Course Discription

Course title: Integrated skills 1
Neptun code: BTANN101ALM

Institute hosting the course: Institute of
Modern Philology
Course type (underline): Compulsory,
compulsory optional, optional
Course coordinator (name, position): Lng Viktria
Optimal semester: 1
Preconditions:
No. of lessons/week: 2
Requirements of accomplishment
(underline): signature, seminar grade, exam,
report
Credits:2
Course format (underline): full-time, parttime
Course objectives:
The basic aim of the course is to improve the language skills of the student in an integrated,
complex way. The course is built on 4 moduls, each concentrating on one of the four main
speaking skills ( i.e. speaking , listening, reading, writing). While the speaking and listening
moduls are to improve the general communicative skills of the student, reading and writing
helps in vocabulary extension , creative writing, reading comprehension etc. The course runs
for two semesters and is a requirement for the filter examination at the end of the first year.
Detailed course programme:
1-2: .Unit 1 : Circus life,/ Grammar: Verb patterns (transitive and intransitive)
3-4: Unit 2: Arts / Grammar: Word formation: suffixes
5: Project work : Presentation on modern art
6. Test paper (1)
7.-8 : Unit 3: Rich kids / Grammar: Adverbs of manner and noun phrases
9-10 : Unit 4: An alien?/ Grammar:: Modals
11-12 : Unit 5 : Festivals / Grammar: Verb tenses
13: Test paper (2)
Course requirements:
The condition of getting the signature is an active participation during the lessons as well as
pass two tests with a minimum of 60% result.
Evaluation:
- 2 tests (50%)
- project work (20%)
- participation during the lessons ( 30%)
Missing more than 3 sessions means no signature.
Compulsory literature:
Acklam, R. 2001. Gold Advanced. Harlow: Longman
Jones, Leo: 2000. Progress to proficiency . CUP
Swan, Michael: 1995. Practical English Usage.OUP
Recommended literature:
Thomson, A. J. & Martinet, A.V. 1986. A Practical English Grammar. Oxford: Oxford
University Press.
Pelyvs,I- Szab, Cs,- Rovny F: 1993. Whathorror! Or perhaps delight.Debrecen:
Panorma nyelvstudi
Course title:
Use of English 1
Neptun code:BTANN102ALM
Modern Philology
Course coordinator (name, position): Tltssy Zoltn research fellow
Optimal semester: 1
Preconditions: --No. of lessons/week:
1 lesson/week
report
Credits: 1
Course objectives:
The aim of this course is to make students get acquainted with the structures and rules of
English grammar. They are encouraged to study grammar intentionally.
The main topics are subsumed under the word category of verb.
Week 1: Present simple and present continuous. Present perfect and past simple Present
perfect and past simple: adverbs used with these tenses
Week 2: Past continuous and past simple. Present perfect and present perfect continuous.
Past perfect and past simple. Past perfect and past perfect continuous
Week 3: Will and going to; shall
Present continuous for the future and going to
Present simple for the future
Week 4: Future continuous
Be to + infinitive, future perfect, and future perfect continuous
The future seen from the past (was going to, etc.)
Week 5: Should and ought to
Will and would: willingness, likelihood and certainty
Will and would: habits, used to
May, might, can and could: possibility
Week 6: Can, could, and be able to: ability
Must and have (got) to
Need(n't), don't have to and mustn't
Permission, offers, etc.
Week 7: Midterm paper
Week 8: Linking verbs: be, appear, seem; become, get, etc.
Have and have got; have and take
Do and make
Week 9: Forming passive sentences
Using passives
Verb + -ing or to-infinitive: passive forms
Reporting with passive verbs
Week 10: Verbs with and without objects
Verb + to-infinitive or bare infinitive
Verb + to-infinitive or -ing?
Verb + -ing
Week 11: Verb + wh-clause
Have/get something done; want something done, etc.
Verb + two objects
Week 12: Reporting statements (1): that-clauses

Reporting statements (2): verb tense in that-clauses
Reporting statements (3): verb tense in the reporting clause; say and tell; etc.
Week 13: Reporting offers, suggestions, orders, intentions, etc.
Should in that-clauses
Modal verbs in reporting
Week 14: Endterm paper
Week 15: Summary, evaluation
2 tests
Evaluation:
participation 40 %
test
30 % each
Hewings, Martin. 2004. Advanced grammar in use. Cambridge : Cambridge University Press
Swan, Michael. Practical English usage. 3rd edition, international students edition. Oxford :
Oxford University Press, 2005. xxx, 653 p. : ill. ; 23.3 cm
ISBN 0-19-442096-5
Greenbaum, Sidney and Quirk, Randolph. A students grammar of the English language. 19th
impression. Harlow : Longman, 2006, 1990. 490 p. ; 23.3 cm
ISBN 0-582-05971-2
Leech, Geoffrey and Svartrik Jan A Communicative Grammar of English. Longman, NewYork 1994
ISBN 0- 582- 08573- X PPR
Downing, Angela and Locke, Philip. English grammar : a university course. 2nd ed. London ;
New York : Routledge, 2006. 610 p. ISBN 0-415-28787-7 ISBN 978-0-415-28787-6
Budai L. 1994. English Grammar : Theory and Practice. 5. kiad. Budapest . Nemzeti
Tanknyvkiad.
Course title: Reading/Writing 1.

Institute hosting the course: MFI
Course coordinator (name, position): Dr. Harry Bailey, Assistant Lecturer
Optimal semester: 1
Preconditions:
report
Credits: 2
Course objectives:
The aim of the course is to develop reading and writing skills through a variety of thought
provoking topics. Focus areas include extensive and intensive reading techniques, guessing
meaning from context, identifying genres and logical order in written text as well as
representing content in various written forms (paragraphs, personal reflection, summary,
argument).
1.
Orientation
2-5.
Topic block 1. Relationships
Friendship (Gold Advanced): Recognising different genres, identifying genre
characteristics, scanning, getting the gist
Bridget Joness economy : Features of a journal article, cohesion in
the text, identifying larger topic blocks and topic sentences, guessing meaning
from context, defining vocabulary
BJ Economy: Summarising a text, one-sentence summary, writing a summary on
the basis of key words and topic sentences, identifying subjective features in a
summary
Faulkner: A rose for Emily: Analysing a short story, building chronology,
building character profiles, finishing the story, vocabulary development
ASSIGNMENT: Summary +opinion essay
6.
Test 1.
7-10.
Topic block 2. Cultures
Project work: Scan webpages to find information for foreigners about Hungarians
Cultural features, stereotypes: Quote analysis, composing a definition,
Kisfaludy: A hard life
Empire of the fun (Newsweek): Cohesive devices in the text, getting the gist,
going for details, facts and opinions
American values, One nation, divisible (The Atlantic) : vocabulary
development, features of comparison and contrast
ASSIGNMENT: Comparison and contrast of cultural values essay
11-13.
Topic block 3. The Internet
A driving force for change?: Reading for the main idea and specific details,
cause effect
Can we get caught in the net? (Newsweek): Identifying argument structure
ASSIGNMENT: Argumentative essay
14.
Test 2
15.
Closing
(presentation, test, essay etc.)
Attendance (max. 3 absences) and participation, 2 tests, 3 essays
Evaluation:
(representation of assignments and participation in the final grade, grading scale)
The final grade is the composite of
- participation (10%)
- essays (318%)
- tests (218%).
Grading scale for the tests (%):
100-90: 5
89-77: 4
76-64: 3
63-51: 2
50-0: 1
Evaluation criteria for the essays:
Language (grammar, lexis, style)
Structure (text organisation reflecting specific genre features, paragraph structure
and cohesion)
Content (focus, relevance, representation of learnt content and original
contribution)
(min. 3)
1. Acklam, R. & Burgess. S. (2001). Advanced Gold. Pearson: London, White Plains,
NY.
2. Braer, D. & Penn, M. (2013). One nation, divisible. The Atlantic (28 June).
http://www.theatlantic.com/national/archive/2013/06/one-nation-divisible/277286/
3. Faulkner, W. (1930). A rose for Emily
http://resources.mhs.vic.edu.au/creating/downloads/A_Rose_for_Emily.pdf
4. The Bridget Jones economy The Economist, Dec 20th 2001.
http://www.economist.com/node/883664
5. + other readings on handouts
(min. 3)
1. Boardman, C. A. & Frydenberg, J. ( 2002). Writing to communicate. Paragraphs and
essays. Harlow: Longman.
2. Jordan, R. R. (1999). Academic writing course. Harlow: Longman.
3. Numrich, C. (2002). Raise the issue. Longman: White Plains, NY.
Course title: Listening / Speaking 1
Neptun code: BTANN104 ALM

Modern Philology
Course coordinator (name, position): Lng Viktria assistant lecturer
Optimal semester: 1
Preconditions:
report
Credits:2
Course objectives:
The aim of the course is to provide possibility for the students to improve their listening
skills. It is to help the student get acquainted with those strategies which can improve their
listening comprehension as well as their note taking skills. During the lesson the student will
have a chance to listen to all different kind of listening texts from formal lecture to authentic
informal texts. The course runs for two semesters and an integrated part of the filter
examination.
1-2. Looking at lecture transcripts basic note taking skills
3. Amnesty international Introduction - conclusion
4.
How to deal with stress
5.
Test (1)
6-7. Acid rain. reasoning

8-9. Archeological dating method
10.
test (2)
11.
How to look at art.
12-13. Halls classification of cultures.

14.
Test (3)
The condition of getting the signature is to pass three tests with minimum 60% results.
Evaluation:
- 3 tests (60%)
Lebauer,R.S. 2000. Learn to Listen, Listen to Learn.White Plains, NY: Prenticw Hall
Regents. Longman
Numrich,C. 2000. Raise the Issue. White Plains, NY: Prenticw Hall Regents.Longman
Beglar,D.& MurrayN.2002.Contemporary topics 3. White Plains, NY: Prenticw Hall
Regents.Longman
Tv and radion programmes for practicing listening
Course title: Introduction to British History

Modern Philology
Optimal semester: 1
Preconditions:
No. of lessons/week: 1 (lecture)
report
Credits:1
Course objectives:
The main objective of the course is to give a broad overview on the History of the British
Isles from the prehistoric time till the turn of the 20th century. Although England seems to be
the most influential country with rich history, special attention is also placed on the history of
Scotland, Ireland as well as Wales.
1. The Pre-history of the British Isles
2. The Celts and the Roman invasion
3. The Anglo-Saxon kingdoms
4. The Norman Conquest William the Conqueror
5. The dark Middle Ages
6. The Conflict between the English and the Scottish kingdoms
7. The Tudors / The English way of reformation
8. Road to the Civil War
9. The Civil War and the Glorious revolution
10. Great Britain during the Industrial revolution
11. Building an Empire / Victorian England
12. The collapse of the Empire
To pass an oral examination.
Evaluation:
Written examination grading scale: 0-59%: 1
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Kearney,H. The British Isles. Cambridge: CUP, 1989.
Lyndon,J. The Making of Ireland. Routledge.London, 1998
Morgan,K. Oxford History of Britain. Oxford: OUP, 1993
Lee, S.J. Aspects of British Political History 1914-1995. 1996.
Course title: Introduction to Britih History

Modern Philology
Optimal semester: 1
Preconditions:
No. of lessons/week: 1 (seminar)
report
Credits:1
Course objectives:
The main objective of the course is to give a broad overview on the History of the British
Isles from the prehistoric time till the turn of the 20th century. Although England seems to be
the most influential country with rich history, special attention is also placed on the history of
Scotland, Ireland as well as Wales.
1.The Pre-history of the British Isles
2.The Celts and the Roman invasion
3.The Anglo-Saxon kingdoms
4.The Norman Conquest William the Conqueror
5.The dark Middle Ages
6.The Conflict between the English and the Scottish kingdoms
7.The Tudors / The English way of reformation
8.Test(1)
9.Road to the Civil War
10.The Civil War and the Glorious revolution
11.Great Britain during the Industrial revolution
12.Building an Empire / Victorian England
13. The collapse of the Empire
14. Test(2)
The condition of getting the signature is an active participation during the lessons,
presentation on a chosen topic as well as pass two tests with a minimum of 60% result.
Evaluation:
- 2 tests (50%)
- presentation (20%)
Kearney,H. The British Isles. Cambridge: CUP, 1989.
Lyndon,J. The Making of Ireland. Routledge.London, 1998
Morgan,K. Oxford History of Britain. Oxford: OUP, 1993
Lee, S.J. Aspects of British Political History 1914-1995. 1996.
Course title:
Introduction to Phonetics 1

Modern Philology
Course coordinator (name, position): Szabn dr. Papp Judit
Optimal semester: 1
1 lesson/week
report
Credits: 1
Course objectives:
Students are given lectures on the basic knowlegde of phonetics and phonology. The
International Phonetic Alphabet is introduced as the most imporant device of signalling
sounds. Studying articulation consists in getting acquainted with the anatomy and physiology
of articulatory organs. The pronunciation of vowels. Classification and characteristation of
each vowel.
1 Phonetics, phonology, IPA
2 Speech sounds, phonemes and allophones
3 Articulation
4 Articulation
5 Vowels and consonants
6 Front vowels
7 Front vowels
8 Back vowels
9 Back vowels
10 Central vowels
11 Central vowels
12 Diphthongs, triphthongs
13 Diphthongs, triphthongs
14 English and Hungarian vowels
regular attendance
Evaluation:
oral exam, topics are handed out
Andrs Lszl and Stephanides Krolyn. Phonetics and phonology : [university textbook].
Bp. : Tankvk., 1969. pp. 1100 ISBN 963-17-6628-8
Pintr Tams. English phonetics and phonology = Angol fonetika s fonolgia. Bp. :
Tankvk., 1976. pp. 156 J 11-890 [tanrkpz fiskolai jegyzet]
Roach, Peter. English Phonetics and phonology. 4th edition. Cambridge : Cambridge
University Press, 2009. 242 p.
ISBN-10: 0-521-71740-X
Kovcs Jnos s Siptr Pter. jra angolra hangolva : az angol kiejts knyve. Budapest :
Helikon Nyelviskola, 2000. 407 p. : ill. ; 23,9 cm ISBN 963-208-569-8
Ndasdy, Tams. Background to English pronunciation. Budapest : Nemzeti Tanknyvkiad,
2006.
Wells, J. C. Longman pronunciation dictionary. Harlow : Longman, cop. 1990. 802 p.
ISBN 0-582-05383-8
Course title:
Modern Philology

Optimal semester: 1
1 lesson/week
report
Credits: 1
Course objectives:
The aim of the practice is for students to acquire and practise the IPA. While hearing sounds
(words, texts), students have to be able to identify and sign the vowels. They have to be able
to observe their own pronunciation, and articulate a vowel intentionally. English and
Hungarian vowels are compared and contrasted.
1 The IPA; useful dictionaries
2 Long and short /i/
3 Long and short /i/
4 /e/~// sounds
5 /e/~// sounds
6 Long and short /u/
7 Long and short /o/
8 Writing Test 1
9 Central vowels
10 Diphthongs
11 Diphthongs
12 Triphthongs
14 Test 2
15 Summary and evaluation
2 tests
Evaluation:
participation 40 %
tests
30 % each
Bp. : Tankvk., 1969. pp. 1100 ISBN 963-17-6628-8
ISBN-10: 0-521-71740-X

2006.
ISBN 0-582-05383-8
Course title:
Descriptive Grammar 1

Modern Philology
Course coordinator (name, position): dr. Lnrt Levente, head of department
Optimal semester:1
2 lessons/week
report
Credits: 2
Course objectives:
Besides the skill of applying grammar knowledge, there are two main aims. Firstly, to make
students acquire the vocabulary of technical terms. Secondly, to introduce basis systematic
grammar to students so that they will be able to take part in further linguistic courses
(phonology, syntax, semantics etc). Word categories, verbs, verbals are discussed.
1. Lexical categories
2. The verb
3. Distinctions in verb forms
4. Distinctions in verb forms
5. Time and tense
6. Aspects and aspectual verbs
7. Aspects and aspectual verbs
8. Test 1, Mood and modality
9. Mood and modality
10. Active and passive voices
11. Infinitives, participles and gerunds
12. Infinitives, participles and gerunds
13. Verb + infinitive/gerund
14. Test 2, Verb + participle
15. Summary and evaluation
2 tests
Evaluation:
participation 40 %
tests
30 % each
Andrs, L., & Stephanides, M. 1980. Angol ler nyelvtan. II. Alak- s funkcitan. Egyetemi
tanknyv. Budapest: Tanknyvkiad.
Graver.D. 1995. Advanced English Practice. 3rd ed. Oxford: OUP.
Greenbaum, Sidney and Quirk, Randolph. 1997. A student's grammar of the English
language. 11. impr. Harlow : Longman.
Biber, D., Conrad, S., & Leech, G. 2002. Longman Students Grammar of Spoken and
Written English. Harlow: Longman.
Tanknyvkiad.
Quirk, R. , Greenbaum, S., Leech, G. & Svartvik, J. 1985 A Comprehensive Grammar of the
English Language. London, New York: Longman.
Swan, M. 1996. Practical English Usage. Oxford: OUP.
Thomson, A. J. and Martinet, A. V. 1993. A Practical English Grammar. 4th ed., 10th impr.
Oxford : OUP.
Course title: Computer Skills

Course coordinator (name, position): Dr. Lnrt Levente associate professor
Optimal semester: 1
Preconditions:
report
Credits: 2
Course objectives: The course is designed to introduce the student to the primary and
secondary levels of application of the program through step-by-step examples to become
familiar with tricks to facilitate the daily work
1. Basics of document preparation
2. Movement selection and correction in the text
3. Character formatting
4. Paragraph formatting, tabulating, framing
5. Section formatting
6. Document formatting
7. Using styles
8. Screen Display
9. Moving and copying text fragments
10. Printing
11. Find and Replace
12. Using the internet
13. PPT
14. Working with basic excel
15. Closing exam test
Evaluation:
Passing the test with min. 50%
Ger Judit- Reich Gbor: Word for Windows 2.0 Kezdknek haladknak
(min. 3)
(min. 3)
Course title: Introduction to Literature

modern Philology
Course coordinator (name, position): Attila Dsa, senior lecturer
Optimal semester: 2
Preconditions: No. of lessons/week: 1
report
Credits: 2
Course objectives:
This module introduces you to the general approach and method of studying literature. By
the end of the course you will have gained knowledge of the main literary genres, the most
important periods and movements, and you will be introduced to the basic literary terms.
Finally, through the discussion of a selection of poems, plays, essays and prose works, you
will have an opportunity to acquire various strategies of interpretation necessary to the
critical analysis of a literary work.
WEEK 1: Introduction: What is Literature?
WEEK 2: Visit to the library
WEEK 3: Reading poetry: Genres
WEEK 4: Reading poetry: Versification
WEEK 5: Reading poetry: Figures of Speech
WEEK 6: Literary essays
WEEK 7: Mid-term paper
WEEK 8: Reading short fiction
WEEK 10: Reading Drama

WEEK 12: Basic research tools
WEEK 13: End-term Paper
WEEK 14: Conclusions and evaluation
Assessment will be based on a mid-term and an end-term paper and weekly written
assignments in the seminars; and on regular tests in the lectures.
Evaluation:
assignments in the seminars; and on regular tests in the lectures. Please note that only wordprocessed or typed submissions are acceptable and late submissions will not be considered.
More than three missed classes means no signature; failure to pass the above assignments
means a failure of this course.
Lecture Notes (Available for download from the course homepage)
BKAY ANTAL. Az irodalomtudomny alapjai irnyzatok. BDTF Kiad, Szombathely,
1992.
NYRI KRISTF s SZCSI GBOR . Szbelisg s rsbelisg. A kommunikcis
technolgik trtnete Homrosztl Heideggerig. ron kiad, Budapest, 1998.
BKAY ANTAL s VILCSEK BLA. A modern irodalomtudomny kialakulsa
Szveggyjtemny. Osiris Kiad, Budapest, 2000.
BKAY ANTAL. Irodalomtudomny a modern s posztmodern korban. Osiris Kiad,
Budapest, 2001.
FERENCZ GYZ. Gyakorlati verstan s verstani gyakorlatok. Nemzeti Tanknyvkiad,
Budapest, 1994.
rmen, Otlia (ed.), Irodalomelmlet az ezredvgen (Bp: Gondolat, 2002), KLM C174.990,
008, MIT
Biddle, Arthur W., Reading, Writing, and the Study of Literature (New York: Random
House, 1989) KLM C124.797, 798, 799, 800
Cs. Gymesi, va, Teremtett vilg: Rendhagy bevezets az irodalomba (Bp: Ptria, 1992)
KLM C117.668, 669, 670
Daiches, David, Critical Approaches to Literature (London: Longman, 1993) AIT
Costello, Jacqueline and Amy Tucker (eds), Forms of Literature: A Writers Collection (New
York: Random House, 1989)
Szaffk, Pter, Basic English Literary Terms (Budapest: Nemzeti Tanknyvkiad, 1996) AIT
MHRA Style Book: Notes for Authors, Editors, and Writers of Theses (London: Modern
Humanities Research Association, 1996, 5th edition) AIT
Turabian, Kate L., A Manual for Writers of Term Papers, Theses, and Dissertations, 6th edn
(Chicago: The University of Chicago Press) AIT
http://www.mfi.uni-miskolc.hu/angol/index.php/intro-to-british-american-lit
Course title: Introduction to Linguistics

Modern Philology
Course coordinator (name, position): Judit Szabn Papp, associate professor
Optimal semester: 2
report
Credits:2
Course objectives:
The objective of the course is to introduce students into the terminology, research topics and
achievements of linguistics. After an introduction about language variety in the world and the
different fields of linguistics, the relationship between language and thinking, the concept
and types of communication, language as a sign system, varieties within one language, levels
of grammar (phonetics-phonology, morphology, syntax, semantics, pragmatics, discourse
analysis) and the basic issues in lexicology and lexicography are covered. The lectures are
given in the Hungarian language.
1. Languages and linguistics I. Language variety in the world, classification and typology
of languages.
2. Languages and linguistics II. The tasks and branches of linguistics, synchonic and
diachronic investigations.
3. The concept and types of communication: comparison of human and animal
communication. Human non-verbal communication.
4. Language and thinking, universalism and determinism, the linguistic relativity
hypothesis.
5. Language and the brain, the role of cerebral hemispheres, types of aphasia.
6. Varieties within one language.
7. Investigation of linguistic units I. Phonetics and phonology.
8. Investigation of linguistic units II. Morphology: word classes.
9. Investigation of linguistic units III. Syntax: ways of sentence analysis.
10. Investigation of linguistic units IV. Discourse analysis.
11. Semantics.
12. Speech act theory and pragmatics.
Evaluation:
Oral examination grading scale: 0-59%: 1
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Klmn Lszl Trn Viktor 2005. Bevezets a nyelvtudomnyba. Budapest: Tinta

Knyvkiad.
Austin, J. 1990. Tetten rt szavak. Budapest: Akadmiai Kiad.
Buda B. Lszl J. 1983. Beszd a szavak mgtt. Budapest: Tmegkommunikcis
Kutatkzpont.
Crystal, D. 1998. A nyelv enciklopdija. Budapest: Osiris.
De Swaan, A. 2004. A nyelvek trsadalma. A globlis nyelvrendszer. Budapest: Typotex.
Fodor I. 2003. A vilg nyelvei s nyelvcsaldjai. Budapest: Tinta Knyvkiad.
Hidasi J. (szerk.) 1998. Szavak Jelek Szoksok. Budapest: Windsor Kiad.
Janson, T. 2002. Beszlj! A vilg nyelvei tegnap, ma, holnap. Budapest: HVG.
Kassai I. 1998. Fonetika. Budapest: Nemzeti Tanknyvkiad.
Kenesei I. (szerk.) 2003. A nyelv s a nyelvek. Budapest: Akadmiai Kiad.
Robins, R. H. 1999. A nyelvszet rvid trtnete. Budapest: Osiris Kiad Tinta Kiad.
Sipos L. (szerk.) 2002. A magyar nyelv s irodalom enciklopdija. Budapest: Magyar
Knyvklub.
Course title: Integrated skills 1

Modern Philology
Course coordinator (name, position): Lng Viktria assistant researcher
Optimal semester: 2
Preconditions:
report
Credits:2
Course objectives:
The basic aim of the course is to improve the language skills of the student in an integrated,
complex way. The course is built on 4 moduls, each concentrating on one of the four main
speaking skills ( i.e. speaking , listening, reading, writing). While the speaking and listening
moduls are to improve the general communicative skills of the student, reading and writing
helps in vocabulary extension , creative writing, reading comprehension etc. The course runs
for two semesters and is a requirement for the filter examination at the end of the first year.
1-2: Unit 6: Cyronics / Grammar : expression of future
3-4 : Unit 7: The future of sport / Grammar: reported speech
5-6 Unit 8: The ties that bind us / Grammar: 'gerund' and the infinitive
7. Test (1)
8. Project work
9-10: Unit 9 : Five bizarre tales/ Grammar: relative clauses
11-12. Unit 10: Motivation
13. Test (2)
The condition of getting the signature is an active participation during the lessons as well as
pass two tests with a minimum of 60% result.
Evaluation:
- 2 tests (50%)
- project work (20%)
Acklam, R. 2001. Gold Advanced. Harlow: Longman
Jones, Leo: 2000. Progress to proficiency . CUP
Swan, Michael: 1995. Practical English Usage.OUP
Thomson, A. J. & Martinet, A.V. 1986. A Practical English Grammar. Oxford: Oxford
University Press.
Pelyvs,I- Szab, Cs,- Rovny F: 1993. Whathorror! Or perhaps delight.Debrecen:
Panorma nyelvstudi
Course title:
Use of English 2

Modern Philology
Optimal semester:2
1 lesson/week
report
Credits: 1
Course objectives:
The main topics are subsumed under the word categories of noun, determiners, pronouns.
Subordinate clauses have to be focussed on and practiced. Existential sentences.
Weeks 1-2 Nouns and compounds
Weeks 3-4 Articles
Weeks 5-6 Determiners and quantifiers
Week 7 Midterm paper
Week 8 Relative clauses and other types of clause
Week 9 Pronouns, substitution and leaving out words
Week 10 Adjectives
Week 11 Adverbs and conjunctions
Week 12 Prepositions
Week 13 Organising information
Week 14 Endterm paper
Week 15 Summary and evaluation
2 tests
Evaluation:
participation 40 %
tests
30 % each
Hewings, Martin. 2004. Advanced grammar in use. Cambridge : Cambridge University Press
Swan, Michael. Practical English usage. 3rd edition, international students edition. Oxford :
Oxford University Press, 2005. xxx, 653 p. : ill. ; 23.3 cm
ISBN 0-19-442096-5
Greenbaum, Sidney and Quirk, Randolph. A students grammar of the English language. 19th
impression. Harlow : Longman, 2006, 1990. 490 p. ; 23.3 cm
ISBN 0-582-05971-2
Leech, Geoffrey and Svartrik Jan A Communicative Grammar of English. Longman, NewYork 1994
ISBN 0- 582- 08573- X PPR
Downing, Angela and Locke, Philip. English grammar : a university course. 2nd ed. London ;
New York : Routledge, 2006. 610 p. ISBN 0-415-28787-7 ISBN 978-0-415-28787-6
Tanknyvkiad.
Course title: Reading/Writing 2.

Course coordinator (name, position): Dr. Harry Bailey, Assistant Lecturer
Optimal semester: 2
Preconditions:
Credits: 2
report
Course objectives:
The aim of the course is to develop reading and writing skills through a variety of thought
provoking topics. Focus areas include extensive and intensive reading techniques, guessing
meaning from context, interpreting content and processing ideas in different written forms
(e.g. diary, summary, analysis, argumentation), as well as the basic techniques of essay
writing (composing thesis and topic sentences, paragraph structure, logical cohesion,
signposting).
1. Orientation
2.-3. Generation gap
Joyce Cary: The breakout
Generation Y
Strategies of anticipation
Restating the main idea
Scanning for details
4.-5. Addiction
Second lives
Summarising meaning
Argumentative text structure
Two sides of an argument
6.-7. Genetic engineering
When does life begin?
Fact and opinion
Inferring meaning from context
Keeping a vocabulary journal
Expressing personal opinion
8.
Test 1.
9.-10. Education
What makes good education?
Coeducation or single sex schools?
Activating background knowledge
Scanning for key words
Reading critically
Making inferences
11.- 13. All kinds of intelligence
Understanding internal structure
Idioms in context
Formal style
Word families
14.
Test 2.
15.
Closing
Attendance (max. 3 absences) and participation, 2 tests, 3 essays
Evaluation:

- essays (318%)
- tests (218%).
100-90: 5
89-77: 4
76-64: 3
63-51: 2
50-0: 1
Evaluation criteria for the essays:
Language (grammar, lexis, style)
Structure (text organisation reflecting specific genre features, paragraph structure
and cohesion)
Content (focus, relevance, representation of learnt content and original
contribution)
(min. 3)
6. Acklam, R. & Burgess. S. (2001). Advanced Gold. Pearson: London, White Plains,
NY.
7. Numrich, C. (2002). Raise the issue. An integrated approach to critical thinking.
Harlow: Longman.
8. Nussbaum, E. (2007). Say everything. New York Magazine (12 February).
http://nymag.com/news/features/27341/
9. Zukowski-Faust, J. & Johnston, S. S. (2002). Steps to academic reading. Boston,
Mass.: Thomson , Heinle.
10. + handouts
(min. 3)
4. Boardman, C. A. & Frydenberg, J. ( 2002). Writing to communicate. Paragraphs and
essays. Harlow: Longman.
Course title: Listening / Speaking 2

Modern Philology
Optimal semester: 2
Preconditions:
report
Credits:2
Course objectives:
The aim of the course is to provide possibility for the students to improve their listening
skills. It is to help the student get acquainted with those strategies which can improve their
listening comprehension as well as their note taking skills. During the lesson the student will
have a chance to listen to all different kind of listening texts from formal lecture to authentic
informal texts. The course runs for two semesters and an integrated part of the filter
examination.
1. Raise the Issue :Unit 1
5. Test(1)
6. Progress to proficiency listening tests (1)
9. Test(2)
12. Test (3)
The condition of getting the signature is to pass three tests with minimum 60% results.
Evaluation:
- 3 tests (60%)
Lebauer,R.S. 2000. Learn to Listen, Listen to Learn.White Plains, NY: Prenticw Hall
Regents. Longman
Numrich,C. 2000. Raise the Issue. White Plains, NY: Prenticw Hall Regents.Longman
Beglar,D.& MurrayN.2002.Contemporary topics 3. White Plains, NY: Prenticw Hall
Regents.Longman
Tv and radion programmes for practicing listening
Course title: Introduction to British and

American Literature

Modern Philology
Optimal semester: 2
report
Credits: 1
Course objectives:
Evaluation:
1992.
Budapest, 2001.

Budapest, 1994.
008, MIT
House, 1989) KLM C124.797, 798, 799, 800
KLM C117.668, 669, 670
Course title: Introduction to British and
American Literature

Modern Philology
Optimal semester: 2
report
Credits: 1
Course objectives:

Evaluation:
1992.
Budapest, 2001.
Budapest, 1994.
008, MIT
House, 1989) KLM C124.797, 798, 799, 800
KLM C117.668, 669, 670
Course title: Introduction to American

History

Modern Philology
Optimal semester: 2
Preconditions:
report
Credits:1
Course objectives:
The main objective of the course is to give a broad overview on the History of the United
States from the discovery of the continent till the turn of the 20th century. Special focus is
placed on the social development, multiculturalism, development of democracy.
1. The Amerindians
2. Colonization
3. Early Settlements
4. War of Independence
5. The United States of America
6. The early 19th century USA
7. Mid-Term Paper
8. Two directions: South and North
9. The Civil War
10. The Western Frontier 1850-1900
11. Reconstruction Era
12. The Rise of Industrial America
13. American foreign policy in the 19th century
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Frank T. - Magyarics T. 2000. Handouts for US History. Budapest
McCullough, David : 2006. 1776 .Simon & Schuster
Sellers May McMillen, 1992. A Synopsis of American History, Chichago: Ivan R. Dee
Ellis, Joseph J. 2002. Founding Brothers : the Revolutionary Generation.Ballamtine Books

Goodwin , Doris Kearns:2006:Team of Rivals: The Political Genius of Abraham Lincoln.
Simon & Schuster
Course title: Introduction to American

History

Modern Philology
Optimal semester: 2
Preconditions:
report
Credits:1
Course objectives:
The main objective of the course is to give a broad overview on the History of the United
States from the discovery of the continent till the turn of the 20th century. Special focus is
placed on the social development, multiculturalism, development of democracy.
1.The Amerindians
2.Colonization
3.Early Settlements
4.War of Independence
5.The United States of America
6.The early 19th century USA
7.Mid-Term Paper
8.Two directions: South and North
9.The Civil War
10.The Western Frontier 1850-1900
11.Reconstruction Era
12.The Rise of Industrial America
13.American foreign policy in the 19th century
14.End term paper
The condition of getting the signature is an active participation during the lessons,
presentation on a chosen topic as well as pass two tests with a minimum of 60% result.
Evaluation:
- 2 tests (50%)

Frank T. - Magyarics T. 2000. Handouts for US History. Budapest
McCullough, David : 2006. 1776 .Simon & Schuster
Sellers May McMillen, 1992. A Synopsis of American History, Chichago: Ivan R. Dee
Ellis, Joseph J. 2002. Founding Brothers : the Revolutionary Generation.Ballamtine Books
Goodwin , Doris Kearns:2006:Team of Rivals: The Political Genius of Abraham Lincoln.
Simon & Schuster
Course title: Introduction to Linguistics

Course coordinator (name, position): Szabn Dr. Papp Judit associate professor
Optimal semester: 2
Preconditions:
report
Credits: 1
Course objectives: The general basic training in linguistics concerning the tools and models
of language description is organized around the following fields: the nature of the human
language, language universals, grammars; fields of linguistic research; levels language
description including the description and classification of the sounds of the language, the
basic terms of morphology, word classes, syntactic units, transformations, semantic
structures, componential analysis, the semantics of the word and the sentence, pragmatics.
1.
What is language, types of grammar
2.
The sounds of the language
3.
Morphology, the classification of word classes and morphemes
4.
Morphology: word formation
5.
Affixation, types of languages (isolating, agglutinating, inflectional)
6.
Syntax: its tasks,
7.
Grammatically correct sentences
8.
Syntax: Phrase-structure rules, the mental lexicon,
9.
Tree diagrams, transformations
10.
Semantics: questions of word semantics, homonymy, polysemy, synonyms and
antonyms
11.
Semantics: semantic problems of the collocations and the sentence
12.
Pragmatics: the role of context, anaphors and other cohesive devices
13.
The speech-act theory, meta-information
14.
Presuppositions, deictic elements
15.
Closing exam test

Evaluation:
Attendance, active participation: 50%
Result of the closing test (2-5): 50%
0 25 1 50% - failed
26 30 2 60% - pass
31 35 3 70% - pass with medium result
36 44 4 80% - pass with good result
45 50 5 90% - pass with excellent result
1. George Yule 2006 The Study of Language CUP, New York
2. Fromkin, V. K. & Rodman, R. 1988. An introduction to language. (4. kiads). New
York: Holt, Rinehart & Winston, Inc..
3. Farmer, A. K. & Demers, R. A. 1996. A linguistic workbook. (3. kiads.).
Cambridge, Mass.: The MIT Press
(min. 3)
1. Akmaijan, A., Demers, R. A., Farmer, A. K. & Harnish, R. M. 1995. Linguistics. An
introduction to language and communication. (4. kiads). Cambridge, Mass.: The MIT Press.
2.
Cook, V. J. & Newson, M. 1996. Chomsky's Universal Grammar. An introduction.(2.
kiads). London: Blackwell.
3. Finegan, E., D. Blair & P. Collins. 1992. Language: Its structure and use. Sydney:
Harcourt, Brace & Jovanovich
(min. 3)
Course title: Introduction to English

Linguistics

Course coordinator (name, position): Judit Szabn Papp associate professor
Optimal semester: 2
Preconditions:
report
Credits: 1
Course objectives: The general basic training in linguistics concerning the tools and models
of language description is organized around the following fields: the nature of the human
language, language universals, grammars; fields of linguistic research; levels language
description including the description and classification of the sounds of the language, the
basic terms of morphology, word classes, syntactic units, transformations, semantic
structures, componential analysis, the semantics of the word and the sentence, pragmatics.
1. What is language, types of grammar
2. The sounds of the language
3. Morphology, the classification of word classes and morphemes
4. Morphology: word formation

5. Affixation, types of languages (isolating, agglutinating, inflectional)
6. Syntax: its tasks,
7. Grammatically correct sentences
8. Syntax: Phrase-structure rules, the mental lexicon,
9. Tree diagrams, transformations
10. Semantics: questions of word semantics, homonymy, polysemy, synonyms and
antonyms
11. Semantics: semantic problems of the collocations and the sentence
12. Pragmatics: the role of context, anaphors and other cohesive devices
13. The speech-act theory, meta-information
14. Presuppositions, deictic elements
15. Closing test
Evaluation:
PPT Presentation:
20%
50% - 0 15 1 failed
60% - 16 20 2 pass
70% - 21 23 3 - pass with medium result
80% - 24 26 4 - pass with good result
90% - 27 30 5 - pass with excellent result
16. George Yule 2006 The Study of Language CUP, New York
17. Fromkin, V. K. & Rodman, R. 1988. An introduction to language. (4. kiads). New
York: Holt, Rinehart & Winston, Inc..
18. Farmer, A. K. & Demers, R. A. 1996. A linguistic workbook. (3. kiads.).
Cambridge, Mass.: The MIT Press
(min. 3)
1. Akmaijan, A., Demers, R. A., Farmer, A. K. & Harnish, R. M. 1995. Linguistics. An
introduction to language and communication. (4. kiads). Cambridge, Mass.: The MIT Press.
2.
Cook, V. J. & Newson, M. 1996. Chomsky's Universal Grammar. An introduction.(2.
kiads). London: Blackwell.
3. Finegan, E., D. Blair & P. Collins. 1992. Language: Its structure and use. Sydney:
Harcourt, Brace & Jovanovich
(min. 3)
Course title:
Modern Philology
Optimal semester:2
No. of lessons/week:
1 lesson/week
Credits: 1
Preconditions: --Requirements of accomplishment

report
Course objectives:
Students are given lectures on the basic knowlegde of phonetics and phonology. The
International Phonetic Alphabet is introduced as the most imporant device of signalling
sounds. Studying articulation consists in getting acquainted with the anatomy and physiology
of articulatory organs. The pronunciation of consonants. Classification and characteristation
of each consonant.
1 Vowels, syllabic consonants, consonants
2 Places of articulation
3 Active and passive articulators
4 The manner of articulation
5 Voice
6 Fortis and lenis consonants
7 Phonemes and allophones
8 Phonemes, allophones and free variants
9 Contrastive, complementory and parallel distribution
10 Consonants one by one
11 Consonants one by one
12 The syllable
13 Intonation
14 Intonation of English sentences
regular attendance
Evaluation:
Bp. : Tankvk., 1969. pp. 1100 ISBN 963-17-6628-8
ISBN-10: 0-521-71740-X
2006.
ISBN 0-582-05383-8
Course title:
Modern Philology
Optimal semester: 2
1 lesson/week
report
Credits: 1
Course objectives:
Students practise on the basic knowlegde of phonetics and phonology. The International
Phonetic Alphabet is introduced as the most imporant device of signalling sounds. Studying
articulation consists in getting acquainted with the anatomy and physiology of articulatory
organs. The pronunciation of consonants. Classification and characteristation of each
consonant. Pronunciation and spelling.
1 Phonetic symbols of consonants
2 Plosives
3 Plosives
4 Fricatives
5 Fricatives
6 Affricates
7 Test 1
8 Nasals
9 Sound /r/
10 Sound /l/
11 Sounds /j/ and /w/
12 Intonation
13 Intonation
14 Test 2
2 tests
Evaluation:
participation 40 %
tests
30 % each
Bp. : Tankvk., 1969. pp. 1100 ISBN 963-17-6628-8
ISBN-10: 0-521-71740-X
2006.
ISBN 0-582-05383-8
Course title:
Descriptive Grammar 2

Modern Philology
Optimal semester:
Preconditions: --Year 1, Semester 2
1 lesson/week
report
Credits: 1
Course objectives:
The main topics are subsumed under the word categories of noun, determiners, pronouns.
Subordinate clauses have to be focussed on and practiced. Existential sentences.
Weeks 1-2 Nouns and compounds
Weeks 3-4 Articles
Weeks 5-6 Determiners and quantifiers
Week 7 Midterm paper
Week 8 Relative clauses and other types of clause
Week 9 Pronouns, substitution and leaving out words
Week 10 Adjectives.
Week 11 Adverbs and conjunctions

Week 12 Prepositions
Week 13 Organising information
Week 14 Endterm paper
2 tests
Evaluation:
participation 40 %
tests
30 % each
Andrs, L., & Stephanides, M. 1980. Angol ler nyelvtan. II. Alak- s funkcitan. Egyetemi
tanknyv. Budapest: Tanknyvkiad.
Graver.D. 1995. Advanced English Practice. 3rd ed. Oxford: OUP.
Greenbaum, Sidney and Quirk, Randolph. 1997. A student's grammar of the English
language. 11. impr. Harlow : Longman.
Biber, D., Conrad, S., & Leech, G. 2002. Longman Students Grammar of Spoken and
Written English. Harlow: Longman.
Tanknyvkiad.
Quirk, R. , Greenbaum, S., Leech, G. & Svartvik, J. 1985 A Comprehensive Grammar of the
English Language. London, New York: Longman.
Swan, M. 1996. Practical English Usage. Oxford: OUP.
Thomson, A. J. and Martinet, A. V. 1993. A Practical English Grammar. 4th ed., 10th impr.
Oxford : OUP.
Course title: Written communication 1.
Neptun code:
BTANN301SZM
Course coordinator (name, position): Magnuczn dr. God gnes
Optimal semester: 3
Preconditions: BTANN216ALM

report
Credits: 1
Course objectives: The aims of the course are 1) to familiarise students with some of the
basic genres they are likely to meet in their education and in their profession (CVs and cover
letters, report, argumentative essay); 2) to show how these genres are always contextually
embedded; 3) to discuss ways of finding and interpreting data and information to match the
specific context; 4) and to introduce ways in which information can be arranged to match
genre and audience expectations; and 5) to raise students awareness to the fact that these
requirements maybe different across disciplines and cultures.
1. Orientation
2-4. Writing a CV and a cover letter
- Analysing job ads: ideal employee qualities
- Finding a job according to personal interest and ambition: collecting ideal
personal employee qualities
- Analysing different CV formats: ways of presenting factual information, personal
qualities, experience and making a personal impression, forms and degrees of
self-praise, matching information to specific job
- Analysing cover letters: compensating for shortcomings of career
- ASSIGNMENT: contextualised CV and cover letter
5-7. Cross cultural differences in writing
- Hungarian, British and North American CVs and cover letters
- Hungarian and North American student argumentation
- Language points: difference in comma use and in sentence coordination
8-10. Writing a report
- Interpreting statistical data
- Presenting and visualising statistical data
- Analysing specific real life data
- ASSIGNMENT: Report on the basis of the statistical data from the Magyar
Ifjsg 2013 research project
11. Fragments and run-on sentences
12-14. Making and arguing for a proposal
- Analysing a real-life problem, collecting pros and cons
- Analysing sample responses to the problem: aspects of argumentation including
stating the position, structuring a piece of argumentative writing, ways of
supporting the writers viewpoint (reasons and evidence types), accounting for
alternative viewpoints and using emotional appeal
- ASSIGNMENT: argumentative essay
Course requirements: Attendance (max. 3 absences) and participation, submitting 3 written
assignments
Evaluation:
- essays (330%).
(min. 3)
1. Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.
3. Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY:
Longman.
4. Magnuczn God, . (2002). Written communication from a cross-cultural
perspective. Miskolc: Phare-Bbor Kiad.
(min. 3)
Course title:
Oral Communication Skills
Neptun code: BTANN302SZM

Institute hosting the course:
Department of English Language and
Literature
Course coordinator (name, position): Dr. Molnr Erzsbet, senior lecturer
Optimal semester: 3
report
Credits: 1
Course objectives: This course introduces basic concepts, findings and issues of presentation
skills, giving opinion, taking part in discussions practising the basic language skills
(listening, speaking, reading, writing) using correct language content, pronunciation,
grammar, vocabulary. The course will examine topics that are relevant to practise oral skills
and improve the level of language knowledge through group-work and class discussions.
Detailed course programme/week:
1. Introduction
2. Discussion and presentation skills
3. Giving your opinion, Explaining
4. Agreeing and disagreeing, Making suggestions
5. Interrupting, Reporting
6. Asking and dealing with questions
7. Speaking in an appropriate style
8. Delivery emphasis and phrasing
9. Signposts and language signals
10. Non-verbal communication
11. Strategies for success
12. Closing
Test
Evaluation: 1-5
(min. 3)
Anderson, K, Macleen, J, Lynch, T 2006: Study Speaking. Cambridge University Press
Bygate, M. (1991): Speaking. Oxford University Press.
(min. 3)
Drnyei, Z, Thurrell, S. (1999): Conversation and dialogues. Prentice Hall.
Szab Katalin (2001) Kommunikci felsfokon. Kossuth Kiad, Budapest
Magnuczn dr. God, . (2002): Oral Communication: Presentation Skills. Miskolc: Bbor
Kiad.
Course title:
Oral Communication Skills I.

Literature
Optimal semester: 3
report
Credits: 1
Course objectives:
This course introduces basic concepts, findings and issues of presentation skills, giving
opinion, taking part in discussions practising the basic language skills (listening, speaking,
reading, writing) using correct language content, pronunciation, grammar, vocabulary. The
course will examine topics that are relevant to practise oral skills and improve the level of
language knowledge through group-work and class discussions.
1. Introduction
2. Discussion and presentation skills
3. Giving your opinion, Explaining
4. Agreeing and disagreeing, Making suggestions
5. Interrupting, Reporting
6. Asking and dealing with questions
7. Speaking in an appropriate style
8. Delivery emphasis and phrasing
9. Signposts and language signals
12. Oral test
Test, presentation, oral tasks
Evaluation: 1-5
(min. 3)
(min. 3)
Kiad.
Course title: Translation

Course coordinator (name, position): Dr. Lnrt Levente Assistant Professor
Optimal semester: 3
report
Credits: 1
Course objectives: To introduce students to the basic methods and techniques of translation.
Detailed course programme: At this course students will practise translating texts from
English to Hungarian and the other way around. The texts for this course are selected from
the topics of free time, sports and games, theatre, movies and fashion.
Weeks 1-4: translations in the topic of free time
Weeks 5-7: translations in the topic of sports and games, doing sports, spectator sports
Weeks 8-9: translations in the topic of theatre
Weeks 10-12: translations in the topic of movies
Weeks 13-15: translations in the topic of fashion
Course requirements: Regular attendance of the classes and active contribution. Submitting
the required translation assignments (3-3). (presentation, test, essay etc.)
Evaluation: During the course students will prepare and submit 3 individual translations from
Hungarian to English and 3 from English to Hungarian. The five-grade mark at the end of the
semester will be established on the results of the translations.
Compulsory literature: Students will need three dictionaries. The largest available
Hungarian-English dictionary, a medium-sized British monolingual learners dictionary and
a monolingual American encyclopaedic dictionary. The collection of texts used at the course
is issued to the students by the instructor.
(min. 3)
Recommended literature: Lost in Translation by Charlie Croker, 2007

Introducing Translation Studies: Theories and Applications by Jeremy Munday, 2012
Found in Translation by Nataly Kelly, 2012
(min. 3)
Course title: Syntax I

Modern Philology
Course coordinator (name, position):Judit Szabn Papp, associate professor
Optimal semester: 3
report
Credits:1
Course objectives:
The course presents the basic concepts and general principles of syntax, on the basis of
which words form first phrases and then clauses. The objective is to give students an insight
into the characteristics of sentence structure in English and the common ways of sentence
analysis in English linguistics so that they will be able to generate and analyse sophisticated
well-formed sentences and judge the grammaticality of strings of words with confidence. In
this semester, we concentrate on the simple sentence while the complex sentence will
constitute the main topic of the Syntax II. course.
1. The place of syntax in grammar and the major tasks of syntax. The concept and conditions
of well-formedness.
2. Basic terminology: sentence, sentence types, clause (main and subordinate), phrase,
constituents.
3. Possible patterns and constituents of the English simple sentence, dependencies, obligatory
and optional constituents.
4-5. Functional analysis and the constituent structure tree.
6-7. Verb subcategories from the point of view of sentence structure: transitive, intransitive
etc. verbs and their complements.
8. Prepositional and phrasal verbs: syntactic and semantic differences despite surface
similarity.
9-10. Syntactic and semantic properties and types of simple sentence constituents (subject,
object, complement, adverbial)
11. Phrase structure rules.
12. The structure of the complex NP.
The condition of getting the signature is to pass two tests with minimum 60% results. To pass
an oral examination.
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Burton-Roberts, N.1986. Analysing Sentences. New York: Longman.
Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Nemzeti
Tanknyvkiad.
Quirk, R., Greenbaum, S. 1985. A Students Grammar of the English Language. London,
New York: Longman.
Haegeman,L.1991. Introduction to Government and Binding Theory. Oxford: Blackwell.
Horrocks, G. 1987. Generative Grammar. Longman Linguistics Library. New York:
Longman.
Radford, A. 1988. Transformational Grammar. Cambridge: CUP.
Course title: Syntax I.

Modern Philology
Optimal semester: 3
report
Credits:2
Course objectives:
Running parallel with the lectures, the seminars deal with the same topics in the form of tasks
and exercises with the aim to give students a deep insight into sentence structure, and help
them acquire the formalism of syntax. In this semester, we concentrate on the simple
sentence while the complex sentence will constitute the main topic of the Syntax II. course.
1. The place of syntax in grammar and the major tasks of syntax. The concept and conditions
of well-formedness.
2. Basic terminology: sentence, sentence types, clause (main and subordinate), phrase,
constituents.
3. Possible patterns and constituents of the English simple sentence, dependencies, obligatory
and optional constituents.
4-5. Functional analysis and the constituent structure tree.
6-7. Verb subcategories from the point of view of sentence structure: transitive, intransitive
etc. verbs and their complements.
8. Prepositional and phrasal verbs: syntactic and semantic differences despite surface
similarity.
9-10. Syntactic and semantic properties and types of simple sentence constituents (subject,
object, complement, adverbial)
11. Phrase structure rules.
12. The structure of the complex NP.
To pass two tests, to contribute actively to classes.
Evaluation:
Written test grading scale:
0-50%: 1
51-64%: 2
65-79%:3
80-89%:4
90-100%: 5
Tanknyvkiad.
Quirk, R., Greenbaum, S. 1985. A Students Grammar of the English Language. London,
New York: Longman.
Haegeman, L.1991. Introduction to Government and Binding Theory. Oxford: Blackwell.
Longman.
Course title: English Literature I: Middle

Ages, Renaissance and Restoration Period

Modern Philology
Optimal semester: 3
report
Credits: 1
Course objectives:
This survey course introduces you to the early development of English literature, from the
beginnings to the end of the seventeenth century. By the end of the term you will have gained
knowledge of several important writers including Marlowe, Shakespeare, Donne, Jonson,
and Milton, and will be familiar with the major theoretical and critical terms of the period.
WEEK 1: Introduction to the course
WEEK 2: Medieval Poetry

READINGS: The Wanderer, The Dream of the Rood
WEEK 3: Medieval Drama
READING: Everyman
WEEK 4: Elizabethan Drama
READING: Christopher Marlowe, Doctor Faustus
READING: William Shakespeare, A Midsummer Nights Dream
READING: William Shakespeare, Hamlet
READING: William Shakespeare, King Lear
READING: William Shakespeare, Macbeth
WEEK 9: MID-TERM TEST
WEEKS 10-11: Elizabethan Poetry
READINGS: Sir Philip Sidney, Defence of Poesie (extracts)
Sir Thomas Wyatt, The Long Love That In My Thought Doth Harbour
Henry Howard, Earl of Surrey, Love That Doth Reign and Live Within My Thought
Sir Philip Sidney, Sonnets no. 1, 3, and 7 from Astrophel and Stella
Edmund Spenser, Sonnets no. 54 and 79 from Amoretti
William Shakespeare, The Sonnets (extracts)
WEEKS 12-13: Jacobean and Caroline Poetry; The Poetry of the Commonwealth Period
READINGS: John Donne, Sonnet no. 6 (Death be not proud) from Holy Sonnets,
The Good Morrow, The Canonization, Loves Alchemy, The Flea
Andrew Marvell, To His Coy Mistress, The Definition of Love, The Garden
Ben Jonson, On My First Son, To the Memory of My Beloved, the Author Mr
William Shakespeare
John Milton, Sonnets no. 17 (When I consider how my light is spent), 18 (On the
Late Massacre in Piedmont), 19 (Methought I saw my late espoused saint),
Paradise Lost, extracts: Book I
WEEK 14: END-TERM TEST
The lecture course will end with a signature and a kollokvium grade. The grade will be based
on a written examination in the examination term. Please find a list of exam topics and set
texts as well as a bibliography of recommended readings below. Most of the texts will be
covered in the seminars and/or lectures but you are responsible for reading all the texts for
the examination. You will be able to access and download all the relevant primary texts from
the course homepage indicated above. You will also find a Course Reader there which
contains all readings (except Shakespeares plays), and a detailed Lecture Notes, which will
help you prepare for the examination as well as the weekly sessions. These documents are
password protected. Ill let you know the passwords in the first week of teaching.
Evaluation:
The lecture course will end with a signature and a kollokvium grade. The grade will be based
on a written examination in the examination term.
EXAMINATION TOPICS:
1. Medieval Poetry: The Wanderer, The Dream of the Rood
2. Medieval Drama: Everyman
3. The English Renaissance: The Term and the Period
4. The Elizabethan Stage
5. Christopher Marlowe, Dr Faustus
6. William Shakespeare, A Midsummer Nights Dream
7. William Shakespeare, Romeo and Juliet
8. William Shakespeare, Hamlet
9. William Shakespeare, King Lear
10.
William Shakespeare, Macbeth
11.
Elizabethan Poetry: Wyatt, Surrey, Sidney, Spenser, Shakespeare
12.
Metaphysical, Cavalier and Puritan Poetry: Donne, Jonson, Marvell, Milton
Lecture Notes (available for download from the course homepage)
Daiches, David, A Critical History of English Literature, Vol. 1., From the Beginnings to
Milton (London: Mandarin, 1994)
Ford, Boris (ed.), The Pelican Guide to English Literature (London: Penguin, 1982),
Volumes: 2. The Age of Shakespeare, 3. From Donne to Marvell, 4. From Dryden to Johnson
Gher, Istvn, Shakespeare-olvasknyv: Tkrkpnk 37 darabban (Bp: Cserpfalvi, 1993)
Kocztur, Gizella, The History of English Prose in the Eighteenth Century (Bp.: Tankvk.,
1992)
Orszgh, Lszl, Szveggyjtemny a renesznsz s polgri forradalom kornak angol
irodalmbl, 1-2. kt. (Bp.: Nemz. Tankvk., 1996)
Plffy, Istvn and Szilassy Zoltn, English Literature from 1485 to 1660 (Bp.: Nemz.
Tankvk., 1993)
Rna, va, A XVIII. szzad angol irodalma (Bp.: Nemz. Tankvk., 1996)
Bath, Michael, Speaking Pictures: English Emblem Books and Renaissance Culture
(London: Longman, 1994)
Bevis, Richard W., English Drama: Restoration and Eighteenth Century: 1660-1789
Braunmuller, A. R. and Michael Hattaway (eds), The Cambridge Companion to English
Renaissance Drama (Cambridge: Cambridge Univ. Pr., 1995)
Eliot, T. S., Elizabethan Dramatists (London: Faber, 1968)
Fabiny, Tibor, et. al. (eds), A renesznsz szimbolizmus: Tanulmnyok: Ikonogrfia,
emblematika, Shakespeare (Szeged: JATEPress, 1998)
Kiss, Attila, The Semiotics of Revenge: Subjectivity and Abjection in English Renaissance
Tragedy (Szeged: JATEPress, 1995)
Leggatt, Alexander, English Drama: Shakespeare to the Restoration 1590-1660 (London:
Longman, 1993)
Lonsdale, Roger (ed.), Penguin History of Literature: Dryden to Johnson (London: Penguin,
1993)
Parry, Graham, The Seventeenth Century: The Intellectual and Cultural Context of English
Literature, 1603-1700 (London: Longman, 1993)
Probyn, Clive T., English Fiction of the Eighteenth Century: 1700-1789 (London: Longman,
1994)
Ricks, Christopher (ed.), English Drama to 1710 (London: Penguin, 1993)
Ricks, Christopher (ed.), Penguin History of Literature: English Poetry and Prose 15401674 (London: Penguin, 1993)
Sambrook, James, The Eighteenth Century: The Intellectual and Cultural Context of English
Literature: 1700-1789 (London: Longman, 1993)
Shepherd, Simon and Peter Womack, English Drama: A Cultural History (Oxford:
Blackwell, 1996)
Spiller, Michael R. G., The Development of the Sonnet: An Introduction (London: Routledge,
1992)
Szkely, Gyrgy, Lngzn: Shakespeare kora s kortrsai (Bp.: Eurpa, 2003)
Szenczi, Mikls, English Drama During the Middle Ages and the Renaissance (Bp.:
Tankvk., 1992)
Szilassy, Zoltn, Sixteenth and Seventeenth Century English Poetry and Prose (Bp.: Tankvk.,
1992)
Trigg, Stephanie (ed.), Medieval English Poetry (London: Longman, 1993)
Trcsnyi, Mikls (ed.), Szveggyjtemny a renesznsztl a romantika korig (Bp.:
Tankvk., 1993)
Waller, Gary, English Poetry of the Sixteenth Century (London: Longman, 1993)
http://www.mfi.uni-miskolc.hu/angol/index.php/renaissance-literature
Course title: English Literature I: Middle

Ages, Renaissance and Restoration Period

modern Philology
Optimal semester: 3
report
Credits: 2
Course objectives:
This survey course introduces you to the early development of English literature, from the
beginnings to the end of the seventeenth century. By the end of the term you will have gained
knowledge of several important writers including Marlowe, Shakespeare, Donne, Jonson,
and Milton, and will be familiar with the major theoretical and critical terms of the period.
WEEK 1: Introduction to the course
WEEK 2: Medieval Poetry

READINGS: The Wanderer, The Dream of the Rood
WEEK 3: Medieval Drama
READING: Everyman
READING: Christopher Marlowe, Doctor Faustus
READING: William Shakespeare, A Midsummer Nights Dream
READING: William Shakespeare, Hamlet
READING: William Shakespeare, King Lear
READING: William Shakespeare, Macbeth
WEEK 9: MID-TERM TEST
WEEKS 10-11: Elizabethan Poetry
READINGS: Sir Philip Sidney, Defence of Poesie (extracts)
Sir Thomas Wyatt, The Long Love That In My Thought Doth Harbour
Henry Howard, Earl of Surrey, Love That Doth Reign and Live Within My Thought
Sir Philip Sidney, Sonnets no. 1, 3, and 7 from Astrophel and Stella
Edmund Spenser, Sonnets no. 54 and 79 from Amoretti
William Shakespeare, The Sonnets (extracts)
WEEKS 12-13: Jacobean and Caroline Poetry; The Poetry of the Commonwealth Period
READINGS: John Donne, Sonnet no. 6 (Death be not proud) from Holy Sonnets,
The Good Morrow, The Canonization, Loves Alchemy, The Flea
Andrew Marvell, To His Coy Mistress, The Definition of Love, The Garden
Ben Jonson, On My First Son, To the Memory of My Beloved, the Author Mr
William Shakespeare
John Milton, Sonnets no. 17 (When I consider how my light is spent), 18 (On the
Late Massacre in Piedmont), 19 (Methought I saw my late espoused saint),
Paradise Lost, extracts: Book I
WEEK 14: END-TERM TEST
Please find a list of exam topics and set texts as well as a bibliography of recommended
readings below. Most of the texts will be covered in the seminars and/or lectures but you are
responsible for reading all the texts for the examination. You will be able to access and
download all the relevant primary texts from the course homepage indicated above. You will
also find a Course Reader there which contains all readings (except Shakespeares plays),
and a detailed Lecture Notes, which will help you prepare for the examination as well as the
weekly sessions. These documents are password protected. Ill let you know the passwords in
the first week of teaching.
Evaluation:
The seminar grade will be based on:
- a mid-term and an end-term paper;
- presentations (not more than 5 minutes in length, which will be strictly observed);
- a handout that must accompany your presentation;
- the occasional in-class test that is meant to check up on your reading;
- and finally your contribution to in-class discussion.
Your handout should contain: your name; the title of your presentation; and the precise
indication of your sources (i.e., a bibliography). Late handouts will not be considered. Please
note that only word-processed submissions are acceptable. Please find a list of the required
readings as well as a bibliography of recommended texts below.
Lecture Notes (available for download from the course homepage)
Daiches, David, A Critical History of English Literature, Vol. 1., From the Beginnings to
Milton (London: Mandarin, 1994)
Ford, Boris (ed.), The Pelican Guide to English Literature (London: Penguin, 1982),
Volumes: 2. The Age of Shakespeare, 3. From Donne to Marvell, 4. From Dryden to Johnson
Gher, Istvn, Shakespeare-olvasknyv: Tkrkpnk 37 darabban (Bp: Cserpfalvi, 1993)
Kocztur, Gizella, The History of English Prose in the Eighteenth Century (Bp.: Tankvk.,
1992)
Orszgh, Lszl, Szveggyjtemny a renesznsz s polgri forradalom kornak angol
irodalmbl, 1-2. kt. (Bp.: Nemz. Tankvk., 1996)
Plffy, Istvn and Szilassy Zoltn, English Literature from 1485 to 1660 (Bp.: Nemz.
Tankvk., 1993)
Rna, va, A XVIII. szzad angol irodalma (Bp.: Nemz. Tankvk., 1996)
Bath, Michael, Speaking Pictures: English Emblem Books and Renaissance Culture
Bevis, Richard W., English Drama: Restoration and Eighteenth Century: 1660-1789
Braunmuller, A. R. and Michael Hattaway (eds), The Cambridge Companion to English
Renaissance Drama (Cambridge: Cambridge Univ. Pr., 1995)
Eliot, T. S., Elizabethan Dramatists (London: Faber, 1968)
Fabiny, Tibor, et. al. (eds), A renesznsz szimbolizmus: Tanulmnyok: Ikonogrfia,
emblematika, Shakespeare (Szeged: JATEPress, 1998)
Kiss, Attila, The Semiotics of Revenge: Subjectivity and Abjection in English Renaissance
Tragedy (Szeged: JATEPress, 1995)
Leggatt, Alexander, English Drama: Shakespeare to the Restoration 1590-1660 (London:
Longman, 1993)
Lonsdale, Roger (ed.), Penguin History of Literature: Dryden to Johnson (London: Penguin,
1993)
Parry, Graham, The Seventeenth Century: The Intellectual and Cultural Context of English
Literature, 1603-1700 (London: Longman, 1993)
Probyn, Clive T., English Fiction of the Eighteenth Century: 1700-1789 (London: Longman,
1994)
Ricks, Christopher (ed.), English Drama to 1710 (London: Penguin, 1993)

Ricks, Christopher (ed.), Penguin History of Literature: English Poetry and Prose 15401674 (London: Penguin, 1993)
Sambrook, James, The Eighteenth Century: The Intellectual and Cultural Context of English
Shepherd, Simon and Peter Womack, English Drama: A Cultural History (Oxford:
Blackwell, 1996)
Spiller, Michael R. G., The Development of the Sonnet: An Introduction (London: Routledge,
1992)
Szkely, Gyrgy, Lngzn: Shakespeare kora s kortrsai (Bp.: Eurpa, 2003)
Szenczi, Mikls, English Drama During the Middle Ages and the Renaissance (Bp.:
Tankvk., 1992)
Szilassy, Zoltn, Sixteenth and Seventeenth Century English Poetry and Prose (Bp.: Tankvk.,
1992)
Trigg, Stephanie (ed.), Medieval English Poetry (London: Longman, 1993)
Trcsnyi, Mikls (ed.), Szveggyjtemny a renesznsztl a romantika korig (Bp.:
Tankvk., 1993)
Waller, Gary, English Poetry of the Sixteenth Century (London: Longman, 1993)
http://www.mfi.uni-miskolc.hu/angol/index.php/renaissance-literature
Course title: Modern British History

Course coordinator (name, position): Kopaszn Lng Viktria assistant researcher
Optimal semester: 3
report
Credits: 1
Course objectives: To introduce students to modern history of Britain from the early
Victorian times up to the present day, with special attention to events that shaped British
culture and civilization and the countrys foreign relations
Week 1: the first Reform Bill and the New Poor Law
Week 2: Victorian England at the Peak of the British Empire
Week 3: social consequences of the Industrial Revolution
Week 4: The British in India: from the Sepoy Rebellion to Lord Mountbatten
Week 5: The British in Africa: from the diamond mines of Kimberly to the Boer Wars
Week 6: Britain in World War I
Week 7: Britain in WW II
Week 8: Now we are the Third: Rationing and the beginnings of the Cold War
Week 9: A crumbling Empire: the loss of India, Malaya and Kenya
Week 10: The long war of Northern Ireland
Week 11: Margaret Thatchers conservative reforms
Week 12: The UK and the European Union
Week 13: A morganatic wedding and the Monarchy today

Week 14: The Special Relationship with the U. S. and the UK in the wars in the Middle
East
Course requirements: Regular attendance of the classes and studying the required materials
for the exam. (presentation, test, essay etc.)
Evaluation: Exam at the end of the semester
Compulsory literature: The Oxford Illustrated History of Britain.
Modern British History by L. J. Butler, 1997.
Modern Britain 1900-1960 by Gott, Benson and Mathieson
(min. 3)
Recommended literature: British Culture and the End of the Empire by Stuart Ward, 2002
British Government and Politics by Duncan Watts, 2012
The European Union and the British Politics by Andrew Geddes,
2003
Course title: British History and Culture

Modern Philology
Optimal semester: 3
report
Credits:1
Course objectives:
The Course deals with the History of Great Britain in the 20th century. It is not simply a
historical overview but also follows the development of the modern British society as well as
the institutions. Students will get a picture on how the government, the legal system or the
welfare system was established. Therefore historically the course also goes back to previous
centuries.
1. The Country and the People- change and stability
2. Government and politics I.
3. Government and politics II.
4. Law and the legal system I.
5. Law and the legal system II.
6. Education
7. The Welfare system I.
8. The Welfare system II.
9. The economy; Work and Money

10. The Press , Radio and Television
11. Religion
12. Wales, and Scotland
13. Northern Ireland, The Republic of Ireland
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Egedy G. Nagy-Britannia trtnete. Aula, Budapest, 1998.
OMorgan, Kenneth. Peoples Peace, OUP, Oxford, 1990.
Oakland, J. British Civilization. Routledge, London, 2003.
Bromhead, P. Life in Modern Britain. Longman, London, 1986.
Course title: Written communication 2.
Neptun code:
BTANN401SZM
Optimal semester: 4
report
Credits: 1
Course objectives: The aim of the course is to familiarise students with the process and
principles of discipline-specific academic writing. Through a series of 4 connected essay
tasks on a chosen topic, students design and produce a research report containing a problem
proposing part, a literature review, a research study based on questionnaires or interviews
and an analysis/discussion reflecting on the results. This approach allows for practising
different writing skills such as choosing/problematising/focusing a topic, brainstorming and
organising ideas, data collection from different sources, using/referencing sources, analysing
data, and drawing conclusions. As the four written pieces are connected to each other and to
an overarching topic at the same time, they all serve as drafts for a larger ongoing
assignment, the research paper, which enables the students to experience writing as a cyclic
process.
1.
Orientation
2.- 4. Choosing and focusing the topic
Expository writing
Thesis and topic sentences
Fragments and run-on sentences
PERSONAL ESSAY
5.- 8. Finding and evaluating sources
Summarising techniques, acknowledging sources
Punctuation
SUMMARY OF 2 RELATED SOURCES
9.- 11. Exploring opinions: interview and questionnaire
Summarising and visualising outcomes
SUMMARY OF OPINIONS
12.-13. Pulling the threads together
Thesis and research questions
When to quote and what
Self-editing and peer review techniques
RESEARCH REPORT
14.
Test
15. Closing
Course requirements: Attendance (max. 3 absences) and participation, submitting 4 written
assignments
Evaluation:
The final grade is the composite of the grade of the 4 essays (425%).
(min. 3)
1. Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.
3. Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY:
Longman.
4. Magnuczn God, . (2002). Written communication from a cross-cultural
perspective. Miskolc: Phare-Bbor Kiad.
(min. 3)
Course title:
Oral Communication Skills I.

Literature
Optimal semester: 4
Preconditions:
report
Credits: 1
Course objectives:
This course introduces basic concepts, findings and issues of presentation skills, giving
opinion, taking part in discussions practising the basic language skills (listening, speaking,
reading, writing) using correct language content, pronunciation, grammar, vocabulary. The
course will examine topics that are relevant to practise oral skills and improve the level of
language knowledge through group-work and class discussions.
1. Introduction
2. Preparing a presentation
3-4. Structuring presentation
5-6. Speaking in an appropriate style
7-8. Using visual aids, handouts and notes
11-13. Giving and evaluating individual presentations
Test, presentation, oral tasks
Evaluation: 1-5
(min. 3)
(min. 3)
Kiad.
Course title: Translation

Course coordinator (name, position): Dr Attila Dsa
Optimal semester: 4
report
Credits: 1
Course objectives: To introduce students to the basic methods and techniques of translation.
Detailed course programme: At this course students will practise translating texts from
English to Hungarian and the other way around. The texts for this course are selected from
the topics of family, housing, shopping, and eating.
Weeks 1-4: translations in the topic of family
Weeks 5-7: translations in the topic of house and flat
Weeks 8-9: translations in the topic of shopping
Weeks 10-12: translations in the topic of cooking
Weeks 13-15: translations from the topic of restaurants and eating out
Course requirements: Regular attendance of the classes and active contribution. Submitting
the required translation assignments. (presentation, test, essay etc.)
Evaluation: During the course students will prepare and submit 3 individual translations from
Hungarian to English and 3 from English to Hungarian. The five-grade mark at the end of the
semester will be established on the results of the translations.
Compulsory literature: Students will need three dictionaries. The largest available
Hungarian-English dictionary, a medium-sized British monolingual learners dictionary and
a monolingual American encyclopaedic dictionary. The collection of texts used at the course
is issued to the students by the instructor.
(min. 3)
Recommended literature: Lost in Translation by Charlie Croker, 2007
Introducing Translation Studies: Theories and Applications by Jeremy Munday, 2012
Found in Translation by Nataly Kelly, 2012
(min. 3)
Course title: Syntax II

Modern Philology
Optimal semester: 4
report
Credits:1
Course objectives:
The course focusses on the detailed study of the types of composite sentences (subordination
and coordination) and phenomena discernible in both simple and composite sentences: e.g.
focussing devices. The basics of one of the most important linguistic theories, generative
grammar, are also discussed.
1. Complex sentences: classification, restrictive, non-restrictive and sentential relative

clauses.
2. Complex sentences: adverbial clauses (time, cause/reason, purpose and result clauses).
3. Complex sentences: conditional clauses.
4. Compex sentences: concession clauses.
5. Coordination.
6. Apposition.
7-8. The information structure of the English sentence: topic and focus. Inversion in positive
declarative sentences. Extraposition, cleft and pseudo-cleft sentences
9. Emergence of generative grammar, its basic concepts, competence and performance, levels
of adequacy of grammar.
10. The Standard Theory model and its components: the lexicon and phrase structure rules.
11. Transformations, deep and surface structure.
12. Transformations and the semantic component.
The condition of getting the signature is to pass two tests with minimum 60% results. To pass
an oral examination.
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Graver, B.D. 1986. Advanced English Practice. Oxford: OUP.
Longman.
Quirk, R. , Greenbaum, S. 1985. A Students Grammar of the English Language. London,
New York: Longman.Burton-Roberts, N.1986. Analysing Sentences. New York: Longman.
Haegeman,L.1991. Introduction to Government and Binding Theory. Blackwell, Oxford.
Kenesei, I. 1995. A Textbook in English Syntax. A Selection of Readings. Budapest: Nemzeti
Tanknyvkiad.
Radford, A. 1988. Transformational Grammar. CUP, Cambridge.
Course title: Syntax II

Modern Philology

Optimal semester: 4
report
Credits:2
Course objectives:
Parallel with the lectures, the types of composite (complex and compound) sentences and the
syntactic phenomena discernible in both simple and compound sentences are practised in the
seminars to enable students to use these sophisticated structures consciously and
unproblematically.
1. Complex sentences: classification, restrictive, non-restrictive and sentential relative
clauses.
2. Complex sentences: adverbial clauses (time, cause/reason, purpose and result clauses).
3. Complex sentences: conditional clauses.
4. Compex sentences: concession clauses.
5. Coordination.
6. Apposition.
7-8. The information structure of the English sentence: topic and focus. Inversion in positive
declarative sentences. Extraposition, cleft and pseudo-cleft sentences
9. Emergence of generative grammar, its basic concepts, competence and performance, levels
of adequacy of grammar.
10. The Standard Theory model and its components: the lexicon and phrase structure rules.
11. Transformations, deep and surface structure.
12. Transformations and the semantic component.
To pass two tests, to contribute actively to classes.
Evaluation:
0-50%: 1
51-64%: 2
65-79%:3
80-89%:4
90-100%: 5
Tanknyvkiad.
Quirk, R. , Greenbaum, S. 1985. A Students Grammar of the English Language. London,
New York: Longman.
Longman.
Course title: English Literature II: The

Eighteenth and Nineteenth Centuries

Modern Philology
Optimal semester: 4
report
Credits: 1
Course objectives:
This module introduces you to British literature in the 18th and 19th centuries, with special
attention to the great works of English Romanticism. By the end of the course you will have
gained knowledge of several important writers including Wordsworth, Coleridge, Keats,
Mary Shelley and the Bront sisters, and will be familiar with the major theoretical and
critical terms of the period. Moreover, you will have an opportunity to develop and practise
various skills and abilities, including: identifying and analysing an abstract problem; flexible
and creative thinking; developing a complex argument; accuracy and clarity of expression in
writing and speaking; textual analysis; computing skills; and general intellectual awareness.
WEEK 1 Introduction. Romanticism: The Term and the Period
WEEK 2 William Blakes Early Poetry
READINGS: A selection of poems from Songs of Innocence and Songs of Experience by
William Blake: Introduction, The Lamb, The Chimney Sweeper, Holy Thursday,
Nurses Song from Songs of Innocence; Introduction, The Tyger, The Chimney
Sweeper, Holy Thursday, Nurses Song, London from Songs of Experience
WEEK 3 The First Generation of English Romantic Poetry: Wordsworth
READINGS: A selection of poems by Wordsworth: We Are Seven, Tintern Abbey, She
dwelt among, A slumber did my spirit seal, I wandered lonely, Sonnet:
Composed upon Westminster Bridge
WEEK 4 The First Generation of English Romantic Poetry: Samuel Taylor Coleridge
READINGS: Excerpts from the Preface to Lyrical Ballads by Wordsworth and a selection
of Poems by Coleridge: Kubla Khan, Frost at Midnight, and The Rime of the Ancient
Mariner
WEEK 5 Sir Walter Scott and the Historical Novel
READING: Scott, Waverley, or tis Sixty Years Since
WEEK 6 Jane Austen and the Novel of Manners
READING: Austen, Pride and Prejudice
WEEK 7 Mid-term Paper
WEEK 8 The Second Generation of English Romantic Poetry: Byron and Shelley
READINGS: Poems by Byron: When we two parted, She walks in beauty,
Darkness, excerpts from Childe Harolds Pilgrimage. Poems by Shelley: Ozymandias,

Sonnet: England in 1819, Ode to the West Wind.
WEEK 9 The Second Generation of English Romantic Poetry: John Keats
READINGS: Poems by Keats: Sonnet: When I have fears, La Belle Dame Sans Merci,
Ode on a Grecian Urn, Ode to a Nightingale, To Autumn; and excerpts from The Letters
(on Negative Capability).
WEEK 10-11 Romantic Fiction: Mary Shelley
READING: Mary Shelley, Frankenstein, or The Modern Prometheus
WEEK 12 Victorian Fiction: Emily Bront
READING: Emily Bront, Wuthering Heights
WEEK 13 End-term Paper
WEEK 14 Conclusions and evaluation
Below please find a list of the set texts as well as a bibliography of recommended readings.
You will be able to access and download most of the primary sources from the course
homepage indicated above. It is strongly advised that you regularly visit the course
homepage, where you will also find links to relevant articles, criticism, images, lecture notes,
and other sources. It will be taken for granted that you will have familiarised yourselves with
the online material before you come to class. I recommend that you consult these sources
when you revise the material for the two term papers. The online material as well as the
secondary reading will be regarded as part of the course material.
Examination Topics:
1. Romanticism: the term and the period
2. Metaphors and symbols in Blakes Songs of Innocence and Songs of Experience
3. Wordsworths poetic theory as explained in his Preface to Lyrical Ballads
4. The idea of childhood and children in Wordsworths poems (We Are Seven, Tintern
Abbey)
5. Perceptions of nature in Wordsworths poems (I wandered lonely, Tintern Abbey,
Westminster Bridge)
6. Metaphors and symbols in Coleridge (Kubla Khan)
7. The supernatural in Coleridge (The Rime of the Ancient Mariner)
8. Romance and realism in Scotts Waverley
9. Scotts political views in Waverley
10. Social pressures and moral independence in Austens Pride and Prejudice
11. Romanticism and sentimentalism in Austens fiction
12. The concepts of Byronism and the Byronic hero (Childe Harold)
13. Byrons lyrical poems (When We Two Parted, She Walks in Beauty)
14. Shelleys romantic radicalism (Ozymandias, England in 1819, Ode to the West
Wind)
15. Shelleys perception of nature (Ode to the West Wind)
16. Main characters and their relationships in Mary Shelleys Frankenstein
17. Mary Shelleys Frankenstein as a gothic tale
18. Mary Shelleys Frankenstein as a novel of ideas
19. Keatss theory of poetry: Negative Capability (The Letters)
20. Keatss great odes (To Autumn, Ode to a Nightingale, Ode on a Grecian Urn)
21. Art and life in Keatss poems (When I have fears, La Belle Dame, Ode on a
Grecian Urn)
22. Romantic and realistic features in Charlotte Bronts Jane Eyre
23. Main characters and their relationships Charlotte Bronts Jane Eyre
24. Tennysonss ballads (The Lady of Shalott)
25. Tennysons dramatic monologues (Ulysses, The Lotos-Eaters)
26. Brownings dramatic monologues (My Last Duchess, Fra Lippo Lippi, Andrea del
Sarto)
Evaluation:
Assessment will be based on regular written assignments; occasional vocabulary tests;
quizzes testing your reading; and an examination. More than three missed classes may mean
no signature; failure to pass any of the above assignments means a failure of this course.
You will find Study Questions at the beginning of each chapter in your Lecture Notes. These
Study Questions contain questions and/or quotes that will help you identify and discuss the
major issues we are going to deal with in the classroom. You will be expected to bring your
answers to the sessions.
Course Reader and Lecture Notes (available for download from the course homepage)
Abrams, M.H. et al. (eds.), The Norton Anthology of English Literature, 5th edn (New York:
Norton, 1987) AIT
Ford, Boris (ed.), The Pelican Guide to English Literature. Vol. 5: From Blake to Byron
(London: Penguin, 1982) AIT
Ford, Boris (ed.), The New Pelican Guide to English Literature. Vol. 6: From Dickens to
Hardy (London: Penguin, 1991) AIT, KLM C140.190
All poems and essays which are collected in the Course Reader, but they are of course also
available in several other anthologies (see below). You are expected to read the following
novels (all of them are available in the English Departmental Library in several copies, but of
course you are strongly encouraged to purchase your own copy):
Austen, Jane, Pride and Prejudice (London: Penguin, 1994)
Bront, Charlotte, Jane Eyre (London: Penguin, 1994)
Scott, Sir Walter, Waverley (London: Penguin, 1985)
Shelley, Mary, Frankenstein or The Modern Prometheus (London: Penguin, 1992)
Bertha, Csilla, English Literature in the Nineteenth Century and in the First Half of the
Twentieth (Bp.: Nemz. Tankvk., 1998)
Chapman, Raymond, Forms of Speech in Victorian Fiction (London: Longman, 1994)
Chase, Cynthia (ed.), Romanticism (London: Longman, 1993)
Gilmour, Robin, The Victorian Period: The Intellectual and Cultural Context of English
Day, Aidan, Romanticism (London: Routledge, 2002)
Daiches, David, A Critical History of English Literature, Vol. 2., The Restoration to the
Present Day (London: Mandarin, 1994)
Kelly, Gary, English Fiction of the Romantic Period: 1789-1830 (London: Longman, 1993)
MacBeth, George, Victorian Verse: A Critical Anthology (London: Penguin, 1986)
Pter, gnes (ed.), Angol romantika: Esszk, naplk, levelek (Bp.: Kijrat, 2003)
Pirie, David B. (ed.), Penguin History of English Literature: The Romantic Period (London:
Penguin, 1994)
Pollard, Arthur (ed.), Penguin History of Literature: The Victorians (London: Penguin, 1993)
Raimond, Jean and J. R. Watson (eds), A Handbook to English Romanticism (Houndmills:
Macmillan, 1995)
Richards, Bernard, English Poetry of the Victorian Period 1830-1890 (London: Longman,
1993)
Richards, Bernard (ed.), English Verse 1830-1890 (London: Longman, 1994)
Sllei, Nra, Lnny vlik, s rni kezd: 19. szzadi angol rnk (Debrecen: Kossuth Egy. K.,
1999)
Szegedy-Maszk, Mihly, Kubla kn s Pickwick r: Romantika s realizmus az angol
irodalomban (Bp.: Magvet, 1982)
Trcsnyi, Mikls, Szveggyjtemny a XIX-XX. szzadi angol irodalombl (Bp.: Tankvk.,
1992)
Wheeler, Michael, English Fiction of the Victorian Period: 1830-1890 (London: Longman,
1994)
http://www.mfi.uni-miskolc.hu/angol/index.php/romanticism
Course title: English Literature II: The

Eighteenth and Nineteenth Centuries

Modern Philology
Optimal semester: 4
report
Credits: 2
Course objectives:
This module introduces you to British literature in the 18th and 19th centuries, with special
attention to the great works of English Romanticism. By the end of the course you will have
gained knowledge of several important writers including Wordsworth, Coleridge, Keats,
Mary Shelley and the Bront sisters, and will be familiar with the major theoretical and
critical terms of the period. Moreover, you will have an opportunity to develop and practise
various skills and abilities, including: identifying and analysing an abstract problem; flexible
and creative thinking; developing a complex argument; accuracy and clarity of expression in
writing and speaking; textual analysis; computing skills; and general intellectual awareness.
WEEK 1 Introduction. Romanticism: The Term and the Period
WEEK 2 William Blakes Early Poetry
READINGS: A selection of poems from Songs of Innocence and Songs of Experience by
William Blake: Introduction, The Lamb, The Chimney Sweeper, Holy Thursday,
Nurses Song from Songs of Innocence; Introduction, The Tyger, The Chimney
Sweeper, Holy Thursday, Nurses Song, London from Songs of Experience
WEEK 3 The First Generation of English Romantic Poetry: Wordsworth
READINGS: A selection of poems by Wordsworth: We Are Seven, Tintern Abbey, She
dwelt among, A slumber did my spirit seal, I wandered lonely, Sonnet:
Composed upon Westminster Bridge
WEEK 4 The First Generation of English Romantic Poetry: Samuel Taylor Coleridge
READINGS: Excerpts from the Preface to Lyrical Ballads by Wordsworth and a selection
of Poems by Coleridge: Kubla Khan, Frost at Midnight, and The Rime of the Ancient
Mariner
WEEK 5 Sir Walter Scott and the Historical Novel
READING: Scott, Waverley, or tis Sixty Years Since
WEEK 6 Jane Austen and the Novel of Manners
READING: Austen, Pride and Prejudice
WEEK 7 Mid-term Paper
WEEK 8 The Second Generation of English Romantic Poetry: Byron and Shelley
READINGS: Poems by Byron: When we two parted, She walks in beauty,
Darkness, excerpts from Childe Harolds Pilgrimage. Poems by Shelley: Ozymandias,
Sonnet: England in 1819, Ode to the West Wind.
WEEK 9 The Second Generation of English Romantic Poetry: John Keats
READINGS: Poems by Keats: Sonnet: When I have fears, La Belle Dame Sans Merci,
Ode on a Grecian Urn, Ode to a Nightingale, To Autumn; and excerpts from The Letters
(on Negative Capability).
WEEK 10-11 Romantic Fiction: Mary Shelley
READING: Mary Shelley, Frankenstein, or The Modern Prometheus
WEEK 12 Victorian Fiction: Emily Bront
READING: Emily Bront, Wuthering Heights
WEEK 13 End-term Paper
WEEK 14 Conclusions and evaluation
You will be able to access and download most of the primary sources from the course
homepage indicated above. It is strongly advised that you regularly visit the course
homepage, where you will also find links to relevant articles, criticism, images, lecture notes,
and other sources. It will be taken for granted that you will have familiarised yourselves with
the online material before you come to class. I recommend that you consult these sources
when you revise the material for the two term papers. The online material as well as the
secondary reading will be regarded as part of the course material.
Examination Topics:
1. Romanticism: the term and the period
2. Metaphors and symbols in Blakes Songs of Innocence and Songs of Experience
3. Wordsworths poetic theory as explained in his Preface to Lyrical Ballads
4. The idea of childhood and children in Wordsworths poems (We Are Seven, Tintern
Abbey)
5. Perceptions of nature in Wordsworths poems (I wandered lonely, Tintern Abbey,
Westminster Bridge)
6. Metaphors and symbols in Coleridge (Kubla Khan)
7. The supernatural in Coleridge (The Rime of the Ancient Mariner)
8. Romance and realism in Scotts Waverley
9. Scotts political views in Waverley
10. Social pressures and moral independence in Austens Pride and Prejudice
11. Romanticism and sentimentalism in Austens fiction
12. The concepts of Byronism and the Byronic hero (Childe Harold)
13. Byrons lyrical poems (When We Two Parted, She Walks in Beauty)
14. Shelleys romantic radicalism (Ozymandias, England in 1819, Ode to the West
Wind)
15. Shelleys perception of nature (Ode to the West Wind)
16. Main characters and their relationships in Mary Shelleys Frankenstein
17. Mary Shelleys Frankenstein as a gothic tale
18. Mary Shelleys Frankenstein as a novel of ideas
19. Keatss theory of poetry: Negative Capability (The Letters)
20. Keatss great odes (To Autumn, Ode to a Nightingale, Ode on a Grecian Urn)
21. Art and life in Keatss poems (When I have fears, La Belle Dame, Ode on a
Grecian Urn)
22. Romantic and realistic features in Charlotte Bronts Jane Eyre
23. Main characters and their relationships Charlotte Bronts Jane Eyre
24. Tennysonss ballads (The Lady of Shalott)
25. Tennysons dramatic monologues (Ulysses, The Lotos-Eaters)
26. Brownings dramatic monologues (My Last Duchess, Fra Lippo Lippi, Andrea del
Sarto)
Evaluation:
Assessment will be based on a mid-term and an end-term paper; regular written assignments;
occasional vocabulary tests; quizzes testing your reading; and a presentation. Please note
that only word-processed submissions are acceptable and late submissions will not be
considered. Please make sure you carefully acknowledge your sources in any written
submission, as any attempts at plagiarism will be severely penalised. More than three
missed classes may mean no signature; failure to pass any of the above assignments means
a failure of this course. You will find Study Questions at the beginning of each chapter in
your Lecture Notes. These Study Questions contain questions and/or quotes that will help
you identify and discuss the major issues we are going to deal with in the classroom. You
will be expected to bring your answers to the sessions.
Norton, 1987) AIT
Ford, Boris (ed.), The Pelican Guide to English Literature. Vol. 5: From Blake to Byron
(London: Penguin, 1982) AIT
Ford, Boris (ed.), The New Pelican Guide to English Literature. Vol. 6: From Dickens to
Hardy (London: Penguin, 1991) AIT, KLM C140.190
All poems and essays which are collected in the Course Reader, but they are of course also
available in several other anthologies (see below). You are expected to read the following
novels (all of them are available in the English Departmental Library in several copies, but of
course you are strongly encouraged to purchase your own copy):
Austen, Jane, Pride and Prejudice (London: Penguin, 1994)
Bront, Charlotte, Jane Eyre (London: Penguin, 1994)
Scott, Sir Walter, Waverley (London: Penguin, 1985)
Shelley, Mary, Frankenstein or The Modern Prometheus (London: Penguin, 1992)
Chapman, Raymond, Forms of Speech in Victorian Fiction (London: Longman, 1994)
Chase, Cynthia (ed.), Romanticism (London: Longman, 1993)
Gilmour, Robin, The Victorian Period: The Intellectual and Cultural Context of English
Day, Aidan, Romanticism (London: Routledge, 2002)

Kelly, Gary, English Fiction of the Romantic Period: 1789-1830 (London: Longman, 1993)
MacBeth, George, Victorian Verse: A Critical Anthology (London: Penguin, 1986)
Pter, gnes (ed.), Angol romantika: Esszk, naplk, levelek (Bp.: Kijrat, 2003)
Pirie, David B. (ed.), Penguin History of English Literature: The Romantic Period (London:
Penguin, 1994)
Pollard, Arthur (ed.), Penguin History of Literature: The Victorians (London: Penguin, 1993)
Raimond, Jean and J. R. Watson (eds), A Handbook to English Romanticism (Houndmills:
Macmillan, 1995)
Richards, Bernard, English Poetry of the Victorian Period 1830-1890 (London: Longman,
1993)
Richards, Bernard (ed.), English Verse 1830-1890 (London: Longman, 1994)
Sllei, Nra, Lnny vlik, s rni kezd: 19. szzadi angol rnk (Debrecen: Kossuth Egy. K.,
1999)
Szegedy-Maszk, Mihly, Kubla kn s Pickwick r: Romantika s realizmus az angol
irodalomban (Bp.: Magvet, 1982)
1992)
Wheeler, Michael, English Fiction of the Victorian Period: 1830-1890 (London: Longman,
1994)
http://www.mfi.uni-miskolc.hu/angol/index.php/romanticism
Course title: American Literature 1

Course type: Compulsory, compulsory
optional, optional
Course coordinator: Dr. Harry Bailey, Assistant Lecturer
Optimal semester: 4/S
report
Credits: 1
Course objectives: We will be concentrating on American literature up through World War I.
We will look at a sampling of poetry, short stories, and novels as we try to get both an
overview of American literature and familiarize ourselves with some representative and
interesting works. One focus in reading these stories will be to see how they reflect American
history and society.
Week 1: Literature of the New World
Week 2: Literature of Colonial America
Week 3: Literature of the New Republic
Week 4: James Fenimore Cooper & E. A. Poe
Week 5: Romanticism: Hawthorne & Melville
Week 6: Transcendentalism: Emerson & Thoreau
Week 7: Slave Narratives & the Domestic Novel
Week 8: Whitman & Dickinson

Week 9: Mark Twain
Week 10: The Gilded Age I (Realism & Naturalism)
Week 11: The Gilded Age II (Regionalism & the Social Gospel)
Week 12: The Gilded Age III (Feminism)
Week 13: Modernism
Course requirements: Attendance, knowledge of course materials
Evaluation: Written examination.
Twain, Mark. The Adventures of Huckleberry Finn.
Van Spackeren, Kathryn. Outline of American Literature. US Information Agency.
Virgos Zsolt. Portraits and Landmarks: American Literary Culture in the 19th Century.
Debrecen: IEAS Debrecen, 2003.
Cunliffe, M. (ed.). American Literature Before 1900. London: Penguin, 1975.
McQuade, D. et al., eds. Harper American Literature: Single Volume. 3rd edition. New
York: Harper, 1998.
Ruland, R. & Bradbury, M. From Puritanism to Postmodernism: A History of American
Literature. New York: Penguin, 1991.

optional, optional
report
Credits: 2
Course objectives: This semester we will be focusing on American literature from World
War II up to the present day. We will be reading a sampling of short stories and some poems.
One focus in reading these stories will be to see how they reflect American history and
society.
Week 1: IntroductionWhitman, Hughes, Ginsberg
Week 2: Bernard Malamud, Philip Roth
Week 3: James Baldwin, Ralph Ellison
Week 4: Joyce Carol Oates, e.e. cummings
Week 5: John Cheever, John Updike
Week 6: Toni Morrison, Silvia Plath, Gwendolyn Brooks
Week 7: Raymond Carver, Richard Ford
Week 8: Amy Tan, Richard Rodriguez
Week 9: Lorrie Moore, Alice Munro
Week 10: Test
Course requirements: Class participation, reading journal, leading one discussion, weekly
worksheets/quizzes.
Evaluation: Class participation (40%), reading journal (20%), quizzes/worksheets (20%), test
(20%). 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more than 3
sessions means no signature.
Baldwin, James. Sonnys Blues
Morrison, Toni. Recitatif
Updike, John. Gesturing
McQuade, D. et al., eds. Harper American Literature: Single Volume. 3rd edition. New
York: Harper, 1998.
Ruland, R. & Bradbury, M. From Puritanism to Postmodernism: A History of American
Literature. New York: Penguin, 1991.
Van Spackeren, Kathryn. Outline of American Literature. US Information Agency.
Course title: British History and Culture

Modern Philology
Course coordinator (name, position): Colin Swatridge
Optimal semester: 4
report
Credits:1
Course objectives:
The Course examines the History of the United States from the Progressive era up until
todays modern times. Students can get a clear picture about the participation of the US in the
Great War as well as in the Second World War, about its position in the Cold War era. It also
helps student to understand how the once isolated United States developed into the major
super power of the 20th century.
1. Maturing Industrial society
3-4 Modern State and Society
5-6 The Great Depression and the New Deal
7. The World at War
8-9 The World after the War
10. Cold War America
11. The Affluent Society and the Liberal Consensus
12. War Abroad and at home
13. The Vietnam era
14. The Lean Years
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
FRANK, T. MAGYARICS, T. Handouts for US History. Budapest:Panem.1999.
OCallaghan, O. An Illustrated History of the US., Harlow: Longman.1990.
SELLERS-MAY-McMILLEN, A Synopsis of American History. Chicago:Ivan R. Dee
Publisher.1992.
TIERSKY, Ethel and Martin. The USA Customs Institutions. White Plains: Longman. 2001
Beevor , Antony . 2009. D-Day: The Battle for Normandy. Viking Publishing Co.
Ryan, Cornelius. 1975. A Bridge Too Far Book Club Associates
Tuchman,Barbara Massie, Robert K. . 2004 The Guns of August. Ballantine Books
Course title: American Culture and Society

Course coordinator (name, position): Colin Swatridge
Optimal semester: 4
Preconditions: BTANL216ALM
report
Credits: 1
Course objectives: The course deals with historical events that influenced and shaped the
culture and customs of American society to a large extent.
Week 1: The colonial period and the history of Thanksgiving
Week 2: The Boston Tea Party: No taxation without representation, the political system of
the young republic
Week 3: The Civil War and the Reconstruction
Week 4: Territorial growth: the Mexican War, Louisiana, Alaska
Week 5: Why was the West Wild?
Week 6: America in World War I, President Wilsons 14 points
Week 7: The Great Depression and its effects on America and the World
Week 8: America in World War II
Week 9: The Cold War, and the effects of McCarthysm on American society
Week 10: The role of America in the Berlin Airlift and the Korean War
Week 11: The politics of contianmnet, the Cuban crisis and the assassination of President
Kennedy
Week 12: The sixties, the period of dtente
Week 13: Vietnam, Woodstock and the hippy movement in American society
Week 14: September 11 and the beginning of the war against terrorism
Course requirements: Regular attendance of the classes and preparing for the exam.
Evaluation: Oral exam at the end of the semester.
Compulsory literature: An Outline of American History (Downloadable freely from
government websites)
American Civilization by David C, Mauk, 2013
American History by Paul S. Boyerm 2012
(min. 3)
Recommended literature: Liberty and Civilization by Roger Scruton 2010
Surprise, Security and the American Experience by John Lewis Gaddis, 2005
The American Revolution by Gordon S. Wood, 2003
(min. 3)
Course title: Academic Writing

optional, optional
Course coordinator: Magnuczn Dr. God gnes
Optimal semester: 5/F
report
Credits: 1
Course objectives: This course is designed to help you in developing the methods and
techniques necessary for writing your szakdolgozat. Some of the skills well be working on
include thesis statements, integrating outside sources into your writing, and the revision
process. An important element in the course will also be presenting your own material and
providing critiques for others on their work. Final evaluation of work in the seminar will be
based on how well you master research techniques and how effectively you write.
Week 1: Introduction
Week 2: Selecting thesis statements
Week 3: Thesis statements / creating a wikipedia entry
Week 4: Evaluating secondary sources (print materials)
Week 5: Evaluating secondary sources (Internet, databases)
Week 6: Paraphrasing
Week 7: Paraphrasing
Week 8: Summary writing
Week 9: Integrating sources
Week 10: Integrating sources / in-text citations
Week 11: Bibliography
Week 12: Proofreading research paper
Week 13: Review

Course requirements: Presenting own thesis topic, orally & in writing; creating & editing a
wikipedia entry; short 2-3 page research paper on topic of your choice; review book
associated with your topic; homework assignments
Evaluation: Presenting own thesis topic, orally & in writing (20%); creating & editing a
wikipedia entry (20%); short 2-3 page research paper of your choice (20%); book review
(20%); homework (20%), 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1.
Leki, I. 1989. Academic writing. Techniques and tasks. New York: St. Martin Press.
Oshima, A. & Hogue, A. 1999. Writing academic English. White Plains, NY: Longman.
Spack, Ruth. 1990. Guidelines: A Cross-cultural reader. New York: MacMillan
Heffernan, J.A.W. & Lincoln, J.E.. 1986. Writing. A College Handbook. New York, London:
W.W Norton & Company.
Raimes, A. 1996. Keys for writers. Boston, Toronto: Houghton Mifflin.
Rooks, G. M. 1999. Paragraph power. Upper Saddle River, NY: Prentice Hall Regents
Course title: Presentation skills 1.

Optimal semester: 5
report
Credits: 1
Course objectives: This course aims to introduce the main functions and formats of
presentation tasks students are likely to encounter in the course of their further studies and
professional lives.

1. Orientation
2. What makes a good presentation
3. Choosing and focusing a topic, brainstorming techniques
4. Considering audience and context
5. Structure: Outlining and linking ideas, signalling transition
6. Introductions and conclusions, structural patterns
7. Proposing and supporting claims
8. Language and style
9. Style
10. Non-verbal communication 1.
11. Non-verbal communication 2.
12. Visuals.
13. Involving the audience 1.

14. Involving the audience 2.
15. Closing
Course requirements: Attending min. 50% of lectures, signature, exam
Evaluation: Grade is to be given on the basis of an oral exam
(min. 3)
5. Williams, E. C. (2008). Presentations in English. London: Macmillan.
6. + lecture notes
(min. 3)
1. Comfort, J. (1995). Effective presentations. Oxford: OUP.
2. Godefroy, C. H. & Barrat, S. (1999). Confident public speaking. London: Piatkus.
3. Jones, L. (2000). New international business English. Cambridge: CUP.
4. Szab, K. (1997). Kommunikci felsfokon. Budapest: Kossuth Kiad.
5. Magnuczn God, . (2003). Presentation skills. A training course for effective
professional communication. Miskolc: Bbor Kiad.

Optimal semester: 5
report
Credits: 1
Course objectives: This course aims to introduce the main functions and formats of
presentation tasks students are likely to encounter in the course of their further studies and
professional lives.

1. Orientation: What makes a good presentation
2. Choosing a topic, considering audience and context
3. Outlining and linking ideas
4. Introductions and conclusions
5. Visuals
6. Interaction
7. Language and style

8-14. Presentations
15. Closing
Attendance (max. 3 absences) and participation, submitting the written documentation of a
presentation, making a presentation, submitting a self-evaluation and evaluations of two
other presenters.
Evaluation:
- self-evaluation (10%)
- evaluation of two other presenters (10-10%).
Presentation checklist
Content and organisation
The presentations should
1) be informative,
2) have a recognisable structure (intro, thematic components, conclusion),
3) contain aspects of analysis (comparison/contrast, evaluation, etc.),
4) be signposted,
5) contain interest elements (stories, surprising, facts, etc.).
Language and style

The presenter should
1) speak clearly and loud enough,
2) use the necessary thematic vocabulary confidently,
3) have appropriate and consistent style,
4) speak freely, without relying excessively on notes.
Visuals
The visuals should be
1) easy to see,
2) relevant,
3) well integrated into the speech,
4) the backbone of the speech.
Body language
1) keep eye contact,
2) use her/his hands to accompany the message,
3) have confident posture,
4) occupy the space.
Interaction with the audience

1) initiate conversation/activity with the audience,
2) react to the audiences contributions,
3) use rhetorical questions and directives to direct the audiences attention.
(min. 3)
(min. 3)
Course title:
Interpreting

Literature
Optimal semester: 5
report
Credits: 1
Course objectives:
This course introduces basic concepts, findings and issues of
1. Introduction
2.Types of interpreting
3-6. Interpreting texts from English into Hungarian
7-11. Interpreting texts from Hungarian into English
12. Oral test
Oral tasks
Evaluation: 1-5
(min. 3)
Klaudy Kinga (szerk.) 2003. Fordts s tolmcsols az ezredforduln. 30 ves az ELTE Fordt s
Tolmcskpz Kzpontja. Tanulmnyok, visszaemlkezsek, tanrok s hallgatk nvsora. Budapest:
Scholastica.
Lng Zsuzsa 2001. Tolmcsols felsfokon. A hivatsos tolmcsok kpzsrl. Budapest: Scholastica. 2002.
Szabari Krisztina: Bevezets a tolmcsols elmletbe s gyakorlatba. Scholastica,

Budapest, 1999
(min. 3)
Horvth Ildik Szabari Krisztina Volford Katalin 2000. Fordts s tolmcsols a vilgban. Oktatsi
segdanyag fordt- s tolmcskpz intzetek hallgati szmra. Budapest: FTT.
Course title: Applied linguistics

Optimal semester: 5
report
Credits: 1
Course objectives: The aim of the course is to introduce i). the definition and scope of
applied linguistics, ii). language as a psychological, social, cultural and pragmatic
phenomenon, and iii) the main fields of applied linguistics that explore the different facets of
language construction and use in a multi-disciplinary way.
1.
Orientation
2.
The definition and scope of applied linguistics
3.
What is language? Different definitions
4.
The origins of language, human and animal language
5.
Pragmatics 1. The functions of language, the context of communication
6.
Pragmatics 2. Speech Act theory and the Gricean Maxims
7.
Language, thought and culture
8.
The Whorfian Hypothesis and its criticism
9.
Language and society: sociolinguistic perspectives
10.
Theories of first and second language acquisition,
11.
Personality factors influencing language learning and acquisition
12.
Contextual factors influencing language learning and acquisition
13.
The age factor in language learning
14.
English as a world language, the status and competences of speakers of English
as a foreign language
15.
Closing
(min. 3)
7. Brown, H.D. (2000). Principles of language learning and teaching. White Plains,
NY: Addison Wesley Longman.
8. Coupland, N. & Jaworski, A. (1997). Sociolinguistics. London: Macmillan.
9. Simign Feny, S. (2002). Bevezets az alkalmazott nyelvszeti terminolgiba.
Miskolc: Start Kiad.
10. Wardhaugh, R. (1994). Investigating language. Oxford, UK., Cambridge, USA:
Blackwell.
(min. 3)
1. Crystal, D. (1992). (Ed.). The encyclopaedia of language and linguistics. Oxford:
Pergamon Press.
2. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press.
3. Gsy, M. (1999). Pszicholingvisztika. Budapest: Corvina.
4. Kenesei, I. (szerk). (2011). A nyelv s a nyelvek. Budapest: Akadmiai Kiad.
Course title: Applied linguistics

Optimal semester: 5
report
Credits: 2
Course objectives: The aim of the course is to introduce i). the definition and scope of
applied linguistics, ii). language as a psychological, social, cultural and pragmatic
phenomenon, and iii) the main fields of applied linguistics that explore the different facets of
language construction and use in a multi-disciplinary way.
1.
Orientation
2.
What is language? Different definitions
3.
The origins of language, human and animal language
4.
Pragmatics 1. The functions of language, the context of communication
5.
Pragmatics 2. Speech Act theory and the Gricean Maxims
6.
Language, thought and culture
7.
The Whorfian Hypothesis and its criticism
8.
Test 1.
9.
Language and society: sociolinguistic perspectives
10.
Theories of first and second language acquisiton,
11.
Personality factors influencing language learning and acquisition
12.
13.
14.
15.
Contextual factors influencing language learning and acquisition

The age factor in language learning
Test 2.
Closing
Attendance (max. 3 absences) and participation, 2 tests, 1 oral presentation on a chosen topic
Evaluation:
- oral presentation (10%)
- test 1 (40%)
- test 2 (40%).
100-90: 5
89-77: 4
76-64: 3
63-51: 2
50-0: 1
(min. 3)
11. Brown, H.D. (2000). Principles of language learning and teaching. White Plains,
NY: Addison Wesley Longman.
12. Coupland, N. & Jaworski, A. (1997). Sociolinguistics. London: Macmillan.
13. Simign Feny, S. (2002). Bevezets az alkalmazott nyelvszeti terminolgiba.
Miskolc: Start Kiad.
14. Wardhaugh, R. (1994). Investigating language. Oxford, UK., Cambridge, USA:
Blackwell.
(min. 3)
5. Crystal, D. (1992). (Ed.). The encyclopaedia of language and linguistics. Oxford:
Pergamon Press.
University Press.
8. Kenesei, I. (szerk). (2011). A nyelv s a nyelvek. Budapest: Akadmiai Kiad.
Course title:
Discourse Analysis
Neptun code:BTANN507SZM
Modern Philology
Optimal semester: 5
2 lessons/week
Credits: 2
report
Course objectives:
The aim of this course is to make students aware of the nature of discourse analysis, ie it is a
interdisciplinary field of linguistics. It comprises the achievments of descriptive grammar,
semantics, syntax, pragmatics etc. Students have to acquire the ability of focussing on
discourse from very different aspects as well as analysing very different texts while using
appropriate technical language.
1 What is discourse analysis
2 Cohesion
3 Coherence and ambiguity
4 Reference
5 Types of reference
6 Substitution, ellipsis, conjunction
7 Ellipsis
8 Lexical cohesion
9 Synonyms and antonyms
10 Information structure, theme/rheme
11 Discourse and exophora
12 Context
13 Grices maxims
14 Discourse markers
regular attendance, an essay of analysis
Evaluation:
participation 50 %
essay
50 %
Brown, Gillian and Yule, George. Discourse analysis. Reprinted. Cambridge : Cambridge
University Press, 1993, 1983. xii, 288 p. (Cambridge textbooks in linguistics) ISBN 0-52128475-9
Halliday, M. A. K. and Hasan, Ruquaiya. Cohesion in English. 14th impression. London ;
New York : Longman, 1995, 1976. xv, 374 p. : ill. ; 21.3 cm (English language series,
ISSN --- ; no 9) ISBN 0-582-55041-6
Grice, H. Paul. "Logic and conversation." In: Cole, P. and Morgan, J. L. (eds.). Syntax and
semantics. [Vol.] 3. New York : Academic Press, 1975. pp. 4158
Republished:
Korponay, Bla and Pelyvs, Pter (compilers). Gleanings in modern linguistics. Debrecen :
Kossuth Lajos Tudomnyegyetem Blcsszettudomnyi Kar, 1991. 165 p.
Halliday, M. A. K. An introduction to functional grammar. Reprinted. London : Edward

Arnold, 1985. 387 p. : ill. ; 23.4 cm ISBN 0-7131-6365-8
Levinson, S.C. Pragmatics. Cambridge : Cambridge University Press, 1983.
Akmaijan, A., R.A. Demers, A.K. Farmer, and R.M. Harnish. Linguistics: An Introduction to
Language and Communication. 4th ed. Cambridge, Mass.: MIT Press, 1995.
Course title: English Literature III: The First

Half of the Twentieth Century

Modern Philology
Optimal semester: 5
report
Credits: 1
Course objectives:
The course will introduce you to the development of English literature in the first half of the
20th century, with special attention to the great works of Modernism. You will learn about the
important theories and critical terms of the period. You will read some critical essays, so you
will have an opportunity to contrast practical criticism with theoretical approaches during the
discussion of the particular works. Moreover, you will have an opportunity to develop and
practise various skills and abilities, including:
- identifying and analysing an abstract problem;
- flexible and creative thinking;
- developing a complex argument;
- accuracy and clarity of expression in writing and speaking;
- textual analysis;
- computing skills;
- and general intellectual awareness.
WEEK 1
INTRODUCTION TO THE COURSE. MODERNISM: DOUBTS AND DEFINITIONS
READING: pp. 2195-2204 from the Norton Anthology
WEEK 2
THE LETTER KILLETH
READINGS: Thomas Hardy, Tess of the dUrbervilles; Hap, The Darkling Thrush, The
Voice, During Wind and Rain, In Time of the Breaking of Nations
WEEK 3
FICTITIOUS MORALS.
READINGS: G. B. Shaw, Mrs Warrens Profession OR Oscar Wilde, The Importance of
Being Earnest
WEEK 4
THE HORROR! THE HORROR!
READINGS: Joseph Conrad, Heart of Darkness
WEEK 5
THINGS FALL APART
READINGS: W. B. Yeats, The Lake Isle of Innisfree, Adams Curse, No Second Troy,
The Wild Swans at Coole, Easter 1916, The Second Coming, A Prayer for My
Daughter, Sailing to Byzantium
WEEK 6
PRESENTATIONS
WEEK 7
A SYMBOL OF SOMETHING
READINGS: James Joyce, Araby, Eveline, The Dead from Dubliners
WEEK 8
MID-TERM PAPER
WEEK 9
A MIND THINKING
READINGS: Virginia Woolf, Mrs Dalloway; Modern Fiction
WEEK 10
A HEAP OF BROKEN IMAGES
READINGS: T. S. Eliot, The Waste Land; Tradition and the Individual Talent
WEEK 11
BUT THE SPIRIT GIVETH LIFE
READING: E. M. Forster, A Room with a View
WEEK 12
REVISION
WEEK 13
END-TERM PAPER
WEEK 14
CONCLUSIONS AND EVALUATION
Moreover, you will be able to access and download most of the primary sources from the
course homepage indicated above and in the Course Reader. It is strongly advised that you
regularly visit the course homepage, where you will also find updated links to relevant
articles, criticism, images, lecture notes on some occasion, and other sources. It will be taken
for granted that you will have familiarised yourselves with the online material before you
come to class. The online material as well as the secondary reading will be regarded as part
of the course material.
Examination topics:
1. Symbols and allegories in Hardys Tess of the dUrbervilles
2. Hardys agnosticism, fatalism and pessimism in Tess of the dUrbervilles
3. Pessimism in Hardys poetry (Hap, The Darkling Thrush)
4. G.B. Shaws social criticism (Mrs Warrens Profession)
5. Wildes paradoxes and his implied social criticism (The Importance of Being Earnest)
6. Symbols and allegories in Conrads Heart of Darkness
7. Main characters and narrative structure in Conrads Heart of Darkness
8. Nature and civilisation in Conrads Heart of Darkness
9. Yeatss political views (Easter 1916)
10. Yeatss vision of history (The Second Coming)
11. Yeatss love poetry (No Second Troy, The Wild Swans at Coole)
12. Realism and symbolism in Joyces short stories (Araby, Eveline, The Dead)
13. Dublin as a model of human existence in Joyces fiction (Araby, Eveline, The
Dead)
14. Woolfs theory of fiction (Modern Fiction)
15. Characters and narrative technique in Woolfs Mrs Dalloway
16. Eliots concept of literary tradition (Tradition and the Individual Talent)
17. Religion, rites and rituals in Eliots The Waste Land
18. Eliots dramatic monologues (The Love Song of J. Alfred Prufrock)
19. Main characters and their relationships in Forsters A Room with a View
20. Allusions to classical mythology in Forsters A Room with a View
Evaluation:
The assessment will be based on occasional in-class tests, attendance and and exam. You will
find weekly Study Questions in the Lecture Notes. These are questions and/or quotes that
will help you identify and discuss the major issues we are going to deal with in the
classroom. You will be expected to answer these questions and bring your work to the
classroom as your answers will be checked regularly.
Norton, 1987)
Levenson, Michael (ed.), The Cambridge Companion to Modernism (Cambridge: CUP,
1999)
Abrams, M. H., (gen. ed.), The Norton Anthology of English Literature (New York: Norton,
2000)
Allison, Alexander W. (ed.), The Norton Anthology of Poetry (New York: Norton, 1983)
Allott, Kenneth (ed.), English Poetry: 1918-60 (London: Penguin, 1982)
Bti, Lszl, Krist-Nagy Istvn (ed.), Az angol irodalom a huszadik szzadban (Bp.:
Gondolat, 1970)
Bloom, Clive (ed.), Literature and Culture in Modern Britain, Vol. I: 1900-1929 (London;
New York: Longman, 1993),
Brooker, Peter, Modernism / Postmodernism (London: Longman, 1992)
Cantor, Norman F., Twentieth-Century Culture: Modernism to Deconstruction (New York:
Lang, 1988)
Childs, Peter, Modernism (London: Routledge, 2000)
Ford, Boris (ed.), The New Pelican Guide to English Literature: Vol. 7: From James to Eliot
(London: Penguin, 1983)
Ford, Boris (ed.), The New Pelican Guide to English Literature: From Dickens to Hardy
Hewitt, Douglas, English Fiction and the Early Modern Period 1890-1940 (London:
Longman, 1992)
1999)
Massa, Ann, Alistair Stead (eds.), Forked Tongues?: Comparing Twentieth-century British
and American Literature (London; New York: Longman, 1994)
McCormick, Peter, Modernity, Aesthetics and the Bounds of Art (Ithaca, Cornell University
Press, 1990)
McHugh, Heather, Broken English: Poetry and Partiality (London: Univ. Pr. of New
England, 1993)
Parkes, Adam, Modernism and the Theater of Censorship (Oxford, OUP, 1996)
Sarbu, Aladr (ed.), Knyrgs nyilvnos kltszetrt: Tanulmnyok, esszk, vitairatok a
harmincas vek szocialista angol irodalmbl (Bp.: Eurpa, 1986)
Somly, Gyrgy, "Modernnek kell lenni mindenestl!" (Bp: Magvet, 1979)
1992)
Trotter, David, The English Novel in History, 1895-1920 (London: Routledge, 1993)
Williams, Linda R (ed.), The Twentieth Century: A Guide to Literature from 1900 to the
Present Day (London: Bloomsbury, 1992) AIT
http://www.mfi.uni-miskolc.hu/angol/index.php/20th-century-british-lit-1
Course title: English Literature III: The First

Half of the Twentieth Century

Modern Philology
Optimal semester: 5
report
Credits: 2
Course objectives:
The course will introduce you to the development of English literature in the first half of the
20th century, with special attention to the great works of Modernism. You will learn about the
important theories and critical terms of the period. You will read some critical essays, so you
will have an opportunity to contrast practical criticism with theoretical approaches during the
discussion of the particular works. Moreover, you will have an opportunity to develop and
practise various skills and abilities, including:
- identifying and analysing an abstract problem;
- flexible and creative thinking;
- developing a complex argument;
- accuracy and clarity of expression in writing and speaking;
- textual analysis;
- computing skills;
- and general intellectual awareness.
WEEK 1
INTRODUCTION TO THE COURSE. MODERNISM: DOUBTS AND DEFINITIONS
READING: pp. 2195-2204 from the Norton Anthology
WEEK 2
THE LETTER KILLETH
READINGS: Thomas Hardy, Tess of the dUrbervilles; Hap, The Darkling Thrush, The
Voice, During Wind and Rain, In Time of the Breaking of Nations
WEEK 3
FICTITIOUS MORALS.
READINGS: G. B. Shaw, Mrs Warrens Profession OR Oscar Wilde, The Importance of
Being Earnest
WEEK 4
THE HORROR! THE HORROR!
READINGS: Joseph Conrad, Heart of Darkness
WEEK 5
THINGS FALL APART
READINGS: W. B. Yeats, The Lake Isle of Innisfree, Adams Curse, No Second Troy,
The Wild Swans at Coole, Easter 1916, The Second Coming, A Prayer for My
Daughter, Sailing to Byzantium
WEEK 6
PRESENTATIONS
WEEK 7
A SYMBOL OF SOMETHING
READINGS: James Joyce, Araby, Eveline, The Dead from Dubliners
WEEK 8
MID-TERM PAPER
WEEK 9
A MIND THINKING
READINGS: Virginia Woolf, Mrs Dalloway; Modern Fiction
WEEK 10
A HEAP OF BROKEN IMAGES
READINGS: T. S. Eliot, The Waste Land; Tradition and the Individual Talent
WEEK 11
BUT THE SPIRIT GIVETH LIFE
READING: E. M. Forster, A Room with a View
WEEK 12
REVISION
WEEK 13
END-TERM PAPER
WEEK 14
CONCLUSIONS AND EVALUATION
Moreover, you will be able to access and download most of the primary sources from the
course homepage indicated above and in the Course Reader. It is strongly advised that you
regularly visit the course homepage, where you will also find updated links to relevant
articles, criticism, images, lecture notes on some occasion, and other sources. It will be taken
for granted that you will have familiarised yourselves with the online material before you
come to class. The online material as well as the secondary reading will be regarded as part
of the course material.
Evaluation:
The seminar grade will be based on:
- a mid-term and an end-term paper;
- your weekly worksheets and other written submissions;
- the occasional in-class test that is meant to check up on your reading and vocabulary;
- and finally your contribution to in-class discussion.
Please make sure you carefully acknowledge your sources in any written submission, as any
attempts at plagiarism will be severely penalised. More than three missed classes may mean
no signature; failure to pass any of the above assignments may mean a failure of this course.
You will find weekly Study Questions in the Lecture Notes. These are questions and/or
quotes that will help you identify and discuss the major issues we are going to deal with in
the classroom. You will be expected to answer these questions and bring your work to the
classroom as your answers will be checked regularly.
Norton, 1987)
1999)
Abrams, M. H., (gen. ed.), The Norton Anthology of English Literature (New York: Norton,
2000)
Allison, Alexander W. (ed.), The Norton Anthology of Poetry (New York: Norton, 1983)
Allott, Kenneth (ed.), English Poetry: 1918-60 (London: Penguin, 1982)
Bti, Lszl, Krist-Nagy Istvn (ed.), Az angol irodalom a huszadik szzadban (Bp.:
Gondolat, 1970)
Bloom, Clive (ed.), Literature and Culture in Modern Britain, Vol. I: 1900-1929 (London;
New York: Longman, 1993),
Brooker, Peter, Modernism / Postmodernism (London: Longman, 1992)
Cantor, Norman F., Twentieth-Century Culture: Modernism to Deconstruction (New York:
Lang, 1988)
Childs, Peter, Modernism (London: Routledge, 2000)
Ford, Boris (ed.), The New Pelican Guide to English Literature: Vol. 7: From James to Eliot
Ford, Boris (ed.), The New Pelican Guide to English Literature: From Dickens to Hardy
Hewitt, Douglas, English Fiction and the Early Modern Period 1890-1940 (London:
Longman, 1992)
1999)
Massa, Ann, Alistair Stead (eds.), Forked Tongues?: Comparing Twentieth-century British
and American Literature (London; New York: Longman, 1994)
McCormick, Peter, Modernity, Aesthetics and the Bounds of Art (Ithaca, Cornell University
Press, 1990)
McHugh, Heather, Broken English: Poetry and Partiality (London: Univ. Pr. of New
England, 1993)
Parkes, Adam, Modernism and the Theater of Censorship (Oxford, OUP, 1996)
Sarbu, Aladr (ed.), Knyrgs nyilvnos kltszetrt: Tanulmnyok, esszk, vitairatok a
harmincas vek szocialista angol irodalmbl (Bp.: Eurpa, 1986)
Somly, Gyrgy, "Modernnek kell lenni mindenestl!" (Bp: Magvet, 1979)
1992)
Trotter, David, The English Novel in History, 1895-1920 (London: Routledge, 1993)
Williams, Linda R (ed.), The Twentieth Century: A Guide to Literature from 1900 to the
Present Day (London: Bloomsbury, 1992) AIT

optional, optional

report
Credits: 2
Course objectives: This semester we will be focusing on American literature from World
War I up to the present day. We will be reading two novels and a play, as well as a sampling
of short stories and some poems. One focus in reading these stories will be to see how they
reflect American history and society.
Week 1: IntroductionWhitman, Hughes, Ginsberg
Week 2: Hemingway
Week 3: The Great Gatsby
Week 4: Faulkner
Week 5: Flannery OConnor & Eudora Welty
Week 6: Ralph Ellison & Toni Morrison
Week 7: Whos Afraid of Virginia Woolf?
Week 8: Saul Bellow & Philip Roth
Week 9: Joyce Carol Oates
Week 10: Slaughterhouse 5
Week 11: Raymond Carver & Richard Ford
Week 12: Lorrie Moore, Alice Munro
Week 13: Test
Course requirements: Class participation, short paper, take-home test, lead one discussion,
weekly quizzes/worksheets.
Evaluation: Class participation (30%), 3 - 5 page paper (20%), quizzes/worksheets (25%),
take-home test (25%). 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing
more than 3 sessions means no signature.
Williams, Tennessee. Streetcar Named Desire. 1947. New York: Penguin, 1986.
Fitzgerald, F. Scott. The Great Gatsby. 1925. New York: Scribner, 2004.
Vonnegut, Kurt. Slaughterhouse 5. 1969. New York: Dell, 1990.
Abdi Nagy, Zoltn. Vlsg s komikum: A hatvanas vek amerikai regnye (Elvek s utak).
Budapest: Magveto, 1982.
Ford, Boris ed. The New Pelican Guide to English Literature 9: American Literature.
Harmondsworth: Pelican, 1991.
Ruland, Richard and Malcolm Bradbury. From Puritanism to Postmodernism: A
History of American Literature. New York: Penguin, 1991
Course title: Culture of the English Speaking

Countries

Optimal semester: 5
report
Credits: 1
Course objectives: The course provides an insight into the cultures of the peoples on the
British Isles as well as those of the ex-colonies including Australia, New Zeeland and
Canada. The official language of the countries mentioned is English. It is worth mentioning,
however, that some of them still have their own language and foster their own culture.
1. The British Isles
2. Minorities in Great Britain
3. The Irish and their culture
4. Scotland
5. Wales
6. Great Britain and the United States of America
7. A comparison of the different democracies
8. The British Commonwealth
9. Canada
10. The Australian legend
11. New-Zeeland
12. The British society after 1945
13. 20th century art in Great Britain
14. Sports in the commonwealth countries
15. Closing Exam test
Course requirements: course closing exam test
Evaluation:
0 25 1 failed
60% - 30 34 2 pass
70% - 35 39 3 pass with medium result
80% - 40 44 4 pass with good result
90%- 45 50 5 - pass with excellent result
1. Sked,A.-Cook,C. 1993.Post War Britain.Penguin Books: London
2. Foster,R.1989.The Oxford History of Ireland.OUP:Oxford
3. Bromhead, P. 1992 Life in Modern Britain, Longman,.
(min. 3)
1. Oakland, J. 1995 British Civilization An Introduction, Routlege
2. Redlich, M. 1968 Everyday England, Gerald Duckworth & Co Ltd, London,.
3. Zirra, I. 2003 British Culture and Civilization Themes, Editura Oscar Print,
Bucureti,.
(min. 3)
Course title: Culture of the English Speaking

countries

Modern Philology
Optimal semester: 5
Preconditions: BTANN 216
report
Credits:1
Course objectives:
These courses are designed to provide background information to the formation of
contemporary British society and culture.
The Culture of the English Speaking Countries will start and finish with the consideration
of the Union: its historical development and the way in which the diverse regions of the UK
are united today.
The course will focus on the geography, culture as well as social developments of the
countries of the United Kingdom as well as the Irish Republic, however it will also give on
overview on those countries, which geographically are not part of the British Isles but still
have strong connections -cultural, political or economical- with the UK (e.g. the USA,
Canada, Australia, the Commonwealth countries etc.)
Issues to be considered will include the funding of the arts, the traditional view of art as
opposed to the post-modernist perspective, the cinema traditions in Britain.
The course will provide details on the areas of the media (quality vs. popular papers,
television etc.).
1.
1.
English as a world language
American English
Canadian English
2.
The USA
American institutions ( government, politics etc.)
Relationship between Britain and the USA
3.
Canada
Geography of Canada
Political Institutions of Canada
4.
The Australian legend
Geography and life in Australia
Political institutions of Australia
5.
New Zealand
Facts about New Zealand
The British Commonwealth

6.
Scotland
Scotland and the Scottish people
The legal system, the Kirk of Scotland, the Scottish Parliament
7.
Wales
Geography and the people of Wales, traditions
Video
8.
Ireland
The Irish Identity

Facts about Northern Ireland about the Republic of Ireland
9.
The British Society
Basic changes in the British Society since 1945
20th Century arts in Britain
10.
The Commonwealth
The present and the past of the British Commonwealth
11.
Test
12.
Course evaluation
The condition of getting the signature is a presentation on a choosen topic as well as to pass
a tests with minimum 60% results.
Evaluation:
- presentation 40%
- test papers 40%
- participation 20%
Brian Friel: Translations
Frank McGuinness: Observe the Sons of Ulster Marching Towards the Somm
John McGrath: The Cheviot, the Stag and the Black, Black Oil
Sked,A. Cook.C.1993.Post War Britain. Penguis books, London
Foster.R.1989. The Oxford History of Ireland.OUP, Oxford
Kearny,E.-Kearny,M.-Crandall,J.1984.The American Way.Prentice Hall Regents
Marwick A. 1995. British Society since 1945. Penguin, London
Rickhard, J.1989.Australia. A Cultural History. Longman,London
Szabon Papp Judit. 2002. English as a World Language. Bibor Kiad
Ward.R.1981. The Australian Legend.OUP, Oxford

Optimal semester: 6

report
Credits: 1
Course objectives: After reviewing the most important techniques characterising an effective
presentation last semester, this course aims to deepen and provide opportunity to practise
these skills. The main presentation task is to introduce the thesis, proposing a viewpoint and
justifying it. Key skills include processing academic content in a semi-academic style,
practising the rhetoric of argumentation, visualising information, matching content to
audience (background knowledge, interest, etc.) and handling questions.
1. Orientation, introducing the assignment: structuring a research report
2. The rhetoric of argumentation
3. Dealing with questions
4. - 6. Presentations
7. Closing
Evaluation:
- self-evaluation (10%)
- evaluation of two other presenters (10-10%).
Presentation checklist
Content and organisation
The presentations should
6) be informative,
7) have a recognisable structure (intro, thematic components, conclusion),
8) contain aspects of analysis (comparison/contrast, evaluation, etc.),
9) be signposted,
10) contain interest elements (stories, surprising, facts, etc.).
Language and style

5) speak clearly and loud enough,
6) use the necessary thematic vocabulary confidently,
7) have appropriate and consistent style,
8) speak freely, without relying excessively on notes.
Visuals
The visuals should be
5) easy to see,
6) relevant,
7) well integrated into the speech,
8) the backbone of the speech.
Body language
5) keep eye contact,
6) use her/his hands to accompany the message,
7) have confident posture,
8) occupy the space.
Interaction with the audience
4) initiate conversation/activity with the audience,
5) react to the audiences contributions,
6) use rhetorical questions and directives to direct the audiences attention.
(min. 3)
16. + lecture notes
(min. 3)
Course title:
Interpreting

Literature
Optimal semester: 6
report
Credits: 1
Course objectives:
This course introduces basic concepts, findings and issues of

1. Introduction
2.Types of interpreting
3-6. Interpreting texts from English into Hungarian
7-11. Interpreting texts from Hungarian into English
12. Oral test
Oral tasks
Evaluation: 1-5
(min. 3)
Klaudy Kinga (szerk.) 2003. Fordts s tolmcsols az ezredforduln. 30 ves az ELTE Fordt s
Tolmcskpz Kzpontja. Tanulmnyok, visszaemlkezsek, tanrok s hallgatk nvsora. Budapest:
Scholastica.
Lng Zsuzsa 2001. Tolmcsols felsfokon. A hivatsos tolmcsok kpzsrl. Budapest: Scholastica. 2002.
Szabari Krisztina: Bevezets a tolmcsols elmletbe s gyakorlatba. Scholastica,

Budapest, 1999
(min. 3)
Horvth Ildik Szabari Krisztina Volford Katalin 2000. Fordts s tolmcsols a vilgban. Oktatsi
segdanyag fordt- s tolmcskpz intzetek hallgati szmra. Budapest: FTT.
Course title:
Contrastive Linguistics
Neptun code:BTANN603SZM
Modern Philology
Course coordinator (name, position): Szabn dr. Papp Judit
Optimal semester: 2
2 lessons/week
report
Credits: 2
Course objectives:
The aim of the course is to make students aware of the facts that (1) the source language and
the target language cannot be connected mechanically and (2) teaching a foreign language
must be based on an in-depth knowledge of the mother tongue. Students have to read course
books as many as possible so as to be able to have a wide scope of problematic points.
Weeks 12 Nouns, noun phrases; pre- and post-modification
Weeks 34 Adjectival phrases
Weeks 56 Verb phrases, valency and transitivity
Weeks 78 Tenses (English perfects and Hungarian verbal prefixes/igektk); auxiliaries;
sequence of tenses
Weeks 910 Verbals; infinitives and gerunds
Weeks 1112 Present and Past Participles

Weeks 1314 Adverbs, prepositions, conjunctions
regular attendance, a comparative study of a grammatical point
Evaluation:
participation 50 %
essay
50 %
Bognr, Joseph G. 2000. Contrastive study of Hungarian and English languages : with
particular attention to some conflict-points Hungarian students of English face : tenses,
sequence of tenses and different verbal structures. [Pcs] : Pro Pannnia Kiadi Alaptvny.
170 p. (Pannnia tanknyvek, ISSN 1417-6637) ISBN 963-9079-59-6
Budai Lszl. 1979. Grammatikai kontrasztivits s hibaelemzs az alap- s kzpfok
angolnyelv-oktatsban. Budapest : Tanknyvkiad. 213 p. ISBN 963-17-3950-3
Budai Lszl. 2007. l angol nyelvtan : rendszeres kontrasztv grammatika sok pldval.
Budapest : Osiris Kiad. 751 p. (Osiris knyvek, ISSN ---) ISBN 978-963-389-968-7
James, Carl. Contrastive analysis. Harlow : Longman, 1993. 209 p.
ISBN 0-582-55370-9
Bozai gota (szerk.). 1993. Rendszeres angol nyelvtan = Systematic English grammar. [Bp.]
: Ma Knyvkiad. 952 p. : ill. ; 23.5 cm ISBN 963-7554-32-7
Keresztes, Lszl. 1992. A practical Hungarian grammar. [Debrecen] : Debreceni Nyri
Egyetem. 173 p. (Hungaro lingua, ISSN ---) ISBN 963-471-841-8
Course title: English Literature IV: The

Second Half of the Twentieth Century

Modern Philology
Optimal semester: 6
report
Credits: 2
Course objectives:
This module introduces you to the general development of British fiction, drama and
poetry in the second half of the 20th century. The course aims to illustrate variety of
thematic, stylistic and linguistic concerns of literature written in the British Isles after the
war. Rather than giving a detailed analysis of the period, the course will encourage
students to explore the period further and open up their own perspectives to other texts
and art works. By the end of the course you will have gained knowledge of several
important writers including Philip Larkin, Ted Hughes, Seamus Heaney and John
Osborne, and will be familiar with the major theoretical and critical terms of the period.
You will get an insight into problems related to language and class consciousness,
regional and national identities, and discriminations based on gender or racial origins in
contemporary literature written in the British Isles.
(Since this is the sixth semester, well only have 7 teaching weeks.)
1 INTRODUCTION
2 ANTI-UTOPIA AND ALLEGORY: George Orwell, Nineteen Eighty-Four; Anthony
Burgess, A Clockwork Orange
3 FANTASY AND ALLEGORY: J.R.R. Tolkien, The Lord of the Rings
4 ANGRY YOUNG MEN DRAMA: John Osborne, Look Back in Anger
ANGRY YOUNG MEN FICTION: Kingsley Amis, Lucky Jim; Alan Sillitoe: The
Loneliness of the Long-Distance Runner
5 THEATRE OF THE ABSURD: Samuel Beckett, Endgame; Harold Pinter, The Birthday
Party OR:
SCOTTISH FICTION: Muriel Spark, The Prime of Miss Jean Brodie; Irvine Welsh,
Trainspotting
6 THE ALLEGORICAL NOVEL: William Golding, Lord of the Flies
7 POST-MODERN DRAMA: Tom Stoppard, Rosencrantz and Guildenstern Are Dead
You will find a list of suggested topics below. It is strongly advised that you regularly visit
the course homepage, where you will find links to relevant articles, criticism, interviews,
images and other sources. The online material reading will be regarded as part of the course
material. The biographies of the individual writers will be regarded as common knowledge.
You can download a detailed Course Description and Lecture Notes for your own use from
the course homepage.
Evaluation:
Assessment will be based on: presentations; handouts; other written submissions; in-class
tests; and finally your participation and attendance. More than three missed classes may
result in denying your signature at the end of the course. The study questions at the end of
each chapter in your Lecture Notes will contain questions and/or quotes that will help you
identify and discuss the major issues we are going to deal with in the classroom. You will be
expected to fill them in and bring them to the classroom as they will be checked regularly.
Bnyei, Tams, Az rtatlan orszg: Az angol regny 1945 utn (Debrecen: Kossuth
Egyetemi Kiad, 2003)
Bradbury, Malcolm, The Modern British Novel (London: Penguin, 1993) (
Bti, Lszl and Krist-Nagy Istvn (eds), Az angol irodalom a huszadik szzadban (Bp.:
Gondolat, 1970) 2 ktet
Bradbury, Malcolm, The Modern British Novel (London: Penguin, 2001)
Day, Gary and Brian Docherty (eds), British Poetry from the 1950s to the 1990s: Politics and
Art (London: Macmillan, 1997)

Dodsworth, Martin (ed.), The Twentieth Century (London: Penguin, 1994)
Ford, Boris (ed.), The New Pelican Guide to English Literature, Vol. 8.: From Orwell to
Naipaul (London: Penguin, 1995)
Gregson, Ian, Contemporary Poetry and Postmodernism: Dialogue and Estrangement
(London: Macmillan, 1996)
Kermode, Frank, History and Value (Oxford: Clarendon, 1990)
Kiberd, Declan, Inventing Ireland: The Literature of the Modern Nation (London: Vintage,
1996)
Kocztur, Gizella (ed.), An Anthology of Criticism Concerning the History of Modern British
and American Drama (Bp.: Tankvk., 1992)
Massa, Ann and Alistair Stead (eds), Forked Tongues?: Comparing Twentieth-century
British and American Literature (London: Longman, 1994)
McHugh, Heather, Broken English: Poetry and Partiality (Hanover: Wesleyan Univ. Pr.;
London: Univ. Pr. of New England, 1993)
Plffy, Istvn, Az j angol drma, mint a "valsg drmja" (Bp.: Akad. K., 1978)
Plffy, Istvn, English Drama in the 20th Century (Bp.: Nemz. Tankvk., 1993)
Williams, Linda R. (ed.), The Twentieth Century: A Guide to Literature from 1900 to the
Present Day (London: Bloomsbury, 1992)
SVOK
Course title:
Phonetics-Phonology
Neptun code:BTANN301NYE
Modern Philology
Optimal semester: 3
1 lesson/week
report
Credits: 1
Course objectives:
The aim of the course is to introduce students to a systematic analysis of English speech
sounds. The interrelationship between pronunciation and spelling is focussed on when
vowels are studied. The exploration of consonant changes is carried out in fluent speech.
Intonation is observed and practiced.
1 Characteristics of speech
2 Vowels, consonants, syllabic consonants
3 Phonological classification of vowels
4 Free and covered graphic position
5 Tense and lax vowels

6 Breaking of tense vowels
7 Broadening of lax vowels
8 The carrot rule, vowel shift
9 Stress, syllable
10 Strong and weak suffixes, Trisyllabic Laxing
11 Consonants
12 Phonological classification of consonants
13 Phonological regularities related to consonants
14 The last content word principle
regular attendance
Evaluation:
Ndasdy dm. 2006. Background to English pronunciation : (phonetics, phonology,
spelling) : for students of English at Hungarian teacher training institutions. Budapest :
Nemzeti Tanknyvkiad
Ndasdy, dm. Practice book in English phonetics and phonology. Budapest : Nemzeti
Tanknyvkiad, 2003. 115 p. : ill. ; 23,5 cm
ISBN 963-19-4565-0
Wells, John Christopher. Longman pronunciation dictionary. Harlow : Longman, 1990.
ISBN 0-582-05383-8
Roach, Peter. English phonetics and phonology : a practical course. 2nd ed. Cambridge :
Cambridge University Press, 1991. x, 262 p.
ISBN 0-521-40718-4
Jones, Daniel. English pronouncing dictionary. 15th ed. Ed. by Peter Roach and James
Hartman. Cambridge : Cambridge University Press, 1999. 578 p. ISBN 0-521-45903-6
Trask, R. L. A dictionary of phonetics and phonology. Reprinted. London ; New York :
Routledge, 1996. xiv, 424 p. : ill. ; 23.3 cm
ISBN 0-415-11261-3
Clark, John and Yallop, Colin. An introduction to phonetics and phonology. 2nd ed. Oxford
(UK) ; Cambridge (Mass.) : Blackwell, 1995. [xvi], 468 p. : ill. ; 25 cm (Blackwell textbooks
in linguistics, ISSN --- ; 9)
ISBN 0-631-19452-5
Course title:
Phonetics-Phonology
Modern Philology
Optimal semester: 3
1 lesson/week
report
Credits: 2
Course objectives:
The aim of the course is to introduce students to a systematic analysis of English speech
sounds. The interrelationship between pronunciation and spelling is focussed on when
vowels are studied. The exploration of consonant changes is carried out in fluent speech.
Intonation is observed and practiced.
1 Characteristics of speech
2 Vowels, consonants, syllabic consonants
3 Classification of vowels
6 Breaking of tense vowels
7 Broadening of lax vowels
8 Test 1, Breaking and broadening
9 Stress, syllable
10 Strong and weak suffixes
11 Consonants
12 Consonant changes in fluent speech
13 Consonant changes in fluent speech
14 Test 2, The last content word principle
regular attendance, two tests
Evaluation:
participation 40 %
tests
30 % each
Ndasdy dm. 2006. Background to English pronunciation : (phonetics, phonology,
spelling) : for students of English at Hungarian teacher training institutions. Budapest :
Nemzeti Tanknyvkiad
Ndasdy, dm. Practice book in English phonetics and phonology. Budapest : Nemzeti
Tanknyvkiad, 2003. 115 p. : ill. ; 23,5 cm
ISBN 963-19-4565-0
Wells, John Christopher. Longman pronunciation dictionary. Harlow : Longman, 1990.
ISBN 0-582-05383-8
Roach, Peter. English phonetics and phonology : a practical course. 2nd ed. Cambridge :
Cambridge University Press, 1991. x, 262 p.
ISBN 0-521-40718-4
Jones, Daniel. English pronouncing dictionary. 15th ed. Ed. by Peter Roach and James
Hartman. Cambridge : Cambridge University Press, 1999. 578 p. ISBN 0-521-45903-6
Trask, R. L. A dictionary of phonetics and phonology. Reprinted. London ; New York :
Routledge, 1996. xiv, 424 p. : ill. ; 23.3 cm
ISBN 0-415-11261-3
Clark, John and Yallop, Colin. An introduction to phonetics and phonology. 2nd ed. Oxford
(UK) ; Cambridge (Mass.) : Blackwell, 1995. [xvi], 468 p. : ill. ; 25 cm (Blackwell textbooks
in linguistics, ISSN --- ; 9)
ISBN 0-631-19452-5
Course title:
Sociolinguistics
Neptun code: BTANN303NYE

Literature
Optimal semester: 3
Preconditions
report
Credits: 2
Course objectives:
This course introduces basic concepts, findings, issues and research methods in
sociolinguistics as they relate to second and foreign language issues. Two questions will be
revisited: 1) What is the role of regional and social variation in the teaching, learning, and
use of second and foreign languages? and 2) How does our understanding of the social
meanings produced in language inform language teaching, learning, and use? The lectures
will examine topics that are relevant to learning/teaching, such as the role of language policy
in teaching and learning of languages, the relationship between identity and language
learning, the process of language socialization, the role of power and privilege in language
teaching/learning/use, the nature of linguistic variation in first/second language varieties, and
the politics of teaching English as an international language. The key concepts are: target
language, standard language, native speaker, motivation, and language proficiency, and how
these ideas relate to more contemporary concepts such as linguistic and social identity,
competent language user, investment, appropriation, localization, and legitimacy.
1.
The social study of language
2-3. The ethnography of speaking and the structure of

4-5. Locating variations in speech
6-7. Styles, gender, and social class
8-9. Bilinguals and bilingualism
10-11. Societal multilingualism
12. Applied sociolinguistics
13. Test
Test, essay, presentation
Evaluation: 1-5
(min. 3)
Hall, J. K. 2002. Teaching and researching language and culture . London:
Longman/Pearson.
Holmes, J.(1992): An Introduction to Sociolinguistics. London and New York: Longman
Ricento,Thomas (ed.)2005. An introduction to language policy:Theory and method. Malden,
MA: Blackwell.
Wardhaugh, R.(1993): An Introduction to Sociolinguistics. Blackwell Publishers, UK.
(min. 3)
Hudson, R.A. (1980): Sociolinguistics. Cambridge: Cambridge University Press.
Kiss, J. (1996): Trsadalom s nyelvhasznlat. Bp: Nemzeti Tanknyvkiad.
Kontra, M. (1999): Kzrdek nyelvszet. Budapest: Osiris Kiad.
Spolsky, B. (1998): Sociolinguistics. Oxford: OUP
Course title:
Psycholinguistics

Literature
Optimal semester: 4
Preconditions
report
Credits: 2
Course objectives:
This course introduces basic concepts, findings, issues and research methods in
psycholinguistics as they relate to second and foreign language issues. The lectures will
examine topics that are relevant to learning/teaching, such as the role of the brain in language
acquisition and in the mental processes, producing speech, sentences, the differences of
animal and human communication.
1. Introduction
2. Human and animal communication
3. The evolution of language
4. Language acquisition I.
5. Language acquisition II.
6. Speech production
7. Mental lexicon
8. Pragmatica I.
9. Pragmatica II.
10. Language and brain I.
11. Language and brain II.
12. Language disfunctions
Test
Evaluation: 1-5
(min. 3)
Gsy Mria: Pszicholingvisztika. Bp., 2005
Field, John: Psycolinguistics. A resource book for students. London New York, Routlege, 2003
(min. 3)
Gernsbacher, M. A.: Handbook of Psycholinguistics. London: Academic Press, 1994.
Lengyel, Zs. (2003): Bevezets a pszicholingvisztikba. Veszprmi Egyetem.
Steinberg, D. D. 1993. An Introduction to Psycholinguistics. London: Longman.
Singer, Murray: Psychology of Language. London: Lawrence Erlbaum, 1990
Course title: Lexicology

Modern Philology
Course coordinator (name, position): Tltssy Zoltn assistant researcher
Optimal semester: 4
report
Credits:3
Course objectives:
The objective of the seminars is to give students an insight into the morphology and
semantics of lexemes (word classes, word formation, semantic relations in the lexicon, etc.)
as well as into the historical development of English vocabulary.
1. The word and the lexeme.
2. Simple and complex lexemes.
3. Types of dictionaries, the structure of the lexical entry. Definitions of meaning.
4. Aspects of word meaning: denotation and connotation.

5. Semantic relations in the lexicon: homonymy and polysemy.
6. Semantic relations in the lexicon: hyponymy, hypernymy, meronymy, synonymy and
antonymy.
7. Diachronic changes in word meaning.
8-9. The origin and historical development of English vocabulary.
10. Lexical cohesion.
11. Types of word formation in English.
12. Word classes and complex lexemes (idioms, etc.)
One test, home assignments, active participation in classes.
Evaluation:
0-50%: 1
51-64%: 2
65-79%:3
80-89%:4
90-100%: 5
Lipka, L. 1992. An Outline of English Lexicology. Lexical Structure, Word Semantics and
Word Formation. 2nd ed. Tbingen: Max Niemeyer Verlag.
Lyons, J. 1995. Linguistic Semantics: An Introduction. Cambridge: CUP.
Quirk, R. 1985. A Comprehensive Grammar of the English Language. New York: Longman.
Cruse, D. A. 1991. Lexical Semantics. Cambridge, New York, Oakleigh: CUP.
Crystal, D. 1995. The Cambridge Encyclopedia of the English Language. Cambridge: CUP.
Wierzbicka, A. 1996. Semantics: Primes and Universals. Oxford: Oxford University Press.
Course title: Syntax

Modern Philology
Optimal semester: 5
report
Credits:1
Course objectives:
Relying on the material of the courses Syntax I and II, the course gives an overview of the
basic principles and major development phases of Chomskys generative grammar from the
Standard Theory through the Extended Standard Theory to Government and Binding theory.
1. The emergence and background of Chomskys generative grammar.
2-3.The Standard Theory model and its components (mental lexicon, phrase structure rules).
4. Transformations, deep and surface structure, wh-movement.
5-6. Extended Standard Theory: the nominalisation problem and its consequences for the
model.
7. Transformations and meaning.
8-9.Transformations: types of raising, equi-NP deletion.
10-11. The Government and Binding model and its components.
12. Case theory and theta theory.
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Longman.
Kenesei, A. 1995. A Textbook in English Syntax. A Selection of Readings. Nemzeti
Tanknyvkiad.
Course title: Syntax

Modern Philology
Optimal semester: 5
report
Credits:2
Course objectives:
Relying on the material of the courses Syntax I and II, the course gives an overview of the
basic principles and major development phases of Chomskys generative grammar from the
Standard Theory through the Extended Standard Theory to Government and Binding theory.
Parallel with the lectures, concrete examples and problems will be discussed in the seminar.
Sentence transformations will also be practised in order to prepare for the BA exit
examination.
1. The emergence and background of Chomskys generative grammar.
2-3.The Standard Theory model and its components (mental lexicon, phrase structure rules).
4. Transformations, deep and surface structure, wh-movement.
5-7. Extended Standard Theory: the nominalisation problem and its consequences for the
model.
7. Transformations and meaning.
8-9.Transformations: types of raising, equi-NP deletion.
10-11. The Government and Binding model and its components.
12. Case theory and theta theory.
To pass one test, active participation in classes.
Evaluation:
0-50%: 1
51-64%: 2
65-79%:3
80-89%:4
90-100%: 5
Graver, B.D. 1986. Advanced English Practice. Oxford: OUP.
Longman.
Kenesei, A. 1995. A Textbook in English Syntax. A Selection of Readings. Nemzeti
Tanknyvkiad.
Course title: Semantics

Modern Philology
Optimal semester: 5
report
Credits:3
Course objectives:
The course covers the following topics: the relationship of syntax and semantics in 20th
century linguistic theories: Saussure, structuralism, generative models, case grammar,
cognitive linguistics. Semiotic models: language as the device of communication, non-verbal
communication. The nature of the linguistic sign. The relationship of the linguistic sign and
the world. Types and structure of meaning: lexical and grammatical meaning, denotation and
connotation, emotive content, componential analysis, changes of meaning. Meaning and
morphological structure: suffixation, compounding, syntagmatic and paradigmatic relations
in the lexicon, semantic fields, idioms, homonymy, polysemy, hyponymy, hypernymy,
antonymy. Cognitive semantics: the relationship of meaning and form, motivation,
categorisation, gestalt, category types, idealised cognitive models, prototypes, image
schemata, metaphorical extension.
1. The place and role of semantics in linguistics.
2. The relationship of syntax and semantics in 20th century linguistic theories.
3. Theories and types of meaning.
4-5. Lexical semantics: denotation, sense and reference, homonymy, polysemy, synonymy.
6. Full and empty word forms, lexical and grammatical meaning, natural and cultural classes.
7. Componential analysis.
8. Meaning postulates.
9. The problems of sentence meaning: propositional content, truth conditions. Topic and
focus. The relationship of sentence, utterance and proposition.
10. Composite sentences and propositions: conjunction, disjunction, implication and
negation.
11-12. Semantics and pragmatics: speech act theory, locution and illocution. The role of the
context.
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
Langacker, R.W. 1987, 1991. Foundations of Cognitive Grammar I-II. Stanford: Stanford
University Press.
Lyons, J. 1995. Linguistic Semantics: An Introduction. Cambridge: CUP.
Wierzbicka, A. 1996. Semantics: Primes and Universals. Oxford: Oxford University Press.
Cherchia, G. & McConnell-Ginet, S. 1990. Meaning and Grammar: An Introduction to
Semantics. Cambridge, MA: MIT Press.
Course title: Language acquisition

Optimal semester: 5
report
Credits: 1
Course objectives: The aim of the course is to introduce the main theories of first and second
language acquisition.

1.
Orientation
2.
Theories of first language acquisition 1. Nature or nurture?
3.
Theories of first language acquisition 2. Functionalism, motherese and the
neurological bases of language acquisition
4.
Critical period in first language acquisition 1. Evidence from deaf signers and
language learners, and from aphasia studies
5.
Critical period in first language acquisition 2. Extreme social isolation, Genie
6.
Variables in FLA: Intelligence, extroversion, gender, family context
7.
Theories of second language acquisition 1. Reviewing the variables
8.
Krashens Input Hypothesis and its criticism, MacLaughlins and Longs theories
9.
Critical period in second language acquisition 1. Neurological, cognitive and
psycho-motor considerations
10.
Critical period in second language acquisition 2. Affective, contextual and
linguistic factors
11.
Bilingualism
12.
13.
14.
15.
Personality factors
Cognitive variables
Group dynamics
Closing
Attending min. 50% of lectures, signature, exam
(min. 3)
1. Brown, H.D. (2000). Principles of language learning and teaching. White
Plains, NY: Addison Wesley Longman.
University Press.
3. Lightbown, P. & Spada, N. (2006). How languages are learnt. OUP: Oxford.
(min. 3)
Course title: Language acquisition

Optimal semester: 5
report
Credits: 2
Course format (underline full-time, part-time
Course objectives: The aim of the course is to introduce the main theories of first and second
language acquisition.

1.
Orientation
2.
Theories of first language acquisition 1. Nature or nurture?
3.
Theories of first language acquisition 2. Functionalism, motherese and the
neurological bases of language acquisition
4.
Critical period in first language acquisition 1. Evidence from deaf signers and
language learners and from aphasia studies
5.
Critical period in first language acquisition 2. Extreme social isolation, Genie
6.
Test 1.
7.
Theories of second language acquisition 1. Reviewing the variables
8.
9.
10.
11.
12.
13.
14.
15.
Krashens Input Hypothesis and its criticism, MacLaughlins and Longs theories
Critical period in second language acquisition 1. Neurological, cognitive and
psycho-motor considerations
Critical period in second language acquisition 2. Affective, contextual and
linguistic factors
Bilingualism
Personality factors
Group dynamics
Test 2.
Closing
Attendance (max. 3 absences) and participation, 2 tests, 1 oral presentation on a chosen topic
Evaluation:
- test 1 (40%)
- test 2 (40%).
100-90: 5
89-77: 4
76-64: 3
63-51: 2
50-0: 1
(min. 3)
4. Brown, H.D. (2000). Principles of language learning and teaching. White
Plains, NY: Addison Wesley Longman.
University Press.
6. Lightbown, P. & Spada, N. (2006). How languages are learnt. OUP: Oxford.
(min. 3)
Course title:
Pragmatics
Modern Philology

Optimal semester: 6
2 lesson/week
report
Credits: 2
Course objectives:
The aim of the course is to introduce students to the fundamentals and models of
communication. Speech act theory is discussed in detail. As regards methodology, balance is
hit between theory and practice.
Weeks 12 Communication, cognitive science, message model, inferential model
Weeks 34 Discourse, conversation, utterances, speech acts
Weeks 56 What is pragmatics?
Weeks 78 Grices theory and its critique
Weeks 910 Presupposition
Weeks 1112 Searles theory concerning speech acts
Weeks 1314 Speech acts, practice
regular attendance, an essay
Evaluation:
participation 50 %
essay
50 %
Grice, H. Paul. "Logic and conversation." In: Korponay, Bla and Pelyvs, Pter (compilers).
Gleanings in modern linguistics. Debrecen : Kossuth Lajos Tudomnyegyetem Blcsszettudomnyi Kar, 1991. 165 p.
Published originally in: Cole, P. and Morgan, J. L. (eds.). Syntax and semantics. [Vol.] 3.
New York : Academic Press, 1975. pp. 4158
Levinson, Stephen C. Pragmatics. Cambridge : Cambridge University Press, 1994. xvi, 420
p. (Cambridge textbooks in linguistics, ISSN ---)
ISBN 0-521-29414-2 x
Mey, Jacob L. Pragmatics : an introduction. Malden : Blackwell, 2001. xiv, 392 p.
ISBN 0-631-18691-3 x
Thomas, Jenny. Meaning in interaction : an introduction to pragmatics. London ; New York
: Longman, 1995. xiv, 306 p. (Learning about language, ISSN ---)
ISBN 0-582-29151-8
Yule, George. Pragmatics. 11th impression. Oxford : Oxford University Press, 2007. xiv, 138
p. (Oxford introduction to language study, ISSN ---)
ISBN 978-0-19-437207-7
Campbell , Olga (compiler). A collection of speech acts in English. Debrecen : KLTE, 1996.
189 p.
Course title: Contrastive rhetoric

Course coordinator (name, position): Tltssy Zoltn assistant researcher
Optimal semester: 6
Preconditions:
report
Credits: 2
Course objectives: The course introduces the main hypothesis of CR that the mother tongue
determines the rhetorical schemata by which thoughts are organised and expressed in speech
and writing. These schemata are relatively permanent and cause interference from L1 to L2
in foreign language learning, which results in rhetoric often labelled as weird, less
effective/polite/logical even if the speaker has quite a good command of the linguistic code.
This phenomenon raises a series of pedagogical and linguistic rights issues, which will also
be addressed during the course.
1.
Orientation
2.
Different languages different minds? The Whorfian Hypothesis. Kaplans
thought patterns and their criticism. Connors pedagogical approach.
3.
Intellectual traditions, different school systems, different forms of
valued knowledge and expression
4.
Essay analysis (Hungarian and North American student writers), academic
writing (referencing, plagiarism)
5.
Business (CVs and letters of recommendation, business letters)
6.
English as a global language, changing perspectives from EFL to ELF: New
Standards in international communication?
7.
Test
8.
Closing
Attendance (max. 2 absences) and participation, 1 test, 1 oral presentation on a chosen topic
Evaluation:
test (60%)

100-90: 5
89-77: 4
76-64: 3
63-51: 2
50-0: 1
(min. 3)
1. Kroll, B. (Ed.) (2003). Exploring the dynamics of second language writing.
Cambridge: CUP.
2. Merrill-Valdes, J. (Ed.) (2001). Culture bound (11th impression). Cambridge: CUP.
3. Monroy-Casas, R. (Ed.) (2008). Academic writing: The role of writing conventions.
IJES monograph, 8/2.
4. Ventola, E. & Mauranen, A. (Eds.). (1996). Academic writing: Intercultural and
textual issues. Amsterdam, Phil.: John Benjamins.
(min. 3)
Course title: Computational Linguistics
Neptun code: BTANN 603NYE

Course coordinator (name, position): Dr Tams Vrauk
Optimal semester: 6
Preconditions:
report
Credits: 1
Course objectives: At computational lingustics, students will learn about the history of the
use of computers in linguistics and language learning.
Week 1: Brief history of computational linguistics and computer-aided language learning
Week 2: The first steps with a computer in language learning
Week 3: Producing materials for language learning/teaching practising on a computer
Week 4: The potentials offered by multimedia technology in language learning/teaching
Week 5: Analytical software for text analysis
Week 6: The use of the computer for text analysis
Week 7: How to select materials for computational text analysis

Week 8: Statistical software for text analysis
Week 9: Statistical analysis of language corpora
Week 10: The applicability of on-line dictionaries
Week 11: The potentials of presentation software for the language classroom
Week 12: How to manipulate (abridge, simplify etc.) for the purposes of language teaching
Week 13: Testing preparing language tests for printing and for on-line use
Week 14: Will the computers ever able to produce good translations?
Compulsory literature: (min. 3)
The Oxford Handbook of Computational Linguistics by Ruslan Mitkov, 2005
Computational Linguistics by Ralph Grisham, 1987
Speech and Language Processing by Dan Juravsky, 2008
Recommended literature: (min. 3) Corpus Linguistics and the Web by Marianna Hundt,
2006
A Computational Introduction to Linguistics by Almenudo E. Ojeda, 2013
Computational Linguistics and Intelligent Test Processing by Alexander Gelbukh, 2012
Course title: Computational Linguistics

Optimal semester: 2
Preconditions:
report
Credits:2
Course objectives: At computational lingustics, students will learn about the history of the
use of computers in linguistics and language learning. The seminar follows the topics of the
lectures, and students have abundant opportunity to practise the material in the computer
classroom.
Week 1: Brief history of computational linguistics and computer-aided language learning
Week 2: The first steps with a computer in language learning
Week 3: Producing materials for language learning/teaching practising on a computer
Week 4: The potentials offered by multimedia technology in language learning/teaching
Week 5: Analytical software for text analysis
Week 6: The use of the computer for text analysis
Week 7: How to select materials for computational text analysis
Week 8: Statistical software for text analysis
Week 9: Statistical analysis of language corpora
Week 10: The applicability of on-line dictionaries

Week 11: The potentials of presentation software for the language classroom
Week 12: How to manipulate (abridge, simplify etc.) for the purposes of language teaching
Week 13: Testing preparing language tests for printing and for on-line use
Week 14: Will the computers ever able to produce good translations?
Course requirements: Regular attendance of the classes and preparing two presentations and
a text analysis. (presentation, test, essay etc.)
Evaluation: The grade will be based upon the presentations, text analysis and classroom
activity of the students.
The Oxford Handbook of Computational Linguistics by Ruslan Mitkov, 2005
Computational Linguistics by Ralph Grisham, 1987
Speech and Language Processing by Dan Juravsky, 2008
Recommended literature: (min. 3) Corpus Linguistics and the Web by Marianna Hundt,
2006
A Computational Introduction to Linguistics by Almenudo E. Ojeda, 2013
Computational Linguistics and Intelligent Test Processing by Alexander Gelbukh, 2012
Course title: Literary Theory I
Neptun code: BTANN301ANI

Modern Philology
Optimal semester: 3
Preconditions:
report
Credits: 3
Course objectives:
This course introduces you to the development of fiction from the 18th century to the first
half of the 20th century with special attention to innovative techniques and experiments that
helped to reinvent the novel over the centuries and establish its position as a prestige genre.
We are going to investigate the development of the novel through placing classic writers
from the 18th and 19th centuries beside modern classics from the beginning of the twentieth
century and reading them in parallel. By the end of the course you will have gained in-depth
knowledge of the history of the English novel as well as several major writers including
Laurence Sterne, Mary Wollstonecraft, and Virginia Woolf. Moreover, you will have an
opportunity to develop and practise various skills and abilities, including: identifying and
analysing an abstract problem; flexible and creative thinking; developing a complex
argument; accuracy and clarity of expression in writing and speaking; textual analysis;
computing skills; and general intellectual awareness. The course is part of a module which
arches over three semesters and which is expected to provide more detailed insights to the
development of English literature in the last two and a half centuries. It is particularly
recommended to students who are considering going on to study English Literature at
Masters level.
WEEK 1: Introduction to the 18th century novel
Criticism:
C.T. Probyn, English Fiction of the 18th century (London: Longman, 1987) pp.1-23
WEEKS 2-3-4-5: AUTOBIOGRAPHY Readings: extracts from the following novels
Laurence Sterne, The Life and Opinions of Tristram Shandy, Gentleman
Charles Dickens, David Copperfield
Virginia Woolf, Orlando: A Biography
WEEKS 6-7-8: EPISTOLARY FICTION TO WOMENS NOVELS
Readings: extracts from the following novels:
Samuel Richardson, Pamela: Or, Virtue Rewarded
The editor's Preface to the second edition of Pamela
Jane Austen, Lady Susan
Mary Wollstonecraft, Wrongs of Women

Questions on Maria Wollstonecraft
Thomas Hardy, Tess of the dUrbervilles, or: A Pure Woman
WEEK 9: MID-TERM PAPER
WEEKS 10-11-12: ADVENTURE STORY TO ALLEGORY
Readings: extracts from the following novels:
Daniel Defoe, The Life and Strange Surprizing Adventures of Robinson Crusoe
Robert Louis Stevenson, Treasure Island
R. M. Ballantyne, The Coral Island: A Tale of the Pacific Ocean
Joseph Conrad, Heart of Darkness
WEEK 13: END-TERM PAPER
WEEK 14: CONCLUSIONS AND EVALUATION
Evaluation:
tests; and finally your participation and attendance. More than three missed classes may
result in denying your signature at the end of the course. The study questions at the end of
each chapter in your Lecture Notes will contain questions and/or quotes that will help you
identify and discuss the major issues we are going to deal with in the classroom. You will be
Lecture Notebook (Available for download from the course homepage.)
Laurence Sterne, The Life and Opinions of Tristram Shandy, Gentleman
Charles Dickens, David Copperfield
Virginia Woolf, Orlando: A Biography
Samuel Richardson, Pamela: Or, Virtue Rewarded
The editor's Preface to the second edition of Pamela
Jane Austen, Lady Susan
Mary Wollstonecraft, Wrongs of Women
Thomas Hardy, Tess of the dUrbervilles, or: A Pure Woman
Daniel Defoe, The Life and Strange Surprizing Adventures of Robinson Crusoe
Robert Louis Stevenson, Treasure Island
R. M. Ballantyne, The Coral Island: A Tale of the Pacific Ocean
Joseph Conrad, Heart of Darkness

C.T. Probyn, English Fiction of the 18th century (London: Longman, 1987)
http://www.mfi.uni-miskolc.hu/angol/index.php/literary-history-1
Course title: British Culture and Society 1
Neptun code: BTANN 302ANI

Course coordinator (name, position): Dr Colin Swatridge
Optimal semester: 2
Preconditions:
report
Credits:
3
Course objectives: The course deals with a wide range of issues related to the culture and
civilization of the UK, making efforts to explain the social background of various British
cultural phenomena. starting, largely, with the Victorian age when modern British society
began to take shape, but also reaching back to times earlier
Week 1: British arts: an introduction
Week 2: British painters: Reynolds, Turner, Blake
Week 3: British painters: Constable, Gainsborough
Week 4: The Pre-Raphaelite Brotherhood: the movement and its members
Week 5: The Pre-Raphaelite Brotherhood: mission, techniques, innovations
Week 6: William Morris, the Arts and Crafts Movement and the first conservationists
Week 7: British composers: Elgar, Purcell and Britten
Week 8: Coward and the 1st hundred years of the British musical
Week 9: British architects: Inigo Jones and John Nash
Week 10: British Architects: Sir Christopher Wren and the birth of the Royal Society
Week 11: Woman is the nigger of the world women in Victorian England
Week 12: The London Labour and the London Poor the beginnings of social thinking
Week 13: Octavia Hill and the beginnings of the National Trust
Week 14: Anglicans and Catholics
Compulsory literature: British Cultural Studies by Groeme Turner, 2002
Daily Life in Victorian England by Sally Mitchell, 2008
The Pre-Raphaelites, from Rossetti to Ruskin by Dinah Roe, 2010
(min. 3)
Recommended literature: British Light Music, a Personal Gallery of 20th Century
Composers by Philip L. Scowecroft, 2013
Food and Cooking in Vioctorian England by Andrea Broomfield, 2007
The Pre-Raphaelites by Timothy Hilton, 1985
(min. 3)
Course title: Literary Theory II

Modern Philology
Optimal semester: 4
Preconditions:
report
Credits: 3
Course objectives:
This course aims to guide students in the development of the English novel from the 18th
through the 19th and 20th centuries. In general, it pays attention to the attempts, experiments
and innovations that contributed to the renewal of the novel on various levels: in terms of
content, themes, style, narrative techniques, generic changes, etc. More particularly, this
course examines the roles the Gothic both as a separate genre and a sensibility has
played in the revitalization of the English novel through the centuries. First we put the Gothic
in a general context and aim to come to a tentative definition of Gothic before, by the end
of the course, we have constructed a complex set of characteristics. Then we explore the
different dimensions of the Gothic: we look at its female and male versions (Radcliffe and
Lewis respectively); we examine the parody of the Gothic (Austen); we find explanations as
to how and why some novels have been wrongly identified as Gothic (Mary Shelley); we
point out Gothic elements in novels which otherwise have not been identified as Gothic
(Emily Bront), and so on. We are not going to treat the Gothic in isolation as a genre or as
set of features. Rather, we look at the Gothic in a wider generic context and as part of a set of
continuities from the Age of Sensibility to Romanticism and further. In other words, we
investigate the changing sensibilities of readers and writers and the generic changes and
innovations in the novel through the ages.
WEEK 1-2 Definition of Basic Terms: What is the Gothic?
WEEKS 3-4 Beginnings: Horace Walpole, The Castle of Otranto (1764)
WEEKS 5-6 Female Gothic: Ann Radcliffe, The Mysteries of Udolpho (1794)
WEEKS 7-8 Male Gothic: Matthew Gregory Lewis, The Monk (1796)
WEEK 9 MID-TERM PAPER
WEEKS 10-12 Gothic Parody?: Jane Austen, Northanger Abbey (1798, 1818)
WEEK 13 END-TERM PAPER
Evaluation:
tests; and finally your participation and an exam. More than three missed classes may result
in denying your signature at the end of the course. The study questions at the end of each
chapter in your Lecture Notes will contain questions and/or quotes that will help you identify
and discuss the major issues we are going to deal with in the classroom. You will be
Lecture Handbook (Available for download from the course homepage.)
Sllei, Nra, Lnny vlik, s rni kezd: 19. szzadi angol rnk. Orbis Litterarum. Debrecen:
Kossuth Egyetemi Kiad, 2002.
Austen, Jane, Northanger Abbey, London: Penguin, 1994.
Bront, Emily, Wuthering Heights, London: Penguin, 1994.
Lewis, Matthew Gregory, The Monk. Available online at: Project Gutenberg.
Radcliffe, Ann, The Mysteries of Udolpho. Available online at: Project Gutenberg.
Shelley, Mary, Frankenstein, or, The Modern Prometheus, London: Penguin, 1994.
Shelley, Percy Bysshe, Zastrozzi. Available online at: Project Gutenberg.
Walpole, Horace, The Castle of Otranto. Available online at: Project Gutenberg.
Burke, Edmund, A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and
Beautiful. Available online at: Bartleby.com.
Gray, Martin, A Dictionary of Literary Terms, 2nd rev. edn. York Handbooks. Harlow:
Longman, 1992.
Hoeveler, Diane Long, Gazing the Gothic: Where is the field now?, Studies in the Novel
36.1 (2004), pp. 120-24.
Kelly, Gary, English Fiction of the Romantic Period 1789-1830. Longman Literature in
English Series. London: Longman, 1989.
Kosofsky Sedgwick, Eve, "The Character in the Veil: Imagery of the Surface in the Gothic
Novel," Publication of the Modern Language Association (1981, 96:2) 255-270.
Liggins, Emma, The Medical Gaze and the Female Corpse: Looking at Bodies in Mary
Shelleys Frankenstein, Studies in the Novel 32.2 (2000), pp. 129-46.
Limb, Sue, Enlightenment. London: Arrow, 1998.
Moers, Ellen, Literary Women. New York: Anchor Press, 1977.
Poovey, Mary, "Ideology and the Mysteries of Udolpho," Criticism: A Quarterly for
Literature and the Arts (vol.21, 1979), 307-330.
Probyn, Clive T., English Fiction of the Eighteenth Century 1700-1789. Longman Literature
in English Series. London: Longman, 1987.
Radcliffe, Ann, On the Supernatural in Poetry, New Monthly Magazine 16.1 (1826), pp.
145-52. Available online at: http://www.litgothic.com/Texts/radcliffe_sup.pdf
Reeve, Clara, The Progress of Romance [extract], in Stephen Regan (ed.), The Nineteenthcentury Novel: A Critical Reader. London: Routledge, 2001, pp. 13-22.
Scott, Walter, Essay on Romance [extract], in Stephen Regan (ed.), The Nineteenthcentury Novel: A Critical Reader. London: Routledge, 2001, pp. 22-23.
Zigarocvich, Jolene, Courting Death: Necrophilia in Samuel Richardsons Clarissa,
Studies in the Novel 32.2 (2000), pp. 112-28.
Course title: Literary History I

Modern Philology
Optimal semester: 4
report
Credits: 3
Course objectives:
This is a companion course to Literary Theory II (BTANN401ANI). This course aims to
guide students in the development of the English novel from the 18th through the 19th and
20th centuries. In general, it pays attention to the attempts, experiments and innovations that
contributed to the renewal of the novel on various levels: in terms of content, themes, style,
narrative techniques, generic changes, etc. More particularly, this course examines the roles
the Gothic both as a separate genre and a sensibility has played in the revitalization of
the English novel through the centuries. First we put the Gothic in a general context and aim
to come to a tentative definition of Gothic before, by the end of the course, we have
constructed a complex set of characteristics. Then we explore the different dimensions of the
Gothic: we look at its female and male versions (Radcliffe and Lewis respectively); we
examine the parody of the Gothic (Austen); we find explanations as to how and why some
novels have been wrongly identified as Gothic (Mary Shelley); we point out Gothic elements
in novels which otherwise have not been identified as Gothic (Emily Bront), and so on. We
are not going to treat the Gothic in isolation as a genre or as set of features. Rather, we look
at the Gothic in a wider generic context and as part of a set of continuities from the Age of
Sensibility to Romanticism and further. In other words, we investigate the changing
sensibilities of readers and writers and the generic changes and innovations in the novel
through the ages.
WEEK 1-2 Definition of Basic Terms: What is the Gothic?
WEEKS 3-4 Beginnings: Horace Walpole, The Castle of Otranto (1764)
WEEKS 5-6 Female Gothic: Ann Radcliffe, The Mysteries of Udolpho (1794)
WEEKS 7-8 Male Gothic: Matthew Gregory Lewis, The Monk (1796)
WEEKS 10-12 Gothic Parody?: Jane Austen, Northanger Abbey (1798, 1818)
Evaluation:
Longman, 1992.
36.1 (2004), pp. 120-24.
Course title: British Culture and Society
Neptun code: BTANN 403ANI

Optimal semester:
Preconditions:
report
Credits:
3
Course objectives: The course deals with a wide range of issues related to the culture and
civilization of the UK, making efforts to explain the social background of various British
cultural phenomena. dealing, largely, with the 20th century, but also reaching back to times
earlier
Week 1: Modern British culture: an introduction
Week 2: Stereotypes and reality: mansions, gentlemen and fox hunting
Week 3: Stereotypes and reality: tea at five oclock
Week 4: Stereotypes and reality: Eton and Harrow, public schools and class-conscious
education
Week 5: Stereotypes and reality: Oxbridge and class-conscious education
Week 6: Stereotypes and reality: life in the suburbs
Week 7: Driving to work, commuting to work
Week 8: At the office: men at work, women in the labour market
Week 9: The English village
Week 10: The English pub as a social institution
Week 11: The Beveridge Report and the British society in transition
Week 12: Social reforms all through the 20th century
Week 13: From the Common Market to the European Union: the island and the continent
Week 14: Britain in the new Millenium
Compulsory literature: British Cultural Studies by Groeme Turner, 2002
Britain by James ODriscoll, 2009
Life in Modern Britain by Peter Bromhead, 1991
(legalbb 3 irodalom, lehetleg 1 idegen nyelv)
(min. 3)
Recommended literature: Spotlight on Britain, Susan Sheerin, 1997
Exploring British Culture, Jo Smith, 2014
Food and Cooking in Victorian England by Andrea Broomfield, 2007
(min. 3)
Course title: Literary Theory III

Modern Philology

Optimal semester: 5
Preconditions:
report
Credits: 3
Course objectives:
This is a continuation of Literary Theory II and Literary History I. This course aims to guide
students in the development of the English novel from the 18th through the 19th and 20th
centuries. In general, it pays attention to the attempts, experiments and innovations that
contributed to the renewal of the novel on various levels: in terms of content, themes, style,
narrative techniques, generic changes, etc. More particularly, this course examines the roles
the Gothic both as a separate genre and a sensibility has played in the revitalization of
the English novel through the centuries. We find explanations as to how and why some
novels have been wrongly identified as Gothic (Mary Shelley); we point out Gothic elements
in novels which otherwise have not been identified as Gothic (Emily Bront), and so on. We
are not going to treat the Gothic in isolation as a genre or as set of features. Rather, we look
at the Gothic in a wider generic context and as part of a set of continuities from the Age of
through the ages.
WEEKS 1-3 Gothic (Mis)reading: Mary Shelley, Frankenstein, or, The Modern Prometheus
(1818)
WEEK 4 Screening: Frankenstein (1931)
WEEK 5 Reading Criticism: Liggins, Emma, The Medical Gaze and the Female Corpse:
Looking at Bodies in Mary Shelleys Frankenstein
WEEK 6 Reading Criticism: Sllei, Nra, Lnny vlik, s rni kezd: 19. szzadi angol rnk
WEEKS 7-8 Gothic (Mis)reading: Emily Bront, Wuthering Heights (1847)
WEEK 11-12 Vampirism Then and Now: Bram Stoker, Dracula
WEEK 14 Conclusions and Evaluation
Evaluation:
Stoker, Bram, Dracula
Longman, 1992.
36.1 (2004), pp. 120-24.
Course title: Literary History II

Modern Philology
Optimal semester: 5
Credits: 3
Preconditions:
report
Course objectives:
This is a companion course to Literary Theory III. This course aims to guide students in the
development of the English novel from the 18th through the 19th and 20th centuries. In
general, it pays attention to the attempts, experiments and innovations that contributed to the
renewal of the novel on various levels: in terms of content, themes, style, narrative
techniques, generic changes, etc. More particularly, this course examines the roles the
Gothic both as a separate genre and a sensibility has played in the revitalization of the
English novel through the centuries. We find explanations as to how and why some novels
have been wrongly identified as Gothic (Mary Shelley); we point out Gothic elements in
novels which otherwise have not been identified as Gothic (Emily Bront), and so on. We are
not going to treat the Gothic in isolation as a genre or as set of features. Rather, we look at
the Gothic in a wider generic context and as part of a set of continuities from the Age of
through the ages.
WEEKS 1-3 Gothic (Mis)reading: Mary Shelley, Frankenstein, or, The Modern Prometheus
(1818)
WEEK 4 Screening: Frankenstein (1931)
WEEK 5 Reading Criticism: Liggins, Emma, The Medical Gaze and the Female Corpse:
Looking at Bodies in Mary Shelleys Frankenstein
WEEKS 7-8 Gothic (Mis)reading: Emily Bront, Wuthering Heights (1847)
WEEK 11-12 Vampirism Then and Now: Bram Stoker, Dracula
WEEK 14 Conclusions and Evaluation
Evaluation:
Stoker, Bram, Dracula
Longman, 1992.
36.1 (2004), pp. 120-24.
Course title: British Culture and Society

Optimal semester: 5
Preconditions:
report
Credits:2
Course objectives: The course is an organic sequence to BTANN302ANI. and continues to
deal with a wide range of issues related to the culture and civilization of the UK, making
efforts to explain the social background of various British cultural phenomena. focussing,
largely, on present-day British civilization, but also reaching back to times earlier
Week 1: British society today; Britain a vanishing ideal?
Week 2: Immigration: from an aftermath of colonization to the European Union
Week 3: British institutions: the BBC
Week 4: British institutions: the Scotland Yard its brief history and the Yard today
Week 5: British insitutions: the National Trust today
Week 6: The roaring sixties: the Beatles and the beat generation
Week 7: The British media: independent television
Week 8: The British media: newspapers and magazines
Week 9: Changing British customs: shopping
Week 10: Chaning British customs: work
Week 11: The trade unions
Week 12: The Labour and the Tories British parliament and politics
Week 13: The Monarchy today pageantry and the Monarchy as a touristic industry
Week 14: Religion in todays British society
Compulsory literature: British Politics from 1945 by David Dutton, 2002
Modern Britain 1900-1960 by Gott, Benson and Mathieson
The Making of Modern Britain by Andrew Marr, 2010
(min. 3)
Recommended literature: British Economy in the 20th Century by Alan Booth, 2001
British Government and Politics by Duncan Watts, 2012
British Culture and the End of Empire by Stuart Ward, 2002
(min. 3)
Course title: Literary History III

Modern Philology
Optimal semester: 6
Preconditions:
report
Credits: 3
Course format (underline): full-time, part-
time
Course objectives:
This introduces you to aspects of modern Scottish fiction with special attention to Muriel
Spark. The course will focus on Muriel Sparks novel The Prime of Miss Jean Brodie and
you will have an opportunity to study the text and its cultural and historical context in detail.
(Since this is the sixth semester, well only have 7 weeks in this term.)
WEEK 1: Introduction to the course. Scotland the Brave
WEEK 2: Chapter 1 of Miss Jean Brodie
WEEK3: Chapter 2 of Miss Jean Brodie
material.
The grade will be based on a presentation. The presentation will be based on the novel The
Prime of Miss Jean Brodie by Muriel Spark, through which we will examine in more detail
some of the cultural and social influences that have shaped the history of Scottish fiction.
You will present a chapter and the related terms and the context of the chapter in a small
group. You will be responsible for providing a suitable number of copies of your handouts
for in-class discussion.
Evaluation:
Assessment will be based on: a presentation; handouts; other written submissions; in-class
tests; and finally your participation and attendance. Please note that only word-processed or
typed submissions are acceptable and late submissions will not be considered. More than
three missed classes and/or failure to complete either tasks may mean no signature.
Spark, Muriel, The Prime of Miss Jean Brodie (London: Penguin, 1965)
Bnyei, Tams, Az rtatlan orszg: Az angol regny 1945 utn (Debrecen: DE Kossuth
Egyetemi Kiad, 2003)
Devine, Thomas Martin, The Scottish Nation 1700-2000 (London: Penguin, 1999),
Regionlis Gazdasgt. Tsz
Mackie, R.L., A Short History of Scotland (London: Boyd, 1962)
Maine, G.F. (ed.), A Book of Scotland (London: Collins, 1969)
Maule, David, Focus on Scotland (London: Macmillan, 1989)
McCrone, David, Understanding Scotland: The Sociology of a Stateless Nation (London:
Routledge, 1998)
Mitchison, Rosalind, A History of Scotland (London: Routledge, 1997)
Prebble, John, The Highland Clearances (London: Penguin, 1969)
Watson, Roderick, The Literature of Scotland (London, Macmillan, 1984)
http://www.mfi.uni-miskolc.hu/angol/index.php/lit-history-3
Course title: Popular Culture
Neptun code: BTANN401AMI

Optimal semester: 4
Preconditions:
report
Credits: 2
Course objectives: In the course of the lectures the students learn about the most important
concepts of popular culture as a field of studies, the special features of the music, its media,
the fashion, cult creation and idols as well as the styles and phenomena connecting to the
topic.
1.
Popular culture studies
2.
Popular culture
3.
Popular music and radio
4.
Fashion
5.
Pop icons
6.
Cult following
7.
Styles and performances
8.
rock n roll
9.
American rock n roll stars
10.
British rock n roll stars
11.
American pop stars
12.
British pop stars
13.
other pop stars
14.
Famous concerts
15.
Other achievements of popular culture
Course requirements: closing exam test
Evaluation: attendance 60%
Closing examination test 40%
0 23 failure
60% - 24 27 pass
70% - 28 31 average
80% - 32 35 good
90% - 36 40 excellent
1. Batchelor, B. ed., 2009 American pop: popular culture decade by decade vol. 1-4.
Greenwood Publishing Group, Inc.
2. Maasik , S. Solomon, J. 2000 Signs of Life in the USA: Readings on Popular Culture
for Writers Bedford Books

3. McCarthy, D. 2002 Pop Art Tate Publishing
(min. 3)
1. Szakcs, G. 2004 Nagy rockn roll knyv Holoprint
2. Moore A. ed., 2002. The Cambridge Companion to Blues and Gospel Music CUP
3. Moore A. 2002. Rock: The Primary Text CUP
(min. 3)
Course title: Popular Culture

Optimal semester: 4
Preconditions:
report
Credits: 1
Course objectives: In the course of the seminars the students learn about the most important
concepts of popular culture as a field of studies, the special features of the music, its media,
the fashion, cult creation and idols as well as the styles and phenomena connecting to the
topic.
1.
Popular culture studies
2.
Popular culture
3.
Popular music and radio
4.
Fashion
5.
Pop icons
6.
Cult following
7.
Styles and performances
8.
rock n roll
9.
American rock n roll stars
10.
British rock n roll stars
11.
American pop stars
12.
British pop stars
13.
other pop stars
14.
Famous concerts
15.
Other achievements of popular culture
Course requirements: closing test
Evaluation: attendance 60%
PPT presentation
20%
Closing test
20%
0 11 failure
60% - 12 13 pass
70% - 14 15 average
80% - 16 17 good
4. Batchelor, B. ed., 2009 American pop: popular culture decade by decade vol. 1-4.
Greenwood Publishing Group, Inc.
5. Maasik , S. Solomon, J. 2000 Signs of Life in the USA: Readings on Popular Culture
for Writers Bedford Books
6. McCarthy, D. 2002 Pop Art Tate Publishing
(min. 3)
4. Szakcs, G. 2004 Nagy rockn roll knyv Holoprint
5. Moore A. ed., 2002. The Cambridge Companion to Blues and Gospel Music CUP
6. Moore A. 2002. Rock: The Primary Text CUP
(min. 3)
Course title: Autobiographical Narratives

optional, optional
Preconditions: -No. of lessons/week: 2 (lecture)
report
Credits: 3
Course objectives: We will be looking at a variety of American autobiographies from the
past four centuries. Aside from simply getting to know these personalities, we will be
looking for answers to some of the following questions: what influences and ideologies
underlie the telling of a life story? How does the historical era, gender, age, race affect the
telling of ones life story? How do American ideas of the self differ from Hungarian or
European ideas?
Week 2: Mary Jemison, Mary Rowlandson
Week 3: Benjamin Franklin
Week 4: Frederick Douglass
Week 5: Harriet Jacobs, Harriet Wilson
Week 6: Black Elk
Week 7: P. T. Barnum
Week 8: Ernest Hemingway
Week 9: Sylvia Plath
Week 10: Malcolm X
Week 11: Barack Obama
Week 12: Frank McCourt

Week 13: Exam
Course requirements: Class participation.
Evaluation: Written examination or 5-10 page paper. Less than 50% attendance means no
signature.
Douglass, Frederick. Narrative of the Life of Frederick Douglass.
Obama, Barack. Dreams from My Father. New York: Broadway Books, 2004.
Plath, Sylvia. The Bell Jar. 1963. New York: Harper, 2006.
Andrews, William. To Tell A Free Story. Champaign, IL: U of Illinois P, 1988.
Eakin, John Paul. American Autobiography. Madison, WI: U of Wisconsin P, 1991.
Olney, James. Memory and Narrative. Chicago: U of Chicago P, 1999.
Course title: The Role of the US int he 20th

Century

Modern Philology
Optimal semester: 4
Preconditions:
No. of lessons/week: 1(lecture)
report
Credits:2
Course objectives:
The Main objective of the course is to examine the foreign policy of the United States in the
20th century, its the role and position in the world wars, the peace treaties as well as in the
Cold War. It is also important to make students understand how the isolated 19th century
US developed into the worlds leading super power.
1. Introduction
2. US at the turn of the 20th century
3. Us in the Great War
4. The Years of depression
5. The Second World War
6. The Truman Doctrine and the Mrashall Plan
7. The beginning of the Cold War
8. Korea
9. Vietnam
10. Policy of Dtente
11. President Reagan and the Second Cold War
12. US in the 1990s
13. Fight against terrorism
To pass an oral examination ( 60%)
Evaluation:
60-69%: 2
70-79%:3
80-89%:4
90-100%: 5
LeCarre, John. The Spy Who Came in from the Cold
Miller, Arthur. The Crucible
Schrecker, Ellen. The Legacy of McCarthyism
Gaddis,Lewis.John. 2005. The Cold War: A New History by Pengin books USA Inc
Course title: The Role of the US int he 20th

Century

Modern Philology
Optimal semester: 4
Preconditions:
No. of lessons/week: 1(seminar)
report
Credits:1
Course objectives:
The Main objective of the course is to examine the foreign policy of the United States in the
20th century, its the role and position in the world wars, the peace treaties as well as in the
Cold War. It is also important to make students understand how the isolated 19th century
US developed into the worlds leading super power.
1. Introduction
2. US at the turn of the 20th century
3. Us in the Great War
4. The Years of depression
5. The Second World War
6. The Truman Doctrine and the Mrashall Plan
7. The beginning of the Cold War
8. Korea
9. Vietnam
10. Policy of Dtente
11. President Reagan and the Second Cold War
12. US in the 1990s
13. Fight against terrorism

The condition of getting the signature is a presentation on a choosen topic as well as to pass
a tests with minimum 60% results
Evaluation:
- presentation 40%
- test papers 40%
- participation 20%
LeCarre, John. The Spy Who Came in from the Cold
Miller, Arthur. The Crucible
Schrecker, Ellen. The Legacy of McCarthyism
Gaddis,Lewis.John. 2005. The Cold War: A New History by Pengin books USA Inc
Course title: Native Americans

optional, optional
Preconditions: -No. of lessons/week: 1 (lecture)
report
Credits: 2
Course objectives: The two main focuses of the course are 1) to gain an overview of the
different groups of Native American cultures in North America, and 2) to examine some of
the chief issues confronting Native Americans since Columbus arrival in 1492.
Week 2: Cultural regions
Week 3: Lifestyle & Environment
Week 4: Living Accomodations
Week 5: History
Week 6: History
Week 7: History
Week 8: History
Week 9: History
Week 10: Media images
Week 11: Life on Reservations
Week 12: Modern Life
Week 13: Exam
Course requirements: Attendance, knowledge of course materials.
Evaluation: Written examination.
Calloway, Colin. First Peoples: A Documentary Survey of American Indian History.
Bedford: St. Martins, 2007.
Josephy, Alvin M. 500 Nations: An Illustrated History of North American Indians. New
York: Knopf, 1994.
Waldman, Carl. Atlas of the North American Indian. Checkmark, 2000.
Brown, Dee. Bury My Heart at Wounded Knee. 1971. Dumfries, NC: Holt, 2007.
Dudley, William. Native Americans: Opposing Viewpoints. San Diego: Greenhaven P, 1998.
Hurtad, Albert and Peter Iverson, eds. Major Problems in American Indian History.
Lexington, MA: Heath, 1994.
Course title: Native Americans

optional, optional
Preconditions: -No. of lessons/week: 1 (seminar)
report
Credits: 1
Course objectives: The two main focuses of the course are 1) to gain an overview of the
different groups of Native American cultures in North America, and 2) to examine some of
the chief issues confronting Native Americans since Columbus arrival in 1492.
Week 2: Cultural regions
Week 3: Lifestyle & Environment
Week 4: Living Accomodations
Week 5: History
Week 6: History
Week 7: History
Week 8: History
Week 9: History
Week 10: Media images
Week 11: Life on Reservations
Week 12: Modern Life
Week 13: Exam
Course requirements: Readings, quizzes based on readings, 1 short presentation on a tribe, 1
longer presentation on a historical/cultural topic.
Evaluation: Main presentation: 40%, quizzes: 30%, class participation: 30%. 100%-88% = 5;
87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more than 3 sessions means no signature.
Calloway, Colin. First Peoples: A Documentary Survey of American Indian History.
Bedford: St. Martins, 2007.
Josephy, Alvin M. 500 Nations: An Illustrated History of North American Indians. New
York: Knopf, 1994.

Waldman, Carl. Atlas of the North American Indian. Checkmark, 2000.
Brown, Dee. Bury My Heart at Wounded Knee. 1971. Dumfries, NC: Holt, 2007.
Dudley, William. Native Americans: Opposing Viewpoints. San Diego: Greenhaven P, 1998.
Hurtad, Albert and Peter Iverson, eds. Major Problems in American Indian History.
Lexington, MA: Heath, 1994.
Course title: American Film

optional, optional
report
Credits: 3
Course objectives: The main focuses of the course are 1) to examine the history of
Hollywood and American cinema, 2) to gain an understanding of how films reflect American
culture, and 3) to compare film and literature as different art forms. In the course of the
seminar we will be looking at variety of films from 1940 to 1980.
Week 2: Citizen Kane
Week 3: Casablanca
Week 4: Double Indemnity
Week 5: Rear Window
Week 6: Rear Window
Week 7: Dr. Strangelove
Week 8: The Graduate
Week 9: The Graduate
Week 10: Chinatown
Week 11: Chinatown
Week 12: Bladerunner
Week 13: Bladerunner
Course requirements: Class participation, short film review, weekly film journal, take-home
test.
Evaluation: Class participation 25%, journal entries/reviews 25%, take-home test 25%, film
review or paper 25%. 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing
more than 3 sessions means no signature.
Cook, David. A History of Narrative Film. 3rd ed. New York: Norton, 1996.
Eco, Umberto. Casablanca, or, the Cliches Are Having a Ball.
Hill, John, and Pamela Church Gibson. American Cinema and Hollywood: Critical
Approaches. New York: Oxford UP,2000.
Braudy, Leo and Marshall Cohen, eds. Film Theory and Criticism. New York: Oxford UP,
2004.
Girgus, Sam B. Hollywood Renaissance. New York: Cambridge UP, 1998.
Tompkins, Jane. West of Everything: The Inner Life of Westerns. New York: Oxford UP,
1992.
Course title: The History of the USA During

the Civil War

Course coordinator (name, position): Dr Harry Edward Bailey
Optimal semester: 5
Preconditions:
report
Credits:
3
Course objectives: The course deals with American history during the Civil War period.
Students will learn about the preliminaries and reasons of the Civil War, as well as the efforts
of reconstructing the South, with all its difficulties and discrepancies.
Week 1: Different economies and tension in the Union
Week 2: The Missouri Compromise
Week 3: The secession of the first states and the siege of Forth Sumter
Week 4: Military events: war in the East
Week 5: Military events: war in the West
Week 6: Military events: the war at sea and the northern blockade
Week 7: The war of attrition: different resources in the North and in the South
Week 8: The great commanders: Lee and Grant
Week 9: The great commanders: Stonewall Jackson and Sherman
Week 10: The politicians: Lincoln and Jefferson Davis
Week 11: From Gettysburg to Appomattox
Week 12: The emancipation proclamation
Week 13: Reconstruction: scalawags and carpet baggers, the beginnings of the Wild West
Week 14: The heritage of racism in America
Course requirements: Regular and active attendance of the classes, and preparing for the
exam. (presentation, test, essay etc.)
Evaluation: The semester concludes with an oral exam.
Compulsory literature: The American Civil War by John Keegan, 2010
Atlas for the American Civil War by Thomas E. Greiss, 2002
This Republic of Suffering by Drew G. Faust, 2009
(min. 3)
Recommended literature: American Civilization by David C, Mauk, 2013
The Negros Civil War by James M. McPherson, 2003
American Civil Ware, Guerilla Tactics by Sean McLacllan, 2009

Slavery by Another Name by Douglas A. Blckmon, 2009
(min. 3)
Course title: American City Culture

Optimal semester: 6
Preconditions:
report
Credits:
3
Course objectives: The course deals with urban life in America, regional characteristic of the
major cities, small-town America, differences between life in small towns, rural areas and
large cities. The ethnic composition of various large towns. A culture based upon the
automobile, the leg of the American people drive-in movies, drive-through fast-food etc.
Week 1: Missions, presidios and Spanish towns in the Southwest and Southeast
Week 2: The first (Anglo-)American towns and Puritan values no village in America?
Week 3: Small town values in America
Week 4: The development of big cities
Week 5: The symbol of a big American city and an American invention: the skyscraper
Week 6: Life in a big city: the advantages
Week 7: Life in a big city: disadvantages
Week 8: Regionalism among American cities: New Orleans and its French heritage
Week 9: Regionalism among American cities: New England, Philadelphia, Boston
Week 10: Regionalism among American cities: the California experience, LA, San Francisco
Week 11: Chinatown and Barrio
Week 12: Public services, police and local governments in cities
Week 13: Entertainment , sports and other facilities in American towns and cities
Week 14: Transport, automobile and the layout of American towns
Course requirements: Regular and active attendance of the classes, and preparing two
preentations. (presentation, test, essay etc.)
Evaluation: The end of semester grade will be based upon the presentation and class work.
Compulsory literature: The Death and Life of Great American Cities by Jabne Jacobs, 2011
The American Cities and Technology Reader by Gerrylynn K. Robes, 1999
Civilizing American Cities by Frederick L. Olmsted
(min. 3)
Recommended literature: American Civilization by David C, Mauk, 2013
Delirious New York by Rem Koolhaas, 1997
City School and the American Dream by Pedro Noguera, 2003
Great American City by Robert J. Sampson, 2013
(min. 3)
Course title: American Fiction

optional, optional
report
Credits: 3
Course objectives: This semester we will be looking at a broad range of (mostly) modern
American short stories. We will try to draw out some of the differences between what is
often called genre fiction and literary fiction. The key questions we will explore are what
makes a narrative work and what beliefs underlie these genres. Among the genres we will
read include science fiction, horror, fantasy, and detective stories.
Week 2: Horror: E. A. Poe & Stephen King
Week 3: Science Fiction: Philip Dick & Raymond Bradbury
Week 4: Dectective Fiction: E. A. Poe & Raymond Chandler
Week 5: The Fantastic: Ben Hecht, Issac Bashevis Singer
Week 6: Hypertext fiction: Jorge Luis Borges, Caitlin Fisher
Week 7: Literary fiction: John Updike
Week 8: Comedy: Woody Allen, James Thurber, Garrison Keillor
Week 9: Summary/review
Week 10: Test
Course requirements: Class participation, short paper, take-home test, reading journal,
weekly quizzes.
Evaluation: Class participation (30%), reading journals (25%), test (25%), four unannounced
quizzes (20%). 100%-88% = 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more
than 3 sessions means no signature.
Bradbury, Raymond. A Sound of Thunder
Chandler, Raymond. Trouble Is My Business.
Poe, Edgar Allan. Ligeia
Attebery, Brian. The Fantasy Tradition in American Literature: From Irving to Le Guin.
Bloomington, IN: U of Indiana P, 1980.
Freedman, Carl. Critical Theory and Science Fiction. Middletown, CT: Wesleyan UP, 2000
Gelder, Ken, ed. The Horror Reader. New York: Routledge. 2000.
Course title: Ethnic Questions in the US

optional, optional
Course coordinator: Lng Viktria

Preconditions: -Requirements of accomplishment

report
Credits: 3
Course objectives: The seminar explores the diversity of ethnic groups in the US. It also
looks at the evolution of both ethnic and American identities in the aftermath of waves of
immigration from various regions of the world. As we conduct our investigation into the
American experience, however, we will also be looking at its relevance for the situation in
Hungary and Europe.
Week 2: Forming American identity
Week 3: Ethnic groups
Week 4: Issues in ethnic relations 1
Week 5: Issues in ethnic relations 2
Week 6: Race & Media
Week 7: Ethnicity, Sports, Music
Week 8: Ethnicity in the future
Week 9: Review discussion
Week 10: Test
Course requirements: Class participation, 2 short summaries of academic articles, lead
discussion on one article, take-home test.
Evaluation: Class participation (25%), two papers (50%), take-home test (25%). 100%-88%
= 5; 87-75 = 4; 74-63 = 3; 62-50 = 2; 49-0 = 1. Missing more than 3 sessions means no
signature.
Campbell, Christopher. Race, Myth, and the News. Thousand Oaks, CA: Sage, 1995.
Fuchs, Lawrence H. The American Kaleidoscope: Race, Ethnicity and the Civic
Culture. Hanover, NH: UP of New England, 1990.
Kivisto, Peter and Georganne Rundblad eds. Multiculturalism in the United States.
Thousand Oaks, CA: New Forge, 2000.
Daniels, Roger. Coming to America. Harper, 2002.
Roediger, David. Working toward Whiteness: How Americas Immigrants Became White.
New York: Basic Books, 2005.
Walch, Timothy, ed. Immigrant America: European Ethnicity in the US. New York:
Garland, 1994.
Specializci
Course title:
Basics of Communication Theory
Verbal and Non-verbal Communication
Neptun code: BTANN301PER

Literature

Optimal semester: 3
Preconditions
report
Credits: 1
Course objectives:
This course introduces basic concepts, findings, issues and research methods in verbal and
non-verbal communication as they relate to second and foreign language issues. The lectures
will examine topics that are relevant to effective ways of communication
1. Introduction
2. Basic issues of human communication
3. Types and channels of communication.
4. Culture and communication.
5. The components of verbal communication.
6. Speech and communication.
7. Written communication.
8. The effects of writing on human communication.
9.. Mass communication.
10. Media and communication.
11. Test
12. Closing
Test
Evaluation: 1-5
(min. 3)
Argyle, Michael. (1988). Bodily Communication (2nd ed.) Madison: International
Universities Press
(min. 3)
Anderson, K, Macleen, J, Lynch, T 2006: Study Speaking. Cambridge University Press.
Bull, Peter E. (1987). Posture and Gesture (Vol. 16). Oxford: Pergamon Press.
http://en.wikipedia.org/w/index.php?title=Special:Booksources&isbn=0080313329
Knapp, Mark L., & Hall, Judith A. (2007) Nonverbal Communication in Human Interaction.
(5th ed.) Wadsworth: Thomas Learning.
Course title:
Basics of Communication Theory

Literature
Optimal semester: 3
Preconditions
report
Credits: 3
Course objectives:
1. Introduction
2. Basic issues of human communication
3. Types and channels of communication.
4. Culture and communication.
5. The components of verbal communication.
6. Speech and communication.
7. Written communication.
8. The effects of writing on human communication.
9. Mass communication.
10. Media and communication.
11. Test
12. Closing
Test, presentation, essay
Evaluation: 1-5
(min. 3)
Universities Press
(min. 3)
Course title: Intercultural Studies I


Optimal semester: 3
Preconditions:
report
Credits: 3
Course objectives: The subject focuses on the concept of culture, the history of intercultural
communication. The students learn the basic concepts of the subject, the dimensions of
intercultural communication; the concepts elaborated by Hall, Klukholn, Hofstede,
Trompenaars, the challenges of communication between cultures and stereotypes of culture.
1. Introduction to intercultural communication studies
2. The history of intercultural communication research
3. Schools of intercultural communication (Hall, Hofstede, Kluckhohn, Trompenaars)
4. Proxemics
5. National dimensions
6. Masculine feminine cultures
7. Spatial and temporal dimensions of culture
8. The relation of culture and civilization
9. The relation of culture and communication; dimensions of cultural differences
10. Test
11. Types of communication (verbal, non-verbal, para-verbal)
12. Factors affecting the process of communication, expectations, positive and negative
stereotypes
13. Traps of intercultural communication
14. Communication etiquette and taboos in some cultures
15. Closing test
Evaluation:
Attendance:
60%
Closing exam test: 40%
50% - 0 23 - failure
60% - 24 27 - pass
70% - 28 31 - average
80%- 32 35 - good
1. Falkn dr. Bn, K. 2001. Kultrakzi kommunikci. Budapest: Pski
2. Hofstede, G. 1994. Cultures and Organisations, Software of the Mind. London:
HarperCollins
3. Lnrt L.. 2007. Intercultural communication in Interkulturlis tanulmnyok
Miskolci Egyetem
(min. 3)
1. Kluckhohn, F.K. 1976.Variations in Value Orientations, Westport, CT: Greenwood
Press.
2. Gudykunst, W. 1992 Readings on Communication with Strangers. McGraw-Hill..

3. Trompenaars, F. 1995 Riding the Waves of Culture, London: Nicholas Brealey
Publishing,.
(min. 3)
Course title: Intercultural Studies I

Optimal semester: 3
Preconditions:
report
Credits: 3
Course objectives: The subject focuses on the concept of culture, the history of intercultural
communication. The students learn the basic concepts of the subject, the dimensions of
intercultural communication; the concepts elaborated by Hall, Klukholn, Hofstede,
Trompenaars, the challenges of communication between cultures and stereotypes of culture.
1. Introduction to intercultural communication studies
2. The history of intercultural communication research
3. Schools of intercultural communication (Hall, Hofstede, Kluckhohn, Trompenaars)
4. Proxemics
5. National dimensions
6. Masculine feminine cultures
7. Spatial and temporal dimensions of culture
8. The relation of culture and civilization
9. The relation of culture and communication; dimensions of cultural differences
10. Test
11. Types of communication (verbal, non-verbal, para-verbal)
12. Factors affecting the process of communication, expectations, positive and negative
stereotypes
13. Traps of intercultural communication
14. Communication etiquette and taboos in some cultures
15. Closing test
Evaluation:
Attendance:
60%
PPT presentation 20%
0 11 - failure
60% - 12 13 - pass
70% - 14 15 - average
80%- 16 17 - good

4. Falkn dr. Bn, K. 2001. Kultrakzi kommunikci. Budapest: Pski
5. Hofstede, G. 1994. Cultures and Organisations, Software of the Mind. London:
HarperCollins
6. Lnrt L.. 2007. Intercultural communication in Interkulturlis tanulmnyok
Miskolci Egyetem
(min. 3)
16. Kluckhohn, F.K. 1976.Variations in Value Orientations, Westport, CT: Greenwood
Press.
17. Gudykunst, W. 1992 Readings on Communication with Strangers. McGraw-Hill..
18. Trompenaars, F. 1995 Riding the Waves of Culture, London: Nicholas Brealey
Publishing,.
(min. 3)
Course title: Media 1

Course coordinator (name, position): Dr Levente Lnrt
Optimal semester: 3
Preconditions:
report
Credits:
2
Course objectives: Media 1 seminars only partly follow the topics of the lecture. At the
seminars students will learn about British and American newspapers and magazines, the most
influential printed media in the Anglos-Saxon world
Week 1: A brief history of the British printed media
Week 2: The leading British dailies: The Times
Week 3: The leading British dailies: The Daily Express
Week 4: The leading British dailies: The Guardian
Week 5: The leading British dailies. The Independent
Week 6: British yellow press. The Sun
Week 7: Specific papers and magazines
Week 8: A brief history of the American press
Week 9: The regional nature of American press
Week 10: The leading American dailies: The New York Times
Week 11: The leading American dailies: the Washington Post and the Washington Times
Week 12: Other regional dailies: Los Angeles Times, Chicago Tribune etc.
Week 13: The leading American political magazines: Newsweek, Time etc.
Week 14: Leading American magazines: National Geographic, Readers Digest etc.

Communication, Cultural and Media Studies by John Hartley, 2011
Critical Terms of Media Studies by W. J. T. Mitchell 2010
Media and Audiences by Karen Ross, 2004
Recommended literature: (min. 3) Critical Media Studies by Brian L. Ott, 2009
Understanding Media Studies by Tony Schirato, 2010
Newspapers by Peter Gundy, 1993

Optimal semester: 3
Preconditions:
report
Credits:
2
Course objectives: At Media 1 lectures students will be introduced into the world of printed
media, newspapers and magazines, with special attention to the English speaking countries
Week 1: Brief history of printed media (newspapers from the beginning to the present day)
Week 2: Styles of journalism
Week 3: Styles and terms
Week 4: News and sports journalism
Week 5: Gonzo and celebrity journalism
Week 6: Newsworthiness and objectivity
Week 7: Investigative vs. muckracking journalism
Week 8: Slander and libel
Week 9: Ethics and standards
Week 10: Effects of advertising in the newspapers
Week 11: Audiences and news perception
Week 12: Defamation laws in various countries
Week 13: Pulitzer and other journalistic awards
Week 14: The future of the printed media
Communication, Cultural and Media Studies by John Hartley, 2011
Critical Terms of Media Studies by W. J. T. Mitchell 2010
Media and Audiences by Karen Ross, 2004

Course title:

Literature
Optimal semester: 4
Preconditions
report
Credits: 3
Course objectives:
1. Introduction
2. The language of computer, Internet, sms.
3. The components of non-verbal communication.
4. Metacommunication.
5. Body language. The communication of colours.
6. Communication modells.
7. Pedagogical communication.
8. Intra and interpersonal communication.
9. The relation of culture and communication.
10. The dimensions of cultural differences.
11. Positive and negative stereotypes
12. Communicational etiquett and taboos..
13. Closing.
Test
Evaluation: 1-5
(min. 3)
Universities Press
(min. 3)
Course title:
Verbal and Non-verbal Communication 2

Literature
Optimal semester: 4
Preconditions No. of lessons/week: 2
report
Credits: 3
Course objectives:
1. Introduction
2. The language of computer, Internet, sms.
3. The components of non-verbal communication.
4. Metacommunication.
5. Body language. The communication of colours.
6. Communication modells.
7. Pedagogical communication.
8. Intra and interpersonal communication.
9. The relation of culture and communication.
10. The dimensions of cultural differences.
11. Positive and negative stereotypes
12. Communicational etiquett and taboos..
13. Closing.
Test, essay, presentation
Evaluation: 1-5
(min. 3)
Universities Press
(min. 3)
Course title: Intercultural studies

Optimal semester: 4
Preconditions:
report
Credits:
3
Course objectives: At the course students will learn about various nations, their culture,
customs, in order to be aware of the immense differences between peoples and nations and
how to bridge and overcome the differences
Week 1: Culture definitions in broader and more narrow senses
Week 2: Eating customs across the world
Week 3: Dressing and clothing customs around the world
Week 4: Getting married here and there
Week 5: The role and position of women in various countries
Week 6: Going to the homes of others and receiving guests
Week 7: Colours and their significance in various cultures
Week 8: Education and schooling in various cultures
Week 9: The great religions: Christianity
Week 10: The great religions: Muslim
Week 11: The great religions: Buddhism
Week 12: The great religions: Judaism
Week 13: In search of greener pastures migration in the world 1
Introduction into Intercultural Studies, Rioghnat Crotty, 2013
Migration, Citizenship and Intercultural Relations, Fethi Mansouri, 2011
Ethical, Intercultural and Interreligious Sensitivities, Kristhina Holm, 2012
Recommended literature: (min. 3)
Through the Eyes of Another, Hans De Witt, 2005

HospitalityA Paradigm of Interreligious and Intercultural Encounter, Friedrich V. Renterer,
2012
Hidden Treasures and Intercultural Encounters, Dietmar W. Winkler, 2011
Course title: Intercultural studies

Optimal semester: 2
Preconditions:
report
Credits:
3
Course objectives: At the course students will learn about various nations, their culture,
customs, in order to be aware of the immense differences between peoples and nations and
how to bridge and overcome the differences. The seminar follows the topic of the lectures.
Week 2: Eating customs across the world
Week 3: Dressing and clothing customs around the world
Week 4: Getting married here and there
Week 5: The role and position of women in various countries
Week 6: Going to the homes of others and receiving guests
Week 7: Colours and their significance in various cultures
Week 8: Education and schooling in various cultures
Week 9: The great religions: Christianity
Week 10: The great religions: Muslim
Week 11: The great religions: Buddhism
Week 12: The great religions: Judaism
Course requirements: Regular attendance of the classes, and preparing three presentations.
Evaluation: The seminar grade will be based upon the three presentation and classroom
contribution.
Introduction into Intercultural Studies, Rioghnat Crotty, 2013
Migration, Citizenship and Intercultural Relations, Fethi Mansouri, 2011
Ethical, Intercultural and Interreligious Sensitivities, Kristhina Holm, 2012
Through the Eyes of Another, Hans De Witt, 2005
HospitalityA Paradigm of Interreligious and Intercultural Encounter, Friedrich V. Renterer,
2012
Hidden Treasures and Intercultural Encounters, Dietmar W. Winkler, 2011
Course title: Intercultural Perspectives 1.

Institute hosting the course: English
Department
Course coordinator (name, position): Engel Dennis, native speaking English lecturer
Optimal semester: 4
Preconditions: None
report
Credits: 2
Course objectives: In todays world intercultural communication takes place very often.
Students need to learn about the benefits and difficulties of dealing with people from other
cultures. Some students might go abroad on holiday or for employment, and the course will
deal with problems they might face when visiting or moving to another country.
1.
Introduction to intercultural communication
2.
What is culture?
3.
As humans, is there anything that binds us together?
4.
Introduction to G. Hofstede
5.
Various ways of categorizing cultures
6.
Mid-term test
7.
Communication across languages, Intercultural noise and miscommunication
8.
Stereotyping
9.
Culture shock
10.
High & low-context cultures
11.
Intercultural communication in business
12.
Problems in adjusting to a new environment
13.
Final exam
Course requirements: Attendance and participation in the lessons and writing the two tests
Evaluation: An average of the two tests, five tiered scale (15)
1.
Gibson, Robert 2002. Intercultural Business Communication. Oxford, G.B.: Oxford
University Press. Selections.
2.
Lewis, Richard D. 2006. When Cultures Collide. Finland: WS Bookwell. Selections.
3.
Samovar, Larry A.; Porter, Richard; McDaniel, Edwin R. 2012. Intercultural
Communication: A Reader. Boston, Mass., USA: Wadsworth. Selections.
1.
Hofstede, G. 1984. Culture's Consequences. London: Sage.
2.
Bres IstvnHornyi zsb 1999. Trsadalmi kommunikci. Budapest: Osiris.
3.
Witte, Heidrun 2000. Die Kulturkompetenz des Translators. Tbingen: Stauffenberg.
Pym, Anthony 1992. Translation and text transfer: An essay on the principles of
intercultural communication. Frankfurt am Main: Peter Lang.
4.
Lewis, C.S. 1960. Mere Christianity. New York, N.Y., USA: Macmillan Publishing
Company.

Department
Optimal semester: 4.
Preconditions: None
report
Credits: 2
Course objectives: In todays world intercultural communication takes place very often.
Students need to learn about the benefits and difficulties of dealing with people from other
cultures, Some students might go abroad on holiday or for employment, and the course will
deal with problems they might face when visiting or moving to another country.
1.
Introduction to intercultural communication
2.
What is culture?
3.
As humans, is there anything that binds us together?
4.
Introduction to G. Hofstede
5.
Various ways of categorizing cultures
6.
Mid-term test
7.
Communication across languages, Intercultural noise and miscommunication
8.
Stereotyping
9.
Culture shock
10.
High & low-context cultures
11.
Intercultural communication in business
12.
Problems in adjusting to a new environment
13.
Final exam
Course requirements: Attendance, participation in the lessons, homework and seminar paper
Evaluation: Mark based on the quality of the seminar paper, five tiered scale (15)
1.
Gibson, Robert 2002. Intercultural Business Communication. Oxford, G.B.: Oxford
University Press. Selections.
2.
Lewis, Richard D. 2006. When Cultures Collide. Finland: WS Bookwell. Selections.
3.
Samovar, Larry A.; Porter, Richard; McDaniel, Edwin R. 2012. Intercultural
Communication: A Reader. Boston, Mass., USA: Wadsworth. Selections.
Course title: Intercultural perspectives

Optimal semester: 5
Preconditions:
report
Credits: 2
Course objectives: At the course students will learn about specific characteristics, customs
of various nations, their cultural-political aspirations and relationship to other countries.
Intercultural perspectives, however, cannot be restricted to nations, as corporate culture also
belong here. Globalization.
Week 2: Intercultural perspectives in international relations
Week 3: Interethnic relations within the same countryare they any easier than international
relations?
Week 4: Clichs and stereotypes about othersthey are indispensable aids of cognitive
processes because without them it is not pssible to learn about others
Week 5: Clichs and stereotypes about othersthey are a curse, as they simplify our thinking
Week 6: Clichs and stereotypes about othersthey are often a source of humour
Week 7: Corporate culture and intercultural perspectives
Week 8: Intercultural perspectives in doing business with foreigners
Week 9: Religion and intercultural perspectiveswhy is it a particularly delicate issue? 1
Week 11: International perspectives and politics
Week 12: The responsibilities of the intellectual in promoting intercultural understanding
Week 13: Globalizationit is a blessing as it makes international-interethnic communication
easier
Week 14: Globalizationit is a curse because it dissolves differences and melts up everybody
in a formless multitude
Intercultural Resource Pack, Derek Utley, 2004
Becoming Intercultural Young Y. Kim 2001
How Different are we? Helen Fitzgerald, 2002
Crossing the Border, Thomas Klein, 2012
Corporate Culture Survival Guide, Edgar H. Schein, 2009
Intercultural Aesthetics, Anton v. d. Broenbussche, 2010
Course title: Intercultural perspectives

Optimal semester: 5
Preconditions:
report
Credits:2
Course objectives: At the course students will learn about specific characteristics, customs
of various nations, their cultural-political aspirations and relationship to other countries.
Intercultural perspectives, however, cannot be restricted to nations, as corporate culture also
belongs here. Globalization. The seminars follow and process the topics of the lecture in a
topical and weekly breakdown.
Week 2: Intercultural perspectives in international relations
Week 3: Interethnic relations within the same countryare they any easier than international
relations?
Week 4: Clichs and stereotypes about othersthey are indispensable aids of cognitive
processes because without them it is not pssible to learn about others
Week 5: Clichs and stereotypes about othersthey are a curse, as they simplify our thinking
Week 6: Clichs and stereotypes about othersthey are often a source of humour
Week 7: Corporate culture and intercultural perspectives
Week 8: Intercultural perspectives in doing business with foreigners
Week 11: International perspectives and politics
Week 12: The responsibilities of the intellectual in promoting intercultural understanding
Week 13: Globalizationit is a blessing as it makes international-interethnic communication
easier
Week 14: Globalizationit is a curse because it dissolves differences and melts up everybody
in a formless multitude
Course requirements: Regular attendance of the classes and preparing two presentations.
Evaluation: The grade at the end of the semester will be based upon active participation at
the seminars and the results of the two individual presentations.
Intercultural Resource Pack, Derek Utley, 2004
Becoming Intercultural Young Y. Kim 2001
How Different are we? Helen Fitzgerald, 2002
Crossing the Border, Thomas Klein, 2012
Corporate Culture Survival Guide, Edgar H. Schein, 2009
Intercultural Aesthetics, Anton v. d. Broenbussche, 2010
Course title: Media Studies 2

Optimal semester: 5
Preconditions:
report
Credits: 2
Course objectives: The objective of the course is to make the students become familiar with
the characteristics and different types of the printed and electronic media in Britain and the
US playing such an important role in our lives as well as to draw a comparison between the
role of the media in the western and eastern (Hungarian) societies.
1. Historical background of the development of media, communications and journalism,
their functions.
2. Freedom of the press and the historical development of the concept.
3. The press in Britain, the most important publications
4. Quality papers, tabloids and magazines with different political bias
5. The structure of the daily papers and periodicals, differences in their genres and
styles.
6. The presentation of the same topic in various types of media.
7. Investigative and tabloid journalism. Ethical issues the news is sacred, opinion is
free. Means of manipulation.
8. Sensationalism and the paparazzo. Privacy and freedom of the press. Media stars.
9. The electronic media: radio and television. The role of the development of technology
in the transformation of the media.
10. Public service and commercial channels. Visuals and their real or perceived dangers.
11. Political and news programmes. Facts and rumours. Politicians as media
personalities.
12. Educating the public in the electronic media, quizzes
13. Entertainment
14. The explicit and implicit forms of advertising
15. Reality shows.
Evaluation:
Attendance:
60%
50% - 0 23 - failure
60% - 24 27 - pass
70% - 28 31 - average
80%- 32 35 - good
1. Lister Martin. . [et al.]. 2009 New media : a critical introduction London: Routledge
2. MacLuhan, M., Powers, B.R. 1989. The Global Village: Transformations in World
Life and Media in the 21st Century.
3. McNair, Brian. 1999. News and Journalism in the UK. London: Routledge.
(min. 3)
1. Kick, R. ed. 2001. You Are Being Lied to Printed in Hong Kong by Oceanic Graphic
Printing
2. Curran J. ed. 2002 Media and Power London: Routledge
3. Lembo, R. 2003 Thinking through Television CUP
(min. 3)
Course title: Media Studies 2

Optimal semester: 5
Preconditions:
report
Credits: 2
Course objectives: The objective of the course is to make the students become familiar with
the characteristics and different types of the printed and electronic media in Britain and the
US playing such an important role in our lives as well as to draw a comparison between the
role of the media in the western and eastern (Hungarian) societies.
1. Historical background of the development of media, communications and journalism,
their functions.
2. Freedom of the press and the historical development of the concept.
3. The press in Britain, the most important publications
4. Quality papers, tabloids and magazines with different political bias
5. The structure of the daily papers and periodicals, differences in their genres and
styles.
6. The presentation of the same topic in various types of media.
7. Investigative and tabloid journalism. Ethical issues the news is sacred, opinion is
free. Means of manipulation.
8. Sensationalism and the paparazzo. Privacy and freedom of the press. Media stars.
9. The electronic media: radio and television. The role of the development of technology
in the transformation of the media.
10. Public service and commercial channels. Visuals and their real or perceived dangers.
11. Political and news programmes. Facts and rumours. Politicians as media
personalities.
12. Educating the public in the electronic media, quizzes
13. Entertainment
14. The explicit and implicit forms of advertising
15. Reality shows.
Evaluation:
Attendance:
50%
PPT presentation: 20%
0 17 - failure
60% - 18 20 - pass
70% - 21 23 - average
80%- 24 26 - good
4. Lister Martin. . [et al.]. 2009 New media : a critical introduction London: Routledge
5. MacLuhan, M., Powers, B.R. 1989. The Global Village: Transformations in World
Life and Media in the 21st Century.
6. McNair, Brian. 1999. News and Journalism in the UK. London: Routledge.
(min. 3)
16. Kick, R. ed. 2001. You Are Being Lied to Printed in Hong Kong by Oceanic Graphic
Printing
17. Curran J. ed. 2002 Media and Power London: Routledge
18. Lembo, R. 2003 Thinking through Television CUP
(min. 3)

Department
Optimal semester: 6
Preconditions: None
report
Credits: 2
Course objectives: This course will build off of a review of research related to intercultural
studies. Some researchers hold that people who speak different languages live in different
mental worlds. The students will give their opinions about this theory (Whorfianism). They
will also see how humor can vary from culture to culture, and what impact poverty can have
on intercultural communication.
1. Introduction
2. Review of research related to intercultural studies
3. Can we see ourselves? What are Hungarians like?
4. Different languages and communication across cultures
5. Mid-term exam
6. Humor and intercultural communication
7. Poverty and intercultural communication
8. Roma
9. Final exam
Course requirements: Attendance, participation in the lessons and writing the two tests
Evaluation: Evaluation: An average of the two tests, five tiered scale (15)
1. Lewis, Richard D. 2006. When Cultures Collide. Finland: WS Bookwell. Selections.
2. Lewis, C.S. 1943. The Abolition of Man. Oxford: Oxford University Press. Sections.
3. Hartshorne, Joshua. Does Language Shape What We Think? Scientific American,
August 18, 2009.
4. Economist. "A Long Road" and Romanies and terminology: Words not deeds.
Economist, Sept. 16, 2010.
5. Hofstede, Geert. Dimensionalizing Cultures: The Hofstede Model in Context.
Online Readings in Psychology and Culture, December 1, 2011.
1. Lewis, C.S. 1960. Mere Christianity. New York, N.Y., USA: Macmillan Publishing
Company. Sections.
2. Hofstede, G. 1984. Culture's Consequences. London: Sage.
3. Lackfi Jnos 2013. Milyenek a magyarok? BP: Helikon Kiad Kft. Sections.

Department
Optimal semester: 6
Preconditions: None
report
Credits: 2
Course objectives: This course will build off of a review of research related to intercultural
studies. Some researchers hold that people who speak different languages live in different
mental worlds. The students will give their opinions about this theory (Whorfianism). They
will also see how humor can vary from culture to culture, and what impact poverty can have
on intercultural communication.
1. Introduction
2. Review of research related to intercultural studies
3. Can we see ourselves? What are Hungarians like?
4. Different languages and communication across cultures
5. Mid-term exam
6. Humor and intercultural communication
7. Poverty and intercultural communication
8. Roma
9. Final exam
Course requirements: Attendance, participation in the lessons, homework and seminar paper
Evaluation: Mark based on the quality of the seminar paper, five tiered scale (15)
6. Lewis, Richard D. 2006. When Cultures Collide. Finland: WS Bookwell. Rszletek.
7. Lewis, C.S. 1943. The Abolition of Man. Oxford: Oxford University Press. Sections.
8. Hartshorne, Joshua. Does Language Shape What We Think? Scientific American,
August 18, 2009.
9. Economist. "A Long Road" and Romanies and terminology: Words not deeds.
Economist, Sept. 16, 2010.
10. Hofstede, Geert. Dimensionalizing Cultures: The Hofstede Model in Context.
Online Readings in Psychology and Culture, December 1, 2011.
10. Lewis, C.S. 1960. Mere Christianity. New York, N.Y., USA: Macmillan Publishing
Company. Sections.
11. Hofstede, G. 1984. Culture's Consequences. London: Sage.
12. Lackfi Jnos 2013. Milyenek a magyarok? BP: Helikon Kiad Kft. Sections.
Neptun code: BTANN 605PER

Optimal semester: 6
Preconditions:
report
Credits:
2
Course objectives: At Media 3 lectures students will be introduced into the world of
electronic media, radio, television and the various sound- and image storing devices with
special attention to the English speaking countries
Week 1: Edisons sound recordings: the dawn of a new era
Week 2: Gramophones
Week 3: Marconi spark telegraph
Week 4: The telephone newscaster
Week 5: The beginnings of the radio
Week 6: Wavelenghts and early broadcasting
Week 7: The television standards and system in different countries
Week 8: Sound recording from the beginnings to the household
Week 9: Video recording from the beginnings to the household
Week 10: TV and radio from the air and from the cable
Week 11: Fight for the viewers and advertising revenue
Week 12: CD and DVD: new methods of data, sound and video storage
Week 13: The advent of digital multimedia
Week 14: The future of the electronic media

Complete Electronic Media Guide by Allen Lloyd, 2004
The Medium is the Message by McLuhan and Fiore, 2011
Materializing New Media by Anna Munster, 2006
Recommended literature: (min. 3) How Partisan Media Polarize America by Matthew
Levendusky, 2013
Doing Cultural Studies: The Story of the Sony Walkman. Paul Du Gay et al., 1997
Digital Future for Cultural and Media Studies by John Hartley, 2012

Optimal semester: 6
Preconditions:
report
Credits:
2
Course objectives: Media 3 seminars only partly follow the topics of the lecture. At the
seminars students will learn about British and American electronic media in the Anglo-Saxon
world
Week 1: A brief history of the British electronic media
Week 2: BBC: the radio
Week 3: BBC: the television
Week 4: BBC: the largest English teaching organization in the world
Week 5: British independent televisions: ITV and Granada
Week 6: Regional television- and radio stations
Week 7: The parliament and politics in the British electronic media
Week 8: A brief history of the American electronic media
Week 9: Public television and radio in America
Week 10: Radios: why K and X
Week 11: The great American networks: CBS
Week 12: The great American networks: NBC
Week 13: Small town and community radio and television stations
Week 14: Politics in the American elctronic media
Course requirements: Regular attendance of the classes and preparing two presentations.
Evaluation: The grade will be based upon the two presentation and class activity.
Complete Electronic Media Guide by Allen Lloyd, 2004
The Medium is the Message by McLuhan and Fiore, 2011
Materializing New Media by Anna Munster, 2006


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Course title: Integrated skills 1

Neptun code: BTANN101ALM

Week 12: Reporting statements (1): that-clauses

Course title: Reading/Writing 1.

Neptun code: BTANN103ALM

Course title: Listening / Speaking 1

Neptun code: BTANN104 ALM

How to deal with stress

6-7. Acid rain. reasoning

How to look at art.

12-13. Halls classification of cultures.

Course title: Introduction to British History

Neptun code: BTANN105ALM

Course title: Introduction to Britih History

Neptun code: BTANN106ALM

Neptun code: BTANN107ALM

Course type (underline): Compulsory,

Ndasdy, Tams. Background to English pronunciation. Budapest : Nemzeti Tanknyvkiad,

Neptun code: BTANN109ALM

Course title: Computer Skills

Neptun code: BTANN110ALM

Course title: Introduction to Literature

Neptun code: BTANN201ALM

WEEK 10: Reading Drama

Course title: Introduction to Linguistics

Neptun code: BTANN202ALM

Klmn Lszl Trn Viktor 2005. Bevezets a nyelvtudomnyba. Budapest: Tinta

Course title: Integrated skills 1

Neptun code: BTANN203ALM

Neptun code: BTANN204ALM

Course title: Reading/Writing 2.

Neptun code: BTANN205ALM

(representation of assignments and participation in the final grade, grading scale)

Course title: Listening / Speaking 2

Neptun code: BTANN206ALM

Course format (underline): full-time, parttime

Course title: Introduction to British and

Neptun code: BTANN207ALM

Course format (underline): full-time, parttime

FERENCZ GYZ. Gyakorlati verstan s verstani gyakorlatok. Nemzeti Tanknyvkiad,

Neptun code: BTANN208ALM

WEEK 8: Reading short fiction

Course title: Introduction to American

Neptun code: BTANN209ALM

Ellis, Joseph J. 2002. Founding Brothers : the Revolutionary Generation.Ballamtine Books

Course title: Introduction to American

Neptun code: BTANN210ALM

Missing more than 3 sessions means no signature.

Course title: Introduction to Linguistics

Neptun code: BTANN211ALM

(presentation, test, essay etc.)

Course title: Introduction to English

Neptun code: BTANN212ALM

4. Morphology: word formation

Preconditions: --Requirements of accomplishment

Neptun code: BTANN215ALM

Week 11 Adverbs and conjunctions

Course title: Written communication 1.

(underline): signature, seminar grade, exam,

Neptun code: BTANN302SZM

Neptun code: BTANN303SZM

Course title: Translation

Neptun code: BTANN304SZM

Recommended literature: Lost in Translation by Charlie Croker, 2007