This course offers a concise overview of British literary history from the Middle Ages to the present. Individual sessions address the majors concerns of specific literary periods, introduce students to some of the most important writers and their oeuvre in their historical context, and discuss significant socio-cultural and historical events, as well as aesthetic shifts and the developments of different genres. Excerpts (compulsory reading) are used to illustrate these shifts and period characteristics.

Required Reading:
A reader will be available on Stud.IP. The Norton Anthology of English Literature is a good investment for the entire course of your studies.

This course continues the general introduction to English Linguistics from last semester, focusing on how to do empirical work in linguistics. Students will be introduced to the different ways, methods and tools to obtain, process and analyze linguistic data. The following topics will be covered: research methodology and design, types of data collection, experiments, corpus linguistics, online dictionaries, linguistic fieldwork, and transcription.

Coursework and assessment

You are expected to read and prepare selected texts for each session. The coursework will focus on real-life linguistic data and exercises which are designed to help you apply selected methods and tools and critically discuss their usefulness. You are required to submit a portfolio comprising different data-based tasks ("worksheets") and other assignments that will be worked on in the course of the semester.

NOTE: This course will only commence on the 17th of April, meaning there will be NO class on the 10th of April.


Basic introductory textbooks

Sealey, A. (2010), Researching English Language. A resource book for students. London: Routledge.
Wray, A. & A. Bloomer (2012), Projects in Linguistics and Language Studies. 3rd edition. London: Hodder Education.

This course continues the general introduction to English Linguistics from last semester, focusing on how to do empirical work in linguistics. Students will be introduced to the different ways, methods and tools to obtain, process and analyze linguistic data. The following topics will be covered: research methodology and design, types of data collection, experiments, corpus linguistics, online dictionaries, transcription, and basic statistics.

Coursework and assessment:
You are expected to read and prepare selected texts for each session. The coursework will focus on real-life linguistic data and exercises which are designed to help you apply the methods and tools and critically discuss their usefulness. Participants are required to submit a portfolio comprising different data-based tasks ("worksheets") and other assignments that will be worked on in the course of the semester.

Basic introductory textbooks
Sealey, A. (2010), Researching English Language. A resource book for students. London: Routledge.
Wray, A. & A. Bloomer (2012), Projects in Linguistics and Language Studies. 3rd edition. London: Hodder Education.

This course continues the general introduction to English Linguistics from last semester, focusing on how to do empirical work in linguistics. Students will be introduced to the different methods and tools to collect, process and analyze linguistic data. In this course, we focus on observation and diaries as well as corpus studies.

Coursework and assessment
You are expected to read and prepare selected texts for each session. The coursework will focus on real-life linguistic data and exercises which are designed to help you apply selected methods and tools and critically discuss their usefulness. By the end of the term, you are required to submit a portfolio comprising three data-based tasks, and participate in linguistic experiments.

Literature
Rose, Heath & Jim McKinley & Jessica Briggs Baffoe-Djan. 2020. Data Collection Research Methods in Applied Linguistics. Bloomsbury Academic.
Wray, Alison & Aileen Bloomer. 2012. Projects in Linguistics and Language Studies. 3rd edition. London: Hodder Education.

In this seminar, students get an introduction to the history of English, i.e. Old English, Middle English and Early Modern English. This class includes weekly discussions and tasks. In the second half of the seminar, we continue to study the historical events, current status of major varieties and differences of world varieties from North America, Australia to Africa and Asia with a focus on their structural and phonological features. We will follow the debates about English as a cause of language death, and talk about the place of English in language policies and language planning.

In this seminar, students get an introduction to the history of English, i.e. Old English, Middle English and Early Modern English. This class includes weekly discussions and tasks. In the second half of the seminar, we continue to study the historical events, current status of major varieties and differences of world varieties from North America, Australia to Africa and Asia with a focus on their structural and phonological features. We will follow the debates about English as a cause of language death, and talk about the place of English in language policies and language planning.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

Note: This course compensates for a cancelled group in WiSe 24/25. Therefore, those students who were affected by the cancellation will be prioritised for the distribution of places. First semester students can do the class in another semester.

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP-1 module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP-1 module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP-1 module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP-1 module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

From mythological sirens to ocean explorers, women’s relationships with the sea have been shaped by both cultural constraints and acts of resistance. This seminar examines historical and cultural representations of girl- and womanhood and bodies of salt (and fresh) water in the English-speaking world, with a focus on Turtle Island, i.e., the North American continent, in the world ocean. Through the analysis of various cultural objects, such as motion pictures, art, as well as nature, autobiographical, and fictional writing, students will explore key themes at the intersection of feminist cultural criticism, gender studies, and the blue humanities. In addition to deepening their knowledge of cultural history and cultural analysis, students will also refine their academic reading, writing, and presentation skills.
The class is open to B.A. E-SC students studying D2a, WD2b, and WD2c as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material (including extensive weekly reading assignments) in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

This class focuses on the sociolinguistics of language contact by looking at the Central American country of Belize, a former colony of the British Empire. We will look at the prevalent multilingualism of Belizeans and think about how the languages spoken by Belizeans, amongst others, Kriol and English, interact. We will discuss language ideologies and how these language ideologies manifest in public and private domains. We will also look at contact phenomena in language use, including lexical borrowing, structural influence, and code-switching.

Students will develop their own research projects to investigate selected aspects of sociolinguistics of language contact in Belize.

Note: This course will only commence on the 17th of April, meaning there will be no class on the 10th of April.

In Germany, “Gendern” is a hotly debated topic. Everyone has an opinion about it. As a linguist, could you convince your discussion partner with a good argument for or against the necessity to use gender-friendly language? In this class, we will study different attitudes and perspectives on this matter, and you will find your own view on this topic, and learn to defend it. How much do you want to include the gender aspect in your way of speaking and writing, and how can you do this in an elegant way?
We will investigate the differences in the English and German language systems (and any other language spoken by the students in class) when it comes to reference to people of all kind of genders. There will be reading to do, discussions and practical tasks to analyse or re-write discourse. All genders and opinions are welcome.

Studienleistung for D1 or D2 modules: submission of three assignments
Prüfungsleistung for D1 or D2 modules: submission of three assignments and 10-page term paper

Literature recommendation (no need to buy any)
Angouri, Jo & Judith Baxter (eds.). 2021. The Routledge Handbook of Language, Gender, and Sexuality. Routledge.
Montell, Amanda. Wordslut. A feminist guide to taking back the English language. Harper Wave, 2019.

Note: This is a seminar in linguistic approaches to metaphor. Participants must be willing to prepare readings on in-depth linguistic theory.

Requirements:

• active participation in class and thorough preparation of the weekly readings
• carrying out a mini-study

Assessment:
SL (pass/fail): oral presentation
PL (grade): term paper

More info will follow soon.

Systemic Functional Grammar (Halliday & Matthiessen 2004) is a theory of language that assumes that whatever we say or write has a function. These functions can be grouped into three superordinate groups, so called metafunctions; the ideational, interpersonal and the textual metafunction. Students in this course will get a thorough revision of word classes, phrases and clauses. You will learn to analyse the functions of the constituents of a clause according to the metafunctions. In the last third of the course we will study how Systemic Functional Grammar can help us to judge the quality of the texts produced by language AI, and possibly produce better results.

The students will do several small written tasks that add up to their grade (PL) or ‚pass‘ (SL).
This class can be taken for the WD module, for the D module (D1c and D2b will require a term paper), as well as for ‚Ersatzleistung für das Auslandssemester‘. Erasmus students are of course welcome.

Literature
Eggins, Suzanne. 2004. Introduction to Systemic Funtional Linguistics. 2nd ed. Continuum.
Halliday M.A.K & Christian M.I.M Matthiessen. 2004. An Introduction to Functional Grammar. 3rd ed. Hodder Arnold.
Patten, Terry. 1988. Systemic text generation as problem solving. Cambridge University Press.
Sejnowski, Terrence J. 2024. ChatGPT and the future of AI: The Deep Language Revolution. The MIT Press.
Thompson, Geoff. 2004. Introducing Functional Grammar. 2nd ed. Hodder Education.

Seminar description

This introductory seminar focuses on one of the most practical areas of applied linguistics – language assessment. In this seminar, we review the central theoretical concepts and practical considerations in language assessment.
As a seminar participant, you will gain an understanding of what role authentic language assessment plays for different purposes. Expanding on the assessment quality, you will become familiar with construct, validity, reliability, and practicality concepts. Additionally, you will learn about the development of assessment tasks and rating approaches. Finally, the seminar will also cover recent trends in the use of technology for language assessment, as well as the main concepts in fairness and ethics of language assessment.
You will also get a chance to apply the knowledge gained by developing and presenting your small-scale project at the end of the seminar.

Aims of the seminar:
• developing a holistic understanding of the main areas of interest in language assessment
• gaining the knowledge of terminology used in language assessment and being able to apply it in the context of the seminar and outside of it
• developing competence in the critical evaluation of the existing assessment tasks
• gaining insights about methods for research in language assessment
• developing competencies in assessment task development
Overview of seminar content:
• familiarisation with the role of language assessment and its purposes
• familiarisation with qualities of effective assessment systems
• familiarisation with the main stages and principles of assessment instrument development
• familiarisation with language assessment for different purposes and of different skills
• familiarisation with recent trends in applying technology in language assessment
• familiarisation with main fairness and ethics considerations in language assessment

This class will study the many works of Edgar Allen Poe, one of the most prolific and well-known US American Gothic writers of the 19th century. We will analyze Poe’s short stories while simultaneously watching Mike Flanagan’s Netflix Series: The Fall of the House of Usher in order to compare the original works with their current imaginings within the horror genre. Flanagan’s television series not only reimagines Poe’s short story, “The Fall of the House of Usher,” but each episode also reimagines other short stories such as “The Tell-Tale Heart,” “The Masque of the Red Death,” “The Murders in the Rue Morgue,” “The Black Cat,” “The Gold Bug,” and “The Pit and the Pendulum.” We will analyze each of these short stories in their original format and then investigate how Flanagan reappropriates the stories into our current day and age in order to critique capitalism, systemic racism, and colonialism within US American society.

Please be advised, this class will engage with horrific content as Flanagan is a well-known horror film and series director. All texts for this class will be uploaded on Stud.Ip. Access to the show on Netflix is required for the seminar. Other requirements for this class include active class participation, in-depth knowledge of all primary and secondary reading materials, and a portfolio or term paper (depending on the chosen module).

Much nineteenth-century literature is inter-, multi-, or transmedial by nature. Many novels pair text with illustrations and/or were serialised, i.e. published in magazines or monthly parts before they were published in book form. Not only did these texts, therefore, appear over a period of many months, but individual instalments were also placed in the context of different texts and images in the course of their publication. In addition, writers occasionally re-wrote their own works for different media (turning a novel into a play, or vice versa). Finally, many nineteenth-century literary texts have had transmedial afterlives and have been adapted in different media, such as film and music. In this course, we will look at several of these phenomena to explore a range of relations between literature and other media in the nineteenth century.

Important Dates:
There will be two film evening where we will watch different film adaptations of Wuthering Heights together. These will take place on 30 April and 7 May, 6-8pm (i.e., right after class). There will also be a mini conference in two parts, on Wednesday, 11 June, 16.00-19.00 (i.e. regular class time plus one additional hour) and on Thursday, 12 June, 9.00-12.00. This mini conference, at which students will present their projects, will also be the final session of the course.

Required Reading:
Emily Brontë, Wuthering Heights. 1847. Preferred edition: Norton Critical Edition, 2003 (4th ed., ed. Richard J. Dunn)
Charles Dickens, The Old Curiosity Shop. 1841. Preferred edition: Penguin, 2000 (ed. Norman Page)
A selection of Romantic poems will be available on Stud.IP at the beginning of April.

The Long Eighteenth Century is characterised by remarkable developments in poetic form, diction, style, and subject. At the same time, through various philosophical and political shifts, attitudes towards nature, and the relationship between humans and nature changed significantly. In this seminar, we will explore how poetry is transformed in the transition from neo-classicism to Romanticism, and we will consider these aesthetic changes in relation to the representation of nature.

Required Reading:
A reader of poems and other texts will be made available on Stud.IP by the beginning of term. Most of the texts will be taken from:
Noggle, James. The Norton Anthology of English Literature, Volume C: The Restoration and the Eighteenth Century. 10th Edition. Ed. Stephen Greenblatt.
Lynch, Deidre Shauna. The Norton Anthology of English Literature, Volume D: The Romantic Period. 10th Edition. Ed. Stephen Greenblatt.
Information on which texts must be read before the first session will be specified on Stud.IP.

Note: This class compensates for the cancelled groups in WiSe 24/25. Therefore, those students affected by the cancellation will be prioritised in the distribution of places.

Content-Based Integrated Skills (CBIS) is the first part of the SP-2 module (“SP-2 Sprachpraxis Aufbaumodul”) to be taken in the winter semester. Culture & Communication (C&C) is taken as the second part of the module in the summer semester. The aim of both parts of the module is to prepare you final oral exam which you can take once you have completed SP-2.

Content-Based Integrated Skills (CBIS) permits students to implement all four core language skills (speaking, writing, listening, reading) while turning a theoretical challenge into a practical success. This course is designed to give you an insight into academic research, to develop the skill of critical thinking as well as providing you with the opportunity to work on your language skills. The course content revolves around English-speaking countries and cultures. Students will learn about politics, traditions, accents and histories of the countries connected to the English language or/and the Commonwealth. Each country will be critically analysed with the goal of expanding their knowledge about an “English-speaking Culture.” Students will have the opportunity to make decisions, solve problems, and at the end of the course, present the fruits of your labours as you put your own unique ideas into practice.

The aim of the Culture & Communication classes is to help you to prepare for the final SP-2 module oral exam to be taken to complete the SP-2 module.

This particular class will look at different moments which have greatly influenced events within the English-speaking world. We will investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term implications that came about as a consequence. You will be required to think critically and research a topic of your own choice in detail in order to prepare for the Proficiency Interview ⇐ oral exam) at the end of the semester during which you will explain how this moment has been defining. You will also work on presentation skills and familiarise yourselves with the situation of speaking in front of others.

Materials are provided via StudIP.

The aim of the Culture & Communication classes is to help you to prepare for the final SP-2 module oral exam to be taken to complete the SP-2 module.

This particular class will look at different moments which have greatly influenced events within the English-speaking world. We will investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term implications that came about as a consequence. You will be required to think critically and research a topic of your own choice in detail in order to prepare for the Proficiency Interview ⇐ oral exam) at the end of the semester during which you will explain how this moment has been defining. You will also work on presentation skills and familiarise yourselves with the situation of speaking in front of others.

Materials are provided via StudIP.

The aim of the Culture and Communication class is to help you prepare for the final SP2 module oral exam taken when you have completed the SP2 module. This class will deal with two different areas from which you will be able to develop ONE research project as the basis for your oral exam.
You will be looking at defining moments which have greatly influenced events within the English-speaking world. Your task will be to investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term consequences. A critical analytic approach be will necessary as you explore the causes and implications of the topic of your choice.
In addition, we will work on improving important aspects of grammar, pronunciation, intonation as well as developing the confidence and fluency needed to successfully pass the exam. Whereas CBIS was more about collaboration and teamwork, Culture and Communication allows you to build upon the research skills developed last semester as you move forward with your own project.

The aim of the Culture and Communication class is to help you prepare for the final SP2 module oral exam taken when you have completed the SP2 module. This class will deal with two different areas from which you will be able to develop ONE research project as the basis for your oral exam.
You will be looking at defining moments which have greatly influenced events within the English-speaking world. Your task will be to investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term consequences. A critical analytic approach be will necessary as you explore the causes and implications of the topic of your choice.
In addition, we will work on improving important aspects of grammar, pronunciation, intonation as well as developing the confidence and fluency needed to successfully pass the exam. Whereas CBIS was more about collaboration and teamwork, Culture and Communication allows you to build upon the research skills developed last semester as you move forward with your own project.

This course has a closer look at how first and second languages are learned in order for future English Language Teachers to evaluate the effectiveness of their own language teaching. We will deal with the following questions:
• In which way has English Language Teaching developed in history?
• How do children acquire a first language?
• To what extent can theories of first language acquisition be applied to second language learning?
• Can individual learner characteristics affect success in second language learning?
• How do learners learn a foreign language at school - and what are the consequences for teaching them?

This course has a closer look at how first and second languages are learned in order for future English Language Teachers to evaluate the effectiveness of their own language teaching. We will deal with the following questions:
• In which way has English Language Teaching developed in history?
• How do children acquire a first language?
• To what extent can theories of first language acquisition be applied to second language learning?
• Can individual learner characteristics affect success in second language learning?
• How do learners learn a foreign language at school - and what are the consequences for teaching them?

This class will study the many works of Edgar Allen Poe, one of the most prolific and well-known US American Gothic writers of the 19th century. We will analyze Poe’s short stories while simultaneously watching Mike Flanagan’s Netflix Series: The Fall of the House of Usher in order to compare the original works with their current imaginings within the horror genre. Flanagan’s television series not only reimagines Poe’s short story, “The Fall of the House of Usher,” but each episode also reimagines other short stories such as “The Tell-Tale Heart,” “The Masque of the Red Death,” “The Murders in the Rue Morgue,” “The Black Cat,” “The Gold Bug,” and “The Pit and the Pendulum.” We will analyze each of these short stories in their original format and then investigate how Flanagan reappropriates the stories into our current day and age in order to critique capitalism, systemic racism, and colonialism within US American society.

Please be advised, this class will engage with horrific content as Flanagan is a well-known horror film and series director. All texts for this class will be uploaded on Stud.Ip. Access to the show on Netflix is required for the seminar. Other requirements for this class include active class participation, in-depth knowledge of all primary and secondary reading materials, and a portfolio or term paper (depending on the chosen module).

Much nineteenth-century literature is inter-, multi-, or transmedial by nature. Many novels pair text with illustrations and/or were serialised, i.e. published in magazines or monthly parts before they were published in book form. Not only did these texts, therefore, appear over a period of many months, but individual instalments were also placed in the context of different texts and images in the course of their publication. In addition, writers occasionally re-wrote their own works for different media (turning a novel into a play, or vice versa). Finally, many nineteenth-century literary texts have had transmedial afterlives and have been adapted in different media, such as film and music. In this course, we will look at several of these phenomena to explore a range of relations between literature and other media in the nineteenth century.

Important Dates:
There will be two film evening where we will watch different film adaptations of Wuthering Heights together. These will take place on 30 April and 7 May, 6-8pm (i.e., right after class). There will also be a mini conference in two parts, on Wednesday, 11 June, 16.00-19.00 (i.e. regular class time plus one additional hour) and on Thursday, 12 June, 9.00-12.00. This mini conference, at which students will present their projects, will also be the final session of the course.

Required Reading:
Emily Brontë, Wuthering Heights. 1847. Preferred edition: Norton Critical Edition, 2003 (4th ed., ed. Richard J. Dunn)
Charles Dickens, The Old Curiosity Shop. 1841. Preferred edition: Penguin, 2000 (ed. Norman Page)
A selection of Romantic poems will be available on Stud.IP at the beginning of April.

The Long Eighteenth Century is characterised by remarkable developments in poetic form, diction, style, and subject. At the same time, through various philosophical and political shifts, attitudes towards nature, and the relationship between humans and nature changed significantly. In this seminar, we will explore how poetry is transformed in the transition from neo-classicism to Romanticism, and we will consider these aesthetic changes in relation to the representation of nature.

Required Reading:
A reader of poems and other texts will be made available on Stud.IP by the beginning of term. Most of the texts will be taken from:
Noggle, James. The Norton Anthology of English Literature, Volume C: The Restoration and the Eighteenth Century. 10th Edition. Ed. Stephen Greenblatt.
Lynch, Deidre Shauna. The Norton Anthology of English Literature, Volume D: The Romantic Period. 10th Edition. Ed. Stephen Greenblatt.
Information on which texts must be read before the first session will be specified on Stud.IP.

Systemic Functional Grammar (Halliday & Matthiessen 2004) is a theory of language that assumes that whatever we say or write has a function. These functions can be grouped into three superordinate groups, so called metafunctions; the ideational, interpersonal and the textual metafunction. Students in this course will get a thorough revision of word classes, phrases and clauses. You will learn to analyse the functions of the constituents of a clause according to the metafunctions. In the last third of the course we will study how Systemic Functional Grammar can help us to judge the quality of the texts produced by language AI, and possibly produce better results.

The students will do several small written tasks that add up to their grade (PL) or ‚pass‘ (SL).
This class can be taken for the WD module, for the D module (D1c and D2b will require a term paper), as well as for ‚Ersatzleistung für das Auslandssemester‘. Erasmus students are of course welcome.

Literature
Eggins, Suzanne. 2004. Introduction to Systemic Funtional Linguistics. 2nd ed. Continuum.
Halliday M.A.K & Christian M.I.M Matthiessen. 2004. An Introduction to Functional Grammar. 3rd ed. Hodder Arnold.
Patten, Terry. 1988. Systemic text generation as problem solving. Cambridge University Press.
Sejnowski, Terrence J. 2024. ChatGPT and the future of AI: The Deep Language Revolution. The MIT Press.
Thompson, Geoff. 2004. Introducing Functional Grammar. 2nd ed. Hodder Education.

This seminar will examine different aspects of plurilingualism, as well as plurilingual teaching and learning in language classrooms. In the following, you find a list of topics we will talk about in the seminar:

• Defining and critically assessing terms that are used in the area of plurilingualism
• Analyzing the work done by the Council of Europe regarding plurilingualism (FREPA, CEFR descriptors, companion volume of the CEFR, European Language Portfolio
• Getting to know the importance of language awareness
• Exploring and collecting existing plurilingual teaching and learning approaches, methods, and task that can be used in the language learning classroom
• Conducting a qualitative data analysis with already existing data about plurilingual teaching and learning approaches
• ...

The seminar links research to practice. The class work will consist of thematic as well as scientific work input, discussions, individual work, group work, reflection tasks, …

BA students: For the ungraded “Seminarleistung” (SL) you will be required to
(1) write an OASIS summary (https://oasis-database.org/) of an article related to plurilingualism, and
(2) present your summary in class at the end of the semester.

MA students: For the ungraded “Seminarleistung” (SL) you will be required to
(1) write an OASIS summary (https://oasis-database.org/) of an article related to plurilingualism,
(2) to complete homework tasks, and
(3) to give an engaging presentation of a either the OASIS summary or another homework task you chose, or any topic in the area of plurilingualism that you are interested in. You are invited to be creative! Examples: Poster presentations, podcast, interview, role plays, Pecha Kucha, blog article, video, collage, …).

BA & MA students: For the graded “Prüfungsleistung” (PL) you will—additionally to the SL—complete a portfolio. The portfolio consists of three tasks:
1. Mock research project using a mixed methods approach
2. Comparison of two articles
3. MA students: Your choice of one homework task / BA: students Reflection task

The seminar will be offered in both the BA and MA programmes. In order to ensure a suitable seminar for the different students, the internal differentiation is as follows. On the one hand, the scope of the Seminarleistung (ungraded assessment) and the Prüfungsleistung (graded assessment) will be adjusted accordingly. On the other hand, group work is used to cater for students' different prior knowledge and requirements and to integrate these into the seminar in a meaningful way.

Seminar description

This introductory seminar focuses on one of the most practical areas of applied linguistics – language assessment. In this seminar, we review the central theoretical concepts and practical considerations in language assessment.
As a seminar participant, you will gain an understanding of what role authentic language assessment plays for different purposes. Expanding on the assessment quality, you will become familiar with construct, validity, reliability, and practicality concepts. Additionally, you will learn about the development of assessment tasks and rating approaches. Finally, the seminar will also cover recent trends in the use of technology for language assessment, as well as the main concepts in fairness and ethics of language assessment.
You will also get a chance to apply the knowledge gained by developing and presenting your small-scale project at the end of the seminar.

Aims of the seminar:
• developing a holistic understanding of the main areas of interest in language assessment
• gaining the knowledge of terminology used in language assessment and being able to apply it in the context of the seminar and outside of it
• developing competence in the critical evaluation of the existing assessment tasks
• gaining insights about methods for research in language assessment
• developing competencies in assessment task development
Overview of seminar content:
• familiarisation with the role of language assessment and its purposes
• familiarisation with qualities of effective assessment systems
• familiarisation with the main stages and principles of assessment instrument development
• familiarisation with language assessment for different purposes and of different skills
• familiarisation with recent trends in applying technology in language assessment
• familiarisation with main fairness and ethics considerations in language assessment

From mythological sirens to ocean explorers, women’s relationships with the sea have been shaped by both cultural constraints and acts of resistance. This seminar examines historical and cultural representations of girl- and womanhood and bodies of salt (and fresh) water in the English-speaking world, with a focus on Turtle Island, i.e., the North American continent, in the world ocean. Through the analysis of various cultural objects, such as motion pictures, art, as well as nature, autobiographical, and fictional writing, students will explore key themes at the intersection of feminist cultural criticism, gender studies, and the blue humanities. In addition to deepening their knowledge of cultural history and cultural analysis, students will also refine their academic reading, writing, and presentation skills.
The class is open to B.A. E-SC students studying D2a, WD2b, and WD2c as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material (including extensive weekly reading assignments) in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

This class will study the many works of Edgar Allen Poe, one of the most prolific and well-known US American Gothic writers of the 19th century. We will analyze Poe’s short stories while simultaneously watching Mike Flanagan’s Netflix Series: The Fall of the House of Usher in order to compare the original works with their current imaginings within the horror genre. Flanagan’s television series not only reimagines Poe’s short story, “The Fall of the House of Usher,” but each episode also reimagines other short stories such as “The Tell-Tale Heart,” “The Masque of the Red Death,” “The Murders in the Rue Morgue,” “The Black Cat,” “The Gold Bug,” and “The Pit and the Pendulum.” We will analyze each of these short stories in their original format and then investigate how Flanagan reappropriates the stories into our current day and age in order to critique capitalism, systemic racism, and colonialism within US American society.

Please be advised, this class will engage with horrific content as Flanagan is a well-known horror film and series director. All texts for this class will be uploaded on Stud.Ip. Access to the show on Netflix is required for the seminar. Other requirements for this class include active class participation, in-depth knowledge of all primary and secondary reading materials, and a portfolio or term paper (depending on the chosen module).

Much nineteenth-century literature is inter-, multi-, or transmedial by nature. Many novels pair text with illustrations and/or were serialised, i.e. published in magazines or monthly parts before they were published in book form. Not only did these texts, therefore, appear over a period of many months, but individual instalments were also placed in the context of different texts and images in the course of their publication. In addition, writers occasionally re-wrote their own works for different media (turning a novel into a play, or vice versa). Finally, many nineteenth-century literary texts have had transmedial afterlives and have been adapted in different media, such as film and music. In this course, we will look at several of these phenomena to explore a range of relations between literature and other media in the nineteenth century.

Important Dates:
There will be two film evening where we will watch different film adaptations of Wuthering Heights together. These will take place on 30 April and 7 May, 6-8pm (i.e., right after class). There will also be a mini conference in two parts, on Wednesday, 11 June, 16.00-19.00 (i.e. regular class time plus one additional hour) and on Thursday, 12 June, 9.00-12.00. This mini conference, at which students will present their projects, will also be the final session of the course.

Required Reading:
Emily Brontë, Wuthering Heights. 1847. Preferred edition: Norton Critical Edition, 2003 (4th ed., ed. Richard J. Dunn)
Charles Dickens, The Old Curiosity Shop. 1841. Preferred edition: Penguin, 2000 (ed. Norman Page)
A selection of Romantic poems will be available on Stud.IP at the beginning of April.

The Long Eighteenth Century is characterised by remarkable developments in poetic form, diction, style, and subject. At the same time, through various philosophical and political shifts, attitudes towards nature, and the relationship between humans and nature changed significantly. In this seminar, we will explore how poetry is transformed in the transition from neo-classicism to Romanticism, and we will consider these aesthetic changes in relation to the representation of nature.

Required Reading:
A reader of poems and other texts will be made available on Stud.IP by the beginning of term. Most of the texts will be taken from:
Noggle, James. The Norton Anthology of English Literature, Volume C: The Restoration and the Eighteenth Century. 10th Edition. Ed. Stephen Greenblatt.
Lynch, Deidre Shauna. The Norton Anthology of English Literature, Volume D: The Romantic Period. 10th Edition. Ed. Stephen Greenblatt.
Information on which texts must be read before the first session will be specified on Stud.IP.

From mythological sirens to ocean explorers, women’s relationships with the sea have been shaped by both cultural constraints and acts of resistance. This seminar examines historical and cultural representations of girl- and womanhood and bodies of salt (and fresh) water in the English-speaking world, with a focus on Turtle Island, i.e., the North American continent, in the world ocean. Through the analysis of various cultural objects, such as motion pictures, art, as well as nature, autobiographical, and fictional writing, students will explore key themes at the intersection of feminist cultural criticism, gender studies, and the blue humanities. In addition to deepening their knowledge of cultural history and cultural analysis, students will also refine their academic reading, writing, and presentation skills.
The class is open to B.A. E-SC students studying D2a, WD2b, and WD2c as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material (including extensive weekly reading assignments) in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

Systemic Functional Grammar (Halliday & Matthiessen 2004) is a theory of language that assumes that whatever we say or write has a function. These functions can be grouped into three superordinate groups, so called metafunctions; the ideational, interpersonal and the textual metafunction. Students in this course will get a thorough revision of word classes, phrases and clauses. You will learn to analyse the functions of the constituents of a clause according to the metafunctions. In the last third of the course we will study how Systemic Functional Grammar can help us to judge the quality of the texts produced by language AI, and possibly produce better results.

The students will do several small written tasks that add up to their grade (PL) or ‚pass‘ (SL).
This class can be taken for the WD module, for the D module (D1c and D2b will require a term paper), as well as for ‚Ersatzleistung für das Auslandssemester‘. Erasmus students are of course welcome.

Literature
Eggins, Suzanne. 2004. Introduction to Systemic Funtional Linguistics. 2nd ed. Continuum.
Halliday M.A.K & Christian M.I.M Matthiessen. 2004. An Introduction to Functional Grammar. 3rd ed. Hodder Arnold.
Patten, Terry. 1988. Systemic text generation as problem solving. Cambridge University Press.
Sejnowski, Terrence J. 2024. ChatGPT and the future of AI: The Deep Language Revolution. The MIT Press.
Thompson, Geoff. 2004. Introducing Functional Grammar. 2nd ed. Hodder Education.

This seminar will examine different aspects of plurilingualism, as well as plurilingual teaching and learning in language classrooms. In the following, you find a list of topics we will talk about in the seminar:

• Defining and critically assessing terms that are used in the area of plurilingualism
• Analyzing the work done by the Council of Europe regarding plurilingualism (FREPA, CEFR descriptors, companion volume of the CEFR, European Language Portfolio
• Getting to know the importance of language awareness
• Exploring and collecting existing plurilingual teaching and learning approaches, methods, and task that can be used in the language learning classroom
• Conducting a qualitative data analysis with already existing data about plurilingual teaching and learning approaches
• ...

The seminar links research to practice. The class work will consist of thematic as well as scientific work input, discussions, individual work, group work, reflection tasks, …

BA students: For the ungraded “Seminarleistung” (SL) you will be required to
(1) write an OASIS summary (https://oasis-database.org/) of an article related to plurilingualism, and
(2) present your summary in class at the end of the semester.

MA students: For the ungraded “Seminarleistung” (SL) you will be required to
(1) write an OASIS summary (https://oasis-database.org/) of an article related to plurilingualism,
(2) to complete homework tasks, and
(3) to give an engaging presentation of a either the OASIS summary or another homework task you chose, or any topic in the area of plurilingualism that you are interested in. You are invited to be creative! Examples: Poster presentations, podcast, interview, role plays, Pecha Kucha, blog article, video, collage, …).

BA & MA students: For the graded “Prüfungsleistung” (PL) you will—additionally to the SL—complete a portfolio. The portfolio consists of three tasks:
1. Mock research project using a mixed methods approach
2. Comparison of two articles
3. MA students: Your choice of one homework task / BA: students Reflection task

The seminar will be offered in both the BA and MA programmes. In order to ensure a suitable seminar for the different students, the internal differentiation is as follows. On the one hand, the scope of the Seminarleistung (ungraded assessment) and the Prüfungsleistung (graded assessment) will be adjusted accordingly. On the other hand, group work is used to cater for students' different prior knowledge and requirements and to integrate these into the seminar in a meaningful way.

Seminar description

This introductory seminar focuses on one of the most practical areas of applied linguistics – language assessment. In this seminar, we review the central theoretical concepts and practical considerations in language assessment.
As a seminar participant, you will gain an understanding of what role authentic language assessment plays for different purposes. Expanding on the assessment quality, you will become familiar with construct, validity, reliability, and practicality concepts. Additionally, you will learn about the development of assessment tasks and rating approaches. Finally, the seminar will also cover recent trends in the use of technology for language assessment, as well as the main concepts in fairness and ethics of language assessment.
You will also get a chance to apply the knowledge gained by developing and presenting your small-scale project at the end of the seminar.

Aims of the seminar:
• developing a holistic understanding of the main areas of interest in language assessment
• gaining the knowledge of terminology used in language assessment and being able to apply it in the context of the seminar and outside of it
• developing competence in the critical evaluation of the existing assessment tasks
• gaining insights about methods for research in language assessment
• developing competencies in assessment task development
Overview of seminar content:
• familiarisation with the role of language assessment and its purposes
• familiarisation with qualities of effective assessment systems
• familiarisation with the main stages and principles of assessment instrument development
• familiarisation with language assessment for different purposes and of different skills
• familiarisation with recent trends in applying technology in language assessment
• familiarisation with main fairness and ethics considerations in language assessment

This semester will allow you to develop your academic writing skills in terms of both structure and
language. To this purpose, we will look at 2 key writing strategies, namely problem/solution and
comparison/contrast, in order to explore the essential elements of academic writing such as
formulating a strong thesis statement and providing a clear writing structure for the reader. We will
also discuss the need for good citation skills as well as how to avoid plagiarism when writing
academic texts.
In terms of language competence, we will be working with key areas of language in order to improve
the areas of syntax, grammatical accuracy and lexical choice. These are all important aspects of all
good writing and will be the foundation upon which to build language practice and improve linguistic competence. We will also look at how you can yourself can move forward and improve as an autonomous learner by accessing relevant learning materials

This class will give you the opportunity to improve confidence and competence when using English in the context of the primary school classroom. We will be exploring a variety of materials that can be directly applied to the classroom setting whilst at the same time developing individual language skills in terms of pronunciation and intonation, important skills as a role model for your future pupils. In this way, the work you do this semester will be largely hands-on and practical, relating to the specific needs you have as future primary school teachers.
We will look into areas of vocabulary necessary at this primary level of learning and explore different strategies and methods for presenting them to young learners. For example, is the best way to teach
the parts of the body through a physical activity game or a craftwork task? How might these
approaches work differently for different pupils and does it have to be one or the other? You will be
able to explore the advantages and challenges of different approaches as you move forward to
develop your own teaching style.
In addition to this teaching-related content, we will also focus on spoken language itself, on the
correct pronunciation of important terms and words as well as how to use intonation as a teaching
tool. Through storytelling and reading, and group and pair work you will be able to improve fluency
and confidence in speaking. We will also discuss practice language and phrases used for classroom
discourse and management.

This semester will allow you to develop your academic writing skills in terms of both structure and
language. To this purpose, we will look at 2 key writing strategies, namely problem/solution and
comparison/contrast, in order to explore the essential elements of academic writing such as
formulating a strong thesis statement and providing a clear writing structure for the reader. We will
also discuss the need for good citation skills as well as how to avoid plagiarism when writing
academic texts.
In terms of language competence, we will be working with key areas of language in order to improve
the areas of syntax, grammatical accuracy and lexical choice. These are all important aspects of all
good writing and will be the foundation upon which to build language practice and improve linguistic competence. We will also look at how you can yourself can move forward and improve as an autonomous learner by accessing relevant learning materials

This colloquium is designed for Bachelor students planning to write their BA-thesis in the field of cultural history/cultural studies. We will discuss theoretical and methodological approaches, develop outlines and structures as well as strong thesis statements in order to focus your search for information, to tackle your subject and to specify your argument. Students will be expected to present and discuss their projects in various stages of progression both in class as well as in individual monitoring sessions.
We will follow the MLA Handbook for Writers of Research Papers.

This colloquium is designed for students who wish to write their B.A. or M.A. theses in the field of cultural studies of the English-Speaking world. Students will be given the opportunity to develop specific cultural studies research projects, including compelling research questions, a strong thesis statement, clear chapter outline, and a well-selected bibliography. Students will practice a number of strategies for planning, structuring and writing B.A./M.A. dissertations and also brush up their knowledge of formal requirements, such as format and layout as well as citation style etc. Students will work both individually and in smaller groups and will present work in progress in oral and written form. Module choices are Bachelor thesis module P or L and Master thesis module MA The respectively.
Prior enrolment via Stud.IP is mandatory.

This colloquium is designed for Bachelor students planning to write their BA-thesis in the field of cultural history/cultural studies. We will discuss theoretical and methodological approaches, develop outlines and structures as well as strong thesis statements in order to focus your search for information, to tackle your subject and to specify your argument. Students will be expected to present and discuss their projects in various stages of progression both in class as well as in individual monitoring sessions.
We will follow the MLA Handbook for Writers of Research Papers.

This colloquium is designed for students who wish to write their B.A. or M.A. theses in the field of cultural studies of the English-Speaking world. Students will be given the opportunity to develop specific cultural studies research projects, including compelling research questions, a strong thesis statement, clear chapter outline, and a well-selected bibliography. Students will practice a number of strategies for planning, structuring and writing B.A./M.A. dissertations and also brush up their knowledge of formal requirements, such as format and layout as well as citation style etc. Students will work both individually and in smaller groups and will present work in progress in oral and written form. Module choices are Bachelor thesis module P or L and Master thesis module MA The respectively.
Prior enrolment via Stud.IP is mandatory.

From mythological sirens to ocean explorers, women’s relationships with the sea have been shaped by both cultural constraints and acts of resistance. This seminar examines historical and cultural representations of girl- and womanhood and bodies of salt (and fresh) water in the English-speaking world, with a focus on Turtle Island, i.e., the North American continent, in the world ocean. Through the analysis of various cultural objects, such as motion pictures, art, as well as nature, autobiographical, and fictional writing, students will explore key themes at the intersection of feminist cultural criticism, gender studies, and the blue humanities. In addition to deepening their knowledge of cultural history and cultural analysis, students will also refine their academic reading, writing, and presentation skills.
The class is open to B.A. E-SC students studying D2a, WD2b, and WD2c as well as international exchange students and students doing ‘Freiwillige Zusatzleistungen,’ general studies, or ‘Ersatzleistungen.’ Prior enrolment via Stud.IP is mandatory and admission is limited to a maximum of thirty-five students. Please check Stud.IP regularly for updates.
Requirements
• active participation in weekly in-person meetings,
• in-depth study of the primary and secondary material (including extensive weekly reading assignments) in preparation for each session,
• graded or ungraded assignment in accordance with the respective module requirements.

This colloquium is designed for Bachelor students planning to write their BA-thesis in the field of cultural history/cultural studies. We will discuss theoretical and methodological approaches, develop outlines and structures as well as strong thesis statements in order to focus your search for information, to tackle your subject and to specify your argument. Students will be expected to present and discuss their projects in various stages of progression both in class as well as in individual monitoring sessions.
We will follow the MLA Handbook for Writers of Research Papers.

This colloquium is designed for students who wish to write their B.A. or M.A. theses in the field of cultural studies of the English-Speaking world. Students will be given the opportunity to develop specific cultural studies research projects, including compelling research questions, a strong thesis statement, clear chapter outline, and a well-selected bibliography. Students will practice a number of strategies for planning, structuring and writing B.A./M.A. dissertations and also brush up their knowledge of formal requirements, such as format and layout as well as citation style etc. Students will work both individually and in smaller groups and will present work in progress in oral and written form. Module choices are Bachelor thesis module P or L and Master thesis module MA The respectively.
Prior enrolment via Stud.IP is mandatory.