Compulsory texts:
1, Mann, Malcolm - Taylore-Knowles, Steve. 2007. Destination C1&C2. Macmillan
2, materials by a lecturer
Recommended books:
1, Evans, Virginia. 1995, 2004. Round up 6. (upper-intermediate). Longman.
2, Hais, Karel. 1991. Anglická gramatika. SPN.
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 test(s). The student must be on time for class or he/she will be marked as absent. 2.Active participation, completed homework assignments - students are required to come prepared and 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. 3.Final assessment – students will take 2 tests. Final grade will be calculated as a total sum of grades from the two tests. The final grade for the course will be based on the following grading scale. A 93-100%B 86-92%C 78-85%D 72-77%E 65-71%FX 64 and less. Should you have any questions on the forms of assessment, address them to your lecturer at the beginning of the semester.
English
Week 1:
Bank holidays
Week 2:
Tenses I
Week 3:
Tenses II
Week 4:
Passive, Causative
Week 5:
Revision
Week 6 :
TEST1
Week 7:
Tutorial week
Week 8:
Revision
Week 9:
Modals, Semi - modals
Week 10:
Conditionals I
Week 11:
Conditionals II
Week 12:
TEST 2
Week 13, 14:
TUTORIAL WEEK
The course expands the essentials of upper-intermediate and advanced English grammar in order to make students’ language competence better.
Since grammar is the foundation for communication, grammar rules help learners develop the habit of thinking logically and clearly. Students will be able to become more accurate when using a grammatically correct language.
History part :
Compulsory materials :
Remini, Robert V. : A short history of the United States. Harper Collins. 2008.
Recommended texts:
Grant, Susan-Mary. : A concise history of the United States of America. Cambridge. 2012
Institutions:
The SAGE Dictionary of Cultural Studies, Ch. Barker
American Identities, An Introductory Textbook, ed. L.P.Rudnick
Representation, Cultural Representations and Signifying Practices, ed. S.Hall
The Content of Our Character, S.Steele
I Am America and So You Can, D. Colbert
America, Jean Baudrillard
Makkai, Rebecca. The Great Believers. Viking, 2018.
Orange, Tommy. There There. Penguin, 2018.
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. Students are expected to not only engage with individual texts/films but also evaluate the author's message, recognize the potential implications of the text within historical contexts, identify different perspectives, and make inferences about authors' messages. Students are also highly encouraged to challenge individual arguments presented in the texts/films. Unprepared students who have not read/watched the assigned materials prior to each class will be marked as absent. In order to successfully complete the course and receive credits, students need to achieve the cumulative score from two Final tests - one covering topics from American History and one from Social Institutions of at least 65%.
Attendance:
Students are expected to attend each class according to the schedule, including in the online environment. Transfers among groups are not allowed. If students miss three or more classes, they will not receive credits for the course, regardless of their overall results.
The final grade will be calculated as a sum of grades from the two parts - tests (50%+50%). HISTORY part : Students will write 1 test in WEEK 13 (14). There are no re-takes.
INSTITUTIONS part : There will be one test in Week 13 (14).
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 :
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: History
Discovery and settlement of the New World
Independence and nation building
Week 3: Institutions
Identity
Reading:
Generational memory in an American town, John Bodnar
Identities and Social Locations, Gwyn Kirk and Margo Okazawa-Ray
Week 4: History
An emerging identity
The Jacksonian period
Week 5: Institutions
Family
Reading:
What we really miss about the 1950s, S.Coontz
The making and unmaking of modern families, J. Stacey
Week 6: Tutorials
Week 7: History
Slavery, Secession and the Civil War
Week 8: Institutions
Religion
Reading:
The Evolving spiritual and religious landscape of American culture, Ch.J.Flor
The Impact of the American Dream on the Evangelic Ethics, W.Corbin
Week 9: History
Reconstruction and the Gilded Age
Manifest Destiny, Progressivism, World War I and the Roaring Twenties
Week 10: Institutions
Class
Reading:
From Working-class war, Ch. Appy
Class in America (Myths and Realities), G. Mantsios
Week 11: History
The Great Depression, The New Deal, World War II
Week 12: Institutions
Domestic Politics
Reading:
The Problem That has No Name, Betty Friedan
Containment at Home: Cold War, Warm Hearth, Elen T. May
Sources of the Second Wave: The Rebirth of Feminism, S. M. Evans
Week 13: Institutions
The American Indian Movement. Reading:
The Country Was a Lot Better Off When the Indians Were Running It, Vine Deloria, Jr.
The Occupation of Alcatraz Island
Week 14: Test
History
Institutions
The course combines information on history and institutions to provide a complex insight into what constitutes American nation. From the historical perspective the course considers the economic, social and political history of the USA from the earliest period. It provides an explanation of what happened and why. It captures the events, personalities that shaped the nation. It examines how historians have interpreted the past and provides a conceptual framework through which the past can be illuminated.
From the perspective of Institutions, the course introduces basic terminology and theory that helps to understand contemporary American society. The student will be able to analyse past events, and attempt to objectively determine the patterns of cause and effect. Moreover, the student will be able to implement basic concepts of history. The target theory is a theory of identity with reference to various aspects such as religion, family, race, and class. Via the interpretation of primary sources the main objective of this part is to develop and/or improve essential analytical skills in dealing with contemporary cultural problems with the focus on social institutions as the main agent of social changes.
Bauer, Laurie & Trudgill, Peter (eds). 1998. Language Myths. Penguin Books.
Brown, Steven & Larson-Hall, Jenifer. 2012. Second Language Acquisition Myths. Michigan: University of Michigan Press.
Grant, Linda J. (eds). 2014. Pronunciation Myths. Michigan: University of Michigan Press.
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:
Continuous assessment:
Presentation (50%)
Each student is to prepare a presentation of one topic. The details about the presentation will be specified during the first, introductory lesson. Each presentation will be followed by discussion. Thus, it is necessary for all the students to read the materials assigned for the individual weeks (the reading of the other sources related to the given theme is highly welcome), to think of the topic to be able to contribute to the discussion effectively.
Final test (50 %): test based on the linguistic terms mentioned during the course
Final assessment is given by the sum of continuous assessment (presentation 50%, written test 50%). There is no retake for any part of the continuous assessment.
Final assessment mark:
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 and less
English
The content of the course will be based on the books (1) Language Myth edited by L. Bauer and P. Trudgill, (2) Pronunciation Myths edited by Linda J. Grant and (2) Second Language Acquisition Myths by Steven Brown and Jenifer Larson-Hall.
SEMINARS – DETAILED DESCRIPTION
Week 1: Introductory lesson. Aim of the course. Assessment and evaluation.
GENERAL MYTHS ABOUT LANGUAGE
Week 2: a) Myths 1: The Meaning of Words Should not be Allowed to Vary or Change
b) Myths 2: Some languages are just not Good Enough
c) Myths 3: The Media are Ruining English
Week 3: a) Myths 4: French is a Logical Language
b) Myths 5: English Spelling is Kattastroffik
c) Myths 6: Women Talk Too Much
Week 4: a) Myths 7: Some Languages are Harder than Others
b) Myths 8: Children Can’t Speak or Write Properly Any More
c) Myth 9: In the Appalachians They Speak like Shakespeare
d) Myths 10: Some Languages have No Grammar
Week 5: a) Myths 11: Italian is Beautiful, German is Ugly
b) Myths 12: Bad Grammar is Slovenly
c) Myths 15: TV Makes People Sound the Same
d) Myths 18: Some Languages are Spoken More Quickly than Others
Week 6: a) Myths 20: Everyone Has an Accent Except Me
PONUNCIATION MYTHS
a) Myth 1: Once you have been speaking a second language
for years, it’s too late to change your pronunciation.
b) Myth 2: Pronunciation instruction is not appropriate for beginning-level learners.
c) Myth 3: Pronunciation teaching has to establish in the minds of language learners a
set of distinct consonant and vowel sounds.
Week 7: Tutorials – no seminar
Week 8: a) Myth 4: Intonation is hard to teach.
b) Myth 5: Students would make better progress in pronunciation if they just practiced
more.
c) Myth 6: Accent reduction and pronunciation instruction are the same thing.
d) Myth 7: Teacher training programs provide adequate preparation in how to teach pronunciation.
SECOND-LANGUAGE ACQUISITION MYTHS
Week 9: a) Myth1: Children learn languages quickly and easily while adults are ineffective in comparison.
b) Myth 2: A true bilingual is someone who speaks two languages perfectly.
c) Myth 3: You can acquire a language simply through listening or reading.
Week 10: a) Myth 4: Practice makes perfect.
b) Myths 5: Language students learn (and retain) what they are taught.
c) Myth 6: Language learners always benefit from correction.
Week 11: a) Myth 7: Individual differences are a major, perhaps the major, factor in SLA.
b) Myths 8: Language acquisition is the individual acquisition of grammar.
Week 12: Final test
Week 13: Tutorials – no seminar
Week 14: Tutorials – no seminar
Note: the programme of the seminar may change depending on the number of the students attending the classes
This course aims to account for the most popular misconceptions about the language in particular and language in general, that is, about its acquisition, its pronunciation, about its usage in the process of communication.
Compulsory texts:
1, Eco, Umberto. Jak napsat diplomovou práci. Votobia. 1997
or Eco, Umberto. How to Write a Thesis. Massachusetts Institute of Technology. 2015.
2, Perez Canado, M.L. and B.Pennock-Speck, eds. Writing and Presenting a Dissertation on Linguistics, Applied Linguistics and Culture Studies...Valencia. 2015.
3, Rozenfeld, Julius and Tomascikova, Slavka. Developing Academic English in Speaking and Writing. UPJS 2021. Available at: https://unibook.upjs.sk/en/british-american-studies/1456-developing-academic-english-in-speaking-and-writing
Hacker, Diana. Rules for Writers. 6th edition. Bedford/St. Martin's, 2009
Meško, Dušan, Katuščák, Dušan, a kol. Akademická príručka. Martin: Osveta, 2004. (Section 10 Citovanie a zoznam bibliografických odkazov, pp. 173-196)
Pickering, Michael (ed.) Research Methods for Cultural Studies. Edinburgh: Edinburgh University Press, 2008
Other materials provided by the teacher in MS Teams.
Continuous assessment:
1, Preparation and active participation - 30 % - all students are required to contribute to class analyses of Eco's How to Write a Thesis, Writing and Presenting a Dissertation book and Developing Academic English .... in Writing book, and the discussions of other materials assigned in MS TEAMS materials. Every student MUST have their own copies of all the materials in this section, of the books, and their own written preparation for every seminar session. Otherwise they will be considered absent.
2, The thesis project - 70 % - each student is expected to prepare the project of his/her BA thesis. The focus will be on the presentation and definition of topic, hypothesis, research goals, research questions, research methods, selection of primary and secondary sources and expected content of individual chapters.
The SUM of the scores from the 2 parts (Preparation and active participation 30 %, and Thesis project 70%) must be AT LEAST 65%. There are NO RETAKES. Final mark 100% 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
Week 1: 9.2.2026 Introduction to the course. Home assignments. MS TEAMS materials.
Week 2: 16.2.2026
Seminar Reading I: Eco: Introductory parts and Chapter 1
Seminar Reading II: DAESW: 1.2 pp. 15-21
Seminar Reading III: WPD: Preface and Chapter1
Seminar Analysis materials: Ako pisat bakalarske prace
Week 3: 23.2.2026 Reading week.
Week 4: 2.3.2026
Seminar Reading I: Eco: Chapters 2,3
Seminar Reading II: DAESW: 2.2 pp. 31-39, 3.2 pp. 48-54
Seminar Reading III: WPD: Chapter 4,5
Seminar Analysis materials: How to read an academic article, What is an academic paper, Developing your thesis statement
Week 5: 9.3.2026
Seminar Reading I: Eco: Chapters 4, 5
Seminar Reading II: DAESW: 4.2 pp. 63-72 and 5.2 pp. 81-88
Seminar Reading III: WPD: Chapter 2, 6
Seminar Analysis materials: How does one move from personal..., Critical analysis,
Week 6: 16.3.2026
Seminar Reading I: Eco: Chapters 6, 7
Seminar Reading II: DAESW: 6.2 pp. 98-105, 7.2 pp. 114-119
Seminar Reading III: WPD: Chapters 3, 7
Seminar Analysis materials: On plagiarism, AI rules.
Week 7: 23.3.2026
Seminar Reading II: DAESW: 8.2 pp. 131-138, 9.2 pp. 145-153
Seminar Reading III: WPD: Chapters 8
Seminar Analysis materials: NIektore zasady pripravy... File: Technicalities, UL material
Week 8: 30.3.2026 Tutorials: University Library/Thesis Template instructions
Week 9: 6.4.2026 Easter Monday
Week 10: 13.4.2026 Project submission - Thesis project.
Week 11: 20.4.2026 University Library/Thesis Template instructions
Week 12: 27.4.2026 Presentations in Amarican Spaces
Weeks 13, 14. Tutorials: Project feedback.
Aims and objectives: The goal of the course is to teach students basic rules of scientific research, primary/secondary sources analysis, drawing conclusions. They are supposed to learn how to structure the thesis, and how to use various methods and approaches in the progress of their research.
Recommended sources:
MLA Handbook for Writers of Research Papers, seventh edition. 2009.
Materials published on website of UK UPJŠ.
Materials supplied by consultant.
The condition for completing the course are regular consultations with consultant or supervisor of final thesis throughout semester at least once a week at the time defined by consultant. Another condition for completing the course is submission of complete final thesis to consultant at least two weeks before the deadline for registration of final thesis in AIS system. The consultant will assess whether the submitted text complies with basic minimum requirements relating to the content and format of final thesis. If yes, the consultant will assign A-E. If the submitted text does not comply with basic minimum requirements relating to content and form, the consultant will assign FX.
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 0- 64%
English
Irrelevant
The submitted complete text of final thesis to consultant.
Recommended Literature
UK ART AND CULTURE
Recommended Reading:
ARNOLD, D. - CORBETT, D.P. Eds. 2016. A Companion to British Art: 1600 to the Present, WILEY Blackwell.
ARNOLD, D. 2004. Art History. A Very Short Introduction. Oxford: OUP.
BRYSON, B. 2010. At Home. A Short History of Private Life. London: Transworld Publishers.
GAUNT, W. 1967. A Concise History of English Painting. London: Thames and Hudson.
GUY, J. 2000. The Tudors. A Very Short Introduction. Oxford: OUP.
HOWARD, M. 2002. The First World War. A Very Short Introduction, Oxford.
Mill, J. S.: On the Subjection of Women. Available at: http://www.gutenberg.org/ebooks/27083
POOKE, G. and WHITMAN, G. 2008. Teach Yourself Art History. London: McGraw-Hill.
ROTHENSTEIN, J. 2001. An Introduction to English Painting. London: Tauris Parke
Paperbacks.
WILTON, A. 2002. Five Centuries of British Painting. From Holbein to Hodgkin. London:
Thames and Hudson.
Websites of selected British museums and galleries:
http://www.tate.org.uk/
http://www.tate.org.uk/visit/tate-modern
http://www.nationalgallery.org.uk/
http://www.npg.org.uk/
http://www.nationalgalleries.org/
http://www.ashmolean.org/
http://www.glasgowlife.org.uk/museums/our-museums/goma/Pages/home.aspx
US Arts and Culture:
Doss, Erika. Twentieth-Century American Art. 1st edition. Oxford: Oxford University Press,2002.
Taylor, Joshua C. The Fine Arts in America. Chicago: The University Press of Chicago, 1979.
Orvell, Miles. American Photography. 1st edition. Oxford: Oxford University Press, 2003.
Zinn, Howard. A People's History of the United States. New York: HarperCollins Publishers, 2003.
The American Art Book. Phaidon. 1999
Sontag, Susan. On Photography. London: Penguin Books, 1978.
Recommended documentary:
Hughes, Robert. American Visions: The Epic History of Art in America. BBC, 1997. Film.
Useful links:
http://www.metmuseum.org/toah/hi/te_index.asp?i=America
UK ART AND CULTURE (50% of the grade)
Continuous Assessment:
• Regular Class Attendance
Students are allowed to miss no more than 2 seminars for whatever reason, in order to be able
to complete the course. Should anyone come unprepared, they will be asked to leave and
considered absent from the seminar. There are no re-takes for presentations. Please keep this in
mind and make sure you are always present in class when your presentation is due.
• Active Participation in Class - 10+ points (1 for each class = a chance to earn some additional
points) = 20%
At the beginning of each seminar, students will be asked to provide a brief revision of the given
historical period and of the English/British literature of the time. All you have to do is go through
your notes from British History 1 and British Literature 1 and 2 and provide a concise overview,
focusing on what you consider important.
Another way of earning points for active participation is by contributing your knowledge and
opinions to the discussion and interacting with your colleagues. These opinions should be based
on your home preparation and reading.
Do not expect to earn points for active presentation if all you do is say a word or two occasionally
or when asked. You are expected to interact with your colleagues, answer their questions as well as those asked by the teacher and ask relevant questions yourself.
Final Presentation - 20 points (see the document entitled "Final presentation and evaluation" for
detailed instructions) = 30%
Each student will choose their own topic from the very broad area of British art and culture – a
painting, statue, installation, building, monument, street art, photography etc. Please, make sure you choose something you like, find interesting and would like your colleagues to know about. Do not choose the works discussed in our seminars! You will be asked to apply the historical background and the theoretical information you have studied during the semester to the analysis of your chosen work of art and present it to your colleagues in a 10 minute presentation. All the topics must be approved by the teacher and submitted no later than during our seminar in week 8. A specific set of rules to follow and a list of criteria for presentation evaluation is available on MS Teams (or SharePoint) for you to be able to prepare a successful presentation and to evaluate your colleagues. If you have any questions, do not hesitate to ask them in class or during my office hours.
US ARTS AND CULTURE:
To complete the course, students need to complete both parts of the continuous assessment. Continuous assessment requires students' active participation in each lesson (participation in discussions based on reading required texts). Each student also needs to present a topic chosen by the lecturer at the beginning of the course and deliver a handout. If someone fails to present their topic, they will not receive credits for this part (30%). To complete the course, students are also required to successfully pass the test at the end of the course (70%).
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.
FINAL ASSESSMENT:
To qualify for the final exam all students must receive minimum 65% of continuous assessment
from each of the two parts separately.
There will be a final written exam taken during the examination period consisting of two tests, one covering UK Art and Culture part ( 50 % of the final grade) and the other one covering American Art and Culture part ( 50 % of the final grade). In order to be awarded final credits, each student must receive 65% minimum from the two tests combined.
Every student is entitled to 2 retakes if necessary, which means 3 chances for passing the exam.
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.
The final grade for the course will be based on the following grading scale.
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 64 and less.
Should you have any questions on the above explained forms of assessment, address them to your individual lecturer at the beginning of the semester (Dr Martausova or Dr Sabovikova).
English
US ARTS AND CULTURE
Week 1: Introduction
Week 2:
The Art and Identity in the British Colonies in America
Portraiture – Ch.W.Peale, J.S.Copley, G.Stuart
The Grand Tour – Benjamin West
Week 3:
Post-Revolutionary America
The Hudson River School and Landscape Painting
Folk Art
American Scenes of Everyday Life
Week 4:
America comes of Age 1876-1900
American Impressionism - Childe Hassam, M.S. Cassatt
Gilded Age and Realism
The Ashcan School – R.Henri, G.Bellows, G.Sloan
Week 5:
Photography
The Daguerreian Era and the Rise of Amateur Photography
Pictorialism
A.Stieglitz and His Circle
Week 6:
Avant-Garde – M.Duchamp
Modernism – Ch.Sheeler, G.O’Keeffe
Geometric Abstraction
Week 7:
New Deal - Social Realism and Utopia
Documentary imagination and Early Documentary Photography – D.Lange
Regionalism and Ethnic Pluralism
Week 8:
Tutorials
Week 9:
Abstract Expressionism – J.Pollock and the NY School
Pop-Art, The post War print Renaissance
Conceptual Art and Photography – J.Johns
Minimalism
Week 10:
Feminist Art
Black Art
1980s and Contemporary Art
Week 11: J.M.Basquiat
Week 12: Final test
Week 13: Tutorials
Week 14: Tutorials
UK ART AND CULTURE
WEEK 1: Course Introduction
Content: defining culture and art, the concept of national culture, British culture and stereotypes,
cultural literacy
We will discuss our understanding of the terms ‘art’ and ‘culture’ and try to come up with our own
definitions. Then we will think about the term ‘national’ culture and British culture in particular
and see how we each understand these notions and what concepts and stereotypes we associate
with being British. Our next task will be to try to clarify the term ‘art’ and how we understand it
in relation to culture. Throughout this course, we will also be working on improving certain skills
that may be useful in broader context. This lesson will focus on summarising texts and presenting
these summaries to others, which will later be applied in individual presentations.
Reading (in class):
• Arnold, D.: Art History. A Very Short Introduction. Oxford: OUP, 2004. Chapter 1
WEEK 2: English Renaissance
Content: Renaissance, Reformation, portrait painting, Tudors and the Golden Age
In this class, we will compare the understanding of arts and the role of artists in ancient, medieval
and Renaissance society and discuss how and why Renaissance came to be a defining turning point
for European culture and how our awareness of this period has been shaped by its presentation in
the media.
Revision: Tudor England (history), Elizabethan and Tudor Literature (literature)
Reading:
• http://www.arthistory.sbc.edu/artartists/ancmed.html
http://www.arthistory.sbc.edu/artartists/renaissance.html
Presentation(s): compare the position of art and artist in ancient, medieval and Renaissance society
WEEK 3: Commonwealth and Restoration
Content: Charles I and Baroque portrait, art and culture of the Commonwealth, Restoration
This class will focus on the reflection of the changing social and political situation in the period art,
particularly the portrait painting. We will discuss how portraits of monarchs and other influential
figures reflected their ambitions and served as a message for the others. Applying our theoretical
knowledge to analysing specific works of art, we will move on to discuss the form of the final
presentation and its evaluation criteria.
Revision: Stuarts (history), 17th century and Restoration literature (literature)
Reading:
• Sharpe, K. ‘Portrait of an Age’. In History Today, March 2009, pp. 6-7.
• Skeaping, L. ‘All singing, all dancing’. In History Today, February 2010, pp. 18-24.
WEEK 4: Neo-Classicism, English School of Art
Content: The Age of Reason, Enlightenment, the rise of middle classes, satire, journalism
Neo-Classical art and culture in general marked a shift in topics, styles and target audience for
writers and visual artists alike. Using our knowledge of neo-classical literature as a starting point,
we will analyse several paintings of the so called English School to see how similar principles were
applied in visual arts. Since this period also marked the birth of journalism and regular newspapers,
we will compare some of those with our current notions of what a newspaper is.
Revision: Neoclassical prose and poetry (literature)
Reading:
• http://www.gutenberg.org/files/2176/2176-h/2176-h.htm - (Introduction and the first of the
discourses)
• http://www.gutenberg.org/files/22500/22500-h/22500-h.htm#Page_113
Presentation(s): compare Hogarth’s and Reynolds’ attitudes to art (themes and genres they
preferred) and the education and training of young artists
WEEK 5: Georgian Era
Content: architecture, domestic life, Regency
This period in British art history will give us an opportunity to pay more attention to architecture.
We will look back on how architectural styles evolved but will also discuss the less visible aspects
of this topic, including the notion of domesticity and the organisation of domestic life.
Revision: Jane Austen (literature), Hanoverians (history)
Reading:
• Vickery, A. ‘Open House Georgian Style’. In History Today, November 2009, pp. 42-44.
• Bryson, B. At Home. A Short History of Private Life. London: Transworld Publishers, 2010.
Chapter 5
WEEK 6: Romanticism, Landscape
Content: changing perception of nature, topography, history painting
Our discussion of Romantic painting will focus on the development of this genre and primarily
on comparing 2 most significant English landscape painters, trying to identify their different aims
and understanding of their work. We will also cover the genre of history painting, its connection to
landscape in the works of Turner and discuss the reasons for its prominent status in this particular
period in history.
Revision: the Age of Romanticism (literature)
Reading:
• Wilton, A.: Five Centuries of British Painting. From Holbein to Hodgkin. London: Thames and
Hudson, 2002. Chapter 5
Presentation(s): compare Constable and Turner’s different approaches to the genre of landscape
paining
WEEK 7: Victorian Britain
Content: Empire, industrialisation, old vs. new, Arts and Crafts movement
We will start this lesson by discussing last week’s reading and then move on to other aspects of
Victorian Britain. We will discuss its conservatism as opposed to major innovations in technology,
science and thinking, major advances and modernisation as opposed to pseudo-styles and attempts
at reviving ancient arts and crafts.
Revision: Industrial Revolution, Victorian Britain (history),
Reading:
• Wilton, A.: Five Centuries of British Painting. From Holbein to Hodgkin. London: Thames and
Hudson, 2002. Chapter 6 – Pre-Raphaelite Brotherhood
• Bryson, B. At Home. A Short History of Private Life. London: Transworld Publishers, 2010.
Chapter 1
Presentation(s): old vs. new in Victorian Britain in terms of visual art, architecture and way of
thinking
WEEK 8: TUTORIALS
WEEK 9: Contemporary Art and Culture
Content: Young British Artists, conceptual art, new media
During this class, we will return to our initial definitions of what art means and will compare these
with the theories discussed in the reading that try to respond to current styles and trends. Specific
examples will include paintings, installations and other forms of art by contemporary British artists.
Again, we will see how the understanding of art, artist and their role has been evolving.
Reading:
• Pooke, G. and Whitman, G. 2008. Teach Yourself Art History. Chapter 4
• http://www.london.gov.uk/fourthplinth/content/about-programme
http://www.london.gov.uk/fourthplinth/content/marc-quinn
http://www.london.gov.uk/fourthplinth/content/what-people-are-saying http://
www.london.gov.uk/fourthplinth/
Presentation(s): Fourth Plinth project, its ambition, main idea and the inspiration common to most
of the exhibited works; approaches to defining and understanding art ad their applicability to
contemporary visual art
WEEK 10: Final Presentations
WEEK 11: Final Presentations
WEEK 12: Final Presentations
WEEK 13 /14: Exam Period
Aims and objectives:
The aim of this course is to develop and improve essential analytical skills in dealing with American
culture and art, and to acquire knowledge of historical development of the Fine Arts in USA. The
course is designed to provide students with information about the most vital eras important in the
overall development of a distinctive American tradition in Arts, and to enhance students’ very
own interpretation of individual works of art. The course embraces eras and periods starting from
Colonial America until late 20th century, focusing on both - mainstream and ethnic traditions, and
all means of artistic production (visual art as well as audiovisual art of the 20th century). The main
objective of the course is to present information about the development of art in coherence with
wider social, cultural but also political contexts that substantially contribute to the expression of
American art.
UK ART AND CULTURE
Course Description:
The course builds upon the students’ prior knowledge of British history and literature and tries
not only to revise this knowledge but also to put it into a broader cultural context. Proceeding
chronologically from the period of English Renaissance, we shall focus on how the political and
social situation of the time has been reflected in (not only) visual art and in cultural production
of the time, taking British literature as a starting point. The students shall therefore be asked to
revise selected chapters of British history and literature for each seminar. This revision will be
followed by reading materials that deal specifically with mostly visual art and culture of the time.
This theoretical knowledge will then be applied to specific examples art and culture that may serve
as a source of information not only about the artistic values of the society of the time but also about
its norms, values and institutions.
Learning Outcomes:
By the end of this course, student will be able to:
• Identify some of the most significant works of British art
• Understand the connections between historical background and cultural development of the
respective periods
• Identify main ideas and arguments in the texts assigned for home preparation
• Apply this theoretical knowledge to the analysis of works of art and culture and make their own
analysis of a selected work of art based on the theories studied throughout the semester
• Students would also improve the transferable skills of summarising texts they have read,
understanding knowledge gained in the classroom, understanding and applying it in the form of
a presentation
The chairperson of state examination board, opponent and supervisor of final thesis may specify the literature which students need to study for the purpose of defence. However, this requirement must take account of availability of respective sources or time period necessary for their obtaining.
The Bachelor degree thesis demonstrates mastery of the basics of theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected problems of the field of study. The Bachelor degree thesis may have elements of compilation. The student demonstrates the ability of independent professional work in terms of content, formal and ethical aspects. Further details of the Bachelor 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.
To obtain the required number of credits in the structure prescribed by the study plan.
Students’ assessment will be decided upon by the state examination board. Final assessment consists of the following elements:
Assessment in the supervisor’s report - 20 %
Assessment in the opponent’s report - 40 %
Discussion within defence - 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%.
The state commission decides on the student's evaluation. The evaluation shall take full account of proven knowledge, in particular the ability to apply it creatively. 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 study in the whole spectrum of the field. The State Commission will further assess the content and formal (language) side of the student's speech.
English
The aim:
The aim of the course Final Thesis and its Defence 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 the acquired knowledge 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 Bachelor degree thesis demonstrates mastery of the basics of theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected problems of the field of study. The Bachelor degree thesis may have elements of compilation. The student demonstrates the ability of independent professional work in terms of content, formal and ethical aspects. Further details of the Bachelor 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 Final Thesis and its Defence 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 the acquired knowledge by working independently.
Verification of student’s acquired competences in compliance with the graduate profile.
The aim of the subject is to gain the particular level of knowledge about human body and its development. It is neccessary for the understanding of specific biological characteristics of children and adolescents linked to development.
Drobný I., Drobná M.: Biológia dieťaťa pre špeciálnych pedagógov I. a II. Bratislava, PdF UK, 2000
Lipková V.: Somatický a fyziologický vývoj dieťaťa. Osveta Bratislava, 1980
Malá H., Klementa J.: Biológia detí a dorastu. Bratislava, SPN, 1989
Written test
Human ontogenesis. Postnatal development. Age specific features of skeletal and muscalar, circulatory, respiratory, gastrointestinal and urinary systems. Reproductive system. Endocrine system. Nervous system. Age specifics of selected diseases and drug dependence arise. Human population and environment.
Acquisition of basic morphological and physiological knowledge about individual organs and systems of the human body with a focus on the specifics of childhood and adolescence. Familiarity with developmental and growth characteristics and with the most common diseases in these stages of ontogenesis.
Written test
History part :
Recommended materials :
* Burns, W.E. 2009. A Brief History of Great Britain. Facts on File, Inc.
*Corbishley, M. - Gillingham, J. 2006. The History of Britain and Ireland. From Early People
to the Present Day. Oxford University Press.
* Morgan, K.O. 2000. Twentieth-century Britain. A Very Short Introduction.
Social Institutions part :
Recommended texts:
Bilton, T et al.: Introductory Sociology. Macmillan, London, 1996
Bassnett, S. (ed.): Studying British Cultures. Routledge, London, 1997
Bennett, T.: Understanding Everyday Life. The Open University, 2002
Braham, P.: Social Differences and Divisions. The Open University, 2002
Spittles, B.: Britain since 1960. Macmillan, London, 1995
Storry, M. (ed.): British Cultural Identities. Routledge, London, 1997
Bernardes, I.: Family Studies, An Introduction. London, Routledge, 1997
Hiro, D.: Black British, White British, A History of Race Relations in Britain. London, Grafton Books, 1991
Solomon, J.: Race and Racism in Contemporary Britain. London, Macmillan, 1991
Kearney, H.: The British isles. A history of four nations. Cambridge university press 1995.
Texts will be provided by the lecturer.
Students must read these texts before seminars and bring a copy with them to the seminar.
Assessment and evaluation:
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 test(s). The student must be on time for class or he/she will be marked as absent
2.
Active participation, completed homework assignments - students are required to come prepared and 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.
3.
CONTINUOUS ASSESSMENT :
HISTORY part: The students will write 1 test in week 13. (14.)
SOCIAL INSTITUTIONS part : Students will write two quizzes (each 25 points maximum) covering topics discussed at seminars - Quiz 1 in week 6 and Quiz 2 in week 12. Students must be present at seminars in weeks 6 & 12 and 13 as there are no re-takes.
FINAL ASSESSMENT: A student’s final score within the course will be calculated as a total sum of both parts (History and Social Institutions part). 100% = History 50% ( test 1 ) + Social Institutions 50% (quiz 1 + quiz 2) The student will receive final credits when getting minimum pass mark as set from both parts together. The following grading scale will be used:
A 100 – 93% B 92 – 86 % C 85 – 78 % D 77 – 72 % E 71 – 65 % FX 64 and less.
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.
English
SEMINARS :
(lecturers: Mgr.Karin Sabolíková, PhD., Mgr. Adriana Saboviková, PhD.)
Week 1:
Course introduction
Week 2:
The Middle Ages - Anglo-Saxon Period
Social History
Week 3:
The Middle Ages - Norman and Plantagenet Dynasty
Race and Ethnicity in the UK
Week 4:
The Middle Ages - Lancaster and York Dynasty
Class in the UK
Week 5:
Modern Era - The Tudors
Religion in the UK
Week 6:
Modern Era - The Stuarts
QUIZ 1
Week 7
Modern Era – Hanoverian period 1714-1901 I.
Education in the UK
Week 8:
Tutorial week
Week 9:
Modern Era – Hanoverian period 1714-1901 II.
Position of women in British society
Week 10:
The 20th century - Britain after WWI and WWII I.
Gender Issues
Week 11:
The 20th century - Britain after WWI and WWII II.
Recent Social Issues in British society
Week 12 :
The 20th century - Britain after WWI and WWII II.
QUIZ 2
Week 13 :
History part - TEST
Week 14 :
TUTORIALS
The aim of this course is to enable students achieve an understanding of the key theoretical terminology related to the themes and to acquire theoretical information on the given issues as well as an insight into the recent development of the situation in the set areas of British society and history.
The course also introduces the economic, social and political history of Britain from the earliest period. The history helps us understand and grapple with complex questions and dilemmas by examining how the past has shaped (and continues to shape) global, national, and local relationships between societies and people.The student will be able to analyse past events, and attempt to objectively determine the patterns of cause and effect. Moreover, the student will be able to implement basic concepts of history.
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
MLA Handbook for Writers of Research Papers, ninth edition, 2021
A good dictionary.
Website: http://owl.english.purdue.edu/
Attendance and Participation:
You may miss two classes without penalty. You will fail the course if you miss more than two classes or are late more than three times. Hopefully, you’ll be eager to come and eager to speak up in class. Covid will be treated just like any other illness. To be excused from class, you will need a doctor’s note.
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 first draft well before the deadline, so you should always be able to get something in on time. If a paper or draft is late, you may email it to me anytime, but I will reduce the grade by one letter per day. Hard copies are due in class on the day of the deadline. If you cannot attend class on a due date, the paper must be emailed before the start of the class. The final paper can be sent as an attachment or handed in during tutorials. You must complete all of the assignments in order to pass. AI generated material will not be accepted.
Continuous Assessment:
You will write two short papers and two longer ones. There may also be occasional quizzes. Assignment descriptions are posted on Teams. For each paper, I will break down your overall grade into four categories: Concept, Structure, Language, and Documentation. On your final paper, if you receive an FX in any one of these four categories, you will fail the course. There is no final exam. Papers may not be re-submitted.
Paper 1 15% A 93-100%
Paper 2 15% B 86-92%
Paper 3 30% C 78-85%
Paper 4 40% D 72-77%
E 65-71%
The course will be conducted in English.
Weekly Schedule:
Week 1 18.9 Introduction.
Week 2 25.9 First assignment due. Writing process.
Week 3 2.10 Essay forms. What makes a good thesis?
Week 4 9.10 Second assignment due. Reasoning
Week 5 16.10 Research & Documentation.
Week 6 23.10 Research and Documentation
Week 7 30.10 Tutorial Week
Week 8 6.11 Discussion topic - The uses of structure.
Week 9 13.11 Paper 3 due. Discussion topics - Argument v. Rhetoric
Week 10 20.11 Review of third paper.
Week 11 27.11 Discussion topics - How to check your work.
Week 12 4.12 Draft of final paper due. Peer Review of final paper.
Week 13 11.12 Tutorial Week.
Week 14 18.12 Tutorial Week. Final Paper due
To teach grammatical and rhetorical forms, improve students’ research and analytical skills, and clarify the conventions of academic discourse.
Obligatory literature:
Rozenfeld, J. & Tomaščíková S., Developing Academic English in Speaking and Writing, Šafárik Press UPJŠ, 2021. ISBN 9788081529603.
Recmmended literature:
Atchison Jarrod, The Art of Debate, 2017, The Teaching Company, Chantilly, Virginia
Pixton, Debra Westall, Salom, Luz Gil: Academic and Professional Speaking, A manual for Effective Oral Communication in English, Editorial Universidad Politécnica De Valencia, ISBN: 84-9705-644-2
Odporúčaná literatúra:
https://www.britannica.com/
https://plato.stanford.edu/index.html
https://www.investopedia.com/
https://www.catholic.org/encyclopedia/
Student evaluation is based on three criteria:
CONTINUOUS PREPARATION 60%,
ATTENDANCE 10%, and
ACTIVE PARTICIPATION DURING THE LESSONS 30%.
To receive credits for this course, students must:
-continuously and timely submit video-recorded speeches on the actual topic of discussion,
-attend each class according to the schedule (attendance is followed during the online sessions too),
-actively participate in the discussions, i.e., speak up during the lessons.
Ordinarily, student coursework is evaluated by letter grades, which are assigned a value based on a 100-point scale gained from the submitted video recordings plus points for attendance 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
CONTINUOUS PREPARATION constitutes 60% of the final mark.
During the course, students are required to prepare video recorded speeches of different genre. Video-recorded speeches are marked according to the following scheme:
0/1/2 points for correct presentation of facts and research results,
0/1/2 points for correct use of academic vocabulary, grammar, and pronunciation,
0/1/2 points for correct style, tone, register, and fluency.
Explanation:
Students are expected to prepare video recorded speeches for each class by reading and processing the study materials and the required literature presented in the course’s SharePoint group.
Formal requirements for the speeches:
A one-minute speech usually contains 130 words. Students are required to prepare speeches which are minimum 260 and maximum 520 words long, i.e., 2-4 minutes. The speeches must be video recorded and sent via email to the rozenfeld.julius@atk.sk email address by Saturday 23:00 every week. No late submissions are accepted! Please DO NOT USE any other email address for submitting your speeches! Each video recording must be marked according to the following scheme: WeekX_Surname_Title.
The videos must be in HD quality, 720p, in 16:9 ratio, landscape oriented. Be careful to set up your microphone correctly! The sound recording must be DVD quality, 48kHz. No AI, simulation, or digital avatars are allowed! The videos must be the ORIGINAL work of the student.
Content requirements for the assignment:
Students must present their speeches without reading a script! No PowerPoint or any other presentation tool is required. The content of the speech must reflect the student’s readings and research in the actual topic required for the given week. The content of the speech must be a synthesis of various sources (scientific journal articles, documentary films, etc.) in a clear and structured way: highlighting key information and data as well as presenting logical connections between the used data and resources. The submitted speech must represent the student’s thorough understanding of the content and the problem area discussed in the reading assignment.
ATTENDANCE constitutes 10% of the final mark.
Students are required to attend each class during the term. Students are assigned 1 point for each class they attend in person.
ACTIVE PARTICIPATION DURING THE LESSONS constitutes 30% of the final mark.
Students will be called out to participate in discussions, argue, present opinions, or comment on other students’ opinions during the lessons within the framework of the range of topics listed in this document. For active participation, students can collect maximum 3 points per lesson. The points will be assigned at the end of each lesson if the student speaks up at least 3 times during the lesson.
ABSENCE:
Students who must be absent for illness or 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. The documentation should be scanned as a PDF file and sent via email to the regular institutional email of the teacher: julius.rozenfeld@upjs.sk.
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. Students must inform the lecturer about these activities too in a timely manner. Regular full-time or part-time employment is not an acceptable excuse for a missed class.
Pandemic 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. Students are required to follow the department’s noticeboard and inform themselves continuously about the possible changes!
English
1. Facts or opinions?
2. From the general to the specific
3. Logic of speech
4. The language of research
5. Presentation problems
6. Making speech stronger
7. Why does style matter?
8. ‘Victory loves preparation’
9. Finalizing and fine-tuning
10. One extra lesson
This course focuses on the development of advanced speaking skills. The primary goal of the course is to prepare students for the successful defense of their bachelor's and master's theses. The course is designed to help students practice prepared formal speeches; spontaneously converse in a group and use academic English; learn the principles of intercultural communication; improve academic grammar together with pronunciation in spoken language; and develop vocabulary corresponding to the needs of academic debates. The course is aimed at developing and improving language skills at a higher level and increasing the language skills of students with a special focus on the use of academic language. The course introduces various academic topics, acquaints students with academic vocabulary and provides systematic practice of phrases and collocations. By completing the course, students will be able to actively lead a professional debate in English, give a speech to an academic audience and professionally and factually argue in a scientific and academic context.
1. Carretero Gomez, S., Vuorikari, R. and Punie, Y., DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Luxembourg, 2017, ISBN 978-92-79-68006-9, https://www.ecdl.sk/
2. Bruff, D. (2019). Intentional Tech: Principles to Guide the Use of Educational Technology in
College Teaching (1st edition). Morgantown: West Virginia University Press.
3. Baker, Y. (2020). Microsoft Teams for Education. Amazon Digital Services.
4. Miller, H. (2021). Google Classroom + Google Apps: 2021 Edition. Brentford: Orion Edition Limited.
Summary evaluation based on ongoing assessment:
1. Practical ongoing assignments and their defense (at least 50% needed)
3. Active participation during face-to-face contact learning in classical or virtual classroom (3 absences allowed) and during online learning (no absence, uploading all individual ongoing assignments)
slovak
01.-02. Basic digital skills, DigComp framework, ECDL
- modern web browser and its personalization
- security, privacy, responsible use of DT
03.-05. Search, collection and evaluation of digital content
- scanning, audio recording and speech resolution, optical resolution (OCR)
- digital notebooks (Google keep, Evernote, Onenote)
- evaluation of digital resources (Google forms and sections)
06.-08. Editing and creating digital content
- cloud and interactive documents
(text and spreadsheet editors - Google, Microsoft, Jupyter)
- work with pdf documents, e-books and videos
(Kami, Google books, Screencasting)
09. - 10. Organization, protection and sharing of digital content
- modern LMS and cloud storage
(Google Classroom, Microsoft team, Google Drive, Dropbox)
- time management (Google Calendar)
11.-13. Digital communication and cooperation
- collaborative interactive whiteboards (Jamboard, Whiteboard)
- online presentations and online meetings
(Google presentations, Powerpoint, Google meet, Microsoft teams)
The student should obtain and know to apply basic knowledge and skills in working with current digital technologies (mobile phone, tablet, laptop, web technologies):
1. according to the current European framework for the Digital competence DigComp and ECDL
2. for better and more effective learning, work and active life in higher education, later lifelong learning and further career prospects.
KAŇUK, J., 2015. Priestorové analýzy a modelovanie. Vysokoškolské učebné texty. Prírodovedecká fakulta Univerzity Pavla Jozefa Šafárika v Košiciach. 114 s.
ŽITNIAK, J., 2017. Microsoft Office 2016. Podrobná uživatelská příručka. Computer Press. 464 s.
KLATKOVSKÝ, K., 2016. Word 2016 nejen pro školy. Computer Media. 124 s.
KLATKOVSKÝ, K., 2016. Powerpoint 2016 nejen pro školy. Computer Media. 80 s.
LAURENČÍK, M., 2019. Excel 2016 a 2019 - pokročilé nástroje, Grada, 256 s.
Assessment is based on a combination of midterm (30%) and final assessment (70%) at the end of the semester. The overall evaluation is calculated as a weighted average of the final and midterm evaluation. The evaluation scheme applies to the overall evaluation: A (100-90 points), B (80-89 points), C (70-79 points), D (60-69 points), E (50-59 points), FX (0 -49 points).
Important and useful information regarding the study, standards and services provided by the university for students (WiFi, information retrieval, websites, citation manager - CitacePro) operating systems, data types, file types, software used. Work with statistical data, DataCube, SO SR, Soil portal, ŠGÚDŠ, Geoenviroportal, Geoportal and similar web applications. Explanation of the essence of vector and raster graphics, graphic formats and their use. Work with spreadsheet and databases (formulas, contingency tables and graphs), advanced work and formatting in MS Word. Using MS PowerPoint to create presentations and posters.
Knowledge: The student will gain knowledge in the field of information and communication technologies specific to the study of geography and geoinformatics. The student will learn to search for and sort different types of information. The acquired knowledge will be used in working with professional literature published in scientific databases and selected geospatial databases.
Skills: The student will learn to work with selected WebGIS portals publishing geodata and use databases of scientific journals and citation manager. They will learn the basic methods of modifying different types of data in order to prepare them for integration into GIS. They will get acquainted with the license conditions of the used software within the department. Gain advanced knowledge of using Office.
Competences: The student will acquire basic competencies in the field of ICT needed for the study of geography. The result is the student's ability to manage the study fluently and smoothly in terms of ICT literacy. The student is able to independently use ICT tools.
SOLOMON, Gwen and Lynne SCHRUM, 2014. Web 2.0 How-to for Educators. Second. International Society for Technology in Education, 314 p. ISBN 978-1564843517.
STOBAUGH, Rebecca, 2019. Fifty Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (50 Teaching Strategies to Support Cognitive Development). Solution Tree Press, 176 p. ISBN 978-1947604773.
LEMOV, Doug, 2015. Teach Like a Champion 2. 0: 62 Techniques That Put Students on the Path to College [online]. 2nd edition. John Wiley & Sons, Incorporated, 509 p. [cited 2021-7-10]. ISBN 9781118898628. Available from: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=1895720
European Schoolnet: Transforming education in Europe [online]. [cited 2021-7-10]. Available from: http://www.eun.org/home
Science On Stage Europe [online]. Science on Stage Europe e.V. [cited 2021-7-10]. Available from: https://www.science-on-stage.eu/
Conditions for ongoing evaluation:
1. Creation of a worksheet for student.
2. Creation of a multimedia educational game.
3. Creation of an interactive educational quiz.
4. Creation of an instructional educational video.
Conditions for the final evaluation:
Creation and presentation of final project on the use of educational software in education.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing and final assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Overview of educational software and educational web resources and tools.
2. Creating and processing of materials for teaching aid .
3. Creation and use of electronic and interactive educational documents (worksheets, presentations, textbooks and workbooks).
4. Creation of instructional educational video.
5. Electronic voting and questionnaire creation.
6. Creation of didactic tests and educational games. Gamification elements, tools and environments.
7. Collaborative web applications.
8. Online communication tools.
9. Complex online learning environments.
10. Online educational platforms, repositories, projects and competitions.
11. Simulations and modelling. Subject-focused educational programmes.
12. Use digital tools to plan, monitor, differentiate and personalise learning. Accessibility of digital tools and learning resources.
Students will receive, resp. deepen their basic skills in working with:
a) presentation software, programs for creating and editing images, animations, diagrams, sounds, conceptual maps,
b) programs for the creation of didactic tests, questionnaires, surveys,
c) simulation and modeling software,
d) selected subject-oriented educational programs,
Students present and discuss their idea of the use of educational software and educational Internet resources and tools in the selected school subject.
Obligatory literature:
1. Paul Emmerson: Email English, Macmillan Publishing Company 2004, ISBN: 1405012943
Recommended literature:
2. Crispin Michael Geoghegan, Jacqueline Gonthierová: Praktická anglická a americká korešpondencia, Mladé Letá 1994, ISBN: 8006004862
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 final document must be saved in Printable Document Format (PDF). Ignoring any of these criteria will automatically lead to the refusal of the submitted report.
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 are assigned ONLY to the students who actively contribute to the learning process during the sessions with 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 acknowledged 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 into business correspondence
2. Basics of email communication
4. Register and its role in email correspondence
5. Style, tone, and mood
6. The customer-supplier sequence
7. Inquires, discussing terms and asking for payment politely
8. How to complain and apologise for mistakes
9. Describing business trends and designing reports
10. Job application and preparation for a job interview
The main goal of the course is to introduce students into the basics of business communication and correspondence. The course is designed to help students develop the writing skills needed to create clear messages. Special emphasis is placed on spelling, text design, style and the formal aspects of communication. By completing the course, students will be able to actively conduct business correspondence, communicate correctly and accurately in various business situations, actively use graphs and describe statistical findings in presentations, prepare reports for business needs and create their own portfolio with a resume necessary for successful job interviews.
MIQUEL, C. Vite et bien 1 (2009 a nasledujúce vydania). Méthode rapide pour adultes. Paris : CLE International.
Pravda, M., PRAVDOVÁ, M. (2006). Francúzština pre samoukov. Bratislava : Slovenské pedagogické nakladateľstvo - Mladé letá, 2006.
TARABA, J. (2008). Francúzska gramatika. Bratislava : Slovenské pedagogické nakladateľstvo - Mladé letá, 2008.
The tests given in weeks 6 and 12 will examine students' knowledge of the material covered in class and assigned for homework. To receive a passing grade, a student's final score on both tests must total at least 65%. Students are expected to attend class regularly and actively: more than two absences will prevent the teacher from awarding the final grade.
Evaluation:
Test 1 - 50%
Test 2 - 50%
Total: 100%
Opportunity to earn plus points on quizzes during the semester.
Percentage needed to award a grade: 65%
Scale determined by official grading criteria:
100-92% A
91-87% B
86-82% C
81-77% D
76-65% E
64% and less Fx
Slovak.
French - A0 (this course is ONLY for beginners in French).
Week 1: Introductory lesson, making students familiar with the structure of the semester and the conditions for receiving assessment
Week 2 – 5: Working with texts and exercises
Week 6: Test No. 1
Week 7 – 11: Working with texts and exercises
Week 12: Test No. 2
The course is focused on development of basic language competences of students, on strengthening and development of all language skills, in particular in French necessary for day-to-day communication required for successful stay of students within international projects (e.g. Erasmus+), in academic and professional French, as well as regarding the future possibilities of being successful on labour market on the beginner level (A1- A2) under the Common European Framework of Reference for Languages. Emphasis is put on active using of foreign language in everyday life, in academic and research environment, but also in future professional life.
Textbook: Girardet J.: Campus 1, Vydavatelstvo Clé internationale, Paríž 2004, ISBN : 978-2-09-033248-3
Hand-outs
Walterová H: Francouzština známá, neznámá, Vyd. Jan Kanzelsberger, Praha 1993
Bohuslav Balcar and kol: Čtyřjazyčný tematický slovník v 50 kapitolách. Evropská agenda, Resonance, edice Kontakty, Praha, 2004, ISBN 80-902812-5-7
Pravdová, M. 2011. Le français pour vous. Praha: Leda.
Grevisse, M. 2009. Le Petit Grevisse. Grammaire française. Bruxelles: De Boeck Duculot.
Rey-Debove, J., Rey, A. 2004. Le Nouveau Petit Robert. Paris: Dictionnaires les Robert.
French Language for Students of Philology 1
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 course, the sum of the scores from the two tests must be at least 65%. 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 assign 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.
Assessment: Test No. 1. - 50% Test No. 2. - 50% Total: 100%
Number of percent necessary for receiving assessment: 65% Grading scale prescribed by the official assessment criteria: 100-92 % A 91-87 % B 86-82 % C 81-77 % D 76-65 % E 64 % and less Fx
French: A2 - B1
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 course is focused on development of basic language competences of students, on strengthening and development of all language skills, in particular in French necessary for day-to-day communication required for successful stay of students within international projects (e.g. Erasmus+), in academic and professional French, as well as regarding the future possibilities of being successful on labour market from the beginner up to upper intermediate level (from A1 to B1) under the Common European Framework of Reference for Languages. Emphasis is put on active using of foreign language in everyday life, in academic and research environment, but also in future professional life.
1. Pecinovský, R., Pecinovský, J.: Office 2019. Průvodce uživatele. Grada, 2019. 320 s.
2. Príručky so stručným návodom pre Office. Dostupné na internete:
https://support.microsoft.com/sk-sk/office/pr%C3%ADru%C4%8Dky-so-stru%C4%8Dn%C3%BDm-n%C3%A1vodom-pre-office-25f909da-3e76-443d-94f4-6cdf7dedc51e
3. Praktický sprievodca kancelárskym balíkom Microsoft Office 2010. Dostupné na internete: https://www.unipo.sk/public/media/15344/Microsoft-Office-2010.pdf
4. Franců, M: Jak zvládnout testy ECDL. Praha : Computer Press, 2007. 160 s.
5. Jančařík, A. et al.: S počítačem do Evropy – ECDL. 2. vydanie. Praha : Computer Press, 2007. 152 s. ISBN 80-251-1844-3.
6. Kolektív autorov: Sylabus ECDL verzia 5.0. [on-line] [citované 9.2.2010]. Dostupné na internete: <http://www.ecdl.sk/buxus/docs//interne_informacie/Sylabus_V5.0/20090630ECDL-SylabusV50_SK-V01_FIN.pdf>.
1. project prepared using a text processor
2. project prepared using a table calculator
3. project prepared in a presentation programme
On the basis of continuous assessment and a final test focused on verification of fundamental information and communication literacy of students. The students who are holders of ECDL Certificate (all 7 modules) will be considered to have completed this course in full extent and will be given mark “A” – Excellent.
The course is taught in Slovak.
SS - 60 students
modul 1 - hardware, software, Operating System
modul 2 - processing of a text by means of text processor
modul 3 - processing and evaluation of information by table calculator
modul 4 - creation of electronic presentations
modul 5 - information and communication on the Internet
To enhance the level and to standardise the information and communication literacy of students to the ECDL standards level.
After completing the course, the student should be able to:
- use the tools of MS Word word processor effectively in order to create and edit the texts, to edit the texts to the final form according to the formal requirements for text documents,
- master the principles of working with MS Excel spreadsheet, to use effectively the formulas and functions for calculations, and to present the data from tables using a graph,
- use the tools of MS PowerPoint presentation software, to create and edit a presentation.
Obligatory:
lecture and seminar materials
Stekauer, P. 1993. Essential of English Linguistics. Presov: Slovacontact
Recommended texts:
Černý, J. 1996. Dějiny lingvistiky. Olomouc: Votobia
Černý, J. 1998.Úvod do studia jazyka. Olomouc: Votobia
Stekauer, P. (ed.) 2000. Rudiments of English Linguistics. Presov: Slovacontact
Lyons, J. 1995. Language and Linguistics. Cambridge: CUP
Hudson R. 1995. Invitation to linguistics. Oxford UK & Cambridge USA: Blackwell.
Ondruš, Š., Sabol, J. 1987. Úvod do štúdia jazykov. Bratislava: SPN
Robins R.H. 1971. General linguistics. An Introductory Survey. - L.: Longman.
Any introductory course available
The course consists of lectures and seminars. For both lectures and seminars (in any form), 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.
If the situation prevents us from the contact form of lectures, there will be a switch to the online form. In the case of the online form of lectures, the tutor of the course will create a meeting in MS Teams to which all students will be invited. The program of lectures will not change (see the table below). If any situation prevents conducting of the classes, students will be provided by supplementary material. They are required to read it with comprehension. Consequently, during the meeting mediated by MS Teams (on the day and at the time specified in the regular timetable) students can consult the reading material.
Seminars are obligatory for all students. Students are expected to attend each class (in any form) prepared – it means, they read the text assigned for the respective week with comprehension. If the form of seminars is changed from the contact to the online form, the tutor of the course will open a meeting in MS Teams and the seminar will be conducted online without any change of the program. The program of individual seminars is specified in the table below.
Summary of students’ duties:
- to be prepared for each class and test
- to have a university email address
- to download the MS Teams application
- to follow the notice board
- to get the books specified as obligatory
- to be in touch with colleagues in the case of missed classes
- to join classes on time
The assessment of the course only consists of final evaluation (100% oral exam). The form of the exam (contact vs. online mediated by MS Teams) will be announced at the end of the semester. Students have three takes to pass the exam.
Final evaluation grades: A 93 – 100; B 86 – 92; C 78 – 85; D 72 – 77; E 65 – 71; FX 64 and less.
In the case of the online form of any of the tests, students are expected to observe the following regulations:
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
Due to the present situation, the tutor of the course reserves the right to change the test dates in exceptional cases. Students will be informed at least 24 hours prior to the change.
Lectures
Lectures
1 General introduction to the studies
2 Introduction to the course. Linguistics – grammar – philology
3 Language as a system of signs and its structure
4 Functions of language
5 Language levels.
6 Phonetics and phonology
7 Morphology. Syntax
10 Lexicology
11 Development of the English language
12 Language typology and universals
Seminars
Week 1
General information and introduction
Week 2
Linguistics – Grammar – Philology. Origins of human language
Week 3
Language as a System of Signs and Its Structure
Week 4
Functions of Language
Week 5
Language Levels
Week 6
Phonetics and Phonology
Week 7
TUTORIALS
Week 8
Morphology
Week 9
Morphology pt.2
Week 10
Lexical Level
Week 11
Syntactic Level
Week 12
Development of English Language. Language Typology
Week 13
Major schools of linguistics
Week 14
TUTORIALS
Aims and objectives: Mastering fundamental linguistic terminology, basic ideas, conceptions
and approaches (Geneva school, Prague School of Linguistics, American descriptivism,
Transformational and Generative Grammar), basic methods (synchronic, diachronic), development
of language, language types, language levels.
Students are able to implenet the gained knowledge into discussion on language. They are able
to participate in a discussion on approaches to a linguistic sign and read linguistic texts with
comprehension.
1. Jones, Roderic. Conference Interpreting Explained.Manchester: St. Jerome Publishing, 2002.
2. Nolan, James. Interpretation. Techniques and Exercises. Huston: MLM, Ltd., 2008.
any other course available
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.
Andrew Gillies. 2013. Conference Interpreting: A student’s practice book. Oxon: Routledge, 2013. 284 s.
The course is taught to interpreters and translators for whom it is compulsory and to other students (BAS and BAS in combination) who may choose it as an elective course. Transfers between groups are not possible. All students 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.
For seminars with other students:
Continuous assessment consists of 2 parts:
- theoretical test (40 %),
- practical exam (60 %),
To complete the course successfully, evaluation better than Fx is required from each of the three parts.
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
For seminars with other students:
The languages of the course are English and Slovak. 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 have an effect on 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.
For seminars:
1. introductory lesson: 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 – synonyms, just a minute game, exercises - consecutive interpreting
3. theoretical part: types of interpreting
practical part: memory exercises, exercises - consecutive interpreting
4. theoretical part: interpreting strategies, note-taking I
practical part: exercises, text analysis and mind-mapping, interpreting note-taking
5. theoretical part: praxeology
practical part: exercises - listening, memory exercises
6. test - theoretical part
7. tutorials
8. theoretical part: interpreting note-taking II
9. no classes - public holiday
10. practical exercises - note-taking
11. practical exercises - note-taking
12. practical exam - final evaluation of subject
13. tutorials
14. tutorials
Familiarize students with interpreting as such, types and genres of interpreting, interpreting strategies, rhetorical principles, praxeology and ethics of interpreting.
1. Jones, Roderic. Conference Interpreting Explained.Manchester: St. Jerome Publishing, 2002.
2. Nolan, James. Interpretation. Techniques and Exercises. Huston: MLM, Ltd., 2008.
any other course available
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.
For students of interpreting and translation:
practical exam
For students of BAS and BAS in combination:
The course is taught to interpreters and translators, for whom it is compulsory and as seminars 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 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.
For seminars with other students:
Continuous assessment consists of 2 parts:
- active participation (35 %),
- practical exam (65 %),
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 interpreters and translators, for whom it is compulsory, and to other students (BAS and BAS in combination) who may choose it as an elective course. Transfers between groups are not possible. All students 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 course is continuation of fundamentals of interpreting acquired during the course Interpreting 1 - Consecutive. Students who have not completed the course are expected to gain the missing knowledge.
The languages of the course are English and Slovak. 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 have an effect on 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.
For seminars with other students:
1. Introductory lesson
2. Repetition (Interpreting 1),
Exercises for: mode of presentation
Practice of consecutive interpreting
3. Exercises for: active listening and analysis
Practice of consecutive interpreting
4. Exercises for: memory and memory recall
Practice of consecutive interpreting
5. Exercises for: note-taking
Practice of consecutive interpreting
6. Exercises for: re-wording
Practice of consecutive interpreting
7. Exercises for: self-control
Practice of consecutive interpreting
8. Exercises for: stress management
Practice of consecutive interpreting
9. tutorials
10. Practice of consecutive interpreting
11. Practice of consecutive interpreting
12. Final assessment and course summary
13. tutorials
14. tutorials
Familiarize students with basic techniques and procedures of consecutive interpreting.
Provide details on linguistic, personal, psychological, neurophysical, knowledge, memory, and social aspects of consecutive interpreting. Presentation of and training in basic techniques of interpreting note-taking. Practical exercises, deepening of practical skills and knowledge necessary for interpreting.
Compulsory Reading:
O’Driscoll, J.: Britain for Learners of English. Oxford: OUP, 2009.
Recommended Reading:
Bou-Franch, P., Brigido-Corachan, A. M., Coperias Aguilar, M. J. : History and Culture of English-speaking Countries. University of Valencia, Valencia, 2014.
Oakland, J.: British Civilisation. Routledge, London, 2002.
Oakland, J.: Contemporary Britain. Routledge, London, 2001.
Sevaldsen, J.: Contemporary British Society. Akademis, Copenhagen, 2005.
Storry, M. (ed.): British Cultural Identities, Routledge, London, 1997.
Every student MUST have their own copy of O’Driscoll’s book.
Continuous Assessment:
• Regular Class Attendance
Students are allowed to miss no more than 2 seminars for whatever reason, also in the online environment. Please reserve these for when you are sick or have other serious reasons to be absent since you only have these 2 options and no more. Once you have missed more than 2 seminars (contact or online), you will not be allowed to continue the course and obtain the credits. Should anyone come unprepared, he or she will be asked to leave and considered absent from the seminar. The same applies to failure to participate in class activities and discussion. Students are expected to complete their readings prior to each class and bring a copy of readings with them to class.
• Tests
Students will write two tests (in week 7 and in week 13) which will cover materials assigned for home preparation, materials discussed in seminars and lecture materials. The test will be written in contact classes, if the situation allows. However, changes may apply according to the pandemic situation. In case of bad pandemic situation, the tests will be written via online platform. The SUM of the scores from these two tests must be AT LEAST set minimum for their study group (65% BASb komb; AJEIEb) in order for a student to be awarded the final mark.
Final Assessment 100% = test 1 (50%) + test 2 (50%)
Two written tests taken during weeks 7 and 13, covering materials assigned for home reading, discussed in seminars and lectures. There are no retakes so please keep this in mind and do not ask for any, official or unofficial.
Grading policy:
Scale for BASb komb (double majors); AJEIEb and AJEIEb komb:
A 100-93% , B 92-86%, C 85-78%, D 77-72%, E 71-65%, FX 64 and less
English
Each student MUST have their own copy of O'Driscoll's book.
Outline of Seminars:
Week 1
Course Introduction
Week 2
Seminar - Geography
Reading - Chapters 1 and 3
Week 3
Identities
Reading - Chapter 4
Week 4
Seminar - Attitudes
Reading - Chapter 5
Week 5
Seminar - Political Life, Government
Reading - Chapters 6 and 8
Week 6
Seminar - Parliament, Elections
Reading - Chapters 9 and 10
Week 7
Tutorials
TEST 1 written during lecture
Week 8
Seminar - Monarchy, International Relations
Reading - Chapters 7 and 12
Week 9
Seminar - Law
Reading - Chapters 11
Week 10
Seminar - Education
Reading - Chapter 14
Week 11
Seminar - Religion
Reading - Chapter 13
Week 12
Seminar - Media
Reading - Chapter 16
Week 13
TEST 2 written during lecture
Week 14
Tutorials
You should also read the rest of the chapters from your coursebook. Should you come across anything you wish to discuss, 3 weeks of tutorials during the semester are reserved for this very purpose.
OUTLINE OF LECTURES:
Week 1 (15/9) - no lecture (public holiday)
Week 2 (22/9) - obligatory meeting with the tutor
Week 3 (29/9) - Geography and geology, Regions of the UK
Week 4 (6/10) - Country & People; Multicultural Society
Week 5 (13/10) - Welfare; Family & Gender
Week 6 (20/10) - Politics & Elections
Week 7 (27/10) - TUTORIALS - TEST 1 for AJEIEb & BASb Double Major students during the lecture
Week 8 (3/11) - Law; International Relations
Week 9 (10/11) - Education
Week 10 (17/11) - Religion
Week 11 (24/11) - Monarchy; Class
Week 12 (1/12) - Media
Week 13 (8/12) - TUTORIALS - TEST 2 for AJEIEb & BASb Double Major students during the lecture
Week 14 (15/12) - no lecture - TUTORIALS
Every student MUST have their own copy of O’Driscoll’s book.
If you have any questions, do not hesitate to talk to your instructor before or after classes or, preferably, during office hours. Do not send email unless absolutely necessary and remember that in addition to teaching and preparing for classes, we have many other duties which make it impossible for us to check our emails constantly and to reply within 24 hours. Before asking a question related to the organization of the course, assessment etc., make sure it has not already been answered on the department website, in the course syllabus or in class.
Course Description:
This course introduces basic topics and concepts of British society, culture and institutions, many of which will be later studied in greater detail in separate courses. The topics include geography, politics, social and cultural issues.
Learning Outcomes:
By the end of this course, student will be able to:
• understand and explain basic concepts of British Studies
• compare these with Slovak context
• apply this theoretical knowledge to understanding and analysis of simple media texts
Norton, Mary Beth, and Carol Sheriff. A People and A Nation. International ed. Vol. 1 and 2. New York: Wadsworth Cengage Learning, 2012.
Hollinger, David A. The American Intellectual Tradition. 6th ed. Vol. 1 and 2. New York: Oxford Unversity, 2011.
Zinn, Howard. A People's History of the United Stated. New York: HarperCollins, 2003.
Jentleson, Bruce W. American Foreign Policy: The Dynamics of Choice in the 21st Century. 5th ed. New York: W.W. Norton, 2014.
And other texts specified by the lecturer
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. Students are expected not only to engage with individual texts/films but also to evaluate the author's message, recognize the potential implications of the text within historical contexts, identify different perspectives, and make inferences about the authors' messages. Students are also highly encouraged to challenge the arguments presented in the texts/films. Unprepared students who have not read/watched the assigned materials prior to each class will be marked as absent. Continuous assessment also includes two tests: the Mid-term test covering topics 1-5 and the End-of-term test covering topics 6-11. Each student must achieve a combined score of at least 65% to be eligible to take the Final exam.
The final assessment is solely determined by the student's performance during the final in-person exam, which takes the form of a discussion on selected topics. To perform successfully, students will be asked to determine and define key concepts related to a chosen topic, relate these concepts to individual information sources, and synthesize the overall information. Students will be encouraged to communicate, organize, and synthesize information from various sources in order to fully support their arguments with clarity and depth. Students whose performance is deemed unsuccessful, indicated by fragmented or inappropriate communication of information from sources, will not complete the task and will not receive credits.
The exam will take place during the designated exam period (Jan-Feb). Two retakes are allowed, with the most recent score always counting. The instructor will post the exam dates on the AIS platform at the beginning of December, and students will need to sign up for the exam well in advance through AIS. Any registration changes must be made at least 24 hours before the exam. Depending on the pandemic situation, the oral exam will be conducted either in contact classes or online. Students who fail to achieve the required minimum on the Mid-term and End-of-term tests have failed the course and will not proceed to the final exam.
Attendance:
Students are expected to attend each class according to the schedule, including in the online environment. Transfers among groups are not allowed. If a student misses three or more classes, they will not receive credits for the course, regardless of their overall results.
The course is currently conducted in person; however, the format of individual classes may be subject to changes due to possible precautions resulting from the Covid-19 pandemic. If the pandemic situation changes, the course will continue in an online format via MS Teams for lectures and individual classes.
Exam Assessment Criteria:
Students are advised to consider the following evaluation criteria to assess their preparation for the Final exam. 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.
The grading scale for this compulsory course for BASb, BASb (in comb.), AJEIEb,AJFJEIEb, and AJNJEIEb is:
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: A New World
Readings:
Selections from Thomas Harriot , A Brief and True Report of the New Found Land of Virginia http://www.nps.gov/fora/forteachers/the-third-and-last-part.htm (Introduction + Concerning the nature and manners of the people)
Selections from John Smith, General History of Virginia, New England, and the Summer Isles (the 4th Booke, p.306-311)
Films: Terrence Malick (dir.), The New World
Week 3. The Pulpit
Readings: John Winthrop, A Model of Christian Charity
Jonathan Edwards, Sinners in the Hands of an Angry God
M.L.King, I Have a Dream
Films: M. Night Schvamala (dir.), The Village
Week 4: The Republic
Readings: James Madison, The Federalist, Nr.10 and Nr.51
Thomas Jefferson, The Declaration of Independence
Films: D.W.Griffith (dir.), The Birth of a Nation
Week 5: The Workplace
Readings: Benjamin Franklin, Autobiography
Max Weber, The Protestant Ethic and the Spirit of Capitalism (Ch.2 The Spirit of Capitalism)
Week 6: Tutorials
Week 7: Mid-Term Test
Week 8: The Plantation
Readings: Ch.Ball, Fifty Years in Chains (Ch.2 and 5) http://books.google.sk/books?id=2moDAAAAYAAJ&dq=charles+ball&pg=PA25&redir_esc=y#v=onepage&q&f=false
J. Hammond – Letter to an English Abolitionist
http://archive.org/stream/lettersonsouther00hamm#page/n3/mode/2up
Harriet Jacobs, Incidents in the Life of a Slave Girl (5, 6, 7, 10, 14)
http://docsouth.unc.edu/fpn/jacobs/jacobs.html
Films: S.McQueen (dir.), 12 Years a Slave
Week 9: The Home 1.
Readings: Kesaya E. Noda, Growing up Asian in America
E. A. Wiltsee and T. L. Dickerson, The Emigrant’s Dream
Catherine S. Crary, The Humble Immigrant and the American Dream: Some Case Histories, 1746-1776
F.J.Turner, The Significance of the Frontier
R.W.B. Lewis, The American Adam (Prologue) https://archive.org/details/americanadam030355mbp
Week 10: The Home 2.
Readings: Catherine Beecher and Harriet Beecher Stowe, The American Woman’s Home (Introduction)
http://books.google.sk/books?id=cMOYxHMBUi4C&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Sarah Grimke, On the Condition of Women in the United States
Charlotte Perkins Gilman, The Yellow Wallpaper
Films: M.Newell, Mona Lisa’s Smile
Week 11: The Power
Readings: G. Kolko, The United States and World Economic Power T.Smith, The United states and the Global Struggle for Democracy: Early 1990s Perspective J. Stiglitz, Making Globalization Work
Week 12: End-of-Term Test
Week 13-14. Tutorials
The course serves as an introductory course for undergraduate students in American Studies, providing an overview of key themes that have shaped American culture since its discovery. We will delve into the perspectives of influential figures in American history, exploring how they conceptualize their nation through various mediums such as fiction, sermons, poetry, and film. These diverse writers and thinkers, representing different racial, ethnic, class, and gender backgrounds, will share narratives about pivotal moments in American history, encompassing both triumphs and shortcomings, as well as the connections between the past, present, and future.
The primary focus will be on reading a wide range of primary sources, including short pieces and selected excerpts from longer works, to develop a comprehensive understanding of American culture. Analyzing these primary sources and situating them within their historical context is crucial for gaining insights into individual perspectives. This approach helps students acquire information literacy skills and encourages them to evaluate the significance of selected chapters in relation to the topic, which are essential prerequisites for developing critical thinking skills.
The analysis of primary sources entails examining key arguments and assessing their relevance in comparison to historical contexts and the overviews provided by historians and thinkers in secondary sources. This analysis enables students to critically and comprehensively identify and describe pertinent information necessary for a thorough understanding of individual topics. Additionally, it encourages students to question arguments, counter-arguments, and the viewpoints of individual authors, commentators, and interpreters. The contributions of these individuals to the understanding of various topics are historically considered crucial.
The course overview structures individual topics in a way that motivates students not only to explore the themes within their historical relevance but also to observe, assess, and analyze their implications for contemporary developments in American society. As a result, students should be able to consider the specific complexities of the discussed issues and, in addition to demonstrating their understanding, acknowledge the limitations of individual perspectives (historical, cultural, and political). They should also be able to synthesize historical evidence with the latest perspectives on various issues.
Each topic further encourages students to construct their own arguments based on informed evaluations of provided evidence, including opposing views. It also prompts them to define consequences and implications in order to draw meaningful conclusions.
Hais, Karel. (1991): Anglická gramatika. SPN.
Swan, Michael. (any edition): Practical English Usage. Oxford.
Mann, Malcolm and Taylore-Knowles, Steve. (2008): Destination C1& C2. Macmillan.
Vince, Michael. (any edition): Advanced Language Practice. Macmillan.
1. Attendance - students are expected to attend each class according to the schedule. No transfers among the groups are allowed. Students are allowed to miss two classes at the most. Should they miss three or more classes, they will not receive credits for the course no matter what their overall results are on tests. Students must be on time for class or they will be marked as absent.
2. Active participation, completed homework assignments - 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.
3. CONTINUOUS ASSESSMENT – Language skills ( LS ) as a subject comprises 3 parts (1- reading and speaking, 2- listening and vocabulary, 3- grammar) . Students will take 2 credit tests, presumably during tutorial weeks. The date of the test may change. All three parts of the subject will be included in the tests and they will be tested on the same day; however, each part will be considered separately. At the end of the semester , within each part of LS separately, your partial scores will be calculated based on the results of partial credit tests.
Final assessment and evaluation:
The student will receive final credits when getting minimum mark set for their study group for each of the three parts of Language skills (LS). In such case the final credits will be calculated as an average of all percentage results from all LS parts. If students fail one part of LS, they fail the whole subject and cannot receive any credits. There will not be any re-take tests for those who failed to achieve the pass level.
FINAL EVALUATION :
Scale for BASb; BASb (komb) double majors; AJEIEb:
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 64 and less
Should you have any questions on the above explained forms of assessment, address them to your individual lecturer at the beginning of the semester.
English
Each student MUST have their own copy of materials at class otherwise s/he will be marked absent.
Topics for Reading, Listening and Speaking:
Language & Linguistics
British Culture
American Culture
Theatre & Entertainment
Education & Research
Social Issues & Philosophy
War & Peace; Terminology of Diplomacy
Economy & Management
Science & Technology
Topics for Grammar:
Terminology
Verb forms, Present tenses
Past tenses
Future tenses
Questions and Short answers
Conditionals and Wishes
Unreal Past
Modal verbs
Passive voice and Causative
Course outline:
Week 1:
Introductory lesson
Week 2:
Listening & Vocabulary 1 Reading & Speaking 1 Grammar 1
Week 3:
Listening & Vocabulary 2 Reading & Speaking 2 Grammar 2
Week 4:
Listening & Vocabulary 3 Reading & Speaking 3 Grammar 3
Week 5:
Listening & Vocabulary 4 Reading & Speaking 4 Grammar 4
Week 6:
Listening & Vocabulary 5 Reading & Speaking 5 Grammar 5
Week 7:
Tutorials - CREDIT TEST 1
Week 8:
Listening & Vocabulary 6 Reading & Speaking 6 Grammar 6
Week 9:
Listening & Vocabulary 7 Reading & Speaking 7 Grammar 7
Week 10:
Listening & Vocabulary 8 Reading & Speaking 8 Grammar 8
Week 11:
Listening & Vocabulary 9 Reading & Speaking 9 Grammar 9
Week 12:
Consultations/Revision
Week 13 :
Tutorials - CREDIT TEST 2
Week 14:
Tutorials
Detailed information for each week can be found in designated SharePoint folder or obtained from individual lecturers.
Aims and objectives:
To develop and improve essential language skills on advanced level(listening, speaking, reading, writing) and increase students´ language competence with a special focus on how to use real language.
The course introduces various interesting topics, revises useful points of English grammar (verbs, nouns, pronouns, articles, linking words, determiners, conditionals, reported speech, etc.) and language functions, familiarises students with word formation, new vocabulary, provides systematic practice of phrasal verbs, prepositional phrases, idioms.
Evans, Virginia (1995, 2004): Round up 6. (upper-intermediate). Longman.
Hais, Karel. 1991. Anglická gramatika. SPN.
McCarthy - O'Dell. 2008. Academic Vocabulary in Use. CUP.
Swan, Michael. Practical English Usage. OUP. any edition
Thomson, A.J. - Martinet, A.V.1960, 1997. A Practical English Grammar. OUP.
Mann, Malcolm - Taylore-Knowles, Steve. 2007. Destination C1&C2. Macmillan.
Quirk , Randolph – Greenbaum, Sidney. 1973. A University Grammar of English. Longman.
Vince, Michael - Sunderland, Peter. Advanced Language Practice. Macmillan. any edition
1. Attendance - students are expected to attend each class according to the schedule, also in the online environment. No transfers among the groups are allowed. Students are allowed to miss two classes at the most. Should they miss three or more classes, they will not receive credits for the course no matter what their overall results are on tests. Students must be on time for class or they will be marked as absent.
2. Active participation, completed homework assignments - students are required to do their best
with respect to active participation in seminar sessions. They are expected to bring (have) their own
copies of the required materials and complete the assigned tasks and exercises. Should they fail
to bring (have) their own copy or a completed home assignment for a particular seminar, they will be marked as absent. Students are required to comply with the standard technical requirements of the department during the period of distance learning (as specified on the department website).
3. CONTINUOUS ASSESSMENT – Language skills 2 ( LS2 ) as a subject comprises 3 parts
(1 - reading & speaking, 2 - listening , 3 - grammar) . Students will take 2 credit tests, presumably
during tutorial weeks. The date of the test may change. All the three parts (reading & speaking, listening and
grammar) of the subject will be included in the tests. At the end of the
semester, within each part of LS2 separately, your partial scores will be calculated based on the
results of partial credit tests. In order to pass one part of LS2, students need to score minimum pass mark as set for their study group.
Final assessment and evaluation:
The student will receive final credits when getting minimum pass mark as set for respective study groups for each of the three parts of LS2. In such case the final credits will be calculated as an average of all percentage results from all LS2 parts. If students fail one part of LS2, they fail the whole subject and cannot receive any credits. There will not be any re-take tests for those who failed to achieve the pass level.
FINAL EVALUATION :
Scale for BASb and BASb (komb), AJEIEb,:
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 64 and less
Should you have any questions on the above explained forms of assessment, address them to your individual lecturer at the beginning of the semester.
English
Each student MUST have their own copy of materials at class otherwise s/he will be marked absent.
Topics for Reading, Speaking, Listening:
1. Language and communication
2. Culture and Traditions of the UK and the USA
3. Media, Advertisement, Propaganda
4. Aesthetics, Fine Arts vs. Pop Culture
5. Literature and Literary criticism
6. Money matters & Consumerism
7. Philosophy and History of Thinking
8. Politics
9. Law, Human Rights Activists, Discrimination vs. Emancipation
Topics for Grammar:
Non-finite verb forms
Reported speech
Word order, Emphatic structures, Inversion
Clauses and Linking
Nouns, Word formation
Articles
Adjectives, Adverbs, Comparison
Pronouns, Determiners
Detailed information for each week will be provided by individual lecturers.
Course outline:
Week 1:
Introductory lesson
Week 2:
Listening & Vocabulary 1 Reading & Speaking 1 Grammar 1
Week 3:
Listening & Vocabulary 2 Reading & Speaking 2 Grammar 2
Week 4:
Listening & Vocabulary 3 Reading & Speaking 3 Grammar 3
Week 5:
Listening & Vocabulary 4 Reading & Speaking 4 Grammar 4
Week 6:
Listening & Vocabulary 5 Reading & Speaking 5 Grammar 5
Week 7:
Listening & Vocabulary 6 Reading & Speaking 6 Grammar 6
Week 8:
Tutorials - Mid-term TEST
Week 9:
Listening & Vocabulary 7 Reading & Speaking 7 Grammar 7
Week 10:
Listening & Vocabulary 8 Reading & Speaking 8 Grammar 8
Week 11:
Listening & Vocabulary 9 Reading & Speaking 9 Grammar 9
Week 12:
Consultations/Revision
Week 13 :
Tutorials - End-term Test
Week 14:
Tutorials
Aims and objectives:
To develop and improve essential language skills on advanced level(listening, speaking, reading, writing) and increase students´ language competence with a special focus on how to use real language.
The course introduces various interesting topics, revises useful points of English grammar (verbs, nouns, pronouns, articles, linking words, determiners, conditionals, reported speech, etc.) and language functions, familiarises students with word formation, new vocabulary, provides systematic practice of phrasal verbs, prepositional phrases, idioms.
COMPULSORY READING (students CHOOSE ONE of the following books):
*** 1. Orbach, S.: Fat Is A Feminist Issue
*** 2. Pollan, M.: The Omnivore’s Dilemma
*** 3. Slater, N.: Toast
*** 4. Ozeki, R.: My Year of Meats
*** 5. Atwood, M.: The Edible Woman
*** 6. Esquival, L.: Like Water for Chocolate
*** 7. Carroll, L.: Alice’s Adventures in Wonderland
_________________________
SEMINAR READINGS:
Seminar readings are available via MS Teams. Students are required to read the seminar readings before each seminar and bring an ANNOTATED copy of the seminar readings to class.
_________________________
RECOMMENDED READING:
Baucekova, S.: Dining Room Detectives: Analysing Food in the Novels of Agatha Christie
Belasco, W. Food: The Key Concepts, Berg, 2008.
Shahani, G (ed). Food and Literature, Cambridge University Press, 2018.
Coghlan, J. Michelle (ed). The Cambridge Companion to Literature and Food, Cambridge University Press, 2020.
Counihan, C (ed). Food and Culture: A Reader, Routledge, 2012 (or earlier edition).
Theophano, J. Eat My Words: Reading Women's Lives Through the Cookbooks They Wrote, St. Martin's Griffin, 2003.
Marranca, B. (ed). Slice of Life: Contemporary Writers on Food, Abrams Press, 2005.
Levenstein, H. Paradox of Plenty: A Social History of Eating in Modern America, University of California Press, 2003.
CONTINUOUS ASSESSMENT:
1.ATTENDANCE: Attendance is compulsory in both online and in-person classes. Important information regarding the final evaluation and the course in general will be discussed during the introductory session, therefore, failing to attend the Week 1 introductory session is ALSO COUNTED AS AN ABSENCE. Not logging into an online class is COUNTED AS AN ABSENCE. Students must be on time for class.
_________________________
2. ACTIVE PARTICIPATION (20 points): Students are required to do their best with respect to active participation in seminar sessions. Students are expected to bring their own ANNOTATED copies of the required materials, complete the assigned tasks and exercises (available via MS Teams and during the lessons) and participate in class discussions. Throughout the semester, students will be awarded points for actively participating in class discussions. Each student can earn up to 3 active participation points per seminar session.
_________________________
3. FOOD JOURNAL (20 points): Over the course of the semester, students are required to pick any two days during which they will keep a journal of what they have eaten (in text, picture, or combined format). Subsequently, they will write an analysis of their eating habits (250-500 words) drawing on the theoretical knowledge they have acquired in the seminars. The analysis should discuss if/how their food choices were affected by factors such as their personal identity, family background, financial situation, healthy food discourse, environmental concerns, pleasure in eating, gender stereotypes, etc. The journal analysis will be handwritten in class in Week 8. Students must submit both their journals together with their journal analysis.
_________________________
4. ESSAY (40 points): Students are required to write an essay in which they will conduct an analysis of ONE of the compulsory readings of their choice. Students are required to submit a first draft of the essay (deadline: March 29, min 400 words, 10 points) and a final draft of the essay (deadline: April 19, 800-1000 words, 30 points). Details about the form and content of the essay will be provided during the introductory meeting in Week 1 of the semester. Essays must conform to the guidelines of academic writing and must NOT be plagiarised. No part of the essay may be produced by AI text generators. Using material produced by AI text generators will be considered plagiarism. Plagiarised papers will be awarded 0 points. Students will NOT be given the option of rewriting plagiarised papers.
_________________________
5. FINAL DISCUSSION (20 points): During the final seminar session in Week 11, students will participate in a group discussion, in which they will talk about the topics studied throughout the semester, as well as their analytical food journals, as well as the results of their analyses of compulsory readings (i.e. their seminar papers). Students must prove that they have acquired and understood key concepts discussed in the course. Participation in the final discussion is compulsory.
_________________________
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.
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To pass the course, the SUM of all points (active participation + food journal + essay + discussion) must be no less than 65 points. Grading scale: Mark % A 93–100 B 86–92 C 78–85 D 72–77 E 65–71 FX 64-0
English
WEEK 1: Introduction. Food studies - the basics of the field. Is there food in literature? Is there a literature of food? And why should I care?
WEEK 2: Food as a metaphor: a discussion of some literary classics
--> Reading: Gopnik, A.: “What’s the Point of Food in Fiction?” In: The New Yorker.
WEEK 3: Food and identity: in literature and beyond
--> Reading: Gardner Burt, K. “Perspectives: Food and Identity” In: Food Studies: Matter, Meaning, Movement.
WEEK 4: Recipes as art, memory, politics: the personal manuscript cookbook
--> Reading: Theophano, J. “Introduction” to Eat My Words: Reading Women's Lives Through the Cookbooks They Wrote.
--> Extra materials: If you have your own (or your mum’s or your nan’s) personal manuscript cookbook and are willing to share, please bring it to class this week.
WEEK 5: Food memoirs: creating meaning through the senses
--> Reading: Waxman, B. F.: "Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom"
WEEK 6: Food journalism as activism in a globalized food chain
--> Reading: Pollan, M. “Introduction: An Eater’s Manifesto” In: In Defense of Food: An Eater’s Manifesto.
WEEK 7: The contemporary foodie novel
--> Reading: H. Kashiwa “The Kamogawa Food Detectives”
– 1ST DRAFT OF SEMINAR PAPER DUE: MARCH 29
WEEK 8: First draft peer review, food journals
--> Extra materials: Please bring your food journals and your printed out seminar paper drafts to class this week.
WEEK 9: RECTOR’S DAY OFF – NO CLASS
WEEK 10: Food writing in the digital age: the paradoxes of the Instagram meal
--> Reading: Walsh, M. J. “Clean eating and Instagram: purity, defilement, and the idealization of food” In: Food, Culture & Society.
– FINAL DRAFT OF ESSAY DUE: APRIL 19
WEEK 11: Group discussion and final feast
--> Extra materials: For our final session, feel free to bring any food and (non-alcoholic) drink you would like to share with your classmates. Discussions conducted around a table full of food are always the most fruitful (pun intended!).
Food is one of the few things we cannot live without. No wonder then that people across continents and throughout history have always talked and written about it. Food is by no means mere fuel that gives our body energy to conduct other, more important tasks. On the contrary, it is full of symbolic and cultural meanings, it is vital to our sense of identity, closely linked to gender roles, environmental issues, or politics. In addition, food is closely tied to pleasure and even to art. In this course, students will learn about these more abstracts meanings associated with food: they will study the metaphorical, symbolic, and political roles of food. The course will focus on how food is presented in fictional, as well as non-fictional literary texts, and on how these texts reflect the social reality within which they were produced. Students will familiarize themselves with various genres of food writing, which they will critically analyse during the seminars. Moreover, students will be encouraged to situate and understand their own daily food consumption in a broader socio-cultural context.
Teaching will take place in person.
ROSENBERG, M. B. 2023. Nenásilná komunikácia. Aktuell. 234 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
.
1. Active participation in teaching (absence allowed max. 90 min.),
2. Implementation of assignments and presentation of assignments focused on the application of knowledge, skills and competence in the field of communication with a particular focus on teacher communication in the school environment.
Detailed information in the electronic bulletin board of the subject in AIS2.
slovak
.
Basics of communication (Transmitter-receiver principle, "What is said is not equal to what is heard", "Internal dialogue", The concept of communication)
Active listening (The most important criteria for active listening)
Misunderstandings (How Misunderstandings Arise, How to Avoid Misunderstandings)
Body language (What is body language, Active / passive body language, Dress psychology)
Signs of Physical Expression, Disadvantages of Fake Physical Expression, Difference Between Active and Passive Body Expression
Personality development (Voices in us, "child in me" - identification of one's own personality)
Basics of assertive and non-violent communication. Specifics of communication in the school environment.
The student will acquire knowledge and information about the basics of verbal and non-verbal communication, communication errors, assertive and non-violent communication. The content of the subject will be enriched with knowledge, skills and competencies necessary for the work of a teacher.
The student is able to apply the acquired communication skills in practice, is able to apply effective principles and principles of communication with others, is able to anticipate and thus prevent possible misunderstandings, which will contribute to the development of his social and professional skills.
The student will acquire the competencies to communicate effectively in work and personal life, especially in the school environment.
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.
HOFIERKA, J., J. KAŇUK, M. GALLAY, 2014. Geoinformatika. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-178-2.
VOŽENÍLEK, V. et al., 2011. Metody tematické kartografie - Vizualizace prostorových jevů. Olomouc: Univerzita Palackého v Olomouci. ISBN 978-80-24427-90-4.
SLOCUM, T.A., McMASTER, R.B., KESSLER, F.C., HOWARD, H.H. 2023. Thematic Cartography and Geovisualization: CRC Press/Taylor & Francis Group. ISBN 978-0-367-71270-9
LONGLEY, P.A., M. GOODCHILD, D. J. MAGUIRE, D. W. RHIND, 2010. Geographic Information Systems and Science. 3rd ed. Hoboken: Wiley & Sons. ISBN 978-0-470-72144-5.
PETERSON, G.N., 2014. GIS Cartography: A Guide to Effective Map Design, 2nd. ed. Boca Raton: CRC Press/Taylor & Francis Group. ISBN 13-978-4822-2067-4.
ROBINSON, A. H. et al., 1995. Elements of Cartography. 6th ed. Hoboken: Wiley & Sons. ISBN 0-471-55579-7.
HOJOVEC, V. et al., 1987. Kartografie. Praha: Geodetický a kartografický podnik v Praze. ISBN 29-621-87.
NOVÁK, V., Z. MURDYCH, 1988. Kartografie a topografie. Praha: SPN
PRAVDA, J., D. KUSENDOVÁ, 2004. Počítačová tvorba tematických máp. Bratislava: Univerzita Komenského v Bratislave. ISBN 80-223-2011-0.
PRAVDA, J., D. KUSENDOVÁ, 2007. Aplikovaná kartografia. Bratislava: Geo-grafika.
Burkhanov I. Linguistic Foundations of Ideography. Semantic Analysis and Ideographic Dictionaries.- Poland: Rzeszow,1999.-388p.
Macmillan English Dictionary for Advanced Learners, 2002.
Longman Dictionary of Contemporary English, 2003.
Fabian M. Method-guide on lexicography for the students of English.-Uzhhorod,1994.-27p.
Fabian M. Etiquette lexis in Ukrainian, English and Hungarian languages.- Uzhhorod: IVA, 1998.-256p.
Written tests, presentations on the suggested topics, individual tasks on dictionary material, examination.
A- 87-100%
B- 77-86%
C- 69-76%
D- 61-68%
E- 56-60%
FX- 55 and less
English
English vocabulary as a system.
Lexicography as a branch of linguistics, covering the theory and practice of dictionary compiling. Its main aims, tasks and perspectives.
The history of British lexicography.
The history of American lexicography.
Dictionaries of New Zealand English.
The main problems of dictionary compiling.
Types of dictionaries, their main characteristics. Diachronic dictionaries.
Explanatory and bilingual dictionaries.
Pronouncing, etymological and spelling dictionaries.
Ideographic dictionaries. Thesaurus. Encyclopedias.
Specialized dictionaries.
The aim of the subject is to make students understand that neither English language learning nor successful research work is possible without the use of various types of dictionaries, containing the whole information on the language, its word stock, functioning and current usage. The students should know the ways the words are presented in linguistic and encyclopaedic dictionaries, specialized ones and thesauri.
Mastering fundamental terminology, basic approaches and theories
P. Štekauer & R. Lieber. 2005. Handbook of Word-Formation. Dordrecht: Springer (selected chapters).
L. Lipka. 2002. English Lexikology. Tubingen: Gunter Narr
Peprník, J.: English lexicology. Olomouc, Univerzita Palackého v Olomouci, 2001
B. Szymanek. 1998. Introduction to Morhological Analysis, Warszawa: Wydawnictwo Naukowe PWN. (selected chapters)
L. Bauer. 1983. English Word-Formation.Cambridge: Cambridge University Press. (selected chapters)
Štekauer, P. (ed.) 2000. Rudiments of English Linguistics. Prešov: Slovacontact. Chapters on word-formation and lexical semantics..
KAaA/UJm/06 , KAaA/MORFm/06
Oral exam
English
1.Linguistic sign (de Saussure’s theory, the principles of arbitrariness, linearity, discreteness (discontinuity), semiotic triangle – denotation, designation, signification; denotative (cognitive) meaning, connotative meaning (associative), connotative-stylistic types (territorial, social, stylistic proper, temporal), referent, Horecky's theory of sign, Peirce, semiotic triangle
2.Lexical units (delimitation; semantic constituents, principle of compositionality, definition of the semantic constituent, minimal semantic constituent, test of recurrent semantic contrast) Word (different approaches to the notion of word, Di Sciullo & Williams, Matthews; criteria for the delimitation of word; the notion of paradigm;
3.Word-meaning – affinities – paradigmatic and syntagmatic; semantic traits – statuses, fixed meaning theory, core-meaning theory, fuzzy edge theory, prototype theory, semantic primitives – componential analysis, semantic networks. Idioms (phrasemes), collocations, and dead metaphors (basic features of idioms; the notion of transparency and opacity, degrees of opacity, semantic cohesion in collocations).
4. Influence of context on the meaning of words (selection and modulation, promotion, demotion, highlighting, backgrounding, transfer features, semantic co-occurrence restrictions – selectional and collocational restrictions, Katz and Fodor’s approach to the context in a semantic theory)
5. Lexical relations (four general types of relations – identity, inclusion, overlap, disjunction and their lexical counterparts; quasi-relations; synonymy – cognitive synonymy, tautonyms, homonymy – criteria for the delimitation of homonymy with regard to polysemy, faux amis, 3 types of antonymy, hyponymy. Lexical configurations (hierarchies, branching, non-branching relations, relations of dominance and difference, asymmetric relation, catenary relation, transitivity & intransitivity), the notion of lexical field, Trier; doublets, meronomy, assymetry and gaps
6. Componential analysis and relational components (semantic components, logical constants, implicational rules, redundancy notations, propositions and arguments, complex relations. Typology of features (origins of the theory of features, distinctive features within the phonological theory of the Prague school of Linguistics; denotative, connotative, transfer, relational, deictic features, inferential features)
7. Cognitive semantics – general, meaning and semantic nature, conceptualization and imagery, the nature of grammar, continuum of symbolic structures, schemas, categorizing relationships, compositional and actual semantic values, grammar as a symbolic phenomenon, component and composite structures, degrees of schematicity, constructional schemas, schematic transparency principle.
8. Change of meaning (1. logic-based changes (extension, restriction and branching of meaning; 2. transfer of meaning (metaphor, metonymy, synecdoche). Changes due to (a) reality, (b) conflict in the system, (c) folk etymology, (d) calques
9. Derivational morphology. Its place within the system of morphology. The criteria for the delimitation of derivational morphology with regard to inflectional morphology.
10. Transformacionalist models of compound generation Robert Lees and Dieter Kastovsky.
11. Beginnings of generative word-formation: Morris Halle and Mark Aronoff .
12. Level-Ordering Hypothesis: Dorothy Siegel a Margaret Allen
13. Productivity
14. Lexicalization
Word-formation part:
- H. Marchand and the scope of word-formation
- Word-formation processes
- Productivity, restrictions, blocking (Mark Aronoff, Harald Baayen), creativity
- Lexicalisation (Leonhard Lipka, Laurie Bauer)
- Onomasiological approach to word-formation
- Headedness, level-ordering theories
Students understands basic lexicology concepts, theories and research methods. They are acquainted with the internal structure of words, their internal and external relations and the relation between lexicology and other linguistic disciplines.,
Final assessment: exam – oral
Textbooks:
Balegová, Jana: Lingua Latina - cursus communis. Košice : Univerzita Pavla Jozefa Šafárika v Košiciach, 2019. [elektronický zdroj]
Balegová, Jana – Katreničová, Anabela: Lingua Latina - cvičebnica pre filológov. Košice : Univerzita Pavla Jozefa Šafárika v Košiciach, 2019. [elektronický zdroj]
Špaňár, J., Horecký, J.: Latinská gramatika. Bratislava 1993;
Additional litrature:
Barandovská-Frank, V.: Latina jako mezinárodní jazyk. Praha 1995
Written test at the end of semester, required minimum is 60 %. In the case of the distance form of teaching, in addition to the final test, the condition for passing the course is also the regular and timely submission of the assignments.
Slovak
Pronunciation of the Latin language, basic Latin grammar terminology applicable also to study of other languages.
- declension of nouns: Latin nouns, adjectives and pronouns
- declension and comparison – comparing with English / German declension
- declension of verbs: Latin verbs, conjugation, basic tenses – present indicative, imperfect indicative,- verb "esse"
Development of linguistic skills (comparative study of grammatical phenomena of analytic and synthetic type of language).
Reading and comprehension of simple Latin texts, sentence analysis, understanding of interlingual relations between Latin and English language - similarities and differences.
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.
The conditions for passing the course are as follows:
1. Active participation in exercises. Max. the missed range is 90 min.
2. Submission of the reflection on the selected topic within the specified time. Reflection topic: My strengths and weaknesses in conflict management. In a short presentation of their reflection, in the form of deconstruction, students will describe their strengths and weaknesses in the management of conflict situations with a focus on the application of knowledge, skills and competences needed in conflict situations in the work environment and the school environment.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Disputes and their causes (Types of disputes, External influences, Be able to reveal the causes of disputes), Dispute origin (Levels of disputes, Escalation warning signals, Escalation removal strategies, Know how to explain escalation stages; How do I approach a dispute?) Dispute Resolution, Dispute Resolution Strategies, Dispute Discussion, Dispute Settlement Initiatives, Knowing how to handle a dispute and how to effectively resolve it), Dispute Resolution (Options, Public Struggle, Covert Struggle, Indefinite Postponement, Agreement, “Fair play ”, compromise, cooperation, capitulation, escape or separation), Prevention (Structures that produce disputes, The meaning and purpose of disputes, Stages and steps of dispute resolution, What does a positive corporate culture mean? Dispute is an incentive for change)
Successful mastery and demonstration of knowledge in the field of conflict management and control of basic rules.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
The student is able to demonstrate an understanding of an individual's behavior in various conflict situations. The student is able to describe, explain and evaluate their own internal resources, competencies as well as limitations and weaknesses that are directly related to conflict management.
The student is able to apply theoretical knowledge and principles of conflict resolution to everyday situations.
After completing the course, students will be able to: a) express and summarize basic knowledge related to conflict management; b) understand the basic rules and dynamics of the origin, course and termination of the conflict; c) apply knowledge in practice, e.g. in the school environment; d) apply key competencies that increase the possibilities of their application in all areas of practice with a special focus on the work of a teacher. They will acquire knowledge from the theory of conflict management as well as capabilities and competences for solving them, e.g. in the context of school teams.
Lectures, seminars. R. Panocová (2021) Basic Concepts of Morphology I. Košice: ŠafárikPress. https://unibook.upjs.sk/sk/anglistika-a-amerikanistika/1457-basic-concepts-of-morphology-i P. Štekauer (1993) Essentials of English Linguistics. Prešov. Slovacontact. P. Štekauer (ed.) 2000. Rudiments of English Linguistics. Prešov. Slovacontact. B. Szymanek. (1998). Introduction to Morhological Analysis, Warszawa: Wydawnictwo Naukowe PWN.A. Carstairs-McCarthy. (2002). An Introduction to English Morphology. Edinburgh University Press P.H. Matthews. 1974. Morphology. An Introduction to the Theory of Word-structure. Cambridge University Press Any other available book on morphology
Continuous assessment:
2 written tests, week 5 test 1=50%, week 11 test 2=50%, pass level for being admitted to oral exam = 65% (the sum of the result of test 1 and test 2)
Final assessment: oral exam = 100%
English
1. The scope and place of morphology.
2. Theory of a linguistic sign sign (Peirce, Saussure, Odgen and Richards, Bühler, Horecký).
3. Basic units of morphology.
4. Morphological models (Item and Arrangement, Item and Process, and Word and Paradigm). .
5. Inflection and derivation.
6. Inflectional categories in English and in other languages.
7. Word-formation processes in English and Slovak.
8. Level-ordering theories of morphology.
9. Morphological typology.
The student will master the basic morphological concepts, research methods and methods in the subject area. He / she will gain knowledge about the internal structure of words and their internal and external relations as well as about the connection of morphology with other linguistic disciplines.
1. DITTELOVÁ, E. - ZAVATČANOVÁ, M.: Einführung in das Studium der deutschen Fachsprache. Košice: ES UPJŠ, 2000
2. KNAACK, W. - KUHN, M. - LAUDEL, H. - WALLRABENSTEIN, W.: Reden, Schreiben, Rechnen. Hamburg: Xenos, 1984
3. KOZMOVÁ, R. - BERGLOVÁ, E. - FORMÁNKOVÁ, E. - MAŠEK, M.: Moderná gramatika nemčiny. Bratislava: Fraus, 2003, 312 s.
4. Krenn, W. - Puchta, H.: Motive. Kompaktkurs DaF. Kursbuch und Arbeitsbuch. 2015.
Active participation in class and completed homework assignments. Students are allowed to miss 2 classes at the most (2x90 min.). 2 control tests during the semester. Final grade will be calculated as follows: A 93-100 %, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64 % and less.
German, Slovak
1. Introduction to study of specialized language
2. Communication in private and professional life (exercises: separable and inseparable prefixes of verbs)
3. Written communication: CV, job application, complaint (exercises: tenses)
4. Macrostructure of written documents (exercises: active/passive voice)
5. Test: test from acquired language and communication skills
6. Our world at the turn of the third millennium: environment, scientific progress (exercises: verb structures)
7. Educational system in Slovakia and in Germany (exercises: prepositions for 3rd and 4th grammatical cases)
8. Universities in Slovakia and in Germany. Pavol Jozef Šafárik University in Košice (exercises: gender of nouns, geographical nouns)
9. Mass media communication and public opinion. Media diversity. Advertisement as a means of manipulation (exercises: declension of nouns)
10. Family and personal happiness (exercises: declension of adjectives)
11. Multicultural society (exercises: comparatives and superlatives)
12. Prejudices and stereotypes in Slovak and German culture (exercises: connections of verbs, nouns and adjectives)
13. Test: test from acquired language and communication skills
14. Study field of Philosophy and Ethics. My job (final verification of acquired language and communication skills)
continuous assessment
Student develops and consolidates his language competencies, is able to communicate in written and oral form at the level of advanced language knowledge and skills, which it applies in the field of study – philology.
Dreyer/Schmitt: Lehr- und Ubungsbuch derdeutschen Grammatik.Neubearbeitung. Max HueberVerlag 2008.Ismaning. Deutschland.
Duden:Diedeutsche Rechtschreibung.24.Auflage.Band 1. Mannheim 2006
Häusler/Scherling/Häublein:Stellensuche. Bewerbung.Kundigung.Langenscheidt 2003. Baustein 3. Berlin. Munchen.
Nourse,K./Schicker,C.: FokusDeutsch. OxfordUniversity 1998.
Krenn.W./ Puchta, H.: Motive. Kompaktkurs DaF. Kursbuch und Arbeitsbuch. 2015.
Active participation in class and completed homework assignments. Students are allowed to miss 2 classes at the most (2x90 min.). 2 control tests during the semester and written assignments. Final grade will be calculated as follows: A 93-100 %, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64 % and less.
German, Slovak
Reform of German orthography, General and specialized foreign language, Body language, Flexible working time, At the Labour Office - registration form, German minorities in the world, International students in Germany, General abbreviations and abbreviations of companies, Influence of English on German - New words from English in German, Searching for job - Plans for future, Communication by phone, Immigrants in Germany and their language culture.
The development of students´ language skills - reading, writing, listening, speaking, improvement of their linguistic competence - students acquire knowledge of selected phonological, lexical and syntactic aspects, development of pragmatic competence.
Ashley, A. (1991). A Handbok of Commercial Correspondence. OUP.
Ashley, A. (1992). A Correspondence Workbook. OUP.
Dynda, A., Dyndová, E. (2001). Slovensko-anglická obchodná korešpondencia. Ister Science
Wilson, M. (1987). Writing for Business. Nelson
continuous test (week 6): maxim. 20 points, pass: 12 points, written test: Mark % A 93 – 100 B 86 – 92 C 78 – 85 D 72 – 77 E 65 – 71 FX 64 and less
English
Seminars are focused on the form of business letters in English in comparison with those in Slovak, differences between English business and private correspondence and some differences between English and American business correspondence. Students will learn terminology characteristic for enquiry (asking for enquiries, responding to enquiries), offer (offer at one’s own initiative, offer based on enquiry, details of offer, additional changes, corrections, cancellation, queries, instructions to an agent, responding to offer), price (price from the viewpoint of buyer – asking for price, price reduction, statement on increase of price, price from the viewpoint of seller – notification of price, change of price), payment terms (clarification and method of payment from the viewpoint of buyer and seller, advance payment, documentary letter of credit, forwarding and banking delivery against documents, secured loan, available loan, unsecured loan), order (placing an order, preliminary order, binding order, demand to confirm order, receipt of order, confirmation of order, refusal of order, cancellation of order), shipping and billing (from the viewpoint of buyer – shipping instructions, billing instructions, changes in shipping, demand to dispatch goods, acceptance of consignment; from the viewpoint of seller – preparation of shipping, changes in shipping, shipping advice notices and instructions, billing, issuance and sending of documents, handover of consignment), collection problems (from the viewpoint of buyer – refusal of consignment, collection documents, request for change of due date, statement on recovery of claim, making payments, from the viewpoint of seller – statement on failure to accept consignment, collection documents, recovery of claim, confirmation of receipt of payment, complaint.
To present specific features of English business correspondence in comparison with Slovak business correspondence
Roach, P.: English Phonetics and Phonology. A Practical Course. CUP, 2000
Collins,B.-Mees,I.M.: Practical Phonetics and Phonology, Routledge, 2006
Urbanová, Ľ.: An Introduction to English Phonetics and Phonology. Prešov, 1989
Štekauer, P.: Rudiments of English Linguistics, Prešov, 2000
Roach,P., Hartman,J. and Setter J. (ed.): English Pronouncing Dictionary. CUP, 2000
Wells, J.C.: Longman Pronunciation Dictionary. Longman, 2000
Continuous assessment: 1. Test I (covers topics from the first half of the semester), 2. Test II (covers
topics from the second half of the semester). Interim evaluation - a total of 40 points - is a condition
for participation in the final evaluation. No part of the ongoing evaluation can be repeated. If the
student does not obtain at least 65% of both tests of the continuous assessment together, he / she
cannot participate in the final assessment, i. e. exams. Final evaluation: exam - written form Final
evaluation scale: grade% A 93 - 100 B 86 - 92 C 78 - 85 D 72 - 77 E 65 - 71 FX 64 and less
English
1.Introduction to phonetics and phonology.
Phonetics as a linguistic discipline - sound, phonological level – phoneme, history of phonetics and phonology – phonetic and phonological research
2.Accents of English – Received Pronunciation (RP), BBC pronunciation, Estuary English
3. The production of speech sounds I.
Respiration (egressive airstream), larynx – anatomy and physiology, voicing
4. The production of speech sounds II.
Articulators above the larynx – passive and active, place and manner of articulation
5. English consonants I.
Plosives,fricatives and affricates
6. English consonants II.
Nasals and other consonants
7. English vowels.
Cardinal vowels, English short and long vowels, diphthongs, triphthongs
8. Syllable.
Nature of the syllable, structure of the English syllable, syllable division
9. Stress in English.
The nature of stress, levels of stress, placement of stress within the word
10. Aspects of connected speech.
Rhythm, elision, linking, assimilation
11.Intonation of English I.
Tone, tone-unit, the structure of tone-unit
12.Intonation of English II.
Functions of intonation – accentual, attitudinal, grammatical, discourse
13.Phonology, distinctive features of English phonemes
Phoneme, allophone, distinctive features of English vowels and consonats
Course is designed to give theoretical and practical knowledge of English phonetics and phonology.
It provides a comprehensive introduction to phonetic and phonological theory and terminology,
includes development of skill in sound identification and discrimination and processes related to
speech production.
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
1. Active participation in seminars
2. Elaboration and presentation of PPT presentation on the assigned topic. Maximum number of points 20; minimum number of points 11.
3. Elaboration of an essay in the range of 4xA4 (standard pages). Maximum number of points 20; minimum number of points 11.
The final evaluation (grade) is the sum of points for the presentation and the essay.
A 40b - 37b
B 36b - 33b
C 32b - 29b
D 28b - 25b
E 24b - 21b
FX 20b - 0b
How to understand human behavior (overview of basic approaches in psychology); Basic overview of cognitive processes; Learning processes and their use in practice; Social influences, prosocial and antisocial behavior; How human emotions and motivations work; Deciding - why and when we take risks; Childhood experiences and their relationship to adulthood; Abnormal behavior, mental disorders and therapeutic approaches
The student is able to demonstrate an understanding of the individual's behavior in selected everyday situations such as conflict, group influence, empathy, helping, aggression, etc.
The student is able to describe, explain and evaluate the psychological mechanisms that occur in everyday situations.
The student is able to apply basic psychological knowledge to himself (self-regulation) but also in interaction with others (cooperation).
The method of teaching the subject will be oriented to the student. Speakers will be interested in the needs, expectations and opinions of students so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
Brewer, M. B., & Hewstone, M. (2004). Emotion and motivation. Blackwell.
Deci, E., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester.
Křivohlavý, J. (2003). Pozitivní psychologie. Praha: Portál.
Křivohlavý, J. (2007). Psychologie vděčnosti a nevděčnosti. Praha: Grada.
Křivohlavý, J. (2012). Psychologie moudrosti a dobrého života. Praha: Grada.
Křivohlavý, J. (2013). Psychologie pocitu štěstí. Praha: Grada.
McAdams, D. P. (2002). The person. New York.
Seligman, M. E. P., & Csikszentmihalyi, M. (Eds.). (2000). Positive psychology [Special issue]. American Psychologist, 55(1).
Říčan, P. (2007). Psychologie náboženství a spirituality. Praha: Portál.
Slezáčková, A. (2012). Průvodce pozitivní psychologií. Praha: Grada.
Carr, A. (2022). Positive psychology: The science of wellbeing and human strengths (3rd ed.). Routledge.
Assessment of Study Results:
The evaluation of study results for the course is conducted through continuous assessment. Active participation in seminars (a maximum of 2 absences is allowed) accounts for 20%; a presentation during the exercises on a pre-assigned date accounts for 30%; and the preparation and submission of a group year-long methodological guide on Positive Psychology accounts for 50%.
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and must revise the assignment where a low score was obtained.cademic information system of the UPJŠ.
1. Different perspectives on well-being nad happiness in psychology
2. Main theoretical approaches to positive psychology
3. Positive emotions and positivity
4. Meaningfulness
5. Positive interpersonal relations
6. Post-traumatic growth
7. Hope and optimism
8. Gratitude
9. Spirituality as a personality dimension
10. Wisdom
11. Positive institutions
12. New themes and topics in PP
Knowledge: Students will gain basic knowledge about the origins, foundations, and applications of Positive Psychology as a new and dynamically developing field of psychology. They will become familiar with research in this area and various perspectives on personal well-being, happiness, and life meaning. They will acquire an overview of the main theoretical approaches in Positive Psychology and their application in the context of individuals and society, with an emphasis on their use in educational settings.
Skills: Students will develop the ability to independently and critically address current topics in Positive Psychology, such as positive emotions, interpersonal relationships, hope, optimism, gratitude, and wisdom. They will learn to apply Positive Psychology principles in designing programs aimed at promoting personal well-being and developing positive traits, which can be utilized in working with children and youth in school environments.
Competencies: After completing the course, students will be able to effectively apply the principles of Positive Psychology in educational contexts, such as fostering positive interpersonal relationships and developing optimism and gratitude in students. They will be prepared to participate in the creation and implementation of programs focused on personal development and mental well-being, contributing to the creation of a positive and supportive school environment.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st of the evaluation: active participation in the training part (30p). 2nd part of the evaluation: active participation in workshops (20p). In total, students can get 50p and the final evaluation is as follows: 50 - 45: A; 44 - 40: B; 39-35: C; 34-30: D; 29 - 25: E 24 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
The student understands the principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Student understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to adequately interpret their experience with preventive activities in the group and assume their positive effect as well as limitations and threats.
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).
Obligatory literature
1. Kriyzsan, Andrea; Skjeie, Hege; Squires, Judith: Institutionalizing Intersectionality, The Changing Nature of European Equality Regimes, Gender and Politics, Pagrave Macmillan, 2012, ISBN: 978-0-230-29295-6
Recommended literature:
2. Bomberg, Elizabeth, Peterson, John, Stubb Alexander: The European Union: How Does it Work?, Oxford University Press, 2008, ISBN: 978-0-19-920639-1
3. Jorgesen, Knud Erik, Pollack, Mark A., Rosamond Ben, Handbook of European Union Politics, 2006, SAGE Publications, ISBN-10 1-4129-0875-2
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
Students are required to follow the following portals:
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 into European Studies, History and Institutions
2. Discrimination vs. Tolerance; Equality, Political Rights and Social Responsibility
3. Justice, Freedom and Security Policies in the EU
4. Employment, Social Affairs and Equal Opportunities Policies
5. Intersectionality of Multiple Inequalities
6. Institutionalizing Intersectionality in the EU
7. European Anti-discrimination Regimes
8. European Equality Regimes
9. Regional Characteristics: the Nordic Countries
10. British Anti-discrimination and Equality Policies and Other Western European Approaches
11. Eastern European Anti-discrimination and Equality Policies
The content of the course is designed to provide an overview of the structure, functioning and development of European political institutions, economic and social policies that form the area of European equality regimes. By completing the course, students will understand the definition of equality, have erudite knowledge and understanding of European anti-discrimination policies and the impact of these policies at national and regional level. They will be able to implement the acquired knowledge in the development and administration of projects, in consultations, or in the creation of similar national and transnational policies.
COMPULSORY READING:
Seminar texts for the course are available via MS Teams. Students are required to read the seminar texts before each seminar session and have their own annotated copies with them in class.
_________________________
RECOMMENDED READING:
Hills, M. (2002). Fan Cultures. New York: Routledge.
Jenkins, H. (1992). Textual Poachers: Television Fans and Participatory Culture. New York: Routledge.
Lewis, L. A. ed. (1992). The Adoring Audience: Fan Culture and Popular Media. New York: Routledge.
Miller, C. H. (2004). Digital Storytelling: A Creator’s Guide to Interactive Entertainment. Oxford: Elsevier.
Morley, D. (1992). Television, Audiences and Cultural Studies. New York: Routledge.
CONTINUOUS ASSESSMENT:
1. ATTENDANCE: Attendance is compulsory in both online and in-person classes. Important information regarding the final evaluation and the course in general will be discussed during the introductory session, therefore, failing to attend the Week 1 introductory session is ALSO COUNTED AS AN ABSENCE. Not logging into an online class is COUNTED AS AN ABSENCE. Students must be on time for class.
_________________________
2. ACTIVE PARTICIPATION (20 points): Students are required to do their best with respect to active participation in seminar sessions. Students are expected to bring their own ANNOTATED copies of the required materials, complete the assigned tasks and exercises (available via MS Teams and during the lessons) and participate in class discussions. Throughout the semester, students will be awarded points for actively participating in class discussions. Each student can earn up to 3 active participation points per seminar session.
_________________________
3. ANNOTATED BIBLIOGRAPHY (20 points): In Week 4 students will be asked to compile an annotated bibliography, overviewing the critical literature on a specific aspect of fandom or fan fiction. The bibliography will comprise of a minimum of 5 scholarly sources (books or academic journal articles) and a minimum of 600 words. The annotated bibliography will be compiled in class and must be handwritten. Bibliographies must conform to the guidelines of academic writing and must NOT be plagiarised. No part of the bibliography may be written by AI text generators. Using material produced by AI text generators will be considered plagiarism. Plagiarised papers will be awarded 0 points. Students will NOT be given the option of rewriting plagiarised papers.
_________________________
4. AUTOETHNOGRAPHIC ESSAY (60 points): Students will be asked to write an autoethnographic essay discussing their personal experience as a fan. Within the essay, students will attempt to place their personal experience into the context of the academic debate on fandom (fan studies). The essays may have a visual component. The essays will be submitted twice: a first draft (deadline: April 5, min 500 words, 15 points) and a final draft (deadline: Year 1 and 2 students: May 10, Year 3 students: April 24, 1000-1200 words, 45 points). Students will perform a peer review of each other’s essays in Week 10. Details on the content and form of the essay will be provided during the course. The essays must conform to the guidelines of academic writing and must NOT be plagiarised. No part of the paper may be produced by AI text generators. Using material produced by AI text generators will be considered plagiarism. Plagiarised papers will be awarded 0 points. Students will NOT be given the option of rewriting plagiarised papers.
_________________________
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.
_________________________
To pass the course, the SUM of all points (active participation + annotated bibliography + autoethnographic essay) must be no less than 65 points. Grading scale: Mark % A 93–100 B 86–92 C 78–85 D 72–77 E 65–71 FX 64-0
English
WEEK 1: INTRODUCTION. Basic information: evaluation, readings, etc. How to write an annotated bibliography. A note on plagiarism and AI.
_________________________
The Basics: Defining Key Terms
WEEK 2: Basic terminology, history of fandom, fan fiction and fan studies
--> Readings: Miller, L.: "Your Guide to the Fanfiction Explosion", Fantasia: "A Brief History of Fandom Part 1" & "A Brief History of Fandom Part 2"
WEEK 3: What is an autoethnography and how to write one? Autoethnography brainstorming.
--> Readings: Douglas K. and D. Carless: “A History of Autoethnographic Inquiry”; Muncey T. “Doing Autoethnography”
WEEK 4: ANNOTATED BIBLIOGRAPHY
--> Extra materials: Please bring a laptop or tablet with internet connection to class.
_________________________
The Roots: Theories of Popular Culture
WEEK 5: Frankfurt School
--> Reading: Adorno T. and M. Horkheimer: “The Culture Industry: Enlightenment as Mass Deception”
WEEK 6: Birmingham School
--> Readings: Clarke, J. et al.: "Subcultures, Cultures and Class", Corrigan, P. and S. Frith: “The Politics of Youth Culture"
WEEK 7: Henry Jenkins and the beginnings of fan studies
--> Readings: Jenkins, H.: “Textual Poachers”, Pearson, R.: “It’s Always 1895: Sherlock Holmes in Cyberspace”
WEEK 8: Fan fiction, feminism, and queer theory
--> Readings: Hellekson, K. and K. Busse: "Fan fiction as literature", Hellekson, K. and K. Busse: "Fan Identity and Feminism", Russo, J. L.: "The Queer Politics of Femslash"
1ST DRAFT OF AUTOETHNOGRAPHIC ESSAY DUE: APRIL 5
WEEK 9: RECTOR’S DAY OFF – NO CLASS
WEEK 10: First draft peer review.
--> Extra materials: Please bring a printout of your first draft to class.
_________________________
The Present: Fandom in the Digital Age
WEEK 11: Fan fiction on the Internet: consumers and producers
--> Readings: Beer D. and R. Burrows: "Consumption, prosumption and participatory web cultures"; Lanier C. and A. Fowler III: “Digital Fandom”
!!! YEAR 3: FINAL DRAFT OF AUTOETHNOGRAPHIC ESSAY DUE: APRIL 24
WEEK 12: Fan fiction in the 2020s: your hot takes on new developments
--> Readings: students' choice
WEEK 13: TUTORIALS
!!! YEAR 1 and 2: FINAL DRAFT OF AUTOETHNOGRAPHIC ESSAY DUE: MAY 10
WEEK 14: TUTORIALS
The aim of this course is to familiarise students with the contemporary trend of Fan Fiction as a literary and audio-visual genre, as well as with the broader concepts of fandom, participatory culture, digital media, and Web 2.0 culture. The course should enable students to think about and critically analyse phenomena which are part of their everyday experience as users, viewers, readers, followers, and fans of various media.
Elsaesser, T. & Buckland, W. (2002). Studying Contemporary American Film: A Guide to Movie Analysis. Oxford: Oxford University Press.
Gauntlett, D. (2002). Media, Gender and Identity: An Introduction. New York: Routledge.
McCracken, G. (2008). Transformations: Identity Construction in Contemporary Culture.
Bloomington: Indiana University Press.
McGowan, T. (2007). The Real Gaze: Film Theory after Lacan. New York: State University of New York Press.
Davies, J. & Smith, C. (2022). Gender, Ethnicity and Sexuality in Contemporary American Film.
Benshoff, H. M. & Griffin, S. (2021). America on Film: Representing Race, Class, Gender, and Sexuality at the Movies.
King, N., Streeter, R., Herling, J. & Rose, T. (2019). Gender in Film and Video.
Analysis of the first selected film (essay) - 50%
Analysis of the second selected film (presentation) - 50%
English
British and American film rating
The dominant film production
Gender in genre films
The students can actively analyze the representation of gender roles, identities, and stereotypes in modern and historical film production. The absolvents are capable of critical reading of the film texts as well as scientific articles focused on the gender problematics in film. The students can implement the knowledge gained in the course about gender identities, roles and stereotypes in their own analyses of the selected films of various genres.
Gender Equality Tool – http://www.ilo.org/public/english/bureau/newsite2002/about/action.htm
First ILO Gender Audit –
http://www.ilo.org/public/english/bureau/newsite2002/about/audit.htm
Kabeer, N. (2003). Gender Mainstreaming in Poverty Eradication and the Millennium
Development Goals. London: The Commonwealth Secretariat.
OECD (2015). OECD Toolkit for Mainstreaming and Implementing Gender Equality: Implementing the 2015 OECD Recommendation on Gender Equality in Public Life. Paris: OECD Publishing.
OECD (2019). Fast Forward to Gender Equality: Mainstreaming, Implementation and Leadership. Paris: OECD Publishing.
Rai, S. (2003). Mainstreaming Gender, Democratizing the State? Institutional Mechanisms for the Advancement of Women. New York: Manchester University Press.
Essay - 25%
Final project - 75%
English
Gender Mainstreaming – Basic Terminology
Gender specific activities and positive discrimination
Concept of Gender Equality (Equal vs. Identical)
Gender mainstreaming in the EU policies
Gender mainstreaming in world politics
Gender mainstreaming in education
The aim of the seminar is to study the concept of Gender Mainstreaming as an essential part of all political, economic and social spheres of life. The absolvents can explain the basic terminology connected to gender mainstreaming, and can actively work with documentation, texts and information about the social and political activities connected to the gender perspective. The absolvents can utilize the knowledge gained in the course in the planning of their own projects focused on gender mainstreaming in different sectors, including education.
McCabe, J. & Akass, K., ed. 2006. Reading the L word: Outing Contemporary Television. New York: I. B. Tauris.
Burston, P. & Richardson, C. ed. (1995). A Queer Romance: Lesbians, Gay Men and Popular
Culture. New York: Routledge.
Clarke, E. O. (2000). Virtuous Vice: Homoeroticism and the Public Sphere. London: Duke
University Press.
Daniel, L. & Jackson, C. (2003). The Bent Lens: A World Guide to Gay and Lesbian Film. 2nd Edition. Crows Nest, NSW: Allen & Unwin.
Davis, G. & Needham, G. ed. (2008). Queer TV: Theories, Histories, Politics. New York:
Routledge.
Griffiths, R. ed. (2008). Queer Cinema in Europe. Bristol: Intellect.
Haggerty, G. E. & McGarry, M. ed. (2007). A Companion to Lesbian, Gay, Bisexual, Transgender and Queer Studies. Blackwell Publishers. Ltd.
Hope, D. A. ed. (2009). Contemporary Perspectives on Lesbian, Gay and Bisexual Identities.
Springer.
Johnson, P. & Keith, M. C. (2001). Queer Airwaves : The Story of Gay and Lesbian Broadcasting Media, Communication, and Culture in America. M. E. Sharpe, Inc.
Film analysis (essay 1) - 30%
Film analysis (essay 2) - 30%
Film analysis (essay 3) - 30%
Active participation in class - 10%
English
Gay films
Lesbian films
Transgender films
Bisexual and Queer films
The content of the course will help students to formulate opinions on the representation of GLBTQ
gender identities in movies. The absolvents can actively analyze the representation of sexual and gender minorities, identities and stereotypes in the modern and historical film production. The absolvents are capable of comprehensively reading the film text as well as scientific articles focused on the gender and sexual orientation problematics in films. The absolvents can implement the knowledge gained in this course in their own analysis of the chosen films.
McCabe, J. & Akass, K., ed. 2006. Reading Desperate Housewives: Beyond the White Picket
Fence. New York: I. B. Tauris.
Hill, A. (2005). Reality TV: Audiences and Popular Factual Television. New York: Routledge.
Allrath, G. & Gymnich, M. ed. (2005). Narrative Strategies in Television Series. New York:
Palgrave Macmillan.Ang, I. (1996). Living Room Wars: Rethinking Media Audiences for a Postmodern World. New
York: Routledge.
Casey, B., Casey, N., Calvert, B., French, L. & Lewis, J. (2002). Television Studies: The Key
Concepts. New York: Routledge.
Comstock, G. & Scharrer, E. (1999). Television: What’s on, Who’s Watching and What It Means.
New York: Academic Press.
Davis, G. & Needham, G. ed. (2008). Queer TV: Theories, Histories, Politics. New York:
Routledge.
Fiske, J. & Hartley, J. (2004). Reading Television. New York: Routledge.
Fiske, J. (2001). Television Culture: Popular Pleasures and Politics. New York: Routledge.
Gauntlett, D. & Hill, A. (1999). TV Living: Television, Culture and Everyday Life. New York:
Routledge.
Essay - 50%
Analysis of the chosen TV programme - 50%
English
Gender in television
Television shows and gender
Gender politics in television
Television ads and gender
Gender and race in television production
Reality shows and gender
The students can explain the basic terminology connected to the gender issues in foreign and domestic television production. The absolvents can critically analyze gender aspects in the television production of various genres from advertisements to television shows, and apply this analysis in everyday life and their own research.
COMPULSORY READING:
Students must read the seminar readings available in MS Teams before each seminar.
In addition, each student must choose and read ONE of a selection of compulsory books.
RECOMMENDED READING:
Aspekt – online or printed articles
Grupač, M. a kol. Súčasná slovenská literatúra po roku 1989. Matica slovenská, 2015.
Slovník diel slovenskej literatúry 20. storočia. Kalligram, 2006.
Hajdučeková, I. Rodový aspekt v slovenskej literatúre na prelome 19. a 20. storočia. UPJŠ, 2019.
Taraneková, I. a kol. Hľadanie súčasnosti – Slovenská literatúra začiatku 21. storočia. Literárne informačné centrum, 2014.
This subject is assessed based on continuous assessment. The continuous assessment consists of five parts: active participation, reading journal, group presentation, AI essay review, and seminar paper.
Details about the form and content of the reading journals will be discussed in the introductory meeting in Week 1 of the semester. All student papers must conform to the guidelines of academic writing and must NOT be plagiarised. No part of students’ work may be produced by AI text generators/text editors. Using material produced by AI text generators/editors will be considered plagiarism. Plagiarised papers will be awarded 0 points. Students will NOT be given the option of rewriting plagiarised papers.
To pass the course, the SUM of all points (active participation + reading journal + group presentation + AI essay review + seminar paper) must be no less than 65 points.
Grading scale:
Mark %
A 93–100
B 86–92
C 78–85
D 72–77
E 65–71
FX 64-0
Slovak
Compulsory readings for each seminar will be available in advance via MS Teams. Students are required to read the relevant texts before each seminar and a copy of the reading materials with them to class.
SEMINAR TOPICS:
Gender as an analytical category; Women in society, women in literature; Herstory in Slovak; Feminism, realism and hyperrealism; Cookbooks as literature; Contemporary poetry I: muses and lyrical subjects; Contemporary poetry II.: rap and slam; Gender and genre: noir and romance; (Mommy)blogging and digital literature; Men, women, other: queer literature in Slovakia
This course introduces to students a selection of texts from modern and contemporary Slovak literature with the aim of analysing the role of gender as a social category in these texts. The course is intended as a thematic and chronological continuation of the Slovak literature curriculum covered in standard high school courses. For this reason, the course focuses on 20th and 21st century literature and on texts by lesser known or non-canonical authors, with an emphasis on works by female authors. The course is designed to expand the students’ theoretical knowledge in the field of literary studies and in the history of Slovak literature, but also to develop various practical skills: reading comprehension, textual analysis, or critical thinking skills.
COMPULSORY READING:
Nel, Philip and Lissa Paul (eds): Keywords for Children’s Literature, New York UP, 2011
Selected children’s stories and critical essays (available on UPJS OneDrive/MS Teams).
RECOMMENDED READING:
Bettelheim, Bruno: The Uses of Enchantment: The Meaning and Importance of Fairy Tales. Knopf Doubleday Publishing, 2010.
Cullingford, Cedric: Children’s Literature and Its Effects: The Formative Years. London: Cassell, 1998
Haase, Donald (ed): Fairy tales and Feminism. Detroit: Wayne State UP, 2004.
Hahn, Daniel: Oxford Companion to Children's Literature. Oxford UP, 2015
Hintz, Carrie: Children’s Literature (The New Critical Idiom). Routledge, 2019.
Hunt, Peter: An Introduction to Children's Literature. Oxford UP, 1994.
Hunt, Peter: Understanding Children’s Literature. London: Routledge, 1999.
Lerer, Seth: Children’s Literature: A Reader’s History. Chicago: U of Chicago P, 2008. Lesnik-Oberstein, Karín (ed): Children’s Literature: New Approaches. New York: Palgrave Macmillan, 2004.
Levorato, Alessandra: Language and Gender in the Fairy Tale Tradition: A Linguistic Analysis of Old and New Story Telling. New York: Palgrave Macmillan, 2003.
Lukens, Rebecca J.: A Critical Handbook of Children’s Literature. Pearson, 2012.
The Oxford Companion to Children’s Literature. Oxford UP, 1999.
Reynolds, Kimberley: Children's Literature: A Very Short Introduction. Oxford UP, 2011.
Zipes, Jack: Fairy Tales and the Art of Subversion: The Classical Genre for Children and the Process of Civilization (2nd edition). New York: Routledge, 2006.
CONTINUOUS ASSESSMENT:
1. ATTENDANCE: Attendance is compulsory in both online and in-person classes. Each student is allowed 2 absences at most. Important information regarding the final evaluation and the course in general will be discussed during the introductory session, therefore, failing to attend the Week 1 introductory session is ALSO COUNTED AS AN ABSENCE. Not logging into an online class is COUNTED AS AN ABSENCE. More than two missed seminars will result in failing the course, irrespective of exam or essay results. Students must be on time for class.
2. ACTIVE PARTICIPATION (20 points): Students are required to do their best with respect to active participation in seminar sessions. Students are expected to bring their own ANNOTATED copies of the required materials, complete the assigned tasks and exercises (available on UPJS OneDrive/ MS Teams and during the lessons) and participate in class discussions. Throughout the semester, students will be awarded points for actively participating in class discussions during seminars. Each student can earn up to 3 active participation points per seminar session.
3. READING JOURNAL (30 points): Students are required to write two double-sided reading journal entries. The required length of each reading journal is 250-300 words. Each journal should relate to one of the texts discussed during the seminars. The deadline for submitting the journals is Week 7 and Week 13. Detailed instruction for writing the reading journals will be provided during the introductory session. The journals must conform to the guidelines of academic writing and must NOT be plagiarised. No part of the journals may be produced by AI text generators/text editors. Using material produced by AI text generators/editors will be considered plagiarism. Plagiarised papers will be awarded 0 points. Students will NOT be given the option of rewriting plagiarised papers.
4. WRITTEN TEST (50 points): Students will sit a written test in WEEK 14. There are NO RETAKES. If you are unable to attend the test for valid reasons (e.g., medical emergency), contact the teacher as soon as possible, or in advance if possible.
To pass the course, the SUM of all points (active participation + reading journals + test) must be no less than 65 points.
Grading scale:
Mark %
A 93–100
B 86–92
C 78–85
D 72–77
E 65–71
FX 64-0
English
SEMINARS OUTLINE:
WEEK 1: NO CLASS
WEEK 2: Introduction. Basic information: assessment, readings, etc. How to write a two-sided reading journal. Adults reading literature for children.
WEEK 3: What is “children’s literature?” Basic notions, historical overview, and the problem of “the canon of children’s literature.”
--> Readings: Lesnik-Oberstein, K. “What is children’s literature? What is childhood?”; Watkins, T. “The Setting of Children’s Literature: History and Culture”
WEEK 4: “The Impossibility of Innocence:” ideology in children’s literature.
--> Readings: “ideology”; “innocence”; Winnie-the-Pooh (A. A. Milne)
WEEK 5: Critical approaches to children’s literature: psychoanalysis, reader response theory, feminism.
--> Readings: “aesthetics”; “gender”; “theory”; Snow White; The Bloody Chamber (Angela Carter)
WEEK 6: Fairy tales and gender roles: constructing an ideal femininity.
--> Readings: “body”; “girlhood”; “tomboy”; Sleeping Beauty; The Famous Five (Enid Blyton)
WEEK 7: TUTORIALS - READING JOURNAL 1 DUE
WEEK 8: Fairy tales and gender roles: boyhood and masculinity?
--> Readings: “boyhood”; “identity”; Tarzan (Edgar Rice Burroughs); Harry Potter (J. K. Rowling); Captain Underpants (Dav Pilkey)
WEEK 9: Socialisation, family, education, and the purpose of children’s literature.
--> Readings: “childhood”; “education”; Mrs. Piggle-Wiggle (Betty MacDonald), The Grimm brothers
WEEK 10: Children’s literature and national identity.
--> Readings: “empire”; “postcolonial”; “race”; Little Henry and His Bearer (Mary Martha Sherwood); The Jungle Book (Rudyard Kipling)
WEEK 11: Subversive fairy tales. Stereotypical versus non-conformist identities in children’s literature.
--> Readings: “censorship”; “queer”; “postmodernism”; Little Women (Louisa May Alcott); Matilda (Roald Dahl)
WEEK 12: Globalisation and contemporary children's literature.
--> Readings: Bullen, E. and K. Mallan: "Local and Global: Cultural Globalization, Consumerism, and Children's Fiction" + a children's story of students' choice
WEEK 13: TUTORIALS - READING JOURNAL 2 DUE
WEEK 14: TEST
This course aims at presenting the students with a new point of view on a topic as familiar as children’s literature, and consequently attempts to encourage them to adopt a critical attitude towards all, even well-known and seemingly straightforward, areas of life. The course consists in analysing specific fairy tales and other texts falling under the category of “children’s literature” in order to uncover the mechanisms which these texts employ to socialise children, reflect and/or influence family dynamics, construct identities, sustain traditional gender roles, or, on the contrary, deconstruct them.
Beasley, C. (2005). Gender and Sexualities: Critical Theories, Critical Thinkers. London: Sage Publications Ltd.
Holmes, M. (2009). Gender and Everyday Life. New York: Routledge.
Jackson, S. & Scott, S. ed. (2002). Gender: A Sociological Reader. New York: Routlegde
H
Continuous assessment: presentation of analysis - 40%
Final assessment: group project - 60%
English
Modern femininities, Femininities in the workplace, Pregnancy, motherhood and childbirth, Beauty standards and getting older, Gender roles and the society, Gender stereotypes
The absolvents are capable of active understanding of gender issues with focus on feminine identities. The absolvents can analyze opinions and experiences of women from the viewpoint of different demographic categories. The absolvents can implement the acquired knowledge about gender identities, roles, and stereotypes not only in daily life, but also in their own research focused on women and their lives, experiences, and opinions.
Beasley, C. (2005). Gender and Sexualities: Critical Theories, Critical Thinkers. London: Sage Publications Ltd.
Jackson, S. & Scott, S. ed. 1996. Feminism and Sexuality: A Reader. New York: Columbia University Press.
Jackson, S. & Scott, S. ed. 2002. Gender: A Sociological Reader. New York: Routlegde.
Holmes, M. (2009). Gender and Everyday Life. New York: Routledge.
Continuous assessment (analysis of materials) – 40%
Group work (group research, analysis and presentation of the research) – 60%
English
Modern masculinities
Gender in the workplace
Parenthood and masculinities
Gender roles and the society
Gender stereotypes
The absolvents are capable of active understanding of gender issues with focus on masculine identities. The absolvents can analyze opinions and experiences of men from the viewpoint of different demographic categories. The absolvents can implement the acquired knowledge about gender identities, roles, and stereotypes not only in daily life, but also in their own research focused on men and their lives, experiences, and opinions.
Nekolová, V., Camutaliová, I., Vasilieva-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2022.
Myronova, H., Gálová, D.: Ruština pro podnikatelskou sféru. Brno: Masarykova univerzita v Brně, Ekonomicko-správní fakulta, 2003. ISBN 80-210-3258-8. Available at: www.kj.fme.vutbr.cz/studopory/RU/phrases/BusinessRussian.pdf
Oganesjanová D., Tregubová, J.: Cvičebnice ruské gramatiky. Praha: Polyglot, 2004.
+ other materials provided by the lecturer
Active seminar participation (2 absences tolerated), selfstudy, home assignments, tests, dictations, home reading, mini-presentations.
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.
Slovak language
Russian alphabet, orthography, pronunciation.
Russian sentence, nouns, verb conjugation, modal and irregular verbs.
Pronouns, numerals, adjectives and adverbs.
Language interference.
Vocabulary development (getting to know, who is who, hobbies and interests, family, friends, people – character traits, countries and nationalities, home town, my university, biography, famous people, etc.)
Home reading - A. P. Chekhov
Students will acquire basic knowledge of the Russian language (pronunciation, 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: A1 (Common European Framework of Reference for Languages).
Nekolová, V., Camutaliová, I., Vasilieva-Lešková, A.: Ruština nejen pro samouky. Praha: Leda 2007
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
+ materials provided by the lecturer
https://ru.wikisource.org/wiki/
UN News in Russian: https://news.un.org/ru/
Euronews in Russian: https://ru.euronews.com/tag/european-union
Russian Language for Students of Philology 1
Active seminar participation (2 absences tolerated), home assignments, tests, home reading, mini-presentations, selfstudy.
Final assessment = the average of results obtained.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less
Russian language A1
Vocabulary development (hobbies, foreign languages, job and duties, travel, plans, in a foreign city, abroad, leisure time, friends, EU, UNO, etc.).
Grammar (nouns, verbs, adjectives and adverbs, verbs in present, past and future tense, modal and irregular verbs).
Language interference, written communication.
Home reading - L.N.Tolstoy, B. Pasternak, Radio UNO - news
Students will acquire a good knowledge of the Russian language (pronunciation, 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: A1/A2 (Common European Framework of Reference for Languages).
Nekolová, V., Camutaliová, I., Vasilieva-Lešková, A.: Ruština nejen pro samouky. Praha, Leda, 2007
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
+ additional handouts of lecturer
http://public-library.narod.ru/
Active seminar participation (2 absences tolerated), selfstudy, home assignments, home reading, mini-presentations.
Final assessment = the average of results obtained.
Grading scale: A 93-100%, B 86-92%, C 79-85%, D 72-78%, E 65-71%, FX 64% and less.
Russian language A2
Vocabulary development (interesting towns, places, famous people, travel and acomodation, transport, food, shopping, health and illness, Niznij Novgorod, EU, Slovak-Russian relatios, humanitarian aid, migration, cross-cultural communication, history of interpreting, etc.).
Grammar ((irregular verbs, nouns, adjectives, passive and active voice,
pronouns, etc.).
Language interference, written communication, translation of texts, etc.
Home reading
Radio 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: A2/B1 (Common European Framework of Reference for Languages).
Brauner, D., Contemporary American Fiction, Edinburgh Critical Guide, Edinburgh University Press, 2010
A student will choose one literary work from the list and present the following:
1. Short introduction of the author and literary work.
2. Literary interpretation based on historical and cultural context of the USA.
3. Presentation will include at least 2 academic articles from registered academic databases.
4. Presentation will formulate at least 2 academic questions related to the topic.
5. Presentation will demonstrate student´s knowledge of being able to use academic sources.
English
Post-postmodernism, post-theoretical discourse, interdisciplinarity in American literature. (Geoffrey Eugenides, The Virgin Suicides,1993orMiddlesex, 2002)(Amy Tan, The Joy Luck Club1989)(J.Safran Foer, Everything Is Illuminated2001)(Cormac Mccarthy, The Road(2006)(Don DeLillo, The Falling Man, 2007)(Don DeLillo, Cosmopolis)(Chuck Palahniuk, The Fight Club, 1999)(Junot Diaz, The Brief Wondrous Life of Oscar Wao2007)Alice Walker, The Color Purple, 1982)Philip Roth, American Pastoral, Human StainCormac McCarthy, Blood MeridianJonathan Franzen,(any book by Franzen)M. Robinson, HousekeepingPaul Auster, City of GlassB.E.Ellis, American PsychoAnnnie Proulx, Brokeback MountainJohn Updike, Rabbit SeriesRaymond Carver, Where Am I Calling From
The aim is to gain knowledge about the latest literary texts in American literature, its main representatives and trends. To develop students’ literary critical thinking about American literature and the ability of the interpretation of literary texts. Student is capable of an individual literary analysis with an emphasis on historical and cultural backround. Student is able to think critically and interpret literary work based on the synthesis of several academic sources which will widen his or her communication, interpretative and public speaking skills in order to solve challenging tasks in real life.
COMPULSORY READING:
- theoretical essays and excerpts from popular fiction texts uploaded to MS Teams
- Douglas Adams: The Hitchhiker’s Guide to the Galaxy
- Helen Fielding: Bridget Jones’s Diary
_________________________
RECOMMENDED READING:
Baucekova, S.: Dining Room Detectives: Analysing Food in the Novels of Agatha Christie
Bennett, T. (ed): Popular Culture: Past and Present
Bennett, T. (ed): Popular Fiction: Technology, Ideology, Production, Reading (Popular Fiction Series)
Gelder, K.: Popular Fiction: The Logics and Practices of a Literary Field
Glover, D.: The Cambridge Companion to Popular Fiction
Hoppenstand, G.: Popular Fiction: An Anthology
Swirski, P.: From Lowbrow to Nobrow
CONTINUOUS ASSESSMENT:
1. ATTENDANCE: Attendance is compulsory in both online and in-person classes. Important information regarding the final evaluation and the course in general will be discussed during the introductory session, therefore, failing to attend the WEEK 1 introductory session is ALSO COUNTED AS AN ABSENCE. Not logging into an online class is COUNTED AS AN ABSENCE. Students must be on time for class.
_________________________
2. ACTIVE PARTICIPATION (20 points): Students are required to do their best with respect to active participation in seminar sessions. Students are expected to bring their own ANNOTATED copies of the required materials, complete the assigned tasks and exercises (available via MS Teams and during the lessons) and participate in class discussions. Throughout the semester, students will be awarded points for actively participating in class discussions. Each student can earn up to 3 active participation points per seminar session.
_________________________
3. IN-CLASS ESSAY (40 points): After each topic, students are required to write a short essay (200-300 words). Each student will hand in a total of 4 essays. Essay topics will be announced during the seminars. Essays will be handwritten in class. They must conform to the guidelines of academic writing and must NOT be plagiarised. No part of the paper may be produced by AI text generators. Using material produced by AI text generators will be considered plagiarism. Plagiarised papers will be awarded 0 points. Students will NOT be given the option of rewriting plagiarised papers.
_________________________
4. TEST (40 points): Students will write one end-of-term test covering ALL material studied during the course. There are NO RETAKES. If you are unable to attend the test for valid reasons (e.g. medical emergency), contact the teacher as soon as possible, or in advance if possible.
_________________________
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.
_________________________
To pass the course, the SUM of all points (active participation + essays + test) must be no less than 65 points. Grading scale: Mark % A 93–100 B 86–92 C 78–85 D 72–77 E 65–71 FX 64-0
English
COURSE STRUCTURE:
The course consists of an introduction and 4 two-week blocks dedicated to different genres of popular fiction. Each block is divided into two parts. During the first week, students read theoretical texts, study the characteristics and history of the respective genre and acquire a critical outlook on the genre. During the second week, students read specific works that are good examples of the genre and attempt to apply the acquired theoretical concepts in class discussions, as well as in written assignments.
_________________________
WEEK 1: Introduction. Basic information: assessment, readings, etc. A note on plagiarism and AI.
WEEK 2: Popular fiction: what is it and why should I care? Can/should we analyse popular fiction in academia? What is genre? What are cultural studies?
WEEK 3: Gothic Novel 1 / Text: Clive Bloom “Now Welcome the Night: The Origins of Gothic Culture” WEEK 4: Gothic Novel 2 / Texts: Ann Radcliff “The Mysteries of Udolpho” (excerpt); Jane Austen Northanger Abbey (excerpt) - IN-CLASS ESSAY 1
WEEK 5: Detective Fiction 1 / Text: John G. Cawelti “The Formula of the Classical Detective Story”
WEEK 6: Detective Fiction 2 / Texts: Sir Arthur Conan Doyle "The Final Problem"; Agatha Christie "The Market Basing Mystery" - IN-CLASS ESSAY 2
WEEK 7: Science Fiction 1 / Text: Adam Charles Roberts “Defining Science Fiction”
WEEK 8: TUTORIALS – READING WEEK (This is your time to catch up on your compulsory novels)
WEEK 9: Science Fiction 2 / Text: Douglas Adams “The Hitchhiker's Guide to the Galaxy”, Book 1 (entire novel) - IN-CLASS ESSAY 3
WEEK 10: Chick Lit 1 / Text: Cris Mazza “Who’s Laughing Now? A Short History of Chick Lit and the Perversion of a Genre”
WEEK 11: Chick Lit 2 / Text: Helen Fielding “Bridget Jones’s Diary” (whole novel) - IN-CLASS ESSAY 4 WEEK 12:
---> THURSDAY GROUP: NO CLASS – SCHEDULE CHANGE
---> FRIDAY GROUP: TEST (test date: April 30)
WEEK 13:
---> THURSDAY GROUP: TEST (test date: May 7)
---> FRIDAY GROUP: NO CLASS – PUBLIC HOLIDAY
WEEK 14: TUTORIALS
_________________________
TEST DATES ARE PROVISIONAL AND MIGHT BE CHANGED BY THE TEACHER DURING THE SEMESTER IF THERE ARE VALID REASONS FOR SUCH A CHANGE. If test dates change, the teacher will inform students in advance.
This course is designed to help students explore British popular fiction, i.e. the texts that are not studied in traditional literature history classes, as they stand outside the canon. It is the aim of this course to teach students to critically examine and analyse the significance and cultural impact of texts they would normally consider leisure reading. Also, the course poses questions such as: What is the difference between high and low culture? What is the place of popular fiction within literature? Can popular fiction be analysed in the same manner as literature? What is genre and how is it significant for popular fiction?
VÝROST, Jozef - SLAMĚNÍK, Ivan. Sociální psychologie. 2., přepr. a rozš. vyd. Praha : GRADA, 2008. 408 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie I : Člověk a sociální instituce. 1. vyd. Praha : Portál, 1998. 384 s. ISBN 80-7178-269-6.
KOMÁRKOVÁ, Růžena - SLAMĚNÍK, Ivan - VÝROST, Jozef. Aplikovaná sociální psychologie III : Sociálněpsychologický výcvik. 1. vyd. Praha : Grada Publishing, 2001. 224 s.
VÝROST, Jozef - SLAMĚNÍK, Ivan. Aplikovaná sociální psychologie II. 1. vyd. Praha : Grada Publishing, 2001. 260 s.
The conditions for passing the subject are as follows: 1. Active participation in exercises. Max. the missed range is 90 min. 2. Submission of the reflection on the selected topic within the specified time. Reflection topic: will be given in the exercise.
The evaluation of the subject and its subsequent completion will be based on clearly and objectively determined requirements, which will be determined in advance and will not change. The aim of the evaluation is to ensure an objective and fair mapping of the student's knowledge while observing all ethical and moral standards. There is no tolerance for fraudulent student behavior in either the teaching or assessment process.
slovak
What is marketing? (Marketing - Mix)
Basics of self-marketing (Personal opinion is crucial, Goal setting, Proper use of opportunity)
Me and my influence (What can I offer? What does he / she have unlike me? How do others see me? Ability to defend one's own opinion, Think positively!, I know how to explore myself - what options do I have?),
Competence (Have your own opinion, How to withstand criticism, Be a team player, Competence at work),
Draw attention to yourself (Voice and word selection, Active in meetings, Present yourself successfully).
The student is able to understand and explain the basic assumptions of good self-marketing, knows the possibilities for the correct presentation of his own person and understands the related knowledge and principles of personal and communication area. He / she can understand his / her competencies, his / her goals, how to make his / her strengths visible and he / she can apply this knowledge and social and professional skills in the personal and professional sphere of his / her life, which will also improve his / her employment opportunities.
Di Paolo, M., Yaegor-Dror, M. (eds). Sociophonetics: A Student’s Guide, 2010, Routledge.
Foulkes, P., Scobbie, J.M., Watt, D.: Sociophonetics. In Hardcastle, W., Laver, J., Gibbon, F. (eds.) Handbook of Phonetic Sciences (2nd ed.). Oxford: Blackwell, 2010, p. 703–754.
Lawson, E., Scobbie, J.M, Jane Stuart-Smith, J.: The social stratification of tongue shape for postvocalic /r/ in Scottish English. Journal of Sociolinguistics 15, 2011, p. 256–268.
Tagliamonte, S. (2012). Variationist Sociolinguistics: Change, Observation, Interpretation. London: Routledge.
Thomas, E.: Sociophonetics: An Introduction. 2011, Palgrave-Macmillan.
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 language
The course will focus on the study of speech production and perception with regard to socially conditioned factors, and consider how phonetic change over the lifespan may be studied using both field- and experimental methods. The course will focus on the acoustic analysis of speech, with attention paid to speech data collected in the field.
The course is a theoretical and practical introduction to studying the phonetic aspects of sociolinguistic variation and the social significance of phonetic variation. Students will develop skills throughout this course that will enable them to make appropriate methodological choices when planning research projects in sociophonetics.
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.
Griffin, E.: A first look at communication theory. McGraw-Hill, Inc. NY, 2006.
West, R., Turner, H.L.: Introducing Communication theory. Mayfield Publishing Company.
London, 2000.
COVID -19 UPDATE Due to the Covid-19 pandemic situation, the majority of classes will be carried out online via MS Teams (lectures and seminars). Week 1 classes will be contact to explain/clarify/discuss all details (if the situation allows). The remaining weeks (2-12) will be online via MS Teams. A final written test will be written during contact seminar, if the situation makes it possible.
Students are expected to attend each class according to the schedule. More than one unexcused
absence is not acceptable (extreme situations aside), making the second unexcused absence
an automatic failure for the course. There will be 1 written test (week 7). Each student will be
required to give a presentation based on the course study material provided in advance. There
will be no retake for any part of the continuous assessment (1 written test, 1 oral presentation).
written test = 80% + oral presentation = 20%
Final evaluation:
A - 93-100%
B - 86-92%
C - 78-85%
D - 72-77%
E - 65-71%
FX - 64% and less
English
1. Introductory lesson.
2. Defining communication. Models of Communication. Contexts of Communication.
3. Symbolic Interaction Theory (Mead)
4. Coordinated Management of Meaning (Pearce and Cronen)
5. Genderlect Styles (Tannen)
6. Face Negotiation Theory (Ting-Toomey)
7. The Rhetoric (Aristotle)
8. Written test
9.-14. Presentations
The course aims to familiarise students with the principles, central ideas and the practical
application of the communication theories they are likely to encounter not only in the
communication discipline but also in everyday life.
The workload of students is divided between:
Direct teaching (face-to-face and distance learning via LMS), which accounts for 10% of the student's workload;
Group work (presentations), which accounts for 75% of the student's workload;
Individual consultations, which account for 5% of the student's workload;
Self-study, which accounts for 10% of the student's workload
Domestic and foreign journal literature
Kudláčová, B.(2007) Človek a výchova v dejinách európskeho myslenia. Trnava: PdF TU
Zeus Leonardo (2010) Handbook of Cultural Politics and Education. Rotterdam, The Netherlands.
Evaluation of the developed assignment.
A ... 100,00% - 91,00%
B ... 90,99% - 81,00%
C ... 80,99% - 71,00%
D ... 70,99% - 61,00%
E ... 60,99% - 51,00%
FX ... 50,99% and less
Slovak
The status, role and functions of education in human life and society. The political, social and economic objectives of education. Education, learning and social change in the context of globalisation. Macrosocial determinants of education. Current roles of education and training in modern performance and democratic society.
The aim and purpose of teaching the subject is to impart knowledge and promote reflection on the issues of education and training in the context of social and political change.
Development of knowledge: the student will be able to know the current theoretical background related to the process of education and training in a modern democratic society.
The student will be able to navigate the social and political space - politically, legally, socially and culturally. He/she will be able to look for alternatives and solutions to dysfunctions, while at the same time exploiting opportunities and ways to implement them.
Updated literature is available on the department's website.
Obtaining the required number of credits in the prescribed composition by the study plan.
English
The aim of the state exam is to demonstrate knowledge in the field. The student must demonstrate general knowledge of the sub-areas of the field. At the same time, he must prove that his knowledge in the selected area corresponds to a deeper interest in the selected issue and thus exceeds the standard content and scope of subjects of a given degree. Chairman of the State Commission, guarantor of the study program, resp. the guarantor for the relevant area determines the student's literature, which must be studied for the needs of the state exam.
Verification of acquired student competencies in accordance with the graduate profile.
After choosing a topic suggested by supervisors implying a geographical problem, the students will work on the topic, write a thesis and defense it before the committee.
Depending on the selected topic of student research project.
Continuous assessment is a precondition for receiving final assessment.
Assessment of continuous 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
English
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 continuous 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.
Depending on the selected topic of student research project.
Continuous assessment is a precondition for receiving final assessment.
Assessment of continuous 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
English
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 continuous 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.
Janigová, S. (publication process pending). English Syntax in a Nutshell.
Quirk, R., et al. (1990). A Student´s Grammar of the English Language.
New York – London: Longman.
Additional reading:
Dušková, L. (2003). Mluvnice současné angličtiny na pozadí češtiny. Praha: Academia.
Quirk, R., et al. (1985). A Comprehensive Grammar of the English Language.
New York – London: Longman.
Miller, J. (2002). An Introduction to English Syntax. EUP
Crystal, D. (1995). The Cambridge Encyclopedia of the English Language. Cambridge: CUP.
Dušková, L. (2002). Syntax současné angličtiny. Karolinum.
Štekauer, P. (2000). Rudiments of the English Linguistics. Prešov: SLOVACONTACT.
Janigová, S. (2008) Syntax of -ing Forms in Legal English / Slávka Janigová. - vyd. - Frankfurt am Main : Peter Lang, 2008
Non-Agent Cognitive Alignment Frames in selected European languages. In: SKASE Journal of Theoretical Linguistics: electronic on-line journal [elektronický zdroj]. - ISSN 1336-782X. - Vol. 13, no. 3 (2016), s. 70-102, online
2 written tests scheduled to the 9th and 13th week (or as modified by the teacher); submission of a written assignment in the second half of semester- 65% Total Pass
A 100-93%
B 92-86%
C 85-78%
D 77-72%
E 71-65%
FX 64 and less
English language
Syntactic pyramid (Chapter 1 of English Syntax in a Nutshell)
Valency (Chapter 2 of English Syntax in a Nutshell))
Arguments and Non-Arguments (Chapter 3 of English Syntax in a Nutshell)
Diagnostic Markers for Clause Elements (Chapter 4 of English Syntax in a Nutshell)
Action-focused, Existential and Qualifying Frames (Chapter 5 of English Syntax in a Nutshell)
Patient Frames (Chapter 6 of English Syntax in a Nutshell)
Circumstantial Frames (Chapter 7 of English Syntax in a Nutshell)
Complement and Apposition (Chapters 8 and 9 of the English Syntax in a Nutshell)
Sentence (Chapter 10 of English Syntax in a Nutshell)
Semi-clauses (Chapter 11 of English Syntax in a Nutshell)
The course is aimed to introduce the fundamentals of the English Syntax from a cognitive perspective on the function-structural background with selected syntactic phenomena being contrasted with their Slovak counterparts. Students are trained to be able to conduct independent syntactic analyses on the level of phrase, clause and sentence.
Glendinning,E.H.- Howard,R. (2007) Professional English in Use – Medicine, CUP
Michael McCarthy, Felicity O´Dell (2002) English Vocabulary in Use. Advanced. CUP
Dictionary of Medicine. (1996) Peter Collin Publishing.
Concise Medical Dictionary. (1991) Oxford University Press
Langová, T. (1997) Slovensko-anglický slovník medicíny. Veda. Bratislava
Langová, T. (1996) Anglicko-slovenský slovník medicíny. Veda. Bratislava
MACMILLAN English Dictionary for Advanced Learners (2002).
OXFORD Collocations dictionary for students of English (2002).
Fronek, J., Mokráň, P. (2003) Slovensko-anglický frazeologický slovník. Vyd. Nová Práca, spol. s
r.o., Bratislava
www.bbclearningenglish.com
www.bbc.co.uk/worldservice/
www.bbc.co.uk/health
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
The course introduces various interesting topics, e.g. language of medicine, origin of medical
terminology, history of medicine, modern medicine, medical practitioners, human body, medical
examination, common diseases, their symptoms and treatment, first aid procedures, etc. The
course provides useful points of medical English pronunciation, grammar, language functions and
translation, familiarises students with new vocabulary, provides systematic practice of common medical terms, medical collocations, phrasal verbs, prepositional phrases, idioms, false friends,
metaphors, etc
To develop and improve essential language skills (speaking, listening, reading) in the classroom
with upper-intermediate/advanced level students and to increase their language competences
with a special focus on how to listen and how to use medical English. Some aspects of medical
English translation into Slovak and vice versa are presented.
Abbott, K. and Pendlebury, N.( 1991). Business Law. London: DP Publications Ltd,.
Janigová S., Vargová B., (2001). Introduction to Legal English.Košice: UPJŠ.
Chartrand, M. et al. (1997). English for Contract and Company Law. London: Sweet and Maxwell Limited.
Chromá, M. and Coats, T. (2003). New Introduction to Legal English I, II.. Praha: UK, 1998.
Kořenský,J., Cvrček, F., Novák, F. (1999) Juristická a lingvistická analýza právních textú. Praha: Academia.
Riley, A. (1996). English for Law. Hemel Hempstead: Prentice hall Macmillan.
Russell, F. and Locke, Ch.(1993). English law and language. Hempstead: Prentice Hall International.
Tomášek, M. (1998). Překlad v právní praxi. Praha: Linde Praha, a.s..
Test 1: 50 points
Test 2: 150 points
Full score: 100%
Pass: 65%
Grades: 100-95%............A
94-90%.............B
89-80%.............C
79-75%.............D
74-65%.............E
64%...................Fx
English, Slovak
Translation of authentic ESP texts focusing on the differences between specialist translation in the fields of law, medicine and technique.
Seminars are aimed to introduce basic translation methods and techniques, terminological registers, various stylistic layers of texts, concentrating on work with legal English texts.
Colina, S. Fundamentals of Translation. Cambridge: Cambridge Unviersity Press 2015
Masár, I.: Príručka slovenskej terminológie. Bratislava 1991.
Preklad odborného textu. Red. A. Popovič. Nitra 1977.
Cabré, M. T.: Terminology. Amsterdam -Philadelphia 1998.
Bozděchová, I.: Současná terminologie. UK Praha 2009.Strana: 2
Drozd, L. - Seibicke, W.: Deutsche Fach- und Wissenschaftssprache. Wiesba-den 1973.
Wrede, O., Štefčík, J., Drlík, M.: Úvod do terminológie a terminologickej práce. UKF Nitra
2016.Popovič, A.: Teória umeleckého prekladu. Bratislava: Tatran, 1975.
Popovič, A.: Originál-preklad. Bratislava: Tatran 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.
Continuous assessment:
2 written tests, each with a value per cent, minimum value 65 per cent based on the sum of two test results is required for successful final evaluation = 65 per cent.
Final evaluation is based on the results of continuous assessment (sum of two tests)
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, Slovak
1. Translation as a term: concept, definitions and usage.
2. The functions of translation: Functionalism.
3. The functions of translation: Pragmatics.
4. Texts and translation.
5. Reading and translation.
6. Social aspects of translating.
7. Translation quality.
8. Terminology and terms.
9. Semantic relations in terminology I.
10. Semantic relations in terminology II.
At the end of this course, students should be able:
- to understand central concepts of translation theory and practice,
- to understand the importance of translation in various domains of daily life,
- to reflect the process of translation , its strategies, difficulties, and linits,
- to analyse a text from a translational perspective, using the appropriate concepts and techniques
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.
Compulsory materials :
selected chapters from :
*M.Lynch. Britain 1945-2007. Hodder Education.
*Addison, P., Jones, H. 2005. A Companion to Contemporary Britain. Blackwell Publishing.
Recommended texts:
*Abercrombie, N., at al. 2000. Contemporary British Society. Cambridge, CUP.
Assessment and evaluation:
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 test(s).
2. Active participation, completed homework assignments - students are required to come on each seminar prepared and 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.
3.
Continuous assessment – students will take 2 tests. There will not be any re-take tests.
Final assessment – students must get 65 % after calculating a total of all the tests.
The final grade for the course will be based on the following grading scale :
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 64 and less.
Should you have any questions on the above explained forms of assessment, address them to your lecturer at the beginning of the semester.
English
Week 1:
Bank holidays
Week 2:
Great Britain after WWII
Week 3:
Great Britain after WWII
The Conservatives in Office 1951-64
Week 4:
The Years of Consensus 1964 -1979
Week 5:
The Thatcher Revolution 1979 -1990
Week 6:
From Thatcherism to New Labour 1990-1999
TEST 1
Week 7 :
Tutorial week
Week 8:
Population and the family
Cities, Suburbs, Countryside
Week 9:
Immigration, Racism
Youth culture
Week 10 :
The Growth of Social movements
Welfare, Poverty and Social Inequalities
Week 11:
Living Standards and Consumption
Week 12:
TEST 2
Week 13, 14 :
TUTORIAL week
To understand post-war history; to be better informed about the decades of changes that followed the end of the WWII. . The course helps prepare students to develop the historical knowledge and the skills necessary to interpret the past with clarity. The student will understand and will be able to use the methods of historical enquiry. The student will be able to analyse past events, and attempt to objectively determine the patterns of cause and effect.
The student will be able to implement basic concepts of history such as perspectives, continuity and change, cause and effect, evidence, empathy, significance and contestability.
Compulsory reading:
1. LECTURE OUTLINES AND POWERPOINTS, Seminar materials
2. TEXTBOOKS:
Lethbridge, Stephanie and Jarmila Mildorf: Basics of English Studies: GLOSSARY
John Peck and Martin Coyle, A Brief History of English Literature, Second edition, Bloomsbury
2013, CHAPTERS 1-9.
3. COMPULSORY READING:
G. Chaucer’s The Canterbury Tales – The Prologue
W. Shakespeare’s Macbeth
J. Swift’s A Modest Proposal
D. Defoe’s Robinson Crusoe
M. Shelley’s Frankenstein
J. Austen’s Pride and Prejudice
W. Blake’s Songs of Innocence and Experience
G. Gordon Lord Byron’s She Walks in Beauty; So we'll go no more a roving
J. Keats’ Ode to a Nightingale
P.B. Shelley’s Ode to the West Wind
Abrams, M.H. A Glossary of Literary Terms, 2014
Carter, R & McRae, J. , The Routledge History of Literature in English, London: Routledge, 2017.
Holman, C. Hugh A Handbook to Literature, London: Colier Macmillan Publishers, 1986
Sanders, Andrew The Short Oxford History of English Literature, Oxford University Press, 2004
Introduction to Literary Studies
CONTINUOUS ASSESSMENT:
1. Seminar Attendance: Seminar attendance in compulsory. Not logging into an online class is COUNTED AS AN ABSENCE. Failing to attend the Week 1 introductory session is ALSO COUNTED AS AN ABSENCE. Students must be on time for class.
_________________________
2. Seminar Readings and Worksheets: Each student is required to have their own copies of seminar materials. Failing to do so will result in considering the student absent for the given seminar session. Students are required to read the respective seminar texts (available via MS Teams) BEFORE each seminar. In addition, students are required to fill in the seminar worksheets (available via MS Teams) BEFORE each seminar and bring them to class. If a student is unable to answer the questions from the worksheet, they will be considered absent for the given seminar session.
_________________________
3. Evaluation (Test 1 - 40 points + Test 2 - 60 points): Students will be asked to sit two tests. The first test will amount to 40% of the continuous assessment and it will cover material studied in the first four seminars (Weeks 2-5), as well as the first 4 lecture topics (Anglo-Saxon literature, Medieval literature, Renaissance poetry and Renaissance drama). The second test will amount to 60% of the continuous assessment and it will cover ALL the material studied in the seminars and lectures (Week 2-Week 11), as well as COMPULSORY READING. Both tests will be held in person.
_________________________
4. Active participation in the seminars (10 BONUS points): Students are expected to do their best with respect to active participation in seminar sessions, read the seminar texts and participate in in-class discussions. If a student actively participates in in-class discussions, they are eligible to earn a maximum of 10 bonus points towards their continuous assessment score.
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COMPULSORY STUDY MATERIALS :
1. LECTURE OUTLINES AND POWERPOINTS
2. TEXTBOOKS: John Peck and Martin Coyle, A Brief History of English Literature, Second edition, Bloomsbury 2013, chapters 1-9. Stefanie Lethbridge and Jarmila Mildorf: Glossary, terminology highlighted in yellow (provided by teacher in teams)
COMPULSORY READING on the top of the seminar reading: G. Chaucer’s The Canterbury Tales – The Prologue W. Shakespeare’s Macbeth J. Swift’s A Modest Proposal D. Defoe’s Robinson Crusoe M. Shelley’s Frankenstein J. Austen’s Pride and Prejudice W. Blake’s Songs of Innocence and Experience G. Gordon Lord Byron’s She Walks in Beauty; So we'll go no more a roving J. Keats’ Ode to a Nightingale P.B. Shelley’s Ode to the West Wind
The final mark for the course will be calculated as the SUM of all points (active participation + test 1 + test 2). To pass the course, students must earn no less than 65 points. Mark % A 93–100 B 86–92 C 78–85 D 72–77 E 65–71 FX 64-0
English
The course will focus on the literature written in the English language in the British Isles over centuries from the Anglo-Saxon period until the end of Romanticism. The course will concentrate on the greatest works and the most distinguished authors to present an overview of the main literary movements, the most important literary techniques and the ideas that dominated the world of letters.
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LECTURES: Anglo-Saxon (Old English) Literature Medieval (Middle English) Literature Renaissance Poetry Renaissance Drama 17th Century Literature (Metaphysical/Cavalier, John Milton, Restoration) 18th Century Literature – Neoclassicism 18th Century Literature - Romanticism 18th Century Novel (From Daniel Defoe to Jane Austen)
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SEMINARS with Dr. Rosivalova Baucekova (Study group: AJEIEb)
WEEK 1: Introductory session. Basic information. Evaluation requirements. Students’ questions.
WEEK 2: Anglo-Saxon literature / Text: Beowulf (excerpt in Modern English translation)
WEEK 3: Middle English literature / Text: Geoffrey Chaucer “The Wife of Bath’s Tale” (in Modern English translation)
WEEK 4: Renaissance poetry / Texts: William Shakespeare “Sonnet 18”, Sir Thomas Wyatt “I Abide and Abide and Better Abide”
WEEK 5: Renaissance drama / Text: William Shakespeare: A Midsummer Night’s Dream (Act 3)
WEEK 6: TEST 1
WEEK 7: 17th century literature / Texts: John Donne “The Sun Rising”, John Donne “Meditation XVII”
WEEK 8: TUTORIALS – NO CLASS
WEEK 9: 18th Century Literature - Neoclassicism / Text: Jonathan Swift “A Modest Proposal”
WEEK 10: 18th Century Literature - Romanticism / Texts: William Blake “London”, John Keats “Ode to a Nightingale”
WEEK 11: 18th century novel / Text: J. Austen: “Emma”, Chapters 1 and 2
WEEK 12: THURSDAY GROUPS: NO CLASS – SCHEDULE CHANGE
WEEK 13: THURSDAY GROUPS: Test 2
WEEK 14: TUTORIALS
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SEMINARS with Dr. Filipova (Study groups: BASkomb, AJEIEb)
WEEK 1: Introductory session. Basic information. Evaluation requirements. Students’ questions.
WEEK 2: Anglo-Saxon literature / Text: Beowulf (excerpt in Modern English translation)
WEEK 3: Middle English literature / Text: Geoffrey Chaucer “The Wife of Bath’s Tale” (in Modern English translation)
WEEK 4: Renaissance poetry / Texts: William Shakespeare “Sonnet 18”, Sir Thomas Wyatt “I Abide and Abide and Better Abide”
WEEK 5: Renaissance drama / Text: William Shakespeare: A Midsummer Night’s Dream (Act 3)
WEEK 6: TEST 1
WEEK 7: 17th century literature / Texts: John Donne “The Sun Rising”, John Donne “Meditation XVII”
WEEK 8: TUTORIALS – NO CLASS
WEEK 9: 18th Century Literature - Neoclassicism / Text: Jonathan Swift “A Modest Proposal”
WEEK 10: 18th Century Literature - Romanticism / Texts: William Blake “London”, John Keats “Ode to a Nightingale”
WEEK 11: 18th century novel / Text: J. Austen: “Emma”, Chapters 1 and 2
WEEK 12: THURSDAY GROUPS: NO CLASS – SCHEDULE CHANGE
WEEK 13: Test 2
WEEK 14: TUTORIALS
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TEST DATES ARE PROVISIONAL AND MIGHT BE CHANGED BY THE TEACHER DURING THE SEMESTER IF THERE ARE VALID REASONS FOR SUCH A CHANGE. If test dates change, the teacher will inform students in advance.
Students will acquire
-basic knowledge of the timelines in the history of British literature
-basic understanding of historical, social and cultural processes that shaped major literary movements
- the ability to perceive major works of British literature in the context of their contribution to the evolution of the English language and culture.
They will also acquire new vocabulary, better understanding of literary discourse and basic academic skills: close reading, analysis of literary text, formulation of informed academic argument.
M.H. Abrams, A Glossary of Literary Terms, heinle & heinle, 1999
Abrams, M. H. The Norton Anthology of English Literature, Volume I, II, W.W. Norton & Company, New York, London, 1993, or any more recent edition
Baštín,Š., Olexa, J., Studená, Z. Dejiny anglickej a americkej literatúry. Bratislava: Obzor, 1993.
Carter, R & McRae, J. , The Routledge History of Literature in English, London: Routledge, 2001.
Day, M.S. History of English Literature III. New York: Doubleday and Company, 1963.
Franko, Štefan Theory of Anglophonic Literatures, Prešov 1994
Franková, M. Britské spisovatelky na konci tisíciletí. Brno: MU, 1999.
Hilský, Martin, Současný Britský román, H&H, 1992
Hilský, Martin, Modernisté. Praha: Torst, 1995.
Holman, C. Hugh A Handbook to Literature, London: Colier Macmillan Publishers, 1986, or a more recent edition
Sanders, Andrew The Short Oxford History of English Literature, Oxford: Clarendon, 1994.
Stříbrný, Z. Dějiny anglické literatury I, II. Praha, 1987
Šnircová, Soňa. Dickens in Slovakia.In: The Reception of Charles Dickens in Europe. - London : Bloomsbury Publishing, 2013. - ISBN 9781847060969. - s. 466-475.
CONTINUOUS ASSESSMENT:
1. Seminar Attendance: Seminar attendance in compulsory. Failing to attend the Week 1 introductory session is ALSO COUNTED AS AN ABSENCE. Not logging into an online class is COUNTED AS AN ABSENCE. Students must be on time for class. Each student is required to have their own copies of seminar materials. Failing to do so will result in considering the student absent for the given seminar session. In addition, each student is required to fill in the seminar handouts (available via MS Teams) BEFORE each seminar and bring them to class. If a student is unable to answer the questions from the handout, they will be considered absent for the given seminar session.
2. Active participation (15 points): Students are required to do their best with respect to active participation in seminar sessions. Students are expected to read the compulsory texts before each seminar. Students are further expected to bring their own ANNOTATED copies of the required materials, complete the assigned tasks and exercises (available on UPJS OneDrive/ MS Teams and during the lessons) and participate in class discussions. Throughout the semester, students will be awarded points for actively participating in class discussions during the seminars. Each student can earn up to 2 active participation points per seminar session. Active participation will amount to 15% of the continuous assessment.
3. Written tests (85 points): Students will be asked to sit two tests (Week 8 and Week 14). The tests will amount to 85% of the continuous assessment (Test 1: 35 points, test 2: 50 points).
To be allowed to sign up for the final exam, the SUM of all points awarded as part of continuous assessment (active participation + test 1 + test 2) must be no less than 65 points.
FINAL ASSESSMENT: Oral exam
Mark %
A 93–100 B 86–92 C 78–85 D 72–77 E 65–71 FX 64-0
NOTICE
1. LECTURE OUTLINES will be provided by teacher before lectures in MS TEAMS FILES
2. LECTURE POWERPOINT will be provided in MS TEAMS FILES after the given lecture
ORAL EXAM TOPICS BASbm:
TOPIC ONE: 19TH CENTURY NOVEL (Brontë sisters, Dickens, Thackeray; Condition of England novel, G. Eliot, T. Hardy, O. Wilde)
Topic One Compulsory reading: excerpts from literary texts provided in the powerpoint/lecture outlines; EMILY BRONTË: WUTHERING HEIGHTS
TOPIC TWO: 19TH CENTURY POETRY/DRAMA 1. Victorian poetry (Tennyson, the Brownings, Pre- Raphaelite Brotherhood) 2. Drama (Works of O. Wilde and G.B. Shaw, Drama of the Irish Renaissance)
Topic Two Compulsory reading: excerpts from literary texts provided in the powerpoint/lecture outlines; OSCAR WILDE: THE IMPORTANCE OF BEING EARNEST
TOPIC THREE: NOVEL IN THE FIRST HALF OF THE 20TH CENTURY: 1. Realism, Naturalism, Social Satire: Bennett, Galsworthy, Maugham, Waugh), 2. From Realism to Modernism (Forster, Conrad, D. H. Lawrence) 3. Experimental Modernist Fiction (Joyce, Woolf ), 4. Dystopian Fiction (Huxley, Orwell)
Topic Three Compulsory reading: excerpts from literary texts provided in the powerpoint/lecture outlines; GEORGE ORWELL: ANIMAL FARM
TOPIC FOUR: 20TH CENTURY POETRY: 1. Poetry of the WWI (R. Brooke, S. Sassoon, W. Owen); 2. Modernist poetry (W. B. Yeats, T.S. Eliot), 3. Poetry of the 30s and 40s (Auden’s circle, New Romanticism), 4. Post-war poetry (the Movement, Hughes, Larkin, S. Heaney)
Topic FOUR Compulsory reading: excerpts from literary texts provided in the powerpoint/lecture outlines; R. BROOKE: THE SOLDIER, T.S. ELIOT: THE LOVE SONG OF J. ALFRED PRUFROCK, W. H. AUDEN: MUSEE DES BEAUX ARTS, D. THOMAS: HUNCHBACK IN PARK
TOPIC FIVE: POST-WAR DRAMA/NOVEL – main trends: 1. Theatre (Theatre of the Absurd, Angry Young Men, kitchen sink drama, in-your-face theatre), 2. Novel (Campus novel, Women’s literature, Postcolonial Literature, Metafiction, Magical realism)
Topic FIVE Compulsory reading: excerpts from literary texts provided in the powerpoint/lecture outlines; SAMUEL BECKETT: WAITING FOR GODOT
COMPULSORY STUDY MATERIALS FOR ORAL EXAM also include: Stefanie Lethbridge and Jarmila Mildorf: Basics of English Studies: An introductory course for students of literary studies in English. Part: Glossary (provided by teacher in electronic versions)
English
LECTURE TOPICS: 19TH CENTURY NOVEL (Brontë sisters, Dickens, Thackeray; Condition of England novel, G. Eliot, T. Hardy, O. Wilde) 19TH CENTURY POETRY/DRAMA 1. Victorian poetry (Tennyson, the Brownings, Pre-Raphaelite Brotherhood) 2. Drama (Works of O. Wilde and G.B. Shaw, Drama of the Irish Renaissance) NOVEL IN THE FIRST HALF OF THE 20TH CENTURY: 1. Realism, Naturalism, Social Satire: (Bennett, Galsworthy, Maugham, Waugh), 2. From Realism to Modernism (Forster, Conrad, D. H. Lawrence) 3. Experimental Modernist Fiction (Joyce, Woolf ), 4. Dystopian Fiction (Huxley, Orwell) 20TH CENTURY POETRY: 1. Poetry of the WWI (R. Brooke, S. Sassoon, W. Owen); 2. Modernist poetry (W. B. Yeats, T.S. Eliot), 3. Poetry of the 30s and 40s (Auden’s circle, New Romanticism), 4. Post-war poetry (the Movement, Hughes, Larkin, S. Heaney) POST-WAR DRAMA/NOVEL – main trends: 1. Theatre (Theatre of the Absurd, Angry Young Men, kitchen sink drama, in-your-face theatre), 2. Novel (Campus novel, Women’s literature, Postcolonial Literature, Metafiction, Magical realism)
SEMINARS OUTLINE:
Week 1 – NO CLASS
Week 2 – Introductory session. Overview.
Week 3 – 19th century fiction, Text: Ch. Dickens: The Pickwick Papers (excerpt)
Week 4 – 19th century drama, Text: G.B. Shaw: “How He Lied to Her Husband”
Week 5 – From realism to modernism, Text: J. Conrad: "The Lagoon"
Week 6 – Modernist fiction, Text: V. Woolf: “The New Dress”
Week 7 – TUTORIALS
Week 8 – TEST 1
Week 9 – Modernist poetry, Text: T. S. Eliot: "The Love Song of J. Alfred Prufrock"
Week 10 – Post-war poetry, Texts: S. Heaney: "Digging"; T. Hughes: "The Jaguar"
Week 11 – Post-war fiction, Text: A. Carter: “Puss in Boots”
Week 12 – Post-war fiction, Text: S. Rushdie: Midnight's Children (excerpt)
Week 13 – TUTORIALS
Week 14 – CREDIT TEST
Students will gain knowledge about the key moments in British history and culture that influenced the development of British literature.
Students will learn about the main literary movements, schools and their main representatives and
will further develop their skills of literary analysis.
Recommended texts:
ALLAN, Robert C. (editor). 1995. To Be Continued... : Soap Operas around the World. 1st ed. London; New York : Routledge, 1995. 398 p. ISBN 0-415-11007-6.
CARTER, Cynthia – BRANSTON, Gill – ALLEN, Stuart (editors). 1998. News, Gender and Power. 1st ed. London; New York : Routledge, 1998. 298 p. ISBN 0-415-17016-8.
COOK, Guy. 1992. The Discourse of Advertising. 1st ed. London; New York : Routledge, 1992. 250 p. ISBN 0-415-04171-6.
DINES, Gail – HUMEZ, Jean M. (editors). 1995. Gender, Race and Class in Media : A Text-Reader. 1st ed. Thousand Oaks; London; New Delhi : Sage, 1995. 648 p. ISBN 0-8039-5164-7.
EDGINTON, Beth – MONTGOMERY, Martin. 1996. The Media. 1st ed. London : The British Council, 1996. 155 p. ISBN 0-86355-177-7.
FISKE, John. 1987. Television Culture. 1st ed. London; New York : Routledge, 1987. 353 p. ISBN 0-416-92440-9.
FULTON, Helen at al. 2005. Narrative and Media. 1st ed. Melbourne; New York : Cambridge University Press, 2005. 329 p. ISBN 0-521-61742-1.
MIRZOEFF, Nicholas (editor). 1998b. The Visual Culture Reader. 1st ed. London; New York : Routledge, 1998. 530 p. ISBN 0-415-14134-6.
TOMAŠČÍKOVÁ, Slávka. 2005. Television News Discourse : Textbook for Mass Media Communication Courses [online]. Prešov : Prešovská univerzita v Prešove, 2005. 113 p. [cit. 2007-06-10]. Available at: <http://www.pulib.sk/elpub/FF/Tomascikova1/index.htm> ISBN 80-8068-393-X.
BASSNETT, Susan (ed). 1997. Studying British Cultures. 1st wd. London : Routledge, 1997.
SPITTLES, Brian. 1995. Britain since 1960. 1st ed. London : Macmillan, 1995.
Briggs, A. and Burke, M. A Social History of the Media. Polity, London, 2002.
McNair, B. News and Journalism in the UK. Routledge, London, 1996.
Seymour-Ure, C. The British Press and Broadcasting since 1945. Blackwell, London, 1994.
Negrine, R. Politics and Mass Media in Britain. Routledge, London, 1992.
Lowell, T. Television Situation Comedy. 1999.
Continuous assessment: 100 %:
1, The course work (activity and reports) 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.
Report: Each student must give a short report on the material assigned by the teacher. You will
be given the information about sources and specific tasks in advance. You should mainly focus
on essential approaches and theories, explaining them to your peers. These presentations should
not be essays which you read out, but should present new or important information in a manner
which your peers will be able to absorb.
2, Individual /pair 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.
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
English
Course content:
Week 1: Introduction to the course. Course organisation.
Week 2: Media and society. Status, functions, influences and changes.
Week 3: British media.
Week 4: News journalism in Britain - print and broadcast news.
Week 5: Advertising in Britain - in print and broadcast media.
Week 6: British sitcom.
Week 7: British soap opera. British reality show.
Week 8: Tutorials.
Week 9: Reading week. Project presentation preparation.
Week 10: Presentations.
Week 11: Presentations.
Week 12: Presentation.
Weeks 13: Tutorials.
Weeks 14: Tutorials
Aims and objectives:
General introduction to subject of mass media in Britain, the most important aspects of
functioning of mass media in British society, analysis of various media and their products, their
importance, functions, discourses and aspects, how these operate within contemporary British
and Slovak societies.
Compulsory Reading: Gardiner, M. 2005. Modern Scottish Culture. Edinburgh: EUP, 2005. Recommended Reading: Houston, R. 2008. Scotland. A Very Short Introduction. Oxford: OUP, 2008. Oliver, N. 2009. A History of Scotland. London: Orion Books Ltd., 2009. A History of Scotland. BBC TV series
Regular Class Attendance Students are allowed to miss no more than 2 seminars for whatever reason. Please reserve these for when you are sick or have other serious reasons to be absent since you only have these 2 options and no more! Once you have missed more than 2 seminars, you will not be allowed to continue the course and take the exam. Should anyone come unprepared, he or she will be asked to leave and considered absent from the seminar. The same applies to failure to participate in class activities and discussion. • Presentation/leading discussion Each student will be given one topic for which they will have to prepare a short summary of the reading and questions for their colleagues to start a discussion. In addition to that, they will choose one of the research topics/questions that can be found at the end of each chapter and present their findings. This will require small research in press, television, etc. depending on each topic. Please do not hesitate to talk to your instructor about your presentation, after the seminar or during her office hours. This is not a topic for email communication. • Active participation in class Points for active participation will be awarded to actively taking part in class discussion and activities. • Panel Discussion During our last session, students will be asked to actively participate in a panel discussion covering all the topics and material assigned during the course of the semester and led by the instructor. Presentation – 35% Active participation – 30% Panel Discussion – 35% Grading policy: A 100-93% B 92-86% C 85-78% D 77-72% E 71-65% FX 64 and less
Presentation – 35% Active participation – 30% Panel Discussion – 35% Grading policy: A 100-93% B 92-86% C 85-78% D 77-72% E 71-65% FX 64 and less
English
Week 1: Course Introduction Week 2: Regions of the UK Week 3: Introduction to Scottish Studies Reading: Chapter 1 Week 4: Introduction to Scottish History Reading: Chapters 2, 3 Week 5: Education and Religion Reading: Chapters 5, 6 Week 6: Scottish Parliament; Law Reading: Chapters 7, 10 Week 7: Tutorials Week 8: Scotland’s Languages Reading: Chapter 9 Week 9: The Contexts of Modern Scottish Literature Reading: Chapter 11 Week 10: Visual Arts and Architecture; Music Reading: Chapters 12, 14 Week 11: Media Reading: Chapter 13 Week 12: Panel Discussion Weeks 13-14: Tutorials All the reading materials and assignments for home study will be available online.
Considering the fact that most of the courses take a rather anglocentric point of view, it is necessary to introduce other issues and make the students aware of regional diversity of Britain. A single course is not sufficient to cover such a broad topic, therefore, Regions of the UK focus on Scotland as one of the regions. By covering a variety of topics similar to those already known to students primarily from the Introduction to British Studies, this course shall try to elicit a discussion about similarities and differences, encouraging students to contribute their own findings and areas of interest.
A, Hamby, Alonzo L. : Outline of U.S. history, Bureau of International Information Programs, U.S.Department of State, 2011.
B, Jean-Christophe Agnew and Roy Rosenzweig : A Companion to post - 1945 America, Blackwell Publishers, 2002.
C, Donald W.Whisenhunt : Reading the twentieth century. Documents in American History, Rowman & Littlefield Publishers, I N C ., 2009
D, Remini, Robert V. : A Short History of the United States. Harper Collins. 2008.
Grant, Susan-Mary. : A concise history of the United States of America. Cambridge. 2012
Assessment and evaluation:
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 test(s).
2. Active participation, completed homework assignments - students are required to come on each seminar prepared and do their best with respect to active participation in seminar sessions. Students are expected to complete their readings and any assigned tasks and exercises.
3.
Tests – students will take 2 credit tests. There will not be any re-take tests for the students who fail in one or both credit tests.
Grade ranges:
• A 93-100%
• B 86-92%
• C 78-85%
• D 72-77%
• E 65-71%
• FX 64% and under
English
Week 1
Introductory lesson
Week 2
Introduction to History of USA after 1945
Week 3
A -CH12-Postwar America pp. 258-273
C - U5 – The Cold War – selected parts
Week 4
B – CH 4– Time out: Leisure and Tourism
The Century : America’s Time
Week 5
A- CH13 – Decades of Change: 1960-1980
C - U6, 7 – The Civil Rights Movement; A New Society– selected parts
Week 6
C - U8 – American Society in Flux – selected parts
A - CH14 – The New Conservatism and a New World Order
Week 7
TEST 1
C – U 10 – High Tech – selected parts
WEEK 8
Tutorial week
Week 9
C – U 11 – The Culmination of the Cold War - selected parts I
A – CH15 – Bridge to the 21st century
WEEK 10
C – U 11 – The Culmination of the Cold War - selected parts II
A – CH15 – Bridge to the 21st century
WEEK 11
Politics of Hope
WEEK 12
Revision
WEEK 13
Test 2
To understand post-war history; to be better informed about the decades of changes that followed the end of the WWII in USA.The course helps prepare students to develop the historical knowledge and the skills necessary to interpret the past with clarity. The student will understand and will be able to use the methods of historical enquiry. The student will be able to analyse past events, and attempt to objectively determine the patterns of cause and effect.
The student will be able to implement basic concepts of history such as perspectives, continuity and change, cause and effect, evidence, empathy, significance and contestability.
Recommended texts:
Bercovitch, S., ed. The Cambridge History of American Literature. Cambridge: Cambridge UP, 1994.
High P. B. An Outline of American Literature. London: Longman, 1986.
Ruland, R., and M. Bradbury. From Puritanism to Postmodernism: A History of American Literature. New York: Penguin Books, 1992 (čes. 1997).
Jařab, J. American Poetry and Poets of Four Centuries. Praha: SPN, 1985.
McQuade, D., ed. The Harper American Literature. New York: Harper Collins College Publishers, 1994.
Procházka, M., J. Quinn, and H. Ulmanová. Lectures on American Literature.
Praha, 2002.
Gray, R. , A History of American Literature. Blackwell: Blackwell Publishing, 2004
continuous assessment: active participation in seminar discussions Final assessment: exam- test FINAL ASSESSMENT Form (exam test, essay, oral exam…): Max. mark % Pass mark 100% 65% FINAL EVALUATION (total of continuous + final assessment mark): Mark % A 93– 100 B 86 – 92 C 78 - 85 D 72 –77 E 65– 71 FX 64 and less
English
1. Introduction
2. Colonial Period - Puritan Imagination
Anne Bradstreet - poems
Edward Taylor - Huswifery
Mary Rowlandson – A Narrative of the Captivity
Jonathan Edwards – Sinners in the Hands of an Angry God
3. Revolutionary Period - political imagination
Hector St. John de Crèvecoeur - What Is an American
Benjamin Franklin - The Autobiography
Thomas Jefferson – The Declaration of Independence
Philip Freneau - The Indian Burying Ground
4.American Romanticism - I: W. Irving, J. F. Cooper
Washington Irving - Rip Van Winkle
Edgar Allan Poe – poetry
5. American Romanticism- II: W. C. Bryant, E. A. Poe
Edgar Allan Poe - The Tell-Tale Heart
The Fall of the House of
Usher
6. American Rennaisance: Transcendentalism R. W. Emerson, H. D. Thoreau
Ralph Waldo Emerson - On Thoreau, Nature, Self-Reliance
Henry David Thoreau – Walden
7. Nathaniel Hawthorne and Herman Melville
Nathaniel Hawthorne - The Scarlet Letter
Herman Melville – Billy Budd
8.Poetry at the crossroad of American culture: Walt Whitman and other poets of the 19th century
Henry Wadsworth Longfellow - poetry
Walt Whitman - Leaves of Grass
Emily Dickinson – poetry
Thomas Wentworth Higginson – On Meeting Dickinson for the First Time
Mabel Loomis Todd – The Character of Amherst
9. Mark Twain and the triumph of realism
Mark Twain - The Adventures of Huckleberry Finn
The Celebrated Jumping Frog of Calaveras County
Life on the Mississippi
10. Local Color School
Kate Chopin - Désirée's Baby, A Respectable Woman, The Story of an Hour, Regret
11. Realism
Frederick Douglass: Narrative of the Life of Frederick Douglass
Stephen Crane: The Open Boat
12. Naturalism
Upton Sinclair - The Jungle
Theodore Dreiser - An American Tragedy (Sister Carrie)
Aims and objectives:
To gain knowledge about the development of American literature and its main representatives. To develop students’ literary critical thinking about American literature and the ability of the interpretation of literary texts. Student is capable of individual literary analysis with an emphasis on historical and cultural backround. Student is able to think critically and interpret literary work based on the synthesis of several academic sources which will widen his or her communication and interpretative skills in order to solve challenging tasks in real life.
Bercovitch, S., ed. The Cambridge History of American Literature. Cambridge: Cambridge UP, 1994.
High P. B. An Outline of American Literature. London: Longman, 1986.
Ruland, R., and M. Bradbury. From Puritanism to Postmodernism: A History of American Literature. New York: Penguin Books, 1992 (čes. 1997).
Bradbury, M. The Modern American Novel. Oxford, New York: Oxford University Press, 1992.
Jařab, J. American Poetry and Poets of Four Centuries. Praha: SPN, 1985.
McQuade, D., ed. The Harper American Literature. New York: Harper Collins College Publishers, 1994.
Procházka, M., J. Quinn, and H. Ulmanová. Lectures on American Literature.
Praha, 2002.
Each student is recommended to have their own annotated preparation for our seminars . There will be two written credit tests during semester.The sum of both credit tests must be above 65%. The final oral exam can be taken only if you passed your credit test part. It will consist of a discussion of three selected works and a follow-up discussion (historical context, major themes, brief analysis)
English
Lecture Content: 1. Introductory Lecture 2. Conformity and Rebellion in Life and Literature - I (conformity, non-conformism, protest, H. L. Mencken, E. L. Masters, S. Anderson, S. Lewis) 2. The Lost Generation and the Authors of Social Protest (modernism, G. Stein, E. Hemingway, J.D. Passos, F. S. Fitzgerald, J. Steinbeck )3. Conformity and Rebellion in Life and Literature - II (J. D. Salinger, J. Updike, J. Cheever, J.Kerouac, K. Kesey) 4. The Secret of the South ( W. Faulkner, E. Glasgow, E. Caldwell, W. Styron, T. Capote, F. O´Connor, C. McCarthy ) and Modern American Poetry: 1900 - 1945 (Chicago Renaissance - C. Sandburg, V. Lindsay,Imagism - A. Lowell, E. Pound, T. S. Eliot, W. C. Williams; experimental poets - W. Stevens, e. e.cummings; H. Crane, R. Jeffers 5. From Shadows to Sun: Harlem Renaissance and the Postwar African American Literature (Harlem Renaissance - L. Hughes; R. Wright, Z. N. Hurston, R. Ellison, J. Baldwin, T. Morrison,A. Walker) 6. Tutorials. 7.Modern American Shlemiel: The Tradition of Antiheroism in Jewish American Literature (immigration, antihero - shlemiel, A. Cahan, H. Roth, I. B. Singer, S. Bellow, B. Malamud, P. Roth,C. Ozick) 8. "Other" American Literatures (ethnicity, N. S. Momaday, L. M. Silko, L. Erdrich, M. H.Kingston, A. Tan, J. Okada, B. Mukherjee, R. Anaya, S. Cisneros) 9. The American War Novel after World War I and WW II (E. Hemingway, J. Dos Passos, N.Mailer, J. Jones, K. Vonnegut, J. Hersey, I. Shaw, J. Heller, T. O’Brien) 10. The Main Representatives of American Theatre (E. O´Neill, A. Miller, T. Williams, E. Albee,D. Mamet) and American Postwar Poetry (Beat Generation - A. Ginsberg, G. Corso, L. Ferlinghetti,;Confessional poets - R. Lowell, S. Plath, A. Sexton, J. Berryman; New York School - J. Ashbery,Black Mountain School - Ch. Olson, R. Duncan, D. Levertov) 11. Contemporary American Fiction, Postmodernism (realistic tendencies - J. C. Oates, J. Irving; postmodernism - K. Kesey, J. Barth, T. Pynchon, D. Barthelme, K. Vonnegut, V. Nabokov;minimalism - R. Brautigan, R. Carver; blending of fiction and non-fiction - T. Capote, E. L.Doctorow) and American fiction of the last 25 years (D.Delillo, J.S.Foer, G. Eugenides)
History of American Lit. 2 – SEMINAR readings:
Week 2. The Lost Generation and the Authors of Social Protest
Texts: Sherwood Anderson - Death in the Woods /short story/
http://xroads.virginia.edu/~drbr/a_nderson.html
Ernest Hemingway - Indian Camp /short story/
https://archive.org/stream/IndianCampErnestHemingway_661/IndianCampByErnestHemingway_djvu.txt
Week 3. Conformity and Rebellion in Life and Literature
Texts: Allen Ginsberg - A Supermarket in California
https://www.poetryfoundation.org/poems/47660/a-supermarket-in-california
Lawrence Ferlinghetti - I Am Waiting /poems/
https://www.poetryfoundation.org/poems/42869/i-am-waiting-56d22183d718a
4. The Secret of the South
Texts: William Faulkner - A Rose for Emily
http://xroads.virginia.edu/~drbr/wf_rose.html
Flannery O´Connor - A Good Man Is Hard to Find (short story)
http://xroads.virginia.edu/~drbr/goodman.html
5. Modern American Poetry
Texts: Edwin A. Robinson – Richard Cory
https://www.poetryfoundation.org/poems/44982/richard-cory
Robert Frost –
https://www.poetryfoundation.org/poems/44272/the-road-not-taken
William Carlos Williams - The Dance
http://english.emory.edu/classes/paintings&poems/kermess.html
Ezra Pound – In a Station of the Metro /poetry/
https://www.poets.org/poetsorg/poem/station-metro
6. From Shadows to Sun: Harlem Renaissance and the Postwar African American Literature.
Texts: Langston Hughes – The Negro Speaks of Rivers
https://www.poets.org/poetsorg/poem/negro-speaks-rivers
7. Tutorials
8. Modern American Schlemiel: The Tradition of Antiheroism in Jewish Literature.
The conversion of the Jews (Philip Roth)
https://www.macalester.edu/religiouslife/wp-content/uploads/sites/58/2013/11/RothConversionoftheJews.pdf
9. "Other" American Literatures. Texts: Sandra Cisneros: The House on Mango Street
https://www.juandiegoacademy.org/userfiles/3/Classes/274/excerpt%20house%20on%20mango%20street.pdf?id=163
10. The American War Novel after World War I and World War II. Texts:
Joseph Heller: Catch-22 /extract/
http://fullspate.digitalcounterrevolution.co.uk/english-articles-advanced/catch-22.html
11. The Main Representatives of American Theatre and American Postwar Poetry
Texts: David Mamet: Olleana
https://curve.coventry.ac.uk/cu/file/11663dcb-e936-cff0-c61a-222dfdde250d/1/oleanna.pdf
Sylvia Plath
https://www.poetryfoundation.org/poems/48999/daddy-56d22aafa45b2
12. Contemporary American Fiction
Text: Raymond Carver: Why Don't You Dance? /short story/
ps://www.greathill.com/blog/wp-content/uploads/2011/01/Story-Carver-Why-Dont-You-Dance.pdf
Compulsory reading for American Literature 2/Winter Term 2022
(except for Seminar assignments, students are required to select 4 works for oral exams listed below (Students of BAS select 4 books, double major students and AEIEJb select 3 books)
K. Kesey One Flew Over the Cuckoo's Nest
H. Lee How to Kill a Mocking Bird
J.Kerouac On the Road
J.D. Salinger The Catcher in the Rye
F.S. Fitzgerald The Great Gatsby
W. Styron Sophie's Choice
Toni Morrison, The Bluest Eye
Joseph Heller, Catch-22
David Mamet Oleanna (play)
Edward Albee Who's Afraid of Virginia Woolf?
John Barth Lost in the Fun House
Cormac McCarthy, The Road
Don DeLillo, Cosmopolis
Jonathan Safran Foer, Everything Is Illuminated
Evaluation of the course:
Two credit tests based on lectures and seminar reading with minimum pass 65%. The final exam is oral based on the overal context knowledge of lectures, seminar readings and selected books (BAS – 4 books, Double major and AEIEjb 3 books).
The aim is to gainknowledge about the development of American literature since 20th century and onwards, its main representatives and trends. To develop students’ literary critical thinking about American literature and the ability of the interpretation of literary texts. Student is capable of an individual literary analysis with an emphasis on historical and cultural backround. Student is able to think critically and interpret literary work based on the synthesis of several academic sources which will widen his or her communication and interpretative skills in order to solve challenging tasks in real life.
Required Reading:
BAZIN, Andre. The Myth of Total Cinema in What is Cinema. London: University of California
Press, 1967. 27-32
MALTBY, Richard. Hollywood Cinema. Oxford: Blackwell Publishing, 2003. Selected chapters.
BORDWELL, David. „Intensified Continuity Visual Style in Contemporary American
Film.“ Film Quarterly. Volume 55.No. 3 (Spring) (2002): 16-28. Web. 28 Jan. 2014. <http://
www.jstor.org/stable/10.1525/fq.2002.55.3.16>.
HORWATH, Alexander. The Impure Cinema: New Hollywood 1967-1976. 1st edition.
Amsterdam: Amsterdam University Press, 2004. 9-17. Print.
RAY, Robert B. 1985. Hollywood and Ideology. In HILL, John and GIBSON, Pamela (eds.).
American Cinema and Hollywood: Critical Approaches. 1st edition. Oxford: Oxford University
Press. 2000, pp. 137-138. Print.
Recommended literature:
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.
ELSAESSER, Thomas. 2012. The Persistence of Hollywood. New York: Routledge. 2012.
ELSAESSER, Thomas, and BUCKLAND, Warren. 2002. Studying Contemporary American
Film. New York: Oxford University Press. 2002.
ELSAESSER, Thomas, HORWATH, A., and KING, N. (eds.). 2004. The Last Great American
Picture Show. Amsterdam: Amsterdam University Press. 2004.
HAYWARD, Susan. 2000. Cinema Studies: The Key Concepts. 2nd edition. London: Routledge.
2000, pp. 190-195.
HILL, John and GIBSON, Pamela (eds.). American Cinema and Hollywood: Critical
Approaches. 1st edition. Oxford: Oxford University Press. 2000,
RAY, Robert B. 1985. A Certain Tendency of the Hollywood Cinema: 1930-1980. Princeton:
Princeton University Press. 1985.
MONACO, Paul, A History of American Movies: A Film-by-Film Look at the Art, Craft, and Business of Cinema. Plymouth: Scarecrow Press. 2010.
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 due to possible precautions resulting from the Covid-19 pandemic. If the pandemic situation changes, the course will continue in an online format via MS Teams for lectures and individual classes.
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
List of films:
Classical Hollywood / Sound and Color:
The Adventures of Robin Hood, Michael Curtiz, William Keighley (1938)
Sunset Boulvard, Billy Wilder (1950)
It Happened One Night, Frank Capra (1934)
Citizen Kane, Welles (1941)
Post-classical and New Hollywood:
Bonnie and Clyde, Arthur Penn (1967)
Jaws, Steven Spielberg (1975)
Do the Right Thing, Spike Lee (1989)
Dead Man, Jim Jarmush (1995)
1 Week: Introduction
2 Week: What is American Cinema?
Reading:
Bazin, Andre. The Myth of Total Cinema in What is Cinema. London: University of California Press, 1967. 27-32
Monaco, Paul, A History of American Movies: A Film-by-Film Look at the Art, Craft, and Business of Cinema. Plymouth: Scarecrow Press. 2010. 3-8
Films:
The Birth of a Nation, D.W. Griffith (1915)
3 Week: Silent Film
Films:
The Docks of New York, Josef Von Sternberg (1928)
The Street Angel, Frank Borzage (1928)
4 Week: Classical Hollywood / Sound and Color
Reading:
Higgins, Scott. Harnessing the Technicolor Rainbow: Color Desing in the 1930s. Austin: University of Texas Press. 2007. 39-47.
Films:
The Ghost Ship, Mark Robson (1943), The Adventures of Robin Hood, Michael Curtiz, William Keighley (1938)
5 Week: Classical Hollywood / Genre
Reading:
Monaco, Paul, A History of American Movies: A Film-by-Film Look at the Art, Craft, and Business of Cinema. Plymouth: Scarecrow Press. 2010. 39-41
Films:
Sunset Boulevard, Billy Wilder (1950) , It Happened One Night, Frank Capra (1934), The Searchers, John Ford (1956)
6 Week: Tutorials
7 Week: Classical Hollywood / Narrative + Star system
Reading:
The Actantian Model, PDF
Monaco, Paul, A History of American Movies: A Film-by-Film Look at the Art, Craft, and Business of Cinema. Plymouth: Scarecrow Press. 2010. 30-32
Films:
It’s a Wonderful Life, Frank Capra (1946) Citizen Kane, Orson Welles (1955)
8 Week: Citizen Kane, Orson Welles (1955)
9 Week: New Hollywood
Reading:
Horwath, ALexander. The Impure Cinema: New Hollywood 1967-1976. 1st edition. Amsterdam: Amsterdam University Press, 2004. 9-17. Print.
Films:
Bonnie and Clyde, Arthur Penn (1967), Jaws, Steven Spielberg (1975)
10 Week: 1980s, 90s and beyond
Reading:
Monaco, Paul, A History of American Movies: A Film-by-Film Look at the Art, Craft, and Business of Cinema. Plymouth: Scarecrow Press. 2010. 269-271
Films:
Do the Right Thing, Spike Lee (1989), Dead Man, Jim Jarmush (1995)
11 Week: 21st Century American Cinema
Films:
The Florida Project, Sean Baker (2017), Nomadland, Cloe Zhao (2020), C'mon C'mon, Mike Mills (2021)
Readings:
12. Week: Women in American Cinema
13. Week: Essay-Question Test
14. Week Tutorials
Course content:
The course presents an overview of American cinema, focusing primarily on Hollywood production
(both classic and contemporary). Covered topics include Hollywood style, film techniques, studio
and star system, and the analysis of their relationship to society.
Aims and objectives:
The main objective of this course is to provide students with a set of information that will help them
develop and/or improve essential analytical skills in interpreting contemporary American cinema.
The course will enable students to acquire knowledge of significant developments in American cinema,
from silent films to the present-day cinema, and explore their connections with broader socio-
historical context. It also attempts to increase students‘ appreciation of diverse styles and genres and help them recognize how some of the popular genres express social and cultural tensions.
One of the main aims of this course, however, is to enable students to question their role as passive
spectators and increase their ability to watch films actively and critically.
COMPULSORY LITERATURE:
1. STEFANIE LETHBRIDGE AND JARMILA MILDORF: Basics of English Studies: An introductory course for students of literary studies in English
RECOMMENDED
2. KLARER M., An Introduction to Literary Studies, 2nd Edition, Routledge, 2004.
3. FRANKO, Š.: Theory of Anglophonic Literatures. Prešov: Slovacontact, 1994.
4. ABRAMS, M. H. A Glossary of Literary Terms. Cornell University, 1993.
Introduction to literary theory BASb
AEIEb
Each student is recommended to have their own annotated preparation for our seminars. There will be two written credit tests during semester. Written (final) exam can be accessed only after achieving 65% from both credit tests. Active participation during seminars is welcome.
Assessment and evaluation:
AEIEb: two written credit tests 65%, final written test during the exam period
BASb SINGLE MAJORS
CONTINUOUS ASSESSMENT:
1. Seminar Attendance: Seminar attendance in compulsory. Each student is allowed two absences at most. Failing to attend the Week 1 introductory session is ALSO COUNTED AS AN ABSENCE. Not logging into an online class is COUNTED AS AN ABSENCE. More than two missed seminars will result in failing the course, irrespective of exam or essay results. Students must be on time for class. Each student is required to have their own copies of seminar materials. Failing to do so will result in considering the student absent for the given seminar session. In addition, each student is required to fill in the seminar handouts (available via MS Teams) BEFORE each seminar and bring them to class. If a student is unable to answer the questions from the handout, they will be considered absent for the given seminar session.
2. Active participation (10 points): Students are required to do their best with respect to active participation in seminar sessions. Students are expected to read the compulsory texts before each seminar. Students are further expected to bring their own ANNOTATED copies of the required materials, complete the assigned tasks and exercises (available on UPJS OneDrive/ MS Teams and during the lessons) and participate in class discussions. Throughout the semester, students will be awarded points for actively participating in class discussions during the seminars. Each student can earn up to 2 active participation points per seminar session. Active participation will amount to 10% of the continuous assessment. If a student earns more than 10 points for active participation, these will be added to their total score as BONUS points.
3. Written tests (90 points): Students will be asked to sit two tests (Week 8 and Week 14). The tests will amount to 90% of the continuous assessment (Test 1: 40 points, test 2: 50 points).
To be allowed to sign up for the final exam, the SUM of all points awarded as part of continuous assessment (active participation + test 1 + test 2) must be no less than 65 points.
FINAL ASSESSMENT
Written test during the exam period.
Grading scale BASb SINGLE MAJORS:
A 100 – 93
B 92 – 86
C 85 – 78
D 77 – 72
E 71 – 65
FX 64 and less
BASb DOUBLE MAJORS
CONTINUOUS ASSESSMENT:
1. Seminar Attendance: Seminar attendance in compulsory. Each student is allowed two absences at most. Failing to attend the Week 1 introductory session is ALSO COUNTED AS AN ABSENCE. Not logging into an online class is COUNTED AS AN ABSENCE. More than two missed seminars will result in failing the course, irrespective of exam or essay results. Students must be on time for class. Each student is required to have their own copies of seminar materials. Failing to do so will result in considering the student absent for the given seminar session. In addition, each student is required to fill in the seminar handouts (available via MS Teams) BEFORE each seminar and bring them to class. If a student is unable to answer the questions from the handout, they will be considered absent for the given seminar session.
2. Written tests (100 points): Students will be asked to sit two tests (Week 8 and Week 14). The tests will amount to 100% of the continuous assessment (Test 1: 40 points, test 2: 60 points).
BONUS POINTS: Active participation. Students are required to do their best with respect to active participation in seminar sessions. Students are expected to read the compulsory texts before each seminar. Students are further expected to bring their own ANNOTATED copies of the required materials, complete the assigned tasks and exercises (available on UPJS OneDrive/ MS Teams and during the lessons) and participate in class discussions. Throughout the semester, students will be awarded points for actively participating in class discussions during the seminars. Each student can earn up to 2 active participation points per seminar session. These points will be added to the test scores at the end of the semester.
FINAL ASSESSMENT
Written test during the exam period.
Grading scale BASb komb DOUBLE MAJORS:
A 100 – 93
B 92 – 86
C 85 – 78
D 77 – 72
E 71 – 65
FX 64 and less
English
What is literature? What are English Literary Studies? A model for Literary Communication. Literary HIstory, Poetics and Genre, Lit. Theory, Theme, Language in Literature, Fiction/Prose: story and discourse, story and plot, space character, narrators and narrative situations, Fiction/Prose: Narrative Modes, Representation of Consciousness, Time, Types of Prose Fiction, Drama: Text and Theatre, Information Flow, Structure, Space, Time, Characters, Types of Utterance in drama, types of stage, dramatic sub-genres, Poetry: types of poetry, prosodic features, verse forms and stanza forms LECTURES - DESCRIPTION 1. Introductory lecture (structure of the course, evaluation, compulsory literature) 2. What is Literature, Theory, Discourse (Basic terminology, lecture notes only) 3. Basic concepts (What are English Literary studies, Model for Lit. Communication, Theme, Language in Literature, p.2-28 4. Basic concepts II (What are English Lit. studies, Model for Lit. Communication, Theme, Language in Literature, p. 2-28) 5. Prose (Story and Discourse, Story and Plot, Space, Character, p. 42-54) 6. Prose II (Narrators and Narrative Situation, Narrative Modes, Representation of Consciousness, Time, Types of Prose Fiction (p. 55-82). 7. Tutorials 8. Drama (Text and Theatre, Information Flow, Structure, Space, Time, Characters, Types of Utterance in Drama, Types of Stage, Dramatic-Subgenres, p. 90-135) 9. Poetry (What is poetry, Types of Poetry, Prosodic Features, Verse Forms and Stanza Forms, p. 142-175) 10. Poetry II (What is poetry, Types of Poetry,Prosodic Features, Verse Forms and Stanza Forms, p.142-175) 11. Summary of the course, How to writer an interpretative essay (What is thesis, academic writing, citation, bibliography, only lecture notes). 12. Evaluation of the course 13-14: Tutorials
What is literature? What are English Literary Studies? A model for Literary Communication. Literary HIstory, Poetics and Genre, Lit. Theory, Theme, Language in Literature, Fiction/Prose: story and discourse, story and plot, space character, narrators and narrative situations, Fiction/Prose: Narrative Modes, Representation of Consciousness, Time, Types of Prose Fiction, Drama: Text and Theatre, Information Flow, Structure, Space, Time, Characters, Types of Utterance in drama, types of stage, dramatic sub-genres, Poetry: types of poetry, prosodic features, verse forms and stanza forms
LECTURES - DESCRIPTION
1. Introductory lecture (structure of the course, evaluation, compulsory literature)
2. What is Literature, Theory, Discourse (Basic terminology, lecture notes only)
3. Basic concepts (What are English Literary studies, Model for Lit. Communication, Theme, Language in Literature, p.2-28
4. Basic concepts II (What are English Lit. studies, Model for Lit. Communication, Theme, Language in Literature, p. 2-28)
5. Prose (Story and Discourse, Story and Plot, Space, Character, p. 42-54)
6. Prose II (Narrators and Narrative Situation, Narrative Modes, Representation of Consciousness, Time, Types of Prose Fiction (p. 55-82).
7. Tutorials
8. Drama (Text and Theatre, Information Flow, Structure, Space, Time, Characters, Types of Utterance in Drama, Types of Stage, Dramatic-Subgenres, p. 90-135)
9. Poetry (What is poetry, Types of Poetry, Prosodic Features, Verse Forms and Stanza Forms, p. 142-175)
10. Poetry II (What is poetry, Types of Poetry,Prosodic Features, Verse Forms and Stanza Forms, p.142-175)
11. Summary of the course, How to writer an interpretative essay (What is thesis, academic writing, citation, bibliography, only lecture notes).
12. Evaluation of the course
13-14: Tutorials
SEMINARS BASb SINGLE MAJORS
Seminar readings will be made available via MS Teams. Students are required to read each week’s text BEFORE the seminar session. Students are required to bring a copy of the reading material to class.
WEEK 1: NO CLASS
WEEK 2: Introductory session.
WEEK 2: What is literature?
WEEK 3: Basic concepts I.
WEEK 4: Basic concepts II.
WEEK 5: Prose I
WEEK 6: Prose II.
WEEK 7: TUTORIALS
WEEK 8: Test 1
WEEK 9: Drama
WEEK 10: Poetry I.
WEEK 11: Poetry II.
WEEK 12: How to write an essay: mock essay.
WEEK 13: TUTORIALS
WEEK 14: Test 2
SEMINARS BASb komb DOUBLE MAJORS
Seminar readings will be made available via MS Teams. Students are required to read each week’s text BEFORE the seminar session. Students are required to bring a copy of the reading material to class.
WEEK 1: NO CLASS
WEEK 2: Introductory session.
WEEK 2: What is literature?
WEEK 3: Basic concepts I.
WEEK 4: Basic concepts II.
WEEK 5: Prose I
WEEK 6: Prose II.
WEEK 7: TUTORIALS
WEEK 8: Test 1
WEEK 9: Drama
WEEK 10: Poetry I.
WEEK 11: Poetry II.
WEEK 12: How to write an essay: mock essay.
WEEK 13: TUTORIALS
WEEK 14: Test 2
Aims and objectives:
Students will get basic information about literary communication and the character of a literary work. Special attention will be paid to basic elements of poetry, fiction and drama. The aim of the course is also to sustain student’s abilities of literary analysis and interpretation.
Recommended books/sources:
Michael McCarthy, Felicity O´Dell (2002): English Vocabulary in Use. Advanced. CUP
Michael McCarthy, Felicity O´Dell (2000, second edition): English Collocations in Use. Advanced. CUP
Michael McCarthy, Felicity O´Dell (second edition): English Idioms in Use. Advanced. CUP
Evans, Virginia (1995, 2004): Round up 6. Upper-intermediate. Longman.
Materials given by the lecturer can be found on Google disc, the access to which will be provided by the lecturer.
Useful links:
http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2006/html
www.bbclearningenglish.com
http://www.bbc.co.uk/worldservice/leaningenglish/radio/specials/1728_ uptodate
Continuous assessment:
Students will be graded on active attendance and involvement, and two credit tests (in week 6 and week 12). Active participation, completed homework assignments - students are required to do their best with respect to active participation in seminar sessions. Being enrolled in the course means that you intend to positively take and finish the course. Students are expected to make their own copies of the required materials and complete the assigned tasks and exercises. Should you fail to have your own copy or a completed home assignment for a particular class, your presence will not count.
Attendance:
Students are expected to attend each class according to the schedule. No transfers among the groups are allowed. In case students miss three or more classes, also online, they will not receive credits for the course no matter what the overall results are.
Final assessment:
Credit tests - two credit tests (65% pass level) will take place in week 6 and week 12. There will be NO retake test for the students who failed one or more credit tests. The final grade will comprise the sum of gained points of both or more tests and the total sum must make minimum 65%.
The credit tests will include vocabulary and exercises similar to those during the seminar sessions and home preparation.
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.
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 assessment:
The final grade for the course will be based on the following grading scale.
A 93-100%
B 86-92%
C 78-85%
D 72-77%
E 65-71%
FX 64 and less
English
The course introduces various interesting aspects of English vocabulary learning. It revises useful points of English vocabulary (word classes/families, multi-word units, homonyms, synonyms and antonyms, etc.), familiarizes students with the ways new words are coined, learned, and presented.
WEEK1:
Introduction to the course
WEEK2:
Talking about Yourself (English Vocabulary in Use, 13)
Character and Behaviour (English Collocations in Use, 17)
Topic Vocabulary: People
WEEK3:
Relationships: Positive Aspects AND Problems (English Vocabulary in Use, 15-16)
Taboo Conversation Topics: Questions you can’t ask
Topic Vocabulary: Relationships
WEEK4:
Education: Debates and issues (English Vocabulary in Use, 12)
Politically Incorrect Jokes: Is it OK to joke about disabled people, religion, death?
Freedom of the Press
Topic Vocabulary: Thinking and Learning 1
WEEK5:
World Views: Ways of Thinking (English Vocabulary in Use, 41)
National Stereotypes: “They are lazy and dishonest” Blind prejudice, or is there some truth in stereotypes?
Topic Vocabulary: Thinking and Learning 2
WEEK6: Mid-term test
WEEK7:
The News: Gathering and Delivering AND Newspaper Headline Language (English Vocabulary in Use, 54, 100)
Is This News?: What is the News for? To provide facts or to shock and entertain?
Topic Vocabulary: Communication and the Media
WEEK8: Tutorials
WEEK9:
Authorities: Customs and Police (English Vocabulary in Use, 40)
Immigration and Racism: How do You feel about people from other countries coming to live in yours?
Rules Quizz
Topic Vocabulary: Power and Social Issues
WEEK10:
Other Englishes: Language of Gender, Age and Social Class (English Vocabulary in Use, 98-99)
Swearing: Is it OK to swear? What swear words do/could YOU use?
Are you a Woman or a Man Quiz
Topic Vocabulary: Power and Social Issues
WEEK 11:
Revision
WEEK 12:
Final test
WEEK 13-14:
Tutorials
Aims and objectives:
The main aim of this course is to develop and improve English vocabulary in the classroom with intermediate to upper-intermediate/advanced level students, and to increase their language competences with a special focus on some aspects of vocabulary learning. The course aims to help to learn new words and word combinations, functioning as meaningful units with a fixed or semi-fixed form (collocations, phrasal verbs, idioms), and to show that the words can play different roles in a text, and can express a variety of meanings. Contextually based learning is of great importance, and various sources are suggested.
Machač, P. – Skarnitzl, R.: Principles of Phonetic Segmentation. Nakladatelství EPOCHA, 2009, 152s.
Sabol, J. – Zimmermann, J.: Akusticko-auditívna komunikácia. Košice, Univerzita Pavla Jozefa Šafárika v Košiciach, 2014, 168s.
Skarnitzl, R., Šturm, P., Volín, J.: Zvuková báze řečové komunikace. Fonetický a fonologický popis řeči. Praha: Univerzita Karlova, nakladatelství Karolinum, 2016, 170s.
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 language
Basics of general acoustics - sound, tone, complex tone, noise, impulse, resonance, acoustic properties of speech signal, articulatory system, auditory system.
Experimental speech analysis using PRAAT and Speech Analyzer software tools - speech signal preparation for analysis and perception tests, experimental phonetics, time domain analysis, frequency domain analysis (spectrum, fundamental tone, formants, spectrogram and sonagram).
Acoustic structure of segments - vowels, diphthongs, sonorants, obstruents.
Acoustic structure of suprasegments - methods of measuring time dimensions, intensity and melody of acoustic signal.
The aim of the course is to acquire knowledge about the basic principles of general acoustics with regard to the production and perception of speech. Students will get acquainted with experimental methods of analysis of the sound structure of language, with the concepts, methods and terminology necessary for the study of spoken language. They will learn the procedures for creating digital speech records for phonetic research.