engleza b.doc

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UNIVERSITATEA BABEŞ–BOLYAI, CLUJ–NAPOCAFACULTATEA DE LITERECATEDRA DE LIMBA ŞI LITERATURA ENGLEZĂ

Anul univ !"i#$! %&&' ( %&)&

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Nu* , #i#lul 7#iin.i i26Todea Adriana, Lector drd.In -!*$.ii 0 2-n#$2# 9$0! "3 (*$il: [email protected]$4in #ul M);O! 0 $u0i n.36cu programare preala il!

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" iecti#e$ s! facilite%e anali%a modului &n care sensul 'i semnifica(ia no(iunilor comple)e pot fi deri#ate din sim olurile cele mai simple ale lim a*uluis! puncte%e rela(iile dintre semnele #er ale 'i ceea ce este &n(eles prin ele,deose ind astfel semantica de sinta)!, care studia%! rela(iile semnelor &ntre ele, 'i de pragmatic!, studiul rela(iilor dintre semne 'i utili%atorul lor

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+ompeten(e$a ilitatea de a &n(elege rela(ia dintre semnificant 'i semnificat&n(elegerea de a%! a no(iunii de prototip 'i a pro lemei generale acategori%!riicapacitatea de a alc!tui c=mpul semantic al diferitelor cu#inte, 'i de a face

anali%a lor semic!&n(elegerea de a%! a no(iunii de uni#ersalii ling#istice

etode de predare$utili%area unei pre%ent!ri interacti#e a no(iunilor teoretice >2?discu(ii pe a%a unor e)emple >B?re%ol#area unor e)erci(ii practice >C?

IV+ Bi4li-/!$ i$ -4li/$#-!i 61. Leech, eoffrey. –Semantics. The Study of Meaning , London$ -enguin 5ooDs,

1 ? >1 G .2. Lyons, Hohn. – Linguistic Semantics. An Introduction , +am ridge$ +am ridge

3ni#ersity -ress, 1 6 >1 B .ateriale au)iliare )ero)ate. aterialele se g!sesc la 5i lioteca Facult!(ii de Litere.

V+ M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6Foi de lucru cola* propriu din i liografia atent selectat! I furni%ate de c!tre cadruldidactic. ateriale au)iliare )ero)ate.

VI+ Pl$ni i2$! $ $*in3!il-!in# !* 0i$! 6

. - E/E0TA EA +3 3L3 pre%entarea disciplinei, a o iecti#elor, a i liografiei, programarea 'i organi%areaacti#it!(ilor 'i pre%entarea modalit!(ilor de e#aluare final! 'i pe parcursul semestrului.

. 7 T 0+8 TE 0"L" +E. 7EF 0 8 .odern linguistics, synta), discourse analysis, pragmatics and semantics.

presuppositions, implicature, logical #ersus pragmatic presuppositions, predicta ilityof presuppositions ased on semantic representations, types of meaning, am iguity

. E 0 F +A0T 4 E 0 F +AT. +"0"TA8 E 4 7E0"TA8 E. E0 4EFE 089.The relationship etJeen signifier and signified, connotation and denotation #ersus

sense and reference.

:. +; -3 LE E A0T +E. A0AL /A E +9. 0aming, concepts, paradigmatic and syntagmatic relations, semantic fields,componential analysis.


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Anul univ !"i#$! %&&' ( %&)&

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Anul II S * "#!ul IS1 2i$li5$! $ BTi#lul 0i"2i1lin i6 SEMANTICA – seminar C-0ul6LE 21221Nu*3!ul 0 2! 0i# 66L-2ul 0 0 " 37u!$! 6Facultatea de Litere

P!-/!$*$! $ 8n -!$! $ $2#ivi#3.il-!6conform oraruluiII+ In -!*$.ii 0 "1! #i#ul$!ul 0 2u!", " *in$!, lu2!$! 1!$2#i23 "$u l$4-!$#-!

Nu* , #i#lul 7#iin.i i26-reda Alina, Lector dr.In -!*$.ii 0 2-n#$2# 9$0! "3 (*$il: 6alinapreda [email protected]$4in #ul M@O! 0 $u0i n.36G >cu programare preala il!

III+ D "2!i ! $ 0i"2i1lin i6

" iecti#e$ s! facilite%e anali%a modului &n care sensul 'i semnifica(ia no(iunilor comple)e pot fi deri#ate din sim olurile cele mai simple ale lim a*uluis! puncte%e rela(iile dintre semnele #er ale 'i ceea ce este &n(eles prin ele,deose ind astfel semantica de sinta)!, care studia%! rela(iile semnelor &ntre ele, 'i de pragmatic!, studiul rela(iilor dintre semne 'i utili%atorul lor

+on(inut$: . - E/E0TA EA E 0A 3L3 4 A 5 5L " AF E


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+ompeten(e$a ilitatea de a &n(elege rela(ia dintre semnificant 'i semnificat&n(elegerea de a%! a no(iunii de prototip 'i a pro lemei generale acategori%!riicapacitatea de a alc!tui c=mpul semantic al diferitelor cu#inte, 'i de a face

anali%a lor semic!&n(elegerea de a%! a no(iunii de uni#ersalii ling#istice

etode de predare$utili%area unei pre%ent!ri interacti#e a no(iunilor teoretice >2?discu(ii pe a%a unor e)emple >B?re%ol#area unor e)erci(ii practice >C?

IV+ Bi4li-/!$ i$ -4li/$#-!i 6C. Leech, eoffrey. –Semantics. The Study of Meaning , London$ -enguin 5ooDs,

1 ? >1 G .G. Lyons, Hohn. – Linguistic Semantics. An Introduction , +am ridge$ +am ridge

3ni#ersity -ress, 1 6 >1 B .ateriale au)iliare )ero)ate. aterialele se g!sesc la 5i lioteca Facult!(ii de Litere.

V+ M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6Foi de lucru cola* propriu din i liografia atent selectat! I furni%ate de c!tre cadruldidactic. ateriale au)iliare )ero)ate.

VI+ Pl$ni i2$! $ $*in3!il-!in# !* 0i$! 6

: . - E/E0TA EA +3 3L3 pre%entarea disciplinei, a o iecti#elor, a i liografiei, programarea 'i organi%areaacti#it!(ilor 'i pre%entarea modalit!(ilor de e#aluare final! 'i pe parcursul semestrului.


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< . ELA8 LE< +ALE.Kyponym, synonym, antonym, collocate, superordinate, meronym, con#erses.

< . 0"8 30EA 7E - "T"T -.The prototype theory, le)ical access, acti#ation, spreading acti#ation, Jord

association.< :. 30 :E AL L 0 : T +E.The pro lem of uni#ersals$ pronouns, colours, and Dinship.

O4li/$.iil "#u0 n.il-! pentru fiecare &nt=lnire, cu e)cep(ia primei ore de seminar$ s!re%ol#e e)erci(iile indicate de titularul de curs pe a%a elementelor teoretice 'i ae)emplelor practice aferente fiec!rei &nt=lniri.

VII+ M-0ul 0 v$lu$! 6 0ota final! o repre%int! puncta*ul o (inut &n urma #erific!rii scrise. e e#aluea%!

&nsu'irea cuno'tin(elor teoretice 'i capacitatea de a le pune &n practic!.VIII+ D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6

-re%en(a la ore este o igatorie &n propor(ie de ? . Mnt=lnirile pierdute se pot recupera co alt! grup! de studiu, cu acordul titularului de curs, dac! e)ist! o alt! grup! 'i doar dac!studentul &'i manifest! inten(ia de a recupera ora #ia eImail p=n! cel t=r%iu &n seara %il&n care sIa desf!'urat cursul pierdut.

"rice tentati#! de fraud! #a determina automat sistarea procesului de e)aminare 'ie#aluarea cu nota 1 >unu .

"rice contesta(ie a notei o (inute #a tre ui &nso(it! de o cerere din partea studentului pentru ree#aluarea lucr!rii. +ererea tre uie trimis! 'i prin eImail. e%ultatul acesteiree#alu!ri se #a face cunoscut &n decurs de cel mult B %ile de la data &nm=n!rii contesta(titularului de curs. Titularul de curs 'i studentul respecti# #or sta ili &mpreun! data la carestudentul &'i poate #edea lucrarea.

I?+ Bi4li-/!$ i$ -1.i-n$l361. -almer, F. . –Semantics , +am ridge$ +am ridge 3ni#ersity -ress, 1 2 >1 C .2. Nier% icDa, Anna –Semantics. Primes and Universals , ")ford$ ")ford 3ni#ersity-ress, 1 6.C. aeed, Hohn . –Semantics , ")ford$ 5lacDJell -u lishers, 1 .

aterialele se g!sesc la 5i lioteca Facult!(ii de Litere 'iOsau 5i lioteca 5ritanic!

7ecan, 4ef de catedr!, Titular de curs,-rof. dr. +orin 5raga -rof. dr. ihai /drenghea Lector dr. Alina -reda


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30 :E TATEA P5A5E4I5"LQA R +L3HI0A-"+AFA+3LTATEA 7E L TE EA03L 30 :E TA 2?? I 2?1?

E E T 3L

0F" A8 E0E ALE 7E - E +3T TL3L 7 + -L 0E $ T L T +9+"73L 7 + -L 0E $ LE 21221 03 A 3L 7E + E7 TE$ 6 >&mpreun! cu cursul de emantic!L"+3L 7E 7E F943 A E$ FA+3LTATEA 7E L TE E, conform orarului afi'at

0F" A8 7E - E T T3LA 3L 7E +3 03 E, T TL3 4T 08 F +$ +ristina T!taru, conf. dr.

0F" A8 7E +"0TA+T$ cristinaSaStataru yahoo.co.uD " E 7E A37 E089$ G

7E + E EA 7 + -L 0E

+ursul este o introducere &n pro lemele stilisticii, a)at pe dou! mari compartimente$descrierea tropilor 'i figurilor de stil &n #ederea efectu!rii de anali%e stilistice 'i pro lematica stilurilor func(ionale, registru, idiolect, dialect, sociolect, cu caracteristicilelor. Fiind o disciplin! ling#istic! ancilar! 'i literaturii, a sol#irea disciplinei &i #a a*uta pestuden(i s! ai ! o capacitate mai riguroas! de a anali%a te)tul literar, marDerii de stilspecifici unui autor, unui curent literar sau tip de te)t. A#=nd &n #edere c! este un curse)clusi# teoretic >nea#=nd pre#!%ut seminar , metodele de predare sunt necesarinteracti#e, pentru a a#ea tot timpul feedI acDIul studen(ilor. 7e asemeni sunt pre#!%ute

'i aplica(ii practice.: 5 5L " AF A "5L AT" E

+rystal, 7a#id and 7ereD 7a#y, Investigating English Style , Longmans, London, 1 6Freeman, 7onald + >ed. , Essays in Modern Stylistics, ethuen, London and 0eJ QorD,1 1

rimia 7umitru, Introducere în stilistic , -olirom, a'i, 1Toate aceste titluri se g!sesc la i lioteca sec(iei de engle%! a Facult!(ii, cu e)cep(ia celuideIal doilea, din care studen(ilor li se ofer! handoutIuri )ero), ori de c&te ori este ne#oie.

:. -LA0 F +A EA +3 3 L"

!pt!m=na – curs introducti# – " iectul stilisticii, metode de cercetare, concepte fundamentale cu care operea%! 'idomenii adiacente.+oncepte de a%!$ stil, stil literar #s. stil func(ional, m!rci stilistice 'i rolul lor &n te)t,te)tul literar ca discurs, coe%iunea 'i coeren(a &n te)tul literar. Tropi 'i figuri de stil.5i liografie$ +rystal and 7a#y, op.cit., pp. CI1G


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!pt!m=na – curs – Argumente &n fa#oarea unei descrieri ling#istice a stilurilor. 0i#eluri de anali%!. 0i#elulfonetic.+oncepte de a%!$ fonetic! #s. grafetic!, alitera(ie, ritm, metru, rim!.

5i liografie$ +rystal and 7a#y, op.cit., pp 1BIG?!pt!m=na – curs –

Tropi 'i figuri de stil la ni#elul le)ical. ela(ii de sens &n ca%ul tropilor le)icali.mportan(a conte)tului 'i coIte)tului.

+oncepte de a%!$ metafor!, metonimie, sinecdoc!, ironie, epitet, hendiad!, compara(ie.5i liografie$ Fish, tanley E.,!hat is Stylistics and !hy"o They Say such Terri#leThings A#out It$ n$ Freeman, 7onald E. >ed. , op.cit.,pp BCI .

!pt!m=na : – curs – inta)a te)tului literar. ela(ii interpropo%i(ionale. -ropo%i(ii principale 'i su ordonate.

tructura paragrafului.+oncepte de a%!$construc(ii paralele, antiparalele >chiasmul , repeti(ia, grada(ia,hiper olaU coordonare 'i su ordonare &n te)t, unit!(i suprafra%ale.5i liografie$ +rystal and 7a#y, op. cit, pp. G?I6?

!pt!m=na : – aplica(ie practic! – tuden(ii #or fi ruga(i s! re#ad! cursurile 'i se #or face anali%e stilistice cu identificarea 'i

descrierea tropilor 'i figurilor de stil din cate#a te)te literare, at=t &n pro%!, c=t 'i &n#ersuri 'i te)t dramatic.

!pt!m=na : – curs –

tilurile func(ionale &n engle%!. +riterii de departa*are, clasificare.+oncepte de a%!$ discurs, categorii ale discursului. til func(ional #s. dialect, sociolect,idiolect, registru.5i liografie$ +rystal and 7a#y$ op.cit., pp.61I 1.

!pt!m=na : –curs – Engle%! oral! #s. engle%! scris!. -rincipalele tr!s!turi ale stilului oral.+oncepte de a%!$ lim a* con#ersa(ional, lim a* telefonic, lim a* oral informalOformaldistincti#itate stilistic!, moduri de marcare a emfa%ei.5i liografie$ +rystal and 7a#y, op.cit., pp. BI12C

!pt!m=na : – curs –

Lim a*ul religios. Lim a*ul te)telor religioase #s. lim a*ul predicii. Elemente arhaice 'iarhai%ante.+oncepte de a%!$ arhaic, arhai%ant, lim a i lic!, lim a liturgic!. -ro lemetraductologice &n diacronie.5i liografie$ +rystal and 7a#y, op.cit., pp1G I1 1.


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!pt!m=na < – curs –

Engle%a legal!. Asem!n!ri 'i diferen(e &ntre aceasta 'i lim a*ul religios. estric(ia lipseide am iguitate. 7espre importan(a punctua(iei &n te)tul legal.+oncepte de a%!$ te)t de lege #s. act notarial. nteligi ilitatea te)tului de lege 'i

condi(iile acesteia. PTerms of artR &n lim a*ul *uridic modern.5i liografie$ +rystal and 7a#y, op.cit., pp1 CI21

!pt!m=na < – aplicatie practic!

Te)tul agnei +harta, fa(! de 7eclara(ia de ndependen(!. Am iguit!(i 'i certitudini.Anali%! stilistic! diacronic!. e poate #or i de e#olu(ie &n ca%ul engle%ei legaleV-ro leme de echi#alare a stilurilor legale, &n diacronie.


Engle%a *urnalistic!. Lim a reporta*elor fa(! de cea a marii 'i micii pu licit!(i. Lim a*ultitlurilor. Am iguitatea 'i func(iile ei &n *urnalistic!.+oncepte de a%!$ omogenitate ling#istic! #s. eclectism stilisticU func(ia de informareUlim a*ul ta loidelorU lim a* tip PdigestRU #arianta grafetic! #s. #arianta grafologic!.5i liografie$ +rystal and 7a#y, op.cit., pp.1 CI1 2


Engle%a 'tiin(ific!. +aracteristici morfoIsintactice. 7e la lim a tratatelor la cea a eseului.+oncepte de a%!$ odul de formare al termenilor 'tiin(ifici. rupul nominal &n te)tul'tiin(ific. Tipuri de &mp!r(ire &n paragrafe. 7escifrarea te)tului 'tiin(ific. 7ic(ionarele

tehnice 'i modul lor de folosire.+oncepte de a%!$ reguli contrasti#e de splitare a su stanti#elor comple)e, c=te#a afi)egrecoIlatine cu sens fi), PcapcaneR ale am iguit!(ii &n te)tul 'tiin(ific.5i liografie$ +rystal and 7a#y, op. cit., pp 2B1I2BC.

aptamana < – aplicatie practic! –

7in anali%a stilistic! a c=tor#a te)te din di#erse domenii 'tiin(ifice, studen(ii #or fi ruga(isa discute rolul am iguit!(ii &n di#erse stiluri func(ionale 'i traducti ilitatea acestora pentru a.un nonI#or itor nati# de engle%! 'i . un filolog.

!pt!m=na < : – seminar recapitulati# –

tuden(ii #or fi ruga(i saI'i re#ad! cursurile, &n #ederea l!muririi pro lemelor care auap!rut, se #or discuta modul de e)aminare, criteriile de acordare a notelor 'i detaliilereferitoare la data afi'!rii re%ultatelor. 7e asemeni #or fi ruga(i ca, su protec(iaanonimatului, s! ofere &n scris orice sugestii posi ile de &m un!t!(ire a cursului,modalit!(ii de e)aminare sau notare.


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: "73L 7E E:AL3A Ee #a e#alua capacitatea de a face o anali%! stilistic! pe te)t, cu recunoa'terea tipului de

te)t supus anali%ei 'i cu un scurt comentariu asupra e#entualelor dificult!(i de &n(elegere'i identificare a te)tului. Te)tele #or fi diferite de la student la student. E)amenul estescris, iar nota se adaug! la nota de emantic!, cu care se face media aritmetic!.

: 7ETAL " A0 /AT" +E, E T "0A EA T3A8 L" -E+ ALE

-re%en(a la curs 'i seminar nu este o ligatorie. tuden(ii se pot pre%enta la e)amen &noricare sesiune normal! sau de restan(e. +ursurile pot fi recuperate de comun acord. -rinnatura seminariilor >studen(ilor nu li se cer referate sau pre%ent!ri de materiale , plagiatulnu este posi il. Mn ca% de lucr!ri identice la e)amen, el sunt notate cu C. n ca% de fraud!studentul este sanc(ionat prin &ntreruperea e)amenului. tuden(ii pot saI'i #ad! lucr!rile&n urm!toarele dou! ore de la afi'area re%ultatelor, precum 'i prin anun(area profesorului

&n preala il 'i sta ilirea unei date. +ontesta(iile se re%ol#! de +omisia de Etic! aFacult!(ii, prin recorectarea lucr!rii de c!tre o comisie special!.

7E+A0, EF 7E +ATE7 A, T T3LA +3 ,-rof. dr. +orin 5raga -rof.dr. ihai ./drenghea +onf.dr. +ristina Tataru


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Univ !"i#$# $ B$4 7–B-l $i, Clu –N$1-2$F$2ul#$# $ 0 Li# !Anul univ !"i#$! %&&' ( %&)&S * "#!ul II


Ti#lul 0i"2i1lin i6 Cu!" 1!$2#i2 (( I0i-*u!iC-0ul6 LE %)%%)Nu*3!ul 0 2! 0i# 6L-2ul 0 0 " 37u!$! 6 F$2ul#$# $ 0 Li# !P!-/!$*$! $ 8n -!$! $ $2#ivi#3.il-!6 2-n -!* -!$!ului

I In -!*$.ii 0 "1! #i#ul$!ul 0 2u!", " *in$!, lu2!$! 1!$2#i23 "$u

l$4-!$#-!Nu* , #i#lul 7#iin.i i26 Mi2 $ l$ Mu0u! , 0-2#-! in il-l-/iIn -!*$.ii 0 2-n#$2# 9$0! "3 (*$il, v n#u$l n!+ 0 # l -n:6 **u0u! $ --+2-*O! 0 2-n"ul#$.ii6 *$!#i ))()%

I D "2!i ! $ 0i"2i1lin i6+ursul urmareste familiari%area studentilor cu idiomuri rele#ante, &m un!t!(irea#oca ularului 'i a capacit!(ii de e)primare &n lim a engle%!. etode utili%ate &n predare$e)erci(ii orale 'i &n scris, compuneri.

I Bi4li-/!$ i$ -4li/$#-!i 6+artile se pot gasi la 5+3 sau la 5i lioteca Facultatii de Litere.

Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1

pears, ichard A., Essential American Idioms , llinois, 0ational Te)t ooD +ompany,1 ?

I M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6curte filme #ideo, materiale pentru &nsu'irea lim ii engle%e, reali%ate de 55+.aterialele se imprumuta de la 5ritish +ouncil sau sunt proprietatea titularului de curs.

I Pl$ni i2$! $ $*in3!il-!in# !* 0i$! 6


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+urs 1+u#inete cheie $ 5ody diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e

5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1pears, ichard A., Essential American Idioms , llinois, 0ational Te)t ooD +ompany,

1 ? +urs 2+u#inte cheie $ +lothes diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1


+urs C+u#inte cheie $ colour diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1


+urs G+u#inte cheie $ 5usinessIJorD diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1


+urs B+u#inte cheie $ Food diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1



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+urs 6+u#inte cheie $ oney diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6

FoJler, N. ., "ictionary of Idioms , London, 0elson, 1pears, ichard A., Essential American Idioms , llinois, 0ational Te)t ooD +ompany,1 ?

+urs mid term paper. esults Jill e discussed during office hours.

+urs +u#inte cheie $ Time diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6

FoJler, N. ., "ictionary of Idioms , London, 0elson, 1pears, ichard A., Essential American Idioms , llinois, 0ational Te)t ooD +ompany,1 ?

+urs +u#inte cheie $ 0um er diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1

pears, ichard A., Essential American Idioms

, llinois, 0ational Te)t ooD +ompany,1 ?

+urs 1? +u#inte cheie $ Kealth diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1


+urs 11+u#inte cheie $ ports diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1


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+urs 12

elationships diomsActi#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1


+urs 1CTransportation dioms

Acti#itatea studen(ilor $ e)erci(ii orale 'i scrise, #i%ionarea unor filme &n care se folosescidiomurile respecti#e5i liografie$ Allsop, HaDe, Idioms , 5uc. Teora, 1 6FoJler, N. ., "ictionary of Idioms , London, 0elson, 1


+urs 1GFinal paper

I M-0ul 0 v$lu$! 6

2 lucr!ri de e#aluare &n timpul semestrului. E)amen scris. Fiecare e#aluare este C? dinnota final!.

I D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6-re%enta la ore nu e o ligatorie, conform regulamentului 355.

tudentii tre uie sa fi dat lucrarea de #erificare >midIterm pentru a se pre%enta lae)amen.

ecuperarea orelor se sta ileste de comun acord cu studentii.-lagiat W copierea din surse scrise sau electronice a unor pasa*e din alte lucrari, sau preluarea unor idei din alte lucrari fara indicarea sursei.+onsecintele plagiatului $ nota G.Frauda la e)amen e adusa la cunostinta consiliului profesoral pentru deci%ia finala.+ontestatiile se re%ol#a cu a*utorul sefului de catedra si al decanului.

I Bi4li-/!$ i$ -1.i-n$l36

+artile se pot gasi la 5+3 sau la 5i lioteca Facultatii de Litere.

Trofin, Aurel, ore American dioms, +lu*, 1 6.


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16/137

Univ !"i#$# $ B$4 7(B-l $i, Clu (N$1-2$F$2ul#$# $ 0 Li# !Anul univ !"i#$! %&&' ( %&)&

I+ In -!*$.ii / n !$l 0 "1! 2u!", " *in$!, lu2!$! 1!$2#i23 "$u l$4-!$#-!Ti#lul 0i"2i1lin i6 Li*4$ En/l 5$6 T ni2i 0 2-*uni2$! the reading, Jriting, listeningand speaDing sDills . 7uring the first semester of the second year of study the eading

Dill is aimed at Jhile in the second semester esides the de#elopment of Englishlanguage sDills the course aims at JorD in raising teaching and learning aJareness. Thelanguage de#elopment e)ercises ha#e as support content that refers to teaching andlearning and is intended mainly for those students Jho are interested in etterunderstanding hoJ teaching and learning English are linDed. t also gi#es them oth sometheoretical and practical information >it com ines tutor input Jith student participation ased on personal e)perience and reading pro#ided y the tutor .>lim a romana" iecti#ul principal al cursului practic este im unata(irea capacita(ii de comunicare inlim a engle%a a studen(ilor. " iecti#ul secundar al cursului este cunoa'terea de c!trestuden(i a +adrului European +omun al Lim ilor cat 'i con'tienti%area 'i e#aluareani#elului propriu al competen(elor ling#istice. +ursul #a pune accent pe deprinderea dein(elegere I citire in semestrul .

n semestrul al doilea te)tele 'i e)erci(iile folosite ca suport de curs se refera la predarea'i in#a(area lim ii engle%e. +ursul #a da studen(ilor informa(ii teoretice 'i practice legatede predarea 'i in#a(area lim ii engle%e 'i se a%ea%a pe participarea 'i interac(iunea dintrestuden(i 'i profesor pe parcursul orelor cat 'i pe a%a materialelor citite de studen(i.I Bi4li-/!$ i$ -4li/$#-!i 6The course ooDs and reading that are to e used for the course are a#aila le in thefaculty reading room of the English language li rary. -hotocopies pro#ided y theteacher.


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+ar(ile e)ista la sala de lectura Zlim i germaniceY a faculta(ii 'i profesorul #a aduce la orefotocopii pentru studen(i.

Karmer, H. >1 Teaching and Learning %rammar. London and 0eJ QorD. LongmanKarmer, H. >1 CThe Practice of English Language Teaching . Longman

Ku ard, H and Nheller, T. >1 ? A Training &ourse for TE'L .")ford 3ni#ersityHones, L. 1 B Progress to Proficiency +3- >--Hones, L 1 G&am#ridge Advanced English +3- >+A-arrott, . 1 CTas(s for language teachers A resource ooD for training and

de#elopment +3--opa, E. >1 B As)ects of Theory and Practice in Teaching English as a 'oreign

Language . i iu. Kermann -resspratt, . 1 G English for the teacher A language de#elopment course +3- > . .

3r, -. 1 6 A course in language teaching -ractice and theory +3- >-.3.

I M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6+asetofon, +7Iplayer, retroproiector din dotarea catedrei de lim a engle%a si #odeo player din dotarea facultatii.

I Pl$ni i2$! $ < C$l n0$!ul 8n#=lni!il-! 7i $ v !i i23!il-! < >$*in3!il-! in# !* 0 ). E73+AT "0 >3nit --$12 I1C1 OO listening and topic #oca ulary O

composition [Kappy daysV[ O descri ing your oJn education %+ +K""L A07 +"LLE E >3nit 22 +A$1 1I2 OO #oca ulary and listening

discussionO school systems + E322 +A$ 1 GI6, 1 OO reading and JritingO [The +at at on the test[

T >+A$2?? Pic(, Pull, Put, Set H+ TEA+KE A07 -3- L >3 --$1CCI1CB OO summary Jriting O listening

[ y lessons in the classroom[ O nter#ieJ Jith +. assey . " A0 0 Q"3 T E >3 --$1C I , 1G1IG OO reading and Jriting

>maDing notesIcf. 3 B p. B O [ anaging your study time[ O [LooDing acD...[ ;. 0AT3 E A07 TKE E0: "0 E0T >3 1? --$ 1GBI OO topic #oca ulay and

listening O [ a#e the Jhales[ O T >+A$6B In...., *ut of... . 7 FFE E0T TQLE >3 1? --$1B1I OO reading and summarisingO Jriting

sDills O[+harles 7arJin[ O hoJing your attitude @. A:E TKE EA TK >31? --$ 1B I161 OO discussion and e)am practice O \fill

the gaps\ type e)ercises O T >--$161 Put, Set '. A ""7 EA7 >3 11 --$ 162I16B OO listening and topic #oca ularyO reading

and discussion O [En*oying reading[ O etting the scene... )&. A ""7 5E 00 0 ...>3 11 --$16 I1 ? OO Jriting sDills, listening and

#oca ulary de#elopment O [ ifting the nodders from the shaDers[ O T +ollocation idioms )). TK EE A E +A0 0":EL >3 11 --$ 1 1I2, 1 GIB OO reading ,

listening O inter#ieJ practice and composition O nter#ieJ Jith a contemporary no#elist$A. urnah Odescri ing a ooD

)%. K"N TK 0 N" ] >3 12 --$ 1 6I OO topic #oca ulary O readingO scienceand technology O [Time to cracD that timer[


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) . eading comprehension test

)H. eading comprehension test

I M-0ul 0 v$lu$! 6Ev$lu$#i-n $n0 A"" ""* n#6 2-n#inu-u" $"" ""* n# ased on$

attendance and participationa reading practice test during the first semester an oral presentation during the second semester.

The presentations and the tests Jill e scheduled during the semester at a time that iscon#enient to oth students and teacher. 0.5. alloJ tJo JeeDs each semester for the practice tests and oral presentations

>lim a romana

Forma de e#aluare$ #erificare pe parcurs. 0ota este formata din re%ultatul unui test deintelegere – citire >semestrul si o pre%entare orala >semestrul si nota acordata pen pentru participare la orele de curs si pre%en(a. Testul este planificat pe parcursulsemestrului la o data agreata de studen(i si profesor.

I D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6 0ota de la cursul practic face parte din nota studentului la unul din cursurile de lim aengle%a din fiecare semestru >conform codului-re%en(a si participarea la ore este luata in considerare in cadrul notei finale. 0ota finalaeste media notei o (inute la teste e)primata intrIun procent la care se adauga sau se scad1? . acordate pentru pre%en(a si participarea la ore in fiecare semestru.7atorita modalita(ii de testare nu e)ista posi ilitate de frauda.

tuden(ii pot sa isi #ada lucrarile dupa ce afla notele.

I Bi4li-/!$ i$ -1.i-n$l36+ar(ile si manualele pentru de%#oltarea competen(elor ling#istice in lim a Engle%!e)istente la i loteca facult!(ii sau la i loteca +entrului 5ritanic din +lu*I 0apoca

7ecan,-rof. dr. +orin 5raga

ef de catedra,-rof. dr. ihai /drenghea

Titular de curs,Asist. drd. AnamariaFlorescu


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Univ !"i#$# $ B$4 7(B-l $i, Clu (N$1-2$F$2ul#$# $ 0 Li# !Anul univ !"i#$! %&&' ( %&)&S * "#!ul )


Ti#lul 0i"2i1lin i6 Cu!" 1!$2#i2 0 i0i-*u!iC-0ul6 LE %)%%)Nu*3!ul 0 2! 0i# 6 &L-2ul 0 0 " 37u!$! 6P!-/!$*$! $ 8n -!$! $ $2#ivi#3.il-!6


l$4-!$#-!Nu* , #i#lul 7#iin.i i26asist. dr. -etronia -etrar In -!*$.ii 0 2-n#$2#6 [email protected]! 0 $u0i n.36

I D "2!i ! $ 0i"2i1lin i6Acest curs practic urmareste e)tinderea si consolidarea #oca ularului engle%esc alstudentilor prin introducerea si familiari%area lor cu e)presii idiomatice specifice lim iiengle%e. 7esi a)at in mod special pe acestea din urma, cursul practic acopera si o #ariata

gama de pro leme gramaticale >cum ar fi timpurile #er ale si de #oca ular >#er e cu particula ad#er iala , precum si principalele pro leme de corespondentaOtraducere culim a romana. Este a%at pe o a ordare interacti#a si comunicati#a a predarii si in#atariilim ii engle%e.

O4i 2#iv$• consolidarea si e)tinderea #oca ularului• consolidarea si e)tinderea cunostintelor de gramatica• practica unor e)presii idiomatice u%uale in con#ersatii care mimea%a conte)te

autentice• furni%area de informa(ii generale asupra organi%arii e)presiilor idiomatice inlim a engle%a

C-*1 # n. 6• capacitatea de a folosi corect structuri gramaticale specifice• capacitatea de a folosi corect e)presii idiomatice specifice• capacitatea de a gasi corespondentele semantice in lim a romana


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M #-0$• discu(ii interacti#e• re%ol#ari de e)ercitii• de% ateri &n grup• e)tragerea de reac(ii personale la &ntre !ri specifice

I Bi4li-/!$ i$ -4li/$#-!i 9#-$# *$# !i$l l v-! i 0i"1-ni4il 8n#!(un0-"$! $ l$# l$ 4i4li-# 23:6

ilton, Hames, :irginia E#ans. A %ood Turn of Phrase. Advanced Idiom Practice .E)press -u lishing, 2???. E)press -u lishing, 2???.

ilton, Hames, :irginia E#ans. A %ood Turn of Phrase+ Advanced Practice in Phrasaler#s and Pre)ositional Phrases . E)press -u lishing, 2???.

I M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6fi'e de lucru, imagini, materiale produse de titularul de curs.

I Pl$ni i2$! $ < C$l n0$!ul 8n#=lni!il-! 7i $ v !i i23!il-! < >$*in3!il-!in# !* 0i$! 6

1$ introductory class – presenting o *ecti#es and reXuirementsU introducing thegeneral l frame of the practical course, methods an materials to e used.

%$T-1i2$l i"u! #i*K -!0"$ idioms, collocations, fluency, accuracyS#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit 1 >pp.GI6 U peer response.

6T-1i2$ lin/"K -!0"$ idioms, collocations, fluency, accuracyS#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit 2 >pp. I

U peer response.

H$T-1i2$*-n $n0 4u"in ""K -!0"$ idioms, collocations, fluency, accuracyS#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit C>pp.1?I12 U peer response.


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6T-1i2$/-in/ -u#K -!0"$ idioms, collocations, fluency, accuracy

S#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit G>pp.1CI1B U peer response.

;6T-1i2$4-0 $n0 $l#K -!0"$ idioms, collocations, fluency, accuracyS#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit B>pp.16I1 U peer response.

6T-1i26 ! vi"i-nS#u0 n#" " #$" 6 *i0# !* ui5

@6T-1i2$1 !$"$l v !4" )K -!0"$ idiomatic language useU fluency, accuracyU enriching, di#ersifying#oca ularyU differentiating etJeen speech registers.S#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -)hrasal ver#s , 3nit 1>pp.BI U peer response.

'6T-1i2$1 !$"$l v !4" %K -!0"$ idiomatic language useU fluency, accuracyU enriching, di#ersifying#oca ularyU differentiating etJeen speech registers.S#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit 2>pp.1?I1G U peer response.

)&6T-1i2$ n# !#$in* n#

K -!0"$ idioms, collocations, fluency, accuracyS#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit 6 >pp.1 I21 U peer response.

))6T-1i2$"2i n2 $n0 # 2 n-l-/K -!0"$ idioms, collocations, fluency, accuracy


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S#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -idioms , 3nit >pp.22I2G U peer response.

)%T-1i2$1 !$"$l v !4" K -!0"$ idiomatic language useU fluency, accuracyU enriching, di#ersifying#oca ulary.S#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -)hrasal ver#s , 3nit C>pp.1BI1 U peer response.

)T-1i2$1 !$"$l v !4" HK -!0"$ idioms, collocations, fluency, accuracyS#u0 n#" #$" "6 oral and Jritten practice$ A %ood Turn of Phrase -)hrasal ver#s , 3nit B>pp.1 I2C U peer response.

)H6 UIZ TESTQ 2-n2lu"i-n" $n0 0(4$2 +

I M-0ul 0 v$lu$! 6 v !i i2$! 1 1$!2u!"+ 0ota final! const! din nota par(iala o (inuta in timpul semestrului >C? , nota pentrutestul final >G? , pre%en(a 'i participarea la ore >C? .

I D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6P! 5 n.$$ pre%en(a este o ligatorie &n propor(ie de ? . A sen(ele de la ore pot ficompensate prin alte acti#it!(i, dar nu dac! acestea dep!'esc B? din cursuri. -re%en(ainsuficient! are drept consecin(! imposi ilitatea de a o (ine o not! de trecere.

Pl$/i$#ul "$u 2-1i$#ul #or a#ea de asemenea drept consecin(! imposi ilitatea de a o (ineo not! de trecere. -lagiatul constituie o gra#! &nc!lcare a legii, pedeapsa put=nd duce lae)matricularea studentului.

I Bi4li-/!$ i$ -1.i-n$l36

+acciari, +ristina and -atri%ia Ta ossi. Idioms/ Processing, Structure, and Inter)retation .Larence Erl aum Associates, 1 .7o son, Hulia. Effective Techni0ues for English &onversation . 0eJ ury Kouse-u lishing, 1 G.

oon, osamund. 'i1ed E1)ressions and Idioms in English/ A &or)us2#ased A))roach .+larendon -ress, 1 .


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7ecan, 4ef de catedr!, Titular de curs,-rof. dr. +orin 5raga -rof. dr. ihai /drenghea Asist. dr. -etronia -etrar


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Univ !"i#$# $ B$4 7(B-l $i , Clu (N$1-2$F$2ul#$# $ 0 Li# !C$# 0!$ 0 Li*4$ 7i li# !$#u!$ n/l 53Anul univ !"i#$! %&&' ( %&)&S * "#!ul )

nforma(ii generale despre disciplin!

Ti#lul 0i"2i1lin i$ -oe%ia sec.


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A rams, .K.,The Mirror and the Lam). 4omantic Theory and the &ritical Tradition ,N.N.N.0orton, 1 B

tuart +urran >ed.The &am#ridge &om)anion to 5ritish 4omanticism , +3-, 1 C, 2??Aidan 7ay. 4omanticism5oris Ford >ed. RFrom 5laDe to 5yronR.The Pelican %uide to English Literature . :ol :

ateriale folosite+omputer, proiector, fi'e multiplicate, e)po%i(ie de panouri cu romantismul ritanic>+atedra de engle%!

-lanificareaO +alendarul &nt=lnirilor 'i a #erific!rilorO E)amin!rilor intermediareS31#3*=n$ ). ntroduction. 7efinitions of romanticism. The appearance of romanticismas a conseXuence of social, historical, philosophical de#elopments and, at the same time,the role of omanticism in shaping the changes of the age. R adicalR and Rconser#ati#eRthinDers]ey Jords. 0eoclassicism. Enlightenment. -reromanticism omantic and its cognates.+annon. e#olution. adical #s. conser#ati#e.

S31#3*=n$ %. +onfiguration of -reromantic schools of poetry. The ra#eyard school.The European anglophilia of the second half of the 1th century. Translation mania. The persistence of neoclassical forms and themes in the JorDs of the preromantics. Talent andgenius. The cult of the poet.]ey Jords. ensi ility. entimentality. u *ecti#ity

S *in$!. Thomas rey. RElegy Nritten in a +ountry +hurchyardR5i liography. Thomas rey, RElegy Nritten in a +ountry +hurchyardR. 3orton

Anthology of English Literature , #ol 1.

S31#3*=n$ . 0ational AJaDenings. The migration of literary interest from the center to

the margins. cottish poetry of the 1th

I1th

centuries. The #alori%ation of poetic andmusical folDlore. o ert 5urns as the cottish ard and his appropriation as a mainstreamEnglish poet.]ey Jords. FolDlore, allad, national literature, literature of the margins, music and poetry. +ontemporary 5ritish #s. 1thIcentury English literature

S31#3*=n$ H. -rimacy of the magination. The fight against empiricism and againstacademic art. omantic ythopoeia. The disco#ery of a neJ ancestryI +elticism and the5i le. 5laDeRs illuminated te)ts. The disco#ery of northern mystical philosophers>5oehme, Jeden org The relationship etJeen freedom and imagination in 5laDeRs#ieJ of art. The ody and the soul in 5alDeRs poetry. The poet as a #isionary.-oetry as prophecy.]ey Jords. 7ialectic. magination. Freedom. lluminated printing

S *in$! Nilliam 5laDe5i liography. Nilliam 5laDe, inThe 3orton Anthology of English Literature , #ol. 2, 2???

eoffrey ]eynes >ed. , Poetic and Prose !or(s of !illiam 5la(e


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S31#3*=n$ . The English omantic anifesto. The Lyrical 5allads and their Preface .The neJ definition of poetry and the poet. omantic prosody and poetic diction.]ey Nords. 0ature. ural. ustic. +ommon people. 7emocratic. E)pression. Feelings

S31#3*=n$ ;. omantic "rganicism. The omanticsR #ieJ of 0ature. Appropriation of

the Landscape >Rnatureas seen6 . ight and Rthe inner eyeR]ey Jords. "rganic and cognates. 0ature and cognates. Landscape. -erspecti#e.u *ecti#ity. u lime. 5eautiful. -icturesXue

S *in$!. The LaDe chool of -oetry. The neJ geography of omanticism. -erception of omanticism and romantic poets y their contemporaries. The e#olution of the firstI

generation romantics from re#olutionaries to conser#ati#es5i liography. NordsJorth. +oleridge.The 3orton Anthology of English Literature , #ol.2. 2???+arlos 5aDer >ed.!illiam !ords7orth. Poetic and Prose !or(s

S31#3*=n$ . NordsJorthRs spiritual auto iography. The su *ecti#e epic as analteranti#e to the iltonic, national epic. NordsJorth as the Regotistical su limeR>]eats . The persistence of lanD #erse as the language of solemn utterrance. Aestheticsof the su lime and the picturesXue. Edmund 5urDeR s Philoso)hical In0uiry into *ur

Ideas of the Su#lime and 5eautiful >1 B

S31#3*=n$ @. The redisco#ery of the supernatural. +oleridgeRs reading of the erman philosophers. +hristian sym ology in +oleridgeRs poetry. The unfinished >V poetry of+oleridge. omanticism as unfinished performance.]ey Jords. upernatural. othic. omantic.

S *in$!. omantic literary criticism. omanticism and literary theory. +oncepts ofmagination. -rimary magination, secondary imagination and fancy. amuel Taylor

+oleridge.5i liography. amuel Taylor +oleridge. -oetry inThe 3orton Anthology of English

Literature , #ol. U 5iogra)hia Literaria

S31#3*=n$ '. The Jatershed year >1 1B . omanticism reconsidered. The secondeneration of romantic poets. The ma*or historical and political changes in Europe,

together Jith the enormous claims of the first generation of romantic poets areresponsi le for ringing a out a dramatic change in the Jritings of the secondIgenerationromantics.

S31#3*=n$ )&. dealism in politics and its poetic e)pression. The atheist claims ofomanticism. -ercy 5ysshe helley. The -isan +ircle – helley, ary helley, -olidori

and 5yron]ey Jords. dealism. -rotoIsocialism. 7anteO7antean. "de. cience


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S *in$!. The theme of paradise Jith the English omantics of the first and secondgeneration.5i liography.The 3orton Anthology of English Literature , #ol. 2, 2???

S31#3*=n$ )). omanticism as a cultural pose. omantic Keroes. Forerunners and

descendents, in poetry and the sister arts. The 5yronic Kero as a cultural consruct]ey Jords. Kero, antiIhero. Faustian

S31#3*=n$ )%. The appropriation of ediae#alism. eturn to AntiXuity – omanticKellenism. Aestheticism. ]eatsRs de#elopment of eDphrasis.

S *in$! )%. The medie#al allad re#isited. Ancient myths.5i liography. R]eatsR,The 3orton Anthology of English Literature , #ol. 2. 2???

S31#3*=n$ ) . omantic inno#ation. -rosody. -oetry Jas for the omantics thesupreme literary form. t Jas the most congenial for the e)pression of the neJ sensi ility,

the am iguity and sym olic richness of omanticism.]ey Jords. 5allad. "de. Epic. Lyrical.

S31#3*=n$ )H. The legacy of omanticism in the 1th and 2?th centuries. The 0eJ+riticism.]ey Jords. ealism. 7ecadence, Aestheticism, 'in de si8cle , ym olism, E)pressionism.

odernism. -ostmodernism.

S *in$!. +onclusions.5i liography. R omanticismR.The 3orton Anthology of English Literature , #ol. 2, 2???

odul de e#aluare.tuden(ii #or fi e#alua(i prin participarea acti#! la seminarii, prin pre%entarea de teme decercetare &n cadrul seminariilor. " (inerea notei 1? &n urma e)amenului este condi(ionat!de pre%entarea unei teme de seminar sau participarea acti#! &n cadrul seminarului.

7etalii organi%atorice, gestionarea situa(iilor e)cep(ionalePl$/i$#ul "# 2-n"i0 !$# !$u03+ n 2$5 0 !$u03 8n #i*1ul >$* nului "2!i"

"#u0 n#ul v$ 1!i*i n-#$ ) 7i 1!-1un ! $ 0 >*$#!i2ul$! +N-#$ $2 "#ui 2-0 " 2-*1un 0in %>) n-#$ 2u!" ) n-#$ " *in$!+ M 0i$ %>)

2u!" ) " *in$!+Lucr!rile de e)amen pot fi #!%ute de c!tre studen(i dup! afi'area notelor, la solicitareaacestora, &n cadrul programului de consulta(ii afi'at.

5i liografie op(ional! 0orthrop Frye. 'earful Symmetry.FranD ]ermode. 4omantic Image

ichard Kolmes.The 4omantic Poets and their &ircle , 0ational -ortrait allery-u lications, 2??B:era +!lin. 4omantismul . 5ucure'ti, 3ni#ers


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. +!linescu. &lasicism, romantism, #arocaymond Nilliams.&ulture and Societyaud 5odDin. Archety)al Patterns in Poetry .

+. 5oJra. The 4omantic Imagination A rams, .K., 3atural Su)ernaturalism. Tradition and 4evolution in 4omantic

Literature , N.N.N. 0orton, 1 C5loom, Karold, >ed. 4omanticism and &onsciousness. Essays in &riticism. N.N.N. 0orton, 0Q, 1 B

an c ntyre. "irt and "eity. 5urnsichael Fer er.The Poetry of !illiam 5la(eorris Ea#es, >ed. .The &am#ridge &om)anion to 5la(e , +3-, 2??C

7a#id -unter. !illiam 5la(eF.N.5ateson. !ords7orth. A 4einter)retation .Alan ardiner.The Poetry of !. !ords7orth . -elican

ichard Kolmes.&oleridge. Early isions .T. .Eliot.*n Poetry and Poets . R5yronRU helleyR. London, Fa er and Fa er

7onald eiman. P.5.Shelley . TJaine -u lishersorton, Timothy >ed. .The &am#ridge &om)anion to Shelley , +3-, 2??6J- n J-n "+ Keats”s Dream of Truth

usan H. Nolfson, >ed. .The &am#ridge &om)anion to 9eats , +3-, 2??1, 2??Gu, Dun2$n 9 0+: Romanticism. A Critical Reader , Bl$2 ll, )''



Titular de curs,+onf. dr. Liliana -op


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Ti#lul 0i"2i1lin i6 P- 5i 4!i#$ni2$C-0ul6 LE %)%;)Nu*3!ul 0 2! 0i# 6 L-2ul 0 0 " 37u!$! 6 – P!-/!$*$! $ 8n -!$! $ $2#ivi#3.il-!6 –


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. Ti#lul 0i"2i1lin i6 Cu!" 1!$2#i26 E" u!iC-06 %)%;)Nu*$! 0 2! 0i# 6 &L-2ul 0 0 " $"u!$! 6

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Nu* , #i#lul 7#iin.i i26asist. dr. -etronia -etrar In -!*$.ii 0 2-n#$2#6 [email protected]

O! 0 $u0i n.36.D "2!i ! $ 0i"2i1lin i

+ursul practic se a%ea%! pe implicarea participati#! a studen(ilor, at=t la modulindi#idual, c=t prin acti#itatea &n grupuri, &n de%#oltarea competen(elor de scriere &n limengle%!. +ursul urm!re'te producerea de di#erse discursuri scrise, cu scopul de ae#iden(ia dimensiunile critice 'i creati#e ale lim ii scrise.

O4i 2#iv$• crearea capacit!(ii de a produce di#erse tipuri de discursuri scrise &ntrIo manier!

clar!, corect! 'i coerent!, dar personal!• adaptarea stilului la registrul ling#stic potri#it• introducerea de distinc(ii &ntre tipurile de eseuri 'i tehnicile de stil adaptate

acestora• &m un!t!(irea cuno'tin(elor de lim ! engle%! scris! 'i #or it!• de%#oltarea capacit!(ii studen(ilor de aI'i organi%a ideile &n mod logic 'i coerent

de%#oltarea capacit!(ii de cercetare a studen(ilor.

C-*1 # n. 6• capacitatea de a produce di#erse tipuri de te)te scrise >eseuri personale, narati#e,

argumentati#e, descripti#e, literare, academice• capacitatea de a manipula registre stilistice #ariate• capacitatea de concentrare asupra unui su iect dat, e#it=nd digresiunile 'i de a

organi%a e)punerea la modul eficient, orientat spre cititor • capacitatea de a organi%a un te)t >conectori, paragrafe, m!rci ale coe%iunii

te)tuale• cercetarea 'i comunicarea re%ultatelor cercet!rii


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• distinc(ia dintre cercetare 'i plagiat

M #-0 6• discutarea interacti#! a te)telor • crearea de schi(e colecti#e 'i indi#iduale ale eseurilor • de% ateri pe temele date ale eseurilor • producerea indi#idual! de eseuri complete• pre%entarea indi#idual! 'i &n grup a eseurilor compuse ca tem!• feed acD la 'i e#aluarea eseurilor colegilor

:. Bi4li-/!$ i -4li/$#-!i 9#-$# # ># l v-! i u!ni5$# 0 #i#ul$!ul 0 2u!" 7i i 0i"1-ni4il 8n#!(un 0-"$! $ l$# l$ 4i4li-# 23:6

5arnes, Hulian, ^-arenthesisR, in A :istory of the !orld in ;< = &ha)ters , Honathan +ape,London, 1ushdie, alman, ̂ maginary KomelandsR

"rJell, eorge, ^-olitics and the English LanguageRJift, Honathan, ̂ A odest -roposalR

Noolf, :irginia, ^Three -icturesR, inThe "eath of the Moth and *ther Essays

:. M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6fi'e delucru, imagini, materiale produse de titularul de curs.

: . Pl$ni i2$! $ < C$l n0$!ul 8n#=lni!il-! 7i $ v !i i23!il-! < >$*in3!il-!in# !* 0i$! 6

)T-1i26 introductory class – presenting o *ecti#es and reXuirementsU introducing thegeneral theoretical frame of the practical course, main concepts and methods to e used.

%T-1i26 the descripti#e essayK -!0"$ organi%ation >introduction, main ody, conclusion , topic sentences and paragraphsU linDing Jords and structuresS#u0 n#" #$" "6 reading :irginia NoolfYs ^Three -icturesRU class de ates, producingdraft of descripti#e essay

-* -! 6 descri e your fa#ourite o *ectOplaceO person

T-1i26the descripti#e essayK -!0"$ focali%ation, appearance and contrast, figures of speech, linDing Jords andstructures


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S#u0 n#" #$" "6 presenting their JorD to the classU discussing, assessing and correctingJhat they ha#e heard.

HT-1i26 the narrati#e essayK -!0"$ topic statement, seXuence, setting, present and past tenses, linguisticcohesion, narration, flash acD S#u0 n#" #$" "6 reading and discussing the handouts pro#ided y the tutor >samples of narrati#e essays U Jriting the ending of a story

T-1i26 the narrati#e essayK -!0"6topic statement, seXuence, setting, present and past tenses, linguistic

cohesion, narration, flash acD S#u0 n#" #$" "6 discussing the endings proposed y other studentsU producing anarrati#e essay Jith a gi#en title

;T-1i26 the personal essayK -!0"6 personal opinions, #ieJpoint, creati#e Jriting,S#u0 n#" #$" "6 reading Hulian 5arnesY, ^-arenthesisRU class de ate on the te)t>organi%ation, style and register, topic

T-1i26 the personal essayK -!0"6 producing a personal essayS#u0 n#" #$" "6 indi#idual JorD$ creating a draft of a personal opinion essay on thetopics pro#ided y the tutorU open de ate of the drafts

-* -! 6 Jrite the complete essay on the indicated topic

@T-1i26 letter JritingK -!0"6 letters of reXuestOinformationOad#iceOcomplaintOapplicationS#u0 n#" #$" "6discussing and assessing homeJorD essaysU discussing #arious types of letters >personal or to authorities

-* -! 6 Jrite a letter of application


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'T-1i26the argumentati#e essayK -!0"6thesis statement, e)amples and illustrations, comparison and contrast,definition

S#u0 n#" #$" "6 reading and discussing eorge "rJellYs ^-olitics and the EnglishLanguageRU class de ate on the te)t

)&T-1i26the argumentati#e essayK -!0"6emphasis, repetition, parallel structures, pro#iding transitions, analogyU proand con essayS#u0 n#" #$" "6 deciding on the structure of an essay on a topic pro#ided y the tutor >class de ate

-* -! 6 Jrite an essayagainst the topic pro#ided y the tutor

))T-1i26 the literary essayK -!0"6topic and organi%ationU figures of speechU style and register S#u0 n#" #$" "6 reading and discussing alman ushdieYs ^ maginary KomelandsRUclass de ate on the te)tU producing a oneIpage free composition on a topic pro#ided ythe tutor

)%T-1i26 the academic essayK -!0"6academic con#entions, research, reference, register and style >formalS#u0 n#" #$" "6 team JorD$ discuss the draft of an academic essayinterpretingOcritici%ing ushdieYs ^ maginary KomelandsR

-* -! 6 Jrite the complete essay

) 6T-1i2$ the academic essayK -!0"6reference, organi%ation, plagiarismS#u0 n#" #$" "6 read and discuss handouts pro#ided y the tutorU assess the homeJorD essays red y other studentsFin$l #$" 6 !i# 9$# -* : $ in$l ""$ - $n in0 -u $v "#u0i 0 # i" " * "#

)H$ final re#ision, feed acD on the papers and class contri ution.


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: . M-0ul 0 v$lu$! 6 v !i i2$! 1 1$!2u!"+ 0ota final! const! din notele par(iale o (inute pentru eseurile scrise &n timpul semestrului>B? , nota pentru eseul final >2? , pre%en(a 'i participarea la ore >C? .

VIII+ D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6P! 5 n.$$ pre%en(a este o ligatorie &n propor(ie de ? . A sen(ele de la ore pot ficompensate prin alte acti#it!(i, dar nu dac! acestea dep!'esc B? din cursuri. -re%en(ainsuficient! are drept consecin(! imposi ilitatea de a o (ine o not! de trecere.

Pl$/i$#ul "$u 2-1i$#ul #or a#ea de asemenea drept consecin(! imposi ilitatea de a o (ineo not! de trecere. -lagiatul constituie o gra#! &nc!lcare a legii, pedeapsa put=nd duce lae)matricularea studentului. -lagiatul poate fi total sau par(ial, ceea ce nu duce la odiminuare a #inei, indiferent de circumstan(!$ orice &mprumut nerecunoscut de idei,

cu#inte sau te)te, din surse clasice sau electronice, #a fi considerat plagiat 'i tratat caatare.



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Ti#lul 0i"2i1lin i6 Cu!" 1!$2#i2 E" u!iC-0ul6 LE %)%;)Nu*3!ul 0 2! 0i# 6 &L-2ul 0 0 " 37u!$! 6P!-/!$*$! $ 8n -!$! $ $2#ivi#3.il-!6


l$4-!$#-!Nu* , #i#lul 7#iin.i i26 $"i"#+ 0!+ Mi Wl 2"$ E!i $In -!*$.ii 0 2-n#$2# 9$0! "3 (*$il:6 *i $l 2"$ $ --+2-*O! 0 $u0i n.36

I D "2!i ! $ 0i"2i1lin i6Acest curs practic pre#ede participarea acti#! a studen(ilor care #or lucra at=t indi#idualc=t 'i &n grup, 'i urm!re'te &m un!t!(irea 'i perfec(ionarea engle%ei scrise. +ursul are &n#edere compunerea a unei game de discursuri scrise &n lim a engle%!, facilit=ndde%#oltarea scrierii critice 'i creati#e.

O4i 2#iv$• 7e%#oltarea a ilit!(ilor de a produce #arii tipuri de discursuri scrise &ntrIo manier!clar!, coerent!, 'i &ntrIun ton personal

• Adaptarea stilului de a scrie al studen(ilor la registrul de #or ire cerut de tipul dediscurs

• ntroducerea unor distinc(ii &ntre diferitele tipuri de compunere 'i tehnici de stiladaptate la acestea

• -erfec(ionarea cuno'tin(elor de lim ! engle%!, at=t &n scris c=t 'i oral, alestuden(ilor

• 7e%#oltarea a ilit!(ii de aI'i organi%a ideile &ntrIun mod logic 'i coerent• 7e%#oltarea metodelor de cercetare a studen(ilor

C-*1 # n. 6• A ilitatea de a produce diferite tipuri de te)te scrise >eseu narati#, argumentati#,

descripti#, literar, critic• anipularea a il! a registrelor ling#istice 'i a tehnicilor de stil• A ilitatea de a se concentra pe un su iect ales, organi%area e)punerii &ntrIun mod

eficace, orientat spre cititor• "rgani%area 'i structurarea te)tului >paragrafe, con*unc(ii, logical connectors


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• +ercetare 'i comunicarea re%ultatelor cercet!rii• 7istinc(ia clar! &ntre cercetare, folosirea informa(iei scrise 'i plagiat

M #-0 6• 7e% ateri interacti#e pe a%a unor te)te• Ela orarea unor schi(e de idei pentru eseuri >indi#idual, &n grup• 7e% ateri &n grup pe teme la alegere• +ompunerea indi#idual! de eseuri• -re%entarea indi#idual! 'i &n grup a eseurilor scrise indi#idual• Feed acD 'i e#aluarea lucr!rilor colegilor

I Bi4li-/!$ i$ -4li/$#-!i 6• 5ailey, tephen, Academic !riting/ A Practical %uide for Students , 0elson

Thomas -u lisher, London, 2??C• E#ans, :irginia,Successful !riting. Proficiency , E)press -u lishing, 0eJ ury,

1• ermo#, Hohn,%et %reat Mar(s for >our Essays , Allen _ 3nJin -u lisher,

+roJs 0est, 0. .N., 2???.

I M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6handIouts, imagini, pre%ent!ri &n -oJerI-oint de c!tre titularul de curs.

I Pl$ni i2$! $ < C$l n0$!ul 8n#=lni!il-! 7i $ v !i i23!il-! < >$*in3!il-!in# !* 0i$! 6 )

T-1i26 introductory class – presenting o *ecti#es and reXuirementsU introducing thegeneral theoretical frame of the practical course, main concepts and methods to e used.

%T-1i26 the descripti#e essayK -!0"$ organi%ation >introduction, main ody, conclusion , topic sentences and paragraphsU linDing Jords and structuresS#u0 n#" #$" "6 reading :irginia NoolfYs ^Three -icturesRU class de ates, producingdraft of descripti#e essayU producing a descripti#e essay >Jritten tasD .

T-1i26the descripti#e essayK -!0"$ focali%ation, appearance and contrast, figures of speech, linDing Jords andstructuresS#u0 n#" #$" "6 presenting their JorD to the classU discussing, assessing and correctingJhat they ha#e heard.


37/137

HT-1i26 the narrati#e essayK -!0"$ topic statement, seXuence, setting, present and past tenses, linguisticcohesion, narration, flash acD S#u0 n#" #$" "6 reading and discussing the handouts pro#ided y the tutor >samples of

narrati#e essays U Jriting the ending of a story

T-1i26 the narrati#e essayK -!0"6topic statement, seXuence, setting, present and past tenses, linguisticcohesion, narration, flash acD S#u0 n#" #$" "6 discussing the endings proposed y other studentsU producing anarrati#e essay Jith a gi#en title

;T-1i26 the personal essay

K -!0"6 personal opinions, #ieJpoint, creati#e Jriting,S#u0 n#" #$" "6 reading Hulian 5arnesY, ^-arenthesisRU class de ate on the te)t>organi%ation, style and register, topic

T-1i26 the personal essayK -!0"6 producing a personal essayS#u0 n#" #$" "6 indi#idual JorD$ creating a draft of a personal opinion essay on thetopics pro#ided y the tutorU open de ate of the drafts

-* -! 6 Jrite the complete essay on the indicated topic

@T-1i26 letter JritingK -!0"6 letters of reXuestOinformationOad#iceOcomplaintOapplicationS#u0 n#" #$" "6discussing and assessing homeJorD essaysU discussing #arious types of letters >personal or to authorities

-* -! 6 Jrite a letter of application

'T-1i26the argumentati#e essayK -!0"6thesis statement, e)amples and illustrations, comparison and contrast,definitionS#u0 n#" #$" "6 reading and discussing eorge "rJellYs ^-olitics and the EnglishLanguageRU class de ate on the te)t

)&T-1i26the argumentati#e essayK -!0"6emphasis, repetition, parallel structures, pro#iding transitions, analogyU proand con essay


38/137

S#u0 n#" #$" "6 deciding on the structure of an essay on a topic pro#ided y the tutor >class de ate U Jriting an essay on the topic discussed in class >Jritten tasD

))T-1i26 the literary essay

K -!0"6topic and organi%ationU figures of speechU style and register S#u0 n#" #$" "6 reading and discussing alman ushdieYs ^ maginary KomelandsRUclass de ate on the te)tU producing a oneIpage free composition on a topic pro#ided ythe tutor

)%T-1i26 the academic essayK -!0"6academic con#entions, research, reference, register and style >formalS#u0 n#" #$" "6 team JorD$ discuss the draft of an academic essayinterpretingOcritici%ing ushdieYs ^ maginary KomelandsR. Nritten tasD$ an ela oracademic essay.

) 6T-1i2$ the academic essayK -!0"6reference, organi%ation, plagiarismS#u0 n#" #$" "6 read and discuss handouts pro#ided y the tutorU assess the homeJorD essays red y other studentsFin$l #$" 6 !i# 9$# -* : $ in$l ""$ - $n in0 -u $v "#u0i 0 # i" " * "#

)H$ final re#ision, feed acD on the papers and class contri ution.

I+ M-0ul 0 v$lu$! 6:erificare pe parcurs. 0ota final! se compune din$I 0otele date pe eseurile scrise pe durata semestrului >B?I 0ota pe eseul final >C?I Acti#itate pe parcurs >2? .

II+ D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6-re%en(!$ studen(ilor li se cere pre%en(a la minim 6? din cursuri 'i predarea la timp aeseurilor scrise. -lagiatul #a duce automat la pierderea e)amenului.

7ecan, ef de catedra, Titular de curs-rof. dr. +orin 5raga -rof. dr. ihai /drenghea asist. dr. ih`lycsa EriDa


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Ti#lul 0i"2i1lin i6 Cu!" 1!$2#i2 0 in# !1! #3!i 0 # >#C-0ul6 LE %)%;)Nu*3!ul 0 2! 0i# 6 &L-2ul 0 0 " 37u!$! 6P!-/!$*$! $ 8n -!$! $ $2#ivi#3.il-!6


l$4-!$#-!Nu* , #i#lul 7#iin.i i26asist. dr. -etronia -etrar In -!*$.ii 0 2-n#$2#6 [email protected]! 0 $u0i n.36se #or afisa la ca inet

I D "2!i ! $ 0i"2i1lin i6

Acest curs practic este menit s! familiari%e%e studen(ii cu practica 'i #oca ularulinterpret!rii literare, mai precis cu strategiile de lectur! 'i conte)tuali%are a te)tului

literar. e utili%ea%! opere canonice ale modernismului &n scopul de a identifica 'i aanali%a structurile narati#e 'i con#en(iile fic(ionale specifice di#erselor forme de nu#el! 'iroman. 3n alt scop este de a furni%a o imagine a principalelor curente critice ale ultimelor decenii, ca 'i capacitatea de a implementa terminologia oferit! de acestea &n studiulte)tului.

O4i 2#iv$• familiari%area cu practica 'i lim a*ul interpret!rii literare$ lectura 'i

conte)tuali%area te)tului literar • studiul con#en(iilor genului scurt din prima *um!tate a secolului


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• producerea de discursuri coerente, scrise 'i #or ite, pe marginea te)telor studiate

M #-0$• discu(ii interacti#e pe marginea te)telor • close reading• de% ateri &n grup• studiul cadrului teoretic furni%at de i liografia secundarp• pre%ent!ri indi#iduale 'i &n grup ale temelor indicate de titularul de curs• e)tragerea de reac(ii personale la &ntre !ri specifice

I Bi4li-/!$ i$ -4li/$#-!i 9#-$# # ># l v-! i 0i"1-ni4il 8n#!(un 0-"$!$ l$# l$ 4i4li-# 23:6

Kenry Hames –The Turn of the Scre7

Hoseph +onrad – :eart of "ar(nessHames Hoyce – ^The istersRHames Hoyce – ^The 7eadR7. K. LaJrence – ^"dour of +hrysanthemumsRAldous Ku)ley – 5rave 3e7 !orld :irginia Noolf – The !aves

I M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6fi'e de lucru, imagini, materiale produse de titularul de curs.


)$ introductory class – presenting o *ecti#es and reXuirementsU introducing thegeneral theoretical frame of the practical course, authors and te)ts to e studied andmethods or critical trends to e used.

%$T-1i2$ formalismsOstructureI ased criticism$ Kenry Hames,The Turn of the Scre7K -!0"$ narratology, narrator, narrati#e frames, plot, story, su *ecti#ity, perspecti#e,focalisation.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

$T-1i2$ readerIoriented approaches and modernist uncertainty$ Kenry Hames,The Turn of the Scre7K -!0"$ am iguity, indeterminacy, gaps, lanDs, reIreading.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.


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H$T-1i2$ early modernist Jriting and the neJ identity$ Hoseph +onrad, :eart of "ar(nessK -!0"$ spaceItime compression, conte)t, narrati#e structure, sym ol, characters.

S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

$T-1i2$ +onrad etJeen postIstructuralist and postIcolonial studies$ :eart of "ar(nessK -!0"$ allegory of reading, conflict of interpretation, selfIconscious structures,deconstruction of meanings.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

;$T-1i2$ te)tIoriented interpretation and archetypal criticism$ 7 K LaJrence, P"dour of +hrysanthemumsRK -!0"$ sym ol, archetype, myth, mythologisation, nostalgia of the origins,aestheticising modernity.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

$T-1i2$ postIstructuralism and the dissolution of language$ Hames Hoyce, PThe istersRK -!0"$ loss of transcendence, loss of meaning, mistrust in Jords.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.MIDTERM PAPER SUBMISSION

@$T-1i2$ postIstructuralism and the dissolution of language$ Hames Hoyce, PThe 7eadRK -!0"$ irony and the linguistic turn.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

'$T-1i2$ historicisms and modernist dystopias$ Aldous Ku)ley, 5rave 3e7 !orld K -!0"$ conte)t, cote)t, te)t.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.


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)&$T-1i2$ cultural studies and the other of modernism$ Aldous Ku)ley, 5rave 3e7 !orld K -!0"$ popular culture, high and mass culture, literary politics, consumerism,

reproduction.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

))$T-1i2$ no#elistic con#entions and high modernism$ :irginia Noolf,The !avesK -!0"$ structure, form, nonIlinearity, su #ersion of chronology, time and space,linguistic aJareness, interior monologue, stream of consciousness.S#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

)%$T-1i2$ eyond gender and psychoanalytical studies$ :irginia Noolf,The !avesK -!0"$ feminine Jriting, unconscious, male #s female authority, stream of consciousness, hy rid identities, fluidityS#u0 n#" #$" "$ reading the te)t, contri uting to class de ates.

) 6 in$l ui5+

)H6 2-n2lu"i-n" $n0 04$2 +

I M-0ul 0 v$lu$! 6 v !i i2$! 1 1$!2u!"+

0ota final! const! din notele par(iale o (inute pentru eseul scris &n timpul semestrului>C? , nota pentru testul final >G? , pre%en(a 'i participarea la ore >C? .

E" ul tre uie s! con(in! o anali%! a unuia dintre te)tele studiate dintrIo perspecti#! critic!utili%at! &n timpul semestrului. e recomand! aducerea de contri u(ii personale, dar 'ifolosirea i liografiei secundare.

I D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6P! 5 n.$$ pre%en(a este o ligatorie &n propor(ie de ? . A sen(ele de la ore pot ficompensate prin alte acti#it!(i, dar nu dac! acestea dep!'esc B? din cursuri. -re%en(ainsuficient! are drept consecin(! imposi ilitatea de a o (ine o not! de trecere.

Pl$/i$#ul "$u 2-1i$#ul #or a#ea de asemenea drept consecin(! imposi ilitatea de a o (ineo not! de trecere. -lagiatul constituie o gra#! &nc!lcare a legii, pedeapsa put=nd duce lae)matricularea studentului. -lagiatul poate fi total sau par(ial, ceea ce nu duce la odiminuare a #inei, indiferent de circumstan(!$ orice &mprumut nerecunoscut de idei,cu#inte sau te)te, din surse clasice sau electronice, #a fi considerat plagiat 'i tratat caatare.


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I Bi4li-/!$ i$ -1.i-n$l365rad ury, alcolm , ed.$The Penguin 5oo( of Modern 5ritish Short Stories , -enguin,

London, 1

5rad ury, alcolm, cFarlane, Hames, eds.$ Modernism/ A %uide to Euro)ean Literature , 1 ?I1 C?, -enguin 5ooDs, London, 1 1Kanson, +lare, ed., 4e2reading the Short Story , ac illan -ress, London, 17a#id Kerman ed.,The &am#ridge &om)anion to 3arrative , +am ridge 3ni#ersity

-ress, +am ridge, 2?? .Le#anson, ichael, ed.,The &am#ridge &om)anion to Modernism , +am ridge

3ni#ersity -ress, +am ridge, 1



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Univ !"i#$# $ B$4 7(B-l $i, Clu (N$1-2$F$2ul#$# $ 0 Li# !Anul univ !"i#$! %&&' ( %&)&S * "#!ul I


Ti#lul 0i"2i1lin i6 in# !1! #$!i 0 # >#C-0ul6LE 12261Nu*3!ul 0 2! 0i# 6L-2ul 0 0 " 37u!$! 6 F$2ul#$# $ 0 Li# !P!-/!$*$! $ 8n -!$! $ $2#ivi#3.il-!6 2u!" 1!$2#i2 "$1#$*$n$l


l$4-!$#-!Nu* , #i#lul 7#iin.i i26 l 2#+ 0!+ C$!* n B-!4 lIn -!*$.ii 0 2-n#$2# 9$0! "3 (*$il, v n#u$l n!+ 0 # l -n:62$!* n4-!4 l $ --+2-*O! 0 $u0i n.36 %

I D "2!i ! $ 0i"2i1lin i6An introductory >tJoIsemester practical course to contemporary 5ritish no#els in theconte)t of postmodern theory.

I Bi4li-/!$ i$ -4li/$#-!i 6- A Q TEat least of each no#el at the Li rary. KoJe#er,should you feel ound y time constraints or hea#y JorDload for your other classes, please insist on the sections or chapters suggested.

Hean hys$!ide Sargasso Sea >1 66Hohn FoJles$The 'rench Lieutenant?s !oman >1 6

alman ushdie$ Midnight?s &hildren >1 1Hulian 5arnes$ A :istory of the !orld in ;< = &ha)ters >1

argaret AtJood$The :andmaid?s Tale >1 BAngela +arter$The Infernal "esire Machines of "r. :offman >1 2

I M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6"#erhead pro*ector, handouts, reader.


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C-u!" S2 0ul

" ), %6 PRESENTATION OF COURSE SYLLABUS+ INTRODUCTORY SESSIONS

T"- + $7efining the postmodern. The critiXue of representation. icrotheory and micropolitics>Lyotard, Foucault, 7eleu%e . The decentred _ fragmented su *ect$ multiplicity, plurality,indeterminacy. odernityO-ostmodernity. Lyotard and the emancipationOspeculati#emetanarrati#es. Hameson and the cultural logic of late capitalism. 5audrillard and the

culture of hyperreality$ simulation and simulacra. -" Tmodern $ the cultural, artistic,literary epiphenomenon of postmodernity. cKale and the change of dominant.

"3 +E $5audrillard, Hean >1 GSimulacra and Simulation Ann Ar or$ The 3ni#ersity of

ichigan -ress+alinescu, atei >1 'ive 'aces of Modernity. Modernism, Avant2%arde,

"ecadence, 9itsch, Postmodernism 7urham$ 7uDe 3ni#ersity -ress+onnor, te#en >1 Postmodernist &ulture. An Introduction to Theories of the&ontem)orary ")ford$ 5lacDJell

Kutcheon, Linda >1 The Politics of Postmodernism London _ 0eJ QorD$outledge

Hameson, Fredric >1 1 Postmodernism, *r the &ultural Logic of Late &a)italismLondon _ 0eJ QorD$ :erso

Lyotard, Hean Francois >1 GThe Postmodern &ondition/ A 4e)ort on 9no7ledgeanchester 3ni#ersity -ress

alpas, imon >2??BThe Postmodern 0eJ QorD$ outledgecKale, 5rian >1 Postmodernist 'iction outledgecKale, 5rian >1 2&onstructing Postmodernism 0eJ QorD$ outledge


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" , H6I+ JEAN R YS – T E AN?IETY OF INFLUENCE INWIDE SARGASSO SEA

hys and the an)iety of influenceY.!SS and @ane Eyre. Alternati#e historiesO antiIhistories. Te)tual Jorlds. adness. Essentialist and constructi#ist narrati#es.Ky ridity. +reolisation. Liminality. The third space of enunciation. At the oundary$epistemologicalOontological dominants.

" , ;6II+ JO N FO LES AND T E TE?TUAL ORLD XUNDER ERASURE –THERE!CH "IE#TE!A!T$S WO%A! 9)';':

-AQ -E+ AL ATTE0T "0 T" +KA-TE $1,2,C,6, , , ,1?,1C,16,1 ,2?,2 ,CB,GG,6?,61

-" 5LE T"- + $I historiografic metafiction I metafictional tendency to lur the oundaries etJeenstoryItelling and history – techniXues >interte)tuality, parody, pastiche, selfIrefle)i#ity,fragmentation, the reJriting of history, and frame reaDs

I processes of historyIJriting and fictionIJriting I assumptions a out narrati#e anda out the nature of mimetic representationI postmodern gaming – disruptions of fictionIreality oundaries – e#erything is te)t,discourse I including history – deli erate anachronisms, crisscrossings of temporal layers,multiple endingsI ontological dominant – constructions of identity of self, te)t, JorldI authorial intrusionsI reJriting :ictorian no#els I fiction Jriting as recycling the past >historical, cultural,literary

•

E+"07A Q "3 +E >optional " R $0 !o Kutcheon, Linda$ fragments from +hapter 2, ^-ostmodernist epresentationR _+hapter C, ^ eIpresenting the -astR bin >1The Politics of Postmodernism London _ 0eJ QorD$ outledge

o cKale, 5rian >1 Postmodernist 'iction London _0eJ QorD$ outledge, pp.CI11U I111o Naugh, -atricia fragments from +hapter >^Nhat is metafiction and Jhy are theysaying such aJful things a out itVR, pp. 1I1 _ +hapter 2 >^Literary selfIconsciousness$


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de#elopmentsR, pp.21IGC bin >1 G Metafiction. The Theory and Practice of Self2&onscious 'iction London _ 0eJ QorD$ ethuen

" , @6III+ SALMAN RUS DIE AND T E YBRID POST(COLONIAL TE?T –

%ID!IGHT$S CHI"DRE! 9)'@):

-AQ -E+ AL ATTE0T "0 T" +KA-TE $5ooD "ne$ The perforated heet, ercurochrome, KitItheIspittoon, 3nder the +arpet, A-u lic Announcement, TicD, tocD 5ooD TJo$ The FishermanYs -ointing Finger, naDes and Ladders, AllI ndia adio, Lo#ein 5om ay, y Tenth 5irthday, The ]olynos ]id, Hamila inger

5ooD Three$ The 5uddha, A racada ra-" 5LE T"- + $I narrating the nation$ memory and competing narrati#es of the nation I indi#idual>minor #. grand narrati#esY of truth, the nation, history I undoing the selfI*ustifyingnarrati#es of oth imperialism _ postIimperial nationalismI history concei#ed as an o#erJhelming supera undance of e)perience, a tumult ofcompeting #oices I chutnificationY of history – intended distortions of fact, chronologyI hy rid identity – mongrel – multiplicity of li#es and fates Xuarrelling inside aleem

inaiYs ody – relationship etJeen self and othernessI grotesXueness – parody, pastiche – reaDs doJn distinctions etJeen genres, modes

of discourse, linguistic le#els – impurity, hy ridity, heteroglossia• E+"07A Q "3 +E >optional $ " R $0 !o ushdie, alman >1 1 Imaginary :omelands. Essays and &riticism ; B;2; ; London$ ranta 5ooDs, pp. I2Bo Kutcheon, Linda$ fragments from +hapter C, ^ eIpresenting the -astR bin >1The

Politics of Postmodernism London _ 0eJ QorD$ outledgeo 5ha ha, Komi ]$ ^"f imicry and an$ The Am i#alence of +olonial 7iscourseRfrom Nolfreys, Hulian >ed. >1 Literary Theories Edin urgh 3ni#ersity -ress, pp.G GIG ?

" ', )&6


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IV+ ATOMIZING ISTORY6 JULIAN BARNES – A HISTOR& O THE WOR"D I! '( ) CHA*TERS 9)'@':

-AQ -E+ AL ATTE0T "0 T" E+T "0 $I 1 The toJaJayU C The Nars of eligionU B hipJrecDU -arenthesisU 1?

The 7ream

-" 5LE T"- + $

I the end of historyO progressV – postIhistoryVI pro lematics$ narrating >hi stories$ nterrogation of ideology >Xuestioning [grandnarrati#es,[ pro lemati%ing closure, #alori%ing insta ility, suspecting coherence, and soforthI circular process$ progress leads only to more progress –dissol#es the #ery meaning of

progress as a forJard mo#ement in history and as smth Xualitati#ely different from Jhat precedes itI history – roDen doJn into an infinity of histories that can no longer e com inedinto a single narrati#e I microIhistories

E+"07A Q "3 +E >optional $ " R $0 !o +onnor, te#e$ fragments from +hapter 6 >Endings and Li#ing "n in >1 6The

English 3ovel in :istory ; C


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I Foucault$ regimes of -oJerO]noJledge – u *ection W ecoming a su *ect of poJer su *ectification, acXuiring a sense of su *ecti#ity I Kuman identity W discursi#ely

constructed Jithin a netJorD of sur#eillance, poJer, controlI competing #ersions of ^truthR – epilogue – postmodernist repudiation of grandutopian narrati#es

I utopia – dystopia – heterotopia >pro#isionalOtransitional• E+"07A Q "3 +E >optional " R $0 !

o Foucault, ichel$ ^7ocile 5odiesR and ^-anopticismR >from "isci)line and Punishin a inoJ, -aul >ed >1 GThe 'oucault 4eader -enguin 5ooDs, pp. 1 I1 U 2?6I21C

" ) , )H6

VI+ ANGELA CARTER AND A XMICROPOLITICS OF DESIRE –THE I! ER!A" DESIRE %ACHI!ES O DR. HO %A! 9)' %:

-AQ -E+ AL ATTE0T "0 T" +KA-TE $ntroductionU 1 >The +ity 3nder iege U >The +astle

bpp. 11IC U 1 2I21

-" 5LE T"- + $I postmodern parody of fictions of male su *ecti#ity and desireI parodies oth li eral humanist and postmodernist epistemologies – Lyotardianincredulity toJards grand narrati#es – reason #. desire I constructs a te)tual Jorld torn y

a Jar etJeen forces of rationality _. forces of desireI Foucauldian heterotopology – sur#eying of counterIsites simultaneously ser#ing tocontest the actual, real space _ to e)plore the formation of neJ spatialOsocialOidentityconfigurationsI 5audrillardian simulacra – culture of surfaces, simulated depthsI 7eleu%e$ from molar identities to molecular intensities – >ar orescentOrhi%omatic UnomadologyI e)ploring notions of fluid odily identity – fluid mergings of styles, genders, timedimensions

• E+"07A Q "3 +E >optional " R $0 !o 5audrillard, Hean$ ^The -recession of imulacraR >fragments from Simulacra andSimulation >1 G Ann Ar or$ The 3ni#ersity of ichigan -ress, pp. 1I U 12I1GU 1 I2o 7eleu%e, illes _ Feli) uattari ^A Thousand -lateausR from i#Din, Hulie and

ichael yan >eds >1 Literary Theory/ an Anthology ")ford$ 5lacDJell, pp. B1GIB2Co Foucault, ichel ^ "f "ther pacesR "iacritics #ol. 16 0o. 1 > pring, 1 6 , pp. 22I2


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I M-0ul 0 v$lu$! 6+LA -A T + -AT "0 A07 ATTE07A0+E$ reXuired > B . -enalties Jill not eimposed for your first C a sencesU thereafter, the 1? from your final course grade Jilldrop one grade for each session missed. E)cessi#e a sences may, ne#ertheless, result in

failure of the course.LEA7 0 +LA 7 +3 "0$ tudents may sign up indi#idually or in pairs to gi#e presentations of a particular no#el and to initiate discussion for one of the sessions.

tudents leading discussion Jill e directed in ad#ance as to the focus of their discussionXuestions.

N TTE0 A 0 E0T $ 2. The first Jill e a shorter >midIterm class assignment>pro a ly at the eginning of 7ecem er , reXuiring you to comment on a topic discussedin the pre#ious seminars >2 pages ma)imum . The final paper Jill e a morecomprehensi#e research paper >BI1? pages on a topic of your choice in connection Jith

our readings >typed or JordIprocessed Jith standard dou leIspacing . Late papers Jill e penali%ed one grade for each missed deadline. uggested date for handing in your essays$last ut one JeeD in the semester >Hanuary .

A7 0 $+LA ATTE07A0+E$ 1? .-A T + -AT "0 T" +LA 7 +3 "0 $ G? .

7ITE TE T$ 2? .E07I"FITE -A-E $ C? . 3*TA 5E3E $ "utstanding presentations and classcontri utions Jill e)empt those students from ha#ing to Jrite this paper.

I D #$lii -!/$ni5$#-!i2 , / "#i-n$! $ "i#u$.iil-! >2 1.i-n$l 6-lagiarism Jill entail failure of the course.

I Bi4li-/!$ i$ -1.i-n$l36

3 7E T" TKE EA7 0 ATE AL$The eader, as you Jill notice, contains "-T "0ALO E+"07A Q reading material –theoretical essays – Jhich pro#ide acDground and e)plication for the topics analysed.Y-u 0- NOT $v #- ! $0 # O1#i-n$l # >#". KoJe#er, you may choose to do so, sincethey gi#e you rele#ant material in the theoretical area for Jriting your essays. For thosestudents Jho feel they need further in#estigation of particular topics, can maDe

supplementary secondary i liography >criticism and theory a#aila le to them on reXues>on a shortIterm loan asis .



Titular de curs,Lect. dr. +armen 5or ely


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Anul univ !"i#$! %&&' ( %&)&

S * "#!ul II


Anul II S * "#!ul IIS1 2i$li5$! $ BTi#lul 0i"2i1lin i6 0TAcu programare preala il!

III+ D "2!i ! $ 0i"2i1lin i6

" iecti#e$ s! facilite%e &n(elegerea de a%! a structurilor sintactice din lim a engle%la ni#elul grupurilor – nominal, #er al, prepo%i(ionals! anali%e%e reali%area rela(iilor sintactice la acest ni#el de grups! puncte%e, prin e)tinderea rela(iilor sintactice, rela(iileintrapropo%i(ionale 'i func(iile sintactice ale grupurilor s! anali%e%e reali%area predica(iei, complementi%!rii 'i relati#i%!riis! asigure &nsu'irea 'i con'tienti%area proceselor de coordonare 'isu ordonare din perspecti#a func(ionalIcomunicati#!.

+on(inut$

+ap. . E+A- T3LA EA 30" 0"8 30 7E " F"L" E$-!r(i de #or ire$ su stanti#ul, pronumele, ad*ecti#ul, ad#er ul, #er ul, prepo%i(ia,con*unc(ia, inter*ec(ia.

+ap. . 7 T 0+8 TE 0"L" +E$rup nominal, grup prepo%i(ional, grup ad*ecti#al, grup #er al, grup ad#er ial.

-ropo%i(ie. Fra%!.+ap. . T"- +A - "-"/ 8 E -LE$


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Engle%a ca lim ! de tipul :".+ap. :. 0 :EL3L 3-3L3 >1 $

rupul nominal 'i grupul prepo%i(ional.+ap. :. 0 :EL3L 3-3L3 >2 $

rupul ad*ecti#al 'i grupul ad#er ial.

+ap. : . 0 :EL3L 3-3L3 >C $rupul #er al. Tipuri de #er e. -redica(ia.+ap. : . F30+8 0TA+T +E$

7efinirea termenilor urm!tori$ su *ect, #er , predicate, direct o *ect, indirecto *ect, prepositional o *ect, su *ect complement, o *ect complement, complemenof preposition, noun complement, ad*ecti#e complement, determiner, preImodifier, postImodifier, ad#er ial modifier.

+ap. : . A+" 73L 7 0T E 35 E+T 4 - E7 +AT$+a%uri generale 'i situa(ii speciale.

+ap.


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+. ,udai- "as lo/ G!$*$#i2$ n/l 53 . T -!i 7i > !2i.ii,Teora- ,ucure0ti- '112 3 ,i4lioteca acult56ii de "itere Clu73!a8oca.C. Leech, eoffrey$ An A2 English %rammar and Usage , 0elson, London, 1 I5i lioteca Facult!(ii de Litere +lu*I0apoca.G. -reda, Alina$ English Synta1 in Use, Editura -resa 3ni#ersitar! +lu*ean!, +lu*I0apoca,

2??6 I 5i lioteca Facult!(ii de Litere +lu*I0apoca.

V+ M$# !i$l -l-"i# 8n 2$0!ul 1!-2 "ului 0u2$.i-n$l "1 2i i2 0i"2i1lin i6Foi de lucru cola* propriu din i liografia atent selectat! I furni%ate de c!tre cadruldidactic.

VI+ Pl$ni i2$! $ $*in3!il-!in# !* 0i$! 6

Curs 9 s58t.'.

T *$#i2$$ pre%entarea disciplinei, a o iecti#elor, a i liografiei, programarea 'iorgani%area acti#it!(ilor 'i pre%entarea modalit!(ilor de e#aluare final! 'i pe parcursulsemestrului.

Seminar 9 s58t.+.T *$#i2$6 E+A- T3LA EA 30" 0"8 30 7E " F"L" E.&once)te, cuvinte cheie/

• p!r(i de #or ire• su stanti#ul• pronumele• ad*ecti#ul• ad#er ul• #er ul• prepo%i(ia• con*unc(ia• inter*ec(ia

Curs 9 s58t. :.T *$#i2$$ 7 T 0+8 TE 0"L" +E.

&once)te, cuvinte cheie/ • grup nominal• grup prepo%i(ional,• grup ad*ecti#al,• grup #er al,• grup ad#er ial.• propo%i(ie


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• fra%!

Seminar 9 s58t. ;.T *$#i2$6T"- +A - "-"/ 8 E -LE I Engle%a ca lim ! de tipul :".&once)te, cuvinte cheie $• clause

• sentence• simple sentence• su *ect• #er• o *ect• :"

Curs 9 s58t. .T *$#i2$6 0 :EL3L 3-3L3 I rupul ad*ecti#al 'i grupul ad#er ial.&once)te, cuvinte cheie $

• ad*ecti#e phrase• ad#er phrase•

complementation*#ligaFia studenFilor/ de a citi 8a inile cores8un 5toare din 4i4lio rafie- conformindica6iilor de mai 7os/

*reda- A. =+((>? En/li" S n#$> in U" . Clu7/ *resa #ni@ersitar5 Clu7ean5. *8. '>3'2


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Curs 9 s58t. 2.T *$#i2$$ 0 :EL3L 3-3L3 I rupul #er al. Tipuri de #er e. -redica(ia.&once)te, cuvinte cheie $

• #er phrase• finite #er s• nonIfinite #er s• predication• linDing #er s• transiti#e #er s• intransiti#e #er s

*#ligaFia studenFilor/ de a citi 8a inile cores8un 5toare din 4i4lio rafie- conformindica6iilor de mai 7os/

5i#liografie/

*reda- A. =+((>? En/li" S n#$> in U" . Clu7/ *resa #ni@ersitar5 Clu7ean5. *8. '23+; ,udai- ". ='112? G!$*$#i2$ n/l 53+ T -!i 7i > !2i.ii . ,ucure0ti/ Teora. *8. '2(3'2<Leech, . >1 , An A2 English %rammar and Usage , 0elson. Entries for/ nonfinite@er4- nonfinite @er4 8hrase- 8artici8le- 8ast 8artici8le- 8artici8le clause

Seminar 9 s58t. B.T *$#i2$6F30+8 0TA+T +E.&once)te, cuvinte cheie $

• su *ect,• #er ,• predicate,• direct o *ect,• indirect o *ect,• prepositional o *ect,• su *ect complement,• o *ect complement,• complement of preposition,• noun complement,• ad*ecti#e complement,• ad#er ial modifier.

Curs 9 s58t. 1.T *$#i2$$ A+" 73L 7 0T E 35 E+T 4 - E7 +AT +a%uri generale 'i situa(iispeciale.&once)te, cuvinte cheie $

• agreement• concord


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• su *ect• predicate• #er

Seminar 9 s58t. '(.

T *$#i2$6+"" 7"0A E 4 35" 7"0A E +lasificarea propo%i(iilor 'i a fra%elor.&once)te, cuvinte cheie $

• coordination• su ordination• independent clauses• su ordinate clauses• simple sentence• compound sentence• comple) sentence• compoundIcomple) sentence

Curs 9 s58t. ''.T *$#i2$$ 0 :EL3L - "-"/ 8 E I -ropo%i(ii relati#e, participiale 'i infiniti#ale.&once)te, cuvinte cheie $

• nonIfinite clause• reduced relati#e clauses• defining relati#e clauses• nonIdefining relati#e clauses

*#ligaFia studenFilor/ de a citi 8a inile cores8un 5toare din 4i4lio rafie- conform

indica6iilor de mai 7os/ 5i#liografie/ ,udai- ". ='112? Gramatica en le 5. Teorie 0i e erci6ii. ,ucure0ti/ Teora.. *8. ;:13;;:Leech, . >1 , An A2 English %rammar and Usage , 0elson. Entries for/ relati@eclause- nondefinin relati@e clause- definin relati@e clause- nominal clause

Seminar 9 s58t. '+.T *$#i2$6 0 :EL3L - "-"/ 8 E I -ropo%i(ii nominale.

0 :EL3L - "-"/ 8 E I -ropo%i(ii ad#er iale.&once)te, cuvinte cheie $

•

su ordinate clauses• nominal clauses• ad#er ial clauses

*#ligaFia studenFilor/ de a citi 8a inile cores8un 5toare din 4i4lio rafie- conformindica6iilor de mai 7os/

5i#liografie/


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Leech, . >1 , An A2 English %rammar and Usage , 0elson. Entries for / ad@er4-ad@er4ial- ad@er4ial clause

*reda- A. =+((>? En/li" S n#$> in U" . Clu7/ *resa #ni@ersitar5 Clu7ean5. *8. (Curs 9 s58t.':.T *$#i2$$ E+A- T3LA E 1$ -ropo%i(iile su ordonate 'i func(iile lor sintactice.

O4li/$.i$ "#u0 n.il-!6 de a re%ol#a e)erci(iile aflate la paginile corespun%!toare din i liografie, conform indica(iilor de mai *os$

5i#liografie/ *reda- A. =+((>? En/li" S n#$> in U" . Clu7/ *resa #ni@ersitar5 Clu7ean5. *8. >+32'

Seminar 9 s58t. ';.T *$#i2$6 E+A- T3LA E 2$ Anali%a fra%ei.

O4li/$.i$ "#u0 n.il-!6 de a re%ol#a e)erci(iile aflate la paginile corespun%!toare din i liografie, conform indica(iilor de mai *os$

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