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Departamento De Filología Inglesa


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Departamento De Filología Inglesa



PRIMER CURSO


14945-HISTORIA DE LA LITERATURA INGLESA (I) (1066-1700)

Asignatura Troncal. Primer Semestre. 6 créditos

Profs: Román Álvarez (teoría) y Antonio Prieto (práctica)

PROGRAMA:

I. Literatura Medieval

1. La conquista normanda y la introducción del francés

2. Breve panorama de la literatura medieval

3. Los romances y el renacimiento aliterativo del siglo XIV

4. La figura de Geoffrey Chaucer. The canterbury Tales

5. La poesía popular: las baladas

6. Los orígenes del drama: el teatro medieval hasta Everyman

LECTURAS: a) "General Prologue" de The Canterbury Tales

II. Literatura Tudor e Isabelina

7. El Renacimiento inglés. El Humanismo y la Reforma

8. La poesía Tudor e Isabelina. Los sonetos

9. Los antecedentes del teatro isabelino. El "interlude"

10.William Shakespeare: drama histórico, comedias, tragedias

11.Contemporáneos y sucesores de Shakespeare. Ben Jonson

LECTURAS: a) Selección de sonetos

b) Hamlet, A Midsummer Night's Dream, The Tempest

III. Literatura Jacobea y Carolina. La época de Milton

12. La poesía inglesa del XVII

13. Los "cavalier poets" y los metafísicos. John Donne

14. John Milton: obra poética. Paradise Lost

LECTURAS: a) Selección de poesía metafísica

b) Selección de sonetos de Milton.

c) Selección de Paradise Lost

IV. La Restauración (The Age of Dryden)

15. La Restauración como referencia histórica y literaria

16. John Dryden, poeta, autor dramático y crítico

17. El teatro de la Restauración

18. La novela y la prosa de la Restauración

LECTURAS: W. Wycherley, The Country Wife


^ BIBLIOGRAFÍA SELECCIONADA:

- Abrams, M.H. et al., The Norton Anthology of English

Literature. W.W. Norton & Co. New York (varias eds.)

- Baugh, A.C., ed. Literary History of England, 4 vols.

Routledge, 1991.

- Burgess, A. English Literature. Longman, 1990.

- Carter, R. & McRae, J. The Penguin Guide to English Literature:

Britain and Ireland. Penguin, 1995.

- Daiches, D. Critical History of English Literature. Secker &

Warburg, 1971.

- Ford, B., ed. The New Pelican Guide to English Literature.

Longman, 1983.

- Galván Reula, F., ed. Estudios literarios ingleses: la edad

media. Cátedra, 1985.

- Gray, M. A Chronology of English Literature. Longman,1989.

- Hollander, J. & Kermode, F. eds. The Oxford Anthology of

English Literature. Oxford U.P. (varias eds.)

- Jeffares, N., ed. The Macmillan History of Literature.

Macmillan, 1982.

- Onega, Susana, ed., Estudios literarios ingleses: Renacimiento

y Barroco. Cátedra, 1986.

- Ousby, I., ed. The Cambridge Guide to Literature in English.

Cambridge U.P., 1988.

- Portillo, Rafael, ed. Estudios literarios ingleses: Shakespeare

y el teatro de su época. Cátedra, 1987.

- Pujals, E., Historia de la literatura inglesa. Gredos, 1984.

- Sanders, A., The Short Oxford History of English Literature.

Clarendon Press, Oxford, 1994.

- Wain, J., ed., The Oxford Anthology of English Poetry. Oxford

U.P. (varias eds.)

- Wynne-Davies, M. Bloomsbury Guide to English Literature. 1989.


14937-LENGUA INGLESA I (Nivel Intermedio)

Asignatura Troncal. Anual. 14 créditos

Profs: 1º cuatrimestre: Luisa Mª González / Mª Jesús Sánchez

2º cuatrimestre: Ana Alonso / Carmen Diego / Alberto Jambrina

^ COURSE OUTLINE:

Listening and speaking skills:

Articulation and stress of isolated words. Intonation and fluency. Identification of sounds. Understanding communicative situations.

Reading and writing:

Exam training. Text building. Punctuation. Formal and informal styles. Description, opinion and narrative. Advertising, press and literature.

^ Phonological contents:

Introduction to phonemic script. Contrast between Spanish and English pronunciation.

Grammar practice:

Verbal tenses. Auxiliaries and modals. Periphrases. Passive voice. Conditional sentences.

Adjectives and adverbs. Comparison. Articles. Conjunctions and linking expressions.

Reported speech. Defining and non-defining relative clauses.

Suggestions, advice, warnings. Regrets and criticisms. Expressions of purpose. Causative verbs.

^ Lexical and morphological aspects:

Idioms. Colloquial expressions. Phrasal verbs. Word formation. Geographical, social and professional variation.


BIBLIOGRAPHY:

The coursebook will be First Certificate. Direct. by Mary Spratt and Bob Obee. Cambridge: University Press, 2001

Students will be required to read a book of short stories on which they will be tested during the course.

Recommended grammars and dictionaries:

Eastwood, J., ^ Oxford Practice Grammar (Oxford: Oxford University Press, 1999)

Thomson, A. J. and Martinet, A. V., A Practical English Grammar (Oxford: Oxford University Press, 1999 edition)

Collins Cobuild English Language Dictionary

The Concise Oxford English Dictionary

Collins Español/Inglés-Inglés/Español
^

Longman Language Activator




14733-SEGUNDA LENGUA: INGLÉS I


Asignatura Troncal. Primer Semestre. 7 créditos

Profa.: Dolores Alonso Mulas / Ana Alonso Alonso (Prácticas)

COURSE OUTLINE


1.- Revision of Tenses. Adverbs of frequency, manner, place, time, degree.

Adverbs and word order.

2.- Clauses of time, consequences, result and purpose.

3.- Phrasal verbs. Concentrating on the most common.

4.- Used to, get used to. Causative have.

5.- Passive voice.

6.- Modal verbs.

7.- Reported Speech.

8.- Conditional sentences.

9.- Saxon genitive and prepositional genitive.

10.- Relative clauses.
^

BIBLIOGRAPHY

Text Book


ACKLAM RICHARD, First Certificate Gold, Longman

Grammars


MICHAEL SWAM, Practical English Usage, OXFORD UNIVERSITY PRESS

RAYMOND MURPHY, Essential Grammar in Use and/or English Grammar in Use,

CAMBRIDGE UNIVERSITY PRESS.
^

Graded Reading


ARTHUR CONAN DOYLE, The Hound of The Barkervilles, Longman

EDGAR A. POE, Tales of Mystery and Imagination, Longman

CHARLES DICKENS, Oliver Twist, Longman

Recommended Books


MICHAEL SWAN, Basic English Usage, OXFORD UNIVERSITY PRESS.

A.S. HORNBY, Oxford Advanced Learner’s Dictionary of Current English, OXFORD UNIVERSITY PRESS.

^

14741-Segunda Lengua II. Inglés


Asignatura Troncal. Segundo Semestre. 7 créditos

Profa. Rosa Revilla Vicente

COURSE OUTLINE


The principal grammatic points to be covered during the course are the following:

1.- Different Forms of Used to. Causative have

2.- Predictions and Guesses - Must, Be/ Can`t be. Believed to be + Passive Construction. Look.

3.- Conjunctions. Reported Speech.

4.- Contrasting Ideas.

5.- Used to / Would. Prepositions Following Adjectives. Word Order. Adjective Order.

6.- Conditional Sentences. Verbs Followed by Prepositions. Ways of Saying If. Forms of Wish.

7.- Relative Clauses. Abbreviating Clauses.


^

RECOMMENDED BIBLIOGRAPHY


Collins Spanish-English / English Spanish Dictionary

Collins Cobuild English Language Dictionary

Longman Dictionary of Language and Culture

Longman Language Activator

Leech, Geoffrey. An A-Z of English Grammar and Usage. Arnold.

Swam, Michael. Basic English Usage. Oxford University Press.

Sánchez Benedito, ^ Gramática Inglesa. Alhambra.

Liz & John Soars, Jo. Devoy. New Headway Workbok. Oxford University Press.


SET BOOKS

Raymond Murphy English Grammar in Use. Cambridge University Press.

Reader: Aldous Huxley . Brave New World. Longman


^

SEGUNDO CURSO




14946. HISTORIA DE LA LITERATURA INGLESA II (1700-2000)

Asignatura Troncal. Segundo Semestre. 6 créditos

Profs: Manuel González de la Aleja /

Antonio Prieto

Esta asignatura intenta poner al estudiante de Filología Inglesa en contacto con una materia troncal, la Literatura Inglesa, que abordará posteriormente con mayor profundidad en el segundo ciclo. Para ello, y en gran medida por ello, el curso pretende ofrecer una panorámica amplia y ordenada cronológicamente de las principales etapas, movimientos, géneros, tendencias, autores y obras de la literatura inglesa. Ello, sin embargo, no implica que se renuncie al análisis y la discusión de obras específicas, o al establecimiento de categorías teóricas (genéricas, formales, etc.) necesarias para dicho análisis. De hecho el curso es antes que nada una iniciación a la lectura, que se desarrollará sobre todo en las clases prácticas de discusión y análisis de las obras de lectura obligatoria que figuran en el programa, pero también en las teóricas a través del comentario de una serie de textos y fragmentos adicionales.


1. Eighteenth-Century Literature—1700-1789.

1.1. A Working Chronology.

1.2. The Augustan Age

1.3. The Age of Satire

1.4. The Age of Prose

1.5. The Age of Sensibility


Reading: Alexander Pope, The Rape of the Lock (the first two cantos)

2. The Literature of the Romantic Period—1789-1832.

2.1. The Age of Revolution

2.2. The Age of Romanticism

2.3. The Age of Poetry

Reading: A Selection of Romantic Poetry

3. The Literature of the Victorian Period—1832-1901.

3.1. A Working Chronology

3.2. The Victorian Age

3.3. The Age of Debate

3.4. The Age of Fiction

3.5. The Age of Post-Romanticism

Reading: Thomas Hardy, Tess of the D’Urbervilles

4. Pre-war and Modern Literature—1901-1945.

4.1. The Age of Disillusionment

4.2. The Age of Modernism

4.3. A Map of Modern Groups

Reading: Virginia Woolf, Mrs Dalloway

5. Post-war and Postmodern Literature—1945-.


^ 14938-LENGUA INGLESA II (N.A.)

Asignatura troncal. Anual. 14 créditos

Profs: 1º cuatrimestre: Dolores Alonso / Mercedes Peñalba / Jorge Prieto /Javier Ruano

2º cuatrimestre: Izaskun Elorza / Alberto Jambrina / Elvira Pérez
^

AIMS OF THE COURSE


The aim of the course is to help students reach an advanced level in their grammatical and lexical competence in English, and in the development of the four language skills (reading, writing, listening and speaking).

COURSE OUTLINE


The Programme to be covered in this course may be divided into five basic parts:

  1. ^ A PRACTICAL APPROACH TO ADVANCED LANGUAGE PATTERNS

(2) USE OF ENGLISH

(3) READING COMPREHENSION

(4) WRITING

(5) AURAL AND ORAL PRACTICE


Every single part of the course requires active collaboration from the student both inside and outside class: students are expected to devote time to the preparation and completion of exercise material before attending the lessons. Only in this way, we (students and teachers) will be able to make the most of every lesson.


EVALUATION

There will be a mid-term exam at the end of the 1st semester to test students’ progress.

The final examination will cover all the aspects of the course and will be divided into two parts:

  1. a written exam, including Use of English exercises, dictation, reading comprehension

and text production.

  1. an oral exam


^ RECOMMENDED BIBLIOGRAPHY

GRAMMAR AND USAGE

Swan, M., Practical English Usage, Oxford University Press.

Collins Cobuild English Usage, Harper-Collins

Leech, G., An A-Z of English Grammar and Usage, Edward Arnold




^ 14749-LITERATURA DE LA SEGUNDA LENGUA : INGLÉS I

Asignatura Troncal. Primer Semestre. 6 créditos

Prof. Antonio López Santos

(http://web.usal.es/~anlosan/14749.html)


OBJETIVOS

Llegar, a través de los textos, a tener un conocimiento cercano de los principales movimientos literarios ingleses a lo largo de estos nueve siglos (ss. VIII-XVII).



Trabajo escrito

Antes del 20 de diciembre deberán presentar un trabajo escrito, correspondiente al Tema 4, sobre la recepción de La Celestina en la literatura inglesa en el siglo XVI, con una referencia especial al Interludio de Calisto y Melibea.


PROGRAMA

  • ^ 1. NARRATIVA / ÉPICA.
    Beowulf y las literaturas germánicas medievales.

  • 2. NARRATIVA / “ROMANCE”
    El romance artúrico en Inglaterra: Sir Gawain and the Green Knight.

  • 3. NARRATIVA / CUENTO.
    Geoffrey Chaucer, The Canterbury Tales y las colecciones de cuentos medievales.

  • ^ 4. TEATRO MEDIEVAL.
    Orígenes del teatro en Inglaterra.

  • 5. TEATRO ISABELINO.
    Shakespeare y sus contemporáneos.


LECTURAS OBLIGATORIAS

  1. Beowulf (s. VIII)

  2. Sir Gawain and the Green Knight (c.1375)

  3. Geoffrey Chaucer (c.1343-1400).
    The Canterbury Tales (1387-1400)

    • "The Prologue"

    • "The Nun's Priest's Tale"

    • "The Wife of Bath's Prologue and Tale"

  4. William Shakespeare (1564-1616)

    • Much Ado About Nothing (1598)

    • Hamlet (1600)

    • Othello (1604)

^ BIBLIOGRAFÍA GENERAL BÁSICA

  • Baugh, Albert C. ed. A Literary History of England. Routledge (4 vol.).

  • Blamires, Harry. A Short History of English Literature. Routledge.

  • Burgess, Anthony. English Literature. Longman.

  • Carrol, David & Michael Wheeler. eds. Longman Literature in English Series. Longman (24 vol.).

  • Coote, Stephen. The Penguin History of English Literature. Penguin.

  • Dodsworth, M. ed. The Penguin History of English Literature. (10 v.)

  • Ford B. ed. The New Pelican Guide to English Literature. Penguin (9 vol).

  • Galván, Fernando. Literatura Inglesa Medieval. Alianza Editorial, 2001.

  • Jeffares, N. ed. Macmillan History of Literature. Macmillan (12 vol.).

  • Rogers, Pat. ed. The Oxford Illustrated History of English Literature. OUP.

  • Sampson, G. A Concise Cambridge History of English Literature. CUP.

  • Sanders, Andrew. The Short Oxford History of English Literature. OUP.

  • The Oxford History of English Literature. Oxford University P. (15 vol.)



^

14757-LITERATURA DE LA SEGUNDA LENGUA : INGLÉS II


Asignatura Troncal. Segundo Semestre. 6 créditos

Prof: Pedro Javier Pardo García


(http://web.usal.es/~pardo)

El objetivo básico de esta asignatura es naturalmente introducir al estudiante en la literatura inglesa del período que va de 1700 a nuestros días. Para ello, y teniendo en cuenta que el curso está dirigido a estudiantes de otras lenguas y literaturas, se utilizará un enfoque comparativo, de modo que puedan servirse de su conocimiento de estas literaturas para familiarizar y conocer una literatura extraña, la inglesa, pero también de manera que el conocimiento de la literatura inglesa pueda iluminar o contribuir a un mejor conocimiento de sus respectivas literaturas. Por eso se intentará presentar la literatura inglesa y las obras de la misma seleccionadas en el contexto de la literatura europea y de ciertas obras de otras literaturas nacionales que puedan facilitar su comprensión, así como en el contexto de la tendencia, corriente o movimiento literario a que pertenecen. La asignatura se plantea también como objetivo fundamental el desarrollo de las facultades críticas y analíticas del estudiante mediante una confrontación directa con los textos. Las obras señaladas con un asterisco son obras de lectura voluntaria de las que se hablará en clase. Las obras cuya traducción aparece mencionada pueden leerse en español.

1. Neoclasicismo. ^ Imitación, parodia y sátira en el siglo XVIII.

• Lecturas: Selección de textos del XVIII (fotocopias).

* Alexander Pope, The Rape of the Lock (selección).

John Gay, The Beggar´s Opera.

Jonathan Swift, “A Voyage to the Country of the Houyhnhnms”, en Gulliver's Travels, y “A Modest Proposal”.

2. Romanticismo. Los Románticos y la visión poética.

• Lecturas: Selección de poesía Romántica inglesa (fotocopias).

Poemas de Wordsworth, Coleridge y Keats (versión bilingüe).

3. Realismo. La novela victoriana y las mujeres.

• Lecturas: * George Eliot, The Mill on the Floss. Penguin/Oxford University Press.

(Traducción: ^ El molino junto al Floss. Planeta.)

4. Modernismo. Ficción de la conciencia y vanguardia poética.

• Lecturas: Selección de narrativa y poesía inglesa de la primera mitad del siglo XX.

Henry James, “The Figure in the Carpet” (fotocopias) y * ^ The Turn of the Screw. Oxford University Press.

James Joyce, Ulysses (selección: secciones [1], [3], [4], [5], [7], [10], [13] y [16]). Penguin/Oxford University Press. (Traducción: Ulises. Cátedra.)

* T.S. Eliot, “The Waste Land” (selección).

5. Posmodernismo. ^ Auto-conciencia, metaficción y teatro del absurdo.

• Lecturas: Selección de narrativa y teatro inglés de la segunda mitad del siglo XX.

* Samuel Beckett, “Dante and the Lobster” (fotocopias) y Waiting for Godot, Faber & Faber. (Traducción: Esperando a Godot. Tusquets.)

Tom Stoppard, Rosencrantz and Guildenstern are Dead. Faber & Faber.

John Fowles, “Poor Koko” y “The Enigma” (fotocopias).

^

14953-FONÉTICA Y FONOLOGÍA INGLESAS


Asignatura Obligatoria. Primer Semestre. 6 créditos

Profs: Juan Jurado / Jorge Prieto

1.- Introduction.

Phonetics and phonology. Conventions.

Acoustic phonetics: pitch, quality, loudness and length.

Auditory phonetics.

Articulatory phonetics. The speech organs.

Spelling and sound. The IPA alphabet.

Segmentation. Isolated sounds and connected speech.

Phonemes and allophones. Phonotactics.

Classification of English phonemes.

2.- ^ English vowels, diphthongs and triphthongs.

Acoustic features: quality and length.

Articulatory features: openness, place of articulation, rounding, effort.

Cardinal vowels.

Diphthongs and triphthongs.

Description of each sound:

Spelling and examples.

Articulatory and acoustic description.

Allophones.

Contrasts and remarks to foreign (Spanish speaking) learners.

4.- ^ English consonants and clusters.

Place of articulation.

Manner of articulation.

Voicing. Fortis/lenis contrast.

Description of each sound:

Spelling and examples

Articulatory description.

Allophones.

Contrasts and remarks to learners.

5.- Phonemic transcription.

Written practice. The word as a basis. Strong and weak forms.

Introduction to connected speech. Rhythm, assimilation, elision and linking.

6.- Segmental and suprasegmental components.

Word and sentence stress.

The syllable.

Intonation. Functions. Basic types of tone units.

7.- ^ Varieties of English.

Social and geographical variation.

RP, GA and other accents.

The course is intended to provide both an introduction to the theory of English phonetics and phonology, and training in practical skills such as the production and recognition of the phonemes of English and the transcription of English words and texts into phonemic script. Tests will include both theory and practice (50%-50%).

The course will mainly follow RP as a pronunciation standard, but other varieties, especially General American, will also be dealt with. The phonemic notation will basically stick to updated versions of the IPA alphabet set by D. Jones and A.C. Gimson.

The textbook English Phonetics and Phonology, by Peter Roach, edited by Cambridge U.P. (Third edition, 2000) can optionally be used as support or alternative reading to classroom explanations. Please note that classroom materials will not be available for downloading. J.C. Wells´s Longman Pronunciation Dictionary (see below) is used as a reference.

Students are expected to have a modern English dictionary, preferably employing the same phonemic symbols as the ones we will be using in class.


^ Recommended support books:

A. Cruttenden, Gimson's Pronunciation of English. London: Edward Arnold. Seventh edition, 2008.

J.C. Wells, Longman Pronunciation Dictionary. Longman. Third edition, 2008

P. Roach, English Phonetics and Phonology. Cambridge UP. Third edition, 2000.


Other bibliography:

B. Collins and I. M. Mees, Practical Phonetics and Phonology. London: Routledge. Second edition, 2008.

J.D. O'Connor, Better English Pronunciation. Cambridge UP. Second edition, 1980.

P. Roach, Introducing Phonetics. London: Penguin, 1992

G.F.Arnold and A.C.Gimson, English Pronunciation Practice. London UP.,1970.

J.Clark and C.Yallop, Phonetics and Phonology. Basil Blackwell, 1995.

J.S.Kenyon, American Pronunciation. Ann Arbor. George Wahr, Michigan, 1951.

D.Jones, An Outline of English Phonetics. Cambridge: Heffers, 1960.

D. Jones, English Pronouncing Dictionary. Revised by A. C. Gimson and

edited by S. Ramsaran. London: J. M. Dent & Sons, 1989.


Online resources:

International Phonetic Association:

http://www.langsci.ucl.ac.uk/ipa/


University College London:

http://www.langsci.ucl.ac.uk/speech/


Oxford University:

http://www.phon.ox.ac.uk/~jcoleman/undergraduate_course_index.htm


University of Iowa

http://www.uiowa.edu/~acadtech/phonetics/#

^

14858-LITERATURA NORTEAMERICANA

HASTA FINALES DEL SIGLO XIX

Asignatura Obligatoria. Segundo Semestre. 6 créditos

Prof.: Daniel Pastor García


Course Description


This is a thorough survey of American literature from the time of English colonization to the end of the nineteenth century. Our class discussions will focus on close analysis of texts (fiction, poetry, essays, autobiography, letters, sermons,…), while lectures will introduce individual authors and survey relevant historical issues and cultural movements.


^ Course contents


I. The Colonial period (1607-1775)


I. 1. The record of exploration.

I. 2. The Puritan doctrine and literature.

Readings: John Smith: From A Description of New England; William Bradford: From Of Plymouth Plantation; Anne Bradstreet: “To My Dear and Loving Husband”.


  1. The Revolutionary period (1765-1820)


II. 1. The Enlightenment. Literary manifestations of the period Readings: Benjamin Franklin: From The Autobiography.

II. 2. The rise of a national literature. Readings: Washington Irving: From “The Author´s Account of Himself”; William Cullen Bryant: “Thanatopsis”.


  1. The Romantic period (1820-1865)


III. 1. E. A. Poe: Readings: “The Cask of Amontillado”; “Sonnet To Science”, “To Helen”; “The City in the Sea”, “Annabel Lee”; “The Raven”.

III. 2. The Transcendentalist Movement. Readings: R. W. Emerson: From Nature; Henry D. Thoreau: From Walden.

III. 3. The Romance: Hawthorne and Melville. Readings: Hawthorne: From Preface to The House of the Seven Gables; “The Birthmark”; Melville: From Moby- Dick.

III. 4. The Poetry of W. Whitman and Emily Dickinson. Readings: Whitman: Preface to Leaves of Grass and selection of poems. Readings: E. Dickinson : selection of poems.


  1. The Rise of Realism and Naturalism (1865-1914)


IV. 1. Local Color Fiction and an Emerging Feminine Fiction. Readings: K. Chopin: “The Story of an Hour”.

IV. 2. American Realism: Mark Twain, William D. Howells and H. James. Readings: William Dean Howells: From Criticism and Fiction; Mark Twain: From Adventures of Huckleberry Finn.

IV. 3. American Naturalism. Characteristics. Stephen Crane and Frank Norris. Readings: Frank Norris: From The Responsibilities of the Novelist.


Recommended Readings


Nina Baym et al. (eds.) The Norton Anthology of American Literature, Norton, Fifth Ed. (2 vols.) 1998.

Marcus Cunliffe (ed.), American Literature to 1900, Penguin History of Literature 9, 1993.

Emory Elliott (ed.), Columbia Literary History of the United States, Columbia University Press, 1988.

James D Hart. The Concise Oxford Companion to American Literature, OUP, 1986.

Richard Ruland & Malcolm Bradbury, From Puritanism to Postmodernism: A History of American Literature, 1991.


Required Readings


Washington Irving: “Rip van Winkle”.

Edgar Allan Poe: “The Fall of the House of Usher” or “The Tell-Tale Heart”.

Nathaniel Hawthorne: “Young Goodman Brown” or “The Minister´s Black Veil”.

Sarah O. Jewett: “A White Heron” or Mary E. Wilkins Freeman: “A New England Nun”.

William D. Howells: “Editha” or Edith Wharton:“The Two Other”.

Stephen Crane: “The Open Boat” or Jack London: “To Build a Fire”.

OPTATIVAS PRIMER CICLO
^

14841 ESTUDIOS CULTURALES DE LA COMMONWEALTH


Asignatura Optativa de Primer Ciclo. Primer Semestre. 6 créditos

Profª. Ana María Fraile

(http://web.usal.es/~anafra)

PROGRAM

  1. From Commonwealth to Postcolonial Studies

  2. Key Terms and Concepts

  3. Key Critics and their Theories

  4. The Settler-invader Colonies

    • Canada

  1. The Occupation-Exploitation Colonies

    • India

    • Africa

    • The Caribbean

  2. Back to the Metropolis: The New Empire within Britain


Basic Bibliography

Ashcroft, Bill, G. Griffiths & H. Tiffin. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London and N. Y.: Routledge, 1989.

­—. Key Concepts in Post-Colonial Studies. London and N. Y.: Routledge, 1998.

Bhabha, Homi, ed. Nation and Narration. London & N.Y.: Routledge, 1990.

Hutcheon, Linda & M. Richmond, eds. Other Solitudes. Toronto: Oxford UP, 1990.

King, Bruce. New National and Post-colonial Literatures: An Introduction. Oxford: Clarendon Press; New York: Oxford University Press, 1996.

McLeod, John. The Routledge Companion to Postcolonial Studies. Routledge, 2007.

Moss, Laura, ed. Is Canada Postcolonial? Unsettling Canadian Literature. Waterloo: Wilfrid Laurier University Press, 2003.

Rushdie, Salman. Imaginary Homelands. London: Granta Books-Penguin Books, 1992 (1981).

Said, Edward W. Culture and Imperialism. London: Vintage/Random House, 1993.

The Imperial Archive.

Williams, Patrick, et al., eds. Colonial Discourse and Post-colonial Theory: a Reader. New York: Columbia University Press, c1994.

^

14842 LINGÜÍSTICA INGLESA


Asignatura Optativa. Segundo Semestre. 6 créditos

Profa. Izaskun Elorza Amorós.

OBJETIVOS


Este es un curso de introducción a la lingüística inglesa, es decir, al estudio científico del lenguaje desarrollado por lingüistas de países y escuelas anglófonos, así como al estudio científico de la lengua inglesa. Los objetivos son (1) obtener un esquema general de la disciplina de acuerdo con el fenómeno específico que se estudie en cada caso, donde se integren tanto los aspectos teóricos como los aplicados, y donde se sitúen las diferentes áreas de investigación lingüística; (2) conocer algunas aproximaciones al estudio del lenguaje (especialmente sobre el estudio de la lengua inglesa); (3) conocer algunos de los lingüistas más importantes del mundo anglosajón; (4) conocer las aplicaciones más importantes de la lingüística en relación con la lengua inglesa; (5) aprender a adoptar la perspectiva del lingüista sobre el lenguaje (frente a la perspectiva del usuario de la lengua); (6) conocer cuáles son los diferentes métodos que la investigación lingüística tiene a su disposición para estudiar los fenómenos del lenguaje.

PROGRAMA





  1. Propiedades y funciones del lenguaje (humano). Forma y función. El estudio científico del lenguaje. Áreas de investigación. Metodología de la investigación lingüística.

  2. El lenguaje como sistema físico y como sistema biológico: hablar y escribir. Sonidos y secuencias de sonidos. Palabras y secuencias de palabras. Variaciones y variedades: sonidos y palabras en el tiempo y en el espacio.

  1. El lenguaje como sistema socio-semiótico. El lenguaje como sistema social: el significado en construcción. El lenguaje como sistema semiótico: el valor de la comunicación social.

  2. El lenguaje como un complejo jerárquico de sistemas. Descripciones sistémicas del lenguaje. Niveles y rangos lingüísticos y enfoques analíticos. El estudio de la sintaxis. El estudio de los textos y del discurso.

  3. Aplicaciones de la lingüística. Adquisición y aprendizaje. Traducción. Lengua para usos específicos. Lenguajes no naturales e Inteligencia Artificial.


BIBLIOGRAFÍA (en negrita las lecturas obligatorias):


Cook, G. (1989) Discourse, Oxford: Oxford University Press.

Finch, G. (1998) How to Study Linguistics, Houndmills: MacMillan Press.

Givón, T. (1999) The functional approach to grammar. En Fernández González, J. et al. (Eds.) ^ Lingüística para el Siglo XXI, volumen I, Salamanca: Universidad de Salamanca, 21-48.

Hudson, G. (2000) Essential Introductory Linguistics, Oxford: Blackwell.

Poole, S. C. (1999) An Introduction to Linguistics, Houndmills: MacMillan.

Steiner, E. y Yallop, C. (eds.) (2001) ^ Exploring Translation and Multilingual Production: Beyond Content, Berlín: Mouton de Gruyter.

Widdowson, H. G. (1983) Learning Purpose and Language Use, Oxford: Oxford University Press.

Yule, G. (1996) The Study of Language: An Introduction, Cambridge: Cambridge University Press.

^

14843 ANÁLISIS DEL DISCURSO EN LENGUA INGLESA


Asignatura Optativa. Segundo Semestre. 6 créditos

Profa. Pilar Alonso Rodríguez

ORGANIZACIÓN DEL CURSO

OBJETIVOS

Este curso es una aproximación teórico-práctica al análisis del discurso en lengua inglesa. Se tomarán los conceptos de texto y discurso como unidades básicas de la comunicación verbal y se estudiarán sus componentes semánticos, pragmáticos y cognitivos, haciendo especial hincapié en la interacción que existe entre los mismos y en los aspectos sociales e interpersonales que los determinan.

^ PLAN DE TRABAJO

Las explicaciones teóricas, basadas en una selección de lecturas teóricas obligatorias, se complementarán en todo momento con la aplicación práctica de los conceptos a textos completos y auténticos en lengua inglesa. Se analizarán muy diversos tipos de textos que permitirán ilustrar el funcionamiento real de estas unidades en el ámbito comunicativo. Dada la importancia del componente práctico de la asignatura, se espera una actitud participativa.

EVALUACIÓN

El examen final podrá ser sobre cualquier aspecto de los tratados durante el curso e incluirá el análisis de un texto o discurso en lengua inglesa.

PROGRAMA

1. Introducción al estudio del texto y del discurso

2. El proceso de la comunicación

3. Los componentes del texto y del discurso

4. Cohesión

5. Coherencia

6. Inferencias y estructuras de conocimiento

7. Presuposiciones e implicaturas

8. Actos de habla y acciones discursivas

9. Principios de cooperación y relevancia

10. La recepción del texto: el proceso de interpretación

^ BIBLIOGRAFÍA RECOMENDADA

Alonso, P. (1999). "Claves para la comprensión y el aprendizaje del concepto de coherencia discursiva." Cuadernos de Investigación Filológica. Tomo XXV: 39-52.

Austin, J.L., (1962). How to do things with words . Oxford: Oxford U. P.

Beaugrande, R. de & Dressler, W. (1981). ^ Introduction to Text Linguistics. London: Longman.

Bernárdez, E. (1982). Introducción a la Lingüística del Texto . Madrid: Espasa-Calpe.

Bernárdez, E. (1995). Teoría y Epistemología del Texto . Madrid: Cátedra.

Brown, G. & Yule, G. (1983). ^ Discourse Analysis . Cambridge: Cambridge U. P.

Grice, H. P. (1989). Studies in the Way of Words . Cambridge, Mass.: Harvard U. P.

Halliday, M.A.K., and Hasan, R. (1976). Cohesion in English . London: Longman.

Mey, J. (1993). Pragmatics . Oxford: Blackwell.

Searle, J. R. (1969). ^ Speech Acts . Cambridge: Cambridge U. P.

Sperber, D. & Wilson, D. (1986, 1995). Relevance, Communication and Cognition. Cambridge, Mass.: Harvard U. P.

Schiffrin, D. (1994). Approaches to Discourse . Oxford: Blackwell.

Schiffrin, D. (Ed.) (2001). ^ Handbook of Discourse Analysis . Oxford: Blackwell.

van Dijk, T. A. (Ed.) (1985). Handbook of Discourse Analysis , 4 vols. London: Academic Press.

van Dijk, T. A. (Ed.) (1997). Discourse as Structure and Process.. London: Sage.

van Dijk, T. A. (Ed.) (1997). Discourse as Social Interaction.. London: Sage.

Yule, G. (1985, 1996). The Study of Language. Cambridge: Cambridge U.P.
^

14845-EL RELATO CORTO EN LENGUA INGLESA


Asignatura Optativa. Primer Semestre. 6 créditos

Profa. Mercedes Peñalba García


mpg@usal.es


COURSE DESCRIPTION


This course will introduce you to the pleasures of exploring fiction, and to the challenges of interpreting, confronting, and discovering human experience. The short story is an incredibly versatile literary form which can deal with many issues, ranging from very personal concerns like identity, sexuality, loss, and family life, all the way through to social issues: for instance, the relationship between individuals and the societies they live in; freedom and unfreedom; gender and race. The short story is also an excellent form to study if you wish to improve your English comprehension and writing. It allows you to read carefully, and to see how writers use the English language, and how they employ various aspects of narrative technique—narrative point of view, the creation of characters, scene building, and much else.


You are expected to actively participate in class discussions and write short papers to demonstrate close reading skills, to express individual interpretation, and to understand the common themes and unique literary characteristics of the genre. You are also encouraged to view films based on the literary selections to enlarge your perceptions of themes, characters, and settings. This course will also introduce you to a basic language of metaphor and symbol, which traditionally underlies and gives a frame of expression to imaginative writing. Class time will be devoted heavily to lecture on these occasions, but otherwise will consist of focused discussions of the readings. The course includes the formal analysis of individual stories and some attention to general literary trends and theories of fiction that have affected the short story in its historical development in America.


^ COURSE OBJECTIVES


  1. To promote student understanding and appreciation of representative short fiction in the English language.

  2. To provide a framework for the study of the literature and culture of the United States.

  3. To appreciate the short story's importance as a literary form.

  4. To recognize important literary elements and figurative language in short stories.

  5. To focus on the analysis of events, movements, groups, and individuals who have shaped and continue to shape American culture, history, and literature.

  6. To analyze texts as a basis for original thinking and writing.


^ LEARNING OUTCOMES


A. Outcomes of the course

By the end of the course, you should feel that you have developed some of the following:

  1. A heightened sensitivity to different kinds of literary writing and to experiments with the short story;

  2. A greater understanding and appreciation of the short story in critical and historical terms: how short stories reflect human experience over time and through different cultures.

  3. A larger critical vocabulary for thinking, talking and writing about the short story;

  4. An enhanced capacity to compose ideas and arguments in clear and accurately presented critical prose. Students will be able to


B. Skills imparted by the course

Additionally, by the end of the course, you should have acquired some of the following skills:


  1. The ability to evaluate key literary and theoretical texts: you will be encouraged to think about genre (the form of writing), representation (the rhetoric in which writing conveys experience), and theme (the ideas and issues that writing actualises).

  2. The ability to work closely and collaboratively with members of a small team, and be able to present ideas to the larger group.

  3. The ability to express ideas cogently in a range of modes, including class discussions, and essays.

  4. The ability to develop reasoned arguments, and present them in accessible forms, both orally and in writing (i.e. develop an interpretation of a literary text, collect research from appropriate sources, support the interpretation with evidence, and cite the source material).

  5. The ability to locate critical texts through responsible research and retrieval of information.


^ COURSE CONTENT (OUTLINE)


A. Introduction: what is a short story and why do writers choose this form.

B. Analyzing short stories I: different kinds of story tellers; the concept of narrative point of view; characters: varieties of character; building characters in narrative; descriptions of consciousness.

C. Analyzing short stories II: the relationship between plot and form; writing our experience of time; comparing writing styles; figurative language.

D. The self in its cultural worlds: stories about gender, race and identity.

E. A brief history of the short story.

F. Defining terms: realism; fantasy, anti-realism, postmodernism: accessible definitions provided.


^ LEARNING AND TEACHING METHODS


The course will meet for 3 hours per week and will consist of a mixture of lectures, student and teacher-led presentations, and tutorials. In the lectures I will discuss some of the narrative techniques this literary form employs. I will also outline some different kinds of short story and provide accessible definitions of important concepts. The remainder of the time will be spent discussing particular stories. A list of these, and the dates on which we will discuss them, will be provided at the beginning of the course.

Journal: You will be required to keep a journal, recording responses to the stories we read. These responses will also be used to stimulate class discussion. Journal assignments will help you to prepare for class discussion, for writing the paper, and to review for the exam.


Oral Presentation: At the beginning of the semester, you must sign up for one oral presentation, which means you will be responsible for leading class discussion and analysis of a short story.


^ COURSE REQUIREMENTS AND GRADING


  • Regular attendance, participation, and class discussion. Although some class time will be taken up with lectures, the majority of the class will involve class discussion. Because much of the material that you will be tested on is generated in class discussion, you are very important not only to your success in this class, but also to the success of others in the class.

  • The course follows a seminar format; therefore you must complete weekly reading assignments on time and participate actively in class. All texts will be read in English.

  • The table below illustrates the final grade distribution:


Presentation 25%

Final Exam 50%

Journal 15%

Class Participation 10%

 

COURSE COMMUNICATION


Information for this course and lecture material will be posted on the course portal in advance of each class meeting (located at http://studium.usal.es/como_acceder). There you will find updates to this syllabus, electronic copies of selected readings, assignments, and regular announcements. You are responsible for printing and reviewing this material before coming to class.









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