Oferta zajęć do wyboru w 2020/21

Year 2 and 3 B.A. ELECTIVE COURSES (3 ECTS) / 2 DSL i 3 DSL (razem) ZAJĘCIA FAKULTATYWNE, lista A (realizują tylko studenci, którzy wybrali program studiów ze “ścieżką filologiczną”):

Year 3 B.A. ELECTIVE COURSES (4 ECTS) / 3 DSL ZAJĘCIA FAKULTATYWNE, lista B (realizują wszyscy studenci):


Zofia Kolbuszewska - Failure as Success (Porażka sukcesem)

Celem kursu jest prześledzenie i przedyskutowanie różnych aspektów pojęć porażka i powodzenie (sukces) i ich wzajemnej relacji w kulturze amerykańskiej, na podstawie wybranych filmów. Filmy omawiane podczas zajęć zaznajamiają uczestników zajęć z jednostkowymi, społecznymi, politycznymi, i ekonomicznymi okolicznościami porażki i powodzenia oraz skłaniają do dyskusji nad relatywnością ocen dotyczących porażki i powodzenia. Program kursu obejmuje dyskusję wizji porażki i sukcesu oraz ich re-ewaluację, wyłaniających się z zaproponowanych w sylabusie filmów dotyczących sukcesu i porażki jednostki w życiu prywatnym i publicznym, Wybrane filmy należą do gatunków filmowych takich jak anty-western, dramat, komedia, dramat kryminalny, i realizm magiczny.

 The course focuses on analyzing and discussing various aspects of the notions of failure and success and their mutual relationships in American culture, on the basis of selected films. The films covered in class familiarize the participants with individual, social, political, and economical circumstances of the failure and success, and encourage a discussion of the relativity of evaluations as regards failure and success. The program of the course embraces the discussion of the visions of failure and success as well as their re-evaluation, that emerge from  the films proposed in the syllabus, concerning success and failure in private and public life. Selected films belong to such film genres as anti-western, drama, comedy, detective drama, magical realism, and animated film.

Maciej Litwin - Title: Project Boethius 2.0 -- a Polish-English/English-Polish translation workshop*
*This course is a revised version of the pilot than ran in the autumn of 2017.
Maciej Litwin, PhD
Language regime
To participate in this course you need to be fluent both in Polish and in English.
A translation workshop
The proposed course is a Polish-English/English-Polish translation workshop. As such, it is product-oriented. Each student will have to deliver translation work meeting the criteria set out in his/her translation commission. The terms of such commissions will be agreed upon between the student and the course instructor in mid-semester.
So, put simply, in this course you can undertake a translation job to “earn” your credit points.
Meeting a demand
But can you translate just anything? No, because not every kind of text will be solicited by your commissioning party. Your course instructor will be happy to consider your translation bids, but, in general, those should feature texts which are distant (culturally and temporally) relative to the present moment. And this is serious: to make your proposals, you will be asked to seek inspiration from the figure of Boethius (see: course title), one of the transmitters, or bridge builders, who saved important ancient legacy for the middle ages.
Of course, you don’t have to translate the kind of difficult philosophical texts that Boethius delivered. But you will be asked to emulate him in his desire to maintain continuity and safeguard access to older writing, reaching out to remote times, peoples and values. To do this, you will need to open your mind to economies of writing and thinking that may seem out of step with what we hold to be normal. This may require sound research and it is reasonable to think about your translation job in this class as a capacity test for you as a writer working in Polish and English.
Summing up, to get your commission you will have to sell your idea. You will have to make a public case for a translation of an old text and this case, when accepted, will be the starting point for your translation contract. Then, you will have to deliver the translation specified in this contract. Note, that we are speaking about a “contract”, rather than a translation “assignment”. Your grade will reflect your meeting the contractual obligations, not an abstract standard of translation.
An academic course
Your contract will be ready in mid-semester. Your translation will be delivered and graded in the last weeks of the semester. What about the remaining time? We will use this time to help you prepare for the main translation task, and this preparation will involve standard academic methods of reading, discussing and analysing texts (translated texts and texts about translation).
Our preparations for the final job will involve your course instructor and you bringing translation material to class. The excerpts brought by your course instructor will be mostly literary works – poetry and prose – but they will also include other genres. All of them will be either quite old or originating in niches that point to different ecosystems of thinking and learning (even if they date from the 20th century). Ideally, the material that you will propose might involve some of the problems you’ve encountered fulfilling your contract obligations. The balance between proposed examples and requested discussions will mirror your engagement.
You will have to read six academic essays (or book chapters) on translation and (cognitive) linguistics. (This number is provisional and may be reduced, but should not be increased)
You will have to make at least one (short) presentation (in which you will make the case for your
translation pick).
We will use the academic idiom to talk about translations, essays on translation and translated texts.
Other information
For obvious reasons, this course may be of interest for students working on their MA projects in
translation. But it is not limited just to this group. All students who know both English and Polish are
welcome, so far as they are willing to venture out of their twenty-first century comfort zone.
Indeed, before you sign up you need to double check if you’re really interested in meeting the Other.
Our examples (including your contractual work) will feature older texts, and to understand them you
will need to show basic interest in cultures and times other than your own. If you have no interest in
philosophy, history, the Bible, and, generally, the evolution of the European civilisation, you may
well feel your energy is wasted in this class.

Marcin Tereszewski - The Short Story

The short story as a literary genre, though for a long time neglected as a subject of academic interest, has been regarded as a “child of this [20th] century”, a genre most uniquely equipped to represent the experience of modernity, able to capture its accelerated pace. This course will provide a broad introduction to the development of the short story from the nineteenth century to the twenty-first century in both American and English traditions and in a variety of genres. Emphasis will be placed on the major themes and their development, genres, complexity of characterization, and plot structure. By the end of the semester, students will be able to identify major writers, developments, and themes in the short story genre.




Introduction and class organization.


Herman Melville. Bartleby, the Scrivener“ (1853)


Edgar Allan Poe “The Black Cat” (1843)


Charlotte Perkins Gilman, “The Yellow Wallpaper” (1892)


E. M. Forster, “The Machine Stops” (1909)


J. G. Ballard, “Billenium” (1962), “Chronopolis” (1960)


Shirley Jackson. “The Lottery” (1948)


E.B. White, One More to the Lake“ (1941)


Daniel Keyes, “Flowers for Algernon” (1959)


Ray Bradbury, “There Will Come Soft Rains” (1950) and Pedestrian (1951)


John Cheever, “The Swimmer” (1964)


Raymond Carver, “Cathedral” (1983)


Joan Didion, “Goodbye to All That (1967)


Kristen Roupenian, “Cat Person” (2017)






Course description: This course will take a corpus and quantitative linguistic view selected phenomena in the English and the Polish language. During the course participants will be familiarized with corpus linguistic methodology and the selected exploratory analyses that will help them to interpret the empirical data. The content of the course will be divide into two parts: (i) discussion part – during which we will discuss the linguistic problem and the theoretical underpinning of it; and (ii) workshop part – in which we will run analyses of the data collected from the corpora. The analysis covered in this course can be naturally be extended to participant’s own research, which participants will have the chance to present in their final assignments.

DISCLAIMER: Although this course assumes looking at language data from a quantitative perspective, using a specialised software; no prior advanced training in maths is required. Neither are the participants expected to have previous experience with R software. For each workshop class participants will receive a dataset and a script allowing for effective participation in the class.

Credit: Student’s final grade will based on the final assignment. Students are expected to turn a short paper (between four and six pages long) presenting the possibility of applying a selected analysis (out of those discussed during the course) in their MA research.

The paper has to contain the following:

1/ Presentation of linguistic problem

2/ Major theoretical assumptions behind the approach the problem presented in (1)

3/ Choice and the justification of the selected analysis

Schedule: Meetings will take place and cover the areas presented in the schedule below:


Discussion part



February 24, 2021

Linguistics: empirical and theoretical aspects


March 3, 2021

Linguistics: empirical and theoretical aspects


March 10, 2021

Corpus linguistics: a methodology (student assigned reading, as classes are cancelled on the instructor’s part)


March 17, 2021

Types of corpora and data to be found in them (student assigned reading, as classes are cancelled on the instructor’s part)


March 24, 2021

Language and its structure in corpus and quantitative view


Problem solving part



Workshop part


March 31, 2021

Dialect variation in the use of quite in British and American English


Follow up: ‘I see this …’ metaphorical and non-metaphorical uses of ‘see’ in academic, spoken, fiction, and news registers

Association measures, collostructional analyses

Performing chi-square test based analyses in R, working with observed and expected frequencies


April 14,



April 21,


Syntax and semantics of English causative constructions


Follow up: Polish Object Experiencer verbs: how agentive are they

Cluster analysis, conditional trees


Performing cluster analysis in R, understanding distance between the data


April 28,



May 5,


Cooking in English. Meaning similarities and differences between verbs of cooking.


Follow-up: verb sense differences of ‘odwrócić się’ verb in Polish

Semantic vector spaces, cosine similarity

Understanding Mutual Information scores , understanding cosine similarity measure


May 12,



May 19,


Register variation and register features in English

Principal Component Analysis

Understanding factor reduction technique, understanding and interpreting discovered components


May 26,



June 9,


Final assignment: home assigned work

Deadline June 16, 2021

Students are expected to turn a short paper (between four and six pages long) presenting the possibility of applying a selected analysis (out of those discussed during the course) in their MA research. The paper has to contain the following:

1/ Presentation of linguistic problem

2/ Major theoretical assumptions behind the approach the problem presented in (1)

3/ Choice and the justification of the selected analysis


June 16,



Laura Suchostawska - Ecolinguistics and Conceptual Metaphor

We will explore relationships between language and ecology, between the way people speak and write texts and their attitudes to nature, animals, and various environmental issues, such as climate change, and how this, in turn, influences people's choices and actions. We will discuss the theoretical background, so the course can be attended by students who have not studied ecolinguistics yet, including Erasmus students. We will also analyze a wide range of different texts. At the end of the course, each student will write his or her own final research paper - an analysis of a text (or texts) of their own choice, connected with the environment, nature, animals, etc. The analyzed text and the final paper itself can be written in English, Polish or Spanish.

English pronunciation teaching revisited  Małgorzata Baran-Łucarz, PhD

This course is dedicated to future teachers who want to feel more confident in teaching one of the basic subskills of every language – pronunciation. You will find out:

  • why focus on pronunciation is essential,
  • how to integrate pronunciation teaching with other skills,
  • which specific aspects of pronunciation to focus on with your students and why,
  • where to find the materials practising this subskill

by reading and discussing seminal and most recent literature on phonodidactics. The course will be highly interactive, with both theory and practice. We will be, among others, presenting outcomes of assigned readings, looking for, sharing and designing our own materials for pronunciation teaching, analysing coursebook from the perspective of pronunciation exercises they offer, writing lesson plans that take into consideration pronunciation practice, and doing micro-teaching. The focus will be primarily on how to teach pronunciation to Polish students of English; however, the main principles the course will discuss are universal and can be followed by teachers of all foreign languages. 


Mariusz Marszalski - American Modernist Poetry

The lecture in American modernist poetry is meant for students who have already developed a liking for poetry, but also for those who are ready to give it a go. Modernism, which roughly spans the decades from the 1910s to the late-1940s, is arguably one of the most vital and interesting periods in the history of Western literature. Perhaps the most fascinating thing about the poetry of American modernists is its radical break from both past traditions and past forms, so famously reflected in Ezra Pound’s slogan “Make it new” or William Carlos Williams’ “No ideas but in things.” Selected poems by Edwin Arlington Robinson, Edgar Lee Masters, Robert Frost, Amy Lowell, Marianne Moore, Edna St. Vincent Millay, Carl Sandburg, e. e. cummings, Wallace Stevens, to name but a few, will be examined for their modernist innovations such as new visual aesthetics, formal experimentation and cultural emancipation. Additionally, the course will addresses the impact of World War I on the poetry of the poets who created the new American poetic tradition.

Leszek Berezowski - Articles and countability

The course offers a broad and detailed survey of English article use with a special focus on cases which are given little prominence in standard grammar classes. The topics covered in the course range from atypical uses of the indefinite article to definite article usage with proper names and cases where English articles must not be used. The discussion of each topic starts with reviewing the fundamental meanings of definiteness, indefiniteness and countability and then goes on to examine how they apply to cases which are lesser known and / or atypical.

Tadeusz Piotrowski - Lexical resources of English
The course will discuss lexical resources, which are needed for various groups of end users: machines (lexical databases) and humans (lexical databases, more traditional dictionaries), and it will focus on the needs of a contemporary user of a language, such as translator, teacher, or researcher.


Dorota Kołodziejczyk - Postcolonial Into World Literature in English

Literature written in English comprises today a truly global phenomenon covering, roughly,  the former British empire. Some of the crucial works of literature for the English language in modern times have been authored by writers from former colonial territories, from such countries as India, Kenya, Nigeria, the Caribbean, former settler colonies such as Australia, New Zealand, Canada, the Republic of South Africa, and many other countries in Asia, Africa and the Americas. This notwithstanding, a large body of contemporary literature in English has been written by migrants from the postcolonial countries and in fact revolutionized the concept of national literature and the canon. These works of literature bring in new formats and idioms of English, new concepts of identity, and new avenues for transcultural dialogue.

Postcolonial studies has been one of the most vibrant disciplines in literary and cultural studies in Britain and Commonwealth Countries since the early 80s. It has produced its own theory and a global field of studies, transferring itself into Francophone, Hispanic, Lusophone studies and other areas of post-imperial reflection, including even the former Soviet bloc countries. Postcolonial studies has been a crucial field of research contributing to the development of globalization studies and an important factor changing our thinking about world literature. Postcolonial studies, stemming out of the theories of poststructuralism in the 80s, joins in many other fields of knowledge and cultural critique: ethnic studies, feminism and gender studies, cultural studies, cultural anthropology, ecocriticism, posthumanism, post-secularism, digital humanities and many more. Translation studies perspective is also important for studying the comparative potential of postcolonial thought.

Students are expected to read the assigned texts and discuss them. The critical material helps them get to know the pertaining approaches to the problems discussed. Apart from reading, students will give short group presentations, write occasional quizzes and deliver one end-of-semester analytical essay they work on throughout the semester in stages consulted with the instructor.

Leszek Berezowski - English grammar for translators 2

The course covers a variety of grammatical topics which are usually given low prominence in standard grammar curricula but are important for translators. The topics include double negation, non-finite clauses, atypical passive voice structures, resultative constructions, counterfactual constructions and cleft sentences.

The course supplements a series of topics covered in the fall semester but the series selected for the spring semester is independent and attending the lecture in the previous semester is not a prerequisite for choosing it in the upcoming one.