BTANL101ALM - University of Miskolc · Course title: Integrated skills 1 Neptun code: BTANL101ALM Institute hosting the course: Institute of Modern Philology Course type (underline):

Course title: Integrated skills 1 Neptun code: BTANL101ALM

Institute hosting the course: Institute of

Modern Philology

Course type (underline): Compulsory,

compulsory optional, optional

Course coordinator (name, position): Láng Viktória assistant researcher

Optimal semester: 1 Preconditions:

No. of lessons/week: 2 Requirements of accomplishment

(underline): signature, seminar grade, exam,

report

Credits:2 Course format (underline): full-time, part-

time

Course objectives:

The basic aim of the course is to improve the language skills of the student in an integrated,

complex way. The course is built on 4 moduls, each concentrating on one of the four main

speaking skills ( i.e. speaking , listening, reading, writing). While the speaking and listening

moduls are to improve the general communicative skills of the student, reading and writing

helps in vocabulary extension , creative writing, reading comprehension etc. The course runs

for two semesters and is a requirement for the ‘filter examination’ at the end of the first year.

Detailed course programme:

1-2: .Unit 1 : Circus life,/ Grammar: Verb patterns (transitive and intransitive)

3-4: Unit 2: Arts / Grammar: Word formation: suffixes

5: Project work : Presentation on modern art

6. Test paper (1)

7.-8 : Unit 3: Rich kids / Grammar: Adverbs of manner and noun phrases

9-10 : Unit 4: ‘An alien?/ Grammar:: Modals

Course requirements:

The condition of getting the signature is an active participation during the lessons as well as

pass a test with a minimum of 60% result.

Evaluation:

- test (50%)

- project work (20%)

- participation during the lessons ( 30%)

Missing more than 3 sessions means no signature.

Compulsory literature:

Acklam, R. 2001. Gold Advanced. Harlow: Longman

Jones, Leo: 2000. Progress to proficiency . CUP

Swan, Michael: 1995. Practical English Usage.OUP

Recommended literature:

Thomson, A. J. & Martinet, A.V. 1986. A Practical English Grammar. Oxford: Oxford

University Press.

Pelyvás,I- Szabó, Cs,- Rovny F: 1993. What…horror! Or perhaps delight.Debrecen:

Panoráma nyelvstudió

Course title:

Use of English 1

Neptun code: BTANL102ALM


Modern Philology



Course coordinator (name, position): Töltéssy Zoltán research fellow

Optimal semester:

Year 1, Semester 1

Preconditions: ---

No. of lessons/week:

1 lesson/week

Requirements of accomplishment


report

Credits: 1 Course format (underline): full-time, part-

time

Course objectives:

The aim of this course is to make students get acquainted with the structures and rules of

English grammar. They are encouraged to study grammar intentionally.

The main topics are subsumed under the word category of verb.


Week 1: Present simple and present continuous. Present perfect and past simple Present

perfect and past simple: adverbs used with these tenses. Past continuous and past simple.

Present perfect and present perfect continuous. Past perfect and past simple. Past perfect and

past perfect continuous

Week 2: Will and going to; shall

Present continuous for the future and going to

Present simple for the future. Future continuous

Be to + infinitive, future perfect, and future perfect continuous

The future seen from the past (was going to, etc.)

Week 3: Should and ought to

Will and would: willingness, likelihood and certainty

Will and would: habits, used to

May, might, can and could: possibility

Week 4: Can, could, and be able to: ability

Must and have (got) to

Need(n't), don't have to and mustn't

Permission, offers, etc.

Mid–term paper

Week 5: Linking verbs: be, appear, seem; become, get, etc.

Have and have got; have and take

Do and make

Forming passive sentences

Using passives

Verb + -ing or to-infinitive: passive forms

Reporting with passive verbs

Week 6: Verbs with and without objects

Verb + to-infinitive or bare infinitive

Verb + to-infinitive or -ing?

Verb + -ing

Week 7: Verb + wh-clause

Have/get something done; want something done, etc.

Verb + two objects

Week 8: Reporting statements (1): that-clauses

Reporting statements (2): verb tense in that-clauses

Reporting statements (3): verb tense in the reporting clause; say and tell; etc.

Week 9: Reporting offers, suggestions, orders, intentions, etc.

Should in that-clauses

Modal verbs in reporting

Week 10: End–term paper


2 tests

Evaluation:

Participation 40 %

Test 30 % each


Hewings, Martin. 2004. Advanced grammar in use. Cambridge : Cambridge University Press

Swan, Michael. Practical English usage. 3rd

edition, international student’s edition. Oxford :

Oxford University Press, 2005. xxx, 653 p. : ill. ; 23.3 cm

ISBN 0-19-442096-5

Greenbaum, Sidney and Quirk, Randolph. A student’s grammar of the English language. 19th

impression. Harlow : Longman, 2006, ©1990. 490 p. ; 23.3 cm

ISBN 0-582-05971-2


Leech, Geoffrey and Svartrik Jan A Communicative Grammar of English. Longman, New-

York 1994

ISBN 0- 582- 08573- X – PPR

Downing, Angela and Locke, Philip. English grammar : a university course. 2nd

ed. London ;

New York : Routledge, 2006. 610 p. ISBN 0-415-28787-7 ISBN 978-0-415-28787-6

Budai L. 1994. English Grammar : Theory and Practice. 5. kiad. Budapest . Nemzeti

Tankönyvkiadó.

Course title: Reading & Writing 1 Neptun code: BTANL103ALM

Institute hosting the course: MFI

Course type: Compulsory, compulsory

optional, optional

Course coordinator: Dr. Harry Bailey, Assistant Lecturer

Optimal semester: 1/F Preconditions: --

No. of lessons/week: 2 (seminar) Requirements of accomplishment


report


time

Course objectives: The main aims of the class are to improve your reading skills and general

writing skills. We will work on organizational skills and exercises to help both your overall

language and writing abilities, such as paragraphing and self-editing. In addition, there will

be some short reading assignments with vocabulary quizzes almost every week and you will

be keeping a journal. One other goal we will be working on is getting prepared for the

Alapvizsga in May.


Week 1: Introduction

Week 2: Paragraphing; plural errors / sample essays

Week 3: Personal experience essay; plural errors / sample essays

Week 4: Proofreading/ plural errors

Week 5: Descriptive writing / vocabulary exercises

Week 6: Topic: Education. Grammar: tense errors

Week 7: “Student Evaluations of Teachers”. Tense errors.

Week 8: Argumentative essay. “Commencement Speech”. Tense errors.

Week 9: Proofreading / tense errors

Week 10: Reading comprehension test

Course requirements: Weekly reading and short paragraph assignments, two essays, five

quizzes, weekly journal.

Evaluation: 2 essays (40%), homework/journal (30%), quizzes (30%). 100%-88% = 5; 87-75

= 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more than 3 sessions means no signature.


Datesman, Maryanne, et al. American Ways: An Introduction to American Culture. 3rd ed.

Saddleback, NJ: Prentice Hall, 2005.

Foley, M., & Hall, D. Distinction, English for Advanced Learners. Harlow: Longman, 1999.

Spack, Ruth. Guidelines: A Cross-Cultural Reading/ Writing Text. New York: Cambridge

UP, 1998.


Heffernan, J.A.W. & Lincoln, J.E.. 1986. Writing. A College Handbook. New York, London:

W.W Norton & Company.

Raimes, A. 1996. Keys for writers. Boston, Toronto: Houghton Mifflin.

Rooks, G. M. 1999. Paragraph power. Upper Saddle River, NY: Prentice Hall Regents.

Course title: Listening / Speaking 1 Neptun code: BTANL104ALM


Modern Philology







report


time

Course objectives:

The aim of the course is to provide possibility for the students to improve their listening

skills. It is to help the student get acquainted with those strategies which can improve their

listening comprehension as well as their note taking skills. During the lesson the student will

have a chance to listen to all different kind of listening texts from formal lecture to authentic

informal texts. The course runs for two semesters and an integrated part of the ‘filter

examination.


1-2. ’Looking at lecture transcripts’ – basic note taking skills

3. ’Amnesty international’ – Introduction - conclusion

4. ’How to deal with stress’

5. Test (1)

6-7. ’Acid rain’. reasoning

8-9. ’Archeological dating method’

10. test (2)


The condition of getting the signature is to pass two tests with minimum 60% results.

Evaluation:

(representation of assignments and participation in the final grade, grading scale)

The final grade is the composite of

- participation (40%)

- 2 tests (60%)


Lebauer,R.S. 2000. Learn to Listen, Listen to Learn.White Plains, NY: Prenticw Hall

Regents. Longman

Numrich,C. 2000. Raise the Issue. White Plains, NY: Prenticw Hall Regents.Longman

Beglar,D.& MurrayN.2002.Contemporary topics 3. White Plains, NY: Prenticw Hall

Regents.Longman


Tv and radion programmes for practicing listening

Course title: Introduction to British History Neptun code: BTANL105ALM


Modern Philology





No. of lessons/week: 1 (lecture) Requirements of accomplishment


report


time

Course objectives:

The main objective of the course is to give a broad overview on the History of the British

Isles from the prehistoric time till the turn of the 20th

century. Although England seems to be

the most influential country with rich history, special attention is also placed on the history of

Scotland, Ireland as well as Wales.


1. The Pre-history of the British Isles /The Celts and the Roman invasion

2. The Anglo-Saxon kingdoms

3. The Norman Conquest – William the Conqueror

4. The dark Middle Ages / The Conflict between the English and the Scottish kingdoms

5. The Tudors / The English way of reformation

6. Road to the Civil War

7. The Civil War and the Glorious revolution

8. Great Britain during the Industrial revolution

9. Building an Empire / Victorian England

10. The collapse of the Empire


To pass an oral examination.

Evaluation:

Written examination grading scale: 0-59%: 1

60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Kearney,H. The British Isles. Cambridge: CUP, 1989.

Lyndon,J. The Making of Ireland. Routledge.London, 1998

Morgan,K. Oxford History of Britain. Oxford: OUP, 1993


Lee, S.J. Aspects of British Political History 1914-1995. 1996.

Course title: Introduction to Britih History Neptun code: BTANL106ALM


Modern Philology







report


time

Course objectives:

The main objective of the course is to give a broad overview on the History of the British

Isles from the prehistoric time till the turn of the 20th

century. Although England seems to be

the most influential country with rich history, special attention is also placed on the history of

Scotland, Ireland as well as Wales.


1. The Pre-history of the British Isles

2. The Celts and the Roman invasion

3. The Anglo-Saxon kingdoms

4. The Norman Conquest – William the Conqueror

5. The dark Middle Ages / The Conflict between the English and the Scottish kingdoms

6. The Tudors / The English way of reformation

7. Test(1)

8. Road to the Civil War

9. The Civil War and the Glorious revolution

10. Great Britain during the Industrial revolution/ Building an Empire / Victorian

England


The condition of getting the signature is an active participation during the lessons,

presentation on a chosen topic as well as pass a test with a minimum of 60% result.

Evaluation:

- Test (50%)

- presentation (20%)




Kearney,H. The British Isles. Cambridge: CUP, 1989.

Lyndon,J. The Making of Ireland. Routledge.London, 1998

Morgan,K. Oxford History of Britain. Oxford: OUP, 1993


Lee, S.J. Aspects of British Political History 1914-1995. 1996.

Course title:

Introduction to Phonetics 1



Modern Philology




Optimal semester:

Year 1, Semester 1

Preconditions: ---


1 lesson/week



report


time

Course objectives:

Students are given lectures on the basic knowlegde of phonetics and phonology. The

International Phonetic Alphabet is introduced as the most imporant device of signalling

sounds. Studying articulation consists in getting acquainted with the anatomy and physiology

of articulatory organs. The pronunciation of vowels. Classification and characteristation of

each vowel.


1 Phonetics, phonology, IPA

2 Speech sounds, phonemes and allophones

3 Articulation

4 Vowels and consonants

5 Front vowels

6 Back vowels

7 Central vowels

8 Diphthongs, triphthongs

9 English and Hungarian vowels

10 Summary and evaluation


regular attendance

Evaluation:

oral exam, topics are handed out


András László and Stephanides Károlyné. Phonetics and phonology : [university textbook].

Bp. : Tankvk., ©1969. pp. 1—100 ISBN 963-17-6628-8

Pintér Tamás. English phonetics and phonology = Angol fonetika és fonológia. Bp. :

Tankvk., © 1976. pp. 1—56 J 11-890 [tanárképző főiskolai jegyzet]

Roach, Peter. English Phonetics and phonology. 4th edition. Cambridge : Cambridge

University Press, 2009. 242 p.

ISBN-10: 0-521-71740-X


Kovács János és Siptár Péter. Újra angolra hangolva : az angol kiejtés könyve. Budapest :

Helikon Nyelviskola, 2000. 407 p. : ill. ; 23,9 cm ISBN 963-208-569-8

Nádasdy, Tamás. Background to English pronunciation. Budapest : Nemzeti Tankönyvkiadó,

2006.

Wells, J. C. Longman pronunciation dictionary. Harlow : Longman, cop. 1990. 802 p.

ISBN 0-582-05383-8

Course title:


Neptun code:BTANL108ALM


Modern Philology




Optimal semester:

Year 1, Semester 1

Preconditions: ---


1 lesson/week



report


time

Course objectives:

The aim of the practice is for students to acquire and practise the IPA. While hearing sounds

(words, texts), students have to be able to identify and sign the vowels. They have to be able

to observe their own pronunciation, and articulate a vowel intentionally. English and

Hungarian vowels are compared and contrasted.


1 The IPA; useful dictionaries

2 Long and short /i/

3 /e/~/æ/ sounds

4 Long and short /u/

5 Long and short /o/

6 Writing Test 1

7 Central vowels

8 Diphthongs and triphthongs

9 English and Hungarian vowels

10 Test 2


2 tests

Evaluation:

participation 40 %

tests 30 % each



Bp. : Tankvk., ©1969. pp. 1—100 ISBN 963-17-6628-8





ISBN-10: 0-521-71740-X





2006.


ISBN 0-582-05383-8

Course title:

Descriptive Grammar 1



Modern Philology




Optimal semester:

Year 1, Semester 1

Preconditions: ---

No. of lessons/week: Requirements of accomplishment

2 lessons/week (underline): signature, seminar grade, exam,

report


time

Course objectives:

Besides the skill of applying grammar knowledge, there are two main aims. Firstly, to make

students acquire the vocabulary of technical terms. Secondly, to introduce basis systematic

grammar to students so that they will be able to take part in further linguistic courses

(phonology, syntax, semantics etc). Word categories, verbs, verbals are discussed.


1. Lexical categories, The verb

2. Distinctions in verb forms

3. Time and tense

4. Aspects and aspectual verbs

5. Test 1, Mood and modality

6. Mood and modality

7. Active and passive voices

8. Infinitives, participles and gerunds

9. Verb + infinitive/gerund

10. Test 2, Verb + participle


2 tests

Evaluation:

participation 40 %

tests 30 % each


András, L., & Stephanides, M. 1980. Angol leíró nyelvtan. II. Alak- és funkciótan. Egyetemi

tankönyv. Budapest: Tankönyvkiadó.

Graver.D. 1995. Advanced English Practice. 3rd

ed. Oxford: OUP.

Greenbaum, Sidney and Quirk, Randolph. 1997. A student's grammar of the English

language. 11. impr. Harlow : Longman.

Course title: Computer Skills Neptun code: BTANL110ALM




Course coordinator (name, position): Dr. Lénárt Levente associate professor




report


time

Course objectives: The course is designed to introduce the student to the primary and

secondary levels of application of the program through step-by-step examples to become

familiar with tricks to facilitate the daily work


1. Basics of document preparation

2. Movement selection and correction in the text

3. Character formatting

4. Paragraph formatting, tabulating, framing

5. Section formatting

6. Document formatting

7. Using styles

8. Screen Display

9. Moving and copying text fragments

10. Printing

11. Find and Replace

12. Using the internet

13. PPT

14. Working with basic excel

15. Closing exam test


(presentation, test, essay etc.)

Evaluation:

Passing the test with min. 50%



Gerő Judit- Reich Gábor: Word for Windows 2.0 Kezdőknek haladóknak

(min. 3)


(min. 3)

Course title: Introduction to Literature Neptun code: BTANL201ALM


Modern Philology



Course coordinator (name, position): Attila Dósa, senior lecturer

Optimal semester: 2 Preconditions: -



report


time

Course objectives:

This module introduces you to the general approach and method of studying literature. By

the end of the course you will have gained knowledge of the main literary genres, the most

important periods and movements, and you will be introduced to the basic literary terms.

Finally, through the discussion of a selection of poems, plays, essays and prose works, you

will have an opportunity to acquire various strategies of interpretation necessary to the

critical analysis of a literary work.


WEEK 1: Introduction: What is Literature?

WEEK 2: Reading poetry: Genres and Versification

WEEK 3: Reading poetry: Figures of Speech

WEEK 4: Literary essays

WEEK 5: Reading short fiction


WEEK 7: Reading Drama


WEEK 9: Basic research tools

WEEK 10: End-term Paper



Assessment will be based on a mid-term and an end-term paper and weekly written

assignments in the seminars; and on regular tests in the lectures.

Evaluation:



assignments in the seminars; and on regular tests in the lectures. Please note that only word-

processed or typed submissions are acceptable and late submissions will not be considered.

More than three missed classes means no signature; failure to pass the above assignments

means a failure of this course.


Lecture Notes (Available for download from the course homepage)

BÓKAY ANTAL. Az irodalomtudomány alapjai – irányzatok. BDTF Kiadó, Szombathely,

1992.

NYÍRI KRISTÓF és SZÉCSI GÁBOR . Szóbeliség és írásbeliség. A kommunikációs

technológiák története Homérosztól Heideggerig. Áron kiadó, Budapest, 1998.

BÓKAY ANTAL és VILCSEK BÉLA. A modern irodalomtudomány kialakulása

Szöveggyűjtemény. Osiris Kiadó, Budapest, 2000.

BÓKAY ANTAL. Irodalomtudomány a modern és posztmodern korban. Osiris Kiadó,

Budapest, 2001.

FERENCZ GYŐZŐ. Gyakorlati verstan és verstani gyakorlatok. Nemzeti Tankönyvkiadó,

Budapest, 1994.

Ármeán, Otília (ed.), Irodalomelmélet az ezredvégen (Bp: Gondolat, 2002), KLM C174.990,

008, MIT

Biddle, Arthur W., Reading, Writing, and the Study of Literature (New York: Random

House, 1989) KLM C124.797, 798, 799, 800

Cs. Gyímesi, Éva, Teremtett világ: Rendhagyó bevezetés az irodalomba (Bp: Pátria, 1992)

KLM C117.668, 669, 670

Daiches, David, Critical Approaches to Literature (London: Longman, 1993) AIT


http://www.corvina.hu/konyv.php?konyv_id=17317&knsid=wHWs4bHaTqeuO7pgf26oQbScr8pcDPl8kNumagxxSEEC6YRzIW

Costello, Jacqueline and Amy Tucker (eds), Forms of Literature: A Writer’s Collection (New

York: Random House, 1989)

Szaffkó, Péter, Basic English Literary Terms (Budapest: Nemzeti Tankönyvkiadó, 1996) AIT

MHRA Style Book: Notes for Authors, Editors, and Writers of Theses (London: Modern

Humanities Research Association, 1996, 5th edition) AIT

Turabian, Kate L., A Manual for Writers of Term Papers, Theses, and Dissertations, 6th edn

(Chicago: The University of Chicago Press) AIT

http://www.mfi.uni-miskolc.hu/angol/index.php/intro-to-british-american-lit

Course title: Introduction to Linguistics Neptun code: BTANL202ALM


Modern Philology



Course coordinator (name, position): Judit Szabóné Papp, associate professor




report


time

Course objectives:

The objective of the course is to introduce students into the terminology, research topics and

achievements of linguistics. After an introduction about language variety in the world and the

different fields of linguistics, the relationship between language and thinking, the concept

and types of communication, language as a sign system, varieties within one language, levels

of grammar (phonetics-phonology, morphology, syntax, semantics, pragmatics, discourse

analysis) and the basic issues in lexicology and lexicography are covered. The lectures are

given in the Hungarian language.


1. Languages and linguistics I. Language variety in the world, classification and typology

of languages.

2. Languages and linguistics II. The tasks and branches of linguistics, synchonic and

diachronic investigations.

3. The concept and types of communication: comparison of human and animal

communication.

4. Human non-verbal communication.

5. Varieties within one language.

6. Investigation of linguistic units I. Phonetics and phonology.

7. Investigation of linguistic units II. Morphology: word classes.

8. Investigation of linguistic units III. Syntax: ways of sentence analysis.

9. Investigation of linguistic units IV. Discourse analysis.

10. Semantics, speech act theory and pragmatics.



Evaluation:


Oral examination grading scale: 0-59%: 1

60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Kálmán László – Trón Viktor 2005. Bevezetés a nyelvtudományba. Budapest: Tinta

Könyvkiadó.

Austin, J. 1990. Tetten ért szavak. Budapest: Akadémiai Kiadó.

Buda B. – László J. 1983. Beszéd a szavak mögött. Budapest: Tömegkommunikációs

Kutatóközpont.

Crystal, D. 1998. A nyelv enciklopédiája. Budapest: Osiris.


De Swaan, A. 2004. A nyelvek társadalma. A globális nyelvrendszer. Budapest: Typotex.

Fodor I. 2003. A világ nyelvei és nyelvcsaládjai. Budapest: Tinta Könyvkiadó.

Hidasi J. (szerk.) 1998. Szavak – Jelek – Szokások. Budapest: Windsor Kiadó.

Janson, T. 2002. Beszélj! A világ nyelvei – tegnap, ma, holnap. Budapest: HVG.

Kassai I. 1998. Fonetika. Budapest: Nemzeti Tankönyvkiadó.

Kenesei I. (szerk.) 2003. A nyelv és a nyelvek. Budapest: Akadémiai Kiadó.

Robins, R. H. 1999. A nyelvészet rövid története. Budapest: Osiris Kiadó – Tinta Kiadó.

Sipos L. (szerk.) 2002. A magyar nyelv és irodalom enciklopédiája. Budapest: Magyar

Könyvklub.

Course title: Integrated skills 2 Neptun code: BTANL203ALM


Modern Philology







report


time

Course objectives:

The basic aim of the course is to improve the language skills of the student in an integrated,

complex way. The course is built on 4 moduls, each concentrating on one of the four main

speaking skills ( i.e. speaking , listening, reading, writing). While the speaking and listening

moduls are to improve the general communicative skills of the student, reading and writing

helps in vocabulary extension , creative writing, reading comprehension etc. The course runs

for two semesters and is a requirement for the ‘filter examination’ at the end of the first year.


1-2: Unit 6: Cyronics / Grammar : expression of future

3-4 : Unit 7: ’The future of sport’ / Grammar: reported speech

5-6 Unit 8: ’The ties that bind us’ / Grammar: 'gerund' and the infinitive

7. Test (1)

8. Project work

9-10: Unit 9 : ’Five bizarre tales’/ Grammar: relative clauses


The condition of getting the signature is an active participation during the lessons as well as

pass a testwith a minimum of 60% result.

Evaluation:

- test (50%)

- project work (20%)




Acklam, R. 2001. Gold Advanced. Harlow: Longman

Jones, Leo: 2000. Progress to proficiency . CUP

Swan, Michael: 1995. Practical English Usage.OUP


Thomson, A. J. & Martinet, A.V. 1986. A Practical English Grammar. Oxford: Oxford

University Press.

Pelyvás,I- Szabó, Cs,- Rovny F: 1993. What…horror! Or perhaps delight.Debrecen:

Panoráma nyelvstudió

Course title:

Use of English 2



Modern Philology




Optimal semester:

Year 1, Semester 2

Preconditions: ---


1 lesson/week



report


time

Course objectives:



The main topics are subsumed under the word categories of noun, determiners, pronouns.

Subordinate clauses have to be focussed on and practiced. Existential sentences.


Weeks 1-2 Nouns and compounds

Weeks 3-4 Determiners, articles and quantifiers

Week 5 Mid–term paper

Week 6 Relative clauses and pronouns

Week 7 Adjectives, adverbs and conjunctions

Week 8 Prepositions

Week 9 Organising information

Week 10 End–term paper


2 tests

Evaluation:

participation 40 %

tests 30 % each


Hewings, Martin. 2004. Advanced grammar in use. Cambridge : Cambridge University Press

Swan, Michael. Practical English usage. 3rd

edition, international student’s edition. Oxford :

Oxford University Press, 2005. xxx, 653 p. : ill. ; 23.3 cm

ISBN 0-19-442096-5

Greenbaum, Sidney and Quirk, Randolph. A student’s grammar of the English language. 19th

impression. Harlow : Longman, 2006, ©1990. 490 p. ; 23.3 cm

ISBN 0-582-05971-2


Leech, Geoffrey and Svartrik Jan A Communicative Grammar of English. Longman, New-

York 1994

ISBN 0- 582- 08573- X – PPR

Downing, Angela and Locke, Philip. English grammar : a university course. 2nd

ed. London ;

New York : Routledge, 2006. 610 p. ISBN 0-415-28787-7 ISBN 978-0-415-28787-6


Tankönyvkiadó.

Course title: Reading/Writing 2.





Course coordinator (name, position): Dr. Harry Bailey, Assistant Lecturer




report


time

Course objectives:

The aim of the course is to develop reading and writing skills through a variety of thought

provoking topics. Focus areas include extensive and intensive reading techniques, guessing

meaning from context, interpreting content and processing ideas in different written forms

(e.g. diary, summary, analysis, argumentation), as well as the basic techniques of essay

writing (composing thesis and topic sentences, paragraph structure, logical cohesion,

signposting).


1. Orientation

2.-3. Generation gap

Joyce Cary: The breakout

Strategies of anticipation

Restating the main idea

Scanning for details

4. Second lives

Summarising meaning

Argumentative text structure

Two sides of an argument

5.-6. Genetic engineering

When does life begin?

Fact and opinion

Inferring meaning from context

Keeping a vocabulary journal

Expressing personal opinion

7.-8. Education

What makes good education?

Coeducation or single sex schools?

Activating background knowledge

Scanning for key words

Reading critically

Making inferences

9. Test

10. Closing



Attendance (max. 2 absences) and participation, 1 test, 3 essays

Evaluation:




- essays (3˟18%)

- tests (2˟18%).

Grading scale for the tests (%):

100-90: 5

89-77: 4

76-64: 3

63-51: 2

50-0: 1

Evaluation criteria for the essays:

Language (grammar, lexis, style)

Structure (text organisation reflecting specific genre features, paragraph structure

and cohesion)

Content (focus, relevance, representation of learnt content and original

contribution)


(min. 3)

1. Acklam, R. & Burgess. S. (2001). Advanced Gold. Pearson: London, White Plains,

NY.

2. Numrich, C. (2002). Raise the issue. An integrated approach to critical thinking.

Harlow: Longman.

3. Nussbaum, E. (2007). Say everything. New York Magazine (12 February).

http://nymag.com/news/features/27341/

4. Zukowski-Faust, J. & Johnston, S. S. (2002). Steps to academic reading. Boston,

Mass.: Thomson , Heinle.

5. + handouts


(min. 3)

1. Boardman, C. A. & Frydenberg, J. ( 2002). Writing to communicate. Paragraphs and

essays. Harlow: Longman.

2. Jordan, R. R. (1999). Academic writing course. Harlow: Longman.

Course title: Listening / Speaking 2 Neptun code: BTANL206ALM


Modern Philology



Course coordinator (name, position): Láng Viktória assistant lecturer




report

http://nymag.com/news/features/27341/


time

Course objectives:

The aim of the course is to provide possibility for the students to improve their listening

skills. It is to help the student get acquainted with those strategies which can improve their

listening comprehension as well as their note taking skills. During the lesson the student will

have a chance to listen to all different kind of listening texts from formal lecture to authentic

informal texts. The course runs for two semesters and an integrated part of the ‘filter

examination.


1. Raise the Issue :Unit 1




5. Test (1)

6. Progress to proficiency listening tests (1)




10. Test (2)


The condition of getting the signature is to pass two tests with minimum 60% results.

Evaluation:




- 2 tests (60%)


Lebauer,R.S. 2000. Learn to Listen, Listen to Learn.White Plains, NY: Prenticw Hall

Regents. Longman

Numrich,C. 2000. Raise the Issue. White Plains, NY: Prenticw Hall Regents.Longman

Beglar,D.& MurrayN.2002.Contemporary topics 3. White Plains, NY: Prenticw Hall

Regents.Longman


Tv and radion programmes for practicing listening

Course title: Introduction to British and

American Literature



Modern Philology







report


time

Course objectives:






















Evaluation:










1992.






Budapest, 2001.


Budapest, 1994.


008, MIT


House, 1989) KLM C124.797, 798, 799, 800



KLM C117.668, 669, 670











Course title: Introduction to British and

American Literature



modern Philology







report


time

Course objectives:























Evaluation:










1992.






Budapest, 2001.


Budapest, 1994.


008, MIT


House, 1989) KLM C124.797, 798, 799, 800


KLM C117.668, 669, 670











Course title: Introduction to American

History



Modern Philology









report


time

Course objectives:

The main objective of the course is to give a broad overview on the History of the United

States from the discovery of the continent till the turn of the 20th

century. Special focus is

placed on the social development, multiculturalism, development of democracy.


1. The Amerindians

2. Colonization

3. Early Settlements

4. War of Independence

5. The United States of America

6. The early 19th century USA

7. Two directions: South and North

8. The Civil War

9. The Western Frontier 1850-1900 / Reconstruction Era

10. The Rise of Industrial America/ American foreign policy in the 19th century



Evaluation:


60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Frank T. - Magyarics T. 2000. Handouts for US History. Budapest

McCullough, David : 2006. 1776 .Simon & Schuster

Sellers – May – McMillen, 1992. A Synopsis of American History, Chichago: Ivan R. Dee


Ellis, Joseph J. 2002. Founding Brothers : the Revolutionary Generation.Ballamtine Books

Goodwin , Doris Kearns:2006:Team of Rivals: The Political Genius of Abraham Lincoln.

Simon & Schuster

Course title: Introduction to American

History



Modern Philology



http://www.goodreads.com/author/show/6281688.David_McCullough

http://www.goodreads.com/author/show/1483.Joseph_J_Ellis





report


time

Course objectives:

The main objective of the course is to give a broad overview on the History of the United

States from the discovery of the continent till the turn of the 20th

century. Special focus is

placed on the social development, multiculturalism, development of democracy.


1. The Amerindians

2. Colonization

3. Early Settlements

4. War of Independence

5. The United States of America / The early 19th century USA

6. Mid-Term Paper

7. Two directions: South and North / The Civil War

8. The Western Frontier 1850-1900

9. Reconstruction Era / The Rise of Industrial America/ American foreign policy in the

19th century

10. End term paper


The condition of getting the signature is an active participation during the lessons,

presentation on a chosen topic as well as pass two tests with a minimum of 60% result.

Evaluation:

- 2 tests (50%)





Frank T. - Magyarics T. 2000. Handouts for US History. Budapest

McCullough, David : 2006. 1776 .Simon & Schuster

Sellers – May – McMillen, 1992. A Synopsis of American History, Chichago: Ivan R. Dee


Ellis, Joseph J. 2002. Founding Brothers : the Revolutionary Generation.Ballamtine Books

Goodwin , Doris Kearns:2006:Team of Rivals: The Political Genius of Abraham Lincoln.

Simon & Schuster





Course coordinator (name, position): Szabóné Dr. Papp Judit associate professor


http://www.goodreads.com/author/show/6281688.David_McCullough

http://www.goodreads.com/author/show/1483.Joseph_J_Ellis



report


time

Course objectives: The general basic training in linguistics concerning the tools and models

of language description is organized around the following fields: the nature of the human

language, language universals, grammars; fields of linguistic research; levels language

description including the description and classification of the sounds of the language, the

basic terms of morphology, word classes, syntactic units, transformations, semantic

structures, componential analysis, the semantics of the word and the sentence, pragmatics.


1. What is language, types of grammar

2. The sounds of the language

3. Morphology, the classification of word classes and morphemes

4. Morphology: word formation

5. Affixation, types of languages (isolating, agglutinating, inflectional)

6. Syntax: its tasks,

7. Grammatically correct sentences

8. Syntax: Phrase-structure rules, the mental lexicon,

9. Tree diagrams, transformations

10. Semantics: questions of word semantics, homonymy, polysemy, synonyms and

antonyms

11. Semantics: semantic problems of the collocations and the sentence

12. Pragmatics: the role of context, anaphors and other cohesive devices

13. The speech-act theory, meta-information

14. Presuppositions, deictic elements

15. Closing exam test



Evaluation:

Attendance, active participation: 50%

Result of the closing test (2-5): 50%

0 – 25 – 1 – 50% - failed

26 – 30 – 2 – 60% - pass

31 – 35 – 3 – 70% - pass with medium result

36 – 44 – 4 – 80% - pass with good result

45 – 50 – 5 – 90% - pass with excellent result



1. George Yule 2006 The Study of Language CUP, New York

2. Fromkin, V. K. & Rodman, R. 1988. An introduction to language. (4. kiadás). New

York: Holt, Rinehart & Winston, Inc..

3. Farmer, A. K. & Demers, R. A. 1996. A linguistic workbook. (3. kiadás.).

Cambridge, Mass.: The MIT Press

(min. 3)


1. Akmaijan, A., Demers, R. A., Farmer, A. K. & Harnish, R. M. 1995. Linguistics. An

introduction to language and communication. (4. kiadás). Cambridge, Mass.: The MIT Press.

2. Cook, V. J. & Newson, M. 1996. Chomsky's Universal Grammar. An introduction.(2.

kiadás). London: Blackwell.

3. Finegan, E., D. Blair & P. Collins. 1992. Language: Its structure and use. Sydney:

Harcourt, Brace & Jovanovich

(min. 3)



Modern Philology




Optimal semester: 2 Preconditions:BTANL216ALM



report


time

Course objectives:

The objective of the course is to introduce students into the fields and terminology of

linguistics investigated in detail in their future studies. Topics covered include: the nature of

human language, language universals, grammars: the fields of linguistic research, levels of

language description: classification of speech sounds, morphological terms, word classes,

sentence constituents, syntactic structure and transformations, word and sentence meaning:

componential analysis, the aspects of the communication process; language and society:

dialects and the standard; natural and artificial languages: computer and language.


1. The nature of language, universals, types of grammar.

2. Phonetics: consonants

3. Phonetics: vowels

4-5. Phonology: phonemes and allophones, distinctive features, the syllable.

6. Phonology: phonological and morphophonological rules. Test 1

7. Morphology: word classes, classification of morphemes, ways of word formation.

8. Syntax: major tasks, the criterion of well-formedness, constituent structure trees,

phrase structure rules, mental lexicon, transformations or movements.

9. Semantics: lexical semantics, homonymy, polysemy, synonymy, antonymy, the

semantic problems of phrases and sentences.

10. Pragmatics: the role of the context, anaphora, speech act theory, presuppositions,

deixis. Test 2


To pass two tests, to contribute actively to classes.

Evaluation:

Written test grading scale: 0-50%: 1

51-64%: 2

65-79%:3

80-89%:4

90-100%: 5


Akmaijan, A., Demers, R. A., Farmer, A. K. & Harnish, R. M. 1995. Linguistics. An

Introduction to Language and Communication. (4. kiadás). Cambridge, Mass.: The MIT

Press.

Farmer, A. K. & Demers, R. A. 1996. A Linguistic Workbook. (3. kiadás.). Cambridge,

Mass.: The MIT Press.

Fromkin, V. K. & Rodman, R. 1988. An Introduction to Language. (4. kiadás). New York:

Holt, Rinehart & Winston, Inc.


Cook, V. J. & Newson, M. 1996. Chomsky's Universal Grammar. An introduction.(2.

kiadás). London: Blackwell.

Finegan, E., D. Blair & P. Collins. 1992. Language: Its Structure and Use. Sydney: Harcourt,

Brace & Jovanovich.

Course title:




Modern Philology




Optimal semester:

Year 1, Semester 2

Preconditions: ---


1 lesson/week



report


time

Course objectives:




of articulatory organs. The pronunciation of consonants. Classification and characteristation

of each consonant.


1 Vowels, syllabic consonants, consonants

2 Places of articulation, active and passive articulators

3 The manner of articulation

4 Voice, fortis and lenis consonants

5 Phonemes, allophones and free variants

6 Contrastive, complementory and parallel distribution

7 The syllable

8 Consonants one by one

9 Consonants one by one

10 Intonation


regular attendance

Evaluation:

oral exam, topics are handed out



Bp. : Tankvk., ©1969. pp. 1—100 ISBN 963-17-6628-8





ISBN-10: 0-521-71740-X





2006.


ISBN 0-582-05383-8

Course title:




Modern Philology




Optimal semester:

Year 1, Semester 2

Preconditions: ---


1 lesson/week



report


time

Course objectives:




of articulatory organs. The pronunciation of consonants. Classification and characteristation

of each consonant. Pronunciation and spelling.


1 Phonetic symbols of consonants

2 Plosives

3 Fricatives

4 Affricates

5 Test 1, Nasals

6 Sound /r/

7 Sound /l/

8 Sounds /j/ and /w/

9 Intonation

10 Test 2


2 tests

Evaluation:

participation 40 %

tests 30 % each



Bp. : Tankvk., ©1969. pp. 1—100 ISBN 963-17-6628-8





ISBN-10: 0-521-71740-X





2006.


ISBN 0-582-05383-8

Course title:

Descriptive Grammar 2



Modern Philology




Optimal semester:

Year 1, Semester 2

Preconditions: ---


1 lesson/week



report


time

Course objectives:



The main topics are subsumed under the word categories of noun, determiners, pronouns.

Subordinate clauses have to be focussed on and practiced. Existential sentences.


Weeks 1-2 Nouns and compounds

Weeks 3-4 Determiners, articles and quantifiers

Week 5 Mid–term paper

Week 6 Relative clauses and pronouns

Week 7 Adjectives, adverbs and conjunctions

Week 8 Prepositions

Week 9 Organising information

Week 10 End–term paper


2 tests

Evaluation:

participation 40 %

tests 30 % each


András, L., & Stephanides, M. 1980. Angol leíró nyelvtan. II. Alak- és funkciótan. Egyetemi

tankönyv. Budapest: Tankönyvkiadó.

Graver.D. 1995. Advanced English Practice. 3rd

ed. Oxford: OUP.

Greenbaum, Sidney and Quirk, Randolph. 1997. A student's grammar of the English

language. 11. impr. Harlow : Longman.


Biber, D., Conrad, S., & Leech, G. 2002. Longman Student’s Grammar of Spoken and

Written English. Harlow: Longman.


Tankönyvkiadó.

Quirk, R. , Greenbaum, S., Leech, G. & Svartvik, J. 1985 A Comprehensive Grammar of the

English Language. London, New York: Longman.

Swan, M. 1996. Practical English Usage. Oxford: OUP.

Thomson, A. J. and Martinet, A. V. 1993. A Practical English Grammar. 4th

ed., 10th

impr.

Oxford : OUP.

Course title: Written communication 1.

Neptun code:

BTANL301SZM




Course coordinator (name, position): Magnuczné dr. Godó Ágnes

Optimal semester: 3 Preconditions: BTANL216ALM



report


time

Course objectives: The aims of the course are 1) to familiarise students with some of the

basic genres they are likely to meet in their education and in their profession (CVs and cover

letters, report, argumentative essay); 2) to show how these genres are always contextually

embedded; 3) to discuss ways of finding and interpreting data and information to match the

specific context; 4) and to introduce ways in which information can be arranged to match

genre and audience expectations; and 5) to raise students awareness to the fact that these

requirements maybe different across disciplines and cultures.


1. Orientation

2-3. Writing a CV and a cover letter

- Analysing job ads: ideal employee qualities

- Finding a job according to personal interest and ambition: collecting ideal

personal employee qualities

- Analysing different CV formats: ways of presenting factual information, personal

qualities, experience and making a personal impression, forms and degrees of

self-praise, matching information to specific job

- Analysing cover letters: compensating for shortcomings of career

- ASSIGNMENT: contextualised CV and cover letter

4. Cross cultural differences in writing

- Hungarian, British and North American CVs and cover letters

- Language points: difference in comma use and in sentence coordination

5-6. Writing a report

- Interpreting statistical data

- Presenting and visualising statistical data

- Analysing specific real life data

- ASSIGNMENT: Report on the basis of the statistical data from the “Magyar

Ifjúság 2013” research project

7. Fragments and run-on sentences

8.-9. Making and arguing for a proposal

- Analysing a real-life problem, collecting pros and cons

- Analysing sample responses to the problem: aspects of argumentation including

stating the position, structuring a piece of argumentative writing, ways of

supporting the writer’s viewpoint (reasons and evidence types), accounting for

alternative viewpoints and using emotional appeal

- ASSIGNMENT: argumentative essay

10. Closing

Course requirements: Attendance (max. 2 absences) and participation, submitting 3 written

assignments


Evaluation:




- essays (3˟30%).


(min. 3)

1. Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.


3. Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY:

Longman.

4. Magnuczné Godó, Á. (2002). Written communication from a cross-cultural

perspective. Miskolc: Phare-Bíbor Kiadó.


(min. 3)

Course title:

Oral Communication Skills Neptun code: BTANL302SZM

Institute hosting the course:

Department of English Language and

Literature



Course coordinator (name, position): Dr. Molnár Erzsébet, senior lecturer

Optimal semester: 3 Preconditions: BTANN216ALM



report


time

Course objectives: This course introduces basic concepts, findings and issues of presentation

skills, giving opinion, taking part in discussions practising the basic language skills

(listening, speaking, reading, writing) using correct language content, pronunciation,

grammar, vocabulary. The course will examine topics that are relevant to practise oral skills

and improve the level of language knowledge through group-work and class discussions.

Detailed course programme/week:

1. Introduction

2. Discussion and presentation skills

3. Giving your opinion, Explaining

4. Agreeing and disagreeing, Making suggestions

5. Interrupting, Reporting

6. Asking and dealing with questions

7. Speaking in an appropriate style

8. Delivery emphasis and phrasing

9. Signposts and language signals

10. Non-verbal communication

11. Strategies for success

12. Closing



Test

Evaluation: 1-5



(min. 3)

Anderson, K, Macleen, J, Lynch, T 2006: Study Speaking. Cambridge University Press

Bygate, M. (1991): Speaking. Oxford University Press.


(min. 3)

Dörnyei, Z, Thurrell, S. (1999): Conversation and dialogues. Prentice Hall.

Szabó Katalin (2001) Kommunikáció felsőfokon. Kossuth Kiadó, Budapest

Magnuczné dr. Godó, Á. (2002): Oral Communication: Presentation Skills. Miskolc: Bíbor

Kiadó.

Course title:

Oral Communication Skills I. Neptun code: BTANL303SZM



Literature







report


time

Course objectives:

This course introduces basic concepts, findings and issues of presentation skills, giving

opinion, taking part in discussions practising the basic language skills (listening, speaking,

reading, writing) using correct language content, pronunciation, grammar, vocabulary. The

course will examine topics that are relevant to practise oral skills and improve the level of

language knowledge through group-work and class discussions.


1. Introduction

2. Discussion and presentation skills

3. Giving your opinion, Explaining

4. Agreeing and disagreeing, Making suggestions

5. Interrupting, Reporting

6. Asking and dealing with questions

7. Speaking in an appropriate style

8. Delivery emphasis and phrasing

9. Signposts and language signals



12. Oral test



Test, presentation, oral tasks

Evaluation: 1-5



(min. 3)




(min. 3)




Kiadó.

Course title: Translation Neptun code: BTANL304SZM




Course coordinator (name, position): Dr. Lénárt Levente Assistant Professor




report


time

Course objectives: To introduce students to the basic methods and techniques of translation.

Detailed course programme: At this course students will practise translating texts from

English to Hungarian and the other way around. The texts for this course are selected from

the topics of free time, sports and games, theatre, movies and fashion.

Weeks 1-4: translations in the topic of free time

Weeks 5-7: translations in the topic of sports and games, doing sports, spectator sports

Weeks 8-9: translations in the topic of theatre

Weeks 10-12: translations in the topic of movies

Weeks 13-15: translations in the topic of fashion

Course requirements: Regular attendance of the classes and active contribution. Submitting

the required translation assignments (3-3). (presentation, test, essay etc.)

Evaluation: During the course students will prepare and submit 3 individual translations from

Hungarian to English and 3 from English to Hungarian. The five-grade mark at the end of the

semester will be established on the results of the translations.


Compulsory literature: Students will need three dictionaries. The largest available

Hungarian-English dictionary, a medium-sized British monolingual learners’ dictionary and

a monolingual American encyclopaedic dictionary. The collection of texts used at the course

is issued to the students by the instructor.

(min. 3)

Recommended literature: Lost in Translation by Charlie Croker, 2007

Introducing Translation Studies: Theories and Applications by Jeremy Munday, 2012

Found in Translation by Nataly Kelly, 2012

(min. 3)

Course title: Syntax I Neptun code: BTANL305SZM


Modern Philology



Course coordinator (name, position): Judit Szabóné Papp associate professor




report


time

Course objectives:

The course presents the basic concepts and general principles of syntax, on the basis of

which words form first phrases and then clauses. The objective is to give students an insight

into the characteristics of sentence structure in English and the common ways of sentence

analysis in English linguistics so that they will be able to generate and analyse sophisticated

well-formed sentences and judge the grammaticality of strings of words with confidence. In

this semester, we concentrate on the simple sentence while the complex sentence will

constitute the main topic of the Syntax II. course.


1. The place of syntax in grammar and the major tasks of syntax.

2. The concept and conditions of well-formedness.

3. Basic terminology: sentence, sentence types, clause (main and subordinate), phrase,

constituents.

4. Possible patterns and constituents of the English simple sentence, dependencies, obligatory

and optional constituents.

5-6. Functional analysis and the constituent structure tree.

7-8. Verb subcategories from the point of view of sentence structure: transitive, intransitive

etc. verbs and their complements.

9. Prepositional and phrasal verbs: syntactic and semantic differences despite surface

similarity.

10. Syntactic and semantic properties and types of simple sentence constituents (subject,

object, complement, adverbial)



Evaluation:


60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Burton-Roberts, N.1986. Analysing Sentences. New York: Longman.

Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Nemzeti

Tankönyvkiadó.

Quirk, R. , Greenbaum, S. 1985. A Student’s Grammar of the English Language. London,

New York: Longman.


Haegeman,L.1991. Introduction to Government and Binding Theory. Oxford: Blackwell.

Horrocks, G. 1987. Generative Grammar. Longman Linguistics Library. New York:

Longman.

Radford, A. 1988. Transformational Grammar. Cambridge: CUP.

Course title: Syntax I. Neptun code: BTANL306SZM


Modern Philology







report


time

Course objectives:

Running parallel with the lectures, the seminars deal with the same topics in the form of tasks

and exercises with the aim to give students a deep insight into sentence structure, and help

them acquire the formalism of syntax. In this semester, we concentrate on the simple

sentence while the complex sentence will constitute the main topic of the Syntax II. course.


1. The place of syntax in grammar and the major tasks of syntax.

2. The concept and conditions of well-formedness.

3. Basic terminology: sentence, sentence types, clause (main and subordinate), phrase,

constituents.

4. Possible patterns and constituents of the English simple sentence, dependencies, obligatory

and optional constituents.

5-6. Functional analysis and the constituent structure tree.

7-8. Verb subcategories from the point of view of sentence structure: transitive, intransitive

etc. verbs and their complements.

9. Prepositional and phrasal verbs: syntactic and semantic differences despite surface

similarity.

10. Syntactic and semantic properties and types of simple sentence constituents (subject,

object, complement, adverbial)



Evaluation:


51-64%: 2

65-79%:3

80-89%:4

90-100%: 5



Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Nemzeti

Tankönyvkiadó.

Quirk, R., Greenbaum, S. 1985. A Student’s Grammar of the English Language. London,

New York: Longman.


Haegeman,L.1991. Introduction to Government and Binding Theory. Oxford: Blackwell.


Longman.

Radford, A. 1988. Transformational Grammar. Cambridge: CUP.

Course title: English Literature I: Middle

Ages, Renaissance and Restoration Period

Neptun code: BTANL307SZM


modern Philology







report


time

Course objectives:

This survey course introduces you to the early development of English literature, from the

beginnings to the end of the seventeenth century. By the end of the term you will have gained

knowledge of several important writers including Marlowe, Shakespeare, Donne, Jonson,

and Milton, and will be familiar with the major theoretical and critical terms of the period.


WEEK 1: Introduction to the course

WEEK 2: Medieval Poetry

READINGS: The Wanderer, The Dream of the Rood

WEEK 3: Medieval Drama

READING: Everyman

WEEK 4: Elizabethan Drama

READING: Christopher Marlowe, Doctor Faustus


READING: William Shakespeare, Hamlet


READING: William Shakespeare, King Lear

WEEK 8: Elizabethan Poetry

READINGS: Sir Philip Sidney, Defence of Poesie (extracts)

Sir Thomas Wyatt, ‘The Long Love That In My Thought Doth Harbour’

Henry Howard, Earl of Surrey, ‘Love That Doth Reign and Live Within My Thought’

Sir Philip Sidney, Sonnets no. 1, 3, and 7 from Astrophel and Stella

Edmund Spenser, Sonnets no. 54 and 79 from Amoretti

William Shakespeare, The Sonnets (extracts)

WEEKS 9: Jacobean and Caroline Poetry; The Poetry of the Commonwealth Period

READINGS: John Donne, Sonnet no. 6 (‘Death be not proud…’) from Holy Sonnets,

‘The Good Morrow’, ‘The Canonization’, ‘Love’s Alchemy’, ‘The Flea’

Andrew Marvell, ‘To His Coy Mistress’, ‘The Definition of Love’, ‘The Garden’

Ben Jonson, ‘On My First Son’, ‘To the Memory of My Beloved, the Author Mr

William Shakespeare’

John Milton, Sonnets no. 17 (‘When I consider how my light is spent…’), 18 (‘On the

Late Massacre in Piedmont’), 19 (‘Methought I saw my late espoused saint…’),

Paradise Lost, extracts: Book I

WEEK 10: END-TERM TEST


The lecture course will end with a signature and a kollokvium grade. The grade will be based

on a written examination in the examination term. Please find a list of exam topics and set

texts as well as a bibliography of recommended readings below. Most of the texts will be

covered in the seminars and/or lectures but you are responsible for reading all the texts for

the examination. You will be able to access and download all the relevant primary texts from

the course homepage indicated above. You will also find a Course Reader there which

contains all readings (except Shakespeare’s plays), and a detailed Lecture Notes, which will

help you prepare for the examination as well as the weekly sessions. These documents are

password protected. I’ll let you know the passwords in the first week of teaching.

Evaluation:

The lecture course will end with a signature and a kollokvium grade. The grade will be based

on a written examination in the examination term.

EXAMINATION TOPICS:

1. Medieval Poetry: The Wanderer, The Dream of the Rood

2. Medieval Drama: Everyman

3. The English Renaissance: The Term and the Period

4. The Elizabethan Stage

5. Christopher Marlowe, Dr Faustus

6. William Shakespeare, A Midsummer Night’s Dream

7. William Shakespeare, Romeo and Juliet

8. William Shakespeare, Hamlet

9. William Shakespeare, King Lear

10. William Shakespeare, Macbeth

11. Elizabethan Poetry: Wyatt, Surrey, Sidney, Spenser, Shakespeare

12. Metaphysical, Cavalier and Puritan Poetry: Donne, Jonson, Marvell, Milton


Lecture Notes (available for download from the course homepage)

Daiches, David, A Critical History of English Literature, Vol. 1., From the Beginnings to

Milton (London: Mandarin, 1994)

Ford, Boris (ed.), The Pelican Guide to English Literature (London: Penguin, 1982),

Volumes: 2. The Age of Shakespeare, 3. From Donne to Marvell, 4. From Dryden to Johnson

Géher, István, Shakespeare-olvasókönyv: Tükörképünk 37 darabban (Bp: Cserépfalvi, 1993)

Kocztur, Gizella, The History of English Prose in the Eighteenth Century (Bp.: Tankvk.,

1992)

Országh, László, Szöveggyűjtemény a reneszánsz és polgári forradalom korának angol

irodalmából, 1-2. köt. (Bp.: Nemz. Tankvk., 1996)

Pálffy, István and Szilassy Zoltán, English Literature from 1485 to 1660 (Bp.: Nemz.

Tankvk., 1993)

Róna, Éva, A XVIII. század angol irodalma (Bp.: Nemz. Tankvk., 1996)


Bath, Michael, Speaking Pictures: English Emblem Books and Renaissance Culture

(London: Longman, 1994)

Bevis, Richard W., English Drama: Restoration and Eighteenth Century: 1660-1789


Braunmuller, A. R. and Michael Hattaway (eds), The Cambridge Companion to English

Renaissance Drama (Cambridge: Cambridge Univ. Pr., 1995)

Eliot, T. S., Elizabethan Dramatists (London: Faber, 1968)

Fabiny, Tibor, et. al. (eds), A reneszánsz szimbolizmus: Tanulmányok: Ikonográfia,

emblematika, Shakespeare (Szeged: JATEPress, 1998)

Kiss, Attila, The Semiotics of Revenge: Subjectivity and Abjection in English Renaissance

Tragedy (Szeged: JATEPress, 1995)

Leggatt, Alexander, English Drama: Shakespeare to the Restoration 1590-1660 (London:

Longman, 1993)

Lonsdale, Roger (ed.), Penguin History of Literature: Dryden to Johnson (London: Penguin,

1993)

Parry, Graham, The Seventeenth Century: The Intellectual and Cultural Context of English

Literature, 1603-1700 (London: Longman, 1993)

Probyn, Clive T., English Fiction of the Eighteenth Century: 1700-1789 (London: Longman,

1994)

Ricks, Christopher (ed.), English Drama to 1710 (London: Penguin, 1993)

Ricks, Christopher (ed.), Penguin History of Literature: English Poetry and Prose 1540-

1674 (London: Penguin, 1993)

Sambrook, James, The Eighteenth Century: The Intellectual and Cultural Context of English

Literature: 1700-1789 (London: Longman, 1993)

Shepherd, Simon and Peter Womack, English Drama: A Cultural History (Oxford:

Blackwell, 1996)

Spiller, Michael R. G., The Development of the Sonnet: An Introduction (London: Routledge,

1992)

Székely, György, Lángözön: Shakespeare kora és kortársai (Bp.: Európa, 2003)

Szenczi, Miklós, English Drama During the Middle Ages and the Renaissance (Bp.:

Tankvk., 1992)

Szilassy, Zoltán, Sixteenth and Seventeenth Century English Poetry and Prose (Bp.: Tankvk.,

1992)

Trigg, Stephanie (ed.), Medieval English Poetry (London: Longman, 1993)

Trócsányi, Miklós (ed.), Szöveggyűjtemény a reneszánsztól a romantika koráig (Bp.:

Tankvk., 1993)

Waller, Gary, English Poetry of the Sixteenth Century (London: Longman, 1993)

http://www.mfi.uni-miskolc.hu/angol/index.php/renaissance-literature


Course title: English Literature I: Middle

Ages, Renaissance and Restoration Period



modern Philology







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Course objectives:

This survey course introduces you to the early development of English literature, from the

beginnings to the end of the seventeenth century. By the end of the term you will have gained

knowledge of several important writers including Marlowe, Shakespeare, Donne, Jonson,

and Milton, and will be familiar with the major theoretical and critical terms of the period.


WEEK 1: Introduction to the course

WEEK 2: Medieval Poetry

READINGS: The Wanderer, The Dream of the Rood

WEEK 3: Medieval Drama

READING: Everyman


READING: Christopher Marlowe, Doctor Faustus


READING: William Shakespeare, Hamlet


READING: William Shakespeare, King Lear


READING: William Shakespeare, Macbeth

WEEKS 8: Elizabethan Poetry

READINGS: Sir Philip Sidney, Defence of Poesie (extracts)

Sir Thomas Wyatt, ‘The Long Love That In My Thought Doth Harbour’

Henry Howard, Earl of Surrey, ‘Love That Doth Reign and Live Within My Thought’

Sir Philip Sidney, Sonnets no. 1, 3, and 7 from Astrophel and Stella

Edmund Spenser, Sonnets no. 54 and 79 from Amoretti

William Shakespeare, The Sonnets (extracts)

WEEKS 9: Jacobean and Caroline Poetry; The Poetry of the Commonwealth Period

READINGS: John Donne, Sonnet no. 6 (‘Death be not proud…’) from Holy Sonnets,

‘The Good Morrow’, ‘The Canonization’, ‘Love’s Alchemy’, ‘The Flea’

Andrew Marvell, ‘To His Coy Mistress’, ‘The Definition of Love’, ‘The Garden’

Ben Jonson, ‘On My First Son’, ‘To the Memory of My Beloved, the Author Mr

William Shakespeare’

John Milton, Sonnets no. 17 (‘When I consider how my light is spent…’), 18 (‘On the

Late Massacre in Piedmont’), 19 (‘Methought I saw my late espoused saint…’),

Paradise Lost, extracts: Book I

WEEK 10: END-TERM TEST


Please find a list of exam topics and set texts as well as a bibliography of recommended

readings below. Most of the texts will be covered in the seminars and/or lectures but you are

responsible for reading all the texts for the examination. You will be able to access and

download all the relevant primary texts from the course homepage indicated above. You will

also find a Course Reader there which contains all readings (except Shakespeare’s plays),

and a detailed Lecture Notes, which will help you prepare for the examination as well as the

weekly sessions. These documents are password protected. I’ll let you know the passwords in

the first week of teaching.

Evaluation:

The seminar grade will be based on:

- a mid-term and an end-term paper;

- presentations (not more than 5 minutes in length, which will be strictly observed);

- a handout that must accompany your presentation;

- the occasional in-class test that is meant to check up on your reading;

- and finally your contribution to in-class discussion.

Your handout should contain: your name; the title of your presentation; and the precise

indication of your sources (i.e., a bibliography). Late handouts will not be considered. Please

note that only word-processed submissions are acceptable. Please find a list of the required

readings as well as a bibliography of recommended texts below.


Lecture Notes (available for download from the course homepage)

Daiches, David, A Critical History of English Literature, Vol. 1., From the Beginnings to

Milton (London: Mandarin, 1994)

Ford, Boris (ed.), The Pelican Guide to English Literature (London: Penguin, 1982),

Volumes: 2. The Age of Shakespeare, 3. From Donne to Marvell, 4. From Dryden to Johnson

Géher, István, Shakespeare-olvasókönyv: Tükörképünk 37 darabban (Bp: Cserépfalvi, 1993)

Kocztur, Gizella, The History of English Prose in the Eighteenth Century (Bp.: Tankvk.,

1992)

Országh, László, Szöveggyűjtemény a reneszánsz és polgári forradalom korának angol

irodalmából, 1-2. köt. (Bp.: Nemz. Tankvk., 1996)

Pálffy, István and Szilassy Zoltán, English Literature from 1485 to 1660 (Bp.: Nemz.

Tankvk., 1993)

Róna, Éva, A XVIII. század angol irodalma (Bp.: Nemz. Tankvk., 1996)


Bath, Michael, Speaking Pictures: English Emblem Books and Renaissance Culture


Bevis, Richard W., English Drama: Restoration and Eighteenth Century: 1660-1789


Braunmuller, A. R. and Michael Hattaway (eds), The Cambridge Companion to English

Renaissance Drama (Cambridge: Cambridge Univ. Pr., 1995)

Eliot, T. S., Elizabethan Dramatists (London: Faber, 1968)

Fabiny, Tibor, et. al. (eds), A reneszánsz szimbolizmus: Tanulmányok: Ikonográfia,

emblematika, Shakespeare (Szeged: JATEPress, 1998)

Kiss, Attila, The Semiotics of Revenge: Subjectivity and Abjection in English Renaissance

Tragedy (Szeged: JATEPress, 1995)

Leggatt, Alexander, English Drama: Shakespeare to the Restoration 1590-1660 (London:

Longman, 1993)

Lonsdale, Roger (ed.), Penguin History of Literature: Dryden to Johnson (London: Penguin,

1993)

Parry, Graham, The Seventeenth Century: The Intellectual and Cultural Context of English

Literature, 1603-1700 (London: Longman, 1993)

Probyn, Clive T., English Fiction of the Eighteenth Century: 1700-1789 (London: Longman,

1994)

Ricks, Christopher (ed.), English Drama to 1710 (London: Penguin, 1993)

Ricks, Christopher (ed.), Penguin History of Literature: English Poetry and Prose 1540-

1674 (London: Penguin, 1993)

Sambrook, James, The Eighteenth Century: The Intellectual and Cultural Context of English


Shepherd, Simon and Peter Womack, English Drama: A Cultural History (Oxford:

Blackwell, 1996)

Spiller, Michael R. G., The Development of the Sonnet: An Introduction (London: Routledge,

1992)

Székely, György, Lángözön: Shakespeare kora és kortársai (Bp.: Európa, 2003)

Szenczi, Miklós, English Drama During the Middle Ages and the Renaissance (Bp.:

Tankvk., 1992)

Szilassy, Zoltán, Sixteenth and Seventeenth Century English Poetry and Prose (Bp.: Tankvk.,

1992)

Trigg, Stephanie (ed.), Medieval English Poetry (London: Longman, 1993)

Trócsányi, Miklós (ed.), Szöveggyűjtemény a reneszánsztól a romantika koráig (Bp.:

Tankvk., 1993)

Waller, Gary, English Poetry of the Sixteenth Century (London: Longman, 1993)


Course title: Modern British History Neptun code: BTANL309SZM




Course coordinator (name, position): Kopaszné Láng Viktória assistant researcher




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Course objectives: To introduce students to modern history of Britain from the early

Victorian times up to the present day, with special attention to events that shaped British

culture and civilization and the country’s foreign relations


Week 1: the first Reform Bill and the New Poor Law

Week 2: Victorian England at the Peak of the British Empire

Week 3: social consequences of the Industrial Revolution

Week 4: The British in India: from the Sepoy Rebellion to Lord Mountbatten

Week 5: The British in Africa: from the diamond mines of Kimberly to the Boer Wars

Week 6: Britain in World War I

Week 7: Britain in WW II

Week 8: “Now we are the Third”: Rationing and the beginnings of the Cold War

Week 9: A crumbling Empire: the loss of India, Malaya and Kenya

Week 10: The long war of Northern Ireland

Week 11: Margaret Thatcher’s conservative reforms

Week 12: The UK and the European Union

Week 13: A morganatic wedding and the Monarchy today

Week 14: The “Special Relationship” with the U. S. and the UK in the wars in the Middle

East

Course requirements: Regular attendance of the classes and studying the required materials

for the exam. (presentation, test, essay etc.)

Evaluation: Exam at the end of the semester


Compulsory literature: The Oxford Illustrated History of Britain.

Modern British History by L. J. Butler, 1997.

Modern Britain 1900-1960 by Gott, Benson and Mathieson

(min. 3)

Recommended literature: British Culture and the End of the Empire by Stuart Ward, 2002

British Government and Politics by Duncan Watts, 2012

The European Union and the British Politics by Andrew Geddes,

2003

Course title: British History and Culture Neptun code: BTANL310SZM


Modern Philology







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Course objectives:

The Course deals with the History of Great Britain in the 20th century. It is not simply a

historical overview but also follows the development of the modern British society as well as

the institutions. Students will get a picture on how the government, the legal system or the

welfare system was established. Therefore historically the course also goes back to previous

centuries.


1. The Country and the People- change and stability

2. Government and politics I.

3. Law and the legal system I.

4. Education

5. The Welfare system I.

6. The economy; Work and Money

7. The Press , Radio and Television

8. Religion

9. Wales, and Scotland

10. Northern Ireland, The Republic of Ireland



Evaluation:


60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


Egedy G. Nagy-Britannia története. Aula, Budapest, 1998.

O’Morgan, Kenneth. People’s Peace, OUP, Oxford, 1990.

Oakland, J. British Civilization. Routledge, London, 2003.


Bromhead, P. Life in Modern Britain. Longman, London, 1986.

Course title: Written communication 2.

Neptun code:

BTANL401SZM








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Course objectives: The aim of the course is to familiarise students with the process and

principles of discipline-specific academic writing. Through a series of 4 connected essay

tasks on a chosen topic, students design and produce a research report containing a problem

proposing part, a literature review, a research study based on questionnaires or interviews

and an analysis/discussion reflecting on the results. This approach allows for practising

different writing skills such as choosing/problematising/focusing a topic, brainstorming and

organising ideas, data collection from different sources, using/referencing sources, analysing

data, and drawing conclusions. As the four written pieces are connected to each other and to

an overarching topic at the same time, they all serve as drafts for a larger ongoing

assignment, the research paper, which enables the students to experience writing as a cyclic

process.


1. Orientation

2- 3. Choosing and focusing the topic

Expository writing

Thesis and topic sentences

Fragments and run-on sentences

PERSONAL ESSAY

4- 6. Finding and evaluating sources

Summarising techniques, acknowledging sources

Punctuation

SUMMARY OF 2 RELATED SOURCES

7- 8. Exploring opinions: interview and questionnaire

Summarising and visualising outcomes

SUMMARY OF OPINIONS

9-10. Pulling the threads together

Thesis and research questions

When to quote and what

Self-editing and peer review techniques

RESEARCH REPORT

Course requirements: Attendance (max. 3 absences) and participation, submitting 4 written

assignments


Evaluation:


The final grade is the composite of the grade of the 4 essays (4˟25%).


(min. 3)

1. Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.


3. Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY:

Longman.

4. Magnuczné Godó, Á. (2002). Written communication from a cross-cultural

perspective. Miskolc: Phare-Bíbor Kiadó.


(min. 3)

Course title:

Oral Communication Skills I. Neptun code: BTANL402SZM



Literature







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Course objectives:

This course introduces basic concepts, findings and issues of presentation skills, giving

opinion, taking part in discussions practising the basic language skills (listening, speaking,

reading, writing) using correct language content, pronunciation, grammar, vocabulary. The

course will examine topics that are relevant to practise oral skills and improve the level of

language knowledge through group-work and class discussions.


1. Introduction

2. Preparing a presentation

3-4. Structuring presentation

5-6. Speaking in an appropriate style

7-8. Using visual aids, handouts and notes



11-13. Giving and evaluating individual presentations



Test, presentation, oral tasks

Evaluation: 1-5



(min. 3)




(min. 3)




Kiadó.

Course title: Translation Neptun code: BTANL403SZM




Course coordinator (name, position): Dr Lénárt Levente Assistant Professor




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Course objectives: To introduce students to the basic methods and techniques of translation.

Detailed course programme: At this course students will practise translating texts from

English to Hungarian and the other way around. The texts for this course are selected from

the topics of family, housing, shopping, and eating.

Weeks 1-4: translations in the topic of family

Weeks 5-7: translations in the topic of house and flat

Weeks 8-9: translations in the topic of shopping

Weeks 10-12: translations in the topic of cooking and eating out

Course requirements: Regular attendance of the classes and active contribution. Submitting

the required translation assignments. (presentation, test, essay etc.)

Evaluation: During the course students will prepare and submit 2 individual translations from

Hungarian to English and 2 from English to Hungarian. The five-grade mark at the end of the

semester will be established on the results of the translations.


Compulsory literature: Students will need three dictionaries. The largest available

Hungarian-English dictionary, a medium-sized British monolingual learners’ dictionary and

a monolingual American encyclopaedic dictionary. The collection of texts used at the course

is issued to the students by the instructor.

(min. 3)

Recommended literature: Lost in Translation by Charlie Croker, 2007

Introducing Translation Studies: Theories and Applications by Jeremy Munday, 2012

Found in Translation by Nataly Kelly, 2012

(min. 3)

Course title: Syntax II Neptun code: BTANL404SZM


Modern Philology







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Course objectives:

The course focusses on the detailed study of the types of composite sentences (subordination

and coordination) and phenomena discernible in both simple and composite sentences: e.g.

focussing devices. The basics of one of the most important linguistic theories, generative

grammar, are also discussed.


1. Complex sentences: classification, restrictive, non-restrictive and sentential relative

clauses.

2. Complex sentences: adverbial clauses (time, cause/reason, purpose and result clauses).

3. Complex sentences: conditional and concession clauses.

4. Coordination and apposition.

5-6. The information structure of the English sentence: topic and focus, inversion, cleft and

pseudo-cleft sentences.

7. Emergence of generative grammar, its basic concepts, competence and performance, levels

of adequacy of grammar.

8. The Standard Theory model and its components: the lexicon and phrase structure rules.

9. Transformations, deep and surface structure.

10. Transformations and the semantic component.



Evaluation:


60-69%: 2

70-79%:3

80-89%:4

90-100%: 5



Graver, B.D. 1986. Advanced English Practice. Oxford: OUP.


Longman.


New

York: Longman.


Haegeman, L.1991. Introduction to Government and Binding Theory. Blackwell, Oxford.

Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Budapest: Nemzeti

Tankönyvkiadó.

Radford, A. 1988. Transformational Grammar. CUP, Cambridge.

Course title: Syntax II Neptun code: BTANL405SZM


Modern Philology







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Course objectives:

Parallel with lectures, the types of composite (complex and compound) sentences and the

syntactic phenomena discernible in both simple and compound sentences are practised in the

seminars to enable students to use these sophisticated structures consciously and

unproblematically.


1. Complex sentences: classification, restrictive, non-restrictive and sentential relative

clauses.

2. Complex sentences: adverbial clauses (time, cause/reason, purpose and result clauses).

3. Complex sentences: conditional and concession clauses.

4. Coordination and apposition.

5-6. The information structure of the English sentence: topic and focus, inversion, cleft and

pseudo-cleft sentences.

7. Emergence of generative grammar, its basic concepts, competence and performance, levels

of adequacy of grammar.

8. The Standard Theory model and its components: the lexicon and phrase structure rules.

9. Transformations, deep and surface structure.

10. Transformations and the semantic component.



Evaluation:


51-64%: 2

65-79%:3

80-89%:4

90-100%: 5



Graver, B.D. 1986. Advanced English Practice. Oxford: OUP.


Longman.


New

York: Longman.


Haegeman, L.1991. Introduction to Government and Binding Theory. Blackwell, Oxford.

Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Budapest: Nemzeti

Tankönyvkiadó.

Radford, A. 1988. Transformational Grammar. CUP, Cambridge.

Course title: English Literature II: The

Eighteenth and Nineteenth Centuries



Modern Philology







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Course objectives:

This module introduces you to British literature in the 18th

and 19th

centuries, with special

attention to the great works of English Romanticism. By the end of the course you will have

gained knowledge of several important writers including Wordsworth, Coleridge, Keats,

Mary Shelley and the Brontë sisters, and will be familiar with the major theoretical and

critical terms of the period. Moreover, you will have an opportunity to develop and practise

various skills and abilities, including: identifying and analysing an abstract problem; flexible

and creative thinking; developing a complex argument; accuracy and clarity of expression in

writing and speaking; textual analysis; computing skills; and general intellectual awareness.


WEEK 1 Introduction. Romanticism: The Term and the Period

WEEK 2 William Blake’s Early Poetry

READINGS: A selection of poems from Songs of Innocence and Songs of Experience by

William Blake: ‘Introduction’, ‘The Lamb’, ‘The Chimney Sweeper’, ‘Holy Thursday’,

‘Nurse’s Song’ from Songs of Innocence; ‘Introduction’, ‘The Tyger’, ‘The Chimney

Sweeper’, ‘Holy Thursday’, ‘Nurse’s Song’, ‘London’ from Songs of Experience

WEEK 3 The First Generation of English Romantic Poetry: Wordsworth

READINGS: A selection of poems by Wordsworth: ‘We Are Seven’, ‘Tintern Abbey’, ‘She

dwelt among…’, ‘A slumber did my spirit seal…’, ‘I wandered lonely…’, ‘Sonnet:

Composed upon Westminster Bridge’

WEEK 4 The First Generation of English Romantic Poetry: Samuel Taylor Coleridge

READINGS: Excerpts from the ‘Preface’ to Lyrical Ballads by Wordsworth and a selection

of Poems by Coleridge: ‘Kubla Khan’, ‘Frost at Midnight’, and The Rime of the Ancient

Mariner

WEEK 5 Jane Austen and the Novel of Manners

READING: Austen, Pride and Prejudice

WEEK 6 The Second Generation of English Romantic Poetry: Byron and Shelley

READINGS: Poems by Byron: ‘When we two parted…’, ‘She walks in beauty…’,

‘Darkness’, excerpts from Childe Harold’s Pilgrimage. Poems by Shelley: ‘Ozymandias’,

‘Sonnet: England in 1819’, ‘Ode to the West Wind’.

WEEK 7 The Second Generation of English Romantic Poetry: John Keats

READINGS: Poems by Keats: ‘Sonnet: When I have fears…’, ‘La Belle Dame Sans Merci’,

‘Ode on a Grecian Urn’, ‘Ode to a Nightingale’, ‘To Autumn’; and excerpts from The Letters

(on ‘Negative Capability’).

WEEK 8-9 Romantic Fiction: Mary Shelley

READING: Mary Shelley, Frankenstein, or The Modern Prometheus

WEEK 10 Victorian Fiction: Emily Brontë

READING: Emily Brontë, Wuthering Heights


Below please find a list of the set texts as well as a bibliography of recommended readings.

You will be able to access and download most of the primary sources from the course

homepage indicated above. It is strongly advised that you regularly visit the course

homepage, where you will also find links to relevant articles, criticism, images, lecture notes,

and other sources. It will be taken for granted that you will have familiarised yourselves with

the online material before you come to class. I recommend that you consult these sources

when you revise the material for the two term papers. The online material as well as the

secondary reading will be regarded as part of the course material.

Examination Topics:

1. Romanticism: the term and the period

2. Metaphors and symbols in Blake’s Songs of Innocence and Songs of Experience

3. Wordsworth’s poetic theory as explained in his Preface to Lyrical Ballads

4. The idea of childhood and children in Wordsworth’s poems (‘We Are Seven’, ‘Tintern

Abbey’)

5. Perceptions of nature in Wordsworth’s poems (‘I wandered lonely’, ‘Tintern Abbey’,

‘Westminster Bridge’)

6. Metaphors and symbols in Coleridge (‘Kubla Khan’)

7. The supernatural in Coleridge (‘The Rime of the Ancient Mariner’)

8. Romance and realism in Scott’s Waverley

9. Scott’s political views in Waverley

10. Social pressures and moral independence in Austen’s Pride and Prejudice

11. Romanticism and sentimentalism in Austen’s fiction

12. The concepts of Byronism and the Byronic hero (Childe Harold)

13. Byron’s lyrical poems (‘When We Two Parted’, ‘She Walks in Beauty’)

14. Shelley’s romantic radicalism (‘Ozymandias’, ‘England in 1819’, ‘Ode to the West

Wind’)

15. Shelley’s perception of nature (‘Ode to the West Wind’)

16. Main characters and their relationships in Mary Shelley’s Frankenstein

17. Mary Shelley’s Frankenstein as a gothic tale

18. Mary Shelley’s Frankenstein as a novel of ideas

19. Keats’s ‘theory’ of poetry: Negative Capability (The Letters)

20. Keats’s great odes (‘To Autumn’, ‘Ode to a Nightingale’, ‘Ode on a Grecian Urn’)

21. Art and life in Keats’s poems (‘When I have fears’, ‘La Belle Dame…’, ‘Ode on a

Grecian Urn’)

22. Romantic and realistic features in Charlotte Brontë’s Jane Eyre

23. Main characters and their relationships Charlotte Brontë’s Jane Eyre

24. Tennysons’s ballads (‘The Lady of Shalott’)

25. Tennyson’s dramatic monologues (‘Ulysses’, ‘The Lotos-Eaters’)

26. Browning’s dramatic monologues (‘My Last Duchess’, ‘Fra Lippo Lippi’, ‘Andrea del

Sarto’)

Evaluation:

Assessment will be based on regular written assignments; occasional vocabulary tests;

quizzes testing your reading; and an examination. More than three missed classes may mean

‘no signature’; failure to pass any of the above assignments means a failure of this course.

You will find Study Questions at the beginning of each chapter in your Lecture Notes. These

Study Questions contain questions and/or quotes that will help you identify and discuss the

major issues we are going to deal with in the classroom. You will be expected to bring your

answers to the sessions.


Course Reader and Lecture Notes (available for download from the course homepage)

Abrams, M.H. et al. (eds.), The Norton Anthology of English Literature, 5th

edn (New York:

Norton, 1987) AIT

Ford, Boris (ed.), The Pelican Guide to English Literature. Vol. 5: From Blake to Byron

(London: Penguin, 1982) AIT

Ford, Boris (ed.), The New Pelican Guide to English Literature. Vol. 6: From Dickens to

Hardy (London: Penguin, 1991) AIT, KLM C140.190

All poems and essays which are collected in the Course Reader, but they are of course also

available in several other anthologies (see below). You are expected to read the following

novels (all of them are available in the English Departmental Library in several copies, but of

course you are strongly encouraged to purchase your own copy):

Austen, Jane, Pride and Prejudice (London: Penguin, 1994)

Brontë, Charlotte, Jane Eyre (London: Penguin, 1994)

Scott, Sir Walter, Waverley (London: Penguin, 1985)

Shelley, Mary, Frankenstein or The Modern Prometheus (London: Penguin, 1992)


Bertha, Csilla, English Literature in the Nineteenth Century and in the First Half of the

Twentieth (Bp.: Nemz. Tankvk., 1998)

Chapman, Raymond, Forms of Speech in Victorian Fiction (London: Longman, 1994)

Chase, Cynthia (ed.), Romanticism (London: Longman, 1993)

Gilmour, Robin, The Victorian Period: The Intellectual and Cultural Context of English


Day, Aidan, Romanticism (London: Routledge, 2002)

Daiches, David, A Critical History of English Literature, Vol. 2., The Restoration to the

Present Day (London: Mandarin, 1994)

Kelly, Gary, English Fiction of the Romantic Period: 1789-1830 (London: Longman, 1993)

MacBeth, George, Victorian Verse: A Critical Anthology (London: Penguin, 1986)

Péter, Ágnes (ed.), Angol romantika: Esszék, naplók, levelek (Bp.: Kijárat, 2003)

Pirie, David B. (ed.), Penguin History of English Literature: The Romantic Period (London:

Penguin, 1994)

Pollard, Arthur (ed.), Penguin History of Literature: The Victorians (London: Penguin, 1993)

Raimond, Jean and J. R. Watson (eds), A Handbook to English Romanticism (Houndmills:

Macmillan, 1995)

Richards, Bernard, English Poetry of the Victorian Period 1830-1890 (London: Longman,

1993)

Richards, Bernard (ed.), English Verse 1830-1890 (London: Longman, 1994)

Séllei, Nóra, Lánnyá válik, s írni kezd: 19. századi angol írónők (Debrecen: Kossuth Egy. K.,

1999)

Szegedy-Maszák, Mihály, Kubla kán és Pickwick úr: Romantika és realizmus az angol

irodalomban (Bp.: Magvető, 1982)

Trócsányi, Miklós, Szöveggyűjtemény a XIX-XX. századi angol irodalomból (Bp.: Tankvk.,

1992)

Wheeler, Michael, English Fiction of the Victorian Period: 1830-1890 (London: Longman,

1994)

http://www.mfi.uni-miskolc.hu/angol/index.php/romanticism

Course title: English Literature II: The

Eighteenth and Nineteenth Centuries



Modern Philology







report


time

Course objectives:

This module introduces you to British literature in the 18th

and 19th

centuries, with special

attention to the great works of English Romanticism. By the end of the course you will have

gained knowledge of several important writers including Wordsworth, Coleridge, Keats,

Mary Shelley and the Brontë sisters, and will be familiar with the major theoretical and

critical terms of the period. Moreover, you will have an opportunity to develop and practise

various skills and abilities, including: identifying and analysing an abstract problem; flexible

and creative thinking; developing a complex argument; accuracy and clarity of expression in

writing and speaking; textual analysis; computing skills; and general intellectual awareness.


WEEK 1 Introduction. Romanticism: The Term and the Period

WEEK 2 William Blake’s Early Poetry READINGS: A selection of poems from Songs of Innocence and Songs of Experience by William Blake:


‘Introduction’, ‘The Lamb’, ‘The Chimney Sweeper’, ‘Holy Thursday’, ‘Nurse’s Song’ from Songs of

Innocence; ‘Introduction’, ‘The Tyger’, ‘The Chimney Sweeper’, ‘Holy Thursday’, ‘Nurse’s Song’, ‘London’

from Songs of Experience

WEEK 3 The First Generation of English Romantic Poetry: Wordsworth

READINGS: A selection of poems by Wordsworth: ‘We Are Seven’, ‘Tintern Abbey’, ‘She

dwelt among…’, ‘A slumber did my spirit seal…’, ‘I wandered lonely…’, ‘Sonnet:

Composed upon Westminster Bridge’

WEEK 4 The First Generation of English Romantic Poetry: Samuel Taylor Coleridge

READINGS: Excerpts from the ‘Preface’ to Lyrical Ballads by Wordsworth and a selection

of Poems by Coleridge: ‘Kubla Khan’, ‘Frost at Midnight’, and The Rime of the Ancient

Mariner

WEEK 5 Sir Walter Scott and the Historical Novel

READING: Scott, Waverley, or ‘tis Sixty Years Since

WEEK 6 Jane Austen and the Novel of Manners

READING: Austen, Pride and Prejudice

WEEK 7 Mid-term Paper WEEK 8 The Second Generation of English Romantic Poetry: Byron and Shelley

READINGS: Poems by Byron: ‘When we two parted…’, ‘She walks in beauty…’,

‘Darkness’, excerpts from Childe Harold’s Pilgrimage. Poems by Shelley: ‘Ozymandias’,

‘Sonnet: England in 1819’, ‘Ode to the West Wind’.

WEEK 9 The Second Generation of English Romantic Poetry: John Keats

READINGS: Poems by Keats: ‘Sonnet: When I have fears…’, ‘La Belle Dame Sans Merci’,

‘Ode on a Grecian Urn’, ‘Ode to a Nightingale’, ‘To Autumn’; and excerpts from The Letters

(on ‘Negative Capability’).

WEEK 10-11 Romantic Fiction: Mary Shelley

READING: Mary Shelley, Frankenstein, or The Modern Prometheus

WEEK 12 Victorian Fiction: Emily Brontë

READING: Emily Brontë, Wuthering Heights

WEEK 13 End-term Paper WEEK 14 Conclusions and evaluation



You will be able to access and download most of the primary sources from the course

homepage indicated above. It is strongly advised that you regularly visit the course

homepage, where you will also find links to relevant articles, criticism, images, lecture notes,

and other sources. It will be taken for granted that you will have familiarised yourselves with

the online material before you come to class. I recommend that you consult these sources

when you revise the material for the two term papers. The online material as well as the

secondary reading will be regarded as part of the course material.

Examination Topics:

1. Romanticism: the term and the period

2. Metaphors and symbols in Blake’s Songs of Innocence and Songs of Experience

3. Wordsworth’s poetic theory as explained in his Preface to Lyrical Ballads

4. The idea of childhood and children in Wordsworth’s poems (‘We Are Seven’, ‘Tintern

Abbey’)

5. Perceptions of nature in Wordsworth’s poems (‘I wandered lonely’, ‘Tintern Abbey’,

‘Westminster Bridge’)

6. Metaphors and symbols in Coleridge (‘Kubla Khan’)

7. The supernatural in Coleridge (‘The Rime of the Ancient Mariner’)

8. Romance and realism in Scott’s Waverley

9. Scott’s political views in Waverley

10. Social pressures and moral independence in Austen’s Pride and Prejudice

11. Romanticism and sentimentalism in Austen’s fiction

12. The concepts of Byronism and the Byronic hero (Childe Harold)

13. Byron’s lyrical poems (‘When We Two Parted’, ‘She Walks in Beauty’)

14. Shelley’s romantic radicalism (‘Ozymandias’, ‘England in 1819’, ‘Ode to the West

Wind’)

15. Shelley’s perception of nature (‘Ode to the West Wind’)

16. Main characters and their relationships in Mary Shelley’s Frankenstein

17. Mary Shelley’s Frankenstein as a gothic tale

18. Mary Shelley’s Frankenstein as a novel of ideas

19. Keats’s ‘theory’ of poetry: Negative Capability (The Letters)

20. Keats’s great odes (‘To Autumn’, ‘Ode to a Nightingale’, ‘Ode on a Grecian Urn’)

21. Art and life in Keats’s poems (‘When I have fears’, ‘La Belle Dame…’, ‘Ode on a

Grecian Urn’)

22. Romantic and realistic features in Charlotte Brontë’s Jane Eyre

23. Main characters and their relationships Charlotte Brontë’s Jane Eyre

24. Tennysons’s ballads (‘The Lady of Shalott’)

25. Tennyson’s dramatic monologues (‘Ulysses’, ‘The Lotos-Eaters’)

26. Browning’s dramatic monologues (‘My Last Duchess’, ‘Fra Lippo Lippi’, ‘Andrea del

Sarto’)

Evaluation:

Assessment will be based on a mid-term and an end-term paper; regular written assignments;

occasional vocabulary tests; quizzes testing your reading; and a presentation. Please note

that only word-processed submissions are acceptable and late submissions will not be

considered. Please make sure you carefully acknowledge your sources in any written

submission, as any attempts at plagiarism will be severely penalised. More than three

missed classes may mean ‘no signature’; failure to pass any of the above assignments means

a failure of this course. You will find Study Questions at the beginning of each chapter in

your Lecture Notes. These Study Questions contain questions and/or quotes that will help

you identify and discuss the major issues we are going to deal with in the classroom. You

will be expected to bring your answers to the sessions.




edn (New York:

Norton, 1987) AIT

Ford, Boris (ed.), The Pelican Guide to English Literature. Vol. 5: From Blake to Byron

(London: Penguin, 1982) AIT

Ford, Boris (ed.), The New Pelican Guide to English Literature. Vol. 6: From Dickens to

Hardy (London: Penguin, 1991) AIT, KLM C140.190

All poems and essays which are collected in the Course Reader, but they are of course also

available in several other anthologies (see below). You are expected to read the following

novels (all of them are available in the English Departmental Library in several copies, but of

course you are strongly encouraged to purchase your own copy):

Austen, Jane, Pride and Prejudice (London: Penguin, 1994)

Brontë, Charlotte, Jane Eyre (London: Penguin, 1994)

Scott, Sir Walter, Waverley (London: Penguin, 1985)

Shelley, Mary, Frankenstein or The Modern Prometheus (London: Penguin, 1992)




Chapman, Raymond, Forms of Speech in Victorian Fiction (London: Longman, 1994)

Chase, Cynthia (ed.), Romanticism (London: Longman, 1993)

Gilmour, Robin, The Victorian Period: The Intellectual and Cultural Context of English


Day, Aidan, Romanticism (London: Routledge, 2002)



Kelly, Gary, English Fiction of the Romantic Period: 1789-1830 (London: Longman, 1993)

MacBeth, George, Victorian Verse: A Critical Anthology (London: Penguin, 1986)

Péter, Ágnes (ed.), Angol romantika: Esszék, naplók, levelek (Bp.: Kijárat, 2003)

Pirie, David B. (ed.), Penguin History of English Literature: The Romantic Period (London:

Penguin, 1994)

Pollard, Arthur (ed.), Penguin History of Literature: The Victorians (London: Penguin, 1993)

Raimond, Jean and J. R. Watson (eds), A Handbook to English Romanticism (Houndmills:

Macmillan, 1995)

Richards, Bernard, English Poetry of the Victorian Period 1830-1890 (London: Longman,

1993)

Richards, Bernard (ed.), English Verse 1830-1890 (London: Longman, 1994)

Séllei, Nóra, Lánnyá válik, s írni kezd: 19. századi angol írónők (Debrecen: Kossuth Egy. K.,

1999)

Szegedy-Maszák, Mihály, Kubla kán és Pickwick úr: Romantika és realizmus az angol

irodalomban (Bp.: Magvető, 1982)

Trócsányi, Miklós, Szöveggyűjtemény a XIX-XX. századi angol irodalomból (Bp.: Tankvk.,

1992)

Wheeler, Michael, English Fiction of the Victorian Period: 1830-1890 (London: Longman,

1994)


Course title: American Literature 1 Neptun code: BTANL408SZM



optional, optional


Optimal semester: 4/S Preconditions: BTANL216ALM



report


time

Course objectives: We will be concentrating on American literature up through World War I.

We will look at a sampling of poetry, short stories, and novels as we try to get both an

overview of American literature and familiarize ourselves with some representative and

interesting works. One focus in reading these stories will be to see how they reflect American

history and society.



Week 1: Literature of the New World

Week 2: Literature of Colonial America

Week 3: Literature of the New Republic

Week 4: James Fenimore Cooper & E. A. Poe

Week 5: Romanticism: Hawthorne & Melville

Week 6: Transcendentalism: Emerson & Thoreau

Week 7: Whitman & Dickinson

Week 8: Mark Twain

Week 9: The Gilded Age I (Realism & Naturalism)

Week 10: The Gilded Age II (Regionalism & the Social Gospel)

Course requirements: Knowledge of course materials.

Evaluation: Written examination.


Bierce, Ambrose. “An Occurrence at Owl Creek Bridge”

Gilman, Charlotte Perkins. “The Yellow Wallpaper”

Hemingway, Ernest. “The Short Happy Life of Frances Macomber”


Cunliffe, M. (ed.). American Literature Before 1900. London: Penguin, 1975.

McQuade, D. et al., eds. Harper American Literature: Single Volume. 3rd edition. New

York: Harper, 1998.

Van Spackeren, Kathryn. Outline of American Literature. US Information Agency.

Virágos Zsolt. Portraits and Landmarks: American Literary Culture in the 19th Century.

Debrecen: IEAS Debrecen, 2003.




optional, optional


Optimal semester: 4/S Preconditions: BTANL216ALM



report


time

Course objectives: We will be concentrating on American literature up through World War I.

We will look at a sampling of poetry, short stories, and novels as we try to get both an

overview of American literature and familiarize ourselves with some representative and

interesting works. One focus in reading these stories will be to see how they reflect American

history and society.



Week 2: Harriet Beecher Stowe, Slave Narratives

Week 3: Mark Twain, Ambrose Bierce

Week 4: Stephen Crane, Jack London

Week 5: Kate Chopin, E. A. Poe

http://fiction.eserver.org/short/occurrence_at_owl_creek.html

http://www.facstaff.bucknell.edu/gcarr/19cUSWW/CPG/TYW.html

http://www15.uta.fi/FAST/US1/REF/macomber.html

http://www.amcorners.kz/archive/Publications_EN/Outline_of_American_Literature_EN.pdf

Week 6: Charlotte Perkins Gilman, Emily Dickinson

Week 7: Willa Cather, E. A. Robinson

Week 8: Ernest Hemingway

Week 9: William Faulkner

Week 10: In-class review

Course requirements: Class participation, reading journal, take-home test, lead one

discussion, weekly quizzes and worksheets.

Evaluation: Class participation (40%), quizzes/worksheets (20%), in-class review (20%),

reading journal (20%). 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing

more than 3 sessions means no signature.


Bierce, Ambrose. “An Occurrence at Owl Creek Bridge”

Gilman, Charlotte Perkins. “The Yellow Wallpaper”

Hemingway, Ernest. “The Short Happy Life of Frances Macomber”


McQuade, D. et al., eds. Harper American Literature: Single Volume. 3rd edition. New

York: Harper, 1998.

Van Spackeren, Kathryn. Outline of American Literature. US Information Agency.

Virágos Zsolt. Portraits and Landmarks: American Literary Culture in the 19th Century.

Debrecen: IEAS Debrecen, 2003.

Course title: Modern American History Neptun code: BTANL410SZM


Modern Philology



Course coordinator (name, position): Colin Swatridge




report


time

Course objectives:

The Course examines the History of the United States from the Progressive era up until

today’s modern times. Students can get a clear picture about the participation of the US in the

Great War as well as in the Second World War, about its position in the Cold War era. It also

helps student to understand how the once isolated United States developed into the major

super power of the 20th century.


1. Maturing Industrial society

3-4 Modern State and Society

5-6 The Great Depression and the New Deal

7. The World at War

8-9 The World after the War

http://fiction.eserver.org/short/occurrence_at_owl_creek.html

http://web.archive.org/web/20081026180517/http:/etext.lib.virginia.edu/toc/modeng/public/GilYell.html

http://www15.uta.fi/FAST/US1/REF/macomber.html

http://www.amcorners.kz/archive/Publications_EN/Outline_of_American_Literature_EN.pdf

10. Cold War America/The Affluent Society and the Liberal Consensus



Evaluation:


60-69%: 2

70-79%:3

80-89%:4

90-100%: 5


FRANK, T. – MAGYARICS, T. Handouts for US History. Budapest:Panem.1999.

O’Callaghan, O. An Illustrated History of the US., Harlow: Longman.1990.

SELLERS-MAY-McMILLEN, A Synopsis of American History. Chicago:Ivan R. Dee

Publisher.1992.

TIERSKY, Ethel and Martin. The USA Customs – Institutions. White Plains: Longman. 2001


Beevor , Antony . 2009. D-Day: The Battle for Normandy. Viking Publishing Co.

Ryan, Cornelius. 1975. A Bridge Too Far Book Club Associates

Tuchman,Barbara – Massie, Robert K. . 2004 The Guns of August. Ballantine Books

Course title: American Culture and Society Neptun code: BTANL411SZM




Course coordinator (name, position): Viktória K. Láng




report


time

Course objectives: The course deals with historical events that influenced and shaped the

culture and customs of American society to a large extent.


Week 1: The colonial period and the history of Thanksgiving

Week 2: The Boston Tea Party: No taxation without representation, the political system of

the young republic

Week 3: The Civil War and the Reconstruction

Week 4: Territorial growth: the Mexican War, Louisiana, Alaska

Week 5: Why was the West Wild?

Week 6: America in World War I, President Wilson’s 14 points

Week 7: The Great Depression and its effects on America and the World

Week 8: America in World War II

http://www.goodreads.com/author/show/3407.Antony_Beevor

http://www.goodreads.com/author/show/48305.Cornelius_Ryan

http://www.goodreads.com/author/show/137261.Barbara_W_Tuchman

Week 9: The Cold War, and the effects of McCarthysm on American society

Week 10: The role of America in the Berlin Airlift and the Korean War

Course requirements: Regular attendance of the classes and preparing for the exam.


Evaluation: Oral exam at the end of the semester.


Compulsory literature: An Outline of American History (Downloadable freely from

government websites)

American Civilization by David C, Mauk, 2013

American History by Paul S. Boyerm 2012

(min. 3)

Recommended literature: Liberty and Civilization by Roger Scruton 2010

Surprise, Security and the American Experience by John Lewis Gaddis, 2005

The American Revolution by Gordon S. Wood, 2003

(min. 3)

Course title: Academic Writing Neptun code: BTANL501SZM



optional, optional


Optimal semester: 5/F Preconditions: BTANL216ALM



report


time

Course objectives: This course is designed to help you in developing the methods and

techniques necessary for writing your szakdolgozat. Some of the skills we’ll be working on

include thesis statements, integrating outside sources into your writing, and the revision

process. An important element in the course will also be presenting your own material and

providing critiques for others on their work. Final evaluation of work in the seminar will be

based on how well you master research techniques and how effectively you write.



Week 2: Selecting thesis statements

Week 3: Thesis statements / creating a wikipedia entry

Week 4: Evaluating secondary sources

Week 5: Paraphrasing

Week 6: Summary writing

Week 7: Integrating secondary sources

Week 8: Integrating secondary sources / in-text citations

Week 9: Bibliography

Week 10: Proofreading research paper

Course requirements: Presenting own thesis topic, orally & in writing; creating & editing a

wikipedia entry; short 2-3 page research paper on topic of your choice; review book

associated with your topic; homework assignments.

Evaluation: Presenting own thesis topic, orally & in writing (20%); creating & editing a

wikipedia entry (20%); short 2-3 page research paper of your choice (20%); book review

(20%); homework (20%). 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1.



Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.

Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY: Longman.

Spack, Ruth. 1990. Guidelines: A Cross-cultural reader. New York: MacMillan


Heffernan, J.A.W. & Lincoln, J.E.. 1986. Writing. A College Handbook. New York, London:

W.W Norton & Company.

Raimes, A. 1996. Keys for writers. Boston, Toronto: Houghton Mifflin.

Rooks, G. M. 1999. Paragraph power. Upper Saddle River, NY: Prentice Hall Regents

Course title: Presentation skills 1.









report


time

Course objectives: This course aims to introduce the main functions and formats of

presentation tasks students are likely to encounter in the course of their further studies and

professional lives.


1. Orientation

2. What makes a good presentation

3. Choosing and focusing a topic, brainstorming techniques

4. Considering audience and context

5. Structure: Outlining and linking ideas, signalling transition

6. Introductions and conclusions, structural patterns

7. Proposing and supporting claims

8. Language and style

9. Style

10. Non-verbal communication 1.

11. Non-verbal communication 2.

12. Visuals.

13. Involving the audience 1.

14. Involving the audience 2.

15. Closing

Course requirements: Attending min. 50% of lectures, signature, exam


Evaluation: Grade is to be given on the basis of an oral exam



(min. 3)

5. Williams, E. C. (2008). Presentations in English. London: Macmillan.

6. + lecture notes


(min. 3)

1. Comfort, J. (1995). Effective presentations. Oxford: OUP.

2. Godefroy, C. H. & Barrat, S. (1999). Confident public speaking. London: Piatkus.

3. Jones, L. (2000). New international business English. Cambridge: CUP.

4. Szabó, K. (1997). Kommunikáció felsőfokon. Budapest: Kossuth Kiadó.

5. Magnuczné Godó, Á. (2003). Presentation skills. A training course for effective

professional communication. Miskolc: Bíbor Kiadó.










report


time

Course objectives: This course aims to introduce the main functions and formats of

presentation tasks students are likely to encounter in the course of their further studies and

professional lives.


1. Orientation: What makes a good presentation

2. Choosing a topic, considering audience and context

3. Outlining and linking ideas, Introductions and conclusions

4. Visuals

5. Interaction

6. Language and style

8-10. Presentations



Attendance (max. 3 absences) and participation, submitting the written documentation of a

presentation, making a presentation, submitting a self-evaluation and evaluations of two

other presenters.

Evaluation:




- self-evaluation (10%)

- evaluation of two other presenters (10-10%).

Presentation checklist

Content and organisation

The presentations should

1) be informative,

2) have a recognisable structure (intro, thematic components, conclusion),

3) contain aspects of analysis (comparison/contrast, evaluation, etc.),

4) be signposted,

5) contain interest elements (stories, surprising, facts, etc.).

Language and style

The presenter should

1) speak clearly and loud enough,

2) use the necessary thematic vocabulary confidently,

3) have appropriate and consistent style,

4) speak freely, without relying excessively on notes.

Visuals

The visuals should be

1) easy to see,

2) relevant,

3) well integrated into the speech,

4) the backbone of the speech.

Body language


1) keep eye contact,

2) use her/his hands to accompany the message,

3) have confident posture,

4) occupy the space.

Interaction with the audience


1) initiate conversation/activity with the audience,

2) react to the audience’s contributions,

3) use rhetorical questions and directives to direct the audience’s attention.


(min. 3)






(min. 3)




Course title:

Interpreting




Literature







report


time

Course objectives:

This course introduces basic concepts, findings and issues of


1. Introduction

2.Types of interpreting

3-6. Interpreting texts from English into Hungarian

7-11. Interpreting texts from Hungarian into English

12. Oral test



Oral tasks

Evaluation: 1-5



(min. 3) Klaudy Kinga (szerk.) 2003. Fordítás és tolmácsolás az ezredfordulón. 30 éves az ELTE Fordító és

Tolmácsképző Központja. Tanulmányok, visszaemlékezések, tanárok és hallgatók névsora. Budapest:

Scholastica.

Láng Zsuzsa 2001. Tolmácsolás felsőfokon. A hivatásos tolmácsok képzéséről. Budapest: Scholastica. 2002. Szabari Krisztina: Bevezetés a tolmácsolás elméletébe és gyakorlatába. Scholastica,

Budapest, 1999


(min. 3) Horváth Ildikó – Szabari Krisztina – Volford Katalin 2000. Fordítás és tolmácsolás a világban. Oktatási

segédanyag fordító- és tolmácsképző intézetek hallgatói számára. Budapest: FTT.

Course title: Applied linguistics









report

Credits: Course format (underline): full-time, part-

time

Course objectives: The aim of the course is to introduce i). the definition and scope of

applied linguistics, ii). language as a psychological, social, cultural and pragmatic

phenomenon, and iii) the main fields of applied linguistics that explore the different facets of

language construction and use in a multi-disciplinary way.


1. Orientation

2. The definition and scope of applied linguistics

3. What is language? Different definitions

4. The origins of language, human and animal language

5. Pragmatics 1. The functions of language, the context of communication

6. Pragmatics 2. Speech Act theory and the Gricean Maxims

7. Language, thought and culture

8. The Whorfian Hypothesis and its criticism

9. Language and society: sociolinguistic perspectives

10. Theories of first and second language acquisition,

11. Personality factors influencing language learning and acquisition

12. Contextual factors influencing language learning and acquisition

13. The age factor in language learning

14. English as a world language, the status and competences of speakers of English

as a foreign language

15. Closing

http://moly.hu/kiadok/scholastica

http://konyvar.hu/horvath-ildiko-szabari-krisztina/





Evaluation: Grade is to be given on the basis of an oral exam



(min. 3)

7. Brown, H.D. (2000). Principles of language learning and teaching. White Plains,

NY: Addison Wesley Longman.

8. Coupland, N. & Jaworski, A. (1997). Sociolinguistics. London: Macmillan.

9. Simigné Fenyő, S. (2002). Bevezetés az alkalmazott nyelvészeti terminológiába.

Miskolc: Start Kiadó.

10. Wardhaugh, R. (1994). Investigating language. Oxford, UK., Cambridge, USA:

Blackwell.


(min. 3)

1. Crystal, D. (1992). (Ed.). The encyclopaedia of language and linguistics. Oxford:

Pergamon Press.

2. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford

University Press.

3. Gósy, M. (1999). Pszicholingvisztika. Budapest: Corvina.

4. Kenesei, I. (szerk). (2011). A nyelv és a nyelvek. Budapest: Akadémiai Kiadó.

Course title: Applied linguistics









report

Credits: Course format (underline): full-time, part-

time

Course objectives: The aim of the course is to introduce i). the definition and scope of

applied linguistics, ii). language as a psychological, social, cultural and pragmatic

phenomenon, and iii) the main fields of applied linguistics that explore the different facets of

language construction and use in a multi-disciplinary way.


1. What is language? Different definitions, The origins of language, human and

animal language

2. Pragmatics 1. The functions of language, the context of communication

3. Pragmatics 2. Speech Act theory and the Gricean Maxims

4. Language, thought and culture, The Whorfian Hypothesis and its criticism

5. Language and society: sociolinguistic perspectives

6. Theories of first and second language acquisiton,

7. Personality factors influencing language learning and acquisition

8. Contextual factors influencing language learning and acquisition

9. The age factor in language learning

10. Test 2.



Attendance (max. 2 absences) and participation, 2 tests

Evaluation:




- test 1 (40%)

- test 2 (40%).

Grading scale for the tests (%):

100-90: 5

89-77: 4

76-64: 3

63-51: 2

50-0: 1


(min. 3)

11. Brown, H.D. (2000). Principles of language learning and teaching. White Plains,

NY: Addison Wesley Longman.

12. Coupland, N. & Jaworski, A. (1997). Sociolinguistics. London: Macmillan.

13. Simigné Fenyő, S. (2002). Bevezetés az alkalmazott nyelvészeti terminológiába.

Miskolc: Start Kiadó.

14. Wardhaugh, R. (1994). Investigating language. Oxford, UK., Cambridge, USA:

Blackwell.


(min. 3)

5. Crystal, D. (1992). (Ed.). The encyclopaedia of language and linguistics. Oxford:

Pergamon Press.

6. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford

University Press.

7. Gósy, M. (1999). Pszicholingvisztika. Budapest: Corvina.

8. Kenesei, I. (szerk). (2011). A nyelv és a nyelvek. Budapest: Akadémiai Kiadó.

Course title:

Discourse Analysis

Neptun code:BTANL507SZM


Modern Philology




Optimal semester: Preconditions: BTANL216ALM

Year 3, Semester 1


2 lessons/week



report


time

Course objectives:

The aim of this course is to make students aware of the nature of discourse analysis, ie it is a

interdisciplinary field of linguistics. It comprises the achievments of descriptive grammar,

semantics, syntax, pragmatics etc. Students have to acquire the ability of focussing on

discourse from very different aspects as well as analysing very different texts while using

appropriate technical language.


1 What is discourse analysis

2 Cohesion, coherence and ambiguity

3 Reference and its types

4 Substitution, ellipsis, conjunction

5 Lexical cohesion

6 Synonyms and antonyms

7 Ellipsis

8 Information structure, context

9 Grice’s theory

10 Grice’s theory


regular attendance, an essay of analysis

Evaluation:

participation 50 %

essay 50 %


Brown, Gillian and Yule, George. Discourse analysis. Reprinted. Cambridge : Cambridge

University Press, 1993, © 1983. xii, 288 p. (Cambridge textbooks in linguistics) ISBN 0-521-

28475-9

Halliday, M. A. K. and Hasan, Ruquaiya. Cohesion in English. 14th

impression. London ;

New York : Longman, 1995, ©1976. xv, 374 p. : ill. ; 21.3 cm (English language series,

ISSN --- ; no 9) ISBN 0-582-55041-6

Grice, H. Paul. "Logic and conversation." In: Cole, P. and Morgan, J. L. (eds.). Syntax and

semantics. [Vol.] 3. New York : Academic Press, 1975. pp. 41—58

Republished:

Korponay, Béla and Pelyvás, Péter (compilers). Gleanings in modern linguistics. Debrecen :

Kossuth Lajos Tudományegyetem Bölcsészettudományi Kar, 1991. 165 p.


Halliday, M. A. K. An introduction to functional grammar. Reprinted. London : Edward

Arnold, 1985. 387 p. : ill. ; 23.4 cm ISBN 0-7131-6365-8

Levinson, S.C. Pragmatics. Cambridge : Cambridge University Press, 1983.

Akmaijan, A., R.A. Demers, A.K. Farmer, and R.M. Harnish. Linguistics: An Introduction to

Language and Communication. 4th ed. Cambridge, Mass.: MIT Press, 1995.

Course title: English Literature III: The First

Half of the Twentieth Century



Modern Philology







report


time

Course objectives:

The course will introduce you to the development of English literature in the first half of the

20th

century, with special attention to the great works of Modernism. You will learn about the

important theories and critical terms of the period. You will read some critical essays, so you

will have an opportunity to contrast practical criticism with theoretical approaches during the

discussion of the particular works. Moreover, you will have an opportunity to develop and

practise various skills and abilities, including:

- identifying and analysing an abstract problem;

- flexible and creative thinking;

- developing a complex argument;

- accuracy and clarity of expression in writing and speaking;

- textual analysis;

- computing skills;

- and general intellectual awareness.


WEEK 1

INTRODUCTION TO THE COURSE. MODERNISM: DOUBTS AND DEFINITIONS

READING: pp. 2195-2204 from the Norton Anthology

WEEK 2

‘THE LETTER KILLETH…’

READINGS: Thomas Hardy, Tess of the d’Urbervilles; ‘Hap’, ‘The Darkling Thrush’, ‘The

Voice’, ‘During Wind and Rain’, ‘In Time of the “Breaking of Nations”’

WEEK 3

‘FICTITIOUS MORALS’.

READINGS: G. B. Shaw, Mrs Warren’s Profession OR Oscar Wilde, The Importance of

Being Earnest

WEEK 4

‘THE HORROR! THE HORROR!’

READINGS: Joseph Conrad, Heart of Darkness

WEEK 5

‘THINGS FALL APART’

READINGS: W. B. Yeats, ‘The Lake Isle of Innisfree’, ‘Adam’s Curse’, ‘No Second Troy’,

‘The Wild Swans at Coole’, ‘Easter 1916’, ‘The Second Coming’, ‘A Prayer for My

Daughter’, ‘Sailing to Byzantium’

WEEK 6

‘A SYMBOL OF SOMETHING’

READINGS: James Joyce, ‘Araby’, ‘Eveline’, ‘The Dead’ from Dubliners

WEEK 7

‘A MIND THINKING’

READINGS: Virginia Woolf, Mrs Dalloway; ‘Modern Fiction’

WEEK 8

‘A HEAP OF BROKEN IMAGES’

READINGS: T. S. Eliot, The Waste Land; ‘Tradition and the Individual Talent’

WEEK 9

‘…BUT THE SPIRIT GIVETH LIFE’

READING: E. M. Forster, A Room with a View

WEEK 10

CONCLUSIONS AND EVALUATION



Moreover, you will be able to access and download most of the primary sources from the

course homepage indicated above and in the Course Reader. It is strongly advised that you

regularly visit the course homepage, where you will also find updated links to relevant

articles, criticism, images, lecture notes on some occasion, and other sources. It will be taken

for granted that you will have familiarised yourselves with the online material before you

come to class. The online material as well as the secondary reading will be regarded as part

of the course material.

Examination topics:

1. Symbols and allegories in Hardy’s Tess of the d’Urbervilles

2. Hardy’s agnosticism, fatalism and pessimism in Tess of the d’Urbervilles

3. Pessimism in Hardy’s poetry (‘Hap’, ‘The Darkling Thrush’…)

4. G.B. Shaw’s social criticism (Mrs Warren’s Profession)

5. Wilde’s paradoxes and his implied social criticism (The Importance of Being Earnest)

6. Symbols and allegories in Conrad’s Heart of Darkness

7. Main characters and narrative structure in Conrad’s Heart of Darkness

8. Nature and civilisation in Conrad’s Heart of Darkness

9. Yeats’s political views (‘Easter 1916’)

10. Yeats’s vision of history (‘The Second Coming’)

11. Yeats’s love poetry (‘No Second Troy’, ‘The Wild Swans at Coole’…)

12. Realism and symbolism in Joyce’s short stories (‘Araby’, ‘Eveline’, ‘The Dead’)

13. Dublin as a model of human existence in Joyce’s fiction (‘Araby’, ‘Eveline’, ‘The

Dead’)

14. Woolf’s theory of fiction (‘Modern Fiction’)

15. Characters and narrative technique in Woolf’s Mrs Dalloway

16. Eliot’s concept of literary tradition (‘Tradition and the Individual Talent’)

17. Religion, rites and rituals in Eliot’s The Waste Land

18. Eliot’s dramatic monologues (‘The Love Song of J. Alfred Prufrock’)

19. Main characters and their relationships in Forster’s A Room with a View

20. Allusions to classical mythology in Forster’s A Room with a View

Evaluation:

The assessment will be based on occasional in-class tests, attendance and and exam. You will

find weekly Study Questions in the Lecture Notes. These are questions and/or quotes that

will help you identify and discuss the major issues we are going to deal with in the

classroom. You will be expected to answer these questions and bring your work to the

classroom as your answers will be checked regularly.




edn (New York:

Norton, 1987)

Levenson, Michael (ed.), The Cambridge Companion to Modernism (Cambridge: CUP,

1999)


Abrams, M. H., (gen. ed.), The Norton Anthology of English Literature (New York: Norton,

2000)

Allison, Alexander W. (ed.), The Norton Anthology of Poetry (New York: Norton, 1983)

Allott, Kenneth (ed.), English Poetry: 1918-60 (London: Penguin, 1982)

Báti, László, Kristó-Nagy István (ed.), Az angol irodalom a huszadik században (Bp.:

Gondolat, 1970)



Bloom, Clive (ed.), Literature and Culture in Modern Britain, Vol. I: 1900-1929 (London;

New York: Longman, 1993),

Brooker, Peter, Modernism / Postmodernism (London: Longman, 1992)

Cantor, Norman F., Twentieth-Century Culture: Modernism to Deconstruction (New York:

Lang, 1988)

Childs, Peter, Modernism (London: Routledge, 2000)



Ford, Boris (ed.), The New Pelican Guide to English Literature: Vol. 7: From James to Eliot

(London: Penguin, 1983)

Ford, Boris (ed.), The New Pelican Guide to English Literature: From Dickens to Hardy


Hewitt, Douglas, English Fiction and the Early Modern Period 1890-1940 (London:

Longman, 1992)


1999)

Massa, Ann, Alistair Stead (eds.), Forked Tongues?: Comparing Twentieth-century British

and American Literature (London; New York: Longman, 1994)

McCormick, Peter, Modernity, Aesthetics and the Bounds of Art (Ithaca, Cornell University

Press, 1990)

McHugh, Heather, Broken English: Poetry and Partiality (London: Univ. Pr. of New

England, 1993)

Parkes, Adam, Modernism and the Theater of Censorship (Oxford, OUP, 1996)

Sarbu, Aladár (ed.), Könyörgés nyilvános költészetért: Tanulmányok, esszék, vitairatok a

harmincas évek szocialista angol irodalmából (Bp.: Európa, 1986)

Somlyó, György, "Modernnek kell lenni mindenestül!" (Bp: Magvetõ, 1979)

Trócsányi, Miklós, Szöveggyûjtemény a XIX-XX. századi angol irodalomból (Bp.: Tankvk.,

1992)

Trotter, David, The English Novel in History, 1895-1920 (London: Routledge, 1993)

Williams, Linda R (ed.), The Twentieth Century: A Guide to Literature from 1900 to the

Present Day (London: Bloomsbury, 1992) AIT

http://www.mfi.uni-miskolc.hu/angol/index.php/20th-century-british-lit-1

Course title: English Literature III: The First

Half of the Twentieth Century



Modern Philology







report


time

Course objectives:

The course will introduce you to the development of English literature in the first half of the

20th

century, with special attention to the great works of Modernism. You will learn about the

important theories and critical terms of the period. You will read some critical essays, so you

will have an opportunity to contrast practical criticism with theoretical approaches during the

discussion of the particular works. Moreover, you will have an opportunity to develop and

practise various skills and abilities, including:

- identifying and analysing an abstract problem;

- flexible and creative thinking;

- developing a complex argument;

- accuracy and clarity of expression in writing and speaking;

- textual analysis;

- computing skills;

- and general intellectual awareness.



WEEK 1

INTRODUCTION TO THE COURSE. MODERNISM: DOUBTS AND DEFINITIONS

READING: pp. 2195-2204 from the Norton Anthology

WEEK 2

‘THE LETTER KILLETH…’

READINGS: Thomas Hardy, Tess of the d’Urbervilles; ‘Hap’, ‘The Darkling Thrush’, ‘The

Voice’, ‘During Wind and Rain’, ‘In Time of the “Breaking of Nations”’

WEEK 3

‘FICTITIOUS MORALS’.

READINGS: G. B. Shaw, Mrs Warren’s Profession OR Oscar Wilde, The Importance of

Being Earnest

WEEK 4

‘THE HORROR! THE HORROR!’

READINGS: Joseph Conrad, Heart of Darkness

WEEK 5

‘THINGS FALL APART’

READINGS: W. B. Yeats, ‘The Lake Isle of Innisfree’, ‘Adam’s Curse’, ‘No Second Troy’,

‘The Wild Swans at Coole’, ‘Easter 1916’, ‘The Second Coming’, ‘A Prayer for My

Daughter’, ‘Sailing to Byzantium’

WEEK 6

‘A SYMBOL OF SOMETHING’

READINGS: James Joyce, ‘Araby’, ‘Eveline’, ‘The Dead’ from Dubliners

WEEK 7

‘A MIND THINKING’

READINGS: Virginia Woolf, Mrs Dalloway; ‘Modern Fiction’

WEEK 8

‘A HEAP OF BROKEN IMAGES’

READINGS: T. S. Eliot, The Waste Land; ‘Tradition and the Individual Talent’

WEEK 9

‘…BUT THE SPIRIT GIVETH LIFE’

READING: E. M. Forster, A Room with a View

WEEK 10

CONCLUSIONS AND EVALUATION



Moreover, you will be able to access and download most of the primary sources from the

course homepage indicated above and in the Course Reader. It is strongly advised that you

regularly visit the course homepage, where you will also find updated links to relevant

articles, criticism, images, lecture notes on some occasion, and other sources. It will be taken

for granted that you will have familiarised yourselves with the online material before you

come to class. The online material as well as the secondary reading will be regarded as part

of the course material.

Evaluation:

The seminar grade will be based on:

- a mid-term and an end-term paper;

- your weekly worksheets and other written submissions;

- the occasional in-class test that is meant to check up on your reading and vocabulary;

- and finally your contribution to in-class discussion.

Please make sure you carefully acknowledge your sources in any written submission, as any

attempts at plagiarism will be severely penalised. More than three missed classes may mean

no signature; failure to pass any of the above assignments may mean a failure of this course.

You will find weekly Study Questions in the Lecture Notes. These are questions and/or

quotes that will help you identify and discuss the major issues we are going to deal with in

the classroom. You will be expected to answer these questions and bring your work to the

classroom as your answers will be checked regularly.




edn (New York:

Norton, 1987)


1999)


Abrams, M. H., (gen. ed.), The Norton Anthology of English Literature (New York: Norton,

2000)

Allison, Alexander W. (ed.), The Norton Anthology of Poetry (New York: Norton, 1983)

Allott, Kenneth (ed.), English Poetry: 1918-60 (London: Penguin, 1982)

Báti, László, Kristó-Nagy István (ed.), Az angol irodalom a huszadik században (Bp.:

Gondolat, 1970)



Bloom, Clive (ed.), Literature and Culture in Modern Britain, Vol. I: 1900-1929 (London;

New York: Longman, 1993),

Brooker, Peter, Modernism / Postmodernism (London: Longman, 1992)

Cantor, Norman F., Twentieth-Century Culture: Modernism to Deconstruction (New York:

Lang, 1988)

Childs, Peter, Modernism (London: Routledge, 2000)



Ford, Boris (ed.), The New Pelican Guide to English Literature: Vol. 7: From James to Eliot


Ford, Boris (ed.), The New Pelican Guide to English Literature: From Dickens to Hardy


Hewitt, Douglas, English Fiction and the Early Modern Period 1890-1940 (London:

Longman, 1992)


1999)

Massa, Ann, Alistair Stead (eds.), Forked Tongues?: Comparing Twentieth-century British

and American Literature (London; New York: Longman, 1994)

McCormick, Peter, Modernity, Aesthetics and the Bounds of Art (Ithaca, Cornell University

Press, 1990)

McHugh, Heather, Broken English: Poetry and Partiality (London: Univ. Pr. of New

England, 1993)

Parkes, Adam, Modernism and the Theater of Censorship (Oxford, OUP, 1996)

Sarbu, Aladár (ed.), Könyörgés nyilvános költészetért: Tanulmányok, esszék, vitairatok a

harmincas évek szocialista angol irodalmából (Bp.: Európa, 1986)

Somlyó, György, "Modernnek kell lenni mindenestül!" (Bp: Magvetõ, 1979)

Trócsányi, Miklós, Szöveggyûjtemény a XIX-XX. századi angol irodalomból (Bp.: Tankvk.,

1992)

Trotter, David, The English Novel in History, 1895-1920 (London: Routledge, 1993)

Williams, Linda R (ed.), The Twentieth Century: A Guide to Literature from 1900 to the

Present Day (London: Bloomsbury, 1992) AIT





optional, optional


Optimal semester: 5/F Preconditions: BTANL216ALM



report


time

Course objectives: This semester we will be focusing on American literature from World

War I up to the present day. We will be reading two novels and a play, as well as a sampling

of short stories and some poems. One focus in reading these stories will be to see how they

reflect American history and society.


Week 1: Introduction—Whitman, Hughes, Ginsberg

Week 2: Bernard Malamud, Philip Roth

Week 3: Flannery O’Connor

Week 4: James Baldwin, Ralph Ellison

Week 5: Joyce Carol Oates

Week 6: John Updike, John Cheever

Week 7: The Great Gatsby

Week 8: Toni Morrison, Raymond Carver

Week 9: Amy Tan, Maxine Hong Kingston

Week 10: Test

Course requirements: Class participation, take-home test, lead one discussion, weekly

quizzes/worksheets.

Evaluation: Class participation (40%), quizzes/worksheets (30%), take-home test (30%).

100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more than 3 sessions

means no signature.



O’Connor, Flannery. “A Good Man Is Hard To Find”.

Fitzgerald, F. Scott. The Great Gatsby. 1925. New York: Scribner, 2004.

Morrison, Toni. “Recitatif’.


Abádi Nagy, Zoltán. Válság és komikum: A hatvanas évek amerikai regénye (Elvek és utak).

Budapest: Magveto, 1982.

Ford, Boris ed. The New Pelican Guide to English Literature 9: American Literature.

Harmondsworth:Pelican , 1991.

Ruland, Richard and Malcolm Bradbury. From Puritanism to Postmodernism: A

History of American Literature. New York: Penguin, 1991

Course title: Culture of the English Speaking

Countries





Course coordinator (name, position): Dr. Lénárt Levente associate professor




report


time

Course objectives: The course provides an insight into the cultures of the peoples on the

British Isles as well as those of the ex-colonies including Australia, New Zeeland and

Canada. The official language of the countries mentioned is English. It is worth mentioning,

however, that some of them still have their own language and foster their own culture.


1. The British Isles

2. Minorities in Great Britain

3. The Irish and their culture

4. Scotland

5. Wales

6. Great Britain and the United States of America

7. A comparison of the different democracies

8. The British Commonwealth

9. Canada

10. The Australian legend

11. New-Zeeland

12. The British society after 1945

13. 20th

century art in Great Britain

14. Sports in the commonwealth countries

15. Closing Exam test

Course requirements: course closing exam test


Evaluation:

Attendance, active participation: 50%

http://pegasus.cc.ucf.edu/~surette/goodman.html

http://linksprogram.gmu.edu/tutorcorner/NCLC495Readings/Morrison_recitatifessay.doc.pdf

Result of the closing test (2-5): 50%

0 – 25 – 1 –failed

60% - 30 – 34 – 2 – pass

70% - 35 – 39 – 3 – pass with medium result

80% - 40 – 44 – 4 – pass with good result

90%- 45 – 50 – 5 –- pass with excellent result



1. Sked,A.-Cook,C. 1993.Post War Britain.Penguin Books: London

2. Foster,R.1989.The Oxford History of Ireland.OUP:Oxford

3. Bromhead, P. 1992 Life in Modern Britain, Longman,.

(min. 3)


1. Oakland, J. 1995 British Civilization – An Introduction, Routlege

2. Redlich, M. 1968 Everyday England, Gerald Duckworth & Co Ltd, London,.

3. Zirra, I. 2003 British Culture and Civilization Themes, Editura Oscar Print,

Bucureşti,.

(min. 3)

Course title: Culture of the English Speaking

countries



Modern Philology



Course coordinator (name, position): Láng Viktória assistant lecturer

Optimal semester: 5 Preconditions: BTANL 216



report


time

Course objectives:

These courses are designed to provide background information to the formation of

contemporary British society and culture.

The ’ Culture of the English Speaking Countries’ will start and finish with the consideration

of the Union: its historical development and the way in which the diverse regions of the UK

are united today.

The course will focus on the geography, culture as well as social developments of the

countries of the United Kingdom as well as the Irish Republic, however it will also give on

overview on those countries, which geographically are not part of the British Isles but still

have strong connections -cultural, political or economical- with the UK (e.g. the USA,

Canada, Australia, the Commonwealth countries etc.)

Issues to be considered will include the funding of the arts, the traditional view of art as

opposed to the post-modernist perspective, the cinema traditions in Britain.

The course will provide details on the areas of the media (quality vs. popular papers,

television etc.).


1. 1. English as a world language

American English

Canadian English

2. The USA

American institutions ( government, politics etc.)

Relationship between Britain and the USA

3. Canada

Geography of Canada

Political Institutions of Canada

4. The Australian legend

Geography and life in Australia

Political institutions of Australia

5. New Zealand

Facts about New Zealand

The British Commonwealth

6. Scotland

Scotland and the Scottish people

The legal system, the Kirk of Scotland, the Scottish Parliament

7. Wales

Geography and the people of Wales, traditions

Video

8. Ireland

The Irish Identity

Facts about Northern Ireland about the Republic of Ireland

9. The British Society

Basic changes in the British Society since 1945

20th

Century arts in Britain

10. Test


The condition of getting the signature is a presentation on a choosen topic as well as to pass

a tests with minimum 60% results.

Evaluation:



- presentation 40%

- test papers 40%

- participation 20%


Brian Friel: Translations

Frank McGuinness: Observe the Sons of Ulster Marching Towards the Somm

John McGrath: The Cheviot, the Stag and the Black, Black Oil


Sked,A. – Cook.C.1993.Post War Britain. Penguis books, London

Foster.R.1989. The Oxford History of Ireland.OUP, Oxford

Kearny,E.-Kearny,M.-Crandall,J.1984.The American Way.Prentice Hall Regents

Marwick A. 1995. British Society since 1945. Penguin, London

Rickhard, J.1989.Australia. A Cultural History. Longman,London

Szaboné Papp Judit. 2002. English as a World Language. Bibor Kiadó

Ward.R.1981. The Australian Legend.OUP, Oxford










report


time

Course objectives: After reviewing the most important techniques characterising an effective

presentation last semester, this course aims to deepen and provide opportunity to practise

these skills. The main presentation task is to introduce the thesis, proposing a viewpoint and

justifying it. Key skills include processing academic content in a semi-academic style,

practising the rhetoric of argumentation, visualising information, matching content to

audience (background knowledge, interest, etc.) and handling questions.


1. Orientation, introducing the assignment: structuring a research report

2. The rhetoric of argumentation

3. Dealing with questions

4. - 6. Presentations

7. Closing



Evaluation:





- self-evaluation (10%)

- evaluation of two other presenters (10-10%).

Presentation checklist

Content and organisation

The presentations should

6) be informative,

7) have a recognisable structure (intro, thematic components, conclusion),

8) contain aspects of analysis (comparison/contrast, evaluation, etc.),

9) be signposted,

10) contain interest elements (stories, surprising, facts, etc.).

Language and style


5) speak clearly and loud enough,

6) use the necessary thematic vocabulary confidently,

7) have appropriate and consistent style,

8) speak freely, without relying excessively on notes.

Visuals

The visuals should be

5) easy to see,

6) relevant,

7) well integrated into the speech,

8) the backbone of the speech.

Body language


5) keep eye contact,

6) use her/his hands to accompany the message,

7) have confident posture,

8) occupy the space.

Interaction with the audience


4) initiate conversation/activity with the audience,

5) react to the audience’s contributions,

6) use rhetorical questions and directives to direct the audience’s attention.


(min. 3)


16. + lecture notes


(min. 3)







Course title:

Interpreting




Literature







report


time

Course objectives:

This course introduces basic concepts, findings and issues of


1. Introduction

2.Types of interpreting

3-6. Interpreting texts from English into Hungarian

7-11. Interpreting texts from Hungarian into English

12. Oral test



Oral tasks

Evaluation: 1-5



(min. 3) Klaudy Kinga (szerk.) 2003. Fordítás és tolmácsolás az ezredfordulón. 30 éves az ELTE Fordító és

Tolmácsképző Központja. Tanulmányok, visszaemlékezések, tanárok és hallgatók névsora. Budapest:

Scholastica.

Láng Zsuzsa 2001. Tolmácsolás felsőfokon. A hivatásos tolmácsok képzéséről. Budapest: Scholastica. 2002. Szabari Krisztina: Bevezetés a tolmácsolás elméletébe és gyakorlatába. Scholastica,

Budapest, 1999


http://moly.hu/kiadok/scholastica

(min. 3) Horváth Ildikó – Szabari Krisztina – Volford Katalin 2000. Fordítás és tolmácsolás a világban. Oktatási

segédanyag fordító- és tolmácsképző intézetek hallgatói számára. Budapest: FTT.

Course title:

Contrastive Linguistics

Neptun code:BTANL603SZM


Modern Philology




Optimal semester:

Year 3, Semester 2

Preconditions: BTANN216ALM


2 lessons/week



report


time

Course objectives:

The aim of the course is to make students aware of the facts that (1) the source language and

the target language cannot be connected mechanically and (2) teaching a foreign language

must be based on an in-depth knowledge of the mother tongue. Students have to read course

books as many as possible so as to be able to have a wide scope of problematic points.


Week 1 Nouns, noun phrases; pre- and post-modification

Week 2 Adjectival phrases

Week 4 Verb phrases, valency and transitivity

Week 5 Tenses (English perfects and Hungarian verbal prefixes/igekötők); auxiliaries;

sequence of tenses

Week 6 Verbals; infinitives and gerunds

Week 7 Present and Past Participles

Week 8 Adverbs, prepositions, conjunctions

Week 9 Lexicon

Week 10 Lexicon, synonyms and antonyms


regular attendance, a comparative study of a grammatical point

Evaluation:

participation 50 %

essay 50 %


Bognár, Joseph G. 2000. Contrastive study of Hungarian and English languages : with

particular attention to some conflict-points Hungarian students of English face : tenses,

sequence of tenses and different verbal structures. [Pécs] : Pro Pannónia Kiadói Alapítvány.

170 p. (Pannónia tankönyvek, ISSN 1417-6637) ISBN 963-9079-59-6




Budai László. 1979. Grammatikai kontrasztivitás és hibaelemzés az alap- és középfokú

angolnyelv-oktatásban. Budapest : Tankönyvkiadó. 213 p. ISBN 963-17-3950-3

Budai László. 2007. Élő angol nyelvtan : rendszeres kontrasztív grammatika sok példával.

Budapest : Osiris Kiadó. 751 p. (Osiris könyvek, ISSN ---) ISBN 978-963-389-968-7


James, Carl. Contrastive analysis. Harlow : Longman, 1993. 209 p.

ISBN 0-582-55370-9

Bozai Ágota (szerk.). 1993. Rendszeres angol nyelvtan = Systematic English grammar. [Bp.]

: Ma Könyvkiadó. 952 p. : ill. ; 23.5 cm ISBN 963-7554-32-7

Keresztes, László. 1992. A practical Hungarian grammar. [Debrecen] : Debreceni Nyári

Egyetem. 173 p. (Hungaro lingua, ISSN ---) ISBN 963-471-841-8

Course title: English Literature IV: The

Second Half of the Twentieth Century



Modern Philology







report


time

Course objectives:

This module introduces you to the general development of British fiction, drama and

poetry in the second half of the 20th century. The course aims to illustrate variety of

thematic, stylistic and linguistic concerns of literature written in the British Isles after the

war. Rather than giving a detailed analysis of the period, the course will encourage

students to explore the period further and open up their own perspectives to other texts

and art works. By the end of the course you will have gained knowledge of several

important writers including Philip Larkin, Ted Hughes, Seamus Heaney and John

Osborne, and will be familiar with the major theoretical and critical terms of the period.

You will get an insight into problems related to language and class consciousness,

regional and national identities, and discriminations based on gender or racial origins in

contemporary literature written in the British Isles.


(Since this is the sixth semester, we’ll only have 7 teaching weeks.)

1 INTRODUCTION

2 ANTI-UTOPIA AND ALLEGORY: George Orwell, Nineteen Eighty-Four; Anthony

Burgess, A Clockwork Orange

3 FANTASY AND ALLEGORY: J.R.R. Tolkien, The Lord of the Rings

4 “ANGRY YOUNG MEN” DRAMA: John Osborne, Look Back in Anger

“ANGRY YOUNG MEN” FICTION: Kingsley Amis, Lucky Jim; Alan Sillitoe: ‘The

Loneliness of the Long-Distance Runner’

5 THEATRE OF THE ABSURD: Samuel Beckett, Endgame; Harold Pinter, The Birthday

Party OR:

SCOTTISH FICTION: Muriel Spark, The Prime of Miss Jean Brodie; Irvine Welsh,

Trainspotting

6 THE ALLEGORICAL NOVEL: William Golding, Lord of the Flies

7 POST-MODERN DRAMA: Tom Stoppard, Rosencrantz and Guildenstern Are Dead


You will find a list of suggested topics below. It is strongly advised that you regularly visit

the course homepage, where you will find links to relevant articles, criticism, interviews,

images and other sources. The online material reading will be regarded as part of the course

material. The biographies of the individual writers will be regarded as common knowledge.

You can download a detailed Course Description and Lecture Notes for your own use from

the course homepage.

Evaluation:

Assessment will be based on: presentations; handouts; other written submissions; in-class

tests; and finally your participation and attendance. More than three missed classes may

result in denying your signature at the end of the course. The study questions at the end of

each chapter in your Lecture Notes will contain questions and/or quotes that will help you

identify and discuss the major issues we are going to deal with in the classroom. You will be

expected to fill them in and bring them to the classroom as they will be checked regularly.



Bényei, Tamás, Az ártatlan ország: Az angol regény 1945 után (Debrecen: Kossuth

Egyetemi Kiadó, 2003)

Bradbury, Malcolm, The Modern British Novel (London: Penguin, 1993) (


Báti, László and Kristó-Nagy István (eds), Az angol irodalom a huszadik században (Bp.:

Gondolat, 1970) 2 kötet

Bradbury, Malcolm, The Modern British Novel (London: Penguin, 2001)

Day, Gary and Brian Docherty (eds), British Poetry from the 1950s to the 1990s: Politics and

Art (London: Macmillan, 1997)

Dodsworth, Martin (ed.), The Twentieth Century (London: Penguin, 1994)

Ford, Boris (ed.), The New Pelican Guide to English Literature, Vol. 8.: From Orwell to

Naipaul (London: Penguin, 1995)

Gregson, Ian, Contemporary Poetry and Postmodernism: Dialogue and Estrangement

(London: Macmillan, 1996)

Kermode, Frank, History and Value (Oxford: Clarendon, 1990)

Kiberd, Declan, Inventing Ireland: The Literature of the Modern Nation (London: Vintage,

1996)

Kocztur, Gizella (ed.), An Anthology of Criticism Concerning the History of Modern British

and American Drama (Bp.: Tankvk., 1992)

Massa, Ann and Alistair Stead (eds), Forked Tongues?: Comparing Twentieth-century

British and American Literature (London: Longman, 1994)

McHugh, Heather, Broken English: Poetry and Partiality (Hanover: Wesleyan Univ. Pr.;

London: Univ. Pr. of New England, 1993)

Pálffy, István, Az új angol dráma, mint a "valóság drámája" (Bp.: Akad. K., 1978)

Pálffy, István, English Drama in the 20th Century (Bp.: Nemz. Tankvk., 1993)

Williams, Linda R. (ed.), The Twentieth Century: A Guide to Literature from 1900 to the

Present Day (London: Bloomsbury, 1992)



Documents

BTANL101ALM - University of Miskolc · Course title: Integrated skills 1 Neptun code: BTANL101ALM Institute hosting the course: Institute of Modern Philology Course type (underline):