Course Descriptions

Summer Semester, 2hrs of tutorial, 2+2E=4 ECTS credits

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Summer Semester, 2hrs of tutorial, 2+2E=4 ECTS credits

PREREQUISITES: Third year standing.

TEACHERS: Polish staff.

FORMAT: tutorial/discussion.

CONTENT: Types of differences between Polish and English; Noun phrase in Polish and English: Definitness, Pronouns, Adjectives, Case, Word Order; Verb Phrase in English and Polish: Aspect, Modality, Complex Sentences, Relative Clauses, Passive Voice, Questions, Negations.


  1. Fisiak, J., An Introductory English-Polish Contrastive Grammar

  2. Fisiak, J. (ed.), Papers and Studies in Contrastive Linguistics.

  1. Di Pietro, M., Languages in Contrast.

OBJECTIVES: making students aware of the main differences between English and Polish with the pedagogical aspect in mind, predicting possible areas of difficulty for Polish learners of English and vice versa, error analysis, language calgues, etc. Preparation for prospective M.A. thesis in contrastive linguistics and/or teaching profession.

ASSESSMENT: Class participation, one/two individual papers, written examination.


Third Year

Composition 3

Winter and Summer Semester, 2hrs of tutorial per semester, 2+2=4 ECTS credits

PREREQUISITES: Cambridge Advanced English-level language; familiarity with paragraph-organisation, experience in narrative, descriptive, and reflective writing.

TEACHERS: Polish staff and native speakers of English.

FORMAT: seminar/discussion, written class-work, individual consultation.

CONTENT: ARGUMENTATIVE WRITING: the argumentative thesis; persuasive support; analysis of evidence; introductory and concluding paragraphs in the argumentative essay. RHETORICAL MODELS (as used in argumentative writing): definition, comparison/contrast, cause-and-effect, illustration/exemplification, inductive/deductive reasoning, (syllogism). STYLE/LANGUAGE: registration of specific audience (used mainly as a pedagogic tool, to make the situation of writing more concrete). Emphasis is placed on the development of interesting and/or controversial directions of argument. Students read several published essays, looking for and analysing examples of effective and ineffective writing.


  1. L. A. Jacobus, A World of Ideas

  2. C. Shrodes, etal., The Conscious Reader

  3. J. Nadell, T. Langan, The Macmillan Reader

  4. D. Skwire, Writing with a Thesis

  5. E.B. White, W. Strunk, Elements of Style

OBJECTIVES: This course is designed to provide students with the means to write focused, argumentative essays both for their literature, linguistics, culture, history, and methodology courses, and for non-academic, ‘real-life’ situations.

ASSESSMENT: Compositions written at home (at least four assignments per term, of which at least two should be long essays), in-class writing, class-participation; end-of-term exam, consisting of a 400-600 word argumentative essay.


Third Year

Conversation 3

Winter and Summer Semester, 2hrs of tutorial per semester, 2+2= 4 ECTS credits

PREREQUISITES: completion of Conversation 2

TEACHERS: Polish staff, native speakers of English

FORMAT: seminar/discussion

CONTENT: argument/debate, focusing on compensating strategies (eliciting explanation, polite/rude disagreement, acknowledgement of agreement, etc.); simultaneous translation of Polish conversation, etc. Topics to emphasise: politics, gender relations, other social issues, etc.


  1. P. Dainty: Express Proficiency

  2. M. Geddes, G. Sturtridge: Advanced Conversation

  3. T. Lynch, K Anderson: Study Speaking

  4. P. Ur: Discussions That Work

  5. L. G. Alexander. Right Word, Wrong Word

  6. G. Wellman: Wordbuilder

OBJECTIVES: to teach vocabulary, phraseology, and strategies useful for argument on matters of general import; to develop both forceful and polite disagreement

ASSESSMENT: class participation, continuous assessment of speaking skills, vocabulary tests (at least every other week); end-of-term exam


Third Year

Practical Grammar 3

Winter and Summer Semester, 2hrs of tutorial per semester, 2+2=4 ECTS credits

PREREQUISITES: after two years of studying Practical Grammar the students are expected to demonstrate full grammatical correctness on the level of both simple and complex sentence. Their syntax should be 'mature' i.e. they should be able to make a proper choice of structures depending on the situation and linguistic environment, and be able to communicate different shades of meaning by using different syntactic patterns.

TEACHERS: Polish staff

FORMAT: discussion and practice, written homework, individual consultations.

CONTENT: word order, sentence order vs. sentence correction. Substitution as a text-forming element. Ellipsis, ambiguity (lexical, syntactic). Sentence connectives (sentential vs. intersentential). Lexical and syntactic cohesion (repetition, synonymy, collocation, conclusion). Formal vs. informal style (syntactic and lexical features). Scientific English (syntactic and lexical features). Phrasal verbs. Word building (suffixes, affixes, infixes). Text editing.


  1. Archer, E. Nolan-Woods, English for Cambridge Proficiency , Practice Tests for Proficiency

  2. Ewer, G. Latorre, Course in Basic Scientific English

  3. Jones, Progress to Proficiency

  4. Robinson, Themes for Proficiency

  5. Thomas, Advanced Vocabulary Practice

  6. Kingsbury, G. Wellman, Longman Proficiency Practice Exams

  7. O'Connell, Focus on Proficiency

  8. Alexander, Longman Advanced Grammar ; Right Word Wrong Word

  9. Mc Carthy, English Vocabulary in Use

  10. Vince, Advanced Language Practice

  11. Duckworth, Proficiency Masterclass

  12. Nelson, Word Perfect

  13. Cambridge Proficiency Examination Practice (1-5)

OBJECTIVES: the aim of the course is to make student achieve at least the level required for the Cambridge Proficiency Examination

ASSESSMENT:, class participation and progress tests, written examination.


Third Year

General Translation 1 (English-Polish)

Winter and Summer Semester, 2hrs of tutorial, 2+2=4 ECTS credits

PREREQUISITES: Third year standing, good knowledge of Polish.

TEACHERS: Polish staff.

FORMAT: class discussion and in-class exercises; home readings and written assignments.

CONTENT: Translating short pieces from English into Polish focused on the following general notions: Context and register; Word order and reference; Tense, mood and aspect.


  1. Chamberlin, D. and G. White. Advanced English for Translation. OUP 1991

  2. Cowie, A. P., The Dictionary and the Language Learner. Niemeyer 1987

  3. Duff, A., Translation, OUP 1989

  4. Lemmens, M. Dictionaries Inside Out.Mimeo. Maastricht 1990

  5. MacPherson, R., English for Writers and Translators, PWN 1996.

  6. Stark, M.P., Dictionary Workbooks. Exeter 1990.

OBJECTIVES: To introduce the students to written translation, raise their awareness of various aspects of English and Polish, develop qualities essential in language communication, such as flexibility, accuracy and clarity of expression, develop qualities essential in translation, such as self-discipline and perseverance, demonstrate the relevance of reference skills to translation. To show how to search (flexibility) for the most appropriate equivalents (accuracy) to convey what is meant (clarity).

ASSESSMENT: Four 250-400 word pieces of text translated at home per semester plus a 750-1000 word piece selected by students and approved by the teacher as term assignment.


Third Year

General Translation 1 (ESP)

Winter and Summer Semester, 2hr of tutorial per semester, 2+2=4 ECTS credits

PREREQUISITES: Third year standing.

TEACHER: Ewa Rabiega, M.A.

FORMAT: In-class work/exercises, home reading, oral presentations, debates, listening comprehension of real-time news.

CONTENT: Understanding the marketing process. The ever-changing product and gathering information for the marketing mix (4Ps = product, promotion, price, packaging). What marketing research can do and how it works. Personal selling; sales promotion; getting the message across; offensive marketing. Managing human resources; how to organise people; money and material resources.


  1. Audio and video recordings, press articles;

  2. Channell, J., Vague Language, OUP 1994

  3. Coleman, R., 525 Ways to be a Better Manager, Gower 1990

  4. Courtis, J., The 44 Most Common Management Mistakes and How to Avoid Them

  5. Davidson, H., Offensive Marketing, Penguin 1987

  6. Foden, J., Paid to Decide: 30 Issues No Senior Manager CanIgnore

  7. Leader, W.G., Marketing in Practice, KNOW-HOW 1987

  8. McCarthy, M., Discourse Analysis for Language Teachers, CUP 1996

  9. McDonald, M.H.B., The Marketing Plan, Heinemann 1989

  10. Wilmshurst, J., The Fundamentals and Practice of Marketing, Butterworth 1995.

OBJECTIVES: To introduce students to topics in marketing and management in English at Proficiency level (language manipulation, vague language analysis, discourse analysis, hard vocabulary enrichment, terminology); to introduce the basic concepts (and the language) of European economic integration; to prepare ground for LSP translation.

ASSESSMENT: Occasional short tests; general knowledge (headlines), presentations; attendance and participation in class activities, CAN-DO attitude to the course itself.


Third Year

General Translation 1 (Interpreting)

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