English II, English Bachelors Course & English III Linguistic Courses

English II, English Bachelors Course & English III Course Aims After the completion of a linguistic optional course the student should be able to coherently present the contents of the course readings understand and apply fundamental concepts and methods in the relevant discipline apply the disciplines theoretical concepts to authentic texts in both oral and written form analyze texts using a theoretical perspective of specific relevance for the discipline motivate their own analyses in both written form and in oral discussions. Teaching Seminars and, in some cases, web-based exercises. Examination A comprehensive grade for the course unit will depend on examinations, in the form of a final written exam and/or written and oral work done during the course. Optional Course 12: Second Language Acquisition Philip Shaw Course Description Second Language Acquisition studies the processes by which learners acquire new languages, either naturalistically by simply communicating in the language or in classrooms. In this course we will look at concepts like: interlanguage, the code used by those who are half way between languages; positive and negative transfer and the effect of language typology how our first language influences our second (and our second influence our third); the conditions necessary and desirable for acquisition; the implications of these conditions for classroom activities; and the effect of individual differences in motivation, aptitude, and age. Required Reading Saville-Troike, Muriel (2006) Introducing Second Language Acquisition Cambridge: Cambridge University Press . Additional material to be assigned by the teacher. Degree Project can be linked to this course. Optional Course 62: Psycholinguistics Alan McMilllion Course Description This course explores the psychological process involved in language production and reception

Optional Courses, Autumn 2011

(speaking, writing, listening, and reading). What happens when we comprehend what someone else says or when we plan our own speech? What happens when we read or write? How can we find out about these processes? This course is also concerned with how an individual learns to use language, or is prevented from learning aspects of language. It puts particular focus on comprehension processes, i.e. reading and listening comprehension. Degree Project can be linked to this course. Required Reading Fernndez, Eva and Helen Smith Cairns. 2010. Fundamentals of Psycholinguistics, Wiley-Blackwell Optional Course 95: Comprehensive Semantics (Not for Eng II) Christina Alm-Arvius Course Description This course gives an overview of semantics, the study of language meaning, with a focus on present-day standard English, as it compares and integrates different approaches to this core field of linguistics. It deals with the relation between language psychology and culture different language functions and their stylistic and rhetorical significance: factually descriptive, affective, interpersonal, textual and poetic meaning vocabulary and its interrelation with grammar and phonology word formation and idioms the semantic basis of text coherence using authentic examples of different types of language use, e.g. face-to-face conversation, newspaper texts, advertisements, political speeches, lyrics, poetry, and literary prose. Degree Project can be linked to this course. Required Reading Alm Arvius, Christina (work in progress). Comprehensive Semantics. Lexicon, Grammar, Text, Cognition & the World. (selected parts) Additional material to be assigned by the teacher. Optional Course 102: Discourse Analysis Annelie del Course Description How do humans actually use language to communicate? How do speech and writing differ? In what ways do factors like context and cultural influences affect peoples language use? These are some of the questions addressed in this introductory course on discourse analysis. Exploring a variety of approaches to discourse, we will analyse language beyond the sentence level and how it is used for specific purposes in naturally occurring discourse. The main topics will be: speech versus writing, cohesion and coherence, discourse organisation, genre perspectives on discourse, discourse and power, and culture-specific ways of writing and speaking. Degree Project can be linked to this course.

Required reading: Paltridge, Brian. 2006. Discourse Analysis. London: Continuum. A course pack (compendium) of selected textbook chapters and research articles will be available before the course starts. Optional Course 113: Dialects of the British Isles Peter Sundkvist Course Description This course provides a survey of English dialects in the British Isles, as well as an introduction to the study of accents and dialects more generally. Regional and social variation within the British Isles is discussed; while an emphasis is placed on phonetic/phonological features, grammatical and lexical aspects are also covered. Principles for the description and classification of English accents and accent differences are discussed, and an overview is provided of methodology commonly used in the study of regional and social variation in speech. Practical exercises, based on audio recordings, are included. The course assumes a familiarity with basic linguistic terminology introduced in the lower-level courses, concerning phonetics, phonology, and grammar. Degree Project can be linked to this course. Required Reading Trudgill, P. The Dialects of England. (Second Edition). 1999. Oxford: Blackwell. Additional material to be assigned by the teacher. Reference works Hughes, A., Trudgill, P. & Watt, D. English Accents and Dialects: An Introduction to Social and Regional varieties (4th edition). 2005. London: Hodder Education. Wells, J. C. Accents of English (vols. 1 and 2). 1982. Cambridge: Cambridge University Press. Optional Course 117: Grammaticalization Therese Lindstrm Tiedemann Course Description Lately one of the most important concepts within linguistics has been grammaticalisation, the change whereby we go from go in I go to university every day to I am gonna be a teacher, but NOT *I am gonna university. Similarly, some researchers would claim that this is what gave us hood in childhood from the OE noun hd meaning state, quality. Similar changes have been spotted in languages across the world. What is it that makes language create new grammatical patterns and even new grammatical morphemes? How does it happen? In this course we will look at what grammaticalisation is and some of the reasons behind it. Degree Project can be linked to this course. Required Reading Brinton, Laurel J. & Elizabeth C. Traugott. 2005. Lexicalisation and language change. Cambridge: CUP.

Hopper, Paul J. & Elizabeth C. Traugott. 2003. Grammaticalization. 2nd edition. Cambridge: CUP. Additional material to be assigned by the teacher. Reference works Narrog, Heiko & Bernd Heine (eds). Forth Sept 2011. The Oxford Handbook of Grammaticalization. OUP. Norde, Muriel. 2009. Degrammaticalisation. OUP. Optional Course 114: Language for Special Purposes (Not for Eng II) Maria Kuteeva & Philip Shaw Course Description To meet diverse communication needs in a globalised economy, many people have highly specific academic and professional reasons for seeking to improve their proficiency in a foreign language. These adult learners are particularly interested in courses that fall under the category of Languages for Specific Purposes (LSP). LSP programmes focus on developing students communicative competence in a specific academic or practical field, such as law, natural science, technology, engineering, business, tourism, and so forth. Although demand is particularly high for ESP (English for Specific Purposes), there are numerous LSP programmes in Swedish and in other languages such as Spanish, French, German and so forth. Therefore, the present course aims to attract graduate students and teachers who would be interested in teaching or researching any Language for Specific Purposes. The course is taught in English and comprises eight twohour sessions. It is thematically based in its treatment of various theoretical and practical aspects of Languages for Specific Purposes. Although most teaching materials are in English, students are encouraged to make use of other sources available in the target language of their study. Degree Project can be linked to this course. Required Reading There is no set textbook for the course. Students will be provided with handouts, a selection of academic articles focusing on different aspects of LSP, and a recommended reading list. Students are encouraged to consult relevant articles in the following journals: o English for Specific Purposes (access via SU eperiodicals) o Journal of English for Academic Purposes (access via SU eperiodicals) o Journal of Business Communication (access via SU eperiodicals) o Business Communication Quarterly (access via SU eperiodicals) o Ibrica http://www.aelfe.org/?s=revista

Optional Course 118: Middle English (Not for Eng II) Nils-Lennart Johannesson Course Description This course provides the students with a survey of Middle English phonology, morphology and syntax, as well as basic reading proficiency in Middle English. Special attention is given to the characteristic features of the different Middle English dialects. Authentic Middle English texts are used as study material throughout the course.

Degree Project can be linked to this course. Required Reading Barber, Charles, Joan C. Beal & Philip A. Shaw. (2009). The English Language: A Historical Introduction. 2nd ed. Chapters 18. Cambridge: CUP. Johannesson, Nils-Lennart. is apeyryng of e burtonge. An Introduction to Middle English Dialects (on-line version) as well as all other texts and exercises at http://www2.english.su.se/nlj/ofm/ofm_me.htm Additional material as assigned by the teacher.

Literary Courses
Course Aims English II: On completion of a literary optional course the student should be able to: give an account of the content of the literary texts studied in the course demonstrate a critical understanding of basic concepts and methods of literary criticism analyse literary texts applying such concepts and methods, orally and in writing formulate an independent interpretation of a literary text justify their own interpretations in a scholarly essay and in discussions. English Bachelors Course & English III: On completion of a literary optional course the student should be able to: account for the contents of the literary, critical, and theoretical texts covered in the course apply critical and other theoretical concepts to literary texts analyse literary works from a specific critical, theoretical, and/or historical perspective, orally and in writing formulate an independent interpretation of a literary text summarize shorter critical texts compare different critical/theoretical perspectives critically evaluate different interpretations of literary texts. Teaching Seminars and work groups. Examination A comprehensive grade for the course unit will depend on examinations, in the form of a final written exam and/or written and oral work done during the course. Optional Course 15: One-Author: Paul Auster Bo Ekelund Course Description Paul Austers works are compelling on every level: stylistically, thematically, philosophically, or simply at the level of story, they give us an authorship that is absolutely distinctive, and yet

never cheaply spectacular. One takes a deep breath before reading Austerian prose, never knowing if it this paragraph or the next one that will pause exhalation, indefinitely. There is wonder, but never at the difficulty, only at the way that simple, clean prose can edge out the world one inhabits and place you elsewhere. Austers authorship takes us many places: it embraces not just a string of near-perfect works of fiction, but takes in films, comic books, pop songs, radio shows, as well as literary writing in a range of genres and non-genres. A unique authorship, it is still deeply embedded in a literary tradition that Auster has created for himself, half American and half European. Like few others, he has pursued that American theme which William Gaddis called the unswerving punctuality of chance. Struck by lightning as a boy, he has been busy the past thirty years electrifying his readers. from The Invention of Solitude and The New York Trilogy in the 1980s, over The Music of Chance, Leviathan and the movie Smoke in the 1990s to The Brooklyn Follies and Travels in the Scriptorium in the last few years. We will test our circuits with a handful of his novels and also try to get a sense of the full meaning of his presence in the mediascape of the late 20th and early 21st century. Degree Project can be linked to this course. Required Reading Works by Paul Auster:

Collected Prose: Autobiographical Writings, True Stories, Critical Essays, Prefaces, Collaborations with Artists, and Interviews The New York Trilogy Leviathan Music of Chance The Brooklyn Follies Travels in the Scriptorium With David Mazzuchelli and Paul Karasik: City of Glass
Optional Course 20: The British Novel 1830-1900 Marion Helfer Wajngot Course Description The Victorian period was one when novel writing and novel reading were not only considered a source of recreation and instruction, but was also a way for writers to take part in the public debate of their day and to influence the ethical outlook of their readership. While the realist novel is perhaps the best-known form, novelists of the period experimented with a variety of narrative techniques, and new genres saw the light: the detective story and so-called sensation fiction among them. This course aims to introduce students to a selection of Victorian novels representing various trends in nineteenth-century British literature, and to set these works in their cultural-historical context. The course also aims to improve students ability to analyse literary texts both in the seminar situation and in writing. The unit comprises about 2 000-2 500 pages of text. Degree Project can be linked to this course. Required Reading Bront, Charlotte. Jane Eyre. Norton Critical Edition. 2001. ISBN 978-0393975420 Dickens, Charles. David Copperfield. Norton Critical Edition 1990. (ISBN 0393958280) Eliot, George. Silas Marner. Penguin Classics, 2003. ISBN13: 9780141439754 Thackeray, William.Vanity Fair. Norton Critical ed.1995. ISBN13: 9780393965957 Collins, Wilke. The Moonstone. Oxford UP, 2000. ISBN13: 9780192833389.

Additional critical material will be assigned by the teacher. Optional Course 61: Literature Theory and Methodology (Not for Eng II) Bo G. Ekelund, Stefan Helgesson, Paul Schreiber, and others Prerequisites Since lecturing can and will occur in Swedish, students must fulfill the standard requirements in Swedish for this course. The course is primarily intended for students in the English Department within English Bachelors Course and English III. Course Description This course is designed to introduce third semester students to a range of critical theories and methodologies that inform literary criticism today. The course is seen as an appropriate complement to writing a research project in literature within the Bachelors Course. Instruction is divided into two principal components or approaches: seminars on different critical theories, and a few seminars on multiple approaches to a single text. Critical perspectives that are engaged vary from term to term but may include: structuralism, deconstruction, postcolonialism, dialogicity and polyphony, hermeneutics, psychoanalytic interpretation and phenomenology, gender studies, cultural studies, and narratology. Approximately 500-1000 pages of text will be studied. Degree Project cannot be linked to this course. Required Reading Leitch, Vincent B. et al, Norton Anthology of Theory and Criticism Optional Course 71: English Literature for Young Readers Marion Helfer Wajngot Course Description In this course students will read a selection of prose works from a variety of periods and regions. A number of different theoretical approaches will be applied. The texts selected address literate children and young adults. Among the topics to be discussed are: the construction of reality, nonsense and language construction, values and historicity, the role of the hero, empire in literature, gender perspectives, the identity of the reader, different genres (fantasy, fairy tale, realism, etc.). We will compare at least one of the works with a film version. Bachelor Degree Project (examensarbete) can be linked to this course on condition that the student presents a detailed topic proposal, including bibliography, to be approved by the teacher. Required reading Where a particular edition is indicated, make sure to get it! These editions will be ordered to Akademibokhandeln, Frescati. Lewis Carroll, Alices Adventures in Wonderland and Through the Looking-Glass, Oxford Worlds Classics, ISBN 0199558299 (1 volume). E.B. White, Charlottes Web. Enid Blyton, Five on a Treasure Island. Roald Dahl, Charlie and the Chocolate Factory. W.E. Johns, Biggles Defies the Swastika. Mark Twain, Tom Sawyer. Penguin Classics. ISBN13: 9780143039563

C.S. Lewis, The Lion, the Witch and the Wardrobe. J.M. Barrie, Peter Pan in Kensington Gardens & Peter and Wendy, Oxford Worlds Classics, 1999 ISBN 019-283929-2 or 0199537844 F.H. Burnett, The Secret Garden. Edith Nesbit (and C.E. Brock, illustrator), The Railway Children, Puffin Classics, 1994 or other edition with illustrations by C.E. Brock J. K. Rowling, Harry Potter and the Philosophers Stone. Anne Fine, Goggle-Eyes. David Klass, You Dont Know Me W.E. Wolff, True Believer, Simon Pulse ed. 2002, ISBN 0-689-85288-6. Secondary material will be assigned by the teacher.

Optional Course 98: The Country House and English Literature Harald W. Fawkner Course Description The course is designed to give students the opportunity to shape an understanding of English literature as a continuity of feelings, experiences, and beliefs. This continuitystill beautifully manifest in the rural landscapecomes to expression in the abiding glory of the magnificent foursquare simplicity of the great English country house. In all times, English writers have not only celebrated the country house but also placed it at the centre of the literary work of art. Like modern and postmodern writers, great poets of the sixteenth and seventeenth century have let the formal gardens and the spacious rooms of the country house bring to expression the delicate and sometimes almost mystical wavering between change and resistance that is central to rural life. When Maria Fairfax is seen walking all alone in her teenage dreams among the lawns and trees of Appleton House, the grounds where the lonely person communicates with her own imagination are absolutely realfor the place is the real-life estate where the poet functions as the real-life figures solitary tutor. The teenage girl, her famously courageous father, and the poet-tutor are as real, solitary, historical, and complex as the country house that brings them together as a mystically beautiful constellation of thoughts, dreams, aspirations, and embodied sensibilities. As the texts studied on the course take us from estate to estate, from destiny to destiny, and from century to century, the individuals ability and need to dream is just as historically real as history itselffor the beliefs, yearnings, fears, and aspirations of those who live in great or modest places are part of the construction, preservation, and ruin of space and time. The course seeks to exhibit the refined complexity of the country house as a source-point and topic for literary feelings. The country house may be be a garden of retreat, a place where the healing powers of nature are embraced, a happy isleor a great, well-proportioned faade making evident the lack of proportion in the minds of its owners. It may be fragile, subject to decay. Its formal grounds may may reveal or contradict the outlook of the wider garden of the State. The femininity it encloses may be restricted by form and conventionor express the new femininity of the counrtry house, the one that slowly emerges from the cultivation of symmetry and envious show into a refashioning of world, imagination, and feeling so powerful that only the dream house can make the idea of transformation utterly real. Apart from two novels and a play, the course comprises half a dozen country house poems from various literary epochs. The course will appeal to students interested in English history, and especially to those who are intrigued by the interbelonging of space, feeling, landscape, and visuality. Literature has in all times influenced the way people perceive the visual world. In the golden days of English literature, the country house was arguably the focal point for the spatial experience of those who came to have most influence over the shaping of the English-speaking

world. Accordingly, the phenomenon of the country house actualizes itself not only as an entity that is fascinating as such but also as a prism through which multiple features of literary reality may be fruitfully discerned. Approximately 1100 pages of text will be studied. Degree Project can be linked to this course. Required reading Ben Jonson, To Penhurst Aemilia Lanyer, Description of Cockham Thomas Carew, To Saxham Robert Herrick, A Panegyric to Sir Lewis Pemberton Andrew Marvell, Upon Appleton House Jane Austen, Mansfield Park (Oxford U.P., 2003) Henry James, The Spoils of Poynton (Penguin, 1987) T. S. Eliot, Four Quartets (Faber & Faber, 2001) Tom Stoppard, Arcadia (Faber & Faber, 1993) Reference works Malcolm Kelsall, The Great Good Place (Columbia University Press, 1993) William McClung, The Country House in English Renaissance Poetry (1977) G. R. Hibbard, The Country House Poem in the Seventeenth Century (1956) Optional Course 81: American Romanticism Paul Schreiber Course Description Understanding the peculiarities of the United States in the 21st century requires understanding the nations spirit and cultural production in the first half of the 19 th century. No period in American history has produced such powerful and defining literature as that between 1820 and 1865. It was in writers such as Emerson, Thoreau, Hawthorne, Melville, Whitman, Stowe, Poe and Dickinson that the great Romantic spirit of Europe was alloyed with the American sense of independence and Manifest Destiny. For all of its misinterpretation, this spirit still informs the attitudes and self-definitions of America today. The American attitude of can do, the sweeping grandeur of its land and self-image, the powerful rejection of servitude (including slavery), the spirit of transcendentalism, all inform American values today. And as in any age, the elements of self-contradiction and self-delusion press in on every side. We will be reading novels, short fiction and poetry from throughout the period and over a broad range of writers. Degree Project can be linked to this course. Required reading Paul Lauter ed.: The Heath Anthology of American Literature, 5th ed. Vol. B (1800-1865) James Fenimore Cooper: The Last of the Mohicans

Optional Course 116: Irish Literature Irina Golubeva Rasmussen Course Description

The aim of the course is to arrive at a historically contextualized understanding of Irish drama, fiction, and poetry. It will examine major Irish authors and major topics in Irish literature. The topics that will structure our investigation are Irish history and politics, Irish nationalism and cultural identity, the Irish Gothic and black comedy. We will assess the opportunities and constraints offered by discourses of national culture, looking at how the texts present realities but also envision future possibilities. We shall also be looking at film adaptations of some of the texts and the transposition of the literary and theatrical textualities to film, exploring the significance of the conventional and unconventional conceptualizations of Irish identity and culture. Degree Project can be linked to this course. Required reading Primary Texts Oscar Wilde, The Picture of Dorian Gray (1891) Bram Stoker, Dracula (1897) James Joyce, selected stories from Dubliners (1914) William Butler Yeats, The Countess Cathleen (1892) Samuel Beckett, Waiting for Godot (1949) and Ill Seen Ill Said (1979) Flann OBrian, At Swim-Two-Birds (1939) John Banville, Birchwood (1973) William Trevor, selected stories from The Hill Bachelors (2000) Colm Toibin, selected stories from The Empty Family (2010) Secondary Texts Selection from: Declan Kiberd, Inventing Ireland: The Literature of the Modern Nation (1995) and The Irish Writer and the World (2005) Seamus Deane, Strange Country: Modernity and Nationhood in Irish Writing since 1790 (1999) The Field day Anthology of Irish Writing, Vol. IV (19922002) Some shorter readings and essays on concepts, genres and individual authors will be assigned. Films

The Picture of Dorian Gray (1945), Dir. Albert Lewin Dracula (1992), Dir. Francis F. Coppola Waiting for Godot (2001), Dir. Michael Lindsay Hogg The Dead (1997), Dir. John Huston