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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Supplementary reading Teaching methods Assessment methods Lee, A. Robert. Multicultural American Literature. Comparative Black, Native, Latino/a and Asian American Fictions. Edinburgh: Edinburgh UP, 2003. Atwood, Margaret. Survival . Toronto: Anansi, 1972. (excerpts) Cameron, Elspeth (ed.). Multiculturalism & Immigration in Canada: An Introductory Reader. Toronto: Canadian Scholars' Press, 2004. (excerpts) Kamboureli, Smaro. (ed) Making a Difference: Canadian Multicultural Literature. Toronto: Oxford University Press, 1996. (excerpts) Lectures (with student participation) / Seminars (discussions, seminar papers, reports etc.) / Research project / Independent research / Independent work Student participation is encouraged through various tasks and activities The assessment of student knowledge will be based on the following: 1. Continuous assessment during the course (mid-term exam, independent tasks, knowledge quiz, seminar paper). 2. Exam: written Course title Shakespeare: from the Globe to the Multiplex Course code HZE609 ECTS 3 ECTS credits Name of lecturer Doc. dr. sc. Boris Berić Simon Ryle, MA, Assistant Learning outcomes and competences Recommended reading To broadly understand Shakespeare’s dramatic genres via the study of a representative work in each genre: Richard III, As You Like It, Macbeth and The Tempest. To be familiar with the most seminal critical writing on the plays in question, and to be familiar with the various theoretical approaches possible. To know how to enter into the oral and written academic discourse of Shakespeare studies. Paul Prescott. Richard III. Shakespeare Handbooks. Houndsmills: Palgrave, 2006. Lesley Wade Soule. As You Like It. Shakespeare Handbooks. Houndsmills: Palgrave, 2005. 35
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S Supplementary reading Teaching methods Assessment methods John Russell Brown. Macbeth. Shakespeare Handbooks. Houndsmills: Palgrave, 2005. Trevor R Griffiths. The Tempest. Shakespeare Handbooks. Houndsmills: Palgrave, 2007. Stephen Siddall. Cambridge Student Guide to The Tempest. Cambridge Student Guides. Cambridge: Cambridge University Press, 2002. Perry Mills. Cambridge Student Guide to The Tempest. Cambridge Student Guides. Cambridge: Cambridge University Press, 2002. Pat and Tom Baldwin. Cambridge Student Guide to The Tempest. Cambridge Student Guides. Cambridge: Cambridge University Press, 2002. Rex Gibson. Cambridge Student Guide to The Tempest. Cambridge Student Guides. Cambridge: Cambridge University Press, 2004. Phyllis Rackin. Shakespeare and Women. Oxford Shakespeare Topics. Oxford: Oxford University Press, 2005. Lawrence Danson. Shakespeare's Dramatic Genres. Oxford Shakespeare Topics. Oxford: Oxford University Press, 2000. Michael Taylor. Shakespeare Criticism in the Twentieth Century. Oxford Shakespeare Topics. Oxford: Oxford University Press, 2001. Douglas Lanier. Shakespeare and Modern Popular Culture. Oxford Shakespeare Topics. Oxford: Oxford University Press, 2002. Ania Loomba. Shakespeare, Race and Colonialism. Oxford Shakespeare Topics. Oxford: Oxford University Press, 2002. Lectures (x 12) Seminars (x 18) – Student presentations, discussion of the text, and critical and theoretical approaches to the text One essay of about 3000 words and one presentation to the class of about 15 minutes. Course title Course code Functional stylistics HZEY006 Type of course Lecture + Seminar Optional course Level of course Specialized level course Year of study First Semester Two ECTS 2 ECTS (Number of Contact hours (15 lectures + 15 seminars) = 0.75 credits. credits allocated) Student study time (37.5 hours) = 1.25 credits. Name of lecturer Prof Dr Joško Božanić Nataša Paradžik, Assistant Learning Raising the students’ awareness as to the diversity of linguistic reality, outcomes and recognising and appreciating particularities of various types of discourse, competences distinguishing nuances of language expressions, mastering the contemporary linguistic and stylistic terminology required for an 36
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