students' presentations, translation.
6. Students' presentations, translation.
7. Tutorials.
8. Students' presentations, translation.
9. Students' presentations, translation.
10. Students' presentations, translation.
11. Students' presentations, translation.
12. Students' presentations, translation.
13. Test.
14. Tutorials.
The course aims to familiarise students with the issue of ESP as a specialist discipline and also as part of the English language teaching and learning and provide them with invaluable insight into designing an ESP course.
Slovník antické kultury. Praha 1974. Canfora, L.: Dějiny řecké literatury. Praha 2001. Conte, G.B.: Dějiny římské literatury. Praha 2003. . Stiebitz, F.: Stručné dějiny řecké literatury. Praha 1967,1977, Brno 1991. Stiebitz, F.: Stručné dějiny římské literatury. Praha 1967,1977, Brno 1991 Stehlíková, E.: Antické divadlo. Praha 2005, Kepartová, J.: Římané a Evropa Antické dědictví v evropské kultuře. Praha 2005.
Seminar paper, analysis of a particular work from ancient literature, written test, minimum 60%
Slovak
1. Ancient culture in history. 2. Formation of literary genres in ancient literature: epic poem, lyric, drama, novel, satire. 3. Formation of literary theory: Poetics by Aristotle, De Arte Poetica by Horace.
10% seminar paper, 90% final assessment
On the basis of knowledge of the importance of ancient culture and origin of the literary genres in literature of antiquity, their characteristic features ste student gets the ability to identify the influence of ancient literature on singel works of world literature.
compulsory source:
Simpson, J. (eds.). 2011. The Routledge Handbook of Applied Linguistics. London & New York: Routledge.
Davies, Allan. 2007. An Introduction to Applied Linguistics. Edinburgh: Edinburgh University Press.
recommended sources:
Svoboda, A. - Hrehovčík, T. 2006. An ABC of Theoretical and Applied Linguistics. Opava: Silesian University in Opava.
Richter, B. 2006. First Steps in Theoretical and Applied Linguistics. Budapest: Bölcsész Konzorcium.
or any other source available
1. Attendance – students are expected to attend each class according to schedule. Should the student miss the classes without relevant reason, he/she will not receive credits for the course no matter what his/her overall results are. The student must be on time for class or he/she will be marked as absent.
2. Assessment:
Final assessment: exam – written form
Final assessment mark:
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 and less
AI use in all courses of the BAS Department:
Students are generally expected to complete all assigned work independently in a way that reflects their understanding of the course material. The use of generative AI tools (e.g., ChatGPT, Google Gemini, Microsoft Copilot) to generate academic content (such as text or creative work) that is submitted for assessment is not permitted unless explicitly authorized in the assignment instructions or by the instructor her/himself. Students may use AI-based tools for basic writing support such as grammar, spell checking, and stylistic editing (e.g., Grammarly or word-processor editing tools); for these purposes, documenting of AI use is not required. For any other AI use beyond basic editing, students must discuss it with the instructor before submitting work to ensure it aligns with the course learning goals and academic integrity. Unauthorized or undocumented use of AI beyond these guidelines may be considered a violation of academic integrity and thus a reason for the ethical board proceedings.
English
LECTURES
Week 1: English Language Olympics for secondary schools – no lecture
Week 2: Applied linguistics in the contemporary world
Week 3: Forensic linguistics
Week 4: Technology and language learning
Week 5: Sign languages
Week 6: World Englishes
Week 7: Neurolinguistics
Week 8: Tutorials – no lecture
Week 9: Multimodality
SEMINARS
Week 1: English Language Olympics for secondary schools – no seminar
Week 2: Introduction. Aim of the course. Assessment and evaluation.
Week 3: What is applied linguistics?
Week 4: Benefits of forensic linguistics
Week 5: New technologies in language learning
Week 6: Sign and sound languages
Week 7: The beauty of world Englishes
Week 8: Tutorials – no lecture
Week 9: Neurolinguistics and/or psycholinguistics
The aim of this course is to account for the selected areas of applied linguistics. Applied linguistics is “the theoretical and empirical investigation of real-world problems in which language is a central issue” (Brumfit 1995: 27). The academic fields connected in one way or another with applied linguistics are, for example, contrastive linguistics, conversation analysis, second language acquisition, sociolinguistics, psycholinguistics, pragmatics, forensic linguistics, translation, etc.
Obligatory literature:
1. Educational Testing Services, Official TOEFL iBT® Tests with Audio, Volume 1
2. Educational Testing Services, The Official Guide to the TOEFL® Test, Fourth Edition, McGraw Hill, New York, ISBN: 978-0-07-176657-9
3. Longman Preparation Series for the TOEIC Test: Advanced Course, Third Edition, Pearson ESL, ISBN-10: 0130988421
Student evaluation is based on three criteria:
TWO CONTINUOUS ASSESSMENT TESTS 70%; CONTINUOUS PREPARATION 10% and ACTIVE PARTICIPATION 20%. To receive credits for this course, students must successfully complete two midterm assessment tests; submit their homework regularly and on time and attend every class according to the schedule. Attendance is monitored during online classes too.
TESTS make up 70% of the final grade:
This course is graded by assigning a value based on a 100-point scale obtained from two credit tests plus points for continuous preparation and active participation. The first midterm assessment test usually takes place during the 6th week of the semester and the second one during the 12th week. However, the dates may change according to the actual situation.
The final grade is assigned according to the following scale:
And 100-93
B 92-86
C 85-78
D 77-72
E 71-65
FX 64-0
Students who, due to a documented condition, cannot take the credit test at the specified times, should contact the teacher immediately to arrange a replacement test date.
CONTINUOUS PREPARATION represents 10% of the final grade (maximum 10 points):
Students are expected to prepare assignments for each class by reading and processing the study materials and required literature. Each assignment must be the original work of the author.
ACTIVE PARTICIPATION constitutes 20% (maximum 20 points) of the final grade:
The student must attend every lesson regardless of whether it is organized face-to-face or online. Students must respect the schedule and come to class on time. Points for active participation will be awarded when the student actively contributes to the learning process during meetings by participating in discussions and professional debates.
Volunteer work in extracurricular activities organized by the Department of British and American Studies or another organizational part of UPJŠ, which definitely contribute to the professional development of students, such as lectures and workshops, career week activities, organization of open doors, language and other knowledge competitions, conferences, Olympiads and other similar activities are fully supported. If these activities are organized at a time when the student has regular classes according to the actual schedule, volunteers will be awarded points for active participation in the class, regardless of their absence.
ABSENCE due to illness
A student absent from class must submit a valid doctor's certificate as soon as possible via e-mail sent to the teacher in PDF format. Homework for missed classes must be submitted no later than the beginning of the forthcoming class the student can attend according to the actual schedule.
In case of emergency, if the student is unable to contact the teacher and send him/her a valid doctor's certificate or is hospitalized, the teacher must be informed by sending an e-mail to the following e-mail address: julius.rozenfeld@upjs.sk as soon as circumstances allow so.
ABSENCE FOR OTHER REASONS
Students who are absent for reasons other than illness, such as serious family reasons or participation in prestigious domestic or international competitions, scientific research, conferences or other similar activities that clearly contribute to the student's professional development, must inform the teacher about these activities in a timely manner.
Regular full-time or part-time employment is not an acceptable reason for missing a class.
English
1. Language Testing, Its History and Perspectives
2. Developing Reading Skills 1
3. Developing Reading Skills 2
4. Developing Listening Skills 1
5. Developing Listening Skills 2
6. Developing Speaking Skills 1
7. Developing Speaking Skills 2
8. Developing Writing Skills 1
9. Developing Writing Skills 2
10. Grammar for Testing
The course is focused on the development of language skills and other competencies that are necessary for successful completion of the Test of English as a Foreign Language known by the acronym TOEFL and obtaining the international language certificate TOEFL iBT (i.e. Intenret-Based Test). Students develop the ability to listen with comprehension, speaking, reading and writing through practical exercises and understand the principles of using correct grammar through a variety of topics that may appear in this test. The course also provides a detailed explanation of the processes and recommendations for passing the TOEFL iBT test. By completing the course, students will be able to successfully complete the TOEFL iBT, or equivalent language test.
Obligatory literature:
1. Educational Testing Services, Official TOEFL iBT® Tests with Audio, Volume 1
2. Educational Testing Services, The Official Guide to the TOEFL® Test, Fourth Edition, McGraw Hill, New York, ISBN: 978-0-07-176657-9
3. Longman Preparation Series for the TOEIC Test: Advanced Course, Third Edition, Pearson ESL, ISBN-10: 0130988421
Student evaluation is based on three criteria:
TWO CONTINUOUS ASSESSMENT TESTS 70%; CONTINUOUS PREPARATION 10% and ACTIVE PARTICIPATION 20%. To receive credits for this course, students must successfully complete two midterm assessment tests; submit their homework regularly and on time and attend every class according to the schedule. Attendance is monitored during online classes too.
TESTS make up 70% of the final grade:
This course is graded by assigning a value based on a 100-point scale obtained from two credit tests plus points for continuous preparation and active participation. The first midterm assessment test usually takes place during the 6th week of the semester and the second one during the 12th week. However, the dates may change according to the actual situation.
The final grade is assigned according to the following scale:
And 100-93
B 92-86
C 85-78
D 77-72
E 71-65
FX 64-0
Students who, due to a documented condition, cannot take the credit test at the specified times, should contact the teacher immediately to arrange a replacement test date.
CONTINUOUS PREPARATION represents 10% of the final grade (maximum 10 points):
Students are expected to prepare assignments for each class by reading and processing the study materials and required literature. Each assignment must be the original work of the author.
ACTIVE PARTICIPATION constitutes 20% (maximum 20 points) of the final grade:
The student must attend every lesson regardless of whether it is organized face-to-face or online. Students must respect the schedule and come to class on time. Points for active participation will be awarded when the student actively contributes to the learning process during meetings by participating in discussions and professional debates.
Volunteer work in extracurricular activities organized by the Department of British and American Studies or another organizational part of UPJŠ, which definitely contribute to the professional development of students, such as lectures and workshops, career week activities, organization of open doors, language and other knowledge competitions, conferences, Olympiads and other similar activities are fully supported. If these activities are organized at a time when the student has regular classes according to the actual schedule, volunteers will be awarded points for active participation in the class, regardless of their absence.
ABSENCE due to illness
A student absent from class must submit a valid doctor's certificate as soon as possible via e-mail sent to the teacher in PDF format. Homework for missed classes must be submitted no later than the beginning of the forthcoming class the student can attend according to the actual schedule.
In case of emergency, if the student is unable to contact the teacher and send him/her a valid doctor's certificate or is hospitalized, the teacher must be informed by sending an e-mail to the following e-mail address: julius.rozenfeld@upjs.sk as soon as circumstances allow so.
ABSENCE FOR OTHER REASONS
Students who are absent for reasons other than illness, such as serious family reasons or participation in prestigious domestic or international competitions, scientific research, conferences or other similar activities that clearly contribute to the student's professional development, must inform the teacher about these activities in a timely manner.
Regular full-time or part-time employment is not an acceptable reason for missing a class.
English
1. Language Testing, Its History and Perspectives
2. Developing Reading Skills 1
3. Developing Reading Skills 2
4. Developing Listening Skills 1
5. Developing Listening Skills 2
6. Developing Speaking Skills 1
7. Developing Speaking Skills 2
8. Developing Writing Skills 1
9. Developing Writing Skills 2
10. Grammar for Testing
The course is focused on the development of language skills and other competencies that are necessary for successful completion of the Test of English as a Foreign Language known by the acronym TOEFL and obtaining the international language certificate TOEFL iBT (i.e. Intenret-Based Test). Students develop the ability to listen with comprehension, speaking, reading and writing through practical exercises and understand the principles of using correct grammar through a variety of topics that may appear in this test. The course also provides a detailed explanation of the processes and recommendations for passing the TOEFL iBT test. By completing the course, students will be able to successfully complete the TOEFL iBT, or equivalent language test.
1. BUZKOVÁ, K. 2006. Fitness jóga. Praha: Grada. 167 s.
2. ČECHOVSKÁ, I., MILEROVÁ, H., NOVOTNÁ, V. Aqua-fitness. Praha: Grada. 136 s.
3. EVANS, M ., HUDSON, J., TUCKER, P. 2001. Umění harmonie: meditace, jóga, tai-či, strečink. 192 s.
4. JARKOVSKÁ, H., JARKOVSKÁ, M. 2005. Posilováni s vlastním tělem 417 krát jinak. Praha: Grada. 209 s.
5. KOVAŘÍKOVÁ, K. 2017. Aerobik a fitness. Karolium, 130 s.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks- aerobics, water exercise, yoga, Pilates and others
Slovak language
Brief outline of the course:
1. Basic aerobics – low impact aerobics, high impact aerobics, basic steps and cuing
2. Basics of aqua fitness
3. Basics of Pilates
4. Health exercises
5. Bodyweight exercises
6. Swimming
7. Relaxing yoga exercises
8. Power yoga
9. Yoga relaxation
10. Final assessment
Students can engage in different sport activities offered by the sea resort – swimming, rafting, volleyball, football, table tennis, tennis and other water sports in particular.
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- perform basic aerobics steps and basics of health exercises,
- conduct verbal and non-verbal communication with clients during exercise,
- organise and manage the process of physical recreation in leisure time
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
McEnery, T. & Hardie, A. (2012). Corpus Linguistics: Method, Theory and Practice. Cambridge: Cambridge University Press.
McEnery, T. & Hardie, A. (2013). The history of corpus linguistics. In K. Allan (ed.), The Oxford Handbook of the History of Linguistics. Oxford: Oxford University Press.
1. Continuous assesment
- BNC Frequency list - 50%
- corpora compilation Sketchengine- 50%
2. Final assesment - ONLINE written exam
The minimum to pass is 65%. It is a condition for the final exam. Since it is a continuous assessment, there is no retake. In the case the students fail to achieve the required percentage in continuous assessment they will not be allowed to take part in the final exam test and they fail the course.
The final exam will be mediated via MS Teams. Students are free to choose the preferred mobile equipment for this purpose (mobile phones, tablets, laptops, etc.) but they are responsible for the readiness of the device to be used (technicalities, charged device, etc.). The tutor of the course will make use of any available option to prevent students from cheating during the test. Any identified cheating attempt will result in 0 test score and the student will be reported to the management of the Department and the Faculty.
English
1. An introduction to corpus linguistics
1.1 What is corpus linguistics?
2. Computerised corpora
2.1 The state of the art in corpus linguistics.
2.2 The linguistic exploitation of computerised corpora
3. The size of corpora and its importance
3.1 Computational tools and methods for corpus analysis
4. Corpus design, annotation and compilation
4.1 Compilation of spoken corpora
4.2 Compilation of wrriten corpora
4.3 Compilation of web-based corpora
5. Data retrieval
5.1 Frequency lists
5.2 Key-words
5.3 n-Grams
5.4 Collocations
6. Software tools and their development
6.1 KWIC, Longman Mini-Concordancer, WordSmith, Mark Davies,
6.2. BNC Sampler-based frequency list
7. Data processing
7.1. Data collection
7.2. Data sampling
7.3. Data preparation
8. Manual versus Automatic annotation of selected data
8.1 XML
8.2 POS-tagging
9. Assignment - build you own corpora
9.1 (Online access to) major corpora, frequency lists and dictionaries
9.2 sketch engine
10. Corpus analysis of linguistic characteristics
10.1 Morphology
10.2 Lexicology
10.3 Semantics
10.4 Phraseology
10.5 Grammar/Syntax
11. Classroom applications of corpus analysis
11.1 Corpus-based research
11.2. Corpus-driven research
12. Other applications of corpus analysis
1. An introduction to corpus linguistics
1.1 What is corpus linguistics?
2. Computerised corpora
2.1 The state of the art in corpus linguistics.
2.2 The linguistic exploitation of computerised corpora
3. The size of corpora and its importance
3.1 Computational tools and methods for corpus analysis
4. Corpus design, annotation and compilation
4.1 Compilation of spoken corpora
4.2 Compilation of wrriten corpora
4.3 Compilation of web-based corpora
5. Data retrieval
5.1 Frequency lists
5.2 Key-words
5.3 n-Grams
5.4 Collocations
6. Software tools and their development
6.1 KWIC, Longman Mini-Concordancer, WordSmith, Mark Davies,
6.2. BNC Sampler-based frequency list
7. Data processing
7.1. Data collection
7.2. Data sampling
7.3. Data preparation
8. Manual versus Automatic annotation of selected data
8.1 XML
8.2 POS-tagging
9. Assignment - build you own corpora
9.1 (Online access to) major corpora, frequency lists and dictionaries
9.2 sketch engine
10. Corpus analysis of linguistic characteristics
10.1 Morphology
10.2 Lexicology
10.3 Semantics
10.4 Phraseology
10.5 Grammar/Syntax
11. Classroom applications of corpus analysis
11.1 Corpus-based research
11.2. Corpus-driven research
12. Other applications of corpus analysis
Course description
The course consists of lectures and seminars. Both classes will be conducted in the distant form. For both lectures and seminars, students are supposed to be present on time not to hinder the fluency of the teaching process. If a student fails to attend a lecture/seminar it is their duty to obtain the respective information from their colleagues. Students are not allowed to record either lectures or seminars. Seminars are obligatory for all students. Students are expected to attend each class, however, a student can be absent twice without a need to justify his or her absence,
The aim is to introduce corpus linguistics as a research method for descriptive and applied linguistics. To this end, the corpus consists of two parts:
i. theory, which reviews the history of corpus linguistics and the basic stages of corpus building and annotation; and
ii. practice, which is a series of hands-on sessions where the main corpus tools are exercises by use of a selection of free-access corpora, dictionaries, and concordancers and concordancer-related tools.
The course aims at enabling students to:
iii. understand the principles of corpus-based research;
iv. successfully the right corpus-related tools for their needs; and
v. train in the basic stages of data collection, sampling and preparation.
Recommended texts:
CHAMONIKOLASOVA, J.: A Concise History of English. Brno, 2014.https://digilib.phil.muni.cz/data/handle/11222.digilib/131572/monography.pdf
VACHEK, J. A Brief Survey of the Historical Development of English. Praha: SPN, 1978.
DILLARD, J. L. A History of American English. London, New York: Longman, 1992.
STRANG, B. A History of English. London: Methuen, 1970.
FISIAK, J. A Short Grammar of Middle English. Warszawa: PWN, 1996.
FISIAK, J. An Outline History of English. Warszawa: PWN, 1993.
HLADKÝ, J. Čítanka pro seminář z historického vývoje angličtiny. Brno: Masarykova, 1983.
VACHEK, J., FIRBAS, J. Historický pohled na dnešní angličtinu. Praha: SPN, 1966.
KAVKA, J. Nástin dějin anglického jazyka. Ostrava: OU, 1992.
MACHÁČEK, J. Stručný přehled historického vývoje angličtiny. Praha, 1956.
- presentation - the topic is given at the begining of the semester
Students are supposed to prepapre a 15-minute presentation. Each presentation will be followed by a discussion. Both, content (delivery, structure, confidence and knowledge of the subject matter) and form (time management, clarity and intonation, use of visual aids etc.) of presentations are evaluated. Both, presenter(s) and audience can be evaluated in the discussion. The tutor of the course evaluates the ability of presenter(s) to answer the tutor’s/audience’s questions.
English
Introduction (to the course + to the study of the development of the English language: historical and comparative linguistics, Linguistic Reconstruction, Indo-European, periods of the English Language)
Germanic (the branches of Germanic, from IE to Germanic: Grimm’s Law, Verner’s Law, other major changes)
Old English
Middle English
Early Modern English
American English
Phonology, Morphology - summary
Syntax, vocabulary - summary
The course introduces students to the evolutionary trends of the English language. Students will
deal with the internal history of the given language, and will concentrate on the periods that were
the most significant in the development.
Students are able to:
- describe periodes of the development of the English language
- implement the gained knowledge in their further study of the English language
- view various phenomena in the English language from a diachronic perspective
Watts D. : British Government and Politics. A comparative guide. Edinburgh University Press.2006. .Wright A.: British Politics. A very short introduction. Oxford University Press. 2003. Obelkevich, J. (ed.): Understanding Post-War British Society. Routledge, London, 1994 Oakland, J.: British Civilisation. Routledge, London, 1991 Spittles, B.: Britain since 1960. Macmillan, London, 1995 Stevenson, D.K. (1998). American Life and Institutions. Washington, D.C.: United States Information Agency. Urofsky, M. (Ed.). (1994). Basic Readings in U.S. Democracy. Washington, D.C.: United States Information Agency. Materials and sources as recommended by the lecturer.
1. Attendance - students are expected to attend each class according to the schedule. Should the student miss three or more classes, he/she will not receive credits for the course no matter what his/her overall results are on the tests(s). The student must be on time for class. 2. Active participation, completed homework assignments - students are required to do their best with respect to active participation in seminar sessions. Students are expected to bring their own copies of the required materials and complete the assigned tasks and exercises. Should you fail to bring your own copy or a completed home assignment for a particular seminar, you will be marked as absent.
Final evaluation:
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 64 and less
English
Week 1: Course Introduction Week 2: Historical overview Week 3: 19th Century Changes Week 4: Effects of Two World Wars Week 5-6: Economy of the UK 7-8: Economy of the USA Week 9-11: Presentations
This course is designed as an introduction to the British and American with the main focus on the British and American Society, Corporations and system of Government at all levels. In addition, themes such as education, health and welfare systems, and the British and American economy will be addressed.
Panocová, Renáta (2020). Theories of Intercultural Communication. Košice : Univerzita Pavla Jozefa Šafárika v Košiciach, available at https://unibook.upjs.sk/sk/anglistika-a-amerikanistika/1327-theories-of-intercultural-communication?search_query=Panocova&results=1
current research articles on intercultural communication
Continuous assessment: oral presentation, a pre-condition for being admitted to written exam
You will select a scientific paper on intercultural communication. You will be responsible for facilitating class discussion regarding the information you will present. Your oral presentation should be well delivered, both creative and
informative.
Oral presentations will be evaluated based on:
(1) clarity and creativity of your presentation;
(2) illustration of intercultural concepts;
(3) the substance of your presentation; and
(4) your effectiveness of facilitating class involvement and discussion.
Final exam: written test, pass level 65%
100 - 92% = A = 1
91 - 87% = B = 1.5
86 - 82% = C = 2
81 - 77% = D = 2.5
76 - 65% = E = 3
64 - 0 % = FX = 4
English
1. Defining communication, culture and intercultural communication.
2. Hofstede´s model of cultural dimensions I.
3. Hofstede´s model of cultural dimensions II.
4. Face Negotiation Theory.
5. Communication Accommodation Theory.
6. Anxiety/Uncertainty Management Theory.
7. The Integrative Communication Theory of Corss-Cultural Adaptation.
8. The Sapir-Whorf Hypothesis.
9. Progress and Outlook of the study of Intercultural communication.
Seminars will discuss in more detail the points established in lectures.
This course provides an introduction to communication between people from different cultural
groups. Course content focuses on the application and discussion of theory and research to
intercultural communication. Course format includes theory practice, cross-cultural simultions
and critical analysis of selected materials.
Recommended literature:
ALTHUSSER, Louis. 1971. Ideology and Ideological state apparatuses. In EVANS, Jessica and HALL, Stuart (eds.). Visual Culture: The Reader. 1st edition. London: SAGE Publications Ltd. 1999, pp.317-323. Print.
BARTHES, Roland. 1991. Mythologies. Canada: Harper Collins Ltd. 1991, pp.125. Print.
BORDWELL, David, THOMPSON, Kristin and STAIGER, Janet. 2002. The Classical Hollywood Cinema: Film Style and Mode of Production to 1960. 6th edition. London: Routledge. 2002. Print.
BURGOYNE, Robert. 2010. Film Nation: Hollywood Looks at U.S. History. Minnesota: University of Minnesota press. 2010. Print.
DOANE, Mary Ann. 1987. The Desire to Desire: The Woman's Film of the 1940s. Indiana University Press. 1-37. 1987. Print.
ELSAESSER, Thomas. 2012. The Persistence of Hollywood. New York: Routledge. 2012. Print.
ELSAESSER, Thomas, and BUCKLAND, Warren. 2002. Studying Contemporary American Film. New York: Oxford University Press. 2002. Print
ELSAESSER, Thomas, HORWATH, A., and KING, N. (eds.). 2004. The Last Great American Picture Show. Amsterdam: Amsterdam University Press. 2004. Print.
HALL, Stuart. 1997. Representation: Cultural Representations and Signifying Practices. London: SAGE Publications Ltd. 1997, pp. 225-279, 315-323. Print.
HAYWARD, Susan. 2000. Cinema Studies: The Key Concepts. 2nd edition. London: Routledge. 2000, pp. 190-195. Print.
HILL, John and GIBSON, Pamela (eds.). American Cinema and Hollywood: Critical Approaches. 1st edition. Oxford: Oxford University Press. 2000,
KUHN, Annette. 1999. Women's Pictures: Feminism and Cinema. London: Verso. 1999. Print.
MULVEY, Laura. Visual Pleasure and Narrative Cinema. In HALL, Stuart and EVANS, Jessica (eds.) Visual Culture: The Reader. London: SAGE Publications, 1999, pp. 381-389. Print.
MCGOWAN, Todd. 2003. Looking for the Gaze: Lacanian Film Theory and Its Vicissitudes. Cinema Journal. Volume 42. Issue 3 (2003): pp. 27-47. Print.
NEALE, Steve. 2000. Genre and Hollywood. London: Routledge. 2000. Print.
RAY, Robert B. 1985. A Certain Tendency of the Hollywood Cinema: 1930-1980. Princeton: Princeton University Press. 1985. Print.
To successfully complete the course, students are encouraged to perform well on two levels of assessment: continuous and final.
Continuous assessment requires active participation and performance in each lesson, including participation in discussions based on reading required texts and watching assigned films. However, students are expected to not only engage with individual texts/films but also to evaluate them, evaluate authors’ messages, recognize the potential implications of the text within historical, cultural and social contexts, identify different perspectives, and make inferences about authors’ messages in the form of a short written assignments prepared on a weekly basis. Students are also highly encouraged to challenge arguments presented in the texts/films. These assignments will be rewarded with 30% of the overall evaluation. Unprepared students who have not read/watched the assigned materials prior to each class will be marked as absent and their performance evaluated with an Fx.
To complete the course, students must also successfully pass the essay-question test at the end of the course. The test comprises 70% of the final grade.
Attendance:
Students are expected to attend each class according to the schedule, which applies to online classes too. No transfers among the groups are allowed. Should students miss three or more classes, they will not receive credits for the course no matter what their overall results are.
The course is currently conducted in person; however, the format of individual classes may be subject to changes.
Assignment Assessment Criteria :
Students are advised to consider the following evaluation criteria to assess their preparation for assignments. Students will be evaluated based on their ability to communicate and organize information from primary and secondary sources according to the following requirements:
A-B
The student can effectively communicate and synthesize information from primary sources, explaining their relevance within the historical context with clarity and depth
C-D:
The student can communicate and organize information from the source but has not yet fully synthesized the acquired information with the historical context.
E:
The student communicates information from sources, but it is fragmented or used inappropriately (e.g., misquoted, taken out of context, or incorrectly paraphrased).
Fx:
The student cannot effectively communicate information from sources or communicates incorrect information.
AI Use in This Course:
Students are generally expected to complete all assigned work independently in a way that reflects their understanding of the course material. The use of generative AI tools (e.g., ChatGPT, Google Gemini, Microsoft Copilot) to generate academic content (such as text or creative work) that is submitted for assessment is not permitted unless explicitly authorized in the assignment instructions. Students may use AI-based tools for basic writing support such as grammar, spell checking, and stylistic editing (e.g., Grammarly or word-processor editing tools); for these purposes, documenting of AI use is not required. For any other AI use beyond basic editing, students must discuss it with the instructor before submitting work to ensure it aligns with the course learning goals and academic integrity. Unauthorized or undocumented use of AI beyond these guidelines may be considered a violation of academic integrity.
FINAL EVALUATION SCALE :
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 64 and less
English
Week 1: Introduction
Week 2: Ideology
Reading assignment:
Cultural studies and film, Graeme Turner (pp.193-199)
Ideology, James H. Kavanagh (pp.306-307)
Week 3: Semiotics and the analysis of film
Signs and Signification, Jean Mitry (pp. 24-36)
and 4: Classical vs. post-Classical narrative
Film assignment:
Die Hard (1988)
Week 5: Psychoanalysis
Reading assignment:
Film and Psychoanalysis, Barbara Creed (pp.75-88)
Film assignment:
Forrest Gump (1994)
Week 6: Film and Feminism
Reading assignment:
Feminism and Film, Patricia White (pp.115-129)
Visual Pleasure and Narrative Cinema, Laura Mulvey (pp. 6-18)
Film assignment:
Mullholand Drive (2001)
Week 7: Race and Ethnicity in Film
Reading assignment:
Race, ethnicity, and film, Robyn Wiegman (pp. 156-166)
Film assignment:
To Kill a Mockingbird (1962)
Week 8: Tutorials
Week 9: Auteurism, Deconstruction, Post-structuralism
Reading assignment:
Post-structuralism and Deconstruction, Peter Brunette (pp.89-93)
Film assignment:
Chinatown (1974)
Week 10 - 12: Individual assignments
Week 13-14: Tutorials
The course is designed to instruct students in the art of cinematic discourse and provide them with a set of information to help them develop and/or improve essential analytical skills in interpreting contemporary American cinema. It also invites students to participate more judiciously in the analysis of American cinema with the intention to enable them to question their role as passive spectators and increase their ability to watch films actively and critically.
Course content:
This course will examine significant issues in film theory and contemporary approaches to understanding the film. Since the 1970s, scholars have developed a variety of critical methods for studying media texts. This course focuses on the most viable ones to provide students with the tools necessary to interpret films as socio-cultural and ideological productions.
Obligatory literature:
Nugent, Neill, 2017, The Government and Politics of the European Union, Palgrave, ISBN: 978-1-137-45408-9
Recommended literature:
1. Jorgesen, Knud Erik, Pollack, Mark A., Rosamond Ben, Handbook of European Union Politics, 2006, SAGE Publications, ISBN-10 1-4129-0875-2
2. Wagner, Emma, Bech, Sveden, Martínez, Jesús M. Translating for the European Union Institutions, St.Jerome Publishing, 2002, ISBN: 1-900650-48-7
3. Lee McGowan, David Phinnemore, A Dictionary of the European Union 5th Edition, 2010, Routledge, ISBN: 978-1-85743-582-5:
4. Ole Elgström, Michael Smith, The European Union's Roles in International Politics Concepts and Analysis, 2007, Routledge, ISBN: 978-0-415-45999-0
Online sources:
http://europa.eu/abc/history/index_en.htm
https://www.cvce.eu/en/epublications/eisc/historical-events
http://www.historiasiglo20.org/europe/anteceden2.htm
All students must follow the following online news sources:
http://www.europarl.europa.eu/slovakia/sk/spravodajstvo_a_aktivity/spravy.html
https://www.euractiv.com/
https://euractiv.sk/
https://europskenoviny.sk/
https://euobserver.com/
https://www.euronews.com/
Further recommended sources:
https://epso.europa.eu/
https://ec.europa.eu/info/departments/translation_en
Student evaluation is based on three criteria:
TWO CREDIT TESTS 70%; CONTINUOUS PREPARATION 10%, and ATTENDANCE AND ACTIVE PARTICIPATION 20%. To receive credits for this course, students must pass the two credit tests; continuously and timely submit their reports and attend each class according to the schedule. Attendance is followed during the online sessions too.
TESTS constitute 70% of the final mark:
Ordinarily, student coursework is evaluated by letter grades, which are assigned a value based on a 100-point scale gained from two credit tests plus points for continuous preparation and active participation. The final mark is assigned according to the following scale:
A 100-93
B 92-86
C 85-78
D 77-72
E 71-65
FX 64-0
Students who are unable to take a credit test at the scheduled time due to a documented condition should contact the lecturer as soon as the need is apparent to discuss make-up examination accommodations and procedures. Students absent from a scheduled credit test will be examined by the lecturer separately in an ORAL EXAM to collect information about their level of preparedness. Oral exams will be realized during the lecturer’s consultation hours as soon as possible after the missed credit test. The content of the oral examination will be equivalent with the content of the missed credit test but may last longer than a written test and can include deeper analysis of certain problem areas of the course.
CONTINUOUS PREPARATION constitutes 10% of the final mark (maximum 10 points):
Students are expected to prepare reports for each class by reading and processing the study materials and the required literature.
Formal requirements for the home assignments:
Minimum 2 but maximum 3 pages in Microsoft Word editor: letter type Times New Roman; letter size 12, spacing 1.5, 34 lines with 2865 characters per page with spaces. The report’s header must contain the student’s name and surname, study group, number of the given week according to the syllabus of the course and the title of the topic for the week. The reports must be submitted in Printable Document Format (PDF).
Content requirements for the assignment:
Students must present the content of the reading assignment synthesized in a clear and structured way: highlighting key information and data as well as presenting logical connections between them. The submitted report must represent the student’s thorough understanding of the content and the problem area discussed in the reading assignment.
WARNING: Reports must be original work of the author! Any violation of copyright or breach of anti-plagiarism rules and regulations of the university will inevitably lead to disciplinary procedures! Repeated and systematic plagiarism will lead to the loss of credits assigned for completion the course!
Deadline and the format of the report:
Students must mail their home assignments to the following email address: rozenfeld.julius2@atk.sk by Saturday 24:00 each weak. The reports must be mailed in PDF format. No other formats are accepted! No late submissions will be accepted unless separately negotiated with the supervisor of the course!
ATTENDANCE AND ACTIVE PARTICIPATION constitute 20% (maximum 20 points) of the final mark:
All students must attend all classes regardless they are organized face-to-face or online. Students must join the class sessions on time. Should anyone miss the first ten minutes of a class, will be marked as absent from the class. Points for active participation will be assigned only when the student actively contributes to the learning process during the sessions by joining discussions!
Volunteer work in extracurricular activities that are organized by the Department of the British and American Studies which clearly contribute to the students' professional development such as: lectures and workshops, career week activities, organization of open-door days, language competitions, conferences, Olympiads, and other similar activities are fully supported! Should these activities be organized during the regular session times, volunteers will be assigned the points for active participation as if they had participated in the regular class session.
ABSENCE DUE TO ILLNESS
A student absent from a class must file a valid doctor’s certificate by emailing it in a PDF format to the lecturer as soon as possible. Due reports for the missed class must be submitted according to the syllabus of the course and no later than the following class attended by the student.
In an emergency, if the student is unable to contact the lecturer and mail the valid doctor’s certificate or is being treated elsewhere, the lecturer must be informed by sending an email to the following email address: julius.rozenfeld@upjs.sk as soon as possible. In both cases, the student must also file a letter from a physician certifying the date and nature of the illness.
ABSENCE FOR OTHER REASONS
Students who must be absent for reasons other than illness, such as a death in the family or a reason of similar gravity, must contact the lecturer as soon as possible and submit relevant documents that certify the seriousness of the case.
There may be other activities which can validate missing a class or several classes, for example participation in high-quality international competitions, scientific research, conferences, or other relevant activities, which clearly contribute to the professional development of the student but final decision about the validity of the presented excuse fully falls in the lecturer’s competency. Regular full-time or part-time employment is not an acceptable excuse for a missed class.
COVID-19 regulations:
Changing pandemic situation requires continuous adaptation. Online sessions organized via Microsoft Teams are the preferred alternative to in-person sessions if necessary. Attendance will be duly followed on online meetings too. Tests – if required for the completion of course – are also planned flexibly. Normally, the first credit test takes place during the 6th week of the term with a second credit test on the 12th week, but changes may apply. If necessary, these test dates can be changed according to the pandemic situation or replaced by online tests the form and content of which are comparable with a normal paper-based test. Students are required to follow the department’s noticeboard and inform themselves continuously about the possible changes!
English
1. Introduction
2. Internal policies
3. Agricultural policy
4. External policies
5. The Budget
6. 1st Credit Test
7. Tutorial week
8. Regional policies
9. Understanding EU policies
10. Policy processes
11. 2nd Credit Test
12. Tutorial week
The aim of this course is to help students understand the characteristics of European policies, how these policies are formulated and what is their direct and indirect impact on the functioning of the European Union. The course explains the ways and forms of cooperation between the EU institutions and the Member States, analyzes the decision-making processes of the various EU institutions and the influence of various actors on policy-making. By completing the course the student will be able to integrate and actively use the acquired knowledge in the work of a translator and interpreter for the EU. Another goal is to help students understand the basics of policy analysis and apply this knowledge for scientific purposes. The course will also prepare students for the EPSO entrance test, understand the evaluation and recruitment procedures of the European Personnel Selection Office and will be able to solve all parts of the test including: verbal reasoning, numerical reasoning, abstract reasoning and the situational judgment parts.
GALLO, J.: Rétorika v teórii a praxi ‘Rhetoric in theory and practice’. Prešov, Dominanta 1996.
KRÁĽ, Á.: Pravidlá slovenskej výslovnosti ’The Rules of Slovak Pronunciation‘. Bratislava, Slovenské pedagogické nakladateľstvo 1988, s. 91 – 188.
KRÁĽ, Á. – RÝZKOVÁ, Á.: Základy jazykovej kultúry ‘The Essentials of Language Culture‘. Bratislava, Slovenské pedagogické nakladateľstvo 1990.
MISTRÍK, J.: Rétorika ‘Rhetoric‘. Bratislava, Slovenské pedagogické nakladateľstvo 1987.
SLANČOVÁ, D.: Praktická štylistika (Štylistická príručka) ‘Practical Stylistics‘. Prešov, Slovacontact 1996.
SLANČOVÁ, D.: Základy praktickej rétoriky ‘The Essentials of Practical Rhetoric‘. Prešov, Vydavateľstvo Náuka 2001.
ŠKVARENINOVÁ, O.: Rečová komunikácia ’Speech Communication‘. Bratislava, Slovenské pedagogické nakladateľstvo 1995.
any other course available
Method of assessment and completion of the course:
Final assessment:
MARK POINTS
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 and less
Slovak
1. Language culture: delimitation and basic terms. Norms in communication. Sound culture of standard Slovak. Orthoepy and orthophony.
2. Rhetoric – history and the current state-of-the-art
3. The basic components of rhetorical communication: speaker, audience, means of rhetoric communication, communicative situation
4. Speech composition: an outline of the speech, the organization of the main ideas
5. Writing the speech: linguistic, paralinguistic and extralinguistic expressive means of speech.
6. How to practice the speech: anticipation of the audience, speaking aloud, rehearsing in mind
7. Delivery of speech: impromptu style, extemporaneous style, manuscript style, memorized style.
8. Types of speeches: informative, persuasive and speeches for special occasions.
9. Listener in rhetoric communication
10. Various rhetorical strategies and devices
providing the basic theoretical information from the field of rhetoric and practical application of this knowledge, with emphasis put on improving the verbal and non-verbal communicative competence of the interpreter so as to master the art of speech
Pym, A. (2004). The Moving Text. Localization, Translation and Distribution. Amsterdam: John Benjamins Publishing.
Meschonnic, H. (2007). Ethique et politique du traduire. Lagrasse: Verdier.
Schäffner, Ch. (2014). Translation Quality Assessement. Past and Present.. New York: Routledge.
Dobric, N. (2015). Quality Measurements of Error Annotation – Ensuring Validity through Reliability. IN: The European English Messenger, Vol. 24.1. ss 36-42.
Franko, Š., Janigová, S., Paľová, M. (2015). Manuál implementácie európskych noriem posudzovania kvality prekladateľských služieb. UPJŚ v Košiciach.
Continuous assessment of students in course of semester will be composed of two separate assignments:
- assignment 1 - week 8 - with the scope covered by seminars held in weeks 1 to 7
- assignment 2 - week 14 - with the scope covered by seminars held in weeks 9 to 13
Final mark for the continuous assessment will be the sum of both of the components, 65% Pass.
Slovak language, English langauge and/or French language
1. The concepts of formal equivalence, dynamic equivlence, correspondence and communicative efficiency.
2. Means of reference, thematic, logical and language cohesion and complex comprehensibility of a text.
3. Error taxonomy.
4. Grammatical and terminological errors.
5. Componential semantic analysis 1 and 2.
6. Lexical and stylistic errors.
7. Errors of textual cohesion and coherence.
8. Continuous assessment.
9. Assessment of reasons and significance of errors in selected examples.
10. Certification standards and bodies and their criteria for the assessment of the quality of translation services.
11. Client as factor of translation quality.
12. Quality assessment of a team translation product.
13. Quality assessment of translation produced in the CAT environment and IA.
14. Continuous assessment.
The course is aimed:
- to train students´ perception of selected aspects of translation quality assessment and teach them to apply the relevant error taxonomy
- to guide students to feel responsible for the quality of translation services provided by them and to maintain it toward various types of clients
- to teach students in acquisition of suitable methodology for individual parameters of translation to achieve objectivity in overall assessment of its quality and to be able to rationalize the errors found
- to train students to evaluate the communicative efficiency and formal and dynamic equivalence of translation to be able to defend not only their own translation solutions (as translators), but also to be able to respond to the needs of the client /final consumer and arrive at a suitable compromise in respect of their judgements concerning the quality of the service.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: Fakulta humanitných a prírodných vied PU v Prešove. 2002. 267s. ISBN 80-8068-097-3.
2. PAVLÍČEK, J. Člověk v drsné přírodě. 3. vyd. Praha: Práh. 2002. ISBN 8072520598.
3. WISEMAN, J. SAS: příručka jak přežít. Praha: Svojtka & Co. 2004. 566s. ISBN
8072372807.
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines,
- effective performance of all the tasks defined in the course syllabus
Slovak language
Brief outline of the course:
1. Principles of conduct and safety in the movement in unfamiliar natural environment
2. Preparation and guidance of a hike tour
3. Objective and subjective danger in the mountains
4. Principles of hygiene and prevention of damage to health in extreme conditions
5. Fire building
6. Movement in the unfamiliar terrain, orientation and navigation
7. Shelters
8. Food preparation and water filtering
9. Rappelling, Tyrolian traverse
10. Transport of an injured person, first aid
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and should:
- acquire knowledge about safe stay and movement in natural environment,
- obtain theoretical knowledge and practical skills to solve extraordinary and demanding situations connected with survival and minimization of damage to health,
- be able to resist and face situations related to overcoming barriers and obstacles in natural environment,
- be able implement the acquired knowledge as an instructor during summer sport camps for children and youth within recreational sport.
Making Shapely Fiction, Jerome Stern.
Writing Fiction: A Guide to Narrative Craft. Janet Burroway. 2003
Other material will be posted on Teams.
You will write two stories and one critical essay in addition to maintaining a notebook.
Story 1 30% A 93-100%
Story 2 40% B 86-92%
Critical Essay 20% C 78-85%
Notebook 10% D 72-77%
E 65-71%
Assignment Guidelines:
Please email assignments attached as editable doc, wpd, or rtf files. Bring legible, printed copies to class for peer review.
Plagiarism and AI generated text: All assignments submitted by you must be written by you. Go figure. Any text drawn from outside sources, human or machine, must by cited and documented according to MLA standards. For details regarding AI and its use, you are required to read “Rector’s Decision No. 1/2025 regulating the principles of the use of artificial intelligence at Pavol Jozef Šafárik University in Košice.” This document is posted on Teams. All students and teachers at UPJŠ are bound by these regulations.
English
Weekly Schedule:
February
Week 1 12.2 Introduction.
Week 2 19.2 Flash Fiction, Fiction, form, genre boundaries.
Week 3 26.2 Character. Readings. Notebook 1 due.
March
Week 4 5.3 Narrative stance.
Week 5 12.3 Setting, Scene. Notebook 2 due.
Week 6 19.3 Story 1 draft due in class for peer review.
Week 7 26.3 Showing and Telling. Final Draft Story 1 due. Notebook 3 due.
April
Week 8 2.4 Tutorials, no class.
Week 9 9.4 Readings discussion. Notebook 4 due.
Week 10 16.4 Readings discussion.
Week 11 23.4 Fixing common problems. Notebook 5 due.
Week 12 30.4 No Class. Friday schedules. Story 2 draft due. In home peer review.
May
Week 13 8.5 Tutorial Week. Peer reviews due. Notebook 6 due.
Week 14 15.5 Tutorial Week. Story 2 and Critical Essay Due.
To improve students’ fiction writing and develop their ability to critique writing from the perspective of craft.
1. Nováková, T.: Tlmočenie. Teória, vyučovanie, prax. FiF UK: Bratislava
1993.
2. Müglová, Daniela: Komunikácia, tlmočenie, preklad alebo Prečo spadla
Babylonská veža?, vyd. Enigma, 2009
3. Lecturer´s handouts
Continuous assessment of progress made by a student during semester.
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
French C1
Seminars are focused on intensive training of anticipation, inference and segmentation strategies. Cloze deletion tasks will be used to improve anticipation, consisting in interpreting of texts with omitted words or sections of sentences. Exercises focused on interference will be based on interpreting where short sequences were intentionally omitted. Such exercises improve competence to deduce logically and add the part which a student (interpreter) missed. By training of segmentation, students will learn how to process identified sense perceptions, irrespective of a speaker’s rhetoric competence to formulate a transparent and clear target text. Students’ performances will be subsequently analysed, with the emphasis on identification and removal of the three most frequent failures of interpreting – omission, contradiction, and telescopage.
The aim of the course Simultaneous Interpreting is acquiring and development of interpreting habits, skills, strategies and techniques (interpreting competences) by training of routine - automated procedures ("epistemic habits") that can be learned on the basis of imitative and cognitive learning strategies and that stimulate occurrence of associative, context-depending links between expressions in source and target language.
Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator training. Amsterdam : Benjamins, 1995.
Makarová, Viera. 2004. Tlmočenie. Bratislava : STIMUL, 2004. s. 183.
Müglová, Daniela. 2009. Tlmočenie a preklad od antiky po súčasnosť alebo Čo spôsobil pád Babylonskej veže. Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža? Bratislava : ARIMES, 2009, s. 82-208.
Popovič, Anton. 1975. Teória umeleckého prekladu. Bratislava : Tatran, 1975. s. 290.
Rozan, Jean-François. 2002. Note-taking in Consecutive Interpreting. Kraków : Tertium, 2002. s. 57.
Štubňa, Pavol. 2015. Základy simultánneho tlmočenia. Bratislava : Univerzita Komenského v Bratislave, 2015. s. 161.
Method of course evaluation and completion : H
Continuous assessment (e.g. test, assignment...):
- active attendance and performance (50 %),
- final performance – examination in interpreting (50 %)
Grading scale
100%-92% A
91%-87% B
86%-82% C
81%-77% D
76%-65% E
64% and less FX"
Students are afforded with two absences. With a third absence students will be graded Fx. Considering the training nature of the seminar , students´ full attendance is recommended without unnecessary absences.
English/Slovak
WEEK 1
Introductory lesson – presenting course completion, curriculum, Moodle, sources of audio-visual segments, technicity of homework preparation, Gillies skills for consecutive interpretation
WEEK 2
"Delivery training in simultaneous interpreting – general topics"
WEEK 3
"Time lag training in simultaneous interpreting – general topics"
WEEK 4
"Split attention training - general topics "
WEEK 5
"Anticipation in simultaneous interpreting – general topics"
WEEK 6
"Reformulation training in simultaneous interpreting – general topics"
WEEK 7
Tutorials
WEEK 8
"Reformulation training in simultaneous interpreting – general topics"
WEEK 9
"Self-control in simultaneous interpreting – general topics"
WEEK 10
"Analysis of interpreting problems and their elimination through training"
WEEK 11
Assessment of students´ interpreting performance
WEEK 12
Assessment of students´ interpreting performance
WEEK 13, 14
tutorials
The course is aimed to foster students practical interpreting skills focusing mainly on simultaneous interpreting, both conference and chuchotage, to train for “real life” conference interpreting events in both academic as well as external/out-of-the classroom settings and to foster and extend terminology on various specialist subjects.
1. Nováková, T.: Tlmočenie. Teória, vyučovanie, prax. FiF UK: Bratislava 1993.
2. Müglová, Daniela: Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža?, vyd. Enigma, 2009
3. Lecturer’s handouts
Assessment of progress made by a student during semester and assessment of his/her final interpreting performance. Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
French C1
Conference Interpreting A (French language)
Seminars are focused on intensive training of anticipation, inference and segmentation strategies. Cloze deletion tasks will be used to improve anticipation, consisting in interpreting of texts with omitted words or sections of sentences. Exercises focused on interference will be based on interpreting where short sequences were intentionally omitted. Such exercises improve competence to deduce logically and add the part which a student (interpreter) missed. By training of segmentation, students will learn how to process identified sense perceptions, irrespective of a speaker’s rhetoric competence to formulate a transparent and clear target text. Students’ performances will be subsequently analysed, with the emphasis on identification and removal of the three most frequent failures of interpreting – omission, contradiction, and telescopage.
The aim of the course Simultaneous Interpreting is acquiring and development of interpreting habits, skills, strategies and techniques (interpreting competences) by training of routine - automated procedures ("epistemic habits") that can be learned on the basis of imitative and cognitive learning strategies and that stimulate occurrence of associative, context-depending links between expressions in source and target language.
Makarová, Viera. 2004. Tlmočenie. Bratislava : STIMUL, 2004. 183 s.
Müglová, Daniela. 2009. Tlmočenie a preklad od antiky po súčasnosť alebo Čo spôsobil pád Babylonskej veže. Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža? Bratislava : ARIMES, 2009, s. 82-208.
Rozan, Jean-François. 2002. Note-taking in Consecutive Interpreting. Kraków : Tertium, 2002. 57 s.
Andrew Gillies. 2013. Conference Interpreting: A student’s practice book. Oxon: Routledge. 284 s.
Jones, Roderick. 2002. Conference Interpreting Explained.London: Routledge. 142 s.
Conference Interpreting A
Students are recommended to take the subject Orthoepy and Orthography offered by KSSFaK or another subject in the field of Orthoepy and language discourse.
Continuous assessment (e.g. test, assignment...):
- active attendance and performance (50 %),
- final performance – examination in interpreting (50 %)
Final assessment (e.g. examination, final paper...):
Grading scale 100%-92% A 91%-87% B 86%-82% C 81%-77% D 76%-65% E 64% and less FX
English/Slovak
WEEK 1 Introductory lesson – presenting course completion requirements
WEEK 2 Simultaneous interpreting – chuchotage, audio-visual segment home assignment to prepare terminology – law
WEEK 3 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – law
WEEK 4 Analysis of terminology from home assignment, segmentation of sequences, training of time lag for particular segments, conference /booth/ interpreting, audiovisual segment home assignment to prepare terminology – AMCHAM conferences
WEEK 5 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program, consecutive interpreting training, analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting – AMCHAM conferences
WEEK 6 Analysis of terminology from home assignment, analysis of interpreting segment, interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – technical topics
WEEK 7 Tutorials
WEEK 8 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – technical topics
WEEK 9 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – medicine
WEEK 10 Analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting - medicine
WEEK 11 Classroom assessment of students´ interpreting performance
WEEK 12 Classroom assessment of students´ interpreting performance
WEEK 13, 14 Tutorials
The course is aimed to foster students practical interpreting skills focusing mainly on simultaneous interpreting, both conference and chuchotage, to train for “real life” conference interpreting events in both academic as well as external/out-of-the classroom settings and to foster and extend terminology on various specialist subjects.
1. Nováková, T.: Tlmočenie. Teória, vyučovanie, prax. FiF UK: Bratislava 1993.
2. Müglová, Daniela: Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža?, vyd. Enigma, 2009
3. Materials provided by the lecturer.
Assessment on the basis of the student's qualitative shift during the semester and on the basis of final interceptions of interpreting services given during the full-time form of study.
Rating scale: A 100-94%, B 93-89%, C 88-83%, D 82-77%, E 76-70%, FX 69% and less
Slovak, French
The seminars will focus on training of the preparation phase for the interpretation of a mass event - processing of materials provided by speakers, processing of power point presentations into glossaries and intensive training of the cooperation of a team in the booth during the interpretation.
The learning goal of the course is the acquisition and development of interpreting habits, skills, strategies and techniques (interpreting competencies) needed for quality interpreting performance at simultaneously interpreted mass events (seminar, training, conference, etc.)
Makarová, Viera. 2004. Tlmočenie. Bratislava : STIMUL, 2004. 183 s.
Müglová, Daniela. 2009. Tlmočenie a preklad od antiky po súčasnosť alebo Čo spôsobil pád Babylonskej veže. Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža? Bratislava : ARIMES, 2009, s. 82-208.
Rozan, Jean-François. 2002. Note-taking in Consecutive Interpreting. Kraków : Tertium, 2002. 57 s.
Andrew Gillies. 2013. Conference Interpreting: A student’s practice book. Oxon: Routledge. 284 s.
Jones, Roderick. 2002. Conference Interpreting Explained.London: Routledge. 142 s.
Perception of Anticipation Prompts by Trainees in Simultaneous Interpreting [elektronický zdroj] / Slávka Janigová.
In: SKASE Journal of Theoretical Linguistics : Electronic on-line journal. - ISSN 1336-782X. - Roč. 17, č. 5 (2020), s. 115-127, online
Conference Interpreting B
Students are recommended to take the subject Orthoepy and Orthography offered by KSSFaK or another subject in the field of Orthoepy and language discourse.
Method of course evaluation and completion: H
Continuous assessment (e.g. test, assignment...):
- active attendance and performance (50 %),
- final performance – examination in interpreting (50 %)
Final assessment (e.g. examination, final paper....): --------
English/Slovak
WEEK 1 Introductory lesson – presenting course completion requirements
WEEK 2 Simultaneous interpreting – chuchotage, audio-visual segment home assignment to prepare terminology – politics
WEEK 3 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – politics
WEEK 4 Analysis of terminology from home assignment, segmentation of sequences, training of time lag for particular segments, conference /booth/ interpreting, audiovisual segment home assignment to prepare terminology – AMCHAM conferences
WEEK 5 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program, consecutive interpreting training, analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting – AMCHAM conferences
WEEK 6 Analysis of terminology from home assignment, analysis of interpreting segment, interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – technical topics
WEEK 7 Tutorials
WEEK 8 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – technical topics
WEEK 9 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – medicine
WEEK 10 Analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting - medicine
WEEK 11 Classroom assessment of students´ interpreting performance
WEEK 12 Classroom assessment of students´ interpreting performance
WEEK 13, 14 Tutorials
The course is aimed to foster students practical interpreting skills focusing mainly on simultaneous interpreting, both conference and chuchotage, to train for “real life” conference interpreting events in both academic as well as external/out-of-the classroom settings and to foster and extend terminology on various specialist subjects.
1. Nováková, T.: Tlmočenie. Teória, vyučovanie, prax. FiF UK: Bratislava 1993.
2. Müglová, Daniela: Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža?, vyd. Enigma, 2009
3. Pracovný materiál lektora
Assessment on the basis of the student's qualitative shift during the semester and on the basis of final assessment of interpreting throughout the semester.
Rating scale: A 100-94%, B 93-89%, C 88-83%, D 82-77%, E 76-70%, FX 69% and less
Slovak, French
The seminars will focus on practicing the interaction between the interpreting pair in the booth and between the entire multilingual interpreting team (training in relais, retour, piloting techniques).
The learning goal of the course is the acquisition and development of interpreting habits, skills, strategies and techniques (interpreting competencies) needed for quality interpreting performance at simultaneously interpreted mass events (seminars, trainings, conferences, etc.)
Makarová, Viera. 2004. Tlmočenie. Bratislava : STIMUL, 2004. 183 s.
Müglová, Daniela. 2009. Tlmočenie a preklad od antiky po súčasnosť alebo Čo spôsobil pád Babylonskej veže. Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža? Bratislava : ARIMES, 2009, s. 82-208.
Rozan, Jean-François. 2002. Note-taking in Consecutive Interpreting. Kraków : Tertium, 2002. 57 s.
Andrew Gillies. 2013. Conference Interpreting: A student’s practice book. Oxon: Routledge. 284 s.
Jones, Roderick. 2002. Conference Interpreting Explained.London: Routledge. 142 s.
Perception of Anticipation Prompts by Trainees in Simultaneous Interpreting [elektronický zdroj] / Slávka Janigová.
In: SKASE Journal of Theoretical Linguistics : Electronic on-line journal. - ISSN 1336-782X. - Roč. 17, č. 5 (2020), s. 115-127, online
Conference Interpreting C
Students are recommended to take the subject Orthoepy and Orthography offered by KSSFaK or another subject in the field of Orthoepy and language discourse.
Method of course evaluation and completion: H
Continuous assessment (e.g. test, assignment...):
- active attendance and performance (50 %),
- final performance – examination in interpreting (50 %)
Final assessment (e.g. examination, final paper....): -------
English/Slovak
WEEK 1 Introductory lesson – presenting course completion requirements
WEEK 2 Simultaneous interpreting – chuchotage, audio-visual segment home assignment to prepare terminology – politics
WEEK 3 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – politics
WEEK 4 Analysis of terminology from home assignment, segmentation of sequences, training of time lag for particular segments, conference /booth/ interpreting, audiovisual segment home assignment to prepare terminology – AMCHAM conferences
WEEK 5 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program, consecutive interpreting training, analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting – AMCHAM conferences
WEEK 6 Analysis of terminology from home assignment, analysis of interpreting segment, interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – technical topics
WEEK 7 Tutorials
WEEK 8 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – technical topics
WEEK 9 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – medicine
WEEK 10 Analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting - medicine
WEEK 11 Classroom assessment of students´ interpreting performance
WEEK 12 Classroom assessment of students´ interpreting performance
WEEK 13, 14 Tutorials
WEEK 1 Introductory lesson – presenting course completion requirements
WEEK 2 Simultaneous interpreting – chuchotage, audio-visual segment home assignment to prepare terminology – politics
WEEK 3 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – politics
WEEK 4 Analysis of terminology from home assignment, segmentation of sequences, training of time lag for particular segments, conference /booth/ interpreting, audiovisual segment home assignment to prepare terminology – AMCHAM conferences
WEEK 5 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program, consecutive interpreting training, analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting – AMCHAM conferences
WEEK 6 Analysis of terminology from home assignment, analysis of interpreting segment, interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – technical topics
WEEK 7 Tutorials
WEEK 8 Analysis of terminology from home assignment, training in interpreter´s processing of selected language phenomena, interpreting training – conference /booth/ interpreting, audio-visual segment home assignment to prepare terminology – technical topics
WEEK 9 Analysis of terminology from home assignment, interpreter´s notes – revision of topics from the Bc. program interpreting training – conference /booth/ interpreting audiovisual segment home assignment to prepare terminology – medicine
WEEK 10 Analysis of terminology from home assignment, interpreting training – conference /booth/ interpreting - medicine
WEEK 11 Classroom assessment of students´ interpreting performance
WEEK 12 Classroom assessment of students´ interpreting performance
WEEK 13, 14 Tutorials
The course is aimed to foster students practical interpreting skills focusing mainly on simultaneous interpreting, both conference and chuchotage, to train for “real life” conference interpreting events in both academic as well as external/out-of-the classroom settings and to foster and extend terminology on various specialist subjects.
Sampson, Geoffrey (1980). Schools of Linguisitcs. Stanford: Stanford University Press.
Culler, Jonathan (1993). Saussure. Bratislava: Archa.
Deleuze, Gilles (1993). Podľa čoho poznáme štrukturalizums? Bratislava: Archa.
Vachek, Josef (1964). A Prague School Reader in Linguistics. Bloomington: Indiana
University Press.
or any other books on the analysed topics that are currently available
1. Attendance - students are expected to attend each class according to schedule. Should the student miss two or more classes without relevant reason, he/she will not receive credits for the course no matter what his/her overall results are. The student must be on time for class or he/she will be marked as absent.
2. Continuous and final assessment:
Preparation and active participation (50 %)
1. Each student is expected to have their own copy of the class material, to read and analyse them before the lesson (own written preparation is necessary).
2. Active contribution to seminar discussion by presenting information and comments not only from the material assigned by the lecturer, but also from the other sources related to the discussed major linguistic theories and movements, is required.
Presentation (50%)
Each student is to prepare a 30 minute presentation related to the given area of linguistics (details will be specified on the first, introductory seminar)
Final assessment is given by the sum of continuous assessment (active participation 50%, presentation 50%). There is no retake for any part of the continuous assessment.
FINAL EVALUATION = final assessment mark:
Mark %
A 92 – 100
B 87 – 91
C 82 – 86
D 77 – 81
E 65 – 76
FX 64 and less
English
1. The 19th century linguistics
2. Saussure: language as a social fact
3. The Descriptivists
4. The Sapir-Whorf hypothesis
5. Functional linguistics: the Prague School
6. Noam Chomsky and generative grammar
7. Relational grammar: Hjelmslev, Lamb, Reich
8. Generative phonology
9. The London School
This course aims to provide students with a brief survey of the main schools, movements, and approaches of linguistic thought in 20th century Europe and USA
Black Boy. Richard Wright
The Human Stain, Philip Roth.
Bad Dirt, Annie Proulx
You may miss one class without penalty. If you miss two or more, you will fail the course. If you are repeatedly late, you will not be allowed to complete the course. You are expected to contribute to the class discussion and to provide insightful comments on the readings and on your classmates’ work. If you do not bring a READABLE copy of the text under discussion, you will be counted absent. I will lower your grade by one letter if you are consistently silent, disengaged, or unprepared.
Drafts, Deadlines, and Late Work:
Your work will be read and critiqued by your fellow classmates, so please make your drafts as complete as possible and come prepared for a lively discussion. Late work will not be accepted. If any draft or paper is late, you will fail the entire course. I do not accept AI generated work.
Continuous Assessment:
You will write two papers. Each paper should be preceded by an abstract.
A 93-100%
Paper 1 50% B 86-92%
Paper 2 50% C 78-85%
D 72-77%
E 65-71%
English
Weekly Schedule:
Week 1 15.9 No Class
Week 2 22.9 Intro and Admin. Richard Wright and the African American Novel
Week 3 29.9 Black Boy, historical context.
Week 4 6.10 Black Boy, possible classifications.
Week 5 13.10 Philip Roth. Jewish American Traditions. Abstract discussions
Week 6 20.10 Philip Roth. Gender.
Week 7 27.10 Tutorial Week. First paper due.
Week 8 3.11 Philip Roth. Race
Week 9 10.11 Annie Proulx, Western Lit.
Week 10 17.11 Annie Proulx. The environment in literature
Week 11 24.11 Annie Proulx. Truth tangles.
Week 12 1.12 Review. Abstract for final paper due.
Week 13 8.12 Tutorials
Week 14 15.12 Tutorials. Final Paper Due. There is no exam.
To examine literary techniques and critical trends regarding African American, Jewish American, and Western American literature.
1. JUNGER, J. et al. Turistika a športy v prírode. Prešov: FHPV PU v Prešove. 2002. ISBN 8080680973.
Internetové zdroje:
1. STEJSKAL, T. Vodná turistika. Prešov: PU v Prešove. 1999.
Dostupné na: https://ulozto.sk/tamhle/UkyxQ2lYF8qh/name/Nahrane-7-5-2021-v-14-46-39#!ZGDjBGR2AQtkAzVkAzLkLJWuLwWxZ2ukBRLjnGqSomICMmOyZN==
Completion: passed
Condition for successful course completion:
- active participation in line with the study rule of procedure and course guidelines
- effective performance of all tasks: carrying a canoe, entering and exiting a canoe, righting a canoe, paddling
Slovak language
Brief outline of the course:
1. Assessment of difficulty of waterways
2. Safety rules for rafting
3. Setting up a crew
4. Practical skills training using an empty canoe
5. Canoe lifting and carrying
6. Putting the canoe in the water without a shore contact
7. Getting in the canoe
8. Exiting the canoe
9. Taking the canoe out of the water
10. Steering
a) The pry stroke (on fast waterways)
b) The draw stroke
11. Capsizing
12. Commands
Content standard:
The student demonstrates relevant knowledge and skills in the field, which content is defined in the course syllabus and recommended literature.
Performance standard:
Upon completion of the course students are able to meet the performance standard and:
- implement the acquired knowledge in different situations and practice,
- implement basic skills to manipulate a canoe on a waterway,
- determine the right spot for camping,
- prepare a suitable material and equipment for camping.
1. Baylon, Ch., Mignot, X., 2002, Initiation à la sémantique du langage. Paris, Nathan/VUEF
2. Adam, J.-M., 1992, Les Textes : type set prototypes. Paris, Nathan/HER
3. Adam, J.-M., 2005, La linguistique textuelle. Paris, Armand Colin
4. Molinié, G., 1986, Eléments de stylistique française. Paris, PUF
5. Slančová, D., 1996, Praktická štylistika. Prešov, Slovacontact
Continuous assessment of students during the semester will consist of two individual assignments:
- the first task will be assigned in the seventh week of the summer semester – its content will correspond to the topics dealt with at weeks 1 to 6 seminars,
- the second task will be assigned in the twelfth week of the summer semester - its content will correspond to the topics dealt with at weeks 7 to 12 seminars,
The final assessment will be made up of the two of the components. In order to complete the continuous assessment successfully, students must score at least 65 % out of 100 %, otherwise they would not meet the conditions of continuous assessment. The grading scale in per cent: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
Slovak language, French language C1
Typology of genres of professional discourse and their comparison with conventional genres of professional style in French and English. The analysis of composition, styles and registers of oral and written communication. Semantic triangle. Kintsch´s model of three dimensions: 1. searching for the information in the memory vs. generation of information, 2. automated vs. controlled process, 3. extension vs. reduction of information. Virtual reference, method of presenting referential component. Terms in specialist branches of professional discourse. Cognitive and semantic competences: correspondence and equivalence.
Students in the position of translators and interpreters should be able to cope with direct and reconstructed information and use the information resulting form the composition of the discourse. Students should be able to handle the communication which is “intelligible“ in terms of the information comfort of the recipient. Students will learn how to employ the Kintsch´s model of three dimensions by the combination of which they will obtain eight practically applicable categories for the inference and production of meaning. Students should be able to admit the fact that their performance in this type of communication is based on the assumption that a degree of direct availability of the information in their long-term memory must prevail over the degree of the information explicitly present in the discourse.
Körtvélyessy, L. 2017. Essential of language typology. Košice UPJŠ. Available at: https://unibook.upjs.sk/sk/anglistika-a-amerikanistika/365-essentials-of-language-typology
Others:
Croft, W. 1990. Typology and universals, Cambridge: CUP.
Shibatani, M. and Bynon, T. 1995. Approaches to Language Typology. Oxford University Press.
Moravcsik, E. 2012. Introducing language typology. Cambridge: CUP
- continuous assessment
- 2 tests during the semester - 100%
- students can collect extra points in class discussions
English
1. Introduction to the course
2. Genealogical classification of languages
3. Phonological typology
4. Morphological typology
5. Syntactic typology
6. Lexical typology
7. Aeral typology
8. Language universals
9. How to approach language typology?
10. How do typologists work?
Aims: Providing the students with the essential terminology, basic approaches, theories, and conceptions that have shaped the studies of language universals and typological studies. Application of the acquired knowledge in students' projects.
Students are able to:
- describe languages from the perspective of the individual language levels
- implement the gained knowledge into the work with typological databases
- evaluate data collected from typological databases and classify languages in to language types
- design a simple typological project
Maingueneau,D.: Analysez les textes de communication. Armand Colin, 2007
Belz,H., Siegrist,M.: Klíčové kompetence, Portál 2001
Dortier, J.-F.: Le langage. Sciences humaines. 2001
Cadre européen commun de référence pour les langues. Didier.2000
Students will be assessed continuously by 2 tests during semester. At the end of semester, students are required to defend their final paper.
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
Slovak and French
Reading strategies.
Professional and scientific style.
Context as a communication factor.
Communication competences, text perception.
Textual cohesion.
Numerical language sources.
Having completed the course, students should be able to work with professional and scientific texts, distinguish their structure and have competence to use numerical language sources.
Style: Ten Lessons in Clarity and Grace, 7th ed. 2003 by Joseph M. Williams.
The Craft of Research, any edition. Booth, Colomb, and Williams.
Attendance and Participation:
You may miss one class without penalty. If you miss two or more, you will fail the course. This is a workshop class which depends upon you giving timely, useful feedback to your fellow students. If you come to class unprepared or skate through peer reviews with banal and obvious comments, I will lower your grade by one letter. Covid will be treated like any other illness, so you will need a doctor’s note to be excused from class.
Drafts, Deadlines, and Late Work:
Your work will be read and critiqued by your classmates, so please make your drafts as complete as possible and come prepared for a lively discussion. Late work will not be accepted. If any assignment, draft, or paper is late, you will fail the course. If you cannot attend a class when an assignment is due, you must email the assignment before the deadline. I do not accept AI generated work.
Continuous Assessment:
You will begin writing your thesis and will write three papers of 5, 10, and 20 pages totaling 35 thesis pages by the end of the semester. You will also edit your classmates drafts, and these edits will be the basis of 60% of the grade.
Paper 1 10% A 93-100%
Paper 2 10% B 86-92%
3 Edits 60% C 78-85%
Final 20% D 72-77%
E 65-71%
English
Weekly Schedule
Week 1 15.9 No Class
Week 2 22.9 Introduction. Review Due. Review discussion.
Week 3 29.9 Readings and review discussion.
Week 4 6.10 First Paper Due. Peer Review. Edit assignments.
Week 5 13.10 Edits Due. Paper review.
Week 6 20.10 Methodology
Week 7 27.10 Tutorial Week
Week 8 3.11 Second Paper Due. Peer Review.
Week 9 10.11 Edits Due. Paper Review.
Week 10 17.11 Metadiscourse, AKA trail markers.
Week 11 24.11 Revision Strategies.
Week 12 4.12 Draft Due. Peer review.
Week 13 11.12 Tutorial Week.
Week 14 18.12 Tutorial Week. Edits Due. Final Paper Due.
To improve students’ research and analytical skills and clarify the conventions of academic discourse with special emphasis on critical analysis and editing.
Recommended literature:
MLA Handbook for Writers of Research Papers, seventh edition. 2009.
Materials published on the website of UK UPJŠ.
Materials supplied by supervisor.
Completing the course requires regular consultations with supervisor of master thesis throughout the semester, at least once a week at the time defined by supervisor. Another precondition for completing the course is submission of the final version of master thesis to supervisor (no later than two weeks before deadline for uploading of master thesis to AIS system) who will review the text and assess whether the submitted text complies with essential minimum requirements regarding the content and form of master thesis. If the master thesis complies with all the requirements, the supervisor will give A-E. If the submitted text does not comply with the essential minimum requirements regarding the content and form of master thesis, the supervisor will give FX.
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 0- 64%
English
Irrelevant
The final version of master thesis submitted to supervisor.
The chairperson of state examination board, opponent and supervisor of master’s thesis may specify the literature which students need to study for the purpose of defense. However, this requirement must take account of availability of respective sources or time period necessary for their obtaining.
The Master degree thesis is the result of the student's own work. It must not show elements of academic fraud and must meet the criteria of correct research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavel Jozef Šafárik University in Košice and its constituents. Fulfillment of the criteria is verified mainly in the process of supervising and in the process of the thesis defense. Failure to do so is grounds for disciplinary action.
To obtain the required number of credit points in the structure prescribed by the study plan.
The state examination board will decide on students’ assessment. Final assessment consists of the following elements:
Assessment in the supervisor’s review - 20 %
Assessment in the opponent’s review - 40 %
Discussion within defense - 40 %
Contentual and formal (language) aspect of student’s verbal and written presentation of knowledge will be reflected in the final assessment in the following ratio: 80 % : 20%.
English
The aim:
The aim of the course Master’s Thesis Defense is that the students demonstrate their interest in the selected topic, mastering of the topic from both theoretical and practical point of view, as well as the competence to apply acquired knowledge in a creative way by working independently.
Verification of student’s acquired competences in compliance with the graduate profile.
Syllabus:
KAA 2026 Thesis Defense – information for students:
1. The student briefly, without a paper or presentation, presents his/her thesis. He/she presents the topic and objectives (not the title), research questions (linguists), research questions and hypothesis (others), data collection method (if applicable), primary sources, research methodology, most important conclusions. He/she speaks for no longer than 4 minutes.
2. The student responds to the opponent's questions, should have a printed opponent's report, may also use homework preparation on paper, but may not read from it, may only read if it is necessary to cite from sources.
3. The student responds to the supervisor's questions, if they are in the supervisor's report, should have a printed supervisor's report, may also use homework preparation on paper, but may not read from it, may only read if it is necessary to cite from sources.
4. Discussion on the theoretical and methodological part of the thesis, where the student demonstrates to the committee detailed knowledge of the theoretical and methodological foundations of their work, their sole authorship, and proves that the text of the thesis was not created by AI tools (the use of AI in searching for and identifying relevant sources and language control of the text must be stated in the Introduction text, RR No. 1/2025 applies https://www.upjs.sk/app/uploads/sites/7/2011/05/RR-1_2025_AI-na-UPJS_final.pdf).
Students are evaluated based on the opinions of opponents (40%) and supervisors (20%), based on the level of presentation of the thesis (including compliance with the 4-minute time limit), based on answering/not answering questions from opponents, supervisors and committee members, while linguistic expression and overall appearance, manner of expression and self-presentation (40%) will also be evaluated.
We recommend that students respect the basic requirements for a formal dress code, as these are state exam subjects.
The student's assessment is made by the state examination board. The assessment will comprehensively take into account proven knowledge, especially the ability of its creative application. In the final evaluation, instead of presenting isolated facts, emphasis is placed on the ability to think in context based on the knowledge gained during the course of study across the field. The state examination board will further assess the content and formal (linguistic) side of the student's performance.
The Master degree thesis demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competences in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them in an original way in solving selected problems of the field of study. The student demonstrates the ability of independent professional work in terms of content, formal and ethical aspects. Further details of the Master degree thesis are determined by Directive no. 1/2011 on the essential prerequisites of final theses and by the Study Rules of Procedure at UPJŠ in Košice for the 1st, 2nd and combined 1st and 2nd degree.
The aim of the course Master’s Thesis Defense is that the students demonstrate their interest in the selected topic, mastering of the topic from both theoretical and practical point of view, as well as the competence to apply acquired knowledge in a creative way by working independently.
Verification of student’s acquired competences in compliance with the graduate profile.
Beck,G.:Zakázaná rétorika. Grada2008
Belz,H., Siegrist,M.: Klíčové kompetence, Portál 2001
Gregušová,G. :Manažment európskych projektov. Eurea 2006
Svozilová,A.:Projektový manažment. Grada 2011
Students will be assessed continuously for active development of a project and for its defence.
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
Slovak and French
Searching for possibilities to submit a project.
Formation of working teams.
Reading with comprehension of project texts.
Formation of texts, logics of text, sequence of tenses.
Moduling, case studies.
Argumentation.
Rhetorics and defence.
Having completed the course, students should be able to prepare different types of projects, master their editing and defence.
BAKER,M. (1992). In Other Words: A Coursebook on Translation. London: Routledge.
CATFORD, J. C. (1965). A Linguistic Theory of Translation; an Essay in Applied Linguistics. London: Oxford UP.
FRANKO, P., JANIGOVÁ, S., PAĽOVÁ, M. (2015). Aspekty hodnotenia kvality prekladu. In Manuál implementácie európskych noriem posudzovania kvality prekladateľských služieb. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, Filozofická fakulta. ISBN 978-80-8152-270-3
HOUSE, Juliane. (1997). Translation Quality Assessment: A Model Revisited. Tübringen: Narr. 207 s. ISBN 978-3823350750
NEWMARK, P. A . (1988).Textbook of Translation. New York: Prentice-Hall International.
NIDA, Eugen A. (1964). Toward a Science of Translating. In: A Linguistic Theory of Translation. Oxford: Oxford University Press, 1965. ISBN 019-437018-6.
PYM, A. (2004). The Moving Text. Localization, Translation and Distribution. Amsterdam: John Benjamins Publishing
Active attendance of seminars, preparing continuous assignments and completing 2 tests within continuous assessment. 65% Pass.
Green regime: combined mode, i.e. attended and online (via MS Teams), as scheduled by the teacher Orange regime: online mode (via MS Teams) Red regime: online mode (via MS Teams) Two tests scoring 50 % each, to be written in the 7th and 12th week of semester, or as scheduled by the teacher. 65% PASS Scoring scale: A 100-93% B 92-86% C 85-78% D 77-72% E 71-65% FX 64 and less
Slovak language, English language
1. Introductory seminar - presenting the contents, aim of the course and its completion requirements
2. Dynamic equivalence, formal correspondence versus source- and target-biased translation strategies
3. The governing law maxim and the nature of dynamic equivalence in legal translation
4. Quality assessment according to Julian House
5. A holistic approach to translation quality assessment and Baker´s levels of equivalence
6. Test 1
7. Tutorials
8. Error taxonomy and communication efficiency of translation - hierarchy of assessed levels, impact of errors on the communication efficiency, assessment of terminological errors
9. Assessment of errors caused by interlingual syntactic transfers
10. Assessment of errors on the level of speech acts
11. Assessment of errors on the level of functional sentence perspective
12. Test 2
13.-14. Tutorials
The course is aimed to train the analytical skills of translation error assessment focusing on a difference between dynamic equivalence and formal correspondence and identification of translation solutions showing a source culture and language bias versus target culture and language bias. Students will be introduced to the methodology of translation assessment from a holistic perspective in the light of the communicative efficiency of translation. The text substrate will be selected from the subject fields of law and economy.
COMPULSORY LITERATURE:
Šnircová, Soňa, Realism, Modernism, Postmodernism: Five Modern Literary Texts in
Context. Košice : Univerzita Pavla Jozefa Šafárika v Košiciach, 2015. Spôsob prístupu:
http://unibook.upjs.sk/image/data/knihy%202015/FF/Realism-Modernism-Postmodernism- Snircova.pdf.
Stefanie Lethbridge and Jarmila Mildorf: Basics of English Studies: An introductory course for students of literary studies in English. PART PROSE
Samuel Beckett Waiting for Godot (full text for seminar discussion)
Each student will choose one of the following texts for compulsory tutorials (WEEK 13 AND 14)
Gustave Flaubert Madame Bovary
Virginia Woolf Mrs. Dalloway
Angela Carter’s Nights at the Circus
Milan Kundera Immortality
RECOMMENDED LITERATURE:
Morris, P. Realism. London: Routledge, 2003.
Childs, P. Modernism. 3rd edition, London: Routledge, 2016.
Esslin, M. The Theatre of the Absurd, Bloomsbury Academic, 2015
Bowers, M. A. Magic(al) Realism. London: Routledge, 2004.
Waugh, P. Metafiction. London: Methuen, 1984.
Active participation in seminar discussion 20 %
Test 1 (week 6) – 20 %
Test 2 (week 12) -20 %
Individual performance during Compulsory Tutorials - discussion about compulsory study texts and one selected novel ( weeks 13,14) – 40%
Students will be asked to submit their choice of compulsory reading text by the end of WEEK 8 via upjs email.
NOTICE: TEACHER CAN CHANGE DATES OF TESTS, IF NECESSARY. THIS CHANGE
WILL BE ANNOUNCED.
Final assessment: Active participation in seminar discussion – 20 + Compulsory Tutorials (40%) + TEST 1 (20 %) + TEST 2 (20%)
Mark % A 100-94%, B 93-89%, C 88-83%, D 82-77%, E 76-70%, FX 69 and less
AI use in all courses of the BAS Department:
Students are generally expected to complete all assigned work independently in a way that reflects their understanding of the course material. The use of generative AI tools (e.g., ChatGPT, Google Gemini, Microsoft Copilot) to generate academic content (such as text or creative work) that is submitted for assessment is not permitted unless explicitly authorized in the assignment instructions or by the instructor her/himself. Students may use AI-based tools for basic writing support such as grammar, spell checking, and stylistic editing (e.g., Grammarly or word-processor editing tools); for these purposes, documenting of AI use is not required. For any other AI use beyond basic editing, students must discuss it with the instructor before submitting work to ensure it aligns with the course learning goals and academic integrity. Unauthorized or undocumented use of AI beyond these guidelines may be considered a violation of academic integrity and thus a reason for the ethical board proceedings.
English
1.Introduction
2-3Realism: Gustav Flaubert’s Madame Bovary (textbook chapter plus excerpt from the novel)
4-5. Modernism: Stream-of-consciousness novel: Virginia Woolf’s Mrs Dalloway (textbook chapter plus excerpts from the novel)
6. Test 1
7. Modernism: The Theatre of the Absurd: Samuel Beckett’s Waiting for Godot (textbook chapter plus full text of the drama)
8. Tutorials
9. Easter
10. Postmodernism: Magical realism: Angela Carter’s Nights at the Circus (textbook chapter plus excerpt from the novel)
11. Postmodernism: Metafiction: Milan Kundera’s Immortality (textbook chapter plus excerpts)
12. Test 2
13. Compulsory Individual Tutorials
14. Compulsory Individual Tutorials
Students will get an insight into the ideological basis of modern literary trends, socio-cultural
context in which they developed and their contribution to human understanding of reality. They will improve their critical thinking skills in interpreting literary text and deepen their ability to support their interpretations through well-reasoned arguments
Bell, A.: The Language of News Media. Blackwell, Oxford, 1991
Crowley, D.& Mitchell, D.(ed.): Communication Theory Today. Polity Press, Cambridge, 1994
Edginton, B. and Montgomery, M.: The Media. The British Council, London, 1996
Fairclough, N.: Media Discourse. Arnold, London, 1995
Fowler, R.: Language in the News: Discourse and Ideology in the Press. Routledge, L. 1991
Goodman, S. and Graddol, D. (ed.): Redesigning English: New Texts, New Identities. Routledge, London, 1996
Argyle, M. The Psychology of Social Class. London: Routledge, 1994.
Meyrowitz, J. Multiple Media Literacies. 1998. In: Newcomb, H. ed. Television: The Critical View. Oxford: Oxford University Press, 2000.
Montgomery, M. An Introduction to Language and Society. London: Routledge, 1986.
Continuous assessment:
Preparation, active participation 40 %:
Every student MUST have their own copies of the materials, their own written preparation and be prepared to discuss them. Otherwise they will be considered absent. Each student is expected to read articles provided by the lecturer and contribute actively to seminar discussion and analysis by presenting information, ideas and comments.
Presentation 60 %:
Comparative analysis of two texts. Each student will present a comparative analysis of two samples of texts - articles, ads, etc. Selection of the samples has to be approved by the lecturer.
Final mark 100% (Preparation, active participation 40 %, Presentation of comparative analysis 60 %) Minimum pass mark is 65 %. A 100-93% B 92-86% C 85-78% D 77-72% E 71-65% FX 64 and less.
English
Mass media communication, its functions, elements and workings, visual and verbal modes of media discourse, newspapers, product labels, tourist brochures, modes of address, modes of narrative, info and drama elements, discourse of advertising.
Each theme will be presented first of all through a short lecture and subsequently discussed and analysed in greater depth within specific material analysis. Handouts represent the essential material needed for the course and you will be required to make your own copies from a master copy provided by the lecturer.
Course organisation:
Week 1 : Introductory Week.
Week 2 : Reading week.
Week 3 : Mass media communication, its functions, elements and workings.
Week 4 : Visual and verbal modes of media discourse. Newspaper discourse.
Week 5 : Info and drama elements in media discourse.
Week 6 : Tutorials (no class).
Week 7 : No class, All Saints.
Week 8 : Discourse of advertising.
Week 9 : Discourse of product labels and tourist brochures.
Week 10 : Presentations of analysed material by students.
Week 11 : Presentations of analysed material by students.
Week 12 : Presentations of analysed material by students. Final summary and assessment of the course.
Weeks 13-14: Tutorials.
Introduction to the subject of mass media communication, its importance, functions, discourses and aspects with focus on the discourses of press, other print media and television, how these operate within contemporary British and Slovak societies.
1.Azud,J.: mezinárodné právo, Vyd. Veda, SAV, Bratislav 2003
2.Hollis, M. a Smith, S.: Teorie midzinárodních vztahů. CDK, Brno 2000
3.Klučka, J.: Medzinárodné právo verejné (všeobecná časť), vyd. IURA EDITION, 2004
4.Malenovský, J.: Medzinárodní právo veřejné. Obecní část, Doplněk, Brno 2002
5.Mazák, J. akol.: Základy európskeho práva. Vyd. IURA EDITION, Bratislava 2004
6.Plechanovová, B.: Úvod do medzinárodních vztahů. Výběr textu. ISE, Praha 2003
7.Waisová,Š.: Úvod do studia medzinárodních vztahů. Druhé rozšířené vydání. Vadav. A nakladat. Aleš Čeněk, Praha 2002
8.Brajcun A.: Hospodárska politika EÚ, Bratislava, Ekonóm 2000
9.Fifek E.: Operácie v zahraničnom obchode. Bratislava , ES EU, 1995
10.Gibbs P.: Obchod v Evropskom spoločenství, Praha, Grada 1993
11.Jaks J.: Quo Vadis Európska únie, Manager podnikatel, 1998
12.Janatka, Hanák, Novák a kol.: Obch. operace ve vývozu a dovozu,Praha, Codex Bohemia 1999
13.Jimenez G.: Základy exportu a importu, vyd. SOPK, 1998.
Written test - 50%
Oral exam - 50%
Slovak language
term and development of international law, entities and sources of international law, international organizations, development of international relations, current issues of international relations, issue of European integration, globalization and regionalism, theory of concept of world economy, of international trade, international economic integration - EU and the Slovak Republic; international flow of goods, international flow of services, international flow of capital, international flow of labour force, international trade policy, institutional sphere and organizational structure of international trade, business internationalization, entry to foreign markets, risk in international trade, international system of payments, pricing in international trade, technical obstacles and customs in international trade, import and export business case, international transport and forwarding
By completing the course, students will become familiar with institutions and branches of international law and acquire basic knowledge of theory and development of international relations. Particular attention is paid to the issue of past and present of European integration. In its economic part, the course provides students with information regarding international relations in the global economics system, analyzes international flow of goods, services, capital and labour force, explains preparation and implementation of international and commercial transactions.
Texts and tasks assigned in the institutions where internship takes place
Mandatory attendance ad completion of requirements laid down by the entity.
Slovak, English
Training of translation and interpreting skills in the extent of minimum 20 standard pages or 20 hours of interpreting, or their combination, organized either online or externally in the institutions engaged in translation and interpreting services, focusing mainly on legal and economic texts and interpretation opportunities.
Training of translation and interpreting skills in the extent of minimum 20 standard pages or 20 hours of interpreting, or their combination, organized either online or externally in the institutions engaged in translation and interpreting services, focusing mainly on legal and economic texts and interpretation opportunities.
Bázlik, M., Ambrus, P. (2008). A Grammar of Legal English, Bratislava: Iura Edition.
Chromá, M., Coats, T. (2003). New Introduction to Legal English I, II. Praha: UK.
Klučka, J., Mazák, J. a kol. (2008). Základy európskeho práva. Bratislava: Iura Edition.
Mazák, M., Jánošíková, M. (2009). Základy práva Európskej únie. Bratislava: Iura Edition.
Šopovová, R. (2006). Úvod do právnické angličtiny. Praha: Alfa Publishing, s.r.o..
Tomášek, M. (1998). Překlad v právní praxi. Praha: Linde Praha, a.s..
Two credit tests are intended for weeks 7 and 13. The date of the test may change, and the students will be notified about the change sufficiently in advance. The tests will verify students’ knowledge of materials covered during seminars and assigned for home preparation. In order to pass the subject, the sum of the scores from the two tests must be at least 65%. A student cannot pass or fail a single test, what matters is the final score after they have taken both. There will not be any re-take tests.
Regular seminar attendance is expected; more than two absences will adversely affect getting credit and final grade, no matter what student‘s overall test results are.
Students are required to do their best with respect to active participation in seminar sessions. They are expected to bring their own copies of the required materials and complete the assigned tasks and exercises. Should they fail to bring their own copy or a completed home assignment for a particular seminar, they will be marked as absent.
The grading standards establish the following criteria for evaluation:
100%-92% A
91%-87% B
86%-82% C
81%-77% D
76%-65% E
64% and less FX
English, Slovak
Week 1: Introduction to the course. Course organization
Week 2 - 6: Word study, practical translation
Week 7: Tutorials - Test 1
Week 8 - 12: Word study, practical translation
Week 13: Tutorials - Test 2
Week 14: Tutorials
The course is aimed to work with EU legal texts in order to introduce terminological registers, basic translation methods and techniques and various stylistic layers of the texts.
Findra, J.: Štylistika slovenčiny v cvičeniach. Martin, Vydavateľstvo Osveta 2005.
Mistrík, J.: Štylistika. Bratislava, Slovenské pedagogické nakladateľstvo 1984.
Pravidlá slovenského pravopisu. Bratislava, Vydavateľstvo SAV 2000 (a novšie vydania).
Krátky slovník slovenského jazyka
Synonymický slovník
Slančová, D.: Praktická štylistika. (Štylistická príručka). Prešov, Slovacontact 1996.
Continuous assessment: 50 % continuous tests. Final assessment: 50 % final test. Test I (content of Weeks 2 and 3) – 25% Test II (content of Weeks 5 and 6) – 25% Final test (content of the entire semester) – 50%. No retake is possible for any test being part of the assessment in case of an assessed credit. Final assessment represents the sum of points for continuous tests and the points for final test according to the table below:
A 94 – 100
B 89 – 93
C 83 – 88
D 77 – 82
E 70 – 76
FX 69 and less
Slovak
Before each session, students are required to study literature relevant for the defined topics.
Week 1:
Presentation of the course objective. Conditions and method of assessment.
Grammar – spelling
Week 2: Writing of words of foreign origin.
Writing of words separately and together.
Capital letters I.
Week 3: Capital letters II.
Punctuation marks
Week 4: Test I
Grammar – morphology
Week 5: Non-standard forms and structures
Grammar – syntax
Week 6: Incorrect structures and word order
Week 7: Tutorial week – no classes
Week 8: Test II
Stylistics
Week 9: Lexical stylemes
Week 10: Phonetic and morphological stylemes
Week 11: Syntactical stylemes
Week 12: Final test
Week 13: Tutorial week
Week 14: Tutorial week
strengthening of grammatical (morphological, syntactic) and stylistic standards and rules of standard Slovak
Tomášek, M. (1998). Překlad v právní praxi. Praha: Linde Praha, a.s Larišová, M. (2000). Le francais pour les juristes and other authentic material
Two credit tests (both with a value of 50%) are intended for weeks 7 and 12, or otherwise
scheduled by the teacher. Rating scale: A 100-93% B 92-86% C 85-78% D 77-
72% E71-65% FX 64
Slovak, French
1. Introductory seminar 2.-6. Proceedings in accordance with the Civil Procedure Code (Act No. 161/2015 Coll.) - basic types of proceedings and training in the translation of relevant documents. (Proceedings for divorce, proceedings in matters of custody of the court of minors, proceedings in matters of maintenance of minors / adults) 7. Test I 8. Tutorial week 9.-11. Civil Dispute Procedure (Act No. 160/2015 Coll.) Principles of civil dispute, proceedings and their significance, proving, system of remedies and practice of translation of relevant documents 12. Test II 13.-14. Tutorials
The aim of the course is to introduce civil court proceedings in Slovakia in the sense of the Civil Dispute Code (Act No. 160/2015 Coll.) And the Civil Procedure Code (Act No. 161/2015 Coll.) And to practice the techniques of translation of related documents.
Makarová, Viera. 2004. Tlmočenie. Bratislava : STIMUL, 2004. 183 s. Müglová, Daniela. 2009. Tlmočenie a preklad od antiky po súčasnosť alebo Čo spôsobil pád Babylonskej veže. Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža? Bratislava : ARIMES, 2009, s. 82-208. Rozan, Jean-François. 2002. Note-taking in Consecutive Interpreting. Kraków : Tertium, 2002. 57 s. Andrew Gillies. 2013. Conference Interpreting: A student’s practice book. Oxon: Routledge. 284 s. Jones, Roderick. 2002. Conference Interpreting Explained.London: Routledge. 142 s.
Green regime: combined mode, i.e. attended and online (via MS Teams), as scheduled by the teacher Orange regime: online mode (via MS Teams) Red regime: online mode (via MS Teams) Active attendance of seminars. One final test to be written in the 12th week of semester, or as scheduled by the teacher. 65% PASS Scoring scale: A 100-93% B 92-86% C 85-78% D 77-72% E 71-65% FX 64 and less
English/Slovak
1. Introductory seminar
2. EU institutions to which translation and interpreting services are supplied
3. Translation and interpreting in the context of the current EU legislation
4. Organization of translators and interpreters in the EU institutions - DGTs
5. Translation and interpreting in the context of the current EU legislation
6. Organization of translation processes
7. Tutorials
8. Test I
9. Translation and interpreting for the European Court of Justice
10. Selected trnaslation problems in the EU context
11. Translation and interpreting in the context of the current EU legislation
12. Test II
13.-14. Tutorials
Students have acquired translation and interpreting skills necessary to perform the work of translators and interpreters in the EU institutions, including CAT skills. They have learnt about the recruiting procedures for internal work in the EU institutions, as well as possibilities of external cooperation with them. They are able to distinguish DGTs for various EU institutions and are aware of the mode of organization of interpreting and translation work in respective DGTs.
Nekolová, V., Camutaliová, I., Vasilieva-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2022.
Baláž, G., Čabala, M., Svetlík, J.: Gramatika ruštiny. Bratislava: SPN, 1995.
Balcar M.: Ruská gramatika v kostce. Praha: Leda, 1999.
Fozikoš, A., Reiterová, T.: Reálie rusky mluvících zemí. Plzeň: Fraus, 1998.
Oganesjanová D., Tregubová, J.: Cvičebnice ruské gramatiky. Praha: Polyglot, 2004.
+ other materials provided by the lecturer
Active seminar participation (2 absences tolerated), tests, home assignments, presentations, home reading.
Final assessment = the average of results obtained.
Grading scale: A 100–92%, B 91–85%, C 84–78%, D 77–71%, E 70–65%, FX 64% and less.
Russian language A2-B1
Vocabulary development (people – character traits, biography, education, job and duties, famous Slovaks in Russia, bussiness, economy and finance, EU)
Functional vocabulary (agreement, disagreement, strategies for speaking, making presentation, expressing opinion, cause and effect, etc.)
Understanding/Use of professional discourse
Home reading
UNO news
Students will acquire greater knowledge of the Russian language (grammar, vocabulary, language interference, etc.), basic language skills (listening, speaking, reading, writing) and communicative language competence (linguistic, sociolinguistic, pragmatic) according to the course syllabus with special reference to topics related to their study programme.
The level of proficiency: B1 (Common European Framework of Reference for Languages).
Recommended literature will be based on corporate training materials used in internal educational activities of individual companies associated within the Business Service Center Forum (BSCF) of the American Chamber of Commerce.
A student chooses one course only to receive a certificate for its successful completion. The courses are identical in both semesters.
Conditions for completing the course:
a) regular attendance of sessions and active participation (max. permitted absence: 1x180 min) - 40 %
b) group presentation of the topic chosen from the course syllabus during the last session and feedback to team members - 60 %
English
The course is taught by representatives of companies associated within the Business Service Center Forum (BSCF) of the American Chamber of Commerce - by trainers of soft and hard skills necessary to become successful on the labour market (not only) in the area of shared services. The language of instruction is Slovak or English.
Modules:
23.02., 14:00, V. Moros, D. Veselska, in IBM, Relationship Management
02.03., 14:00, R. Hovancak, in NESS, MS Excel
09.03., 14:00, D. Pacoláková, M. Čičvara, in DT IT Slovakia, Artificial Intelligence
16.03., 14:00, T. Radacovsky, in GlobalLogic, Multi-culture in cross-location teams
23.03., 14:00, L. Bodnarova, M. Pustaiova, in Holcim, Future-Ready Superpowers: Communication, Teamwork & Adaptability
30.03., 14:00, A.Toth, in AT&T, Presentation skills
13.04., 14:00, AP1S9, UPJS, Final presentations
The course focuses on soft and some hard skills necessary to become successful on the labour market within the shared corporate services centres and its objective is to provide students with a set of effective communication tools. The companies associated within the Business Service Center Forum (BSCF) of the American Chamber of Commerce in Slovakia employ more than 31,000 full-time employees and have identified soft communication skills on one hand as the most important skills but on the other hand as at least developed competences of graduates entering the labour market. The aim of the course is to contribute to enhancement of soft and some hard skills which are necessary for working not only in the shared services centres, but also widely applicable on the labour market. After completing the course, students will be able to communicate more assertively, solve conflicts arising on the workplace, receive and give feedback effectively, but they will also know the basis of working in accounting systems or in programming languages (depending on the actual need of the labour market).
Recommended literature will be based on corporate training materials used in internal educational activities of individual companies associated within the Business Service Center Forum (BSCF) of the American Chamber of Commerce.
A student chooses one course only to receive a certificate for its successful completion. The courses are identical in both semesters.
Conditions for completing the course:
a) regular attendance of sessions and active participation (max. permitted absence: 1x180 min) - 40 %
b) group presentation of the topic chosen from the course syllabus during the last session and feedback to team members - 60 %
English
The course is taught by representatives of companies associated within the Business Service Center Forum (BSCF) of the American Chamber of Commerce - by trainers of soft and hard skills necessary to become successful on the labour market (not only) in the area of shared services. The language of instruction is Slovak or English.
Modules:
23.02., 14:00, V. Moros, D. Veselska, in IBM, Relationship Management
02.03., 14:00, R. Hovancak, in NESS, MS Excel
09.03., 14:00, D. Pacoláková, M. Čičvara, in DT IT Slovakia, Artificial Intelligence
16.03., 14:00, T. Radacovsky, in GlobalLogic, Multi-culture in cross-location teams
23.03., 14:00, L. Bodnarova, M. Pustaiova, in Holcim, Future-Ready Superpowers: Communication, Teamwork & Adaptability
30.03., 14:00, A.Toth, in AT&T, Presentation skills
13.04., 14:00, AP1S9, UPJS, Final presentations
The course focuses on soft and some hard skills necessary to become successful on the labour market within the shared corporate services centres and its objective is to provide students with a set of effective communication tools. The companies associated within the Business Service Center Forum (BSCF) of the American Chamber of Commerce in Slovakia employ more than 31,000 full-time employees and have identified soft communication skills on one hand as the most important skills but on the other hand as at least developed competences of graduates entering the labour market. The aim of the course is to contribute to enhancement of soft and some hard skills which are necessary for working not only in the shared services centres, but also widely applicable on the labour market. After completing the course, students will be able to communicate more assertively, solve conflicts arising on the workplace, receive and give feedback effectively, but they will also know the basis of working in accounting systems or in programming languages (depending on the actual need of the labour market).
Essential reading:
1, Schevchenko, V. and Tomascikova, S. Representation of Food in Media Discourses: Cognitive and Pragmatic Aspects. Samara: Samara University Publishing House, 2021. - 216 s. – Introduction, Chapter 1, Chapter 2
2, Tomascikova, S. Postmillennial Media – Discourses Where Food Cultures Meet Everyday Practices. Samara: Samara University Publishing House, 2020. – 72 p.
3, Tomascikova, S. Semiotics of Food: Postmillennial Media – Discourses Where Global and International Meet National, Regional and Local. Samara: Samara University Publishing House, 2021. – 80 p.
Materials used in sessions:
Anderson, E. N. Everyone Eats: Understanding Food and Culture. – New York and London: New York University Press, 2005.
Barthes, R. Toward a Psychosociology of Contemporary Food Consumption // Food and Culture: A Reader. C. Counihan, P. Van Esterik eds. – New York and London: Routledge, 2008. – pp. 28-35.
Belasco, W. J. Meals to Come: A History of the Future of Food. – Berkeley, Los Angeles and London: University of California Press, 2006.
Belasco, W. J. Food: The Key Concepts. – Oxford and New York: Berg, 2008.
Biermann, F., Lovbrand E. Anthropocene Encounters: New Directions in Green Political Thinking. – Cambridge and New York: Cambridge University Press, 2019.
Civitello, L. Cuisine and Culture: A History of Food and People. – Hoboken: Wiley, 2011.
Counihan, C., Van Esterik, P. eds. Food and Culture: A Reader. –New York and London: Routledge, 2008.
de Certeau, M., Giard, L., Mayol, P. The Practice of Everyday Life. Vol. 2: Living and Cooking. – Minneapolis: University of Minnesota Press, 1998.
Greene, C. P. 2008. Shopping for What Never Was: The Rhetoric of Food, Social Style, and Nostalgia. – Jefferson: McFarland & Co, 2008.
Jacobsen, E. The Rhetoric of Food // The Politics of Food. M. E. Lien, B. eds. – Oxford: Berg, 2004. – pp. 59-62.
Jurafsky, D. The Language of Food: A Linguist Reads the Menu. – New York: Norton, 2014.
Kaufmann, J.-C. The Meaning of Cooking. – Cambridge and Malden: Polity, 2010.
Kirby, A. Digimodernism: How New Technologies Dismantle the Postmodern and Reconfigure our Culture. – London and New York: Continuum International, 2009.
Koch, S. L. Gender and Food. – Lanham: Rowman and Littlefield, 2019.
Lipovetsky, G. Hypermodern Times. Transl. A. Brown. – Cambridge and Malden: Polity Press, 2005.
LeBesco, K. Naccarato, P. eds. The Bloomsbury Handbook of Food and Popular Culture. – London, Oxford, New York, New Delhi and Sydney: Bloomsbury, 2018.
Montanari, M. Food is Culture. Transl. Sonnenfeld, A. – New York:Columbia University Press, 2004.
Palmer, G. ed. Exposing Lifestyle Television: The Big Reveal. –Aldershot and Burlington: Ashgate, 2008.
Phillipov, M. Media and Food Industries: The New Politics of Food. – Basingstoke and New York: Palgave Macmillan, 2017.
Rifkin, J. The Third Industrial Revolution: How Lateral Power is Transforming Energy, the Economy, and the World. – New York: Palgrave Macmillan, 2011.
Rousseau, S. Food Media: Celebrity Chefs and the Politics of Everyday Interference. – London and New York: Bloomsbury, 2012b.
Shahani, G. ed. Food and Literature. Cambridge Critical Concepts. – Cambridge: Cambridge University Press, 2018.
Siniscalchi, V., Harper, K. Food Values in Europe. – London: Bloomsbury Academic, 2019.
Wrangham, R. Catching Fire: How Cooking Made Us Human. – New York: Basic Books, 2009.
Continuous assessment: 100 %:
1, The course work (presence, preparation and activity) represents 50 % of your continuous assessment. Activity: Each of you is expected to read and analyse the class materials before the lesson, to bring and use them in our seminars, to contribute actively to seminar discussions by presenting information, ideas and comments.
2, Individual project represents 50 % of your continuous assessment. You will be assigned a specific task (e.g. analysis of media product, case study, analysis of campaign, etc.) on which you will work on your own. You will present your project outcomes to the rest of the class.
Final assessment: 100% continuous assessment. FINAL EVALUATION Mark points % A 100 – 93 B 92 – 86 C 85 – 78 D 77 – 72 E 71 – 65 FX 64 and less.
AI use in all courses of the BAS Department:
Students are generally expected to complete all assigned work independently in a way that reflects their understanding of the course material. The use of generative AI tools (e.g., ChatGPT, Google Gemini, Microsoft Copilot) to generate academic content (such as text or creative work) that is submitted for assessment is not permitted unless explicitly authorized in the assignment instructions or by the instructor her/himself. Students may use AI-based tools for basic writing support such as grammar, spell checking, and stylistic editing (e.g., Grammarly or word-processor editing tools); for these purposes, documenting of AI use is not required. For any other AI use beyond basic editing, students must discuss it with the instructor before submitting work to ensure it aligns with the course learning goals and academic integrity. Unauthorized or undocumented use of AI beyond these guidelines may be considered a violation of academic integrity and thus a reason for the ethical board proceedings.
English
Course content:
Week 1: Introduction to the course. Course organisation. MS TEAMS materials.
Week 2: Food, discourse, media, semiotics.
Week 3: Reading week.
Week 4: Food and culture.
Reading I: PM: Introduction, Chapter 1.
Reading II: SF: Introduction, Chapter 1.
Reading: Shevchenko, Tomascikova: Introduction, Chapter 1 and 2
Week 5: Food and foodways.
Reading I: PM: Chapter 2.
Reading II: SF: Chapter 2.
Week 6: Food literacy.
Reading I: PM: Chapter 3.
Reading II: SF: Chapter 3.
Week 7: Food practices.
Reading I: PM: Chapter 4.
Reading II: SF: Chapter 4.
Week 8: Tutorials.
Week 9: Easter Monday.
Week 10: Food and lifestyle.
Reading I: PM: Chapter 5. Conclusion.
Reading II: SF: Chapter 5.
Week 11. Project preparation. Project presentation preparation.
Week 12: Project presentations BASm only. Projects sent to the tutor by AJEIEm, AJm.
Week 13, 14: Tutorials.
Continuous assessment: 100 %:
1, The course work (presence, preparation and activity) represents 50 % of your continuous assessment. Activity: Each of you is expected to read and analyse the class materials before the lesson, to bring and use them in our seminars, to contribute actively to seminar discussions by presenting information, ideas and comments.
2, Individual /group project represents 50 % of your continuous assessment. You will be assigned a specific task (e.g. analysis of media product, case analysis, etc.) on which you will work on your own /in pairs. You will present your project outcomes to the rest of the class (BASm only).
Final assessment: 100% continuous assessment. FINAL EVALUATION Mark points % A 100 – 93 B 92 – 86 C 85 – 78 D 77 – 72 E 71 – 65 FX 64 and less
Aims and objectives: General introduction to subject of mass media discourse, the most important aspects of semiotic representation in media texts with the focus on food representation, food in the context of philosophical understanding of a person, analysis of various media and their products, their importance, functions, discourses and aspects.
Bell, A. 2014. The Guidebook to Sociolinguistics. Malden: Wiley-Blackwell
Holmes, J. 2013. An Introduction to Sociolinguistics. London and New York: Routledge.
Mesthrie, R. (ed.) 2011. The Cambridge Handbook of Sociolinguistics. Cambridge: Cambridge University Press.
Steinberg, D. & Sciarini, N. V. 2006: An Introduction to Psycholinguistics. Larlow: Longman ltd.
Traxler, M. J. & Gernsbacher, M. A. (eds.). Handbook of Psycholinguistics. Amsterdam: Elsevier.
Traxler, M. J. 2012. Introduction to Psycholinguistics. Understanding language science. Malden: Wiley-Blackwell
Wardhaugh, R. 2006. An Introduction to Sociolinguistics. Malden: Blackwell Publishing.
Wardhaugh, R. & Fuller, J. M. 2015. An Introduction to Sociolinguistics. Malden: Wiley- Blackwell
Attendance: students are expected to attend each class according to schedule. Should the student miss the classes without relevant reason, he/she will not receive credits for the course no matter what his/her overall results are on the tests. The student must be on time for class or he/she will be marked as absent.
ASSESSMENT
Continuous assessment:
1. Test I (psycholinguistics) is planned for week 10.
2. Test II (sociolinguistics) is planned for week 13.
Continuous assessment is a part of a final exam (50%).
There is no retake for any part of the continuous assessment.
Both tests together will be evaluated according to the following scale:
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 and less
Final assessment: exam – written form – 50%.
Exam test evaluation:
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 and less
The final mark will be counted as the average of the mark from continuous assessment and the final exam test.
English
LECTURES – DETAILED DESCRIPTION
Week 1: Introductory notes on the subject
Week 2: Psycholinguistics – scope of the interest. Language and its origin. Language and the thought.
Week 3: Speech Production and Comprehension. Theories about 1st Language Acquisition and Children.
Week 4: Speech Production and Comprehension and Adults. Language – mind – brain.
Week 5: Lecture given by an Erasmus visit (topic to be announced)
Week 6: Speech errors.
Week 7: Tutorials – no lecture
Week 8: Sociolinguistics – scope of the interest. Language as a social phenomenon.
Language and society. Language and variation.
Week 9: Lecture given by an Erasmus visit (topic to be announced)
Week 10: Languages and their regional, social and contextual variations.
Week 11: Language and nationality. Applied Sociolinguistics.
Week 12: Key topics in contemporary sociolinguistic research
Week 13: Tutorials – no lecture
Week 14: Tutorials – no lecture
SEMINARS – DETAILED DESCRIPTION
Week 1: Introductory week: aims and objectives, assessment and evaluation
Week 2: Psycholinguistics and components of speech.
Week 3: Origin of human language. Does language shape the way we think?
Week 4: Speech Production and Comprehension and Children.
Week 5: Seminar conducted by an Erasmus visit (topic to be announced)
Week 6: Speech Production and Comprehension and Adults
Week 7: Tutorials – no seminar
Week 8: Speech errors
Week 9: Seminar conducted by an Erasmus visit (topic to be announced)
Week 10: Test I (Psycholinguistics)
Language and sociolinguistics.
Week 11: Language and its regional, social and contextual variation.
Week 12: Applied sociolinguistics. Basic steps in sociolinguistic research.
Week 13: Test II (Sociolinguistics)
Week 14: Tutorials – no seminar
The course aims to explain the relationship between language and society, that is, individual and social variations of language depending on various social factors, as well as the relationship between language and the mind, that is, psychological processes connected with perception, production and acquisition of language. The students will acquire theoretical and practical skills in the study of language and its social and psychological dimension.
The updated list of recommended literature is available on the Department’s website.
To obtain the number of credits required by the study plan.
English
The aim of state examination is to demonstrate professional knowledge. Students are required to present their general knowledge of partial areas of the specialization. They also need to prove that their knowledge of the particular area corresponds to the deeper interest in the selected issue and exceeds the standard content and scope of subjects of the given study level. The chairman of state examination board, guarantor of study programme or guarantor of the respective area will specify the literature which students need to read and study for the purpose of state examination. The literature will be specified in line with the learning path to achieve learning outcomes, selected by a student, separately for each module, Module 1 The English language and culture and Module 2 Modern languages - the French language.
State examination board decides on students´assessment. Assessment fully reflects demonstrated knowledge, in particular the competence of creative application of knowledge. In final assessment, the emphasis is put on critical thinking making use of knowledge acquired during the study across the field of study rather than on presenting isolated facts. State examination board will further assess the content and form of student´s performance.
Verification of competences acquired by students in compliance with the graduate profile.
1. Nováková, T.: Tlmočenie. Teória, vyučovanie, prax. FiF UK: Bratislava
1993.
2. Müglová, Daniela: Komunikácia, tlmočenie, preklad alebo Prečo spadla
Babylonská veža?, vyd. Enigma, 2009
3. Lecturer´s handouts
Continuous assessment of progress made by a student during semester.
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
French C1
Seminars are focused on intensive training of anticipation, inference and segmentation strategies. Cloze deletion tasks will be used to improve anticipation, consisting in interpreting of texts with omitted words or sections of sentences. Exercises focused on interference will be based on interpreting where short sequences were intentionally omitted. Such exercises improve competence to deduce logically and add the part which a student (interpreter) missed. By training of segmentation, students will learn how to process identified sense perceptions, irrespective of a speaker’s rhetoric competence to formulate a transparent and clear target text. Students’ performances will be subsequently analysed, with the emphasis on identification and removal of the three most frequent failures of interpreting – omission, contradiction, and telescopage.
The aim of the course Simultaneous Interpreting is acquiring and development of interpreting habits, skills, strategies and techniques (interpreting competences) by training of routine - automated procedures ("epistemic habits") that can be learned on the basis of imitative and cognitive learning strategies and that stimulate occurrence of associative, context-depending links between expressions in source and target language.
Jones, R. (1998) Conference Interpreting Explained. Manchester: St. Jerome Publishing
Gile, D. (1995) Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins
Nováková, T. 1993. Tlmočenie: teória, výučba, prax. Bratislava
Čeňková, I. (1988). Teoretické aspekty simultánního tlumočení. Praha.
For seminars with Mgr. Demjanová:
Makarová, Viera. 2004. Tlmočenie. Bratislava : STIMUL, 2004. 183 s.
Müglová, Daniela. 2009. Tlmočenie a preklad od antiky po súčasnosť alebo Čo spôsobil pád Babylonskej veže. Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža? Bratislava : ARIMES, 2009, s. 82-208.
Rozan, Jean-François. 2002. Note-taking in Consecutive Interpreting. Kraków : Tertium, 2002. 57 s.
This compulsory course is taught to students of interpreting and translation studies.
Continuous assessment consists of continuous assessment of student´s progress in course of the semester.
Grading scale:
100%-92% A
91%-87% B
86%-82% C
81%-77% D
76%-65% E
64% and less FX
Slovak language, English language
The language of the course is both Slovak and English. Students are expected to have a very good English language competence; lack of such competence will not be excused when evaluating student’s interpreting and will affect the final assessment. The course is not recommended to the first-year students, since a very high command of English on the C1+ level is required. The course is recommended to those students who have attended consecutive interpreting courses during their Bachelor studies.
1. Introduction: objectives and conditions of the course
2. Theoretical part: introduction to interpreting, interpreter's rules and credo, genres and types of interpreting
Practical part: exercises – Slovak language, presentation, interpretation in the booths
3. Theoretical part: types of interpreting
Practical part: multitasking (games and exercises), list interpreting, interpreting in booths
4. Theoretical part: revision, interpreting strategies
Practical part: booth interpreting, rephrasing and anticipation (games and exercises)
5. Theoretical part: praxeology
Practical part: rewording (multiple rewording, deverbalization, dubbing) and self-monitoring
(games and exercises), interpreting in booths
6. Test - theoretical part
7. Tutorials
8. Theoretical part: evaluation of interpretation practical part: coping and stress-management
Interpreting in the booths
9. Interpreting in the booths (optional)
10. Interpreting in the booths (possibility of evaluation)
11. Interpreting in the booths (possibility of evaluation)
12. Practical exam - final evaluation of subject
13. Tutorials
14. tutorials
continuous
Familiarize students with interpreting as such, types and genres of interpreting, interpreting strategies, rhetorical principles, praxeology and ethics of interpreting.
1. Nováková, T.: Tlmočenie. Teória, vyučovanie, prax. FiF UK: Bratislava
1993.
2. Müglová, Daniela: Komunikácia, tlmočenie, preklad alebo Prečo spadla
Babylonská veža?, vyd. Enigma, 2009
3. Lecturer’s handouts
Interpreting I (French language)
Assessment of progress made by a student during semester and assessment of his/her final interpreting performance.
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
French B2-C1
Seminars are focused on intensive training of anticipation, inference and segmentation strategies. Cloze deletion tasks will be used to improve anticipation, consisting in interpreting of texts with omitted words or sections of sentences. Exercises focused on interference will be based on interpreting where short sequences were intentionally omitted. Such exercises improve competence to deduce logically and add the part which a student (interpreter) missed. By training of segmentation, students will learn how to process identified sense perceptions, irrespective of a speaker’s rhetoric competence to formulate a transparent and clear target text. Students’ performances will be subsequently analysed, with the emphasis on identification and removal of the three most frequent failures of interpreting – omission, contradiction, and telescopage.
The aim of the course Simultaneous Interpreting is acquiring and development of interpreting habits, skills, strategies and techniques (interpreting competences) by training of routine - automated procedures ("epistemic habits") that can be learned on the basis of imitative and cognitive learning strategies and that stimulate occurrence of associative, context-depending links between expressions in source and target language.
Makarová, Viera. 2004. Tlmočenie. Bratislava : STIMUL, 2004. p. 183.
Müglová, Daniela. 2009. Tlmočenie a preklad od antiky po súčasnosť alebo Čo spôsobil pád Babylonskej veže. Komunikácia, tlmočenie, preklad alebo Prečo spadla Babylonská veža? Bratislava : ARIMES, 2009, pp. 82-208.
For students of interpreting and translation:
practical examination
For seminars with Mgr. Demjanová:
Continuous assessment consists of 2 parts:
- activity and performance during classes (50 %),
- practical examination (50 %),
Grading scale:
100%-92% A
91%-87% B
86%-82% C
81%-77% D
76%-65% E
64% and less FX
Slovak language, English language
The course is taught to students of interpreting and translation for whom it is compulsory. It is also intended to other students (BAS and BAS in combination, GS) who may choose it as an elective course. Transfers between groups are not possible. All students the must be signed up for the correct sessions and attend the lessons assigned to them as the content of the lessons varies. Different evaluation conditions apply to individual groups.
The languages of the course are Slovak and English. Students are expected to have a very good English language competence, lack of such competence will not be excused when evaluating student’s interpreting and will affect the final assessment. The course is not recommended to the first-year students, since a very high command of English on the C1+ level is required. The course is recommended to those students who have attended consecutive interpreting courses during their Bachelor studies.
Seminars:
1. Introductory lesson
2. Revision (Interpreting B), Simultaneous interpretation methods exercises (practical training)
3. Split-Attention Exercises; Simultaneous interpretation (practical training)
4. Time lag (décalage) Exercises; Simultaneous interpreting (practical training)
5. Anticipation Exercises; Simultaneous interpreting (practical training)
6. Reformulation Exercises; Simultaneous interpreting (practical training)
7. Self-monitoring Exercises; Simultaneous interpreting (practical training)
8. Stress management Exercises; Simultaneous interpreting (practical training)
9. Tutorials
10. Simultaneous interpreting (practical training)
11. Simultaneous interpreting (practical training)
12. Final evaluation and summary of the course
13. Tutorials
14. Tutorials
This course aims to help students practice simultaneous interpreting and achieve better results, and train for real-life simultaneous interpreting events.
Bradford T.Stull,2002. The Elements of Figurative Language.- London: Prentice Hall.
Turner G.W.,1973. Stylistics.- London: Penguin Books.
Wales K.A.,2001. Dictionary of Stylistics.- London: Longman.
Wright L., Hope J.,1995. Stylistics: A Practical Coursebook.- London: Routledge.
Yefimov L., yasinetskaya E.,2004. Practical Stylistics of English.-Vynnyttsa: Nova Knyha.
Individual tasks, tests, examination
A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
English
English and Slovak Stylistics: main issues, peculiarities, theoretical and practical value.
Functional Styles in English and Slovak.
Expressive Means and Stylistic Devices in English and Slovak.
Stylistic Lexicology: English and Slovak.
Morphological Stylistics: English and Slovak.
Stylistic Semasiology. Figures of Substitution and Combination: English and Slovak.
Stylistic Syntax: English and Slovak.
The aim of the subject is to gain knowledge of English Stylistics in comparison with Slovak one, to make students differentiate between English and Slovak expressive means and stylistic devices, and put all theoretical knowledge into practice.
Depending on the selected topic of student research project.
Continuous assessment is a precondition for receiving final assessment. Assessment of progress in working on the topic. Development of a student research project as defined by the consultant. The project is to be submitted in week 13 of the semester. Grading scale in %: A 100 – 93 B 92 – 86 C 85 – 78 D 77 – 72 E 71 – 65 FX 64 and less.
French
Each student will choose a topic which is to be approved by his/her consultant. During consultations, the student and the respective consultant will jointly develop a project and consider the possibilities of its writing, taking into account available literature. Students are required to work independently and meet with their consultants on a regular basis (2 hours per week) to present the progress in results and parts of the research project.
The aim of the course is to develop students’ critical thinking skills when gaining and applying new knowledge, with the aim to gradually develop and demonstrate their ability to do individual research. Working on a research project can become a basis for its further development into the final thesis.
Depending on the selected topic of student research project.
Continuous assessment is a precondition for receiving final assessment. Assessment of progress in working on the topic. Development of a student research project as defined by the consultant. The project is to be submitted in week 13 of semester. Grading scale in %: A 100 – 93 B 92 – 86 C 85 – 78 D 77 – 72 E 71 – 65 FX 64 and less.
French
Each student will choose a topic which is to be approved by his/her consultant. Within consultations, the student and the respective consultant will jointly develop a project and consider the possibilities of its writing, taking into account available literature. Students are required to work independently and meet with their consultants on a regular basis (2 hours per week) to present the progress in results and parts of the research project.
The aim of the course is to develop students’ critical thinking skills when gaining and applying new knowledge, with the aim to gradually develop and demonstrate their ability to do individual research. Working on a research project can be a basis for its further development into the final thesis.
SK
Jones, R. (1998) Conference Interpreting Explained. Manchester: St. Jerome Publishing Gile, D. (1995) Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins Nováková, T. 1993. Tlmočenie: teória, výučba, prax. Bratislava Čeňková, I. (1988). Teoretické aspekty simultánního tlumočení. Praha.
Green regime: combined mode, i.e. attended and online (via MS Teams), as scheduled by the teacher Orange regime: online mode (via MS Teams) Red regime: online mode (via MS Teams)
Active attendance of seminars.
One final test to be written in the 12th week of semester, or as scheduled by the teacher.
65% PASS
Scoring scale:
A 100-93%
B 92-86%
C 85-78%
D 77-72%
E 71-65%
FX 64 and less
Slovak, English
1. Psychological, personality, neurophysiological and social aspects of simultaneous interpretation. 2. Acoustic difficulties and their overcoming. Using interpreting technical devices. 3. Cultivating split attention and memory. 4. Techniques of simultaneous interpretation (beginning, reformulation, salami technique, efficiency in reformulation, simplification, generalization, omission of parts of speech (under pressure) and rapid entry speech, summary and recapitulation, explanation). 5. Incidence of errors on both the speaker and interpreter side. 6. Intonation, accent, pauses. 7. Metaphors and proverbs. 8. Remembering the dates, numbers, names, acronyms, and their translations. 9. Retour and relay interpreting. 10. Simultaneous interpretation as a functional system: identification, assimilation and synthesis. 11. Pilotage. 12. Information structure and its impact on the process of simultaneous interpreting. 13. Anticipation: linguistic factors (support points, clichés), non-linguistic factors. 14. Translation for interpreters.
1. Psychological, personality, neurophysiological and social aspects of simultaneous interpretation. 2. Acoustic difficulties and their overcoming. Using interpreting technical devices. 3. Cultivating split attention and memory. 4. Techniques of simultaneous interpretation (beginning, reformulation, salami technique, efficiency in reformulation, simplification, generalization, omission of parts of speech (under pressure) and rapid entry speech, summary and recapitulation, explanation). 5. Incidence of errors on both the speaker and interpreter side. 6. Intonation, accent, pauses. 7. Metaphors and proverbs. 8. Remembering the dates, numbers, names, acronyms, and their translations. 9. Retour and relay interpreting. 10. Simultaneous interpretation as a functional system: identification, assimilation and synthesis. 11. Pilotage. 12. Information structure and its impact on the process of simultaneous interpreting. 13. Anticipation: linguistic factors (support points, clichés), non-linguistic factors. 14. Translation for interpreters.
- to instruct students on basic procedures, methods and techniques of simultaneous interpreting, - types of interpreting: liaison, booth (conference), telephone, videoconference, chuchotage, relay and retour
Vravec, J., Medzinárodné financie
Vlachynský, K. Finančný manažment
Čapková, H. (2006)New English for Economists. Praha: EKOPRESS, s.r.o.
Krois-Lindner, A. (2012). International Legal English, Cambridge: CUP
Green regime: combined mode, i.e. attended and online (via MS Teams), as scheduled by the teacher Orange regime: online mode (via MS Teams) Red regime: online mode (via MS Teams)
Active attendance of seminars.
Two tests will be administered in the 6th and 12th weeks of the semester, or as scheduled by the instructor.
65% PASS
Scoring scale:
A 100-93%
B 92-86%
C 85-78%
D 77-72%
E 71-65%
FX 64 and less
English, Slovak
1. Introductory seminar
2. International trade
3. Legal regulation, Restrictions in International Trade
4. Conflict of laws, court-based adjudication and alternative dispute resolution mechanism
5. Sale of goods
6. Test 1
7. Contracts for the international sale of goods
8. Tutorials
9. Obligations and risk in contracts for international sales
10. Transportation documents and means of payment
11. Currency, Balance of payments
12. Test 2
13. – 14. Tutorials
Students have acquired the knowledge of terminology in the field of international trade and are able to translate contracts for international purchase of goods and agreements to enter into future contracts; students can identify terminological counterparts in the UN Convention on the international purchase of goods, INCOTERMS and understand fundamental legal concepts of private international law, such as domicile, residence, citizenship and nationality, forum and jurisdiction; they understand the terminology of international trade and its restrictions, competition law and anti-competition practices, including anti-monopoly entities. They are able to work in the CAT-tool environments MEMSOURCE and TRADOS.
Batistella, D. 2009. Théorie des relations internationales. Presses de Sciences Po.
Bernard, G., Deschodt, J.-P. 2011. Dictionnaire de la politique et de l'administration. Paris: PUF.
Delwit, P. et. al. 1999. A quoi sert le Parlement européen ? Bruxelles: Complexe.
Druesne, G. 2006. Droit de l'Union européenne et politiques communautaires. Collection "Droit fondamental".
Ferry, J.-M. 2000. La question de l’Etat européen. Paris: Gallimard.
Grevisse, M. 2009. Le Petit Grevisse. Grammaire française. Bruxelles: De Boeck Duculot.
Lefebvre, M. Le jeu du droit et de la puissance : Précis de relations internationales. 4e édition. PUF.
Magnette, P. (éd.). 2000. La Constitution de l’Europe. Bruxelles: Editions de l’Université de Bruxelles.
Majone. G. 1996. Les Communautés européennes : un Etat régulateur. Paris: Montchrestien.
Mougel, F.-C. 2012. Histoire des relations internationales, de 1815 à nos jours. PUF.
Penfornis, J. – L. (2006). Le Français du droit. Affaires, Europe, administration, justice, travail, contrats. Clé International.
Rey-Debove, J., Rey, A. 2004. Le Nouveau Petit Robert. Paris: Dictionnaires les Robert.
Roche, J.-J. 2012. Relations internationales. 6e édition. Paris: Editions Lextenso.
Segard, J.-F. 2013. Comprendre l'Actualité Géopolitique et Relations Internationales. Ellipses.
Soignet, M. (2003). Le français juridique : Droit, administration, affaires. Hachette International.
Tichý, Ľ. et al. 2005. Čtyřjazyčný slovník evropského práva. Anglicko – česko – francouzsko – slovenský. Praha: Linde.
Thysebaerr, B. 2000. Le livre blanc du SFIE (Syndicat des fonctionnaires internationaux et européens).
Two tests are intended for weeks 7 and 14. The tests will verify students’ knowledge of materials covered during seminars and assigned for home preparation. In order to pass the subject, the sum of the scores from the two tests must be at least 70%. There will not be any re-take tests. If a need arises to change the date of the test due to holiday or absence of a lecturer, the students will be informed well in advance through the official website of the Department/by email. Regular and active seminar attendance is required; more than two absences will make it impossible for the lecturer to give a final grade. If a student is not prepared, he/she will be considered absent. Should the students fail to bring their own copy or a completed home assignment for a particular seminar, they will be asked to leave the classroom. Students shall respect their distribution into individual seminar groups. In case of any questions, please, contact the lecturer: roman.gajdos@upjs.sk.
Assessment:
Test No. 1. - 25% - focus on terminology
Test No. 2. - 75% - translation of a text
Total: 100%
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
French: C1 - C2
Week 1: Introductory lesson, making students familiar with the structure of the semester and the conditions for receiving assessment
Week 2 – 6: Working with texts, practical translations and exercises
Week 7: Test No. 1
Week 8 – 13: Working with texts, practical translations and exercises
Week 14: Test No. 2
The aim of the course is to make students familiar with basic translation methods and procedures and terminology databases of international and political relations.
Popovič, A.: Originál-preklad. Tatran, Bratislava, 1982
Hochel, B.: Preklad ako komunikácia, Bratislava, Slovenský spisovateľ 1990.
Vilikovský, J.: Preklad ako tvorba. Bratislava, Slovenský spisovateľ 1984.
Mounin, G.: Les problemes théoriques de la traduction. Paris, Gallimard 1976.
Masár, I.: Príručka slovenskej terminológie. Bratislava 1991.
Preklad odborného textu. Red. A. Popovič. Nitra 1977
Cabré, M.T.: Terminology. Amsterdam -Philadelphia 1998
Preparation of a terminology glossary - 40%
Exam -60%
Grading scale: A 100-94 %, B 93-89 %, C 88-83 %, D 82-77 %, E 76-70 %, FX 69 % and less
Slovak, English
Translation and terminology, features and structure of terms, intra- and inter-lingual translation, terminology glossaries.
Acquiring basic knowledge of theory of terminology and terminography.
Andričík, Marián. 2004. K poetike umeleckého prekladu. Levoča : Modrý Peter, 2004.
Baker, Mona. 1992. In other words, a coursebook on translation. London : Routledge, 1992.
Hečko, B.: Dobrodružstvo prekladu. Bratislava, Slovenský spisovateľ 1991.
Levý, Jiří. 1963. Umění překladu. Praha : Československý spisovatel, 1963.
Newmark, Peter: A Textbook of Translation. Hempstead : Prentice HaH International, 1988.
Popovič, Anton. 1975. Teória umeleckého prekladu. Bratislava : Tatran, 1975.
Preklad včera a dnes. Bratislava, Slovenský spisovateľ 1986.
Sabol, J.: Teória literatúry. Základy slovenskej verzológie. Košice, Rektorát Univerzity P. J. Šafárika 1988.
Slobodník, D.: Teória a prax básnického prekladu. Bratislava, Slovenský spisovateľ 1990.Venuti, Lawrence, ed. 2000. The Translation
Studies Reader. London : Routledge, 2000.Vilikovský, J.: Preklad ako tvorba. Bratislava, Slovenský spisovateľ 1984.
Zambor, J.: Preklad ako umenie. Bratislava, Univerzita Komenského 2000.
Active participation in seminars (20%)
Exam (80%)
Slovak language
1. Translation as a "game of equivalence".
2. Principles of comparative examination of literary texts.
3. Text and metatext variations.
4. Rhythmical equivalents in translation of poetry.
5. Semantic parallels of prototext and metatext (poetry, fiction).
6. Iconic-symbolic versus arbitrary semiotic principle and tendencies to their homeostasis in prototext and metatext.
7. Shifts in translation.
Mastering of theoretical background and methods for comparing semantic and rhythmical equivalents of a poetic prototext and metatext, and expressive and semantic features of the original fiction and its translation.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
Min. 80% of active participation in classes.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
BENCE, M. et al. 2005. Plávanie. Banská Bystrica: FHV UMB. 198s. ISBN 80-8083-140-8.
[online] Dostupné na: https://www.ff.umb.sk/app/cmsFile.php?disposition=a&ID=571
BUZKOVÁ, K. 2006. Fitness jóga, harmonické cvičení těla I duše. Praha: Grada. ISBN 8024715252.
JARKOVSKÁ, H, JARKOVSKÁ, M. 2005. Posilování s vlastním tělem 417 krát jinak. Praha: Grada. ISBN 9788024757308.
KAČÁNI, L. 2002. Futbal:Tréning hrou. Bratislava: Peter Mačura – PEEM. 278s. ISBN
8089197027.
KRESTA, J. 2009. Futsal.Praha: Grada Publishing, a.s. 112s. ISBN 9788024725345.
LAWRENCE, G. 2019. Power jóga nejen pro sportovce. Brno: CPress. ISBN 9788026427902.
SNER, Wolfgang. 2004. Posilování ve fitness. České Budějovice: Kopp. ISBN 8072322141.
STACKEOVÁ, D. 2014. Fitness programy z pohledu kinantropologie. Praha: Galén. ISBN 9788074921155.
VOMÁČKO, S. BOŠTÍKOVÁ, S. 2003. Lezení na umělých stěnách. Praha: Grada. 129s. ISBN
8024721743.
active participation in classes - min. 80%.
Slovak language
Brief outline of the course:
The Institute of physical education and sport at the Pavol Jozef Šafárik University offers 20 sports activities aerobics; aikido, basketball, badminton, body-balance, body form, bouldering, floorball, yoga, power yoga, pilates, swimming, fitness, indoor football, SM system, step aerobics, table tennis, chess, volleyball, tabata, cycling.
Additionally, the Institute of physical education and sport at the Pavol Jozef Šafárik University offers winter courses (ski course, survival) and summer courses (aerobics by the sea, rafting on the Tisza River) with an attractive programme, sports competitions with national and international participation.
Sports activities in all their forms prepare university students for their professional and personal life. They have a great impact on physical fitness and performance. Specialization in sports activities enables students to strengthen their relationship towards the selected sport in which they also improve.
Neale, S. and Krutnik, F.: Popular Film and Television Comedy. Routledge, London, 1990 Abercrombie, N. Television and Society. London: Polity Press, 1996. Argyle, M. The Psychology of Social Class. London: Routledge, 1994. Bilton, T. et al Introductory Sociology. London: Macmillan, 1996. Crowley,D. and Mitchell,D.(eds) Communication Theory Today. Cambridge: Polity Press, 1994. Fiske, J. and Hartley, J. Reading Television. London: Methuen, 1978. Hartley, J. Tele-ology: Studies in Television. London: Routledge, 1992. Meyrowitz, J. Multiple Media Literacies. 1998. In: Newcomb, H. ed. Television: The Critical View. Oxford: Oxford University Press, 2000. Montgomery, M. An Introduction to Language and Society. London: Routledge, 1986. Palmer, J.: Taking Humour seriously. Routledge, London, 1994 Reid, I. Social Class Differences in Britain. Glasgow: Fontana Paperbacks, 1989. Scannell, P. “Public Service Broadcasting and Modern Public Life”. Media, Culture and Society, 1989. 11(2), 135-166. Thompson, J. B. The Media and Modernity: A Social Theory of the Media. Cambridge: Polity Press, 1995.
Slávka Tomaščíková: Gender in Sitcom In: Gender Issues in the Media. - Košice : Pavol Jozef Šafárik University in Košice, 2013. - ISBN 9788081520938. - S. 9-32.
Slávka Tomaščíková: Sitcom within British Studies In: Theory and practice in English studies. Volume 4 : proceedings from the Eighth conference of English, American and Canadian studies (literature and cultural studies). - Brno : Masaryk University, 2005. - ISBN 80-210-3836-5. - S. 249-254.
Continuous assessment:
Preparation, active participation 40 %:
Every student MUST have their own copies of the book by Neale and Krutnik, materials, their own written preparation and be prepared to discuss them. Otherwise they will be considered absent. Each student is expected to read articles provided by the lecturer and contribute actively to seminar discussion and analysis by presenting information, ideas and comments.
Written project 60 %:
Comparative analysis of two sitcoms. Individual students will prepare a comparative analysis of two samples of sitcoms. Selection of the samples has to be approved by the lecturer.
Final mark 100% (Preparation, active participation 40 %, Comparative analysis 60 %) Minimum pass mark is 65 %. A 100-93% B 92-86% C 85-78% D 77-72% E 71-65% FX 64 and less.
English
After an introductory lecture, individual forms of television comedy will be discussed and analysed. Handouts represent a part of material needed for the course and you will be asked to make your own copies from a master copy provided by the lecturer.
Course organisation:
Week 1 Introductory Week.
Week 2 Reading week.
Week 3 Importance, functions, and discourse of television comedy. Contemporary forms of television comedy. Social aspects in television comedy.
Week 4 Critical analysis: Family / work setting - class, gender, race, nationality, homosexuality in Fawlty Towers. Critical analysis: Family setting – class and gender in Keeping Up Appearances.
Week 5 Critical analysis: Family / work setting – relationships in As Time Goes By.
Week 6 Critical analysis: Family setting – generations in My Family.
Week 7 Tutorials.
Week 8 Critical analysis: Female and male in Vicar Of Dibley and in Men Behaving Badly.
Week 9-12 Students' presentations.
Week 13-14: Tutorials.
Introduction to the subject of television comedy, to contemporary debates about television comedy and its effects. Location of the study of television comedy in the wider context of the study of humour in social and aesthetic life. Reflection of British society in television comedy. Importance, functions, discourse and aspects of television comedy. Contemporary forms of television comedy with the focus on the sitcom and the stand-up/sketch based show. Critical analysis of examples of television comedy.
Obligatory literature:
Johnson, Lance, (2012) WHAT FOREIGNERS NEED TO KNOW ABOUT AMERICA FROM A TO Z, How to Understand Crazy American Culture, People, Government, Business, Language and More. A to Z Publishing, Los Angeles, California, USA, ISBN-13: 978-1468172362
Luedtke, Luther S. Ed.(1987) MAKING AMERICA, The Society and Culture of the United States, Forum Series, United States Information Agency, Division for the Study of the United States, Washington, ISBN: 973 87-19116
Eds. Crowther, J., Kavanagh K. (1999) Oxford Guide to British and American Culture, Oxford University Press, ISBN: 0194313328
Recommended literature:
Hallywell, M. and Morley, C. eds. (2008) American Thought and Culture in the 21st Century, Edinburgh University Press, ISBN-9780748626021
Gary W.McDonogh, Robert Gregg, and Cindy H.Wong eds. (2005) ENCYCLOPEDIA OF CONTEMPORARY AMERICAN CULTURE, Routledge, ISBN 0-203-99168-0 Master e-book ISBN, ISBN 0-415-16161-4 (Print Edition)
Student evaluation is based on three criteria:
TWO CREDIT TESTS 70%; and ATTENDANCE AND ACTIVE PARTICIPATION 30%. To receive credits for this course, students must pass the two credit tests; continuously and timely submit their reports and attend each class according to the schedule. Attendance is followed during the online sessions too.
TESTS constitute 70% of the final mark:
Ordinarily, student coursework is evaluated by letter grades, which are assigned a value based on a 100-point scale gained from two credit tests plus points for continuous preparation and active participation. The final mark is assigned according to the following scale:
A 100-93
B 92-86
C 85-78
D 77-72
E 71-65
FX 64-0
Students who are unable to take a credit test at the scheduled time due to a documented condition should contact the lecturer as soon as the need is apparent to discuss make-up examination accommodations and procedures. Students absent from a scheduled credit test will be examined by the lecturer separately in an ORAL EXAM to collect information about their level of preparedness. Oral exams will be realized during the lecturer’s consultation hours as soon as possible after the missed credit test. The content of the oral examination will be equivalent with the content of the missed credit test but may last longer than a written test and can include deeper analysis of certain problem areas of the course.
ATTENDANCE AND ACTIVE PARTICIPATION constitute 30% (maximum 30 points) of the final mark:
All students must attend all classes regardless they are organized face-to-face or online. Students must join the class sessions on time. Should anyone miss the first ten minutes of a class, will be marked as absent from the class. Points for active participation will be assigned only when the student actively contributes to the learning process during the sessions by joining discussions!
Volunteer work in extracurricular activities that are organized by the Department of the British and American Studies which clearly contribute to the students' professional development such as: lectures and workshops, career week activities, organization of open-door days, language competitions, conferences, Olympiads, and other similar activities are fully supported! Should these activities be organized during the regular session times, volunteers will be assigned the points for active participation as if they had participated in the regular class session.
ABSENCE DUE TO ILLNESS
A student absent from a class must file a valid doctor’s certificate by emailing it in a PDF format to the lecturer as soon as possible. Due reports for the missed class must be submitted according to the syllabus of the course and no later than the following class attended by the student.
In an emergency, if the student is unable to contact the lecturer and mail the valid doctor’s certificate or is being treated elsewhere, the lecturer must be informed by sending an email to the following email address: julius.rozenfeld@upjs.sk as soon as possible. In both cases, the student must also file a letter from a physician certifying the date and nature of the illness.
ABSENCE FOR OTHER REASONS
Students who must be absent for reasons other than illness, such as a death in the family or a reason of similar gravity, must contact the lecturer as soon as possible and submit relevant documents that certify the seriousness of the case.
There may be other activities which can validate missing a class or several classes, for example participation in high-quality international competitions, scientific research, conferences, or other relevant activities, which clearly contribute to the professional development of the student but final decision about the validity of the presented excuse fully falls in the lecturer’s competency. Regular full-time or part-time employment is not an acceptable excuse for a missed class.
COVID-19 regulations:
Changing pandemic situation requires continuous adaptation. Online sessions organized via Microsoft Teams are the preferred alternative to in-person sessions if necessary. Attendance will be duly followed on online meetings too. Tests – if required for the completion of course – are also planned flexibly. Normally, the first credit test takes place during the 6th week of the term with a second credit test on the 12th week, but changes may apply. If necessary, these test dates can be changed according to the pandemic situation or replaced by online tests the form and content of which are comparable with a normal paper-based test. Students are required to follow the department’s noticeboard and inform themselves continuously about the possible changes!
English
1. Introduction to the topic of contemporary USA
2. The American landscape, cities and transportation
3. American culture and American values, ethics, philosophy and religion
4. The American legal system, the courts and their functioning
5. American domestic policy and American government
6. 1st Credit Test
7. Tutorial
8. Economy and trade in the United States of America
9. Work and business in the USA
10. The American education system
11. Healthcare, retirement, and unemployment in the USA
12. 2nd Credit Test
13. Tutorial
The course provides an overview of the United States. Students will understand the current dynamics of American culture by studying a wide range of topics from geographical diversity to political and social issues. Part of the course focuses on US citizenship, visa questions, job and travel opportunities for college students. In cooperation with American diplomatic bodies and cultural institutions, students will have the opportunity to understand their functioning and their contribution to the Slovak-American economic, political and cultural cooperation. Students are guided to critical thinking and are required to use analytical methods and techniques in their work. They are able to actively implement the acquired knowledge in the field of cultural and economic diplomacy as interpreters and translators, or as employees of various diplomatic bodies.
BÓNOVÁ, I. - JASINSKÁ, L.: Jazyková kultúra nielen pre lingvistov. Košice: UPJŠ 2019. 100 s.
FINDRA, J.: Štylistika slovenčiny. Martin : Osveta, 2004.
FINDRA, J.: Štylistika slovenčiny v cvičeniach. Martin : Osveta, 2005.
KRÁĽ, Á.: Pravidlá slovenskej výslovnosti. Martin: Matica slovenská 2006. 423 s.
Krátky slovník slovenského jazyka. Martin: Matica slovenská 2020.
SABOL, J.- SLANČOVÁ, D. - SOKOLOVÁ, M.: Kultúra hovoreného slova. Prešov, FF UPJŠ
1989.
Pravidlá slovenského pravopisu. Bratislava: Veda 2000 (2013).
SABOL, J. – BÓNOVÁ, I. – SOKOLOVÁ, M.: Kultúra hovoreného prejavu. Prešov: FF PU
2006.
SLANČOVÁ, D.: Praktická štylistika. 2., upravené a doplnené vydanie. Prešov: Slovacontact
1996. 178 s. ISBN 80-901417-9-X.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2006.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2011.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2015.
Conditions for successful completion of the course:
a) regular active participation in seminars,
b) preparation of basic literature and content of lectures,
c) elaboration of seminar work / creative task,
d) successful completion of the final test.
Conditions for obtaining the final evaluation: a) seminar work / creative task b) final test (min. 56%) Final evaluation: 100,00 - 92,00% A 91,99 - 83,00% B 82,99 - 74,00 % C 73.99 - 65.00% D 64.99 - 56.00% E 55.99% and less FX
Prerequisites for successful completion of the course are annually updated on the electronic bulletin board in AIS2.
Slovak language
Characteristics of basic terms of general linguistics (language – speech, language functions, the sign character of language, language levels, content and form in language, individual and general aspect of language units) on interdisciplinary background and with the application to Slovak as a national language. Language standard, codification, usus. Basic codification manuals. Application of orthographic rules in practical documents. Sound culture, pronunciation styles. Orthoepic phenomena in vowels and consonants. Application of rhythmic law and its exceptions. Assimilation and its specific features in Slovak. Style, stylization – methods and demonstration of structure of text components.
During the final evaluation, the student demonstrates adequate mastery of the content standard of the course, which is defined by the required literature and seminar content, and demonstrates mastery of the performance standard, within which the student is able to practically apply the standard of standard Slovak in oral and written communications. manuals, gain skill in the bibliographic and citation standard. The graduate of the course normatively masters written communication on the basis of current orthographic rules and knows the basic characteristics of the means of expression of the text and functional language style.