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):

Dr Elzbieta Klimek-Dominiak

Cultural Diversity in Comics, Films, and Short fiction

American, British, and trans/national comics, films, and short fiction provide a fascinating opportunity to reflect on multiple backgrounds from diverse perspectives and to understand divergent points of view. We will explore approaches to race, ethnicity, class, and sexuality as depicted by diverse authors. We will also examine the critical categories useful in discussing cultural and social issues in various genres and media (e.g. web comics, graphic novel, commodification, double consciousness, internalized racism, unhomeliness, queer). Many of these theoretical concepts are indispensable not only for writing about American or British literature and culture but also for understanding cultural diversity and working in the globalizing world. Students will also acquire a combination of visual and verbal literacy, which is an important skill in many professions dealing with international communication dominated by multimedia. Several sources explore taboo subjects and subversive humour.

dr hab. Michał Szawerna


This is primarily a companion course to my  diploma seminar for 3DSL. While the seminar focuses on the theory and practice of interlingual, intersemiotic, and multimodal translation, this elective course is a tutorial in concepts, theories, and methodologies that come from different traditions within the humanities, but have been demonstrated to facilitate research in the continually expanding area of translation studies. This course may also be of interest to anyone who wishes to learn about fields of research that have variously contributed to what is now fashionably referred to as multimodality studies: semiotics, linguistics, narratology, media studies, art theory, communication studies, psychology, film theory, comics studies, etc.    

Why? What? When? How? – ABC of English pronunciation teaching
Dr Małgorzata Baran-Łucarz

The course is dedicated to future teachers who want to feel confident in teaching one of the basic subskills of every language – pronunciation. You will find out answers to the four questions mentioned in the title (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, which applications are worth showing to your students) 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, looking for, sharing and designing our own materials, analysing lesson plans to see which phases pronunciation practise should and can belong to, 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 all FL teachers. 

English and Polish in the Internet era

Academic year 2020/2021

Instructor: dr Wojciech Witkowski

Course description

The invention of the Internet and development of telecommunication infrastructure has given people a multitude of new options to communicate. Naturally, this had and still has impact on the language we use. During this course we will take a user-friendly look at the linguistics aspects of Internet mediated communication, the proprieties of language varieties used, and the contact between English and Polish in this medium.

Course contents

The course is divided into three thematic blocks:


Meeting 1: Sociolinguistics: Language, variability, linguistic variables, language internal structure and external factors

Meeting 2: Sociolinguistics: social networks, speech communities, communities of practice

Meeting 3: Language and technological development - intro to changes in the written and spoken modes of communication

Meeting 4: Internet mediated communication: spoken vs. written language

Meeting 5: Internet mediated communication: multimodality


Meeting 6: Netspeak - the language in the Internet

Meeting 7: Lexical and grammatical features of Netspeak

Meeting 8: Language variation in the Internet 1

Meeting 9: Language variation in the Internet 2

Meeting 10: Language variation in the Internet 3


Meeting 11: Polish - English language contact: overview

Meeting 12: Sociolinguistic factors and borrowings

Meeting 13: Lexical and structural borrowings from English to Polish

Meeting 14: Linguistic adaptation of foreign elements

Meeting 15: Novel borrowings from English to Polish


Student’s final grade is based on short paper (approximately 6 page long) on a topic related to the phenomena covered during the course. The topic of the paper has to consulted with the instructor by 10th meeting.

Main sources:


iweb corpus – accessible at https://www.english-corpora.org/iweb/        (requires free registration)

WebCorp live – accessible at http://www.webcorp.org.uk/live/              (set LANGUAGE to Polish
                                                                                                        for data from Polish websites)

WebCorp LSE – accessible at http://wse1.webcorp.org.uk/                    (requires free registration)


Crystal, David. (2004). Language and the internet. Cambridge: Cambridge University Press.

Hickey, Raymond (ed.). (2010). The Handbook of Language Contact. Malden, MA: Blackwell

Keith, Allan (ed.). (2016). The Routledge Handbook of Linguistics. Oxon: Routledge.

Kuźniak Marek, (2009). Foreign Words and Phrases in English. Metaphoric Astrophysical Concepts in Lexicological Study. Wrocław.

Zabawa, Marcin. (2012). English lexical and Semantic Loans in Informal Spoken Polish. Katowice: Wydawnictwo Uniwersytetu Śląskiego.

Faculty of Letters
Institute of English Studies Department of Translation
Course title: Closer to the source: A translation theory survey class
Author: Maciej Litwin, PhD
About the course
At its very heart, a scholarly discussion involves understanding and taking a stance on views of other people. We all know this, but we often fail to find enough time to thoroughly understand scholarly positions of classic authors. This course is about finding such time. Each week we will read a classic source text – an article, an essay or an extensive book fragment. We will discuss them and qualify their merits, in particular deciding what the authors DO NOT SAY, but what you might assume they say if you don’t read carefully enough.
Theories advanced by different authors will be…
… contrasted. We will read texts that are at odds with each other, which belong to different traditions of scholarship, which fall into different genres and come from different periods.
… contextualised. They will be discussed in their historical background. This may require considerable investment in the Bible (Hebrew and Christian exegesis) as well as the history of civilisation in Europe. It will certainly require that we go back to defining questions of linguistics and literary studies.
… qualified. We will read fragments of student papers on translation to question whether they do justice to the source they cite. At this stage, we will fill the shoes of an academic supervisor, or an editor keen to assist a student in perfecting their paper (all fragments will be authentic).
Who should sign up?
This course will be useful if you are writing your BA paper on translation. But this is not a strict requirement, and all students eager to learn something about translation theory are welcome. Also, because in this class we will work with samples of student first drafts to address misquoting and misconceptions, you may also use this class to improve your academic writing skills.
If you have
• no interest in linguistic and conceptual nuance,
• no interest in the Bible (the Hebrew, the Protestant and the Catholic tradition);
• no interest in the history of civilisation (including dates and particulars, evolution of sciences and scholarship);
• little or no interest in scholarship before the 20th century;
• no intention to invest energy in extensive reading;
you may feel your intellect is underused or else unnecessarily burned out if you sign up.
This course will require knowledge of English and (at least) sound understanding of Polish.
Credit points
To get your credit points you will have to (a) write an essay on a problem raised in class or deliver a Polish translation of an English theoretical text on translation (picked by your course instructor). You will also have to (b) answer a question from the list of problems covered in class (this will take place during a feedback session on your essay/translation).

dr Małgorzata Jedynak 2020/2021


Czyli jak wiedza neuronaukowa może pomóc w edukacji językowej.


(How neuroscience insights can be used to improve language education)

Is it possible to create Hogwarts-like schools in Poland where language teachers, pupils and their parents coexist together and inspire each other? This vision may seem distant like a fairy tale.... yet... may become reality.

During the course we will be discussing the ways of re-engineering language education drawing from the recent achievements in neuro-sciences. After the course you will know what should be modified in the current language education policies and practices to make the system serve teachers, pupils and parents. Discussing the possible remedies to the language education problems I will rely on the interviews conducted with language teachers, primary school learners and their parents.


Language Varieties – a Sociolinguistic Perspective - dr Adam Biały

Course description: This course is on the study of the relationship between language and society. It will look at variation at all levels of language and how such variation relates to speakers’ identity and culture. The focus will be on language variation across regions, ethnicity, social class, gender, age, etc. An exploration of attitudes and ideologies about these varieties will be of particular importance to understanding this relationship. A major focus will be on co-existing languages and and how languages can complement or replace each other or even result in new languages.

The 1930s: Literature, Culture, and Photography - dr hab. Teresa Bruś

The 1930s decade continues to be constructed as a literary decade with a distinct identity. Writers and artists of this Age of Anxiety, as the decade las been often named, engage the thirties as an integrated, composed, and decisive experience. The class will offer opportunities to invite readings of verbal and visual texts in terms of their powerful impact on the ways of measuring individual lives and assessing the condition of culture in Britain.


Childhood and Participatory Culture - dr Agata Zarzycka

By considering parallels between the ways the Western culture has been conceptualizing children and media audiences, this course aims to analyze the relevance of childhood as a construct in not always obvious contexts of popular culture. It also aims to reflect on the potential consequences of that relevance for the actual child audiences and for texts of culture. We will look at the incorporation and reframings of the maturity-childishness axis in the realm of media fandom and geek culture; analyze moral and political expectations projected on children (as both characters and audiences); track down grown ups' perception of texts for children and children's inclusion in grown ups' cultural practices; and reflect on the significance of child-insipred aesthetics in various textual contexts.

Apart from analyzing constructs such as innocent passivity, youthful rebelliousness, responsibility for the future, nostalgia, or intentional immaturity, students will have an opportunity to get acquainted with several theoretical approaches to childhood and participatory culture, as well as practice academic discussion and hone their research skills by carrying out individual case studies. .

Children’s Film


dr hab. Justyna Deszcz-Tryhubczak

This course on the development of children's cinema, including family film, offers insights into film as a global medium in children's culture that both reflects dominant cultural assumptions about childhood and caters to and shapes children's cognitive, emotional and aesthetic needs. The course encourages students to explore research approaches to cinema and the influence of digital culture on the experience of film. The course also introduces students to film education and methods of researching film with children.

By the end of this course students will be able to:

• Apply specialist knowledge to children’s film as a global medium.

• Demonstrate knowledge of the different genres and target groups in relation to children’s films.

• Develop projects in which children are active participants in relation to the production and reception of films.

Tadeusz Piotrowski


Digital humanities.

This course will be mostly practical, on how to use contemporary data to say something sensible about language or texts in general, including literary texts; in other words, it will address the issue how a translator or a foreign-language teacher, or a user of a foreign language can use those data. The data are most often linguistic corpora, and in the course we will learn how to use corpora and how to interpret the results. The course will be passed using student’s projects.


The Personal Essay in the 20th and 21st c: On Dispersing and Collecting- dr hab. Teresa Bruś


The class will address the essay as a form of art, a literary hybrid, ambulatory and fragmentary. It is “an art among others of the sidelong glance, obliquities and digressions” (Dillon).  We will acknowledge a selection of master essayists in English: Thomas De Quincey, Virginia Woolf, Brian Dillon, and Jeanette Winterson, concentrating on the autobiographical narrowing of a single significant experience in life of the historically and discursively situated self.

Good English bad English. Proper English usage.
Tadeusz Piotrowski

Shakespeare is a writer who we all admire … or whom we all admire? Is this a question of grammar, style, or proper usage? What is usage, who decides what is proper and what is not? Those speakers of English as a second language who aim at native-like fluency (e.g., translators), will often find that even if their texts are grammatically and lexically flawless, some people will say they are unacceptable because improper constructions are used. Further, a huge number of native speakers of English are said not to use English properly. In this class we are going to look at such questions. First, we are going to look at the theoretical background of “proper” usage, which is primarily prescriptivist principles. Second, we will have a look at some of them in greater detail: students will choose some principles from books about usage and check their validity against real texts.


Mateusz Świetlicki

The course on past and contemporary representations of childhood in international film explores the significance of the child and childhood experience as appropriated in films addressed to adult audiences. Close readings of films encourage a critical understanding of the power of the film medium to endorse, question, or problematize perceptions of children, adults and child-adult relations. Analyses of films' composition and their role in popular culture fosters film literacy as a crucial element of general media literacy.

By the end of this course students will be able to:

  • Demonstrate a further understanding of representations of childhood in media, specifically in relation to film.
  • Apply further knowledge on the interaction between concepts of childhood and representations of childhood in films.
  • Demonstrate knowledge of film literacy as a part of general media literacy.

Films to be discussed in class:

The Kid (1921), dir. Charlie Chaplin (USA);

Ladri di Biciclette (1948) dir. Vittorio De Sica (Italy);

Gifted (2017) dir. Marc Webb (USA);

The Childhood of a Leader (2015) dir. Brady Corbet (UK, France);

South Park, BoJack Horseman, Family Guy, The Simpsons (selected fragments);

Estiu 1993 (2017) dir. Carla Simón (Spain);

Me and Earl and the Dying Girl (2015) dir. Jesse Andrews (USA);

De Tweeling (2002) dir. Ben Sombogaart (Netherlands);

La Mala educación (2004) dir. Pedro Almodóvar (Spain);

We the Animals (2018) dir. Jeremiah Zagar (USA);

Moonlight (2016) dir. Barry Jenkins (USA);

Irina Palm (2007) dir. Sam Garbarski (Belgium, Luxembourg, UK, Germany and France);

Paulette (2012) dir. Jérôme Enrico (France);

Cafarnaúm (2018) dir. Nadine Labaki (Lebanon);

Nelyubov (2017) dir. Andriej Zwiagincew (Russia);

Suicide Room (2011) dir. Jan Komasa (Poland);

Kynodontas (2009), dir. Jorgos Lantimos (Greece);

We Need to Talk About Kevin (2011) dir. Lynne Ramsay (UK, USA);

Eden Lake (2008), dir. James Watkins (UK);

Mommy (2011) dir. by Xavier Dolan (Canada).

55% Review

35% Participation in class discussion       

10% Quizzes


Quantitative methods in language studies

Academic year 2020/2021

Instructor: dr Wojciech Witkowski

Course description

This course aims at familiarizing students with basic statistical methods which are most frequently used in language studies. During the course participants will learn how to properly organize and manage their language data for the purpose of qualitative and quantitative research. Next, they will be familiarized with basic concepts and procedures that can be applied in language oriented research. To facilitate the analyses, participants will be working with R software for statistical computing. After completing the course, students will possess knowledge and skills necessary for conducting research in linguistic and second language teaching oriented research.

The course will be organized into three thematic blocks:

Block 1: data and basics

-organizing your data

-data and variables

-numerical description of the data

Block 2: Determining the relationships

-between two variables

-between more than two variables

Block 3: Determining the differences

-between two groups

-between more than two groups


Course credit will be based on home assignments (two for each block) and student's participation.

Elective 2020/2021

Instructor: dr hab. Anna Mystkowska-Wiertelak

L2 motivation

With a premium put on communicative language teaching, language development involves more than just accumulation of words, structures and rules.  It should be viewed as acquiring a set of skills and strategies based on sociolinguistic, pragmatic, textual and grammatical knowledge. The mastery over these skills requires extensive practice, opportunities for which language classrooms may fail to provide.  This makes the process of language development slow and frustrating. Negative experiences aggregate and initial enthusiasm turns into disaffection, boredom, and, eventually, reduced effort. How to prevent or counteract demotivation? The search for an answer to the question started decades ago and, over the years, research into L2 motivation has become an distinct field of study that has generated a large degree of scholarly attention resulting in numerous books, articles and research projects. In this class, we shall discuss the main stages of motivational L2 research as well as latest developments in the field. In particular, the following topics will be addressed: the Socio-educational Model of Second Language Acquisition, the L2 Motivational Self System, Self-determination and Motivated Engagement, motivation and Complexity Theory, Directed Motivational Currents, emotions that motivate L2 learning, Willingness to Communicate, motivational teaching strategies, motivational group dynamics, Learning Mindsets, Flow, Positive Psychology and learning motivation, motivation and the Unconscious.

Mandatory reading:

Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.), (2020). The Palgrave handbook of motivation for language learning. Basingstoke: Palgrave.






Dr Wojciech Drąg

.pl /


Course contents:

1. Introduction to experimental literature

2. Microfiction/flash fiction. Focus on a selection of texts from the following collections: David Foster Wallace, Brief Interviews with Hideous Men; Dave Eggers, Short Short Stories;Dan Rhodes, Anthropology and a Hundred Other Stories; Robert Olen Butler, Severance / Intercourse; Lydia Davis, The Collected Stories of Lydia Davis and Jerome Stern, Micro Fiction: An Anthology of Fifty Really Short Stories

3. Fragmentary writing. Focus on David Markson, Reader’s Block (fragments) and Padgett Powell, The Interrogative Mood: A Novel? (fragments)

4. Multimodality. Focus on Jonathan Safran-Foer, “A Primer for the Punctuation of Heart Disease” and Leanne Shapton, Important Artifacts and Personal Property from the Collection of Lenore Doolan and Harold Morris: Including Books, Street Fashion and Jewelry (fragments)

5. Graphic novel. Focus on Richard McGuire, Here and Adrian Tomine, Killing and Dying

6. Collage. Focus on Graham Rawle, Woman’s World

7. Altered fictions. Focus on Jonathan Safran-Foer, The Tree of Codes and Tom Phillips, A Humument

8. Constrained writing. Focus on Paul Griffiths, Let Me Tell You

9. Experimental life-writing. Focus on Joe Brainard, I Remember; Rick Moody, “Primary Sources”; Alexandra Nemerov, “First My Motorola”; Amy Krouse Rosenthal, Encyclopedia of an Ordinary Life

10. Interactive literature. Focus on Robert Coover, “Heart Suit”

11. Electronic literature. Focus on David Clark, 88 Constellations for Wittgenstein

12. Experiments with time. Focus on Robert Coover, “The Babysitter” (if time allows)


A digital version of all the assigned texts will be provided via email or Dropbox. Certain topics will take more than one class to discuss.


Components of the grade:

  1. A written analysis of a chosen microfiction (not discussed in class) OR of the multimodal aspects of a chosen work or its fragment (ca. 800 words, 10 points)
  2. A piece of creative writing: a collage, an altered fiction, a piece of constrained writing OR an example of experimental life-writing (no word limit, 10 points)