# Lectures

Semester: 2023S
Title: Communication, Code and Culture
Url: https://ufind.univie.ac.at/de/course.html?lv=122210&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">By the end of the course, you should be able to:<p></p>• explain for the general audience what types of information we communicate through language beyond the literal meaning<p></p>• name the main loci of variation in our linguistic codes<p></p>• discuss at the current level of scientific understanding several examples of how language is employed by our culture for different purposes<p></p>• read a sophisticated linguistic research article outside of your area of direct expertise: you will learn to identify what is important for you as a reader, and where and how to ask for the help of a specialist<p></p>The written exam for the class will test the above four skills.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">7-day-long written "take-home" final exam that consists of essay questions<p></p>NB: you can only write the exam for this class (and thus receive the ECTS) if you are in a Masters program at the English department (namely MEd 507/046 Unterrichtsfach Englisch or MA 812 English Language and Linguistics). If you are _not_ in these programs, you are welcome to register for the _lectures_ , but you will _not_ be able to write the _exam_ and earn the credits! </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Participants will be expected to demonstrate critical thinking and a sufficient degree of familarity with the topics discussed in the lecture by passing the final test.<br>Minimum for pass grade: 60%<br>1: 90-100%<br>2: 80-89%<br>3: 70-79%<br>4: 60-69%<br>5: 0-59%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Readings for the course, plus the material discussed in class and the understanding built in the interactive class sessions. Exam questions may require you to examine or fully read, during the exam's week, further scientific works beyond the reading list for the semester.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">[Burnett, 2020] Burnett, H. (2020). A persona-based semantics for slurs. Grazer philosophische Studien, 97:31–62.<p></p>[D’Arcy and Tagliamonte, 2015] D’Arcy, A. and Tagliamonte, S. A. (2015). Not always variable: probing the vernacular grammar. Language Variation and Change, 27:255–285.<p></p>[Eckert, 2019] Eckert, P. (2019). The limits of meanings: social indexicality, variation and the cline of interiority. Language, 95(4):751–776.<p></p>[Korta and Perry, 2020] Korta, K. and Perry, J. (2020). Pragmatics. In Zalta, E. N., editor, The Stanford Encyclopedia of Philosophy. Metaphysics Research Lab, Stanford University, Spring 2020 edition. <a href="https://plato.stanford.edu/archives/spr2020/">https://plato.stanford.edu/archives/spr2020/</a> entries/pragmatics/.<p></p>[Labov et al., 2006] Labov, W., Ash, S., and Boberg, C. (2006). The Atlas of North American English: Phonetics, Phonology and Sound Change. de Gruyter, Berlin. Pages 119-130.<p></p>[Langton, 2018] Langton, R. (2018). The authority of hate speech. In Gardner, J., Green, L., and Leiter, B., editors, Oxford Studies in Philosophy of Law, volume 3, pages 123–152. Oxford University Press.<p></p>[Lippi-Green, 2012] Lippi-Green, R. (2012). English with an accent [2nd ed.]. Routledge, Abingdon. Ch. 5, 17.<p></p>[Sandler and Lillo-Martin, 2006] Sandler, W. and Lillo-Martin, D. (2006). Sign language and linguistic univer- sals. Cambridge University Press, Cambridge. Ch. 1<p></p>[Saul, 2018] Saul, J. (2018). Dogwhistles, political manipulation, and philosophy of language. In Fogal, D., Harris, D. W., and Moss, M., editors, New work on speech acts, pages 360–383. Oxford University Press.<p></p>[Sedivy and Carlson, 2011] Sedivy, J. and Carlson, G. (2011). Sold on language. How advertizers talk to you and what this says about you. Wiley-Blackwell, Chichester. Ch. 5.<p></p>[Tagliamonte, 2012] Tagliamonte, S. A. (2012). Variationist sociolinguistics. Change, observation, interpretation. Wiley-Blackwell, Chichester. Ch. 1,2<p></p>[Tagliamonte and D’Arcy, 2009] Tagliamonte, S. A. and D’Arcy, A. (2009). Peaks beyond phonology: adolescence, incrementation and language change. Language, 85(1):58–108.<p></p>[Tirrell, 2012] Tirrell, L. (2012). Genocidal language games. In Maitra, I. and McGowan, M. K., editors, Speech and harm: controversies over free speech, pages 174–221. Oxford University Press, Oxford.</div>
      


Semester: 2023S
Title: Tutorial Structural Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=120009&semester=2023S
Branch: SPL 12 - Anglistik
Type: Training
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This is an onboarding tutorial that aims to support first semester MA students, especially those who are coming from other universities.<p></p>If you have any questions, please email <a href="mailto:jakob.edlinger@univie.ac.at">jakob.edlinger@univie.ac.at</a></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        

        <h3 class="examination heading">Prüfungsstoff</h3>
        

        <h3 class="literature heading">Literatur</h3>
        
      


Semester: 2023S
Title: Approaching English Linguistics
Url: https://ufind.univie.ac.at/de/course.html?lv=120012&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">ONLINE<br>Lecture hall C2 will be open for a limited number of people while the rest can watch the stream during or after the lecture. Details for how to reserve a place from week to week will be announced here.<p></p>This lecture course is specifically designed for and tailored to a student audience that attends this class in the framework of the  Erweiterungscurriculum 'The World of English 1'. The lecture  provides students with a basic introduction to key concepts and terminology within the study of the English language from a linguistic perspective.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">written examination - multiple choice and open questions: ONLINE</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students gain basic knowledge regarding various aspects of the linguistic study of the English language, including knowledge of the fundamental terminology and concepts used, enabling them to engage with the scientific field of English linguistics.<p></p>Grading scale:<p></p>1 (sehr gut) 100-90%;<br>2 (gut) 89-80%;<br>3 (befriedigend) 79-70%;<br>4 (genügend) 69-60%;<br>5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">lecture<br>three additional readings</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Yule, George. 2015. The Study of Language. 5th edition. Cambridge: Cambridge University Press.<br>OR<br>Yule, George. 2016. The Study of Language. 6th edition. Cambridge: Cambridge University Press.<br>additional reading for self-study will be announced at beginning of term<br>Select supplementary reading will be provided in class (via Moodle).</div>
      


Semester: 2023S
Title: Approaching Cultural Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=120011&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course lecture explores popular media as an object of cultural studies, introducing students to theoretical approaches, key practices and selected issues relevant to the study of culture/s .<br>Major Topics:<br>Historical development of "Culture"<br>CCCS-concepts of "culture"<br>Concepts of "folk-culture"<br>Storey's definitions of Popular Culture<br>Development of "popular culture"/mass-culture in Modernism &amp; Postmodernism<br>Postmodern capitalist consumer-culture (perspectives: Marxism, Frankfurt-School, pop-art)<br>Cultural Icons<br>Concepts of Subculture &amp; Counter-culture: Historical development, theoretical approaches; example: PUNK, The Beats (1950s) / Ginsberg "Howl"<br>- Gendered, Sexed, and Racialized Cultural Concepts of "the Other"<br>We will especially look at meaning making in the production and consumption of cultural artifacts, investigate the dynamics of representation, power and knowledge, and relate these issues to questions of constructions of "race"(vs ethnicity), gender and class. Theoretical models and perspectives will be constantly grounded in practical examples, focused on but not limited to visual cultural material.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">In ON-SITE condition (= exam in classroom)<br>final 90-minute written examination<br>6 questions<br>(Questions 1 &amp; 2 - answer in full sentences; Questions 3-6: answer in note-form OR in full sentences)<br>IF ONLINE EXAM (in case of Covid-19 restrictions)<br>90 mins written examination<br>6 questions (all to be answered in full sentences)<br>Open-book exam</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">FINAL WRITTEN EXAM (see above)<br>Onsite exam: No supportive sources allowed (= no dictionaries, scripts)<br>Regular Attendance of the lecture HIGHLY RECOMMENDED!!</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">A guidelines-file &amp; a questionnaire for preparation for the final exam will be available by mid-term. Detailed info in the lecture!</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary Reading:<br>Hebdige, D. “Posing Threats… Striking Poses” (1983)<br>Ginsberg, A. "HOWL" (1958) - Poem/Beats<br>Secondary Sources:<br>Hebdige, D Subculture: The Meaning of Style. (1979)<br>Storey, John. Cultural Studies and Popular Culture. (1988)<br>Longhurst, Brian. Introducing Cultural Studies. (2008)<br>Hall,Stuart. Representation. Cultural Representation and Signifying Practices. (1997)<br>Struken, Marita &amp; Lisa Cartwright. Practices of Looking. (2001)<br>Gelder, K. (Ed.) The Subcultures Reader. (2005)<br>Haenfler, R. Subcultures: The Basics. (2013)<p></p>Text-excerpts, abstracts, and quotes from &amp; references to the sources above (and others included in the lecture) will be available on the PPTs for individual lectures + accessible via links on moodle in specific sections.</div>
      


Semester: 2023S
Title: Approaching Literatures in English
Url: https://ufind.univie.ac.at/de/course.html?lv=120006&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This lecture course aims at helping students become competent readers. Providing participants with a critical toolkit, the course will enable participants to understand and apply some of the basic concepts of literary criticism.<p></p>This lecture course will<br>- provide an introduction to some basic issues of literary studies, such as text analysis, interpretation and literary theory;<br>- make students familiar with the terminology and practice of literary criticism;<br>- provide a survey of the major literary genres and the special methodological challenges relating to them.<p></p>Information will be provided through lectures (incl. ppp), material provided on moodle, Q&amp;A-sessions, online self-tests.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Written final exam (on site,  multiple-choice format, 40 questions, 60 minutes; sample questions provided on moodle; Hilfsmittel/use of study aids not permitted)<p></p>1st sitting: 28/6/22 (8.00-9.00)<p></p>pass rate: 60% (24 points out of 40)<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Familiarity with the theoretical and methodological concepts and issues covered in class and with the set readings; ability to apply the theoretical knowledge aquired in the course of the semester to the readings<p></p>pass rate: 60% (24 points out of 40)<p></p>1: 100 – 90%<br>2: 89,99 – 80%<br>3: 79,99 – 70%<br>4: 69,99 – 60%<br>5: 59,99% and below<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The entire material covered in the lecture course.<br>For detailed info please see admin material on moodle.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Recommended background reading: Nünning/Nünning, An Introduction to the Study of English and American Literature (2014).<p></p>Study material (ppp's, texts, audios and video links) will be provided on the Moodle elearning platform.<p></p></div>
      


Semester: 2023S
Title: MEd 05: SE Thesis Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120016&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course aims to support students while writing their MEd theses in language education or linguistics. More specifically, students will be able to<br>- present their individual MEd theses topics (written and oral formats)<br>-  discuss and provide peer-feedback on MEd theses projects and/or relevant research methods<br>- review / fine-tune areas of academic writing and research methodology</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">THis class is based on continuous assessment. Specific assessed elements are:<br>A) Active participation, including peer-review and discussion of fellow students' presentations, plus short online tasks: 20 points<br>B) Presentation of a key point of MEd thesis (theory or methodology): 40 points<br>C) written assignment (depending on stage of MEd either proposal or extract of thesis) 40 points<p></p></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance is obligatory (max 1 absence - as class is semi-blocked). Elements B) and C) outlined above need to be submitted/presented on time<br>Grades<br>Sehr gut (very good): 90-100<br>Gut (good): 80-89<br>Befriedigend (satisfactory): 70-79<br>Genügend (pass): 60-69<br>Nicht Genügend (fail): 0-59</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There is no sit-down exam. Understanding of research and research methodologies in language education and linguistics (as focused on in the MEd) is required to pass this course.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Bitchener, J. 2009. Writing an applied linguistics thesis or dissertation. Bloomsbury,<br>Woodrow, L. 2019 Doing a masters thesis in applied linguistics and TESOL. Routledge.</div>
      


Semester: 2023S
Title: MEd 05: SE Thesis Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120014&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course aims at preparing and supporting students in working on their master projects in the MEd programme. We will discuss practical questions surrounding the organisation and design of an MEd project, as well as relevant research methods. Specific focus will be given to the need for a coherent, theoretically well-founded design, which uses appropriate methods to answer research questions. Students can develop a project over the course of the semester or come prepared with a project idea.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">presentation of master project; written assignment (academic text of 600-1000 words) on a topic related to master project; participation in class discussions</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Course evaluation is based on:<br>(A) class participation and preparation of reading/other course materials (max 20 pts)<br>(B) project presentation (max. 50 pts)<br>(C) written assignment (max. 30 pts)<p></p>The minimum requirements for passing the course are:<br>(a) regular class attendance (max. 1 missed session)<br>(b) active class participation<br>(c) giving project presentation on time<br>(d) handing in the written assignment (on time)<br>(d) attaining the pass rate of 60 points<p></p>Grades:<br>Sehr gut (very good): 90-100<br>Gut (good): 80-89<br>Befriedigend (satisfactory): 70-79<br>Genügend (pass): 60-69<br>Nicht Genügend (fail): 0-59</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">presentation, written assignment, engagement in discussions and work in small groups</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Literature and websites on thesis writing, e.g.<br>Murray, R. (2011). How To Write A Thesis. McGraw-Hill Education.</div>
      


Semester: 2023S
Title: MEd 05: SE Thesis Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120013&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course addresses students towards the end of their career as undergrads, who are preparing for or already working on their MEd theses. It is meant to facilitate every phase of writing an MEd thesis, from research and planning to structuring, selecting, coming up with an overarching argument, backing it up with evidence - both from the object of analysis and from secondary literature - enriching the argument with reference to literary and/or cultural theory, of finding and propping up a position, of summarising, critiquing and improving upon other scholars' positions and of formulating a strong thesis, as well as teach time management, improve supervisor communication and teach (self-)motivational techniques. Some of these elements/skills/methods might already be familiar from your earlier written work. They will, however, be revised and, where necessary, brushed up or improved upon. We will take on examples from the theses the course members are planning to write or actually working on and use these for exercise material. Participants will be expected to produce - for example - a first draft of their introduction or their thesis statement or a sample of a close reading taken from one of their theses' main chapters.Obviously, the ultimate goal is to help you write the best possible MEd theses you are capable of producing. For this it is important to identify what each individual candidate might be struggling with, or secretly wishes to have mastered terms ago, or which skill s/he has known for a while now to be in urgent need of an update - now that it counts…</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance; active participation in class; in peer-feedback loop; project presentation and written tasks</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active participation: 15%<br>Project presentation: 15%<br>Written Exposé: 25%<br>Writing exercise I (Intro): 30%<br>Writing exercise II (body §): 10%<br>Writing exercise III (thesis statement):5%<p></p><b>Marks in %:</b><br>1 (very good): 90-100%<br>2 (good):  81-89%<br>3 (satisfactory): 71-80%<br>4 (pass): 60-70%<br>5 (fail): 0-59%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. Participants are expected to study set materials and additional secondary/theory sources, take active part in the discussions, produce a ppt presentation for their thesis presentation, and hand in assignments on time.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">not applicable</div>
      


Semester: 2023S
Title: MEd 03: SE Applied Research Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120003&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">While Austrian school learners seem to be generally improving in their English proficiency, several large-scale surveys (e.g., E8 Bildungsstandards) find that writing in English remains the area of greatest difficulty. This course aims to study writing in the L2 in detail in order to enhance future teachers’ understanding of<br>a) the differences between learning to write and writing to learn (general language learning vs. bilingual literacy development)<br>b) the diverse aspects of the L2 written product and means of studying these (including, for instance, the role of lexical density, the role of genre, etc.)<br>c) the diverse aspects of the process of writing in the L2 and means of studying these (including, for instance, the role of think-aloud protocols, eye-tracking and key-stroke logging procedures, perception data, etc.)<br>Based on this understanding, we will review and investigate current teaching practices with regard to L2 writing prevalent at Austrian schools.<br>Students will get to know a range of theoretical and methodological approaches to studying L2 writing and be able to apply these to real student data. Students will be able to design a small-scale research study in this area, including developing research questions, collecting suitable data and analysing these data within a theoretical framework. Basic research skills, like literature search, evaluation and synthesis, will be reviewed. Students will learn to relate research findings to teaching practice in a  meaningful manner.<br>(Note that this is course is the ‘general’ seminar in the MEd and NOT about providing specific support for your MEd theses. This is addressed in the MA thesis seminar)<br>Methods: mini-lectures, presentations, readings, interactive discussion, pair work, group work, individual and pair assignments, group research project</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">In order to successfully complete the course, students have to do all of the following:<br>A. Participate actively in class, i.e. timely completion of online tasks and two short methods assignment tasks during the course (40 points in total)<br>B. Research project and presentation (60 points in total) – partly group work, partly individual work<br>Both parts (A+B) have to reach at least 50% of max points (A=20, B=30) for a pass grade.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance is obligatory (max. 2 absences)<br>A maximum of 100 points can be achieved.<br>0-59 = Nicht genügend<br>60-69= Genügend<br>70 -79= Befriedigend<br>80 - 89= Gut<br>90-100 = Sehr gut</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">A: completion of set reading in class and short (online) tasks on research methodology and the topic area of L2 writing, active participation in class, including in group and pair work,<br>B: Collection of L2 writing data (either product or process) in accordance with research standards (group work)<br>Presentation of shared data set and data collection methodology (group work) (15 minutes plus 5 mins Q&amp;A)<br>Development of suitable research question (individual work)<br>Abstract of potential research project (individual work)<br>Paper on chosen topic of L2 writing research with applications for teaching practice (individual work) - 3500 words</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Hyland, Ken. 2009. Teaching and researching writing. Harlow: Pearson.<br>Lee, Icy. 2016. "EFL writing at school" In Manchón, Rosa and Matsuda, Paul (eds.) Handbook of second and foreign language writing. Berlin, Boston: De Gruyter Mouton. (pp. 113-139) <a href="https://doi-org.uaccess.univie.ac.at/10.1515/9781614511335">https://doi-org.uaccess.univie.ac.at/10.1515/9781614511335</a><br>Polio, Charlene and Williams, Jessica. 2011. "Teaching and testing writing" In Long, Michael and Catherine Doughty (eds.) The handbook of language teaching, Chichester: Wiley Blackwell (pp. 486-517)</div>
      


Semester: 2023S
Title: MEd 03: SE Applied Research Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120002&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course is designed to offer an insight into how different research methods, approaches and tools can be used to investigate the role of individual differences in the learning of additional languages. The module aims to develop students’ ability to interpret, evaluate and apply methods for examining factors that can influence second language learning. In the module students will gain hands-on experience in collecting, transcribing, describing, coding, analyzing and discussing data, preparing students to carry out empirical investigations on second language motivation, language learning anxiety, emotions, engagement and self-regulation. Students will learn how to identify research problems and questions about individual differences in language learning, how to select appropriate methods of answering research questions, how to ensure the validity and reliability of research and to use a variety of tools for data collection and analysis. Specific research tools focused on will include questionnaires, interviews, and verbal protocols.<p></p>Participants will develop their ability to engage in academic discussions by participating in discussion and improve their critical thinking and writing skills by carrying out the course assignments. Students will also gain hands-on experience in second language acquisition research by conducting a small-scale group project and develop their presentation skills as part of the group presentation sessions.<p></p>Each theme will be introduced by short lectures and readings which will be followed by group discussion activities. Students will work in groups and carry out a small-scale research project and present it to the class in simulated conference sessions.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">In order to successfully complete the course, students have to do all of the following:<br>- Participate actively in class, i.e. regular attendance, completion of short in-class and homework assignments, active participation in discussions  20 points<br>-Complete two short methods assignment tasks during the course (max. 15 points per task, i.e. max. 30 points in total)<br>- Participate actively in the group project and presentation (max. 50 points in total)<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance is obligatory (max. 2 absences)<br>A maximum of 100 points can be achieved.<br>0-59 = Nicht genügend<br>60-69= Genügend<br>70 -79= Befriedigend<br>80 - 89= Gut<br>90-100 = Sehr gut<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">/ n.a.<br>There is no sit-down exam. As indicated above, understanding the rationale and the means of applying research methods, both independently and in connection with a larger research project, is shown through successful completion of tasks and the group project.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Bibliographies will be provided in class and on Moodle.<br>Some selected readings:<p></p>Cohen, L., Manion, L. &amp; Morrison, K. (2017) Research methods in education Routledge.<br>Creswell, J. W., &amp; Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage.<br>Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.<br>Mackey, A., &amp; Gass, S. M. (Eds.). (2011). Research methods in second language acquisition: A practical guide (Vol. 7). John Wiley &amp; Sons.<br>Phakiti, A., De Costa, P., Plonsky, L., &amp; Starfield, S.(Eds.) (2018), The Palgrave Handbook of Applied Linguistics Research Methodology. London: Palgrave.<br>Li, S., Hiver, P., &amp; Papi, M. (Eds.). (2022). The Routledge handbook of second language acquisition and individual differences. Taylor &amp; Francis.<p></p>Selected articles from the journals of Language Teaching Research, Language Learning, Studies in Second Language Acquisition, Modern Language Journal<br></div>
      


Semester: 2023S
Title: MEd 03: SE Applied Research Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120001&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">hile Austrian school learners seem to be generally improving in their English proficiency, several large-scale surveys (e.g., E8 Bildungsstandards) find that writing in English remains the area of greatest difficulty. This course aims to study writing in the L2 in detail in order to enhance future teachers’ understanding of<br>a) the differences between learning to write and writing to learn (general language learning vs. bilingual literacy development)<br>b) the diverse aspects of the L2 written product and means of studying these (including, for instance, the role of lexical density, the role of genre, etc.)<br>c) the diverse aspects of the process of writing in the L2 and means of studying these (including, for instance, the role of think-aloud protocols, eye-tracking and key-stroke logging procedures, perception data, etc.)<br>Based on this understanding, we will review and investigate current teaching practices with regard to L2 writing prevalent at Austrian schools.<br>Students will get to know a range of theoretical and methodological approaches to studying L2 writing and be able to apply these to real student data. Students will be able to design a small-scale research study in this area, including developing research questions, collecting suitable data and analysing these data within a theoretical framework. Basic research skills, like literature search, evaluation and synthesis, will be reviewed. Students will learn to relate research findings to teaching practice in a  meaningful manner.<br>(Note that this is course is the ‘general’ seminar in the MEd and NOT about providing specific support for your MEd theses. This is addressed in the MA thesis seminar)<br>Methods: mini-lectures, presentations, readings, interactive discussion, pair work, group work, individual and pair assignments, group research project</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">In order to successfully complete the course, students have to do all of the following:<br>A. Participate actively in class, i.e. timely completion of online tasks and two short methods assignment tasks during the course (40 points in total)<br>B. Research project and presentation (60 points in total) – partly group work, partly individual work<br>Both parts (A+B) have to reach at least 50% of max points (A=20, B=30) for a pass grade.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance is obligatory (max. 2 absences)<br>A maximum of 100 points can be achieved.<br>0-59 = Nicht genügend<br>60-69= Genügend<br>70 -79= Befriedigend<br>80 - 89= Gut<br>90-100 = Sehr gut</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">A: completion of set reading in class and short (online) tasks on research methodology and the topic area of L2 writing, active participation in class, including in group and pair work,<br>B: Collection of L2 writing data (either product or process) in accordance with research standards (group work)<br>Presentation of shared data set and data collection methodology (group work) (15 minutes plus 5 mins Q&amp;A)<br>Development of suitable research question (individual work)<br>Abstract of potential research project (individual work)<br>Paper on chosen topic of L2 writing research with applications for teaching practice (individual work) - 3500 words</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><br>Hyland, Ken. 2009. Teaching and researching writing. Harlow: Pearson.<br>Lee, Icy. 2016. "EFL writing at school" In Manchón, Rosa and Matsuda, Paul (eds.) Handbook of second and foreign language writing. Berlin, Boston: De Gruyter Mouton. (pp. 113-139) <a href="https://doi-org.uaccess.univie.ac.at/10.1515/9781614511335">https://doi-org.uaccess.univie.ac.at/10.1515/9781614511335</a><br>Polio, Charlene and Williams, Jessica. 2011. "Teaching and testing writing" In Long, Michael and Catherine Doughty (eds.) The handbook of language teaching, Chichester: Wiley Blackwell (pp. 486-517)</div>
      


Semester: 2023S
Title: MEd 03: SE Applied Research Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120000&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course aims at familiarising MEd students with research into literature in the EFL classroom (based on a fairly broad understanding of “literature”), with a focus on both theoretical principles and research methods.<br>At the end of this term, students will have learnt to<br>• reflect on the purposes of reading literature in the classroom<br>• rethink the role of the reader / learner in the EFL classroom<br>• learn to think carefully about data and research designs<br>• and become acquainted with quantitative and qualitative research methods and what they can tell us about readers, reading and the reading materials<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">You will be expected to<br>• develop a small research project in the course of this term, for which you will write two smaller and one longer assignment<br>• read short texts or watch videos which will be posted on moodle in preparation for each class, prepare small tasks like note-taking<br>• participate in in-class discussions<br>Presence and participation in the online meetings are mandatory. You can have two absences. Please make sure you bring yourselves up to date on tasks and readings and visit moodle regularly for that purpose.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The grade will consist of the following:<br>Participation: 10%<br>Presentation: 20%<br>2 short assignments (500 words each): 15% each<br>longer assignment of 3000-3300 words each: 40%<br>Four out of these five tasks have to be positive (51%). The overall pass grade is 60%.<br>Grading scale:<br>100-90 Sehr Gut<br>91-80 Gut<br>81-70 Befriedigend<br>71-60 Genügend<br>59-0 Nicht Genügend<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There is no sit-down exam but a number of tasks that are supposed to demonstrate your understanding of the theories and methods covered and the texts read and discussed.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">We will be reading, amongst others:<br>Dörnyei and Csizer, “How to Design and Analyze Surveys in Second Language Acquisition Research“, 2012.<br>Dörnyei, “Qualitative data collection,” 2007.<br>Keles et al., “Perpetuation of gender bias in New Headway”, 2021.<br>Paran, Only Connect: researchers and teachers in dialogue. 2017.<br>Reichl, “Towards a Stronger Intervention: The role of Literature in Teacher Education.” 2012.<br>All the material will be available on moodle.</div>
      


Semester: 2023S
Title: MEd 02: VK Practicum Course: Forschendes Lernen im Praxisfeld
Url: https://ufind.univie.ac.at/de/course.html?lv=120007&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        
        

        
        

        
        

        
        

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Borg, S. (2016). Action research: Not just about ‘results’. Cambridge English Research Notes, 66, 3–5.<br>Burns, A. (2010). Doing Action Research in Language Teaching: A Guide for Practitioners. NY: Routledge.<br>Burns, A. (2015). Action Research. In J. D. Brown &amp; C. A. Coombe (eds.), The Cambridge guide to research in language teaching and learning (p. 99–104). Cambridge University Press.<br>Burton, Jill (2009). Reflective Practice. In Anne Burns and Jack C. Richards (eds.). The Cambridge Guide to Second Language Teacher Education. Cambridge University Press.<br>Wipperfürth, M., &amp; Mehlmauer-Larcher, B. (2022). Special Issue Introduction: Action Research projects in ELT teacher education. CELT Matters. <a href="https://anglistik.univie.ac.at/research/departmental-publications/celt-matters/contributions/">https://anglistik.univie.ac.at/research/departmental-publications/celt-matters/contributions/</a></div>
      


Semester: 2023S
Title: Advanced Speaking Skills for English Teachers (ASSET) - UF MA EN 04
Url: https://ufind.univie.ac.at/de/course.html?lv=120404&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>This course focuses on oral production, interaction and mediation skills for teachers of English. It develops discourse skills relevant to the educational domain, such as explaining concepts, giving instructions, checking understanding, initiating and moderating discussions, facilitating collaboration, encouraging conceptual talk, and critically evaluating contributions. The course also discusses characteristic features of spoken language, including classroom discourse, and provides ample opportunity for practice. Students will learn to make effective use of body language, intonation, voice, turn-taking devices and lexico-grammatical means to interact successfully in educational contexts.<p></p>Aims:<br>- to speak fluently and effectively in various forms of interaction and production<br>- to have expert knowledge of the characteristics of spoken language<br>- to have practical analytical skills, e.g. for monitoring and analyzing the speech of learners<br>- to facilitate access to knowledge and concepts through spoken language<p></p>Methods:<br>Communicative language practice based on the discussion of theoretical concepts, presentations, role plays</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment is based on one written/recorded reflection assignment, peer feedback tasks, a practice presentation (obligatory but not assessed), and a final oral exam, which involves oral production and oral interaction.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>1. Peer feedback tasks, reflection assignment (30%)<br>2. Final exam: oral production (35%)<br>3. Final exam: oral interaction (35%)<p></p>Prerequisites for taking the exam: in-class presentation<p></p>Assessment criteria: lexico-grammatical resources and fluency, pronunciation and vocal impact, structure and content, genre-specific presentation skills, interaction management, interaction skills<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">A course reader is available online.</div>
      


Semester: 2023S
Title: Advanced Speaking Skills for English Teachers (ASSET) - UF MA EN 04
Url: https://ufind.univie.ac.at/de/course.html?lv=120403&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>This course focuses on oral production, interaction and mediation skills for teachers of English. It develops discourse skills relevant to the educational domain, such as explaining concepts, giving instructions, checking understanding, initiating and moderating discussions, facilitating collaboration, encouraging conceptual talk, and critically evaluating contributions. The course also discusses characteristic features of spoken language, including classroom discourse, and provides ample opportunity for practice. Students will learn to make effective use of body language, intonation, voice, turn-taking devices and lexico-grammatical means to interact successfully in educational contexts.<p></p>Aims:<br>- to speak fluently and effectively in various forms of interaction and production<br>- to have expert knowledge of the characteristics of spoken language<br>- to have practical analytical skills, e.g. for monitoring and analyzing the speech of learners<br>- to facilitate access to knowledge and concepts through spoken language<p></p>Methods:<br>Communicative language practice based on the discussion of theoretical concepts, presentations, role plays</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment is based on one written/recorded reflection assignment, peer feedback tasks, a practice presentation (obligatory but not assessed), and a final oral exam, which involves oral production and oral interaction.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>1. Peer feedback tasks, reflection assignment (30%)<br>2. Final exam: oral production (35%)<br>3. Final exam: oral interaction (35%)<p></p>Prerequisites for taking the exam: in-class presentation<p></p>Assessment criteria: linguistic range and accuracy; pronunciation, vocal impact, and fluency; content and structure; genre-specific presentation skills; interaction management; interaction skills<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">A course reader is available online.</div>
      


Semester: 2023S
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126233&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">A plethora of goals is formulated in national or supranational curricula, be it by the BMBWF, by the Council of Europe (CEFR and its Companion), or within global educational goals formulated for the 4 Cs in 21st century skills. Together with the current oversupply in stated problems and crises might leave one feeling overwhelmed as a subject-specifc teacher in answering the question: How am I going to teach my English learners well? How can I cater for important general educational goals and not forget about the core of my teaching: learning a language within limited time resources?<br>This course gives space to reflect and explore on a transdisciplinary and holistic approach to ELT practice and to design and implement an exemplary teaching sequence in the area of digital, peace, global or transcultural learning within a workshop day (April 1st 2023).<p></p>This course provides space for<br>1)	reflecting on personal resources, interests, and values within ELT practice<br>2)	exploring existing material, methods and teaching resources for digital, transcultural, global or peace education in ELT (according to own interest)<br>3)	the supervised design of a teaching sequence that combines English language learning and one further educational goal in the area of digital, transcultural, global or peace education (individually or collaboratively) and implementing it in practice together with an ELT practitioner<br>4)	one session dedicated to the exchange with experts and ELT practitioners about issues of peace education and transcultural learning in ELT<p></p>This course aims at furthering the participants’ professional ELT teaching competences in the following areas:<br>-	integration of professional knowledge from different previously acquired sources (ELT Methodology, Media &amp; Cultural Studies, Literary Studies, Learning Psychology, Pedagogy and of course other personal resources)<br>-	design and implementation of an exemplary teaching sequence in the area of digital, peace, global or transcultural learning within ELT<br>-	researching and organizing a range of teaching resources within a personal portfolio<br>-	understanding one’s professional responsibility, identity as well as the potential of collegial collaboration in a more integrated, holistic and positive way </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Portfolio with individual reflection tasks, reading tasks, and research tasks (teaching resources) (lecturer assessment) (25%)<br>Description of the self-designed teaching unit/sequence (self-assessment and lecturer assessment) (25%)<br>Presentation of the designed teaching sequence (after implementation in school) (learner, peer and lecturer assessment) (25%)<br>Reflective essay of 1,000 words and self-assessment (grid) about professional development within course (self-assessment and lecturer assessment) (25%)<p></p>There is no oral or written exam. All materials provided on Moodle or in class, as well as material researched individually can be used for all tasks. </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<br>Three of the four components as well as the overall score must be positive.<br>Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There is no oral or written exam. For assessment see above. </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Literature<br>Note: The literature can be provided in an e-mail. To receive all articles in advance to the course, please, either refer to Moodle or contact the lecturer via mail.<p></p>Compulsory literature (will be read together within course)<br>BMBWF. Austrian Curricula for EFL, and other educational goals (e.g. digital education, transdisciplinary competence, cultural education, peace education etc.).<br>Klafki, W. (2007). Didaktik analysis as the core of the preparation of instruction. In I. Westbury &amp; G. Milburn (Eds.), Rethinking Schooling (pp. 114–132).<br>Ellis, R., &amp; Shintani, N. (2014). Instructed language learning. In Exploring language pedagogy through second language acquisition research (pp. 5–28). Routledge/Taylor &amp; Francis Group. (known from course: Principles of ELT)<br>Rauschert, P. (2022). Intercultural Service Learning Reframed: A Comprehensive Model and Its Practical Implementation in the Foreign Language Classroom. In C. Lütge, T. Merse, &amp; P. Rauschert (Eds.), Global citizenship in foreign language education: Concepts, practices, connections (pp. 109–127). Routledge.<br>Redecker, C., Punie, Y., European Commission, &amp; Joint Research Centre. (2017). European framework for the digital competence of educators DigCompEdu. Publications Office of the European Union, Luxembourg, doi:10.2760/178382. </div>
      


Semester: 2023S
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126232&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Aims and contents of the course:<br>Unlike other assessment approaches, learning-oriented language assessment (LOLA) focuses clearly and unambiguously on assessment in the service of language learning. This course, building on the contents of the assessment course in the BEd programme, elaborates on the elicitation and interpretation of L2 performance evidence with a view to promoting better learning. We will discuss differences and similarities between LOLA and related concepts (e.g. formative assessment, alternative assessment, dynamic assessment), explore various dimensions of LOLA (e.g. contextual, interactional, instructional, affective), and develop a repertoire of practical techniques for LOLA. We will focus specifically on the role of feedback in enhancing learning and on the conditions under which feedback is effective. With information technologies and artificial intelligence playing an increasingly important role in language assessment, particular attention will be paid to how technology can enhance LOLA.<p></p>The major aims are to<br>•	develop an understanding of the various concepts and dimensions of LOLA<br>•	learn to implement LOLA systematically in the classroom<br>•	understand the types, functions and effects of feedback in LOLA<br>•	learn to make effective use of technology to support LOLA<p></p>Methods:<br>Individual/pair/group work, discussion of readings, mini lectures/input, group presentations, critical reflection on and evaluation of assessment instruments and empirical data</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment will be based on students' own/group work, continuous assessment (classwork/homework), one group presentation and critical evaluation of a digital tool for LOLA purposes, one written rationale for a LOLA-enhanced teaching unit based on performance data, and one final individual written assignment.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>1. Classwork/homework (individual/in pairs/groups) incl. online activities, reading tasks and in-class participation (20%)<br>2. Presentation and critical evaluation of a digital tool for LOLA (in groups) (20%)<br>3. Written proposal and rationale for a LOLA-enhanced teaching unit based on performance data (in groups) (30%)<br>4. Final written assignment, 1,500-2,000 words, uploaded in Moodle (30%)<p></p>Three of the four components as well as the overall score must be positive.<p></p>Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment based on classwork/homework, presentation and critical evaluation of a digital tool for LOLA, rationale for a LOLA-based teaching unit, final written assignment, as listed above.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Carless, David. 2007. “Learning-oriented assessment: Conceptual bases and practical implications”. Innovations in Education and Teaching International 44(1), 57-66.<br>Gebril, Atta (ed.). 2021. Learning-oriented language assessment: Putting theory into practice. New York: Routledge.<br>Hamp-Lyons, Liz. 2017. “Language assessment literacy for language learning-oriented assessment”. Papers in Language Testing and Assessment 6(1), 88-111.<br>Jones, Neil; Saville, Nick. 2016. Learning oriented assessment: A systemic approach. Cambridge: Cambridge University Press.<br>Turner, Carolyn; Purpura, James. 2016. “Learning-oriented assessment in second and foreign language classrooms”. In Tsagari, Dina; Banerjee, Jayanti (eds.). Handbook of second language assessment. Berlin, Boston: De Gruyter, 255-274.</div>
      


Semester: 2023S
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126231&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course aims to increase awareness of the needs of students with specific learning differences when acquiring another language. It provides the necessary theoretical background to help you understand the nature of the various specific learning difficulties and the underlying principles of effective instructional programs. The module  equips you with a repertoire of practical teaching and assessment techniques for the inclusive classroom.<br>In the course you will also evaluate resources used in teaching languages to students with learning difficulties and design language teaching tasks that meet the needs of students with different ability profiles.<br>This course aims to increase awareness of the needs of students with specific learning differences when acquiring another language. It provides the necessary theoretical background to help you understand the nature of the various specific learning difficulties and the underlying principles of effective instructional programs. The module equips you with a repertoire of practical teaching and assessment techniques for the inclusive classroom.<br>In the course you will also evaluate resources used in teaching languages to students with learning difficulties and design language teaching tasks that meet the needs of students with different ability profiles.<p></p>Planned  topics:<br>1. Introduction and discourses of disability<br>2. What are Specific Learning Difficulties?<br>3. Identifying specific learning difficulties in multilingual contexts:<br>4. The impact of SpLDs on learning additional languages<br>5. General principles of inclusive education and multisensory structured learning<br>6. Using digital technology to teach students with SpLDs<br>7. Teaching spelling and pronunciation in an inclusive classroom<br>8. Teaching vocabulary and grammar in an inclusive classroom<br>9. Teaching reading and writing in an inclusive classroom<br>10. Adapting language teaching tasks and materials to meet the diverse needs of students<br>11. Teaching listening and speaking in an inclusive classroom- Peer teaching and presentation<br>12. Fairness and universal design in language assessment:<br>13. Supporting self-regulation of learning<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Continuous assessment<p></p></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text"><br>Active participation: 20%<br>Group work (peer teaching and presentation): 30%<br>Portfolio: Digital learning tool presentation and analysis (multi-modal): 10%; Critical materials analysis and adaptation (choice between narrated academic PPT or written essay): 40% -Total 50%<br>Attendance is obligatory (max. 2 absences)<br>A maximum of 100 points can be achieved.<br>0-59 = Nicht genügend<br>60-69= Genügend<br>70 -79= Befriedigend<br>80 - 89= Gut<br>90-100 = Sehr gut<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Delaney, M., &amp; Farley, S. (2016). Special Educational Needs-Into the Classroom. Oxford University Press.<br>Kormos, J. (2016). The second language learning processes of students with specific learning difficulties. Routledge.<br>Kormos, J., &amp; Smith, A. M. (2011). Teaching languages to learners with specific learning difficulties. Clevedon: Multilingual Matters.<br>Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.<br></div>
      


Semester: 2023S
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126230&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Literature, in its myriads of formats and genres, can be a staple resource in a contemporary classroom working with a communicative rationale. However, simply throwing books at young learners without any consideration of aims, methods and expected outcomes is not the way to go about it. This course will focus on a principled (but no less joyful) approach to using contemporary literary materials (in a wider sense) at all stages of the EFL classroom.<p></p>Students will be able to<br>-	Reflect on their own experiences with literature as English learners and compare their beliefs with the available research<br>-	get to know recent novels, short stories, graphic novels and other literary texts (in the wider sense) that have potential for English language education<br>-	Select aims, materials and methods in accordance with the above and create coherent and convincing lesson plans<p></p>Methods: readings and discussions, video book review, creative writing exercise, pair/group work for lesson plans and presentations</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment:<br>•	Readings and discussions<br>•	Presentation of materials and lesson plan (in pairs or groups)<br>•	Booktube review of a YA novel<br>•	Creative writing task<br>•	Reflection essay<br>Course evaluation is based on:<br>- class participation and preparation of reading/other course materials (10%)<br>- creative writing assignment of 500-550 words (10%)<br>- Booktube video review (30%)<br>- presentation of materials and lesson plan (30%)<br>- reflective essay of 1000-1100 words (20%)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The minimum requirements for passing the course are:<br>(a) regular class attendance (max. 2 missed sessions)<br>(b) active class participation<br>(c) giving presentation on time<br>(d) uploading / handing in assignments (on time)<br>(e) attaining the pass rate of 60 points overall and on at least 4 of 5 components<br>Grades:<br>Sehr gut (very good): 90-100<br>Gut (good): 80-89<br>Befriedigend (satisfactory): 70-79<br>Genügend (pass): 60-69<br>Nicht Genügend (fail): 0-59<br>Please note that late submissions may result in a deduction of points.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There is no written exam. Materials to prepare the individual tasks will be provided on moodle or selected by students.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">We will be reading extracts and chapters from Leather and Uden's Extensive Reading: The Role of Motivation (2021), Janice Bland’s Using Literature in English Language Education: Challenging Reading for 8–18 Year Olds, as well as some of the recent work by Amos Paran, Sandra Stadler-Heer and others. We will also discuss articles of the recent volumes of CLELE journal (Children’s Literature in English Language Education).</div>
      


Semester: 2023S
Title: Mediation and Genre Analysis for English Teachers (MAGNET) - UF MA EN 01
Url: https://ufind.univie.ac.at/de/course.html?lv=120103&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>This course equips students with the skills and knowledge necessary for coping with a wide range of texts relevant in the educational domain. The focus is on independent genre analysis and adapting texts to make them suit different (learner) audiences and purposes. The course is also designed to help students improve their academic writing skills for the MA thesis (if required).<p></p>Aims:<br>- to develop awareness of the parameters that shape various genres and how these parameters affect linguistic encoding and text structure<br>- to cope productively and receptively with specialized text types<br>- to develop the skills necessary to adapt texts for various (educational) purposes<p></p>Methods:<br>Communicative language practice based on the discussion of concepts from genre analysis</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment is based on an individual written abstract, an individual written assignment, a student project, and class participation.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>The grade is made up as follows:<p></p>1. Individual written abstract: 20%<p></p>2. Individual written assignment: 35%<br>A genre analysis critiquing and comparing at least two texts of the same text type (of your choice) from one of the three modules. Include citations from at least three outside sources. 1,000-1,500 words.<p></p>3. Team project: 45%<br>Genre analysis comparing two genres (two texts from each genre), including reference to at least three outside sources to frame the analysis. The analysis is followed by a mediation task in which the team adapts content from one genre to produce a new text for a new audience or to fulfil a new purpose. Entire project presented to the class in an academic style conference<br>10% Project proposal<br>25% Analysis and mediation project<br>10% Academic presentation<p></p>All parts must be completed and two out of the three graded parts must be positive. The pass grade is 60%.<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">A course reader is available online.</div>
      


Semester: 2023S
Title: MA-Seminar (Literature/Cultural Studies - Abschlußmodul 6)
Url: https://ufind.univie.ac.at/de/course.html?lv=128461&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The aim of the course is to support students who are working on their MA theses. To do so, we will read and discuss your proposals, a selection from your choice of primary work(s), outlines, bibliographies, and critical or analytical writing samples. Each participant will submit materials and present work samples to the course members over the course of the seminar. We will address questions concerning individual projects, selection of sources, methodology, procedures for research, general MA guidelines and expectations, and academic writing style and formats.<br>It is recommended that you sign up for this class when you have found a supervisor and a topic for your thesis paper.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Individual presentation of research projects, written input (e.g. abstract, short proposal and longer text selection from thesis project), individual and group work within sessions</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Course evaluation is based on:<br>(A) class participation and preparation of course materials (20%)<br>(B) project presentation (50%)<br>(C) writing assignment (30%)<br>The minimum requirements for passing the course are:<br>(a) regular class attendance (max. 2 missed sessions)<br>(b) active class participation<br>(c) giving project presentation on time<br>(d) handing assignments on time<br>(e) attaining the pass rate of 60 points<br><b>Marks in %:</b>1 (very good): 90-100%2 (good): 80-89%3 (satisfactory): 70-79%4 (pass): 60-69%5 (fail): 0-59%Points must be collected in all of these areas to pass. The <b>benchmark</b> for passing this course is at <b>60%</b>.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">- ACTIVE participation in group work and classroom discussion<br>- project presentation incl. handout and ppt<br>- on-time hand-in of written assignment</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Chosen reading materials will be provided by course participants.<br>Further materials, which may be helpful in preparing students for writing an MA include:<br>- J.S. Graustein, <i>How to Write an Exceptional Thesis or Dissertation: A Step-by-Step Guide from Proposal to Successful Defense</i><br>- Y. Bui, <i>How to Write a Master's Thesis</i></div>
      


Semester: 2023S
Title: Jüdisches Theater: Ästhetik, Dramaturgie und Inszenierungsformen jüdischer Identität/en
Url: https://ufind.univie.ac.at/de/course.html?lv=170702&semester=2023S
Branch: SPL 17 - Theater-, Film- und Medienwissenschaft
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Die Entstehung, Entwicklung und Geschichte des jüdischen Theaters und Films stehen im Fokus dieser VO. Nach Fragen der Definition/en wird auf die historischen und politischen Voraussetzungen sowie die Affinitäten und Unterschiede zu anderen zeitgenössischen Formen von Theater und Film eingegangen. Dabei stehen Ästhetik und Dramaturgie im Vordergrund, aber auch die Formen der Inszenierungen jüdischer Identität/en auf der Bühne sowie in (ausgewählten) Filmen und ihr historischer Kontext.<br>Die entsprechende Historiographie, ihre Zugangsweisen und Probleme werden ebenfalls thematisiert.<br>Ziel: Die Ästhetik und Dramaturgie jüdischer Dramen und Filme in Bezug auf jüdische Identität/en zu analysieren sowie in einen internationalen und aktuellen Kontext zu stellen.<br>Methode: Vortrag mit Power Point Präsentationen und Filmausschnitten sowie Analyse von Beispielen.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Digitale schriftliche Prüfung mit Prüfungsbogen, im Open Book Format.<br>Der Prüfungsbogen enthält 7 Fragen. Aus den Fragen 1-6 sind 3 Fragen auszuwählen und zu beantworten. Die 7. Frage betrifft ein selbst gewähltes und von ihnen vorbereitetes Thema.<br>Open Book Format heißt, dass Sie alle Skripten, Unterlagen etc. benutzen können. </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Interesse an der Auseinandersetzung mit jüdischer Kultur im historischen und aktuellen Kontext sowie an der spezifischen Historiographie.<br>Notenschlüssel schriftliche Prüfung: Sehr gut: 23-24 Punkte; Gut: 18-22 Punkte; Befriedigend: 15-17 Punkte; Genügend: 11-14 Punkte; Nicht genügend: 0-10 Punkte</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Inhalt der VO (auf Basis der Skripten bzw. der auf Moodle zur Verfügung gestellten Materialien). Auswahl von drei zu beantwortenden Fragen (von sechs), sowie einer selbst gewählten Frage in Zusammenhang mit der VO.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Literatur<br>(Auswahl, mehr auf moodle)<br>Dalinger, Brigitte. "Verloschene Sterne". Geschichte des jüdischen Theaters in Wien. Wien: Picus, 1998.<br>Hoberman, Jim. Bridge of Light. Yiddish Film between two Worlds. New York: Schocken Books, 1991.<br>Kanfer, Stefan. Stardust Lost. The Triumph, Tragedy, and Mishugas of the Yiddish Theater in America. New York: Alfred A. Knopf, 2006.<br>Nahshon, Edna (Hg.) Jewish Theatre: A Global View. Leiden, Boston: Brill, 2009.<br>Patka, Markus G. Wege des Lachens. Jüdischer Witz und Humor aus Wien. Weitra: Bibliothek der Provinz, 2010.</div>
      


Semester: 2023S
Title: Die Genese des digitalen Handlungsraums - Medientheoretische Ansätze
Url: https://ufind.univie.ac.at/de/course.html?lv=170700&semester=2023S
Branch: SPL 17 - Theater-, Film- und Medienwissenschaft
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Die leitende Frage dieser Vorlesung ist die Frage nach dem Ausdruck und Handlungsraum des Individuums in digitalen Umgebungen. In welchem Verhältnis stehen Sprechen und Handeln in der aktuellen digitalen Kultur und auf welchen Traditionen medialer Kultur basieren die digitalen Zeichen?<p></p>Der digitale Raum wird in dieser Vorlesung als techno-sozialer Raum gezeigt, welcher durch eine Verknüpfung von mathematisch, logischen mit sozialen Regeln strukturiert ist. Ein hybrider Raum in welchem das eigene "Sprechen" immer auch mit algorithmische Unterstützung, Corporate Interests oder sozialem Marktwert verbunden ist. Neben einer historischen Perspektive auf die technologischen und sozialen Entwicklungen werden aktuelle Techniken vorgestellt und in einen theoretischen Rahmen eingeordnet. Dazu kommen systemtheoretische Ansätze, affekt- und bildtheoretische Überlegungen und Forschungsarbeit zur Memetik zum Einsatz.<p></p>Ziel:<br>Ziel ist die Antwort auf folgende Fragen zu skizzieren: Mit welchen Theorien und Ansätzen lassen sich digitale, medial dynamische, heterogene Formen im verstehen. Wie ist die spezifisch digitale Aufmerksamkeitsökonomie strukturiert?<p></p>Methode:<br>Frontaler Vortrag &amp; Analysen konkreter Beispiele<br>Gruppen Diskussionen von ausgewählten Beispielen digitaler Kultur</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Schriftliche Prüfung die sich aus zwei Teilen zusammensetzt:<p></p>1) Es werden Wissens- und Verständnisfragen zu prüfungsrelevanter Literatur gestellt.<p></p>2) Schriftliche Analyse eines medialen Phänomens, das via Projektor gezeigt wird. Dieses Format ist Gegenstand der Vorlesung, d.h. es sollte zum Zeitpunkt der Prüfung umfangreich bekannt sein.<p></p>ERGÄNZUNG Online:<br>Die Prüfung findet online auf Moodle statt. Es ist möglich im oben bekanntgemachten Zeitraum die Prüfungsfragen zu beantworten. Die Art der Fragen und deren Beantwortung unterscheidet sich nur im geringen Masse von den vorhergegangen Prüfungen.<p></p>Erstens ist bei einer Online-Prüfung nicht zu verhindern, dass die Unterlagen verwendet werden. Die Prüfung findet somit Open-Book statt. Die Prüfungsfragen sind aus diesem Grund noch stärker auf Anwendungs-/Transferdimension des ausgelegt und keine reinen Wissensfragen.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">0-49 Punkte=5, 50-62 Punkte=4, 63-74 Punkte=3, 75-86 Punkte=2, 87-100 Punkte=1</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Die Inhalte der Vorträge und ausgewählte Texte, welche zu Beginn der Vorlesung bekannt gegeben werden.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">ANGERER, Nicht-bewusst: Affektive Kurzschlüsse zwischen Psyche und Maschine<br>BAECKER, 4.0 oder Die Lücke die der Rechner lässt<br>BAECKER, Intelligenz, künstlich und komplex<br>BAECKER, Technik und Entscheidung<br>HAYLES, How we became postmodern<br>LUHMANN, Die Realität der Massenmedien<br>SHIFMAN, Memes in digital culture<br>MANOVICH, Defining AI Arts<br>WEIBEL, Ortlosigkeit und Bilderfülle</div>
      


Semester: 2023S
Title: 21st Century African Women’s Writing and Feminism
Url: https://ufind.univie.ac.at/de/course.html?lv=143264&semester=2023S
Branch: SPL 14 - Orientalistik, Afrikanistik, Indologie und Tibetologie
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content: This lecture course follows upon 143121 VO  20th-century African Women’s Writing and Feminism with a focus on 21st century literature by Anglophone African women after 2000. This is a rich and dynamic body of writing that includes not only typically female genres such as the Bildungsroman, romance, tragedy and domestic drama, as seen in the previous century, but also traditionally male genres, such as the historical novel, science-fiction, crime thriller, memoir and magical realism, as well as completely new genres, such as chick-lit, lesbian and transgender writing, and the Afropolitan novel. As we will analyze, the new literary genres have been accompanied by a new feminist imagination and an epistemic and discursive shift in African feminism that makes it possible to see this writing as a second-wave in African feminism. Its transnational and trans-historical feminist perspective presents an opportunity to situate African women’s literature as an integral part of women’s literary history, and African feminism as part of global feminism. By turning their attention to the female body as the prime site of women’s victimization and freedom, contemporary Anglophone African women writers reframe feminism as a demand for universal human rights while creating some of the most radical feminist texts of the present time.<p></p>Aims:<br>On completion of this course the student will have developed the ability to:<br>•	identify, analyse and understand key political, philosophical and aesthetic issues in contemporary African feminist writing and its development from the 20th century<br>•	understand the development of the discussions on African feminism, African women’s rights and African modernity in a comparative context<br>•	apply close reading skills to a variety of literary texts and be able to analyze them from a literary-critical perspective<br>•	reflect critically on the relations between primary texts and relevant secondary texts<p></p>Method: Lecture and dicussion</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Option 1: written exam (in class)<br>Option 2: final paper (3500 words).<p></p>The exam will consist of mini-essay essay questions. Minimum requirement 3 mini-essays 250 words each. Topics will be given to choose from.<p></p>The final paper should analyze at least one work (novel, play, or at least 3 short stories). You will be given a list of app. 20 topics to choose from. The final paper is not just a summary of what was said in the lecture. It should show your own approach to a primary work and bring original observations and/or opinions.<p></p>More information about the class exam and the final essay will be given in class. </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Minimum requirements and assessment criteria for the exam:<p></p>3 mini-essays, 250 words each<p></p>Minimum requirements and assessment criteria for the final paper:<p></p>1) Contents (in particular detection of the central points; clear formulation, structure and organization of the argument, supported with evidence from primary and secondary sources;  the ability to read text closely and interpret both form, content and context; the ability to reflect critically on the relations between primary and relevant secondary texts, instead of just citing secondary texts as a source of authority and interpretation; correctness of methodology; originality;  creativity 60%<p></p>2) Format (esp. layout, formatting, and citation practice): 20%<p></p>3) Language (particularly scholarly terminology and correct use of technical terms; clear and understandable language; correct spelling, grammar, and sentence composition; style): 20%<p></p>In all three areas at least 50% of the points must be achieved in order to obtain credit. The mark breakdown is as follows:<p></p>(1) 90-100 %<br>(2) 80-89 %<br>(3) 65-79 %<br>(4) 50-64 %<br>(5) 49 -0 %</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">-Anglophone African women's writing in the context of Anglophone women's literary tradition<br>-21st-century African feminist writing in English<br>-21st-century African women's writing in the context of transnational feminism<br>-African women's human rights, sexuality and feminism in 21st-century African women's writing<br>-human rights, decolonization and modernity in 21st-century African women's writing<br>-the politics of representation in 21st-century African women's writing<br>-21st-century African women's writing and the material culture of publishing</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">This is not the reading list, only the list of texts that will be covered in the lectures. Most of the texts will be provided on Moodle.<p></p>NOVELS:<br>Chika Unigwe, On Black Sisters’ Street (2009)<br>Chinelo Okparanta, Under the Udala Trees (2015)<br>Chimamanda Ngozi Adichie, Purple Hibiscus (2003), Americanah (2013)<br>Sefi Atta, Everything Good Will Come (2005), Swallow (2010), A Bit of Difference (2013)<br>Lola Shoneyin, The Secret Lives of Baba Segi’s Wives (2010)<br>Panashe Chigumadzi, Sweet Medicine (2015)<br>Angela Makholwa, Red Ink (2007), Black Widow Society (2013)<br>Kopano Matlwa, Coconut (2007), Period Pain (2016)<br>Kagiso Lesego Molope, This Book Betrays My Brother (2018)<br>Zukiswa Wanner, Maid in SA: Thirty Ways to Leave Your Madam (2010)<br>Akwaeke Emezi, Freshwater (2018)<br>Mary Karooro Okurut, The Official Wife (2003), The Switch (2016)<br>Goretti Kyomuhendo, Whispers from Vera (2002)<br>NoViolet Bulawayo, We Need New Names (2013)<br>Jennifer Nansubuga Makumbi, The First Woman (2020)<p></p>DRAMA: Nick Hadikwa Mwaluko, Waafrika 123 (2016)<p></p>SHORT STORIES:<br>Chinelo Okparanta, Happiness, Like Water (2013)<br>Monica Arac de Nyeko, ‘Jambula Tree’ (2007)<br>Wame Molefhe, Go Tell the Sun (2011)<br>Doreen Baingana, Tropical Fish: Stories out of Entebbe (2005)<br>Sefi Atta, News from Home (2009)<p></p>POETRY<br>Koleka Putuma, Collective Amnesia (2017)<p></p>MEMOIR:<br>Ayaan Hirsi Ali, Infidel (2007)<br>Soraya Miré, The Girl with Three Legs (2011)<br>Unoma Azuah, Embracing My Shadow (2020)<br>Nkunzi Nkabinde, Black Bull, Ancestors and Me: My Life as a Lesbian Sangoma (2008)<p></p>ESSAYS:<br>Adichie, Chimamanda. We Should All Be Feminists (2014), Dear Ijeawele (2017)<br>Adichie, Chimamanda. “Chimamanda Adichie on Black Hair and the Narrow Definition of Beauty.” The Cut Magazine 2016<br>Ahikire, Josephine. 2014. “African feminism in context: Reflections on the legitimation battles, victories and reversals.” Feminist Africa 19: 7-23.<br>Chigumadzi, Panashe. 2019 “Why I’m No Longer Talking to Nigerians About Race”<br>Dabiri, Emma. 2014. “Why I am not an Afropolitan.” Africa is a Country website.<br>Eric-Udorie, June, ed. Can We All Be Feminists? London: Virago, 2018.<br>Eze, Chielozona. “We, Afropolitans.” Journal of African Cultural Studies, 28(1) (2015).<br>Gqola, Pumla Dineo. Reflecting Rogue: Inside the Mind of a Feminist (2017)<br>---. Rape: A South African Nightmare (2015)<br>---. “Ufanele uqavile: Blackwomen, feminisms and postcoloniality in Africa.” Agenda: Empowering Women for Gender Equity 16.50 (2001): 11–22.<br>Kyomuhendo, Goretti. 2005. “To Be an African Woman Writer: The Joys and Challenges.” In Words and Worlds: African Writing, Literature and Society, ed. by Susan Arndt – Katrin Berndt, 185 – 192. Trenton, NJ: Africa World Press.<br>Lewis, Desiree. 2001. “Introduction: African Feminisms.” Agenda: Empowering Women for Gender Equity 16. 50: 4–10.<br>--- et al. Surfacing: On Being Black and Feminist in South Africa (2021).<br>Matembe, Miria. “I Must Call Myself a Feminist.” Women Writing Africa: The Eastern Region, ed. Amandina Lihamba et al., 437. New York: Feminist Press, 2007.<br>Nkealah, Naomi. 2016. “(West) African Feminisms and Their Challenges.” Journal of Literary Studies, 32:2, 61-74.<br>Ogundipe-Leslie, Molara. Re-Creating Ourselves: African Women and Critical Transformations (1994)<br>Salami, Minna. Ms Afropolitan (blog) <a href="https://www.msafropolitan.com">https://www.msafropolitan.com</a><br>Selasi, Taiye.  (2005). “Bye Bye Babar.” The LIP Magazine.<br>Sephodi, Malebo. 2017. Miss Behave. Auckland Park: Blackbird Books.<br>Tamale, Sylvia. “African Feminism: How Should We Change?” Development 49.1 (2006)<br></div>
      


Semester: 2023S
Title: Schreiben und Publizieren im Afrika der Gegenwart: Schwerpunkt Westafrika
Url: https://ufind.univie.ac.at/de/course.html?lv=143201&semester=2023S
Branch: SPL 14 - Orientalistik, Afrikanistik, Indologie und Tibetologie
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In den letzten zwei Jahrzehnten hat sich die literarische Landschaft Afrikas stark verändert. Webpublishing, Literaturblogs und Online-Magazine im Bereich der digitalen Medien, neue Kunst- und Literaturinitiativen und Förderschienen sowie transnationale Netzwerke zwischen der Diaspora und dem Kontinent bringen eine neue Dynamik in die kulturelle Produktion. Diese Lehrveranstaltung wirft einen Blick auf Organisationen und KünstlerInnen, auf Medien und Verlage in der Region Westafrika.<br>Nach einer allgemeinen Einleitung widmen wir uns einzelnen Initiativen und ihren Publikationen, und diskutieren sie im Kontext von Sprachpolitik und Mehrsprachigkeit, von Bildung, Literatur und Gender in nationalen und transnationalen Zusammenhängen.  Vortrag mit Powerpoint, Lektüre und Diskussion von Texten.<br>Ziel der LV ist ein kritisches Verständnis von sozialen, kulturellen und politischen Dimensionen von Schreiben und Publizieren im westafrikanischen Kontext. Die Vorlesung baut inhaltlich auf der Vorlesung "Literaturen Westafrikas" im WS 2022/23 auf, kann aber auch unabhängig davon besucht werden.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Die Prüfung besteht aus zwei Teilleistungen:<br>1. Abgabe eines Exzerpts (2-4 Seiten, Times New Roman 12 pt, 1,5 Zeilen) zu einem Forschungsartikel. Abgabe zum Termin der schriftlichen Prüfung.<br>2. Einem Prüfungsessay, in dem Sie einen der in der Vorlesung behandelten literarischen Texte diskutieren und auf seinen Entstehungskontext eingehen.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Beide Teilleistungen müssen erbracht werden. Die Vorlesungseinheiten sind interaktiv. Aktive Teilnahme an Diskussionen und vorbereitende Lektüre von Texten werden in die Beurteilung einbezogen. Ein Großteil der Kurslektüre ist in englischer Sprache. Englischkenntnisse sind daher erforderlich, Franszösischkenntnisse von Vorteil.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Inhalt der Vorlesung (Vortrag, Diskussionen und Powerpoint), Primärliteratur und Sekundärliteratur</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Wird zu Beginn des Semesters bekannt gegeben</div>
      


Semester: 2023S
Title: South African Theatre: Artivism through Performance
Url: https://ufind.univie.ac.at/de/course.html?lv=143095&semester=2023S
Branch: SPL 14 - Orientalistik, Afrikanistik, Indologie und Tibetologie
Type: Kurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This literary studies course looks at some of the most important South African theatre productions and performances, including plays by Lara Foot, Nadia Davids, Athol Fugard, William Kentridge, Koleka Putuma, and many more. South African theatre is an art form of fierce political engagement and ranks among to most influential and renowned expressions of theatre in the world. Tracing back the development and impact of the institutionalised racial segregation known as Apartheid as well as of colonialism, this course explores the relationship between arts and politics in a South African context and critically investigates theatre as protest, theatre as social criticism, theatre as witness, and theatre as ongoing discourse to negotiate and (re)-shape South Africa’s national narrative(s). The texts discussed address racism, colonialism, political oppression, gender, gender-based violence, environmental justice, and individual as well as collective trauma. Students gain a better understanding of South African theatre and culture by exploring its diversity, colonial impact, and new emerging hybrid art forms.<p></p>Course objective:<br>Students will get acquainted with South African playwrights and performers and learn to critically engage with their work. Students will get familiarised with the history of South African theatre as well as discourses on race, gender, and power from a South African perspective. Students will train critical thinking, close reading, and creative writing, and develop their presentation and writing skills.<p></p>Teaching and learning method:<br>interactive (&amp; New Media); The methodology of this course is based on critical pedagogy. Short input session by the course instructor, which will explain and contextualize relevant theories and contexts, are followed by in class dialogue and group discussions, in which students are expected to actively participate. Students will also engage in close readings and critical analysis of assigned texts. We will follow a code of conduct built on collaboration, respect, and compassion towards one another and actively practice the Southern African philosophy of ubuntu which broadly means, I am who I am because you are who you are, I am me through you and you are you through me. My aim is to create inspiring, engaging, and safe learning environments that are useable, equitable, inclusive, and welcoming and in which students will be constantly provoked to engage in critical thinking. I follow a Universal Design for Learning approach and strive to create inclusive and accessible classrooms and course materials. Please e-mail me if you are in need of any accommodations.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance and participation in discussions and group work (including online coursework) (30%)<br>Oral presentation/ acting as expert (20%)<br>Portfolio (consisting of critical analysis (term paper), blog post or creative writing task; 50%)<br>Each individual task must be positive in order to pass this course.<br>You may miss a maximum of two classes without a doctor's notice<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students must fulfil and pass each of the 3 course requirements (portfolio, regular attendance and participation, oral presentation) and score at least 60 points altogether in order to pass this course.<p></p>Grading scale:<br>1: 100-90 points<br>2: 89-80 points<br>3: 79-70 points<br>4: 69-60 points<br>5: 59-0 points<br>The course requirements will be discussed in detail during the first session.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">This is an interactive course with continuous assessment ("prüfungsimmanente Lehrveranstaltung").<br>In addition to handing in a written portfolio, students are expected to read all set texts and actively participate in class throughout the semester as well as hand in tasks and assignments on time. Each individual task must be positive in order to pass this course.<br>There will be no written exam.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Preliminary reading list:<p></p>Lara Foot, Tshepang: The Third Testament<br>Nadia Davids, At Her Feet<br>Athol Fugard, John Kani, and Winston Ntshona, The Island or Sizwe Bansi is Dead<br>Taylor and Kentridge, Ubu and the Truth Commission<br>Phala O. Phala, Kafka’s Ape<br>Yaël Farber, A Women in Waiting or Molora<br>Rehane Abrahams, Womb on Fire<br>Ameera Conrad, The Fall: All Rhodes Lead to Decolonisation<br>Mamela Nyamza &amp; Mojisola Adebayo, I Stand Corrected<br>Amy Jephta, All Who Pass<br>#JustMen<br>Koleka Putuma, Hullo, Bye-By, Koko, Come-In<br>Empatheatre, Lalela uLwandle<br>** This reading list may be updated in the course of the semester.<br></div>
      


Semester: 2023S
Title: VO: Literarische Netzwerke von der Renaissance bis ins 20. Jahrhundert
Url: https://ufind.univie.ac.at/de/course.html?lv=135055&semester=2023S
Branch: SPL 13 - Europäische und Vergleichende Sprach- und Literaturwissenschaft
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Aus literatursoziologischer Perspektive sind Netzwerke ein zentraler Faktor in der Produktion, Zirkulation und Rezeption von Literatur.<br>Die Vorlesung behandelt eine Reihe von Fallstudien von der Renaissance (Petrarca, Boccaccio), über die Romantik (Mme de Staël und ihr Kreis) bis ins 20. Jahrhundert (der Zirkel Victoria Ocampos; die Verlegerinnen rund um James Joyce), die nicht nur als konkrete historische Netzwerke behandelt werden, sondern auch paradigmatisch für verschiedene Formen der Vernetzung und daraus folgende Kanonisierungsprozesse stehen. Positive Verbindungen - konkrete Orte, literarische Zeitschriften, Korrespondenzen, Übersetzungstätigkeit oder private Freundschaften - stehen dabei fehlenden Beziehungen (Marginalisierung, Ausgrenzung) gegenüber, deren Stellenwert in der Literaturgeschichte ebenfalls beleuchtet werden soll.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Schriftliche vor-Ort-Prüfung am Semesterende, bei der sowohl Faktenwissen als auch Anwendungswissen abgefragt wird.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Schriftliche Prüfung (MC und freie Fragen)<br>Benotung: 50-45: sehr gut // 44-40 gut // 39-34 befriedigend // 33-26 genügend // 25-0 n.g.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Skripten bzw. Folien der Vorlesung auf Moodle </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">das Skriptum auf Moodle enthält weiterführende Literaturhinweise<p></p>theoretische Grundlagen, u.a.<br>Bourdieu, Pierre: Die Regeln der Kunst. Genese und Struktur des literarischen Feldes. Übersetzt von Bernd Schwibs und Achim Russer. Frankfurt am Main: Suhrkamp 2001 [Les règles de l’art, 1992].<p></p>Dörner, Andreas; Ludgera Vogt: Literatursoziologie. Eine Einführung in zentrale Positionen – von Marx bis Bourdieu, von der Systemtheorie bis zu den British Cultural Studies. 2. völlig überarbeitete und erg. Aufl. Wiesbaden: Springer VS 2013.<p></p>Latour, Bruno: Reassembling the Social. An Introduction to Actor-Network-Theory. Oxford: Oxford University Press 2005.<p></p>Levine, Caroline: Forms. Whole, Rhythm, Hierarchy, Network. Princeton: Princeton Univ. Press 2015, bes. S. 112-131.<br></div>
      


Semester: 2023S
Title: Internship (UE)
Url: https://ufind.univie.ac.at/de/course.html?lv=128445&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this course, the mandatory "Übung" that accompanies your internship, you will be provided with support to reflect upon your practical experience during your internship. The course sheds light on some basic organisational theories and models from the field of group dynamics so that you can infer essential implications for your (future) professional life.<p></p>Based on your hands-on experience of your internship, we will cover the following theoretical issues:<br>o	differentiation between different kinds of organisations (e.g. profit, non-profit/social-profit, social, public, expert, health…)<br>o	different organizational structures (line, matrix, process-oriented…)<br>o	interrelation between the "primary task" of an organisation and its "inner dynamics"<br>o	role and function<br>o	phases of team development<br>o	basic concepts of group dynamics<p></p>On a personal level you will reflect upon the following issues:<br>o	your role and position in groups<br>o	coherence between your function during the internship and your personal values<br>o	your areas of competence and approaches for your future professional development<br>o	implications of the internship on your MA thesis</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Apart from active participation, exchange and (peer) consultation in class, you are expected to submit a report of 2000 words in English for the full recognition of the internship.<br>The report is supposed to cover the following issues:<br>o	Description of the company (including quality of work and application process)<br>o	Description of the concrete tasks and activities carried out during the internship<br>o	Summary of experience and learning outcomes (based on the topics listed above)<br>The report has to be handed in by September, 30th 2023.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active participation in class, submission of the report (see above)</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Will be provided in class.</div>
      


Semester: 2023S
Title: Trauma, Oblivion, Memory: Theory and Case Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=090089&semester=2023S
Branch: SPL 9 - Altertumswissenschaften
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Preoccupation with memory and the past has taken on such dimensions during the last decades that scholars talk of a “memory boom” in literary and cultural studies. This course will guide students through this theoretical discourse on memory and will try to account for its current flourishing. We will draw on thinkers such as Hannah Arendt, Jan and Aleida Assmann, Walter Benjamin, Jacques Derrida, Sigmund Freud, G.W.F. Hegel, Marianne Hirsch, Pierre Nora, Aby Warburg, and discuss notions that include “afterlife”, collective and cultural memory, forgetting, lieux de mémoire, materiality and memory, tradition, post-memory, hauntology. Our special emphasis will be on memory and trauma, either individual or collective, which we will place in the psychoanalytic theoretical frame that emphasizes trauma’s inherent links to forgetfulness, latency, belatedness. We will also look at literary representations of trauma, drawing in the discussion examples of Modern Greek literature in a comparative frame. Traumatic accounts of the Asia Minor Disaster (1922) and the Greek civil war (1946-1949) in both poetry and prose will be brought in the theoretical perspective outlined throughout the course.<br>Teaching method combines lecture and discussion with the students. All texts we will discuss will be uploaded on the eclass in advance of our meetings.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Mode of evaluation: final exam. The exam is written, in person, and involves open questions.<br>In addition, students are strongly encouraged to study materials in advance of each meeting and participate in class discussions. </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        

        <h3 class="examination heading">Prüfungsstoff</h3>
        

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Assmann, A. 2011. Cultural Memory and Western Civilization: Functions. Media, Archives<br>(Cambridge: Cambridge University Press).<br>Berger, S., and B. Niven (eds) 2014. Writing the History of Memory (London: Bloomsbury)<br>Bond, L., and J. Rapson (eds) 2014. The Transcultural Turn: Interrogating Memory Between and Beyond Borders (Berlin: De Gruyter).<br>Caruth, C. 1995. Trauma: Explorations in Memory (Baltimore, MA: Johns Hopkins University<br>Press).<br>Caruth, C. 1996. Unclaimed Experience: Trauma, Narrative, and History (Baltimore, MD and London: Johns Hopkins University Press).<br>Erll, A. and A. Nünning (eds) 2010. A Companion to Cultural Memory Studies (Berlin: De Gruyter)<br>Felman, S. and Laub, D. (1992) Testimony: Crises of Witnessing in Literature, Psychoanalysis, and History (New York and London: Routledge)<br>Halbwachs, M. 1980 [1950]. The Collective Memory, trans. F.J. Ditter Jr and V. Yazdi Ditter<br>(New York: Harper Colophon)<br>Hirsch, M. (2012) The Generation of Postmemory: Writing and Visual Culture After the Holocaust (New York: Columbia University Press).<br>Ricoeur, P. 2007. Memory, History, Forgetting, trans. K. Blamey and D. Pellauer (Chicago:<br>University of Chicago Press)<p></p>Additional materials, as well as the Greek texts in English translation, will be uploaded on the eclass </div>
      


Semester: 2023S
Title: "Indigene" Religionen in Nordamerika
Url: https://ufind.univie.ac.at/de/course.html?lv=010081&semester=2023S
Branch: SPL 1 - Katholische Theologie
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In dem Seminar werden gemeinsam Texte zu den Religionen der "Native Americans" gelesen. Das große Gebiet, das dabei behandelt wird, erstreckt sich vom Norden Alaskas und dem arktischen Kanada über das Innere Alaska und Kanada zu den nordöstlichen Waldgebieten, der  Nordpazifikküste, dem Plateau und den Plains. Weiters werden sog. "Pantribale Kulte" (Sonnentanz, Ghost Dance, Native American Church) behandelt, die ab dem 19. Jhdt. entstanden sind. Besonderes Augenmerk wird auf die Forschungsgeschichte gelegt: Was sind die (historisch oder durch akademische Sozialisation bestimmter "Schulen" bedingten) Perspektiven der jeweiligen Autor*innen? Was waren deren Motive zur Erforschung jener "Religionen". Dabei werden auch global verbreitete Schlagwörter, die das Bild der "Native Americans" prägen, wie "Trickster", "Schamanismus" oder "Manitou" in ihrem ursprünglichen Kontext und in deren erweiteter Anwendung analysiert. </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Die prüfungsimmanente Lehrveranstaltung erfordert zunächst Anwesenheit und Mitarbeit. In den Präsenzeinheiten werden Übungen in Gruppenarbeit abgehalten, in denen vom LV-Leiter zu den gelesenen Texten gestellte Fragen erörtert werden. Diese werden jeweils abschließend kurz im Plenum diskutiert. Bei Versäumen einer Präsenzeinheit ist die Übung individuell schriftlich auf Moodle nachzubringen. Die Übungen werden nicht benotet, müssen aber zum erfolgreichen Abschluss der LV erbracht werden.Sie entsprechen dem Anteil "Mitarbeit" im Notenschema. Zu einzelnen Themen (thematischen Blöcken von mehreren Einheiten) werden Aufgaben gestellt, die schriftlich zu erbringen sind und benotet werden. </div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Mitarbeit: Erbringen der Übungen (25%)<br>Verfassen von 3 schriftlichen Ausarbeitungen zu einzelnen Themen (75%), im Umfang von jeweils 5-7 A4 Seiten.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Eine detaillierte Literaturliste wird auf Moodle bereit gestellt.<br>Auswahl:<br>Einschlägige Einträge in Lindsay Jones (Hrsg.], Encyclopedia of Religion. Detroit (u.a.) 2005.<br>John Bierhorst. Die Mythologie der Indianer Nordamerikas. München 1997.<br>Alfred A. Cave, Prophets of the Great Spirit. Native American Revitalization Movements in Eastern North America. Lincoln-London 2006.<br>Christian F. Feest (Hrsg.), Kulturen der nordamerikanischen Indianer. Köln 2000.<br>Trudy Griffin-Pierce, Earth is my Mother, Sky is my Father. Space, Time, and Astronomy in Navajo Sandpainting. Albuquerque 1992.<br>Frederik Hetman, Jenseitsreisen. Rituale und Mythen amerikanischer Schamanen, Heiler und Zauberer. Freiburg-Basel-Wien 1999.<br>Ake Hultkranz, Schamanische Heilkunst und rituelles Drama der Indianer Nordamerikas. München 1994.<br>Basil Johnston, Und Manitu erschuf die Welt. Mythen und Visionen der Ojibwa. Düsseldorf-Köln 1976.<br>Paul Radin, The Trickster. A Study in American Indian Mythology. New York 1978.<br>Barbara Tedlock/Dennis Tedlock (Hrsg.), Über den Rand des tiefen Canyon. Lehren indianischer Schamanen. München 1978.<br>Arthur Versluis, Sacred Earth. The Spiritual Landscape of Native America. Rochester, Vermont 1992.<br></div>
      


Semester: 2023S
Title: Cultural/Media Studies 1/2 (AR)
Url: https://ufind.univie.ac.at/de/course.html?lv=124268&semester=2023S
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Bryan Fuller’s TV series <em>Hannibal</em> (2013-2015) has drawn attention of critics and viewers for its complex characters, cinematic aesthetics, and engagement with intricate issues. What is the relationship between Fuller’s <em>Hannibal</em> and the original novels? What does the series borrow from Jonathan Demme’s <em>Silence of the Lambs</em>? How does <em>Hannibal</em> differ from other serial killer narratives? These are some of the questions that this course explores. Focusing on such issues as adaptation, quality TV, audience reception, veganism, cannibalism, consumption, queerness, and horror, this course examines the series’ visual aesthetics while paying attention to its narrative style. To fully analyze the complexity of <em>Hannibal</em>, this course includes various assignments, from group projects to creative writing.  </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Active participation in class discussions, project presentation, creative writing assignment, short essay</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">•	Active participation in class discussions: 10%<br>•	Project Presentation: 40%<br>•	Short Essay: 50%<br>•	Creative Writing Assignment: pass/fail<p></p>To pass the course, students need to attain at least 60% and complete <em>all</em> assignments.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam at the end of the course.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Students need to purchase and watch all 3 seasons of <em>Hannibal</em> (watch at least a few episodes by Session 1).<br>All other texts will be made available via Moodle.<br></div>
      


Semester: 2023S
Title: Literature Course - 1/2 (MA) British/Irish/New English &amp; Cultural Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123252&semester=2023S
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This seminar has the aim of acquainting students with different strands and approaches of mostly Anglo-American feminist literary and cultural theory, with a particular focus on theories developed in the last three decades of the 20th century, which paved the way for third-wave feminism. The seminar thus revisits some of the older debates of feminist literary theory and engages with questions such as: what is the position of women regarding literary authorship? How do literary texts register moments of oppression or resistance? How does gender intersect with other markers of identity, such as race or ability, and how does this affect the process of literary creation and interpretation? What is the place of women within the literary canon? How can literature as well as literary and cultural studies challenge heteronormativity?<p></p>A secondary aim of the seminar is to practice the art of reading and critically discussing theoretical texts. For this reason, the seminar shall engage in close readings of selected theoretical material. It goes without saying that to enjoy this class, students should bring along the willingness to read and engage with theory and to share their ideas with others in a respectful and open-minded manner.<p></p>The seminar will be taught weekly from 19 April to 28 June 2023 in a hybrid manner: on-campus meetings will alternate with asynchronous meetings that will facilitate the analysis of the theoretical texts. One additional online guest lecture is scheduled for 11.05.2023, 16:15 - 17:45.<p></p>Each student will have to form part of an expert group. An expert group will be responsible for leading part of the discussion during one on-campus meeting, based on questions that will be provided beforehand. The expert group is expected to meet online with me and share their ideas and questions one week prior to the in-class discussion.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance; regular preparation of assigned reading material; active participation in class discussions, in group work, and on Moodle; participation in expert group; three written assignments (A1: 1000 words; A2: 1000 words; A3: 1500 words).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active participation: 15%<br>Expert task: 20%<br>Assignment 1 (1000 words): 20%<br>Assignment 2 (1000 words): 20%<br>Assignment 3 (1500 word): 25%.<br>Each individual task must be positive in order to pass this course. In addition, students must attain at least 60% in total to pass this course.<p></p>Marks in %:<br>1 (very good): 90-100%;<br>2 (good): 81-89%;<br>3 (satisfactory): 71-80%;<br>4 (pass): 60-70%;<br>5 (fail): 0-59%<p></p>No more than two lessons may be missed without a medical reason certified by a doctor’s note. If such a document is produced, a third lesson may be missed but is to be compensated for at the teacher’s discretion. If no such document is produced or if more than three lessons are missed, this results in failing the course.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Participants are expected to study set materials, take active part in the discussions, join the online guest lecture(s), take part in their online prep meeting, actively guide one discussion of the course, and hand in assignments on time.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The set anthology for this class is: Robyn Warhol-Down and Diane Price Herndl, eds. Feminisms Redux: An Anthology of Literary Theory and Criticism. New Brunswick: Rutgers University Press, 2009. <a href="https://www.rutgersuniversitypress.org/feminisms-redux/9780813546209">https://www.rutgersuniversitypress.org/feminisms-redux/9780813546209</a> This anthology is available as an ebook from Vienna’s university library.<p></p>Further Reading:<br>Cudd, Ann E., and Robin O. Andreasen, eds. Feminist Theory: A Philosophical Anthology. Malden: Blackwell, 2005.<br>Rooney, Ellen, ed. The Cambridge Companion to Feminist Literary Theory. Cambridge: Cambridge UP, 2006.</div>
      


Semester: 2023S
Title: Literature Course - 1/2 (MA) British/Irish/New English &amp; Cultural Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123251&semester=2023S
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Social media have become part of our lifeworlds, and in their turn, impact on the way that many people consume media. Literature and literary discourses, too, are affected and changed in the digital sphere. From the production of specific social media formats, such as "twitterature", to social reading phenomena under hashtags such as Bookstagram or Booktok, we will investigate literature discourses and reading cultures on social network sites. We will investigate how various theories and concepts, such as the postdigital, transmedia storytelling, and UGT (Uses and Gratifications Theory), enlighten our understanding of literary digital phenomena.<br>Aims of the course: At the end of term, students will<br>-	be familiar with basic concepts from social media research<br>-	be able to analyse social media texts (in the widest sense) from a variety of perspectives<br>-	be able to critically reflect on postdigital phenomena within the framework of social media<br>-	learn to put forward careful arguments to make their points in the appropriate language and in a suitable format<br>Methods:<br>The class will be based on teacher’s input and students’ prior reading, which will enable engaged discussions, either in small groups or in a larger forum. Students will prepare short presentations and use those as a basis for discussion.<br>This class is planned as an on-site course.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Presence and participation are mandatory. You can have two absences. Please make sure you catch up on what you have missed and bring yourselves up to date on tasks and readings. The materials you need will be on moodle.<br>You will be expected to prepare a piece of creative writing, a youtube video to share with your colleagues, a presentation of your project and, at the end of term, a longer analytical piece of writing.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The grade will consist of the following:<br>Participation and presentation: 20%<br>creative assignment of 1000-1100 words: 10%<br>Booktube video and reflection paper (600-660 words): 30%<br>Final analytical task of 3000-3300 words: 40%<br>Each of these needs to be handed in, 3 of them need to be positive (51% each). The minimum to pass this class altogether is 60%.<br>Grading scale:<br>Max. 100 pts; Pass rate: 60%<br>Grading scale:<br>100-90 Sehr Gut<br>91-80 Gut<br>81-70 Befriedigend<br>71-60 Genügend<br>59-0 Nicht Genügend<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The tasks will be based on theories and concepts presented in class, provided on moodle, and selected by students on the basis of independent research. The object of the analyses will be social media posts that have some connection to literature. </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">To participate in this class, it will be necessary to access platforms such as YouTube, Twitter, Instagram, Goodreads and TikTok. You do not necessarily have to have an account for each of these, and you can certainly choose which you want to access for your project, but if you are ideologically disinclined to access any social media at all, this class is not suitable for you.<br>Among other texts, we will discuss excerpts from the following selection:<br>Cramer, Florian, “What is ‘Post-Digital’? 2014.<br>Bronwen, Thomas, Literature and Social Media. Routledge, 2020.<br>Jandric et al., “Postdigital Science and Education” 2018.<br>MacTavish, Kenna. "The emerging power of the Bookstagrammer", Post-Digital Book Cultures. Australian Perspectives. Ed. Alexandra Dane and Millicent Weber. Monash, 2021.<br>Murray, Simone. The Digital Literary Sphere. Johns Hopkins, 2018.<br>Nakamura, “’Words with Friends:’ Socially Networked Reading on Goodreads.” 2013.<br>Sloan, Luke and Anabel Quan-Haase, eds. The SAGE Handbook of Social Media Research Methods. SAGE, 2017.<br></div>
      


Semester: 2023S
Title: Literature Course - 1/2 (MA) American/North American &amp; Cultural Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123250&semester=2023S
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course offers a critical exploration of the manifold themes, aesthetics, and knowledges to be found in Black women’s writing in English. We will read and reflect on texts written between early 20th century and today, by authors originating from North America (the U.S. and Canada), the Caribbean, and Africa, representing a variety of national, cultural, and socioeconomic backgrounds. With such diversity, can we think about “Black women’s writing” as tradition, a body of texts characterized by continuities as much as innovations? What – if anything – do these diverse authors, and their works, have in common other than their race and gender? How are Black women’s individual identities and experiences mediated by the historical, social, and cultural contexts in which they are lived? In other words, how is the personal political, and the political personal, in their works? How have ideas and themes of community, ancestry, spirituality, sexuality, memory, and liberation functioned in Black women’s writing across time and space? Can we talk about literature as a way of producing knowledge – and, if so, what knowledge can we find in Black women’s writing?<p></p>In the spirit of the Akan principle of Sankofa, which encourages us to go back to the past to learn for the future, we will begin our search for answers to these questions with a contemporary text of popular culture – Beyoncé’s 2016 visual album Lemonade – and then move back in time to trace a genealogy of literary explorations of womanhood, Blackness, spirituality, memory, and liberation in Black women’s writing.<p></p>Upon completion of this course, students should:<p></p>•	be familiar with selected literary works by Black women authors and be able to situate them in the broader tradition(s) of Black women’s writing;<br>•	understand and be able to explain, with relevant examples, how the themes of gender and racial identity, sexism and racism, spirituality, community, ancestry, embodiment and sexuality, memory, and liberation have functioned in selected texts from Black women’s literary tradition(s);<br>•	have a degree of familiarity with African American and Black diasporic histories and cultures sufficient to understand and explain how particular texts are in conversation with these contexts, and how the author’s positionality as a Black woman mediates the text and its context;<br>•	understand and be able to explain theoretical and critical approaches such as Black feminism, womanism, and intersectionality, among others, and to effectively apply them in literary analysis;<br>•	develop a deeper understanding of and appreciation for Black women’s literature as it operates at the intersections of aesthetics and politics, artistic imagination and social critique, form and content, and be able to explain how a particular text integrates its artistic and political functions;<br>•	be able to apply the knowledge obtained in this course to formulate a competent and insightful research question related to Black women’s writing, propose an original and argumentative thesis statement that answers such question, and convincingly support it with argumentation and textual evidence (from both primary and secondary sources) that includes but also goes beyond the material discussed in class;<br>•	display an increased fluency in academic research, critical thinking, and academic writing, including skills such as conducting library and database research, critical engagement with various literary and critical/theoretical texts, formulation of insightful and original theses on topics related to the contents of the course, and eloquent substantiation of their theses and opinions with textual evidence as well as secondary sources obtained through research.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance and active participation throughout the course (a maximum of 2 unexcused absences allowed); in-class presentation (including independent research + summary, handout, and discussion moderation); individual contribution to online group project (Padlet collage); final essay (scaffolded assignment: annotated bibliography, thesis consultation, abstract and outline, essay of 1,400-1,600 words).<p></p>All students must participate actively in the seminar, completing the assigned readings before they are scheduled to be reviewed in class and bringing the readings to class with them. Active class participation – which includes thorough preparation for every meeting, involvement in class discussions, seeking guidance from the instructor when necessary, and a general attitude of thoughtfulness and openness to different perspectives and new information – is as significant for each student’s final grade as their written assignments. This means that students are expected to work for their final grade consistently throughout the semester.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The total percentage of each student’s final grade will be determined according to the following:<p></p>20% class participation<br>20% in-class presentation<br>10% contribution to Padlet project<br>20% annotated bibliography<br>10% abstract and outline (incl. thesis statement consultation)<br>20% final essay<p></p>To earn a passing final grade for this course, you need to obtain at least 60% (passing threshold) for each element listed above and complete each one of them in a timely manner. Any instance of plagiarism detected will automatically result in a failing grade for the assignment, and possibly for the course.<p></p>Grade scale (in %): 1 (very good): 90-100%, 2 (good): 80-89.99%, 3 (satisfactory): 70-79.99%, 4 (pass): 60-69.99%, 5 (fail): 0-59.99%.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. The oral and written assignments will require the students to be familiar with (1) all readings covered in the course up to the assignment date; (2) additional materials as provided by the instructor; and (3) content covered and ideas presented during class discussions.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The following reading list is subject to changes at the instructor’s discretion. Note: Some of the readings will be long: at least 3 full novels will be assigned in the course of the semester.<p></p>The readings we will be covering in this course may include:<br>•	Beyoncé, Lemonade<br>•	Zora Neale Hurston, Their Eyes Were Watching God<br>•	Gwendolyn Brooks, selected poems<br>•	Toni Morrison, The Bluest Eye<br>•	Michelle Cliff, No Telephone to Heaven<br>•	Selections from The Black Woman, edited by Toni Cade Bambara<br>•	Angela Davis and Assata Shakur, from autobiographies<br>•	Lucille Clifton and Nikki Giovanni, selected poems<br>•	Erna Brodber, Myal<br>•	Short stories by Octavia Butler, Nnedi Okorafor, Nalo Hopkinson<br>•	Dionne Brand, from A Map to the Door of No Return<br>•	M. NourbeSe Phillip, from Zong!<br>•	Natasha Trethewey and Tracy K. Smith, selected poems<br>•	Yaa Gyasi, Homegoing<br>•	Selections from Revival: An Anthology of Black Caribbean Writing and The Great Black North Contemporary African Canadian Poetry<br>•	Selections from The BreakBeat Poets Vol. 2: Black Girl Magic and other poems<br>•	Feminist theory and criticism by Barbara Smith, Barbara Christian, bell hooks, Patricia Hill Collins, Barbara Ransby, the Combahee River Collective, Audre Lorde, Katherine McKittrick, and Alexis Pauline Gumbs<br></div>
      


Semester: 2023S
Title: Toolkit for Research and Writing (MA Literature)
Url: https://ufind.univie.ac.at/de/course.html?lv=128302&semester=2023S
Branch: SPL 12 - Anglistik
Type: Kurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course provides students with a theoretical and practical toolkit for the writing of an M.A. thesis in literary and cultural studies. The emphasis of the course is not so much on the WHAT, but on the HOW of a research project, i.e., on the whole process of planning, organising and carrying out your thesis project.<br>Topics covered include, among others, the stages involved in a research process, research methodologies and critical approaches, information research and the use of databases,  working with primary texts, as well as formal aspects of a research paper like citation styles and plagiarism.<p></p>We will discuss:<br>- how to find a topic and identify gaps in research about your material;<br>- the process of working from interest to topic to thesis statement;<br>- argumentative patterns and the creation of a table of contents;<br>- the relevance of editing, correcting and re-reading your own texts.<p></p>If participants already work on a thesis project or have an idea they would like to work on, they will have the opportunity to present and discuss these ideas to/with the group. Ideally, you will bring an idea or outline for your thesis project to the course, because you can then use our discussions and the portfolio tasks to actually work on your project. However, students do not have to have a project, yet. By the end of term, some of you might have arrived at a concrete research and writing plan. Overall, students will be given the chance to develop a potential MA thesis project over the course of the class.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">1. Regular attendance and preparation of session material (students may miss two sessions)<br>2. General participation in class, including individual contributions as well as work in groups or pairs<br>3. Expert group presentation on assigned readings or individual presentation of your thesis project<br>4. Four portfolio tasks (oral and written) in the course of the semester<p></p>Ensure compliance with the standards of good academic practice and the correct application of the techniques of academic work and writing.<br>Plagiarized and fraudulent performances (also in single tasks) lead to non-grading of the course (entry of an 'X' in the transcript).<br>In case of doubt, the course instructor may invite students to a grade-related conversation (plausibility check or "notenrelevantes Gespräch") about submitted partial performances.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">- Active participation and contributions in class: 20%. This includes:<br>a) Writing assignments in class<br>b) Preparation of assigned texts &amp; active participation in discussions<br>- Portfolio tasks (combined): 50%<br>- Expert presentation or individual presentation: 30%<p></p>Students must attain at least 60% of each task to pass the course.<p></p><b>Marks in %:</b><br>1 (very good): 90-100%<br>2 (good):  80-89%<br>3 (satisfactory): 70-79%<br>4 (pass): 60-69%<br>5 (fail): 0-59%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">• Input phases combined with classroom discussion<br>• Student input from your expert session or individual presentation<br>• Students' research projects (portfolio and expert presentation)</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Fabb, Nigel, and Alan Durant. <i>How to Write Essays and Dissertations: A Guide for English Literature Students</i>. 2nd ed. New York: Routledge, 2005. Online Edition.<br>Dunleavy, Patrick. <i>Authoring a PhD</i>. London: Palgrave, 2003.<br>Lipson, Charles. <i>Doing Honest Work in College</i>. Chicago and London: University of Chicago Press, 2004.<br>Pope, Rob. <i>Textual Intervention: Critical and Creative Strategies for Literary Studies</i>. London and New York: Routledge, 1995.<br>Wisker, Gina. <i>The Postgraduate Research Handbook</i>. 2. ed. Houndmills: Palgrave Macmillan, 2008.<br>Relevant excerpts from these publications will be provided at the beginning of the semester via moodle.<p></p>As for primary texts and material for close reading exercises, this depends on the participants' individual projects and will be decided upon with the group.</div>
      


Semester: 2023S
Title: Phonetic Transcription
Url: https://ufind.univie.ac.at/de/course.html?lv=129002&semester=2023S
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course accompanies the following lectures:<br>Introduction to the Study of Language 2<br>Language in a Social Context<p></p>There will be a focus on:<br>- IPA symbols<br>- broad (phonemic) transcription, including sentence stress and weak forms<br>- modification of sounds in connected speech (elision, assimilation, linking)<br>- narrow transcription (allophones of plosives, /r/, /l/, etc.)</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">No assessment.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The course primarily helps students develop their skills in phonetic transcription.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">No examination.</div>

        
        
      


Semester: 2023S
Title: BEd 10: Wahlbereich für Studierende des Lehramts (PM) - PH Wien
Url: https://ufind.univie.ac.at/de/course.html?lv=120020&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">"Teachers tend to teach the way they were taught unless they make a conscious effort to do otherwise". (Johnson, Louann.2015.Teaching Outside the Box. p.139)<p></p>Teaching in the Austrian middle school (MS) might ask for a wide(r) repertoire of methods and strategies used in the heterogenous classroom; in this course we are analyzing our comfort zones in ELT in order to take some steps further by getting to know and trying out new ideas, methods and materials for all 4 skills in order to meet the learners’ needs, enhance their learning process and motivation.<p></p>The participants will acquire an insight into teaching in- and outside the box in different areas that are adaptable to a variety of learners and teaching situations. The course is interactive, enabling the participants to experience methods and activities introduced, teach and discuss lessons and materials designed.<p></p>Objectives:<br>• Defining teaching In- and Outside the Box &amp; discovering one’s individual comfort zone<br>• Analyzing the learners’ box by defining the learning needs and objectives of learning in the ELT classroom<br>• Defining the Austrian Middle School (MS)<br>• IKM/ iKMPLUS as an external evaluation tool for language development<br>• Knowing a variety of different creative methods in all 4 skills (listening, speaking, reading, writing) at level A2/B1<br>• Analysing and designing  activities with a focus on differentiation<p></p></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">• active participation (discussions, group work, e-learning tasks etc)<br>• reading assignments<br>• Presentation<br>• Learning Journal</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Regular attendance 80% (= 19 UE online sessions ) is precondition<p></p>Flipped Learning 30%<br>Reading assignments 20%<br>Presentation 20%<br>Learning Journal 30%<p></p>Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Course Portfolio / Learning Journal<br>Reading assignments<br>e-learning tasks</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Allison, Chelsea B. 2018. Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom. Dissertation. Denton, Texas.<p></p>Eisenmann, Maria. 2019. Differentiation and Individualization. UTB.<p></p>Fecho, Bob, Falter, Michelle, Hong Xiaoli. 2015. Teaching Outside the Box but Inside the Standards. Making Room for Dialogue. Teachers College Press.<p></p>Fuhrman Bryant, Lois Mary. 2011. Teaching Outside the Box Instead of to the Test. Rose Dog Books.<p></p>Johnson, LueAnne. 2015. Teaching Outside the Box: How to Grab Your Students By Their Brains. 3rd ed. Jossey-Bass.<p></p>Further literature will be announced /provided on the Moodle-course.</div>
      


Semester: 2023S
Title: Sommerschule Englisch
Url: https://ufind.univie.ac.at/de/course.html?lv=120018&semester=2023S
Branch: SPL 12 - Anglistik
Type: Praxislehrveranstaltung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The objectives of this course are to prepare students for and accompany them during the Summer School by revising the basic concepts of CLT, lesson planning, classroom management as well as focusing on practical teaching techniques plus the diverse roles and tasks of the EFL teacher, especially for remedial teaching.<br>Core content:<br>- Language learners and foreign language learning<br>- Presenting and explaining<br>- Planning teaching sequences<br>- Resources for autonomous learning<br>- Teaching vocabulary &amp; grammar<br>- Teaching reading, writing, listening &amp; speaking<br>- General information on aspects of curricula and syllabuses<br>- Remedial teaching<p></p>Method: lecturer input, discussions, group interaction</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment is mainly based on regular course participation (continuous assessment) and an assignment at the end of the course. The assignment will be written with reference to experiences and issues discussed in class.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">You are expected to<br>1. hand in a course assignment;<br>2. participate in the course activities;<br>3. attend class regularly.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Assessment is mainly based on regular course participation (continuous assessment) and an assignment at the end of the course. The assignment will be written with reference to experiences and issues discussed in class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Lightbown, Patsy et al. 2021. How Languages are Learned. 5th Edition. Oxford: OUP.<br>Murphy, Raymond. 2012. English grammar in use. 4th Edition. Cambridge: CUP.<br>Murphy, Raymond. 2007. Essential grammar in use. 3rd Edition. Cambridge: CUP.<br>Newby, David. Grammar for Communication. Vienna: ÖBV.<br>Parrott, Martin. 2010. Grammar for English Language Teachers. Cambridge: CUP.<br>Richards, Jack, C. 2015. Key Issues in Language Teaching. Cambridge: CUP.<p></p>Additional texts will be provided in class/on Moodle.</div>
      


Semester: 2023S
Title: Staff Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120015&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This staff seminar will provide insights into and training sessions on preparing, trialing, organizing, administering, and grading the Common Final Test (CFT).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">active contributions to discussions and training sessions</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">not applicable</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">not applicable</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">in-house materials</div>
      


Semester: 2023S
Title: Freifach Phonetik
Url: https://ufind.univie.ac.at/de/course.html?lv=110132&semester=2023S
Branch: SPL 11 - Romanistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Diese Lehrveranstaltung richtet sich an alle die Interesse haben einen tieferen Einblick in die Phonetik und die Grundlagen der Aussprache zu bekommen. Die Ziele liegen darin: Selbstständig phonetische Transkripte anzufertigen, Erfahrungen mit kontrastiven und sprachvergleichenden Analysen zu sammeln und Phänomene der romanischen Sprachen zu ergründen. Darauf aufbauend wird die Aussprachekompetenz gefestigt und auf die Wirkung eingegangen, die die romanischen Sprachen auf Hörer*innen haben (Latin Lover Effekt).<p></p>Die Lehrveranstaltung gliedert sich in drei Themenblöcke:<p></p>1. Wiederholung und Einführung in die Phonetik<br>Zuerst werden die Grundlagen der Phonetik behandelt, wobei auch Studierende, die bereits über ein breites Vorwissen zur Phonetik verfügen, von einer Wiederholung profitieren. Zu den Zielen dieses Themenblocks zählen:<br>- Die Interpretation des Internationalen Phonetischen Alphabets (IPA)<br>- Das Verständnis des Vokaltrapez und der Kardinalvokale<br>- Die Interpretation und selbständige Anfertigung eines Transkripts<br>- Die Unterscheidung zwischen Phon und Phonem und das Erkennen von Minimalpaaren<p></p>2. Kontrastive Phonetik<br>Dieser Themenblock startet mit einer kurzen theoretischen Einführung zur Kontrastiven Phonetik. Anschließend sollen die Studierenden mit den Kenntnissen aus dem ersten Themenblock eigenständig phonetische Phänomene ergründen. Das beinhaltet auch, dass ein Transkript erstellt wird und Lautsysteme verglichen werden. Aufbauend auf die Untersuchungen von spezifischen Phänomenen sollen die Studierenden Deutsch mit einer romanischen Sprache (zum Beispiel die Lehramtssprache, die sie gewählt haben) im Detail vergleichen.<p></p>3. Sprachvergleichende Forschung zur Phonästhetik<br>Als Exkurs am Ende der Lehrveranstaltung wird auf Studien aus der sprachvergleichenden Forschung eingegangen. Wobei der Fokus auf den Effekt der romanischen Sprachen auf Hörer*innen gelegt wird. Hierbei stellt sich die Frage: Warum werden romanische Sprachen häufig als die Sprache der Liebe benannt, und was steckt hinter dem sogenannten "Latin Lover Effect"?</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Aktive mündliche und schriftliche Mitarbeit (Teilnahme durch Wortbeiträge und Hausaufgaben)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">(Online) Anwesenheit und Engagement<br>Der genaue Beurteilungsmaßstab wird in der ersten Einheit festgelegt.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Die Inhalte der Lehrveranstaltung. Die Literatur fungiert als Ergänzung zu den in der Lehrveranstaltung präsentierten Inhalten und ist nicht verpflichtend.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Halle, M., &amp; Clements, G. (1983). Problem book in phonology: A workbook for introductory courses in linguistics and in modern phonology. MIT Press.<br>Heinz, M., &amp; Schmid, S. (2021). Phonetik und Phonologie des Italienischen: Eine Einführung für Studierende der Romanistik. De Gruyter.<br>Hualde, J. I. (2005). The sounds of Spanish (1. publ..). Cambridge Univ. Press.<br>Hualde, J. I., &amp; Colina, S. (2014). Los sonidos del español (1. publ..). Cambridge Univ. Press.<br>Kogan, Vita V, &amp; Reiterer, Susanne M. (2021). Eros, Beauty, and Phon-Aesthetic Judgements of Language Sound. We Like It Flat and Fast, but Not Melodious. Comparing Phonetic and Acoustic Features of 16 European Languages. Frontiers in Human Neuroscience, 15, 578594.<br>Ladefoged, P. (2000). A course in phonetics (4th ed.). Thomson Wadsworth.<br>Pustka, E., &amp; Erich-Schmidt-Verlag Verlag. (2016). Einführung in die Phonetik und Phonologie des Französischen (2., durchgesehene Auflage.). Erich Schmidt Verlag.<br>Reiterer, S. M., Kogan, V., Seither-Preisler, A., &amp; Pesek, G. (2020). Foreign language learning motivation: Phonetic chill or Latin lover effect? Does sound structure or social stereotyping drive FLL? The Psychology of Learning and Motivation, 72, 165-205. <a href="https://doi.org/10.1016/bs.plm.2020.02.003">https://doi.org/10.1016/bs.plm.2020.02.003</a><br>Schubiger, M. (2020). Einführung in die Phonetik (2., überarbeitete Aufl. Reprint 2020.). De Gruyter.</div>
      


Semester: 2023S
Title: BEd 11.2: KU Practicum Coaching, Materials Evaluation and Development
Url: https://ufind.univie.ac.at/de/course.html?lv=126210&semester=2023S
Branch: SPL 12 - Anglistik
Type: Kurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course is taught in a team teaching mode, with two separate course components taking place in February/the summer semester focusing respectively on:<br>1. supporting students during their practice phase (practice coaching)<br>2. complementary input on relevant ELT areas (materials evaluation and development)<p></p>PRACTICE COACHING<br>The aim of the Practice Coaching component of this is course is to assist and support student teachers during their practice phase (Schulpraxis UF Englisch) with regard to observation techniques, planning tasks, classroom management issues and the evaluation of their observation and teaching experiences.<br>Core Content: applying theoretical concepts in practice; subject-specific observation techniques; planning EFL language teaching activities and lessons (including the design of home assignment tasks and the application of basic differentiation techniques) professional reflection procedures (individual and collaborative)<br>Methods: e-learning via Moodle; interactive class with student participation in small-group and all-class discussions of topics related to participants' observation and teaching experiences.The main instrument for observation, reflection and discussion is the EPOSTL - European Portfolio for Student Teachers of Languages - please make sure you have access to the document in all sessions!<br>MATERIALS EVALUATION AND DEVELOPMENT<br>The Materials Evaluation and Development course component aims at providing students with the background knowledge and basic skills required to critically analyse existing language teaching materials, as well as to modify and develop their own activities in accordance with competence-oriented criteria and target group needs.<br>Core content: Grammar, Vocabulary, Extensive reading, long-term planning<br>Throughout the course, we will discuss relevant background reading, explore various (schoolbook) materials and activities, and integrate pertinent national and European documents (e.g. national curricula, the CEFR, the ELP), relating them to specific English language teaching contexts.<br>Methods: A mixture of methods will be employed, including-  individual and group activities in and outside of class time, discussions in class,  short presentations by the lecturer.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">PRACTICE COACHING<br>Active participation in all sessions and set tasks, presentation of assignments, work on EPOSTL; Completion of online tasks; 20-minute debriefing session at an individually arranged date towards the end of the semester and presentation of key insights gained during the practice phase. Presentation of complete Practicum Documentation Pack<br>MATERIALS EVALUATION AND DEVELOPMENT<br>Course work (active contribution to class activities, regular reading &amp; other assignments, Moodle activities), 2 homework tasks, 2 portfolio tasks.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">PRACTICUM COACHING (40% of course grade)<br>Assessment: Credits for the course: (40 points in total)<br>Practicum documentation (incl. 4 observation sheets, favourite lesson plan, key insights): 8 p<br>Analysis of a teaching sequence: 16 p<br>Unscrambling EPOSTL descriptors: 4 p<br>Debriefing session: 8 p<br>In-class participation (home assignments, discussions, group work, in-class activities): 4 p<p></p>Minimum requirements ("zwingend vorgeschriebene Leistungen"):<br>Regular attendance is mandatory, max. 1 absence in this part of the course! (please bear this in mind when registering)<br>1. Submit all assignments,<br>2. Summarize your reflections on your practicum and present your key insights in the debriefing session,<br>3. Present your Practicum Documentation Pack.<br>4. Analyse a teaching sequence.<p></p>MATERIALS EVALUATION AND DEVELOPMENT (60% of course grade)<br>Assessment:<br>1. Course work (reading &amp; class participation) (14pts)<br>2. Homework tasks (14pts)<br>3. Portfolio tasks (32pts)<p></p>Minimum requirements ("zwingend vorgeschriebene Leistungen"):<br>-  Regular attendance (max. 1 absence in this component)<br>-  Part 3 (portfolio tasks) of the assessment must be positive (min 19pts)<br>-  Overall score for this course component must be positive (min 36pts)</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">PRACTICE COACHING<br>Continuous assessment, details will be given in class and on Moodle (see "Minimum requirements").<br>MATERIALS EVALUATION AND DEVELOPMENT<br>Two homework tasks, two portfolio tasks, course work (see "Minimum requirements") based on topics covered in class (see also Ziele, Inhalte und Methode / course schedule). Details on assignments given in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">PRACTICE COACHING<br>Core Literature: Richards, Jack C. 2015. Key Issues in Language Teaching, Cambridge: CUP.<br>Richards, Jack C.; Farrell, Thomas S.C. 2013. Practice Teaching. A Reflective Approach. Cambridge: CUP.<br>Scrivener, Jim. 2012. Classroom Management Techniques: Cambridge Handbooks for Language Teachers. Cambridge: CUP.<br>MATERIALS EVALUATION AND DEVELOPMENT<br>Handouts and reading texts will be made available on Moodle. Sources include:<br>Day, Richard. 2011. ‘Extensive reading: the background’. In Day, Richard et al. Bringing extensive reading into the classroom. Oxford: OUP, 10-21.<br>Ellis, Rod. 2006. ‘Current issues in the teaching of grammar: An SLA perspective’. TESOL Quarterly 40 (1), 83-107.<br>Thornbury, Scott. 2002. How to teach vocabulary. Harlow: Longman.</div>
      


Semester: 2023S
Title: BEd 09.2: VK Linguistics and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124094&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course aims to introduce students to corpus-based genre analysis, as an aid in familiarising themselves with new genres and in using and developing English for specific purposes (ESP) teaching materials.<p></p>Students<br>1)	become familiar with theoretical and methodological foundations of genre analysis<br>2)	have analytical skills in working with samples of ESP genres<br>3)	gain first-hand experience in undertaking a genre analysis (in relation to ESP teaching materials)<p></p>In this course, we will focus on ESP texts of different kinds within an educational linguistic framework. By keeping the overall aims of ESP teaching in mind, we will describe and analyse the features and structures of a selection of text types or genres. For this end, we will also work with language corpora, i.e. computerised collections of texts, and learn to use some relevant concordancing software packages. Additionally, we will discuss the underlying assumptions of various theoretical approaches and their implications for doing ESP-related discourse and genre analysis. During the last third of the course, students will work on their self-selected ESP genre analytical projects.<p></p>This course combines mini-lectures, assignments, reading-based group work and discussion, and student-directed research work leading to a presentation and a written project report. Students who decide to write their bachelor paper will produce a research paper based on their ESP genre project.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Course evaluation is based on:<br>I.	assignments and class participation (max. 30 points)<br>II.	project-based presentation (max. 10 points)<br>III.	project report (max. 20 points) OR bachelor paper (max. 50 points)<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Minimum requirements [dropping out of course is possible until March 31]:<br>(a)	regular class attendance (max. 2 absences)<br>(b)	submitting all assignments (on time)<br>(c)	active engagement in project work and presentation<br>(d)	handing in the project report / bachelor paper on time<br>(d)	attaining at least 50% on each of the three parts (see I, II and III above)<p></p>Final grades &amp; points achieved:<br>(VK) ‘1’: 54-60; ‘2’: 48-53; ‘3’: 42-47; ‘4’: 36-41; ‘5’: 0-35<br>(VK+BEd-paper) ‘1’: 90-100; ‘2’: 80-89; ‘3’: 70-79; ‘4’: 60-69; ‘5’: 0-59<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Engagement in discussion and group work, fulfillment of tasks &amp; assignments, giving a presentation, writing a course paper (either project report or bachelor paper)</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Askehave, Inger; Nielsen Anne Ellerup. 2005. “What are the Characteristics of Digital Genres? - Genre Theory from a Multi-modal Perspective”. Proceedings of the 38th Hawaii international conference on system sciences, 1-8.<br>Chizzali, Marina. 2021. “About high resolution and quiet comfort: A genre analysis of online headphone product descriptions”. MA-thesis, University of Vienna, ch. 3.2 (online genres &amp; multimodality).<br>Coxhead, Averil. 2013. “Vocabulary and ESP”. In Paltridge, Brian; Starfield, Sue (eds.) The handbook of English for specific purposes. New Jersey: Wiley, ch. 6.<br>Flowerdew, John. 2013. Discourse in English language education. London: Routledge, chs. 8&amp;9.<br>Gollin-Kies, Sandra; Hall, David R.; Moore, Stephen H. 2015. Language for specific purposes. New York: Palgrave, chs. 1&amp;2.<br>Henry, Alex; Roseberry Robert L. 2001. “A narrow-angled corpus analysis of moves and strategies of the genre: ‘Letter of Application’”. English for Specific Purposes 20, 153-167.<br>Hüttner, Julia; Smit, Ute; Mehlmauer-Larcher, Barbara. 2009. “ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis”. System 37, 99-109.<br>Hyon, Sunny. 2018. Introducing genre and English for specific purposes. London &amp; New York: Routledge. chs. 1&amp;6.<br>Jones, Rodney H.; Hafner, Christoph A. 2012. Understanding digital literacies. A practical introduction. London &amp; New York: Routledge, ch. 4.<br>Khan, Ajmal; Tin Tan Bee. 2012. “Generic patterns in application letters: the context of Pakistan”. RELC Journal 43(3), 393-410.<br>Ledin, Per; Machin, David. 2020. Introduction to multimodal analysis. London: Bloomsbury, ch. 1<br>Paltridge, Brian. 2013. Genre and English for specific purposes. In Paltridge, Brian; Starfield, Sue (eds.) The handbook of English for specific purposes. New Jersey: Wiley, ch. 18.<br></div>
      


Semester: 2023S
Title: BEd 09.2: VK Linguistics and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124091&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Diese Lehrveranstaltung beschäftigt sich mit der diskursanalytischen Erforschung von digitalen Medien wie sozialen Netzwerken, (Mikro-)Blogs und Foren. Da Sprache die wichtigste Form von (Online-)Interaktion ist und der digitale Kontext wiederum einen großen Einfluss auf unsere Sprache, unser Sprachverständnis und unser Sprachlernverhalten hat, ist eine kritische Auseinandersetzung mit digitalen Kommunikationspraktiken unabdingbar für Sprachlernende und angehende Sprachlehrende. In diesem Kurs werden wichtige theoretische Konzepte aus der Literatur über Diskurs und Identität im Kontext sozialer Medien und pragmatische Ansätze zur Analyse von Sprachverwendung in digitalen Settings vorgestellt. Auf dieser Grundlage werden Studierende dazu angeleitet, Sprachdaten zur Beantwortung spezifischer Forschungsfragen zu analysieren, entweder im Rahmen einer VK-Projektarbeit oder einer BEd-Arbeit.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Continuous assessment</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Course evaluation is based on:(A)	Class participation, assignments and presentations (cut off point 60%)(B)	Bachelor paper or final assignment (cut off point 60%)The minimum requirements for passing the course are:(a) regular class attendance (max. 2 missed sessions)(b) handing in assignments on time(c) active engagement in project work and presentation(d) handing in the bachelor paper or final assignment (on time)(e) refraining from plagiarism in all tasks(f) attaining pass levels on both A and B (see above)</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Bublitz, Wolfgang &amp; Christian Hoffmann (Eds.) (2017). Pragmatics of social media. Berlin/Boston: De Gruyter.<br>Caroline Tagg, Philip Seargeant &amp; Amy Aisha Brown (2017). Taking offence on social media: conviviality and communication on Facebook. Cham, Switzerland: Palgrave.<br>Ruth Page, David Barton, Carmen Lee, Johann Wolfgang Unger, Michele Zappavigna (Eds.) (2022). Researching Language and Social Media. A Student Guide. 2nd Edition. Abingdon, Oxon; New York, NY: Routledge.<br>Seargeant, Philip and Caroline Tagg (2014) (Eds.). The Language of Social Media: Identity and Community on the Internet. London: Palgrave Macmillan.</div>
      


Semester: 2023S
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122054&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">"Grammar is a piano I play by ear, since I seem to have been out of school the year the rules were mentioned. All I know about grammar is its infinite power. To shift the structure of a sentence alters the meaning of that sentence, as definitely and inflexibly as the position of a camera alters the meaning of the object photographed. Many people know about camera angles now, but not so many know about sentences. " Joan Didion<p></p>This course has as its core goal the training of future teachers who, while aware of many of the syntactic restrictions of the English language, nonetheless to a large extent speak English intuitively, but will need to be able to quickly analyze and explain their intuitive assessment of 'right' and 'wrong' to future students. In other words, it aims at raising their awareness for and equipping them with the tools for syntactic analysis.<p></p>Taking the area of English grammar in general and syntax in particular as an example, this course provides students with more detailed insights into one area of linguistics - namely syntax - and prepares them for their first small-scale research project in this area.<p></p>After revisiting concepts from the introductory lectures ‘Grammar in Use’ and ‘English Linguistics’, we will explore the topic from different angles, looking at, for instance, tense &amp; aspect and the genitive alternation.<p></p>In addition, we will discuss the process of empirical research and look at data elicitation and corpus linguistic methods. Participants will learn how to find relevant literature on a specific research topic/question, critically analyse and reflect on existing research in the field and collect first experience in planning, conducting and writing up a small-scale linguistic research project, as well as presenting their results in the form of a poster presentation.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Student assessment is based on active participation in class, online assignments, regular readings, an oral poster presentation, and the PS paper.<p></p>For the paper each students will choose one aspect related to English syntax, explore it in more detail and conduct a study.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Part 1: Participation, readings, weekly assignments, peer feedback, etc. 20%<br>Part 2: Paper proposal: 15% (including study proposal)<br>Part 3: Poster presentation: 20%<br>Part 4: PS paper (3,500 words +/-10%): 45%<p></p>All parts (1, 2, 3 and 4) must be completed and at least three out of four parts must be positive.<p></p>The overall pass mark is 60%.<br>Grading scale:<br>1 (sehr gut) 100-90%;<br>2 (gut) 89-80%;<br>3 (befriedigend) 79-70%;<br>4 (genügend) 69-60%;<br>5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Course evaluation is based on<br>- active participation, discussions/online activities, regular readings<br>- poster presentation<br>- on-time submission of PS paper and paper proposal<p></p>Please note that the project report will be checked with anti-plagiarism software (TurnItIn).</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Burton-Roberts, Noel. 2016. Analysing sentences: an introduction to English syntax. Abingdon: Routledge. Pages 1-3<br>Dörney, Zoltán. 2007. Research methods in applied linguistics. New York: Oxford University Press. Pages 15-18; 277-289.<br>Kuiper, Koenraad; Nokes, Jacqui. 2014. Theories of syntax: concepts and case studies. Basingstoke: Palgrave Macmillan. Pages 3-13<br>Macaulay, Monica. 2006. Surviving linguistics: a guide for graduate students. Somerville, MA: Cascadilla. Pages 25-29<br>Meyer, Charles F. 2004. English Corpus Linguistics. Cambrigde: Cambridge University Press. Pages 100-137<br>Rosenbach, Anette. 2011. “Aspects of iconicity and economy in the choice between the s-genitive and the of-genitive in English.” In Rohdenburg, Günter; Mondort, Britta (eds.). Determinants of grammatical variation in English. Berlin: De Gruyter, 379-411.<br>Schilling, Natalie. 2013. "Surveys and interviews". In Podesva Robert J.; Sharma, Devyani (eds.). Research methods in linguistics. Cambridge: Cambridge University Press, 96-115.<br>Szmrecsanyi, Benedikt. 2003. "Be going to versus will/shall: does syntax matter?". Journal of English Linguistics 31(4), 295-323.<br>Werner, Valentin. 2013. “Temporal adverbials and the present perfect/past tense alternation”. English World Wide 34(2), 202-240.<br>Wulff, Stefanie. 2003. “A multifactorial corpus analysis of adjective order in English“. International Journal of Corpus Linguistics 8(2), 245-282.<p></p>These readings will be made available via the moodle platform.<p></p>Additionally, students will be expected to independently find and read literature on their selected proseminar paper topic, and on the methodology they choose.</div>
      


Semester: 2023S
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122053&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">"Grammar is a piano I play by ear, since I seem to have been out of school the year the rules were mentioned. All I know about grammar is its infinite power. To shift the structure of a sentence alters the meaning of that sentence, as definitely and inflexibly as the position of a camera alters the meaning of the object photographed. Many people know about camera angles now, but not so many know about sentences. " Joan Didion<br>This course has as its core goal the training of future teachers who, while aware of many of the syntactic restrictions of the English language, nonetheless to a large extent speak English intuitively, but will need to be able to quickly analyze and explain their intuitive assessment of 'right' and 'wrong' to future students. In other words, it aims at raising their awareness for and equipping them with the tools for syntactic analysis.<br>Taking the area of English grammar in general and syntax in particular as an example, this course provides students with more detailed insights into one area of linguistics - namely syntax - and prepares them for their first small-scale research project in this area.<br>After revisiting concepts from the introductory lectures ‘Grammar in Use’ and ‘English Linguistics’, we will explore the topic from different angles, looking at, for instance, tense &amp; aspect and the genitive alternation.<br>In addition, we will discuss the process of empirical research and look at data elicitation and corpus linguistic methods. Participants will learn how to find relevant literature on a specific research topic/question, critically analyse and reflect on existing research in the field and collect first experience in planning, conducting and writing up a small-scale linguistic research project, as well as presenting their results in the form of a poster presentation.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Student assessment is based on active participation in class, online assignments, regular readings, an oral poster presentation, and the PS paper.<br>For the paper each students will choose one aspect related to English syntax, explore it in more detail and conduct a study.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<br>Part 1: Participation, readings, weekly assignments, peer feedback, etc. 20%<br>Part 2: Paper proposal: 15% (including study proposal)<br>Part 3: Poster presentation: 20%<br>Part 4: PS paper (3,500 words +/-10%): 45%<br>All parts (1, 2, 3 and 4) must be completed and at least three out of four parts must be positive.<br>The overall pass mark is 60%.<br>Grading scale:<br>1 (sehr gut) 100-90%;<br>2 (gut) 89-80%;<br>3 (befriedigend) 79-70%;<br>4 (genügend) 69-60%;<br>5 (nicht genügend) 59-0%.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Course evaluation is based on<br>- active participation, discussions/online activities, regular readings<br>- poster presentation<br>- on-time submission of PS paper and paper proposal<br>Please note that the project report will be checked with anti-plagiarism software (TurnItIn).<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Burton-Roberts, Noel. 2016. Analysing sentences: an introduction to English syntax. Abingdon: Routledge. Pages 1-3<br>Dörney, Zoltán. 2007. Research methods in applied linguistics. New York: Oxford University Press. Pages 15-18; 277-289.<br>Kuiper, Koenraad; Nokes, Jacqui. 2014. Theories of syntax: concepts and case studies. Basingstoke: Palgrave Macmillan. Pages 3-13<br>Macaulay, Monica. 2006. Surviving linguistics: a guide for graduate students. Somerville, MA: Cascadilla. Pages 25-29<br>Meyer, Charles F. 2004. English Corpus Linguistics. Cambrigde: Cambridge University Press. Pages 100-137<br>Rosenbach, Anette. 2011. “Aspects of iconicity and economy in the choice between the s-genitive and the of-genitive in English.” In Rohdenburg, Günter; Mondort, Britta (eds.). Determinants of grammatical variation in English. Berlin: De Gruyter, 379-411.<br>Schilling, Natalie. 2013. "Surveys and interviews". In Podesva Robert J.; Sharma, Devyani (eds.). Research methods in linguistics. Cambridge: Cambridge University Press, 96-115.<br>Szmrecsanyi, Benedikt. 2003. "Be going to versus will/shall: does syntax matter?". Journal of English Linguistics 31(4), 295-323.<br>Werner, Valentin. 2013. “Temporal adverbials and the present perfect/past tense alternation”. English World Wide 34(2), 202-240.<br>Wulff, Stefanie. 2003. “A multifactorial corpus analysis of adjective order in English“. International Journal of Corpus Linguistics 8(2), 245-282.<br>These readings will be made available via the moodle platform.<p></p>Additionally, students will be expected to independently find and read literature on their selected proseminar paper topic, and on the methodology they choose.<p></p></div>
      


Semester: 2023S
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122052&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course has as its core goal the training of future teachers who, while aware of many of the syntactic restrictions of the English language, nonetheless to a large extent speak English intuitively, but will need to be able to quickly analyze and explain their intuitive assessment of 'right' and 'wrong' to future students. In other words, it aims at raising their awareness for and equipping them with the tools for syntactic analysis.<p></p>Taking the area of English grammar in general and syntax in particular as an example, this course provides students with more detailed insights into one area of linguistics - namely syntax - and prepares them for their first small-scale research project in this area.<p></p>After revisiting concepts from the introductory lectures ‘Grammar in Use’ and ‘English Linguistics’, we will explore the Noun Phrase from different angles, looking at, for instance, the internal structure of the Noun Phrase, the question of headedness, as well as Noun Phrase modification.<p></p>In addition, we will discuss the process of empirical research and look at data elicitation and corpus linguistic methods. Participants will learn how to find relevant literature on a specific research topic/question, critically analyse and reflect on existing research in the field and collect first experience in planning, conducting and writing up a small-scale linguistic research project, as well as presenting their results in the form of a poster presentation.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Student assessment is based on active participation in class, assignments, regular readings, an oral poster presentation and the PS paper.<p></p>For the paper each student will choose one aspect related to syntax, explore it in more detail and conduct a study. Further information will be provided in class.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Regular attendance (max. 2 absences)<p></p>Part 1: Class participation, readings, weekly assignments, discussions, peer feedback: 20%<br>Part 2: Poster presentation in class: 20%<br>Part 3: Paper proposal: 15%<br>Part 4: PS paper (3,500 words +/-10%): 45%<p></p>All parts (1, 2, 3 and 4) must be completed and at least three out of four parts must be positive. The overall pass mark is 60%.<p></p>Grading scale:<br>1 (sehr gut) 100-90%;<br>2 (gut) 89-80%;<br>3 (befriedigend), 79-70%;<br>4 (genügend) 69-60%;<br>5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Course evaluation is based on<p></p>- active participation, discussions/ activities, regular readings<br>- poster presentation<br>- on-time submission of PS paper and paper proposal<p></p>Please note that your paper will be checked with anti-plagiarism software (TurnItIn).</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Biber, Douglas, Johansson, Stig, Leech, Geoffrey, Conrad, Susan &amp; Finegan, Edward (1999). Longman Grammar of Spoken and Written English. Harlow, UK: Pearson Education.<br>Burton-Roberts, Noel. 2016. Analysing sentences: an introduction to English syntax. Abingdon: Routledge. Pages 1-3<br>Dörney, Zoltán. 2007. Research methods in applied linguistics. New York: Oxford University Press. Pages 15-18; 277-289.<br>Feist, Jim. 2009. Premodifier order in English nominal phrases: A semantic account. Cognitive Linguistics, 20(2), 301–340.<br>Kuiper, Koenraad; Nokes, Jacqui. 2014. Theories of syntax: concepts and case studies. Basingstoke: Palgrave Macmillan. Pages 3-13<br>Keizer, Evelien. 2007. The English Noun Phrase: The Nature of Linguistic Categorization. Cambridge University Press.<br>Macaulay, Monica. 2006. Surviving linguistics: a guide for graduate students. Somerville, MA: Cascadilla. Pages 25-29<br>McEnery, Anthony M. &amp; Gabrielatos, Costas. 2006. English Corpus Linguistics. In Bas Aarts &amp; McMahon, April (eds.), The Handbook of English Linguistics. Oxford: Blackwell. Pages 33-71<br>Quirk, Randolph, Greenbaum, Sidney, Leech, Geoffrey &amp; Svartvik, Jan. 1985. A Comprehensive Grammar of the English Language. London: Longman.<br>Schütze, Carson T. &amp; Sprouse, Jon. (2014). Judgment data. In Robert J. Podesva &amp; Devyani Sharma (eds.), Research Methods in Linguistics. Cambridge: Cambridge University Press. Pages 27-50.<p></p>These readings will be made available via the moodle platform.<p></p>Additionally, students will be expected to independently find and read literature on their selected proseminar paper topic, and on the methodology they choose.</div>
      


Semester: 2023S
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122051&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course explores some Mysteries of English Grammar (Calude &amp; Bauer, 2021). The aim is to familiarise students with aspects of grammatical variation in English. We extend this to consider how grammar and variation are learned in L2 English. We explore general questions of what grammar is; how it can be described/analysed; how it varies. Students will then choose one of the ‘mysteries’ discussed by Calude &amp; Bauer to explore in more detail in terms of learning. This forms the basis of a the proseminar paper.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Course evaluation is based on:<br>* class participation and tasks (max. 10 points)<br>* research / paper proposal (20 points)<br>* engagement in research process, incl. presentations (max. 25 points)<br>* term paper (individually) of approximately 3500 words (max. 45 points)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<br>Part 1: Class participation, readings, smaller assignments, discussions etc. 10%<br>Part 2: Class and Poster presentations: 25%<br>Part 3: Paper proposal: 20%<br>Part 4: PS paper (3,500 words +/-10%): 45%<br>All parts (1, 2, 3 and 4) must be completed and at least three out of four parts must be positive. T<br>he overall pass mark is 60%.Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Course evaluation is based on engagement in discussion and group work, tasks, presentations, research leading to term paper</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Calude, A. &amp; Bauer, L. (2021). MYSTERIES OF ENGLISH GRAMMAR : a guide to complexities of the English language. New York: Routledge. (available online via u:search)<p></p>Further reading related to research for the proseminar paper will be provided.</div>
      


Semester: 2023S
Title: BEd 08b.3: VK Cultural Studies and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124184&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">American popular culture presents Alaska as the last frontier, a beautiful, but dangerous wilderness, hard to penetrate and empty. Reality TV-shows such as Deadliest Catch (Discovery,+ 2005-2022), Alaska: The Last Frontier (Discovery Channel, 2011-2020), Gold Rush (Raw TV, 2010-2021) or Yukon Men (Paper Route Productions, 2012-2016) play on familiar tropes of heroic masculinity, fighting nature, conjuring up past myths of colonial expansionism and the exploitation of natural resources that have long been deconstructed for the “lower 48” (all US states with the exception of Alaska and Hawaii). Cinematic adaptations for example of Jack London’s 1903 novel The Call of the Wild that features Harrison Ford (20th Century Studios 2020), or John Krakauer’s Into the Wild (1996), while surely more nuanced than the sensational frontier myths in reality TV, equally support nostalgia about heroic masculinity and wilderness.<br>In this class, we will revisit these and other myths about Alaska and their echoes in today’s mainstream culture from a critical intersectional perspective. We will ask, among other things, which periods and aspects of Alaskan history are brought forward by these popular culture production and which ones are silenced. Using theories and methodologies of intersectionality and decolonization, we will interrogate popular culture for disseminating settler colonial discourses, and unequal gender and racial hierarchies.<br>While critically investigating into the reconstruction of colonial ideas, racism, sexism, and forms of problematic masculinity through contemporary popular culture, we are also looking for less prominent, but existing discourses about Alaska. We will analyze the recent TV-show Alaska Daily (2022) that focuses on anti-Indigenous racism, the violence and murder of Alaska Native women, and that features female white and Native heroines. Looking at these and other examples, we will ask how contemporary popular culture speaks back to the masculinist myths about the state. Moreover, analyzing popular culture that is produced by or features Alaska Native individuals and groups, we will ask how they intervene into American national identity discourses, claim history, fight stereotypes, and make claims to American national identity and its territory.<p></p>Aims<p></p>On the example of representations of Alaska, the students will learn how to critically analyze popular culture for its underlying ideologies and discourses. They will acquire important methodological tools and theories on gender, masculinity, intersectionality and decolonial approaches that will allow them to systematically analyze popular culture productions.<br>Students will be assisted in developing relevant research questions for theses that use basic methodology and theoretical background.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (max. 2 absences); class participation, a presentation of a theoretical concept (based on the class readings), a group presentation and minor tasks throughout the semester; a research proposal for the term paper, incl. annotated bibliography; BA students will either write a short seminar paper or a BA thesis; MA students will write a longer seminar paper. </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Class participation, and minor tasks throughout the semester (25%)<br>proposal and annotated bibliography, and presentations (25%)<br>BA thesis or small research paper (50%)<br>You need to complete all requirements to complete the course.<br>The overall grading scheme is (1): 100-91%, (2): 90-81%, (3): 80-71%, (4): 70-61%, (5): 60-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">All students must present in class and participate in the class discussions and in group work. Everyone is welcome to use PPP to support their presentations, use Moodle apps, show video and audio examples, and bring printed materials.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Arvin, Maile, Eve Tuck and Angie Morrill. Decolonizing Feminism: Challenging Connections between Settler Colonialism and Heteropatriarchy. Feminist Formations, Spring 2013, Vol. 25, No. 1 (Spring 2013), pp. 8-34.<p></p>Clark, Natalie. “Red Intersectionality and Violence-Informed Witnessing Praxis with Indigenous Girls.” Girlhood Studies 9.2 (2016), pp. 46-64.<p></p>Connell, Raewyn. "The Study of Masculinities." Qualitative Research Journal 14.1 (2014): 5-15.<p></p>Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color.” Stanford Law Review 43 (1991): 1241–99.<p></p>Grosfoguel, Ramón. The epistemic decolonial turn. Cultural Studies, 21:2-3 (2007), pp. 211-223.<p></p>Hogan, Maureen P., and Timothy Pursell. "The “Real Alaskan”." Men and Masculinities 11.1 (2008): 63-85.<p></p>Huhndorf, Shari M. “Colonizing Alaska: Race, Nation, and the Remaking of Native America.” In Mapping the Americas: The Transnational Politics of Contemporary Native Culture. Ithaka: Cornell University Press 2009, pp. 25–70.<p></p>Kari, James, with Katie and Fred John (Athabascan). Lazeni ’linn Nataełde Ghadghaande: When Russians Were Killed at “Roasted salmon Place” (Batzulnetas). The Alaska Native Reader, pp. 15-27.<p></p>Shaa, Maria, and Tláa Williams. “Alaska and Its People: An Introduction,” The Alaska Native Reader, pp. 1-12.<p></p>Solovjova, Katerina G. and Aleksandra A. Vovnyanko: The Fur Rush: A Chronicle of Colonial life. The Alaska Native Reader, pp. 28-41.</div>
      


Semester: 2023S
Title: BEd 08b.3: VK Cultural Studies and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124183&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The TV series Columbo-in syndication between 1968 and 2003-was a TV success story. It not only turned the ‘who-did-it’ concept on its head but confronted audiences with a rather unique male hero. Lt. Columbo was calm, soft-spoken, laid back, afraid of heights but most of all smart and perceptive, instead of displaying a more normatively masculine demeanor: aggression, a willingness to do violence, and brandishing guns and chasing criminal suspects down the streets of L.A. He presented a sharp contrast to other TV-detectives populating the American TV landscape at the time: from hard-boiled detectives like Mike Hammer to tough cops like Lt. Mike Stone in the TV series The Streets of San Francisco.<p></p>This course attempts a reading of the TV series in connection with masculinity studies as well as TV and media studies. If the performative act of gender is, as Judith Butler clarifies, “a practice of improvisation within a scene of constraint”(Butler, 2004:1); then what are the improvisations Lt. Columbo-whose first name the series never discloses-is enacting? And how may looking at (detective) masculinities from all angles turn into a topic of interest for the English-language classroom?<p></p>Students will use critical theory tools taken from gender studies, TV studies and post- structural theory to discuss questions like:<br>• What are ideas about masculinities that inform the TV show and especially its male protagonist?<br>• If hegemonic masculinity“is naturalized in the form of the hero and presented through forms that revolve around heroes”(Donaldson, 1996:646) of which detective fiction surely is one, then how does the character of Lt. Columbo ‘re-arrange’ what it means to embody hegemonic manhood?<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Requirements:<p></p>Semi-weekly readings of secondary sources (available via Moodle)<br>Attendance and active participation in course discussions (a maximum of two absences [3 hrs] will be allowed);<br>An oral presentation (a teaching approach);<br>An abstract;<br>A term paper;<br>A final exam</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">•	Active participation in class discussions: 20%<br>•	Final exam: 20%<br>•	Presentation (teaching approach): 20%<br>•	Abstract: pass/fail<br>•	Term paper: 40%<p></p>To pass the course, students need to attain at least 60% and complete all assignments.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Semi-weekly Readings<br>Materials/Concepts discussed in class</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">TV- Episode Watchlist:<br>“Murder by the book” (1971)<br>“Murder under Glass” (1878)<br>“Rest in Peace, Mrs. Columbo” (1990)<br></div>
      


Semester: 2023S
Title: BEd 08b.3: VK Cultural Studies and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124182&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course examines Black popular culture as one way to fight racism and other forms of oppression. Focusing on popular music videos, horror and drama films, street art, and other cultural texts, this course analyzes how Black artists, actors, and performers have been addressing and fighting racism through these texts. The course pays close attention to the complex nature of racism, zeroing in on such issues as environmental racism, medical racism, and police brutality, as well as explores the value of intersectionality when dealing with various types of oppression. Recognizing the ongoing marginalization and subjugation of BIPOC communities worldwide, the course foregrounds care, protest, and resistance sustained by these communities. Finally, one of the chief goals of this course is to provide examples and outline clear ways of teaching Black popular culture and social justice at school. </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Active participation in course discussions; an oral presentation (a teaching approach); a BEd thesis (with an abstract)/an essay.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">•	Active participation in class discussions: 10%<br>•	Presentation (teaching approach): 40%<br>•	BEd thesis (with an abstract)/Essay: 50%<p></p>To pass the course, students need to attain at least 60% and complete <i>all</i> assignments.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam at the end of this course.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Films to purchase (to be watched by the first session!):<p></p>•	Edward Zwick, <i>Blood Diamond</i> (2006)<br>•	Jordan Peele, <i>Get Out</i> (2017)<br>•	George Tillman Jr., <i>The Hate U Give</i> (2018)<p></p>All other texts will be made available via Moodle.</div>
      


Semester: 2023S
Title: BEd 08a.3: VK Literature and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124081&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The video of George Floyd's death and his repeated and unheard appeal - "I can't breathe" - is probably the best known of recent icons of African-American oppression by US law enforcement. The aim of this course is to fill in some of the history that reaches back to the days of slavery with a specific view of equipping future teachers for educating their pupils. Roughly 200 years ago legislators in both Britain (1807) and the United States (1808) made their citizens' participation in the Trans-Atlantic Slave Trade illegal. Although this did not put an end to slavery itself, it marked a dramatic change in public opinion, economic/political reasoning and philosophical conception of humanity and its fundamental rights. Part of this course will be dedicated to understanding the historical background of the Trans-Atlantic Slave Trade and getting to know its main locations in Britain (especially Liverpool), West Africa, the Middle Passage and the Caribbean. Then we are going to look at how the trade was discussed in 18th economic, political, legal and abolitionist discourses, and analyse three contemporary literary representations to abolitionism, one by a black man (Equiano), one by a white woman (Moore) and one by a white man (Cowper). But we are also going to spend a lot of time to late 18th and 19th century icons of oppression proper - taken from visual culture (the Brooke, the Wedgwood cameo, Turner's <i>The Slave Ship</i>) and litigation history (the Somerset case; the Zong case). Finally, we are going to analyse 20th/21st century literary texts (Dabydeen, Philip), a critical autobiography (Hartmann) and two films (Spielberg; Asante), which all react to and reflect on the slave trade through iconic events and locations.<p></p>All writing tasks are geared towards helping you write your BEd-thesis or term paper.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance; regular preparation of assigned reading material; active participation in class discussion; specialist task; three written assignments; BEd-thesis/term paper</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active Participation: 10%<br>Specialist task: 20%<br>Assignment 1 (write an introduction for your BEd-thesis/term paper): 15%<br>Assignment 2 (write a body-§ for your BEd-thesis/term paper): 10%<br>Assignment 3 (write a thesis statement for your BEd-thesis/term paper): 5%<br>BEd-thesis/term paper: 40%<br>You need to complete and pass all individual requirements to complete the course.<p></p>For all written tasks (A1, A2, A3 and BEd-thesis/term paper):<br>Late entry after deadline re-negotiation: 2 points off<br>Late entry without deadline re-negotiation: 4 points off<p></p>BEd theses and term papers (as .pdf) are to uploaded on Moodle AND to be sent as email attachments to: <a href="mailto:sylvia.mieszkowski@univie.ac.at">sylvia.mieszkowski@univie.ac.at</a><p></p>- A1 (1st draft of the intro to your final paper: 1500 words) is to be sent as .pdf (by <b>midnight on 8th May</b>) to: <a href="mailto:sylvia.mieszkowski@univie.ac.at">sylvia.mieszkowski@univie.ac.at</a><br>- A2 (1 body §: 250-300 words) is to be sent as 1 ppt slide (by <b>midnight on 5th June</b>) to: <a href="mailto:sylvia.mieszkowski@univie.ac.at">sylvia.mieszkowski@univie.ac.at</a><br>- A3 (thesis statement: 1 or 2 sentences) is to be sent as 1 ppt slide (by <b>midnight on 19th June</b>) to: <a href="mailto:sylvia.mieszkowski@univie.ac.at">sylvia.mieszkowski@univie.ac.at</a><p></p><b>Marks in %:</b><br>1 (very good): 90-100%<br>2 (good):  81-89%<br>3 (satisfactory): 71-80%<br>4 (pass): 60-70%<br>5 (fail): 0-59%<p></p>The <b>term papers/BEd theses</b> will be <b>marked</b> according to the following <b>categories</b>: form; content; methodology; quality of thesis; language; style.<p></p>The <b>written work</b> has to be <b>accompanied</b> by a signed and dated <b>anti-plagiarism statement</b>, sent by email as a .pdf file. The written work itself (6500-7000 words for a term paper; 8000-10.000 words for a BEd thesis) is to be uploaded through the TurnItIn system as well as sent (as a .doc file) via email to me: <a href="mailto:sylvia.mieszkowski@univie.ac.at">sylvia.mieszkowski@univie.ac.at</a>.<p></p>Making allowances for your individual work schedules and in the interest of a smooth grading procedure and, you will have three opportunities to hand in your term paper/BEd theses: on <b>15/7 (midnight)</b> OR on <b>20/7 (midnight)</b> OR on <b>5/8 (midnight)</b>. Please discuss with the lecturer after the spring break when you want to hand in your thesis.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. Participants are expected to study set materials and additional secondary/theory sources, take active part in the discussions, produce a ppt presentation for their thesis presentation, and hand in assignments on time.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><b>Books to buy:</b><br>- Saidiya Hartmann, <i>Lose your mother</i> (2007) [9781788168144]<p></p><b>Films to watch:</b><br>- Steven Spielberg, <i>Amistad</i> (1997)<br>- Amma Asante, <i>Belle</i> (2013)<p></p><b>Reading:</b><br>Excerpts from <i>The Bible</i> and Equiano's autobiography, poems by Moore, Cowper, Hayden, Dabydeen and Philip, scholarly articles by Walvin, Carey, Brown, Plasa, Smyth, Goldgaber, Lipkin, Pomeranz/Topic, Verhagen and Nayar will be provided as pdf-files online.<p></p><b>Background reading (not compulsory):</b><br>- Stanley Engerman et al. (eds.), <i>Slavery</i>  [978-0192893024]<br>- James Walvin, <i>A Short History of Slavery</i>  [978-0141027982]<br>- James Walvin, <i>Black Ivory</i>  [978-0246138910]</div>
      


Semester: 2023S
Title: BEd 08a.3: VK Literature and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124080&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Poetry readings, performances, pop songs. We often encounter poetry not in books but spoken or sung, on the radio, at public ceremonies, concerts, open mics and poetry slams, or on social media. Events such as Bob Dylan’s 2016 winning of the Nobel Prize for literature and Amanda Gorman’s much-noted performance at Joe Biden’s presidential inauguration in 2021 have demonstrated once again that poetry is an art of the voice. This course will explore these ‘other’ media of poetry that are often neglected in literary studies but which are immensely popular with young people and hence, also, a valuable resource in the EFL classroom.<br>Paying close attention to the medial specificities of oral poetry performance, we will critically interrogate ideas around the ‘authenticity’ of the performing voice in relation to the generic conventions of lyric poetry and the dramatic monologue. We will further examine the identity politics enacted by poetry performances, which can often be understood as forms of socio-political activism, resonating, for instance, with #MeToo and the Black Lives Matter movement.<p></p>The course will include visits by award-winning Irish poet Paul Muldoon and by spoken word poet Ty'rone Haughton, as well as two guest appearances by Mag. Claire Palzer, who will guide students’ didactic work on poetry performance and song lyrics.<p></p>AIMS:<br>Students will become familiar with a range of spoken word texts and audiotext formats (partly of their own choosing). They will learn to apply various critical perspectives to these texts, such as media studies, multi-modality, genre theory, gender studies, life writing studies, and postcolonial criticism. Students will also become familiar with a range of methods for incorporating spoken word poetry and song lyrics in the EFL classroom and will have the opportunity to implement, and reflect on, some of these methods.<p></p>METHODS:<br>Short lectures, classroom discussions, group work, presentations, individual research/writing/teaching assignments.<br>-- Students are expected to present a short paper at a mini conference on 17 June, 9:30am – 3:30pm. Participation in the mini conference is obligatory!<br>-- The course further includes one teaching session at a school of your choice (contacts will be provided, if required), between 2 May 2023 and 2 June 2023. These sessions must be arranged individually, and you are advised to schedule your session as soon as possible (the date, school and age group must be submitted by 31 March)!<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Active participation (regular attendance; participation in class discussions of set readings); written tasks (bibliography, abstract, lesson plans, reflection task), oral presentation at mini conference; BEd thesis or term paper; </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active participation = 15%<br>Oral presentation (mini conf.) = 15%<br>Lesson plans &amp; reflection task = 15%<br>Bibliography &amp; abstract = 5%<br>BEd paper/ term paper = 50%<p></p>You need to complete and pass all individual requirements to complete the course.<p></p>Marks:<br>1 (very good): 90-100<br>2 (good): 80-89<br>3 (satisfactory): 70-79<br>4 (pass): 60-69<br>5 (fail): 0-59<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. Participants are expected to study set materials and additional secondary/theory sources, take active part in class discussions, produce a ppt presentation for the mini conference, and hand in assignments on time.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Poetry and songs by<br>-	Billie Holiday, Adrian Mitchell, Paul Muldoon, John Hegley, U2, Patricia Smith, Kat Francois, Ray Antrobus, Brenna Twohy, Ty’rone Haughton, and others.<br>Extracts from theory and critical literature, including<br>-	Eckstein, Lars. Reading Song Lyrics. Rodopi, 2010.<br>-	English, Lucy, and Jack McGowan, eds. Spoken Word in the UK. Routledge, 2021.<br>-	Novak, Julia. Live Poetry: An Integrated Approach to Poetry in Performance. Rodopi 2011.<br>-	Somers-Willett, Susan. The Cultural Politics of Slam Poetry. University of Michigan Press, 2009.<br>-	Tegge, Friederike. “Pop Songs in the Classroom: Time-Filler or Teaching Tool?” ELT Journal 72.3 (2018): 274-284.<br>-	Thaler, Engelbert. Singer-Songwriters: Music and Poetry in Language Teaching. Narr-Francke, 2018.<br></div>
      


Semester: 2023S
Title: BEd 07.1: Materials Evaluation and Development - interim
Url: https://ufind.univie.ac.at/de/course.html?lv=127000&semester=2023S
Branch: SPL 12 - Anglistik
Type: Fortgeschrittener Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Aims and contents:<br>This course aims at providing students with the background knowledge and basic skills required to critically analyse existing language teaching materials, as well as to modify and develop their own activities in accordance with competence-oriented criteria and target group needs. The focus will be on the following areas:<br>Grammar<br>Vocabulary<br>Extensive reading<br>Throughout the course, we will discuss relevant background reading, explore various (schoolbook) materials and activities, and integrate pertinent national and European documents (e.g. national curricula, the CEFR, the ELP), relating them to specific English language teaching contexts.<br>Methods:<br>A mixture of methods will be employed, including<br>-  individual and group activities in and outside of class time,<br>-  discussions in class,<br>-  short presentations by the lecturer.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Course work (active contribution to class activities, regular reading &amp; other assignments, moodle activities), 2 homework tasks, 2 portfolio tasks.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Assessment:<br>1. Course work (reading &amp; class participation) (24%)<br>2. Homework tasks (24%)<br>3. Portfolio tasks (52%)<br>Minimum requirements:<br>-  Regular attendance (max. 2 1-hour absences = 1x 2-hour session)<br>-  Part 3 (portfolio) must be positive (60% or above) to pass the course.<br>Grading scheme:<br>1 (sehr gut): 100-90%<br>2 (gut): 89-80%<br>3 (befriedigend): 79-70%<br>4 (genügend): 69-60%<br>5 (nicht genügend): 59-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Two homework tasks, two portfolio tasks, course work as listed above, based on topics covered in class (see Ziele, Inhalte und Methode / course schedule). Details on assignments given in class and on moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Handouts and reading texts will be made available on Moodle.<br>Sources include:<br>Day, Richard. 2011. 'Extensive reading: the background'. In Day, Richard et al. Bringing extensive reading into the classroom. Oxford: OUP, 10-21.<br>Ellis, Rod. 2006. 'Current issues in the teaching of grammar: An SLA perspective'. TESOL Quarterly 40 (1), 83-107.<br>Thornbury, Scott. 2002. How to teach vocabulary. Harlow: Longman.</div>
      


Semester: 2023S
Title: BEd 7.2: VK Principles of English Language Teaching (Methodology, Materials, Media)
Url: https://ufind.univie.ac.at/de/course.html?lv=126720&semester=2023S
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Aims and contents<br>The course aims at developing a reflective and critical understanding of English Language Teaching in students through a consideration of the guiding principles underlying professional ELT. Within each of these principles, a selection of thematic areas will be discussed.<p></p>The key principles of ELT discussed will cover:<p></p>- Principles of technology-enhanced EFL teaching<br>(topics: integrating New Media in language teaching)<br>- Principles of research-based teaching<br>(topics: the relevance of ‘theory’ for teaching practice; EFL teaching as a profession)<br>- Principles of accountability in teaching<br>(topics: connections between the CEFR, educational standards, ELP &amp; EPOSTL, E8 standards testing and the standardized Matura)<p></p>- Principles of inclusive teaching<br>(topics: multilingual in the ELT classroom, individual learner differences, inclusion of neurodiverse learners)<p></p>In addition, the course will encourage in-depth engagement by students with a range of current approaches to EFL teaching. This will include:<br>- Presenting, trying out and evaluating selected approaches to EFL teaching<br>- Discussion of the ‘post-method era’<br>- English as a Lingua Franca and its influence on teaching<br>- Teaching English for Specific Purposes.<p></p>A mixture of methods will be employed, including<br>- both individual and group (online) activities in and outside of class time<br>- synchronous discussions in class<br>- short presentations by the lecturer<br>- group presentations by students.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Course work (active participation in class activities, regular reading &amp; other assignments, participation in discussions &amp; moodle activities, etc.); presenting an ELT approach (group presentation/peer teaching); two portfolio tasks; two-part written exam.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Assessment:<br>1) Course work (15%)<br>2) Presenting an approach (20%)<br>3) Portfolio tasks: New Media (20%), ESP (15%)<br>4) Written exam: closed book + open book (30%)<p></p>Minimum requirements:<br>- Regular attendance (max. 2 absences)<br>- Exam must be positive; all portfolio tasks have to be submitted.<p></p>Grading scale:<br>1 (sehr gut) 100-90%;<br>2 (gut) 89-80%;<br>3 (befriedigend), 79-70%;<br>4 (genügend) 69-60%;<br>5 (nicht genügend) 59-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Group presentation, 2 portfolio tasks, 2-part written exam, course work, as listed above, based on topics covered in class (see Ziele, Inhalte und Methode/course schedule). Details on assignments given in class and on moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Anthony, Laurence. 2018. Introducing English for specific purposes. New York: Routledge.<p></p>Hall, Graham. 2016. "Method, methods and methodology: Historical trends and current debates". In Hall, Graham (ed.). The Routledge handbook of English language teaching. London: Routledge, Ch. 15.<p></p>Hinkel, Eli. (Ed.). 2005. Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.<p></p>Langer de Ramirez, Lori. 2010. Empower English language learners with tools from the web. Thousand Oaks: Corwin.<p></p>Richards, Jack C.; Rodgers, Theodore S. 2014. Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.<p></p>Widdowson, Henry. G. 2003. Defining issues in English language teaching. Oxford: Oxford University Press.<p></p>Plus reading provided in class and on Moodle.</div>
      


Semester: 2023S
Title: BEd 07.1: FK Language Assessment and Feedback
Url: https://ufind.univie.ac.at/de/course.html?lv=126710&semester=2023S
Branch: SPL 12 - Anglistik
Type: Fortgeschrittener Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Aims and contents of the course:<br>This course is designed to give future teachers a basic grounding in the core areas of assessment, including construct definition, test specifications, item formats, validity of assessments, reliability of judgements, test practicality, feedback and learning-oriented assessment. The assessment of all four skills, plus grammar and vocabulary, will be covered to varying degrees (incl. analysing/adapting existing tasks), as are rater training for writing/speaking and the practicalities of formative and summative assessment in the Austrian classroom.<p></p>The major aims are to<br>* develop a basic understanding of fundamental concepts in language assessment with a special focus on the classroom context;<br>* understand how to implement these concepts in the selection, development and evaluation of assessment instruments used;<br>* understand the links between assessment, testing, learning and teaching;<br>* help participants to become confident enough to continue learning about language assessment on their own.<p></p>Methods:<br>Classroom projects, individual/pair/group work (compiling tasks for a "Schularbeit", rater training), discussion of readings, critical reflection on key concepts in language assessment, critical evaluation of assessment instruments</div>

        
        

        
        

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment based on classwork/homework, rater training, self-/peer assessment, mid-term open book exam, final written assignment, as listed above.<br>Details on assignments given in class and on moodle.</div>

        
        
      


Semester: 2023S
Title: BEd 04.3: History of Literatures in English
Url: https://ufind.univie.ac.at/de/course.html?lv=124643&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course will provide a history of narrative fiction, drama, poetry, and non-fictional prose, starting from the 14th Century onward. This course offers an introduction to the canon of English and American literatures, through several major authors/texts and historical contexts. Lectures will provide context for, and entry into, various readings, while also examining the techniques, themes, styles, and traditions that emerged throughout different periods. Students will be expected to read every assigned text carefully, while also using the lectures and powerpoints as guides.<p></p>Course outcome:<br>-Students will be able to recognize literary traditions, techniques, and authors as they emerge throughout the history of English and American Literature<br>-Students will be able to properly understand how the concept of "Literature" itself changed throughout the centuries.<br>-Students will be able to detect stylistic and literary techniques employed within the classic, canonical texts.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">exam (on-site multiple choice test; 40 questions/60 minutes; at least one answer correct, at least one answer incorrect)<p></p>No course books/study aids permitted for the exam</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">1: 100 - 90,00%<br>2: 89,99 – 80,00%<br>3: 79,99 – 70,00%<br>4: 69,99 - 60,00%<br>5: 59,98% - 0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The course's presentations (incl. ppt slides &amp; additional preparatory material)  will form the basis of your studying for the exam.<br>For more details please see the course’s moodle platform.<p></p>There will be four sittings for the exam. The first one is scheduled for the last session of the semester (28 June, 2023, 18:30-20:00). Subsequent sittings will be announced later on.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">NOTE: Many of the texts we will be reading (up through the 19th Century) are in the public domain, and are therefore available for free online. However, if you'd prefer having useful footnotes and introductions, I recommend purchasing these Norton Anthologies (listed below) instead. Whenever possible, I will also provide the readings on Moodle.<p></p>Recommended Texts:<br>The Norton Anthology English Literature: The Major Authors, Vol. 1<br>(ISBN 978-0--393-60308-8)<br>The Norton Anthology English Literature: The Major Authors, Vol. 2<br>(ISBN 978-0-393-60309-5)</div>
      


Semester: 2023S
Title: BEd 04.2: Cultural Theories and Popular Culture
Url: https://ufind.univie.ac.at/de/course.html?lv=124642&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Masculinity as a gender practice is best understood as ‘a vague set of ideas, demands, stories and images about being a man’. Sociologist Raewyn Connell clarifies that “no masculinity arises except in a system of gender relations”(Connell, 1995). She identifies a hierarchy of masculinities: from its hegemonic version to its complicit, subordinate and marginalized varieties. Straight, white men usually occupy the hegemonic position whereas gay men have to content themselves with the subordinate and men of color with the marginalized position.<p></p>Students will get an introduction into Raewyn Connell’s masculinity hierarchies as well as Michael Kimmel’s concept of American manhood and Robert Staples’ and bell hooks’ take on masculinity and race in America. This course encourages students to take a critical look at naturalized assumptions about masculinities. Comics and films addressed in class will be scanned for depictions of masculinities they offer to their audiences, their representations of male bodies, male sexuality and masculine stereotypes.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Written Exam (50% Multiple Choice, 50% essay, ca. 500 words)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The benchmark for passing the written exam is at 60%<br>Grades in %: 1 (very good): 90-100%, 2 (good): 80-89.99%, 3 (satisfactory): 70-79.99%, 4 (pass): 60-69.99%, 5 (fail): 0-59.99%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Entire lecture content incl. lecture slides and obligatory course reading.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Michael Kimmel. Manhood in America: a cultural history. Free Press: NY, 1996.<br>---. The History of Men: Essays on the History of American and British Masculinities. New York:  SUNY UP, 2005.<br>Connell, R.W. Masculinities. Polity Press: Cambridge, 2005.<br>Anderson, Eric. Inclusive Masculinity: the changing nature of masculinities. London: Routledge, 2009.</div>
      


Semester: 2023S
Title: BEd 02.2: Introduction to Information and Research Literacy (IRL)
Url: https://ufind.univie.ac.at/de/course.html?lv=120422&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung verbunden mit Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Aims: Students know fundamental concepts and strategies of academic work, with a special focus on literature and information research. They are familiar with the many information resources relating to English and American Studies and are able to make informed choices as to which to use when addressing academic problems. They know about the requirements of academic best practice. They are able to understand the relevance of information literacy for their future professional practices.<br>Contents: Concepts and strategies of academic work, with a special focus on literature and information research; information sources for English and American Studies; academic best practice; information literacy in academic and school environments<br>Methods: Online synchronous learning: teacher input, some inverted lecture sessions, individual and group online activities in Moodle/Zoom.</div>

        
        

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Online attendance (max. 1 absence) - pre-defined group and individual online activities for each session (Moodle/Zoom) count as attendance.<br>1) Three learning diary entries relating to sessions 1-3, 4-5 and 6-7 (7%, 10%, 13%, i.e. 30% in all). All three uploads are required even if you missed one of the sessions.<br>2) "Tour" of the English and American Studies Library (15%)<br>3) "Visit" to and report on another library plus library group event (up to 15%)<br>Individual online homework activities (up to 40%, around 100 points) must be done in addition to the three named parts. The three named parts must be positive as well as the overall score.<p></p>Grading scale:<br>1 (sehr gut) 100-90%;<br>2 (gut) 89-80%;<br>3 (befriedigend) 79-70%;<br>4 (genügend) 69-60%;<br>5 (nicht genügend) 59-0%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment based on what was covered in class (see Ziele, Inhalte und Methode/course schedule/Mindestanforderungen). Details on assignments are given in Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Reading, viewing and listening materials (links/in Moodle), including extracts from<br>ACRL. 2015. Framework for information literacy for higher education. <a href="http://www.ala.org/acrl/standards/ilframework#authority">http://www.ala.org/acrl/standards/ilframework#authority</a><br>IFLA. 2005. Beacons of the information society: The Alexandria Proclamation on information literacy and lifelong learning. <a href="http://www.ifla.org/publications/beacons-of-the-information-society-the-alexandria-proclamation-on-information-literacy">http://www.ifla.org/publications/beacons-of-the-information-society-the-alexandria-proclamation-on-information-literacy</a><br>Munthe, Elaine; Rogne, Magne. 2015. "Research based teacher education". Teaching and Teacher Education 46, 17-24.<br>Paywall: The business of scholarship. 2018. Prod. and dir. by Jason Schmitt. [Video]. <a href="https://vimeo.com/273358286">https://vimeo.com/273358286</a><br>Unesco. n.d. Media and information literacy. <a href="https://en.unesco.org/themes/media-and-information-literacy">https://en.unesco.org/themes/media-and-information-literacy</a></div>
      


Semester: 2023S
Title: STEOP (A046): BEd 1.2 Introduction to the Study of Literature and Culture
Url: https://ufind.univie.ac.at/de/course.html?lv=121412&semester=2023S
Branch: SPL 12 - Anglistik
Type: Training
Description:
        
        

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">none</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">none</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">none</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">See moodle</div>
      


Semester: 2023S
Title: Literary Seminar / BA Paper / MA British/Irish/New English
Url: https://ufind.univie.ac.at/de/course.html?lv=123221&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">When COVID-19 hit countries in Europe at the beginning of 2020, most governments reacted by imposing a range of restrictions to slow the spread of the virus. Chief among these restrictions was putting communities into lockdown, a measure that included social distancing and staying inside, restrictions on travel, the closing of businesses, schools, and kindergartens, as well as the widespread practice of working from home.<p></p>One effect of lockdown was a steep drop in household spending. One sector, however, offered a bright spot for retailers: book sales. Staying at home in self-isolation made people turn to reading, specifically fiction titles, an activity that enabled those affected to both escape their four walls and understand what is happening around us. It is no surprise, then, that authors rushed to publish the first novel dealing with the pandemic. The contemporary novel therefore seems to be, for readers and authors alike, a vehicle for coping with the pandemic, both in terms of escaping and facing COVID-19 (as both a cultural and a medical event) and its potential aftermath.<p></p>In this seminar, we will read three novels written or published during the lockdowns of 2020 to 2022 by an Irish, a British and an American author, respectively. In our corpus, we cover the genres of the thriller, science fiction and the realist novel and assess how each author represents and discusses lockdown and its consequences.<p></p>Issues discussed in our analysis will include:<br><ul><br><li>changing socal relations within the locked-down home, e.g. between parents and children or romantic partners;</li><br><li>changing attitudes towards home spaces and home-making practices;</li><br><li>the politics of lockdown, e.g. who had how much space, domestic violence, citizenship or unemployment.</li><br></ul><p></p>The course will be project-based: after an input phase, students will be expected to develop their own research questions and, with guidance, develop, present and discuss their projects in the course of the semester, including a student conference in the final block of meetings towards the end of June.<p></p>At the end of the class, students will have gained an awareness of the critical debate surrounding lockdown measures and its literary representation (including the variety and use of genres and narrative features), will be able to define and use relevant theoretical positions reflecting the debate in the field and will be able to formulate a research question and make a clear point for their BA thesis or MA paper.<p></p>BA students will be assisted in developing relevant research questions for BA theses that use basic methodology and theoretical background. MA students are expected to rely on their more advanced knowledge of texts, theories and methodologies to develop a more independent and more critical research project, also as a way of further developing skills and competences for their MA thesis projects.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text"><ol><br><li>Regular attendance and preparation of session material (students may miss two sessions)</li><br><li>General participation in class, including individual contributions, work with a partner as well as work in groups</li><br><li>Expert work on assigned readings: each student will be assigned to one source material of the syllabus and provide expert input in the respective session</li><br><li>A portfolio of three short tasks (written, oral, and creative) that prepare you for your term paper</li><br><li>A 10-minute paper presented at the student conference in June</li><br><li>A formal written paper of 6.500-8.000 words (depending on your study programme)</li><br></ol><br>Ensure compliance with the standards of good academic practice and the correct application of the techniques of academic work and writing.<br>Plagiarized and fraudulent performances (also in single tasks or parts of an exam) lead to non-grading of the course (entry of an 'X' in the transcript).<br>In case of doubt, the course instructor may invite students to a grade-related conversation (plausibility check) about submitted partial performances.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text"><ol><br><li>Active participation and contributions in class (including your expert input in your respective session and your paper at the student conference): 25%</li><br><li>Portfolio Tasks: 25%</li><br><li>Term paper: 50%</li><br></ol><p></p>Students must attain at least 60% <i>of each task</i> to pass the course.<p></p>Marks in %:<br>1 (very good): 90-100%<br>2 (good): 80-89%<br>3 (satisfactory): 70-79%<br>4 (pass): 60-69%<br>5 (fail): 0-59%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text"><ul><br><li>Input phases combined with group work and classroom discussion</li><br><li>Student input from your expert session and your paper at the student conference</li><br><li>Students' written research projects (term paper and portfolio tasks)</li><br></ul></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><b>Primary Texts:</b><br><ul><br><li>Howard, Catherine Ryan. <i>56 Days</i>. London: Corvus, [2021] 2022. [paperback ed.]</li><br><li>Moss, Sarah. <i>The Fell</i>. London: Picador, 2021.</li><br><li>Nagamatsu, Sequoia. <i>how high we go in the dark</i>. London: Bloomsbury, 2022.</li><br></ul><br>Please buy the novels in these editions.<p></p><b>Theory and Secondary Literature:</b><br>Latour, Bruno. <i>After Lockdown: A Metamorphosis</i>. Cambridge: Polity, 2021.<br>Additional texts will be published and available on Moodle at the beginning of term.</div>
      


Semester: 2023S
Title: Literary Seminar / BA-Arbeit / MA American/North American Lit./Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123220&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">AFROFUTURISM IN NORTH AMERICAN LITERATURE<br>Synopsis: In this seminar in American literary studies, we will explore how African American literatures have imagined black futures out of the bedrock of Afrodiasporic experience from the early 20th century onward. We will explore instances of black science fiction in terms of Afrofuturism—a term coined by Mark Dery in 1993—as a cultural aesthetic underpinned by a philosophy of science and history that addresses themes and concerns of the African American diaspora such as alienation of the black body, postapocalyptic temporalities, and science/spirituality intersections. Through an Afrofuturist technocritical lens, we will explore Black speculative literatures from the US, Canada, and the Caribbean.<p></p>The goal of this seminar is to familiarize students with Afrofuturism as a concept as well as with African American literary writing in the 20th and 21st centuries and to enable them to write an independent research paper in this field.<br>Teaching methods: input phases, pair and group work, class discussions</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">active class participation (max. 2 missed sessions), incl. discussions and minor assignments<br>oral presentation (in pairs)<br>written seminar paper (due August 31)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">class participation 25%<br>oral presentation 25%<br>written seminar paper (due August 31) 50%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">All material to be discussed in class (primary and secondary literature) must be read and prepared in advance of each session.<br>Student presentations must be research-based and include a handout as well as a powerpoint (or similar) presentation.<br>Seminar papers need to be based on independent research and have to be discussed with me in advance.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Please obtain:<br>George Schuyler, /Black No More/ (Penguin Classics ed.)<br>Octavia Butler, Parable of the Sower<br>short stories and poetry as well as theoretical texts will be offered via Moodle</div>
      


Semester: 2023S
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123047&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Inscribed onto the Statue of Liberty, "The New Colossus," a sonnet by Jewish-American poet Emma Lazarus, is just one example of the significant role Jewish- American literature has played in the formation of American identity. Yet what is Jewish American literature? Literature written by Jews in America? Literature written about Jews in America? What is "Jewish"? And what is "American"? In what way do they conflate, or oppose (if at all)? In this course we will attempt to provide (different) answers to these fascinating questions. Reading works of Jewish American literature  (written in English) from the nineteenth century to the present, we will engage with different genres—short stories, poems, novellas, novels, autobiography and film. We will discuss topics such as immigration, (resistance to and the complexity of) assimilation, multilingualism, Whiteness (are Jews white?), Blackness (are Jews black?) as well as literary representations of the Holocaust and the State of Israel in order to examine the extent to which Jewish American literature has not only shaped American identity but has been shaped by it.<p></p>Aims:<br>Students will become familiar with some of the major works and topics of Jewish American literature from the late nineteenth century to the present, and will acknowledge its immense contribution to American literary, cultural and political identity. They will engage with a range of literary genres and critical theories (such as Whiteness, migrant and minor literature, sociolinguistics) which they will be able to apply in the analysis of literary texts not only in this course but also in their further studies. Additionally, students will acquire the skills for developing and composing an academic paper in literary studies: formulating a research question, properly using methodology and secondary sources and supporting the argument with evidence from the texts, among others.<p></p>Methods:<p></p>Classroom discussion, presentations, reading assignments</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (max. two absences); active participation in class; reading assignments; research proposal (ca. 700 words+bibliography), oral presentation (ca. 10 minutes; optional; bonus points); final  paper (ca. 3500 w).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance:<p></p>No more than two lessons may be missed without certified medical reason. If a doctor's note is produced, a third lesson may be missed, but is to be compensated for at the teacher's discretion. If more than three lessons are missed, this results in failing the course.<p></p>Assessment criteria:<p></p>active participation in class &amp; reading assignments : 10%<br>research proposal: 30%<br>proseminar paper: 60 %<p></p>Points must be collected in all of these categories. Students must attain at least 60% to pass this course.<p></p>Marks in %:<br>1 (sehr gut): 90-100<br>2 (gut): 80-89<br>3 (befriedigend): 70-79<br>4 (genügend): 60-69<br>5 (nicht genügend): 0-59<p></p>The final paper as well as the research proposal will be marked according to the following categories: clarity of research question, aim and argument; methodology; argumentation (supporting the argument with evidence from the text); use of secondary sources; language and style. Bonus points: originality of thesis and\or its contribution to its field(s).<p></p>The research proposal and the final paper must adhere to the department’s style sheet for papers in literary and cultural studies.<p></p>The final paper and the research proposal has to be accompanied by a signed and dated anti-plagiarism statement and is to be uploaded to Moodle to be checked for plagiarism using Turnitin.<p></p>You are more than welcome to schedule personal meetings and discuss ideas you would wish to explore further on your paper, throughout the semester!<p></p></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. Students are expected to actively participate in class, prepare their reading assignments and hand in their research proposal and final paper on time.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Mary Antin, The Promised Land (extracts)<br>Abraham Cahan, Yekl (extracts)<br>Henry Roth, Call It Sleep (extracts)<br>Saul Bellow, Mr. Sammler's Planet (extracts)<br>as well as a selection of poems, short stories, theoretical texts and one film.<br>All poems, short stories and theoretical texts will be made available on moodle. Antin's, Henry Roth's and Bellow's books are open access; no precise edition is required for the books. A  full list of primary texts and secondary sources as well as a detailed syllabus will be uploaded to moodle before the first session.</div>
      


Semester: 2023S
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123046&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This Proseminar introduces students to core concepts in the Medical Humanities and Postcolonial Studies and considers the relationships between these two disciplines. It invites us to ask: what do we mean when we speak of 'global health'? And who is the 'we' who defines what it means to have ‘health’ anyway? How has imperialism, colonialism, and its continuities in the capitalist world system impacted understandings and experiences of health and illness? Crucially, how do writers in Indigenous and postcolonial locales (re)imagine wellbeing?<p></p>The course considers 'medical' in its broadest sense as we explore a selection of late-20th and 21st century Anglophone novels, poems, and drama dealing with representations of health, wellbeing, and illness. We will analyse texts from Africa, Indigenous Oceania, the Caribbean, Canada, Britain and diasporic literatures. Topics discussed will include (but are not limited to) mental health, race, self-care, gender, medicine and healing, environmental health, illness, intergenerational trauma, care, ageing, dementia, biocolonialism and biopiracy.<br>The course will also introduce students to the basics of academic methodology, including conducting close textual analysis, researching and refining a research topic, engaging with theory and criticism, structuring a research paper, and academic integrity.<p></p>Aims:<br>By the end of this course, students will be able to:<br>-- recognise and identify core concepts in Medical Humanities and Postcolonial Studies, and discuss these concepts in relation to a range of Anglophone texts.<br>-- develop their capacity for independent and self-reflexive thought via analyses of health, wellbeing, and illness in various literatures.<br>-- practice core academic skills required for classroom participation, presentations, and writing essays.<p></p>Methods:<br>Students will learn via seminar preparation and discussion, oral presentations, research assignments, eLearning, independent research, close reading exercises, essay workshops, peer-to-peer learning, and short integrated lectures.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">The total percentage of each student’s final grade will be determined according to the following:<p></p>10% Active class participation<br>10% Oral presentation<br>20% Writing portfolio<br>60% Final term paper (c. 3500w)<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students must submit and pass each of the assessment requirements above and attain 60% overall grade to pass the course. Assessments must meet the deadline set by the lecturer and any instance of plagiarism detected will automatically result in a failing grade for the assignment.<p></p>Grade scale in %:<br>1 (very good): 90-100<br>2 (good): 80-89<br>3 (satisfactory): 70-79<br>4 (pass): 60-69<br>5 (fail): 0-59<br>Attendance requirement: students cannot miss more than 2 sessions.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. The oral and written assignments will require students to be familiar with (1) all readings covered in the course up to the assignment date; (2) additional materials as provided by the instructor; and (3) content covered and ideas presented during class discussions; as well as (4) conducting their own additional independent research.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Texts for purchase are indicated with an (*) Other texts will be made available on Moodle and are subject to copyright restrictions.<p></p>Tsitsi Dangarembga, Nervous Conditions, 1988 (novel) *<br>Patricia Grace, Baby No-Eyes, 1998 (novel) *<br>Beryl Gilroy, Frangipani House, 1986 (novella)<br>Nalo Hopkinson, Brown Girl in the Ring, 1998 (novel)*<br>Selina Thompson, Salt, 2018 (drama)<br>Selected poetry by: Kayo Chingonyi (2021), Khadijah Ibrahiim (2022), Shagufta K Iqbal (2017), Kathy Jetñil-Kijiner (2017), Roger Robinson (2022)<br>Extracts from:<br>Avni Doshi, Burnt Sugar, 2019 (novel)<p></p>Secondary reading lists will be supplied on Moodle.<br></div>
      


Semester: 2023S
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123045&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Literary texts that do not abide by the rules of ‘traditional’ forms of literature may captivate – but occasionally also startle or irritate – us. Such texts provide fascinating insights into the struggle for finding new ways of representing the ever-increasing complexity of human character, inspiring us to see what literature is capable of; to reflect on our own biases and expectations as readers; and to become more aware of the ever-shifting definitions of what makes ‘good’ or ‘bad’ literature (and the question of who gets to decide).<p></p>This course is organised chronologically, starting with (excerpts from) early experimental texts in English literature such as Laurence Sterne’s <i>Tristram Shandy</i> to the heyday of the experimental novel in "high" modernism (Woolf, <i>Mrs. Dalloway</i>; [excerpts from] Joyce, <i>Ulysses</i>) as well as more recent experiments in hypertext and electronic fiction (Egan, "Black Box") and contemporary novels which employ experimental techniques (Evaristo, <i>Girl, Woman, Other</i>; [excerpts from] McCormack, <i>Solar Bones</i>, Plascencia, <i>The People of Paper</i>), we will address and discuss a range of questions and topics, including: the intricate relationship between literary form and content; experimental literature as an act of resistance; the realist novel as a quintessentially bourgeois genre; experimental literature and/as trauma narrative.<p></p>We will revise a range of analytical tools and theoretical approaches, giving students the chance to develop their analytical and academic writing skills further and providing them with basic theoretical tools for the critical analysis and interpretation of literary texts.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">- regular attendance and participation in discussions and group work (you may miss a maximum of two classes without a doctor's notice - i.e. one 3-hour Friday session): 20 points<br>- presentation: 15 points<br>- abstract (250-300 words): 15 points<br>- term paper (3500 words +/- 10%): 50 points<p></p>The course requirements will be discussed in detail during the first session on 21 April.<p></p>Deadlines:<br>* Abstract: 16 June<br>* term paper: 23 July<br>OR 20 August (if you don't need the grade to register for other courses)<p></p>Late submission with deadline renegotiation: - 2 points; late submission without deadline renegotiation: - 4 points</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">- regular attendance and participation in discussions and group work (you may miss a maximum of two classes without a doctor's notice - i.e. one 3-hour Friday session): 15 points max.<br>- presentation: 20 points max.<br>- abstract (250-300 words): 15 points max.<br>- term paper (3500 words +/- 10%): 50 points max.<p></p>Overall Score: 100 points max.<br>Pass-mark: 60 points<p></p>Grading Scale:<br>1: 100-90 points<br>2: 89-80 points<br>3: 79-70 points<br>4: 69-60 points<br>5: 59-0 points<p></p>In order to pass, you need to fulfill each individual requirement and complete tasks on time. The plagiarism detection software Turnitin will be used on most written assignments (abstract, proseminar paper).</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Students are expected to come to class prepared (i.e. have read all required texts and familiarised themselves with all the required materials covered in class, done additional research if necessary) and complete all tasks on time.<p></p>There will be no written final exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Required Reading (in full):<br>* Virginia Woolf, <i>Mrs. Dalloway</i> (1925)<br>* Jamaica Kincaid, "Girl" (short story, 1978 - link on Moodle)<br>* Margaret Atwood, "Happy Endings" (short story, 1983 - link on Moodle)<br>* Jennifer Egan, "Black Box" (2012), see <a href="https://www.pastemagazine.com/books/black-box-by-jennifer-egan-tweet-by-tweet/)">https://www.pastemagazine.com/books/black-box-by-jennifer-egan-tweet-by-tweet/)</a><br>* Bernardine Evaristo, <i>Girl, Woman, Other</i> (2019)<p></p>(A personal request: Please buy/order the two novels in a local bookshop, if possible.)<p></p>Links to excerpts from other literary texts (modernist and jazz poetry (Handout on Moodle); Laurence Sterne's <i>Tristram Shandy</i>; James Joyce's <i>Ulysses</i>; Mike McCormack, <i>Solar Bones</i>, Salvador Plascencia, <i>The People of Paper</i>) as well as theoretical and secondary literature (by Paul Dean, Molly Hite, Sánchez-Palencia, Virginia Woolf and others) will be provided on Moodle.<p></p>CW: Woolf's <i>Mrs. Dalloway</i> features descriptions of suicidal thoughts and one section from Evaristo's <i>Girl, Woman, Other</i> [Carole] contains descriptions and mentions of sexual violence.</div>
      


Semester: 2023S
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123044&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">"The real companion of the Palestinian novel," says Bashir Abu-Manneh, "is the ebb and flow of historical possibility and its aesthetic mediation." (2014: 534-5). This course will explore the tradition of Anglophone Palestinian literature in the 21st Century. We will examine texts across genres (poetry and prose), while also supplementing this discussion with a proper grasp of Palestinian social history and memory. As a result, course discussions will tackle questions pertaining (but not limited) to: national identity, political struggle, violence, thwarted peace efforts, and the people whose lives are continuously shaped a long-standing global military alliance. We will also, furthermore, contend with the utility and, perhaps, necessity of reading literatures of an Arab country written in English. Finally, the readings will enable us to challenge our own assumptions about Palestine, and to enrich our perspective through "the ebb and flow of historical possibility and its aesthetic mediation."<p></p>Course outcomes:<br>-Students will be able to recognize formal and thematic features associated with Anglophone Palestinian Literature<br>-Students will be able to supplement their discussion of Palestinian Literature with a historically-informed perspective.<br>-Students will be able to recognize concepts and methods useful for the study of literature more broadly.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assignments:<br>In-class Discussion (10 points)<br>5-to-7 Minute Presentation (10 points)<br>Research Proposal (20 points)<br>Final Research Paper (60 points)<br>---<br>Total: 100 points<p></p></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Grading scale:<br>1: 90-100 points<br>2: 80-89 points<br>3: 70-79 points<br>4: 60-69 points<br>5: 0-59 points<p></p>A minimum of 60 points is required to pass the exam.<p></p>Students are allotted 2 unexcused absences. Any additional absences must be requested from and approved by the instructor.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Required Texts (please purchase):<br>1. Rashid Khalidi, The Hundred Years' War on Palestine<br>2. Susan Abulhawa, Mornings in Jenin<br>3. Mohammed El-Kurd, Rifqa<br>4. Raja Shehadeh, Palestinian Walks<br>5. Yara Hawari, The Stone House (available for purchase from Hajar Press website, either as an e-book and physical copy)<p></p>Other supplementary reading material will be placed on Moodle for download</div>
      


Semester: 2023S
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123043&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course will focus on the rise of the middle classes in the 18th century. Whereas the early modern period is dominated by aristocratic culture represented by drama, the 18th century is shaped by middle-class culture represented by the emerging genre of the novel.<br>Although our main focus will be on the rise of the novel (which may be subdivided into the Puritan, the mock-Puritan, and the sentimental tradition), we will also look at  related literary traditions such as  the (mock-)epic and the mock-heroic.<br>Furthermore we will discuss samples of 18th ct. drama, satire, and poetry.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular Attendance, Classroom Discussion 10%, Oral Presentation 20%, Final Test 20%, Term Paper 50%<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students have to fulfil all course requirements (each with at least 50%) and to score at least 60 points altogether to pass this course.10 Points (Maximum) Classroom Discussion, 20 Points (Maximum) Oral Presentation, 20 Points (Maximum) Final Test, 50 Points (Maximum) Term Paper<p></p>Grading scale:<br>1: 100-91p<br>2: 90-81p<br>3: 80-71p<br>4: 70-60p<br>5: 59-0p<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The texts and topics dealt with in class.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary Sources:<br>Defoe, Robinson Crusoe; Swift, Gulliver's Travels; Richardson, Pamela (excerpts); Fielding, Joseph Andrews;  Sterne, Tristram Shandy (excerpts), and a selection of shorter texts.<p></p>Secondary Sources:<br>Ian Watt, The Rise of the Novel. University of California Press: Berkeley, 1957.<br>Dieter Fuchs, Elizabethan Revenge Drama: Cultural Representations, Signifying Practices, and the Rise of Protestant Middle-Class Discourse: Rewritings of the Hamlet-Pattern of the Dispossessed Son. Trier: WVT, 2022. (excerpts)<br></div>
      


Semester: 2023S
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123042&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text"><br>This American literature proseminar investigates the intersections of literature and American landscapes through the critical lenses of ecocriticism and queer theory. An analysis of selective literary examples from the beginning of the 20th century to today provides an overview of the progression of the practice of queering landscapes. Working definitions of “landscape”, “queer”, and “America” support a critical reading and reflection on the topic of the course. We will consider how the (re)presentations of landscapes in fiction, non-fiction, and poetry encode or oppose oppression, societal norms, and how those in turn condition the writers’ experiences in or about the United States of America.<p></p>The goal of this course is to help students to become more critical and informed participants of civil society, be more conscious of differing representations of landscapes in American literature, and gain an understanding of historical and contemporary queering and ecocritical practices.<p></p>Aims<br>* Students will become familiar with ecocriticism and queer studies in their complexities and contradictions and will be able to critique as well as apply them to read different works of art.<br>* Students will compare and connect theoretical texts with primary texts, paying special attention to interdisciplinary approaches, as well as innovative ideas and works of art.<br>* Students will understand and discuss the impact of the development of human communities, capitalism, racism, sexism, queerphobia, and ableism on society and landscapes and their literary representations.<br>* Students will critically engage with a variety of texts, genres, authors, and landscapes and in turn reflect on their academic lives, reading lives, and personal perspectives.<br>* Students will practice and evolve their academic research and writing skills.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">The total percentage of each student’s final grade will be determined according to the following:<p></p>30 % active class participation + expert session<br>10 % three short written responses to texts<br>10 % creative portfolio<br>50 % final term paper</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students must submit and pass each of the assessment requirements listed above and attain 60% overall grade to pass the course.<p></p>Grade scale in %:<br>1 (very good): 90-100<br>2 (good): 80-89<br>3 (satisfactory): 70-79<br>4 (pass): 60-69<br>5 (fail): 0-59<p></p>If plagiarism is detected in any work, this will result in a negative grade.<p></p>Attendance is mandatory and no more than 2 sessions may be missed.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">In this proseminar, there will be no written test. Throughout the semester, students should come to class prepared, read the assigned texts, meet deadlines, do assignments, actively participate in class, and complete their term paper.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The following is a tentative reading list for the course. There might be minor adjustments still; the final reading list will be confirmed at the beginning of the course.<p></p>Octavia E. Butler, Parable of the Sower (novel) °<br>Ocean Vuong, On Earth We're Briefly Gorgeous (novel) °<br>James Baldwin<br>Rachel Carson, excerpts (creative nonfiction)<br>Patricia Highsmith, The Price of Salt/Carol - excerpts (novel)<br>Rebecca Solnit, Savage Dreams - excerpts (creative nonfiction)<br>Eli Clare, Exile and Pride - excerpts  (creative nonfiction)<p></p>The two novels indicated with (°) should be purchased for the class. The rest of the texts and additional material will be provided on Moodle. </div>
      


Semester: 2023S
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123041&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">According to the WHO, on average, one in five adolescents worldwide was already battling a serious mental health condition before 2020. With COVID-19 posing an unforeseen challenge to most people’s mental well-being, it is not surprising that several studies around the globe now indicate a further decline in mental health among youth, a decline that frequently goes unnoticed and untreated for years, in part because mental illness still has a great deal of stigma attached to it. Parallel to these developments, a trend can be observed in which more and more young adult literature that explicitly addresses mental illness is hitting shelves and topping bestseller lists.<br>Over the course of this proseminar students will discuss and critically engage with the following key questions and concepts:<p></p>-	What is mental health? / What is mental illness? – In how far are these definitions fixed or arbitrarily constructed?<br>-	How can the depiction of mental illness in popular culture influence the way we (mis)understand mental illness and treat those among us with mental health issues?<br>-	How can mental health themed young adult literature act as a counternarrative to the stigmatization of mental illness in our society?<br>-	In which ways do questions of race, gender, class and sexuality intersect with mental health and in how far is(n’t) this intersectionality represented in YAL?<p></p>Within the context of its thematic focus, this proseminar is also designed to guide students along the process of academic writing. At the end of this course students will have learned how to carve out a research topic, formulate a thesis/research question, find &amp; effectively utilize secondary literature, adhere to the rules of good scientific practice, and ultimately, how to structure and write a term paper.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (max. two absences), in-class and preparatory participation, expert group session, research proposal, proseminar paper.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">In-class and preparatory participation (active in-class participation, readings, Moodle tasks): 15%<br>Expert group session: 20%<br>Research proposal with annotated bibliography (700 words +/- 10%): 15%<br>Proseminar paper (3500 words +/- 10%): 50%<p></p>Overall Score of 100%, pass-mark: 60%<br>In order to pass, students need to fulfil each individual requirement and complete tasks on time.<br>The plagiarism detection software Turnitin will be used on most written assignments (research proposal, proseminar paper).<p></p>Scale:<br>1: 100-90%<br>2: 89-80%<br>3: 79-70%<br>4: 69-60%<br>5: 59-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Everything that has been covered in class (primary &amp; secondary readings). Some of the tasks (expert group session, research proposal &amp; proseminar paper) will require you to do additional research. There will be no written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary Literature:<p></p>Charly Cox. She Must Be Mad, 2018. [the selected poems will be provided on Moodle]<br>It’s Kind of a Funny Story [Film]. Dir. Anna Boden and Ryan Fleck, 2010.<br>John Corey Whaley. Highly Illogical Behavior, 2016.<br>John Green. Turtles All the Way Down, 2017.<br>Morgan Parker. Who Put This Song On? 2019.<p></p>Secondary Literature:<br>Will be provided on Moodle.</div>
      


Semester: 2023S
Title: Cultural and Media Studies Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=124220&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Myths, in US-America much like in any other societies, are stories that bind people together through a presumably shared history, identity, and values. Many American myths – from the Pilgrims to Pocahontas, the American West or the American Dream – circulate today in popular culture; sometimes they are focused explicitly (for example in Disney’s Pocahontas), sometimes they form the cultural background for other stories (any story “from rags to riches,” for example). In this course, we will examine some of the major myths in popular culture (film, TV) that significantly impact what people living inside and outside of US-America believe that American identity, American values, American history, and American culture are. We will analyze some of the best-known myths and counter-myths about America in popular culture: the Pilgrim story, Pocahontas, Abolition, the American Dream, the American West etc. We will analyze how popular culture affirms, distributes, and co-creates these and other myths, and how they circulate through popular culture globally. Furthermore, we will analyze how myths about certain groups of minoritized US citizens, for example Black women or Black men, are constructed to safeguard unequal social structures. Through an intersectional perspective, we will focus on how myths are interwoven with and confirm racial, sexual, gendered and ableist stereotypes, ideologies and hierarchies. Additionally, we will analyze how popular culture critically questions myths and mythmaking, potentially offering venues for critique and resistance to cultural hegemony.<p></p>BA students will be assisted in developing relevant research questions for theses that use basic methodology and theoretical background. MA students are expected to rely on their more advanced knowledge of texts, theories and methodologies to develop a more independent and more critical research project, also as a way of further developing skills and competences for their Master theses.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">All students must present in class and participate in the class discussions and in group work. Everyone is welcome to use PPP to support their presentations, use Moodle apps, show video and audio examples, and bring printed materials.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Class participation, and minor tasks throughout the semester (25%)<br>proposal and annotated bibliography, and presentations (25%)<br>BA thesis, small research paper or longer seminar paper (50%)<br>You need to complete all requirements to complete the course.<br>The overall grading scheme is (1): 100-91%, (2): 90-81%, (3): 80-71%, (4): 70-61%, (5): 60-0%<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Regular attendance (max. 2 absences); class participation, a presentation of a theoretical concept (based on the class readings), a group presentation and minor tasks throughout the semester; a research proposal for the term paper, incl. annotated bibliography; BA students will either write a short seminar paper or a BA thesis; MA students will write a longer seminar paper. </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Paul, Heike. The Myths That Made America: An Introduction to American Studies. The Myths That Made America : An Introduction to American Studies, 2014. <a href="https://doi.org/10.26530/oapen_627790.">https://doi.org/10.26530/oapen_627790.</a><p></p>Stuart Hall: Representation: Cultural Representations and Signifying Practices. Sage Publications &amp; Open University, 1997 (Chapter 1, pp. 15-64 and Chapter 4, pp. 223-274)<br>Patricia Hill Collins, “Intersectionality’s Definitional Dilemmas,” Annual Review of Sociology, no. 41 (2015), pp. 1-20.<br>James Loewen, Lies My Teacher Told Me: Everything Your History Textbook Got Wrong, Chapter 5 “Gone with the Wind.”<p></p>Sasha taqʷšəblu LaPointe. As An Indigenous Woman, I Always Hate Thanksgiving. This Year I'm Terrified Of It. <a href="https://www.huffpost.com/entry/thanksgiving-coronavirus-health-indigenous-peoples_n_5fbd44bbc5b6e4b1ea464350">https://www.huffpost.com/entry/thanksgiving-coronavirus-health-indigenous-peoples_n_5fbd44bbc5b6e4b1ea464350</a><p></p>Jordan Savage. “‘There Was a Veil upon You, Pocahontas’: The Pocahontas Story as a Myth of American Heterogeneity in the Liberal Western.” Papers on Language &amp; Literature 54, no. 1 (2018): 7–24.<p></p>Debbie Olson. “Cowboy Cops and Black Lives Matter: Three Billboards Outside Ebbing, Missouri and the Great White West[Ern].” Text Matters: A Journal of Literature, Theory and Culture, no. 10 (November 24, 2020): 93–117. <a href="https://doi.org/10.18778/2083-2931.10.06.">https://doi.org/10.18778/2083-2931.10.06.</a><p></p>Donna Murch (15 January 2016). Five myths about Martin Luther King. Washington Post. <a href="https://www.washingtonpost.com/opinions/five-myths-about-martin-luther-king/2016/01/15/4094b44a-ba62-11e5-829c-26ffb874a18d_story.html">https://www.washingtonpost.com/opinions/five-myths-about-martin-luther-king/2016/01/15/4094b44a-ba62-11e5-829c-26ffb874a18d_story.html</a><p></p>Ronald Schenk. Crime and Punishment in America: A Cultural Black Hole. In Singer, Thomas. Cultural Complexes and the Soul of America : Myth, Psyche, and Politics /. Milton Park, Abingdon, Oxon; New York, NY :: Routledge, 2020, pp. 142-167.<p></p>Scott. (2017). The language of strong black womanhood : myths, models, messages, and a new mandate for self-care /. Lexington Books. – Introduction.<p></p>D. Marvin Jones. Race, Sex, and Suspicion : the Myth of the Black Male /. Praeger, 2005. – Chapter 2<p></p>DeLong, William. “The Forgotten Black Cowboys Of The Wild West.” all that’s interesting. (article and podcast episode)<br><a href="https://allthatsinteresting.com/black-cowboys">https://allthatsinteresting.com/black-cowboys</a><p></p>Nikole Hannah-Jones. “Democracy.” The 1619 Project. The New York Times Company, 2021, pp. 48-99.<br></div>
      


Semester: 2023S
Title: Literary &amp; Cultural Studies Seminar / BA Paper / MA British/Irish/New English
Url: https://ufind.univie.ac.at/de/course.html?lv=123422&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">As a cultural phenomenon, 'Stage Irishness' may be considered a stereotyped misrepresentation of Irish people in drama, film, and other fields of cultural production. The proverbial 'Stage Irishman' is featured as an inarticulate, hard-drinking, braggart who turns out to be a coward upon closer introspection - a hetero-stereotype constructed by English colonial power politics  to contain the freedom struggle of the Irish people.<p></p>Although modern Ireland has become a free country, it is still deeply imbued with Stage Irish othering strategies. Hence,  Stage Irishness may be considered a contested field which both challenges and reproduces cultural misrepresentations of Irish identity in terms of gender, religion, politics, and art.<p></p>To analyze these and related topics, we will look at Stage Irish (mis)representations in literature (Shakespeare, Boucicault, Synge, O'Casey, O'Brien,  McDonagh, David Ireland) and on screen (The Quiet Man, Darby O'Gill and the Little People, Finian's Rainbow, Father Ted).<p></p></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular Attendance, Classroom Discussion 20%, Oral Presentation 30, Term Paper 50%<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Participants have to fulfil all course requirements (each with at least 50%) and to score at least 60 points altogether to pass this course.20 Points (Maximum) Classroom Discussion, 30 Points (Maximum) Oral Presentation, 50 Points (Maximum) Term Paper.<p></p>Grading scale:<br>1: 100-91p<br>2: 90-81p<br>3: 80-71p<br>4: 70-60p<br>5: 59-0p</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The texts and topics dealt with in class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary Sources:<br>Synge, The Playboy of the Western World<br>O'Casey, Juno and The Paycock<br>O'Brien, "The Martyr's Crown"<br>McDonagh, The Beauty Queen of Leenane<br>David Ireland, Cyprus Avenue<p></p>Secondary Sources:<br>Paul Fagan, Tamara Radak, Dieter Fuchs (eds.). Stage Irish - PERFORMANCE, IDENTITY, CULTURAL CIRCULATION: Irish Studies in Europe. Irish Studies in Europe, Trier: WVT, 2021.</div>
      


Semester: 2023S
Title: Literary &amp; Cultural Studies Seminar / BA Paper / MA American / North American Lit. Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123421&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">GENDERED PERSPECTIVES ON US-AMERICAN ASTROCULTURES<br>In this seminar in literary and cultural studies, we will examine literature, film, TV series, and other medial art (e.g. computer games) from the first and the second Space Ages in terms of their gendered narratives and representations. We will critically explore constructions of femininity and masculinity with regard to the astronaut figure, astronaut wives, scientists, and other popular figures of spacefaring. Race, class, and sexuality will be additional categories of difference addressed: how are these figures imagined in American popular culture, and what is their cultural function in the race for the final frontier?<br>Goals: Students will be familiar with dominant narratives of outer space conquest in their gendered dimensions. They will be able to critically interrogate popular cultural forms in this regard and be able to execute their own research papers at the end of the course, based on oral presentations and feedback (both peer and teacher).<br>After an input phase in March, students will develop and present their own research projects in class in teams of two.<p></p></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">active class participation (max. 2 missed sessions), incl. discussions and minor assignments<br>oral presentation (in pairs)<br>written seminar paper (due August 31)<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">active class participation 25% (incl. minor written tasks at home)<br>oral presentation in teams of two 25%<br>written seminar paper (due August 31) 50%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">all material discussed in class: primary and secondary literature and audiovisual material</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Tom Wolfe, The Right Stuff<br>Norman Mailer, A Fire on the Moon<br>Lilly Koppel, The Astronauts' Wives Club<br>Films: Project Moonbase; Interstellar; Hidden Figures<br>TV Series: Away; Salvation</div>
      


Semester: 2023S
Title: Proseminar Cultural and Media Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=120691&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course focuses on the evolution of “idea of Sherlock Holmes” through a selection of filmic adaptations of the famous literary detective created by Sir Arthur Conan Doyle who first appeared in print in 1887.<p></p>Sherlock Holmes is a staple not only of British literature, but also of popular culture in a broader sense. Indeed, the publication of Doyle’s texts in _The Strand_ at the end of the nineteenth century famously led to what are considered to be historic instances of fan activity: as Katharine Brombley explains in her article “A case study of early British Sherlockian fandom” (2017), fan letters to Doyle – but also to Sherlock Holmes himself – flooded the offices of the publisher’s, libraries stayed open longer on publication days, and many writings about Holmes began to appear, ranging from imagined interviews to essays criticising the canon. This demonstrates a high level of emotional involvement with the Holmes texts, famously culminating in the character being written back to life after his death led to public outcry.<p></p>In this course, we will discuss part of the so-called “canon of Sherlock Holmes” (two of the Sherlock Holmes novels as well as several short stories will be part of our primary material) and attempt to trace the evolution of the character in its many filmic adaptations throughout the twentieth- and twenty-first centuries. We will examine the kind of emotional involvement created and sustained by the character from its original late-Victorian context to its more modern versions, by exploring the techniques used to in these many versions to emphasise their common threads, but also their vast differences.<p></p>Participants will gain knowledge of a few filmic adaptations of the twentieth- and twenty-first century in relation to a precise cultural topos, as well as an understanding of how cultural texts function and evolve in response to historical and cultural contexts, as well as to changing audiences. The course will also enable participants to develop their practical skills in the critical analysis of a cultural text, and will tackle the basic techniques of academic writing.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (a maximum of two absences is possible throughout the semester) and active participation in classroom discussion and groupwork; regular preparation of assigned primary works and reading material; active in expert team providing input for one session in the term; participation in other smaller tasks such as the glossary and the "5 facts on"; research proposal; final paper.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">-	Active participation in classroom discussion and on Moodle: 15%<br>-	“5 facts on…” task: 10%<br>-	Expert input during one session: 15%<br>-	Research proposal (650 words) and annotated bibliography: 15%<br>-	Proseminar paper (3500 words): 45%<p></p>Points must be collected in all of these categories. Students must attain at least 60% to pass this course.<p></p>Marks in %:<br>1 (sehr gut): 90-100<br>2 (gut): 80-89<br>3 (befriedigend): 70-79<br>4 (genügend): 60-69<br>5 (nicht genügend): 0-59</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Contents covered throughout the semester. Students are expected to prepare their homework tasks, watch or read and prepare the assigned primary and secondary texts, participate actively in class, hand in written assignments including the final paper on time, and take active part in one expert session. There will be no written final exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">To familiarise yourselves with the character, you must read Arthur Conan Doyle’s _A Study in Scarlet_ (1887) and _The Hound of the Baskervilles_ (1902), as well as the short story “A Scandal in Bohemia” and at least two additional short stories from _The Adventures of Sherlock Holmes_ (1892) – feel free to read more, though. I recommend “The Five Orange Pips” and “The Adventure of the Speckled Band”, but you are free to choose different ones.<p></p>The following movies and/or TV series episodes are to be watched, as they will be some of our primary works during the semester:<br>-	Sherlock Holmes (dir. Arthur Berthelet, 1916)<br>-	The Adventures of Sherlock Holmes (created by Michael Cox, 1984-1994) – episode 1.1 “A Scandal in Bohemia” (1984)<br>-	Star Trek: The Next Generation (created by Gene Roddenberry, 1987-1994) – episode 2.3 “Elementary, dear Data” (1988)<br>-	Sherlock Holmes (dir. Guy Ritchie, 2009)<br>-	Sherlock (created by Mark Gatiss and Steven Moffat, 2010-2017) – episodes 1.1 “A Study in Pink” (2010) and 2.2 “The Hounds of Baskerville” (2012)<br>-	Enola Holmes (dir. Harry Bradbeer, 2020)<p></p>Some of these (e.g. the first two listed here) can be watched online for free or are available via the university library (see u:search, either with online access or as DVDs). Do make use of the city library / Stadt Wien Büchereien, too – their many branches throughout the city have DVDs including some of our primary works.<p></p>A few additional primary works might be added during the first session, in which we will also discuss the possibility to arrange a screening for course participants in cases of issues accessing the material. </div>
      


Semester: 2023S
Title: Critical Readings in Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=127013&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This seminar has the aim of exploring the life and works of English author and activist Cicely Hamilton (1872-1952). Methodologically, the seminar combines approaches from literary studies, cultural studies, and literary and cultural history with the aim of re-discovering the manifold contributions of a prolific, if little-known, feminist.<p></p>Cicely Hamilton was a remarkable woman. She was a well-known actor, a playwright, contributed journalistic pieces, and wrote novels. She was moreover actively involved in the political events of her time: In the early twentieth century, she supported the suffragists and the suffragettes - i.e. movements that fought for women’s right to vote. During World War I (1914-1918), Hamilton helped to set up and run a hospital in France that assisted wounded soldiers. After the war, Hamilton continued her political and feminist activism, among others by writing pieces in support of birth control and in penning dystopian, anti-war novels.<p></p>Today, Hamilton’s works are surprisingly little-known, although they speak to contemporaneous concerns. The aim of this seminar is therefore to acquaint ourselves with Hamilton’s biography and her works, to situate them in the relevant cultural contexts, and to discuss Hamilton’s relevance for feminist debates in the twenty-first century. The seminar will moreover feature a guest workshop and discussion on Hamilton’s female contemporaries with Dr. Dr. Georgina Nugent-Folan.<p></p>The class will take place on campus in the form of a ‘Blockseminar’. One additional online guest lecture, which, however, is optional and not mandatory, is scheduled for 11.05.2023, 16:15 - 17:45.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance and participation in discussions and group work (including online coursework) (20%)<br>Oral presentation / acting as expert (30%)<br>Portfolio consisting of critical analysis, critical review, blog post (50%)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students must fulfill and pass each of the 3 course requirements (portfolio, regular attendance and participation, oral presentation) and score at least 60 % altogether in order to pass this course.<br>Grading scale:<br>1: 100-90 %<br>2: 89-80 %<br>3: 79-70 %<br>4: 69-60 %<br>5: 59-0 %<p></p>No more than two lessons (1 lesson = 90 minutes) may be missed without a medical reason certified by a doctor’s note. If such a document is produced, a third lesson may be missed but is to be compensated for at the teacher’s discretion. If no such document is produced or if more than three lessons are missed, this results in failing the course.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Participants are expected to study set materials and additional secondary/theory sources, take active part in the discussions, join the online guest lecture(s), give an oral presentation, and hand in assignments on time.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Reading material will be provided via Moodle.<br>Suggested further reading:<br>Blodgett, Harriet (1990). ‘Cicely Hamilton, Independent Feminist.’ Frontiers: A Journal of Women Studies 11.2/3, 99104.<br>Christensen Nelson, Carolyn, ed. Literature of the Women’s Suffrage Campaign in England. Peterborough: Broadview. 2004.<br>Marlow, Joyce, ed. Suffragettes: The Fight for Votes for Women. London: Virago, 2017.<br>Whitelaw, Lis (1990). The Life and Rebellious Times of Cicely Hamilton: Actress, Writer, Suffragist. London: The Women’s Press.</div>
      


Semester: 2023S
Title: Critical Readings in Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=127012&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">"Each age, it is found, must write its own books; or rather, each generation for the next succeeding."<br>—Ralph Waldo Emerson, "The American Scholar"<p></p>The course will examine American Transcendentalism, a significant cultural, social, and intellectual movement that emerged in the United States during the first half of the nineteenth century. Students will engage with the writings and ideas of key figures such as Ralph Waldo Emerson, Henry David Thoreau, Margaret Fuller, Bronson Alcott, and Orestes Brownson, among others, as well as the cultural and historical context in which these authors' ideas and texts emerged.<p></p>Close readings of primary texts will be supplemented by secondary literature in order to provide a fuller understanding of what has been described as the nation's first counterculture, its relationship with American and European Romanticism, and its exploration of the self, nature, freedom, race, women's rights, and social justice. In addition, students will explore the relationship between American Transcendentalism and the Hudson River School, a group of New York City-based landscape painters that coalesced around 1850 under the influence of the English émigré painter Thomas Cole.<p></p>By the end of the course, students will have developed the skills to critically analyse and interpret literary texts and to engage in informed discussions about the philosophical, cultural, and historical significance of the Transcendentalist movement.  </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">• Regular attendance (max. 2 absences)<br>• Active participation in discussions<br>• One oral presentation<br>• A portfolio of written work (three essays and online forum contributions) </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">• In-class and online participation (e.g., active in-class participation, forum posts): 25%<br>• Oral presentation: 30%<br>• Portfolio of written work (three essays, 1,000 words each): 45%<p></p>Overall Score of 100% (pass threshold: 60%)<p></p>Scale:<br>1: 100-90%<br>2: 89-80%<br>3: 79-70%<br>4: 69-60%<br>5: 59-0%<p></p>In order to pass, students need to fulfill each individual requirement and complete tasks on time. Late submissions will not be accepted. Each student can miss two classes.<p></p>The plagiarism detection software Turnitin will be used on written assignments.<p></p>** Ensure compliance with the standards of good academic practice and the correct application of the techniques of academic work and writing.<br>Plagiarized and fraudulent performances lead to non-grading of the course (entry of an 'X' in the transcript).<br>The course instructor may invite students to a grade-related conversation (plausibility check) about submitted partial performances.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. Rather, students are responsible for the required readings as well as everything covered during class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Kevin J. Avery. “The Hudson River School.” In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. <a href="http://www.metmuseum.org/toah/hd/hurs/hd_hurs.htm">http://www.metmuseum.org/toah/hd/hurs/hd_hurs.htm</a><p></p>Lawrence Buell. The American Transcendentalists: Essential Writings. Modern Library, 2006.<p></p>Philip F. Gura. American Transcendentalism: A History. Hill and Wang, 2008.<p></p>Robert S. Levine. The Norton Anthology of American Literature. Volume B 1820 to 1865. 9th ed. W.W. Norton, 2017.<p></p>Philipp Löffler, et al. Handbook of American Romanticism. De Gruyter, 2021.<p></p>Joel Myerson. The Oxford Handbook of Transcendentalism. Oxford Univ. Press, 2010.</div>
      


Semester: 2023S
Title: Critical Readings in Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=127011&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This Critical Readings course will look at the representation of London in (mostly) literary texts and explore the ways in which the city has inspired the literary imagination. We will examine how specific conditions of the metropolis and metropolitan life have been reflected in the literature across the centuries. Emphasis will also be put on the historical and cultural contexts in which the texts are embedded. From a theoretical point of view, concepts such as urban space, the crowd, or the flâneur/flâneuse will be discussed.<p></p>Aims:<br>Students will become familiar with literary texts from different periods of time, deepen their knowledge of terminology, and apply a range of critical and theoretical approaches to narrative fiction and poetry. In addition, they will develop their writing and presentation skills.<p></p>Methods:<br>In-class discussions, reading assignments, oral presentations, group work, written assignments, eLearning<p></p></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Portfolio consisting of individual assignments<br>oral presentation<br>active participation in discussions and group work<br>(max 2 missed sessions)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Portfolio: 45%<br>oral presentation: 30%<br>active participation in discussions and group work: 25%<p></p>Students have to reach at least 60% of each task (and altogether) to pass this course.<br>Please send the portfolio tasks as .doc files to <a href="mailto:elke.mettinger-schartmann@univie.ac.at">elke.mettinger-schartmann@univie.ac.at</a> and upload them as .pdf files on Turnitin.<p></p>Grading scale:<br>1:  100-90%<br>2:  89-80%<br>3:  79-70%<br>4:  69-60%<br>5:  59-0%     </div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Everything covered in class, including all the mandatory texts, presentations, in-class discussions and the portfolio.<br>There will be no written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><b>Primary texts</b>:<br>Virginia Woolf: <i>Mrs Dalloway</i> (to buy)<br>Zadie Smith: <i>NW</i> (excerpt)<br>Charles Dickens: <i>Sketches by Boz</i> (excerpt)<br>Edgar Allan Poe: “The Man of the Crowd”<br>poems by Dryden, Blake, Wordsworth and others<p></p><b>Theoretical and background reading</b>:<br>Michel de Certeau: "Walking in the City"<br>Raymond Williams: "The Metropolis and the Emergence of Modernism"<p></p>All texts (and additional material) will be provided as .pdf files on Moodle at the beginning of term.</div>
      


Semester: 2023S
Title: Critical Readings in Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=127010&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The Earth is on fire. But not everyone is burning at the same pace: some people and places have been exposed to consequences of environmental degradation and anthropogenic climate change for centuries, while others can still afford the privilege of healthy and safe living conditions – at least for now. In this course, we will examine how the impending climate disaster as well as the long history of environmental violence and exploitation have been present in the literary imagination of selected North American authors from late 20th century until today. The readings will include poetry, prose, drama, nonfiction, and short theoretical texts authored primarily by BIPOC (Black, Indigenous, and People of Color) authors from the United States, Canada, and the Caribbean.<br>The questions we will be asking in this course include: What are the entanglements of climate change, environmental destruction, capitalism, and racism? How does our identity and positionality – including factors such as race, gender, sexuality, class, (dis)ability, etc. – influence our understanding and experience of ‘nature’ and the environment? When we talk about the end of the world, whose world do we mean? What is environmental justice (EJ) and how is it different from environmentalism? And what is the role of literature in the face of climate and environmental injustice? In our search for answers, we will be applying the following concepts: ecocriticism, ecofeminism, dystopian and speculative fiction, cli-fi, ecopoetry, ecological grief, climate anxiety, environmental (in)justice, environmental racism, climate justice, sacrifice zones, slow violence, extractive capitalism, racial capitalism, Environmental Humanities, Anthropocene/Capitalocene/Plantationocene.<p></p>Upon completion of this course, students should:<p></p>•	be familiar with selected literary works by North American authors and able to explain how the themes of environmental justice and/or climate change are at play in these texts;<br>•	be able to situate the literary texts covered in class in their sociohistorical and cultural context, explain how these texts are in conversation with said context, and how the author’s social and cultural positionality mediates the text and its context;<br>•	understand and be able to explain theoretical approaches such as ecocriticism and ecofeminism; genres such as ecopoetry, climate fiction, dystopian literature, speculative fiction, literature of environmental justice; concepts such as environmental and climate (in)justice, climate grief/anxiety, slow violence, sacrifice zone, extractive/racial capitalism, Anthropocene, among others;<br>•	understand and be able to explain how factors such as race, gender, class, nationality, (dis)ability, etc. affect our access to, perception, and definition of ‘nature’ and ‘environment,’ to provide relevant literary or real-life examples of this;<br>•	develop a deeper understanding of and appreciation for the role of literature as it operates at the intersections of aesthetics and politics, artistic imagination and social critique, form and content, and be able to explain how a particular text integrates its artistic and political functions;<br>•	be able to apply the knowledge obtained in this course to formulate their own informed opinions and arguments about social and political issues related to environmental (in)justice and climate change, and effectively support them with relevant evidence;<br>•	display an increased fluency in academic research, critical thinking, and academic writing, including skills such as conducting library and database research, critical engagement with various literary and cultural texts, formulation of insightful and original theses on topics related to the contents of the course, and eloquent substantiation of their theses and opinions with textual evidence as well as secondary sources obtained through research.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance and active participation throughout the course (a maximum of 2 unexcused absences allowed); one in-class presentation (including handout, discussion questions, and discussion moderation); one poster presentation; and 2 short essays: response paper (500-700 words) and creative comparison essay (1,200-1,500 words).<p></p>All students must participate actively in the seminar, completing the assigned readings before they are scheduled to be reviewed in class and bringing the readings to class with them. Active class participation – which includes thorough preparation for every meeting, involvement in class discussions, seeking guidance from the instructor when necessary, and a general attitude of thoughtfulness and openness to different perspectives and new information – is as significant for each student’s final grade as their written assignments. This means that students are expected to work for their final grade consistently throughout the semester.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The total percentage of each student’s final grade will be determined according to the following:<p></p>20% class participation<br>20% in-class presentation<br>20% response paper<br>20% creative comparison essay (incl. thesis statement consultation)<br>20% poster presentation<p></p>To earn a passing final grade for this course, you need to obtain at least 60% (passing threshold) for each element listed above, complete each one of them in a timely manner, and miss no more than 2 classes in the semester. Any instance of plagiarism detected will automatically result in a failing grade for the assignment.<p></p>Grade scale (in %): 1 (very good): 90-100%, 2 (good): 80-89.99%, 3 (satisfactory): 70-79.99%, 4 (pass): 60-69.99%, 5 (fail): 0-59.99%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. The oral and written assignments will require the students to be familiar with (1) all readings covered in the course up to the assignment date; (2) additional materials as provided by the instructor; and (3) content covered and ideas presented during class discussions.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The following reading list is subject to changes at the instructor’s discretion. Some of the readings will be long: at least 3 full novels will be assigned in the course of the semester.<p></p>The readings we will be covering in this course may include:<br>•	Ursula LeGuin, The Word for World Is Forest<br>•	Cherrie Moraga, Heroes and Saints<br>•	V.S. Naipaul, Guerillas<br>•	Octavia Butler, Parable of the Sower<br>•	Percival Everett, Watershed<br>•	Lucy Alibar, Juicy and Delicious and Benh Zeitlin (dir.), Beasts of the Southern Wild<br>•	Rebecca Roanhorse, Trail of Lightning<br>•	Karen Yamashita, Through the Arc of the Rainforest<br>•	Short stories by Junot Diaz, Nnedi Okorafor, Rudolfo Anaya, NK Jemisin, and others<br>•	Selections from Ghost Fishing: An Eco-justice Poetry Anthology, ed. Melissa Tuckey<br>•	Poetry by Lucille Clifton, Ross Gay, Craig Santoz Perez, Tommy Pico, Olive Senior, Layli Long Soldier, and others<br>•	Nonfiction and scholarship by T.V. Reed, Rob Nixon, Shannon Joyce Prince, Rebecca Solnit, Lauret Savoy, Yusef Komunyakaa, Margaret Atwood, Jason Moore, and others<br></div>
      


Semester: 2023S
Title: Literature Survey 2
Url: https://ufind.univie.ac.at/de/course.html?lv=123030&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">SURVEY 2: NORTH AMERICAN LITERATURES: CRITICAL PERSPECTIVES<br>- students have acquired a general overview of Anglophone literatures in North America from a diachronic perspective<br>- students can differentiate between different literary genres in terms of their development<br>- students can reflect critically about canon formation<p></p>Contents: Native American oral literature; Colonial American Literatures (from Columbus to the Puritans); Writing during the Revolution; the early Republic; Antebellum American Literatures; The Civil War and Reconstruction; the late 19th century; modernism; postmodernism; Canadian literature, Caribbean literature; contemporary trends.<br>Includes two expert guest lectures on women's literatures: Univ.-Prof. Dr. Ralph Poole (Univ. of Salzburg); PD Dr. Stefanie Schäfer (Univ. Marburg)<br>Methods: Lecture course (with interactive elements, esp. text discussion)</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Final written test covering the required reading and the topics and materials discussed in the individual lectures<br>Multiple choice part (50%), essay part (50%)<br>In order to pass the exam, a minimum of 60% in each part has to be reached.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Assessment will be based on the score achieved in the final written test.<br>Multiple choice part (50%), essay part (50%)<br>In order to pass the exam, a minimum of 60% in each part has to be reached.<br>100-90%=1<br>89-80%=2<br>79-70%=3<br>69-60%=4<br>59-0%=5<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Students are expected to read, and critically engage with, all set texts on the reading list. The final written test will cover the required reading and the topics and materials discussed in the lectures.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">novels - please obtain:<br>- Nathaniel Hawthorne, /The Scarlet Letter/ (Oxford World's Classics ed.)<br>- Mark Twain, /The Adventures of Huckleberry Finn/ (Oxford World's Classic ed.)<br>- Maxine Hong Kingston, /The Woman Warrior/<br>all shorter texts (poems, short stories, plays) will be available on Moodle</div>
      


Semester: 2023S
Title: Literature Survey 1
Url: https://ufind.univie.ac.at/de/course.html?lv=123020&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This survey will outline the history of English literature and its historical and cultural contexts from the time of Chaucer (+1400) to the Civil War and the closure of the theatres (1642). Lecture Course with interactive parts.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">There will be a final written exam at the end of the term covering the required reading and the issues discussed in class.<br>The exam will be on site.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The exam consists of 2 parts (with 20 points each) which both need to be positive.<br>Part 1: short and precise answers to some 10 to 15 questions<br>Part 2: well-structured coherent essay-like text (about 450 words)<br>minimum score to pass: 21 out of 40 points; 10.5 in each part<br>40.0 - 36.0 = 1<br>35.5 - 31.5 = 2<br>31.0 - 26.5 = 3<br>26.0 - 21.0 = 4<br>20.5 - 0 = 5<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The required reading and the topics covered in class<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">William Shakespeare, A Midsummer Night's Dream<br>William Shakespeare, Hamlet<br>A selection of shorter texts will be posted on Moodle.<br>Further Reading: Peter C. Herman, A Short History of Early Modern England: British Literature in Context. Oxford: Wiley-Blackwell, 2011.</div>
      


Semester: 2023S
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124265&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">From their contemporary coverage in newspapers through twentieth-century reimaginings and investigations, and all the way up to the twenty-first century, the serial murders that occurred in 1888 in Whitechapel, London have retained a hold on the crowds’ imagination. The violence of the events, the short timeframe over which they happened, and the fact that they remained unsolved all contributed to the instant – and long-lasting – sensationalised appropriation of the events by popular culture. The nickname given to the murderer, ‘Jack the Ripper’, was propagated through the twentieth century via retellings, fictionalised adaptations of the events, and investigations by so-called ‘Ripperologists’ that express both a morbid fascination and an insatiable desire to find answers.<br>While the Whitechapel Murders are an undeniable part of the history of the metropolis, cultural historians have noted a shift in their representation across media over the past century. As the serial killer figure circulates within popular culture, it seems to separate from its victims, who quickly become forgotten or ignored – and the morbid fascination is all that seems to remain, in a move from potential cultural heritage to dark tourism.<p></p>In this course, we will examine the representation of the case across media from 1888 all the way to 2022. Background and facts related to the Whitechapel Murders will be provided during the first sessions of the course, before we begin to investigate the continuous sensationalisation of the case, on the page and on the screen but also in the city, as gruesome walking tours and museums reuse and draw on Jack the Ripper imagery to attract an audience. Looking at various examples across different eras, the course aims to analyse the mechanisms of the phenomenon and to draw attention to the very topical controversies over the recently developed notion of dark tourism. In doing so, it will contribute to the modern re-evaluation of the representation – or rather, misrepresentation – of victims of historical injustice, carried out, among others, by Hallie Rubenhold in her work _The Five: The Untold Lives of the Women Killed by Jack the Ripper_ (2019).<p></p>Trigger warning: in this course, we will discuss violent murders and analyse their various representations across media over the past centuries. This will sometimes involve graphic depictions (whether in writing or visual) of blood, organs, and mangled bodies. While it will not be the core of each of our session, you must be aware that this will be the case and decide to take this course only if you feel able to work with such content.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (a maximum of two absences is possible throughout the semester) and active participation in classroom discussion, in group work and on Moodle; regular preparation of assigned reading material; active in expert team providing input in one session; written tasks (critical review and final analysis).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">-	Regular attendance and active participation in classroom discussion and on Moodle: 20% (participation 15%, glossary entry 5%)<br>-	Expert input in one session (preparation of session and of guiding questions): 20%<br>-	Written tasks: 60% (reflective essay: 10%; critical review: 20%; essay: 30%)<p></p>Points must be collected in all of these categories. Students must attain at least 60% overall to pass this course.<p></p>Marks in %:<br>1 (sehr gut): 90-100<br>2 (gut): 80-89<br>3 (befriedigend): 70-79<br>4 (genügend): 60-69<br>5 (nicht genügend): 0-59<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Contents covered throughout the semester. This is an interactive course (“prüfungsimmanente Lehrveranstaltung”): in addition to completing written tasks as well as handing in assignments on time, participants are expected to read all set texts, prepare each session thoroughly, and actively participate in class throughout the semester. There will be no in-class written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Before the semester starts, please read the following:<p></p>- Hooper, Glenn. “Introduction.” _Dark Tourism: Practice and Interpretation_. Ed. Glenn Hooper and John J. Lennon. Abingdon: Routledge, 2016. 1-11. (the whole collection is available via u:search here: <a href="https://doi-org.uaccess.univie.ac.at/10.4324/9781315575865">https://doi-org.uaccess.univie.ac.at/10.4324/9781315575865</a> )<p></p>- Vecco, Marilena. “Value and values of cultural heritage.” _Cultural Heritage_. Ed. Adriana Campelo, Laura Reynolds, Adam Lindgreen and Michael Beverland. Abingdon: Routledge, 2018. 23-38. (this is Chapter 3 of an edited collection, the full text is available via u:search here: <a href="https://doi-org.uaccess.univie.ac.at/10.4324/9781315107264">https://doi-org.uaccess.univie.ac.at/10.4324/9781315107264</a> )<p></p>Please also watch the 2001 film _From Hell_ (dir. by the Hughes Brothers) and familiarise yourselves with Hallie Rubenhold’s work by reading the following page: <a href="https://www.hallierubenhold.com/books/the-five/">https://www.hallierubenhold.com/books/the-five/</a> - excerpts from her work _The Five: The Untold Live of the Women Killed by Jack the Ripper_ will be provided during the semester.<p></p>Secondary readings and additional primary material will be made available in digital form on Moodle throughout the semester.</div>
      


Semester: 2023S
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124264&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<p></p>Digital media platforms and everyday practices are closely intertwined. Digital platforms not only facilitate a host of our day-to-day activities and interactions, but they also shape and transform how we act. Indeed, it has been argued that “it is a common fallacy, …, to think of platforms as merely facilitating networking activities; instead, the construction of platforms and social practices is mutually constitutive” (van Dijck 2013: 6). In this class, we will explore this reciprocal relationship of digital platforms and social practices with a specific focus on health and illness.<p></p>We will discuss questions such as: How are specific diseases represented online, and how do digital media platforms enable certain forms of representation while restricting others? How are ‘invisible’ (and often gendered) diseases made visible? What meanings surrounding well-being and illness are (re)produced on online platforms? How do patients use online platforms to communicate their lived experiences of being ill with one another?<p></p>Throughout the semester, we will work with digital channels such as websites, podcasts and social media platforms and look at different diseases (e.g., endometriosis, Long Covid, addiction). We will get to know different analytical concepts that will allow us to study the influence of digital platforms on our understanding and practices of health and illness.<p></p>Method:<p></p>Students will learn about relevant concepts and theories for our analysis through selected readings. Based on this understanding, students will produce their own examples in-class group discussions. Individual written assignments and group projects will further illustrate that students can implement their knowledge and choose suitable concepts and theories to analyse their materials. Additionally, this course will encourage students to reflect critically on their use of digital platforms and its effect on their understanding of health, illness and well-being.<p></p>Learning Outcomes:<p></p>In this course, students will acquire the following skills:<p></p>Being familiar with relevant analytical concepts and being able to explain these concepts<br>Being able to choose suitable concepts/theories to analyse and interpret primary sources<br>Being able to present and communicate findings in an oral presentation and written assignments<br>Being able to critically evaluate academic texts and knowing how to work with texts to produce their own analysis<p></p>Please note that this class may broach sensitive topics and should only be taken if students feel they can work with content on specific diseases.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">20 points: Regular attendance and in-class participation<br>30 points: Group presentation<br>50 points: Portfolio (consisting of 3 tasks: 2 analyses, 1 reflection)<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">To pass this course, students must fulfil and pass each of the 3 course requirements (regular attendance and participation, group presentation, portfolio) and score at least 60 points altogether. Students must not miss more than 2 classes through the semester.<p></p>Grading scale:<p></p>1: 100-90 points<br>2: 89-80 points<br>3: 79-70 points<br>4: 69-60 points<br>5: 59-0 points<p></p>The course requirements will be discussed in detail during the first session.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">This is an interactive course with continuous assessment ("prüfungsimmanente Lehrveranstaltung"). Students are expected to complete reading assignments (which may include contributions to the Moodle forum), actively participate in class throughout the semester (in group activities and discussions), contribute to their group project, and hand in all assigned portfolio tasks on time.<p></p>There will be no written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Please note that this preliminary reading list is subject to change slightly until the beginning of the term. All texts will be made available on Moodle.<p></p>Required Reading:<br>•	Greene, K. Amanda. “Chronic constellations. Instagrammatic aesthetics and crip  time.” Routledge Handbook of Health and Media, Ed. Lester D. Friedman and Therese Jones. Routledge, 2022, pp. 426 – 438.<br>•	Lupton, Deborah. Medicine as Culture : Illness, Disease and the Body in Western Societies. 2. ed, SAGE, 2006, pp. 1 – 19.<br>•	Maté, Gabor, and Daniel Maté. the Myth of Normal: Trauma Illness &amp; Healing in a Toxic Culture. Vermillion London, 2022, pp. 211 – 234.<br>•	Stanfill, Mel. “The Interface as Discourse: The Production of Norms through Web Design.” New Media &amp; Society, vol. 17, no. 7, 2015, pp. 1059-74, doi:10.1177/1461444814520873.<br>•	Van Dijck, Jose. The Culture of Connectivity. Oxford University Press, 2013, pp. 3 – 44.<br>•	Wellbery, Caroline. “Art spaces, performances, podcasts Community-building in a virtual age.” Routledge Handbook of Health and Media, Ed. Lester D. Friedman and Therese Jones. Routledge, 2022, pp. 439 - 449.<br>•.      Whelan, Emma. “‘No One Agrees except for Those of Us Who Have It’: Endometriosis Patients as an Epistemological Community.” Sociology of Health &amp; Illness, vol. 29, no. 7, 2007, pp. 957-82.<p></p>Recommended Reading:<br>•	Hall, Stuart. Representation: Cultural representations and signifying practices. Sage Publications, Inc; Open University Press, 1997.<br></div>
      


Semester: 2023S
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124263&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Food has played an important, yet often overlooked role in feminist movements. Inspired by the well-known feminist adage "We don’t want a bigger slice of pie, we want the whole bakery!", in this class we will analyse feminist assemblages around food in its material culture sense, the discourses around it as well as its representations in different media. We will talk about feminists and their affective relations to food, its production, distribution and consumption, asking about power relations and the ways it influenced and continues to influence feminist activisms from the suffragettes and second wavers to digital activists like @thesweetfeminist, who engages in mediatised forms of radical baking (sharing photos of motto cakes with slogans like "abortion isn’t a bad word" or "let’s unlearn white feminism together"on Instagram).<br>After the successful completion of this course, students will be able to critically examine the representation of food (as well as its production, distribution and consumption) in Anglophone feminist movements from the 1900s until today, as they will have learned how to appropriately use a toolbox of genre-specific methods of cultural analysis (e.g. semiotic analysis, mis-en-scène analysis for moving images, uncovering contradictory positionings with the help of broader sociopolitical context.<br>Our class will deal with questions like: Which foodstuffs, apart from sugar, feature most prominently in feminist activism? Why? What do they signify? What role do approaches like agroecology or notions like the commons (see Re-Enchanting the World: Feminism and the Politics of the Commons, Federici 2019), of communally taking care of land and communities, play in feminist movements, feminist food politics and lived foodways? What about the relationship between feminism and vegetarianism/veganism and a politics of no harm, reconnecting with earth in more-than-human relations? What are - and were - the implications of celebrities’ eating habits, as they are "our most visible and binding embodiments of ideology at work", as Petersen (xiii) so nicely puts it?<br>Based on our class readings, students will learn how to notice and scrutinise cultural markers of difference like race, gender, class, sexuality, body type, ability/health, and age in a variety of different media and online contexts. By introducing students to key texts in gender, media and cultural studies and providing them with a toolkit for cultural analysis, students will be able to discuss the role of food in feminist movements in an informed, intersectional way after they have completed this class.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Participation, mid-term assignment, expert group session, scrapbook (i.e. a very informal continuous course log incl. two short essays, weekly entries, the tasks of your expert session, and an analysis of a feminist food text of your choice</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Participation: 15 points<br>Mid-Term Assignment: 20 points<br>Expert Group Session: 25 points<br>Scrapbook: 40 points (to be handed in until June 25, 2023)<br>Overall Score of 100 Points.<br>Pass-Mark: 60 Points.<br>Scale:<br>1: 90-100 Points<br>2: 89-80 Points<br>3: 79-70 Points<br>4: 69-60 Points<br>5: 59-0 Points<br>All of these four course requirements (participation, mid-term assignment, expert group session and the scrapbook) need to be fulfilled! Not showing up for your expert group session or not handing in the scrapbook equals dropping out of the course and being assessed with a negative grade!<br>You can miss two sessions (which equals one Friday date).<br>Note: Students with disabilities or mental health issues may be granted special conditions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Course readings and the concepts and vocabulary of gender, media and cultural studies as well as visual analysis introduced in class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Readings will be made available on Moodle.</div>
      


Semester: 2023S
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124262&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The interdisciplinary field of game studies is a rather recent development. One of its early modern questions “do videogames tell stories?” is largely met with puzzlement nowadays given the breadth of narrative-driven titles in the last two decades. More intriguing inquiries would be how videogames create meaning and transport beliefs and values, how they might influence individuals and online communities (as well as vice versa), and how we can interpret their narratives through their interactive, multimodal nature.<p></p>These are some of the questions we will be dealing with in this course by close-reading free and inexpensive videogames outside the AAA mainstream. We will be looking at the content, context and formal qualities of ‘narrative indie games’ – defined here as games that are independent in a financial, aesthetic and/or cultural sense created by small teams or single developers to express personal experiences or political visions.<p></p>It is <i>not</i> necessary to have prior play experiences with videogames or to own expensive hardware but bringing a laptop to class is highly advised.<p></p>Students will get to know methods to put their play experiences into writing, train their understanding of the narrative and persuasive means of videogames, and develop the analytical skills to close-read selected titles through cultural studies perspectives.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">regular attendance (max. two absences), in-class and preparatory participation (Moodle tasks), group presentation, creative task, critical essay</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">participation (20 points)<br>group presentation (25 points)<br>creative task (25 points)<br>critical essay (30 points)<p></p>Grading scale:<br>1: 90-100 points<br>2: 80-89 points<br>3: 70-79 points<br>4: 60-69 points<br>5: 0-59 points</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">All readings will be made available on Moodle and will include (sections from):<p></p>•	Anthropy, Anna, and Naomi Clark. A Game Design Vocabulary: Exploring the Foundational Principles behind Good Game Design. Upper Saddle River, NJ: Addison-Wesley, 2014.<br>•	Bogost, Ian. Persuasive Games: The Expressive Power of Videogames. Cambridge, MA: MIT Press, 2007.<br>•	Dovey, Jon, and Helen W. Kennedy. Game Cultures: Computer Games as New Media. New York, NY: Open University Press, 2006.<br>•	Fernández-Vara, Clara. Introduction to Game Analysis. New York: Routledge, 2015.<br>•	Gray, Kishonna L., and David J. Leonard, eds. Woke Gaming: Digital Challenges to Oppression and Social Injustice. Seattle: University of Washington Press, 2018. Print.<br>•	Fron, Janine et. al. “The Hegemony of Play.” DiGRA '07 - Proceedings of the 2007 DiGRA International Conference: Situated Play. 2007: 309-318.<br>•	Payne, Matthew Thomas, and Nina Huntemann, eds. How to Play Video Games. New York: New York University Press, 2019. Print.<p></p>In addition, there will be a ludography of free and inexpensive videogames that you are expected to engage with, including titles such as <i>Hair Nah</i> (Momo Pixel 2017), <i>Hard Lads</i> (Yang 2020), <i>Where the Goats Are</i> (Memory of God 2017), and <i>You Are Jeff Bezos</i> (Lorischild 2018).</div>
      


Semester: 2023S
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124261&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this class we will explore the phenomenon of woke-washing, or the use of progressive language and symbols by corporations and other institutions to appear socially and politically progressive, without actually taking meaningful action to address social and political issues. Through a combination of theoretical readings, case studies, and class discussions, students in this course will develop a critical understanding of this often contradictory phenomenon in contemporary culture, the ways it can be identified and challenged.<p></p>Students will engage with a range of case studies - historical and contemporary - from corporate responses to the 1906 Race Riots in Atlanta, to Nike’s collaboration with Colin Kaepernick, to Netflix, and Harry &amp; Meghan, in order to examine the different ways in which institutions have been accused of woke-washing, and the consequences of these accusations.<p></p>In addition to theoretical readings and case studies, students in this course will interrogate contemporary debates and issues related to woke-washing. This may include discussions of topics such as the role of social media in shaping public opinion about woke-washing, the impact of woke-washing on social and political movements, and more generally, how the meaning of “woke” is being co-opted by the reactionary right, especially in the US. Through class discussions, group activities, and written assignments, students will have the opportunity to develop and express their own perspectives on these and other issues related to the politics of brand culture, consumer culture, and promotional storytelling.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Part 1 (40 credits) participation: continuous preparation for class via moodle, in-class discussions, in-class presentation &amp; feedback<br>Part 2 (20 credits) midterm reading response<br>Part 3 (40 credits) final essay (take home and open book) - based on readings and presentation<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text"><br>Students must pass with more than 50% in every part and overall, (extra-credits possible in part 1)<br>89-100 credits: 1<br>76-88 credits: 2<br>63-75 credits: 3<br>50-62 credits: 4<br>0-49 credits: 5<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Students will be given several tasks to engage with the readings and other material on moodle and in class; students will have to hand in an open book,  take home mid term assignment. Students will form small study groups to discuss and present case studies, which form the basis for their final essays due end of the term.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Du Gay, Paul. Doing Cultural Studies: The Story of the Sony Walkman. Second edition, Sage Publications, 2013.<br>Herbert, Nadim. ““Woke-Washing” a Brand: Socially Progressive Marketing by Nike on Twitter and the User Response to It.” Tidskrift För ABM, vol. 5, no. 1, 2020, p. 54.<br>Hollingsworth, Keith. “The 1906 Atlanta Race Riot Aftermath: CSR in Action and Woke-Washing.” Enterprise &amp; Society, Jan. 2023, pp. 1–16.<br>Kanai, Akane, and Rosalind Gill. “Woke? Affect, Neoliberalism, Marginalised Identities and Consumer Culture.” New Formations, vol. 102, no. 102, Dec. 2020, pp. 10–27.<br>Kellner, Douglas, and Jeff Share. “Critical Media Literacy Is Not an Option.” Learning Inquiry, vol. 1, no. 1, Apr. 2007, pp. 59–69.<br>Rossi, Enzo, and Olúfėmi O Tá’iwò. “What’s New About Woke Racial Capitalism (and What Isn’t): ‘Wokewashing’ and the Limits of Representation.” Spectre, 2020.<br>Sobande, Francesca. “Woke-Washing: ‘Intersectional’ Femvertising and Branding ‘Woke’ Bravery.” European Journal of Marketing, vol. 54, no. 11, Dec. 2019, pp. 2723–45.<br>Vredenburg, Jessica, et al. “Brands Taking a Stand: Authentic Brand Activism or Woke Washing?” Journal of Public Policy &amp; Marketing, vol. 39, no. 4, 2020, pp. 444–60.<br>Williams, Raymond. Advertising: The magic system. In Problems in Materialism and Culture. Verso, 1980, pp.170–195<br>Readings will be made available via moodle</div>
      


Semester: 2023S
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124260&semester=2023S
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Depictions of outlaws feature many common gender and cultural tropes. Eric Hobsbawm described outlaws such as Billy the Kid, Ned Kelly and Robin Hood as social bandits who, although considered criminals by the state, were often regarded as heroes and fighters for justice within peasant society. The idea of the outsider can also be applied to figures that have challenged the norms of society from issues of gender to those of sexuality and class, forming cultural scripts that are often central to anglophone film. Students will analyse films such as Ned Kelly, Robin Hood, Thelma &amp; Louise, Mad Max and Taxi Driver among others to discover not only what commonalities recur but also how they appear in film. We shall also consider some of the core theories of Anarchism and discuss their relevancy in society. This course offers an introduction to film analysis, cultural scripts and deviancy studies as well as the opportunity to develop research methods and essay writing.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular participation in discussions<br>Oral presentation<br>Short reflections<br>Final paper</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Weekly Feedback &amp; Discussion - 24%<br>Presentation - 25%<br>Written paper - 51%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        

        <h3 class="literature heading">Literatur</h3>
        
      


Semester: 2023S
Title: Culture, Society and the Media
Url: https://ufind.univie.ac.at/de/course.html?lv=124070&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This lecture course will focus on the impact of Austrian (and some *German) artists on US cinema, literature, and popular culture  from the 1930s to the 1960s: Fred Astaire (alias Frederick Austerlitz),  (*Marlene Dietrich), Hedy Lamarr, Frederic Morton (alias Fritz Mandelbaum), Menyhért Lengyel, Fritz Lang, (*Ernst Lubitsch), (*Thomas Mann), Max Reinhardt, Johnny Weissmuller, Franz Werfel, Billy Wilder etc.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">There will be a final written exam (onsite) at the end of the term covering the required reading and the issues discussed in class.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The exam consists of 2 parts (with 20 points each) which both need to be positive.<br>Part 1: short and precise answers to some 10 to 15 questions<br>Part 2: well-structured coherent essay-like text (about 450 words)<br>minimum score to pass: 21 out of 40 points; 10.5 in each part<br>40.0 - 36.0 = 1<br>35.5 - 31.5 = 2<br>31.0 - 26.5 = 3<br>26.0 - 21.0 = 4<br>20.5 - 0 = 5</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The required reading and the topics covered in class<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Erhard Bahr, Weimar on the Pacific. German Exile Culture in Los Angeles and the Crisis of Modernism. University of California Press: Berkeley, 2007.<p></p>Dieter Fuchs, "Austro-Amerikanischer Kulturtransfer im Zeichen Max Reinhardts: das Theater in der Josefstadt 1945-60". In Mengel, E., Schnauder, L. &amp; Weiss, R. (eds.). Weltbühne Wien - World Stage Vienna: Die Rezeption anglophoner Dramen auf Wiener Bühnen des 20. Jahrhunderts. Vol. 2. Trier: WVT, 2010. 181-220.<p></p>Jacqueline Vasant, Austria Made in Hollywood. Camden House:  New York, 2019.</div>
      


Semester: 2023S
Title: Introduction to Cultural Theories
Url: https://ufind.univie.ac.at/de/course.html?lv=124010&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This lecture course will introduce students to the field of  Cultural Theories. Together, we will explore the most important theoretical models and perspectives of the fields of Semiotics, Marxism, Discourse-Analysis, Psychoanalysis, (Post-)Structuralism, Post-Modernism, Subculture-Studies in lecture sessions. These investigations will be grounded in practical examples focused on, but not limited to, visual culture. By this process students will be provided with the critical tools (theoretical, analytical, historical) necessary to analyze and evaluate cultural phenomena and popular media for what it reveals about:<br>(1) the processes of meaning making in the production and consumption of power-discourses and cultural artifacts, and<br>(2) the dynamics of representation, power, and knowledge as they relate to questions of class, race, sexuality &amp; gender.<br>Here is a list of some of the most central theorists we will discussed in detail:<br>Arnold<br>DeSaussure - Peirce- Barthes;<br>Marx/Engels - Gramsci - Althusser<br>Foucault; Derrida;<br>Freud - Lacan;<br>CCCS-theorists<br>Beauvoir-Kristeva<br>Butler<br>Hall-Said-Bhabha;<br>Baudrillard-Jameson-Lyotard</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Final written exam (90 mins)<br>8 questions<br>(Questions 1-2 : answer in full sentences; Questions 3-8: answer in note-form OR in full sentences)<br>Detailed Information on the exam will be given in the lecture.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">FINAL WRITTEN EXAM (see above)<br>Onsite exam: No supportive sources allowed (= no dictionaries, scripts)<br>Regular Attendance of the lecture HIGHLY RECOMMENDED!!</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">A guidelines-file &amp; a questionnaire for preparation for the final exam will be available by mid-term. Detailed info in the lecture!</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Storey, John. Cultural Theory and Popular Culture. (1997 -2011)<br>Storey, John. Cultural Studies and Popular Culture. (1988)<br>Longhurst, Brian. Introducing Cultural Studies. (2008)<br>Hall,Stuart. Representation. Cultural Representation and Signifying Practices. (1997)<br>Struken, Marita &amp; Lisa Cartwright. Practices of Looking. (2001)<p></p>Text-excerpts, abstracts, and quotes from &amp; references to the sources above (and others included in the lecture) will be available on the PPTs for individual lectures + accessible via links on moodle in specific sections.</div>
      


Semester: 2023S
Title: Gender Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=120004&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The aim of this research-based lecture is, firstly, to acquaint you with the ways in which economic processes intersect with gender and, secondly, to introduce and discuss selected examples of women’s contributions to the development of economic thought. Did you know, for example, that already two hundred years ago, women were criticising what today we term the gender pay gap? Have you thought about how marriage for centuries has been a union based on economic considerations and what this meant for women? In this lecture course, we will delve into such and similar questions. The lecture course is transdisciplinary, involving approaches from literary studies, cultural studies, history, and feminist economics.<p></p>The first part of the lecture will explore and discuss the androcentric biases at the heart of economics: established notions of what constitutes economic enquiry, economic topics, and economic genres of writing have for centuries privileged a vantage point that excludes the perspectives and experiences of women and that marginalises the type of knowledge women have generated and recorded in, among others, literary texts. This has resulted in an underrepresentation of women in the canon of economic theory, with manifest consequences for economic practice up to this day. You will be introduced to methods with which this lacuna can be redressed and get an insight into the emergent theoretical field of economic criticism (www.economic-criticism.com). In the second part of the lecture will explore how women have contributed to the development of economic thought. We will discuss selected women writers’ analyses of the economics of marriage, of women and paid work, and of moral economics, with a focus on English writers from the late 18th and 19th centuries.<p></p>The lecture course will be taught weekly from 19 April to 28 June 2023 in a hybrid manner: on-campus meetings will alternate with online meetings (synchronous and/or asynchronous). One additional online guest lecture is scheduled for 11.05.2023, 16:15 - 17:45.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">The lecture will be assessed based on a take-home written exam.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">All content covered in the lecture series will be relevant for the final exam, which will count for the entirety of the participant’s grade. The benchmark for passing the exam is at 60%.<br>Grades in %:<br>1 (very good): 90-100<br>2 (good): 80-89<br>3 (satisfactory): 70-79<br>4 (pass): 60-69<br>5 (fail): 0-59</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Entire lecture content including lecture slides, asynchronous material and obligatory course reading.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">To read up on the topic of the class, you can consult the following texts:<br>Ferber, Marianne A., and Julie A. Nelson. Preface. Feminist Economics Today: Beyond Economic Man. Ed. Marianne A. Ferber and Julia A. Nelson. Chicago: U of Chicago P, 2003. vii-ix.<br>Grünkemeier, Ellen, Pleßke, Nora, and Joanna Rostek. ‘The Value of Economic Criticism Reconsidered: Approaching Literature and Culture through the Lens of Economics’. Introduction. Proceedings Anglistentag 2017. Ed. Anne-Julia Zwierlein, Jochen Petzold, Katharina Boehm, and Martin Decker. Trier: WVT, 2018. 117-125.<br>Kuiper, Edith. A Herstory of Economics. Cambridge: Polity, 2022.<br>Osteen, Mark, and Martha Woodmansee. ‘Taking Account of the New Economic Criticism. An Historical Introduction.’ The New Economic Criticism. Studies at the Intersection of Literature and Economics. Ed. Martha Woodmansee and Mark Osteen. Oxon: Routledge, 1999. 3-50.<br>Poovey,Mary.Genres of the Credit Economy: Mediating Value in Eighteenth- and Nineteenth-Century Britain.Chicago:U of Chicago P,2008.<br>Rostek, Joanna. ‘Implementing Feminist Economics for the Study of Literature: The Economic Dimensions of Charlotte Brontë’s Shirley Revisited’. Brontë Studies 43.1 (2018): 7888.<br>Rostek, Joanna. Women’s Economic Thought in the Romantic Age: Towards a Transdisciplinary Herstory of Economic Thought. Abingdon: Routledge, 2021.</div>
      


Semester: 2023S
Title: Linguistics Seminar / BA Paper
Url: https://ufind.univie.ac.at/de/course.html?lv=122222&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In contrast to biological sex, gender is a social construct, and it is constructed verbally. Language use, as reflected in corpora, reveals significant asymmetries in the ways in which genders are constructed. For example, the verb _to kill_ is much more likely to take _he_ as a subject than _she_, while _she_ is much more likely to be the subject of the verb _to dance_. Likewise, the possessive pronoun _her_ is much more likely than _he_ to be followed by the noun _children_, although every child has both a mother and a father. On the other hand, the noun _followers_ is much more likely to be preceded by _his_ than by _her_. In fact, there seem to be very few words use usage does not reveal biased conceptualisations of gender roles.<p></p>At the same time, corpus evidence also reveals that usage has become significantly less gender-biased during the last 200 years. For example, the nouns _colleague_ and _job_ were hardly ever preceded by _her_ in the nineteenth century. Since the 1960ies, however, _her job_, and _her colleagues_ are about as common as _his job_, and _his colleagues_.<p></p>In this course, we investigate the development of gender bias in large diachronic corpora.<p></p>Our primary goal is to quantify changes in gender bias during the last two hundred years. Therefore, the first part of the course will offer an introduction to the use of diachronic corpora, and to the basics of statistical analysis in Spreadsheets like Excel.<p></p>At the same time, however, we shall also look at our data also qualitatively, in order to avoid being misled by the evidence of mere numbers. For example, the mere frequencies of the phrases _he manages_ and _she manages_ may tell us very little, unless we know what it is that is managed by him or by her.<p></p>Also, we shall have to discuss what asymmetric frequency distributions mean in each particular case. For example, the fact that the phrase _working mom_ is more frequent than the phrase _working dad_ does certainly not imply that it is considered more normal for mothers than for fathers to be working. Rather, the opposite is more likely.<p></p>Thus, the goal of this course is twofold: on the one hand, we try to find out if language use has become more or less gender-biased over time, and on the other hand, we try to find out if corpus evidence is useful for addressing this question.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Students are assessed on the basis of participation, assignments, project description, presentation, and written seminar paper. Project description, presentation, and seminar paper are based on the small-scale research project each student will select and work on during the semester.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">a)	regular class attendance (max. 2 absences)<br>b)    home assignments in Corpus Linguistics<br>b)	giving the oral presentation (on set date)<br>c)	handing in project description &amp; seminar paper (on time)<br>d)	attaining 60 of the maximum 100 points.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">No final exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Baker, Paul. 2014. _Using Corpora to Analyze Gender_. London: Bloomsbury Academic.<br>Bolukbasi, Tolga, Kai-Wei Chang, James Zou, Venkatesh Saligrama &amp; Adam Kalai. 2016. Man is to Computer Programmer as Woman is to Homemaker? Debiasing Word Embeddings. (8 May, 2021.)<br>Curzan, Anne. 2003. _Gender Shifts in the History of English_. Cambridge University Press.<br>Norberg, Cathrine. 2016. Naughty Boys and Sexy Girls. _Journal of English Linguistics_ 44, <a href="http://dx.doi.org/10.1177/0075424216665672.">http://dx.doi.org/10.1177/0075424216665672.</a><br>Zhao, Jieyu; Wang, Tianlu; Yatskar, Mark; Ordonez, Vicente; Chang, Kai-Wei (2017): Men Also Like Shopping: Reducing Gender Bias Amplification using Corpus-level Constraints. In: Martha Palmer, Rebecca Hwa und Sebastian Riedel (eds.): _Proceedings of the 2017 Conference on Empirical Methods in Natural Language Processing. Copenhagen, Denmark. Stroudsburg, PA, USA: Association for Computational Linguistics, S. 2979–2989</div>
      


Semester: 2023S
Title: Linguistics Seminar / BA Paper
Url: https://ufind.univie.ac.at/de/course.html?lv=122221&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course surveys approaches to Language Awareness or Knowledge about Language. We review a range of conceptual and empirical issues with respect to Language Awareness and the relevance of the concept for language learning, education and use. During the semester, students will build on this knowledge to develop a research project which examines a specific research question with respect to LA. This leads to a seminar / BA paper.<p></p>Aims:<br>Students will:<br>• be acquainted with concepts language awareness (LA) and knowledge about language (KAL);<br>• be able to reflect critically on these notions and empirical work carried out within the frameworks;<br>• be able to draw on theoretical and empirical research to develop syntheses;<br>• be able to develop and address research questions on cross-linguistic influence based on sound theoretical and empirical knowledge.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Students are assessed on the basis of participation, paper proposal, presentation of research and written seminar/BA paper. Paper proposal, research presentation and seminar paper are based on the students’ own research project.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Course evaluation is based on:<br>*) class participation, reading and assignments (max. 10 points)<br>*) paper proposal (max. 10 points)<br>*) oral presentation (max. 20 points)<br>*) seminar/BA paper (max. 60 points)<br>The minimum requirements for passing the course are:<br>(a) regular class attendance (max. 2 absences)<br>(b) handing in paper proposal (on time)<br>(c) giving the oral presentation (on set date)<br>(d) handing in the seminar paper (on time)<br>(e) attaining 60 of the maximum of 100 points.<p></p>1 (sehr gut) 100-90 Points<br>2 (gut) 89-81 Points<br>3 (befriedigend) 80-71 Points<br>4 (genügend) 70-60 Points<br>5 (nicht genügend) 59-0 Points</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">All contents covered in the readings and in class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Specific literature and reading assignments will be provided via Moodle.<br>see Garrett, P.  &amp; Cots, J. M. (2018). The Routledge handbook of language awareness. Routledge. for overview of topic</div>
      


Semester: 2023S
Title: Linguistics Seminar / BA Paper
Url: https://ufind.univie.ac.at/de/course.html?lv=122220&semester=2023S
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In many kinds of interactions, it is important to assess the cooperativeness of the people around oneself. In this class, we will explore if and how people use linguistic markers in others’ speech as indicators of their cooperativeness. In particular, we will investigate if people who are linguistically similar or align their language use will be considered as more cooperative and trustworthy. We will also explore other factors that might act as mediators in this relationship. For example, since people tend to cooperate more with people from their own social group, we will investigate how linguistic similarity or linguistic alignment can serve as an indicator of group membership.<p></p>Besides theoretical investigations, students will engage in an empirical research project, in which they will analyze the speech characteristics of people involved in cooperative/competitive encounters (such as in the British TV game show Golden Balls). In this project, they will compile their own mini-corpus, and extract and analyze relevant linguistic features from that corpus. Depending on the outcome of preliminary analyses, they will analyze their data qualitatively or quantitatively.<p></p>After a couple of sessions on the theoretical background, students will work on the corpus creation and develop their own hypotheses for their empirical research projects. Groups of students will investigate thematically linked research questions and will cooperate on their individual projects. In the middle of the semester, students will learn how to annotate data in the mini-corpus, how to analyze their data qualitatively/quantitatively, and how to write papers with an empirical focus. The results of the individual research projects will be presented at the end of the semester in oral presentations.<p></p>Per default, the course will be held on-site, but depending on the COVID-19 situation, individual classes may be held online.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Class attendance and active participation, readings &amp; small assignments, individual project proposal, group presentation, individual BA paper</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Minimum requirements:<br>-) regular class attendance (max. 2 absences)<br>-) regular participation in class and completion of regular readings and small assignments<br>-) submitting a project proposal (on set date)<br>-) giving an oral group presentation (on set date)<br>-) conducting a small research project and submitting a BA paper (on set date)<br>-) refraining from plagiarism in all tasks<p></p>Course evaluation is based on:<br>Participation and small assignments (15%)<br>Project proposal (15%)<br>Presentation (20%)<br>BA paper (50%)<br>Pass grade: 60%<p></p>Grades:<br>1: 90-100%<br>2: 80-89.9%<br>3: 70-79.9%<br>4: 60-69.9%<br>5: &lt; 60%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">all contents covered in the relevant literature and in class will be used to complete the above described tasks</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Balliet, D., Wu, J., &amp; de Dreu, C. K. W. 2014. “Ingroup favoritism in cooperation: a meta-analysis.” Psychological Bulletin, 140(6), 1556–1581. <a href="https://doi.org/10.1037/a003773">https://doi.org/10.1037/a003773</a><p></p>Lev-Ari, S., &amp; Peperkamp, S. 2017. “Language for $200: Success in the environment influences grammatical alignment.” Journal of Language Evolution, 2(2), 177–187. <a href="https://doi.org/10.1093/jole/lzw012">https://doi.org/10.1093/jole/lzw012</a><p></p>Matzinger, T., Placinski, M., Gutowski, A., Lewandowski, M., Zywickynski, P., Wacewicz, S. Unpublished manuscript. “Linguistic preference outcompetes alignment as a predictor for assessing others’ cooperativeness.”<p></p>Pickering, M. J., &amp; Garrod, S. 2004. “Toward a mechanistic psychology of dialogue.” Behavioral and Brain Sciences, 27(2), 169–190. <a href="https://doi.org/10.1017/s0140525x04000056">https://doi.org/10.1017/s0140525x04000056</a><p></p>Turmunkh, U., van den Assem, M. J., van Dolder, D. 2019. “Malleable lies: Communication and cooperation in a high stakes TV game show.” Management Science, 65(10), 4795–4812. <a href="https://doi.org/10.1287/mnsc.2018.3159">https://doi.org/10.1287/mnsc.2018.3159</a><p></p>Additional literature will be provided in class.<p></p></div>
      


Semester: 2023S
Title: Proseminar Linguistics 2 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122048&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Course Content:<p></p>An extensive amount of research has been conducted on the English noun phrase (ENP), and yet there are still many fundamental questions and problems still left unresolved. This course will explore the structural and functional dimensions of the English noun phrase and discuss a number of these open issues. Topics covered will include the internal structure of an NP (heads, modifiers, determiners), special types of NPs such as N-of-Ns (e.g. a jewel of an island), and changes within the NP structure.<p></p>A further course aim is to show students how to work empirically and write an empirical academic paper in linguistics. Therefore, in this course students will use corpora to investigate either creative NP patterns or some irregular element in the noun phrase.<p></p>Teaching and learning method:<p></p>Reading, discussions, peer-group interaction, smaller exercises, lecturer input and autonomous research and an empirical project.<p></p></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Course evaluation is based on:<br>* class participation and tasks (max. 10 points)<br>* research / paper proposal (10 points)<br>* engagement in research process, incl. presentations (max. 25 points)<br>* term paper (individually) of approximately 3500 words (max. 55 points)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Minimum requirements:<br>(a) regular class attendance (max. 2 absences)<br>(b) giving in-class presentations (on set dates)<br>(c) submitting project proposal (on set date)<br>(d) handing in the term paper on time<br>(e) attaining at least 50% on each of the three parts (see I, II and III below) and 60 points overall<br>Course evaluation is based on:<br>I. class participation and tasks (max. 10 points)<br>II. engagement in research process, incl. presentations (max. 25 points)<br>III. term paper (individually) of approximately 3500 words (max. 55 points)<p></p>Final grades &amp; points achieved: ‘1’: 90-100; ‘2’: 80-89; ‘3’: 70-79; ‘4’: 60-69; ‘5’: 0-59</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Engagement in discussion and group work, tasks, presentations, term paper</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Required Readings (will be provided on Moodle):<p></p>Adamson, Sylvia. 2000. A lovely little example: word order options and category shift in the premodifying string. In Olga Fischer, Annetter Rosenbach &amp; Dieter Stein (eds.). Pathways of Change: Grammaticalization in English, Amsterdam: Benjamins, 39-66.<br>Heine, Bernd; Narrog, Heiko. 2021. Grammaticalization. Oxford: OUP<br>Keizer, Evelien. 2007a. The English Noun Phrase: The nature of linguistic categorization. Cambridge: CUP.<br>Kim, Jong-Bok and Peter Sells. 2015. “English binominal NPs: A construction-based perspective”. Journal of Linguistics 51.1, 41-73.<br>Lindquist, H. 2010. Corpus linguistics and the description of English. Edinburgh: EUP.<br>Matthews, P.H. (2014). The Positions of Adjectives in English. Oxford: OUP.<br>McEnery, Tony, Richard Xiao and Yukio Tono. 2006. Corpus-based language studies: an advanced resource book. London: Routledge.<br>Traugott, Elizabeth Closs. 2008. The grammaticalization of NP of NP patterns. In Alexander Bergs &amp;<br>Rosenbach, Anette (2001). “The English s-genitive: Animacy, topicality, and possessive relationship in a diachronic perspective.” In Laurel Brinton (ed.), Historical linguistics 1999. Amsterdam and Philadelphia: John Benjamins, 277–92.</div>
      


Semester: 2023S
Title: Proseminar Linguistics 2 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122047&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this class, we will discuss how we can use experiments to learn something about linguistic cognition. In particular, we will use experimental techniques to have a closer look at the role that the aesthetic appeal of linguistic entities might play for linguistic production, perception and processing.<br>After a couple of sessions on the theoretical background and the basic concepts of experimental design, students will develop their own hypotheses and investigate them in their own small research projects. Groups of students will investigate thematically linked research questions (e.g. the aesthetic appeal of rhyme, the aesthetic appeal of repetition, the link between aesthetic appeal and occurrence frequency of linguistic patterns, the link between aesthetic appeal and linguistic complexity) and will collect literature and data together. In the middle of the semester, students will learn how to quantitatively analyze their data and how to write papers with an experimental focus. The results of the individual research projects will be presented at the end of the semester in oral presentations.<br>If the situation permits, there will be a visit to the faculty’s media lab in the course of the semester.<br>Per default, the course will be held on-site, but depending on the COVID-19 situation, individual classes may be held online.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Class attendance and active participation, readings &amp; small assignments, individual project proposal, group presentation, individual proseminar paper</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Minimum requirements:<br>-) regular class attendance (max. 2 absences)<br>-) regular participation in class and completion of regular readings and small assignments<br>-) submitting a project proposal (on set date)<br>-) giving an oral group presentation (on set date)<br>-) conducting a small research project and submitting a proseminar paper (on set date)<br>-) refraining from plagiarism in all tasks<p></p>Course evaluation is based on:<br>Participation and small assignments (15%)<br>Project proposal (15%)<br>Presentation (20%)<br>Proseminar paper (50%)<br>Pass grade: 60%<p></p>Grades:<br>1: 90-100%<br>2: 80-89.9%<br>3: 70-79.9%<br>4: 60-69.9%<br>5: &lt; 60%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">all contents covered in the relevant literature and in class will be used to complete the above described tasks</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Arunachalam, Sudha. 2013. “Experimental Methods for Linguists.” Linguistics and Language Compass 7 (4): 221–32. <a href="https://doi.org/10.1111/lnc3.12021.">https://doi.org/10.1111/lnc3.12021.</a><p></p>Matzinger, Theresa, Eva Specker, Nikolaus Ritt, and W. Tecumseh Fitch. 2021. “Aesthetic Perception of Prosodic Patterns as a Factor in Speech Segmentation.” In CogSci 2021 - Comparative Cognition, edited by W. Tecumseh Fitch, Claus Lamm, Helmut Leder, and Kristin Teßmar-Raible, 2992–99. Vienna: The Cognitive Science Society. <a href="https://doi.org/10.3233/thc-2001-9404.">https://doi.org/10.3233/thc-2001-9404.</a><p></p>Vorwerg, Constanze. 2012. “Experimental Methods in Psycholinguistics.” In Methods in Contemporary Linguistics, edited by Andrea Ender, Adrian Leemann, and Bernhard Wälchli, 363–88. Berlin: De Gruyter Mouton. <a href="https://doi.org/10.1515/9783110890754.">https://doi.org/10.1515/9783110890754.</a><p></p>Additional literature will be provided in class.</div>
      


Semester: 2023S
Title: Proseminar Linguistics 1 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122041&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">CONTENTS:<br>Building on the introductory module (STEOP), this course discusses the basics of academic writing and research methodology with the help of hands-on examples from English linguistics. Students will be familiarized with basic concepts and fundamental problems in the field of English syntax. They will then individually investigate one selected topic and submit their findings in the form of a written paper.<p></p>In this course, students are made familiar with:<br>• Basic concepts and problems in the field of syntax pertaining to the study of English<br>• The basic principles and ethics of academic research<br>• Finding and evaluating academic sources<br>• The basic conventions of academic writing<br>• Selected resources and tools used in the study of syntax<p></p>AIMS:<br>Students will be able to carry out a guided literature-based research project on a topic in the field of syntax, building on knowledge acquired in the course.<p></p>METHODS:<br>Reading, discussions, peer-group interaction, in-class and individual (online) exercises, lecturer input, autonomous research.<p></p>PREREQUISITES:<br>As this course builds on knowledge and skills acquired during the STEOP (Language Analysis and ISL1), knowledge of basic concepts and related terminology in the field of English linguistics are taken for granted. Additionally, writing skills such as paragraphing (topic sentence, support, etc.) and having a clear line of argumentation will be taken for granted, and a basic understanding of the structure of an in-text citation will prove helpful.<p></p>We suggest that students complete ISL2 before taking PS1 - Syntax, since many of the concepts used in the PS1 are discussed in the ISL2 lecture. We also strongly suggest that students have completed at least ILSS1 before taking this course.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">• Pre-paper activities (proposal &amp; bibliography)<br>• Mini-paper (first draft and final version)<br>• Regular assignments throughout the semester (homework assignments, midterm, peer-review)<br>• Participation in class<p></p>Additional material allowed: none</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Please understand that this is a 6-ECTS course, which means about 150 hours of work, only 20 of which are class time. Accordingly, you will spend about 8 hours a week in addition to the contact hours working for this course. You need to be able to dedicate that much time to it.<p></p>Assessment is based on:<br>• Pre-paper activities (proposal &amp; bibliography) – 10%<br>• Mini-paper (1st draft) – 40%<br>• Mini-paper (final version) – 20%<br>• Regular assignments throughout the semester (homework assignments, peer review, participation) – 30%<br>• Completion and submission of all tasks on time and in full.<p></p>In order to pass, you must reach a positive grade on at least one of the mini-paper submissions (first draft or final version), i.e. failing both mini-paper versions means that you will not pass the course, independent of the overall points reached.<p></p>Please note that attendance is mandatory. You are allowed to miss a maximum of two sessions, regardless of whether the absences are excused or unexcused. If you cannot attend the very first class, you need to inform your lecturer *before the end of that session*, otherwise your spot will be given to another student. Deadlines apply regardless of your absence.<p></p>Please also understand that your work will be submitted to a plagiarism check using anti-plagiarism software.<p></p>Grading scheme:<br>1 (Sehr gut): 100-90%<br>2 (Gut): 89.9-80%<br>3 (Befriedigend): 79.9-70%<br>4 (Genügend): 69.9-60%<br>5 (Nicht genügend): 59.9-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">• Understanding of basic concepts in the field of syntax<br>• Ability to write an academic paper in English<br>• Literature research skills<br>• Covering a topic in the field of syntax<br>• Structuring a paper<br>• Developing a clear line of argumentation<br>• Adhering to formal regulations<br>• Successfully using academic English</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Breban, Tine. 2017. “Proper names used as modifiers: a comprehensive functional analysis”. English Language and Linguistics 22(3): 381-401.<br>Collins, Peter; Hollo Camilla. 2017. English grammar: an introduction. (3rd edition). London: Palgrave.<br>Dörnyei, Zoltan. 2007. Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.<br>Keizer, Evelien. 2007. The English noun phrase: the nature of linguistic categorization. Cambridge: Cambridge University Press.<br>Macaulay, Monica. 2006. Surviving linguistics: a guide for graduate students. Somerville, MA: Cascadilla.<br>Miller, Jim. 2008. An introduction to English syntax. (2nd edition). Edinburgh: Edinburgh University Press.<br>Payne, J. R. 1999. “Nouns and noun phrases”. In: Brown, Keity; Miller, Jim (eds.). Concise encyclopedia of grammatical categories. Amsterdam: Elsevier, 258-266.<br>Rosenbach, Anette. 2009. “Identifying noun modifiers in English”. Manuscript, University of Paderborn.<br>Siepmann, Dirk; Gallagher, John D.; Hannay, Mike; Mackenzie, J. Lachlan. 2011. Writing in English: a guide for advanced learners. (2nd edition). Tübingen: A. Francke.</div>
      


Semester: 2023S
Title: Proseminar Linguistics 1 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122040&semester=2023S
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">AIMS:<br>Students will be able to carry out a guided literature-based research project in English linguistics building on the knowledge acquired in the course.<p></p>CONTENTS:<br>Building on the introductory module (STEOP), this course discusses the basics and ethics of academic writing and research methodology with the help of hands-on examples from English linguistics. Students will be familiarised with basic concepts and fundamental problems in English phonetics and phonology. They will then individually investigate one selected topic and submit their findings in the form of a written paper.<p></p>In this course, students are made familiar with:<br>• Basic concepts and problems in English phonetics and phonology<br>• The basic principles and ethics of academic research<br>• Finding and evaluating academic sources<br>• The basic conventions of academic writing<br>• Selected resources and tools used in phonetic and phonological research<p></p>METHODS:<br>Reading, discussions, peer-group interaction, in-class and online exercises, lecturer input, autonomous research<p></p>PREREQUISITES FOR ATTENDING THIS COURSE:<br>As this course builds on knowledge and skills acquired during STEOP (ISL1 and Language Analysis), knowledge of basic concepts and related terminology in the field of English linguistics are taken for granted. Additionally, writing skills such as paragraphing (topic sentence, support, etc.) and having a clear line of argumentation will be expected, and a basic understanding of the structure of an in-text citation will prove helpful.<p></p>PLEASE NOTE: We strongly recommend that students complete ISL2 before taking PS1 - Phonetics &amp; Phonology, since many of the concepts used in the PS1 are discussed in the ISL2 lecture. We also strongly suggest that students have completed at least ILSS1 before taking this course.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">• Pre-paper activities (proposal &amp; bibliography)<br>• Mini-paper (first draft and final version)<br>• Regular assignments throughout the semester (homework assignments, midterm, peer-review)<br>• Participation in class<p></p>Additional material allowed: none</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Please understand that this is a 6-ECTS course, which means about 150 hours of work, only ca. 25 of which are class time. Accordingly, you will spend about 8 hours a week in addition to the contact hours working for this course. You need to be able to dedicate that much time to it.<p></p>Assessment is based on:<br>• Pre-paper activities (proposal &amp; bibliography) – 10%<br>• The mini-paper (1st draft) – 40%<br>• The mini-paper (final version) – 20%<br>• Regular assignments throughout the semester (homework assignments, midterm, peer review, participation) – 30%<br>• Completion and submission of all tasks on time and in full.<p></p>You need at least 60% to pass this course. You must reach a positive grade on at least one of the mini-paper submissions (first draft or final version), i.e. failing both mini-paper versions means that you will not pass the course, regardless of the overall points reached.<p></p>Please note that attendance is mandatory. You are allowed to miss a maximum of two sessions, regardless of whether the absences are excused or unexcused. If you cannot attend the very first class, you need to inform your lecturer *before the end of that session*, otherwise your spot will be given to another student. Deadlines apply regardless of your absence.<p></p>Any form of plagiarism (e.g. copying from other students or insufficient indication of sources) and cheating is prohibited. Please note that your work will be automatically checked for plagiarism using the anti-plagiarism software TurnItIn.<p></p>Grading scheme:<br>1 (Sehr gut): 100-90%<br>2 (Gut): 89.9-80%<br>3 (Befriedigend): 79.9-70%<br>4 (Genügend): 69.9-60%<br>5 (Nicht genügend): 59.9-0%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">• Understanding of basic concepts in English phonetics and phonology<br>• Covering a topic in the research fields phonetics and phonoloy<br>• Ability to write an academic paper in English<br>• Literature research skills<br>• Structuring a paper<br>• Developing a clear line of argumentation<br>• Adhering to formal regulations<p></p>For further information about assessment and grading please see the detailed information given above.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Carr, Philip. 2012. English phonetics and phonology: an introduction. (2nd edition). Hoboken, NJ: John Wiley &amp; Sons.<br>Konert-Panek, Monika. 2017. "Overshooting Americanization: accent stylisation in pop singing - acoustic properties of the BATH and TRAP vowels in focus". Research in Language 15(4), 371-384.<br>Labov, William. 1997 [1972]. "The social stratification of (r) in New York City department stores". In Coupland, Nikolas; Jaworski, Adam (eds.). Sociolinguistics: a reader and coursebook. New York, NY: Macmillan Education, 168-178.<br>Macaulay, Monica. 2006. Surviving linguistics: a guide for graduate students. Somerville, MA: Cascadilla.<br>Ohala, Diane K. 2008. "Phonological acquisition in a first language". In Hansen Edwards, Jette G.; Zampini, Mary L. (eds.). Phonology and second language acquisition. Amsterdam: John Benjamins, 19-39.<br>Phull, Disha K.; Kumar, G. Bharadwaja. 2016. "Vowel analysis for Indian English". Proceedings of the 6th international conference on advances in computing &amp; communications (ICACC 2016), 6-8 September 2016, Cochin, India. Elsevier, 533-538.<br>Plag, Ingo; Braun, Maria; Lappe, Sabine; Schramm, Mareile. 2007. Introduction to English linguistics. Berlin: Mouton de Gruyter.<br>Sankoff, Gillian. 2006. "Age: Apparent time and real time". In Brown, Keith (ed.). Elsevier encyclopedia of language and linguistics. (2nd edition). Elsevier, 110-115.<br>University of Vienna English Department. 2017. Style sheet for papers in linguistics. (3rd edition). <a href="http://anglistik.univie.ac.at/studierende/formulare-und-style-sheets/style-sheets/">http://anglistik.univie.ac.at/studierende/formulare-und-style-sheets/style-sheets/</a> (01 Oct. 2022).</div>
      


Semester: 2023S
Title: History of English
Url: https://ufind.univie.ac.at/de/course.html?lv=122031&semester=2023S
Branch: SPL 12 - Anglistik
Type: Training
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This tutorial accompanies the lecture VO History of English.<br>We will practise and revise the lecture content using various approaches to the study material.<p></p>The first tutorial session will take place after the first lecture session.<br>There is no session on 6 March.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        

        <h3 class="examination heading">Prüfungsstoff</h3>
        

        <h3 class="literature heading">Literatur</h3>
        
      


Semester: 2023S
Title: Introduction to the Study of Language 2
Url: https://ufind.univie.ac.at/de/course.html?lv=122020&semester=2023S
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This lecture forms the second part of a one-year introductory programme that aims at providing first-year students of English with an overview of the major areas of linguistic knowledge and will complement the topics discussed in the course Introduction to the Study of Language 1. After a discussion of English phonetics and phonology, we will move on the internal architecture of words (morphology). Subsequently, we will consider different approaches to grammar, studying in particular how words combine to form phrases and sentences (syntax). Finally, the course will address how language is processed and stored (psycholinguistics).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Written examination on the topics dealt with in class and in the required reading: phonology &amp; phonetics (including transcription), morphology, syntax and psycholinguistics.<p></p>To pass, students need 45 out of 75 points.<br>Grading scale:<br>90-100: 1<br>80-89.9: 2<br>70-79.9: 3<br>60-60.9: 4<br>&lt;60: 5</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students will be familiar with basic notions of English phonetics and phonology, morphology, syntax and psycholinguistics, and will be able to apply this knowledge in specific task (including phonetic transcription and structural analysis at the level of the words, phrase, clause and text).</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">lecture, e-learning materials, textbook chapters</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Yule. 2010. The Study of Language, 6th edition. Cambridge: Cambridge University Press.<p></p>Ingo Plag, Maria Braun, Sabine Lappe &amp; Mareile Schramm. 2009. Introduction to English Linguistics, 2nd edition. Berlin: Mouton de Gruyter.<p></p>Additional materials will be made available during the semester.</div>
      


Semester: 2023S
Title: Practical Phonetics and Oral Communication Skills 2
Url: https://ufind.univie.ac.at/de/course.html?lv=121240&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<p></p>Building on the skills and knowledge acquired in PPOCS 1, this course focuses on interactive speaking skills and formal presentations. It discusses characteristic features of spoken language and provides ample opportunity for practice. Students will continue to work on their pronunciation and will learn to make effective use of intonation, voice, turn-taking devices, and lexico-grammatical means to interact successfully in conversations and formal discussions. Depending on the lecturer the course will have a mainly American or British English focus and students are advised to choose according to their own preferences.<p></p>Aims:<p></p>- to speak fluently and effectively in various forms of interaction and production<br>- to have expert knowledge of the characteristics of spoken language<br>- to have practical analytical skills, e.g. for monitoring own speech and for error analysis in the speech of others<p></p>Methods:<p></p>Communicative language practice based on the discussion of theoretical concepts, presentations, role plays.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment is based on peer feedback tasks (oral and written peer feedback on presentations, written feedback on a spoken interaction performance), three self-reflection assignments, and a final oral exam consisting of two parts: a revised version of the in-class presentation (5 minutes) and an interaction (outcome-based discussion) in groups (15 minutes).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>1. Peer feedback tasks, written and oral assignments, PPOCSfolio 2 (20%)<br>2. Final exam: presentation (40%)<br>3. Final exam: interaction (40%)<p></p>Prerequisites for taking the exam: in-class presentation, peer feedback tasks, written and oral assignments, PPOCSfolio 2<p></p>Assessment criteria: linguistic range and accuracy; pronunciation, vocal impact, and fluency; content and structure; genre-specific presentation skills; content and relevance; interaction skills<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">PPOCSfolio 2 (available on Moodle); further materials provided in class and on Moodle.</div>
      


Semester: 2023S
Title: Practical Phonetics and Oral Communication Skills 1 (AM)
Url: https://ufind.univie.ac.at/de/course.html?lv=121191&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">PPOCS 1 comprises a two-hour class and a compulsory two-hour Language Lab session each week, for which students must register separately (Sprachlabor zu PPOCS, LV nos 121193, 121194).<p></p>Content:<br>Building on the knowledge in phonetics and phonology acquired in the "Introduction to the Study of Language 1" or "Introduction to English Linguistics" lectures, this course further elaborates the main aspects of English pronunciation at both the segmental and suprasegmental level, and provides ample opportunity for practice. There are courses taking either American or British English as their teaching models. It is recommended that students choose the accent they feel corresponds most closely to their English or the accent they can identify with most.<p></p>Aims:<br>- to improve students’ pronunciation<br>- to improve students’ oral presentation and reading skills- to improve students’ communication skills<br>- to reinforce students’ theoretical background in practical phonetics (including transcription)<p></p>Methods: Communicative language practice based on the discussion of theoretical concepts, presentations</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment is based on an oral exam at the end of term (online), consisting of three parts:<br>1. reading aloud a prepared text<br>2. prepared talk<br>3. spontaneous response to given prompts<br>Mini presentation;<br>Theory test (on site, no aids permitted);<br>Portfolio on practical phonetics;<br>Class participation</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Language Lab sessions (obligatory but not assessed, max. 2 absences)<p></p>1. In-class mini presentation (obligatory but not assessed)<p></p>2. Theory component (25%):<br>- Portfolio on practical phonetics<br>- Theory test (on site)<p></p>3. Final oral exam (online, must be positive) (75%):<br>15 minutes, 3 parts:<br>- reading aloud a prepared text<br>- prepared talk<br>- spontaneous response to given prompts<p></p>Prerequisites for taking the exam: in-class presentation, portfolio<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Portfolio (available from CopyStudio, Schwarzspanierstraße 10); further reading provided in class and on the Moodle platform.</div>
      


Semester: 2023S
Title: English in a Professional Context
Url: https://ufind.univie.ac.at/de/course.html?lv=121210&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>This course equips students with some of the skills required to cope with professional genres and provides an overview of the use of English in at least two occupational domains (one of them being Economics/Business Administration). Students identify key text types and their functions as well as characteristic features of such texts. They also become aware of how they can apply this knowledge in a professional setting.<p></p>Aims:<br>- to develop the skills necessary to adapt to and acquire a wide range of new genres<br>- to develop awareness of the parameters that shape professional genres and how these parameters affect linguistic encoding and text structure<br>- to cope productively and receptively with highly specialised text types and help experts to communicate these texts to various audiences<br>- to develop an understanding of effective communication in professional settings<p></p>Methods:<br>Communicative language practice based on the discussion of concepts from genre analysis; implementation of a scenario-based approach</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment is based on two graded homework assignments, a student research project (incl. a proposal and a poster presentation), class participation, and a final test.<p></p>The final test takes place on site. The use of dictionaries is permitted (no other aids).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Part 1 (50%): Assignments<br>- 2 graded homework assignments (20%)<br>- group project (30%)<p></p>Part 2 (50%): Final Test (on site, also for fully digital courses)<br>The Final Test consists of 2 parts:<br>- Text transformation<br>- Justification grid<br>Both parts must be positive.<p></p>For a positive EPCO grade, Part 1 (50%) and Part 2 (50%) must be positive, and the average mark for the whole course must be 60% or better.<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course and the course reader; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">A course reader is available online.</div>
      


Semester: 2023S
Title: Language in Use 2
Url: https://ufind.univie.ac.at/de/course.html?lv=121140&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>In LIU 1 and LIU 2, students work with and analyse a wide range of text types, literary and non-literary. They develop an awareness of how texts are used (to inform, to explain, to persuade, to convince, to move to action, to delight or any combination of these) and learn how to identify characteristic features of different text types and explain their effects. These insights will have a positive impact on students' own production of spoken and written texts. On the level of text analysis, the focus in LIU2 is mainly on literary texts. On the level of text production, students in LIU2 write analytical essays and text transformations.<p></p>Aims:<br>- to raise awareness of the importance of lexical, grammatical and stylistic choices in text<br>- to develop functional discourse competence and awareness of audience and purpose<br>- to develop increased awareness of register and appropriateness<br>- to deepen and refine insights into the language system and lexis<p></p>Methods:<br>Communicative language practice, analysis of spoken and written texts</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Class participation;<br>3 graded homework assignments (1 text analysis, 2 text transformations), assessment criteria: task fulfilment, text competence, linguistic range, linguistic accuracy, justifications;<br>One written test at the end of the semester (on site, text transformation plus justification, use of dictionaries permitted, no other aids).<br>Students are expected to continue their vocabulary log from ILSS.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Part 1: Coursework 60% (= 3 assignments: 1 text analysis, 2 text transformations, 20% each)<br>Part 2: Final Test (on site, also for fully digital courses) 40%<p></p>Both parts must be completed and must be positive. Student work is graded according to the following criteria: task fulfilment, text competence, linguistic range, linguistic accuracy, justification.<p></p>Vocabulary log<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Students will continue to use the reference books suggested on the Toolkit handout from ILSS 1 and 2.</div>
      


Semester: 2023S
Title: Language in Use 1
Url: https://ufind.univie.ac.at/de/course.html?lv=121130&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>In LIU 1 and LIU 2, students work with and analyse a wide range of text types, literary and non-literary. They develop an awareness of how texts are used (to inform, to explain, to persuade, to convince, to move to action, to delight, or any combination of these) and learn how to identify characteristic features of different text types and explain their effects. These insights will have a positive impact on students' own production of spoken and written texts. On the level of text analysis, the focus in LIU 1 is on non-literary texts such as (political) speeches, advertisements/commercials, review (books, films, restaurants, exhibitions), and news items. On the level of text production, students in LIU 1 write analytical essays.<p></p>Aims:<br>- to raise awareness of the importance of lexical, grammatical and stylistic choices in text<br>- to develop functional discourse competence and awareness of audience and purpose<br>- to develop increased awareness of register and appropriateness<br>- to deepen and refine insights into the language system and lexis<p></p>Methods:<br>Communicative language practice, analysis of spoken and written texts</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Class participation;<br>Two graded homework assignments (text analyses), assessment criteria: task fulfilment, text competence, linguistic range, linguistic accuracy;<br>One written test at the end of the semester (on site, text analysis, use of dictionaries permitted, no other aids).<br>Students are expected to continue their vocabulary log from ILSS.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Part 1: Coursework 60% (= 2 assignments: 25% + 25%, vocabulary log: 10%)<br>Part 2: Final Test (on site, also for fully digital courses) 40%<p></p>Both parts must be completed and must be positive. Student work is graded according to the following criteria: task fulfilment, text competence, linguistic range, linguistic accuracy.<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course and the course reader; relevant materials will be provided in class and on Moodle.</div>

        
        
      


Semester: 2023S
Title: Integrated Language and Study Skills 2
Url: https://ufind.univie.ac.at/de/course.html?lv=121120&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>ILSS 1 and ILSS 2 focus on integrated language skills, independent study skills, vocabulary development, and grammar of selected areas (in connection with text-based work). Students will work on text comprehension (reading, listening, summarizing, and synthesizing of information), analysis of the structure and development of descriptive, expository, and argumentative texts, and the production of well-organized and stylistically appropriate argumentative essays.<p></p>Aims:<br>- to develop writing skills in order to produce coherent, cohesive, and focused texts required in an academic and professional environment<br>- to be able to formulate a claim and support it with evidence<br>- to develop high-level reading skills in order to cope with a range of formal texts<br>- to develop independent study habits<br>- to identify and address deficiencies in students' language competence<br>Students will be equipped to meet the language demands of their courses in literature, linguistics, and cultural studies.<p></p>Methods:<br>Communicative language practice, developing skills of and strategies for processing and producing texts</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Homework/classwork:<br>- three graded argumentative essays presenting a reasoned argument (300-400 words), supported by references to quantitative information and input texts; one of these assignments is a timed essay with a guided self-reflection and revision<br>- vocabulary log<br>- presentation in groups<br>Midterm reading test (modelled on the Common Final Test)<br>Common Final Test (both tests without dictionaries or any other aids).<p></p>Written assignments will be assessed for task fulfilment, organization, linguistic accuracy, linguistic range, punctuation, spelling, and length.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 3 absences)<p></p>Part 1 (50%):<br>a) Three graded argumentative essays (40%)<br>b) Midterm reading test (on site) (10%)<p></p>Part 2 (50%):<br>The Common Final Test: consists of two parts: a reading and a writing section. Both parts take place on site, also for fully digital courses (see test specifications for details).<p></p>Assessment:<br>Writing: analytic rating based on the following criteria: task fulfilment, organisation, linguistic range, linguistic accuracy, punctuation, spelling, and length<br>Reading: objective scoring; one point for each item<p></p>In addition, students must complete the following tasks: presentation (in groups), vocabulary log.<p></p>For a positive ILSS 2 grade, Part 1 (50%) and Part 2 (50%) must be positive, and the average grade for the whole course must be 60% or better.<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Students are advised to invest in books which will assist their learning. Various dictionaries and handbooks necessary for English studies in general will be recommended by lecturers (see "Toolkit" handout).<br>Additional handouts will be provided on paper and on Moodle.</div>
      


Semester: 2023S
Title: Integrated Language and Study Skills 1
Url: https://ufind.univie.ac.at/de/course.html?lv=121110&semester=2023S
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>ILSS 1 and ILSS 2 focus on integrated language skills, independent study skills, vocabulary development, and grammar of selected areas (in connection with text-based work). Students will work on text comprehension (reading, listening, summarizing, and synthesizing of information), analysis of the structure and development of descriptive, expository, and argumentative texts, and the production of well-organized and stylistically appropriate argumentative essays.<p></p>Aims:<br>- to develop writing skills in order to produce coherent, cohesive, and focused texts required in an academic and professional environment<br>- to be able to formulate a claim and support it with evidence<br>- to develop high-level reading skills in order to cope with a range of formal texts<br>- to develop independent study habits<br>- to identify and address deficiencies in students' language competence<br>Students will be equipped to meet the language demands of their courses in literature, linguistics, and cultural studies.<p></p>Methods:<br>Communicative language practice, developing skills of and strategies for processing and producing texts</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Homework/classwork:<br>- three graded argumentative essays presenting a well-founded personal opinion (250-300 words), one of which is a timed essay with a guided self-reflection and revision<br>- reading assignments modelled on the task types of the Common Final Test in ILSS 2<br>- worksheets, quizzes, additional writing assignments<br>- vocabulary log<br>- presentation in groups<br>Final reading test<br>Final writing test (both tests without dictionaries or any other aids)<p></p>Written assignments will be assessed for content, arguments &amp; evidence; organization; linguistic accuracy; linguistic range; punctuation; spelling; and length.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 3 absences)<p></p>1. Homework, classwork (of which the above-mentioned assignments are minimum requirements) (50%)<br>2. Final reading test (on site) (20%)<br>3. Final writing test (on site) (30%)<p></p>All parts (1, 2, and 3) must be completed. Two out of the three parts must be positive. The pass grade is 60%.<p></p>Grading scale:<br>1 (Sehr gut) 100-90%<br>2 (Gut) 89-80%<br>3 (Befriedigend) 79-70%<br>4 (Genügend) 69-60%<br>5 (Nicht genügend) 59-0%<p></p>Your work may be subjected to the plagiarism detection software Turnitin. The lecturer may arrange individual meetings to ask you questions about your submissions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment is based on what is covered in the course; relevant materials will be provided in class and on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Students are advised to invest in books which will assist their learning. Various dictionaries and handbooks necessary for English studies in general will be recommended by lecturers (see "Toolkit" handout).<br>Additional handouts will be provided on paper and on Moodle.</div>
      


Semester: 2023S
Title: STEOP: Introduction to the Study of Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=123011&semester=2023S
Branch: SPL 12 - Anglistik
Type: Training
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The tutorial for "Introduction to the Study of Literature" is a space for students to revise the lecture content, ask questions, and engage more deeply with the topics covered in the lecture together with the student tutor.<p></p>There is no "Introduction to the Study of Literature" lecture taking place in the summer term and therefore, the tutorial is the only opportunity for students to ask questions and discuss the course materials. Attendance is therefore highly recommended (albeit not mandatory!). Nonetheless, the tutorial is not a substitute for the lecture recordings (which will be made available via Moodle) but merely a supplement. </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">none</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">none</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">none</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The literature list is the same as for the lecture course:<p></p>William Shakespeare: Hamlet (1599-1602) - highly recommended edition [if you don't already own one]: Oxford World's Classics (with annotations, explanations, etc.) <a href="https://global.oup.com/academic/product/hamlet-the-oxford-shakespeare-9780199535811?cc=at&amp;lang=en&amp;">https://global.oup.com/academic/product/hamlet-the-oxford-shakespeare-9780199535811?cc=at&amp;lang=en&amp;</a><p></p>Virginia Woolf: Orlando (1928) - highly recommended edition: Penguin Modern Classics (with annotations in the back!) (ISBN‎ 978-0141184272, cover: <a href="https://images-na.ssl-images-amazon.com/images/I/71Ejk6VpIEL.jpg)">https://images-na.ssl-images-amazon.com/images/I/71Ejk6VpIEL.jpg)</a><p></p>Vera and Ansgar Nünning, An Introduction to the Study of English and American Literature (make sure you get the English version, ideally the most recent one!)<p></p>Further materials will be made available on Moodle.</div>
      


Semester: 2023S
Title: STEOP: Introduction to the Study of Language 1
Url: https://ufind.univie.ac.at/de/course.html?lv=122011&semester=2023S
Branch: SPL 12 - Anglistik
Type: Training
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">IMPORTANT: In the summer semester, there are no ISL1 lectures (only these tutorial sessions). You will find all materials and resources (streams, slides, quizzes, ...) from the previous semester on this semester's Moodle platform. Please register for the tutorial to get access to the Moodle course!<p></p>This tutorial accompanies the STEOP lecture course Introduction to the Study of Language 1. It is offered to help you revise, practice, and prepare well for the exam. Is there something you don't understand? Something you find particularly difficult? Something you want to hear again? Come to the tutorial! We will address your questions and review key topics of the lecture by way of new exercises and examples. Attendance is not compulsory, though highly encouraged.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Tutorial: none<p></p>StEOP Exam: Written examination (two dates per semester), multiple option (90 minute "Modulprüfung" on ISL1 and Language Analysis). No materials permitted in the exam.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Tutorial: none<p></p>StEOP Exam: see Moodle</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">StEOP Exam: All the topics covered in the ISL1 and LA lectures and in the required readings; a list of chapters from the two prescribed books will be provided on Moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Plag, Ingo, Maria Braun, Sabine Lappe &amp; Mareile Schramm. 2015. Introduction to English Linguistics. (3rd edition). Berlin: Mouton de Gruyter.<p></p>Yule, George. 2020. The Study of Language. (7th edition). Cambridge: Cambridge University Press.</div>
      


