credit-system courses for M.A. in English language and literature (autumn 2003)

Description: The 102/106 courses focus on developing all four language skills (listening, speaking, reading, writing) and it is also their aim to prepare students for the written and oral tasks of the 199 Proficiency Exam, usually taken at the end of the second term. (See the description of tasks of the 199 exam.) For language input and activities, the courses all use coursebooks as their basic material. These are supplemented with extra materials (printed articles, audio, video) on a variety of topics (ranging from everyday, "down to earth" ones to more academic issues.) There are student presentations to encourage individual efforts as well as individual vocabulary development in content based on contemporary literary or everyday texts. The courses include a minimum of two in-class progress tests, a written or oral vocabulary test and several shorter in-class tests.

Assessment: based on attendance (regular attendance and up-to-date preparation are essential), contribution and activity in class, the quality of the individual presentation and the homework, as well as on the test results.

Description: The course aims to help students aquire and develop the necessary skills to cope with academic work in English. Students will learn and practice to write paragraphs, different types of essays and summaries. They will also become familiar with referencing their written work. Students will develop their writing through the process of evaluating their own and their peers' work and re-writing their drafts.

Set texts: Csölle, A., & Kormos, J.: A Brief Guide to Academic Writing

Requirements: regular class work, writing and re-writing essays, an in-class essay and several smaller tasks.

Assessment: on the basis of the above.

Description: The course is intended to give students some mastery of the concepts and critical tools which are indispensable in studying English and American (and, possibly, Canadian and Australian) literature at university level. The approach is largely theoretical; demonstration and practical implementation are the domain of the concurrent seminar course. The lectures will centre around the following topics: the study of literature and the university; the orientation of critical theories; rhetorical figures; rhythm and metre; allegory, symbol, myth; theory of genres; lyric poetry, fiction and drama; style and style concepts; schools of criticism and theory today.

Set texts: Wellek, René and Austin Warren. Theory of Literature. Harmondsworth: Penguin, 1963 (1949), the following chapters: (8) Literature and Psychology; (13) Euphony, Rhythm and Metre; (15) Image, Metaphor, Symbol, Myth; (16) The Nature and Modes of Narrative Fiction; (17) Literary Genres Lodge, David, ed. 20^th Century Literary Criticism: A Reader. London: Longman, 1972, the following essays: M. H. Abrams, "Orientation of Critical Theories" (1953) W. B. Yeats, "The Symbolism of Poetry" (1900) T. S. Eliot, "Tradition and the Individual Talent" (1919) Virginia Woolf, "Modern Fiction" (1919) E. M. Forster, "Flat and Round Characters and 'Point of View'" (1927) Lodge, David, ed. Modern Criticism and Theory: A Reader. London: Longman, 1988, the following essays: Roman Jakobson, "The Metaphoric and Metonymic Poles" (1956) Roland Barthes, "The Death of the Author" (1968) Stanley Fish, "Interpreting the Variorum" (1976) Elaine Showalter, "Feminist Criticism in the Wilderness" (1981)

Requirements: familiarity with the set texts and the lecture material

Assessment: written examination

Description: The aim of the seminar is to prepare the students for the AN--111 exam by introducing students to the various approaches to literature as they have emerged during the 20^th century and providing them with skills and vocabulary to be able to discuss literary works.

Set texts: The course will begin with a survey of the history of critical ideas from Plato through Aristotle, Sir Philip Sidney, Dr. Johnson, Wordsworth to Coleridge, and then the most important critical statements of the last century will be discussed including "Orientation of Critical Theories" by M.H.Abrams, "Tradition and the Individual Talent" by T.S.Eliot, "Modern Fiction" by Virginia Woolf, "The Death of the Author" by Roland Barthes, "Interpreting the Variorum" by Stanley Fish, "Feminism in the Wilderness" by Helen Shawalter. In each class shorter pieces of poetry will be analyzed, in the last classes Keats's "Ode on a Grecian Urn," Virginia Woolf's Mrs Dalloway and Harold Pinter's The Caretaker will be discussed as representative pieces of modern poetry, fiction, and drama.

Requirements: active participation in the class discussions

Assessment: will be based upon participation, an in-class test ("mock exam") and a home-essay of c. 6--8 printed pages on either Keats's ode or V.Woolf's novel or Pinter's drama.

Description: Focused and intensive, this course wishes to lay down the foundations our students will need in their further studies. Concentrating on language as the raw material for literature, we shall examine its varieties, status and operations on representative texts, together with some prevailing theoretical and critical approaches. Syllabus: 1 Introduction 2 Problems of Meaning W.C. Williams: The Red Wheelbarrow, E. Pound: At a Station In the Metro, Ee Tiang Hong: Tranquerah Road, WOR: Section 1. Units 1,2., CODLT: assigned headwords 3 Language and Time W. Shakespeare: "When my love swears", G.M. Hopkins: God's Grandeur, W.H. Auden: The Wanderer, WOR: Section 2. Unit 4., CODLT: assigned headwords 4 Language and Place V. Nabokov: Signs and Symbols (in JOR), WOR Section 2. Unit 5., CODLT: assigned headwords 5 Language and Context: Register W. Wordsworth: The Solitary Reaper, W. Cope: Serious Concerns, D. Parker: One Perfect Rose, WOR: Section 2. Unit 6., CODLT: headwords, 6 Language and Gender Surprise texts, V. Woolf: A Room of One's Own, E. Showalter: `Feminist Criticism in the Wilderness', WOR: Section 2. Unit 7., CODLT: headwords, 7 Mid-term test, 8 Poetic Uses of the Language T.S. Eliot: Preludes,  W.H. Auden: As I Walked Out One Evening, WOR: Section 3., CODLT: headwords, 9 Figures of Speech Song of Songs, Paul's First Letter to the Corinthians (from the Bible), András - Kövecses: Angol-magyar szlengszótár, WOR: Section 4., CODLT: headwords, 10 Genre G. Orwell: A Hanging (in JOR), Aristotle: Poetics, R.  Wellek - A. Warren: Theory of Literature, Chapter 17. `Literary Genres',  WOR: Section 5. Unit 17., CODLT: headwords, 11 Point of View E. Hemingway: Cat in the Rain  (in JOR)., E.M. Forster: "Flat and Round Characters and `Point of View'"  (in LODGE, 1972), WOR: Section 5. Unit 19., CODLT: headwords, 12 Realism  W.C. Williams: The Use of Force, G. Orwell: A Hanging (both in JOR), WOR: Section 5. Unit 22., CODLT: headwords, 13 Beyond the Text M.H. Abrams "Orientation of Critical Theories" (in LODGE, 1972.), R. Barthes: "The Death of the Author" (in LODGE 1988.), WOR: Section 6., CODLT: headwords, 14 End-term test.

Set texts: as above. CODLT: C. Baldick: The Concise Oxford Dictionary of Literary Terms, JOR: Melis I. - Szalay K.: The Joy of Reading, LODGE 1972: D. Lodge (ed.): 20^th Century Literary Criticism, LODGE 1988: D. Lodge (ed.): Modern Criticism and Theory: A Reader, WOR: M. Montgomery et al.: Ways of Reading

Requirements: come regularly, read the set texts attentively in advance, learn assigned technical terms, participate in class.

Assessment: will be based on the mean of the two tests and on performance in class.

Description: In this course we are going to analyse texts (poetry, prose, drama) in the light of literary criticism to develop a sensitivity of reading and a familiarity with critical climate. We shall read and discuss the critical essays prescribed by the lecture and the literary texts we choose to analyse.

Set texts: Lady Hamilton, Wordsworth:I wandered lonely Abrams: Orientation of critical theories, Browning: My last duchess, Larkin: Wants, Williams: The red wheelbarrow, Marvell: To his coy mistress, Yeats: The symbolism of poetry, Dylan Thomas: Fern Hill, Milton: When I consider how my light is spent, Shakespeare: Shall I compare thee to a summer day, Hopkins: Pied beauty, Eliot: Tradition and the Individual Talent, Eliot: The love song of J.Alfred Prufrock, Hemingway: A Very Short Story, Forster: Flat and round Character and Point of view, Hawthorne: Young Goodman Brown, Wellek-Warren: 16, Modes of narrative fiction and 17 Literary narratives, Woolf: Modern fiction, Ishiguro: The Remains of the Day, Showalter: Feminist criticism in the wilderness, Chopin: The Story of an Hour, Barthes: The death of the author, Stoppard: Rosencrantz and Guildenstern are Dead, Fish : Interpreting the variorum

Requirements: reading the texts, participating in the discussions, writing two short home essays, each about 1000 words

Assessment: participation in class work 25%, in-class mock-exam:25%, two essays: 50%

Description: The class is to follow the lecture AN--111, illustrating and complementing its statements with works from English and American authors.

Set texts: the essays set for the lecture AN--111; poems by Shakespeare, Milton, Browning, Tennyson, Yeats, Eliot, Hughes, Plath; Joyce, The Dead; Williams, A Streetcar Named Desire.

Requirements: 4 shorter papers during the term (one an in-class test); an end-term paper of ca. 3000 words.

Assessment: on the basis of class work (20%), shorter papers (total 40%) and end-term paper (40%).

Description: The seminar is designed to supplement the lectures and introduce students to some of the most important approaches to literature. In the classes short pieces of poetry and drama will be discussed.

Set texts: Abrams: Orientation of Critical Theories, TS.Eliot: Tradition and the Individual Talent; V.Woolf: Modern Fiction; E.M.Foster: Flat and Round Characters...; Yeats: The Symbolism of Poetry; R.Barthes: The Death of the Author

Requirements: active participation in classroom discussions, home essay of 6--8 printed pages on one of 4 poems (given by the teacher)

Assessment: based on classroom participation and the home essay

Description: The course is designed to help students become acquainted with the most essential literary terms and theoretical approaches for the study of English and American literature. In addition, the seminar is also designed to assist students in acquiring the knowledge and skill required for the AN(N)--111 examination. The course will be mainly theory-oriented, but theory will be put into practice through the interpretation of specific works.

Set texts: Theory: M.H. Abrams, "Orientation of critical theories"; Sigmund Freud, "Creative writers and day-dreaming"; T.S. Eliot, "Tradition and the individual talent"; E.M. Forster, "[Flat and round characters and 'point of view']" in David Lodge, ed., 20th Century Literary Criticism (Longman, 1972); Stanley Fish, "Interpreting the Variorum"; Roland Barthes, "The death of the author"; Elaine Showalter, "Feminist criticism in the wilderness" in David Lodge, ed., Modern Criticism and Theory (Longman, 1988); "Traditional Approaches" (including Traditional Approaches to Marvell's "To His Coy Mistress"); "The Psychological Approach - Aims and principles"; "Sexual Imagery in 'To His Coy Mistress'"; "Other Possibilities and Limitations of the Psychological Approach"; "Structuralism" (including a brief analysis of "To His Coy Mistress"); "Reader Response Criticism"; "The Marble Vault: The Mistress in 'To His Coy Mistress'" in W.L. Guerin, E. Labor, L. Morgan, J.C. Reesman, J.R. Willingham, A Handbook of Critical Approaches to Literature (New York Oxford: Oxford UP, 1992); Claude Lévi-Strauss, "The Structural Study of Myth" in Structural Anthropology (Anchor Books, 1967); "Accentual-Syllabic Verse" in C. Brooks - R.P. Warren, Understanding Poetry (New York, 4th ed., 1976); Poetry: William Wordsworth, We Are Seven, Samuel Taylor Coleridge, Kubla Khan, A.E. Housman, Farewell to Barn and Stack and Tree, Dylan Thomas, Do Not Go Gentle Into That Good Night; And Death Shall Have No Dominion; Drama: Edward Albee, Who's Afraid of Virginia Woolf? (Penguin, 1962); Short Stories: Kurt Vonnegut, Jr., The Lie; James Thurber, The Secret Life of Walter Mitty; Liam O'Flaherty, The Sniper.

Requirements: Reading set texts, participation in discussions, oral presentation and home essay

Assessment: Based upon home essay, oral presentation and participation in the discussions

Description: This seminar is connected to the lecture series under the same title. It offers students an opportunity to read and discuss some some major studies of literary criticism, and to apply the conceptual tools used in them to the interpretation and inter-textual analysis of some English and American poems, dramas and works of fiction.

Assessment: Grades are given on the basis of participation in discussions, a presentation and a seminar paper of 3000 words.

Description: This course is aimed at introducing students to problems of interpretation through practical criticism. We will consider assumptions about literature that determine interpretations, explore various approaches to literary texts, and observe what makes certain interpretations more valid than others.

Set texts: Poetry: Morgan: "The Loch Ness Monster's Song"; Keats: "Ode on a Grecian Urn"; Hardy: "The Darkling Thrush"; Larkin: "High Windows"; Browning: "My Last Duchess"; Tennyson: "Mariana"; Swift: "Verses on the Death of Dr Swift"; Yeats: "He Wishes for the Cloths of Heaven"; Prose: Borges: The Mirror and the Mask; Nabokov: Of Signs and Symbols; James: The Figure in the Carpet; Drama: Shakespeare: Titus Andronicus; Wilde: Salome

Assessment: Assessment will be based on participation in class discussion, and an end-term essay of 5--7 pages, offering a reading of a literary work of your choice (originally written in English). Failure to read the texts assigned for each class will count as absence, of which three are allowed.

Description: This course is designed to make first-year students acquainted with the main approaches and schools of literary criticism by discussing the theoretical articles required for the exam. This will be complemented by a close-reading of 20th century English and American literary texts (some poems, short stories, a novel and a drama). An additional focus of the seminar is on the practice of essay writing.

Set texts: Theory: M. H. Abrams: "Orientation of Critical Theories;" R. Jakobson: "The Metaphoric and Metonymic Poles;" T. S. Eliot: "Tradition and the Individual Talent;" W. B. Yeats: "The Symbolism of Poetry;" E. M. Forster: "Flat and Round Characters and 'Point of View;'" V. Woolf: "Modern Fiction;" R. Barthes: "The Death of the Author;" S. Fish: "Interpreting the Variorum" Poetry: T. S. Eliot: "Preludes," "The Love-Song of J. Alfred Prufrock;" W. B. Yeats: "Leda and the Swan," "The Second Coming;" S. Plath: "Daddy;" T. Hughes: "A Picture of Otto" Short stories: Faulkner: "A Rose for Emily;" Joyce: "The Dead;" Nabokov: "Signs and Symbols" Novel: V. Woolf: Mrs. Dalloway Drama: E. O'Neill: A Long Day's Journey Into Night

Requirements: classroom participation (regular attendance, presentation, quiz), homework (4 short response papers), term paper on a topic of your own choice (about 6 pages)

Assessment: based on the above

Description: the seminar is to give students an introduction into literary theory and criticism and help their preparation for the AN--111 exam, by the close reading of basic, well-known essays of literary criticism and the discussion of technical questions (e.g. metre, rhetorical figures, genres, etc.)

Set texts: theory: M.H. Abrams: "Orientation of Critical Theories", Yeats: "The symbolism of poetry", T.S. Eliot: "Tradition and the Individual Talent", V. Woolf: "Modern Fiction", E.M. Forster: "Flat and Round Characters and Point of View", R. Barthes: "The Death of the Author", S. Fish: "Interpreting the Variorum", E. Showalter: "Feminist Criticism in the Wilderness" poetry: Keats: "Ode on a Grecian Urn", W.B. Yeats: "The Song of the Wandering Aengus", "Leda and the Swan", T.S. Eliot: "The Love Song of J. Alfred Prufrock", L. MacNeice: "Bagpipe Music", T.Hughes: "Crow" short stories: Forster: "The Road from Colonus", Joyce: "The Dead" novel: Joyce: The Portrait of the Artist as a Young Man or Woolf: Mrs Dalloway drama: Beckett: Endgame

Requirements: regular attendance, classroom participation, a presentation

Assessment: on the basis of an end-of-term test paper and an essay on one of the readings

Description: This seminar offers to introduce students into the fascinating world of literary criticism (no kidding!) as well as to prepare them for the fearful yet 'mostly harmless' ANN--111 exam (outstanding pass percentage). Through reading the critical texts assigned by Prof. Sarbu and applying them to famous and less famous (sometimes infamous) works of literature, the students will be able to use critical theories in practice. A perfect way of preparation for more specialised classes in literature.

Set texts: (1) critical literature: the texts assigned by Prof. Sarbu (plus one or two more); (2) literary works: Albee, Who's Afraid of Virginia Woolf?; Defoe, Robinson Crusoe; Eliot*; Faulkner, "A Rose for Emily"; Gilman, "The Yellow Wallpaper"; Milton*; Plato*; Shakespeare, Romeo and Juliet and Hamlet*; Shelley*; Sterne, A Sentimental Journey*; Woolf, To the Lighthouse; Yeats* (minor changes conceivable; the asterisk means selection or excerpts).

Requirements: strictly regular attendance, conscientious pre-class preparation, short in-class presentation, end-term test, home essay.

Assessment: final grades will be calculated on the basis of marks received for (1) in-class presentation, (2) in-class tests, and (3) home paper.

Description: introduction to literary analysis and practice with the help of 20th-century literary texts (poems, short stories, novels, essays, and plays), mainly by English, American, and Irish authors, with some theoretical background to literary assessment|

Set texts: poems by E. Pound, J. Pilinszky, W.C. Williams, prose extracts by Hemingway, I. Örkény; E. Hemingway: Indian Camp, D. Kosztolányi: The Swim (Fürdés), Wm. Faulkner: A Rose for Emily, That Evening Sun, J. Joyce: The Dead, D. Daiches: The Novel and the Modern World, R. Garret: Six Theories in the Bedroom of "The Dead", J. Conrad: Heart of Darkness, V. Woolf: Mrs Dalloway, T.S. Eliot: Prelude, Tradition and the Individual Talent, other poems and essays, The Love Song of J. Alfred Prufrock, W.B. Yeats: The Second Coming, Leda and the Swan, J. Berryman: Of Suicide, S. Plath: Lady Lazarus, J. Pilinszky: Agonia Christiana, Á. Nemes Nagy: Lázár, E. O'Neill: Long Day's Journey into Night, S. Beckett: Waiting for Godot|

Requirements: quiz at the beginning of each lesson, presentation(s), term paper (literary essay, 1800 words), active participation in discussion.

Assessment: 60% term paper, 15% participation, 15% quiz, 10% presentation.

Description: The course is intended to discuss the structure and operation of the British and the U.S. governments, the political parties, the federal system in the case of the U.S., and the relationship between the member countries of the U.K.

Set texts: Bill Coxall and Lynton Robins: Contemporary British Politics; Louis Fisher: American Constitutional Law; Janda-Berry-Goldman: The Challenge of Democracy; Richard M. Pious: American Politics and Government; Anthony Sampson: The Changing Anatomy of Britain.

Assessment: a written final test

Description: The lectures survey change & variation in language. A glimpse of Universal Grammar is provided by looking at the similarities of languages & the problem of language acquisition. The course hopefully dispels false ideas about language & linguistics, describing the compartments of linguistic science, familiarizing students with the notions of distribution, variation, sense relations, and with some tools of phonemic transcription, morphological and syntactic analysis. The lectures introduce elementary concepts of phonological, morphological, semantic, and syntactic analysis.

Set texts: (sections of) Atkinson--Britain--Clahsen--Radford--Spencer Language: An introduction; (sections of) Fromkin--Rodman An introduction to language

Assessment: written (mostly multiple choice) endterm examination

Description: These seminars give the students a glimpse of the branches, main topics and main approaches of linguistics, and will try to dispel some of the popular misconceptions concerning language and linguistics.

Set texts: as under ANN--141

Requirements: weekly homework assignments, 2 in-class tests, 1 home essay

Assessment: average of in-class tests modified by quality of home essay of about 6 pages

Description: 1. Varieties of English. Historical and geographical varieties. Divergences are regular/patterned. - 2. Levels of analysis. Hierarchy. Double articulation. Syntagmatic and paradigmatic. Etic and emic. Distribution, variation, minimal pair. Phon/eme, morph/eme, word/lexeme. - 3. Sounds. Learning the Gimson transcription, the difference btw phonetics and phonology. - 4. Morphology. Analysing words: internal structure, compounding, suffixation. - 5. Syntax. Analysing sentences with trees, labels, brackets, comparing traditional with modern strategies. - 6. Semantics. Word meaning. Syno-, anto-, homonymy, polisemy. Nonsense & anomaly. - 7. Functional and pragmatic analysis. Sentence types vs. Language functions. Time and tense. Sex and gender. Speech acts. Presupposition. - 8. Language change. Regular/patterned nature of sound change. Change in syntax and meaning. Etymology, its principles. Relatedness of languages. - 9. Style and medium. Speech and writing, their divergence. Style. Slang and taboo. - 10. Codability and translation. Vocabulary. Equivalence. Borrowed words.

Set texts: passages from the 141 Course Package.

Requirements: (1) regular small homework; (2) two in-class tests (quiz type); (3) a home essay of about 6 pages, analysing some problem of English as compared to Hungarian.

Assessment: based on the two tests, modified by the home essay, possibly corrected by quality and regularity of homework submitted.

Description: This is a survey course that discusses the basic concepts of modern linguistics (phonetics, phonology, morphology and syntax)

Requirements: regular home-assignments, 3 in-class tests, 1 home paper

Assessment: average of 2 best in-class tests modified by home paper

Description: This course is based on the content of the lectures, though we will follow our own time table. We will cover the major areas of Linguistics including: phonetics; phonology; morphology and syntax.

Set texts: Course reader for ANN--141

Requirements: two home assignments

Assessment: average of two home assignments

Description: In this first course in linguistics we are going to discuss what linguistics is (to expel some of the many misconceptions), what linguists are concerned with and what they are not concerned with. We are also going to make very brief encounters with different subfields of linguistic theory, like phonology, morphology and syntax. Web: http://budling.nytud.hu/~szigetva/courses/introsem

Requirements: You will be assigned homework regularly, are expected to write at least two of three in-class tests (on 9 Oct, 20 Nov and 18 Dec; there are no retakes!) and will have to produce a thorough analysis of a natural language based on a set of sentences of that language.

Assessment: The end-term mark will reflect your achievements in these three sets of tasks.

Description: The seminars are loosely related to the (141) lecture course. Regular homework is discussed weekly; main lecture topics are elaborated on and illustrated; texts for close reading at home are discussed in class.

Set texts: include (sections of) Atkinson--Britain--Clahsen--Radford--Spencer Language: An introduction; (sections of) Fromkin--Rodman An introduction to language

Requirements: 3 in-class tests, 1 home paper (strict deadline!)

Assessment: Average of (at least) two of the in-class tests, modified by grade for the home paper (40--40--20 per cent)

Description: In this seminar we undertake the non-trivial task of formulating meaningful questions about language, and explore some of the concepts and hypotheses that linguistic theorizing has found to be useful in answering them. Key topics will include today's common (mis)conceptions about language (what makes language language?), language variation (how is English different from English?), language and the brain (where do we have what?), language acquisition (how do we learn it?), the study of sounds, words, sentence structure, meaning and language use.

Requirements: Passing two (out of three) in-class tests, an acceptable short home essay and regular homework.

Assessment: Grading will be based on two out of three in-class tests, a home essay, and the quantity and quality of homework.

Description: The main aim of this introductory course is to familiarise the student with the basic tools of linguistic analysis in the fields of phonology, morphology, syntax and historical linguistics.

Set texts: identical to the set text for the corresponding lecture course

Requirements: physical: regular attendance (not more than three (3) absences); intellectual: three (3) major graded homework assignments, two (2) in-class tests (a mid- and an end-term test) and a home paper

Assessment: based on the mathematical means of the above intellectual requirements

Description: The seminars are designed to support the lecture course by following its syllabus. It will help students understand as much as possible of the relevant terms, concepts and notions of the field - often seen as abstract and divorced from a first-year university student's world. Seminar students will engage in a discussion of these terms, concepts and notions. The discussions will involve the study of examples from practice, wherever possible, through an analysis of language awareness data (various written and recorded texts).

Set texts: set readings for the lecture course

Requirements: Students will be expected to attend regularly, participate actively and do regular homework (reading and short presentations). It is expected that the course will help students do well at the end-term test if they work hard in the seminars.

Assessment: The basis of assessment will include attendance, the quality of contribution in class and for homework and the results of three short tests.

Description: The course introduces the basic concepts, questions, branches and the methodology of linguistics through discussion, problem solving and exercises.

Set texts: as under ANN--141

Requirements: Active participation in the seminars, home assignments on a regular basis, reading assignment, two in-class tests and a home essay.

Assessment: Assessment is based on the average of the two tests and the home essay modified by in-class participation.

Description: Our goal in this course is basically threefold: (1) to familiarize you with fundamental linguistic/grammatical notions and terms; (2) to introduce you to a linguistic analysis of language data; and (3) to dispell certain popular misconceptions some of you might have about language and linguistics.

Requirements: Regular attendance (at most 3 absences), home paper (6 pages), 2 tests.

Assessment: Based on the 2 midterm-tests, modifiable by the quality of the home-paper.

Description: This course serves as an introduction to the world of human language, exploring how one creates and understands sentences, how children literally create a language, what the relationship is between language and thought, and so on.

Set texts: Pinker, Steven 1994. The language instinct.

Requirements: Two in-class tests and a home essay.

Assessment: Based on the marks for the tests and the essay, somewhat modifiable by in-class activity.

Description: The aim of this course is to activate and further develop students' active and passive word stock using a wide range of materials. Samples taken from coursebooks include Peter Watcyn Jones: Vocabulary Games And Activities, The Heinemann English Wordbuilder, etc. Supplementary materials (constantly updated) are taken from fiction, the printed media, TV programmes, audio materials, prose, songs etc. There is a wide range of topics including trivialities (describing gestures, motions, sounds, noises), grotesque pieces (samples by Rowan Atkinson, from the Monty Python series) and more serious ones (vocabulary related to work, law, feelings and emotions etc.) Student presentations are an integral part of the course: with the teacher's help they are to find, prepare and present their own material in class. Student presentations are followed by group discussion and evaluation of the approach to and treatment of the material. Also, as required in every 200 course, students are requested to fulfil the 100-page home reading requirement and take the related oral vocabulary test at the end of the term. About 10% of class time will be spent practising the oral tasks of the 299 exam. Two in-class progress tests are administered based on vocabulary. The tasks include recalling and using words, phrases, idioms, etc. as well as writing three or four paragraphs on a topic related to the material covered earlier. Written homework is assigned on a weekly basis (often prompted by the topic that has been dealt with in class.) The homework is to be handed in a typewritten or printed form.

Set texts: assigned reading from Peter Watcyn Jones: Vocabulary Games And Activities, The Heinemann English Wordbuilder

Requirements: weekly written homework to be handed in, student presentations, two in-class tests, two academic essays in preparation for the 299 exam

Assessment: based on tests, homework, 100-page home reading assignment, regular attendance and active participation

Description: The aim of this very practical, workshop-like course is to give students the opportunity to practise and develop their translation skills in both directions. The texts are taken from British and American newspapers, magazines, periodicals and other samples of the mass media (Newsweek, Time, The Times etc.) The translations are done partly in class in team-work and as homework on a weekly basis. All work is extensively discussed in class and the different translation techniques as well as the possible solutions will be analysed. A wide range of topics (constantly updated) will be covered (e.g. the work of journalists, literary, film and theatre reviews, an article about how different people celebrated the new millennium, another one about Route 66 in the USA, an interview with John Cleese, an article on Richard Wagner, Elvis Presley, the Beatles etc.) Furthermore, as required in every 200 course, students are requested to fulfil the 100-page home reading requirement and take the related oral vocabulary test at the end of the term. About 10% of class time will be spent practising the oral tasks of the 299 exam.

Requirements: weekly written translation, two in-class translation tests, two academic essays in preparation for the 299 exam

Assessment: based on translations, homework, 100-page home reading assignment, regular attendance and active participation

Description: This course draws on National Geographic as its main source and is designed to help students extend their vocabulary and improve their (descriptive and argumentative) writing and presentation skills. Besides learning about enchanting stories and fascinating investigations revealed in NG articles, students in small teams will carry out their own project of designing, writing and presenting a Hungary-related article for National Geographic Magazine within either of the categories: society, people and cultures, science or nature. Any creative and interesting topic is welcome (on previous consultation with the teacher)! The desirable outcome of the project will be a well-written popular scientific article based on carefully designed and conducted Budapest-based research, and arranged and presented in a creative manner (why not test your photographing skills, too?). Excellent projects will be given publicity.

Set texts: 5 NG articles to be selected according to class interest at the beginning of the term.

Requirements: regular attendance and active participation, meeting strict deadlines, a complete NG project (for description see above), two vocabulary tests, two simulated 299-type oral exams, one argumentative essay (3 drafts), all home assignments.

Assessment: based on the requirements above

Description: The course is designed to help students extend their vocabulary and to give them training in discussing a variety of topics, hot issues chosen according to the students' interest. The classes are based on articles taken from different newspapers, journals or other sources. Furthermore, practical vocabulary building exercises on idioms, phrasal verbs etc. Will be used as a treat. Students are expected to take an active part in all the classes.

Requirements: 2 in-class tests, 2 home essays, presentation

Assessment: Marks are based on the requirements listed above and to a considerable degree, on classroom participation

Description: This course aims to uncover the history and culture of the late 1990's and early 2000's as well as to expand vocabulary both in speaking and writing with the aid of Newsweek articles of the past few years. Language areas covered: development of reading skills, practising grammar, oral presentation skills, argumentative writing skills, textual coherence and the expansion of vocabulary in specific content areas (such as media, globalization, art and reading, education, science and philosophy, business, Internet etc.)

Set texts: to be assigned at the beginning of the course

Requirements: regular participation and preparation for classes: oral presentations, 2 argumentative essays, short written tasks

Assessment: based on 2 tests, presentations, written work and attendance

Description: This course aims to enable students to widen their vocabulary through the exploration of the different fields of popular science. The sessions will also concentrate on developing students' speaking and argumentation skills through the discussion of relevant controversial issues, presentations and debates.

Requirements: regular attendance, active participation, student presentations, two in-class tests, two argumentative essays

Assessment: based on all of the above

Description: In the course we will be looking at current issues as they are presented by the written and the electronic media and we will also see how the very same topics are dealt with by some of the 20^th century writers. This way, besides the factual and more objective approach of newspapers, magazines and TV channels, we will be able to look at things from the subjective, sometimes even somewhat distorted or ironic points of view of writers such as Douglas Adams, H.G. Wells, Woody Allen, the Monty Python etc. The focus of the course will be vocabulary, style and register.

Requirements: creativity and ideas, 1 presentation (around 20 min.), short written tasks, 2 essays (around 500 words, 299 type, regular attendance

Assessment: on the basis of 2 tests (2 marks), 2 essays (2 marks), (2 marks: content and form), as well as participation in the lessons.

Description: This course aims to prepare students for both the written and spoken parts of the 299 exam. Work in alternating writing and speaking classes will be based on extensive refdrafting/ reformulation and self and peer review. Some oral presentations and group debates will be recorded. Be prepared to analyse your own and other students' written and recorded oral production in detail in class and at home. Basic theoretical concepts of spoken and written discourse will be introduced alongside the practical work.

Requirements: class attendance and activity, bi-weekly written home assignments (drafts and redrafts of three argumentative essays plus peer-reviewing others` work), bi-weekly home assignments for oral presentations and debating in class (analysis and reformulation of recorded class presentations and debates); a tape recorder available at home, a few cassettes per term available in class

Assessment: class attendance and activity, quizzes, home assignments, peer assessment of one oral and one written production

Description: The aim of the course is to extend the vocabulary of students and improve their speaking and writing skills Great attention will therefore be paid to oral and written academic skills. Issues based on real legal cases involving the question of Human Rights will be examined. Topics to be covered could include racism, minorities, gender, abortion and right to life, freedom of assembly, freedom of speech, freedom of religion, same-sex marriages, death penalty, genocide, prisoners right to vote, ageism, child labour, dissent, obscenity, human cloning and other moral and legal issues

Set texts: A variety of resource materials relating to the interaction of law and life and the human condition will be utilized. Students will receive a package of articles taken from newspapers, magazines and journals and will be required to supplement this handout.

Requirements: Students will be expected to attend all classes and to participate fully, to complete all weekly assignments, to present at least one oral report, to write an in-class test and to submit a research essay.

Assessment: These requirements will determine the students' final grades. The grading criteria of the Department of English Applied Linguistics will form the basis of the language areas to be treated.

Description: The focus of this course is on oral and written argumentation. The purpose is to provide the students with opportunities to improve their skills and participate in analytical discourse.

Set texts: Selected materials from a variety of sources.

Requirements: regular attendance, active participation, regular oral and written argumentative assignments.

Description: This labour-intensive course will aim to provide an introduction to the basic principles of debating and thus critical thinking. Students will be guided through the process of case construction from the analysis of resolutions, through establishing definitions/criteria, to the construction/refutation of arguments and finding adequate support for them. The internal structure of arguments and some common fallacies of reasoning will also be dealt with. After the theoretical introduction, all the knowledge accumulated will be tested in practice by taking part in four debate rounds in order to acquaint students with two widely-used debate formats: the Karl Popper and the British parliamentary styles of debating. Be prepared to allocate a considerable amount of time for researching the resolution in the first half of the semester and following current political affairs in the second.

Description: This course is designed to develop students' listening and speaking skills especially by using listening texts based on authentic materials. The course has distinct theme-based units which provide opportunities for vocabulary building and discussions on the topics that commonly appear in language proficiency exams. There will also be weekly analyses of submitted newspaper or magazine articles related to the topics given

Requirements: regular attendance and preparation for classes, oral presentation, in-class discussions about articles, and written assignments

Assessment: will be based on 3 progress tests, oral presentation, assignments, and in-class participation

Description: This is a language -cum- creative writing course, involving a lot of 'creative reading'- what that is you will learn if you sign up. In fact we are going to read lots of texts, discuss and analyse them stylistically before we experiment with our own stuff, both imitation and original writing. I have found several copies of four good creative writing textbooks with lots of model texts and suggested activities which can provide the backbone of the course without the necessity of photocopying. Basically I'd like to launch a short story writing course but we shall practice the argumentative essay for the 299 exam too. The thrust of the course will be language improvement, vocabulary extension and reading for writing

Set texts: excerpts form the following books: John E. Warriner, Richard M.Ludwig, Francis X. Connolly: Advanced Composition: A Book of Models for Writing 1968, Harcourt Brace Jovanovich, New York, Chicago, San Francisco,Atlanta, Dallas and London Jean Sisk, Jean Saunders: Composing Humour: Twain, Thurber, and You,1972, Harcourt Brace Jovanovich, Inc. New York, Chicago, San Francisco, Atlanta,Dallas David Rankin: Style and Structure 1972, Harcourt Brace Jovanovich, Inc. New York, Chicago, San Francisco, Atlanta, Dallas Judson Philips: The Short Story, pp 1--67, in Judson Philips, Lawson Carter and Robert Hayden: How I Write 1972, Harcourt Brace Jovanovich, Inc. New York, Chicago, San Francisco, Atlanta, Dallas

Requirements: two short stories to write, one argumentative essay, 300 new words, pariticipation in the discussions

Assessment: 20% for each of the above

Description: It is not possible to develop any of the language skills without working on the relevant language systems, which statement is applicable to the development listening comprehension skills as well. It is generally true that the listener will not understand what he/she does not know. Thus, the course will aim at broadening students' knowledge of vocabulary, word-formation and combination possibilities, pronunciation and stress, all of these to support the development of listening skills. The aims of the course will be achieved through the use of audio and video materials.

Requirements: regular preparation for classes, active participation, regular minor tasks.

Assessment: regular short quizzes, on the basis of an analytical set of criteria that include attendance, contribution to class work, the quality of in class language and the results of the short quizzes

Description: During this course you will have the opportunity to `exploit' newspaper articles in various ways. Our initial focus will be on news reports: we will analyse and discuss their structure and compare them to other texts. Then we will broaden our focus to include other kinds of articles in the press (such as descriptions, commentaries, interviews, etc.) and use them for a variety of reading tasks and topic-based discussions. Vocabulary development will be a continuous focus throughout the course

Requirements: The emphasis will be on week-to-week assignments. These will include regular reading and some writing tasks, text transformation, on occasion translation, and systematic work on related vocabulary.

Assessment: Will be based on regular attendance, active in-class participation, completion and quality of assignments. There will be minimum two in-class tests.

Description: The course will explore key concepts in film and look in particular at British film directors including Ken Loach, Mike Leigh, Carol Reed, David Lean, Tony Richardson and Stephen Daldry. We will also learn how to write both film reviews and essays on individual film directors.

Set texts: Buckland Warren (2003) Teach yourself Film Studies (Hodder and Stoughton) Drazin Charles (2002) Korda, Britain's only Movie Mogul (Macmillan) Street Sarah (1997) British National Cinema (Routelege) Thompson Kristin, Bordwell David (2002) Film History: An introduction

Requirements: 5 essays on both directors and films. 5 out of class film viewings.

Assessment: based on assignments and in class participation

Description: The approach will be characterised by working with ways of looking at societies in general and particularly two societies which are close to each other but which constantly have to work at the relationship with each other. What is Irishness and what is Britishness will be a central theme on the course. How are identities shaped and how are they shaped in Ireland. It is the aim of the course to develop tools of analysis to investigate any societies. Songs, slides, and films will be used to illustrate events and to complement written texts which will be explored for both linguistic and cultural interest. The two, of course, cannot be separated. If you end up understanding Irish accents better then that will also be achievement. You will also leave the course being able to say a few basic things in Irish.

Set texts: O Connell (2001) Changed Utterly. Ireland and the new Irish Psyche (Liffey Press) Kiberd Declan (1996) Inventing Ireland (Vintage) Barton Ruth (2002) Jim Sheridan Framing the Nation (Liffey Press) Robert Kee (1995) Ireland: A History (Abacus)

Requirements: 5 course assignments, 2 outside class film viewings

Assessment: based on in class discussion and home assignments

Description: Somerset Maugham is regarded as not more than an excellent craftsman. While working with the text of a selection of short-stories, we may also realise that there is more to his masterly flow of words than a mere knowledge of the ins and outs of writing. Students are expected to do serious and detailed work, including individual presentations, concentrating on vocabulary and grammatical structures. Time allowing and if there is enough interest, we shall also try to prepare teaching material to experiment with the use of literature in language teaching.

Requirements: 2 in-class tests, 2 home essays, presentation

Assessment: Marks are based on the requirements listed above and, to a considerable degree, on classroom participation

Description: This course will provide a basic introduction to the English of business and its use as a tool of international communication. The primary focus of the course will be on the language areas characterising Business English.

Requirements: Two in-class assignments; weekly reading tasks; the keeping of a vocabulary development diary; a semester research paper; regular attendance and active participation

Assessment: Done on the basis of the above course requirements

Description: The course will introduce participants to the use of case-study analysis and simulations in a business context. As a language through content course emphasis will be placed on thorough background preparation, particularly in terms of the necessary busines language, terminology and concepts.

Requirements: One assessed in-class case-study and simulation; weekly background preparatory readings; a semester research paper or presentation; regular attendance and very active participation

Assessment: Done on the basis of the above course requirements

Description: The aim of this course is to provide an introduction to issues concerning the European Union (accession, monetary union, the history of the EU, etc.) with special emphasis on vocabulary, reading and presentation skills. The course aims to make students familiar with these issues so that they can rely on them in their future (teaching) career; therefore, it will be practical in nature. During the course we will focus on reading and presenting articles from different magazines and textbooks, and we will watch videos on EU-related topics. In addition, we will prepare for the oral and written part of the 299 exam.

Set texts: Fontaine, Pascal: Europe in 10 points

Requirements: regular active participation, vocabulary tests, presentation, and weekly home assignments (299-style essay).

Assessment: 3 times 150-word test, 2 times vocabulary test, 1 presentation, 2 argumentative essays.

Description: This is a close reading course of Australian prose that will be selected from a variety of representative texts of both fiction and non-fiction. The classes have the double aim of exploring facets of Australia through interpreting the passages and acquiring/practising different reading techniques. Students will be given the opportunity to study texts, extend their vocabulary, give presentations, write summaries and essays, do their own research and discuss all the issues that arise.

Requirements: regular preparation for classes, active participation, regular minor tasks, in-class presentations and one major home assignment

Assessment: on the basis of participation and production

Description: the primary aim of this course is to develop the students' vocabulary, analytical and composition skills by using a range of English language media sources. Topics covered will include the principles of semiotics, the construction of advertisements, newspaper and magazine formats, feature films and television. It is also intended that the course should encourage a more discriminative approach to the mass media in our everyday lives. More specifically we will look at various aspects of the media and use them as a basis for discussion, presentations and writing. It is intended that the course should have a degree of flexibility in its direction and emphasis, and this will be determined by negotiation between students and teacher

Set texts: short articles from newspapers and magazines and extracts from books on media issues.

Requirements: attend and actively participate in all classes, prepare for classes and hand in all class assignments on time and complete home writing assignments in the form of essays and other pieces. Give at least one formal class presentation lasting 10--15 minutes. Acquire approximately 1,000 new vocabulary items based on the readings for the course and take an in-class test on them.

Assessment: the end of term grade will reflect overall performance based on assignment grades, test result, in-class participation, and punctuality and attendance.

Description: As far as the content area of the course is concerned, the course focuses on Australian civilisation and history. The core material of the course in The Media Australia. The various different chapters of this book will be discussed in class. Media frames, Representing difference, Documenting the nation and Media Geographies. Students are also expected to read news items and magazines which are in connection with Australia and bring the summaries of news items to class. The language areas treated are: summary writing, review writing, debating, argumentative writing and presentations skills.

Set texts: Media's Australis, hand-outs

Requirements: regular attendance, active participation, presentation, research paper based on the presentation topic (5--10 pages, typed double-spaced), 2 argumentative essays, test on 100 new words every second week, written summaries, film review

Assessment: based on the above and on the mid-term test and end-term test

Description: This is a content-based language development course which aims to help develop the knowledge, skills and attitudes necessary for successful intercultural communication. The course will hopefully also provide opportunities for lots of speaking, listening and vocabulary development through games, activities and discussions on topics like cultural differences in perception, values and norms, culture clashes, intercultural misunderstandings, culture shock, stereotypes and intercultural communication strategies.

Requirements: regular attendance, active participation in the activities and discussions, reading assignments, two vocabulary tests, and one short essay.

Assessment: based on the above.

Description: This course is aiming at developing participants' speaking skills namely discussion, argumentation, interpreting and oral presentation skills. In the classes we are going to view, observe, read and talk about artists and their masterpieces belongig to both British and European heritage. (for e.g.: materials have been compiled on the Bayeux Tapestry, Charles Rennie Mackintosh, Pablo Picasso, Marc Chagall, pieces from Ancient Roman and Greek architeture.) Hopefully, the themes above will generate a lot of language by reading and discussing the stories behind them. The content of the course will be finalised by the participants on the very first session as they will choose from packages suggested by the tutor,

Set texts: a collection of sample texts of genres in 'Art Historian' language A glossary of terms and bibliography of reference materials A compulsory reading texts with tasks will be distributed to each selected topic

Requirements: Minimum of 2 graded pieces of work to include: essays (a descriptive- narrative and an argumentative), Compulsory reading/research project to be chosen by the student, Oral presentation, Vocabulary Test on each theme (a target of 1,000 words vocab development)

Assessment: based on the reqiurements and on the contract signed by all the students

Description: . We are all trained to teach general English but it may happen that you will find a job at a vocational school or in a language school that offers courses for people working in the bank sector. Or perhaps you will find yourself in a dual-language school where subjects like history and art are taught in English. In any case, the challenge must be accepted. This course will give an insight into the language of various specific fields like tourism, catering, art, history, the media or any other field of interest that the group will agree on within the framework of a negotiated syllabus.

Set texts: to be negotiated

Requirements: regular attendance and active participation, individual presentation, mid-term and end-term test based on the presentations and the topics covered

Assessment: see above (requirements)

Description: The main aim of this course is to provide continuation between 1^st year academic skills classes and the 299 exam. It intends to give a systematic preparation for the 299 exam. The content of the course includes regular argumentative essay writing, the construction of "academic" interaction, and also acquaints the students with the 299 grading criteria, thus making it clear what is expected at this proficiency exam. Regular attendance, participation and homework are indispensable.

Set texts: Csölle, A. Kormos, J. (2000). A Brief Guide to Academic Writing. Budapest: Műszaki Könyvkiadó.

Requirements: Regular attendance, participation and homework are indispensable.

Assessment: Assessment is based on writing tasks and oral performance.

Description: In preparation for the 299 proficiency examination the course will focus on improving accuracy and fluency in the relevant spoken and written discourse skills. Personal and peer review will be used to encourage a critical approach to participants' own work and that of their peers. Classroom practice will be geared towards raising confidence in the presentation and evaluation of ideas in academic and general contexts

Requirements: Five graded 299-type written assignments, including two done in class; the keeping of a writing development diary; oral assessment done continuously on the basis of active class participation; regular attendance

Assessment: Done on the basis of the above course requirements

Description: In preparation for the 299 proficiency examination the course will focus on improving accuracy and fluency in the relevant spoken and written discourse skills. Personal and peer review will be used to encourage a critical approach to participants' own work and that of their peers. Classroom practice will be geared towards raising confidence in the presentation and evaluation of ideas in academic and general contexts.

Requirements: Five graded 299-type written assignments, including two done in class; the keeping of a writing development diary; oral assessment done continuously on the basis of active class participation; regular attendance

Assessment: Done on the basis of the above course requirements

Description: The main objective of this course is to provide a thorough preparation for the 299 exam, both for its oral and its written part. The course includes practice in written argumentation, formal and informal letter writing, oral presentation and debating. The topics covered will be designed to simulate the 299 exam.

Requirements: completing all the assignments, regular active participation, including preparing for classes, doing your homework, keeping deadlines, evaluating other students' work and overall improvement of your writing

Assessment: Three argumentative essays, two in-class essays, two formal letters to be handed in , leading one discussion and preparing handout for it, class participation and attendance.

Description: This course will lead the participants through the process of preparing and presenting a talk on a selected topic. After observing a variety of videotaped presentations and discussing the features of effective speeches, the students will start working on a group project. They will each select and narrow down a topic, write an abstract, prepare handouts and other visual aids, write and present a talk in class, and evaluate the work of one-another. Though the main focus of these classes is on the speaking skill, listening, reading and writing will also be involved.

Set texts: selected articles

Requirements: Grades will be based on one shorter and a longer piece of written assignment, the oral presentation and general class-participation

Description: although the focus of this course will be on the skills required for the 299 exam, particularly the essay writing section, it is intended that the work covered will develop the students all round critical faculties and their ability to think for themselves and construct effective arguments. Topics covered will include the following: brainstorming techniques; writing strong thesis statements; outlining and organisation; writing strong paragraphs; deductive and inductive logic; fallacious reasoning; oral argumentation; writing formal letters; typical errors of accuracy and appropriacy; writing under pressure; and the 299 essay grading criteria. As far as possible the materials we use will be concerned with contemporary issues and cover a wide range of topics, but we will also look at some authentic 299 essays from previous exams. There will also be simulated 299 oral tasks in which every member of the class will be required to participate at least once.

Set texts: no set-texts but some topical articles will be used and extracts and short essays may be given for home reading.

Requirements: active in-class participation, regular prompt attendance, ability to hand in all assignments on time

Assessment: based on regular written assignments including at least three argumentative essays. In-class participation, punctuality and the ability to meet deadlines and maintain regular attendance will also be important considerations in the final grade awarded. Students should consider the commitment expected for this course carefully before signing up for the course.

Description: The aim of this course is to improve student's critical thinking and academic writing skills be means of argumentation structure analysis and extensive writing practice. Students will revise the basic features of writing such as unity, cohesion, coherence, paragraph structure, sentence level error, and punctuation. In addition they will focus on the selection of thematic aspects suitable for the development of an argumentative essay within the confines of an essay exam; on the macro and micro structure of arguments; and on techniques that facilitate the construction of meaningful, consistent and convincing arguments that meet the expectations of the English-speaking academic readership. The participants will have to complete reading assignments; will write, analyse and assess several argumentative essay outlines, drafts as well as final drafts

Set texts: to be listed on the course schedule

Requirements: Active participation; regular attendance; the completion of the assigned readings, in-class tests, written assignments

Assessment: Assessment will be based on participation, regular attendance, the completion of the assigned readings, in-class tests, written home assignment, overall improvement of writing quality.

Description: The aim of this course is twofold. On the one hand, we will attempt to build a theoretical basis of the most important features of academic writing in English. This will be done through examining the structural and linguistics properties of shorter research articles. Topics to be discussed will include awareness of audience, organisation, procedural vocabulary, truth representation, summary writing, referencing and the logic of argument. On the other hand, we will put our observations into practice in the regular writing assignments, which are also intended to provide extensive preparation for the 299 exam as well as for other writing tasks in your future academic career. At the same time, the sample texts and the exercises used in class will be exploited for vocabulary items peculiar to academic English

Set texts: None. Handouts from teacher

Requirements: regular attendance, active participation in group and class discussions, regular home assignments, one home essay, one in-class essay

Assessment: on the basis of the requirements

Description: The main objective of this course is to improve students' skills and help them to write convincing academic essays with greater accuracy and fluency. The aim is to encourage students to develop their thinking about a topic as well as to develop a sense of audience and purpose in writing. It focuses on the writing process from brainstorming and topic sentences through paragraph writing and first drafts to further revisions and final edition. The regular writing assignments, collaborative activities, evaluation and analytical assessment based on the provided guidelines in 3 areas: (a) content and ideas (b) organisation and form (c) writing conventions will provide a systematic preparation for the 299 exam.

Requirements: regular attendance, active participation in group and class discussions, completing all the assigned reading and writing tasks, in-class tests

Assessment: on the basis of the requirements

Description: .I Old English Literature, II-III Middle English Literature IV The Renaissance,V The Metaphysical Poets, VI Milton,VII Classicism, VIII Blake, IX Worsworth, X Coleridge, XI Byron, Shelley, Keats, XII The Victorians XIII Yeats, XIV Eliot and Modernism

Set texts: ELTE Anthology of English Poetry (or the respective parts from the Norton or Oxford Anthology of English Literature), Grierson-Smith: A Critical Hitory of English Poetry, Baugh: A Literary History of England, Daiches: A Critical History of English Literature

Requirements: oral exam at the end of the term

Assessment: on the basis of the oral examination

Description: The seminar will give and introduction to the history of Engish poetry bz showing how tradition and individual talent have interacted and created ever new aesthetic norms in each period. For each of the seminars students will be expected to read not only the set texts but also some controversial critical statement about the poem to be discussed;

Set texts: sonnets from various periods in the history of English poetry; A. Pope: The Rape of the Lock (Cleanth Brooks: "The Case of Miss Arabella Fermor", in The Well Wrought Urn, Csokonai: Dorottya); Blake: The Songs of Innocence and The Songs of Experience (M. Bowra: "The Songs of Innocence and the Songs of Experience" in The Romantic Imagination (London, 1949); Szerb Antal: "William Blake" in Gondolatok a Könyvtárban (Magvető, 1981); Szenczi Miklós: "Bevezető" in Blake: Versek és próféciák (Európa, 1964); 3. Wordsworth: "Lines Composed a Few Miles Above Tintern Abbey" (Basil Willey: Wordsworth and the Locke Tradition, in M.H.Abrams: English Romantic Poets); Wordsworth: "Intimations of Immortality from Recollections of Early Childhood" (Plato: Phaidon);. Coleridge: "The Rime of the Ancient Mariner" (Maud Bodkin: Archetypes in The Ancient Mariner, in 20^th Century Literary Criticism, A Reader. Ed. David Lodge); Coleridge: "Kubla Khan" (G. Wilson Knight: The Starlit Dome; J. Lowes: The Road to Xanadu); Shelley: "Ode to the West Wind" and "The Masque of Anarchy" (W.B.Yeats: "Shelley's Philosophy" in Essays and Introductions);. Keats: sonnets and odes (Cleanth Brooks: "Keats's Sylvan Historian", in The Well Wrought Urn, Helen Vendler: the Odes of Keats). W.B.Yeats: "Sailing to Byzantium," and "Leda and the Swan" and "The Second Coming" (W.B.Yeats: "The Symbolism in Poetry," in 20^th Century Lit.Criticism. A Reader, ed.  David Lodge); T.S.Eliot: "The Love Song of J.Alfred Prufrock," "The Hollow Men," and "Ash Wednesday" (T.S.Eliot: "Tradition and Individual Talent," in The Sacred Wood).

Requirements: active participation

Assessment: will be based on participation, an in-class test ("mock exam") and a term-paper of c. 6--8 pages on any poem belonging to the hist. of English Poetry from the beginning till the World War II.

Description: The course is designed to introduce students to the history of English poetry through a close study of the works of about ten representative figures ranging from the Middle Ages to the mid--20th century. Special emphasis will be on the sensitive, rigorous reading of the texts. Selected essays on poetic theory will be assigned as well. The course aims to improve students' skills in reading, responding to and writing about poetry. The course will proceed primarily through discussion.

Set texts: The Wanderer; Edmund Spenser: Amoretti 34; William Shakespeare: Sonnet 129; John Donne: Valediction: Forbidding Weeping; John Milton: When I consider how my light is spent; John Dryden: A Song for St Cecilia's Day; Alexander Pope: Epistle to Miss Blount, on her leaving the town after the Coronation; Thomas Gray: Elegy Written in a Country Churchyard; William Wordsworth: Ode: Intimations of Immortality from the Recollections of Early Childhood; S. T. Coleridge: Dejection: An Ode; P.B. Shelley: The Cloud; John Keats: Ode to a Nightingale; Robert Browning: My Last Duchess; T. S. Eliot: Preludes

Requirements: An oral presentation to introduce classroom discussion, plus a research paper (8 pages) elaborating some aspect of a poem from the syllabus.

Assessment: Evaluation will be based on students' participation in seminar discussion and on oral and writte work.

Description: The aim of this seminar is to give an overview of some 400 years of English poetry. We shall be studying representative poems by major poets, concentrating on the lyrical modes. Our approach will be a combination of historical context-based reading and practical criticism. Syllabus: 1 Introduction 2 Auden as Trivial? Modifications of Literary Taste. As I Walked Out One Evening; The Fall of Rome; In Memory of W.B. Yeats; Musée des Beaux Arts. CODLT: assigned headwords 3 A Modernist Traditionalist: Eliot. The Lovesong of J. Alfred Prufrock; Preludes; Rhapsody on a Windy Night. CODLT: assigned headwords 4 The Springs of Our Discontent: Yeats. The Second Coming; Among Schoolchildren; Sailing to Byzantium CODLT assigned headwords 5 Plans Spiritual and Temporal: Hopkins. God's Grandeur; The Starlight Night; Pied Beauty; The Windhover. CODLT: headwords, 6 A Romantic Classicist? Keats. On seeing the Elgin marbles; When I have Fears that I May Cease to Be; Ode on a Grecian Urn.  CODLT: headwords, 7 `Degenerate modern wretch'? Byron. Written after Swimming from Sestos to Abydos; They Say that Hope is Happiness; So We'll Go No More A-roving. CODLT: headwords 8 Poetic Unevenness: Wordsworth. Lines Written in Early Spring, Written in March; I Wandered Lonely as a Cloud; The Solitary Reaper; Composed upon Westminster Bridge; London, 1802, The World Is Too Much with Us.  CODLT: headwords, 9 `To see a world in a grain of sand': Blake. To Autumn; Laughing Song, Nurse's Song, The Clod and the Pebble; The Sick Rose; The Fly; London; Auguries of Innocence.  CODLT: headwords, 10 Refinement and Definition: Pope. passages from An Essay on Man. CODLT: headwords, 11 Ways to Meaning: Milton. How Soon Hath Time; When I Consider How My Light Is Spent; On the Late Massacre in Piedmont. CODLT: headwords, 12 Textual/Sexual Harassment? Donne. The Good-Morrow; The Canonization; The Flea; The Apparition; The Ecstasy;  CODLT: headwords, 13 Types of Ambiguity: Shakespeare. Sonnets 12, 71, 94, 138, 144. CODLT: headwords. 14 End-term test.

Set texts: as above. CODLT: C. Baldick: The Concise Oxford Dictionary of Literary Terms. The ELTE Anthology of English Poetry (revised ed.). Abrams et al. (eds.) The Norton Anthology of English Literature. Courthope: A History of English Poetry. Sanders: The Short Oxford History of English Literature. (relevant chapters). Drabble: The Oxford Companion to English Literature. Scully: Modern Poets on Modern Poetry. Empson: Seven Types of Ambiguity.

Requirements: come regularly, read the set texts attentively in advance, learn assigned technical terms, participate in class. Please do not come if you are not prepared to meet these requirements.

Assessment: will be based on the test and on performance in class.

Description:

1. Anglo-Saxon poetry - the heroic epic (Beowulf's fight with Grendel, The Wanderer.) 
2. Popular balladry / the art of the ballads. Text: Sir Patrick Spens, the Douglas Tragedy.
3. Characters in Geoffrey Chaucer's Canterbuty Tales. Text: the General Prologue, the Knight's Tale, the portrayal of the Wife of Bath in her Prologue and Story.
4. The Renaissance sonnet. Text: selections from Sir Philip Sidney's Astrophel and Stella, Edmund Spenser's Amoretti and Shakespeare's Sonnets.
5. metaphysical conceits and poetic sensibility in John Donne's poetry. Text: from the Songs and Sonnets.
6. Andrew Marvell. Text: To His Coy Mistress, Bermudas, On a Drop of Dew, The Garden, Eyes and Tears.
7. John Milton. Text: Paradise Lost, Book I.  Passages from L'Allegro and Il Penseroso. The Sonnets.
8. Alexander Pope's mock heroic epic. Text: selections from The Rape of the Lock.
9. Patterns of romantic imagination. William Blake's Songs of Innocence and Experience. Robert Burns: Songs, To a Louse, Tam O'Shanter.
10. Wordsworth's Theory of Poetry. Text: The Preface to the Lyrical Ballads. Tintern Abbey, the Lucy-poems, sonnets, the Immortality-Ode.
11. The poems of S. T. Coleridge in the Lyrical Ballads, the Ancient Mariner, Kubla Khan

1. Selections from Byron's satirical epic, Don Juan, passages from Manfred and Cain, lyric poems.
2. Thomas Hardy's vision of the world in his lyric art. Text: The Darkling Thrush and other lyrics in the Textbook.
3. T. S. Eliot's ars poetica and philosophy of life in the Love Song of Alfred Prufrock and The Hollow Men.

Requirements: Studying the set texts, preparation for the classes from reading list, two oral presentations and a home-essay.

Assessment: based on the above.

Description: The course is designed to supplement the lectures. The seminars aim to provide a cultural context in which certain representative poems will be placed. Special emphasis will be laid on the close reading of the following texts:.

Set texts: The Seafarer, The Wandered, The Dream of the Rood, Chaucer: The Canterbury Tales (General Prologue), Sonnets by Wyatt, Surrey, Spenser and Shakespeare, Blake: Songs of Innocence and Songs of Experience, Wordsworth: Tintern Abbey, Coleridge: Kubla Khan, Shelley: Ode to the West Wind, Keats: Ode to a Nightingale, Yeats: Sailing to Byzantium, T.S.Eliot: The Love Song of J.Alfred Prufrock

Requirements: active participation in classroom discussions, home essay of 6--8 printed pages on one of 7 poems (given by the teacher)

Assessment: based on classroom participation and the home essay

Description: The course is intended to offer a comprehensive survey of English poetry from metaphysical poetry to modernism and to help students develop their own ideas concerning the poetic periods and poems discussed in the seminar.

Set texts: John Donne, "Holy Sonnet - X (Death be not proud)", "To His Mistress Going To Bed"; Andrew Marvell, "To His Coy Mistress"; William Blake, "Introduction", "The Lamb" in Songs of Innocence; "Introduction", "Holy Thursday", "London" in Songs of Experience; "Auguries of Innocence"; William Wordsworth, "Lines Composed a Few Miles Above Tintern Abbey", "We Are Seven", "I Wondered Lonely as a Cloud"; Samuel Taylor Coleridge, "Kubla Khan", "The Rhyme of the Ancient Mariner"; Alfred, Lord Tennyson, "The Lady of Shalott", "Crossing the Bar"; Dante Gabriel Rossetti, "The Blessed Damozel"; Thomas Hardy, "The Convergence of the Twain", "Afterwards"; Gerard Manley Hopkins, "God's Grandeur", "The Windhover"; Edward Lear, "How Pleasant to Know Mr. Lear"; Lewis Carroll, "Jabberwocky"; Wilfred Owen, "Futility", "Anthem for Doomed Youth", "Dulce Et Decorum Est"; William Butler Yeats, "The Second Coming", "Sailing to Byzantium"; T.S. Eliot, "The Love Song of J. Alfred Prufrock", "Preludes"; W.H. Auden, "Musée des Beaux Arts", "In Memory of W.B. Yeats"; Louis MacNeice, "Bagpipe Music", "Prayer Before Birth"

Requirements: Reading set texts, participation in discussions, oral presentation and home essay

Assessment: Based upon home essay, oral presentation and participation in the discussions

Description: The seminar aims at the close-reading of poems from the Renaissance to the Modern period. Using different critical approaches, we will focus on the ways of asking the most relevant questions that permit to analyse a literary text. Since the class will be based on group-discussions, students will be asked to read the poems in advance and answer some basic questions concerning it.

Assessment: active participation, a home-essay and occasional tests checking student's familiarity with the texts. A szeminárium célja versek szoros olvasása a reneszánsztól a modernizmusig. Különböző kritikai megközelítések segítségével arra keresünk választ, hogyan tehetők fel a leginkább releváns kérdések az egyes szövegek elemzésekor. A szeminárium alapja a csoportos megbeszélés, ezért szükséges, hogy a hallgatók előre elolvassák a verseket és megválaszoljanak néhány alapvető kérdést velük kapcsolatban.

Set texts: Novels: Daniel Defoe, Moll Flanders Henry Fielding, Tom Jones Jane Austen, Pride and Prejudice Emily Brontë, Wuthering Heights William Makepeace Thackeray, Vanity Fair Charles Dickens, Great Expectations George Eliot, Middlemarch Joseph Conrad, Heart of Darkness D. H. Lawrence, The Rainbow Virginia Woolf, Mrs Dalloway Essays: Henry Fielding, "Preface" to Joseph Andrews (1742), in any edition of the novel, Henry James, "The Art of Fiction" (1884), frequently reprinted in anthologies including Henry James, Selected Literary Criticism, ed. M. Shapira, McGraw-Hill, New York, 1965, pp. 49--67 Edward Morgan Forster, "The Story" and "Pattern and Rhythm," Chapters 2 and 8 of E. M. Forster's Aspects of the Novel (1927), Penguin, Harmondsworth, 1968, pp. 33--49 and pp. 151--170 Mark Schorer, "Technique as Discovery" (1948), in M. Schorer, The World We Imagine (Selected Essays), Farrar, Straus and Giroux, New York, 1968, pp. 3--23. In Hungarian: "A technika mint felfedezés," Török András ford., in Regény és tapasztalat. Modern amerikai irodalmi tanulmányok, Európa, Budapest, 1978, pp. 5--32, Frank Kermode, "Recognition and Deception" (1974), in F. Kermode, Essays on Fiction: 1971--1982, Routledge and Kegan Paul, London, 1983, pp. 92--113. In Hungarian: "Felismerés és megtévesztés a regényben," Takács Ferenc ford., in F. Kermode, Mi a modern?, Európa, Budapest, 1980, pp. 282--316.

Assessment: Examination will be in the written form. Students will be expected to write a 3 to 5 page essay on either of two set topics that connect some angle or perspective formulated in the essays with some aspect of a novel, or novels, on the reading list.

Description: Through detailed discussion of six novels the seminar course covers the evolution and the functional poetics of the major formal conventions, technical devices and narrative strategies of the English novel.

Set texts: Henry Fielding's Tom Jones; Jane Austen's Pride and Prejudice; Emily Brontë's Wuthering Heights; William Makepeace Thackeray's Vanity Fair; Joseph Conrad's Heart of Darkness and Virginia Woolf's Mrs Dalloway.

Assessment: Student evaluation is based, in equal proportion, on classroom participation and a semester paper of 5--6 pages on some selected aspect of a novel, or of novels, listed above.

Description: In this course students analyze eight prominent English novels, each representing a different development within the genre. The novels range from the eighteenth to the twentieth century.

Set texts: Defoe: Moll Flanders, Sterne: Sentimental Journey, Austen: Pride and Prejudice, Thackeray: Vanity Fair, Dickens: Great Expectations, G. Eliot: Silas Marner, Hardy: Tess of the D'Urbervilles, Joyce: A Portrait of the Artist as a Young Man, Jeremy Hawthorn: Studying the Novel. An Introduction, Edward Arnold, 1985, Richard Aczel: Hogyan írjunk esszét? Osiris, 2000

Requirements: : Participating in class discussions is a must. There is an end-of-term in-class open book exam, in addition to this a home essay of about 6 pages is to be written on a set topic.

Assessment: Results of the written and oral assignments as well as participation in the class discussions contribute to the grade in an equal measure.

Description: The seminar course will complement the lecture course by discussing 6 novels as well as ways of analysing narrative fiction. The novels are selected around the motifs of travelling and discovery, and will represent various literary periods.

Set texts: Henry Fielding, Tom Jones; Laurence Sterne, A Sentimental Journey; Jane Austen, Pride and Prejudice; Charles Dickens, The Pickwick Papers; Joseph Conrad, Heart of Darkness; E. M. Forster, A Passage to India.

Assessment: Based on performance in class; shorter home assignments; talk on one aspect of a work to be discussed in class; a home essay or an in-class analytical essay.

Description: The seminar course will complement the lecture course by discussing 6 novels as well as ways of analysing narrative fiction. The novels are selected around the concepts of point of view, focalisation and voice in the novel, and will represent various literary periods.

Set texts: Daniel Defoe, Moll Flanders; Jane Austen, Emma; Charlotte Brontë, Jane Eyre; Charles Dickens, Great Expectations; James Joyce, A Portrait of the Artist as a Young Man; Virginia Woolf, Mrs Dalloway.

Assessment: Based on performance in class; shorter home assignments; talk on one aspect of a work to be discussed in class; a home essay or an in-class analytical essay.

Description: The course offers the detailed study of seven novels: Defoe's Moll Flanders, Fielding's Tom Jones, Austen's Pride and Prejudice, Emily Brontë's Wuthering Heights, Conrad's Heart of Darkness and Woolf's Mrs Dalloway. Special attention will be given to the narrative techniques employed in these novels, and the works' critical assessments will also be referred to.

Requirements: participation in discussions, a ten-minute presentation about a chosen aspect of the novels or related critical essays, a successful in-class test checking the student's familiarity with th e novels, and an end-term home essay on one of the two given topics

Assessment: class participation, oral presentation, in-class test, home essay

Description: The aim of this course is, on the one hand, to help students master the skills required for analysing novels, on the other hand, to provide an opportunity to discuss in detail the compulsory novels covered by the lecture and to interpret the critical essays required for the end-term exam. I intend to follow closely the lecture reading list, focusing on the six novels mentioned below, which will be analysed in detail, while some other novels will be touched upon to illustrate certain tendencies and techniques. The organising principle of our main topics will be the historical development of the English novel and the trends and characteristics of each author and their periods.

Set texts: Daniel Defoe: Moll Flanders, Jane Austen: Pride and Prejudice, Emily Brontë: Wuthering Heights, Charles Dickens: Great Expectations, Joseph Conrad: Heart of Darkness, and Virginia Woolf: Mrs Dalloway

Assessment: Evaluation is based on a short presentation, an end-term test, active participation and a home essay of 1350 - 1500 words.

Description: The seminar will complement the lecture course in offering a detailed discussion of six novels. The focus of the discusssions will include how narrative techniques and stylistic characteristic vary in various periods, but the details of the discussions will depend on students' wishes and expectations.

Set texts: Jonathan Swift, Gulliver's Travels; Jane Austen, Pride and Prejudice; Emily Brontë, Wuthering Heights; Joseph Conrad, Heart of Darkness; E. M. Forster, A Passage to India; John Fowles, The French Lieutenant's Woman

Requirements: participation in discussions, a short presentation and a home essay

Assessment: based on performance in class and the home essay

Description:

Description: 1. Introduction, Sophocles: Oedipus Rex, 2. Medieval drama, theatrical conventions and The Wakefield Master. The Second Shepherd's Play 3. Early Modern English Drama: the "Renaissance" world-view, the Tudor age, Elizabethan theatrical conventions; the stage and the audience 4. Christopher Marlowe and Thomas Kyd; William Shakespeare: his life and significance, an introduction to "Shakespeareology". 5. Shakespeare's dramatic genres; Shakespearean comedy: the example of A Midsummer Night's Dream and The Merchant of Venice 6. Shakespearean tragedy: Hamlet. 7. Shakespeare: Othello and King Lear, 8. Shakespeare: Macbeth and The Tempest 9. Shakespeare's Jacobean Contemporaries and Ben Jonson 10. Restoration Drama and Whycherley. 11. 18^th century drama and Sheridan; 12. 19^th century drama: Wilde and Shaw; 13. The Irish Theatrical Revival and Synge; 14. Summary and Conclusion követelmények: írásbeli vagy szóbeli vizsga a félév végén

Set texts: The Wakefield Master: The Second Shepherd's Play (Secunda Pastorum); Thomas Kyd: The Spanish Tragedy; Christopher Marlowe: Dr. Faustus; William Shakespeare: A Midsummer Night's Dream, The Merchant of Venice, Hamlet, Othello, King Lear, Macbeth and The Tempest; Ben Jonson: Volpone, or the Fox; William Whycherley: The Country Wife; Richard B. Sheridan: The School for Scandal; G. B. Shaw: Saint Joan; John Millington Synge: The Playboy of the Western World. Géza Kállay: "The Sight, the Voice and the Deed: An Introduction to Drama" (to be found in the Student-centre or in the "Nyomda" (copy-centre) of ADs);

Requirements: written or oral examination at the end of the term

Assessment: on the basis of the exam (detailed instructions on the exam, including the grading policy, is to be found in the Student-centre or in the "Nyomda" (copy-centre) of ADs);

Description: 1. Introduction, 2. Hamlet 3. Hamlet 4. Hamlet 5. Hamlet 6. Othello. 7. Othello, 8. Othello 9. Othello 9. King Lear 10. King Lear. 11. King Lear 12. King Lear 13. In-class written test; 14. Signing of books, grading, farewell. követelmények: a szeminárium rendszeres látogatása, (max. három hiányzás); egy rövid előadás valamely témáról; zárthelyi dolgozat a félév végén

Set texts: William Shakespeare: Hamlet, Othello and King Lear

Requirements: regular attendance (max. three absences); a short in-class presentation of a topic; in-class written test at the end of the semester

Description: Programme to the drama seminar: 1; The antecedents of Renaissance Drama - Miracles and Moralities; Plays from the Wakefield and the York cycles (Nativity and Passion Plays); Everyman 2; The Elizabethan Theatre 3; Medieval and Renaissance ideas, the Old and the New in C. Marlowe's Doctor Faustus. 4;Shakespearean drama - The Portrait of the Artist; Themes and the Dramatist's Views on Mankind in six of his plays; textual analyses, discussion of Shakespeare's dramaturgical art. a; Rush to Catastrophe: the conflicts of Love and Authority in Romeo and Juliet b; Reality and Dream in A Midsummer Night's Dream c; The portrait of Shylock in The Merchant of Venice d; The faces of Hamlet; the elements of revenge tragedy in Hamlet e; Is Macbeth a villain hero? The symbolic imagery of the play f; Prospero as Magician in The Tempest; the portarait of Caliban; plot lines 5; The theatrical conventions of the Restoration - the comedy of manners, stock characters, wit, entertainment, social criticism, appearance and reality in W. Congreve's Way of the World and W. Whycerly's The Country Wife. 6; The "after-life" of the comedy of manners in the 18^th and 19^th centuries. a; Sheridan: School for Scandal b; O. Wilde: The Importance of Being Earnest 7; The Ballad Opera. Parody, political, social satire in John Gay's Beggar's Opera (1728) - its after-life in the 20^th century. 8; The theatre of the absurd: Samuel Beckett's Waiting for Godot; Tom Stoppard's Rosencrantz and Guildenstern are Dead.

Set texts: see above

Requirements: Participation in the classes, knowledge of the plays discussed on the occasions, studying the set texts, two oral presentations and a home essay.

Assessment: Based on the above.

Description: Largely following the lecture AN--215, this seminar is to focus on the different interpretations inherent in the dramatic text, illustrating its point with the help of recorded productions, film versions and, if available, at least one live stage production.

Set texts: seven of the plays set for the lecture AN--215; essays or passages from Freud, Eliot, Shaw, Bradley, Kott.

Requirements: 3 shorter papers during the term; one end-term paper of ca. 3000 words.

Assessment: on the basis of class work (20%), shorter papers (total 40%) and end-term paper (40%).

Description: The course will focus on the development of theatrical conventions from ancient Greek plays to the early 20th century. Students will have the opportunity to read certain scenes in detail, analyzing the most interesting aspects of plot, character and text.texts: short excerpts from Sophocles, Euripides and Aristophanes (handouts), The Second Shepherd's Play, Th. Kyd: The Spanish Tragedy, Ch. Marlowe: Doctor Faustus, W. Shakespeare: A Midsummer Night's Dream, Measure for Measure, King Lear, The Tempest, J. Gay: The Beggar's Opera, R. B. Sheridan: The School for Scandal, G. B. Shaw: Mrs Warren's Profession, O. Wilde: The Importance of Being Earnest, J. M. Synge: The Playboy of the Western World.

Requirements: reading for classes is a MUST (each class starts with a quiz) + one short presentation + seminar paper (5--7 pages), max. 3 absences.

Assessment: on the basis of the quizes (30%), the presentation (10%), the seminar paper (30%) and participation in class (30%).

Description: 1. Orientation. 2. The theory of drama (Aristotle and Szondi) - Sophocles: Oedipus Rex. 3. 'Sublimitas' and 'humilitas' - The Second Shepherd's Play. (Le Mystére d'Adam) 4. The renascence of tragedy. - Marlowe: Doctor Faustus. 5. What is metatheatre? - Kyd: The Spanish Tragedy. (Beaumont: The Knight of the Burning Pestle) The rest of the dramas will be chosen in the first class considering the lecture schedule.

Requirements: Mini-quiz on each play, active participation, end-term written test.

Description: This is a seminar course, accompanying the lecture-course relatively closely, trying to help students to read and re-read some ten-twelve plays more thoroughly, and also trying to give the basis of the preparation for the end-term exam (AN--215). We are going to focus on certain problematic points examining the plays, such as time, space, character, fate, the question of free will, etc. Active participation in class and thus the attentive reading of the dramas (one drama per week approximately) is necessary. Individual comments, questions and impulses of the students are absolutely welcome in class. We are planning to go to the theatre as well, to experience drama 'in real', the plays to see will be chosen together. Coming is not compulsory but highly recommended.

Set texts: will be chosen together on the first class from the list of dramas required for the exam (see ANN--215).

Requirements: active reading and participation

Assessment: end-of-term home essay (appr. 6--10 pages) or it is possible to give a presentation on one of the dramas (we will talk about it in detail on the first class)

Description: The course offers the in-class discussion of 8--10 plays, quite closely following the lecture-curriculum. We will also focus on the regular practice of AN--215 exam-skills. Several videos will be used to 'colour' discussions.

Set texts: (Bracketed entries are only 1--2 page fragments.) Aristotle: Poetics. Sophocles: Oedipus Rex. (Barton-Cavender: The Greeks.) The Wakefield Master: The Second Shepherds' Play. Marlowe: Doctor Faustus. . Shakespeare: A Midsummer Night's Dream. . Shakespeare: Hamlet. (Heiner Müller: Hamletmachine.) Shakespeare: Macbeth. (Ionescu: Macbett; Exit the King.) Lillo: The London Merchant. (Gay: The Beggar's Opera). Wycherley: The Country Wife. (Wilde: The Importance of Being Earnest.) Shaw: Mrs Warren's Profession. (Pygmalion.) 

Requirements: To get a credit: 3 abs, active participation, mini-quiz on plays each class, home-paper.

Description: This lecture course concerns British literature from 1950 to the present day. The objective is to give a survey of the major trends and also to reveal the unique qualities of particular works. The lectures will primarily focus on individual authors; general issues will be highlighted through the analysis of their works.

Set texts: Barnes, Julian: Flaubert's Parrot Beckett, Samuel: [Waiting for Godot]; Endgame; Krapp's Last Tape Carter, Angela: The Bloody Chamber Duffy, Carol Ann: Sit at Peace; Adultery; Mrs Lazarus Dunn, Douglas: Second Opinion; Empty Wardrobes; The Clear Day Fowles, John: The French Lieutenant's Woman Golding, William: [The Lord of the Flies]; Rites of Passage Harrison, Tony: V. Heaney, Seamus: Digging; Funeral Rites; The Tollund Man; Bog Queen; Glanmore Sonnets Hughes, Ted: The Thought-Fox; Wodwo; Crows First Lesson, Apple Tragedy; Crow's Theology; February 17^th; Fulbright Scholars Ishiguro, Kazuo: The Remains of the Day Larkin, Philip: Church Going; The Whitsun Weddings; High Windows; Sad Steps; The Importance of Being Elsewhere Lessing, Doris: The Golden Notebook McGuckian, Medbh: The Dowry Murder; Venus and the Rain; From the Dressing Room Osborne, John: Look Back in Anger Pinter, Harold: The Caretaker Rushdie, Salman: Midnight's Children Stoppard, Tom: Rosencrantz and Guildenstern Are Dead; Arcadia Bibliography Dodsworth, Martin, ed.: The Penguin History of Literature: The Twentieth Century, 1994 Ford, Boris, ed.: The New Pelican Guide to English Literature, 8. The Present, 1983 Bradbury, Malcolm: The Modern British Novel, 1994 Esslin, Martin: The Theatre of the Absurd, 1980 Hamilton, Ian: The Oxford Companion to Twentieth-Century Poetry in English, 1996 Innes, Christopher: Modern British Drama 1890--1990, 1992 Perkins, David: A History of Modern Poetry: Modernism and After, 1987 [Note: Course packets are available at the printer's office behind Café Dürer.]

Requirements: The course will be followed by a written exam. Students will have to write a 1200-word essay analyzing a novel, drama, or poem.

Assessment: Based on the essay.

Description: The lectures cover the main events in the political and social history of the British Isles from the end of the Napoleonic Wars to the present day, with references to the economy and cultural developments. Special attention will be paid to the Parliamentary reforms inaugurated by the Great Reform Bill of 1832, and the fundamental changes in government (especially in the social and financial sphere) which started before the First World War, and continued into the 1920s. British policy in the period leading to the Second World War, and Britain's unique role in that war will be covered in detail, as well as the transformation in the country's status from world power into an often uncertain member of the European Union from the mid--1940s to the present. When possible, the lectures will be illustrated by audio and video recordings.

Assessment: The examination at the end of the semester will be composed in the following way: 75% of the questions will be chosen on the basis of the bibliography provided by the lecturer at the start of the course, and 25% based on the material of the lectures.

Description: The aim of this lecture course is to survey the development of American literature from the beginnings to the end of the 19^th century. Topics include the colonial period of American literature, the American Enlightment, writers of the frontier, literature of the Old South, Transcendantalism, the literature of the end of the century, naturalism and determinism.

Set texts: Packed of readings

Requirements: Grades will be based on the final written exam, which will include the assigned readings as well as ideas introduced in class.

Assessment: A written final test

Description: There will be no lecture, only exam in the Fall Semester

Description: The aim of this lecture course is to survey the development of 20^th century American literature. Topics include the writers of the Lost Generation, modern drama, women writers, Jewish-American writers, postmodernism and minimalism.

Set texts: Packed of readings

Requirements: Grades will be based on the final exam, which will include the assigned readings as well as ideas introduced in class.

Assessment: A written final test

Description: The course introduces students to basic concepts of phonology, as well as to some segmental rules of Standard British English. Some useful spelling rules and algorithms for predicting the place of stress will also be discussed. Web: http://budling.nytud.hu/~szigetva/courses/phonolect

Set texts: parts of Edmund Gussmann (2002) Phonology, Cambridge: CUP; parts of Heinz J. Giegerich (1992) English phonology, Cambridge: CUP; parts of A. C. Gimson (1989) An introduction to the pronunciation of English (4th ed.), London: Edward Arnold.

Requirements: the only obligation is sitting the exam

Assessment: is based on a written examination in January

Description: We shall examine: (a) the articulation of English vowels, and their differences from Hungarian; (b) the vowel-rules of English phonology; (c) the IPA transcription; (d) the letter-to-sound correspondences for English vowels. The course covers British RP only. Students who speak another variety need not change their accent; however, they too have to learn the rules and definitions for RP vowels.

Set texts: Nádasdy: Practice Book

Requirements: Written work: (a) frequent homework, mainly transcription but also problem solving; (b) two classroom tests (transcription + theoretical questions); (c) Home Paper (cca 6 typed pages), on a prescribed subject. Regular attendance (max 3 absences) and proper homework (max 3 missing) is needed for any mark.

Assessment: The endterm mark will be the mean of the 2 Tests, modified by the Home Paper.

Description: The seminar is an introduction to the basic concepts of phonological description. It is a survey of some of the major phonological processes of English phonology that concentrates on segmental rules (i.e. those targeting vowels and consonants) and word stress with special reference to syllable structure.

Requirements: regular home-assignments, 3 in-class tests, 1 home paper

Assessment: average of 2 best in-class tests modified by home paper

Description: We are going to study the phonological rules of (mainly Standard Southern British) English and the some of the basic concepts of current phonological theory. The course's web pages are at budling.nytud.hu/~szigetva/courses/phonosem.

Set texts: Ádám Nádasdy, Practice Book in English Phonetics and Phonology

Requirements: Exercises from Nádasdy's Practice Book will be assigned every week, you will have to write at least two of three in-class tests (on 8 Oct, 19 Nov and 17 Dec; no retakes!) and write a home paper on a topic to be specified in due time.

Assessment: The end-term mark will reflect your achievement in these three sets of tasks.

Description: This course is an introduction to English phonetics and modern phonological theory. We are going to concentrate on phonological processes and phonotactic peculiarities of English -- but occasionally, data from other languages will be examined as well. You can expect a lot of written exercises and a short quiz (transcription) every week.

Set texts: 1. Nádasdy, Ádám (2002). Practice Book in English Phonetics and Phonology. Bp.: ELTE Angol-Amerikai Intézet 2. Giegerich, Heinz J. (1992). English Phonology. Cambridge: CUP. (selected chapters)

Requirements: regular home assignments, 2 in-class tests and a home essay.

Assessment: average of 2 tests, modified by the home essay and in-class participation

Description: The aim of this course is to make you understand how the sound system of English works and that there is structure behind all this. We are going to look at (1) phonological phenomena of (RP) English such as R-dropping, Yod-dropping, Pre-R Breaking and Trisyllabic Laxness and (2) some of the phonotactic constraints of the language. Occasionally we will compare the phonology of English and Hungarian. Some peculiarities of English spelling will also be discussed.

Set texts: Kenstowicz, M (1994): Phonology in Generative Grammar: Introduction + Chapter 1. pp. 1--48. Lass, R (1984): Phonology: An Introduction to Basic Concepts. Preface + Chapter 1. pp. XIII--10.

Requirements: regular written homework (mainly transcription plus theoretical problems), reading the set texts, 2 in-class tests, 1 homepaper (6--10 pages). It is also important that you bring Ádám Nádasdy's Practice Book to each class!

Assessment: average of in-class tests, modified by quality of homework and homepaper

Description: This lecture introduces the basics of the analysis of English phrase and clause structure. Analyses will be broadly based in the X-bar framework, the general notions of which will be set out at the beginning of the course. The main thrust of the lectures will be to demonstrate how a small number of simple grammatical principles can be utilised in the analysis of apparently complex phenomena and the structural uniformity of apparently diverse constructions in English. We will also introduce current ideas concerning structure, such as the DP hypothesis, the VP internal subject hypothesis and the VP shell analysis.

Set texts: Haegeman, Liliann and J. Gueron (1999) English Grammar, A Generative Perspective, Blackwell, Oxford; Radford, Andrew 1988 Transformational Grammar, CUP, Cambridge, England; Radford, Andrew 1997 Syntactic Theory and the Structure of English, CUP, Cambridge, England; Haegeman, L. 1994 Introduction to Government and Binding Theory, 2nd edition, Blackwells, Oxford, England.

Assessment: Endterm exam.

Description: This seminar broadly covers the same material as the AN--243 lecture, though it will not be a repeat performance. Instead we will cover the material through using exercises in class, taken from coursebooks or made up for the occasion.

Set texts: Haegeman, Liliann and XXX Gueron YYYY ZZZZ; Radford, Andrew 1988 Transformational Grammar, CUP, Cambridge, England; Radford, Andrew 1997 Syntactic Theory and the Structure of English, CUP, Cambridge, England; Haegeman, L. 1994 Introduction to Government and Binding Theory, 2nd edition, Blackwells, Oxford, England.

Requirements: two home assignments

Assessment: average of two home assigments

Description: The purpose of the course is to introduce to the basic elements of X-bar Theory, which is the module of grammar that studies the structure of phrases. The course will study the hierarchies holding within both the lexical, such as NP, VP, AP and PP, and functional phrases: IP, CP and AGRP. This seminar course will follow the topics of the 243 lecture course, however, the seminar work will concentrate on discussing the problematic issues and exercises related to the topics.

Set texts: Chapters Four and Five from Radford, Andrew (1988) Transformational Grammar. Cambridge: Cambridge University Press, Haegeman, Liliane -Jacqueline Guéron (1999) English Grammar. London: Blackwell

Requirements: There will be three quizzes, two of which are indispensable. At the end of the term each student has to hand in a home essay. No more than three absences will be tolerated.

Assessment: Result of two quizzes modified by the quality of the home essay.

Description: In this seminar we address basic questions of the structural organisation of English. Among the main themes are: what does syntax study and how? what do syntactic trees represent? what is the relation of argument structure and syntactic structure? what is the nature of the parallelism of verbal and nominal phrases? what is the role of functional elements in structure?

Requirements: Passing two (out of three) in-class tests, an acceptable short home essay and regular homework.

Assessment: Grading will be based on two out of three in-class tests, a short home essay and the quantity and quality of homework assignments.

Description: The topics discussed at the seminars correspond to those covered at the lecture Syntax 1: Structure, with emphasis on practical as opposed to theoretical issues. We will approach the various topics introduced at the lectures through exercises taken from the textbooks. The seminars cannot replace the lecture and are in no way intended to do so, though.

Set texts: Haegeman, L. Introduction to Government and Binding. 1991. Blackwell Radford, A. Transformational Grammar: A First Course. 1988. CUP

Requirements: two tests in class

Assessment: average of marks of the tests

Description: This course is the 2nd part of a two-term English Syntax course. The main topics will be: i) Ordinary Clauses, Exceptional Clauses, and Small Clauses, ii) IP, CP, iii) Non-overt categories: PRO and control, iv) Movements: V-Movement, I-Movement, NP-Movement, Extraposition, WH-Movement, v) The Complex Sentence, vi) The Compound Sentence, coordination.

Set texts: Parts of A.Radford (1988) "Transformational Grammar, A First Course", Cambridge, CUP. Parts of V.J.Cook & M. Newson (1996) Chomsky's Universal Grammar, An Introduction. 2nd ed. Oxford UK & Cambridge US, Blackwell. Parts of L. Haegeman & J. Guéron (1999) "English Grammar, A Generative Perspective", Oxford, Blackwell.

Requirements: none (attendance highly recommended)

Assessment: endterm written exam

Description: These seminars will centre on clause types and movements. The main activities will be: discussing and elaborating on various representational frameworks, and doing a wide variety of exercises, including the drawing of tree-diagrams.

Set texts: as under ANN--245

Requirements: weekly homework assignments, 2 in-class tests, 1 home essay

Assessment: average of in-class tests modified by quality of home essay

Description: The course looks at basic clause types and generalizes X-bar theory to clause structure. Movement phenomena are invesitaged, especially in their relationship to sentential information structure.

Set texts: include Andrew Radford 1988 Transformational syntax, Cambridge: CUP

Requirements: 3 in-class tests, 1 home paper (strict deadline!)

Assessment: Average of (at least) two of the in-class tests, modified by grade for the home paper (40--40--20 per cent)

Description: The course looks at clause types and movement phenomena from different points of view, generalizing X-bar theory to clause structure.

Set texts: include Andrew Radford 1988 Transformational syntax, Cambridge: CUP

Requirements: 3 in-class tests, 1 home paper (strict deadline!)

Assessment: Average of (at least) two of the in-class tests, modified by grade for the home paper (40--40--20 per cent)

Description: This seminar presupposes concepts introduced in Syntax I. courses (ANN--243/244), especially the X-bar schema in the analysis of structure. We will start by reviewing some principles of basic structure, discussing symmetries and asymmetries between phrase and clause in general. In the main we will be discussing movement phenomena in the clausal domain in English, providing a typology of movement in the context of syntactic constraints. We will also occasionally compare and contrast what we have found to analogous constructions in Hungarian.

Requirements: Passing two (out of three) in-class tests, an acceptable short home essay and regular homework.

Assessment: Grading will be based on two out of three in-class tests, a short home essay and the quantity and quality of homework assignments.

Description: The seminars are intended to explore the practical side of topics covered at the lecture Syntax 2: Movement. We will discuss theoretical issues with the help of exercises taken from the textbooks, hence the seminars cannot replace the lectures.

Set texts: Haegeman, L. Introduction to Government and Binding. 1991. Blackwell Radford, A. Transformational Grammar: A First Course. 1988. CUP

Requirements: two tests in class

Assessment: average of marks of the tests

Description: Language, languages and language change. The Indo-European language family. Germanic languages and the English language. Linguistic reconstruction. History of writing and spelling in England. Foreign influence upon the English language: Latin, French, Celtic, Scandinavian, etc. Word formation techniques and seamntic changes. Written and spoken language. Standardization, dialects, sociolects. National varieties of English.

Set texts: Pyles, Th.(1997) The Origins and Development of the English Language. Chapters X and XII. Bloomfield, l.(1976 ) Language. Chapter 24. Berndt, R,(1982) History of the English Language. chapter3. Strang,B.(1974) A History of English. Chapter 9. Millward, C.M.(1989) A biography of English.Chapters on the Morphology and Syntax of OE, ME and eMNE. Lecture handouts.

Requirements: studying the set texts

Assessment: written examination

Description: The primary aim of these seminars is partly to discuss problems emerging at the lecture course and to solve exercises to help to understand these problems. Also Old and Middle English texts will be analysed to see how to handle historical texts as well as to follow the development of the language.

Set texts: seminar handouts

Requirements: weekly home assignments, 1 in-class test, a home essay

Assessment: in-class test, home essay modified by in-class activity

Description: See under ANN--252/a.

Description: The course will be devoted to appreciating and evaluating issues in historical linguistics: e.g. language families, sound changes, borrowing, re-borrowing, doublets, semantic and syntactic changes, etc. Excerpts from the various periods of the English language will be read and thoroughly analysed. Be warned, please: since this course will be (mainly) devoted to the internal history of the language (more specifically: to phonological and, to a lesser degree, syntactic and semantic changes), a more-than-modest knowledge of phonology/phonetics (or at least a pass grade) is expected from the participants.

Set texts: chapters to be assigned from standard textbooks (e.g. Baugh, A.C. and Th. Cable (1978): A History of the English Language, London: Routledge)

Requirements: mental: weekly homework assignments: mainly tasks involving issues tackled during class (but also two major assignments graded on a five-point scale), an end-term test (last week of semester), 1 home paper; physical: not more than 3 absences

Assessment: average of the end-term test, 2 major homework assignments and the home paper

Description: Besides dealing with all the major and a great many minor developments in the history of English, we will be exploring the traces of variation and early standardisation in the Middle English period. Also, we will be discussing some state of the art methods and current trends in historical linguistics including simulation, computerised corpora and sociolinguistic approaches.

Set texts: Th. Cable and A. Baugh: A History of the English Language, plus some articles.

Requirements: (1) Active participation, (2) regular home assignments, (3) 2 in-class tests, (4) a seminar paper.

Assessment: On the basis of the tests and the seminar paper, slightly modifiable by the quality of classwork and preparation.

Description: Through reading texts written in Early Modern English (Shakespeare and the Authorised Version) and Middle English (Chaucer), as well as some lines in Old English, we will survey the history of English since its earliest attestation. Some problem-solving tasks will also shed some light on the more distant (Germanic and Indo-European) backgrounds of English.

Set texts: Handouts and your notes.

Requirements: Two in-class tests and a home essay (which is the analysis of a short Early Modern or Middle English passage).

Assessment: Based on the marks for the tests and the essay, somewhat modifiable by in-class activity.

Set texts: Dörnyei, Z., & Scott, M.L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47, 173--210. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. pp. 157--167. Rickford, J. R. (1996). Regional and social variation. In S. L. McKay, & N. H. Hornberger (Eds.), Sociolinguistics and language teaching. Cambridge: Cambridge University Press. pp. 151--194. Sridhar, K. K. (1996). Societal multilingualism. In S. L. McKay, & N. H. Hornberger (Eds.), Sociolinguistics and language teaching. Cambridge: Cambridge University Press. pp. 47--70 Hatch, E. (1992). Discourse and language education. Cambridge: Cambridge University Press. pp. 1--37, 209--234. Brown, G. & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press. pp. 1--26. Scovel, T. (1998). Psycholinguistics. Oxford: Oxford University Press. pp. 1--70. Larsen-Freeman, D. & Long, M. (1991). Introduction to second language acquisition research. New York: Longman. pp. 220--289. Allwright, D. & Bailey, K. (1991). Focus on the language classroom. An introduction to classroom research for language teachers. Cambridge: Cambridge University Press. pp. 1--81. Davis, K. A. (1995). Qualitative theory and methods in applied linguistics research. TESOL Quarterly, 29, 427--453. Maykut, P., & Morehouse, R. (1994). Beginning qualitative research. A philosophic and practical guide. London: The Falmer Press. pp. 43--50, 68--114, 145--149. Seliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press. pp. 135--151. McDonough, J., & McDonough, S. (1997). Research methods for English language teachers. London: Arnold. pp. 155--169. Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press. pp. 1--43. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. pp. 471--499. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. pp. 499--508, 529--559. Reid, J.M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21 (1), 87--103. Rees-Miller, J. A critical appraisal of learner training: theoretical bases and teaching implications. TESOL Quarterly, 27 (4), 679--689. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge. Cambridge University Press. pp. 1--49. Larsen-Freeman, D. & Long, M. (1991). Introduction to second language acquisition research. New York: Longman. pp. 52--107. Browsing in journals, e.g. TESOL Quarterly, Novelty, ELTJ, Language Learning, Language Teaching, Applied Linguistics, IRAL etc./ Surfing on the Internet. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. (pp.1- 73). Clevedon: Multilingual Matters. Enyedi Á. (2000). Culture Shock in the Classroom. novELTy 7 (1), 4--16. Prodromou, L. (1992). What culture? Which culture? Cross cultural factors in language learning. ELT Journal 46 (1) 39--50.

Requirements: Downloading the lecture notes, reading the compulsory literature

Assessment: A 100-item multiple-choice test