# Lectures

Semester: 2024W
Title: MEd 03: SE Applied Research Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120002&semester=2024W
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 provide an understanding of how various research methods, approaches, and tools can be used to explore the role of individual differences in learning additional languages. Within this context, individual differences refer to “how individuals differ in traits such as skills, aptitudes, and abilities to learn and perform” (Sullivan, 2009, p. 252). Research on individual differences in second language (L2) learning is a vibrant field of study, exploring, for instance, the role of language learning aptitude (Sparks &amp; Ganschow, 2001), second language motivation (Dörnyei, 2009), language learner emotions (e.g., Dewaele et al., 2023), willingness to communicate (Henry &amp; MacIntyre, 2023), and personality traits (Chen et al., 2021) in L2 learning.<p></p>In this course, students will enhance their skills in interpreting, evaluating and applying methods for examining such factors that can influence L2 learning. They will gain practical experience in collecting, transcribing, describing, coding, analyzing, and discussing data. This hands-on work will prepare them to investigate factors, such as second language motivation, learner emotions, willingness to communicate, and learner engagement, empirically. Students will learn how to identify research problems and questions about individual differences in language learning, how to choose suitable methods to address these questions, how to ensure research validity and reliability, and they will be familiarized with using a range of data collection and analysis tools. Research tools covered in this course will include questionnaires, interviews, and verbal protocols.<p></p>Participants will strengthen their ability to engage in academic discussions, and completing the course assignments will improve their critical thinking and writing abilities. Additionally, students will gain practical experience in L2 acquisition research by working on a small-scale group project, and they will further enhance their presentation skills during group presentation sessions.<p></p>Methods:<br>Individual/pair/group work, discussion of readings, mini lectures/input, group presentations, critical reflection on and evaluation of data and pertinent literature</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment will be based on continuous assessment (classwork/homework), individual graded assignments and a group project and presentation.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance is obligatory (max. 2 absences)<p></p>A maximum of 100 points can be achieved:<br>- Active in-class participation (including regular attendance, completion of short in-class and homework assignments, active participation in discussions): max. 20 points<br>- Completion of two short methods assignment tasks during the course (max. 30 points in total)<br>- Group project and presentation (max. 50 points in total)<p></p>Grading scale:<br>100-90 = Sehr gut<br>89-80 = Gut<br>79-70 = Befriedigend<br>69-60 = Genügend<br>59-0 = Nicht genügend<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There is no exam. Continuous assessment based on what is covered in the course (see Ziele, Inhalte und Methoden/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. In addition to the reading recommended in the course, students are expected to do their own literature searches on specific topics.</div>
      


Semester: 2024W
Title: MEd 03: SE Applied Research Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120001&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Writing in the L2 English remains an area of great difficulty for Austrian school learners, increasing the relevance of a clear understanding of the nature of L2 writing. The current advance of AI-powered writing tools adds potential (and challenges) to learners and instructors of L2 writing.<br>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, , perception data, etc.)<br>d) the influence of tools (digital and other) on L2 writing<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<p></p></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 short assignments and 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.<br>Attendance is obligatory (max. 2 absences)<br>A maximum of 100 points can be achieved.<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">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 and presentation of data collection (group work)<br>Paper on chosen topic of L2 writing research with applications for teaching practice (individual work) -<br></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)<br></div>
      


Semester: 2024W
Title: MEd 03: SE Applied Research Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120000&semester=2024W
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, 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 role of literature in the EFL classroom<br>• generate research questions on this topic<br>• think carefully and critically about data collection, data analysis and research designs<br>• evaluate research methods and what they can tell us about readers, reading aims and 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 chapters and articles or watch videos which will be posted on moodle and prepare short tasks or notes on them<br>- participate in discussions and little group projects<br>- give (and receive) peer feedback on your colleagues' (and your own) projects<p></p>Presence and participation 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 and weekly tasks: 20%<br>2 shorter assignments (500-1000 words each): 20% each<br>longer assignment of 3000-3300 words each: 40%<br>3 out of these 4 have to be positive (51%). The overall pass grade is 60%.<br>Grading scale:<br>100-91 Sehr Gut<br>90-81 Gut<br>80-71 Befriedigend<br>70-60 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, among others:<br>Bland, Janice, 2023. Compelling Stories for English Language Learners, Introduction.<br>Dörnyei and Csizer, 2012. “How to Design and Analyze Surveys in Second Language Acquisition Research.“<br>Dörnyei, 2007. “Qualitative data collection.”<br>Grabe and Yamashita 2022, Reading in a Second Language, chapter 18.<br>Paran, 2017. "Only Connect: researchers and teachers in dialogue."<br>All the materials will be made available via moodle.</div>
      


Semester: 2024W
Title: MEd 02: SE Practicum Course: Forschendes Lernen im Praxisfeld
Url: https://ufind.univie.ac.at/de/course.html?lv=120007&semester=2024W
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 this course (4 ECTS) is to assist and support student teachers during their Master practicum phase (9 ECTS) with regard to observation skills, discussions of ELT teaching issues and the evaluation of their observations and teaching experiences. The course draws on the students’ methodological knowledge of previous courses and aims at the integration of their professional knowledge when planning, conducting, reflecting, and discussing their ELT practice. To this aim student teachers are introduced to the concept of Action Research (AR) and will be assisted in carrying out an AR Project during their field experience.<br>Core Content: applying theoretical concepts in practice; subject-specific observation techniques; professional reflection procedures (individual and collaborative) principles and procedures of Action Research.<br>Methods: reading tasks, interactive class with student participation in small-group and all-class discussions of topics related to participants' observations, teaching experience and students' action research projects. The main instrument for observation, reflection and discussion is the EPOSTL - European Portfolio for Student Teachers of Languages.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">1) Attendance of all blocks/online sessions is mandatory;<br>2) Active participation in class and online, assignments, presentation of Action Research project;<br>3) Debriefing session at an individually arranged date towards the end of the semester (documents and notes can be used);<br>4) Action Research project report;<br>5) Upload of complete Practicum Documentation Pack (Praktikumspass).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">REQUIREMENTS ('zwingend vorgeschriebene Leistungen'):<p></p>-  Being present and active in all sessions - you may miss a<br>maximum of one session only!<br>-   Submission of all written assignments<br>-   Submission of an action research (AR) project proposal<br>-   Presentation of your AR project<br>-   Submission of an AR project report<br>-   Submission of practicum documentation pack (incl. Praktikumspass)<br>-   Summarizing and discussing your reflections on practicum in an individual debriefing session<p></p>ASSESSMENT<p></p>1.    Full and active participation, home assignments (readings, etc.), debriefing session (20%)<br>2.    AR proposal (20%)<br>3.    Brief presentation of AR project (15%)<br>4.    AR project report (45%)</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment:<br>-	class participation, preparation tasks, Action Research Proposal;<br>-	project presentation and project report (Action Research Project);<br>-	reflection tasks (Teaching Practice);<br>-	debriefing session.<p></p>Details on assignments are provided in class and on Moodle.</div>

        <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: 2024W
Title: Advanced Speaking Skills for English Teachers (ASSET) - UF MA EN 04
Url: https://ufind.univie.ac.at/de/course.html?lv=120403&semester=2024W
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 for oral production: linguistic range and accuracy; pronunciation, vocal impact, and fluency; content and structure; genre-specific presentation skills<p></p>Assessment criteria for oral interaction: linguistic range and accuracy; pronunciation, vocal impact, and fluency; 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: 2024W
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126233&semester=2024W
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The aim of this elective seminar is to first familiarise prospective teachers of English as a foreign language (EFL) with some modern, technology-inclusive activities by providing an insight into the uses of technology (EdTech and AI) in the EFL classroom. Students are continuously expected to professionally reflect on their experiences, then plan and microteach a technology-inclusive task. Later, students put together their own mini-portfolio featuring their activity plan, self-reflections, peer-reflections, and their professional statement. Whilst this course is on the possible inclusion of technology in the EFL classroom, students are expected to showcase their technological skills that are of vital importance for surviving in a modern, technology-based environment. Therefore, students are expected to professionally plan, teach, and reflect on using technology in teaching EFL and skilfully document their experiences in a shared online collaborative environment (i.e., Moodle).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">The final grade will be based on the following:<br>- 10% (up to 10 points) active participation in the class discussions, evidence of notes and original ideas based on the readings, willingness to participate in the discussions<br>- 50% (up to 50 points) microteaching activity<br>- 40% (up to 40 points) individual mini e-portfolio<br>- extra occasional points can be earned for completing additional assignments</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<br>Minimum 60% of the points have to be collected in case of each criterion (in-class participation, microteaching, e-portfolio).<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">Reading materials:<br>- Fekete, I., &amp; Divéki, R. (2022). The role of continuous professional development workshops in the techno-pedagogical skills development of teacher trainers: A case study in the Hungarian university context during COVID-19. In J. LeLoup &amp; P. Swanson (Eds.), Handbook of research on effective online language teaching in a disruptive environment (pp. 201–220). IGI Global. <a href="https://doi.org/10.4018%2F978-1-7998-7720-2.ch011">https://doi.org/10.4018%2F978-1-7998-7720-2.ch011</a><br>- Mishra, P., Oster, N., &amp; Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. TechTrends, 68(2), 205–210. <a href="https://doi.org/10.1007/s11528-024-00938-1">https://doi.org/10.1007/s11528-024-00938-1</a><br>- Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., &amp; Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 1–21. <a href="https://doi.org/10.1080/1475939X.2016.1193556">https://doi.org/10.1080/1475939X.2016.1193556</a><p></p>Familiarity is expected with the following websites/tools (to be discussed in the classes):<br>Cambridge Online Dictionary / Canva / Duolingo / Genially / Kahoot / Mentimeter / Padlet / Piktochart / Quizlet / Slidesgo / TedEd / The Digital Competence Wheel (<a href="https://digital-competence.eu/)">https://digital-competence.eu/)</a> and AI tools such as ChatGPT / Quillbot / Twee / jenniAI etc.<p></p>Recommended (reading) marterials:<br>- <a href="https://education.ec.europa.eu/focus-topics/digital-education/action-plan">https://education.ec.europa.eu/focus-topics/digital-education/action-plan</a><br>- <a href="https://www.oecd.org/dac/sustainable-development-goals.htm">https://www.oecd.org/dac/sustainable-development-goals.htm</a><br>- Dringó-Horváth, I., Dombi, J., Hülber, L., Menyei, Zs., M. Pintér, T., &amp; Papp-Danka, A. (2021). Educational technology in higher education: Methodological considerations. Károli Gáspár University. Retrieved on 20 July 2023 from <a href="https://www.researchgate.net/publication/356718662_Educational_Technology_in_Higher_Education_-_Methodological_Considerations">https://www.researchgate.net/publication/356718662_Educational_Technology_in_Higher_Education_-_Methodological_Considerations</a><br>- Graham, C. B., Borup, J., &amp; Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Language Learning, 28(6), 530–546. <a href="https://doi.org/10.1111/j.1365-2729.2011.00472.x">https://doi.org/10.1111/j.1365-2729.2011.00472.x</a><br>- Hismanoglu, M. (2012). Heralding and ICT environment in initial EFL teacher training programmes through a curricular innovation. Journal of Language Teaching Research, 3(1), 1–10.<br>- Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Educational Technology &amp; Society, 8(2), 94–101.<br>- Lai, C., &amp; Li, G. (2011). Technology and Task-Based Language Teaching: A critical review. CALICO Journal, 28(2), 498–521.<br>- Mishra, P., &amp; Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. <a href="https://doi.org/10.1111/j.1467-9620.2006.00684.x">https://doi.org/10.1111/j.1467-9620.2006.00684.x</a><br>- Redecker, C. (2017). European framework for the digital competence of educators. Publication Office of the European Union. <a href="https://doi.org/10.2760/178382">https://doi.org/10.2760/178382</a></div>
      


Semester: 2024W
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126232&semester=2024W
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Based on the ideas that firstly anyone can tell a story and secondly stories have a life and power of their own, we will explore how we can use narrative texts in all kinds of formats (novels, poems, drama, graphic novels, films, videogames…) in the EFL classroom. The course will revolve around the following pivotal questions: How can I make use of and creatively exploit already existing stories, and this way create rewarding and fun English classes? Also, how can I make students do their own storytelling, i.e. narrate their own personal/biographical or fictitious tales?<p></p>More specifically, you will be able to give answers to the following questions:<br>• How can I make my students read full-blown narrative texts (= books) and help them become passionate and competent readers?<br>• How can I integrate what I love (prerequisite: you must love stories) in my teaching and create my own teaching materials?<br>• How can I define teaching aims, make use of existing materials and methods and create pedagogically convincing lesson plans?<br>• How can I implement narrative texts in tests &amp; revisions, Matura and grading?<br>• How can I use storytelling to not only develop students’ language skills but also contribute to their personal development into open-minded, critical and responsible people interested in the world, culture, history, and politics?<br>...<p></p>!Class will also be very practice oriented!<p></p>Methods: lecturer input, group interaction, readings + discussions, pair work, student presentations, trying things out ourselves, if possible: teaching practice in a school<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">1) Assignments: active participation in discussions and class/group activities (e.g. teaching sequences), reading or other assignments, moodle uploads, etc.: 20%<br>2) Portfolio: 80%<br>• academic essay (must have a thematic link to the lesson plans + be on a specific aspect of storytelling in EFL teaching, approx. 1000 words)<br>• 2 reading plans<br>• 2 lesson plans (one of which is the teaching project<br>-&gt; teaching project: planning + presenting (in class) + reflecting a teaching sequence with a self-designed/adapted story + moodle upload of all materials)<br>• final reflection/conclusion<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Participation is mandatory, you must make it to ALL 4 sessions (85% of the class must be attended)<br>You are expected to<br>1. read/upload/complete the set assignments<br>2. submit the portfolio (including the teaching project and the other tasks described above)<br>3. prepare, present and reflect the teaching project<p></p>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%<br></div>

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

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">We will be reading extracts from J. Spiro’s &amp; A. Paran's Becoming a Reading Teacher: Connecting Research and Practice (2023), J. Bland’s Compelling Stories for English Language Learners (2023), and others as well as articles such as “Using Drama in EFL Classroom” (2019) by L. Angelianawati. We will also discuss articles from the topic-specific platform CLELE Journal (= Children’s Literature in English Language Education).<p></p></div>
      


Semester: 2024W
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126231&semester=2024W
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 is not suited to students who have a language as their second subject!<p></p>By the end of this course, students will have a detailed overview of theoretical and practical issues surrounding Content-and-Language-Integrated-Learning (CLIL) as one form of English Medium Education. We will be looking at methodologies used in CLIL (and the challenges of integrating content and language-related foci) and will evaluate and create materials. Reference will be made to other EMI programmes at both secondary and tertiary levels of education.<br>More specifically, we will address the following areas:<br>- Language policy and official language management for CLIL<br>- Integration of language and content<br>- Analysis of EMI/CLIL classroom discourse, with specific focus on Disciplinary Language<br>- Evaluation and creation of CLIL materials / activities<br>- Assessment in CLIL<br>A mixture of teacher-input, group and pair work and individual tasks will be used<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text"><br>1) Online activities and in-class participation (15% of overall mark)<br>2) Development of CLIL materials and presentation of a CLIL activity (plus materials). This should be on content from your "second subject" (35%, in pairs if possible)<br>3) CLIL classroom discourse analysis (50%): Analyse a CLIL/EMI lesson transcript Choose one to two aspects of classroom discourse as focus of your analysis. You need to include a structured description of the lesson in the main text, a clear presentation of research question and data analysis. Access to data will be provided via open data sources and the tutor’s materials. Length: 3,000 words.<p></p></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">A maximum of 100 points can be achieved. All individual components have to be passed.<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">As the topics can be chosen freely by student within the parameters described above, choice or relevant literature will depend on this choice. Advice on literature search will be provided in class and in consultations..<p></p></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Coyle, D., Meyer, O. &amp; Staschen-Dielmann, S. 2023 A deeper learning companion for CLIL. Cambridge: Cambridge University Press<br>Dalton-Puffer, C., Hüttner, J., &amp; Llinares, A. (2022). CLIL in the 21st Century: Retrospective and prospective challenges and opportunities. Journal of Immersion and Content-Based Language Edcuation, 10(2), 182-206. <a href="https://doi.org/10.1075/jicb.21021.dal">https://doi.org/10.1075/jicb.21021.dal</a><br>Hüttner, J., &amp; Dalton-Puffer, C. (Eds.) (2024). Building disciplinary literacies in Content and Language Integrated Learning.  Routledge Series in Language and Content Integrated Teaching &amp; Plurilingual Education<br>Llinares, A., Morton, T., &amp; Whittaker, R. (2012). The roles of language in CLIL. Ernst Klett Sprachen..<p></p></div>
      


Semester: 2024W
Title: MEd 01A/B: VK Specific Issues in Language Learning and Teaching
Url: https://ufind.univie.ac.at/de/course.html?lv=126230&semester=2024W
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</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">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: 2024W
Title: Mediation and Genre Analysis for English Teachers (MAGNET) - UF MA EN 01
Url: https://ufind.univie.ac.at/de/course.html?lv=120105&semester=2024W
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 relevant in the educational domain 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, including awareness of cultural variation in genre production<br>- to acquire advanced strategies for mediating specialist texts, concepts, and communication<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 theoretical reading.</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: 2024W
Title: MA-Seminar (Literature/Cultural Studies - Abschlußmodul 6)
Url: https://ufind.univie.ac.at/de/course.html?lv=128461&semester=2024W
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 and tables of content, a selection from your choice of primary work(s), 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. We will also address issues of organizing the final phase, incl. how to register your thesis, upload your thesis, plagiarism check and the oral defense.<p></p>After the class, participants will have gained a clearer sense of the stage their thesis project is in, their academic writing strategies and how to further develop them, and will have tested new strategies and methods to further proceed with their project.<p></p>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 in the form of three writing tasks (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 assignments (30%)<p></p>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 in assignments on time<br>(e) attaining the pass rate of 60 points<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%<br>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.<p></p>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: 2024W
Title: MM3 Working with Narratives: Methodological and Theoretical Approaches
Url: https://ufind.univie.ac.at/de/course.html?lv=240513&semester=2024W
Branch: SPL 24 - Kultur- und Sozialanthropologie
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Narratives are central in the work of anthropologists. Anthropologists do not only encounter narratives but also elicit, study and (co-)create narratives, whether through ethnographic observation, by conducting interviews or through their analysis and writing of ethnographic accounts. The centrality of narratives in anthropological work asks for an engagement with approaches, theories and methods, as offered in this lecture series.  At the end of the semester, students will be acquainted with the main approaches, theories and methods surrounding the nexus of anthropology and narrative.<p></p>Methodological considerations will include discussions of interdisciplinary approaches (e.g. linguistic anthropology, oral history, ...) and of different methodological frameworks (e.g. discourse and conversation analysis, narrative or person-centred interviewing). Moreover, we will critically discuss different theoretical approaches to narrative in anthropology and neighbouring disciplines (i.e. phenomenological, evolutionary, history, psychoanalytic, and literary approaches). We will explore these approaches across different themes and genres such as oral traditions and verbal art, storytelling and imaginaries of place, storytelling and narrative in organizations, voice and the ethnography as text, and devote considerable attention to narratives of personal experience and their role in sense-making, identity construction, and self-understanding. The ethnographic contexts that we will encounter, include family, village, urban, or work settings as well institutions of care, and also concern situations of adversity that question previous senses of self or where it is difficult to find words for experience.<p></p>The lecture consists of an input lecture on the core topics (supported by ethnographic and descriptive examples) and the discussion of article length compulsory readings. It is strongly recommended that students read individual texts before the corresponding thematic lecture. The lecture will be assisted by the learning platform Moodle. </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Written exam in the form of essay questions at the end of the semester, no additional material permitted.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Assessment load will be the content of the lecture series plus compulsory literature. Reference to compulsory readings in the answers is mandatory.<br>For a positive evaluation 61 points or more of the 100 points need to be reached.<br>100 - 91 = Sehr Gut<br>90 - 81 = Gut<br>80 -71 = Befriedigend<br>70 - 61 = Genügend<br>60 - 0 = Nicht Genügend</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Examination topics arise from the course content in combination with compulsory readings and revolve around a consideration of themes such as narrative and identity, narrative and sense-making, narrative in the world of work, storytelling and imaginaries of place, voice and the ethnography as text, or oral traditions and verbal art. </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Götsch, Barbara. 2022. “Negotiating a project request: narrative and intersubjective understanding”, Narrative Culture. 9(1):46-71.<p></p>Götsch, Barbara &amp; Monika Palmberger. 2022. “The nexus of anthropology and narrative: ethnographic encounters with storytelling practices”, Narrative Culture. 9(1):1-22.<p></p>Linde, Charlotte. 1993. “The Creation of Coherence in Life Stories: An Overview”, in Linde, Charlotte. Life stories: the creation of coherence. New York, Oxford: Oxford University Press: 3-19.<p></p>Narayan, Kirin. 1989. “There’s always a reason”, in Narayan, Kirin. 1998. Storytellers, saints, and scoundrels. Folk narrative in Hindu religious teaching. Philadelphia: University of Pennsylvania Press: 16-36.<p></p>Ochs, Elinor. 2004. “Narrative Lessons”, in Duranti, Alessandro (ed.) A Companion to Linguistic Anthropology. Oxford: Blackwell Publishing: 269-289.<p></p>Zigon, Jarrett. 2012. “Narrative”, in Fassin, Didier. Ed. 2012. A Companion to Moral Anthropology. Hoboken, NJ: John Wiley &amp; Sons: 204-220.<p></p>Compulsory readings will be announced at the start of the semester and may slightly differ from these central texts for the lecture series.</div>
      


Semester: 2024W
Title: Reading for Water: From Hydrocolonialism to Mami Wata
Url: https://ufind.univie.ac.at/de/course.html?lv=143084&semester=2024W
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">For years, issues of land and the question of land ownership have been the main focus in movements of decolonisation. However, in recent years, in particular Black feminist scholars and writers have turned to the sea to reclaim “the ocean from a decolonising perspective” (Hofmeyr) in what has been called the “Oceanic turn”. Moreover, in times of climate emergencies, rising sea levels, ever more extreme draughts, and torrential floodings have become markers of our deranged relationship with the planet, calling for a rethinking of our understanding of being and being-with multi-spirited waters.<p></p>In this literary studies course, we will read for water in recent African poetry, short fiction, novels, and performance and explore the complex entanglements of (bodies of) water and colonialism, indigenous epistemologies, and alternative ways of being from an Afrocentric point of view. By drawing on topical (African) scholarship on water, such as Isabel Hofmeyr’s concept of hydrocolonialism, Sarah Nuttall’s notion of pluviality, or Astrida Neimanis’s more-than-human hydrocommons we will (re)consider our relationships with bodies of water, such as oceans, rivers, or rain in terms of coloniality, climate crisis, as well as hydrocosmologies.<br></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">tba</div>
      


Semester: 2024W
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=2024W
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Tourism is a global phenomenon. We go on holidays ourselves, or we live in places that other people visit, for example on their European tour with a stop in romantic Vienna. A negative image of the tourist stresses their craving for stereotyped experiences, easy entertainment and comfortable hotels that come up to the standards of their home country. Tourists go to Thailand, Nigeria or Australia but are happy to eat schnitzel there.<br>On the other hand, tourism can be seen as positive as tourists are interested in local customs and traditions, may meet local residents, learn languages and eat local food. However, both evaluations of the tourist and tourism show the binary opposition that lies at the heart of representations of tourism and travel: authenticity vs. inauthenticity, or original vs. copy. Essentialist hierarchies of self vs. other and known vs. foreign are always implied in these oppositions, no matter the evaluation.<p></p>The seminar will question these seemingly obvious oppositions and the hierarchy of the good and the bad tourist, or the tourist and the traveler in literary texts from the early 20th to the 21st century. Here, we will focus on the following questions:<p></p>1. What are the categories, differentiations and theories that have been proposed in cultural studies, semiotics or sociology in order to describe the tourist and tourism?<br>2. What is the function of tourist experiences for the tourist self, i.e. where do categories of otherness, exoticism and the foreigner come into descriptions of tourism and tourists?<br>3. How do literary texts from the early 20th to the 21st century represent and evaluate tourists and tourism?<br>4. What forms of tourism are covered in the literary texts (from the Grand Tour to the British female sex tourist in the Caribbean)?<br>5. What happens to our notions of home, nostalgia and identity when viewed in the light of tourist experience?<p></p>Therefore, we will use the literary texts and theoretical approaches in order to answer the question whether it makes sense to talk about ‘authentic’ or ‘inauthentic’ experiences in the first place.<p></p>We will use panel discussions, input presentations, creative work (including your portfolio tasks) and work in groups to reach our goals.<p></p>The course will be project-based: after an input phase, students will be expected to develop their own research questions and develop, present and discuss their creative projects and writing tasks in the course of the semester.<p></p>At the end of the class, students will have gained an awareness of the critical debate surrounding tourism 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 create and upload the tasks and creative work designed for the class.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">- Regular attendance and preparation of session material (students may miss no more than two sessions, i.e. 2x90 minutes)<br>- General, active participation in class, including individual contributions, work with a partner as well as work in groups<br>- A portfolio of three short tasks: Task 1 (500 words), Task 2 (1.000 words), Task 3 (Creative Assignment, e.g. travel blog, diary, photolog)<br>- A 5-minute expert input for one session per student (assigned at the beginning of class).<br>The 'expert'-task is supposed to provide the basis and impulses for the group work and seminar discussion of the respective week. You'll be expected to provide a one-page handout as an accompaniment to your expert task.<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) about submitted partial performances.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active participation: 15%<br>Expert presentation: 30%<br>Task 1 (500 words): 15%<br>Task 2 (1000 words): 15%<br>Task 3 (creative assignment): 25%<br>Students must attain at least 60% 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%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">- Input phases combined with group work and classroom discussion<br>- Student input from your expert session<br>- Students' written and creative tasks<p></p>There will be no additional written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary Texts:<br>Barnes, Julian. England England. London: Picador, 1998.<br>Forster, E.M. "The Road from Colonus." in: The Celestial Omnibus and Other Stories. London: Sidgwick and Jackson, 1911. (will be available on Moodle)<br>Gupta, Tanika. Sugar Mommies. London: Oberon Books, 2006.<br>Please buy the novel by Barnes and the play by Gupta. These texts will not be available on Moodle.<p></p>Theory (this list is still under constructions, changes may be made until October):<br>Crick, Malcolm. “Representations of International Tourism in the Social Sciences: Sun, Sex, Sights, Savings, and Servility.” Annual Review of Anthropology 18 (1989): 307-344.<br>Culler, Jonathan. “The Semiotics of Tourism.” American Journal of Semiotics 1 (1981): 127-140.<br>Frow, John. “Tourism and the Semiotics of Nostalgia.” The MIT Press 57 (1991): 123-151.<br>Galani-Moutafi, Vasiliki. “The Self and the Other: Traveler, Ethnographer, Tourist.” Annals of Tourism Research 27.1 (1999): 203-224.<br>Ryan, Chris. The Tourist Experience. London: continuum, 2002.<br>Urry, John. The Tourist Gaze. London: Sage, ²2002.<p></p>All theory texts will be available on Moodle.</div>
      


Semester: 2024W
Title: Literature Course - 1/2 (MA) American/North American &amp; Cultural Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123250&semester=2024W
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">With Donald Trump's presidency, the US-Mexican border has seen yet another surge in militarization and securitization. In this course, we are going to focus on contemporary issues (political, economic, demographic, social etc.), theoretizations, and cultural representations (literature, film, music, art etc.) of the Mexican-American borderlands. The border zone will be discussed as a pivotal site of struggle, contestation, and creativity from both Anglo and ChicanX/LatinX as well as transnational perspectives. Topics discussed will include its historical development, immigration problematics, narco-trafficking, and gendered labor (e.g. the maquiladora industry) and femicide, and how cultural production, from performance art to travel writing and poetry, enacts these topics. The course will be project-oriented in so far as you will develop your own case study for in-class presentation and the final in-class essay.<br>Goals: students know the history of the US-Mexican border, incl. contemporary issues around this area; they can interpret and critically discuss cultural texts that enact the border as a site of struggle and contestation, using apporpriate methodologies.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">* regular attendance<br>* research-based presentation incl. handout with bibliography and slides in small teams (25%)<br>* written response paper (ca 1,000 w) on select course material (25%)<br>* final in-class essay in the last session  (25%) open primary texts<br>* active class participation, incl. preparation of reading materials and questions for in-class discussion, feedback to student presentations (25%)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">In all of the above areas (class participation, presentation, writing assignments) you have to reach at least 60% to pass this class.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">All the material discussed in class, esp. all the primary reading material and essays provided on Moodle</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Please read for the first session:<br>1) Gloria Anzaldúa, from Borderlands/La Frontera (Moodle)<br>2) Wendy Brown, from Walled States, Waning Sovereignty,<br>further texts tbd depending on student projects<br></div>
      


Semester: 2024W
Title: Toolkit for Research and Writing (MA Literature)
Url: https://ufind.univie.ac.at/de/course.html?lv=128302&semester=2024W
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 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, organizing 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>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">Take part in and pass each of the 3 course requirements (active participation + in-class assignments, portfolio, expert or project presentation) and score at least 60 points in order to pass this course.<p></p>The course requirements will be discussed in detail during the first session.<br>The use of AI is not allowed, unless agreed upon with the lecturer for specific tasks.<p></p>Please make sure to 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">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>• Active participation in class discussions: 20 points<br>– Writing assignments in class<br>– Preparation of assigned texts &amp; active participation in discussions<br>•	Portfolio Tasks: 50 points<br>• Expert Presentation or individual project presentation: 30 points<p></p></div>

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

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary materials that we will work with will be provided on the Moodle platform or in individual sessions.<p></p><b>Recommended Readings:</b><br>– Booth, Wayne C., et al. The Craft of Research. 5th ed. University of Chicago Press, 2024.<br>– Fabb, Nigel, and Alan Durant. How to Write Essays and Dissertations: A Guide for English Literature Students. 2. ed. New York: Routledge, 2005. Online Edition.<br>– Katz, Louise. Critical Thinking and Persuasive Writing for Postgraduates. Macmillan Study Skills. Palgrave Macmillan, 2018.<br>– Wisker, Gina. The Postgraduate Research Handbook. 2nd ed. Houndmills: Palgrave Macmillan, 2008<br></div>
      


Semester: 2024W
Title: Creative Writing
Url: https://ufind.univie.ac.at/de/course.html?lv=121251&semester=2024W
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 creative writing course is designed to for all MA Literature and Cultural Studies students (including those who are curious about creative writing and interested in developing their creative voice but have no prior experience). The purpose of the course is for students to achieve a higher degree of nuance, fluency, and aesthetic expertise in their ability to both analyze and produce narrative texts. The language competence themes of the course are:<br>- literary techniques and storytelling design<br>- rhetorical devices and aesthetic/emotional engagement of the<br>audience<br>- language play<br>- some limited examination of visual and spoken rhetoric when relevant<p></p>Aims:<br>- to develop writing skills needed to produce a range of aesthetic, engaging, coherent, and cohesive texts embedded in a social, cultural environment.<br>- to increase competence in identifying and using significant lexical, grammatical, stylistic, narrative, and visual/spoken features of a text.<br>- to develop confidence in employing imagination, creativity, and self-expression.<br>- to reflect critically on self-produced work and the work of others.<br>- to develop skills in text mediation.<p></p>Objectives: After completing the course, students can<br>- give a critical appraisal of works of different narrative genres appreciating subtle distinctions of style.<br>- recognize and use the finer subtleties of nuanced language, rhetorical effect, and stylistic language (e.g. metaphors, repetition, irony, alliteration, intertextual reference, dialogue, setting details, point of view, character development).<br>- critically evaluate the way in which structure, language, and rhetorical devices are exploited in a work for a particular purpose.<br>- give a critical appreciation of deliberate breaches of linguistic conventions in a piece of writing.<br>- describe in detail their own emotional response to a work outlining their reactions to certain features and explaining the significance.<br>- produce clear, detailed, well-structured, and developed imaginative texts in an assured, personal, natural style appropriate to the reader in mind.<br>- exploit storytelling and rhetorical devices appropriately to enhance the impact of a text.<p></p>Methods:<br>Communicative language practice; project-based learning; genre analysis; production and mediation of aesthetic, narrative genres drawing upon a process and workshop approach to writing.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Class participation, two individual written assignments, a team project, and weekly reading and creative writing tasks.<p></p>Assignment 1 (individual): a personal review of a literary work<br>Assignment 2 (individual): a piece of flash fiction<br>Assignment 3: team project<br>Curated Portfolio of weekly reading and creative writing tasks (Imagination Journal)<p></p>Students who do not have prior experience with creative writing are supported throughout the class in completing the assignments and overcoming blocks or perceived limitations in creative writing.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Part 1: Individual work:<br>- Assignment 1: 20%<br>- Assignment 2: 20%<br>- Weekly reading and creative writing homework: 15%<p></p>Part 2: Team project:<br>- Proposal: 10%<br>- Analysis and mediation project: 25%<br>- Project presentation: 10%<p></p>Both parts must be completed and positive. The passing 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">There is no reader for this course.</div>
      


Semester: 2024W
Title: Literary and Cultural Theories and Concepts (MA)
Url: https://ufind.univie.ac.at/de/course.html?lv=128303&semester=2024W
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">All theory texts and slides will be made available on Moodle. Each lecture (60 min) is immediately followed by a Q&amp;A session with the respective lecturer/s, the exam organizer and the tutor (30 min). Both the lecture and the Q&amp;A are compulsory. During the Q&amp;A, you will have the opportunity to direct your questions to the lecturer/s as well as raise more general issues relevant to the lecture series.<p></p>In order to put this lecture series together for you, some of the colleagues who teach literary and cultural studies at our department have decided to pool their resources. Together, we will give you context, we will attempt to do justice to literary and cultural theory's complexities and help you disentangle what's confusing or challenging about approaches. We are committed to helping you distinguish theories from concepts and methods and we will do our best to show you how theory and cultural objects of analysis (literary or other), can be brought into a productive dialogue with each other and how to avoid smothering the object of analysis with theory. Using theory in combination with cultural objects of analysis is meant to create something new: an idea that is the beginning of your own interpretation, since this is where scholarship starts, and being able to do it is what you will have to demonstrate in your MA theses.The following approaches, including some of their theories and concepts will be discussed: Narratology, Marxism, psychoanalysis, the Bakhtinian approach to culture &amp; literature, new historicism, cultural materialism &amp; cultural studies, Life writing &amp; cultural memory, poststructuralism, deconstruction, gender studies, queer theory, disability studies, intersectionality and the environmental humanities and eco-justice criticism. The following colleagues from the department will share their expertise with you: Eva Zettelmann, Sylvia Mieszkowski, Dieter Fuchs, Elke Mettinger-Schartmann, Monika Pietrzak-Franger, Julia Lajta-Novak, Katharina Wiedlack, Tamara Radak, Sarah Heinz, Marta Werbanowska, and Kevin Potter. The latter will also be organizing and marking the final exam.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">There will be an on-site written exam (90 min).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students will gain a deeper insight into a whole range of approaches, theories, concepts and methods, which should enable them to make productive choices when it comes to designing the theory-angle of their MA theses.<p></p>Participants will be expected to demonstrate critical thinking and a sufficient degree of familarity with the terminology by passing the final written exam.<p></p>The benchmark for passing the written exam is <b>60%</b>.<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">Your notes of the content covered in the course of the semester plus the preparatory material posted on Moodle plus the ppt slides will form the basis of your studying for the exam. The first sitting of the written exam has been scheduled for 06 Feb. This will be the first of four opportunities you'll have to pass this course. All further dates will be published in due course on the department website. </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Texts and excerpts by: Assmann, Bakhtin, Brannigan, Butler, Clifton, Davis, Deleuze and Guattari, Derrida, Francisco, Frye, Giovanni, Gramsci, Hubbell and Ryan, James and Wu, Kristeva, Lacan, Marx and Engels, Nash, Patterson, Reed, Sacido-Romero, Smith, Tallie and Watson. More to be tba soon.<br>Together with the powerpoints slides provided by the lecturers, they provide the material basis for exam preparation.</div>
      


Semester: 2024W
Title: SE Thesis Seminar (MA M06)
Url: https://ufind.univie.ac.at/de/course.html?lv=128162&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This is an interactive seminar-type course for students embarking on, or already working on, their linguistic MA thesis. The seminar will give participants the opportunity to discuss not only the progress of their own work but also issues arising from it of a more general theoretical or practical interest.<p></p>The aim of the course is twofold: first, to get to know and discuss the projects of fellow students and second, to consolidate the research skills necessary for an extended research report. The seminar also provides an opportunity for networking and mutual support among students at this (potentially more 'lonely') stage of their studies.<p></p>Course components include introductory sessions, project presentations/presentations of work in progress, all-class discussions of projects/work in progress, reading and feedback assignments, final reflective essay &amp; discussion.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Participants will collaborate in the close and critical examination of ideas about language and language study. Giving and receiving feedback and support for thesis work is the main focus of this course.</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 project presentation (on time) and participating in the mock Defensio<br>(d) handing in the written assignment (on time)<br>(e) attaining the pass rate of 60 points</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">see above</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">A list of readings and other materials will be provided during the course.</div>
      


Semester: 2024W
Title: FS Research Seminar I / II
Url: https://ufind.univie.ac.at/de/course.html?lv=128141&semester=2024W
Branch: SPL 12 - Anglistik
Type: Forschungsseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Research seminar: Language Contact<p></p>If you are reading this description, you yourself most likely have the command of at least two, and perhaps more, languages. But what does scholarship currently know about multilingualism and language contact? Much has been learned in the recent decades about the interactions between different languages spoken by the same person, and much is still open for scientific investigation. In this seminar, we will first study the most important results established in this field, and then will turn to examining the cutting-edge literature. This should both help you learn about this exciting and relevant area of linguistic research and prepare you for learning more about it in your future life, as the coming decades will only increase our knowledge further. </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Course evaluation is based on:<br>I. class participation (20 points)<br>II. group presentation of a recent research article in class (20 points)<br>III. reading and discussing in class the articles presented by other students (20 points)<br>IV. individual final paper: design for a new study (40 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) reading on time and being ready to discuss in class all reading assignments<br>(c) submitting the final paper (a study design) on time<br>(d) attaining at least 50% on each of the parts (see above)<br>Final grades &amp; points achieved:<br>0–59.9 = 5; 60–69.9 = 4; 70–79.9 = 3; 80–89.9 = 2; 90–100 = 1</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">In the first part of the class, we will quickly study several overview books on the subject, discussing them in class.<br>In the second part, you will form small groups and find a recent research article based on your interests within this field (newly developed during the first part of the class), and then present and discuss that article in class, focusing both on its strong and its weak points. You will also read the articles selected by the others and participate actively in the class discussion about them.<br>As the result of these activities, you will be prepared to formulate a study design for a hypothetical empirical study -- the last assignment of the class. </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Adamou, Evangelia, Barbara E. Bullock, and Almeida Jacqueline Toribio, (2023) "Understanding language contact", Routledge.<p></p>Matras, Yaron (2020) "Language contact", 2nd edition, Cambridge University Press.<p></p>Thomason, Sarah Grey, and Terrence Kaufman (1988) "Language contact, creolization and genetic linguistics", University of California Press.<p></p>+ the articles selected for study by the students in the class (see the additional info under Examination topics)</div>
      


Semester: 2024W
Title: MA+MEd Advanced Course in Linguistics - Focus: FCL
Url: https://ufind.univie.ac.at/de/course.html?lv=122252&semester=2024W
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Course contents<p></p>One of the most challenging aspects of language description and linguistic analysis is the fact that while languages are on the one hand regarded as relatively stable systems, which speakers can acquire and use to communicate, they are on the other hand in constant flux, with changes taking place almost as we speak. This course concentrates on a number of constructions that look like regular noun phrases and clauses, but which have developed idiosyncratic properties, and no longer adhere to the normal rules of English (e.g. a sort of holiday, that idiot of a teacher, one of the students, a number of students, the thing is that …). As constructions that defy straightforward analysis, these kinds of constructions tend to be at the forefront of linguistic research, with different treatments being proposed by linguists from different theoretical backgrounds.<p></p>In this course we will:<br>- Briefly discuss the regular noun phrases and clauses in English (internal structure, use)<br>- Read influential articles on eight non-regular, non-compositional English constructions (Sort/kind/type constructions, Evaluative Binominal Noun Phrases, Partitives, Pseudo-partitives, Head-qualifier constructions, The-thing-is constructions, Comment clauses, and Insubordinate constructions)<br>- Discuss these constructions in class, concentrating on their idiosyncratic features<br>- Look at the kind of changes that take place and account for them in terms of the processes of grammaticalization and lexicalization.<p></p>Course aim<p></p>In the course of this semester students will learn to recognize non-regular, non-compositional constructions in English, to identify their specific idiosyncratic features, to discuss these in terms of broader notions applied in language changes, and to conduct a small-scale study contributing to the debate on these constructions.<p></p>More specifically, students will learn how to:<br>- Select an appropriate topic for a research project<br>- Choose an appropriate methodology<br>- Collect and analyse relevant data<br>- Write a final report presenting their analyses and findings, embedded within the most important literature on the topic.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Students are assessed on the basis of a project proposal, a presentation and a final research report.<br>The project proposal, presentation and seminar paper are based on a small-scale research project that students will work on individually or in groups.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Course requirements:<br>- a research proposal (individual or group): 15%<br>- a presentation (individual or group work; graded individually): 25%<br>- a seminar paper (individual or group work; single author: 5,000-6,000 words; two authors: 6,000-7,000 words; three-four authors: 7,000-8,000 words): 60%<p></p>Regular attendance and active participation are required (student are allowed to miss two classes over the whole semester).<p></p>Grading scale:<br>0–59.9% = 5; 60–69.9% = 4; 70–79.9% = 3; 80–89.9% = 2; 90–100% = 1<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Students should be familiar with the required reading, with the general concept of (non-)compositionality, and with the most important notion in the area of language change; should be able to find further literature on a topic relevant to the course; and should be able to apply the theoretical concepts in an (individual or group) research project (qualitative and/or quantitative).</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Aarts, Bas. 1998. English Binominal Noun Phrases. Transactions of the Philological Society 96(1): 117-158.<br>Aijmer, Karen. 2002. English Discourse Particles: Evidence from a Corpus.  Amsterdam: John Benjamins, pp. 175-209.Brinton, Laurel J. &amp; Elizabeth Closs Traugott. 2005. Lexicalization and language change. Cambridge: Cambridge University Press. Chapter 1.<br>De Smedt, Liesbeth, Lieselotte Brems and Kristin Davidse. 2007. NP-internal functions and extended uses of the 'type' nouns kind, sort, and type: Towards a comprehensive, corpus-based description. In Roberta Facchinetti (ed.), Corpus linguistics 25 years on. Amsterdam: Rodopi. 225-255.<br>Delahunty, Gerald P. 2012. An analysis of The thing is that S sentences. Pragmatics 21(1): 41-78.<br>Kaltenböck, Gunther. 2006. Some comments on comment clauses: a semantic classification. In Povolná, Renata and Olga Dontcheva-Navratilova (eds.). Discourse and interaction 2. Brno: Masarykova Univserszita, 71-87.<br>Kaltenböck, Gunther. 2009. English comment clauses: position, prosody, and scope. AAA – Arbeiten aus Anglistik und Amerikanistik 34(1): 51-77.<br>Kaltenböck, Gunther. 2019. Delimiting the class: A typology of English insubordination. In Karin Beijering, Gunther Kaltenböck &amp; María Sol Sansiñena (eds.), Insubordination: theoretical and empirical issues. Berlin: De Gruyter. 167-198.<br>English partitives in Functional Discourse Grammar: types and constraints. Glossa: a journal of general linguistics 2(1), 16. Sections 1-4 (pp 1-27).<br>Keizer, Evelien (2007). The English Noun Phrase: the Nature of Linguistic Categorization. Cambridge: Cambridge University Press. Chapter 6.<br>Keizer, Evelien &amp; Elnora Ten Wolde (2024). English head-classifier constructions. In Elise Mignot et al. (eds), Nouns and the Morphosyntax / Semantics Interface. London: Palgrave Macmillan. 181-208.<br>McEnery, Tony, Richard Xiao and Yukio Tono. 2006. Corpus-based language studies. An advanced resource book. London: Routledge.<br>Lindquist, Hans &amp; Magnus Levin. 2018. Corpus Linguistics and the Description of English. (2nd edition) Edinburgh: Edinburgh University Press. Chapters 1 &amp; 2.<br>John Payne &amp; Rodney Huddleston. 2002. Nouns and Noun Phrases. In Rodney Huddleston and Geoffrey Pullum (eds.), The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press, 323-523. Sections 1-6, 8, 15 and 18.<br></div>
      


Semester: 2024W
Title: MA+MEd Advanced Course in Linguistics - Focus: Historical
Url: https://ufind.univie.ac.at/de/course.html?lv=122250&semester=2024W
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this course we will discuss and try out different experimental approaches to studying language change. Research into language change can take many forms, including corpora-based studies, computational simulations, or experiments in the lab. The latter are usually meant to test what properties languages have (or are likely to gain or lose) because they have to be learned, cognitively processed, and shared with and passed on to other speakers. Typically, such experiments ask what is easy or difficult to acquire, what can be transmitted and communicated well to others, or what participants do intuitively when faced with a choice. They tend to go hand in hand with computer simulations, where more complicated setups can be implemented than in the lab. The outcomes (e.g., what participants learned, what changes they introduced, what got lost along the way, ...) are set in relation to diachronic and typological trends, and help us to understand why language is the way it is, or why it changes the way it does.<p></p>In the first part of the course, we will debate different experimental paradigms and related computational approaches that have been used to better our understanding of language change (artificial language learning, iterated learning, agent-based models, silent gesture, …). Many of them come in a wide variety of facets, such as in different modalities (written, drawn, gestured, spoken, …) or population structures (pairs, larger groups, groups with exchange of participants, child vs. adult learners, …). Our focus will be on how each of them informs discussions on language change, their respective strengths and weaknesses, and the finer points of designing such experiments or simulations. Students will each be a leading discussant in one debate.<p></p>In the second part, students will work in small groups to design their own experiments. This will involve (a) developing testable hypotheses; (b) choosing a paradigm and devising an experimental set-up that are appropriate for testing these hypotheses; as well as (c) trying out the experiment in a pilot and analysing preliminary results.<p></p>Overall, our course has two main goals: to become familiar with experimental methods in (historical) linguistics and to gain a better understanding of why languages change the way they do.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">This course involves a mixture of individual assignments and group work.<p></p>Course evaluation is based on:<br>20% 	Active classroom participation (individual assessment)<br>10 %	Participation as discussant in debate of experimental paradigm (individual assessment)<br>10%	Proposal including testable hypotheses &amp; experimental set-up (group assignment)<br>20% 	Oral presentation of experiment (group assignment)<br>40% 	Pilot of experiment and interpretation of preliminary results in form of a short paper (group assessment)<p></p>While students are allowed and encouraged to use extant research literature, no additional aids are allowed.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">‒	Regular class attendance (max. 2 absences)<br>‒	Engaging actively in the course (esp. the debates of experimental approaches)<br>‒	Handing in all assignments (proposal, short paper) on time<br>‒	Holding a presentation on your experiment<br>‒	Obtaining a minimum of 60% (on average)<p></p>Any form of plagiarism (e.g., copying from other students or insufficient indication of sources) and cheating is prohibited. Please note that the short paper will be automatically checked for similarities using 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%<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Please see the detailed information given above.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">All readings will be provided on Moodle. Papers marked with two stars (**) are obligatory and should (ideally) be read before the course starts.<p></p>Caldwell, C. A., &amp; Smith, K. (2012). Cultural evolution and perpetuation of arbitrary communicative conventions in experimental microsocieties. PloS One, 7(8), e43807. <a href="https://doi.org/10.1371/journal.pone.0043807">https://doi.org/10.1371/journal.pone.0043807</a><br>Christiansen, M. H., &amp; Chater, N. (2008). Language as shaped by the brain. The Behavioral and Brain Sciences, 31(5), 489-508.<br>Culbertson, J., Smolensky, P., &amp; Legendre, G. (2012). Learning biases predict a word order universal. Cognition, 122(3), 306-329.<br>Garrod, S., Fay, N., Lee, J., Oberlander, J., &amp; MacLeod, T. (2007). Foundations of representation: where might graphical symbol systems come from? Cognitive science, 31(6), 961-987.<br>Goldin-Meadow, S., So, W. C., Ozyürek, A., &amp; Mylander, C. (2008). The natural order of events: How speakers of different languages represent events nonverbally. Proceedings of the National Academy of Sciences of the United States of America, 105(27), 9163–9168. <a href="https://doi.org/10.1073/pnas.0710060105">https://doi.org/10.1073/pnas.0710060105</a><br>Hudson Kam, C. L., &amp; Newport, E. L. (2005). Regularizing unpredictable variation: The roles of adult and child learners in language formation and change. Language learning and development, 1(2), 151-195.<br>Kempe, V., Gauvrit, N., &amp; Forsyth, D. (2015). Structure emerges faster during cultural transmission in children than in adults. Cognition, 136, 247–254. <a href="https://doi.org/10.1016/j.cognition.2014.11.038">https://doi.org/10.1016/j.cognition.2014.11.038</a><br>Kirby, J., &amp; Sonderegger, M. (2013). A model of population dynamics applied to phonetic change. Proceedings of the Annual Meeting of the Cognitive Science Society, 35(35), 776–781.<br>** Kirby, S., Cornish, H., &amp; Smith, K. (2008). Cumulative cultural evolution in the laboratory: An experimental approach to the origins of structure in human language. Proceedings of the National Academy of Sciences, 105(31), 10681–10686.<br>Kirby, S., Griffiths, T., &amp; Smith, K. (2014). Iterated learning and the evolution of language. Current Opinion in Neurobiology, 28, 108–114. <a href="https://doi.org/10.1016/j.conb.2014.07.014">https://doi.org/10.1016/j.conb.2014.07.014</a><br>Kirton, F., Kirby, S., Smith, K., Culbertson, J., &amp; Schouwstra, M. (2021). Constituent order in silent gesture reflects the perspective of the producer. Journal of Language Evolution, 6(1), 54-76.<br>** Tamariz, M. (2017). Experimental studies on the cultural evolution of language. Annual Review of Linguistics, 3(1), 389–407. <a href="https://doi.org/10.1146/annurev-linguistics-011516-033807">https://doi.org/10.1146/annurev-linguistics-011516-033807</a><br>Verhoef, T., Kirby, S., &amp; Boer, B. de (2014). Emergence of combinatorial structure and economy through iterated learning with continuous acoustic signals. Journal of Phonetics, 43(1), 57–68. <a href="https://doi.org/10.1016/j.wocn.2014.02.005">https://doi.org/10.1016/j.wocn.2014.02.005</a><br>** Wedel, A. (2015). Simulation as an investigative tool in Historical Phonology. In P. Honeybone &amp; J. Salmons (Eds.), The Oxford handbook of historical phonology. (pp. 150–167). Oxford University Press.<br>Weinstein Perelman, F. (2019). Modality effects in the cultural evolution of language: An experimental iterated learning approach. Onomázein Revista De Lingüística Filología Y Traducción(45), 103–125. <a href="https://doi.org/10.7764/onomazein.45.05">https://doi.org/10.7764/onomazein.45.05</a><br></div>
      


Semester: 2024W
Title: MA Seminar - Focus: Functional and Cognitive Linguistics / Linguistics Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120226&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Course contents<p></p>Cognitive Linguistics was originally developed during the 1970s and 80s by a group of linguists who were dissatisfied with the then prevailing generative enterprise and now forms one of the main paradigms in linguistics, with adherents from all of the world and from many different of backgrounds (functional and descriptive linguistics, psycholinguistics, pragmatics, discourse studies, etc.). It offers an innovative approach to the study of language and mind, seeking to formulate the cognitive principles that motivate the structure of language. Although over the years a number of different cognitively-based approaches and models have been developed, they all shared the following basic assumptions.<p></p>In this course we will:<br>- Discuss of a number of influential papers to trace the origin and development of the cognitive approach to language description and to become familiar with its underlying principles and the most important basic concepts and terminology.<br>- Discuss a number of topics of special interest for cognitive linguistics, such as conceptual structure and organization, the relationship between language and thought, the experiential and pragmatic background of language-in-use, the issue of embodiment, figurative language (metaphor and metonymy), prototypicality and systematic polysemy.<br>- Apply the theory of Cognitive Grammar (as developed by Ronald Langacker) to some core areas of the English language.<br>- Discuss a number of other major approaches in Cognitive Grammar.<p></p>Course aim<p></p>The aim of this course is to acquaint students with the basic principles of Cognitive Linguistics, as well as with some of the most important cognitive models and approaches, so that they:<br>- have a broad overview of the paradigm of Cognitive Linguistics and some of the major cognitive approaches<br>- can apply one of these models to (certain areas of) the English language<p></p>More specifically, students will learn how to:<br>- Select an appropriate topic for the research project<br>- Choose an appropriate methodology<br>- Collect and analyse data<br>- Write a final paper presenting their analyses and findings, embedded within the relevant literature<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Mid-term assignment (take home), research proposal, presentation, seminar paper</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Course requirements:<p></p>- a midterm assignment (take home): 20%<br>- a research proposal: 10%<br>- a presentation: 20%<br>- a seminar paper (6,500-7,000 words): 50%<p></p>Regular attendance and active participation are required (student are allowed to miss two classes over the whole semester).<p></p>Grading scale:<br>0–59.9% = 5; 60–69.9% = 4; 70–79.9% = 3; 80–89.9% = 2; 90–100% = 1<p></p></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Students should be familiar with the required reading and the main concepts developed within the cognitive paradigm (explicitly tested in a take-home exam), should be able to find further literature on a topic relevant to the course, and should be able to apply the theoretical concepts in an individual (qualitative and/or quantitative) research project.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Günther Radden &amp; Rene Dirven, 2007. Cognitive English Grammar. Amsterdam: John Benjamins<br>John R. Taylor and Littlemore, Jeanette (eds). 2014. The Bloomsbury Companion to Cognitive Linguistics. London: Bloomsbury.<br></div>
      


Semester: 2024W
Title: MA Seminar - Focus: Historical Linguistics / Linguistics Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=120225&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this seminar, we combine evidence from the Oxford English dictionary (OED) and from diachronic corpora (mostly those available at english-corpora.org) in order to describe and understand the evolution of word meaning.<br>Our first task will be to get a grip on the semantic meanings that words have conventionally encoded during their histories and to learn to distinguish them from the pragmatic meanings they could help to convey in specific utterance contexts. For that purpose, we shall hold OED definitions against examples of use attested in corpora. In a next step, we shall try to trace changes in the frequencies with which words were used to convey different meanings they were conventionally associated with. For that purpose, we shall try to identify syntactic or collocational clues by which the different meanings a word can express can be distinguished. Next, we shall try to identify the mechanisms involved in bringing the changes we have identified about (such as metaphorically or metonymically motivated re-analyses). Finally, we shall try to develop plausible hypotheses about the reasons for which word meanings may emerge, narrow, widen, change, or get lost.<br>During the first part of the seminar, we (a) learn to interpret entries in the OED and to derive systematic descriptions of conventionalized semantic meanings from them. We also (b) practice corpus work and learn how to make the most of online corpora, their interfaces, and the types of queries they allow. Finally, (c) we learn how to export corpus results into calculation programmes such as Excel, and how to use them for analysing and visualising our results. For each of these three tasks, students are given assignments that will be assessed.<br>For their seminar projects, participants select (sets of) words in accordance with their own preferences and interests and the recommendations of the instructor. They will develop systematic accounts of their semantic development. These accounts will contain quantitative analyses, interpretations of exemplary attestations, as well as discussions of the mechanisms that may have been involved in bringing observed changes about. They may also include informed speculations about possible deeper reasons underlying these changes.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Participants will (a) contribute actively to class work, they will (b) carry out assignments, and they will (c) design and carry our research projects on the semantic history the word(s) they have chosen. This means they will report their work in oral presentations and submit final seminar papers. (d) Following the principles of open science, data samples retrieved from corpora, as well as any classifications, will be shared via our Moodle platform.<p></p>Participants will not only be allowed, but encouraged and required, to use the online OED, various available corpora, as well as extant research literature.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students will be assessed on the basis of:<p></p>• assignments (10%)<br>• active participation (10%)<br>• a presentation: 20%<br>• extracted (and classified) data shared online: 10%<br>• a seminar paper (6,500-7,000 words): 50%<p></p>Grading scale: 0–59.9% = 5; 60–69.9% = 4; 70–79.9% = 3; 80–89.9% = 2; 90–100% = 1<p></p>Regular attendance and active participation are required (student are allowed to miss maximally two classes over the whole semester).<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Participants will demonstrate that they have familiarized themselves with the OED, that they know how to access and use relevant diachronic corpora, and that they have acquired principles of semantic analysis and the description of semantic change on the basis of extant literature.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">** Fitzmaurice, Susan M. 2016. Semantic and pragmatic change. In Merja Kytö &amp; Päivi Pahta (eds.), The Cambridge handbook of English historical linguistics (Cambridge handbooks in language and linguistics), 256–270. Cambridge: Cambridge University Press. (DOI: 10.1017/CBO9781139600231.016)<br>Fortson, Benjamin W. 2008. An Approach to Semantic Change. In Brain D. Joseph, Richard D. Janda &amp; Brian D. Joseph (eds.), The handbook of historical linguistics (Blackwell handbooks in linguistics), 648–666. Malden, MA: Blackwell Pub. (DOI: 10.1002/9781405166201.ch21)<br>Nerlich, Brigitte. 2006. Metonymy. In Encyclopedia of Language &amp; Linguistics, 109–113. Elsevier. (DOI: 10.1016/B0-08-044854-2/01008-7)<br>** Oxford English Dictionary. Using the OED. (<a href="https://www.oed.com/information/using-the-oed/.">https://www.oed.com/information/using-the-oed/.</a> accessed: January 2024)<br>** Traugott, Elizabeth C. 2013-. Semantic Change. In Mark Aronoff (ed.), Oxford research encyclopedia of linguistics (Oxford research encyclopedias). New York, NY: Oxford University Press. (DOI:10.1093/acrefore/9780199384655.013.323).<br>Traugott, Elizabeth C. 2006. Semantic Change: Bleaching, Strengthening, Narrowing, Extension. In Encyclopedia of Language &amp; Linguistics, 124–131. Elsevier. (DOI: 10.1016/B0-08-044854-2/01105-6)<br>-----------------------------------<br>**: Highly recommended (and ideally read even before the seminar)<br>More TBA<br></div>
      


Semester: 2024W
Title: Literatures in English
Url: https://ufind.univie.ac.at/de/course.html?lv=123210&semester=2024W
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this lecture class students will be given an insight into literature for young readers from the 19th to the 21st century. Starting with earlier examples of children’s literature via classics like Alice in Wonderland, Peter Pan or Little Women, we will cover some ground (via writers such as Roald Dahl and Enid Blyton) until we arrive at more recent examples of children's and young adult literature by writers such as Malorie Blackman or Alice Oseman, which also lend themselves as material for the EFL classroom. To come to a broader understanding of children’s literature and its contexts, we will apply critical theory and contextual analysis to these texts and will be looking at multimodal formats such as picturebooks and graphic novels.<br>This class will be available on u:stream (live stream and recording).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">There will be a final written exam, based on the lectures and the required reading, consisting of a multiple choice part and short essay questions to choose from.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The benchmark for passing the written exam is at 60%. Each of the two parts of the exams needs to be &gt; 55%.<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%</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">the contents of the lecture, the required primary and secondary reading, and a basic knowledge of literary studies and literary analysis as can be expected at master’s level.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Among other texts, we will be reading, some in extracts:<br>Lewis Carroll, Alice in Wonderland and Through the Looking-Glass<br>Louisa Mae Alcott, Little Women and Good Wives<br>J.M. Barrie, Peter Pan<br>Malorie Blackman, Noughts and Crosses<br>Alice Osman, Heartstopper<br>A.A.Milne, Winnie the Pooh<br>Roald Dahl, Charlie and the Chocolate Factory<br>Michael Bond, A Bear Called Paddington<br>Beatrix Potter, The Tale of Peter Rabbit<br>A complete reading list and the theoretical sources (chapters and articles from scholars like Maria Nikolajeva or Vanessa Joosen) will be available on moodle at the beginning of term.<br></div>
      


Semester: 2024W
Title: English in a Professional Context - Advanced
Url: https://ufind.univie.ac.at/de/course.html?lv=121250&semester=2024W
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 highly specialised texts from a specific professional domain. The focus is on independent genre analysis and adapting texts to make them suit different target audiences and purposes. The texts will be taken from the world of Legal English.<p></p>Aims:<br>- to develop the skills necessary to adapt to and acquire a wide range of new genres<br>- to understand 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<br>- to acquire advanced strategies for mediating specialist texts, concepts, and communication<br>- ultimately, to communicate highly effectively in professional settings<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 two written homework assignments, a group project (incl. a proposal, an analytical essay, a text transformation, and a project presentation), class participation, independent student work, and a final test.<p></p>The final test takes place on site. The use of hard-copy 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>The grade is made up as follows:<br>- Two written assignments and class participation: 30%<br>- Project presentation: 20% (Attendance at the presentation session is obligatory.)<br>- Written project report: 20%<br>- Final Test (on site): 30%<p></p>All parts must be completed and three out of the four parts must be positive (including the final test). 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">Recommended Literature:<br>Wydick, Richard C; Sloan, Amy E. 2019.<i> Plain English for Lawyers</i> (6th edition). Durham, North Carolina: Carolina Academic Press.<p></p>A course reader will be available on Moodle.</div>
      


Semester: 2024W
Title: English for Academic Purposes
Url: https://ufind.univie.ac.at/de/course.html?lv=121220&semester=2024W
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content:<br>As part of the MA programme students are required to plan and undertake research leading towards an MA thesis. This course is designed to support students in this process, building on knowledge they have gained from previous language classes and their experience of writing academic papers. The course addresses the following three core issues:<br>- Students' identity as writers and readers of academic texts<br>- Academic genre conventions<br>- Textual competence<p></p>Important note: students are advised to take this course as their second language class of the MA (i.e. after English in a Professional Context - Advanced) to ensure they already have a clearer idea about their MA project. Ideally this course is taken in parallel to the Seminar.<p></p>Aims:<br>- to develop students' use of English in an academic environment<br>- to promote students' capacity to present research findings in an appropriate form<br>- to enable students to reflect critically on their own work and that of others<p></p>Methods:<br>Interactive classwork, independent study</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Class participation and completing assignments (abstract, book review, text analysis, research proposal, literature review). There is no exam or test.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Students are assessed by continuous assessment only. The assignments are weighted as follows:<br>- Abstract 15%<br>- Book review 15%<br>- Text analysis of academic text (group presentation) 15%<br>- Research proposal 20%<br>- Literature review 30%<br>- Participation 5%<br>Students who fail to hand in the literature review will fail the course.<p></p>Grading scale for individual assignments:<p></p>1 (sehr gut) 14-15 points;<br>2 (gut) 11-13 points;<br>3 (befriedigend) 8-10 points;<br>4 (genügend) 5-7 points;<br>5 (nicht genügend) 0-4 points<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">Core texts will be provided at the beginning of the semester on Moodle.<p></p>Recommended further reading:<br>- Clark, Romy; Ivanic, Roz. 1997. The politics of writing. London, New York: Routledge.<br>- Swales, John M.; Feak, Christine B. 2000. English in today's research world. A writing guide. Ann Arbor: University of Michigan Press.<br>- Swales, John, M.; Feak, Christine B. 2012. Academic writing for graduate students (3rd edition). Ann Arbor: University of Michigan Press.</div>
      


Semester: 2024W
Title: Research methods in linguistics
Url: https://ufind.univie.ac.at/de/course.html?lv=128301&semester=2024W
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course provides an introduction to the currently most important research methods in linguistics. Specifically, the course covers methods of data collection (such as recording, elicitation, questionnaires, interviews) and data analysis (such as working with language corpora, qualitative and quantitative data analysis, statistics).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">readings, class participation, topic assignments, final tasks</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">The course grade is based on<br>* grades on topic assignments and in-class/online participation (50%)<br>* grades on two long final tasks (50%)<p></p>The minimum requirements for passing this course are:<br>(a) regular class attendance (max. 2 absences)<br>(b) handing in topic assignments (on time)<br>(c) handing in final tasks  (on time)<br>(d) attaining a pass grade on more than half of all topic assignments and on at least one final task</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Reading, group-work, discussions, theory-inputs, hands-on tasks;<br>topic assignments and final tasks</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Baayen, Harald. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge University Press.<br>Börjars, K. (2006). Description and theory. In B. Aarts &amp; A. McMahon (Eds.), The handbook of English linguistics (pp. 9-32). Blackwell.<br>Butler, C.S. (2003). Structure and function: A guide to three major structural-functional theories. John Benjamins.<br>Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.<br>Heine, B. &amp; H. Narrog. (2010). Introduction. In B. Heine &amp; H. Narrog (Eds.), The Oxford handbook of linguistic analysis (pp. 1-25). Oxford University Press.<br>McEnery, T. &amp; A. Wilson. (2022). Corpus linguistics. Edinburgh University Press.<br>Meyer, C. F. (2023). English corpus linguistics: An introduction (Second edition). Cambridge University Press.</div>
      


Semester: 2024W
Title: Structural Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=128123&semester=2024W
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The course focuses on the application and the practice of analytical skills. It will be divided into four units, focussing on (a) phonetics and phonology, (b) morphology, (c) syntax, and (d) semantics and pragmatics. Since participants are expected to be familiar with the necessary terminological toolkit, the course will provide the opportunity for practicing its application in concrete tasks and exercises to be done and discussed in class. - For preparatory reading see the literature section below.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment will be primarily based on four unit tests (25 points max. each), which will administered at the end of each of the four content units mentioned above.<br>Grading scale:<br>0 – 59.9 points = 5; 60 – 69.9 points = 4; 70 – 79.9 = 3; 80 – 89.9 = 2; 90 – 100 = 1<br>Since the primary aim of the course is to consolidate participants' competence in structural linguistics analysis, classroom participation, albeit required, will have little or no impact on the final grade. Nevertheless, participants will not earn a pass grade if they miss more than two sessions (or 180 minutes) of the course.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">This course presupposes and builds on a solid knowledge of core concepts of linguistic description. It aims at consolidating participants' skills in linguistic analysis on different levels of language structure, such as phonetics, phonology, morphology, syntax, semantics and pragmatics.<p></p>Attendance is mandatory, no more than two classes may be missed. </div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Individual preparation in home study, practical analysis in sessions, discussion, home assignments and continuous assessment.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">In order to check and/or revive their familiarity with the terms and concepts on whose application the course focuses, participants are advised to consult the following introductions in preparation for the course:<br>Plag, Ingo, Braun, Maria Lappe, Sabine and Mireile Schramm. 2007. Introduction to English Linguistics. Berlin: Mouton.<br>Carr, Philip. 1999. English Phonetics and Phonology. An introduction. London: Blackwell.<br>Collins, Peter and Carmella Hollo. 2010. English grammar. An introduction (2nd ed.): Basingstoke: Palgrave.</div>
      


Semester: 2024W
Title: Communication, Code and Culture
Url: https://ufind.univie.ac.at/de/course.html?lv=122210&semester=2024W
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">[Beaver and Stanley 2021] Beaver, D. and Stanley, J. (2021) Neutrality. Philosophical Topics, 49(1):165-185.<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>[Jacobson, 2014] Jacobson, P. (2014) Compositional semantics. Oxford University Press. (chapters 1, 2)<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>[Searle, 1975]. Searle, J. (1975) A taxonomy of illocutionary acts. In Searle, J. Expression and Meaning: Studies in the Theory of Speech Acts.<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.<p></p>[Winter, 2016] Winter, Y. (2016) Elements of Formal Semantics. Edinburgh University Press. (chapters 1, 2)</div>
      


Semester: 2024W
Title: Orientierungsveranstaltung Anglistik MA Literatures and Cultures &amp; Language and Linguistics
Url: https://ufind.univie.ac.at/de/course.html?lv=120024&semester=2024W
Branch: SPL 12 - Anglistik
Type: Orientierungsveranstaltung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This online session will give you some kick-start information for the first semester by the director of studies and student representatives. There will be time for you to ask your specific questions.</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: 2024W
Title: Freies Wahlfach
Url: https://ufind.univie.ac.at/de/course.html?lv=129003&semester=2024W
Branch: SPL 12 - Anglistik
Type: Arbeitsgemeinschaft
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Mentoring and coaching processes have long become an integrated and widely established tool for reflection and professional support in our working lives. In this course, you will take on the role of both the coach and the coachee in the context of introductory lecture courses.<br>This hands-on experience will enable you to infer essential implications for your (future) professional life as a teacher, trainer in adult education, employer or manager in a wide range of different institutions.<p></p>(1) Advanced BA and BEd students will<p></p>In connection with the introductory lecture courses you will independently mentor a small group of STEOP/first year students by:<br>- introducing them to academic life and activities in the context of studying English<br>- assisting and accompanying their individual learning processes<br>- enabling well structured academic exchange and discussion<br>- providing them with tools of self- and stress-management<p></p>(2) MA students will<p></p>Mentor a small group of BA students who are in the process of writing their BA thesis by:<br>o	introducing them to managing theirwriting project successfully: choosing a topic, planning, carrying outand finishing their thesis<br>o	familiarizing them with tools to overcomeimpediments to the writing process (writer's block, self doubt, lack of motivationetc.)<br>o	facilitating peer discussion and sharing their own experiences with writing a BA thesis<br>o	assisting students with education and career choices after finishing the BA<p></p>Prior to your work as a mentor, you will be familiarized with some basic concepts, methods and tools of mentoring and coaching in an introductory workshop .<br>In five supervision meetings you will discuss, share and reflect your experience, success and challenges with your fellow coaching students and a professional supervisor. In addition, there will be theoretical input to various aspects of process oriented learning and training such as:<br>- group setup and tools of group analysis and the special case of online coaching settings<br>- defining learning goals<br>- case work and peer consultation<br>- basic principles of group dynamics<br>- structuring feedback processes<br>- evaluation and transfer to other learning contexts<br>- specifics of online coaching and facilitation</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">*active participation in starting workshop and supervision meetings*self-organized study group meetings with STEOP students (5 meetings)*final reflective assignment (1,500-2,000 words)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students will:<br>be familiar with some of the basic concepts of coaching/mentoring,<br>be able to use and/or adapt these methods for guiding learning processes (of groups) in their professional contexts.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Based on the concepts of experienced-based and process-oriented learning, students use the seminar group as a resource for their own learning process.Both methods of teacher-trainer education and applied groups dynamics will be used.Starting workshop and supervision meetings: mix of lecture-style informative and interactive group work sessions, small group and all class discussions, pair work, visualization, coaching, supervision, counselling, case work.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Textbook: Haneberg, Lisa. 2016. Coaching Basics. Alexandria, Virginia: ATD Press (available in full text online through the University library)<p></p>Handouts and additional information will be provided in class.</div>
      


Semester: 2024W
Title: Phonetic Transcription
Url: https://ufind.univie.ac.at/de/course.html?lv=129002&semester=2024W
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="literature heading">Literatur</h3>
        <div class="literature text">Sauer, Walter. (2011). American English Pronunciation: A Drillbook. Heidelberg: Winter, 4th edition.<br>Schmitt, Holger. (2011). Phonetic transcription : from the first steps to ear transcription. Berlin: Erich Schmidt.<br>Garcia Lecumberri &amp; John A. Maidment.  (2013). English Transcription Course. New York et al.: Routledge.</div>
      


Semester: 2024W
Title: BEd 10: Wahlbereich für Studierende des Lehramts (PM) - PH Wien
Url: https://ufind.univie.ac.at/de/course.html?lv=120005&semester=2024W
Branch: SPL 12 - Anglistik
Type: Übung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The overall objective of this hands-on course is to enable students to harness technology-enhanced language learning strategies in blended learning contexts. Based on a solid theoretical footing, students will learn how to design coherent online teaching sequences using various edu-apps as well as native applications within virtual learning environments. Students will furthermore be familiarized with topics such as methodological design principles in the digital realm, various ways of providing online feedback, instructional design models, taxonomies of educational objectives, digital teaching scenarios, self-organization in technology-enhanced learning/teaching contexts as well as methodological challenges of the digital era.<p></p>Methods: synchronous and asynchronous e-learning via Moodle and Zoom, individual/pairwork/groupwork, flipped teaching, mini-presentations<p></p>This course is fully digital (access links will be sent out in due time).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Continuous assessment: students will have to complete various online activities in the accompanying Moodle course as well as work in their individual courses. Further details will be announced in class and on Moodle.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">- Submission of five topic-related assignments (70%)<br>- Active participation in synchronous sessions (30%)<br>Sehr gut (90%-100%), Gut (80%-89.99%), Befriedigend (70%-79.99%), Genügend (60%-69.99%), Nicht genügend (0%-59.99%)</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous assessment, details will be given in class</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">- Hockly, Nicky. 2012. "Digital literacies". ELT Journal 66(1), 108-112.<br>- Hockly, Nicky. 2015. "Developments in online language learning". ELT Journal 69(3), 308-313.<br>- Hockly, Nicky. 2018. "Blended Learning". ELT Journal 72(1), 97-101.<br>- Kerr, Philip. 2016. "Adaptive Learning". ELT Journal 70(1), 88-93.<br>- Séror, Jérémie. 2012. "Show Me! Enhanced Feedback Through Screencasting Technology". TESL Canada Journal 30(1), 105-116.<br>- Strasser, Thomas; Pachler, Norbert. 2012. "Digital technologies in foreign language teaching and learning". In: Pachler, Norbert; Redondo, Ana (eds.). A Practical Guide to Teaching Foreign Languages in the Secondary School. London: Routledge.<br>- Strasser, Thomas. 2020. "Explainer videos in the EFL-classroom". Praxis Englisch 2, 29–33.</div>
      


Semester: 2024W
Title: BEd 11.2: KU Practicum Coaching, Materials Evaluation and Development
Url: https://ufind.univie.ac.at/de/course.html?lv=126211&semester=2024W
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 focusing on:<br>1. supporting students during their practice phase (PRACTICUM COACHING)<br>2. complementary input on relevant ELT areas (MATERIALS EVALUATION AND DEVELOPMENT)<p></p>PRACTICUM COACHING<br>The aim of the Practicum Coaching component of this 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!<p></p>MATERIALS EVALUATION AND DEVELOPMENT<br>The Materials Evaluation and Development 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">PRACTICUM 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.<p></p>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">SCHULPRAXIS<br>Since this course runs in parallel to your school practice, you must fulfil all of the requirements of the Schulpraxis as well. Otherwise you will be de-registered (before the end of March/October) or will fail this course automatically.<p></p>PRACTICUM COACHING (40% of course grade, 40 points in total)<br>Regular attendance is mandatory (max. 1 absence in this course component). Please bear this in mind when registering.<br>1. Practicum documentation (incl. 4 observation sheets, favourite lesson plan, key insights): 8 pts<br>2. Analysis of a teaching sequence: 16 pts<br>3. Unscrambling EPOSTL descriptors: 4 pts<br>4. Summarize your reflections on your practicum and present your key insights/Practicum Documentation Pack in a debriefing session: 8 pts<br>5. In-class participation (home assignments, discussions, group work, in-class activities): 4 pts<br>All named assignments must be submitted and the overall score for this course component must be positive (min 24 pts).<p></p>MATERIALS EVALUATION AND DEVELOPMENT (60% of course grade, 60 points in total)<br>Regular attendance is mandatory (max. 1 absence in this course component). Please bear this in mind when registering.<br>1. Course work (reading, class participation, Moodle activities): 14 pts<br>2. Two homework tasks: 14 pts<br>3. Two portfolio tasks: 32 pts<br>Part 3 (portfolio tasks) of the assessment must be positive (min 19 pts) and the overall score for this course component must be positive (min 36 pts).<p></p>Grading scale for both parts combined (assuming that the Schulpraxis was completed successfully):<br>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">PRACTICUM COACHING and MATERIALS EVALUATION AND DEVELOPMENT<br>Continuous assessment 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">Handouts and reading texts will be made available on Moodle. Sources include:<p></p>PRACTICUM COACHING<br>Core Literature: Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.<br>Richards, J. C., &amp; Farrell, T. S. C. (2013). Practice teaching: A reflective approach. Cambridge University Press.<br>Scrivener, J. (2012). Classroom management techniques. Cambridge University Press.<p></p>MATERIALS EVALUATION AND DEVELOPMENT<br>Day, R. (2011). Extensive reading: the background. In Day, R et al. (Eds.). Bringing extensive reading into the classroom (pp. 10-21). Oxford University Press.<br>Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly 40 (1), 83-107.<br>Thornbury, S. (2002). How to teach vocabulary. Longman.</div>
      


Semester: 2024W
Title: BEd 09.2: VK Linguistics and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124094&semester=2024W
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 is concerned with the discourse-analytic study of social media (including social-network sites, blogs, microblogs and forums). We will examine language (and its interplay with other media, including pictures, music, emojis, etc.) used in various social media genres and on different social media platforms to explain how “produsers” represent themselves, the communities they affiliate with and the ideas they stand for. Embedding situated online interaction in the broader sociopolitical context, we will critically reflect upon the relationships created, and the worldviews negotiated, in contemporary digital discourses – and the question how these insights can be made useful for language teaching.<br>The course combines mini-lectures, assignments, reading-based group work and discussion, and individual research work leading to a presentation and final written paper (either project paper or bachelor thesis).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">- Class participation and 3 assignments (max. 15 points)<br>- Project proposal and project-based presentation (max. 25 points)<br>- VK project report (max. 20 points) OR BEd thesis (max. 60 points) </div>

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

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">See "minimum requirements and assessment criteria"</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: 2024W
Title: BEd 09.2: VK Linguistics and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124093&semester=2024W
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 surveys a number of issues in applied linguistics with a focus on language acquisition/learning/teaching. A focus is on how linguistic models of particular acquisition issues can illuminate questions of teaching/learning. Students will be encouraged to reflect on the links between applied linguistic research and language pedagogy. We will explore issues such as the nature of L2 knowledge, whether a foreign language is learned or acquired, how conceptual transfer affects L2 production, etc. Students will:<br>•	be acquainted with key concepts in applied linguistics with respect to language acquisition;<br>•	be able to draw on theoretical and empirical research to develop syntheses;<br>•	be able to clearly present and critique ideas in applied linguistic research;<br>•	be familiar with and able to apply selected applied linguistic research methods.<p></p>This course is based on ideas that are introduced in class lectures and reading assignments. It combines reading, practice-based activities, joint discussion, group work, and individual research work leading to a presentation and final written paper (either a bachelor paper or a research report).<br></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:<br>(A) independent exercises and assignments, class participation (30 points)<br>(B) project-proposal &amp; project-based presentation (20 points)<br>(C) VK report (20 points) OR bachelor paper (60 points)<p></p>Minimum requirements for passing the course are:<br>a) Regular class attendance (max 2 missed sessions)<br>b) Completion of critical reading tasks<br>c) Active contribution to group discussions / activities (e.g. research questions, bibliography)<br>d) Active engagement in group project and presentation<br>e) Handing in bachelor thesis/final assignment (on time)<br>f) Refraining from plagiarism in all tasks<br>g) Attaining a pass level in all three components of the course (A, B and C above)<p></p>Final grades &amp; points achieved:<br>VK only: total = 60 points: ‘1’: 54-60; ‘2’: 48-53; ‘3’: 42-47; ‘4’: 36-41; ‘5’: 0-35<br>VK+BEd paper: total = 100 points: ‘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">Continuous assessment. Engagement in discussion and group work, fulfillment of tasks &amp; assignments, giving a presentation, writing a paper (either project report or bachelor paper)</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Set reading assignments will be provided as preparation / follow-up to in-class discussion, including:<p></p>Bardovi-Harlig, K., &amp; Comajoan-Colomé, L. (2020). The aspect hypothesis and the acquisition of L2 past morphology in the last 20 years: A state-of-the-scholarship review. Studies in Second Language Acquisition, 42(5), 1137-1167.<br>Bley-Vroman, R. (1989). What is the logical problem of foreign language learning? In Gass, S. and Schachter, J., editors, Linguistic perspectives on second language acquisition, Cambridge: Cambridge University Press, 41-68.<br>Ellis, R. (2008). Explicit Form-Focused Instruction and Second Language Acquisition. In B. Spolsky &amp; M. Hult (Eds.) The Handbook of Educational Linguistics. Oxford: Blackwell, 437-455<br>Long, D., &amp; Rothman, J. (2013). Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application. In J. W. Schwieter, ed., Innovative Research and Practices in Second Language Acquisition and Bilingualism. John Benjamins, Amsterdam, 63–84.<br>Widdowson, H. (2019). On the Subject of English. Berlin, Boston: De Gruyter Mouton.<br></div>
      


Semester: 2024W
Title: BEd 09.2: VK Linguistics and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124092&semester=2024W
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 is designed to offer an insight into how different instructional approaches and techniques can influence the development of second language knowledge systems and skills. The themes discussed are at the interface of second language acquisition research (SLA) and classroom practices. In this course, we will focus on understanding and exploring the pedagogical implications of several strands of SLA research. In particular, the course will provide students with an understanding of key factors influencing the learning of second language grammar, the development of vocabulary knowledge, and productive and receptive language skills in instructed classroom language contexts. We will explore answers to the questions such as how frequency influences the learning of vocabulary, what the role of practice is in acquiring new grammatical constructions, how multi-modality can assist in text comprehension, what pedagogical interventions can enhance second language fluency and how learners with different cognitive profiles can benefit from different instructional approaches.<br>Students will become familiar with contemporary theory, methodology, and empirical research in the field of instructed second language acquisition. In addition, participants will develop their ability to engage in academic discussions and improve their critical thinking and writing skills by carrying out the course assignments. Students will also gain experience in designing research projects and develop their presentation skills as part of the group presentation sessions.<br>Each theme will be introduced by short lectures and readings which will be followed by group discussion activities. For each topic students will also read and critically analyze a research study. Students will work in groups and plan an experimental research project and present it to the class in simulated conference sessions.<br>For the bachelor thesis, students will write up the research project plan and discuss the theoretical and pedagogical implications of their planned research. Students who are not writing their bachelor thesis in this course will hand in a literature review of one aspect of in instructed second language acquisition covered in the course.</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:<br>(A)	Class participation: 20% of course grade<br>(B)	Group presentation 40% of course grade<br>(C)	Bachelor thesis or final assignment 40% of course grade<br>Minimum requirements for passing the course are:<br>a)	Regular class attendance (max 2 missed sessions)<br>b)	Completion of critical reading tasks<br>c)	Active contribution to group discussions<br>d)	Active engagement in group project and presentation<br>e)	Handing in bachelor thesis/final assignment (on time)<br>f)	Refraining from plagiarism in all tasks<br>g)	Attaining a pass level in all three components of the course (A, B and C 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">Key readings:<p></p>Loewen, S., &amp; Sato, M. (Eds.). (2017). The Routledge handbook of instructed second language acquisition. London: Routledge.<p></p>Sato, M., &amp; Loewen, S. (Eds.). (2019). Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. London: Routledge.<p></p>Webb, S. (Ed.). (2019). The Routledge Handbook of Vocabulary Studies. London: Routledge.<p></p>Selected articles from the journals of Language Teaching Research, Language Learning, Studies in Second Language Acquisition, Modern Language Journal</div>
      


Semester: 2024W
Title: BEd 09.2: VK Linguistics and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124090&semester=2024W
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">We all know that language plays diverse and crucial roles in education and that it is continuously present in teaching and learning. While certain practices, such as teacher talk, student contributions in class or exam writing, have been at the centre of pedagogical and applied linguistic attention for a long time, this cannot be said for the public presence of language in educational spaces. It required the sociolinguistic research area of ‘linguistic landscapes’ (LL) to recognise that the display of language in public space is also valuable for educational concerns as it opens questions such as: Which language/s is/are used on such posters and signs? What other semiotic modes are drawn upon, and for what purposes? What’s the relationship between a linguistic landscape and the multilingual constellation of students and teachers? What’s the role of English in linguistic landscapes? In what ways can LL research support English language teaching and learning?<p></p>It is questions like these that we will focus on in this course, both from a literature-based angle as well as an empirical perspective. More precisely, we will deal with topics such as language contact and World Englishes, Anglicisms and written code-switching, multilingualism and multimodality, language in education and linguistic landscape research. While the first two thirds of the course will allow students to gain theoretical familiarity with these topics and how to work with them practically, the last third of the course is dedicated for project work, with all students working in teams on self-selected educational linguistic landscapes.<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 LL project (instead of the project report).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Continuous assessment<p></p>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">Continuous assessment<br>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">Bernardo-Hinesley, Sheryl. 2020. Linguistic Landscape in Educational Spaces. Journal of Culture and Values in Education 3(2), 13-23. doi.org/10.46303/jcve.2020.10<br>Bolton, Kingsley. 2018. World Englishes. Disciplinary debates and future directions. In Seargeant, P., Hewings, A., &amp; Pihlaja, S. (eds.). 2018. The Routledge Handbook of English Language Studies (1st ed.). Routledge, pp. 59-76<br>Melo-Pfeifer, Silvia. 2021. Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education. International Journal of Multilingualism 18(4), 601-618.<br>Plag, Ingo; Braun, Maria; Lappe, Sabine; Schramm, Mareile. 2015. Introduction to English Linguistics. Berlin: Mouton de Gruyter.<br>Vetter, Eva. 2022. Lingusistic landscapes in school. In Stavans, Anat; Jessner-Schmid, Ulrike (eds.) The Cambridge handbook of childhood multilingualism. CUP, 623-648.<br>Gorter, Durk; Cenoz, Jasone. 2024. A panorama of linguistic landscape studies. Bristol: Multilingual Matters.<br>Holmes, Janet; Wilson, Nick. 2013. An introduction to sociolinguistics. London: Routledge, ch. 2.<br>Jewitt, Carey. 2016. Multimodal analysis. In: Georgakopoulou, Alexandra; Spilioti, Tereza (eds.) The Routledge handbook of language and digital communication. London: Routledge, 69-84.<br>Ledin, Per; Machin, David. 2020. Introduction to multimodal analysis. London: Bloomsbury, ch. 1.<br>Mooney, Annabelle; Evans, Betsy. 2019. Language, society and power: An introduction. London: Routledge, ch. 5.<br>Onysko, Alexander. 2004. “Anglicisms in German: From iniquitous to ubiquitous?” English Today 20/1: 59-64.<br>Sebba, Mark. 2012. Multilingualism in written discourse: An approach to the analysis of multilingual texts. International Journal of Bilingualism 17/1: 97-118.<br>Shohamy, Elena. 2018. Linguistic Landscape after a Decade: An Overview of Themes, Debates and Future Directions. . In: Pütz, Martin and Mundt, Neele. Expanding the Linguistic Landscape: Linguistic Diversity, Multimodality and the Use of Space as a Semiotic Resource, Bristol, Blue Ridge Summit: Multilingual Matters, 25-37.<br>Smit, Ute; Onysko, Alexander. forthcoming. English in Austria. The Wiley Blackwell Encyclopedia of World Englishes.<br></div>
      


Semester: 2024W
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122054&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Taking the area of language in society / sociolinguistics as an example, this course provides students with more detailed insights into one area of linguistics - sociolinguistics - and prepares them for their first small-scale research project. Students will learn about the role of language in its social context, ranging from linguistic variation and change (how language use links to social categories such as class/gender/age) to the connections of language to other social factors such as identity, power or ideology).<p></p>Building on basic concepts studied in the STEOP lectures, we will explore the topic of sociolinguistics from different angles.<br>In addition, we will discuss the process of empirical research and look at data collection and qualitative socio/applied linguistic research methods. Participants will also 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 about a small-scale linguistic research project.<p></p>Methods<br>*Note online mode of instruction*<br>This course combines lecturer input, sample analyses of relevant material, on- and offline assignments, group work, discussions, and student presentations.</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 online mini-presentation, and the PS paper.<br>For the paper each student will choose one aspect related to English sociolinguistics, based on pre-determined topic areas, explore it in more detail and conduct a small-scale 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)<br>Part 1: Class participation, readings, weekly assignments, discussions, peer feedback: 15%<br>Part 2: Online mini-presentation in class: 20%<br>Part 3: Paper proposal: 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. The overall pass mark is 60%.<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 is based on<br>- active participation, discussions/ activities, regular readings<br>- online mini-presentation<br>- on-time submission of PS paper and paper proposal<br>Please note that your paper will be checked with anti-plagiarism software (TurnItIn).</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Course readings: full reading list for "Exploring Language in Society" will be provided at the beginning of term (see Moodle). The course will also cover selected chapters about doing linguistics research listed below (provided in the course):<p></p>Dörnyei, Zoltán. 2007. Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.<br>Johnson, Sören. 2011. Getting it across: a guide to effective academic writing. Amsterdam: Techne Press.<br>Macaulay, Monica. 2011. Surviving linguistics: a guide for graduate students. (2nd). Somerville, MA: Cascadilla Press.<br>Sunderland, Jane. 2010. "Research questions in linguistics". In Litosseliti, Lia (ed.). Research methods in linguistics. London: Continuum, 9–28.<br>Wray, Alison; Bloomer, Aileen. 2012. Projects in linguistics and language studies: a practical guide to researching language. (3rd edition). London: Hodder Education.</div>
      


Semester: 2024W
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122053&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">“Pronunciation is perhaps the linguistic feature most open to judgment. As a surface structure phenomenon that is most noticeable, one’s accent easily evokes people’s biases” (Canagarajah 2005: 365).<p></p>Taking the area of phonetics and phonology as an example, this course provides students with more detailed insights into one area of linguistics and prepares them for their first small-scale research project. Students will broaden their knowledge of phonetics, learn to approach phonetic questions in a systematic way, and develop basic skills in the linguistic analysis of speech sounds and the sound system. After revisiting basic concepts of articulatory phonetics, we will venture into the field of acoustic phonetics. Students will learn how to analyze speech recordings using the software Praat, by means of which we will measure and detect features of foreign accentedness in speech. In addition, we will discuss the process of empirical research and look at methods of data collection and analysis in phonetics.<p></p>Aims<br>In addition to exploring essential questions and learning about phonetic research, participants will learn how to find relevant literature on a specific research topic/question, critically analyze and reflect on existing research in the field and collect first experience in planning, conducting, and writing about a small-scale linguistic research project.<p></p>Methods<br>This course combines lecturer input, sample analyses of relevant material, on- and offline assignments, group work, discussions, and student presentations.</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, the paper proposal, an oral poster presentation, and the PS paper.<br>For the paper, each student will choose one aspect related to phonetics, 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: Class participation, readings, (online) assignments, peer feedback, etc. 15%<br>Part 2: Paper proposal: 20%<br>Part 3: Poster presentation in class: 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. The overall pass mark is 60%.<p></p>Grading scale:<br>1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 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<p></p>Please note that your paper will be checked with anti-plagiarism software (TurnItIn).<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Clark, John; Yallop, Colin; Fletcher, Janet. 2011. An Introduction to Phonetics and Phonology. (3rd edition). Malden: Blackwell.<br>Dörnyei, Zoltán. 2007. Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.<br>Johnson, Daniel E. 2013. “Descriptive statistics”. In Podesva, Robert; Sharma, Devyani (eds.). Research methods in linguistics. Cambridge: Cambridge University Press, 288–315.<br>Johnson, Keith. 2012. Acoustic and Auditory Phonetics. (3rd edition). Malden: Blackwell.<br>Johnson, Sören. 2011. Getting it across: a guide to effective academic writing. Amsterdam: Techne Press.<br>Ladefoged, Peter. 2005.&nbsp;Vowels and Consonants:&nbsp;An Introduction to the Sounds of Languages. (2nd edition).&nbsp;Malden:&nbsp;Blackwell.<br>Macaulay, Monica. 2011. Surviving linguistics: a guide for graduate students. (2nd). Somerville, MA: Cascadilla Press.<br>Meyerhoff, Miriam; Schleef, Erik; MacKenzie, Laurel. 2015. Doing sociolinguistics: a practical guide to data collection and analysis. Oxon: Routledge.<br>Styler, Will. 2023. Using Praat for Linguistic Research. (Version 1.9.2). <a href="http://savethevowels.org/praat/UsingPraatforLinguisticResearchLatest.pdf">http://savethevowels.org/praat/UsingPraatforLinguisticResearchLatest.pdf</a> (2 Feb. 2024).<br>Sunderland, Jane. 2010. “Research questions in linguistics”. In Litosseliti, Lia (ed.). Research methods in linguistics. London: Continuum, 9–28.<br>Wray, Alison; Bloomer, Aileen. 2012. Projects in linguistics and language studies: a practical guide to researching language. (3rd edition). London: Hodder Education.<br>Zsiga, Elizabeth C. 2013. The Sounds of Language: An Introduction to Phonetics and Phonology. Chinchester: Wiley-Blackwell.<p></p>Students are expected to find and read literature on their selected PS paper topic and methodology independently.</div>
      


Semester: 2024W
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122051&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">How can we convey what we mean without explicitly saying it? How do we subtly fine-tune our language to communicate effectively in a given situation? What, beyond semantic meaning, affects the interactional function of our utterances? And how can we systematically study these phenomena by analyzing different types of language data?<p></p>In this course, we will theorize meaning as “a dynamic process, involving the negotiation of meaning between speaker and hearer, the context of utterance (physical, social, and linguistic), and the meaning potential of an utterance” (Thomas 1995: 22). We will begin by reading and discussing key theories in pragmatics and exploring frameworks that can help us systematically answer questions in this field of linguistics.<br>For example, in the theoretical part of the proseminar, we will examine how to account for the meanings of utterances rather than sentences, how linguistic elements cue relationships between what is said or written and the context, and how language can be strategically manipulated to influence the situations in which it is used. We will then move on to practical questions concerning the collection and analysis of various types of language data, preparing students to undertake their own small-scale pragmatic research projects.<p></p>In addition to introducing students to pragmatic research, this course will guide them toward becoming proficient in linguistic research and scholarship more generally. This will include essential skills such as finding reliable sources, effectively and ethically integrating others’ ideas into their own arguments, planning and implementing a research project involving data analysis, and presenting findings convincingly in the form of a research paper.<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, the paper proposal, an oral poster presentation and the PS paper.<p></p>For the paper each student will choose one aspect related to pragmatics, explore it in more detail and conduct a study.<br>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)<br>* 1: Class participation, preparation and readings, homework assignments, discussions 15%<br>* 2: Presentation on PS paper: 20%<br>* 3: Paper proposal: 20%<br>* 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: 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<p></p>- Active participation, discussions/online activities, regular readings (15%)<br>- Presentation (20%)<br>- On-time submission of paper proposal (15%) and PS paper (45%)<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">Aijmer, Karin (2013). Understanding Pragmatic Markers. A Variational Pragmatic Approach. Edinburgh: Edinburgh University Press.<br>Bloor, Thomas &amp; Meriel Bloor (2004). The functional analysis of English. A Hallidayan Approach. Second Edition. London: Arnold.<br>Brinton, Laurel (1996). Pragmatic Markers in English. Grammaticalization and Discourse Functions. Berlin/New York: Mouton de Gruyter.<br>Cruse, David, A. (2004). Meaning in Language. An Introduction to Semantics and Pragmatics. Oxford. OUP.<br>Cummings, Louise (2005). Pragmatics. A Multidisciplinary Perspective. Edinburgh: Edinburgh University Press.<br>Jaszczolt, K.M. (2002). Semantics and Pragmatics. London: Longman.<br>Mey, Jacob L. (2002). Pragmatics. An Introduction. Oxford: Blackwell. 2nd edition.<br>Portner, Paul (2005). What is Meaning? Fundamentals of Formal Semantics. Oxford: Blackwell.<br>Thomas, Jenny (1995). Meaning in Interaction. An Introduction to Pragmatics. London and New York: Longman.<br></div>
      


Semester: 2024W
Title: PS Linguistics (BEd)
Url: https://ufind.univie.ac.at/de/course.html?lv=122050&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">'Meaning controls memory and perception.Meaning is the goal of communication. Meaning underlies social activities and culture.To a great degree, what distinguishes human cultures are the meanings they give to natural phenomena, artifacts, and human relations.' (Glenberg &amp; Robertson 2000: pnd).Taking the area of semantics as an example, this course provides students with more detailed insights into one area of linguistics and prepares them for their first small-scale research project. Students will acquire a basic knowledge of semantics, develop skills in the linguistic analysis of meaning on different levels, and learn to approach questions in semantics in a systematic and objective way.After a basic introduction to the area of semantics, we will explore the topic from different angles, such as word meaning, meaning relations, discourse meaning and pragmatics and look at methods of data collection and analysis semantics as welll as at available online resources (corpora).Some of the questions we will investigate in the course of the term are:- What are meaning relations?- What are categories of semantic analysis?- What is the importance of context?In addition to exploring these questions and learning about research in semantics, participants will also 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.This course combines lecturer input, sample analyses of relevant material, assignments, group work, discussions and student presentations.</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, the paper proposal, an oral poster presentation and the PS paper.<br>For the paper each student will choose one aspect related to semantics, 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">Attendance (max. 2 absences) Part 1: Class participation, preparation and readings, smaller (online) assignments, discussions (f2f, online) 15%; Part 2: Poster presentation in class: 20%; Part 3: Paper proposal: 20%; Part 4: PS paper (3,500 words +/-10%): 45%;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%.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">ourse evaluation is based on<br>- active participation, discussions/online activities, regular readings (15%)<br>- poster presentation (20%)<br>- on-time submission of PS paper and paper proposals (5/15/45%)<br>Please note that your paper will be checked with anti-plagiarism software (TurnItIn).</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Course readings: the main course book will be Valenzuela (2017; see below), but the course will also cover selected chapters from the other publications listed below (provided in the course):<p></p>Dörnyei, Zoltán. 2007. Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.<br>Johnson, Daniel E. 2013. "Descriptive statistics". In Podesva, Robert; Sharma, Devyani (eds.). Research methods in linguistics. Cambridge: Cambridge University Press, 288–315.<br>Johnson, Sören. 2011. Getting it across: a guide to effective academic writing. Amsterdam: Techne Press.<br>Macaulay, Monica. 2011. Surviving linguistics: a guide for graduate students. (2nd edition).    Somerville, MA: Cascadilla Press.<br>Sunderland, Jane. 2010. "Research questions in linguistics". In Litosseliti, Lia (ed.). Research methods in linguistics. London: Continuum, 9–28.<br>Valenzuela, Javier. 2017. Meaning in English. An introduction. Cambridge: CUP.<br>Wray, Alison; Bloomer, Aileen. 2012. Projects in linguistics and language studies: a practical guide to researching language. (3rd edition). London: Hodder Education.</div>
      


Semester: 2024W
Title: BEd 08b.3: VK Cultural Studies and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124183&semester=2024W
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Body politics in the 2020s are a complicated, yet pressing issue. On the one hand, we have seen the rise of body-positive activisms in the 2010s. As a consequence, more diverse representation, a profit-friendly kind of diversity, has become the industry standard across commercial and popular media, as social protest movements - feminism, the #BlackLivesMatter protests - have increasingly been incorporated in mainstream storytelling (see Nike or Always, or Netflix’ programming). On the other hand, with the rise of social media and digital beautification technologies like face filters, beauty pressure has intensified - especially for teenagers: A recent German study found that between 2012 and 2022 eating disorders among 12- to 17-year old girls have dramatically increased by 54%. In Perfect: Feeling Judged on Social Media (2023) Rosalind Gill comes to similar results for the UK: Surveillance and optimization routines abound. In this contradictory situation, mostly companies profit: Growth in the US skincare sector is mainly attributed to kids and teens, aged 8 to 13 due to the rise of so called 'skinfluencers' on TikTok and Instagram (see 'The Sephora Kids', Podcast Today Explained, April 2024). And the billion-dollar profits of Novo Nordisk, the producer of the new weight loss drug Ozempic, 'beat forecasts' again (Forbes 2024).<p></p>To provide future teachers with a set of skills to navigate the ubiquitous body image crisis, also in the EFL classroom, this class introduces key notions from the transdisciplinary field of body studies and asks:<p></p>-	How are our bodies gendered and racialized in different texts and media?<br>-	What is a ‘normal’ body? How is otherness and dis/ability constructed?<br>-	How are ‘beautiful’ bodies used to sell products and promote social movements, while abject bodies, which cannot be translated as desirable and marketable, are still excluded?<br>-	How can students incorporate the critical analysis of media representations of bodies, and their commodification into their teaching practice and actual lesson planning?<p></p>Based on our class readings and interactive exercises, students will learn how to identify and scrutinise the role of ‘the body’, and cultural markers of difference like race, gender, class, sexuality, body type, ability/health, and age - and their intersections - in a variety of different media and online contexts, discuss their content and form with technical vocabulary, always keeping in mind questions of cultural production and consumption. 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, conjunctural analysis for socio-cultural contextualization).<p></p>Students will develop a repertoire of ideas and teaching activities to address body politics in the EFL classroom. </div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">(1) Participation: general attendance, continuous contribution to classes on site and via Moodle<br>(2) Written research proposal (for the short research paper or BEd paper)<br>(3) Participate in an expert group session<br>(4) BEd paper/final essay<p></p>AI tools like ChatPDF, ChatGPT, Research Rabbit, or EducationCopilot etc. might be used as augmented research and writing strategies. A compulsory AI statement reflecting the use and implementation of tools and their results needs to be included in both the scrapbook and the BEd Thesis/final essay. </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">(1)	Participation: 20 points (attendance, preparation, contributions in class &amp; online)<br>(2)	Research Proposal: 10 points<br>(3)	Expert Group Presentation: 20 points<br>(4)	Final Essay/BEd Paper: 50 points<p></p>Overall Score of 100 Points.<br>Pass-Mark: 60 Points.<p></p>The overall grading scheme is (1): 100-91, (2): 90-81, (3): 80-71, (4): 70-61, (5): 60-0<p></p>All of the course requirements (participation, research proposal, expert group session, the final paper/BEd paper) need to be fulfilled! Not showing up for your expert group session or not handing in the final assignment means dropping out of the course and being assessed with a negative grade!<p></p>You can miss two sessions. Term papers and BEd theses will be checked with TurnitIn.<p></p>Note: Students with disabilities or mental health issues may be granted special conditions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">This is an interactive course with continuous assessment. There will be no written exam. Students are expected to actively participate in class, engage with the class readings, and prepare for the sessions in the online forum (working on a wide range of different tasks, giving peer feedback, etc.). They will host a collaborative and interactive expert group session. They will have to produce an individual research proposal, a final term paper/BEd-paper at the end of term showcasing their academic writing skills. </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Final decision on primary materials and accompanying secondary texts in the first session together with students.<p></p>Selection:<p></p>“Coded Bias.” Netflix Documentary. 2020.<br>Coleman, Rebecca. “The Becoming of Bodies. Girls, Media Effects, and Body Image.” Feminist Media Studies, vol. 8, no. 2, 2008, pp. 163–79.<br>Crenshaw, Kimberlé. “The Urgency of Intersectionality.” TED Talk. Available on YouTube: <a href="https://www.youtube.com/watch?v=akOe5-UsQ2o.">https://www.youtube.com/watch?v=akOe5-UsQ2o.</a><br>Elias, Ana, et al. “Aesthetic Labour: Beauty Politics in Neoliberalism.” Aesthetic Labour: Rethinking Beauty Politics in Neoliberalism. Palgrave Macmillan, 2017, pp. 3–49.<br>Gill, Rosalind. Perfect. Feeling Judged on Social Media. Wiley, 2023. Excerpts.<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>Kellner, Douglas and Jeff Share. The Critical Media Literacy Guide. Engaging Media and Transforming Education. Brill Sense, 2019.<br>Murray, Samantha. The ‘Fat’ Female Body. Palgrave, 2008. Excerpts.<br>Penny, Laurie. Meat Market. Female Flesh Under Capitalism. Zero Books, 2010.<br>Petersen, Anne Helen. Too Fat, Too Slutty, Too Loud. The Rise and Reign of the Unruly Woman. Scribner, 2017. Excerpts.<br>Russell, Legacy. Glitch Feminism. A Manifesto. Verso, 2020. Excerpts.<br>Shilling, Chris. The Body and Social Theory. 2nd Edition, Sage, 2012. Excerpts.</div>
      


Semester: 2024W
Title: BEd 08b.3: VK Cultural Studies and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124182&semester=2024W
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this seminar, we will engage in Hip Hop, one of the most popular and disputed forms of US American music and art that many of our students are familiar with and interested in. Emerging in the New York neighborhood of the Bronx in the late 1970s during the Reagan administration to protest social cuts, Hip Hop started as a subcultural and strongly politicized communal practice in form of block parties including DJing, MCing, Breakdance, and Graffiti. With its increasing commercialization, Hip Hop has developed into numerous forms, so-called “gangsta rap” being one of the most marketable and disputed ones. Simultaneously, Hip Hop has moved to many places, often maintaining its function as a protest form and a platform for youth of color, e.g. to Germany since the 1990s (Advanced Chemistry) most recently in Cuba or Senegal. The seminar explores the genealogy of Hip Hop and its different strands from its early Bronx days on to the impact of Hip Hop artists in recent election campaigns. Further, major theoretical approaches to Hip Hop will be addressed. Based on Patricia Hill Collins’ claim that Hip Hop can serve for communicating feminist topics to communities otherwise little engaged in such politics, we will focus particularly on the gendered images produced in Hip Hop and on the female, feminist and queer protagonists in the genre as well as its racialized politics. Further drawing on Fatima El-Tayeb’s framing of Hip Hop as a ‘Diasporic lingua franca’ for migrant voices, we will elaborate of the use of Hip Hop in the classroom and the genre as an educational tool that many students can relate to across differences. Against this backdrop, we will discuss a number of exemplary artists in classroom discussions, group work, and activities developed by students</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Take part in and pass each of the 3 course requirements (active participation + in-class assignments, presentation/teaching activity, portfolio) and score at least 60 points in order to pass this course.<p></p>The course requirements will be discussed in detail during the first session.<p></p>The use of AI is not allowed, unless agreed upon with the lecturer for specific tasks.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">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>• Active participation in class discussions: 20 points<br>– Writing assignments in class<br>– Preparation of assigned texts &amp; active participation in discussions<br>• Portfolio Tasks: 20 points<br>• Presentation/teaching activity: 20 points<br>• Term paper: 40 points<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Input phases in combination with group work and in-class discussion. To pass the course, students need to attain at least 60%/60 points and complete all assignments.<p></p>No written exam.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary materials (song lyrics, videos, texts) that we will work with will be provided on the Moodle platform or in individual sessions.<p></p>Recommended Readings:<p></p>– El-Tayeb, Fatima. European Others: Queering Ethnicity in Postnational Europe. Minneapolis: University of Minnesota Press, 2011 (excerpts).<br>– HERdj. “My Mic Sounds Nice: The Truth About Women and Hip Hop.” YouTube, 7 Mar. 		2022, <a href="https://www.youtube.com/watch?v=8856AHe1RFw.">https://www.youtube.com/watch?v=8856AHe1RFw.</a><br>– Hall, Start. “Cultural Identity and Diaspora.” Identity. Community, Culture, Difference ed. by Jonathan Rutherford. London: Lawrence and Wishart, 1990, pp. 222-237.<br>– Hill Collins, Patricia. From Black Power to Hip Hop: Racism, Nationalism, and Feminism. Philadelphia: Temple University Press, 2006.<br>– Rabaka, Reiland. The Hip Hop Movement: From R&amp;B and the Civil Rights Movement to Rap and the Hip Hop Generation. Lanham: Lexington Books, 2013.<br>– Rose, Tricia. The Hip Hop Wars: What We Talk about When We Talk about Hip Hop - and Why It Matters. New York: Basic Civitas Books, 2008 (excerpts).<br>– Damberg, Henning. Mappe 10: Ghetto Brother. Unterrichtsbausteine für den Englischunterricht. Sek I &amp; II. Reihe: Wissen um globale Verflechtungen. Bielefeld: kipu, 2020. ISBN: 978-3-946507-21-5.<br>–  González Izaguirre, Cruz Armando  et.al. Mappe 9: Hip Hop und Gender. Feministische Perspektiven für die außerschulische und schulische Bildungsarbeit. DaF &amp; Außerschulische politische Bildung. Bielefeld: kipu., 2020, ISBN: 978-3-946507-19-2<br></div>
      


Semester: 2024W
Title: BEd 08b.3: VK Cultural Studies and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124181&semester=2024W
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 introduces theories and methodologies from literary studies, cultural, educational studies, critical pedagogy, and media literacy to examine representations of teachers, teaching, and other classroom experiences in U.S. literature and culture. We begin by  briefly exploring historical depictions of teachers in U.S.-American 19th-century print literature, photographs, and newspaper articles, and will then move on to researching 20th and 21st-century examples across various media, such as cartoons, songs, websites, TV shows, online newspaper articles, video clips, podcasts and social media.Through weekly discussions and close analysis of primary and secondary sources, students will deepen their understanding of literary and media representations of classroom experiences and identify various (stereotypical) teacher tropes and learner identities. As part of the course, students will also collect ideas for creating learner activities on a primary source of their choice and provide peer feedback as well. In preparation for the BEd thesis OR a final paper, students will conduct research and present their work-in-progress, including a sample analysis of a primary source of their choice, and an annotated bibliography. Overall, our goal is not only to expand our critical thinking and cultural understanding of representations of teachers and teaching in the U.S. (including AI),  but also to actively engage in co-shaping and reflecting on our own classroom experiences.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Attendance is obligatory; two classes can be missed. You need to complete and pass all requirements to complete the course. Any instance of plagiarism will result in a failing grade for the assignment, and possibly for the course. It is mandatory to include a signed and dated anti-plagiarism statement. Submit your work according to the due dates in our syllabus.<p></p>10% Active participation  in classroom discussions<br>20 % Lesson Plan and Peer-Feedback<br>20 % Research Presentation and annotated bibliography<p></p>50% BEd thesis (6500-7000 words; excluding bibliography and appendix)<br>OR<br>50% Final paper (3500 words; excluding bibliography and appendix)<p></p>If you have a particular U.S.-American primary source (e.g. a film, a novel, a TV series; graphic novel etc., a few songs or clips) in mind for your B.Ed. thesis or final research paper, please let me know as soon as possible.<p></p></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Note: It is mandatory to include a signed and dated anti-plagiarism statement and to submit your work according to the due dates in our syllabus.<p></p>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%<p></p>Points must be collected in all of these categories. Students must obtain at least 60% for each element to pass this course.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Continuous internal assessment. Students will be expected to read the provided materials in Moodle and identify and work with material for their BEd thesis or final research paper. No written exam.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><br>Selected primary material (all texts except copyrighted movies will be made available via Moodle).<p></p>- Washington Irving, "The Legend of Sleepy Hollow"<br>- Edward Bellamy, "With the Eyes Shut"<br>-Zitkala-Ša, "The Schooldays of an Indian Girl"<br>-Erin Gruwell, The Freedom Writers Diary. How a Teacher and 150 Teens Used Writing to Change Themselves and the Word Around them<br>- Dead Poets Society<br>- Freedom Writers<br>- Easy A<p></p>Selected secondary material (all texts will be made available via Moodle)<p></p>- Ahn, Claire, and Carl Leggo. “Teachers in Film: Always in Process.” Canadian Journal of Education / Revue Canadienne de l’éducation, vol. 42, no. 1, 2019, pp. 117–37.<br>- Benson, Phil, and Alice Chik. Popular Culture, Pedagogy and Teacher Education : International Perspectives. Routledge, 2014. (selected texts)<br>- Dalton, Mary M. and Laura R. Linder. Teachers, teaching, and media : original essays about educators in popular culture. Transgressions. Cultural Studies and Education. Vol. 132.<br>- de Saxe, Jennifer, and Alejandra Favela. “Good Teacher / Bad Teacher: Helping Undergrads Uncover Neoliberal Narratives That Dichotomize and Disguise Structural Inequalities.” Journal of Thought, vol. 52, no. 1–2, 2018, pp. 29–47. JSTOR<br>-Fredricks, Jennifer A. “Gender and Schooling: Progress, Persistent Inequalities, and Possible Solutions.” The Routledge Handbook of Contemporary Feminism, 1st ed., Routledge, 2019, pp. 193-201. eBook, ISBN 9781315728346.<br>-Hoffman-Kipp, Peter. “Model Activity Systems: Dialogic Teacher Learning for Social Justice Teaching.” Teacher Education Quarterly, vol. 30, no. 2, 2003, pp. 27–39.<br>-hooks, bell. Teaching Community : A Pedagogy of Hope, Taylor &amp; Francis Group, 2003<br>Scheibe, Cyndy, and Faith Rogow. The Teacher’s Guide to Media Literacy : Critical Thinking in a Multimedia World. Corwin. 2012.<p></p></div>
      


Semester: 2024W
Title: BEd 08a.3: VK Literature and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124081&semester=2024W
Branch: SPL 12 - Anglistik
Type: vertiefender Universitätskurs
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">How many trees that you see on your way from home to campus can you identify? In fact, how often do you notice them at all? If you were to describe your neighborhood, would you be able to recount its flora and fauna in as much detail as its shops, services, and public transportation options? What comes to your mind when you hear the words “nature” and “environment”? What does it mean for something – or someone – to be “(un)natural”? And why should it matter?<p></p>This course proposes that asking these questions matters because they push us to (re)consider how we think of ourselves in relation to the world we live in: a world that is human and nonhuman, natural as well as social, cultural, and political. The climate crisis has its roots in the same social systems of value and power that discourage us from paying close, daily attention to the world around us. It is, in the words of ecocritic Lawrence Buell, a “crisis of the imagination,” of our cultural reluctance to see ourselves as a part of, rather than apart from, the natural world. When we fail to understand, care about, or even see our immediate environment, we also fail to do so at a planetary level.<p></p>Poetry, perhaps more than any other literary genre, asks us to look and listen carefully, respond emotionally, and understand afresh. By challenging our habits of reading and meaning-making, it invites us to expand our imagination. Thus, it will be through the lens of poetry that we will explore our relationship to the more-than-human world in this class. We will be learning eco-literacy from what the poems say about nature and environment and from how they say it, examining poetic language, form, and technique. We will practice the skills of paying attention, asking questions, and making connections by reading poetry as well as “reading” place, creative reflection, and effective communication of our insights. We will not be focusing on didactics; rather, will be developing our own literacy in poetry and environment through a range of assignments that bring the two together. We will, however, reflect on our pedagogical principles and consider the possibilities of integrating poetry and eco-literacy into our teaching practice.</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), other requirements as listed below.</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:<br>•	40% Class participation and preparation, including in-class activities and home assignments<br>•	20% Weekly journal on newsletter subscriptions (4 entries, min. 250 words per entry)<br>•	10% Close-reading essay (600-800 words)<br>•	10% Final reflection essay (600-800 words or 4-5 mins video)<br>•	20% Creative  portfolio (including: 1. “local eco-literacy” assignment and 2. writing an ecopoem + reflection on process)<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%.</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 display their familiarity 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 their skills in (4) academic writing, research, and learning from feedback.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The following reading list is tentative and subject to changes at the instructor’s discretion. All materials will be available on Moodle unless otherwise indicated in the syllabus/announced in class:<p></p>•	You Are Here: Poetry in the Natural World, edited by Ada Limón – students are recommended to get their own copies of this book (<a href="https://milkweed.org/book/you-are-here;">https://milkweed.org/book/you-are-here;</a> soon should also be available as ebook in our library)<br>•	Selected poems from The Ecopoetry Anthology, Ghost Fishing: An Eco-Justice Poetry Anthology, and others<br>•	Excerpts from David W. Orr, Ecological Literacy: Education and the Transition to a Postmodern World<br>•	C.A. Bowers, “Toward an Eco-justice Pedagogy”<br>•	Camille Dungy, “Is All Writing Environmental Writing?”<br>•	Craig Santos Perez, “Teaching Ecopoetry in a Time of Climate Change” and “Recycling Poetry in a Time of Climate Change”<br>•	Madeleine Fuchs Holzer, Teach This Poem, Volume I: The Natural World<br>•	Online resources, including newsletters from the Poetry Foundation, The Academy of American Poets, Atmos Magazine, Orion Magazine, and Emergence Magazine</div>
      


Semester: 2024W
Title: BEd 08a.3: VK Literature and Language Education
Url: https://ufind.univie.ac.at/de/course.html?lv=124080&semester=2024W
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.<br>The course will include guest appearances by Shefali Banerji, M.A. and Dr. Rachel Bolle-Debessay, as well as by Mag. Claire Palzer, who will guide students’ didactic work on poetry performance and song lyrics in two sessions.<br>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, performance analysis, 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.<br>METHODS:<br>Short lectures, classroom discussions, group work, presentations, individual research/writing/teaching assignments.<br>-- The course further includes one teaching session at a school of your choice (contacts can be provided, if required), between 18 November 2024 and 31 January 2024. These sessions must be arranged by the students, and you are advised to schedule your session as soon as possible. You must have set the date, school and age group by 31 October!<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 of term paper; BEd thesis or term paper.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active participation = 15%<br>Oral presentation = 15%<br>Lesson plans &amp; reflection task = 15%<br>Bibliography &amp; abstract = 5%<br>BEd paper/ term paper = 50%<br>You need to complete and pass all individual requirements to complete the course.<br>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, John Hegley, U2, Patricia Smith, Kat Francois, Ray Antrobus, Chris White, Brenna Twohy, Taylor Mali, Beau Sia, Ty’rone Haughton, and others.<br>Extracts from theory and critical literature, including<br>- Aptowicz, Cristin O'Keefe. “Funny Poetry Gets Slammed: Humor as Strategy in the Poetry Slam Movement.” Humor (Berlin, Germany), vol. 22, no. 3, 2009, pp. 381–93.<br>- Coppola, Manuela, "Spelling out Resistance Dub Poetry and Typographic Creativity", Post-colonial Creativity: Language, Politics and Aesthetics, Vol 17 No 2 (2013), p. 7-18<br>- Eckstein, Lars. Reading Song Lyrics. Rodopi, 2010.<br>- English, Lucy, and Jack McGowan, eds. Spoken Word in the UK. Routledge, 2021.<br>- Larkin, Steve. “Suffering Fools: The Survival and Adaptation of British Absurd, Comic, and Satirical Traditions in the Era of Poetry Slams.” Spoken Word in the UK, 1st ed., vol. 1, Routledge, 2021, pp. 27–40, <a href="https://doi.org/10.4324/9780429330223-4.">https://doi.org/10.4324/9780429330223-4.</a><br>- Mervyn Morris, ‘“Dub Poetry”?’, Caribbean Quarterly, 43 (1997), pp. 1-10<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.<p></p></div>
      


Semester: 2024W
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=2024W
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 key principles, a selection of thematic areas will be discussed covering:<br>- Principles of research-based teaching (topics: the relevance of ‘theory’ for teaching practice; EFL teaching as a profession)<br>- Principles of accountability in teaching (topics: connections between the CEFR, educational standards, ELP &amp; EPOSTL, iKM+ and the standardized Matura)<br>- Principles of inclusive teaching (topics: multilingual in the ELT classroom, individual learner differences, inclusion of neurodiverse learners)<br>- Principles of technology-enhanced EFL teaching (topics: integrating New Media in language teaching)<p></p>In addition, the course will encourage in-depth engagement by students with a range of current approaches to EFL teaching, including:<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>- 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/lesson plan &amp; analysis); 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, L. (2018). Introducing English for specific purposes. Routledge.<br>Hall, G. (2016). Method, methods and methodology: Historical trends and current debates. In G. Hall (Ed.), The Routledge handbook of English language teaching (ch. 15). Routledge.<br>Hinkel, E. (Ed.). (2005). Handbook of research in second language teaching and learning. Lawrence Erlbaum.<br>Langer de Ramirez, L. (2010). Empower English language learners with tools from the web. Corwin.<br>Richards, J. C., &amp; Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.<br>Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford University Press.<p></p>Plus reading provided in class and on Moodle.</div>
      


Semester: 2024W
Title: BEd 07.1: FK Language Assessment and Feedback
Url: https://ufind.univie.ac.at/de/course.html?lv=126710&semester=2024W
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="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Assessment will be based on students' own/group projects, continuous assessment (classwork/homework), one mid-term exam and one final written assignment.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<p></p>Part 1: Classwork/homework (individual/in pairs/groups) incl. analysing/developing/evaluating two tasks suitable for a "Schularbeit" (vocabulary or grammar: 10%; writing: 20%), rater training for writing (individual: 5%; group: 10%). The assessment grids/keys for the different assignments are given in Moodle and reflect the process and the product. (45% in all)<br>Part 2: One mid-term exam in relation to specified texts (20%)<br>Part 3: Final written assignment, 1,500-2,000 words, uploaded in Moodle (35%)<br>Two of the three parts 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, rater training, mid-term exam, final written assignment, as listed above.<br>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. (The printed class reader is no longer in use.) Sources include:<br>Brown, H. D., &amp; Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. (2nd ed.). Pearson Longman.<br>Cambridge language assessment series (Cambridge University Press, various authors)<br>Hughes, A., &amp; Hughes, J. (2020). Testing for language teachers. (3rd ed.). Cambridge University Press.</div>
      


Semester: 2024W
Title: BEd 04.3: History of Literatures in English
Url: https://ufind.univie.ac.at/de/course.html?lv=124643&semester=2024W
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, for each question.<p></p>No course books or study aids are 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 readings and lectures (including PowerPoint slides) 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 (30.01.2025, 8:00-9:30). 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: 2024W
Title: BEd 04.2: Cultural Theories and Popular Culture
Url: https://ufind.univie.ac.at/de/course.html?lv=124642&semester=2024W
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This lecture offers an introduction to Cultural Theories and Popular Culture on the example of queer Pop Culture and Queer Theory. The relationship between queer and popular culture is complex and dynamic, undergoing constant evolution. Queer individuals and communities have consistently played a pivotal role in influencing and contributing to popular culture. However, popular culture has not always fully embraced queer identities and experiences. Historically, queer individuals have frequently been marginalized or negatively represented in mainstream media and popular culture, which has resulted in the perpetuation of harmful stereotypes and the erasure of their voices. Nevertheless, queer audiences have developed sophisticated subversive strategies that have allowed them to engage with, participate in, and contribute to popular culture long before the emergence of the queer movement in the 1990s or even the Stonewall riots. Moreover, queer performers have navigated popular culture, including film, television, music, literature, and social media, to address queer audiences through codes or other opaque forms, and queer audiences have always found ways to queer popular culture. Some genres of popular culture, such as drag, voguing, or musicals, have historically emerged as queer countercultures and subsequently become mainstream.<br>In this lecture, after a brief introduction into the field of popular culture studies, students will learn about the vexed relationship between queer identified performers, audiences, and popular culture, as well as the relationship between LGBTIQ+ movements and popular culture. We will look into different musical, cinematic, and performative genres to discuss how queer individuals, groups, and movements have carved out spaces for queer culture, supported the queer community, and represented queer identities and issues. We will learn about subversive artistic and performative forms such as camp. Moreover, we will discuss theoretical and analytical concepts such as the celluloid closet, homonormativity, queering, queer reading, heteronormativity 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.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 which both need to be positive.<br>Part 1: 2 short answers to questions - 5 points each.<br>Part 2: 2 well-structured coherent longer answers (about 250 - 350 words) - 15 points each.<br>minimum score to pass: 21 out of 40 points;<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 PPPs for each individual class will be made available on moodle.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The following literature will be referred to by the teacher of the class. You do not have to consult it for the exam, but it can help to understand some of the points of the lecture in more depth.<br>Butler, Judith. “Chapter 8: Critically Queer,” Bodies That Matter: on the Discursive Limits of "sex" New York, NY: Routledge, 1993, 169-185.<br>Fürst, Saskia M. Janelle Monáe’s Dirty Computer: An Afrofuturist Vision of Empowerment for Black Girls and Young Women. In Eligio Fallaci (Ed): Women: Opportunities and Challenges, Hauppauge, NY: Nova 2020, pp. 219-442.<br>Gonzalez-Sobrino, Bianca, et al. (2019) On-Demand Diversity? The Meanings of Racial Diversity in Netflix Productions. In: David G. Embrick, Sharon M. Collins, and Michelle S. Dodson. Challenging the Status Quo, Brill 2019, pp. 321–344<br>Kennedy, Natacha. “Pose.” Lambda Nordica 27, no. 3-4 (2023): 76–101. <a href="https://doi.org/10.34041/ln.v27.829.">https://doi.org/10.34041/ln.v27.829.</a><br>Koch-Rein, Anson, Elahe Haschemi Yekani, and Jasper J. Verlinden. “Representing Trans: Visibility and Its Discontents.” European Journal of English Studies 24, no. 1 (January 2, 2020): 1–12.<br>The Keywords Feminist Editorial Collective, The Keywords Feminist Editorial Collective. “Keywords for Gender and Sexuality Studies.” In Keywords for Gender and Sexuality Studies, Vol. 13. United States: New York University Press, 2021.<br>Storey, John. Cultural Theory and Popular Culture. An Introduction. Ninth Edition. London: Routledge, 2021.</div>
      


Semester: 2024W
Title: BEd 04.1: Language in a Social Context
Url: https://ufind.univie.ac.at/de/course.html?lv=124641&semester=2024W
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 Lehramt Englisch with an overview of the major areas of linguistic knowledge and its relevance for language teaching. It will complement the topics discussed in the course Introduction to English Linguistics and start off with phonetics and phonology. We will then consider how language varies in relation to different social and geographical factors (sociolinguistics). We examine how language functions in communication and how humans use language to create meaning in interaction (pragmatics, discourse analysis). Furthermore, we describe aspects of children acquiring their first language and how further languages are learnt at later stages in life and in different contexts (second language acquisition).<br>Students will be familiar with the basic principles of phonetics &amp; phonology, sociolinguistics, pragmatics &amp; discourse analysis, first &amp; second language acquisition. They will be able to apply their knowledge to English texts. Students will be able to read and write English in phonemic transcription (IPA).</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Written examination (multiple-choice / MC questions; application &amp; open questions; phonemic transcription).<br>The exam sittings will take place on-site (i.e. we'll have "Präsenzprüfungen").</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">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">All topics mentioned in the above course description.<br>Basis:<br>Lightbown &amp; Spada: chapters 1-4.<br>Plag et al: chapters 1, 2, 6 &amp; 7.3.<br>Lecture slides<br>additional readings on Moodle</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Lightbown, Patsy M. &amp; Nina Spada. 2013. How languages are learned . (4th edition) Oxford: Oxford Unversity Press. (3rd edition also acceptable).<p></p>Plag, Ingo, Maria Braun, Sabine Lappe &amp; Mareile Schramm. 2015 (or 2009). Introduction to English Linguistics. 3rd (or 2 nd) rev. ed. Berlin: Mouton de Gruyter. (available as e-book via library).</div>
      


Semester: 2024W
Title: BEd 02.1: Grammar in Use (GiU)
Url: https://ufind.univie.ac.at/de/course.html?lv=121421&semester=2024W
Branch: SPL 12 - Anglistik
Type: Training
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This tutorial is an accompanying course for the lecture "Grammar in Use". It is a space for revision of lecture materials, practice, exercises and any questions that students may have. Attendance is not mandatory but highly recommended. </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">Recommended further reading: Collins, Peter; Hollo, Carmella. 2010. English grammar: an introduction (2nd ed.). London: Macmillian.<br>All materials including tutorial slides will be made available via Moodle. </div>
      


Semester: 2024W
Title: BEd 02.2: Introduction to Information and Research Literacy (IRL)
Url: https://ufind.univie.ac.at/de/course.html?lv=120422&semester=2024W
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.<p></p>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<p></p>Methods: Teacher input, some inverted lecture sessions, individual and group activities in C2 and/or in Moodle (bring your own device to class); research about a library, library tour and workshop on site.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Library component (research about a library, library tour and workshop on site); homework tasks in Moodle; individual and group activities for each session in C2 and/or in Moodle (written and/or oral).</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance in class time (max. 1 absence): individual and group activities for each session (in C2 and/or in Moodle) count as attendance.<p></p>1) Compulsory library component (research about a library, library tour &amp; workshop on site, up to 25%).<br>2) Library homework relating to information resources/literature and information research (up to 25%).<br>3) Homework relating to academic work, academic best practice and information literacy (up to 50%).<p></p>The three named parts must be positive (over 60%) as well as the overall score.<p></p>Grading scale:<br>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 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<p></p>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>Lipson, C. (2008). Doing honest work in college: How to prepare citations, avoid plagiarism, and achieve real academic success (2nd ed.). The University of Chicago Press.<br>Munthe, E., &amp; Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education 46, 17-24.<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><br>Urheberrechtsgesetz. (2024). <a href="https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&amp;Gesetzesnummer=10001848">https://www.ris.bka.gv.at/GeltendeFassung.wxe?Abfrage=Bundesnormen&amp;Gesetzesnummer=10001848</a><br>Ware, M., &amp; Mabe, M. (2015). The STM report: An overview of scientific and scholarly journal publishing. International Association of Scientific, Technical and Medical Publishers. <a href="http://digitalcommons.unl.edu/scholcom/9/">http://digitalcommons.unl.edu/scholcom/9/</a></div>
      


Semester: 2024W
Title: BEd 02.1: Grammar in Use (GiU)
Url: https://ufind.univie.ac.at/de/course.html?lv=120421&semester=2024W
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Content<br>This lecture introduces fundamental concepts of grammar for describing English sentences and texts. It demonstrates how grammar is used for communication and how language structures can be explained and evaluated in context. In this way, this course provides an important foundation for both language classes and linguistics courses.<p></p>Aims<br>- to better understand the concept of grammar<br>- to identify and name the individual parts of syntactic structures<br>- to talk informedly about key grammatical categories and explain their use in a given context<br>- to recognise and rectify common errors<br>- to make independent and judicious use of grammar resources<p></p>Methods<br>The lecture course consists of weekly lectures and an accompanying Moodle course.<p></p>Please note that the lecture course is accompanied by a tutorial. Time and venue to be announced on Moodle and in the separate description of the tutorial in u:find. This course is an additional offer to help you pass the exam; attendance is not mandatory but highly recommendable.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">One written examination (on site): There will be four dates per semester. The examination consists of 45 multiple-option items:<br>- one or more correct answers per item<br>- at least one incorrect answer per item<br>- all the correct answers per item add up to 1 point<br>- incorrect or missing answers lead to a corresponding deduction from the max. of 1 point<p></p>The working time is 45 minutes. No materials are permitted in the exam.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">You need 60% to pass the exam.<p></p>Grading scale:<br>100-90% = 1, 89.99-80% = 2, 79.99-70% = 3, 69.99-60% = 4, 59.99-0% = 5</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The topics covered in the 12 units of the lecture</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">There is a Grammar in Use handout, which students are requested to buy from CopyStudio (Schwarzspanierstraße 10, 1090 Wien).<br>Alternatively, PDF files of the handout will be made available in Moodle on a weekly basis.<p></p>Recommended further reading:<p></p>Collins, Peter; Hollo, Carmella. 2017. English grammar: An introduction (3rd ed.) Basingstoke: Macmillan.<p></p>Depraetere, Ilse; Langford, Chad. 2012. Advanced English grammar. A linguistic approach. London: Continuum.</div>
      


Semester: 2024W
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=2024W
Branch: SPL 12 - Anglistik
Type: Training
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The tutorial is meant to assist students in their revision for the lecture 120412 VO STEOP (A046): BEd 1.2 Introduction to the Study of Literature and Culture (next exam dates: end of May and end of June 2019). Students will have time to engage with the contents of the lecture and will be  encouraged to ask questions. We will go through the theories of literature and cultural studies and practise the application of tools for the analysis of narrative fiction, poetry, and drama.</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">See moodle</div>
      


Semester: 2024W
Title: STEOP (A046): BEd 1.1 Introduction to English Linguistics
Url: https://ufind.univie.ac.at/de/course.html?lv=121411&semester=2024W
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 optional course to accompany the StEOP lecture series "Introduction to English Linguistics". We will revise the key topics discussed during the lectures with new examples, exercises and plenty of opportunity for questions and discussion. These sessions are not compulsory and will not have a direct impact on your grade (i.e. absence will not automatically result in a worse grade), although many students have found the tutorials to be a key part of their revision in preparation for the StEOP exam.<br>You do not need to register separately for the tutorials. All information, as well as additional resources and materials (quizzes, forums etc.), can be found on the main Moodle platform for the lecture series "Introduction to English Linguistics".<p></p>Important: In the summer semester, there are no lectures "Introduction to English Linguistics" (only these tutorial sessions). The streams, slides, and other resources from last semester's lectures will be available on this semester's Moodle platform.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Tutorial: None<br>Main course: See Moodle</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Tutorial: None<br>Main course: See Moodle</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Tutorial: None<br>Main course: See Moodle</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Tutorial: None<br>Main course: See Moodle</div>
      


Semester: 2024W
Title: STEOP (A046): BEd 1.1 Introduction to English Linguistics
Url: https://ufind.univie.ac.at/de/course.html?lv=120411&semester=2024W
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 forms the first part of a one-year introductory program that aims at providing first-year students of English teacher education with an overview of the major areas of linguistic knowledge and their relevance for learning and teaching English as a foreign language. In the first semester, we study ways of describing English words and their internal architecture (morphology and word-formation). We will then investigate the meanings of words and sentences (semantics) and consider different approaches to grammar, studying how words combine to form phrases and sentences (syntax). In general, we will discuss characteristic features of human language. Students will also learn some facts about the external history of English and mechanisms of language change.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">written examination, multiple choice (part of the STEOP exam)<br>ON SITE</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students will be familiar with the basic principles of morphology, word-formation, semantics and syntax, and will be able to apply their knowledge to English texts. Students will be aware of the relevance of the newly acquired linguistic knowledge and skills for English language learning and teaching.<p></p>Max points for linguistics part of STEOP exam: 40 points<br>To pass the linguistics part you need a minimum of 24 points.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">lecture topics and  selected textbook chapters</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Textbooks:<br>Plag, Ingo; Braun, Maria; Lappe, Sabine; Schramm, Mareile. 2015. Introduction to English Linguistics. 3rd revised edition. Mouton de Gruyter.<br>Yule, George. 2014. The study of language. 5th edition. Cambridge University Press.  (also 4th or 6th edition is fine)<p></p>Biswanger, Markus; Becker, Annette. 2010. 3rd or 4th ed. Introduction to English Linguistics. UTB basics. A. Francke</div>
      


Semester: 2024W
Title: STEOP (A046): BEd 1.2 Introduction to the Study of Literature and Culture
Url: https://ufind.univie.ac.at/de/course.html?lv=120412&semester=2024W
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 is students' starting point in literary and cultural studies and introduces them to a selection of basic concepts and methods of literary and cultural analysis. It will provide a selection of literary texts and cultural materials as examples. It acquaints students with relevant terminology and its practical application and provides a survey of the major theoretical approaches. The relevance of the various issues for the English language classroom will be highlighted.<br>This is a lecture class, i.e. there will be predominantly input by the lecturer, but students are advised to prepare readings from the primary and from the theoretical literature provided on moodle.<br>Please note that the tutorials provide opportunities for discussion in smaller groups.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">multiple choice exam in English (combined exam with linguistics)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">In order to pass you will need to achieve 59.50% in each part (linguistics; literature/culture).<br>In case only one part is positive: If you have a 1 in the positive part you need to reach at least 52.00% for a pass. With a 2, you need 54.00%; with a 3: 56.00%; with a 4: 58.00%.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">lecture contents, set readings and videos (primary literature and theory), materials on moodle</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Adichie, Chimamanda Ngozi. We should all be feminists. TED Talk, 2011. <a href="https://www.youtube.com/watch?v=hg3umXU_qWc">https://www.youtube.com/watch?v=hg3umXU_qWc</a><p></p>Butler, Octavia. Kindred. New York: Beacon Press, 2004.<p></p>Butler, Octavia. Kindred: a Graphic Novel Adaptation by John Jennings, and Damian Duffy, Abrams, Inc., 2017.<p></p>Crenshaw, Kimberle. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review, 1991, Vol. 43, No. 6, pp. 1241-1299.<p></p>Crenshaw, Kimberlé. “Professor Kimberlé Crenshaw Defines Intersectionality,” YouTube, 2020, <a href="https://www.youtube.com/watch?v=sWP92i7JLlQ">https://www.youtube.com/watch?v=sWP92i7JLlQ</a><p></p>Culler, Jonathan. Literary Theory. Oxford: OUP, 1997. Appendix.<br>Giles, Judy; Middleton, Tim. Studying Culture. A Practical Introduction. Oxford: Blackwell, 2001.<p></p>Longhurst, Brian; et al. Introducing Cultural Studies. Second edition. London: Pearson Longman, 2008.<p></p>Meyer, Michael. English and American Literatures. Tübingen: Narr Francke Attempto Verlag.<p></p>Nünning, Vera; Nünning, Ansgar. An Introduction to the Study of English and American Literature. Stuttgart: Klett Lerntraining, 2009.<p></p>Pope, Rob. Studying English Literature and Language. An Introduction and Companion. Third edition. London: Routledge, 2012.<p></p>Storey, John. Cultural Theory and Popular Culture. An Introduction. Ninth Edition. London: Routledge, 2021.<p></p>West, Dorothy. The Penny. In The Richer, The Poorer. New York: Anchor Books, 1995.</div>
      


Semester: 2024W
Title: Orientierungsveranstaltung Anglistik BEd
Url: https://ufind.univie.ac.at/de/course.html?lv=120023&semester=2024W
Branch: SPL 12 - Anglistik
Type: Orientierungsveranstaltung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This session will give you some kick-start information for the first semester by the director of studies and student representatives. There will also be time for you to ask your specific questions.</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: 2024W
Title: Literary Seminar / BA-Arbeit / MA American/North American Lit./Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123222&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The normative problems associated with environmental problems have become a critical issue in particular for the poorest and most vulnerable populations, a phenomenon that has increasingly been included also in literary studies. In this seminar, we will discuss authors and texts that have in different contexts been reflecting on concepts of nature and on the relationship between nature and humans/culture. These range from Romantic and Transcendentalist representations in poetry and fiction by authors like Walt Whitman or Emily Dickinson to a more recent turn towards feminist ecocriticism such as Ursula K. Le Guin or Octavia Butler. We also discuss environmental justice approaches that integrate knowledge from the sciences and the humanities for claiming the equal protection and rights of all people and of nature/the environment, regardless of race, national origin, or income from environmental risks. Decolonial environmental justice perspectives and postcolonial ecocritcism (Amitav Gosh) and ecofeminist approaches address and imagine alternative cosmovisions and new forms of relationality and kinship, but also conceptualizations such as the post-human (Donna Haraway), all of which are dedicated to thinking modes of production, sociability and cohabitation Otherwise. Making claims for the protection of all populations from the effects of climate change and natural disasters, the recognition for indigenous land rights, such approaches seek to provide alternatives to Eurocentric/Occidentalist notions of modernity and growth based on exploitative imaginations of nature and unequal social structures.<br>The seminar will provide students with basic knowledge about a number of primary texts addressing questions around nature, culture, humans and the environment from the 19th century to the recent trend in Climate Fiction, but also Anti-Environmentalism in fictions of the extreme right. Students are introduced to key concepts, arguments and theorizations of the broad emerging field of climate fiction, ecocriticism and environmental justice that contribute to and can be subsumed under the header Environmental Humanities.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Take part in and pass each of the 3 course requirements (active participation + in-class assignments, presentation/written outline of own project, term paper) and score at least 60 points in order to pass this course.<p></p>The course requirements will be discussed in detail during the first session.<p></p>The use of AI is not allowed, unless agreed upon with the lecturer for specific tasks.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">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>• Active participation in class discussions + writing assignments in class: 30 points<br>• Presentation of topic/own project (hand in an outline and presentation in class): 20 points<br>•Term paper: 50 points<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Input phases in combination with group work and in-class discussion. To pass the course, students need to attain at least 60% and complete all assignments.<br>The term papers/BA theses will be marked according to the following categories: form; content; methodology; quality of thesis; language; style.<p></p>The written work consists of 6500-8000 words for a term paper; 8500-10000 words for a BA thesis. The written work has to be accompanied by a signed and dated anti-plagiarism statement.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">– Adamson, Joni, Evans, Mei Mei, and Stein, Rachel, eds. The Environmental Justice Reader: Politics, Poetics, and Pedagogy. Tucson: University of Arizona Press, 2002.<br>– Brooks, Paul. Speaking for Nature: How Literary Naturalists from Henry Thoreau to Rachel Carson Have Shaped America. 1988.<br>– Buell, Lawrence.Writing for an Endangered World: Literature, Culture, and Environment in the U.S. and Beyond. Harvard University Press, 2003.<br>– Gosh, Amitav. The Great Derangement: Climate Change and the Unthinkable. University of Chicago Press, 2016.<br>– Hubble, Andrew J. And John C. Ryan. “1 Introduction to the Environmental Humanities: History and Theory “.  Introduction to Environmental Humanities. Routledge, 2022.<br>– Murphy, Patrick. Ecocritical Exploration in Literary and Cultural Studies: Fences, Boundaries and Fields. Lanham, MD: Lexington Books, 2009.<br>– Nash, Roderick Frazier. The Rights of Nature: A History of Environmental Ethics (History  of American Thought and Culture), 1989.<br>– Olson, Greta. From Law and Literature to Legality and Affect. Oxford University Press, 2022.<br>– United States Environmental Protection Agency. Learn About Environmental Justice. <a href="https://www.epa.gov/environmentaljustice/learn-about-environmental-justice">https://www.epa.gov/environmentaljustice/learn-about-environmental-justice</a><br></div>
      


Semester: 2024W
Title: Literary Seminar / BA Paper / MA British/Irish/New English
Url: https://ufind.univie.ac.at/de/course.html?lv=123220&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">There's a dead body on the stage, but who did it?<br>This course deals with the British crime play and its developments from the 1950s to today. We will ask about the conventions of the genre, the role of generic formulae and plot devices, stage histories and the reception of the plays, and the development of the genre from Agatha Christie's crime plays over absurdist versions to parodies and postmodern rewritings.<p></p>In the course, we will not only read the plays, but we will equally think about stage techniques and production contexts. Participants should therefore be ready to take part in more creative exercises such as acting or preparing scenes for production.<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. This includes the portfolio tasks which help participants to narrow down their research ideas for their papers as well as create research questions and a thesis statement.<p></p>At the end of the class, students will have gained an awareness of the critical debate surrounding the crime play and its development (including the variety and use of genres 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">a) Regular attendance and preparation of session material (students may miss two sessions)<br>b) General participation in class, including individual contributions, work with a partner as well as work in groups<br>c) 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<br>d) A portfolio of three short writing task that prepare you for your term paper<br>e) A formal paper of 6.500-8.000 words<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 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">a) Active participation and contributions in class (including your expert input in your respective session): 20%<br>b) Portfolio Tasks: 30%<br>c) Term paper: 50%<br>Students must attain at least 60% of each 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">- Input phases combined with group work and classroom discussion<br>- Student input from your expert session<br>- Students' written research projects (term paper and portfolio)</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary Texts:<br>Christie, Agatha (2014 [1952]). The Mousetrap. London: Samuel French.<br>Shaffer, Anthony (2000 [1970]). Sleuth. London: Marion Boyars Publishers.<br>Elton, Ben (2005 [1998]). Popcorn. London: Samuel French.<br>Rankin, Ian and Mark Thomson (2014 [2013]). The Dark Road. London: Orion Books.<br>Please buy the texts in the editions given.<p></p>Theory and Secondary Literature:<br>Hesse, Beatrix. The English Crime Play in the Twentieth Century. Houndmills: Palgrave Macmillan, 2015.<br>Further secondary literature will be announced at the beginning of term.</div>
      


Semester: 2024W
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123046&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In "A Room of One’s Own" (1929), Virginia Woolf famously declared: "a woman must have money and a room of her own if she is to write fiction." Based on her assertion that creating literature - especially longer-form prose - requires a little more than just genius, we will explore the recent history of women’s writing in Britain and revisit "women’s literature" from a critical, intersectional perspective: How do female authors and feminist literary critics challenge the white male canon of British literature? What does it mean to write women’s literature? Who is included? And how are women’s identities entangled with questions of gender, sexuality, race, and class? Do we still need "women’s literature" as a category in publishing and what does it stand for today?<p></p>We will use Catherine Riley’s Feminism and Women’s Writing (2018) as the basis for our critical engagement with examples of British women’s writing across genres and identities: From Virginia Woolf’s sharp polemic "A Room of One’s Own" (1929), to selected poems by Carol Ann Duffy, the first Scottish-born, female, lesbian poet to be appointed Poet Laureate in 2009, Tanika Gupta’s play The Empress (2013) that tackles Britain’s colonial past from her perspective as British-Asian female playwright to Bernardine Evaristo’s bestselling Girl, Woman, Other (2019), which made her the first Black woman and first Black British author to win the Booker Prize.<p></p>This class introduces students to selected texts in British women’s writing. Based on our class readings and interactive exercises, students will learn how to critically analyse literary texts of various genres with expert terminology and methodologies, how to understand texts in their specific sociocultural contexts (including, e.g. the political and economic circumstances of their publication). Students will learn to understand "women’s literature" beyond binary, essentialist assumptions of gender, as they will have learned to think about gender as co-created in intersectional relations with other cultural markers of difference like race, class or sexuality. Most importantly, students will learn basics in academic writing in the age of AI in line with academic best practice, how to look for secondary literature, how to formulate research questions and find one’s analytic voice, how to structure their first researchs papers and bibliographies.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">(1)	Preparation and participation: general attendance, regular preparation of assigned reading material, continuous contribution to classes on site and via Moodle<br>(2) Written research proposal (650 words and annotated bibliography)<br>(3) Presentations: participation in expert group session, presentation of individual research project<br>(4) Proseminar paper (3500 words)<p></p>Students are asked to actively participate in class and prepare for the sessions, they will have to produce a research proposal (preparation for the paper, finding an angle of analysis, research questions, and annotated bibliography), present their project at two times during the semester (at the beginning of term, before handing in their research proposal and at the end of term, presenting their progress and the analyses that their paper is based on), participate in a background info expert session with colleagues, and hand in a proseminar paper at the end of term.<p></p>AI tools like ChatPDF, ChatGPT, Research Rabbit, or EducationCopilot etc. might be used as augmented research and writing strategies. A compulsory AI statement reflecting the use and implementation of tools and their results needs to be included in your final paper.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">(1)	Participation: 15 points (attendance, preparation, contributions in class &amp; online)<br>(2)	Research Proposal: 15 points (submission of research proposal + presentation)<br>(3)	presentations: 20 points (expert group session, final presentation)<br>(4)	Proseminar Paper: 50 points<p></p>Overall Score of 100 Points.<br>Pass-Mark: 60 Points.<p></p>The overall grading scheme is (1): 100-91, (2): 90-81, (3): 80-71, (4): 70-61, (5): 60-0<p></p>All of these four course requirements (participation, handing in of research proposal, being present for the presentations and handing in the final proseminar paper) need to be fulfilled! Not showing up for the presentations or not handing in the final paper equals dropping out of the course and being assessed with a negative grade.<p></p>You can miss two sessions. Term papers will be checked with TurnitIn.<p></p>Note: Students with disabilities or mental health issues may be granted special conditions.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">This is an interactive course with continuous assessment. There will be no written exam. Students are expected to actively participate in class, engage with the class readings, and prepare for the sessions by reading the assigned material and answering guiding questions. They will host a collaborative and interactive expert group session. They will have to produce an individual research proposal (and present their work throughout the semester), and a final proseminar paper at the end of term showcasing their academic writing skills.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Riley, Catherina. Feminism and Women’s Writing. An Introduction. Edinburgh UP, 2018.<br>Woolf, Virginia. A Room of One’s Own. 1929. London: Penguin, 2020.<br>Evaristo, Bernardine. Girl, Woman, Other, 2019. London: Penguin, 2020.<br>Gupta, Tanika. The Empress. London: Oberon, 2013.<br>Duffy, Carol Ann. Selected Poems.</div>
      


Semester: 2024W
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123045&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Tweed jackets, handwritten notes, whimsical playlists: “dark academia” seems to be an almost ubiquitous phenomenon on social media, having experienced a particular rise during the closure of university spaces during the Covid-19 pandemic. In this course, we will explore via a range of representative novels and novel excerpts from this genre, as well as the (adjacent, but not completely synonymous) genres of the campus novel and varsity novel. While the majority of time will be devoted to three contemporary novels (Tartt, Rooney, Taylor), we will also trace the (not-so-secret) history of these three related genres via excerpts from campus/varsity novel classics such as Evelyn Waugh’s <i>Brideshead Revisited</i>, David Lodge’s <i>Small World</i>, and Elif Batuman's <i>The Idiot</i>. Beyond literary analyses, the politics of (in)visibility and inclusion/exclusion in these texts, as well as university spaces at large, will constitute important discussion topics throughout the course.<p></p>In addition to discussing the literary texts in detail via small-group and plenum discussions, we will revise a range of analytical terminology 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. At the end of this course, students will have learned how to find and narrow down a research topic, formulate a research question, find and integrate secondary literature, adhere to the rules of good scientific practice, and structure and write a term paper.</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; a third one with an official doctor’s notice/official documentation): 20 points max.<br>- presentation: 15 points max.<br>- abstract (250-300 words): 15 points max.<br>- term paper (3500 words +/- 10%): 50 points max.<p></p>The course requirements will be discussed in detail during the first session.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">- regular attendance and participation in discussions and group work, smaller tasks in preparation for or during the sessions (you may miss a maximum of two classes without a doctor's notice): 20 points<br>- presentation: 15 points<br>- abstract (250-300 words): 15 points<br>- term paper (3500 words +/- 10%): 50 points<p></p>Overall Score: 100 points max.<p></p>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).<br>The use of generative AI for the writing of the PS paper or abstract is not allowed. It may be used for a specific voluntary task (will be explained/discussed), but its use must be thoroughly documented and reflected on.</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.<br>There will be no written final exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Required Reading (in full):<br>* Donna Tartt, <i>The Secret History</i> (1992)*<br>* Sally Rooney, <i>Normal People</i> (2018)<br>* Brendan Taylor, <i>Real Life</i> (2020)<br>(If the majority of students has read R. F. Kuang’s <i>Babel</i>, we can include a session on this text. However, reading it will not be a prerequisite for passing the course.)<p></p>*Please note that this text is rather long and, as a key text that is widely considered the founding text of dark academia, it will be central to our discussions – if you have not read it yet, my advice is to start reading as soon as you get a confirmation that you are in the course.<br>NB: Some of the characters have a rather problematic attitude towards LGBTQIA+ characters and topics and one character [Bunny] occasionally uses slurs to this effect.<p></p>Links to excerpts from other literary texts (Evelyn Waugh, <i>Brideshead Revisited</i>, David Lodge, <i>Small World</i>, Elif Batuman, <i>The Idiot</i>) as well as theoretical and secondary literature (by Robbert-Jan Adriaansen, Orlaith Darling, Francesco Baci, Maria Amor Barros del Rio, Jasmine Gege Yang, Simone Murray, Maryann Nguyen as well as a range of articles from the “Post45” cluster on dark academia: <a href="https://post45.org/sections/contemporaries-essays/dark-academia/)">https://post45.org/sections/contemporaries-essays/dark-academia/)</a> will be provided on Moodle.<br></div>
      


Semester: 2024W
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123044&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This seminar will aim to read Australia from multiple angles, trying to understand the vast diversity of the nation and its at times troubled history. Students will read from a variety of genres including poetry, prose, biography and letters. Student will gain tools essential in communicating their arguments in an academic manner.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">There will be bi-weekly presentations as well as feedback reports for the other students. Students will write a paper at the end of the semester. Class discussion will be an important factor.</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%<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Students will be expected to read all texts and encouraged to research topic areas. Group presentations will take place and grading will also consider in-class discussions, unique and independent thinking, and the ability to put forth academic arguments in class.<br>Students are expected to write a final paper.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Bellanta, Melissa. Larrikins: A History. N.p., 2012. Web. &lt;<a href="https://acuresearchbank.acu.edu.au/item/8v21y/larrikins-a-history>.">https://acuresearchbank.acu.edu.au/item/8v21y/larrikins-a-history&gt;.</a><br>Boochani, Behrouz, and Omid Tofighian. No Friend but the Mountains : Writing from Manus Prison. Picador, Pan Macmillan Australia, 2018.<br>Jefferis, Barbara. The Drover’s Wife (1980). In:  Thieme, John. (ed.). The Arnold Anthology of Post-Colonial Literatures in English. London: Arnold, 1996. 265-272.<br>Kossew, S. (2003). Writing Woman, Writing Place: Contemporary Australian and South African Fiction (1st ed.). Routledge. <a href="https://doi.org/10.4324/9780203380680">https://doi.org/10.4324/9780203380680</a><br>Lawson, Henry (n.d.). The Drover’s Wife.  Web. <a href="https://www.eastoftheweb.com/short-stories/UBooks/DrovWife.shtml">https://www.eastoftheweb.com/short-stories/UBooks/DrovWife.shtml</a><br>Patterson, Bango. Waltzing Matilda, N.p., n.d. Web. &lt;<a href="https://trishansoz.com/trishansoz/waltzing-matilda/waltz.html>.">https://trishansoz.com/trishansoz/waltzing-matilda/waltz.html&gt;.</a><br>Pilkington, Doris, et al. Follow the Rabbit-Proof Fence. University of Queensland Press, 2002.<br>Tranter, Bruce, and Jed Donoghue. “Ned Kelly.” Journal of Sociology 46.2 (2010): 187–205. Web. &lt;<a href="https://doi.org/10.1177/1440783309355063>.">https://doi.org/10.1177/1440783309355063&gt;.</a><p></p>All literature will be provided on moodle.</div>
      


Semester: 2024W
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123043&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In her cultural history of ghosts, Susan Owens explores how ghosts reflect changing attitudes, hopes and fears: ghosts, she says, “personify the layers of history beneath our feet, the old stories that refuse to be erased”. Ghost stories do not merely reflect anxieties about death and its permanence, about an afterlife, and about life itself. They represent attempts to make sense of the unknown, and to keep exploring our fears, whether they stem from contemporary concerns or more timeless questions.<p></p>This course focuses on the British ghost story as a long-standing storytelling and publishing tradition, and on some of its most popular examples. From spectral apparitions to strange, unidentified noises, whether through a haunted house or a haunting phenomenon, on stage or in poems, the ghost story has taken on many forms within a certain set of parameters and engages with concerns that are in turn topical or universal. The “pleasing terror” of ghost-seeing, ghost-hearing, but also – and most importantly – ghost-telling, can be read as entertainment, as part of a long literary tradition, and as the channelling of a historical, social and cultural background. While most of the tales we will study were published between 1860 and 1920, we will also explore the classical Gothic roots of the ghost story, as well as open up the conversation towards its evolution through the twentieth century.<p></p>In this course, participants will gain a knowledge of the British ghost story genre through texts from the 19th century and the early 20th century, as well as an understanding of how the ghost story functions in response to significant historical and cultural contexts, through the study of a variety of authors and texts. The course will also enable participants to develop their practical skills in the critical analysis of literary texts, and will tackle the basic techniques of academic writing, such as how to structure a paper.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (a maximum of two unexcused absences is possible) and active participation in classroom discussion and groupwork; regular preparation of assigned reading material; active in expert team providing input for one session in the term; participation in other smaller tasks such as the glossary; portfolio of written tasks (creative writing or close reading piece; 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>-	Expert input during one session and creation of a handout: 15%<br>-	First written task (creative writing or close reading sample): 5%<br>-	Research proposal (650 words) and annotated bibliography: 15%<br>-	Proseminar paper (3500 words): 50%<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<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Contents covered throughout the semester. Students are expected to prepare their homework tasks, 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">The primary texts listed below are short stories of various lengths. Due to their publication dates, they are all open-access and can be found easily; no precise edition is required. These form the basis of our coursework; other stories may be added later on (with advance notice), and provided in class and on Moodle.<p></p>1)	Charles Dickens, “A Christmas Carol” (1843)<br>2)	Mary Elizabeth Braddon, “The Cold Embrace” (1860)<br>3)	Percy Bysshe Shelley, "Fragment of a Ghost Story" (1862)<br>4)	Margaret Oliphant, “The Open Door” (1881)<br>5)	Florence Marryat, “The Invisible Tenants of Rushmere” (1883)<br>6)	Vernon Lee, “A Wicked Voice” (1890)<br>7)	Lettice Galbraith, “In the Séance Room” (1893)<br>8)	Arthur Conan Doyle, “The Brown Hand” (1899)<br>9)	M. R. James, “Oh, Whistle, and I’ll Come to You, My Lad” (1904)<br>10)	Thomas Hardy, "After a Journey" (1912-13)<br>11)	H. D. Everett, “The Whispering Wall” (1916) and “Over the Wires” (1920)<br>12)	May Sinclair, “Where Their Fire is not Quenched” (1923)<p></p>Secondary literature: excerpts will be provided in digital form on Moodle throughout the semester.<br></div>
      


Semester: 2024W
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123042&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">What makes murder such an appealing topic for all forms of literature from poetry to prose? This proseminar sets out to 'investigate' this question. Students will be asked to read a variety of text all of which feature crime detecting characters. Particular attention will be paid to how late nineteenth and early twentieth century authors have formed and shaped the figure of the private detective.<p></p>Students will be introduced to different theoretical tools used in academic textual analysis, such as:<p></p>Narratology &amp; Storyworld Building<br>Foucault's theory of discourse<br>Ideology &amp; Hegemony critique<br>Gender &amp; Queer studies</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">In-class and preparatory participation (e.g. active in-class participation, group task): 15%<br>Expert group session: 20%<br>Research proposal (700 words +/-10%) with annotated bibliography: 15%<br>seminar paper (3150-3850 words +/-10%, word count excluding bibliography): 50%<br>Overall Score of 100%, pass-mark 60%<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Final Mark 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, you need to fulfill each individual requirement and complete tasks on time. Late submissions cannot be accepted. You can miss two classes.<br>The plagiarism detection software Turnitin will be used on most written assignments (research proposal, pro-seminar paper).<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Individual class requirements (paper proposal, pro-seminar paper, in-class presentations).<br>All texts from the reading list.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Short Stories/essays:<br>Raymond Chandler "The simple art of murder"<br>Raymond Chandler"Trouble is my business"<br>Edgar Alan Poe "The Murders in the Rue Morgue"<p></p>Novels:<br>Raymond Chandler "The High Window"<br>Denise Mina "The Second Murderer"</div>
      


Semester: 2024W
Title: PS Literary Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=123041&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text"><i> Once upon a time, there were tales which cast a powerful spell on generations, shaping our imagination with their enchanting narratives and iconic characters. Yet, beneath the surface of these beloved stories, beneath the familiar narratives of damsels in distress and knights in shining armour, lie complex and often dark origins…</i><p></p>In this proseminar, we will examine fairytales and retellings of fairytales across cultures and identities. Throughout, we will analyse novels and stories by writers, among them Angela Carter, Neil Gaiman, Marissa Meyer and Naomi Novik, and interpret them with the help of critical theorists, such as Bruno Bettelheim and Jack Zipes. We will delve into the historical, cultural, and literary contexts that shaped the development of these narratives, uncovering the often violent and disturbing elements that underpin the familiar. By analysing a diverse range of tales from different contexts, we will examine how fairytales and their retellings reflect and shape societal values, gender roles and power dynamics, with a particular emphasis on the re-imagination of the genre under the influence of feminism. Moreover, we will trace the genre’s journey from oral tradition to written expression and explore its subsequent adaptation to film and television.<p></p><u> Course outcomes: </u><br>- Students will demonstrate a comprehensive understanding of the historical and cultural contexts of fairytales across cultures.<br>- Students will be able to analyse how gender, class, and other social identities are represented and reimagined in fairytales and their retellings.<br>- Students will get an understanding of the evolution of the genre from oral and written forms to its contemporary manifestations in film and television.<br>- Students will develop their practical skills in the analysis of literary texts and academic writing.<p></p><b> Content Warning: </b> This course will explore mature themes, including violence, assault and death. The texts we will engage with may be disturbing or upsetting. Trigger warnings will be provided, but students should be aware of the course content before enrolling.<br>Please take care of yourselves and remember to prioritise your well-being. If you need support, please do not hesitate to reach out to <b> the university’s counselling services </b> : <a href="https://www.studierendenberatung.at/en/">https://www.studierendenberatung.at/en/</a><br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">- Active participation in classroom discussion: 10 points<br>- Five in-class quizzes (each worth 2pts): 10 points<br>- Expert input during one session: 15 points<br>- Research proposal (700 words) and annotated bibliography: 15 points<br>- Proseminar paper (3500 words, +/- 10%): 50 points<p></p>Overall score: 100 points max.<br>Pass-mark: 60 points</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students must fulfil and pass each of the course requirements and score at least 60 points in order to pass this course. You may miss a maximum of <b> two classes. </b><br>Grading scale:<br>1 (very good): 100-90 points<br>2 (good): 89-80 points<br>3 (satisfactory): 79-70 points<br>4 (pass): 69-60 points<br>5 (fail): 59-0 points<br>The course requirements will be discussed in detail during the first session. The plagiarism detection software Turnitin will be used on the written assignments. AI tools may <b> not </b> be used for your research proposal and proseminar paper.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">This is an interactive course with continuous assessment (“prüfungsimmanente Lehrveranstaltung”). In addition to handing in a research proposal, annotated bibliography and proseminar paper, participants are expected to be an expert during one session, pass the quizzes, read all texts and actively participate in class throughout the semester. Participants are also expected to hand in all tasks and assignments on time.<br>There will be no written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><u> Primary Literature:</u> Please purchase all books in <b> bold</b>. Other primary texts will be provided on Moodle.<br>Tales from Charles Perrault's <i> Mother Goose Tales </i><br>Tales from <i> Grimm's Fairy Tales </i><br>Tales from <i> The Thousand and One Nights </i><br><i> The Bloody Chamber and Other Stories </i> by Angela Carter (1981)<br>"Snow, Glass, Apples" by Neil Gaiman (1998)<br>Selected Stories from <i> Angela Carter's Book of Fairy Tales (2005) </i><br><b> <i> Cinder </i> by Marissa Meyer (2012) </b><br><b> <i> Uprooted </i> by Naomi Novik (2015) </b><br><b> <i> A Thousand Nights </i> by E.K. Johnston (2015) </b><br>Selected Stories from <i> Fierce Fairytales &amp; Other Stories to Stir Your Soul </i> by Nikita Gill (2018)<br>Selected Stories from <i> Mermaids Never Drown - Tales to Dive for </i> edited by Zoraida Cordova and Natalie C. Parker (2023)<p></p><u> Secondary Literature:</u>(excerpts)<br><i> The Uses of Enchantment: The Meaning and Importance of Fairy Tales </i> by Bruno Bettelheim (1976)<br><i> Don't Bet on the Prince: Contemporary Feminist Fairy Tales in North America and England </i> edited by Jack Zipes (1986)<br><i> The Fairy Tale: The Magic Mirror of Imagination </i> by Steven Swann Jones (1995)<br><i> Postmodern Fairy Tales: Gender and Narrative Strategies </i> by Cristina Bacchilega (1999)<br><i> Breaking the Magic Spell: Radical Theories of Folk and Fairy Tales </i> by Jack Zipes (2002)<br><i> Why Fairy Tales Stick: The Evolution and Relevance of a Genre </i> by Jack Zipes (2006)<p></p>All secondary literature will be provided on Moodle.</div>
      


Semester: 2024W
Title: Cultural and Media Studies Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=124221&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This seminar offers an introduction to the concept of adaptation studies, asking students to critically investigate how ideas, themes and motives are translated from one medium into an other.<p></p>Philip K. Dick has shaped how Hollywood pictures dystopian futures for the better part of 4 decades. Dick wrote more than 40 novels and numerous short stories, most of which were published between the early 1950s and the late 1970s. Many of his fictions are set on earth in the near future and usually explore bleak outlooks on the future of human society in the aftermath of warfare as well as natural disasters in which surveillance technologies as well as the hyper commercialization of everyday life and turbo capitalism shape the lives of his protagonists.<p></p>Among the most well-known adaptations are Ridley Scott’s 1982 sci-fi/neo-noir thriller Blade Runner which is vaguely based on Dick’s novel Do Androids Dream Of Electric Sheep?. Paul Verhoeven’s 1990 sci-fi thriller Total Recall as well as its 2012 remake by Len Wiseman are based on Dick’s short story “We Can Remember It For You Wholesale”. Other short stories such as “Minority Report” and “Paycheck” have likewise been adapted to film in the early 2000s as well as Dick’s novel "A Scanner Darkly" which was adapted to film in 2006 by Richard Linklater.<p></p>Students will be also asked to analyze how specific topics that Dick brings up in his texts, such as eugenics, the horrors of nuclear warfare, the human perception of reality, instances of state-controlled mass surveillance of individuals are being either dutifully translated into, pushed aside or aggressively reconfigured when his work is being adapted from the page to the screen.<p></p>Key Questions/Ideas to be addressed in this seminar:<br>What is the purpose of dystopian fictions?<br>In how for is the genre of Science Fiction a form of cultural history?<br>How does one do adaptations?<br>How does adaptation connect to intertextuality?</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Students are required to hand in a seminar paper, submit a paper proposal, hold an in-class presentation (can be team work or solo work), as well as complete a short number of written tasks.<p></p>In-class and preparatory participation (e.g. active in-class participation, written tasks): 15%<br>Group session/student presentation: 20%<br>Research proposal (700 words +/-10%) with annotated bibliography: 15%<br>seminar paper (6500-8000 words +/-10%, word count excluding bibliography): 50%<br>Overall Score of 100%, pass-mark 60%<p></p>Final Mark Scale:<br>1: 100-90%<br>2: 89-80%<br>3: 79-70%<br>4: 69-60%<br>5: 59-0%<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">In order to pass, you need to fulfill each individual requirement and complete tasks on time. Late submissions cannot be accepted. You can miss two classes.<br>The plagiarism detection software Turnitin will be used on most written assignments (research proposal, seminar paper).<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">All novels, short stories and secondary source material covered in class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Short stories:<br>"We can remember it for you wholesale"<br>"Minority Report"<p></p>Novels:<br>Do Androids dream of electric sheep?<p></p>Films:<br>Total Recall (1990&amp;2012)<br>Blade Runner (1982)<br>Blade Runner 2049 (2017)</div>
      


Semester: 2024W
Title: Cultural and Media Studies Seminar
Url: https://ufind.univie.ac.at/de/course.html?lv=124220&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Pandemics, wars, ecological crises, economic collapse – the 21st century appears to be uniquely marked by a sense of impending apocalypse. And yet, as we will see in this Cultural and Media Studies Seminar, images and narratives of the ‘end of days’ have long been a cultural topic and theme, used historically towards a wide range of ideological, affective, and political ends. Through in-class presentations and discussions, we will learn how to read these currents in media and genres as they relate to the intersecting categories of race, gender, sexuality, and class as represented in film, television, music, literature, the visual arts and lived cultures. By focusing on cultural and media representations of the ‘end of the world’ in diverse contexts, genres, and representational modes, together we will consider how the limits and meanings of human history and the nonhuman world are constantly being redrawn and remade in ways that mirror, and can help us to better understand, the apocalyptic rhetoric of our own time.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Throughout the semester, besides contributing to in-class and Moodle forum discussions, each student will be working on a research project of their own design. Each of the semester tasks is part of the same research project, and develops it from idea to completion in a final term paper<br>1. Register a research topic<br>2. Develop a research question<br>3. Present your work-in-progress in a 10 minute (maximum!) presentation in class<br>4. Receive feedback on your presentation in in-class discussion (10 minutes) and in the discussion forums [and give feedback on your colleagues’ projects by discussing them in the forums]<br>5. Write a 300-word abstract on your topic, and receive feedback from the lecturer<br>6. Develop your research, presentation, abstract and feedback into a final term paper (MA students: 6,500-7,000 words; BA students 8,000-10,000 words)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">50% Final Essay (MA students: 6,500-7,000 words; BA students 8,000-10,000 words)<br>20% In-Class Topic Presentation<br>10% In-Class Participation and regular contribution to Moodle Forum Discussions<br>10% Abstract (300 words)<br>10% Final Moodle Quiz<p></p>BA students receive 11 ECTS, MA students receive 10 ECTS.<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="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The material provided in the required secondary reading, lectures and PowerPoint slides. All study-material (PowerPoints and texts) will be provided on the Moodle e-learning platform.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">"The Sense of an Ending" by Frank Kermode<br>"Powers of Horror" by Julia Kristeva<br>“The Apocalypse of a Wired Brain” By Slavoj Žižek<br>“No Apocalypse, Not Now” by Jacques Derrida<br>"Imagining the End: The Apocalypse in American Popular Culture" by James Craig Holte (ed.)<br>"Heaven on Earth: The Varieties of the Millennial Experience" by Richard Landes<br></div>
      


Semester: 2024W
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=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Having passed away only this summer at the age of 90, Fredric Jameson’s impact upon literary and cultural studies has been immeasurable. An unflinching Marxist - during a period in which such a label was deeply unfashionable – Jameson engaged, interacted, and debated with the full range of psychoanalytic and poststructuralist theorists of his generation. At the same time, Jameson theorized that the representations of postmodernity were, rather than a triumph against fascism and universalism, more precisely symptoms of capitalism’s effort to fragment social relations and deepen an ambient malaise about our political futures. Jameson helps us, as readers, recognize that, what we thought were theoretical advances in cultural theory, are, in fact, built into the “cultural logic of late capitalism” (the subtitle of his famous book, <i>Postmodernism</i>). Furthermore, Jameson continues his heroic commitment to literary criticism, being one of the few who adheres to close reading – a methodology, seemingly of a bygone era, that has since been replaced by the immediacy and instant gratification of distant reading and postcritique. A careful, forensic reader of form and perspective, Jameson nevertheless knows that we must “always historicize” if we are to properly understand the totality of the present and map out a utopian desire for a better world.<br>As a group, we will read through the broad range of Jameson’s literary and cultural criticism. This task won’t be easy. Jameson is an important theorist, no doubt, but also one of the most difficult to read. He writes in what we might consider a capacious mode, each sentence staging the full range (the “totality”, to use one of his favorite concepts) and complexity of our social circumstances. His sentences pack in history, dense theorizing, and precision, all in the interest of covering the contradictions of the present. Because of this difficulty, we will have to debate and work through his ideas, together, accepting certain complications, and living within the mind of a true dialectician. This process will be frustrating for all of us; but by the end, we will be more careful readers, being led by someone who models the care and precision of dialectical critique<br>(I promise, terms like "dialectics," "critique", and "totality" will become clearer in due time).<p></p>Read here a collection of essays devoted to Jameson's oeuvre for his 90th birthday: <a href="https://www.versobooks.com/en-ca/blogs/news/jameson-at-90-a-verso-blog-series">https://www.versobooks.com/en-ca/blogs/news/jameson-at-90-a-verso-blog-series</a><p></p><u>Course Outcome</u><br>-Students will be able to read, analyze, and interpret the critical work of Fredric Jameson.<br>-Students will be able to map Jameson’s theories onto a full range of different traditions (psychoanalysis, Marxism, and poststructuralism)<br>-Students will be able to utilize Jamesonian theories in their own writings and research projects<p></p></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">-<b><u>Weekly Expert Session (30 points)</u></b>, in which 1-2 people will lead the class discussion on an essay by Fredric Jameson. Students are required to give a (critical) overview of the essay/chapter itself, situating it within its context and theoretical tradition, and help entire group recognize its significance and work through its argument(s).<p></p>-<b><u>Research Proposal (15 points)</u></b>: In preparation for your final paper, you are expected to present a research question, outline, and bibliography for feedback/approval. This assignment will help you determine the overall scope and manageability of your final paper, while also<br>allowing you to begin early on designing your final paper project. Your research proposal must be: a.) coherent; b.) workable (i.e. able to be expanded upon); c.) feasible within the constraints of a BA/MA paper (i.e. not your “life's work”); d.) readable (i.e. well-proofread).<p></p>-<b><u>Final Paper (40 points)</u></b>: At the end of the semester, students must submit a final paper of between either: a.) 8.000-10.000 words (for<br>BA papers/theses), or 6500-8000 words (for MA seminar papers). This is a research paper that should include a strong thesis statement, engagement with the primary text, and additional scholarly materials.<p></p>-<b><u>Course Participation (15 points)</u></b>: This is a discussion-heavy, seminar style course in which we will be discussing chapters and sections in a small group setting. Each student is required to show up prepared to discuss the previous week's reading, and to engage in an ongoing dialogue with classmates and the instructor.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text"><u>Grading Criteria</u><br>Total=100 points<br>Expert Session and Presentation: 40 points<br>Research Proposal: 15 points<br>Final Paper = 30 points<br>Participation = 15 points points<p></p>Note: Students must receive 60 points in total in order to pass the course<p></p>Grading Scale:<br>90-100 points=1<br>80-89 points=2<br>70-79 points=3<br>60-69 points=4<br>0-59 points=5</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">This course is structured with ongoing assessment ("Prüfungsimmanent"), meaning that your final grade will based on your performance during course discussions, presentations, and final papers</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><u>Please purchase the following book:</u><br><i>The Jameson Reader</i>, ed. Michael Hardt and Kathi Weeks<p></p>Additional readings by Fredric Jameson will be provided on Moodle</div>
      


Semester: 2024W
Title: Proseminar Cultural and Media Studies
Url: https://ufind.univie.ac.at/de/course.html?lv=120691&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">You may have encountered a spoken word poem on the internet, you may also be familiar with poetry slams, and you might have vaguely heard of the term “identity poem". A criticism often leveraged against spoken word poets’ performance of identity in their work is that it is employed as a strategy to win audience approval, sympathy, or points at a slam. But can this performance of identity be merely reduced to a performative gimmick, a winning tactic?<p></p>“Spoken word has often been hailed as a powerful platform for sharing one’s personal stories through verse. From these stages activists protest social inequality, marginalised and oppressed people assert the legitimacy of their identities, and those who have experienced trauma share their stories and are witnessed as survivors”, writes poet and scholar Katie Ailes. In this regard, how do poets highlight the politics of identity in their work? Do poets merely perform their own identity on stage? What role does the visibility of a marginalised identity on stage, in the spotlight, play in poetry performance? We will answer these questions, while briefly tracing the history of poetry performance in the UK in this course. We will explore poetry performances, poetry films, spoken word theatre shows, and other formats to investigate the various strands of identity at play in spoken word in the UK. Using theoretical lenses pertaining to race, gender, class, location, sexuality, disability, we will critically analyse poetry performances, and explore their cultural significance in the broader media studies context.<p></p>Close readings of the primary material will be supplemented by secondary literature on cultural studies and media analysis. In this course, students will have the chance to develop their analytical and academic writing skills, as well as gain basic theoretical tools for the critical analysis and interpretation of cultural texts.<p></p>By the end of the course, the students will<br>•	Learn the historical context of spoken word in the UK<br>•	Critically engage with and analyse poetry performance in different media<br>•	Reflect upon the role and manifestation of identity in terms of race, gender, sexuality, class, disability, and other social identity markers in the performance of poetry, and apply relevant theoretical lenses<br>•	Write both short and long analytical texts and develop their academic writing skills<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (a maximum of 2 unexcused absences allowed); active participation throughout the course; close reading essay; “Thesis in three” oral presentation; paper proposal; final paper. </div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">1.	Class participation – 10%<br>2.	Close reading essay – 10%<br>3.	Thesis in three/Oral presentation – 10%<br>4.	Research Proposal – 20%<br>5.	Final paper – 50%<p></p>Students must fulfil and pass each of the course requirements and obtain a 60% overall grade to pass the course. The plagiarism detection software Turnitin will be used on the written assignments. The use of generative AI is not allowed in this course.<p></p>Class participation: Students should engage with primary and secondary materials provided on Moodle and are expected to come prepared for class.<p></p>Close reading: A short close reading essay (approx.500 words) analysing a poetry performance discussed in class is due early in the semester.<p></p>Thesis in Three (Oral presentation or Video essay): The “Thesis in Three” comprises of an oral presentation, presenting one’s argument in three minutes with three slides. Students can either deliver the presentation “live” in class or submit a pre-recorded presentation/video essay which will then be played out in class. The presentation will be followed by a peer feedback exercise and discussion.<p></p>Research proposal: A 2-page research proposal with bibliography providing the basis of the final paper is required. The proposal should contain the research question, thesis statement, and a literature review consisting of engagement with at least two critical texts that students will use in their final paper.<p></p>Final paper: Students are required to submit a 3500-word (+/-10%) proseminar paper as the final task of the course. The paper should reflect student’s engagement with course material as well as their own independent research.<p></p>The research proposal and the final paper must adhere to the department’s style sheet.<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></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">There will be no written exam. The assessment will be ongoing and comprises of the elements mentioned above, namely active participation; close reading essay; “Thesis in three” oral presentation; research proposal; final paper.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The following is a tentative list and is subject to change. All course material will be made available on Moodle.<p></p>We will discuss poems by Kevin P Gilday, Joelle Taylor, Malaika Kegode, Hanan Issa, Jasmine Gardosi, Roger Robinson, Suhaiymah Mansoor-Khan, Repeat Beat Poet, Abby Oliveira, Jay Mitra, and others.<p></p>We will be reading extracts or chapters from –<p></p>1. English, Lucy, and Jack McGowan. Spoken Word in the UK. Taylor &amp; Francis Group, 2021.<br>2. Johnson, Javon. Killing Poetry: Blackness and the Making of Slam and Spoken Word Communities. Rutgers University Press, 2017.<br>3. Korecka, Magdalena Elisabeth, and Wiebke Vorrath, editors. Poetry and contemporary visual culture. De Gruyter, 2023.<br>4. Morra, Joanne. Visual Culture: Critical Concepts in Media and Cultural Studies. 3, Spaces of Visual Culture. 1. publ., Routledge, 2006.<br>5. ---. Visual Culture: Critical Concepts in Media and Cultural Studies. 4, Experiences in Visual Culture. 1. publ., Routledge, 2006.<br>6. Novak, Julia. Live Poetry: An Integrated Approach to Poetry in Performance. 1st ed.., BRILL, 2011.<br>7. Somers-Willett, Susan B. A. The Cultural Politics of Slam Poetry: Race, Identity, and the Performance of Popular Verse in America. University of Michigan Press, 2009.<p></p></div>
      


Semester: 2024W
Title: Critical Readings in Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=127013&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">"A light on the floor between the corners of the house reached out to the car and then went out through the barn. Light on the floor, the painter said. I have nothing to do. I coud have made a big start. I want to go away from here, the time has come."<p></p>Was the above passage written by a human? Generative AI? Does it even matter?<p></p>This course aims to provide students with a comprehensive understanding of the intersection between literature and digital technologies, particularly focusing on how artificial intelligence (AI) is influencing literary creation, reception, and consumption. The course will introduce critical reading strategies and digital humanities methodologies, enabling students to explore the ways in which literature adapts to digital platforms and new media.<p></p>Students will engage with key themes, such as AI's impact on creativity, the ethical implications of AI in literature, and the changing dynamics of reader reception in the digital age. Through a blend of theoretical readings, practical analysis, and project-based learning, students will critically examine the evolving landscape of literature in the context of emergent and established digital technologies.</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>• Group project<br>• Individual writing assignments (2 x 1,000 words each)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">This will likely be one of the few courses in which you are encouraged (indeed required) to use digital tools such as generative AI as part of the assessment criteria.<p></p>• Attendance: 10%<br>• AI mash-up group project: 20%<br>• Class and online participation (e.g., active in-class participation, forum posts): 30%<br>• Blog entries (2 x 1,000 words each): 40%<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 is permitted to miss two classes.</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, which will be provided, as well as everything covered during class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">A selection of readings in a variety of formats will be provided. However, students may wish to consult one or a number of the following beforehand:<p></p>Adam Hammond, Technology and Literature. Cambridge: Cambridge University Press, 2024.<p></p>Arthur I. Miller, The Artist in the Machine: Inside the New World of Machine-Created Art, Literature, and Music. Cambridge, Massachusetts: The MIT Press, 2019.<p></p>Matthew K. Gold and Lauren F. Klein, eds., Debates in the Digital Humanities. Minneapolis, MN: University of Minnesota Press, 2019.<p></p>Scott Rettberg, Electronic Literature. Cambridge, UK: Polity Press, 2019.<p></p>James Christopher O’Sullivan, Towards a Digital Poetics: Electronic Literature &amp; Literary Games. Cham: Palgrave Macmillan, 2019.<p></p>David M. Berry and Anders Fagerjord, Digital Humanities: Knowledge and Critique in a Digital Age. 1st published, repr. Cambridge (UK): Polity Press, 2018.<p></p>Nancy Katherine Hayles, Electronic Literature: New Horizons for the Literary. Repr. Notre Dame, Ind: University of Notre Dame, 2010.<p></p>Nicholas Carr, “Is Google Making Us Stupid?” The Atlantic. July 2008. <a href="https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/.">https://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/.</a><p></p>Sven Birkets, The Gutenberg Elegies: The Fate of Reading in an Electronic Age. Pbk. ed. New York: Faber and Faber, 2006.<p></p>Loss Pequeño Glazier, Digital Poetics: The Making of E-Poetries. Tuscaloosa: University of Alabama Press, 2002.<p></p></div>
      


Semester: 2024W
Title: Critical Readings in Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=127012&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In Homer's <i>Odyssey</i>, Penelope is cast as the ever-waiting, faithful wife of the eponymous hero, the epitome of patience and virtue. Modern and contemporary reimaginings of this figure - most notably, James Joyce's <i>Ulysses</i> (1922), Margaret Atwood's <i>The Penelopiad</i> (2005) or, still more recently, Madeline Miller's <i>Circe</i> (2018) - often paint her in a more active and resistant light, providing her with more agency and feminist energy, as a character that challenges the patriarchal world order.<br>In this course, we will look at retellings and representations of Penelope (as well as the broader context of the <i>Odyssey</i> and other characters within it) across different media and art forms, including literature, visual art, and opera. As part of the course, we will attend either a rehearsal or a performance of Monteverdi's <il ritorno="" d'ulisse="" in="" patria=""> at the Vienna State Opera: <a href="https://kalender.wiener-staatsoper.at/kalender/detail/il-ritorno-dulisse-in-patria/">https://kalender.wiener-staatsoper.at/kalender/detail/il-ritorno-dulisse-in-patria/</a> and the course will feature a roundtable/guest lecture by members of the production.<p></p>We will discuss and 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.</il></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, small tasks (you may miss a maximum of two classes without a doctor's notice/official documentation): 30p<br>- acting as one of the experts for one session (selecting quotations and discussion questions, leading discussions in small groups, presenting results): 20p<br>- portfolio (consisting of 4 tasks: close reading, critical review, blog post, creative task): 50p<p></p>The course requirements will be discussed in detail during the first session.</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, acting as expert) 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<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"). In addition to handing in a written portfolio, participants 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.<p></p>There will be no written exam.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Required Reading (in full):<br>* Homer, "Odysseus Returns Home" (trans. Robert Eagle, ISBN: 9780141026299)<br>* Carol Ann Duffy, "Penelope" (poem, from <i>The World's Wife</i><br>* Margaret Atwood, <i>The Penelopiad</i> (2005)<br>* Marina Carr, <i>The Mai</i> (2003)<br>* Enda Walsh, <i>Penelope</i> (2010)<br>* Madeleine Miller, <i>Circe</i> (2018)<p></p>Links to excerpts from other literary texts (James Joyce, <i>Ulysses</i>;  Nikos Kazantzakism, <i>The Odyssey: A Modern Sequel</i>) as well as theoretical and secondary literature (Barbara Goff, Ken Dowden and Niall Livingstone, María del Mar González Chacón) will be provided on Moodle.</div>
      


Semester: 2024W
Title: Critical Readings in Literature
Url: https://ufind.univie.ac.at/de/course.html?lv=127011&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">When African American abolitionist Sojourner Truth in her speech at the 1851 women’s rights convention allegedly asked “ain’t I a woman?”, she challenged the very terms of what it meant to be a woman by shedding light on the various forms of oppression impacting Black women in North America. This course examines the history of Black feminist writing and activism from the 19th century until today. We pursue the question of what is meant by literary activism – can literature be a vehicle for change? – and draw on a variety of texts to explore the rich tradition of Black women’s activist writing. We will read and discuss different text forms such as essays, speeches, letters, poems, pamphlets, memoirs, and art by activists and writers from the U.S., Canada, and the Caribbean, written in a fight for abolition and at the intersections of gender, class, sexuality, anti-racism, anti-colonialism, and anti-imperialism. Black feminists have made fundamental contributions to an intersectional and interrelated understanding of different fights against oppression across geographies. We will thus look at Black feminist liberation movements in North America and their articulations of solidarity with other fights for freedom. How have themes of community, self and collective care, spirituality, and sexuality informed political activist writings? We will also consider contemporary literary writings and articulations for activist purposes that draw on Black feminist legacies and join today’s pressing demands for global solidarity.<p></p>Throughout the semester, we will read and discuss selected texts by Anna Julia Cooper, Assata Shakur, Angela Y. Davis, bell hooks, Audre Lorde, June Jordan, and Alexis Pauline Gumbs, among others. Since activism and activist writing is nourished through the collective, students will also engage in collaborative work during the class. We will create a zine (short booklet with different texts) together, to which everyone is asked to contribute a text. Besides critical reading, we will engage in academic and creative writing tasks.<p></p>Course outcomes:<p></p>- Students will develop an understanding of the history of Black women’s activism in North America and be able to put the selected different texts in context and in conversation.<br>- Students will understand and analyze how different forms of oppression in terms of race, gender, sexuality, class, and disability intersect.<br>- Students will get an understanding of the different text formats used for political purposes.<br>- Students will be able to apply the knowledge obtained in this course to write critical essays on selected texts.<br>- Students will improve their academic and creative writing skills by producing their own texts with the given examples.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">•	Regular attendance (a maximum of 2 unexcused absences allowed) and active participation throughout the course (including preparation for every class, participating in class and moodle discussions): 10p<br>•	Expert tasks (short input sessions, preparation of texts and discussion): 30p<br>•	2 essays: one 700-words (+/- 10%) critical essay responding to a prompt, question, or text given in the course and one comparison essay (1000-1300 words): 40p<br>•	Collaborative work: In this course, we will create a zine (small magazine with a collection of short texts) together, to which everyone is asked to contribute a text. You will have time to work on this in and outside of class. More information in first session. 20p</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:<br>10p active participation<br>30p expert tasks<br>40p critical essays<br>20p final course project (zine)<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<br>The course requirements will be discussed in detail during the first session.<p></p>Students must fulfill and pass each individual course requirement, complete tasks on time and score at least 60 points altogether in order to pass this course.<p></p>The plagiarism detection software Turnitin will be used on most written assignments. Any instance of plagiarism detected will automatically result in a failing grade for the assignment.</div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Participants are expected to study set materials and additional secondary/theory sources, participate in the discussions, and fulfil all tasks.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The reading list is subject to changes at the instructor’s discretion. All materials will be available on Moodle and/or in the library unless otherwise indicated in the syllabus:<br>selected short stories by Zora Neale Hurston<br>Assata Shakur – Assata: An Autobiography (1988)<br>Faith Ringgold – Politics / Power (2022)<br>selected texts by Afua Cooper, Sojourner Truth, Anna Julia Cooper, Audre Lorde, Angela Y. Davis, Andaiye<br>selected poems by June Jordan, Audre Lorde, Alexis Pauline Gumbs, Dionne Brand, Una Marson, Rita Dove, Lillian Allen, Nikki Giovani<br>selected criticism and theory by bell hooks, Patricia Hill Collins, the Combahee River Collective, Kimberle Crenshaw, and Alissa Trotz</div>
      


Semester: 2024W
Title: Literature Survey 2
Url: https://ufind.univie.ac.at/de/course.html?lv=123030&semester=2024W
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 Restoration (1660) to the Contemporary Period.<br></div>

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

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">1: 100 – 89,99%<br>2: 89,98 – 79,99%<br>3: 79,98 – 69,99%<br>4: 69,98 – 59,99%<br>5: 59,98% and below<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">Stephen Greenblatt (gen. ed.). The Norton Anthology of English Literature. 2. 8th ed. Norton: New York, 2008.<br></div>
      


Semester: 2024W
Title: Literature Survey 1
Url: https://ufind.univie.ac.at/de/course.html?lv=123020&semester=2024W
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course starts with a brief survey of the historical and cultural contexts of Renaissance English literature, followed by the discussion of the four major genres of prose fiction, epic, poetry, and drama. The latter's development will be traced from its medieval origins to the closing of the theatres in 1642, with a focus on plays by Shakespeare. Playhouses, performing conditions, acting companies and audiences in Elizabethan and Jacobean London will also be looked at in this context.<br>At the end of the course, students will be familiar with Renaissance literary genres and will be able to analyse early modern literary texts.<br>Methods: lecture, audio-presentation of poems, film clips, interactive analysis of individual texts</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 term covering the required reading and the topics discussed in class.<br>The exam will be on-site; no aids permitted.</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<p></p>Grading scale:<p></p>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, <i>Romeo and Juliet</i><br>William Shakespeare, <i>Richard II</i><br>Thomas Middleton and William Rowley, <i>The Changeling</i><br>(Plays available at Facultas on Campus)<p></p>The excerpts from the prose works and the epic as well as the poems will be available as pdf-files on Moodle at the beginning of term:<p></p>Thomas More, <i>Utopia</i> (excerpt)<br>Thomas Nashe, <i>The Unfortunate Traveller</i> (excerpt)<br>Edmund Spenser, <i>The Faerie Queene</i> (excerpt)<br>Sonnets by Wyatt, Sidney, Spenser, Shakespeare<br>Metaphysical poems by Donne, Marvell</div>
      


Semester: 2024W
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124265&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The intrinsic paradox of having a body and being a body has been complicated by contemporary mediatization of corporeality. Embedded in consumerist, capitalist and other ideologies, the body has been used to sell products and to entertain, but also to coerce, dominate and suppress. Living in this ideologically informed media matrix, we sometimes fail to see how much bodies are constructed, reconstructed, violated and adjusted to serve a given purpose. This seminar will equip students with some necessary instruments to read, analyze and interpret contemporary media bodies.<br>We will look at and read about ideal, naked/nude bodies, examine sexualized and gendered bodies. We will neither strain from monstrous, mutated and mutilated bodies nor from the technologized and virtual ones. We will deal with such issues as ideology, heterosexual matrix, power relations, gaze and objectification.<p></p>By the end of term, students will have:<br>- familiarized themselves with and have practiced the use of select cultural studies' concepts, theories and methods<br>- analyzed a spectrum of media texts and acquired media-critical competences<br>- offered critical reflection on representations of corporeality<br>- practiced constructing careful arguments to make their points in the appropriate language and in a suitable format.<p></p>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.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular participation in discussions; oral presentation; portfolio tasks<p></p>The teacher reserves the right to conduct a personal interview with any student whose written work has a doubtful status, in relation to plagiarism, ghost-writing or illegitimate AI-use.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">- 30 points: group presentation relating to a chosen cultural event<br>- 20 points: individual bibliographical/research task<br>- 50 points: individual portfolio to be handed in on <b>17 January 2025</b> (a 500-word critical summary of a particular topic/argument related to the work you will be analysing; a 500-word interpretation of a chosen primary source)<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">This is an interactive course with continuous assessment ("prüfungsimmanente Lehrveranstaltung"). Students are expected to complete reading assignments, 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.<br>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>Texts will include a selection from:<br>- Dyer, Richard. "The Role of Stereotypes." <i>Media Studies: A Reader.</i> Ed. by Sue Thornham. 3rd ed. Edinburgh UP, 2009. pp. 206-212.<br>- Lupton, Deborah. <i>Medicine as Culture: Illness, Disease and the Body in Western Societies.</i> 2. ed, SAGE, 2006, pp. 1-19.<br>- Hall, Stuart. <i>Representation: Cultural representations and signifying practices.</i> Sage Publications, Inc; Open University Press, 1997.<p></p>tbc</div>
      


Semester: 2024W
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124264&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Raymond Williams (1983) refers to culture as ‘one of the two or three most complicated words in the English language’ (87). This course aims to unpack the complexity of ‘culture’ and provide you with an ample introduction to British Cultural Studies as an academic discipline. Centrally, this class will explore how non-literary texts (meaning anything from advertisements to films to TikToks) shape and reflect power structures, influence representation, and convey meaning. We are going to cover the basics: starting with the history of Cultural Studies and sign systems, and eventually working our way up to topics like gender, race and social class. By critically engaging with various cultural theories and diverse texts from the Anglosphere, we aim to understand the interplay between culture and power and how these forces shape our worldviews and social realities.<p></p>The main methods of this class will be close reading in context and critical discourse analysis.<p></p>At the end of this course:<br>•	You should be able to correctly express core aspects of foundational terms (culture, signs, power, representation, meaning etc.) within the context of British Cultural Studies.<br>•	You should be able to closely read and interpret different media texts based on content and style as well as be able to discuss and evaluate them both in spoken word and the written word.<br>•	You should be able to recognise and critically evaluate discourses and their representation in different forms of media texts.<br>•	You should enhance your academic writing skills as well as your ability to critically evaluate other’s writing and give productive feedback on such.<br>•	You should be able to compose small analyses and essays, knowing the necessary formal constraints and the particularities to each.<br>•	You should be able to easily connect theoretical concepts to concrete audiovisual examples and assess the consequences.<p></p></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">•	Portfolio (consisting of 3 tasks, each ca. 500 - 750 words, to be submitted throughout the semester: 2 analyses of two different cultural texts; 1 argumentative essay on a topic of the seminar): 50 points<br>•	Regular attendance and in-class participation, incl. group/feedback work: 30 points<br>•	Reflection: Writing at minimum 5 session reflections in the course Moodle and 3 responses to others (each ca. 100-150 words): 20 points<p></p>The course requirements will be discussed in detail during the first session.<br>Deadlines:<br>1 analysis: after Christmas break<br>2nd analysis + essay: first week of February<p></p>Note that a late submission will result in deducted points.<p></p>The plagiarism detection software Turnitin will be used on the written assignments. The use of AI to create or improve your writing is strictly forbidden. As one of the goals of this class is to build and improve your academic writing skills, you would be doing both yourself a disservice, by robbing yourself of the joyous process of writing, and me, by making me read and grade a machine’s predictive text.<p></p>If you find yourself rolling your eyes at me here, I urge you to watch this video: <a href="https://www.youtube.com/watch?v=XKrfCgWM3Tk">https://www.youtube.com/watch?v=XKrfCgWM3Tk</a><br></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, Moodle reflections) and score at least 60 points altogether in order to pass this course.<br>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>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”). In addition to handing in a written portfolio, participants 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.<p></p>There will be no written exam.<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">For each session, I will expect you to read the relevant text in preparation for class so that we can then discuss it in detail and answer any and all questions that come up. Texts that are not provided by the university library have been compiled in a reader, which will be available on Moodle. The readings for this class will include chapters/excerpts of the following books:<p></p>Giles, J. and T. Middleton. Studying Culture. A Practical Introduction. Blackwell Publishing,<br>2010.<br>Rojek, Chris. Cultural Studies. Polity Press, 2007.<br>Barker, Chris. Cultural Studies: Theory and Practice. Sage, 2009.<br>Barker, Chris and Emma A. Jane. Cultural Studies: Theory and Practice. Sage, 2016.<br>Matias, Cheryl E., and Colleen Boucher. “From Critical Whiteness Studies to a Critical Study of<br>Whiteness: Restoring Criticality in Critical Whiteness Studies.”&nbsp;Whiteness and Education (Print),  vol. 8, no. 1, 2023, pp. 64–81.<br>Gray, Jonathan (ed.) Fandom. Identities and Communities in a Mediated World. New York<br>Univ. Press, 2007.<br>Milner, Andrew. Class. SAGE Publications Ltd, 1999<br>Longhurst, Brian [et al]. Introducing Cultural Studies. Routledge, 2012.<br>Sweeney-Romero, Katlin Marisol. “Wellness TikTok: Morning Routines, Eating Well, and Getting Ready  to Be “That Girl”” in Boffone, Trevor. TikTok Cultures in the United States. 1st edition,  Routledge, Taylor &amp; Francis Group, 2022, pp. 108-116.<p></p>(Worry not, I don’t expect you to read any of this before the beginning of this class.)<br></div>
      


Semester: 2024W
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124263&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The surge in AI-generated images and videos has captivated online and print audiences alike. Viral sensations like "the Pope in Balenciaga" or fake images of the arrest of Donald Trump have sparked a spectrum of reactions ranging from disbelief and concern to unbridled enthusiasm, wondering whether these elaborate AI techniques for amateur cultural production mark a tipping point in digital culture: new dimensions of creativity, playful artistic social commentary, fan culture, and unprecedented accessibility to once-elite techniques coexist with the darker side – harmful deep fakes, fake news, manipulative stereotyping, and the capitalist drive to exploit and monetize every facet of cultural production.<br>Does this call for new levels of critical media literacy capable of navigating the intricate (ab)use of technology, agency, and power in the age of AI?<br>This course ventures beyond a purely technical exploration of AI and explores what people, corporations, and politics can do with this technology. Students will first examine the foundational aspects of critical media literacy and re-think their own position and experience with (critical) media literacy. With a focus on AI for cultural production, students will then adapt existing frameworks and propose modifications. They will be able to explain how concepts like “mean images”, “frontier”, or “data labor”, may be used to understand the ethical, ideological, political, and economic implications surrounding the use of AI tools.  Students will therefore be able to identify and analyze how power dynamics concerning class, race, gender, and ability are inscribed, produced, or challenged through the use or representation of AI applications in a cultural and artistic contexts.<br>The overall objective of this course is to empower students as informed navigators in the evolving media landscape, enabling them to consume, question, and contribute to media content critically and responsibly in the age of AI. Through the cultivation of students' abilities to evaluate media content influenced by AI, the course encourages AI literacy and a nuanced understanding of concepts such as authenticity, bias, and underlying power dynamics. Students will heighten their ethical and societal awareness by exploring AI's role in shaping cultural production, public opinion, reinforcing or challenging societal norms, and influencing cultural discourses and narratives. The course also equips students to apply theoretical knowledge to real-world examples, investigating controversial cases in the creative industries and media. Practical insights are gained through hands-on tasks using AI tools in study groups. Furthermore, the course aims to enhance students' proficiency in annotating academic texts and communicating complex ideas related to critical media literacy and AI, both in written and oral forms.<br>Fostering active participation and collaborative learning, the course blends e-lectures, discussions of class readings and case studies, small group in-class activities, and presentations by study groups.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">This is an interactive course with synchronous and asynchronous learning phases. The course requires class attendance, self study and study group phases:<p></p>Part 1 (40 credits) participation: continuous preparation for class via moodle, in-class discussions, in-class presentation, feedback<br>Part 2 (20 credits) midterm reading response: upload 4 annotated readings<br>Part 3 (40 credits) final essay based on readings and presentations<p></p>The use of AI tools needs to be acknowledged, cited, and reflected. Best practice examples will be discussed in class.<br></div>

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

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">materials covered in class, research for case study, annotated readings</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text"><br>Baas, Michiel. “Artificial Intelligence and the Question of Creativity: Art, Data and the Sociocultural Archive of AI-Imaginations.” European Journal of Cultural Studies, vol. 27, no. 4, 2024, pp. 788–95, <a href="https://doi.org/10.1177/13675494241246640.">https://doi.org/10.1177/13675494241246640.</a><br>Jiang, Harry H., et al. “AI Art and Its Impact on Artists.” Proceedings of the 2023 AAAI/ACM Conference on AI, Ethics, and Society, ACM, 2023, pp. 363–74.<br>Jin, D.Y. Artificial Intelligence in Cultural Production: Critical Perspectives on Digital Platforms (1st ed.). Routledge, 2023.<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>Li, Eva Cheuk-Yin, and Ka-Wei Pang. “Fandom Meets Artificial Intelligence: Rethinking Participatory Culture as Human–Community–Machine Interactions.” European Journal of Cultural Studies, vol. 27, no. 4, 2024, pp. 778–87, <a href="https://doi.org/10.1177/13675494241236146.">https://doi.org/10.1177/13675494241236146.</a><br>Lindgren, Simon. Handbook of Critical Studies of Artificial Intelligence. Cheltenham, UK: Edward Elgar Publishing, 2023.<br>Miao, Fengchun &amp; Holmes, Wayne for UNESCO. "Guidance for generative AI in education and research", 2023, <a href="https://unesdoc.unesco.org/ark:/48223/pf0000386693">https://unesdoc.unesco.org/ark:/48223/pf0000386693</a><br>Miceli, Milagros, und Julian Posada. The Data-Production Dispositif. arXiv:2205.11963, arXiv, 24. Mai 2022, <a href="https://doi.org/10.48550/arXiv.2205.11963.">https://doi.org/10.48550/arXiv.2205.11963.</a><br>Mitchell, Margaret. “Ethical AI Isn’t to Blame for Google’s Gemini Debacle.” TIME, 29 Feb. 2024, <a href="https://time.com/6836153/ethical-ai-google-gemini-debacle/.">https://time.com/6836153/ethical-ai-google-gemini-debacle/.</a><br>Mussies, Martine. "Artificial Intelligence and the Production of Fan Art." Transformative Works and Cultures, no. 40, 2023.<br>Phan, Tao. Hancock Lecture: "Artificial Figures: Gender-in-the-Making in Algorithmic Culture.", 2023.<br>Small, Zachary. “Black Artists Say A.I. Shows Bias, With Algorithms Erasing Their History.” The New York Times, 4 July 2023<br>Spring, Marianna. “Trump Supporters Target Black Voters with Faked AI Images.” BBC, 4 Mar. 2024, <a href="https://www.bbc.com/news/world-us-canada-68440150.">https://www.bbc.com/news/world-us-canada-68440150.</a><br>Steyerl, Hito. “Mean Images.” New Left Review, no. 140/141, Apr. 2023, pp. 82–97.<br>“Teaching AI Ethics: The Series.” Leon Furze, 16 June 2023, <a href="https://leonfurze.com/ai-ethics/">https://leonfurze.com/ai-ethics/</a><br><a href="https://studieren.univie.ac.at/lernen-pruefen/ki-in-studium-und-lehre/">https://studieren.univie.ac.at/lernen-pruefen/ki-in-studium-und-lehre/</a></div>
      


Semester: 2024W
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124262&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">This course explores how media shapes our perceptions and influences our thoughts, attitudes, and beliefs, often without us even realizing it. We will study important media and communication theories and examine real-life examples to understand how media constructs and deconstructs stereotypes, biases, and cultural trends. Our analysis will cover various types of media, including news, social media, film, and advertising, to identify both hidden and obvious messages.<p></p>A key component of this course is the application of social media listening tools to examine the effectiveness of different media sources, including but not limited to diversity advocacy campaigns such as #OscarsSoWhite, #SeeHer, #DisabledAndCute, and #LoveIsLove. We will use social media analytics to discover strategies that make media content successful and impactful.<p></p>Additionally, students will gain hands-on experience with eye-tracking technology during our visit to the MediaLab. Here, we will uncover visual stimuli that subconsciously influence our visual attraction and explore how colors affect what we focus on.<br>Overall, this course aims to equip students with the analytical tools necessary to critically evaluate media content and understand its broader implications on society and individual cognition.<p></p>By the end of the course, students will:<br>•	comprehend and apply key media and communication theories<br>•	analyze the mechanisms by which media constructs and deconstructs stereotypes, biases, and cultural trends<br>•	critically assess various media formats to uncover underlying messages<br>•	utilize social media analytics to evaluate the success of any media source<br>•	acquire practical experience with eye-tracking technology to explore subconscious media effects</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Participation (20%): active participation in class discussions and group activities, MediaLab Visit, as well as completion of weekly readings<br>Group Presentation (30%)<br>Media Analysis Project (30%)<br>Reflective Essay (20%)<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Students must complete the group presentation, media analysis project, reflective writing, and maintain regular attendance (max. 2 absences). A minimum total score of 60 points is required.<br>Grading scale:<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.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">•	Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3, 265–299.<br>•	Bojko, A. (2013). Eye tracking the user experience: A practical guide to research. Rosenfeld Media.<br>•	Ewoldsen, D. R., &amp; Rhodes, N. (2020). Media priming and accessibility. In M. B. Oliver, A. A. Raney, &amp; J. Bryant (Eds.), Media effects: Advances in theory and research (4th ed., pp. 83–99). Taylor &amp; Francis.<br>•	Romaniuk O., Terán L. (2021). First Impression Sexual Scripts of Romantic Encounters: Effect of Gender on Verbal and Nonverbal Immediacy Behaviors in American Media Dating Culture. Journal of Social and Personal Relationship, 39(2). <a href="https://doi.org/10.1177/02654075211033036">https://doi.org/10.1177/02654075211033036</a><br>•	Scharrer, E., Ramasubramanian, S., &amp; Banjo, O. O. (2022). Media, Diversity, and Representation in the U.S.: A Review of the Quantitative research literature on Media Content and Effects. Journal of Broadcasting &amp; Electronic Media, 66(4), 723–749. <a href="https://doi.org/10.1080/08838151.2022.2138890">https://doi.org/10.1080/08838151.2022.2138890</a><br></div>
      


Semester: 2024W
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124261&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Who is a “fan”? What constitutes fandom? In which ways can fannish productions &amp; practices (fanart, fanfic, fanvids, cosplay, ..) be considered “transformative”, not only with regard to a particular source text but larger societal discourses?<p></p>This class offers an introduction to fan studies with a particular focus on “Critical Fandom”, which, for the purposes of this course, is understood to investigate (among other themes):<p></p>- Representations of fandom and fans in popular culture (e.g. speaking back against ‘pathologizing’ depictions of ‘hysterical’ and ‘overly invested’ individuals/communities)<br>- Resistant/oppositional readings (vs. hegemonic readings) of popular media content and the subversive potential of fannish productions (e.g. Genderbending or Racebending fan art/fanfiction)<br>- Problems/shortcomings within fan spaces and fan studies themselves (e.g. ‘toxic fandom’ or ‘the whiteness of fandom’)<br>- The field of tension between grassroot self-expression and commercial contexts (e.g. issues of ownership &amp; ‘authenticity’)<br>- The potential of fan spaces to serve as sites for civic engagement and the promotion of social change (i.e. fan activism)<p></p>After this course students will have gained key insights into some of the major theoretical concepts and issues that shape the highly interdisciplinary field of fan studies. Based on influential introductory works in the field (e.g. Booth 2018), this course will enable them to discuss foundational texts on the ‘social, historical, political, commercial, ethical, and creative dimensions of fandom’. Students will be guided towards a critical engagement with aspects of media consumption, production and circulation through various lenses provided by the framework of Critical Theory and the use of fannish productions and practices as a toolkit for their own explorations, negotiations and expressions of meanings related to popular culture.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Regular attendance (max. two absences), active in-class and preparatory participation (includes regular HW of shorter written tasks on Moodle such as: reading responses &amp; film responses, glossary entries, research tasks, collaborative problem-solving activities, …), group presentation &amp; fan production task (incl. production log)</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Participation (In-Class &amp; Preparatory): 40%<br>Group Presentation: 25%<br>Fan Production Task (incl. Production Log): 35%<p></p>Overall Score of 100%, pass-mark 60%<p></p>Scale:<br>1: 90-100%<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 fulfil *each* individual requirement and complete tasks on time. The plagiarism detection software Turnitin will be used on most written assignments.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">This is an interactive course with continuous assessment. 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. 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.<br>Recommendations for those interested to get started (NOTE: we will look at excerpts/chapters from these works, but this is not the final list of obligatory course readings!):<p></p>Bennett, Lucy Kathryn, and Paul Booth. Seeing Fans: Representations of Fandom in Media and Popular Culture. New York, NY: Bloomsbury Academic, 2016.<br>Booth, Paul. A Companion to Media Fandom and Fan Studies. Newark: John Wiley &amp; Sons, Incorporated, 2018.<br>Click, Melissa A., and Suzanne Scott. The Routledge Companion to Media Fandom. London: Taylor and Francis, 2018.<br>Duffett, Mark. Understanding Fandom: An Introduction to the Study of Media Fan Culture. London: Bloomsbury Academic, 2013.<br>Fathallah, Judith. Fanfiction and the Author: How Fanfic Changes Popular Cultural Texts. Amsterdam: Amsterdam UP, 2017.<br>Jenkins, Henry, Gabriel Peters-Lazaro, and Sangita Shresthova. Popular Culture and the Civic Imagination: Case Studies of Creative Social Change. New York: New York UP, 2020.<br>Jenkins, Henry. Textual Poachers: Television Fans and Participatory Culture. Updated 20th anniversary ed. (orig. publ. 1992). New York, NY: Routledge, 2013.<br>Pande, Rukmini. Squee from the Margins: Fandom and Race. Iowa City: UIP, 2018.<br>Winge, Therèsa M. Costuming Cosplay: Dressing the Imagination. London: Bloomsbury Visual Arts, 2019.<p></p></div>
      


Semester: 2024W
Title: Critical Media Analysis
Url: https://ufind.univie.ac.at/de/course.html?lv=124260&semester=2024W
Branch: SPL 12 - Anglistik
Type: Konversatorium
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">In this course, we will take a close look at the mechanisms and possibilities of two so-called ‘new media’: comics and (video/pen &amp; paper) games. Although all of these industries are established powerhouses by now, they are often still fighting for their place in academia as appropriate research subjects. The study of myth, in contrast, has a long (and often controversial) history. By analysing retellings of Greek myths in comics and games, we will therefore combine the old and the new and find out how they influence each other: What do the affordances of a specific medium do with these kinds of stories? How does mythic storytelling shape our ideas of what these media can (and should) do?<br>We will look at a variety of comics and games: analogue and digital, highly stylized and simplistic, action and drama. We will analyse the creators’ adaptation choices according to Linda Hutcheon’s approach: how and to what effect do these ‘texts’ (in the broader sense of the term) rewrite their chosen myths? Since games are interactive by design and the empty space of a comic’s gutter has to be filled by us as well, we will also analyse our own narrative choices: how and to what effect does the player/reader’s agency work in these texts? And how do both questions relate back to the malleability of (Greek) myths?<p></p>Close readings of the primary texts will be supplemented by secondary literature on (Greek) myth and the discussed media. Students will use a variety of analytical methods and theoretical approaches, and will gain basic theoretical tools for the critical analysis and interpretation of comics and games.<p></p>By the end of the course, students will be able to …<br>… recognize and analyse media-specific mechanisms.<br>… reflect creatively on their own role as co-creator within the given media.<br>… contribute to the discourses surrounding myth and its relevance today.<br>... write shorter analytical and reflective texts according to the rules of literary and cultural studies.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Students are expected to prepare the material for each session and to actively participate in the classroom discussions. These discussions can take on various forms of work, from debates over group work to creative engagements with the texts.<br>Each student has to fulfil one expert task. This may include reading and/or researching additional material as well as presenting your findings orally in class.<br>The creative and reflective portfolio will consist of various smaller creative tasks as well as written reflections thereof. Please note that your creative output may be made available to your fellow students.<br>The comparative essay will allow you to make a close reading of two distinct representations of one character/myth/aspect.<p></p>Creative tasks will be assessed on a passed/failed basis. All other tasks will be graded according to the grids presented in the first session.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Active Participation: 10%<br>Expert Task: 20%<br>Creative and Reflective Portfolio: 40%<br>Comparative Essay (ca. 1500 words): 30%<p></p>Students must fulfil and pass each of the course requirements 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>You may miss a maximum of two classes (i.e., two times 90 minutes).<p></p>The plagiarism detection software Turnitin will be used on written assignments.<p></p>The use of generative AI is not allowed in this 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, and fulfil all tasks.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Primary Material:<br>Comics<br>Jenkinson-Brown, L. E. Greek Myth Comix, 2014-present, <a href="https://greekmythcomix.com/.">https://greekmythcomix.com/.</a><br>Smythe, Rachel. Lore Olympus. Webtoon / Del Rey, 2018-2024.<p></p>Games<br>Elliot, Paul, and Olivier Legrand, et al. Mazes &amp; Minotaurs. Silver Jubilee Edition, Legendary Games Studio, 2012. (TTRPG)<br>Hades. Supergiant Games, 2020. (Video Game)<br>Stray Gods: The Roleplaying Musical. Summerfall Studios / Humble Games, 2023. (Video Game)<p></p>Secondary Literature:<br>Blom, Joleen. Video Game Characters and Transmedia Storytelling. Amsterdam UP, 2023.<br>Dowden, Ken, and Niall Livingstone, eds. A Companion to Greek Mythology. Wiley-Blackwell, 2011.<br>Hutcheon, Linda. A Theory of Adaptation. 2nd ed., Routledge, 2013.<br>McCloud, Scott. Understanding Comics. HarperPerennial, 1993.<p></p>All literary material (primary and secondary) will be made available via Moodle and/or the Semesterapparat in the university library. Access to the video games will be discussed in the first session. Owning a gaming console is NOT a requirement for this course.<p></p>Please be advised that (since we are dealing with Greek mythology) we will be discussing narrative and graphic instances of violence (including sexual) and death (including suicide).<p></p>The list above may be subject to changes.</div>
      


Semester: 2024W
Title: Culture, Society and the Media
Url: https://ufind.univie.ac.at/de/course.html?lv=124070&semester=2024W
Branch: SPL 12 - Anglistik
Type: Vorlesung
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Various media ranging from 17th century broadsheets to contemporary social platforms like TikTok have contributed to the development of the public sphere of health information. This fundamental intertwining of medical practice, representational traditions, and health politics will constitute the focus of this lecture. The convener, along with a handful of invited guests, will provide an overview of some of the patterns, developments, and characteristics of contemporary and historical visual cultures and health. Particular emphasis will be given to sexual health.<p></p>We will ask how medical concepts such as health, disease, illness, and healing have been made visible through and in a variety of media. We will also inquire in how far discourses around body, gender, ethnicity, class or age have informed these visual and medical practices and how these have been used by various organizations and corporations to promote their ideologies. These questions will be accompanied by more fundamental queries concerning identity, inequalitiy and ethics in the media.<p></p>This is a cultural studies lecture that draws inspiration from Medical and Health Humanities. Whereas, often, Medical Humanities courses concentrate on literature and written narratives, this lecture goes beyond such a narrow focus to include a variety of media/arts and sciences.<p></p>The lecture will be a presence-lecture with some online sessions.<p></p>You can follow us on Twitter: #MedicalHumanitiesUnivie and @MedicalHumanities Uni Vienna<br>See here for more information and updates: <a href="https://medicalhumanities.univie.ac.at/">https://medicalhumanities.univie.ac.at/</a></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">End-of-term, take-away exam covering the required reading and the issues discussed in class.<p></p>The teacher reserves the right to conduct a personal interview with any student whose written work has a doubtful status, in relation to plagiarism, ghost-writing or illegitimate AI-use.</div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">You can get 100% in the exam. <b>60%</b> are needed to get a passing grade.<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">The required reading and the topics covered in class.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Lecture contents will be made available via Moodle.<p></p>Recommended readings include:<br>- Daniels, N. (2008). <i>Just health: meeting health needs fairly.</i> Cambridge; New York: Cambridge University Press.<br>- Foucault, M. (1980). <i>The history of sexuality. 1, An introduction</i> (1. ed.). New York, NY: Vintage Books.<br>- Hall, Stuart. <i>Representation: Cultural representations and signifying practices.</i> Sage Publications, Inc; Open University Press, 1997.<br>- Lupton, Deborah. <i>Medicine as Culture: Illness, Disease and the Body in Western Societies.</i> 2. ed, SAGE, 2006, pp. 1-19.<br>- Pietrzak-Franger, Monika.<i>Syphilis in Victorian Literature and Culture: Medicine, Knowledge and the Spectacle of Victorian Invisibility.</i> Palgrave Macmillan, 2017.<br>- Serlin, David.<i>Imagining Illness: Public Health and Visual Culture.</i> Univ. of Minnesota Press, 2010.</div>
      


Semester: 2024W
Title: Introduction to Cultural Theories
Url: https://ufind.univie.ac.at/de/course.html?lv=124010&semester=2024W
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 British Cultural Studies, Semiotics, Marxism, Psychoanalysis, Structuralism, Gender, Sexuality, Race, Class, Disability, and the Nonhuman in lecture sessions. These investigations will be grounded in practical examples focused on, but not limited to, cultural practices, visual culture and popular media (film, television, advertisements, music, computer games, digital media, memes, fashion, subcultures, lived cultures, etc.). By this process, students will be provided with the critical tools (theoretical, analytical, historical) necessary to analyze and evaluate cultural practices, phenomena and media for what it reveals about:<br>(1) the processes of meaning making in the production and consumption of cultural artifacts and practices<br>(2) the inter-related dynamics of representation, knowledge, power, and subjectivity; and<br>(3) the intersectional social categories of race, gender, class, ability, and the nonhuman.<p></p>Here is a list of some of the most central theorists we will discussed in detail:<br>Matthew Arnold, F. R. Leavis, Raymond Williams, Richard Hoggart, Stuart Hall, John Storey, Pierre Bourdieu, Sigmund Freud, Jacques Lacan, Laura Mulvey, Jackie Stacey, Marx/Engels, Theodor Adorno, Antonio Gramsci, Louis Althusser, Walter Benjamin, Guy Debord, Jean Baudrillard, Fredric Jameson, Ferdinand de Saussure, Vladimir Propp, Claude Lévi-Strauss, Roland Barthes, Will Wright, Simone de Beauvoir, Judith Butler, Eve Kosofsky Sedgwick, Vito Russo, Slavoj Žižek, Michel Foucault, Edward Said, Jacques Derrida, Julia Kristeva, Donna Haraway, Katherine N. Hayles, Val Plumwood.<p></p>Here is a list of some of the most central concepts we will discussed in detail:<br>High/Low/Mass/Popular/Lived Cultures; The Politics of Taste; Ideology; Discourse; Semiotics; Articulation; The Structure of Feeling; Aura; The Society of the Spectacle;  Postmodernism and Pastiche; Simulacra, Simulation and Hyperrealism; Convergence/Participatory Culture; Post-Media; The Id, the Ego and the Super-Ego; The Real, The Imaginary, and The Symbolic; The Male Gaze; Base/Superstructure; Interpellation and The Problematic; Hegemony; Denotation, Connotation, Myth; Gender Essentialism, Patriarchy, Heteronormativity; Orientalism; Animal Studies, Eco-Criticism, Cyborg Studies, Posthumanism; Disability Studies.</div>

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

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Final written exam (90 mins)<br>Onsite exam: No supportive sources allowed (= no dictionaries, scripts)<br>Part 1: Answer 8 out of 10 short questions (1 paragraph; bullet points)<br>Part 2: Essay question analysing a text/image.<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">The material provided in the required secondary reading, lectures and PowerPoint slides. All study-material (PowerPoints and texts) will be provided on the Moodle e-learning platform.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Storey, John. Cultural Theory and Popular Culture. (1997 -2011)<br>Judy Giles and Tim Middleton, "What is Culture?"<br></div>
      


Semester: 2024W
Title: Linguistics Seminar / BA Paper
Url: https://ufind.univie.ac.at/de/course.html?lv=122222&semester=2024W
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 transfer or cross-linguistic influence in multilingual language acquisition. We will review a range of (psycho)linguistic models of transfer and critically explore their conceptual foundations and empirical coverage. During the semester, students will build on this knowledge to develop an empirical research project which examines cross-linguistic influence in a specific subdomain of linguistics (syntax, phonetics/phonology, semantics).<p></p>Aims:<br>Students will:<br>• be acquainted with concepts in cross-linguistic influence in language acquisition and use;<br>• be able to reflect critically on these notions and empirical work carried out within these fields;<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>*) 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, including:<br>Jarvis, Scott, and Pavlenko, Aneta. (2008). Crosslinguistic Influence in Language and Cognition. New York. Routledge<br>Odlin, T. (2003). Cross‐linguistic influence. The handbook of second language acquisition, 436-486. Routledge.</div>
      


Semester: 2024W
Title: Linguistics Seminar / BA Paper
Url: https://ufind.univie.ac.at/de/course.html?lv=122221&semester=2024W
Branch: SPL 12 - Anglistik
Type: Seminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">The Construction Grammar theory extends Saussure’s proposal that words are symbolic form-meaning pairings to phrases, clauses or whole sentences, e.g. the way-construction: he danced his way through the room. Construction grammarians do not assume that we are born with a universal grammar, but language is learned in language-independent cognitive processes such as association, schematization and categorization. Constructions, as the central element of study, emerge through pattern recognition, repetition, and analogization, meaning language is usage-based. The individual constructions, once learned, are then organized, in speakers’ minds, into constructional networks with different levels of schematicity.<p></p>Since the 1990s, the Construction Grammar approach to language has become one of fastest growing linguistic approaches to language and language change. This course introduces the theory of Construction Grammar, e.g. theoretical premises, approaches to language change and language acquisition, and focuses on the Construction Grammar stance on contemporary issues discussed in relation to the noun phrase, e.g. classification, modification order, determiner functions etc. Ultimately the course should provide students an insight into the role of language models in linguistic research.<br></div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">This is an interactive course where students will have weekly readings and forum entries that will then be discussed as a class at the start of each session. The readings should provide students with a foundation to conduct their own research projects that will culminate with a BA paper. For the seminar paper, students can either explore a theoretical issue discussed in the course or pick a specific construction that they wish to research. Students are expected to hand in a project proposal and present preliminary results in a 10 min presentation, allowing them to receive feedback on their individual projects at various stages of the research process.</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 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%<br></div>

        <h3 class="examination heading">Prüfungsstoff</h3>
        <div class="examination text">Not applicable for this course<br></div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Brems, Lieselotte. 2010. Size noun constructions as collocationally constrained constructions: lexical and grammaticalized uses. English Language and Linguistics 14 (1), 83-109.<br>Davidse, Kristin &amp; Tine Breban. A cognitive-functional approach to the order of adjectives in the English noun phrase. Linguistics 57(2), 327-371.<br>Goldberg, Adele E. 2006. A construction grammar approach to argument structure. Chicago/London: The University of Chicago Press.<br>Goldberg, Adele E. 2019. Explain me this: Creativity , competition and the partial productivity of constructions. Princeton/Oxford: Princeton University Press.<br>Hilpert, Martin. 2014. Construction Grammar and its Application to English. Edinburgh: Edinburgh University Press.<br>Hoffmann, Thomas. 2022. Construction Grammar and the Structure of English. Cambridge: CUP.<br>Israel, M. 1996. The way construction grow. In Adele E. Goldberg (ed.), Conceptual Structure, Discourse and Language, 217-230. Stanford, CA: Center for the Study of Language and Information.<br>McColm, Dan; Trousdale, Graeme. 2019. Whatever happened to whatever? In Nuria Yáñez-Bouza, Emma More, Linda van Bergen &amp; Willem B. Hollmann (eds.), Categories, Constructions, and Changes in English Syntax. 81-104. Cambridge: CUP.<br>Smirnova, Elena; Sommerer, Lotte. 2020. Introduction: The nature of the note and the network – Open questions in Diachronic Construction Grammar. In Lotte Sommerer &amp; Elena Smirnova (eds.), Nodes and Networks in Diachronic Construction Grammar. 1-44. Amsterdam/Philadelphia: John Benjamins.<br>Sommerer, Lotte. 2024. How important a piece of the puzzle: A usage-based investigation of the BIG MESS construction. Journal of Historical Syntax 8, 1-34.<p></p></div>
      


Semester: 2024W
Title: Linguistics Seminar / BA Paper
Url: https://ufind.univie.ac.at/de/course.html?lv=122220&semester=2024W
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. 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 situation, individual classes may be held online. Please note that this is not a hybrid class, i.e. students will not be able to join on-site sessions online.<p></p>Note: During the data analysis process, students are expected to use pre-coded scripts in the programming language R to do basic statistics. No prior programming experience is required but curiosity, an open mindset towards programming and the willingness to engage with online tutorials will prove useful.<br></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, project proposal, project presentation, 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 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%<br></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, Placiński M, Gutowski A, Lewandowski M, Żywiczyński P, Wacewicz S. Inherent linguistic preference outcompetes incidental alignment in cooperative partner choice. Language and Cognition. Published online 2024:1-18. doi:10.1017/langcog.2024.27<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.<br></div>
      


Semester: 2024W
Title: Proseminar Linguistics 2 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122048&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">Linguistic morphology is the science of the inner structure and the creation of words. The content of this course comprises a repetition and elaboration of basic and advanced concepts and terminology of morphology (e.g. morpheme, affix, allomorph, morphological process, word-form and lexeme, inflection and derivation, compounding, word-formation, conversion, productivity, extra-grammatical morphology, etc.) and the way they are applied in morphological theorizing and the analysis of English morphology. Furthermore, course participants learn how to work empirically and write an empirical academic paper in linguistics by finding morphological data for themselves and coming up with hypotheses of their own through the use of English language corpora.</div>

        <h3 class="performance heading">Art der Leistungskontrolle und erlaubte Hilfsmittel</h3>
        <div class="performance text">Class attendance and active participation, readings and small assignments, discussions, presentation, 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 time)<br>-) giving a presentation (on time)<br>-) conducting a small research project and submitting a proseminar paper (on time)<br>-) refraining from plagiarism in all tasks<p></p>Course evaluation is based on:<br>Participation and small assignments (15%)<br>Project proposal (10%)<br>Presentation (20%)<br>Proseminar paper (55%)<p></p>Pass grade: obtaining at least 50% on each of the three parts (see I, II and III below) and 60 points overall<br>I. class participation and tasks (max. 15 points)<br>II. engagement in research process, including proposal and presentation (max. 30 points)<br>III. term paper (individual) of approximately 3500 words (max. 55 points)<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">Not relevant for this course.</div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">Bauer, Laurie. 1983. English word-formation. Cambridge: C. University Press.<p></p>Bauer, Laurie. 1998. Is there a class of neoclassical compounds, and if so is it productive? Linguistics 36. 403-422.<p></p>Bauer, Laurie. 2001. Morphological productivity. Cambridge: C. University Press. [esp. §6.4]<p></p>Bauer, Laurie. 2017. Compounds and compounding. Cambridge: C. University Press. [esp. §6]<p></p>Bauer, Laurie, Rochelle Lieber &amp; Ingo Plag. 2013. The Oxford reference guide to English morphology. Oxford: O. University Press.<p></p>Bauer, Laurie with I. S. P. Nation. 2020. English morphology for the language teaching profession. New York: Routledge.<p></p>Bejan, Camelia. 2017. English words: Structure, origin and meaning - A linguistic introduction. New York: Addleton Academic Publishers. [esp. §1, 2.3]<p></p>Beliaeva, Natalia. 2014. A study of English blends: From structure to meaning and back again. Word Structure 7. 29-54.<p></p>Bisetto, Antonietta &amp; Sergio Scalise. 2005. The classification of compounds. Lingue e Linguaggio 4. 319-332.<p></p>Booij, Geert. 1993. Against split morphology. In Geert Booij &amp; Jaap van Marle (eds.), Yearbook of morphology 1993, 27-49. Dordrecht: Kluwer Academic Publishers.<p></p>Carstairs-McCarthy, Andrew. 2018. An introduction to English morphology: Words and their structure. 2nd edn. Edinburgh: E. University Press.<p></p>Dalton-Puffer, Christiane &amp; Ingo Plag. 2000. Categorywise, some compound-type morphemes seem to be rather suffix-like: On the status of -ful, -type, and -wise in Present Day English. Folia Linguistica 34. 225-244.<p></p>Dixon, R. M. W. 2014. Making new words: Morphological derivation in English. Oxford: O. University Press.<p></p>Don, Jan. 2014. Morphological theory and the morphology of English. Edinburgh: E. University Press.<p></p>Farrell, Patrick. 2001. Functional shift as category underspecification. English Language and Linguistics 5. 109-130.<p></p>Hamawand, Zeki. 2011. Morphology in English: Word formation in Cognitive Grammar. London: Continuum.<p></p>Lieber, Rochelle. 2016. English nouns: The ecology of nominalization. Cambridge: C. University Press.<p></p>Lieber, Rochelle. 2022. Introducing morphology. 3rd edn. Cambridge: C. University Press.<p></p>Lightner, Theodore M. 1983. Introduction to English derivational morphology. Amsterdam: Benjamins.<p></p>López Rúa, Paula. 2002. On the structure of acronyms and neighbouring categories: A prototype-based account. English Language and Linguistics 6. 31-60.<p></p>Martsa, Sándor. 2013. Conversion in English: A Cognitive Semantic approach. Newcastle upon Tyne: Cambridge Scholars Publishing. [esp. §1]<p></p>Mattiello, Elisa. 2013. Extra-grammatical morphology in English: Abbreviations, blends, reduplicatives, and related phenomena. Berlin: De Gruyter Mouton.<p></p>Mattiello, Elisa. 2017. Analogy in word-formation: A study of English neologisms and occasionalisms. Berlin: De Gruyter Mouton.<p></p>Minkova, Donka &amp; Robert Stockwell. 2009. English words: History and structure. 2nd edn. Cambridge: C. University Press.<p></p>Plag, Ingo. 1999. Morphological productivity: Structural constraints in English derivation. Berlin: Mouton de Gruyter. [esp. §5]<p></p>Plag, Ingo. 2016. English. In Peter O. Müller, Ingeborg Ohnheiser, Susan Olsen &amp; Franz Rainer (eds.), Word-formation: An international handbook of the languages of Europe, vol. 4, 2411-2427. Berlin: De Gruyter Mouton.<p></p>Plag, Ingo. 2018. Word-formation in English. 2nd edn. Cambridge: C. University Press.<p></p>Plag, Ingo, Christiane Dalton-Puffer &amp; Harald Baayen. 1999. Morphological productivity across speech and writing. English Language and Linguistics 3. 209-228.<p></p>Schneider, Klaus P. 2003. Diminutives in English. Tübingen: Max Niemeyer.<p></p>Stefanowitsch, Anatol. 2020. Corpus linguistics: A guide to the methodology. Berlin: Language Science Press. <a href="https://langsci-press.org/catalog/book/148">https://langsci-press.org/catalog/book/148</a> [esp. §9]<p></p>ten Hacken, Pius &amp; Renáta Panocová. 2015. Word formation and transparency in medical English. Newcastle upon Tyne: Cambridge Scholars Publishing.</div>
      


Semester: 2024W
Title: Proseminar Linguistics 2 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122047&semester=2024W
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 accents, 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>Per default, the course will be held on-site, but individual classes may be held online. Please note that this is not a hybrid class, i.e. students will not be able to join on-site sessions online.<p></p>Note: During the data analysis process, students are expected to use pre-coded scripts in the programming language R to do basic statistics. No prior programming experience is required but curiosity, an open mindset towards programming and the willingness to engage with online tutorials will prove useful.</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: 2024W
Title: Proseminar Linguistics 1 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122042&semester=2024W
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.<br>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.</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)<br>• Participation in class<br>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.<br>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 and the lecturer may arrange individual meetings to ask you questions about your mini-papers.<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 phonology<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">Essential readings for this class:<p></p>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).<p></p>Additionally, students will be expected to independently find and read literature on their selected proseminar paper topic.</div>
      


Semester: 2024W
Title: Proseminar Linguistics 1 (BA)
Url: https://ufind.univie.ac.at/de/course.html?lv=122040&semester=2024W
Branch: SPL 12 - Anglistik
Type: Proseminar
Description:
        <h3 class="comment heading">Ziele, Inhalte und Methode der Lehrveranstaltung</h3>
        <div class="comment text">AIMS<br>Taking the area of English semantics as an example, this course provides students with more detailed insights into one sub-discipline of linguistics - namely semantics - and prepares them for their first small-scale literature-based research project in this area.<p></p>CONTENTS<br>After presenting an overview of what the field of semantics encompasses, and what actually hides behind the concept of “meaning”, we will explore the field of English semantics from different angles and through a range of fundamental problems in English semantics. Topics to be covered are, for instance, word meaning, meaning relations between words, figurative meaning, language and thought, or how meaning can be methodologically approached via various methods.<p></p>In addition, we will discuss the process of literature-based, or secondary, research, as well as basic principles and ethics of academic research. Participants will learn how to find relevant literature on a specific research topic/question, critically analyze, as well as reflect on existing research in the field, and finally synthesize their findings into a first small-scale research paper.<p></p>METHODS<br>Methods used in the seminar encompass weekly readings, discussions, peer-group interactions, lecturer input, and – of course – autonomous research. We strongly suggest that students have completed at least ILSS1, but ideally also ILSS2, before taking this course. Writing skills, such as paragraphing, and having a clear line of argumentation are taken for granted.<p></p>PREREQUISITES<br>Although this course is on semantics, of which no prior knowledge is assumed, basic knowledge and skills acquired during the STEOP phase will be taken for granted.</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, regular readings + answering related questions, a midterm assignment, and the research paper + pre-paper activities.<br>For the paper each student will choose one aspect related to English semantics, explore it in more detail and write a literature-based research paper.<br></div>

        <h3 class="preconditions heading">Mindestanforderungen und Beurteilungsmaßstab</h3>
        <div class="preconditions text">Attendance (max. 2 absences)<br>Part 1: Participation, readings, weekly reading questions, peer feedback 20%<br>Part 2: Midterm assignment 10%<br>Part 3: Pre-paper activities (proposal + bibliography, annotated outline) 20 %<br>Part 4: Paper (first draft, final draft): 50%<p></p>All parts (1, 2, 3 and 4) must be completed fully and on time.<br>The overall pass mark is 60%.<br>Please note, that in order to pass, you must reach a positive grade on at least one of the mini-paper submissions (either first or final draft). Failing both drafts means that you will not pass the course, regardless of the overall points reached.<br>The paper will be checked with anti-plagiarism software (TurnItIn).<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">The examination topics can be found under the header "assessment criteria"<p></p>- participation &amp; attendance<br>- weekly readings<br>- midterm assignment<br>- proposal, bibliography, annotated outline<br>- first draft of paper, final draft of paper<p></p>The topics for the paper (and related activities) will be issues from the field of English semantics </div>

        <h3 class="literature heading">Literatur</h3>
        <div class="literature text">The course predominately follows:<p></p>·	Valenzuela, Javier. 2017. Meaning in English: an introduction. Cambridge: Cambridge University Press.<p></p>The readings from this book will be made available via the moodle platform, as well as additional further readings.<p></p>Additionally, students will be expected to independently find and read literature on their selected proseminar paper topic.</div>
      


