Fachbereich 05: Sprache, Literatur, Kultur - Anglistik - Bachelor of Arts (Studienbeginn bis Wintersemester 2019/20)

This seminar explores the pedagogical integration of artificial intelligence (AI) into English language teaching. Designed for future English teachers, it provides both a theoretical foundation and practical applications of AI-supported tools and strategies. Drawing upon the Hessian framework for media education, participants will critically engage with all six competence areas — from searching and collaborating to protecting and reflecting — within the context of AI.
Students will experience AI as a writing partner, content generator, analysis tool, and conversation facilitator. Through guided tool exploration, collaborative lesson planning, and critical media reflection, they will learn to navigate both the opportunities and challenges that AI brings to language education.

Prerequisites: Successful completion of module TEFL I

Required Reading: readings will be made available via StudIP

Credit: Regular attendance, active participation, submission of a term paper.

Exam Period: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Discover how to bring poetry vividly to life in your EFL classroom! This lecture offers a journey through a wide range of poetic forms - from nursery rhymes and tongue twisters designed for younger learners to sonnets and more experimental contemporary expressions for advanced pupils - across the Anglophone world. Together, we will explore how to convey to your pupils the power of words, the rhythm of language, and the imaginative potential of poetry to open up new horizons. By engaging with authentic lyrical texts, both classic and contemporary ones, the lecture aims to reveal poetry’s broad potential for language learning from linguistic-communicative, intercultural, and critical-interpretative perspectives. Particular emphasis will be placed on teaching methodologies that combine cognitive, personal, and creative approaches. We will explore practical strategies for classroom implementation, always guided by the belief that poetry should not only be read, but also experienced and lived.


Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

This seminar focuses on exploring working and teaching in inclusive settings. Both theoretical and practical examples of inclusive and differentiated material and practices will be investigated.
Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Writing practices in language education are currently in turmoil due to the ongoing proliferation and refinement of generative AI tools. In this seminar students develop knowledge and strategies of fostering writing competencies in the EFL (English as a Foreign Language) classroom. Some basic approaches to writing are introduced, such as genre writing, process writing, and creative writing. We discuss possible adjustments to various learner groups and levels of proficiency. Written feedback in conjunction with teacher workload is another focus area. Crucially, all is viewed through the lens of the current AI revolution as we explore potential threats and benefits of the latest technological advancements.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Technology is “material culture” (Don Ihde), i.e. the human-made objects, both tangible and virtual, which surround as and which accompany our everyday procedures. Language teachers and learners have always used various technologies, with the EFL textbook being but one prominent example. As technologies become increasingly digitalized and fleeting, the question is to what extent language learning and, more importantly for us, language teaching (!) can benefit from the latest technological advancements, whereas some of these tools look promising at first glance but provide very little in the way of enriching actual learning processes. In this seminar, we broach some of these overarching issues and discuss the intricate challenges in trying to extract pedagogical value from various technological applications.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

This seminar explores the pedagogical integration of artificial intelligence (AI) into English language teaching. Designed for future English teachers, it provides both a theoretical foundation and practical applications of AI-supported tools and strategies. Drawing upon the Hessian framework for media education, participants will critically engage with all six competence areas — from searching and collaborating to protecting and reflecting — within the context of AI.
Students will experience AI as a writing partner, content generator, analysis tool, and conversation facilitator. Through guided tool exploration, collaborative lesson planning, and critical media reflection, they will learn to navigate both the opportunities and challenges that AI brings to language education.

Prerequisites: Successful completion of module TEFL I

Required Reading: readings will be made available via StudIP

Credit: Regular attendance, active participation, submission of a term paper.

Exam Period: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Discover how to bring poetry vividly to life in your EFL classroom! This lecture offers a journey through a wide range of poetic forms - from nursery rhymes and tongue twisters designed for younger learners to sonnets and more experimental contemporary expressions for advanced pupils - across the Anglophone world. Together, we will explore how to convey to your pupils the power of words, the rhythm of language, and the imaginative potential of poetry to open up new horizons. By engaging with authentic lyrical texts, both classic and contemporary ones, the lecture aims to reveal poetry’s broad potential for language learning from linguistic-communicative, intercultural, and critical-interpretative perspectives. Particular emphasis will be placed on teaching methodologies that combine cognitive, personal, and creative approaches. We will explore practical strategies for classroom implementation, always guided by the belief that poetry should not only be read, but also experienced and lived.


Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

This seminar focuses on exploring working and teaching in inclusive settings. Both theoretical and practical examples of inclusive and differentiated material and practices will be investigated.
Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Writing practices in language education are currently in turmoil due to the ongoing proliferation and refinement of generative AI tools. In this seminar students develop knowledge and strategies of fostering writing competencies in the EFL (English as a Foreign Language) classroom. Some basic approaches to writing are introduced, such as genre writing, process writing, and creative writing. We discuss possible adjustments to various learner groups and levels of proficiency. Written feedback in conjunction with teacher workload is another focus area. Crucially, all is viewed through the lens of the current AI revolution as we explore potential threats and benefits of the latest technological advancements.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Technology is “material culture” (Don Ihde), i.e. the human-made objects, both tangible and virtual, which surround as and which accompany our everyday procedures. Language teachers and learners have always used various technologies, with the EFL textbook being but one prominent example. As technologies become increasingly digitalized and fleeting, the question is to what extent language learning and, more importantly for us, language teaching (!) can benefit from the latest technological advancements, whereas some of these tools look promising at first glance but provide very little in the way of enriching actual learning processes. In this seminar, we broach some of these overarching issues and discuss the intricate challenges in trying to extract pedagogical value from various technological applications.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

This seminar explores the pedagogical integration of artificial intelligence (AI) into English language teaching. Designed for future English teachers, it provides both a theoretical foundation and practical applications of AI-supported tools and strategies. Drawing upon the Hessian framework for media education, participants will critically engage with all six competence areas — from searching and collaborating to protecting and reflecting — within the context of AI.
Students will experience AI as a writing partner, content generator, analysis tool, and conversation facilitator. Through guided tool exploration, collaborative lesson planning, and critical media reflection, they will learn to navigate both the opportunities and challenges that AI brings to language education.

Prerequisites: Successful completion of module TEFL I

Required Reading: readings will be made available via StudIP

Credit: Regular attendance, active participation, submission of a term paper.

Exam Period: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Discover how to bring poetry vividly to life in your EFL classroom! This lecture offers a journey through a wide range of poetic forms - from nursery rhymes and tongue twisters designed for younger learners to sonnets and more experimental contemporary expressions for advanced pupils - across the Anglophone world. Together, we will explore how to convey to your pupils the power of words, the rhythm of language, and the imaginative potential of poetry to open up new horizons. By engaging with authentic lyrical texts, both classic and contemporary ones, the lecture aims to reveal poetry’s broad potential for language learning from linguistic-communicative, intercultural, and critical-interpretative perspectives. Particular emphasis will be placed on teaching methodologies that combine cognitive, personal, and creative approaches. We will explore practical strategies for classroom implementation, always guided by the belief that poetry should not only be read, but also experienced and lived.


Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

This seminar focuses on exploring working and teaching in inclusive settings. Both theoretical and practical examples of inclusive and differentiated material and practices will be investigated.
Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Writing practices in language education are currently in turmoil due to the ongoing proliferation and refinement of generative AI tools. In this seminar students develop knowledge and strategies of fostering writing competencies in the EFL (English as a Foreign Language) classroom. Some basic approaches to writing are introduced, such as genre writing, process writing, and creative writing. We discuss possible adjustments to various learner groups and levels of proficiency. Written feedback in conjunction with teacher workload is another focus area. Crucially, all is viewed through the lens of the current AI revolution as we explore potential threats and benefits of the latest technological advancements.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Technology is “material culture” (Don Ihde), i.e. the human-made objects, both tangible and virtual, which surround as and which accompany our everyday procedures. Language teachers and learners have always used various technologies, with the EFL textbook being but one prominent example. As technologies become increasingly digitalized and fleeting, the question is to what extent language learning and, more importantly for us, language teaching (!) can benefit from the latest technological advancements, whereas some of these tools look promising at first glance but provide very little in the way of enriching actual learning processes. In this seminar, we broach some of these overarching issues and discuss the intricate challenges in trying to extract pedagogical value from various technological applications.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

This seminar explores the pedagogical integration of artificial intelligence (AI) into English language teaching. Designed for future English teachers, it provides both a theoretical foundation and practical applications of AI-supported tools and strategies. Drawing upon the Hessian framework for media education, participants will critically engage with all six competence areas — from searching and collaborating to protecting and reflecting — within the context of AI.
Students will experience AI as a writing partner, content generator, analysis tool, and conversation facilitator. Through guided tool exploration, collaborative lesson planning, and critical media reflection, they will learn to navigate both the opportunities and challenges that AI brings to language education.

Prerequisites: Successful completion of module TEFL I

Required Reading: readings will be made available via StudIP

Credit: Regular attendance, active participation, submission of a term paper.

Exam Period: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Regular attendance, active participation in class; term paper

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Discover how to bring poetry vividly to life in your EFL classroom! This lecture offers a journey through a wide range of poetic forms - from nursery rhymes and tongue twisters designed for younger learners to sonnets and more experimental contemporary expressions for advanced pupils - across the Anglophone world. Together, we will explore how to convey to your pupils the power of words, the rhythm of language, and the imaginative potential of poetry to open up new horizons. By engaging with authentic lyrical texts, both classic and contemporary ones, the lecture aims to reveal poetry’s broad potential for language learning from linguistic-communicative, intercultural, and critical-interpretative perspectives. Particular emphasis will be placed on teaching methodologies that combine cognitive, personal, and creative approaches. We will explore practical strategies for classroom implementation, always guided by the belief that poetry should not only be read, but also experienced and lived.


Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

This seminar focuses on exploring working and teaching in inclusive settings. Both theoretical and practical examples of inclusive and differentiated material and practices will be investigated.
Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Writing practices in language education are currently in turmoil due to the ongoing proliferation and refinement of generative AI tools. In this seminar students develop knowledge and strategies of fostering writing competencies in the EFL (English as a Foreign Language) classroom. Some basic approaches to writing are introduced, such as genre writing, process writing, and creative writing. We discuss possible adjustments to various learner groups and levels of proficiency. Written feedback in conjunction with teacher workload is another focus area. Crucially, all is viewed through the lens of the current AI revolution as we explore potential threats and benefits of the latest technological advancements.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

Technology is “material culture” (Don Ihde), i.e. the human-made objects, both tangible and virtual, which surround as and which accompany our everyday procedures. Language teachers and learners have always used various technologies, with the EFL textbook being but one prominent example. As technologies become increasingly digitalized and fleeting, the question is to what extent language learning and, more importantly for us, language teaching (!) can benefit from the latest technological advancements, whereas some of these tools look promising at first glance but provide very little in the way of enriching actual learning processes. In this seminar, we broach some of these overarching issues and discuss the intricate challenges in trying to extract pedagogical value from various technological applications.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2026.

Registration: via Flex-now.

T. S. Eliot and Virginia Woolf were almost exact contemporaries and are today seen as two leading figures of literary modernism. Even though Woolf critically observed in her diary „how sharp, narrow, & much of a stick Eliot has come to be, since he took to disliking me", they were also close friends and both readers and critics of each other's work. This seminar will trace correspondences and differences in their respective writings, looking at Eliot’s poetry, specifically the Four Quartets, and his critical work, the essays and autobiographical writings of Virginia Woolf and her novel To the Lighthouse (any edition is fine).

Welcome! When Todorov coined the French term 'narratologie' in 1969, he used the word in analogy to disciplines such as biology and sociology to convey the idea of a science of narrative. This lecture begins by zooming in on the development of classical structuralist narratology, which was, for instance, influenced by Russian formalism. In a second step, we will then focus on recent debates within the field of postclassical narratology. Among other things, we will look at new developments in the area of ethical and postcolonial narratology (compared to the 'older' rhetorical theory of narrative); crucial differences between first- and second-generation cognitive narratologists; the role of cognitive parameters vis-à-vis unnatural narratives; new approaches in the areas of feminist, queer, and transmedial narratologies; recent work on oral storytelling, small stories, and online storytelling; the narrativity of music, paintings, and dance performances; as well as the role of empirical studies. We will also discuss the question of what to do with these approaches, i.e., how to apply the theoretical frameworks to literary texts.

This seminar will explore British poetry from the mid-20th century to the present day, focusing on the works of Ted Hughes, Seamus Heaney, George Mackay Brown, Simon Armitage, Liz Berry, Alice Oswald and others. Through close readings, critical analysis, and contextual studies, students will engage with the thematic, stylistic, and historical developments that have shaped British poetry over the past six decades. The course will emphasize the interplay between poetry and society, the relationship of poetry to the natural world, the role of the poet in contemporary society, and the evolution of poetic forms and techniques.

T. S. Eliot and Virginia Woolf were almost exact contemporaries and are today seen as two leading figures of literary modernism. Even though Woolf critically observed in her diary „how sharp, narrow, & much of a stick Eliot has come to be, since he took to disliking me", they were also close friends and both readers and critics of each other's work. This seminar will trace correspondences and differences in their respective writings, looking at Eliot’s poetry, specifically the Four Quartets, and his critical work, the essays and autobiographical writings of Virginia Woolf and her novel To the Lighthouse (any edition is fine).

This seminar will concentrate on the work of Thomas Hardy. We will explore Hardy's thematic concerns, literary techniques, and examine the engagement with social issues inherent in his real-and-imagined worldmaking of "Wessex". A reader with all texts will be available through StudIP from the beginning of term, students will be asked to buy one of his novels.

This seminar will explore British poetry from the mid-20th century to the present day, focusing on the works of Ted Hughes, Seamus Heaney, George Mackay Brown, Simon Armitage, Liz Berry, Alice Oswald and others. Through close readings, critical analysis, and contextual studies, students will engage with the thematic, stylistic, and historical developments that have shaped British poetry over the past six decades. The course will emphasize the interplay between poetry and society, the relationship of poetry to the natural world, the role of the poet in contemporary society, and the evolution of poetic forms and techniques.

T. S. Eliot and Virginia Woolf were almost exact contemporaries and are today seen as two leading figures of literary modernism. Even though Woolf critically observed in her diary „how sharp, narrow, & much of a stick Eliot has come to be, since he took to disliking me", they were also close friends and both readers and critics of each other's work. This seminar will trace correspondences and differences in their respective writings, looking at Eliot’s poetry, specifically the Four Quartets, and his critical work, the essays and autobiographical writings of Virginia Woolf and her novel To the Lighthouse (any edition is fine).

This seminar will concentrate on the work of Thomas Hardy. We will explore Hardy's thematic concerns, literary techniques, and examine the engagement with social issues inherent in his real-and-imagined worldmaking of "Wessex". A reader with all texts will be available through StudIP from the beginning of term, students will be asked to buy one of his novels.

Welcome! When Todorov coined the French term 'narratologie' in 1969, he used the word in analogy to disciplines such as biology and sociology to convey the idea of a science of narrative. This lecture begins by zooming in on the development of classical structuralist narratology, which was, for instance, influenced by Russian formalism. In a second step, we will then focus on recent debates within the field of postclassical narratology. Among other things, we will look at new developments in the area of ethical and postcolonial narratology (compared to the 'older' rhetorical theory of narrative); crucial differences between first- and second-generation cognitive narratologists; the role of cognitive parameters vis-à-vis unnatural narratives; new approaches in the areas of feminist, queer, and transmedial narratologies; recent work on oral storytelling, small stories, and online storytelling; the narrativity of music, paintings, and dance performances; as well as the role of empirical studies. We will also discuss the question of what to do with these approaches, i.e., how to apply the theoretical frameworks to literary texts.

This seminar will explore British poetry from the mid-20th century to the present day, focusing on the works of Ted Hughes, Seamus Heaney, George Mackay Brown, Simon Armitage, Liz Berry, Alice Oswald and others. Through close readings, critical analysis, and contextual studies, students will engage with the thematic, stylistic, and historical developments that have shaped British poetry over the past six decades. The course will emphasize the interplay between poetry and society, the relationship of poetry to the natural world, the role of the poet in contemporary society, and the evolution of poetic forms and techniques.

T. S. Eliot and Virginia Woolf were almost exact contemporaries and are today seen as two leading figures of literary modernism. Even though Woolf critically observed in her diary „how sharp, narrow, & much of a stick Eliot has come to be, since he took to disliking me", they were also close friends and both readers and critics of each other's work. This seminar will trace correspondences and differences in their respective writings, looking at Eliot’s poetry, specifically the Four Quartets, and his critical work, the essays and autobiographical writings of Virginia Woolf and her novel To the Lighthouse (any edition is fine).

This seminar will concentrate on the work of Thomas Hardy. We will explore Hardy's thematic concerns, literary techniques, and examine the engagement with social issues inherent in his real-and-imagined worldmaking of "Wessex". A reader with all texts will be available through StudIP from the beginning of term, students will be asked to buy one of his novels.

This seminar will explore British poetry from the mid-20th century to the present day, focusing on the works of Ted Hughes, Seamus Heaney, George Mackay Brown, Simon Armitage, Liz Berry, Alice Oswald and others. Through close readings, critical analysis, and contextual studies, students will engage with the thematic, stylistic, and historical developments that have shaped British poetry over the past six decades. The course will emphasize the interplay between poetry and society, the relationship of poetry to the natural world, the role of the poet in contemporary society, and the evolution of poetic forms and techniques.

T. S. Eliot and Virginia Woolf were almost exact contemporaries and are today seen as two leading figures of literary modernism. Even though Woolf critically observed in her diary „how sharp, narrow, & much of a stick Eliot has come to be, since he took to disliking me", they were also close friends and both readers and critics of each other's work. This seminar will trace correspondences and differences in their respective writings, looking at Eliot’s poetry, specifically the Four Quartets, and his critical work, the essays and autobiographical writings of Virginia Woolf and her novel To the Lighthouse (any edition is fine).

This seminar will concentrate on the work of Thomas Hardy. We will explore Hardy's thematic concerns, literary techniques, and examine the engagement with social issues inherent in his real-and-imagined worldmaking of "Wessex". A reader with all texts will be available through StudIP from the beginning of term, students will be asked to buy one of his novels.

Welcome! When Todorov coined the French term 'narratologie' in 1969, he used the word in analogy to disciplines such as biology and sociology to convey the idea of a science of narrative. This lecture begins by zooming in on the development of classical structuralist narratology, which was, for instance, influenced by Russian formalism. In a second step, we will then focus on recent debates within the field of postclassical narratology. Among other things, we will look at new developments in the area of ethical and postcolonial narratology (compared to the 'older' rhetorical theory of narrative); crucial differences between first- and second-generation cognitive narratologists; the role of cognitive parameters vis-à-vis unnatural narratives; new approaches in the areas of feminist, queer, and transmedial narratologies; recent work on oral storytelling, small stories, and online storytelling; the narrativity of music, paintings, and dance performances; as well as the role of empirical studies. We will also discuss the question of what to do with these approaches, i.e., how to apply the theoretical frameworks to literary texts.

This seminar will explore British poetry from the mid-20th century to the present day, focusing on the works of Ted Hughes, Seamus Heaney, George Mackay Brown, Simon Armitage, Liz Berry, Alice Oswald and others. Through close readings, critical analysis, and contextual studies, students will engage with the thematic, stylistic, and historical developments that have shaped British poetry over the past six decades. The course will emphasize the interplay between poetry and society, the relationship of poetry to the natural world, the role of the poet in contemporary society, and the evolution of poetic forms and techniques.

T. S. Eliot and Virginia Woolf were almost exact contemporaries and are today seen as two leading figures of literary modernism. Even though Woolf critically observed in her diary „how sharp, narrow, & much of a stick Eliot has come to be, since he took to disliking me", they were also close friends and both readers and critics of each other's work. This seminar will trace correspondences and differences in their respective writings, looking at Eliot’s poetry, specifically the Four Quartets, and his critical work, the essays and autobiographical writings of Virginia Woolf and her novel To the Lighthouse (any edition is fine).

This seminar will explore British poetry from the mid-20th century to the present day, focusing on the works of Ted Hughes, Seamus Heaney, George Mackay Brown, Simon Armitage, Liz Berry, Alice Oswald and others. Through close readings, critical analysis, and contextual studies, students will engage with the thematic, stylistic, and historical developments that have shaped British poetry over the past six decades. The course will emphasize the interplay between poetry and society, the relationship of poetry to the natural world, the role of the poet in contemporary society, and the evolution of poetic forms and techniques.

T. S. Eliot and Virginia Woolf were almost exact contemporaries and are today seen as two leading figures of literary modernism. Even though Woolf critically observed in her diary „how sharp, narrow, & much of a stick Eliot has come to be, since he took to disliking me", they were also close friends and both readers and critics of each other's work. This seminar will trace correspondences and differences in their respective writings, looking at Eliot’s poetry, specifically the Four Quartets, and his critical work, the essays and autobiographical writings of Virginia Woolf and her novel To the Lighthouse (any edition is fine).

Welcome! When Todorov coined the French term 'narratologie' in 1969, he used the word in analogy to disciplines such as biology and sociology to convey the idea of a science of narrative. This lecture begins by zooming in on the development of classical structuralist narratology, which was, for instance, influenced by Russian formalism. In a second step, we will then focus on recent debates within the field of postclassical narratology. Among other things, we will look at new developments in the area of ethical and postcolonial narratology (compared to the 'older' rhetorical theory of narrative); crucial differences between first- and second-generation cognitive narratologists; the role of cognitive parameters vis-à-vis unnatural narratives; new approaches in the areas of feminist, queer, and transmedial narratologies; recent work on oral storytelling, small stories, and online storytelling; the narrativity of music, paintings, and dance performances; as well as the role of empirical studies. We will also discuss the question of what to do with these approaches, i.e., how to apply the theoretical frameworks to literary texts.