Module convenor: Dr Jana Nittel (jnittel@uni-bremen.de)
Lecturers: Prof. Dr. Kerstin Knopf and Dr. Jana Nittel

Introduction to English Literatures [Part 1] (3 CP)

This introductory course will offer students access to literary studies at university level and try to balance scholarly considerations with aesthetic enjoyment. It is the first part of a two-semester module, which will continue in the following Summer Term (Part II). In this first semester, we will look at the basic concepts not only of literature itself but also of literary criticism /Literaturwissenschaft. As we read our primary texts, we will be able to look at questions of literary genre (poetry, drama, narrative texts) and literary history (different periods and different national contexts). In addition, we will look at current theories of literature and of course strategies of interpreting and analysing literary texts in a systematic, scholarly way, thus laying the theoretical and terminological groundwork to the study of literature, both from a methodological and a historical perspective.

The course will run in four groups. All students are required to register on Stud.IP for one of these four groups A, B, C or D by selecting the option “Participants/TeilnehmerInnen” on Stud.IP, followed by “Functions/Groups”. Please select only one group and be aware that the number of students who are permitted to sign up for each group is limited (room size) and that your registration is mandatory.

Please explore the sections “Information” and “Schedule” on Stud. IP. for further details such as requirements, weekly schedule, select bibliography, reference only section in the library, modes of assessment and the exam schedule. Erasmus Exchange Students and Free Movers - please check requirements as outlined.
Module description: http://www.fb10.uni-bremen.de/anglistik/ba2/module.aspx
Departmental extended reading list (Literatures in English): http://www.fb10.uni-bremen.de/anglistik/literaturwissenschaft/default.aspx

Required reading materials (you will need a copy of these books for class):

Nünning, Vera and Ansgar. An Introduction to the Study of English and American Literature (Italics). 2nd. Ed. Stuttgart: Klett, 2014. Print.
Shakespeare, William. Hamlet (Italics). Ed. Robert S. Miola. Norton Critical Editions. New York: W. W. Norton, 2010. Print.

Availability: Copies of the texts can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de). In addition, you will find copies in the reference-only section on the third floor of the library building.

Requirements:

• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material and course materials,
• final written test at Test Center (University Boulevard)

Linguistics is the scientific study of language and communication. It deals with all aspects of how people use language and what they must know in order to do so. The purpose of this class is to give a systematic introduction to the variety of ways in which language can be examined scientifically. Students will be introduced to and equipped with the fundamental concepts, the adequate terminology and methodology for linguistic analysis. The class will thus provide an overview of the core areas of linguistics – phonetics and phonology (the study of speech sounds), morphology (the structure of words), syntax (the structure of sentences), semantics (the study of meaning) and pragmatics (the study of meaning and language use in context). Taking a contrastive German-English perspective whenever possible, this course will also cater for the needs and interests of students who want to become teachers of English.

RECOMMENDED LITERATURE (please buy this book):
Kortmann, Bernd (2005), English Linguistics: Essentials. Berlin: Cornelsen.

ASSESSMENT

Linguistics is the scientific study of language and communication. It deals with all aspects of how people use language and what they must know in order to do so. The purpose of this class is to give a systematic introduction to the variety of ways in which language can be examined scientifically. Students will be introduced to and equipped with the fundamental concepts, the adequate terminology and methodology for linguistic analysis. The class will thus provide an overview of the core areas of linguistics – phonetics and phonology (the study of speech sounds), morphology (the structure of words), syntax (the structure of sentences), semantics (the study of meaning) and pragmatics (the study of meaning and language use in context). Taking a contrastive German-English perspective whenever possible, this course will also cater for the needs and interests of students who want to become teachers of English.

RECOMMENDED LITERATURE (please buy this book):
Kortmann, Bernd (2005), English Linguistics: Essentials. Berlin: Cornelsen.

ASSESSMENT

• regular attendance and active participation in in-class data analysis and discussion
• careful reading and preparation of assigned readings for each session
• final exam

Linguistics is the scientific study of language and communication. It deals with all aspects of how people use language and what they must know in order to do so. The purpose of this class is to give a systematic introduction to the variety of ways in which language can be examined scientifically. Students will be introduced to and equipped with the fundamental concepts, the adequate terminology and methodology for linguistic analysis. The class will thus provide an overview of the core areas of linguistics – phonetics and phonology (the study of speech sounds), morphology (the structure of words), syntax (the structure of sentences), semantics (the study of meaning) and pragmatics (the study of meaning and language use in context). Taking a contrastive German-English perspective whenever possible, this course will also cater for the needs and interests of students who want to become teachers of English.

RECOMMENDED LITERATURE (please buy this book):
Kortmann, Bernd (2005), English Linguistics: Essentials. Berlin: Cornelsen.

ASSESSMENT

• regular attendance and active participation in in-class data analysis and discussion
• careful reading and preparation of assigned readings for each session
• final exam

Fist session on the 15/10
Please read Finegan 2011: 1-35, chapter 1 (for download from Stud.IP)

Linguistics is the scientific study of language and communication. It deals with all aspects of how people use language and what they must know in order to do so. The purpose of this class is to give a systematic introduction to the variety of ways in which language can be examined scientifically. Students will be introduced to and equipped with the fundamental concepts, the adequate terminology and methodology for linguistic analysis. The class will thus provide an overview of the core areas of linguistics – phonetics and phonology (the study of speech sounds), morphology (the structure of words), syntax (the structure of sentences), semantics (the study of meaning) and pragmatics (the study of meaning and language use in context). Taking a contrastive German-English perspective whenever possible, this course will also cater for the needs and interests of students who want to become teachers of English.

RECOMMENDED LITERATURE (please buy this book):
Kortmann, Bernd (2005), English Linguistics: Essentials. Berlin: Cornelsen.

ASSESSMENT

• regular attendance and active participation in in-class data analysis and discussion
• careful reading and preparation of assigned readings for each session
• final exam

This course aims to introduce students to key moments in the social and cultural histories of English-speaking countries. In analyzing selected case studies from the Renaissance to postcolonialism we will take special interest in cultural encounters and their dynamics of difference and power. A range of texts and artifacts such as scholarly and fictional works, paintings, advertisements, moving pictures and photographs will be examined, employing a choice of theoretical and analytical concepts.

The course will run as four groups (A-B-C-D); students have to choose one of them. It is the first part of a two-semester module which will continue in the following summer semester as "Key Moments in the Linguistic History of the English-Speaking World". All primary and secondary texts will be available for download in Stud. IP.

Requirements:

• Regular attendance and oral participation
• In-depth knowledge of the reading material
• Written summaries of key ideas of selected texts from the syllabus, to be handed in on the day of the respective session (max. ½ page each = max. 300 words)
• Oral group presentation

Please note that prior enrollment via Stud. IP is mandatory.

This course aims to introduce students to key moments in the social and cultural histories of English-speaking countries. In analyzing selected case studies from the Renaissance to postcolonialism we will take special interest in cultural encounters and their dynamics of difference and power. A range of texts and artifacts such as scholarly and fictional works, paintings, advertisements, moving pictures and photographs will be examined, employing a choice of theoretical and analytical concepts.

The course will run as four groups (A-B-C-D); students have to choose one of them. It is the first part of a two-semester module which will continue in the following summer semester as "Key Moments in the Linguistic History of the English-Speaking World". All primary and secondary texts will be available for download in Stud. IP.

Requirements:

• Regular attendance and oral participation
• In-depth knowledge of the reading material
• Written summaries of key ideas of selected texts from the syllabus, to be handed in on the day of the respective session (max. ½ page each = max. 300 words)
• Oral group presentation

Please note that prior enrollment via Stud. IP is mandatory.

This course aims to introduce students to key moments in the social and cultural histories of English-speaking countries. In analyzing a range of case studies from the Renaissance to postcolonialism we will pay particular attention to historical shifts and cultural encounters and their dynamics of difference and power. We will draw for our discussions on a wide variety of sources, above all scholarly texts, but also paintings, advertisements, and moving pictures, and will apply a range of theoretical and analytical concepts.

Students are required to enrol in one of the four parallel courses on offer. This seminar is the first part of a two-semester module which will continue in the following summer semester as "Key Moments in the Linguistic History of the English-Speaking World".
Please note that there is an optional tutorial (“Übung”) for this seminar. Please register for the tutorial on StudIP (10-76-1-BC-05) to make it possible for the tutors to form groups, to communicate with you, and for yourselves to receive all information concerning dates, times, and study materials.

All reading material will be made available for download in StudIP.

Requirements:
# regular attendance and active participation
# in-depth knowledge of the reading material
# one oral group presentation
# a portfolio of micropapers summarising key ideas from the assigned texts (ca. 300 words each)

Please note that prior enrolment via Stud.IP is mandatory.

This course aims to introduce students to key moments in the social and cultural histories of English-speaking countries. In analyzing a range of case studies from the Renaissance to postcolonialism we will pay particular attention to historical shifts and cultural encounters and their dynamics of difference and power. We will draw for our discussions on a wide variety of sources, above all scholarly texts, but also paintings, advertisements, and moving pictures, and will apply a range of theoretical and analytical concepts.

Students are required to enrol in one of the four parallel courses on offer. This seminar is the first part of a two-semester module which will continue in the following summer semester as "Key Moments in the Linguistic History of the English-Speaking World".
Please note that there is an optional tutorial (“Übung”) for this seminar. Please register for the tutorial on StudIP (10-76-1-BC-05) to make it possible for the tutors to form groups, to communicate with you, and for yourselves to receive all information concerning dates, times, and study materials.


All reading material will be made available for download in StudIP.

Requirements:
# regular attendance and active participation
# in-depth knowledge of the reading material
# one oral group presentation
# a portfolio of micropapers summarising key ideas from the assigned texts (ca. 300 words each)

Please note that prior enrolment via Stud.IP is mandatory.

This course aims to introduce students to key moments in the social and cultural histories of English-speaking countries. In analyzing selected case studies from the Renaissance to postcolonialism we will take special interest in cultural encounters and their dynamics of difference and power. A range of texts and artifacts such as scholarly and fictional works, paintings, advertisements, moving pictures and photographs will be examined, employing a choice of theoretical and analytical concepts.

The course will run as four groups (A-B-C-D); students have to choose one of them. It is the first part of a two-semester module which will continue in the following summer semester as "Key Moments in the Linguistic History of the English-Speaking World". All primary and secondary texts will be available for download in Stud. IP.

Requirements:

• Regular attendance and oral participation
• In-depth knowledge of the reading material
• Written summaries of key ideas of selected texts from the syllabus, to be handed in on the day of the respective session (max. ½ page each = max. 300 words)
• Oral group presentation

Please note that prior enrollment via Stud. IP is mandatory.

IIMPORTANT: Please REGISTER for ONE course ONLY (including the courses which do not yet provide the name of the teacher: “N.N.”)! We offer a sufficient number of 'University Language Skills 1' courses for all E-SC students. Any double (or triple) registration prevents students (including yourself?) from receiving a seat in a(nother) course and requires much extra time for reorganising registration.

SUMMARY
ULS 1 is the first half of the 'SP-1 Sprachpraxis Basismodul' introductory module. As such, it lays the foundations on which you build in ULS 2 during the summer semester.

ULS 1 requires you to use English in an academic context at university level. The emphasis is on audience focus, especially with regard to academic writing. Learning how to plan and structure your essay prior to the actual writing process is the first step. You will learn to see writing as a recursive process, which not only includes planning, pre-writing and writing but also editing and revising your texts. Consequently, you will be expanding your English language skills regarding grammar, vocabulary, and register to be able to produce text in a convincing and persuasive academic style; some short quizzes help you check your progress. Finally, in-class discussions of (your) texts, group work, and peer feedback on writing assignments allow you to practise all four language skills.

The first class meeting will provide you with information regarding class requirements, where to buy and find books and other material you will be working with during the semester to support your language-learning process. Hand out material will be made available via StudIP; the textbooks we will work with in ULS 1 are entitled 'What's the Difference?' and 'English Collocations in Use'.

To earn credit for the SP-1 module (9 CP in total), you are required to earn a minimum of 60% or more on the written assignments given in both ULS 1 (1000 words; 3 CP) and ULS 2 (2000 words; 6 CP) respectively.

N.B.:
1) This course is not open to ERASMUS students below a B2 level in English. Erasmus students can earn 3CPs in this class.
2) Students in situations of exceptional hardship (who can indeed only take part in a specific class) are asked to contact the teacher directly. Please do so well BEFORE the end of the registration procedure (i.e. BEFORE October 12th 2018). You will need to provide proof of the time conflict you have.

Stud.IP REGISTRATION
1. Advance REGISTRATION deadlines on Stud.IP:
For courses offered in the winter term: 15th September
For courses offered for first-semester students: last Friday before the start of the lecture period. (Oct 12th 2018)
2. Students who have missed the registration deadline or have not received a seat in their class of choice need to check Stud.IP for classes which have places available, and go to the session in the first week of teaching.
3.Your personal settings on the platform must indicate that you are an English-Speaking Cultures student. See “Stud.IP –FAQ,” scroll down to and then click on “Stud.IP für Studierende…” and follow the instructions provided under “Sie belegen leider keinen passenden Studiengang!”

IIMPORTANT: Please REGISTER for ONE course ONLY (including the courses which do not yet provide the name of the teacher: “N.N.”)! We offer a sufficient number of 'University Language Skills 1' courses for all E-SC students. Any double (or triple) registration prevents students (including yourself?) from receiving a seat in a(nother) course and requires much extra time for reorganising registration.

SUMMARY
ULS 1 is the first half of the 'SP-1 Sprachpraxis Basismodul' introductory module. As such, it lays the foundations on which you build in ULS 2 during the summer semester.

ULS 1 requires you to use English in an academic context at university level. The emphasis is on audience focus, especially with regard to academic writing. Learning how to plan and structure your essay prior to the actual writing process is the first step. You will learn to see writing as a recursive process, which not only includes planning, pre-writing and writing but also editing and revising your texts. Consequently, you will be expanding your English language skills regarding grammar, vocabulary, and register to be able to produce text in a convincing and persuasive academic style; some short quizzes help you check your progress. Finally, in-class discussions of (your) texts, group work, and peer feedback on writing assignments allow you to practise all four language skills.

The first class meeting will provide you with information regarding class requirements, where to buy and find books and other material you will be working with during the semester to support your language-learning process. Hand out material will be made available via StudIP; the textbooks we will work with in ULS 1 are entitled 'What's the Difference?' and 'English Collocations in Use'.

To earn credit for the SP-1 module (9 CP in total), you are required to earn a minimum of 60% or more on the written assignments given in both ULS 1 (1000 words; 3 CP) and ULS 2 (2000 words; 6 CP) respectively.

N.B.:
1) This course is not open to ERASMUS students below a B2 level in English. Erasmus students can earn 3CPs in this class.
2) Students in situations of exceptional hardship (who can indeed only take part in a specific class) are asked to contact the teacher directly. Please do so well BEFORE the end of the registration procedure (i.e. BEFORE October 12th 2018). You will need to provide proof of the time conflict you have.

Stud.IP REGISTRATION
1. Advance REGISTRATION deadlines on Stud.IP:
For courses offered in the winter term: 15th September
For courses offered for first-semester students: last Friday before the start of the lecture period. (Oct 12th 2018)
2. Students who have missed the registration deadline or have not received a seat in their class of choice need to check Stud.IP for classes which have places available, and go to the session in the first week of teaching.
3.Your personal settings on the platform must indicate that you are an English-Speaking Cultures student. See “Stud.IP –FAQ,” scroll down to and then click on “Stud.IP für Studierende…” and follow the instructions provided under “Sie belegen leider keinen passenden Studiengang!”

IIMPORTANT: Please REGISTER for ONE course ONLY (including the courses which do not yet provide the name of the teacher: “N.N.”)! We offer a sufficient number of 'University Language Skills 1' courses for all E-SC students. Any double (or triple) registration prevents students (including yourself?) from receiving a seat in a(nother) course and requires much extra time for reorganising registration.

SUMMARY
ULS 1 is the first half of the 'SP-1 Sprachpraxis Basismodul' introductory module. As such, it lays the foundations on which you build in ULS 2 during the summer semester.

ULS 1 requires you to use English in an academic context at university level. The emphasis is on audience focus, especially with regard to academic writing. Learning how to plan and structure your essay prior to the actual writing process is the first step. You will learn to see writing as a recursive process, which not only includes planning, pre-writing and writing but also editing and revising your texts. Consequently, you will be expanding your English language skills regarding grammar, vocabulary, and register to be able to produce text in a convincing and persuasive academic style; some short quizzes help you check your progress. Finally, in-class discussions of (your) texts, group work, and peer feedback on writing assignments allow you to practise all four language skills.

The first class meeting will provide you with information regarding class requirements, where to buy and find books and other material you will be working with during the semester to support your language-learning process. Hand out material will be made available via StudIP; the textbooks we will work with in ULS 1 are entitled 'What's the Difference?' and 'English Collocations in Use'.

To earn credit for the SP-1 module (9 CP in total), you are required to earn a minimum of 60% or more on the written assignments given in both ULS 1 (1000 words; 3 CP) and ULS 2 (2000 words; 6 CP) respectively.

N.B.:
1) This course is not open to ERASMUS students below a B2 level in English. Erasmus students can earn 3CPs in this class.
2) Students in situations of exceptional hardship (who can indeed only take part in a specific class) are asked to contact the teacher directly. Please do so well BEFORE the end of the registration procedure (i.e. BEFORE October 12th 2018). You will need to provide proof of the time conflict you have.

Stud.IP REGISTRATION
1. Advance REGISTRATION deadlines on Stud.IP:
For courses offered in the winter term: 15th September
For courses offered for first-semester students: last Friday before the start of the lecture period. (Oct 12th 2018)
2. Students who have missed the registration deadline or have not received a seat in their class of choice need to check Stud.IP for classes which have places available, and go to the session in the first week of teaching.
3.Your personal settings on the platform must indicate that you are an English-Speaking Cultures student. See “Stud.IP –FAQ,” scroll down to and then click on “Stud.IP für Studierende…” and follow the instructions provided under “Sie belegen leider keinen passenden Studiengang!”

This course requires you to use English in an academic context at university level. It emphasizes writing skills in three broad categories: paragraphing, structure, and argumentation. Students will practice structural elements such as topic sentences, outlining strategies, and cohesion devices. Of course, ways to reduce writing errors in grammar, syntax, spelling, and punctuation will be part of the course throughout the semester.

This course requires you to use English in an academic context at university level. It emphasizes writing skills in three broad categories: paragraphing, structure, and argumentation. Students will practice structural elements such as topic sentences, outlining strategies, and cohesion devices. Of course, ways to reduce writing errors in grammar, syntax, spelling, and punctuation will be part of the course throughout the semester.

This course requires you to use English in an academic context at university level. It emphasizes writing skills in three broad categories: paragraphing, structure, and argumentation. Students will practice structural elements such as topic sentences, outlining strategies, and cohesion devices. Of course, ways to reduce writing errors in grammar, syntax, spelling, and punctuation will be part of the course throughout the semester.

This course requires you to use English in an academic context at university level. It emphasizes writing skills in three broad categories: paragraphing, structure, and argumentation. Students will practice structural elements such as topic sentences, outlining strategies, and cohesion devices. Of course, ways to reduce writing errors in grammar, syntax, spelling, and punctuation will be part of the course throughout the semester.

In this class you will learn a method for the grammatical analysis of texts which is based on Systemic Functional Grammar (SFG, Halliday 2004). This method can help us to recognize linguistic patterns that serve a range of purposes in communication. To begin, we practice to identify clause type, clause constituents and word classes. We will then look at the structure of clauses (theme and rheme), at modality, and at the agents and patients involved in the processes, e.g. action, relational or mental processes. For your assignments, you will use computer-assisted manual annotation to investigate a text (written or spoken) of your own choice.
A sound knowledge of clause constituents and their functions can be very useful for writing texts, for teaching, and for a general awareness of how writers or speakers can manipulate their audience.
Requirements:
Homework assignments (reading 10-30 pages each week; possibly some exercises).
Regular and active participation in all class work.

BA ESC D1a: An analysis of a text using the UAM corpus tool plus three pages written report (Portfolio, 3 CP, ungraded)
BA ESC D1c: A term paper describing your own grammatical analysis of a text of your choice with the UAM corpus tool (3 CP, graded)
Erasmus: 3 CP see BA ESC D1a, plus 2 CP for additional exam if required

Recommended Literature (you don’t have to buy any of these):
Coffin, Caroline & Jim Donohue & Sarah North. 2009. Exploring English Grammar: From Formal to Functional. London: Routledge.
Halliday M.A.K. 1985/1994/2004. An Introduction to Functional Grammar. London: Arnold.
Thompson, Geoff. 2004. Introducing Functional Grammar. 2nd ed. London: Arnold.
Young, Lynne & Fitzgerald, Brigid. 2006. The Power of Language: How discourse influences society. London: Equinox.

This class attempts to introduce students to varieties of (spoken) English in the Caribbean and theoretical concepts central to language change and contact (e.g. models of World Englishes, standard /national/first language/pidgin and creoles, etc.). We will examine spoken data and will take a look at variety-specific phonological processes and features, but also similarities among varieties of English spoken on different islands in the Caribbean.
The main focus of this course will be on the sounds of different Englishes and contact languages such as English-based pidgins and creoles (e.g. Trinidadian Creole). In addition we will also take a look at some text excerpts of various genres by authors and artists from the Caribbean. Topics such as the relationship between language, culture(s) and society(-ies) with a special focus on the postcolonial setting(s) in the Caribbean will also be encountered.

Requirements:
BA E-SC D1c:
• Active participation: obligatory readings, some homework, some in-class (group) tasks, short presentation
• Term paper (12-14 pages, Prüfungsleistung [grade])
BA E-SC D1a:
• Active participation: obligatory readings, some homework, some in-class (group) tasks , short presentation
• Oral presentation (20-30min, Studienleistung [pass/fail])
SIK5:
• Active participation: obligatory readings, some homework, some in-class tasks , short presentation
• Oral presentation (20min) AND term paper (10-12 pages)

In this class, we want to investigate the English language, especially its grammar and lexis. In particular, we will look for things that are not there, which is not an easy task. To give you an example, think of the way the agent of an action can be hidden by using the short passive voice; compare “I drowned your hamster in the washing machine” (active voice) with “your hamster was drowned in the washing machine” (passive voice). Other grammatical means to make things, or people, disappear from language include ellipsis and reference. For example, is it true that male humans are more active participants in society, as is suggested by the much more frequent use of the personal pronoun 'he', compared to 'she'? With regard to lexis; if there are groups of people that are never mentioned in texts, what does that mean? That they don’t exist? That they are being discriminated against? And who is the agent in that action?
If we assume that all grammatical choices are meaningful, can these choices be used on purpose to manipulate people? In order to find grammatical features and also words or phrases of interest, both present in the text and absent from it, you will learn to use a software for manual annotation of written and spoken texts (UAM corpus tool by Mick O’Donnell), but also use online corpora.
So, grab your magnifying glass and join the hunt!

Requirements
Homework assignments (reading 10-30 pages each week; possibly some exercises)
Regular and active participation in all class work
BA ESC D 1a Portfolio: collection of 3 assignments (unbenotete Studienleistung)
BA ESC D 1c Portfolio: collection of 3 assignments AND term paper, 10 pages (benotete Prüfungsleistung)
Erasmus: regular and active participation 3 CP, one assignment adds 1 CP (max 6 CP for attendance and 3 assignments)

Literature
Carter, Ronald & Angela Goddard & Danuta Reah & Keith Sanger & Nikki Swift. 2008. Working with Texts: A Core Introduction to Language Analysis. 3rd ed. London; New York: Routledge.

Social media communication it not only verbalized through written text but also materialized in dynamically changing websites or applications, including video and audio files, gifs, emojis, and the like. As a consequence, online configurations in social media ask us to rethink the categories of our communicative and linguistic analysis.

The seminar takes this need for rethinking as a starting point and brings together different strands of multimodal linguistic analysis that discuss methodological foundations, approaches, and research practices to analyze multimodal online discourse in social media and its evolving phenomena. We will look at these phenomena from a linguistic and multimodal perspective in order to analyze their meaning-making strategies and their potential to mediate socio-cultural values. We will ask: What do we learn from these phenomena and their strategies? Which (new) ways of communication are available and how do we cope with them in our daily life?

We will look at both qualitative and quantitative methods to analyze social media, with a particular view to empirical analysis. With many practical example analyses, we will work through the immense possibilities of communicating in social media and aim at a comprehensive and detailed description of the particularities of this communication in contrast to that in other forms of (multimodal) discourse.

Why do scholars argue that homosexuality was ‘invented’ in the 19th century? Why have homosexuality and family conventionally been understood as mutually exclusive concepts? What is heteronormativity? Why does queer theory criticize same-sex marriage? What explains the international hype around RuPaul’s reality TV show *Drag Race*? And why did the queer studies scholar Judith Butler refuse to accept the Berlin Pride Civil Courage Prize in 2010? These and many more questions will be discussed in this introductory course. Students will engage with key concepts and debates of queer studies with a focus on the US context and learn how questions of LGBT+ representation are always intertwined with questions around factors such as race, ethnicity, class, age, body politics, religion, regionality, and state authority.

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar discusses diverse themes and characteristics of contemporary British fiction by exploring novels and short stories by A.L. Kennedy, Hanif Kureishi, Graham Swift and Jeanette Winterson. Using text-centred and contextual approaches, this course wishes to enable students to explore language, form, and style as well as to engage critically with key concerns of these narratives relating to nation, gender, class, ethnicity and sexuality as well as the relationship between fiction and historical context. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will aim to map selected trends of contemporary British fiction.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018).

You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.

For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.

Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Kennedy, A. L. The Blue Book (Italics) (2011)
Kureishi, Hanif Collected Stories (Italics) (2011)
Swift, Graham Waterland (Italics) (1983)
Winterson, Jeanette Oranges Are Not the Only Fruit (Italics) (1985)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar focuses on three Victorian novelists whose seminal novels exemplify the predominance of fictional prose in this period in the history of English literature. Two hundred years after her birth, we will read Emily Brontë’s Wuthering Heights as well as Charlotte Brontë’s Jane Eyre and Charles Dickens’s A Tale of Two Cities. Using text-centred and contextual approaches to all three novels, this course wishes to enable students to explore language, form, genre, and style of the novels, as well as to engage critically with themes, issues, and key concerns in the Victorian novel. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will also touch upon key developments in the history of nineteen-century novels as well as selected historical and literary contexts of the period.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018). You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.
For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.
Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Brontë, Emily Wuthering Heights (Italics) (1847)
Brontë, Charlotte Jane Eyre (Italics) (1847)
Charles Dickens A Tale of Two Cities (Italics) (1859)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

The aim of this course is to introduce students to one of Shakespeare's most popular comedies, which probably premiered in 1598 or 1599. Set in Messina, on the island of Sicily, Much Ado about Nothing has become an Elizabethan key text in the debate about gender roles as well as about the dramatic representations of alleged infidelity and deceit.
This course is also designed to introduce students to the highly complex relationship between a literary text and its film version, both in terms of thematic as well as technical features. Our example will be Kenneth Branagh's successful film adaptation (1993) starring Emma Thompson, Branagh himself, Denzel Washington, and Keanu Reeves.

requirements:
• regular attendance and active participation
• in-depth knowledge of the reading material
• presentation and/or final paper

Please note that prior enrolment via Stud.IP is mandatory. The enrolment period ends on September 15.
The number of participants is limited to 15 students.

text:
Shakespeare, William. Much Ado about Nothing. The Arden Shakespeare. London: Bloomsbury, 2016.

This course explores the literary landscapes of two island nations that both look back on a three-decade long civil war. While communal violence in Northern Ireland was brought to an end through a peace agreement in 1998, the Sri Lankan military brutally crushed the country’s civil war in 2009. Such shared historical trajectories – a complex colonial legacy and a recent history of conflict – have found a renewed expression in an emergent canon of writing both in Northern Ireland and Sri Lanka that confronts us with daunting ethical questions about the countries’ unresolved narratives of their violent past(s). The course aims to provide an accessible introduction to some of these aspects through selected literature – novels and poetry – and documentary films from a comparative perspective. Accordingly, students will gain insights into the literary and cultural expressions of post-war societies by exploring the ways in which writers and filmmakers not just respond to the effects but also the affects of the recent past, particularly the pain, grief and trauma of the day-to-day experiences of war. The overall objective, then, is to locate artistic practices against political and institutional aspects of reconciliation, peace-building and transitional justice mechanisms.

Primary texts (please get a copy of the following novels before the start of the course):

Chandran, Shankari (2017): Song of the Sun God
Park, David (2008): The Truth Commissioner

In addition to the novels, we will discuss a selection of post-war poetry from Northern Ireland as well as critical essays. These texts will be uploaded on Stud.IP in due course.

This seminar will be based on a VERY close reading of Toni Morrison's Novel prize winning novel BELOVED. Be prepared to learn to focus on issues of form and content of this 20th century landmark novel. Our main question will be to analyze how the novel represents slavery - in many ways, comparable to the Shoah, an "unrepresentable" practice.
At the beginning of the seminar, we will address the crucial features of New World slavery and the transatlantic enslavement trade, before we get to the specifics of the novel.
Required preparation: study of this excellent timeline of slavery, see
http://www.brycchancarey.com/slavery/chrono1.htm
which gives you at least an introductory idea of the temporal and spatial scope of transatlantic enslavement.
Reading:
Toni Morrison, BELOVED.
Kenneth Morgan, A Short History Of Transatlantic Slavery, 2016.
More secondary material: please check back in regularly on Stud IP.
Please activate RSS feed for STUD IP announcements, thank you!

This course will address the issue of serial narrativity based on a "close viewing" of NBC series: THIS IS US. We will analyze the narrative modes of seriality on an aesthetic level, but also look specifically at the representations of contemporary American society which this mode in general, and this specific series in particular, amplifies; see e.g. https://www.sueddeutsche.de/medien/tv-serie-this-is-us-haelt-zuschauern-eine-schulter-zum-ankuscheln-hin-1.3518146
Be prepared to check in with Stud-IP for further announcements of secondary literature on serial narratives, but our basic material (required reading) will be:
Frank Kelleter, "Five Ways of Looking at Popular Seriality", in Kelleter ed., Media of Serial Narrative, Ohio State UP, 2017.
Please activate RSS feed for STUD IP announcements, thank you!

This seminar will introduce students to a broad range of speculative narratives from different genres (such as dystopian fiction, (proto-) science fiction, and vampire literature). In our close readings of various speculative short stories and novels, we will trace, examine, and discuss how the texts address and represent the respective socio-cultural (historical) contexts in which they are set as well as which speculative worlds they imagine. We will pay particular attention to the ways in which race, class, sexuality, and gender, as well as their intersections, function in the narratives under scrutiny. Not least, we will examine theoretical texts that address questions concerning speculative fiction in relation to genre and popular culture as well as issues such as different experiences of oppression, marginalization, ‘Othering,’ and the resistance to, refusal, and derangement thereof. Critical questions will include, among others: What is speculative fiction? What are speculative fiction’s concerns, motivations, and strategies? Are these the same across the different subgenres that we examine? How does speculative fiction serve as an imaginary space within which various complex formations of power are being negotiated? How do these texts both represent and address issues relating to social justice and community building, respectively? In what ways do these texts allow us to (re-)conceptualize the relations and the intersections between e.g. race, class, and gender?
Students are advised to obtain copies of the following novels (any edition), through a library or by purchasing them:
Octavia Butler, Kindred (1979)
Margaret Atwood, The Handmaid’s Tale (1985)
Tomi Adeyemi, Children of Blood and Bone (2018)

All other course materials will be made available through Stud.IP or distributed in class.

In this course participants will be given a thorough grounding in a particular area of the functional grammar of English: transitivity. Transitivity is the part of grammar that encodes the speaker or writer's view of reality--literally the 'who did what' part of grammar. It is the major component of the IDEATIONAL part of the linguistic system. We will explore a wide range of English texts in order to practice recognising the basic types of transitivity patterns in English. The main emphasis will be on doing, so that all success-ful course participants will become proficient in analysing texts according to their transitivity.

We will also address the important question of the meaning of transitivity choices. Just because a writer represents some event as an action does not mean that it was an action ('the temperature fell'), nor if a writer represents some event as a kind of mental perception does it mean that there is some mental perception involved ('the third day saw them at the summit'): the transitivity system is much more flexible. Crucially, these choices are rarely unique, one-off, isolated choices but instead go together to help make a text work as a text. Particular meanings are made prominent, others are placed in the background.

Recognising transitivity patterns in texts is the first important step to being able to decode these hidden meanings. Once they have been made visible, then texts become clearer in their ideological and other orientations and it is easier to start explaining why some choices might be 'better' or 'worse' than others. Participation in the course will require regular attendance in order to participate in groupwork in which analysis and discussion of many texts take place. A further particular emphasis of the course will be testing to what extent analyses are reliable: i.e., analyses produced by different people should come out largely the same. The course will introduce the basis methods for showing reliability and for checking whether differences in analyses are significant, using these to fine-tune the group work that is done for assessment.

Why do scholars argue that homosexuality was ‘invented’ in the 19th century? Why have homosexuality and family conventionally been understood as mutually exclusive concepts? What is heteronormativity? Why does queer theory criticize same-sex marriage? What explains the international hype around RuPaul’s reality TV show *Drag Race*? And why did the queer studies scholar Judith Butler refuse to accept the Berlin Pride Civil Courage Prize in 2010? These and many more questions will be discussed in this introductory course. Students will engage with key concepts and debates of queer studies with a focus on the US context and learn how questions of LGBT+ representation are always intertwined with questions around factors such as race, ethnicity, class, age, body politics, religion, regionality, and state authority.

Food: Just part of our everyday lives? But when was the last time you really thought about what was on your plate? Many topics emerge when we think about our food: hunting and vegetarianism, farming and water shortages, ideas of the 'exotic' and 'normal', global and local interrelations, cannibalism and other taboo foods, gendered cooking practices (home cooking vs. chef)... A matter of global concern and local significance, the subject of this class will give rise to the application of a wide variety of analytical approaches as well as in depth discussions about food.

This cultural studies class will take food as its main concern, looking at it from all different angles and in a range of different media, including recipe books, philosophical tracts, fast food advertisements, passages from fictional texts, blogs, films and menus. These texts will be then placed in the context of larger critical debates.

This is course is a mixture between a lecture course and a regular class. Scholars and teachers both from FB 10 and from other universities will deliver lectures on various aspects of our general topic initiating a transdisciplinary discourse on "Gender - Culture - Feminism". In the sessions between the lectures we will discuss corresponding texts and resources to prepare ourselves for the diverse subject matters of the presentations and to critically reflect on their respective ideas and arguments.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
Please note that prior enrollment via Stud.IP is mandatory.

How do British films work to construct, contest, or query national identity/ies? This course, by looking at recent films, aims to introduce students to major political, social, and cultural issues that have shaped contemporary Britain and remain points of reference in today's political and cultural debates. Drawing on a range of films that have, directly or indirectly, addressed the state of the nation since the Thatcherite period, we are going to explore the narratives and images through which the experience of living in Britain and/or of ‘being British’ is culturally mediated. Discussion topics may include neoliberalism and the de-industrialisation of the North; class and regional identities; poverty, unemployment and the widening gap between the rich and the poor; migration, multiculturalism and diasporic communities; gay pride; the British heritage industry; and, last but not least, British self-positioning vis-à-vis Europe.

This course is work-intensive: students are expected to invest much time and dedication into week-to-week preparations that include not just the regular viewing of films but also a high amount of reading. A list of films will be agreed upon in the first session, and will be put on restricted loan for you in the Mediathek.
Core reading material will be made available on Stud.IP.

Requirements:
# regular and active participation in class discussions
# in-depth knowledge of the viewing and reading material
# portfolio of worksheets (graded in WD-1b)
# for a grade in D-1b: an additional long term paper of ca. 10 pp.

Prior enrolment via Stud.IP is mandatory.

This course welcomes students who wish to complete the following modules:
MA TnL Vertiefungsmodul 10-M83-3 and Profilmodul III: Film 10-M83-2
MA E-SC Orientierungsmodul LIT (non-graded PASS/FAIL – Studienleistung or grade – Prüfungsleistung)
BA E-SC “Key Topics in Cultural History”- D1b / D1c und WD1b / WD1c

Shakespeare’s plays are as enticing to filmmakers and visual artists as they were in 1899 when the first Shakespeare film was screened. Since then the number of filmic contributions has increased steadily. Divided into three projects depending on the choice of play (Hamlet, Macbeth and Othello) and drawing equally on traditional as well as contemporary ideas, that have emerged in the fields of cultural studies, transnational film, world cinema as well as filmic storytelling, we will explore how three plays by William Shakespeare are re-imagined in different linguistic and cultural contexts in selected late 20th Century and post-2000 productions. Focusing on Vishal Bhardwaj’s Shakespeare trilogy, course participants will be encouraged to investigate these films’ engagement with sexuality and gender, race and ethnicity and questions of power. Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.
Additional secondary sources can be accessed in the "Semesterapparat", a reference only section on the third floor of the library building. A number of DVDs will be available in the “Semesterapparat” in the “Mediathek”, located on the fourth floor of the library building: http://www.suub.uni-bremen.de/standorte/zentrale/mediathek/.
Please note that prior enrolment via Stud.IP is mandatory. Deadline: 15 September 2018.
Assessment:
regular attendance, informed participation in class discussion,
in-depth knowledge of the selected reading material,
homework assignments,
presentation of research paper or group project,
research-based term paper.
The requirements as formulated above may vary depending on your module choice and degree program.
Please be familiar with the following materials:
Filmography:
Haider. (Italics) (India, 2014) Dir. Vishal Bhardwaj
Maqbool. (Italics) (India, 2003) Dir. Vishal Bhardwaj
Omkara. (Italics) (India, 2006) Dir. Vishal Bhardwaj

For centuries humans have dreamt of creating artificial beings in their own image. Western cultures are saturated with stories about artificial humans, ranging from Greek myths of the living statue Galatea (ca. 220 BC) to fully sentient cyborgs of HBO’s hit show Westworld (2018). What unites these narratives is their ambivalence: while they express a fascination with the god-like act of creation, they frequently warn of the consequences. Artificial life, then, is simultaneously presented as humanity’s greatest dream and worst nightmare.

This seminar will explore a variety of novels, short stories, dramas and films from different time periods to examine how representations of artificial humans have developed over time. The main focus will lie on the narrative’s central questions: Is it morally permissible to ‘play God’ and create life? What responsibilities do human creators have for their creations? Should we draw a line between humans and artificial humans? Finally, what do these texts tell us about what it means to be human?

A list of the course’s primary texts will be announced soon.

Requirements:
• Regular attendance
• Active participation in class
• In-depth knowledge of the reading materials
• Oral presentation and/or term paper

Please note that prior enrollment via Stud. IP is mandatory.

This class will introduce students to the Arctic, the polar regions that cover different nations such as Canada, the US, Greenland, Finland, Norway, Sweden and Russia. Predominately Indigenous people such as the Inuit, Alaska Natives, Greenland Inuit, the Sámi and the Chukchi people have been living there for centuries and have accordingly adapted their way of life to land and climate. Colonization of these areas during the 20th century, respective colonial politics and mining interests rapidly changed the landscapes and people, who have to live with manifold challenges and various postcolonial and neocolonial conditions. This class introduces to the Arctic, its colonial histories, postcolonial cultures, and contemporary issues with a focus on Indigenous populations. We will learn about the Arctic through reading non-fiction texts, short stories, and one novel and watching approximately ten documentary and feature films by Indigenous and non-Indigenous directors.
All texts except the novel will be provided electronically. Class requirements are regular attendance, in-depth knowledge of reading and viewing material, and active class discussion. Reading the texts and watching the films is mandatory. The films will be shown on Tuesday evenings from 6-8 pm. You are required to purchase and read Sanaaq: An Inuit Novel by Mitiarjuk Nappaaluk (app 24€) available at the Unibuchhandlung. It is also available through amazon marketplace with only a few copies left (allow up to 3 weeks delivery). Please note that prior enrollment via Stud.IP is mandatory.

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar discusses diverse themes and characteristics of contemporary British fiction by exploring novels and short stories by A.L. Kennedy, Hanif Kureishi, Graham Swift and Jeanette Winterson. Using text-centred and contextual approaches, this course wishes to enable students to explore language, form, and style as well as to engage critically with key concerns of these narratives relating to nation, gender, class, ethnicity and sexuality as well as the relationship between fiction and historical context. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will aim to map selected trends of contemporary British fiction.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018).

You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.

For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.

Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Kennedy, A. L. The Blue Book (Italics) (2011)
Kureishi, Hanif Collected Stories (Italics) (2011)
Swift, Graham Waterland (Italics) (1983)
Winterson, Jeanette Oranges Are Not the Only Fruit (Italics) (1985)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar focuses on three Victorian novelists whose seminal novels exemplify the predominance of fictional prose in this period in the history of English literature. Two hundred years after her birth, we will read Emily Brontë’s Wuthering Heights as well as Charlotte Brontë’s Jane Eyre and Charles Dickens’s A Tale of Two Cities. Using text-centred and contextual approaches to all three novels, this course wishes to enable students to explore language, form, genre, and style of the novels, as well as to engage critically with themes, issues, and key concerns in the Victorian novel. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will also touch upon key developments in the history of nineteen-century novels as well as selected historical and literary contexts of the period.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018). You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.
For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.
Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Brontë, Emily Wuthering Heights (Italics) (1847)
Brontë, Charlotte Jane Eyre (Italics) (1847)
Charles Dickens A Tale of Two Cities (Italics) (1859)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

The aim of this course is to introduce students to one of Shakespeare's most popular comedies, which probably premiered in 1598 or 1599. Set in Messina, on the island of Sicily, Much Ado about Nothing has become an Elizabethan key text in the debate about gender roles as well as about the dramatic representations of alleged infidelity and deceit.
This course is also designed to introduce students to the highly complex relationship between a literary text and its film version, both in terms of thematic as well as technical features. Our example will be Kenneth Branagh's successful film adaptation (1993) starring Emma Thompson, Branagh himself, Denzel Washington, and Keanu Reeves.

requirements:
• regular attendance and active participation
• in-depth knowledge of the reading material
• presentation and/or final paper

Please note that prior enrolment via Stud.IP is mandatory. The enrolment period ends on September 15.
The number of participants is limited to 15 students.

text:
Shakespeare, William. Much Ado about Nothing. The Arden Shakespeare. London: Bloomsbury, 2016.

Einstein, Darwin, Newton, Mendel, Copernicus. Most people can easily list numerous historical male scientists. Yet, when asked to name a historical female scientist, the only person that comes to mind is Marie Curie. This seminar seeks to change the perception of the history of science as a list of great men by introducing students to several women scientists (including Marie Curie) who changed our understanding of the world around us. Together we will delve into the topic of women, history, and science by discussing excerpts of selected historical and biographical texts as well as recently released novels, plays, and films (e.g. Hidden Figures). While we will focus on the history of women in science, we will also talk about current issues of gender and science as well as topics such as scientific sexism, gender and historiography, and the cultural representation of the scientist.

A detailed syllabus with more information on texts and topics will be handed out in the first session.

Please note that prior enrolment via Stud.IP is mandatory.

This course explores the literary landscapes of two island nations that both look back on a three-decade long civil war. While communal violence in Northern Ireland was brought to an end through a peace agreement in 1998, the Sri Lankan military brutally crushed the country’s civil war in 2009. Such shared historical trajectories – a complex colonial legacy and a recent history of conflict – have found a renewed expression in an emergent canon of writing both in Northern Ireland and Sri Lanka that confronts us with daunting ethical questions about the countries’ unresolved narratives of their violent past(s). The course aims to provide an accessible introduction to some of these aspects through selected literature – novels and poetry – and documentary films from a comparative perspective. Accordingly, students will gain insights into the literary and cultural expressions of post-war societies by exploring the ways in which writers and filmmakers not just respond to the effects but also the affects of the recent past, particularly the pain, grief and trauma of the day-to-day experiences of war. The overall objective, then, is to locate artistic practices against political and institutional aspects of reconciliation, peace-building and transitional justice mechanisms.

Primary texts (please get a copy of the following novels before the start of the course):

Chandran, Shankari (2017): Song of the Sun God
Park, David (2008): The Truth Commissioner

In addition to the novels, we will discuss a selection of post-war poetry from Northern Ireland as well as critical essays. These texts will be uploaded on Stud.IP in due course.

This seminar will be based on a VERY close reading of Toni Morrison's Novel prize winning novel BELOVED. Be prepared to learn to focus on issues of form and content of this 20th century landmark novel. Our main question will be to analyze how the novel represents slavery - in many ways, comparable to the Shoah, an "unrepresentable" practice.
At the beginning of the seminar, we will address the crucial features of New World slavery and the transatlantic enslavement trade, before we get to the specifics of the novel.
Required preparation: study of this excellent timeline of slavery, see
http://www.brycchancarey.com/slavery/chrono1.htm
which gives you at least an introductory idea of the temporal and spatial scope of transatlantic enslavement.
Reading:
Toni Morrison, BELOVED.
Kenneth Morgan, A Short History Of Transatlantic Slavery, 2016.
More secondary material: please check back in regularly on Stud IP.
Please activate RSS feed for STUD IP announcements, thank you!

This course will address the issue of serial narrativity based on a "close viewing" of NBC series: THIS IS US. We will analyze the narrative modes of seriality on an aesthetic level, but also look specifically at the representations of contemporary American society which this mode in general, and this specific series in particular, amplifies; see e.g. https://www.sueddeutsche.de/medien/tv-serie-this-is-us-haelt-zuschauern-eine-schulter-zum-ankuscheln-hin-1.3518146
Be prepared to check in with Stud-IP for further announcements of secondary literature on serial narratives, but our basic material (required reading) will be:
Frank Kelleter, "Five Ways of Looking at Popular Seriality", in Kelleter ed., Media of Serial Narrative, Ohio State UP, 2017.
Please activate RSS feed for STUD IP announcements, thank you!

This seminar will introduce students to a broad range of speculative narratives from different genres (such as dystopian fiction, (proto-) science fiction, and vampire literature). In our close readings of various speculative short stories and novels, we will trace, examine, and discuss how the texts address and represent the respective socio-cultural (historical) contexts in which they are set as well as which speculative worlds they imagine. We will pay particular attention to the ways in which race, class, sexuality, and gender, as well as their intersections, function in the narratives under scrutiny. Not least, we will examine theoretical texts that address questions concerning speculative fiction in relation to genre and popular culture as well as issues such as different experiences of oppression, marginalization, ‘Othering,’ and the resistance to, refusal, and derangement thereof. Critical questions will include, among others: What is speculative fiction? What are speculative fiction’s concerns, motivations, and strategies? Are these the same across the different subgenres that we examine? How does speculative fiction serve as an imaginary space within which various complex formations of power are being negotiated? How do these texts both represent and address issues relating to social justice and community building, respectively? In what ways do these texts allow us to (re-)conceptualize the relations and the intersections between e.g. race, class, and gender?
Students are advised to obtain copies of the following novels (any edition), through a library or by purchasing them:
Octavia Butler, Kindred (1979)
Margaret Atwood, The Handmaid’s Tale (1985)
Tomi Adeyemi, Children of Blood and Bone (2018)

All other course materials will be made available through Stud.IP or distributed in class.

In this class you will learn a method for the grammatical analysis of texts which is based on Systemic Functional Grammar (SFG, Halliday 2004). This method can help us to recognize linguistic patterns that serve a range of purposes in communication. To begin, we practice to identify clause type, clause constituents and word classes. We will then look at the structure of clauses (theme and rheme), at modality, and at the agents and patients involved in the processes, e.g. action, relational or mental processes. For your assignments, you will use computer-assisted manual annotation to investigate a text (written or spoken) of your own choice.
A sound knowledge of clause constituents and their functions can be very useful for writing texts, for teaching, and for a general awareness of how writers or speakers can manipulate their audience.
Requirements:
Homework assignments (reading 10-30 pages each week; possibly some exercises).
Regular and active participation in all class work.

BA ESC D1a: An analysis of a text using the UAM corpus tool plus three pages written report (Portfolio, 3 CP, ungraded)
BA ESC D1c: A term paper describing your own grammatical analysis of a text of your choice with the UAM corpus tool (3 CP, graded)
Erasmus: 3 CP see BA ESC D1a, plus 2 CP for additional exam if required

Recommended Literature (you don’t have to buy any of these):
Coffin, Caroline & Jim Donohue & Sarah North. 2009. Exploring English Grammar: From Formal to Functional. London: Routledge.
Halliday M.A.K. 1985/1994/2004. An Introduction to Functional Grammar. London: Arnold.
Thompson, Geoff. 2004. Introducing Functional Grammar. 2nd ed. London: Arnold.
Young, Lynne & Fitzgerald, Brigid. 2006. The Power of Language: How discourse influences society. London: Equinox.

This class attempts to introduce students to varieties of (spoken) English in the Caribbean and theoretical concepts central to language change and contact (e.g. models of World Englishes, standard /national/first language/pidgin and creoles, etc.). We will examine spoken data and will take a look at variety-specific phonological processes and features, but also similarities among varieties of English spoken on different islands in the Caribbean.
The main focus of this course will be on the sounds of different Englishes and contact languages such as English-based pidgins and creoles (e.g. Trinidadian Creole). In addition we will also take a look at some text excerpts of various genres by authors and artists from the Caribbean. Topics such as the relationship between language, culture(s) and society(-ies) with a special focus on the postcolonial setting(s) in the Caribbean will also be encountered.

Requirements:
BA E-SC D1c:
• Active participation: obligatory readings, some homework, some in-class (group) tasks, short presentation
• Term paper (12-14 pages, Prüfungsleistung [grade])
BA E-SC D1a:
• Active participation: obligatory readings, some homework, some in-class (group) tasks , short presentation
• Oral presentation (20-30min, Studienleistung [pass/fail])
SIK5:
• Active participation: obligatory readings, some homework, some in-class tasks , short presentation
• Oral presentation (20min) AND term paper (10-12 pages)

In this class, we want to investigate the English language, especially its grammar and lexis. In particular, we will look for things that are not there, which is not an easy task. To give you an example, think of the way the agent of an action can be hidden by using the short passive voice; compare “I drowned your hamster in the washing machine” (active voice) with “your hamster was drowned in the washing machine” (passive voice). Other grammatical means to make things, or people, disappear from language include ellipsis and reference. For example, is it true that male humans are more active participants in society, as is suggested by the much more frequent use of the personal pronoun 'he', compared to 'she'? With regard to lexis; if there are groups of people that are never mentioned in texts, what does that mean? That they don’t exist? That they are being discriminated against? And who is the agent in that action?
If we assume that all grammatical choices are meaningful, can these choices be used on purpose to manipulate people? In order to find grammatical features and also words or phrases of interest, both present in the text and absent from it, you will learn to use a software for manual annotation of written and spoken texts (UAM corpus tool by Mick O’Donnell), but also use online corpora.
So, grab your magnifying glass and join the hunt!

Requirements
Homework assignments (reading 10-30 pages each week; possibly some exercises)
Regular and active participation in all class work
BA ESC D 1a Portfolio: collection of 3 assignments (unbenotete Studienleistung)
BA ESC D 1c Portfolio: collection of 3 assignments AND term paper, 10 pages (benotete Prüfungsleistung)
Erasmus: regular and active participation 3 CP, one assignment adds 1 CP (max 6 CP for attendance and 3 assignments)

Literature
Carter, Ronald & Angela Goddard & Danuta Reah & Keith Sanger & Nikki Swift. 2008. Working with Texts: A Core Introduction to Language Analysis. 3rd ed. London; New York: Routledge.

Social media communication it not only verbalized through written text but also materialized in dynamically changing websites or applications, including video and audio files, gifs, emojis, and the like. As a consequence, online configurations in social media ask us to rethink the categories of our communicative and linguistic analysis.

The seminar takes this need for rethinking as a starting point and brings together different strands of multimodal linguistic analysis that discuss methodological foundations, approaches, and research practices to analyze multimodal online discourse in social media and its evolving phenomena. We will look at these phenomena from a linguistic and multimodal perspective in order to analyze their meaning-making strategies and their potential to mediate socio-cultural values. We will ask: What do we learn from these phenomena and their strategies? Which (new) ways of communication are available and how do we cope with them in our daily life?

We will look at both qualitative and quantitative methods to analyze social media, with a particular view to empirical analysis. With many practical example analyses, we will work through the immense possibilities of communicating in social media and aim at a comprehensive and detailed description of the particularities of this communication in contrast to that in other forms of (multimodal) discourse.

Food: Just part of our everyday lives? But when was the last time you really thought about what was on your plate? Many topics emerge when we think about our food: hunting and vegetarianism, farming and water shortages, ideas of the 'exotic' and 'normal', global and local interrelations, cannibalism and other taboo foods, gendered cooking practices (home cooking vs. chef)... A matter of global concern and local significance, the subject of this class will give rise to the application of a wide variety of analytical approaches as well as in depth discussions about food.

This cultural studies class will take food as its main concern, looking at it from all different angles and in a range of different media, including recipe books, philosophical tracts, fast food advertisements, passages from fictional texts, blogs, films and menus. These texts will be then placed in the context of larger critical debates.

This is course is a mixture between a lecture course and a regular class. Scholars and teachers both from FB 10 and from other universities will deliver lectures on various aspects of our general topic initiating a transdisciplinary discourse on "Gender - Culture - Feminism". In the sessions between the lectures we will discuss corresponding texts and resources to prepare ourselves for the diverse subject matters of the presentations and to critically reflect on their respective ideas and arguments.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
Please note that prior enrollment via Stud.IP is mandatory.

How do British films work to construct, contest, or query national identity/ies? This course, by looking at recent films, aims to introduce students to major political, social, and cultural issues that have shaped contemporary Britain and remain points of reference in today's political and cultural debates. Drawing on a range of films that have, directly or indirectly, addressed the state of the nation since the Thatcherite period, we are going to explore the narratives and images through which the experience of living in Britain and/or of ‘being British’ is culturally mediated. Discussion topics may include neoliberalism and the de-industrialisation of the North; class and regional identities; poverty, unemployment and the widening gap between the rich and the poor; migration, multiculturalism and diasporic communities; gay pride; the British heritage industry; and, last but not least, British self-positioning vis-à-vis Europe.

This course is work-intensive: students are expected to invest much time and dedication into week-to-week preparations that include not just the regular viewing of films but also a high amount of reading. A list of films will be agreed upon in the first session, and will be put on restricted loan for you in the Mediathek.
Core reading material will be made available on Stud.IP.

Requirements:
# regular and active participation in class discussions
# in-depth knowledge of the viewing and reading material
# portfolio of worksheets (graded in WD-1b)
# for a grade in D-1b: an additional long term paper of ca. 10 pp.

Prior enrolment via Stud.IP is mandatory.

This course welcomes students who wish to complete the following modules:
MA TnL Vertiefungsmodul 10-M83-3 and Profilmodul III: Film 10-M83-2
MA E-SC Orientierungsmodul LIT (non-graded PASS/FAIL – Studienleistung or grade – Prüfungsleistung)
BA E-SC “Key Topics in Cultural History”- D1b / D1c und WD1b / WD1c

Shakespeare’s plays are as enticing to filmmakers and visual artists as they were in 1899 when the first Shakespeare film was screened. Since then the number of filmic contributions has increased steadily. Divided into three projects depending on the choice of play (Hamlet, Macbeth and Othello) and drawing equally on traditional as well as contemporary ideas, that have emerged in the fields of cultural studies, transnational film, world cinema as well as filmic storytelling, we will explore how three plays by William Shakespeare are re-imagined in different linguistic and cultural contexts in selected late 20th Century and post-2000 productions. Focusing on Vishal Bhardwaj’s Shakespeare trilogy, course participants will be encouraged to investigate these films’ engagement with sexuality and gender, race and ethnicity and questions of power. Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.
Additional secondary sources can be accessed in the "Semesterapparat", a reference only section on the third floor of the library building. A number of DVDs will be available in the “Semesterapparat” in the “Mediathek”, located on the fourth floor of the library building: http://www.suub.uni-bremen.de/standorte/zentrale/mediathek/.
Please note that prior enrolment via Stud.IP is mandatory. Deadline: 15 September 2018.
Assessment:
regular attendance, informed participation in class discussion,
in-depth knowledge of the selected reading material,
homework assignments,
presentation of research paper or group project,
research-based term paper.
The requirements as formulated above may vary depending on your module choice and degree program.
Please be familiar with the following materials:
Filmography:
Haider. (Italics) (India, 2014) Dir. Vishal Bhardwaj
Maqbool. (Italics) (India, 2003) Dir. Vishal Bhardwaj
Omkara. (Italics) (India, 2006) Dir. Vishal Bhardwaj

For centuries humans have dreamt of creating artificial beings in their own image. Western cultures are saturated with stories about artificial humans, ranging from Greek myths of the living statue Galatea (ca. 220 BC) to fully sentient cyborgs of HBO’s hit show Westworld (2018). What unites these narratives is their ambivalence: while they express a fascination with the god-like act of creation, they frequently warn of the consequences. Artificial life, then, is simultaneously presented as humanity’s greatest dream and worst nightmare.

This seminar will explore a variety of novels, short stories, dramas and films from different time periods to examine how representations of artificial humans have developed over time. The main focus will lie on the narrative’s central questions: Is it morally permissible to ‘play God’ and create life? What responsibilities do human creators have for their creations? Should we draw a line between humans and artificial humans? Finally, what do these texts tell us about what it means to be human?

A list of the course’s primary texts will be announced soon.

Requirements:
• Regular attendance
• Active participation in class
• In-depth knowledge of the reading materials
• Oral presentation and/or term paper

Please note that prior enrollment via Stud. IP is mandatory.

This class will introduce students to the Arctic, the polar regions that cover different nations such as Canada, the US, Greenland, Finland, Norway, Sweden and Russia. Predominately Indigenous people such as the Inuit, Alaska Natives, Greenland Inuit, the Sámi and the Chukchi people have been living there for centuries and have accordingly adapted their way of life to land and climate. Colonization of these areas during the 20th century, respective colonial politics and mining interests rapidly changed the landscapes and people, who have to live with manifold challenges and various postcolonial and neocolonial conditions. This class introduces to the Arctic, its colonial histories, postcolonial cultures, and contemporary issues with a focus on Indigenous populations. We will learn about the Arctic through reading non-fiction texts, short stories, and one novel and watching approximately ten documentary and feature films by Indigenous and non-Indigenous directors.
All texts except the novel will be provided electronically. Class requirements are regular attendance, in-depth knowledge of reading and viewing material, and active class discussion. Reading the texts and watching the films is mandatory. The films will be shown on Tuesday evenings from 6-8 pm. You are required to purchase and read Sanaaq: An Inuit Novel by Mitiarjuk Nappaaluk (app 24€) available at the Unibuchhandlung. It is also available through amazon marketplace with only a few copies left (allow up to 3 weeks delivery). Please note that prior enrollment via Stud.IP is mandatory.

Einstein, Darwin, Newton, Mendel, Copernicus. Most people can easily list numerous historical male scientists. Yet, when asked to name a historical female scientist, the only person that comes to mind is Marie Curie. This seminar seeks to change the perception of the history of science as a list of great men by introducing students to several women scientists (including Marie Curie) who changed our understanding of the world around us. Together we will delve into the topic of women, history, and science by discussing excerpts of selected historical and biographical texts as well as recently released novels, plays, and films (e.g. Hidden Figures). While we will focus on the history of women in science, we will also talk about current issues of gender and science as well as topics such as scientific sexism, gender and historiography, and the cultural representation of the scientist.

A detailed syllabus with more information on texts and topics will be handed out in the first session.

Please note that prior enrolment via Stud.IP is mandatory.

In this course participants will be given a thorough grounding in a particular area of the functional grammar of English: transitivity. Transitivity is the part of grammar that encodes the speaker or writer's view of reality--literally the 'who did what' part of grammar. It is the major component of the IDEATIONAL part of the linguistic system. We will explore a wide range of English texts in order to practice recognising the basic types of transitivity patterns in English. The main emphasis will be on doing, so that all success-ful course participants will become proficient in analysing texts according to their transitivity.

We will also address the important question of the meaning of transitivity choices. Just because a writer represents some event as an action does not mean that it was an action ('the temperature fell'), nor if a writer represents some event as a kind of mental perception does it mean that there is some mental perception involved ('the third day saw them at the summit'): the transitivity system is much more flexible. Crucially, these choices are rarely unique, one-off, isolated choices but instead go together to help make a text work as a text. Particular meanings are made prominent, others are placed in the background.

Recognising transitivity patterns in texts is the first important step to being able to decode these hidden meanings. Once they have been made visible, then texts become clearer in their ideological and other orientations and it is easier to start explaining why some choices might be 'better' or 'worse' than others. Participation in the course will require regular attendance in order to participate in groupwork in which analysis and discussion of many texts take place. A further particular emphasis of the course will be testing to what extent analyses are reliable: i.e., analyses produced by different people should come out largely the same. The course will introduce the basis methods for showing reliability and for checking whether differences in analyses are significant, using these to fine-tune the group work that is done for assessment.

IMPORTANT: Please REGISTER for ONE course ONLY (including the courses which do not yet provide the name of the teacher)! We offer a sufficient number of Content-Based Integrated Skills courses for all E-SC students. Any double (or triple) registration prevents students (maybe even including yourself) from receiving a seat in a(nother) course and requires much extra time for reorganising registration.
SUMMARY
We will be using a simulation on a politically and/or culturally relevant topic in which you are representatives (e.g. of a country, an NGO, an interest group) to a fictitious task force set up to examine aspects of the topic and negotiate a mutually acceptable solution with the other groups. The work will require you to work together with other groups and their members (as well as your own!), argue your case, persuade them, and reach consensus.
This framework will enable you to develop all four language skills (speaking & listening, writing & reading); to further your ability to use the correct register (formal<->informal, spoken<->written) when communicating in English; to expand your soft skills (e.g. time management; teamwork; taking responsibility for your own work and that of your team); and - of course - to develop your understanding of the issue at stake, as well as what a given formulation actually involves (and means) - in short, audience focus...
There will be some formal collaborative writing as members of your group, and all participants will be writing at least an initial piece to focus your thoughts on the topic, a summary in mid-simulation, and a reflective essay on what they have learnt and what skills they have acquired in the course of the semester's work.

Stud.IP REGISTRATION
1. Advance REGISTRATION deadlines on Stud.IP:
For courses offered in the winter term: 15th September
For courses offered for first-semester students: last Friday before the start of the lecture period. (Oct 12th 2018)
Registration ends on 15th September. In the first week of October, I will notify you via Stud.IP whether you have a seat in this class.
If you believe you are in a situation of exceptional hardship and can truly only take part in my CBIS class despite the other parallel sections, contact me BEFORE 24th AUGUST to plead your case (i.e. provide proof of the conflict you have). I will consider your request and examine whether I can accommodate you.
2. Students who have missed the registration deadline or have not received a seat in their class of choice need to check Stud.IP for classes which have places available, and go to the session in the first week of teaching.
3.Your personal settings on the platform must indicate that you are an English-Speaking Cultures student. See “Stud.IP –FAQ,” scroll down to and then click on “Stud.IP für Studierende…” and follow the instructions provided under “Sie belegen leider keinen passenden Studiengang!”

ERASMUS students or students on other exchange programmes, are welcome to join this class, provided their English is demonstrably of a good B2 level or above. Please send me an email (kamueller(at)uni-bremen.de) if you are interested in participating. Please ensure to provide me with information/proof of your language level in English.

IMPORTANT: Please REGISTER for ONE course ONLY (including the courses which do not yet provide the name of the teacher)! We offer a sufficient number of Content-Based Integrated Skills courses for all E-SC students. Any double (or triple) registration prevents students (maybe even including yourself) from receiving a seat in a(nother) course and requires much extra time for reorganising registration.
SUMMARY
We will be using a simulation on a politically and/or culturally relevant topic in which you are representatives (e.g. of a country, an NGO, an interest group) to a fictitious task force set up to examine aspects of the topic and negotiate a mutually acceptable solution with the other groups. The work will require you to work together with other groups and their members (as well as your own!), argue your case, persuade them, and reach consensus.
This framework will enable you to develop all four language skills (speaking & listening, writing & reading); to further your ability to use the correct register (formal<->informal, spoken<->written) when communicating in English; to expand your soft skills (e.g. time management; teamwork; taking responsibility for your own work and that of your team); and - of course - to develop your understanding of the issue at stake, as well as what a given formulation actually involves (and means) - in short, audience focus...
There will be some formal collaborative writing as members of your group, and all participants will be writing at least an initial piece to focus your thoughts on the topic, a summary in mid-simulation, and a reflective essay on what they have learnt and what skills they have acquired in the course of the semester's work.

Stud.IP REGISTRATION
1. Advance REGISTRATION deadlines on Stud.IP:
For courses offered in the winter term: 15th September
For courses offered for first-semester students: last Friday before the start of the lecture period. (Oct 12th 2018)
Registration ends on 15th September. In the first week of October, I will notify you via Stud.IP whether you have a seat in this class.
If you believe you are in a situation of exceptional hardship and can truly only take part in my CBIS class despite the other parallel sections, contact me BEFORE 24th AUGUST to plead your case (i.e. provide proof of the conflict you have). I will consider your request and examine whether I can accommodate you.
2. Students who have missed the registration deadline or have not received a seat in their class of choice need to check Stud.IP for classes which have places available, and go to the session in the first week of teaching.
3.Your personal settings on the platform must indicate that you are an English-Speaking Cultures student. See “Stud.IP –FAQ,” scroll down to and then click on “Stud.IP für Studierende…” and follow the instructions provided under “Sie belegen leider keinen passenden Studiengang!”

ERASMUS students or students on other exchange programmes, are welcome to join this class, provided their English is demonstrably of a good B2 level or above. Please send me an email (kamueller(at)uni-bremen.de) if you are interested in participating. Please ensure to provide me with information/proof of your language level in English.

IMPORTANT: Please REGISTER for ONE course ONLY (including the courses which do not yet provide the name of the teacher)! We offer a sufficient number of Content-Based Integrated Skills courses for all E-SC students. Any double (or triple) registration prevents students (maybe even including yourself) from receiving a seat in a(nother) course and requires much extra time for reorganising registration.
SUMMARY
We will be using a simulation on a politically and/or culturally relevant topic in which you are representatives (e.g. of a country, an NGO, an interest group) to a fictitious task force set up to examine aspects of the topic and negotiate a mutually acceptable solution with the other groups. The work will require you to work together with other groups and their members (as well as your own!), argue your case, persuade them, and reach consensus.
This framework will enable you to develop all four language skills (speaking & listening, writing & reading); to further your ability to use the correct register (formal<->informal, spoken<->written) when communicating in English; to expand your soft skills (e.g. time management; teamwork; taking responsibility for your own work and that of your team); and - of course - to develop your understanding of the issue at stake, as well as what a given formulation actually involves (and means) - in short, audience focus...
There will be some formal collaborative writing as members of your group, and all participants will be writing at least an initial piece to focus your thoughts on the topic, a summary in mid-simulation, and a reflective essay on what they have learnt and what skills they have acquired in the course of the semester's work.

Stud.IP REGISTRATION
1. Advance REGISTRATION deadlines on Stud.IP:
For courses offered in the winter term: 15th September
For courses offered for first-semester students: last Friday before the start of the lecture period. (Oct 12th 2018)
Registration ends on 15th September. In the first week of October, I will notify you via Stud.IP whether you have a seat in this class.
If you believe you are in a situation of exceptional hardship and can truly only take part in my CBIS class despite the other parallel sections, contact me BEFORE 24th AUGUST to plead your case (i.e. provide proof of the conflict you have). I will consider your request and examine whether I can accommodate you.
2. Students who have missed the registration deadline or have not received a seat in their class of choice need to check Stud.IP for classes which have places available, and go to the session in the first week of teaching.
3.Your personal settings on the platform must indicate that you are an English-Speaking Cultures student. See “Stud.IP –FAQ,” scroll down to and then click on “Stud.IP für Studierende…” and follow the instructions provided under “Sie belegen leider keinen passenden Studiengang!”

ERASMUS students or students on other exchange programmes, are welcome to join this class, provided their English is demonstrably of a good B2 level or above. Please send me an email (kamueller(at)uni-bremen.de) if you are interested in participating. Please ensure to provide me with information/proof of your language level in English.

Content-Based Integrated Skills (CBIS) permits students to implement all four core language skills while turning a theoretical challenge into a practical success.

Participants will learn through preparing group presentations on current topics. Rather than engaging in a role-playing simulating as is done in other CBIS classes, this particular group will establish and put their own unique ideas into practice. This will require (allow) you to independently make decisions, solve problems, follow through with, and present the fruits of your labours.

Content-Based Integrated Skills (CBIS) permits students to implement all four core language skills while turning a theoretical challenge into a practical success.

Participants will learn through playing a key role in a scaled-down real-life situation. Rather than engaging in a role-playing simulating as is done in other CBIS classes, this particular group will establish and put their own unique ideas into (actual) practice. This will require (allow) you to independently make decisions, solve problems, follow through with, and present the fruits of your labours.

Content-Based Integrated Skills (CBIS) permits students to implement all four core language skills while turning a theoretical challenge into a practical success.

Participants will learn through preparing group presentations on current topics. Rather than engaging in a role-playing simulating as is done in other CBIS classes, this particular group will establish and put their own unique ideas into practice. This will require (allow) you to independently make decisions, solve problems, follow through with, and present the fruits of your labours.

Content-Based Integrated Skills (CBIS) permits students to implement all four core language skills while turning a theoretical challenge into a practical success.

Participants will learn through preparing group presentations on current topics. Rather than engaging in a role-playing simulating as is done in other CBIS classes, this particular group will establish and put their own unique ideas into practice. This will require (allow) you to independently make decisions, solve problems, follow through with, and present the fruits of your labours.

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar discusses diverse themes and characteristics of contemporary British fiction by exploring novels and short stories by A.L. Kennedy, Hanif Kureishi, Graham Swift and Jeanette Winterson. Using text-centred and contextual approaches, this course wishes to enable students to explore language, form, and style as well as to engage critically with key concerns of these narratives relating to nation, gender, class, ethnicity and sexuality as well as the relationship between fiction and historical context. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will aim to map selected trends of contemporary British fiction.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018).

You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.

For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.

Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Kennedy, A. L. The Blue Book (Italics) (2011)
Kureishi, Hanif Collected Stories (Italics) (2011)
Swift, Graham Waterland (Italics) (1983)
Winterson, Jeanette Oranges Are Not the Only Fruit (Italics) (1985)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar focuses on three Victorian novelists whose seminal novels exemplify the predominance of fictional prose in this period in the history of English literature. Two hundred years after her birth, we will read Emily Brontë’s Wuthering Heights as well as Charlotte Brontë’s Jane Eyre and Charles Dickens’s A Tale of Two Cities. Using text-centred and contextual approaches to all three novels, this course wishes to enable students to explore language, form, genre, and style of the novels, as well as to engage critically with themes, issues, and key concerns in the Victorian novel. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will also touch upon key developments in the history of nineteen-century novels as well as selected historical and literary contexts of the period.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018). You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.
For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.
Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Brontë, Emily Wuthering Heights (Italics) (1847)
Brontë, Charlotte Jane Eyre (Italics) (1847)
Charles Dickens A Tale of Two Cities (Italics) (1859)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

The aim of this course is to introduce students to one of Shakespeare's most popular comedies, which probably premiered in 1598 or 1599. Set in Messina, on the island of Sicily, Much Ado about Nothing has become an Elizabethan key text in the debate about gender roles as well as about the dramatic representations of alleged infidelity and deceit.
This course is also designed to introduce students to the highly complex relationship between a literary text and its film version, both in terms of thematic as well as technical features. Our example will be Kenneth Branagh's successful film adaptation (1993) starring Emma Thompson, Branagh himself, Denzel Washington, and Keanu Reeves.

requirements:
• regular attendance and active participation
• in-depth knowledge of the reading material
• presentation and/or final paper

Please note that prior enrolment via Stud.IP is mandatory. The enrolment period ends on September 15.
The number of participants is limited to 15 students.

text:
Shakespeare, William. Much Ado about Nothing. The Arden Shakespeare. London: Bloomsbury, 2016.

This course explores the literary landscapes of two island nations that both look back on a three-decade long civil war. While communal violence in Northern Ireland was brought to an end through a peace agreement in 1998, the Sri Lankan military brutally crushed the country’s civil war in 2009. Such shared historical trajectories – a complex colonial legacy and a recent history of conflict – have found a renewed expression in an emergent canon of writing both in Northern Ireland and Sri Lanka that confronts us with daunting ethical questions about the countries’ unresolved narratives of their violent past(s). The course aims to provide an accessible introduction to some of these aspects through selected literature – novels and poetry – and documentary films from a comparative perspective. Accordingly, students will gain insights into the literary and cultural expressions of post-war societies by exploring the ways in which writers and filmmakers not just respond to the effects but also the affects of the recent past, particularly the pain, grief and trauma of the day-to-day experiences of war. The overall objective, then, is to locate artistic practices against political and institutional aspects of reconciliation, peace-building and transitional justice mechanisms.

Primary texts (please get a copy of the following novels before the start of the course):

Chandran, Shankari (2017): Song of the Sun God
Park, David (2008): The Truth Commissioner

In addition to the novels, we will discuss a selection of post-war poetry from Northern Ireland as well as critical essays. These texts will be uploaded on Stud.IP in due course.

This seminar will be based on a VERY close reading of Toni Morrison's Novel prize winning novel BELOVED. Be prepared to learn to focus on issues of form and content of this 20th century landmark novel. Our main question will be to analyze how the novel represents slavery - in many ways, comparable to the Shoah, an "unrepresentable" practice.
At the beginning of the seminar, we will address the crucial features of New World slavery and the transatlantic enslavement trade, before we get to the specifics of the novel.
Required preparation: study of this excellent timeline of slavery, see
http://www.brycchancarey.com/slavery/chrono1.htm
which gives you at least an introductory idea of the temporal and spatial scope of transatlantic enslavement.
Reading:
Toni Morrison, BELOVED.
Kenneth Morgan, A Short History Of Transatlantic Slavery, 2016.
More secondary material: please check back in regularly on Stud IP.
Please activate RSS feed for STUD IP announcements, thank you!

This course will address the issue of serial narrativity based on a "close viewing" of NBC series: THIS IS US. We will analyze the narrative modes of seriality on an aesthetic level, but also look specifically at the representations of contemporary American society which this mode in general, and this specific series in particular, amplifies; see e.g. https://www.sueddeutsche.de/medien/tv-serie-this-is-us-haelt-zuschauern-eine-schulter-zum-ankuscheln-hin-1.3518146
Be prepared to check in with Stud-IP for further announcements of secondary literature on serial narratives, but our basic material (required reading) will be:
Frank Kelleter, "Five Ways of Looking at Popular Seriality", in Kelleter ed., Media of Serial Narrative, Ohio State UP, 2017.
Please activate RSS feed for STUD IP announcements, thank you!

This seminar will introduce students to a broad range of speculative narratives from different genres (such as dystopian fiction, (proto-) science fiction, and vampire literature). In our close readings of various speculative short stories and novels, we will trace, examine, and discuss how the texts address and represent the respective socio-cultural (historical) contexts in which they are set as well as which speculative worlds they imagine. We will pay particular attention to the ways in which race, class, sexuality, and gender, as well as their intersections, function in the narratives under scrutiny. Not least, we will examine theoretical texts that address questions concerning speculative fiction in relation to genre and popular culture as well as issues such as different experiences of oppression, marginalization, ‘Othering,’ and the resistance to, refusal, and derangement thereof. Critical questions will include, among others: What is speculative fiction? What are speculative fiction’s concerns, motivations, and strategies? Are these the same across the different subgenres that we examine? How does speculative fiction serve as an imaginary space within which various complex formations of power are being negotiated? How do these texts both represent and address issues relating to social justice and community building, respectively? In what ways do these texts allow us to (re-)conceptualize the relations and the intersections between e.g. race, class, and gender?
Students are advised to obtain copies of the following novels (any edition), through a library or by purchasing them:
Octavia Butler, Kindred (1979)
Margaret Atwood, The Handmaid’s Tale (1985)
Tomi Adeyemi, Children of Blood and Bone (2018)

All other course materials will be made available through Stud.IP or distributed in class.

In this class, we will read and discuss the linguistic practices of immigrants and their descendants in the English speaking world. In many cases, non-mainstream language can serve as agency and promotes the multicultural identities of the speakers. Language is on tool for constructing and performing linguistic identities, e.g. via codeswitching or membership categories. In immigration contexts, national and linguistic boundaries dissolve and new third cultures are lived and enacted through language. In this class you are required to write a short response paper on the reading each week.
Recommended Literature:
Du Bois & Baumgarten. 2013. Multilingual Identities: New Global Perspectives. Frankfurt: Peter Lang.
Du Bois

In this seminar we will investigate the role of language in different types of media, e.g. printed (newspapers, magazines), spoken (radio, TV, film) and digital media (websites, social media like Facebook or Twitter). What role does language play? How can we tell if language is used to influence readers / listeners in a certain way? You will learn methods of corpus linguistics and critical discourse analysis that help to identify the different features, structures and functions of the language used in media.

Requirements
Please note that you can NOT take this class for the BA ESC D1 module. This is a class in the WD module, only 'Profilfach' students can and need to take classes in the WD module.
Homework assignments (reading 10-30 pages each week; possibly some exercises).
Regular and active participation in all class work.

BA ESC ( 2011) WD 1 a: An analysis + written report (not graded, 3 CP)
BA ESC ( 2011) WD 1 c: An analysis + poster presentation (graded, 3 CP)
BA Linguistics: An analysis, poster presentation and term paper (graded, 6 CP)
Erasmus 3 CP for regular active participation, 6 CP for an analysis and poster presentation
Report means that you will present the results of your analysis of three linguistic aspects in your DIY corpus, for this you will write 3-6 pages.

Literature (you don't have to buy any of these)
Durant, Alan & Marina Lambrou. 2009. Language and Media: A Resource Book for Students. London; New York: Routledge.
McEnery, Tony & Richard Xiao & Yukio Tono. 2006. Corpus-based Language Studies: An Advanced Resource Book. London; New York: Routledge. 13-21, 71-79.
Silverblatt, Art. 2008. Media Literacy. 3rd ed. Westport, Ct: Praeger.

In this course, gender is singled out as one of the most important (and problematic) categories used to distinguish between groups of people and abused as a basis for discrimination. The relationship between gender and language is explored in detail:
1) in theoretical terms – during introductory seminars, trying to answer such questions as

• do men and women talk differently?
• how is men’s and women’s talk perceived?
• how is masculinity and femininity performed, represented and evaluated in discourse?

2) and in practical terms – in students’ own research projects, conducted in groups and expected to produce a written project report and a presentation in class.

Food: Just part of our everyday lives? But when was the last time you really thought about what was on your plate? Many topics emerge when we think about our food: hunting and vegetarianism, farming and water shortages, ideas of the 'exotic' and 'normal', global and local interrelations, cannibalism and other taboo foods, gendered cooking practices (home cooking vs. chef)... A matter of global concern and local significance, the subject of this class will give rise to the application of a wide variety of analytical approaches as well as in depth discussions about food.

This cultural studies class will take food as its main concern, looking at it from all different angles and in a range of different media, including recipe books, philosophical tracts, fast food advertisements, passages from fictional texts, blogs, films and menus. These texts will be then placed in the context of larger critical debates.

This is course is a mixture between a lecture course and a regular class. Scholars and teachers both from FB 10 and from other universities will deliver lectures on various aspects of our general topic initiating a transdisciplinary discourse on "Gender - Culture - Feminism". In the sessions between the lectures we will discuss corresponding texts and resources to prepare ourselves for the diverse subject matters of the presentations and to critically reflect on their respective ideas and arguments.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
Please note that prior enrollment via Stud.IP is mandatory.

How do British films work to construct, contest, or query national identity/ies? This course, by looking at recent films, aims to introduce students to major political, social, and cultural issues that have shaped contemporary Britain and remain points of reference in today's political and cultural debates. Drawing on a range of films that have, directly or indirectly, addressed the state of the nation since the Thatcherite period, we are going to explore the narratives and images through which the experience of living in Britain and/or of ‘being British’ is culturally mediated. Discussion topics may include neoliberalism and the de-industrialisation of the North; class and regional identities; poverty, unemployment and the widening gap between the rich and the poor; migration, multiculturalism and diasporic communities; gay pride; the British heritage industry; and, last but not least, British self-positioning vis-à-vis Europe.

This course is work-intensive: students are expected to invest much time and dedication into week-to-week preparations that include not just the regular viewing of films but also a high amount of reading. A list of films will be agreed upon in the first session, and will be put on restricted loan for you in the Mediathek.
Core reading material will be made available on Stud.IP.

Requirements:
# regular and active participation in class discussions
# in-depth knowledge of the viewing and reading material
# portfolio of worksheets (graded in WD-1b)
# for a grade in D-1b: an additional long term paper of ca. 10 pp.

Prior enrolment via Stud.IP is mandatory.

This course welcomes students who wish to complete the following modules:
MA TnL Vertiefungsmodul 10-M83-3 and Profilmodul III: Film 10-M83-2
MA E-SC Orientierungsmodul LIT (non-graded PASS/FAIL – Studienleistung or grade – Prüfungsleistung)
BA E-SC “Key Topics in Cultural History”- D1b / D1c und WD1b / WD1c

Shakespeare’s plays are as enticing to filmmakers and visual artists as they were in 1899 when the first Shakespeare film was screened. Since then the number of filmic contributions has increased steadily. Divided into three projects depending on the choice of play (Hamlet, Macbeth and Othello) and drawing equally on traditional as well as contemporary ideas, that have emerged in the fields of cultural studies, transnational film, world cinema as well as filmic storytelling, we will explore how three plays by William Shakespeare are re-imagined in different linguistic and cultural contexts in selected late 20th Century and post-2000 productions. Focusing on Vishal Bhardwaj’s Shakespeare trilogy, course participants will be encouraged to investigate these films’ engagement with sexuality and gender, race and ethnicity and questions of power. Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.
Additional secondary sources can be accessed in the "Semesterapparat", a reference only section on the third floor of the library building. A number of DVDs will be available in the “Semesterapparat” in the “Mediathek”, located on the fourth floor of the library building: http://www.suub.uni-bremen.de/standorte/zentrale/mediathek/.
Please note that prior enrolment via Stud.IP is mandatory. Deadline: 15 September 2018.
Assessment:
regular attendance, informed participation in class discussion,
in-depth knowledge of the selected reading material,
homework assignments,
presentation of research paper or group project,
research-based term paper.
The requirements as formulated above may vary depending on your module choice and degree program.
Please be familiar with the following materials:
Filmography:
Haider. (Italics) (India, 2014) Dir. Vishal Bhardwaj
Maqbool. (Italics) (India, 2003) Dir. Vishal Bhardwaj
Omkara. (Italics) (India, 2006) Dir. Vishal Bhardwaj

For centuries humans have dreamt of creating artificial beings in their own image. Western cultures are saturated with stories about artificial humans, ranging from Greek myths of the living statue Galatea (ca. 220 BC) to fully sentient cyborgs of HBO’s hit show Westworld (2018). What unites these narratives is their ambivalence: while they express a fascination with the god-like act of creation, they frequently warn of the consequences. Artificial life, then, is simultaneously presented as humanity’s greatest dream and worst nightmare.

This seminar will explore a variety of novels, short stories, dramas and films from different time periods to examine how representations of artificial humans have developed over time. The main focus will lie on the narrative’s central questions: Is it morally permissible to ‘play God’ and create life? What responsibilities do human creators have for their creations? Should we draw a line between humans and artificial humans? Finally, what do these texts tell us about what it means to be human?

A list of the course’s primary texts will be announced soon.

Requirements:
• Regular attendance
• Active participation in class
• In-depth knowledge of the reading materials
• Oral presentation and/or term paper

Please note that prior enrollment via Stud. IP is mandatory.

This class will introduce students to the Arctic, the polar regions that cover different nations such as Canada, the US, Greenland, Finland, Norway, Sweden and Russia. Predominately Indigenous people such as the Inuit, Alaska Natives, Greenland Inuit, the Sámi and the Chukchi people have been living there for centuries and have accordingly adapted their way of life to land and climate. Colonization of these areas during the 20th century, respective colonial politics and mining interests rapidly changed the landscapes and people, who have to live with manifold challenges and various postcolonial and neocolonial conditions. This class introduces to the Arctic, its colonial histories, postcolonial cultures, and contemporary issues with a focus on Indigenous populations. We will learn about the Arctic through reading non-fiction texts, short stories, and one novel and watching approximately ten documentary and feature films by Indigenous and non-Indigenous directors.
All texts except the novel will be provided electronically. Class requirements are regular attendance, in-depth knowledge of reading and viewing material, and active class discussion. Reading the texts and watching the films is mandatory. The films will be shown on Tuesday evenings from 6-8 pm. You are required to purchase and read Sanaaq: An Inuit Novel by Mitiarjuk Nappaaluk (app 24€) available at the Unibuchhandlung. It is also available through amazon marketplace with only a few copies left (allow up to 3 weeks delivery). Please note that prior enrollment via Stud.IP is mandatory.

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar discusses diverse themes and characteristics of contemporary British fiction by exploring novels and short stories by A.L. Kennedy, Hanif Kureishi, Graham Swift and Jeanette Winterson. Using text-centred and contextual approaches, this course wishes to enable students to explore language, form, and style as well as to engage critically with key concerns of these narratives relating to nation, gender, class, ethnicity and sexuality as well as the relationship between fiction and historical context. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will aim to map selected trends of contemporary British fiction.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018).

You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.

For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.

Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Kennedy, A. L. The Blue Book (Italics) (2011)
Kureishi, Hanif Collected Stories (Italics) (2011)
Swift, Graham Waterland (Italics) (1983)
Winterson, Jeanette Oranges Are Not the Only Fruit (Italics) (1985)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

This course welcomes students who wish to complete the following modules:
BA E-SC “Key Topics in Literature”- D1a / D1b und WD1a / WD1b

This seminar focuses on three Victorian novelists whose seminal novels exemplify the predominance of fictional prose in this period in the history of English literature. Two hundred years after her birth, we will read Emily Brontë’s Wuthering Heights as well as Charlotte Brontë’s Jane Eyre and Charles Dickens’s A Tale of Two Cities. Using text-centred and contextual approaches to all three novels, this course wishes to enable students to explore language, form, genre, and style of the novels, as well as to engage critically with themes, issues, and key concerns in the Victorian novel. Along with our weekly discussions of selected chapters - reader responses are strongly encouraged - we will also touch upon key developments in the history of nineteen-century novels as well as selected historical and literary contexts of the period.

Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.

Additional secondary sources can be accessed in the “Semesterapparat”, a reference-only section on the third floor of the library building. A reader with selected secondary text materials will be made available for download on Stud. IP. Please be aware that your registration on Stud. IP. is mandatory (deadline September 15th, 2018). You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment.
For Non-E-SC students and academic exchange students: Please contact me if you require more than 3 credit points.
Assessment
• regular attendance, informed participation in class discussion,
• in-depth knowledge of the selected reading material,
• presentation of research paper or group project (student-led discussion),
• research-based term paper.

Required reading materials (you need a copy of these publications for class):

Brontë, Emily Wuthering Heights (Italics) (1847)
Brontë, Charlotte Jane Eyre (Italics) (1847)
Charles Dickens A Tale of Two Cities (Italics) (1859)

Copies can be purchased at the bookstore on our campus (Universitätsbuchhandlung Bremen: www.unibuch-bremen.de)

The aim of this course is to introduce students to one of Shakespeare's most popular comedies, which probably premiered in 1598 or 1599. Set in Messina, on the island of Sicily, Much Ado about Nothing has become an Elizabethan key text in the debate about gender roles as well as about the dramatic representations of alleged infidelity and deceit.
This course is also designed to introduce students to the highly complex relationship between a literary text and its film version, both in terms of thematic as well as technical features. Our example will be Kenneth Branagh's successful film adaptation (1993) starring Emma Thompson, Branagh himself, Denzel Washington, and Keanu Reeves.

requirements:
• regular attendance and active participation
• in-depth knowledge of the reading material
• presentation and/or final paper

Please note that prior enrolment via Stud.IP is mandatory. The enrolment period ends on September 15.
The number of participants is limited to 15 students.

text:
Shakespeare, William. Much Ado about Nothing. The Arden Shakespeare. London: Bloomsbury, 2016.

Einstein, Darwin, Newton, Mendel, Copernicus. Most people can easily list numerous historical male scientists. Yet, when asked to name a historical female scientist, the only person that comes to mind is Marie Curie. This seminar seeks to change the perception of the history of science as a list of great men by introducing students to several women scientists (including Marie Curie) who changed our understanding of the world around us. Together we will delve into the topic of women, history, and science by discussing excerpts of selected historical and biographical texts as well as recently released novels, plays, and films (e.g. Hidden Figures). While we will focus on the history of women in science, we will also talk about current issues of gender and science as well as topics such as scientific sexism, gender and historiography, and the cultural representation of the scientist.

A detailed syllabus with more information on texts and topics will be handed out in the first session.

Please note that prior enrolment via Stud.IP is mandatory.

This course explores the literary landscapes of two island nations that both look back on a three-decade long civil war. While communal violence in Northern Ireland was brought to an end through a peace agreement in 1998, the Sri Lankan military brutally crushed the country’s civil war in 2009. Such shared historical trajectories – a complex colonial legacy and a recent history of conflict – have found a renewed expression in an emergent canon of writing both in Northern Ireland and Sri Lanka that confronts us with daunting ethical questions about the countries’ unresolved narratives of their violent past(s). The course aims to provide an accessible introduction to some of these aspects through selected literature – novels and poetry – and documentary films from a comparative perspective. Accordingly, students will gain insights into the literary and cultural expressions of post-war societies by exploring the ways in which writers and filmmakers not just respond to the effects but also the affects of the recent past, particularly the pain, grief and trauma of the day-to-day experiences of war. The overall objective, then, is to locate artistic practices against political and institutional aspects of reconciliation, peace-building and transitional justice mechanisms.

Primary texts (please get a copy of the following novels before the start of the course):

Chandran, Shankari (2017): Song of the Sun God
Park, David (2008): The Truth Commissioner

In addition to the novels, we will discuss a selection of post-war poetry from Northern Ireland as well as critical essays. These texts will be uploaded on Stud.IP in due course.

This seminar will be based on a VERY close reading of Toni Morrison's Novel prize winning novel BELOVED. Be prepared to learn to focus on issues of form and content of this 20th century landmark novel. Our main question will be to analyze how the novel represents slavery - in many ways, comparable to the Shoah, an "unrepresentable" practice.
At the beginning of the seminar, we will address the crucial features of New World slavery and the transatlantic enslavement trade, before we get to the specifics of the novel.
Required preparation: study of this excellent timeline of slavery, see
http://www.brycchancarey.com/slavery/chrono1.htm
which gives you at least an introductory idea of the temporal and spatial scope of transatlantic enslavement.
Reading:
Toni Morrison, BELOVED.
Kenneth Morgan, A Short History Of Transatlantic Slavery, 2016.
More secondary material: please check back in regularly on Stud IP.
Please activate RSS feed for STUD IP announcements, thank you!

This course will address the issue of serial narrativity based on a "close viewing" of NBC series: THIS IS US. We will analyze the narrative modes of seriality on an aesthetic level, but also look specifically at the representations of contemporary American society which this mode in general, and this specific series in particular, amplifies; see e.g. https://www.sueddeutsche.de/medien/tv-serie-this-is-us-haelt-zuschauern-eine-schulter-zum-ankuscheln-hin-1.3518146
Be prepared to check in with Stud-IP for further announcements of secondary literature on serial narratives, but our basic material (required reading) will be:
Frank Kelleter, "Five Ways of Looking at Popular Seriality", in Kelleter ed., Media of Serial Narrative, Ohio State UP, 2017.
Please activate RSS feed for STUD IP announcements, thank you!

This seminar will introduce students to a broad range of speculative narratives from different genres (such as dystopian fiction, (proto-) science fiction, and vampire literature). In our close readings of various speculative short stories and novels, we will trace, examine, and discuss how the texts address and represent the respective socio-cultural (historical) contexts in which they are set as well as which speculative worlds they imagine. We will pay particular attention to the ways in which race, class, sexuality, and gender, as well as their intersections, function in the narratives under scrutiny. Not least, we will examine theoretical texts that address questions concerning speculative fiction in relation to genre and popular culture as well as issues such as different experiences of oppression, marginalization, ‘Othering,’ and the resistance to, refusal, and derangement thereof. Critical questions will include, among others: What is speculative fiction? What are speculative fiction’s concerns, motivations, and strategies? Are these the same across the different subgenres that we examine? How does speculative fiction serve as an imaginary space within which various complex formations of power are being negotiated? How do these texts both represent and address issues relating to social justice and community building, respectively? In what ways do these texts allow us to (re-)conceptualize the relations and the intersections between e.g. race, class, and gender?
Students are advised to obtain copies of the following novels (any edition), through a library or by purchasing them:
Octavia Butler, Kindred (1979)
Margaret Atwood, The Handmaid’s Tale (1985)
Tomi Adeyemi, Children of Blood and Bone (2018)

All other course materials will be made available through Stud.IP or distributed in class.

Food: Just part of our everyday lives? But when was the last time you really thought about what was on your plate? Many topics emerge when we think about our food: hunting and vegetarianism, farming and water shortages, ideas of the 'exotic' and 'normal', global and local interrelations, cannibalism and other taboo foods, gendered cooking practices (home cooking vs. chef)... A matter of global concern and local significance, the subject of this class will give rise to the application of a wide variety of analytical approaches as well as in depth discussions about food.

This cultural studies class will take food as its main concern, looking at it from all different angles and in a range of different media, including recipe books, philosophical tracts, fast food advertisements, passages from fictional texts, blogs, films and menus. These texts will be then placed in the context of larger critical debates.

This is course is a mixture between a lecture course and a regular class. Scholars and teachers both from FB 10 and from other universities will deliver lectures on various aspects of our general topic initiating a transdisciplinary discourse on "Gender - Culture - Feminism". In the sessions between the lectures we will discuss corresponding texts and resources to prepare ourselves for the diverse subject matters of the presentations and to critically reflect on their respective ideas and arguments.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
Please note that prior enrollment via Stud.IP is mandatory.

How do British films work to construct, contest, or query national identity/ies? This course, by looking at recent films, aims to introduce students to major political, social, and cultural issues that have shaped contemporary Britain and remain points of reference in today's political and cultural debates. Drawing on a range of films that have, directly or indirectly, addressed the state of the nation since the Thatcherite period, we are going to explore the narratives and images through which the experience of living in Britain and/or of ‘being British’ is culturally mediated. Discussion topics may include neoliberalism and the de-industrialisation of the North; class and regional identities; poverty, unemployment and the widening gap between the rich and the poor; migration, multiculturalism and diasporic communities; gay pride; the British heritage industry; and, last but not least, British self-positioning vis-à-vis Europe.

This course is work-intensive: students are expected to invest much time and dedication into week-to-week preparations that include not just the regular viewing of films but also a high amount of reading. A list of films will be agreed upon in the first session, and will be put on restricted loan for you in the Mediathek.
Core reading material will be made available on Stud.IP.

Requirements:
# regular and active participation in class discussions
# in-depth knowledge of the viewing and reading material
# portfolio of worksheets (graded in WD-1b)
# for a grade in D-1b: an additional long term paper of ca. 10 pp.

Prior enrolment via Stud.IP is mandatory.

This course welcomes students who wish to complete the following modules:
MA TnL Vertiefungsmodul 10-M83-3 and Profilmodul III: Film 10-M83-2
MA E-SC Orientierungsmodul LIT (non-graded PASS/FAIL – Studienleistung or grade – Prüfungsleistung)
BA E-SC “Key Topics in Cultural History”- D1b / D1c und WD1b / WD1c

Shakespeare’s plays are as enticing to filmmakers and visual artists as they were in 1899 when the first Shakespeare film was screened. Since then the number of filmic contributions has increased steadily. Divided into three projects depending on the choice of play (Hamlet, Macbeth and Othello) and drawing equally on traditional as well as contemporary ideas, that have emerged in the fields of cultural studies, transnational film, world cinema as well as filmic storytelling, we will explore how three plays by William Shakespeare are re-imagined in different linguistic and cultural contexts in selected late 20th Century and post-2000 productions. Focusing on Vishal Bhardwaj’s Shakespeare trilogy, course participants will be encouraged to investigate these films’ engagement with sexuality and gender, race and ethnicity and questions of power. Since some of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper.
Additional secondary sources can be accessed in the "Semesterapparat", a reference only section on the third floor of the library building. A number of DVDs will be available in the “Semesterapparat” in the “Mediathek”, located on the fourth floor of the library building: http://www.suub.uni-bremen.de/standorte/zentrale/mediathek/.
Please note that prior enrolment via Stud.IP is mandatory. Deadline: 15 September 2018.
Assessment:
regular attendance, informed participation in class discussion,
in-depth knowledge of the selected reading material,
homework assignments,
presentation of research paper or group project,
research-based term paper.
The requirements as formulated above may vary depending on your module choice and degree program.
Please be familiar with the following materials:
Filmography:
Haider. (Italics) (India, 2014) Dir. Vishal Bhardwaj
Maqbool. (Italics) (India, 2003) Dir. Vishal Bhardwaj
Omkara. (Italics) (India, 2006) Dir. Vishal Bhardwaj

For centuries humans have dreamt of creating artificial beings in their own image. Western cultures are saturated with stories about artificial humans, ranging from Greek myths of the living statue Galatea (ca. 220 BC) to fully sentient cyborgs of HBO’s hit show Westworld (2018). What unites these narratives is their ambivalence: while they express a fascination with the god-like act of creation, they frequently warn of the consequences. Artificial life, then, is simultaneously presented as humanity’s greatest dream and worst nightmare.

This seminar will explore a variety of novels, short stories, dramas and films from different time periods to examine how representations of artificial humans have developed over time. The main focus will lie on the narrative’s central questions: Is it morally permissible to ‘play God’ and create life? What responsibilities do human creators have for their creations? Should we draw a line between humans and artificial humans? Finally, what do these texts tell us about what it means to be human?

A list of the course’s primary texts will be announced soon.

Requirements:
• Regular attendance
• Active participation in class
• In-depth knowledge of the reading materials
• Oral presentation and/or term paper

Please note that prior enrollment via Stud. IP is mandatory.

This class will introduce students to the Arctic, the polar regions that cover different nations such as Canada, the US, Greenland, Finland, Norway, Sweden and Russia. Predominately Indigenous people such as the Inuit, Alaska Natives, Greenland Inuit, the Sámi and the Chukchi people have been living there for centuries and have accordingly adapted their way of life to land and climate. Colonization of these areas during the 20th century, respective colonial politics and mining interests rapidly changed the landscapes and people, who have to live with manifold challenges and various postcolonial and neocolonial conditions. This class introduces to the Arctic, its colonial histories, postcolonial cultures, and contemporary issues with a focus on Indigenous populations. We will learn about the Arctic through reading non-fiction texts, short stories, and one novel and watching approximately ten documentary and feature films by Indigenous and non-Indigenous directors.
All texts except the novel will be provided electronically. Class requirements are regular attendance, in-depth knowledge of reading and viewing material, and active class discussion. Reading the texts and watching the films is mandatory. The films will be shown on Tuesday evenings from 6-8 pm. You are required to purchase and read Sanaaq: An Inuit Novel by Mitiarjuk Nappaaluk (app 24€) available at the Unibuchhandlung. It is also available through amazon marketplace with only a few copies left (allow up to 3 weeks delivery). Please note that prior enrollment via Stud.IP is mandatory.

Einstein, Darwin, Newton, Mendel, Copernicus. Most people can easily list numerous historical male scientists. Yet, when asked to name a historical female scientist, the only person that comes to mind is Marie Curie. This seminar seeks to change the perception of the history of science as a list of great men by introducing students to several women scientists (including Marie Curie) who changed our understanding of the world around us. Together we will delve into the topic of women, history, and science by discussing excerpts of selected historical and biographical texts as well as recently released novels, plays, and films (e.g. Hidden Figures). While we will focus on the history of women in science, we will also talk about current issues of gender and science as well as topics such as scientific sexism, gender and historiography, and the cultural representation of the scientist.

A detailed syllabus with more information on texts and topics will be handed out in the first session.

Please note that prior enrolment via Stud.IP is mandatory.

In this class, we will read and discuss the linguistic practices of immigrants and their descendants in the English speaking world. In many cases, non-mainstream language can serve as agency and promotes the multicultural identities of the speakers. Language is on tool for constructing and performing linguistic identities, e.g. via codeswitching or membership categories. In immigration contexts, national and linguistic boundaries dissolve and new third cultures are lived and enacted through language. In this class you are required to write a short response paper on the reading each week.
Recommended Literature:
Du Bois & Baumgarten. 2013. Multilingual Identities: New Global Perspectives. Frankfurt: Peter Lang.
Du Bois

In this seminar we will investigate the role of language in different types of media, e.g. printed (newspapers, magazines), spoken (radio, TV, film) and digital media (websites, social media like Facebook or Twitter). What role does language play? How can we tell if language is used to influence readers / listeners in a certain way? You will learn methods of corpus linguistics and critical discourse analysis that help to identify the different features, structures and functions of the language used in media.

Requirements
Please note that you can NOT take this class for the BA ESC D1 module. This is a class in the WD module, only 'Profilfach' students can and need to take classes in the WD module.
Homework assignments (reading 10-30 pages each week; possibly some exercises).
Regular and active participation in all class work.

BA ESC ( 2011) WD 1 a: An analysis + written report (not graded, 3 CP)
BA ESC ( 2011) WD 1 c: An analysis + poster presentation (graded, 3 CP)
BA Linguistics: An analysis, poster presentation and term paper (graded, 6 CP)
Erasmus 3 CP for regular active participation, 6 CP for an analysis and poster presentation
Report means that you will present the results of your analysis of three linguistic aspects in your DIY corpus, for this you will write 3-6 pages.

Literature (you don't have to buy any of these)
Durant, Alan & Marina Lambrou. 2009. Language and Media: A Resource Book for Students. London; New York: Routledge.
McEnery, Tony & Richard Xiao & Yukio Tono. 2006. Corpus-based Language Studies: An Advanced Resource Book. London; New York: Routledge. 13-21, 71-79.
Silverblatt, Art. 2008. Media Literacy. 3rd ed. Westport, Ct: Praeger.

In this course, gender is singled out as one of the most important (and problematic) categories used to distinguish between groups of people and abused as a basis for discrimination. The relationship between gender and language is explored in detail:
1) in theoretical terms – during introductory seminars, trying to answer such questions as

• do men and women talk differently?
• how is men’s and women’s talk perceived?
• how is masculinity and femininity performed, represented and evaluated in discourse?

2) and in practical terms – in students’ own research projects, conducted in groups and expected to produce a written project report and a presentation in class.

This introductory course will provide an insight into important aspects and theoretical foundations of English Language Teaching (ELT) which is an indispensable part of every teacher's knowledge base. Participants will get an overview of theoretical as well as practical issues. Starting from a look at the history of ELT we will then move on to Foreign Language Politics in Germany and Europe before we begin to discuss more practical concerns, for example:

• In how far do the different varieties of English in the world take an effect on ELT?
• How can teachers foster the development of the students' language skills?

Apart from that, we will be looking at special forms of ELT, for example English in Primary Schools and Content and Language Integrated Learning (CLIL), and also the role of course books and literature in the classroom will be investigated. It is most important that participants actively engage with these topics, as it is crucial for teacher trainees to form an opinion about their future way of teaching.

There will be a special emphasis on English in Primary Schools in this course.

This introductory course will provide an insight into important aspects and theoretical foundations of English Language Teaching (ELT) which is an indispensable part of every teacher's knowledge base. Participants will get an overview of theoretical as well as practical issues. Starting from a look at the history of ELT we will then move on to Foreign Language Politics in Germany and Europe before we begin to discuss more practical concerns, for example:

• In how far do the different varieties of English in the world take an effect on ELT?
• How can teachers foster the development of the students' language skills?

Apart from that, we will be looking at special forms of ELT, for example English in Primary Schools and Content and Language Integrated Learning (CLIL), and also the role of course books and literature in the classroom will be investigated. It is most important that participants actively engage with these topics, as it is crucial for teacher trainees to form an opinion about their future way of teaching.

This introductory course will provide an insight into important aspects and theoretical foundations of English Language Teaching (ELT) which is an indispensable part of every teacher's knowledge base. Participants will get an overview of theoretical as well as practical issues. Starting from a look at the history of ELT we will then move on to Foreign Language Politics in Germany and Europe before we begin to discuss more practical concerns, for example:

• In how far do the different varieties of English in the world take an effect on ELT?
• How can teachers foster the development of the students' language skills?

Apart from that, we will be looking at special forms of ELT, for example English in Primary Schools and Content and Language Integrated Learning (CLIL), and also the role of course books and literature in the classroom will be investigated. It is most important that participants actively engage with these topics, as it is crucial for teacher trainees to form an opinion about their future way of teaching.

Begleitseminar in Verbindung mit den Praxisorientierten Elementen im Fach Englisch.

Bitte melden Sie sich über das Zentrum für Lehrerbildung (Startseite stud.IP: Schulpraktika) für die Praxisorientierten Elemente an. Sie werden dann nach der Schulzuweisung automatisch einem der Begleitseminare zugewiesen.

Begleitseminar in Verbindung mit den Praxisorientierten Elementen im Fach Englisch.

Bitte melden Sie sich über das Zentrum für Lehrerbildung (Startseite stud.IP: Schulpraktika) für die Praxisorientierten Elemente an. Sie werden dann nach der Schulzuweisung automatisch einem der Begleitseminare zugewiesen.

Begleitseminar in Verbindung mit den Praxisorientierten Elementen im Fach Englisch.

Bitte melden Sie sich über das Zentrum für Lehrerbildung (Startseite stud.IP: Schulpraktika) für die Praxisorientierten Elemente an. Sie werden dann nach der Schulzuweisung automatisch einem der Begleitseminare zugewiesen.

Begleitseminar in Verbindung mit den Praxisorientierten Elementen im Fach Englisch.

Bitte melden Sie sich über das Zentrum für Lehrerbildung (Startseite stud.IP: Schulpraktika) für die Praxisorientierten Elemente an. Sie werden dann nach der Schulzuweisung automatisch einem der Begleitseminare zugewiesen.

Begleitseminar in Verbindung mit den Praxisorientierten Elementen im Fach Englisch.

Bitte melden Sie sich über das Zentrum für Lehrerbildung (Startseite stud.IP: Schulpraktika) für die Praxisorientierten Elemente an. Sie werden dann nach der Schulzuweisung automatisch einem der Begleitseminare zugewiesen.

Begleitseminar in Verbindung mit den Praxisorientierten Elementen im Fach Englisch.

Bitte melden Sie sich über das Zentrum für Lehrerbildung (Startseite stud.IP: Schulpraktika) für die Praxisorientierten Elemente an. Sie werden dann nach der Schulzuweisung automatisch einem der Begleitseminare zugewiesen.

This introductory course will provide an insight into important aspects and theoretical foundations of English Language Teaching (ELT) which is an indispensable part of every teacher's knowledge base. Participants will get an overview of theoretical as well as practical issues. Starting from a look at the history of ELT we will then move on to Foreign Language Politics in Germany and Europe before we begin to discuss more practical concerns, for example:



Apart from that, we will be looking at special forms of ELT, for example English in Primary Schools and Content and Language Integrated Learning (CLIL), and also the role of course books and literature in the classroom will be investigated. It is most important that participants actively engage with these topics, as it is crucial for teacher trainees to form an opinion about their future way of teaching.

Begleitseminar in Verbindung mit den Praxisorientierten Elementen im Fach Englisch.

Bitte melden Sie sich über das Zentrum für Lehrerbildung (Startseite stud.IP: Schulpraktika) für die Praxisorientierten Elemente an. Sie werden dann nach der Schulzuweisung automatisch einem der Begleitseminare zugewiesen.

Einführungsveranstaltung für die Zusatzqualifikation "Bilinguales Lernen und Lehren". Mehr Infos dazu finden Sie hier: http://www.fb10.uni-bremen.de/anglistik/fd/studieninfos.aspx

Das Angebot richtet sich an Lehramtsstudierende des Studiengangs English-Speaking Cultures, die ein Sachfach als Zeitfach studieren.

Bei ausreichend freien Plätzen können auch weitere interessierte Studierende aufgenommen werden.

Diese Veranstaltung richtet sich besonders an Studierende, die in diesem Semester Hausarbeiten oder Abschlussarbeiten schreiben wollen. Die Studierenden werden in die Grundlagen des wissenschaftlichen Arbeitens eingeführt. Wir werden eine Bibliotheksschulung für fortgeschrittene Studierende bekommen und selbständig für eigene größere und kleinere Arbeiten bibliographieren, Thesen und Fragestellungen entwickeln, strukturierte Gliederungen entwerfen etc. Gemeinsam werden wir die Projekte diskutieren und voranbringen.

This is course is a mixture between a lecture course and a regular class. Scholars and teachers both from FB 10 and from other universities will deliver lectures on various aspects of our general topic initiating a transdisciplinary discourse on "Gender - Culture - Feminism". In the sessions between the lectures we will discuss corresponding texts and resources to prepare ourselves for the diverse subject matters of the presentations and to critically reflect on their respective ideas and arguments.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
Please note that prior enrollment via Stud.IP is mandatory.

How do British films work to construct, contest, or query national identity/ies? This course, by looking at recent films, aims to introduce students to major political, social, and cultural issues that have shaped contemporary Britain and remain points of reference in today's political and cultural debates. Drawing on a range of films that have, directly or indirectly, addressed the state of the nation since the Thatcherite period, we are going to explore the narratives and images through which the experience of living in Britain and/or of ‘being British’ is culturally mediated. Discussion topics may include neoliberalism and the de-industrialisation of the North; class and regional identities; poverty, unemployment and the widening gap between the rich and the poor; migration, multiculturalism and diasporic communities; gay pride; the British heritage industry; and, last but not least, British self-positioning vis-à-vis Europe.

This course is work-intensive: students are expected to invest much time and dedication into week-to-week preparations that include not just the regular viewing of films but also a high amount of reading. A list of films will be agreed upon in the first session, and will be put on restricted loan for you in the Mediathek.
Core reading material will be made available on Stud.IP.

Requirements:
# regular and active participation in class discussions
# in-depth knowledge of the viewing and reading material
# portfolio of worksheets (graded in WD-1b)
# for a grade in D-1b: an additional long term paper of ca. 10 pp.

Prior enrolment via Stud.IP is mandatory.

Diese Veranstaltung richtet sich besonders an Studierende, die in diesem Semester Hausarbeiten oder Abschlussarbeiten schreiben wollen. Die Studierenden werden in die Grundlagen des wissenschaftlichen Arbeitens eingeführt. Wir werden eine Bibliotheksschulung für fortgeschrittene Studierende bekommen und selbständig für eigene größere und kleinere Arbeiten bibliographieren, Thesen und Fragestellungen entwickeln, strukturierte Gliederungen entwerfen etc. Gemeinsam werden wir die Projekte diskutieren und voranbringen.

Dies ist ein Kolloquium für Doktoranden und fortgeschrittene Studierende, die an Dissertationen und Abschlussarbeiten im Bereich der (angewandten) englischen Sprachwissenschaft und (Lerner-) Korpuslinguistik arbeiten. Teilnahme nur auf Einladung.

This course focuses on writing beyond the framework of university. Students will develop short presentations to explain text types such as film reviews, literary forms (fairy tale, fable etc.) and academic short forms (abstract, exposé etc.). They will be given the opportunity to write these text types themselves and thus enhance their writing skills.

Termine:
12.10.2018, 10:00-18:00 Uhr, GW 2, A 3570
31.01.2019, 10:00-18:00 Uhr, GW 2, A 3570
01.02.2019, 10:00-18:00 Uhr, GW 2, A 3570

Dieses Forschungskolloquium richtet sich in erster Linie an NachwuchswissenschaftlerInnen, Promovierende und fortgeschrittene Masterstudierende, die sich insbesondere für literarische oder filmische Darstellungen der Naturwissenschaften und verwandter Disziplinen, etwa der Medizin und Mathematik, interessieren. An den drei Tagen des Blockseminars werden wir Text- oder Filmbeispiele analysieren, einschlägige Forschungsbeiträge besprechen, und jede TeilnehmerIn wird ihr Projekt oder Teile davon ausführlich präsentieren können. Feedbackeinheiten werden einen breiten Raum einnehmen, der dazu einlädt, sich über die strukturellen, inhaltlichen und formalen Aspekte der Forschungspräsentationen auszutauschen. Die Anmeldefrist endet am 15.09.18.
Bitte beachten Sie, dass die vorherige Anmeldung über Stud.IP verpflichtend ist. Die Zahl der TeilnehmerInnen ist auf 10 begrenzt.

This colloquium is primarily designed for early career researchers, PhD students, and very advanced master students who have a profound interest in the literary or filmic representation of the natural sciences or related disciplines, such as medicine or mathematics. On the three days of the block seminar, we will analyse text or film examples, discuss pertinent research material; and everyone will present her or his project, or a selected part of it, to the group. There will be ample opportunity to give feedback on the talks in terms of discussing their structure, contents, and presentation.
Please note that prior enrolment via Stud.IP is mandatory. The enrolment period ends on September 15, 2018. The number of participants is limited to 10.

In this workshop we will explore and experiment with contemporary methods of improvisational theater, which is the art of making up theatrical moments on the spot, without a script. It is one of the liveliest and most current forms of theater of today and ingrained in US popular culture. This workshop will introduce the basic principles of improvisational theater, reflect on its impact on popular culture and explore its practical approaches to comedic as well as dramatic narrative structures.