1 Einleitung

Transcription

1 Einleitung

INHALT
1
EINLEITUNG..............................................................................................3
2
VORLESUNGEN..........................................................................................7
2.1
Vorlesung moderne Sprachwissenschaft.................................................................7
2.2
Vorlesungen Literaturwissenschaft..........................................................................8
2.3
Vorlesung Kulturwissenschaft..................................................................................9
3
EINFÜHRUNGSVERANSTALTUNGEN.................................................................10
3.1
Einführung Phonetik und Phonologie.....................................................................10
3.2
Einführung Sprachwissenschaft.............................................................................11
3.3
Einführung Literaturwissenschaft...........................................................................12
4
PROSEMINARE.........................................................................................14
4.1
Proseminar I Sprachwissenschaft..........................................................................14
4.2
Proseminar II historische Sprachwissenschaft (Überblick)....................................18
4.3
Proseminar II historische Sprachwissenschaft (Periode)......................................20
4.4
Proseminar II moderne Sprachwissenschaft (BA).................................................22
4.5
Proseminar I Literaturwissenschaft........................................................................24
4.6
Proseminar II Literaturwissenschaft.......................................................................27
4.7
Proseminar I Kulturwissenschaft (anwendungsorientiert)/Landeskunde...............34
4.8
Proseminar I Kulturwissenschaft (theoretisch).......................................................35
4.9
Proseminar II Kulturwissenschaft/Landeskunde....................................................36
5
HAUPTSEMINARE......................................................................................41
5.1
Hauptseminare Sprachwissenschaft......................................................................41
5.2
Hauptseminar Literaturwissenschaft......................................................................44
6
KOLLOQUIEN...........................................................................................48
7
OBERSEMINARE.......................................................................................48
8
EXAMENSVORBEREITUNG............................................................................48
1
8.1
Sprachwissenschaftliche Repetitorien...................................................................48
8.2
Text in Context.......................................................................................................49
8.3
Vorbereitungskurs für Examenskandidaten...........................................................50
9
SPRACHPRAXIS........................................................................................52
9.1
Pronunciation Practice/Begleitkurs Phonetik ........................................................52
9.2
Grammar/Grammar and Style I..............................................................................52
9.3
Grammar and Style I for Repeat Students.............................................................53
9.4
Writing/Writing I......................................................................................................53
9.5
Translation into English/Translation I.....................................................................54
9.6
English in Use.........................................................................................................55
9.7
Advanced Writing/Writing II....................................................................................56
9.8
Stylistics/Grammar and Style II..............................................................................57
9.9
Translation II (E-G).................................................................................................58
9.10
Advanced English in Use.......................................................................................59
10
FACHDIDAKTIK.........................................................................................59
11
ETHISCH-PHILOSOPHISCHES GRUNDSTUDIUM..................................................60
12
LANDESKUNDE.........................................................................................60
13
LEKTÜREKURSE.......................................................................................62
14
ÜBERGREIFENDE KOMPETENZEN..................................................................63
14.1
ÜK-Pool..................................................................................................................64
14.2
Angebot des Anglistischen Seminars zum Erwerb Übergreifender Kompetenzen
(für BA-Studierende der Anglistik)..........................................................................65
2
1 EINLEITUNG
1 Einleitung
Die Kommentierten Ankündigungen enthalten Hinweise auf den Inhalt der einzelnen
Vorlesungen, Seminare und Übungen des jeweiligen Semesters. Sie informieren außerdem
über das Anmeldeverfahren, die Teilnahmevoraussetzungen, Leistungspunktevergabe und
ggf. über die von Ihnen während der Semesterferien zu leistende Vorbereitung. Die
erforderlichen Nachträge und Berichtigungen werden in den ersten Aprilwochen online
bekanntgegeben. Bitte überprüfen Sie die Angaben zu Zeit und Ort der Lehrveranstaltungen
auf der Homepage: http://www.as.uni-hd.de. Der Redaktionsschluß dieser Druckversion war
der 5. Juli 2008.
Termine und Fristen
Allg. Vorlesungsbeginn am Anglistischen Seminar: Dienstag, 7. Oktober 2008
Ende der Vorlesungszeit: Samstag, 31. Januar 2009
Orientierungseinheit für Studienanfänger: Mittwoch, 1. Oktober 2008
Anmeldefrist: 15. September bis einschließlich 2. Oktober 2008
Der Bachelor Studiengang
Seit Wintersemester 2007/2008 bietet das Anglistische Seminar folgende BachelorStudiengänge an:
●
●
●
●
●
25% BA Englische Sprachwissenschaft
25% BA Englische Literaturwissenschaft
25% BA Englische Kulturwissenschaft
50% BA Englische Sprach-, Literatur- und Kulturwissenschaft
75% BA Englische Sprach-, Literatur- und Kulturwissenschaft
Welche Lehrveranstaltungen Sie im Bachelor belegen sollten, sehen Sie am besten an der
Modularisierung, die Sie in der Rubrik „Studium“ von unserer Homepage herunterladen
können. Selbstverständlich werden Sie auch am Orientierungstag informiert.
Die Modulzugehörigkeit der Lehrveranstaltungen finden Sie im vorliegenden Dokument
jeweils in einer kleinen Tabelle unter der Kapitelüberschrift. Dort finden Sie auch Angaben
über die jeweils vergebenen Leistungspunkte (weitere Details dazu stehen zum Teil in den
einzelnen Kursbeschreibungen).
Die Namen der Kurstypen haben sich zum Teil gegenüber den Bezeichnungen im Lehramtsund Magisterstudiengang geändert. Im vorliegenden Vorlesungsverzeichnis werden immer
beide Bezeichnungen geführt; zuerst die neue Bezeichnung, und dann, durch einen
Schrägstrich getrennt, die alte. Z.B. bedeutet „Grammar/Grammar and Style I“, dass BAStudierende hier einen „Grammar“ Schein erwerben können, während Lehramts- und
Magisterstudierende den Schein „Grammar and Style I“ erwerben können.
3
1 Einleitung
Die weniger offensichtlichen Fälle sind in folgender Tabelle verzeichnet:
Aktuelle Bez.
Lehramt und
Magister
BA
Proseminar I
Proseminar I
Kulturwissenschaft
Kulturwissenschaft
(anwendungsorientiert)
(anwendungsorientiert)
/ Landeskunde
Landeskunde
Proseminar I
Kulturwissenschaft
(theoretisch)
Proseminar I
Kulturwissenschaft
(theoretisch)
-- kein Schein --
Proseminar II
Kulturwissenschaft/
Landeskunde
Proseminar II
Kulturwissenschaft
Landeskunde
Proseminar II moderne Proseminar II moderne
Sprachwissenschaft
Sprachwissenschaft
Proseminar I
Sprachwissenschaft
English in Use
English in Use
-- kein Schein --
Advanced English in
Use
Advanced English in
Use
-- kein Schein --
In den besonders verwirrenden Rubriken Landeskunde und Proseminar I
Sprachwissenschaft werden die Lehrveranstaltungen noch einmal extra unter diesen
Überschriften gruppiert.
Wichtige Hinweise zum Anmeldeverfahren
Grundsätzlich wird zwischen zwei Anmeldeverfahren unterschieden:
1. Persönliche Anmeldung
2. Online-Formularanmeldung („Kurswahl“)
Persönliche Anmeldung
Ab Erscheinen der Kommentierten Ankündigungen können Sie sich in den Sprechstunden
der Kursleiterinnen und Kursleiter persönlich anmelden. Dieser Anmeldemodus gilt in der
Regel für alle Seminare (Pro-, Haupt- und Oberseminare), Kolloquien, Landeskunde und
andere Kurse, die mit dem Vermerk „persönliche Anmeldung“ gekennzeichnet sind.
Online-Formularanmeldung („Kurswahl“)
Kurstypen mit diesem Anmeldemodus (Einführungsveranstaltungen und -tutorien,
sprachpraktische Übungen, Fachdidaktik) sind durch einen entsprechenden Hinweis
(„Anmeldung per Online Formular“) gekennzeichnet.
Am Tag nach Ablauf der Anmeldefrist werden die Listen mit den Kursen und ihren jeweiligen
Teilnehmer/innen am Institut ausgehängt; außerdem können Sie in „SignUp“ online
einsehen, in welchen Kursen Sie einen Platz erhalten haben.
4
1 EINLEITUNG
Regeln der Anmeldung:
Sie müssen sich für mindestens zwei – bei manchen Kursen für mindestens vier – der
angebotenen Kurse anmelden. Diese Regelung ist erforderlich, um eine gleichmäßige
Verteilung der Studierenden auf alle Kurse und damit die bestmögliche Betreuung zu
gewährleisten.
Ihre Kurswahl können (und müssen) Sie je nach Ihren Dispositionen priorisieren. Die
Prioritäten können Sie mit den Zahlen 1 bis 9 gewichten. 1 ist die niedrigste, 9 die höchste
Priorität. Gewichten Sie also den Kurs, der am ehesten Ihren Wünschen entspricht, mit 9
Punkten und die weiteren Kurse mit entsprechenden niedrigeren Prioritäten, den zweiten
Kurs also mit 8, den dritten mit 7 etc.
Beispielsweise könnte Ihre Anmeldung zu Pronunciation Practice BE so aussehen, wenn Sie
lieber einen Kurs am Mittwoch besuchen möchten, aber auch am Freitag Zeit hätten:
Pronunciation Practice, Zipp, Mittwoch 11.15 – 12.00 9 Punkte
Pronunciation Practice, Zipp, Freitag 11.15 – 12.00 4 Punkte
Der Zeitpunkt der Anmeldung während der Anmeldefrist hat keinen Einfluß auf die
Berücksichtigung Ihrer Wünsche. Wer sich sehr früh anmeldet wird nicht anders behandelt
als jemand, der sich eher spät anmeldet. Während des Anmeldezeitraums können Sie Ihre
Auswahl jederzeit einsehen und auch verändern. Nach Ende der Anmeldefrist ist dies nicht
mehr möglich. Die Verteilung der Studierenden auf die Kurse erfolgt, soweit dies realisierbar
ist, nach Ihren Wünschen. Besonders aussichtsreich ist übrigens die Wahl von Kursen, die
montags oder freitags stattfinden.
Alle Studierenden benötigen für den Zugang zum eigenen SignUp-Konto den Nachnamen
(erster Buchstabe groß! ), die Matrikelnummer und das Passwort des URZ-Kontos. Der
Zugang zu SignUp erfolgt über das Login: http://signup.uni-hd.de. (Wählen Sie dort
„Studierende“ und „Anglistik“, dann „Login“).
Alle Studierenden, die noch über kein Paßwort zu ihrem URZ-Konto verfügen, erhalten
dieses auf der folgenden Webseite des Universitätsrechenzentrums:
http://www.urz.uni-heidelberg.de/zugang/ben-verw/stud-wie.html
Zur Anmeldung für die Teilnahme an einem Kurs wählen Sie in Ihrem „SignUp“-Konto die ab
Beginn der Anmeldefrist freigeschaltete Leiste „Kursauswahl“ am linken Rand unter den
Leisten „LogOut“, „Daten“, „Leistungen“ etc. Dort wählen Sie dann den jeweiligen Kurstyp,
zum Beispiel „Grammar/Grammar and Style I“, „Pronunciation Practice/Begleitkurse
Phonetik AE“ etc. Das weitere Vorgehen erklärt sich von selbst.
Auf der Homepage der Anglistik gibt es darüber hinaus in der Rubrik „SignUp“ einen
Bildschirmfilm, der das Anmelden vorführt.
Für Fragen und Probleme betreffend „SignUp“ gibt es eine Hilfe-Funktion (Klick auf „Hilfe“ in
der oberen Zeile). Außerdem steht während der gesamten Anmeldezeiträume und am Tag
der Veröffentlichung der Listen mit den Teilnehmer/innen ein Ansprechpartner zur
Verfügung, den Sie per Email (Klick auf „Feedback“) erreichen (geben Sie bitte Namen,
5
1 Einleitung
Matrikelnummer und eine kurze Beschreibung des Problems an). Auch in der ersten
Semesterwoche gibt es ausreichend Möglichkeit der Besprechung und Lösung individueller
Probleme (s. Aushang).
Orientierungseinheit für Studienanfänger
Am Mittwoch, dem 1. Oktober 2008 findet in Raum 108 des Anglistischen Seminars von 10
bis 18 Uhr eine Orientierungseinheit für Studienanfänger statt. Dieses eintägige Tutorium,
das aus Studiengebühren finanziert wird, ermöglicht Studienanfängern einen erfolgreichen
und reibungslosen Einstieg in das Studium am Anglistischen Seminar. Erfahrene
Studierende höherer Semester bieten in kleineren Gruppen wertvolle Hilfestellung bei der
Stundenplangestaltung, geben Tipps zur Organisation des Studienalltags und helfen bei
einer ersten Orientierung im Seminar. Darüber hinaus bietet das Tutorium die Möglichkeit,
sowohl Studierende als auch Lehrende in einem ungezwungenen Rahmen kennenzulernen.
Für einen guten Start in das Studium wird die Teilnahme allen Studienanfängern dringend
empfohlen.
gez. Kathrin Pfister
Bitte informieren Sie sich über aktuelle Änderungen am Schwarzen Brett des Seminars bzw.
im Internet unter http://www.as.uni-hd.de. Bei abweichenden Angaben in
http://-lsf.-uni-heidelberg.de ist immer die der Homepage Anglistik aktuell.
Endredaktion: H. Jakubzik & D. Hock
Redaktionsschluss: 5.7.2008
6
2 VORLESUNGEN
2 Vorlesungen
2.1 Vorlesung moderne Sprachwissenschaft
Bachelor-Modul
Studiengang/Semester
Linguistic Core Studies
25% Sprachwissenschaft, 50% oder 75%
2.-3. Semester
Intermediate Studies Linguistics and Culture
75% Wahlpflichtmodul 4.-6. Semester
Intermediate Studies Linguistics and Literature 75% Wahlpflichtmodul 4.-6. Semester
4.0 Leistungspunkte
Contrastive Linguistics (English – German)
Priv.-Doz. Dr. S. Kleinke Mittwoch 16:15 – 17:45 110 2st.
English and German show large areas of agreement, but also important differences. In the
first part of this seminar we will explore the traditional approach to contrastive linguistics,
which was closely linked with the development of teaching English as a foreign language.
Later on we will look into differences and commonalities between English and German
against the background of the languages of the world. From a typological point of view we
will pinpoint clusters of differences in grammar (inflection, word order, non-finite forms,
tenses, passives, etc.), sentence meaning and the semantic structure of the lexicon. Finally
we will move on to some pragmatic and socio-linguistic aspects including politeness
strategies, sexist prejudices and the representation of gender in both language systems.
Texts: Mair, Christian (1995): Englisch für Anglisten. Tübingen: Stauffenburg.
König, Ekkehard, Gast, Volker (2007): Understanding English – German contrasts.
Berlin: Schmidt. Chapter 1.
Course Requirements: Regular attendance (1 CP), course preparation/homework
assignments (2 CP) and written term paper or exam (1 CP).
Semantics
Prof. B. Glauser Mittwoch 12:00 – 13:00 Heuscheuer II; Donnerstag 12:00 – 13:00
NUniHS15 2st.
It has almost become a commonplace that using words in a meaningful way implies a great
deal more than just knowing what these words mean. Linguists have been talking so much
about the ‘social meaning’ of language and the ‘communicative competence’ of speakers,
however, that the time has come to return to the ‘sources’ in order to see what is left of
traditional semantics and to start talking again, perhaps in a slightly more cautious way,
about the ‘basic meaning’ of words.
7
2.2 Vorlesungen Literaturwissenschaft
2.2 Vorlesungen Literaturwissenschaft
Bachelor-Modul
Intermediate Studies Literature
25% Literaturwissenschaft 4.-5. Semester
Literary Core Studies
25% LW, 50% oder 75% 2.-3. Semester
4.0 Leistungspunkte
Der englische Roman im 20. Jh. – ein typologischer Überblick
Prof. C. Schöneich Dienstag 09:15 – 10:45 110 2st.
Die Vorlesung möchte in wichtige Formen des englischen Romans im 20. Jahrhundert
einführen. Die einzelnen Romantypen (Künstlerroman, Bildungsroman, utopischer Roman,
neopikaresker Roman, Spionageroman, Universitätsroman u.a.) sollen dabei in ihren
inhaltlich-thematischen und formalen Grundzügen vorgestellt und an einem oder mehreren
Textbeispielen erläutert werden.
Beginn: 14. Oktober.
Scheinerwerb: Für BA Studierende: Regelmäßige Teilnahme (1 LP); Vor- und
Nachbereitung (2 LP); Hausarbeit (1 LP).
Visions of America: Nineteenth Century
Prof. D. Schloss Dienstag 11:15 – 12:45 110 2st.
America has never been just a geographical place; rather, it has also always been a focal
point of visions and dreams. This is the second part of a three-semester lecture course
examining the changing conceptions of America from the seventeenth century to the
present. Based on close readings of selected literary and expository texts, the lectures will
try to assess the various idealistic conceptions of America and the United States and their
social, political, and cultural functions. Critics have given different reasons for the
persistence of these idealisms: Some consider them ideologies (in the Marxist sense)
masking self-interested economic practices. Others perceive them as instruments of modern
nationalism; as these visions draw their readers into an imaginary identification with the
nation state, they perform ‘cultural work’. Still others view these idealistic visions as the
outgrowth of a deep human need.
This semester we will be concerned with conceptualizations of America from the nineteenth
and early twentieth centuries. The following topics will be discussed: The Republican Vision
and the Frontier; Visions of Spiritual and Material America; “The Power of Blackness”: The
Artist’s Vision; “Separate Spheres”: Women’s Visions; “A House Divided”: Slavery and the
Promise of America; Visions of Realists: Capitalism’s American Dream. Among the works to
be analyzed are James Fenimore Cooper’s The Pioneers (1823), Ralph Waldo Emerson’s
8
2 VORLESUNGEN
“The American Scholar” (1837) and “Self-Reliance” (1841), Nathaniel Hawthorne’s The
Scarlet Letter (1850), Frederick Douglass’s Narrative of the Life of Frederick Douglass, an
American Slave (1845), Harriet Beecher Stowe’s Uncle Tom’s Cabin (1861/62), William
Dean Howells’s The Rise of Silas Lapham (1885), and F. Scott Fitzgerald’s The Great
Gatsby (1925).
Texts: The Norton Anthology of American Literature, ed. by Nina Baym et al. (Volume
B of the 7th edition or Volume 1 of earlier two-volume editions). The Pioneers, Uncle
Tom’s Cabin, Silas Lapham, and Gatsby are available in inexpensive paperback
editions.
Course Requirements: For BA students: Regular attendance (1 CP), regular
homework assignments (2 CP), final exam (1 CP).
Amerikanische Literatur im Überblick
Prof. D. Schulz Montag 11:15 – 12:45 NUni HS 15 2st.
Die Vorlesung bietet einen Überblick über die amerikanische Literatur von der Kolonialzeit
bis zur Gegenwart. Zur Orientierung wird eine mehr oder weniger grobe Epochengliederung
vorgenommen; zentrale Werke sollen dann im literar-, ideen- und sozialgeschichtlichen
Kontext der jeweiligen Epoche vorgestellt werden. Als roter Faden durch die Fülle der Texte
bietet sich die Verschränkung von Literatur und Ideologie an: Von ihren Anfängen bis heute
meditiert amerikanische Literatur über die Bedeutung und das Selbstverständnis der USA. –
Besondere Aufmerksamkeit gilt den in den Lektürelisten des Studienführers genannten
Werken.
Scheinerwerb: Für BA-Studierende: Regelmäßige Teilnahme (1 LP); Vor- und
Nachbereitung (2 LP); Leistungsnachweis: Schriftliche Prüfung (1 LP).
2.3 Vorlesung Kulturwissenschaft
Bachelor-Modul
Cultural Core Studies
25% KW, 50% oder 75% 2.-3. Semester
Intermediate Studies Culture
25% KW 4.-5. Semester
4.0 Leistungspunkte
Introduction to Cultural Studies (1)
Dr. S. Herbrechter Mittwoch 09:15 – 10:45 108 2st.
Cultural studies has established itself as a subject in its own right. From its origins as a
political and didactic project it had to transform itself in order to fit within existing and
9
2.3 Vorlesung Kulturwissenschaft
changing parameters of the university. This lecture series, over the course of two semesters,
follows the history of cultural studies’ gradual institutionalisation and critically evaluates the
transformation of its knowledge base from “emergent” into “residual” (Raymond Williams)
knowledges. To what extent has cultural studies, which set out to dissolve the canon in
various disciplines (English, sociology, psychology, philosophy, etc.), constructed its own
canon? What kind of knowledges does cultural studies produce and what other knowledges
does it exclude? In the first part (WS 2008-9), this Vorlesung investigates the (political,
methodological, ethical etc.) strategies of cultural studies (or its “critical practices”). A main
aspect of this historical analysis will be the question of interdisciplinarity. In the second part
(SS 2009), the course focuses on the themes and issues (or “cultural practices”) cultural
studies tends to investigate. The course thus provides a historical introduction to the
emergence and transformation of cultural studies, from an interdisciplinary project to an
academic subject. It traces cultural studies’ political notion of culture and its “borrowing” from
various other disciplines (anthropology, sociology, English, linguistics, psychoanalysis,
philosophy, gender and ethnic studies, cognitive science etc.). It evaluates the strategic use
and the impact of “theory” on the contemporary practices in both, criticism and everyday
(popular) culture and cultural production.
Texts: Barker, Chris (2000) Cultural Studies: Theory and Practice, London: Sage.
Barker, Chris (2002) Making Sense of Cultural Studies, London: Sage.
Barker, Chris (2004) The Sage Dictionary of Cultural Studies, London: Sage.
During, Simon, ed. (2005) The Cultural Studies Reader, London: Routledge.
Lewis, Jeff (2001) Cultural Studies: the Basics, London: Sage.
Mikula, Maja (2008) Key Concepts in Cultural Studies, Houndmills: Palgrave.
Oswell, David (2006) Culture and Society: An Introduction to Cultural Studies, London:
Sage.
Turner, Graeme (2003), British Cultural Studies, London: Routledge.
3 Einführungsveranstaltungen
3.1 Einführung Phonetik und Phonologie
Bachelor-Modul
Phonetics
25% Sprachwiss., 25% Literaturwiss. oder 25%
Kulturwissenschaft, 1.-2. Semester
Phonetics, Grammar, Writing
50% 1.-3. Semester; 75% 1.-2. Semester
3.5 Leistungspunkte
10
3 EINFÜHRUNGSVERANSTALTUNGEN
Introduction to English Phonetics and Phonology
Dr. D. Löw-Wiebach Montag 11:15 – 12:45 NUni 2st.
In its first part, the lecture will provide you with the basics of phonetics and phonology in
general. As a second step, we will then consider the sound system of the English language
in particular. We will first have a closer look at the English consonants and vowels
(monophthongs and diphthongs) before we move on to the supra-segmental features
(intonation, stress, etc.). The final chapter will be dedicated to accents of English worldwide.
The reference accents in the lecture will be Received Pronunciation (RP) for British English
and General American (GA) for American English.There will also be a practical component
concerned with the phonemic transcription of English texts.
In addition to the lecture, students need to take a Begleitkurs Phonetik (AE or BE) in the
language lab (Zentrales Sprachlabor), preferably in the same semester.
Registration: You do not need to register for the lecture, but sign up online for the
Begleitkurs.
Scheinerwerb: Kontaktzeit (1 LP), Vor- und Nachbereitungszeit (1.5 LP),
Abschlussklausur (60 Minuten; 1 LP)
Texts: For both lecture and Begleitkurs:
Walter Sauer (2006), A Drillbook of English Phonetics, 3rd edition, Heidelberg: Winter.
(For BE)
Walter Sauer (2006), American English Pronunciation: A Drillbook, 3rd edition.
Heidelberg: Winter. (For AE)
Note that you can also use the 2nd edition of both books.
The materials for the lecture can be downloaded from the Elektronischer
Semesterapparat at <http://esem.uni-hd.de>.
3.2 Einführung Sprachwissenschaft
Anmeldung per Online-Formular erforderlich.
Für den Scheinerwerb ist die Teilnahme an den Begleittutorien erforderlich, zu denen Sie
sich vor Semesterbeginn online anmelden müssen. Die Termine der Tutorien standen am
Redaktionsschluss dieses Dokuments (5.7.2008) noch nicht fest. Bitte informieren Sie sich
rechtzeitig auf den Internetseiten des Instituts: www.as.uni-hd.de.
Bachelor-Modul
Introduction to Linguistics
25% Sprachwissenschaft, 1. Semester
Introduction Module
50% oder 75% 1. Semester
5.0 Leistungspunkte
11
3.2 Einführung Sprachwissenschaft
Introduction to Linguistics
Prof. B. Glauser Montag 09:15 – 10:45 NUniHS4a 2st.
The aim of this lecture course is to introduce students to the main ideas and concepts in
English linguistics. We will start off by considering what language and linguistics are, look at
key concepts in semiotics, phonetics and phonology, morphology, syntax, semantics,
pragmatics and sociolinguistics, and conclude with a survey of historical linguistics, covering
the main developments from Old English to Present-Day English. There will be an
accompanying compulsory tutorial taught by advanced students where the basic tools and
techniques linguists require for their trade are presented, the main issues treated in the
lecture will be repeated and applied in practical exercises.
Texts: A reader with texts for the lecture class and tutorials will be available, but
students may want to obtain one of the textbooks listed below (in alphabetical order,
not in order of recommendation).
Laurel Brinton 2000. The Structure of Modern English: A Linguistic Introduction.
Amsterdam: John Benjamins.
Stephan Gramley and KurtMichael Pätzold. 22004. A Survey of Modern English.
London:Routledge.
Ernst Leisi und Christian Mair. 81999. Das heutige Englisch: Wesenszüge und
Probleme. Heidelberg: Winter.
Paul Georg Meyer et al. 2002. Synchronic English Linguistics: An Introduction.
Tübingen: Narr.
Course Requirements: Regular attendance of lecture course (1 CP) and tutorials
(1 CP), preparation/homework (2 CP), final test (1 CP)
3.3 Einführung Literaturwissenschaft
Für den Scheinerwerb ist die Teilnahme an den Begleittutorien erforderlich, zu denen Sie
sich vor Semesterbeginn online anmelden müssen. Die Termine der Tutorien standen am
Redaktionsschluss dieses Dokuments (5.7.2008) noch nicht fest. Bitte informieren Sie sich
rechtzeitig auf den Internetseiten des Instituts: www.as.uni-hd.de.
Bachelor-Modul
Introduction to Literature
25% Literatur- oder Kulturwissenschaft, 1. Semester
Introduction Module
50% oder 75% 1. Semester
5.0 Leistungspunkte
12
3 EINFÜHRUNGSVERANSTALTUNGEN
Einführung Literaturwissenschaft
Prof. D. Schloss Donnerstag 11:15 – 12:45 Heuscheuer, HS 1 2st.
Die erfolgreiche Teilnahme an einer Einführungsveranstaltung Literaturwissenschaft ist die
Voraussetzung für die Aufnahme ins literaturwissenschaftliche Proseminar und zugleich Teil
der Orientierungsprüfung. Die Vorlesung hat zum Ziel, die Studierenden an
literaturwissenschaftliche Arbeitsweisen heranzuführen. Dabei geht es neben
grundsätzlichen Fragen wie „Was ist Literatur“, „Was leisten literaturwissenschaftliche
Modelle?“ um eine Einführung in die Stilanalyse sowie in die Analyse der drei literarischen
Großgattungen (Lyrik, Drama, Erzählprosa). Die begleitenden Tutorien vermitteln den
Umgang mit Hilfsmitteln und Arbeitstechniken (Anfertigen einer wissenschaftlichen
Hausarbeit, Benutzung von Nachschlagewerken, Bibliographien, Bibliotheken); sie bieten
außerdem die Gelegenheit, über Studienprobleme und Zielvorstellungen in der Ausbildung
zu diskutieren. Die Vorlesung wird in englischer Sprache abgehalten.
Texts: Zu den klausurrelevanten Primärtexten gehören:
1) Shakespeare, William. Hamlet. Ed. Neil Taylor and Ann Thompson. The Arden
Shakespeare, Third Series. London: Thompson Learning, 2006.
2) James, Henry. The Turn of the Screw: Authoritative Text, Contexts, Criticism. Norton
Critical Edition. New York: W.W. Norton, 1999. 3)
Zur begleitenden Lektüre empfohlen: Nünning, Ansgar und Vera Nünning. An
Introduction to the Study of English and American Literature. Uniwissen
Anglistik/Amerikanistik. Stuttgart: Klett, 2004.
Scheinerwerb: Regelmäßige Teilnahme an Vorlesung (1 LP) und am Tutorium (1 LP),
Vor- und Nachbereitungszeit (2 LP), Abschlussklausur (1 LP)
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4 Proseminare
4 Proseminare
4.1 Proseminar I Sprachwissenschaft
Anmerkung für Magister und Staatsexamen:
Studierende im Studiengang Magister oder Staatsexamen können auch einen Schein PS I
Sprachwissenschaft in den Kursen Proseminar II moderne Sprachwissenschaft (BA)
(siehe Seite 22) erwerben.
Bachelor-Modul
Linguistic Core Studies
25% Sprachwissenschaft, 50% oder 75% 2.-3. Semester
5.5 Leistungspunkte
Varieties of English
D. Halbe Dienstag 14:15 – 15:45 108 2st.
Since English has become a language that is spoken in many different countries and is at
least one of the official languages in many others, it has diversified immensely. We will look
at the differences in pronunciation, grammar, lexicon, etc. of a great many of these varieties.
Registration: Please send an e-mail to dorothea.halbe@as.uni-heidelberg.de
Please specify whether you need credits (or a Schein)
Please check the online version for possible updates!
Course Requirements: The course will be continually assessed: participation (1 CP),
preparation/assignment (1.5 CP), presentation (1 CP), exam (2 CP).
Introduction to English Syntax
Dr. M. Isermann Freitag 09:15 – 10:45 113 2st.
Focusing on the descriptive facts of English, the course provides a systematic introduction to
English syntax. The aim is to help students appreciate the various sentence and phrase
patterns available in the language, develop analytic abilities to further explore the patterns of
English, and learn precise ways of doing syntactic analysis for a variety of major
constructions. The course is based on two recent introductions to the syntax of English, one
more formal and the other more traditional.
Texts: Miller, Jim. 2001. An Introduction to English Syntax. Edinburgh: EUP.
Aarts, Bas. 2008. English Syntax and Argumentation. Basingstoke: Palgrave
Macmillan.
Course Requirements: Regular attendance and active participation (1 CP), oral
presentation (1 CP), course preparation/homework assignments (1.5 CP) and written
term paper (2 CP).
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4 PROSEMINARE
Universal Grammar: Sounds
Dr. M. Schiffmann Freitag 12:15 – 13:45 113 2st.
In my previous seminars on the theory of Universal Grammar (UG) closely associated with
the name of Noam Chomsky, I have mainly dealt with syntax and the theory’s history. In this
seminar, I will proceed to have a look at something (not altogether) different, namely, the
sound of language. Knowing a language such as English, French or German means, inter
alia, knowing how to relate sound and meaning in that language, and knowing the sounds
themselves is evidently a very important part of this. Each language has a different set of
sounds (some sounds of English and French are absent in German and vice versa), and
each has different combinations of them: while a word such as bnid is OK in Arabic but not in
English and a word such as strid is OK in English but not Arabic, both are disallowed in
Spanish. And there is more, much more to learn about the differences between languages.
At the same time, not everything is different. Not every random noise counts as a
linguistic sound. The range of sound we can produce and hear is sharply constrained by our
vocal tract, our auditory system, and, it appears, cognitive mechanisms hardwired into our
brains. So while there is a lot of variation between the sounds systems of different
languages, this seems to be supplemented by the fact that there is a universal matrix that
unifies them all. Using the first part of the textbook Linguistics. An Introduction as our
guideline, in this seminar we will look into some of the issues of modern phonetics and
phonology such as phonetic features, supra-segmental phonology (syllables, intonation and
such), sound variation and change, child phonology, and sound processing and production
from this general perspective. We will also devote more than a little of our time to producing
and listening to sounds ourselves. Please read and study the introduction to the book
(p. 1-24) before the beginning of the semester.
Texts: Andrew Radford et al, Linguistics. An Introduction, Cambridge University Press,
Cambridge 1999, € 29. This book is in our library (S AD 223), and additionally, Xeroxes
of the relevant pages will be in a folder in the Handapparat as soon as the library staff
(ask the Glaskasten!) allows.
term paper (2 CP).
Perspectives on Language: A Close-Reading Course
Dr. F. Polzenhagen Mittwoch 14:15 – 15:45 333 2st.
Linguists have analysed and analyse their target field “language” from various specific
perspectives. Dominant ways of approaching and viewing language(s) include: language as
a system (in structuralism), language as a tool (in functionalism), language as an organ /
instinct (in generative grammar), languages as families (in historical linguistics), language as
cultural identity (romantic linguistics), languages as species (ecolinguistics). In the course,
we will trace these and other influential conceptualisations of language in representative key
texts of their major proponents (e.g. de Saussure, Jakobson, Chomsky, Jespersen, Whorf,
Searle, Grice, Labov, Fillmore, Lakoff). The course is hence, first of all, a call for getting to
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4.1 Proseminar I Sprachwissenschaft
know the various theoretical models through a close reading of their primary key texts. The
second objective is to show that each of these expert models highlights certain aspects of
‘language’ and, in turn, hides others. Complementing the focus on “expert models”, the
course participants will be asked to investigate “folk models” and “folk beliefs” of language in
a small research assignment.
Texts: A reader with the essential texts will be available
term paper (2 CP).
Approaches to Meaning: A Comparative Survey
Dr. F. Polzenhagen Mittwoch 09:15 – 10:45 113 2st.
The course will give an overview of influential theories of ‘meaning’. The objective of the
course is to delineate and compare the specific perspectives taken by the various, often
competing approaches. Each model will be introduced through key texts of its major
proponents and will be illustrated by central case studies. Inter alia, we will look at truthconditional semantics, at methods and concepts in the structuralist tradition (e.g. ‘sense
relations’ and ‘componential analysis’), at cognitive-linguistic approaches (e.g. ‘cognitive
models’, ‘conceptual metaphor’, ‘prototype semantics’) and at generative semantics.
Broadening the perspective, we will also deal with pragmatic approaches to meaning, in
particular with Searle’s speech-act theory and the Gricean cooperative principle.
Texts: A reader with the essential material will be available
term paper (2 CP).
Linguistic Politeness
Priv.-Doz. Dr. S. Kleinke Freitag 09:15 – 10:45 116 2st.
Our discussion will start out from the pragmatic background of politeness, a brief introduction
to central pragmatic models of politeness (Leech, Brown and Levinson and Watts) and their
application to linguistic rudeness. Starting from these central theories, we will discuss a
broad range of empirical studies on politeness-sensitive phenomena, such as greetings,
compliments, apologies, requests and forms of address, often in a cross-cultural contrastive
context.
Registration: Please register for this course via e-mail: msdkleinke@t-online.de
Texts: Watts, Richard J (2003). Politeness. Cambridge. Chapter 1.
A detailed list of topics for term papers and a detailed reading list as well as further
details on how the course is organised will be provided in the first session.
presentation with detailed handout (1 CP), homework / assessment (1.5 CP) and term
paper (2 CP).
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Contrastive Linguistics and Language Teaching
Dr. N. Nesselhauf Mittwoch 11:15 – 12:45 114 2st.
In this seminar, we are going to approach the topic of contrastive linguistics both from a
theoretical and from an applied perspective. We will start out with an exploration of the
structural differences between English and German. All levels of language will be covered,
including phonology, syntax, lexis, and we will also briefly consider differences in pragmatics
and discourse conventions. We will then discuss questions of language typology (such as
whether bundles of individual structural differences in the two languages can also be found
in other languages) and in particular questions of language teaching. We will look at how
results from contrastive analyses have been, can be, and should not be applied in foreign
language teaching. For this purpose, we will also look at how the observed differences affect
the production of English by German-speaking learners.
For their seminar papers, students will be expected to carry out their own small research
projects.
Registration: To register for the course, please sign up on the list outside office 232.
Text: Introductory reading: Mair, Christian (1995). Englisch für Anglisten. Tübingen:
Stauffenburg.
Course Requirements: Regular attendance (1 CP), oral presentation (1 CP), course
preparation (1.5 CP), and seminar paper (in English, deadline 7 March; 2 CP).
Discourse across Cultures
D. Halbe Mittwoch 14:15 – 15:45 122 2st.
The way people speak, what is seen as polite or impolite, how political debates, interviews
etc. are conducted, is culture-specific. We will look at some of these differences and what
effects they can have on intercultural communication.
Texts: Bowe, Heather & Kylie Martin. 2007. Communication Across Cultures.
Cambridge: CUP.
preparation/assignment (1.5 CP), presentation (1 CP), exam (2 CP).
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4.2 Proseminar II historische Sprachwissenschaft (Überblick)
4.2 Proseminar II historische Sprachwissenschaft
(Überblick)
Bachelor-Modul
Intermediate Studies Linguistics
25% Sprachwissenschaft 4.-5. Semester
Intermediate Seminar Linguistics and Literature 50% Wahlpflichtmodul 4.-6. Semester
Intermediate Seminar Linguistics and Culture
Intermediate Studies Linguistics and Literature
6.0 Leistungspunkte
An Introduction to the History of English
Dr. F. Polzenhagen Dienstag
09:15 – 10:45 333 2st.
Dr. F. Polzenhagen Donnerstag 09:15 – 10:45 108 2st.
This course will give an introductory overview of the development of the English language. In
its first part, we will look at the main historical periods of the English language (Old English,
Middle English, Early Modern English). Here, the focus will be on the reflection of historical
changes and socio-cultural realities in the development of the lexicon of English. In the
second part of the course, some theoretical and methodological problems and approaches in
studying historical varieties will be discussed. In the third part, we will deal with specific kinds
of changes (phonological, morphological, syntactical, lexical and semantic) that have taken
place in the history of English in more detail. Finally, a brief introduction to historical and
diachronic computer corpora of English will be given.
presentation (1 CP), course preparation/homework assignments (2 CP) and written
term paper or exam (2 CP).
The history of English
Dr. B. Waibel Freitag 13:00 – 18:00 AS 115 2st.
!Blockveranstaltung! an den folgenden Terminen:
17.10.08, 31.10.08, 14.11.08, 28.11.08, Abschlussklausur (2-stündig) am 12.12.08
Why is modern English the way it is? This course will investigate the most important
developments from Old English to today in the areas of phonology, morphology, syntax and
lexicon. We will also look at the social, political and cultural background of important
developments in the history of English.
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Registration: Register per e-mail: birgitwaibel@hotmail.com
Texts: The reading assignments for the first week can be downloaded:
Smith 1999, Chapter 2
Barber 1993, pp. 107-116
Smith 1999, pp.50-85
Crystal 2005, pp. 57-81
Fennell 2001, Chapter 3.5
Course Requirements: Students are expected to have a good working knowledge of
linguistic terminology, to do regular reading assignments and exercises (2 CP), to take
an active part in class (1 CP), to give an oral presentation (1 CP), to complete a midterm assignment and to write a final exam (2 CP).
Language Change
M. Eitelmann Mittwoch 16:15 – 17:45 115 2st.
“In language,” the German philosopher Wilhelm von Humboldt noted in 1983, “[t]here can
never be a moment of true standstill (…), just as little as in the ceaseless flaming thought of
men. By nature it is a continuous process of development.” In the course of this semester,
we will be concerned with the question of why language changes generally and how this
change can be described and explained in concrete cases. We will look at language change
on all levels of linguistic survey (phonology, spelling, morphology, syntax, semantics) and
models that try to explain these changes (such as language economy, analogy,
grammaticalization and lexicalization). The history of the English language will serve as
illustrative material, demonstrating that on the one hand external factors such as language
contact play a crucial role, and that on the other hand there are a number of internal
systematic mechanisms that lead to change.
Registration: In order to sign up for this course, please send an e-mail to
eitelman@rumms.uni-mannheim.de
Texts: Recommended as a fine introduction to the topic: the chapter on “Language
Change” from Crystal, David. (1987). The Cambridge Encyclopedia to Language.
Cambridge: Cambridge University Press, pp. 328-333.
Aitchison, Jean. (2001). Language Change. Progress or Decay? Cambridge:
Cambridge University Press.
McMahon, April. (2002). Understanding Language Change. Oxford: Oxford University
Press.
Course Requirements: Active and regular participation (1 CP), weekly reading
assignments & weekly quizzes (2 CP), oral presentation (1 CP) a final test or
Hausarbeit (2 CP).
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4.3 Proseminar II historische Sprachwissenschaft (Periode)
4.3 Proseminar II historische Sprachwissenschaft
(Periode)
Bachelor-Modul
Intermed. Sem. Linguistics, Literature & Culture
75% 3.-5. Semester
6.0 Leistungspunkte
Einführung ins Altenglische
Dr. E. Hänßgen Mittwoch 11:15 – 12:45 108 2st.
Das Proseminar hat das Altenglische des 9.-11. Jahrhunderts zum Gegenstand, eine
altgermanische Sprache, die sich grundlegend vom heutigen Englisch unterscheidet und
innerhalb eines Semesters nur mit großem Interesse und Fleiß zu erlernen ist. Neben der
Übersetzung einfacher altenglischer Texte sollen ausgewählte Probleme der
Sprachgeschichte anhand des Altenglischen exemplarisch behandelt werden. Der Stoff soll
von den Teilnehmenden zunächst häuslich erarbeitet und dann in den Seminarsitzungen
erörtert und vertieft werden. Im Kurs werden wir auch englische Terminologie der
historischen Linguistik erarbeiten.
Anmeldung: In meiner Sprechstunde, per Notiz in mein Postfach (A 15) oder per EMail (eva.haenssgen@as.uni-heidelberg.de).
Texte: Weimann, Klaus. 31995. Einführung ins Altenglische. Uni-Taschenbücher, 1210.
Heidelberg; Wiesbaden: Quelle & Meyer. (s. Lehrbuchsammlung und Reader)
Zur Vorbereitung empfohlen: Baugh, Albert C. and Thomas Cable. 52002. A History of
the English Language. London: Routledge. 18-126.
Scheinerwerb: Regelmäßige Anwesenheit und Mitarbeit (1 LP), Vor-/Nachbereitung
(2 LP), Übersetzungshausaufgabe/Referat (1 LP), Abschlussklausur (2 LP).
Einführung ins Mittelenglische
V. Mohr Dienstag 09:15 – 10:45 113 2st.
Die Lehrveranstaltung ist als Einführung ins Mittelenglische konzipiert, wie es in den Werken
von Geoffrey Chaucer in Erscheinung tritt. Zunächst werden die wichtigsten Methoden der
sprachgeschichtlichen Rekonstruktion vorgestellt. Die sich anschließende Charakterisierung
des Sprachstands umfasst die Phonologie des Chaucer-Englischen sowie zentrale Aspekte
der Morphologie, Lexik, Semantik, Syntax und Pragmatik; dabei wird auch auf
Veränderungen zum Neuenglischen hin eingegangen.
Anmeldung: Die Anmeldung zu dieser Veranstaltung erfolgt per E-Mail an
volker.mohr@zsl.uni-heidelberg.de unter Angabe des Betreffs „Mittelenglisch“.
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Texte: Arbeitsblätter werden in den Sitzungen verteilt.
Scheinerwerb: Regelmäßige Anwesenheit und Mitarbeit (1 LP), Vor-/Nachbereitung
(2 LP), Übersetzungshausaufgabe/Referat (1 LP), Abschlussklausur (2 LP).
Introduction to Middle English
A. Buschkühl Dienstag 11:15 – 12:45 113 2st.
From the Norman Conquest in 1066, the English language was profoundly affected by a
number of historical and fundamental social changes. After the introduction of (Norman)
French as the language of higher ranks of society, English was greatly diminished in prestige
and only from the fourteenth century onwards, after the Hundred Years’ War and the Black
Death, did it fully return to its previous standing, enriched in its vocabulary by numerous
French loans. However, even before the Norman Invasion linguistic changes were beginning
to emerge, causing English to develop from a synthetic to a more analytic language. In this
seminar we will familiarise ourselves with the diverse facets of English as evidenced from c.
1100 to 1500 (spelling and pronunciation, grammar, lexicon, dialects, literature etc.),
considering the Middle English period in its greater historical context.
Registration: Please send an e-mail to anne.buschkuehl@urz.uni-heidelberg.de,
stating whether you have already successfully completed a PS I in Linguistics and
whether you wish to obtain a PS II Schein in this seminar.
Texts: Course material will be provided in the seminar folder.
Brinton, Laurel J., and Arnovick, Leslie K. (2006). The English Language. A Linguistic
History. Don Mills, Ont.: Oxford University Press, is recommended as a general
introduction to the history of the English language.
presentation or equivalent (1 CP), course preparation (2 CP) and written exam (2 CP).
Introduction to Early Modern English
Dr. M. Isermann Dienstag 09:15 – 10:45 108 2st.
The course takes a philological approach to the transitional period between 1450 and 1700,
in which English developed into an idiom not far from the language we use today. It starts
out from the assumption that the history of a language cannot profitably be studied without a
solid knowledge of the texts in which it materialises as well as of their cultural and historical
background. As regards the EME period, such an approach is particularly natural in view of
the fact that language became an object of public disputes during the period. Consequently,
we will place equal emphases on the major developments in the phonology, lexicon and
grammar of the period and on the texts which both exhibit these developments and comment
upon them. Regular homework (an estimated three hours per week) includes reading,
translation, and work on work sheets.
Registration: Please register by e-mail.
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4.4 Proseminar II moderne Sprachwissenschaft (BA)
In diesen Kursen können Studierende im Studiengang Magister oder Staatsexamen einen
Schein PS I Sprachwissenschaft erwerben.
Bachelor-Modul
6.0 Leistungspunkte
Selected Topics in English Grammar
Dr. F. Polzenhagen Freitag 11:15 – 12:45 116 2st.
In this course, we will address selected topics in English grammar. The overall aim of this
course is to view and analyse syntactic structures as the manifestation of fundamental
cognitive and functional principles. The focus of the first part is on various instances of
grammaticalisation. Here, we will first look at grammatical categories of the English verb that
express, broadly speaking, temporal relations, i.e. the so-called Tense-Aspect-System of
English. The analysis of present-day English structures will be accompanied by a historical
perspective on the relevant categories that traces their cognitive-functional basis, their
emergence and their development over time. Then, we will deal with the expression of
negation in English. Issues that will be addressed include ‘incorporated negation’,
‘contrastive negation’ and ‘negative polarity’, and here, too, a historical perspective will be
taken. The course proceeds with a discussion of do-periphrastics, again with a historical
component. In the second part of the course, we will look at syntactic features of English
from the perspective of information structure. Here, we will discuss passive and passive-like
constructions, cleft constructions and various word-order phenomena as means of functional
sentence perspective. The theoretical concept underlying the last part of the course is the
cognitive-linguistic notion of ‘event schemas’. We will look at the syntactic realisation of
these schemas.
Business Communication (block seminar)
D. Halbe Freitag 11:00 – 17:00 122 2st.
Communication in business settings follows its own rules: specialised lexis, goals,
relationships are only some factors that we will look at in the fields of business including
advertising, companies, sales etc.
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Dates: First session (14-16.30pm) on 18.10., following dates (11-17pm): 8.11., 29.11.,
20.12., 10.1, 31.1.
Texts: Bargiela-Chiappini, Francesca & Catherine Nickerson & Brigitte Planken. 2007.
Business Discourse. Basingstoke: Macmillan.
preparation/assignment (1.5 CP), presentation (1.5 CP), term paper (2 CP).
Deficient Mind, Linguistic Genius: the Case of “Christopher”
Dr. M. Schiffmann Freitag 14:15 – 15:45 113 2st.
They used to be called “idiots savants” – ignorant to the point of stupidity and brilliantly gifted
at the same time. Thankfully, in the modern era the derogatory part of the term has been
dropped, leaving us with the name savant only. These people are characterized by highly
specialized talents on the one hand, and equally striking social and pragmatic, and often also
intellectual, deficiencies on the other, a phenomenon which is associated now by many
researchers with autism, a mental disorder first discovered by the Austrian pediatrician Hans
Asperger. In their intriguing 240-page study The Mind of a Savant. Language, Learning and
Modularity, the linguists Neil Smith and Ianthi-Maria Tsimpli explore the mind of one such
person code-named “Christopher,” a man who lives in a mental institution and is unable to
find his way around in the world due to limited pragmatic capacities and a very low level of
general intelligence, but who has by now learnt the basic structure and vocabulary of several
dozen languages as typologically and genealogically diverse as Welsh, Hindi, Arabic,
Berber, Dutch, French, and many more.
What seems to emerge from studying Christopher’s linguistic abilities most clearly is the fact
that the cognitive abilities of humans can be massively dissociated, since they function as
independent modules in the mind. Christopher’s linguistic successes and failures in almost any
other cognitive realm strongly point into this direction. One of the most ardent supporters of the
notion that language is a distinct, partly innate module of cognition, Noam Chomsky, has said
about Smith’s and Tsimpli’s research: “In their fine and careful study of an individual with
remarkable linguistic abilities but otherwise limited capabilities, Smith and Tsimpli provide new
and important evidence concerning the modularity of mind, invariant principles of language,
and their role in first and second language acquisition, the interaction of pragmatic and
conceptual factors in language use, and much else. It is a very valuable and illuminating
study.” Based on a thorough reading of this book, additional material on Christopher, and
research on autism in general and savants in particular, we will try to reach preliminary
conclusions about how the realm of linguistic abilities is related to human cognitive faculties as
a whole.
Texts: Neil Smith and Ianthi Maria Tsimpli, The Mind of a Savant. Language, Learning
and Modularity, Blackwell, Oxford 1995, € 34.99. The UB has this book (97 A 1387),
but independently, Xeroxes of the relevant pages will be in a folder in the Handapparat
as soon as the library staff (ask the Glaskasten!) allows.
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4.5 Proseminar I Literaturwissenschaft
Bachelor-Modul
Literary Core Studies
25% LW, 50% oder 75% 2.-3. Semester
5.5 Leistungspunkte
King Lear
P. Bracher Donnerstag 11:15 – 12:45 108 2st.
This course is designed to introduce you to one of the most well-known Shakespearean
tragedies: King Lear. Because of its display of violence and its epic scope, this monolith of a
play was long thought to be unactable. Only under the impression of the belligerent and
destructive forces of the twentieth century did public opinon of King Lear begin to change.
Since the end of WW II, the number of performances and new interpretations have been
steadily increasing. Our aim will be to explore the multi-faceted nature of the play and some
of the adaptations it has inspired by a variety of means: While a close reading of the text will
provide us with a basis of understanding, we will situate King Lear in the context of the
Eizabethan worldview and its stage conventions and see how different theoretical
perspectives can enrich our understanding of the play.
Registration: To register, please send an e-mail to bracher@urz.uni-hd.de.
Texts: There are a variety of editions. Please make sure to purchase the Arden edition:
Skakespeare, William. King Lear. Ed. R. A. Foakes. London: Arden, 1997.
Course Requirements: Regular attendance and active participation (1 CP), reading
and preparation (1.5 CP), oral presentation (1 CP), and a 10-12 page research paper
(2 CP).
Darkest London: George Gissing’s ‘The Nether World’ and Joseph
Conrad’s ‘The Secret Agent’
Dr. K. Hertel Donnerstag 09:15 – 10:45 112 2st.
For the history of the English ‘city novel’, the era between 1880 and 1910 is of exceptional
significance. London not only became the economic, political and cultural centre of the
nation but also underwent drastic changes in topography: it gradually transformed into a
decentralized, suburbanised and modern 20th-century metropolis with entirely new existential
implications. Taking also in consideration the ongoing changes in narrative technique at the
time, the course will focus on a close reading of the two novels and will try and elucidate the
question to what extent London at the turn of the century remained ‘readable’ and
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‘narratable’ at all. Since the two novels are not only very different in terms of narrative
technique but also concerning genre and plot, we will get a good insight into the range of
topics picked up by authors at the time: From George Gissing’s rather naturalistic depiction
of the sordid living conditions in London’s poorest quarters, we will be taken into the dark
world of political corruption and terrorism in Conrad’s city.
Registration: Please register personally or by e-mail (Kirsten.Hertel@as.uniheidelberg.de)
Texts: George Gissing, The Nether World. (Oxford World Classics) Oxford, 1999
(ISBN-13: 978-0192837677); Joseph Conrad, The Secret Agent. A Simple
Tale. (Oxford World Classics) Oxford, 2004 (ISBN-13: 978-0192801692).
Course Requirements: Regular attendance and active participation in class (1 CP),
oral presentation (1 CP), preparation (1.5 CP) and written term paper (2 CP)
Contemporary British Fiction: Ian McEwan’s Atonement and On Chesil
Beach
E. Redling Donnerstag 14:15 – 15:45 115 2st.
Ian McEwan’s Atonement (2001), largely set in England in the 1930s and 40s, and On
Chesil Beach (2008), set in the early 1960s, can be analysed according to the technology
and the moral values of those times. DNA-testing, which could have kept Robbie Turner, one
of the protagonists of Atonement, out of jail, and free discussion of sexual topics, the lack of
which has far-reaching consequences in On Chesil Beach, were largely unheard of then.
However, more comprehensive and timeless matters lie behind the apparent rootedness in
time of these novels. One of these is the topic of misunderstanding one another – either
intentionally or unwittingly – which, in turn, leads to the question of how well, if at all, one
human being can understand another.
In this course we will discuss these and other topics as well as look at the genre of the novel
in general and at questions of narratology.
Registration: To register please contact: Ellen.Redling@as.uni-heidelberg.de
Texts: McEwan, Ian. Atonement. London: Vintage, 2002.
McEwan, Ian. On Chesil Beach. London: Vintage, 2007.
Course Requirements: Students must have read both texts before the beginning of
term. Further requirements: regular attendance and active participation (1 CP), reading
and writing assignments (1.5 CP), presentation (15-20 min.; 1 CP), term paper (10-12
p.; 2 CP).
Contemporary British Drama: Patrick Marber’s Closer and Dealer’s
Choice, Mark Ravenhill’s pool (no water) and Lucinda Coxon’s Happy
Now?
E. Redling Mittwoch 09:15 – 10:45 112 2st.
These four plays were written and performed between the mid-1990s and the year 2008 and
thus give us a glimpse of very recent topics of interest in contemporary English drama. One
25
4.5 Proseminar I Literaturwissenschaft
thing that connects the plays is their exploration of social ties and networks. They portray the
dark sides and fragilities of love, friendship and family relationships and do so in a highly
intense way. Seen in this light, the question: Are we/Are you/Am I Happy Now? becomes a
truly captivating one.
In this course we will discuss these and other topics as well as look at the genre of drama in
general and its development in the 20th and 21st centuries in particular.
Registration: To register please contact: Ellen.Redling@as.uni-heidelberg.de
Texts: Marber, Patrick. Plays: 1: Dealer’s Choice, After Miss Julie, Closer. London:
Methuen, 2004.
Ravenhill, Mark. pool (no water) and Citizenship. London: A&C Black, 2006.
Coxon, Lucinda. Happy Now? London: Nick Hern, 2008.
Course Requirements: Students must have read all texts before the beginning of
term. Further requirements: regular attendance and active participation (1 CP), reading
and writing assignments (1.5 CP), presentation (15-20 min.; 1 CP), term paper (10-12
p.; 2 CP).
Introduction to Modernism
S. Schäfer Dienstag 09:15 – 10:45 114 2st.
This seminar explores the literary and cultural phenomenon of Modernism across national
boundaries. We will read canonized modernist texts and discuss their aesthetic and
structural contents while also considering the historical, social and political changes and
experimental approaches to art during the 1910s and 1920s in order to furnish a bigger
picture and to attain a multifaceted image of the period.
By looking at selected stories from James Joyce’s Dubliners, Virginia Woolf`s To the
Lighthouse and T. S. Eliot`s The Love Song of J. Alfred Prufrock and extracts from The
Waste Land, we will discern the features of modernist writing while making use of
narratological analyses.
In this course for undergraduate students, the acquisition of key competences necessary for
academic work in general and for literary scholarship in particular, will play an important role.
The interpretation of the texts as well as the background information about the Modernist
period will provide a basis for developing reading, writing and presentation skills, as well as
time management and learning strategies.
Registration: Please register by sending an e-mail to Schaefer@as.uni-heidelberg.de.
Texts: Please buy the following texts
James Joyce: Dubliners (Penguin)
Virginia Woolf: To The Lighthouse (Penguin)
Course Requirements: Students are expected to give a oral presentation (1 CP), write
a term-paper (2 CP) and participate regularly and actively (2,5 CP) in class discussion.
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4 PROSEMINARE
F. Scott Fitzgerald
Dr. E. Hänßgen Dienstag 11:15 – 12:45 114 2st.
F. Scott Fitzgerald’s life (1896-1940) and works represent his age, from the post-war
wildness of the roaring twenties, his “Jazz Age”, to the aftermath following the stock market
crash of 1929 and Fitzgerald’s self-destruction through alcohol.
In this course, we will focus on his masterpiece, the novel The Great Gatsby (1925), along
with some short stories and autobiographical essays. We will consider questions of prose
analysis (style, narrative technique, structure) and explore themes like the essentially
American nature of Gatsby’s dream, the success myth, the attractions and corruption of
material wealth, the conflict between the American East and West, the creation of identity
and the obsession with time. We will also take a brief look at the life of Fitzgerald’s wife,
Zelda Sayre Fitzgerald, another artist and victim of their lifestyle.
Registration: During my office hour, by note (Postfach A 15) or via e-mail
(eva.haenssgen@as.uni-heidelberg.de).
Texts: Fitzgerald, F. Scott. The Great Gatsby. Ed., introd., notes by Ruth Prigozy.
Oxford World’s Classics. Oxford: Oxford University Press, 1998.
A reader with short stories and essays will be available in our course file (on the
reserve shelf – Handapparat – in the department library) in September.
Course Requirements: Read the text in advance, using the recommended edition.
Regular attendance and active participation (1 CP), oral presentation (1 CP), course
preparation/homework assignments (1.5 CP) and written termpaper (2 CP).
4.6 Proseminar II Literaturwissenschaft
Bachelor-Modul
Intermediate Studies Literature
25% Literaturwissenschaft 4.-5. Semester
Intermediate Seminar Linguistics and Literature 50% Wahlpflichtmodul 4.-6. Semester
Intermed. Sem. Linguistics, Literature & Culture 75% 3.-5. Semester
6.0 Leistungspunkte
Drama Workshop: From page to stage – new English, Scottish and Irish
plays at home and in the German-speaking theatre
Dr. M. Raab Blockseminar, jeweils vierstündig 9.15. bis 12.45,
22.-26. 9. und 29.9.-2.10.2008, Raum 108. AS 108 2st.
Some British and Irish dramatists are famous at home but far less successful in Germany,
others earn the bulk of their royalties here. This is due to problems of cultural transfer from
the written page to translations and eventual productions.
27
The seminar will analyse the differences between the British and Irish theatre scene and the
situation in the German-speaking countries regarding
● the position of author, director and actor
● the internal organisation and financing of theatres
● British literary managers and German dramaturgs
● British agents and German theatre publishers
● methods of developing new writing
The work of the following new writing theatres and companies will be presented:
London: Royal Court, Bush, Tricycle, Theatre 503, Out of Joint, Paines Plough
Edinburgh and Scotland: Traverse, National Theatre of Scotland
Dublin and Ireland: Abbey, Gate, Druid
Nicholas Hytner’s film of Alan Bennett’s The History Boys (2006) and Sebastian Nübling’s
production of Simon Stephens’ Pornographie at Hanover (2007) will be watched on DVD and
analysed.
Registration: To register, please send an e-mail to Elke.Hiltner@urz.uni-heidelberg.de
Texts: Required reading are the following six plays:
Alan Bennett: The History Boys (2004)
Martin Crimp: The City (2008)
Simon Stephens: Motortown (2006)
Tom Stoppard: Rock’n’Roll (2006)
David Greig: Damascus (2007)
Enda Walsh The Homefront (2007)
Pictures of a troubled country, or: re-writing history – Zakes Mda
Dr. M. Loimeier Freitag 09:15 – 10:45 108 2st.
The South African writer, poet, painter, playwright, filmmaker and scholar Zakes Mda is one
of the most prominent intellectuals in South Africa. He is the founder of the Marotholi
Travelling Theatre, a theatre for development project, and is living in Johannesburg as in
Athens, Ohio. Working in the 90ies as dramatic adviser at the Market Theatre in Joburg/Jozi,
he is now concentrating on prose – on short stories and novels mostly. The seminar will cast
an eye on the variety of Mda’s oeuvre, including his collection We shall sing for the
fatherland & other plays, but focus on his novels. Especially his books Ways of Dying, The
Heart of Redness, The Madonna of Excelsior, The Whale Caller, and Cion show the historic
context of Mda’s writing. In their way to deal with history they can be read as guides through
the process of political, ideological, and social transformation in post-apartheid South Africa.
Not to forget the sometimes satirical approach to day to day life.
Registration: For registration please e-mail me at: Manfred.Loimeier@unimannheim.de.
Texts: Zakes Mda, We Shall Sing for the Fatherland (1979/1993), Ways of Dying
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4 PROSEMINARE
(1995), The Heart of Redness (2000), The Madonna of Excelsior (2002), Fools, Bells
and the Importance of Eating (2002) The Whale Caller (2005), Cion (2007).
All available via www.eurobuch.com
Course Requirements: Students are required to give an oral presentation (1 CP),
hand in a short homework assignment and a 10-12 page term paper (2 CP) and
participate actively and regularly in discussion (1 CP; V/N: 2 CP).
‘Passages to India’: Rudyard Kipling’s Kim (1901), E.M. Forster’s A
Passage to India (1924) and Kiran Desai’s The Inheritance of Loss (2006)
Dr. C. Lusin Dienstag 14:15 – 15:45 116 2st.
In his poem “Passage to India” (1871), Walt Whitman depicts an optimistic vision of an
harmonious, united world: “The earth to be spann’d, connected by net-work,/ The people to
become brothers and sisters,/ […] the distant brought near,/ The lands to be welded
together.” Rudyard Kipling’s Kim (1901), E.M. Forster’s A Passage to India (1924) and Kiran
Desai’s The Inheritance of Loss (2006) engage with Whitman’s vision – consciously or
unconsciously – in various ways. Each focuses on the difficulties resulting from the contact
between East and West in India. Yet, they provide quite different perspectives on the topic.
While Kipling, the so-called ‘bard of the empire’, already adopts an ambivalent attitude to
Imperialism in his later works, Forster harshly criticizes colonial rule. Desai, finally, writes
from a postcolonial perspective and in an age in which the distant has actually become near,
the world being literally connected by network. The result of this connection, however,
proves to be far from harmonious.
In this course, we will consider the novels’ historical and cultural background, explore some
key concepts of postcolonial criticism and ask questions such as: How and to what effect do
the novels engage with the issues of their time? What kind of relationship between East and
West is described? Which images of ‘self’ and ‘other’ do the authors project, and what are
their functions? And, last but not least: Which narrative strategies do they deploy in order to
voice their concerns?
Texts: Desai, Kiran: The Inheritance of Loss. London: Penguin, 2007.
ISBN:978-0-141-02728-9
Forster, E.M.: A Passage to India. London: Penguin, 2005. ISBN: 978-0-141-44116-0
[Penguin Classics]
Kipling, Rudyard: Kim. London: Penguin, 2000. ISBN: 978-0-141-18363-3 [Penguin
Modern Classics]
Course Requirements: Regular attendance and active (!) participation (1 CP), regular
homework assignments (2 CP), one oral presentation (1 CP), one term paper of 10-12
pages (2 CP)
29
Modernismus. Literaturtheorie und Werke - Henry James und
Virginia Woolf
I. Bauder-Begerow Donnerstag 14:15 – 15:45 333 2st.
Mit Henry James als Wegbereiter und Virginia Woolf als einer zentralen Vertreterin des
Modernismus stehen in diesem Proseminar zwei Protagonisten dieser literarischen Epoche
im Mittelpunkt. Wir werden uns mit den erzähltechnischen Innovationen der Modernisten
beschäftigen, mit denen diese auf die „gewandelte menschliche Natur“ (Woolf) zu Beginn
des 20. Jahrhunderts reagierten. In diesem Zusammenhang werden wir auch reflektieren,
wie normative Vorstellungen von Literatur einem historischen Wandlungsprozess
unterworfen sind.
Die realistischen Darstellungskonventionen des Viktorianismus wichen neuen Erzählformen,
die Henry James und Virginia Woolf in erzähltheoretischen Texten programmatisch
beleuchteten. Die Lektüre ausgewählter poetologischer Essays dient als Basis für die
Diskussion der Erzählstruktur der Romane.
Gleichzeitig sollen in diesem Kurs Schlüsselqualifikationen wie z.B. Zeit- und
Projektmanagement, Präsentations- und Visualisierungstechniken sowie wissenschaftliches
Schreiben vermittelt und vertieft werden. Seminarsprache ist Englisch.
Texts: Henry James, Golden Bowl (1904); Virginia Woolf, Mrs. Dalloway (1925)
Nathaniel Hawthorne’s The Scarlet Letter and Its Rewriting in Bharati
Mukherjee’s Holder of the World
Dr. D. Fischer-Hornung Dienstag 11:15 – 12:45 116 2st.
Two tales situated in the seventeenth century provide a stage for exploring contemporary
questions – Hawthorne’s The Scarlet Letter in the mid-nineteenth century and Mukherjee’s
Holder of the World in the late twentieth century. Hawthorne’s attempt to come to terms with
his Puritan ancestry is interwoven in the historical romance based on documents found from
an earlier age. The story is retold from a contemporary narrative perspective. Similarly,
Mukerjee’s historical metafiction attempts to elucidate the confrontation of three very
different Old and New Worlds, that of Puritan Salem, early pre-colonial India, and twentieth
century New England.
We will look at how the two authors, each in their own unique way, look at, among other
things, the relationship of men and women, the conflict of personal and communal law, the
dislocations and transformations when very different cultural values meet, and the evolution
in the construction of U.S./Western value system from the seventeenth to the twentieth
century.
Texts: Students are expected to buy these editions of the texts:
Mukherjee, Bharati. Holder of the World. New York: Ballantine Books, 1994. (ISBN:
0449909662)
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4 PROSEMINARE
Hawthorne, Nathaniel. The Scarlet Letter and Other Writings. New York: Norton Critical
Edition, 2004. (ISBN: 978-0393979534 or 0393979539)
Course Requirements: Students are required to participate actively in class (1 CP, V/
N: 2 CP), prepare a short oral presentation (1 CP), and write a 10-page term paper in
English (2 CP).
Ageing in American Literature
Dr. H. Jakubzik Mittwoch 14:15 – 15:45 112 2st.
In what way do U.S. American authors use old age as a means to describe narrators and
characters? Some of the oldtimers are wise, some foolish, some powerful, some frail – is
there a limited set of facets to ageing? Is there a development?
We will examine mainstream American literature from the 18th to the 21st century (with an
emphasis on the present), trying to develop categories of literary ageing, and examining how
the (narrative) attitude towards ageing and old people has changed over time. Of course we
will also look for correlations with the current discourse on demographic change and
phenomena like anti-ageing products.
The central basis for our research will consist of six novels (see below), which you must read
before the semester begins. Fortunately, they are all great novels and excellent reads. A
reader with other relevant texts – short stories, poems and a few essays – will be provided in
the first session.
Registration: Please register by e-mail (heiko.jakubzik@as.uni-heidelberg.de)
Texts: J.F. Cooper. The Prairie (1827).
Ernest Hemingway. The Old Man and the Sea (1952).
J. Barth. The Floating Opera (1957).
J.S. Foer. Extremely Loud and Incredibly Close (2005).
Paul Auster. Travels in the Scriptorium (2006).
Philip Roth. Exit Ghost (2007).
Wicked Witches: Witches and Occultism in Fiction
Dr. E. Hauser Donnerstag 16:15 – 17:45 116 2st.
In this course we are going to look into witchcraft and occultism as a fictional as well as
cultural phenomenon. We will be trying to elucidate what led to and caused the Salem
Witchcraft trials, and read fictional texts bearing on the subject, as for example Nathaniel
Hawthorne’s “Young Goodman Brown” and Arthur Miller’s The Crucible. Students should
also be familiar with Shakespeare’s Macbeth and John Updike’s The Witches of Eastwick
before the start of the term.
A careful note to any real witch wishing to enroll: it’s no use putting a spell on the course
instructor, you’ll still have to do all the required reading (cf. above).
31
Annie Proulx
Dr. E. Hänßgen Freitag 11:15 – 12:45 114 2st.
Annie Proulx (born in Connecticut in 1935) did not become a widely acclaimed writer of bestselling fiction until she was in her 50s. Before that, she wrote the occasional short story, but
worked as a journalist and author of how-to books and cookbooks, among them The Fine Art
of Salad Gardening. By now, her work has been awarded a number of prestigious literary
awards and adapted to film (The Shipping News, 2001; Brokeback Mountain, 2005).
Having done doctoral work in history, Proulx travels widely in her thorough
research of her topics. She puts emphasis on the ecological, economic and socio-historical
background of her characters and especially on the land itself. Spanning a century of the
American experience in settings as diverse as Newfoundland and Wyoming, she closely
observes the struggles of the rural poor, of immigrants or isolated misfits. Her fiction features
elements of neorealism and magic realism, humour, horror and violence, poetic and precise
prose, regional dialects and experiments in narrative technique, form and genre.
In our class, we will focus on two of her novels, The Shipping News (1993) and
Accordion Crimes (1996), and a collection of short fiction, Close Range: Wyoming Stories
(1999), including “Brokeback Mountain”, a story she wrote to awaken empathy for diversity.
If you would like to present other texts by Proulx as your favourites in class, just
let me know – I will try to arrange time for that.
Registration: During my office hour, by note (Postfach A 15) or via e-mail
(eva.haenssgen@as.uni-heidelberg.de).
Texts: Please purchase and read the texts in these editions:
Proulx, E. Annie. Accordion Crimes. Scribner Paperback Fiction. New York: Simon &
Schuster, 1996.
Proulx, Annie. Close Range: Wyoming Stories. New York; London: Scribner, 2003
(orig. publ.1999).
Proulx, Annie. The Shipping News. London; New York: Harper Perennial, 2006 (orig.
publ. 1993).
Course Requirements: Students must have read the texts by the beginning of term.
Regular attendance and active participation (1 CP), oral presentation (1 CP), course
preparation/homework assignments (2 CP) and written term paper (2 CP).
The Chicano/a Novel
Migration to the United States in the 20th century has been fueled by a growing number of
Mexicans who continue to cross the 2000-mile-long border despite dangers and hardships.
As a result, Mexican-Americans now constitute one of the largest ethnic minorities in the
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U.S. However, their history in the American Southwest does not begin with this migratory
movement, but reaches back to pre-Hispanic cultures. During the time of the 1960s
counterculture, Mexican-Americans first began to seek political empowerment and to assert
their cultural roots. The term “Chicano” originated during this time and continues to influence
recent discussions on migration and identity.
The course will examine the unfolding of a Chicano/a consciousness in the latter half of the
twentieth century. We will trace this development from the beginnings in Pre-Columbian
times through the Mexican-American War (1846-48) and the Chicano Movement of the
1960s and 70s to today’s representations. We will read three Chicano/a texts: Pocho (1959),
one of the earliest novels of Mexican migration, Autobiography of a Brown Buffalo (1972), a
vastly entertaining testimonial of the Chicano Renaissance, and Caramelo (2002), Sandra
Cisnero’s highly acclaimed Chicana novel already considered a classic of American
literature.
Registration: To register, please send an e-mail to bracher@urz.uni-hd.de
Texts: Oscar Zeta Acosta, Autobiography of a Brown Buffalo. New York: Vintage
Books, 1989.
Sandra Cisneros, Caramelo. New York: Vintage Books, 2003.
José Antonio Villarreal, Pocho. New York: Anchor Books, 1989.
Course Requirements: Regular attendance and active participation (1 CP), reading
and preparation (2 CP), oral presentation (1 CP), and a 12-15 page research paper
(2 CP).
Australian Literature and Culture
Dr. H. Grundmann Dienstag 16:15 – 17:45 115 2st.
This course serves as an introduction to the literature and culture of Australia, focusing on
twentieth century fiction, poetry and film. We shall explore the formation of Australian
national identity, and examine the ways in which issues of gender, class, and race disrupt
that identity. Apart from discussing the relationship between Australia and Britain and the
impact of distance and isolation, we shall also focus on cultural politics as they have affected
the aboriginal peoples of Australia. We shall read the Nobel laureate Patrick White’s classic
Voss, David Malouf’s Remembering Babylon, short stories by Peter Carey as well as poems
by Banjo Paterson (“Waltzing Matilda”), Henry Lawson and Kath Walker (Oodgeroo
Noonuccal). We shall also watch films dealing with Australian national culture and the fate of
the Aborigines, such as Gallipoli, The Man from Snowy River and Rabbit-Proof Fence.
Registration: Please register with: Grundmann@uni-heidelberg.de
Texts: Please purchase Patrick White, Voss (Vintage, 1994) and David Malouf
Remembering Babylon (London, 1994). All other texts will be provided in a folder.
Scheinerwerb: Regular attendance and active participation (1 CP), reading and
preparation (2 CP), oral presentation (1 CP), and a 12-15 page research paper (2 CP).
33
4.7 Proseminar I Kulturwissenschaft (anwendungsorientiert)/Landeskunde
4.7 Proseminar I Kulturwissenschaft
(anwendungsorientiert)/Landeskunde
Lehramtsstudierende können hier einen Landeskundeschein erwerben.
Bachelor-Modul
50% oder 75% 2.-3. Semester
5.5 Leistungspunkte
British Institutions – A History (Pt. II 1835-1990)
M. Shiels Mittwoch 11:15 – 12:45 113 2st.
This course takes up the story of Britain after the defeat of Napoleon and the Congress of
Vienna. It aims to narrate the political, economic , structural and cultural transformations
brought about by Victorian imperialism, two world wars, and a new European and global
order. We shall focus on a limited (and therefore biased) selection of events, ideas and
persons in order to understand their particular contribution to the greater historical overview.
This course is only open to students who need the Schein.
Texts: Study material will be distributed in the course.
Course Requirements: Regular attendance and participation (1 CP), study of material
dstributed (1.5 CP), an oral presentation (1 CP) and a written assignment (2 CP) – in
English, of course.
Emigration and the Irish – Past and Present
D. O’Brien Donnerstag 11:15 – 12:45 122 2st.
Emigration has been part and parcel of Irish life and history from earliest times. Beginning
with the Irish peregrini in early medieval times, to The Flight of the Earls and The Wild
Geese in the 17th century, the starving masses who fled Ireland to America and Australia
after the Great Famine in the 19th century, the modern emigrants to Britain in the 1950’s and
to Europe and the States in the 1980’s, emigration has, until recently, been considered a
tradition and, at times, a necessary evil in Ireland. This course will examine the political,
social and religious reasons for emigration against the background of Irish history. How the
emigration experience has been documented in music, song, and film will also be briefly
highlighted. Today, for the first time in its history, Ireland is a land of immigration; the course
will conclude by looking at the phenomenon of the Celtic Tiger and the ever-increasing
problem of racism in contemporary Ireland.
Texts: Coogan, Tim Pat (2000). Wherever the Green is Worn: The Story of the Irish
Diaspora. London: Hutchinson.
Culligan, Matthew, J., P. Cherici (2000). The Wandering Irish in Europe. Their
Influence from the Dark Ages to Modern Times. London: Constable.
Ferriter, Diarmaid (2004). The Transformation of Ireland, 1900-2000. London: Profile.
Course Requirements: Regular attendance and participation (1 CP); Preparation and
completion of homework assignments (1.5 CP); short presentation (1 CP); term paper
(2 CP).
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4 PROSEMINARE
4.8 Proseminar I Kulturwissenschaft (theoretisch)
Bachelor-Modul
25% KW, 50% oder 75% 2.-3. Semester
5.5 Leistungspunkte
Others
The “other” is one of the main tropes in contemporary “postmodern” cultural theory.
Otherness could even be said to be the one principle on which postmodernism is founded –
alterity as the location of a modernity experienced as oppressive, neurotic, incompletable,
etc. Neither psychoanalysis, feminism nor postcolonialism would be thinkable without
working through a notion of otherness. The other is at once a promise, a threat, a mystical
and an apotheosis, and remains the eternal source of both desire and anxiety. This
proliferation of “others” means, however, that it has almost become banal to speak of
otherness in either political or ethical terms, and, in many ways, it has become a mere
excuse for political regression. This course proposes to salvage the concept of otherness by
systematic and critical analysis of its usages in theory and cultural practice. It returns to
some key texts that have opened up the concept of otherness to all sorts of contexts and
questionings. As a “transdisciplinary” object, the other is at once an ethnographic and
anthropological, psychological and psychoanalytic, a phenomenological and ontological, a
metaphysical and theological, an ethical and political, a sociological and cultural concept.
Texts will include colonial and postcolonial literature and theory, fairy tales, science fiction,
psychoanalytical, sociological, philosophical and feminist writings, as well as examples from
popular culture and film.
Texts: Cohen, Jerome J., ed. (1996) Monster Theory, Minneapolis: University of
Minnesota Press.
Graham, Elaine L. (2003) Representations of the Post/Human, New Brunswick:
Rutgers University Press.
Kearney, Richard (2002) Strangers, Gods and Monsters: Interpreting Otherness,
London: Routledge.
35
4.9 Proseminar II Kulturwissenschaft/Landeskunde
Lehramtsstudierende können in allen Veranstaltungen dieses Typs einen
Landeskundeschein erwerben.
Bachelor-Modul
Intermediate Studies Culture
25% KW 4.-5. Semester
Intermediate Seminar Linguistics and Culture
Intermed. Sem. Linguistics, Literature & Culture
75% 3.-5. Semester
6.0 Leistungspunkte
The Importance of Not Being Earnest: Englishness and the Culture of
Laughter
Dr. B. Hirsch Montag 16:15 – 17:45 110 2st.
According to the impression of the American travel-writer Bill Bryson it usually is a matter of
mere seconds before any two Englishmen talking to each other “smile or laugh over some
joke or pleasantry”. And if we are to believe the Hungarian-born author George Mikes, “the
English are the only people in the world who enjoy dying”. Even though both observers may
have been somewhat overenthusiastic, a well-developed and very distinct sense of humour
is undoubtedly one of the traits most readily attributed to the English both by themselves and
foreigners.
Identifying the culture of laughter as a defining feature of national character, this seminar will
attempt to examine the history, major characteristics and varieties of English humour, such
as puns, nonsense, black humour, eccentricity, and understatement. In doing so we shall
both analyse the strategies in humorous fiction (e.g. P.G. Wodehouse’s Jeeves & Wooster
stories; Sue Townsend’s Adrian Mole series; Helen Fielding’s Bridget Jones novels) and
have a closer look at various examples of British comedy in film, radio and television (e.g.
Monty Python, Fawlty Towers, Blackadder, Mr. Bean, Wallace and Gromit, Goodness
Gracious Me, Borat).
Registration: Please register personally or via e-mail
(Bernd.Hirsch@as-uni-heidelberg.de).
Texts: Bryson, Bill, Notes from a Small Island. London, 1995.
Fox, Kate, Watching the English: The Hidden Rules of English Behaviour. London,
2004.
Gelfert, Hans-Dieter, Max und Monty: Kleine Geschichte des deutschen und
englischen Humors. München, 1997.
Mikes, George, English Humour for Beginners. London, 1980.
Priestley, J.B., English Humour. London, 1976.
Course Requirements: Regular and active participation in class (1 CP); individual
preparation (2 CP); oral presentation (1 CP); written term paper (2 CP).
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The Enemy Within: Margaret Thatcher and the British Miners’ Strike
1984-1985
Dr. M. Schiffmann Dienstag 12:15 – 13:45 333 2st.
A couple of years after Margaret Thatcher took power in Great Britain in 1979, she was
faced with one of the most powerful factors in British politics since the 19th century: the
unions, in the form of the militant and powerful National Union of Mineworkers (NUM) led by
Anthony Scargill. The NUM struck, for a whole year, from 1984 to 1985 against the shutting
down of a very large number of the British coal mines whose role in the energy supply of the
country was to be replaced by cheaper foreign coal suppliers.
The miners came close to winning, which would have brought the government down, and
Thatcher declared that just as Argentina in the Falkland war of 1983, the striking miners in
1984 – or at least their leaders – were “the enemy within.” The NUM took up the challenge,
and arguably the miners’ strike of 1984-85 was the fiercest and bitterest struggle over
economic and political power in Britain after WW II.
As the book by the Guardian’s labor editor Seumas Mílne The Enemy Within. The Secret
War Against the Miners upon this seminar will be based documents, this confrontation and
its aftermath were accompanied by a massive illegal infiltration of the NUM by government
agents, as well as by an orchestrated smear campaign in the media designed to paint the
NUM leaders as corrupt and power-hungry bureaucrats striving for personal gain in terms of
status and profit instead of the furthering of the well-being of the members of their union.
As a quick search on the internet shows, the controversy over this is still not over. Not
everyone will agree with the judgment of one of the leaders of the strike, Mick McGahey:
“I’ve often been asked the question: had the miners any alternative in 1984? Yes, they had.
The miners could have capitulated. Scargill, Heathfield and McGahey could have said:
‘There you are, walk over the top of us.’ You had an alternative in 1984 – I’m proud you did
not take it.”
Apart from digging deeply into the Milne book, we will investigate the competing past and
contemporaneous claims by supporters and opponents of the 1984-85 strike. Regardless of
which position one finally takes, there is no doubt whatsoever that the one-year stoppage of
the NUM and its final defeat changed British history. In preparation of the seminar, please
read the preface to the 3rd edition of the book and the introduction.
Text: Seumas Milne, The Enemy Within. The Secret War Against the Miners,
3rd edition, Verso, London 2004, € 13.99.
Course Requirements: Regular attendance and active participation (1 CP) oral
Description see page .
37
Description see page 31.
Sleuthing Ethnicity in U.S. Crime Films
Dr. D. Fischer-Hornung Montag 09:15 – 11:30 110 2st.
In this course we will investigate how ethnicity and “race” are constructed in U. S. crime
films. We will focus on the following questions: How are “race” and ethnicity constructed in
Hollywood films? What changes when a member of the minority is the detective rather than,
stereotypically, the criminal? Does the construction of ethnicity and “race” in crime films
change over time? Is “white” an ethnicity? Which factors make a film “ethnic”? What role
does humor play? In the course of our discussions, we will try to come to conclusions about
the construction of “race” and ethnicity in U.S. society – how the categories of blackness,
whiteness, and people of color as well as cultural difference are constructed. The following
films are planned for screening:
Mr. Wong (1938)
Charlie Chan in Rio (1941)
Maltese Falcon (1941)
Touch of Evil (1958)
In the Heat of the Night (1967)
Cotton Comes to Harlem (1970)
Shaft (1971)
Shaft (2000)
Rush Hour (1998)
Training Day (2001)
Skins (2002)
Texts: Additional background reading will be provided in class.
Course Requirements: Regular attendance and active participation (1 CP), an oral
report (1 CP), regular assignments (2 CP), and a final exam (2 CP).
Star Trek: Rewriting the Past in the Future
C. Burmedi Donnerstag 11:15 – 12:45 110 2st.
The Star Trek phenomenon now spans five television series and ten movies over four
decades. But beyond being a pop-culture icon in its own right, Star Trek has continually
grappled with contemporary issues in American society. By creating a Utopian, futuristic
world, Roddenberry and his successors were able to boldly explore controversial social and
political themes in a non-threatening setting. In this seminar we will focus on episodes in
which Star Trek grapples with (and tries to make amends for?) the Vietnam War, racism, and
America’s treatment of its indigenous population.
Course Requirements: Regular attendance and active participation (1 CP), an oral
report (1 CP), regular reading assignments (2 CP), and a 12-15 page term paper (2
CP).
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4 PROSEMINARE
The Chicano/a Novel
Key Texts in Native American Culture
Much of the history and culture of Native America has been buried in the consciousness of
the United States. To try to uncover some of the elements of discourse by and about Native
Americans, we will discuss diverging perspectives on Native American culture in a variety of
texts (by Natives and non-Natives) and media. To enable a contextualization of various types
of discourse on North America Native culture, we will read Native voices telling their own
story, Native stories told through the filter of non-Natives – voices conveying their
interpretation of Native culture from the inside and outside. What do these narratives
convey? From which perspective do they tell their story and how does this influence what
they have to say? Who is their audience and how is their text received? To attempt to find
answers to these questions, we will read selections of fiction, poetry, essays, as well as view
several films [The Last of His Tribe (1992), Smoke Signals (1998), and Skins (2002)].
Texts: Students are expected to buy the following texts before the beginning of class.
These texts are readily available in bookstores or online (new or used):
Isenberg, Andrew C. The Destruction of the Bison: An Environmental History,
1750-1920. New York: Cambridge University Press, 2001.
Kroeber, Theodora. Ishi in Two Worlds. Berkeley: University of California Press, 1979.
Moore, MariJo, ed. Eating Fire, Tasting Blood: An Anthology of the American Indian
Holocaust. New York: Thunder Mouth Press, 2006.
Neihardt, John G., ed. Black Elk Speaks, New Edition. Lincoln, University of Nebraska
Press, 2004.
Vizenor, Gerald. Manifest Manners: Narratives on Postindian Survivance. University of
Nebraska Press, 1999.
Course Requirements: We will be reading Ishi in Two Worlds as our first longer text
and students should have read this text by the first session. Additional texts will be
provided in class.
Students are required to participate actively in class (1 CP; V/N 2 CP), prepare a short
oral presentation (1 CP) and write a 10-page term paper in English (2 CP).
39
The Indian Diaspora – Language, Culture, History
Dr. D. Fischer-Hornung e-Learning: available 24/7 on the Internet WWW 2st.
The Indian Diaspora, made up of about 27 million people, is spread throughout the world. Its
increase is characterized by various waves of transnational migration; ranging, for example,
from indentured labor to places like Trinidad or Fiji as well as East and South Africa, and
contemporary migration to Great Britain or North America. The study of diasporic language,
culture, and history can provide a better understanding of the diversity of the Indian overseas
communities. Our discussions will focus on key concepts such as identity and belonging,
locality and deterritorialisation, communication and transformation. Using a host of source
materials (e.g., film, novels, interviews, websites, linguistic samples) from different academic
disciplines, the course will enable students to learn about and discuss current debates on
hybridization or creolisation, globalization and transnationality, colonization and postcoloniality, matters of power and knowledge, to mention only a few.
This interdisciplinary e-learning course will enable students and teachers from various
countries and disciplines to meet in a virtual online classroom. The seminar will be co-taught
by Marianne Hundt, University of Zuerich, Rajend Mesthrie, University of Cape Town, and
Christiane Brosius and Dorothea Fischer-Hornung, both at the University of Heidelberg. We
will explore the history and language (Mesthrie and Hundt) as well as the culture and
literature (Brosius and Fischer-Hornung) of the Indian diaspora in various locations and
points in time.
The course will begin on September 15 and finish on December 19. There will be a warm-up
week to familiarize students with Moodle, the e-learning platform which will serve as our
virtual classroom. This introductory week will be followed by four sections of three weeks
each: History (Mesthrie), Culture (Brosius), Literature (Fischer-Hornung), and Linguistics
(Hundt). A wrap-up week to discuss our conclusions and finish projects (see www.acsonweb.de for samples of past Internet presentations) will complete the course. There will be
no face-to-face meetings of the class; online class material and discussions will be available
round the clock and globe.
Texts: For the culture section (English Department), students will be required to buy
(easily available in bookstores and online) and have read the following books by the
start of the cultural studies section on November 1.
Badami, Anita Rau , The Hero’s Walk (New York: Ballentine, 2000)
Lahiri, Jhumpa, The Namesake (New York: Houghton Mifflin, 2004) oughton Mifflin,
2004).oughton Mifflin, 2004).
Desai, Kiran, Unaccustomed Earth (New York: Knopf, 2008)
In addition, we will read excerpts of texts by V.S Naipaul and Vikram Seth (material will
be provided online).
Course Requirements: Students from Heidelberg who wish to participate can sign up
either for anthropology or South Asian studies or, alternatively, cultural studies. Space
is extremely limited and therefore students are asked to write a statement of purpose
(maximum of 300 words) outlining their motivation. Depending on the particular course
credits you wish to receive, please submit your statement to Christiane Brosius
(Department of Anthropology, South Asia Institute): brosius@sai.uni-heidelberg.de or
40
4 PROSEMINARE
Dorothea Fischer-Hornung (English Department): dfh@uni-hd.de. Submission
deadline: August 15. Students will be notified by August 20 if their application was
successful.
Students will be expected to read and participate in the discussion during all phases of
the seminar and complete one short assignment for each section (4 CP). In addition, a
final group presentation in your specific area of concentration will be required (2 CP).
5 Hauptseminare
5.1 Hauptseminare Sprachwissenschaft
Nur im Lehramts-, Magister und Master-Studiengang (8 Leistungspunkte)
Geschichte des Altenglischen
Priv.-Doz. Dr. J. Insley Mittwoch 11:15 – 12:45 116 2st.
Gegenstand dieses Hauptseminars ist die geschichtliche Entwicklung des Altenglischen vom
Anfang bis ins 11. Jahrhundert. Phonologie, Morphologie und Wortschatz werden eingehend
untersucht und die historische Dialektologie wird anhand von Textbeispielen behandelt. Die
fremden Einflüsse, die das Altenglische geprägt haben, nämlich das Lateinische und das
Altnordische, werden gründlich erörtert. Da die wichtigsten internen und externen
Entwicklungen der Geschichte des Altenglischen behandelt werden, ist dieses Seminar auch
für Examenskandidaten empfehlenswert.
Anmeldung: john.insley@as.uni-heidelberg.de und john.insley@t-online.de
Texte: Hogg, Richard (Ed.), The Cambridge History of the English Language, I: The
Beginnings to 1066, Cambridge: Cambridge UP, 1-25, 67-167, 290-408.
Voraussetzungen: ZP, PS II-Schein, Altenglischkenntnisse.
Scheinerwerb: Regelmäßige Teilnahme (1 LP); Vor- und Nachbereitung (3 LP);
Referat + Handout (1 LP); Hauptseminararbeit (3 LP).
Language Change and Discourse Change
Dr. N. Nesselhauf Mittwoch 14:15 – 15:45 114 2st.
While mechanisms of (structural) language change have long been studied intensively and
from a variety of theoretical backgrounds, discourse change has only recently emerged as a
(rapidly expanding) field of study. Therefore, rather than attempting to provide a
comprehensive survey, this seminar will focus on a few selected theories and approaches. In
the field of language change, we will mainly consider utterance-based theories such as
sociohistorical linguistic theory and Keller’s “Invisible Hand” theory. On the structural side,
we will pay special attention to syntactic changes, including, but by no means limited to,
processes of grammaticalisation. In the field of discourse change, we will chiefly look at more
recent changes in the discourse conventions of various text types.
41
Registration: To register for the course, please sign up on the list outside office 232.
Texts: Introductory reading: Aitchison, Jean (2001). Language Change: Progress or
Decay? Cambridge: CUP.
Course Requirements: Regular attendance (1 CP); course preparation (3 CP); oral
presentation (1 CP), seminar paper (in English, deadline 7 March; 3 CP).
For their seminar papers, students will be expected to carry out their own small
research projects.
Second Language Acquisition
Prof. B. Glauser Donnerstag 14:15 – 15:45 116 2st.
In the ‘global village’ (McLuhan), where every piece of news reaches everybody at once and
whose language is English, ‘the language upon which the sun never sets’ (Quirk), Teaching
English as a Second/Foreign Language has become a major industry. Competition is fierce,
not only with respect to what is being taught, but also with regard to the methods employed.
To mention just one of the more ‘exotic’ ones: Li Yang’s ‘Crazy English’ relies on shouting,
which allows him to teach thousands of students at the same time, e.g. in a football stadium.
The aim of the seminar is thus to look at the different methods from a linguistic
point of view, after all it is a language that is being taught. To be able to do this, we shall
have to deal first with the processes involved in Second Language Instruction, distinguishing
sharply between acquisition and learning, dealing with what has been termed ‘Interlanguage’
(Selinker) and taking into account the role of language attitudes.
Texts: By way of preparation, please read Diane Larsen-Freeman, Techniques and
Principles in Language Teaching, Oxford (Oxford University Press): 2000.
Thomas Crampton’s “Unconventional methods find a niche among teachers of English”
(International Herald Tribune Europe, April 11, 2007) and the ensuing 86 comments are
a very helpful follow-up. http://www.iht.com/articles/2007/04/11/news/engteach.php
Course Requirements: Schein against ACTIVE participation in class (1 CP + 3 CP
V/N), a pedagogically sound presentation (1 CP) and a paper written in ‘Scholarly
Prose’ (3 CP).
Pidgin and Creole Studies
Prof. B. Glauser Freitag 09:15 – 10:45 122 2st.
Pidgins are contact languages, used between speakers that are forced to communicate, but
have no language in common. In consequence, the vocabularies are very small, and there is
practically no grammar. Creole languages are mother tongues that have expanded from
pidgins. The most controversial hypothesis about this creolisation was proposed in 1981 by
Bickerton: the children of pidgin speakers add the missing structure by making use of what is
available to them in their genetic makeup. This is why the same structures occur in widely
different creoles. Since then Bickerton’s Bioprogram Hypothesis has been discussed at
length. In this seminar we shall try to arrive at ‘a state of the art’.
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5 HAUPTSEMINARE
Texts: Best preparation: Bickerton (1981) or, for the opposite position, Alleyne (1980)
Course Requirements: Out-of-class reading of research publications (3 CP), lively
participation in classroom discussion (1 CP) as well as the presentation (1 CP) and
submission of a term paper (3 CP).
Linguistic Gender Studies
Priv.-Doz. Dr. S. Kleinke Mittwoch 14:15 – 15:45 110 2st.
Linguistic sexism and language reform as well as the communicative behaviour of women
and men have been in the focus of linguistic gender studies in the last 30 years. The course
will deal with both aspects. After a short introduction into the history of linguistic gender
studies (ranging from the debate on linguistic sexism in the 1970s to the notion of
‘constructed gender’ in the 1990s), we will start by looking into the development of feminist
language critique, language reform and feminist language policy. Part 2 moves on to the
analysis and description of the communicative styles of women and men in linguistic
research. How can communicative styles be studied empirically? A range of studies focusing
on differences and similarities between women and men in private and public, same- and
mixed-sex conversation will be dealt with. In doing so some basic approaches to the
interpretation of empirical data (language and communicative style as a deficit, language and
dominance, the ‘different cultures’ approach, the ‘construction of gender’ approach and the
‘network’ approach) will be covered. The course will be rounded off with a brief look into the
development of gendered linguistic identities in children and adolescents and recent trends
in educational policy.
Registration: Registration for this course via e-mail: msdkleinke@t-online.de
Texts: Holmes, J. and M. Meyerhoff (2003): “Different Voices, Different Views: An
Introduction to Current Research in Language and Gender”. In: Holmes, J. and M.
Meyerhoff (eds.): The Handbook of Language and Gender. Malden Mass et al. 1-18.
A detailed list of topics for term papers and a detailed reading list will be provided in the
first session of the course.
Course Requirements: Regular attendance (1 CP), regular homework assignments
(3 CP), presentation (1 CP), term paper (3 CP).
English in Africa
Dr. F. Polzenhagen Dienstag 14:15 – 15:45 110 2st.
In this course, we will deal with English in Africa from various perspectives. Dimensions that
are covered include the linguistic situation in the relevant regions and its historical evolution,
issues of language policy and linguistic features of African varieties of English (in particular
at the phonetic-phonological and the lexical level). The examples that are discussed in class
come from the three more “global” varieties of African English, i.e. East African English,
Southern African English and West African English. Special attention will be paid to the
latter. Here, we will also look at West African English-related pidgins and creoles. We will
then take a cultural-linguistic perspective and analyse the expression of culture-specific
43
conceptualisation in African English. Finally, we will critically review the debate on the role
and impact of English in the post-colonial world.
5.2 Hauptseminar Literaturwissenschaft
Nur im Lehramts-, Magister und Master-Studiengang (8 Leistungspunkte)
Gender and Genre: British Female Authors of the 18th and 19th Century
Prof. V. Nünning Dienstag 09:15 – 10:45 112 2st.
Everyone (well, nearly everyone) knows that many British female authors of the 18th and 19th
century published their work either anonymously or under a pseudonym. In the case of the
Brontë sisters, they deliberately used ambiguous names that did not give away the gender of
the author (for instance, Charlotte Brontë used the name Currer Bell); and Mary Ann Evans
is to this day known as ‘George Eliot’.
Female writing was, however, influenced by a host of other factors as well, which provided
the backdrop of the author’s work and the image they projected to the world. In this
Hauptseminar, we will address several aspects of this complex phenomenon:
● the effects that novels were supposed to have on a (female) public
● the relationship between morality and literature (including the problem of ‘realist
writing’)
● the impact of the concept of gender on key aesthetic notions
● the ‘gendered’ quality of seemingly neutral fictions and of literary theory and
narratology.
In order to deal with these issues on a sophisticated basis, it is necessary to do some
background reading in gender theory (which will mostly be dealt with in oral contributions),
and a ‘gendered’ narratology. Participants should be familiar with basic narratological
concepts and the book Erzähltextanalyse und Gender Studies, eds. Vera & Ansgar Nünning,
unter Mitarbeit von Nadyne Stritzke. Sammlung Metzler, Bd. 344. Stuttgart: J.B. Metzler
Verlag 2004.
On this basis, we will analyse the following novels (and the conditions under which they were
written and published):
Texts: Sarah Scott, A Description of Millenium Hall (1762); Frances Burney, Evelina
(1779); Jane Austen, Sense and Sensibility (1811); Charlotte Brontë, Jane Eyre (1847).
Course Requirements: In addition to regular attendance and active class participation
(1 CP) and preparation/homework time (3 CP), participants will be expected to make an
oral presentation (plus a handout) (1 CP) and write a ‘Hauptseminararbeit’ (3 CP) if
they want to receive a ‘Hauptseminarschein’.
44
5 HAUPTSEMINARE
Salman Rushdie: Selected Novels
Even though almost two decades have passed since the then spiritual leader of Iran,
Ayatollah Ruholla Khomeini, on Valentine’s Day 1989 declared The Satanic Verses “a
blasphemy against Islam” and publicly called for the execution of the novel’s author, Salman
Rushdie is still predominantly associated with the so-called fatwa affair rather than
appreciated as one of the most creative writers of our time.
Consequently, this seminar is intended to make you familiar with the major literary
achievements of an Indian-British author much talked about yet rarely read. In focussing on
Midnight’s Children (1981), The Satanic Verses (1988), The Moor’s Last Sigh (1995) and
Shalimar the Clown (2005), we shall address influences of traditional oral story-telling and
magic realism, analyse correspondences between concepts of history and narrative modes
of representation and, last but not least, discuss Rushdie’s distinctive blend of
postcolonialism and postmodernism.
Registration: Please register personally or via e-mail
(Bernd.Hirsch@as-uni-heidelberg.de).
Texts: Primary Sources: Rushdie, Salman, Midnight’s Children. (Vintage edition)
The Satanic Verses. (Vintage edition)
The Moor’s Last Sigh. (Vintage edition)
Shalimar the Clown. (Random House edition)
Further reading: Cundy, Catherine, Salman Rushdie. Manchester / New York, 1996.
Fletcher, D.M. (ed.), Reading Rushdie: Perspectives on the Fiction of Salman Rushdie.
Amsterdam / Atlanta, 1994.
Gurnah, Abdulrazak (ed.), The Cambridge Companion to Salman Rushdie. Cambridge
et al., 2007.
Course Requirements: Regular and active participation in class (1 CP); individual
preparation (2 CP); oral presentation (1 CP); written term paper (2 CP).
Cultural Constructions of the Future
Dr. S. Herbrechter Donnerstag 11:15 – 12:45 113 2st.
This course investigates the ways in which culture pre-empts the future. The future, strictly
speaking is “to-come” (à-venir) or simply that which “arrives” (Jacques Derrida). Such a
radical openness, however, is often unbearable and therefore usually becomes a privileged
space for projections of desires and anxieties. Attempts to extrapolate future developments
on the basis of past occurrence (i.e. learning from history) or to measure the impact of
present action on future scenarios (i.e. imagining the future in utopian or dystopian science
fiction, futurology, nostalgia etc.) say more about the current state of human (self)perception
than about the future-to-come as such. How are we to evaluate this seemingly inescapable
narcissism at work in cultural constructions of the future? On the basis of a critical reading of
texts about the future this course will ask the question whether an “other” way of thinking
about the future is possible. This course uses a variety of theoretical approaches to evaluate
cultural constructions of the future (e.g. psychoanalysis and trauma studies, phenomenology
45
5.2 Hauptseminar Literaturwissenschaft
and deconstruction, pragmatism etc.) and applies these to critical readings of cultural texts
that are involved in a cultural politics of the future (e.g. science fiction, futurology,
posthumanism, political and religious speeches, popular science, literature and fantasy,
etc.). The main aim is to see whether, in future, cultural constructions of the future will ever
be able to do justice to the future.
Texts: Bird, Jon et al. eds. (1993) Mapping the Futures, London: Routledge.
Booker, M. Keith (2006) Filming the Future, New York: Praeger.
Collins, Samuel G. (2008) All Tomorrow´s Cultures, Berghahn Books.
Greenfield, Susan (2004) Tomorrow’s People, Penguin.
Loon, Joost van (2002) Risk and Technological Culture, London: Routledge.
Robertson, George et al. eds. (1996) FutureNatural: Nature, Science, Culture, London:
Routledge.
Shaw, J. (2003) Future Cinema, Minneapolis: MIT Press.
Vint, Sherryl (2006) Bodies of Tomorrow, University of Toronto Press.
‘ ... so many things absent in American life’: Nineteenth-Century American
Novelists and the Challenge of Democracy
Prof. D. Schloss Donnerstag 14:15 – 15:45 108 2st.
Most Americans living in the first half of the nineteenth century were proud of the new society
created by the Founding Fathers after the War of Independence. While not all Americans
enjoyed equal political rights and while many were still poor, there was a general sense that
the United States was the paradise of common men and common women where individual
effort would gain its just reward. The conquest of the Western parts of the continent exuded
an additional sense of energy and vibrancy. – Among the few who did not join in the patriotic
chant were artists and writers (among the latter, particularly the novelists). While they
welcomed democracy and economic advancement from a humanistic and societal point of
view, they were sceptical that political and economic progress would be conducive to
literature and the arts. From James Fenimore Cooper to Henry James, American novelists
complained that modern democratic society lacked aesthetic texture – that it was too uniform
and too boring – in order to provide suitable material for the novel.
If one looks at the variety and wealth as well as the international success of US-American art
and literature in the twentieth century, one may well conclude that the nineteenth-century
novelists and artists were wrong in their pessimistic assessment of the situation of art and
literature in democratic, capitalist society; reared on traditional concepts of art and literature,
they simply did not seem to have seen what was in front of their eyes. At the same time, their
complaints were too urgent to be dismissed as voices of yesterday. In this class, we will
study some of the theoretical statements by social critics and writers such as Alexis de
Tocqueville, Ralph Waldo Emerson, Nathaniel Hawthorne, and Henry James. We will also
read three classic nineteenth-century American novels (James Fenimore Cooper, The Last
of the Mohicans, Nathaniel Hawthorne, The Scarlet Letter, and Henry James, The Portrait of
a Lady) to see how the literary practitioners coped with a society they considered
46
5 HAUPTSEMINARE
aesthetically deficient. What was behind some of these writers’ denouncement of American
optimism and progress? Why did they cling so desperately to an older world made up of
secrets, gloom, and tragic depths?
Texts: The novels, which are available in inexpensive Penguin paperbacks, should be
read during the vacation. A reader of the theoretical texts will be provided at the
beginning of the term. Introductory reading: relevant sections in Winfried Fluck, Das
kulturelle Imaginäre: Eine Funktionsgeschichte des amerikanischen Romans,
1790-1900 (Frankfurt, 1997).
Space and Wilderness in Russian and American Literature
B. Kaibach/Prof. D. Schulz Mittwoch 16:15 – 17:45 113 2st.
“I take SPACE to be the central fact born to man in America, from Folsom cave to now. I
spell it large because it comes large here. Large, and without mercy.” Charles Olson’s
remark (from Call me Ishmael) refers to the sense of space in the U.S., but it could also be
applied to the vast Eastern territory of Russia. According to Felix Philipp Ingold, “Der Russe
fühlt sich nicht Organisator des Raums, er läßt sich eher vom Raum konditionieren [...].” In
this course we plan to apply a comparative approach to literary representations of space in
Russia and the U.S., specifically fictional treatments of the Western prairie and the Eastern
steppe in American and Russian literature respectively. Responses to these vast open
spaces range from the sense of threat expressed by Olson to the thrill of total freedom and
transcendence (vol’ja) experienced by Russian fictional heroes as they leave behind the
confines of civilized society and take off toward the Eastern grasslands.
Registration: dieter.schulz@urz.uni-heidelberg.de
Texts: Anton Čechov. Step’ (Anton Chekhov. The Steppe and Other Stories. Penguin);
Nikolaj Gogol’. Taras Bul’ba (Nikolay Gogol. Taras Bulba. Modern Library Classics);
Lev Tolstoj. Kazaki (Lev Tolstoy. The Cossacks and Other Stories. Penguin);
James Fenimore Cooper. The Prairie (Penguin);
Willa Cather. My Ántonia (Penguin);
Annie Proulx. Close Range: Wyoming Stories (Scribner).
Course Requirements: Regular attendance and active participation (1 CP);
preparation and homework (3 CP); oral presentation or equivalent (1 CP); term paper
(3 CP).
47
6 Kolloquien
6 Kolloquien
Kein Scheinerwerb
Examenskolloquium
Prof. V. Nünning Dienstag 11:15 – 12:45 112 2st.
In diesem Kolloquium wird Wissen vermittelt, das für die Examensvorbereitung (für Magisterund Lehramtskandidaten) von Relevanz ist. Es wird – jeweils anhand von konkreten
Beispielen – erörtert, was relevante Fragestellungen für Abschlussarbeiten sind und wie
diese aufgebaut sein sollten, welche Themen sich für mündliche Prüfungen eignen, wie man
sich auf mündliche und schriftliche Prüfungen vorbereitet, und welches ‚Überblickswissen’
eine notwendige Voraussetzung für mündliche Examina darstellt. Da eine gute Vorbereitung
für eine Prüfung bereits mit der Auswahl von Lehrveranstaltungen im Hauptstudium beginnt,
sind auch Teilnehmer und Teilnehmerinnen willkommen, die noch nicht alle Scheine
erworben haben.
7 Oberseminare
Kein Scheinerwerb
Work in Progress (Blockseminar)
Prof. V. Nünning Freitag 09:15 – 12:45 112 2st.
Dieses Seminar richtet sich an Doktorandinnen und Doktoranden der anglistischen und
amerikanistischen Literaturwissenschaft. Im Mittelpunkt stehen die Diskussion
grundlegender Probleme, die sich beim Verfassen einer literaturwissenschaftlichen
Dissertation ergeben, sowie ausgewählte Theorien (etwa feministische Narratologie) und
Themen.
Anmeldung: Eine persönliche Anmeldung in meiner Sprechstunde ist erforderlich.
8 Examensvorbereitung
Kein Scheinerwerb
8.1 Sprachwissenschaftliche Repetitorien
Language History
Priv.-Doz. Dr. J. Insley Mittwoch 14:15 – 15:45 (fortnightly) 116 2st.
This course is intended for examination candidates, who need a compact refresher in the
major themes of the history of English. We will proceed chronologically, so that each of the
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8 EXAMENSVORBEREITUNG
three major periods (Old, Middle and Early Modern English) will receive due and appropriate
treatment. The course is suitable as a preparation for the historical part of the oral
examination in the Staatsexamen.
Registration: john.insley@as.uni-heidelberg.de und john.insley@t-online.de
Texts: A bibliography will be provided at the bginning of the course, but students
should have read A.C. Baugh /T. Cable, A History of the English Language, 5th ed.
(London, 2002).
8.2 Text in Context
Dieser Veranstaltungstyp ist besonders geeignet für Examenskandidatinnen und
-kandidaten.
Die angemessene Vorbereitung auf die Spezialgebiete im Staatsexamen oder in der
Magisterprüfung verlangt die Fähigkeit, ein Werk in seiner literaturgeschichtlichen
Zugehörigkeit und in seinem kulturellen und sozialgeschichtlichen Kontext zu deuten.
Demgemäß bieten die als Lektürekurse konzipierten Veranstaltungen Ihnen einen Rahmen,
innerhalb dessen Sie Ihre eigenverantwortliche Beschäftigung mit den Texten einer Epoche
durch Präsentation und Diskussion vertiefen können. Behandelt werden exemplarisch
ausgewählte Werke der jeweiligen Epoche auf der Basis der „Lektüreliste zur Vorbereitung
auf die Interpretationsklausur im Staatsexamen“ (cf. Studienführer). Neben der
interpretatorischen Arbeit werden auch Hilfsmittel und Wege zur Erschließung größerer
Zusammenhänge besprochen.
Englische Romantik
Dr. K. Hertel Dienstag 14:30 – 16:45 113 2st.
Dieser Kurs wird sich mit der gesamten Textauswahl zur Romantik befassen (siehe
„Lektüreliste zur Vorbereitung auf die Interpretationsklausur im Staatsexamen”, die in der
letzten Fassung des Studienführers wieder enthalten ist). Die Texte werden entweder
vollständig oder in ausgewählten Textpassagen einem close reading unterzogen, wobei
jeweils auch größere Kontexte mit erörtert werden.
Ein ‚reader’ mit den zu bearbeitenden kürzeren Texten wird bis Ende September nach
verbindlicher Anmeldung bei mir erhältlich sein. Bitte überlegen Sie sich möglichst bis zur
ersten Semestersitzung, welche(n) Text(e) Sie gerne (in Gruppenarbeit) vorstellen möchten.
Der Kurs ist prinzipiell offen für alle Examenskandidaten sowie Studierende aus höheren
Semestern; bevorzugt werden bei der Platzvergabe jedoch zunächst die
Staatsexamenskandidaten des Termins Winter 2008/09.
Anmeldung: Bitte nur persönlich in meiner Sprechstunde.
49
8.2 Text in Context
American Realism
Prof. D. Schulz Donnerstag 16:15 – 17:45 108 2st.
In addition to the texts listed in our Studienführer – Mark Twain: Adventures of Huckleberry
Finn; Henry James: The Portrait of a Lady; Kate Chopin: The Awakening – we will discuss
the following works (all included in The Norton Anthology of American Literature. Ed. Nina
Baym, Seventh Edition. Vol. C): Sarah Orne Jewett: “The White Heron”; Mary E. Wilkins
Freeman: “A New England Nun”; Charlotte Perkins Gilman: “The Yellow Wallpaper”;
Stephen Crane: “The Open Boat”.
Participants will be expected to prepare a short oral presentation.
Registration: No registration.
8.3 Vorbereitungskurs für Examenskandidaten
Examenskolloquium Sprachwissenschaft
Prof. B. Glauser Montag 13:15 – 14:45 113 2st.
Dieses Kolloquium bereitet auf die schriftlichen und mündlichen Abschlussprüfungen in der
Linguistik vor. Anhand geeigneter Texte und Übungsmaterialien werden die Kernbereiche
der anglistischen Sprachwissenschaft diskutiert. Neben diesem allgemeinen Prüfungswissen
werden auch Schwerpunktthemen der TeilnehmerInnen berücksichtigt.
Voraussetzung: Aktive Vorbereitung und Mitarbeit werden erwartet.
The Structure of Present-Day English
Dr. M. Isermann Donnerstag 16:15 – 17:45 108 2st.
One part of the objective of this course is to provide students with an apportunity to prepare
for the exam Rahmenthema of the same title. The other is to assemble, brush up, and
supplement the fragmented bits and pieces of linguistic knowledge that have accumulated
during the years of study in such a way that students feel confident about their knowledge of
linguistics and are able to tackle practical linguistic problems.The topics dealt with very much
overlap with those covered by the Introduction to Linguistics, i.e., presentations, discussions
and exercises will focus on the core linguistic disciplines.
Registration: No registration required. Everybody welcome.
Texts: A Reader containing the texts to be studied and discussed will be available by
the beginning of term. Exercise sheets can be downloaded from ESEM.
50
8 EXAMENSVORBEREITUNG
Examenskolloquium
Priv.-Doz. Dr. S. Kleinke Freitag 11:15 – 12:45 333 2st.
Die Veranstaltung wendet sich an Studierende des Hauptstudiums und vor allem an
Examenskandidaten (Magister, Staatsexamen). Sie gibt ihnen Unterstützung bei der
Auswahl und Vorbereitung von Wahlgebieten für das Examen. Im ersten Teil jeder Sitzung
werden überblicksartig die einzelnen Teilbereiche der Linguistik dargestellt und diskutiert. Im
Anschluss daran werden jeweils Fragen beantwortet, die in Examina vorkommen könnten,
und entsprechende Übungsaufgaben gelöst. Die jeweiligen Übungen und Aufgaben sind für
jede Sitzung vorzubereiten.
Anmeldung für das Kolloquium über E-Mail (msdkleinke@t-online.de).
Texte: Kortmann, Bernd (2005): English Linguistics: Essentials. Berlin. Cornelsen.
(Zur Anschaffung empfohlen).
Translation for Exam Candidates
K. Henn Montag 18:15 – 19:45 116 2st.
This is a class open to all those intending to take their Staatsexamen at the end of the
semester. You will have the opportunity to hand in a translation from a past exam each week
and to have it graded at least every two weeks by your examiner, so that by the end of the
semester you will have a good idea of what is expected of you in the exam. Apart from
discussing the exam texts, we will also be revising typical problem areas. No issue too
elementary or too advanced to be discussed, no such thing as a stupid question!
Registration: per e-mail: kay.henn@as.uni-heidelberg.de
Please note that it is only possible to attend one of the three translation prep courses.
Please assume that your registration has been accepted unless you hear from me to
the contrary.
If you start the course late, make sure you collect the material you’ve missed before
you come to class.
Translation into English for Exam Candidates
D. O’Brien
Dienstag 11:15 – 12:45
108
2st.
D. O’Brien
Dienstag 16:15 – 17:45
108
2st.
This course will prepare you for Klausur I of the Staatsexamen. Each week we will translate
and correct past examinations and concentrate on some of those areas that cause you most
difficulty when it comes to translation. The course will conclude with a mock exam.
N.B.: The course is open to students taking their exams at the end of this term. Please
note that you may only attend one of the three translation preparatory courses.
Registration: per e-mail: b21@ix.urz.uni-heidelberg.de.
Please assume that your registration has been accepted unless you hear from me to
the contrary.
51
9 Sprachpraxis
9 Sprachpraxis
9.1 Pronunciation Practice/Begleitkurs Phonetik
This is a practical class in the language lab in which you actively improve your English
pronunciation. The Begleitkurs should be taken in the same semester as the lecture
‘Introduction to English Phonetics and Phonology’, but certainly not before the lecture. The
Schein that you receive for passing this class is the so-called ‘Aussprachetest’. B.A. students
receive 1 CP for passing this class. Sign up online for either British English (BE) or American
English (AE) classes. Please note that you will lose your place in a Begleitkurs if you do not
turn up for the first session.
Texts: You will need to obtain one of the following books for the Begleikurs (the first for
British, the second for American English pronunciation):
Sauer, Walter. 2006. A Drillbook of English Phonetics. Third Edition. Heidelberg:
Winter. (or second edition).
Sauer, Walter. 2006. American English Pronunciation: A Drillbook. Third Edition.
Heidelberg: Winter. (or second edition).
Bachelor-Modul
Phonetics
25% Sprachwiss., 25% Literaturwiss. oder
25% Kulturwissenschaft, 1.-2. Semester
1.0 Leistungspunkt
Pronunciation Practice/Begleitkurs Phonetik BE/AE
Die Termine der Begleitkurse standen am Redaktionsschluss dieses Dokuments (5.7.2008)
noch nicht fest. Bitte informieren Sie sich rechtzeitig auf den Internetseiten des Instituts:
www.as.uni-hd.de.
9.2 Grammar/Grammar and Style I
The aims of this course are twofold: to help you use tense and aspect correctly, and to help
you identify typical errors and explain your corrections. Almost all the classes (regular
attendance: 1 CP) will be based on homework set the week before (estimated homework
time: 2 hours per week, 1 CP). Your grade will be based on a centralized exam at the end of
the course (1 CP).
52
9 SPRACHPRAXIS
Bachelor-Modul
3.0 Leistungspunkte
K. Henn
Montag 16:15 – 17:45
116
2st.
C. Burmedi
Dienstag 09:15 – 10:45
122
2st.
C. Burmedi
Dienstag 11:15 – 12:45
122
2st.
K. Henn
Dienstag 16:15 – 17:45
122
2st.
K. Pfister
Mittwoch 09:15 – 10:45
115
2st.
K. Pfister
Donnerstag 09:15 – 10:45
115
2st.
K. Henn
114
2st.
K. Pfister
Freitag 09:15 – 10:45
115
2st.
9.3 Grammar and Style I for Repeat Students
Only students who have failed Grammar 1 in a previous semester may register for this
course! Students in the Repeat Course will be asked to approach the learning materials with
more self-reliance than in the original course. They will be expected to review the Grammar
1 handouts and formulate questions for class discussion as homework. Class work will then
consist of in-depth discussion of typical mistakes and exam type exercises.
C. Burmedi
Montag 11:15 – 12:45
122
2st.
9.4 Writing/Writing I
This is a pre-essay-writing course in which you will learn to compose well-structured and
varied sentences. The course will deal with sentence elements and functions, coordination
and subordination, non-finite and verbless clauses, relative clauses and the noun phrase,
and thematization. Emphasis will be placed on both analysis and production. Exercise types
will include error detection and correction and elementary paragraph production.
You should have passed Grammar/Grammar and Style I to register for this course!
Bachelor-Modul
3.0 Leistungspunkte (regular attendance: 1 CP, homework time: 1 CP, exam: 1 CP)
53
9.4 Writing/Writing I
K. Henn
Montag 14:15 – 15:45
108
2st.
D. O’Brien
Dienstag 09:15 – 10:45
116
2st.
K. Henn
Dienstag 14:15 – 15:45
122
2st.
D. O’Brien
Mittwoch 09:15 – 10:45
122
2st.
D. O’Brien
Mittwoch 11:15 – 12:45
122
2st.
B. Gaston
Mittwoch 14:15 – 15:45
108
2st.
B. Gaston
Mittwoch 16:15 – 17:45
108
2st.
C. Stevens-Jung
110
2st.
C. Stevens-Jung
112
2st.
9.5 Translation into English/Translation I
This course is intended to be taken after Grammar/Grammar and Style I, and after or
alongside Writing/Writing I. The course deals with contrastive problems for native speakers
of German, concentrating, typically, on problems of grammar rather than vocabulary. Typical
problem areas are: conditionals, modality, reported speech, adverbs/adjectives,
gerund/infinitive, word order. The German texts that are translated will usually have been
adapted in order to concentrate on these problem areas.
Bachelor-Modul
Translation and English in Use
75% 1.-3. Semester
3.0 Leistungspunkte (regular attendance: 1 CP, homework time: 1 CP, exam: 1 CP)
C. Stevens-Jung
Dienstag 09:15 – 10:45
115
2st.
C. Stevens-Jung
Dienstag 11:15 – 12:45
115
2st.
P. Bews
Dienstag 14:15 – 15:45
112
2st.
P. Bews
Dienstag 16:15 – 17:45
112
2st.
K. Pfister
Mittwoch 11:15 – 12:45
115
2st.
Dr. I. Leslie
Mittwoch 16:15 – 17:45
122
2st.
Dr. I. Leslie
122
2st.
Dr. I. Leslie
122
2st.
K. Pfister
Freitag 11:15 – 12:45
115
2st.
54
9 SPRACHPRAXIS
9.6 English in Use
Bachelor-Modul
English in Use
25% Sprach-, Literatur oder Kulturwissenschaft,
3.-5. Semester
Translation and English in Use
75% 1.-3. Semester
3.0 Leistungspunkte
Practical Writing Skills
S. Christoph Mittwoch 16:15 – 17:45 112 2st.
S. Christoph Mittwoch 14:15 – 15:45 113 2st.
This class will concentrate on the texts students are most likely to need outside of the
classroom. Areas covered will include resumés (c.v.s), cover letters, letters of complaint,
memos, press releases and proposals.
Course Requirements: For BA students requiring a Schein: regular attendance and
participation (1 CP), regular preparation / homework assignments (1 CP), examination
(1 CP)
Business Communication
B. Gaston Montag 14:15 – 15:45 122 2st.
This course focusses on using English in business situations. We will be covering topics
such as telephoning, making appointments, note-taking, writing business correspondence,
giving presentations, negotiating, and participating in meetings. You should be prepared to
speak English and actively participate in class.
Course Requirements: Regular attendance and participation (1 CP), regular
preparation / homework assignments (1 CP), Oral examination (1 CP)
Vocabulary and Idiom
The aim of this course is to help you expand and enrich both your active and passive
vocabulary. You will begin by briefly learning to use your dictionaries effectively and then go
on to look at such areas as word formation, semantic fields, phrasal verbs, idioms, false
friends, and register and style. In addition, we will deal with various topic areas each week
(politics, personal finance, books, the media, education, health, and sport to mention just a
few) by means of exercises and newspaper articles. The emphasis of the course will be on
practical work – you will be confronted with a myriad of exercises to do at home and in class.
55
9.6 English in Use
If you enjoy words and language, if you are the type of person who gets sidetracked when
using a dictionary, then this is the course for you.
Texts: A good, up-to-date learner’s dictionary (Longman DCE, Oxford ALDE, Collins
Cobuild etc) which you should bring to class each week.
Course Requirements: Regular attendance and participation (1 CP); regular
preparation and completion of homework assignments (1 CP); examination (1 CP).
Speaking Skills
P. Bews Donnerstag 14:15 – 15:45 112 2st.
This course should help you to talk about everyday topics.The emphasis will be on accuracy
rather than fluency, and expect to do a lot of vocabulary work!!
assignments (1 CP), examination (1 CP).
9.7 Advanced Writing/Writing II
Bachelor-Modul
Advanced Writing and Stylistics
4.0 Leistungspunkte
Essay Types
B. Gaston
Montag 09:15 – 10:45
112
2st.
B. Kujath
Montag 11:15 – 12:45
114
2st.
B. Kujath
Montag 14:15 – 15:45
114
2st.
B. Gaston
Montag 16:15 – 17:45
333
2st.
A. Mau
116
2st.
A. Mau
116
2st.
In this course students will have the chance to develop their language skills while learning to
organize and write various types of academic essays. Starting with the development of a
topic statement, students will progress through increasingly complex assignments until they
are writing well thought-out, formal essays.
Course Requirements: Regular attendance and active participation (1 CP), regular
homework assignments (2 CP), final essay (1 CP)
56
9 SPRACHPRAXIS
Academic Writing
C. Stevens-Jung Dienstag 14:15 – 15:45 115 2st.
This course offers you the opportunity to both examine and write a variety of texts in English;
we will look at journalistic essays, passages from works of literature, examples of technical
manuals and instruction books, as well as other texts written for a variety of audiences. The
emphasis will be on analyzing style, tone, and expression, and on examining vocabulary in
order to improve your own written texts.
assignments (2 CP), written exam (1 CP).
Constructing an Argument
K. Henn Donnerstag 14:15 – 15:45 114 2st.
This course aims to help you continue to improve your written English and gain intensive
practice in logical thinking and effective organsation along the way.
You will have be given feedback on several pieces of written work during the semester. Your
grade will be calculated on the basis of this homework plus an in-class test.
Please note that this class is intended for students who have already spent an extended
period in an English-speaking country.
assignments (2 CP), written exam (1 CP).
9.8 Stylistics/Grammar and Style II
Bachelor-Modul
Advanced Writing and Stylistics
4.0 Leistungspunkte
Register
B. Gaston
Montag 11:15 – 12:45
112
2st.
P. Bews
Montag 14:15 – 15:45
112
2st.
B. Gaston
Dienstag 14:15 – 15:45
114
2st.
B. Gaston
Dienstag 16:15 – 17:45
114
2st.
B. Gaston
Mittwoch 18:15 – 19:45
108
2st.
There are three main areas that are looked at in this course, but they are all focused on the
writing of academic prose: text analysis, headlines/journalese, and register.
(2 CP), written exam (1 CP).
57
9.8 Stylistics/Grammar and Style II
Dubbing, Subtitling and the Translation of Literary Dialogue
C. Burmedi Freitag 09:15 – 10:45 110 2st.
C. Burmedi Freitag 11:15 – 12:45 110 2st.
In this course we will examine the stylistic differences between subtitling, dubbing, and the
translation of literary dialogue. While there will be some translation into German from popular
American television series such as Buffy, the Vampire Slayer, we will concentrate on
translation into English using the films Lola Rennt, Das Wunder von Bern, and Nosferatu,
and the novel and film versions of Das Boot and Im Westen Nichts Neues.
Students will be expected to meet regularly in study groups outside of class in order to
prepare homework assignments.
Course Requirements: regular attendance and active participation (1 CP), study
group attendance (1 CP), homework (1 CP), final written exam (1 CP)
9.9 Translation II (E-G)
4.0 Leistungspunkte
In this course you will learn to translate English-language literary texts into German using
tools which help you reproduce for your readers the effects which the original authors create
for theirs. To achieve this aim, you will learn the limitations of word-by-word translation and
the importance of contextuality. We will see that the sentence cannot be understood and
translated in isolation from the paragraph nor the paragraph in isolation from the entire text.
Consequently, we will acknowledge these textual relationships and base our choices as
translators on a thorough literary and linguistic analysis of the originals.
Course requirements: a) steady attendance and active class participation (1 CP)
(regular homework assignments to be handed in;); b) a group project; (2 CP) and c) a
final exam in form of an in-class translation (1 CP)
K. Gunkel
Mittwoch 09:15 – 10:45
333
2st.
N. Jeck
Mittwoch 11:15 – 12:45
112
2st.
N. Jeck
Mittwoch 14:15 – 15:45
115
2st.
K. Gunkel
333
2st.
K. Gunkel
333
2st.
K. Gunkel
Freitag 08:30 – 10:00
333
2st.
58
9 SPRACHPRAXIS
9.10 Advanced English in Use
4.0 Leistungspunkte
Translation into English for Advanced Students
P. Bews
Montag 16:15 – 17:45
112
2st.
P. Bews
112
2st.
This course is intended for all students approaching their finals (Magister and SE) who have
spent a year abroad and need practice in advanced translation. We will cover both
journalistic texts as well as literary ones and the emphasis will be on producing Englishsounding texts, not the mutilated language sometimes practised in the lower level course,
which is more an opportunity to refresh your grammar. Here grammar is a given.
Course Requirements: Course requirements for MA students: Regular attendance
and active participation (1 CP); regular homework assignments (2 CP);final written
examination (1 CP)
Advanced Vocabulary and Idiom
The aim of this course is to help you expand and enrich both your active and passive
vocabulary in English through a myriad of authentic articles and exercises to do at home and
in class.
Course requirements: For Erasmus and MA students requiring a Schein: Regular
attendance and active participation (1 CP), 30 hour internship in an English-speaking
environment (1 CP), homework including one 15-minute oral report (1 CP), final written
exam (1 CP)
10 Fachdidaktik
Das Lehrwerk – lerntheoretische und methodisch-didaktische Grundlagen
M. Fahmi
Montag 14:15 – 15:45
115
2st.
M. Fahmi
Montag 16:15 – 17:45
115
2st.
I. Sikora-Weißling
110
2st.
I. Sikora-Weißling
115
2st.
B. Köhler-Kresin
Freitag 08:15 – 09:45
114
2st.
59
10 Fachdidaktik
Die Veranstaltung dient der Vorbereitung des Praxissemesters.
Das Lehrwerk hat vor allem im Englischunterricht der Sekundarstufe I sehr große
Bedeutung. Sein methodisches Konzept steuert den Sprachlehrgang, vernetzt die
verschiedenen Bereiche des Lernprozesses und bündelt sie in einer Progression. Sein Ziel
ist es, ein System zu schaffen, das effektives und motivierendes Englischlernen ermöglicht.
Für die Lehrerinnen und Lehrer ist es angesichts vieler Reformen und Neuerungen im
Bildungssystem auch ein „heimlicher“ Lehrplan, der den Unterrichtsalltag verlässlich ordnet
und die sprachliche Progression der Schüler kontrolliert.
In dieser Veranstaltung sollen eng am Lehrwerk die Prinzipien und Begriffe, die für seine
Konzeption wichtig sind, untersucht werden: Ganzheitlichkeit, Schüler-, Handlungs-, Projektund Produktorientierung, Lernstrategien, Fertigkeitentraining und Kompetenzen,
Differenzierung, Kreativität, Emotion, interkulturelles Lernen sowie auch der Erwerb von
Sprachmitteln, Lexik und Grammatik.
Die gerade auf dem Markt erscheinenden Lehrwerke der neuen Generation werden unter
fachdidaktischen Kriterien untersucht und evaluiert, ihr Wert für den gymnasialen Unterricht
praktisch erforscht.
Eine Sitzung wird durch einen Unterrichtsversuch an einer Schule der Region ersetzt.
Texte: Lehrwerke werden gestellt
Scheinerwerb: Regelmäßige Anwesenheit, aktive Teilnahme, eine Hausarbeit von ca.
10 Seiten oder ein gehaltenes Referat und dessen schriftliche Zusammenfassung.
11 Ethisch-Philosophisches Grundstudium
Nur Lehramtsstudiengang
12 Landeskunde
Lehramtsstudierende können Landeskundescheine in den Veranstaltungen zu Proseminar I
Kulturwissenschaft (anwendungsorientiert) und Proseminar II Kulturwissenschaft
erwerben.
British Institutions – A History (Pt. II 1835-1990)
M. Shiels Mittwoch 11:15 – 12:45 113 2st.
Emigration and the Irish – Past and Present
60
12 LANDESKUNDE
The Importance of Not Being Earnest: Englishness and the Culture of
Laughter
The Enemy Within: Margaret Thatcher and the British Miners’ Strike
1984-1985
Dr. M. Schiffmann Dienstag 12:15 – 13:45 333 2st.
Description see page .
Sleuthing Ethnicity in U.S. Crime Films
Star Trek: Rewriting the Past in the Future
The Chicano/a Novel
Key Texts in Native American Culture
61
12 Landeskunde
The Indian Diaspora – Language, Culture, History
Dr. D. Fischer-Hornung e-Learning: available 24/7 on the Internet WWW 2st.
13 Lektürekurse
Kein Scheinerwerb
Unreliable Narration
Prof. C. Schöneich Donnerstag 16:15 – 17:45 (fortnightly) AS 333 2st.
We speak of “unreliable narration”, when there are reasons to suspect the rendering of a
story in a fictional text. In this class, we will look at some 20th-century novels in which the
truth is intentionally either hidden or only partly revealed. Suggested reading before
Christmas: William Golding: Rites of Passage (1980), Kazuo Ishiguro: The Remains of the
Day (1989), Barry Unsworth: Losing Nelson (1999). Agenda for January 2009 to be
discussed during first meeting (Oct. 9th).
Registration: Personal registration, please.
Dramatic Adaptations of ‘Frankenstein’
Dr. K. Hertel Donnerstag 16:15 – 17:45 (fortnightly) 113 2st.
In the case of Mary Shelley’s novel Frankenstein (1818) it was, interestingly, a series of
dramatic adaptations in the 1820s which brought about a second edition of the novel; and up
to present times, there have been ever new stage versions of the myth, competing for
popularity with cinematic interpretations ever since the 1930s.
In the course of this semester we shall be looking at different dramatic adaptations of
Frankenstein from the early 19th-century up to the present day (f.ex. R. Brinsley Peake’s
Presumption; or, The Fate of Frankenstein, 1823; P. Webling’s Frankenstein, 1927, which
led to the first film adaptation by James Whale in 1931; plus one ore two contemporary
adaptations). By reading these texts, not only will we get to know different versions of the
story, but learn a lot about the history and development of drama in general over the course
of two centuries: from melodramatic and burlesque 19th-century adaptations to (post-)modern
20th-century versions.
Dates: The course will take place fortnightly, starting on the 9th of October.
Registration: Students of all semesters welcome! Please register personally or by
e-mail (Kirsten.Hertel@as.uni-heidelberg.de)
Text: Mary Shelley, Frankenstein, Or The Modern Prometheus. Penguin Classics.
Harmondsworth: Penguin, 2003. The ‚original’ Frankenstein novel should have been
read by the beginning of term in the 1831 edition. All other texts will be made available
to you via the handapparat by the end of September.
62
13 LEKTÜREKURSE
Practical exercise – Levels of linguistic Analysis
Priv.-Doz. Dr. S. Kleinke Donnerstag 18:15 – 19:45 115 2st.
This course is designed for students at advanced levels, particularly for students preparing
their exams. It aims at practicing the linguistic analysis of texts in its widest sense, covering a
broader range of levels. Using natural data, we’ll start out analysing texts at the
morphological level, including word-formational aspects. We will move on by analysing texts
at the syntactic level, looking into the syntactic structure of simple and complex sentences. In
a next step, structural aspects of text-cohesion will follow. The second part f the course will
focus on interactional aspects. We will look at verbal interaction from the perspective of how
speakers use speech acts, exploit the Gricean Maxims and negotiate linguistic politeness.
Finally, we will take a brief look at the representation of the social category of gender in real
language data.
Texts: Texts to be analysed in preparation of each session will be distributed in class
as the course proceeds.
14 Übergreifende Kompetenzen
Neben den beiden Fächern umfasst das Bachelorstudium auch ein Gebiet „Übergreifende
Kompetenzen“ im Umfang von 20 Leistungspunkten. Bei einer Hauptfach-BegleitfachKombination übernimmt das Hauptfach (75%) die Anrechnung aller 20 LP; bei einer
Hauptfach-Hauptfach-Kombination übernehmen 1. und 2. Hauptfach die Anrechnung von je
10 LP.
Grundsätzlich sieht die Prüfungsordnung der anglistischen BA-Studiengänge folgende
Möglichkeiten zum Erwerb von Leistungspunkten im Bereich der Übergreifenden
Kompetenzen vor:
Berufsbezogene Praktika u.ä.; studienfachbezogene Aufenthalte im fremdsprachigen
Ausland; Erwerb zusätzlicher (!) Fremdsprachenkenntnisse; Veranstaltungen des ZSL,
des ZSW, der UB oder des URZ; durch das Fach überprüfte Projektarbeit in
Eigeninitiative der Studierenden (z.B. Vorbereitung, Durchführung und Nachbereitung
einer Exkursion oder von Interviews mit Kulturschaffenden, Theaterinszenierungen,
u.ä.); Tutorien/ Workshops (z.B. in den Feldern Vermittlungs-, Beratungs- und
Projektarbeitskompetenz, u.ä.); nachgewiesene, regelmäßige Teilnahme am Studium
generale, an Ringvorlesungen, Gastvortragsreihen u.ä.; erfolgreiche Teilnahme an
Lehrveranstaltungen (nicht aus dem eigenen Fach!!) aus dem interdisziplinären ÜKPool der geisteswissenschaftlichen Fakultäten (Näheres siehe unten unter 1.);
institutseigene ÜK-Angebote (Näheres siehe unten unter 2.), u.a.
Die Auswahl aus dem Angebot liegt in der Verantwortung der Studierenden. Die
Anerkennung dieser und anderer Leistungen als Übergreifende Kompetenzen und ggf. die
Bewertung mit Leistungspunkten erfolgt nach Maßgabe des anrechnenden Faches im
Rahmen der Vorgaben der Prüfungsordnung. Für die Anerkennung ist in jedem Falle eine
Leistung zu erbringen, die allerdings nicht benotet sein muss. Vor dem Erbringen der
63
14 Übergreifende Kompetenzen
Leistungen, die als Übergreifende Kompetenzen anerkannt werden sollen, empfiehlt sich in
jedem Fall ein Gespräch mit den zuständigen Personen (für die Anglistik: Kay Henn und
Peter Bews).
Nähere Informationen zu den Übergreifenden Kompetenzen finden Sie in der BachelorPrüfungsordnung1 (Anlage 2) und dem Studienführer (Kapitel 3.3.8).
14.1 ÜK-Pool
In einem gemeinsamen interdisziplinären Lehrveranstaltungspool „Übergreifende
Kompetenzen“ werden von den Instituten und Seminaren der Neuphilologischen, der
Philosophischen und der Theologischen Fakultät ausgewählte Lehrveranstaltungen auch für
„fachfremde“ Studierende geöffnet, die im Rahmen ihres Bachelor-Studiums
Leistungspunkte aus dem Bereich der Übergreifenden Kompetenzen erwerben können. Ist
die Teilnehmerzahl einer Veranstaltung beschränkt, so werden die „eigenen“ Studierenden
des Faches bevorzugt aufgenommen; es empfiehlt sich also eine frühzeitige Anmeldung
bzw. Nachfrage bei den Dozenten/Dozentinnen, ob noch Plätze zur Verfügung stehen.
Bitte entnehmen Sie die Informationen zur Art des Leistungsnachweises und zur Anzahl
der zu vergebenen Leistungspunkte den kommentierten Vorlesungsverzeichnissen oder
erfragen Sie diese direkt bei den Dozenten/Dozentinnen der Lehrveranstaltungen.
Grundsätzlich gilt für den Erwerb von Leistungspunkten:
a) Die bloße Teilnahme an einer Veranstaltung reicht nicht aus - es ist auf jeden Fall ein
Leistungsnachweis zu erbringen, der allerdings in der Regel unbenotet ist.
b) Wenn Sie nicht sicher sind, ob Ihnen eine Veranstaltung, die Sie besuchen möchten,
für den Bereich „Übergreifende Kompetenzen“ angerechnet werden kann, wenden
Sie sich bitte an den zuständigen Studienberater desjenigen Faches, in dem die
Anrechnung erfolgen soll.
Die für das aktuelle Semester gemeldeten Veranstaltungen können Sie online über
LSF (http://lsf.uni-heidelberg.de) abfragen: über „Veranstaltungssuche“ gelangen Sie auf
eine Suchmaske, in der Sie durch Anklicken von „Ja“ in der letzten Zeile „Übergreifende
Kompetenzen“ und die Auswahl der drei oben genannten Fakultäten unter „Einrichtung“ den
gesamten Pool abrufen können. Sollten Sie Ihre Suche einschränken wollen (z.B. auf
einzelne Fakultäten oder Fächer usw.), so können Sie das durch eine spezifischere Auswahl
im Feld „Einrichtung“ und/oder mit Hilfe der andern Suchkriterien tun.
Das anglistische Seminar beteiligt sich im WS 2008/09 mit folgenden Veranstaltungen am
ÜK-Pool (d.h. nur von Nicht-Anglisten als ÜK-Veranstaltungen nutzbar!):
Vorlesung – Semantics
Prof. B. Glauser Mittwoch 12:00 – 13:00 Heuscheuer II; Donnerstag 12:00 – 13:00
NUniHS15 2st.
1 http://www.uniheidelberg.de/imperia/md/content/studium/download/stud_pruef/verh_kultur/englisch_po_ba.pdf
64
14 ÜBERGREIFENDE KOMPETENZEN
Vorlesung – Introduction to Cultural Studies (1)
Proseminar I Kulturwissenschaft (theoretisch) – Others
Lektürekurs – Dramatic Adaptations of ‘Frankenstein’
Dr. K. Hertel Donnerstag 16:15 – 17:45 (fortnightly) 113 2st.
Eine persönliche Anmeldung beim jeweiligen Dozenten (auch per E-Mail) zur Aufnahme in
den Kurs und Absprache der zu erbringenden Leistungspunkte ist unbedingt erforderlich.
14.2 Angebot des Anglistischen Seminars zum Erwerb
Übergreifender Kompetenzen
(für BA-Studierende der Anglistik)
Creative Writing
P. Bews Donnerstag 18:15 – 19:45 112 2st.
This course is intended for anyone, from any semester, who enjoys, or thinks they would
enjoy, writing in English. No instruction is given on how to write but you will be expected both
to write yourself as well as to comment on the writing of others.
Course Requirements: For MA students: regular attendance and active participation
(1 CP); weekly assignments(2 CP); final written examination (1 CP)
Hot Off the Press
Prof. D. Schloss/Dr. H. Jakubzik Donnerstag 18:15 – 19:45 333 2st.
Was bewegt gerade die Geister auf der anderen Seite des Atlantiks? In diesem Kurs
betreiben wir American Studies quasi live. Zur Debatte steht das ‚kulturelle Imaginäre‘ der
Vereinigten Staaten im aktuellen Moment. Es werden Neuerscheinungen aus
unterschiedlichen Bereichen (Literatur, Politik, Gesellschaft, Film, Musik, Fernsehen)
vorgestellt und kritisch diskutiert. An- gestrebt wird ein Dialog zwischen „anspruchsvoller
Kunst“ und Popkultur. Kenntnisse in US- Amerikanischer Geistesge-schichte sind ebenso
erwünscht wie zeitgenössische altagskulturelle Expertise. Die Studierenden wirken bei der
Auswahl und Präsentation der Materialien aktiv mit.
Um das Lesepensum erträglich zu halten, wird ein Teil der Texte in Auszügen gelesen. Der
Kursplan wird flexibel gehandhabt, damit wir auf aktuelle Entwicklungen eingehen können.
Siehe auch http://as.uni-hd.de/hot.
65

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