Studia Anglica Resoviensia T. 15, nr 1 (2018)

URI dla tej Kolekcjihttp://repozytorium.ur.edu.pl/handle/item/3764

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Problems in Studying and Teaching Eighteenth-century British History
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Borus, György
The eighteenth century was a time of great events, developments and achievements in Britain's history, yet it tends to be neglected by both scholars and teachers compared with the seventeenth and nineteenth centuries and a number of other periods in Britain's past. The primary aim of this essay is to explain what makes the understanding and teaching of eighteenth-century British history so difficult. There will be special emphasis on the positive and negative aspects of Sir Lewis Namier's historical scholarship, which revolutionised our understanding of the period in the middle of the twentieth century but created new complications as well.
Scaffolding by Means of Scientific Concepts: A Teacher-guided Peer Response Activity
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Zalewski, Jan
The paper analyzes the performance of a university student on a peer response activity which is part of an assignment in a writing course for second-year students of English philology. With Vygotsky’s (1987) doctrine of scientific concepts as a lens, it looks at how in the course of the peer response activity the teacher and the students support one another in their respective attempts to teach and learn writing. Teacher support on tasks, known as scaffolding (e.g. Stone 1998), is based on the idea that instruction should provide for transfer of responsibility for a complex task from teacher to student (Vygotsky 1978; Wood, Bruner, & Ross 1976). Adopting the Vygotskian perspective, I explain how in a teacher-guided peer response activity, student writers learn to verbalize their procedural how-to-write knowledge and to talk about their writing in order to regulate one another’s writing performance so that it meets the requirements of the assignment. The data help to substantiate the claim that experience in regulating others is the basis for the development of self-regulation by indicating how the language (scientific concepts) provided for use by students in the peer response activity can contribute to developing their self-regulated writing. For the teacher, a student’s performance on the peer response activity is a source of information on how to further assist the student in her/his development of the scientific concepts that mediate writing development.
What Is in a Name?: Problematic of Anglo-Indian Literature
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Sharma, Susheel Kumar
Anglo-Indian Literature is not literature produced by or about Anglo-Indians but a distinct category of literature in English about India by the British. Many independent and appended Glossaries of Indian terms had also been published before George Clifford Whitworth’s “An Anglo-Indian Dictionary” (1885) as a prelude to this literature. Later, even Indians’ contributions in English were brought under this class. Scrutiny of several English and Indian historians’ take on this literature-type reveals that Anglo-Indian Literature has been changing its contours quite frequently. What is amazing is that even the names of this literature have been changing with time and the new avatars keep on taking place by embracing new genres / literatures / litterateurs. The term Anglo-Indian is used both as an adjective and a noun. It is heavily loaded as it points towards paternal lineage, colour, religion, culture, mind and the location of the author that distinguishes one from other British nationals. It was introduced as the official description of the Eurasian communities for the first time in 1882. Viceroy Charles Hardinge, in 1911, sanctioned the use of the term Anglo-Indian in the official census. An insight into the community’s history will certainly be helpful in understanding the cultural concerns of the community and issues in their literature. Confusion among the editors, literary historians and academic scholarship is no less responsible for the changing names and adopting the new ones for this hybrid literature. As their concerns are divided between allegiance to the emerging nation i.e. India and loyalty to the crown – the former masters they are not able to make up their minds about various published works. With the passage of time, Anglo-Indian Literature has disappeared like a meteor and has been transformed into Indian writings in English.
The Right to Life Denied: The Culture of Violence along the Us-Mexican Border
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Kaczmarek, Agnieszka
With a focus on Ed Vulliamy's “Amexica: War Along the Borderline” (2010), the outcome of the author's field research in the American-Mexican borderlands, the article aims to present the progressive brutalization of the border's public life. Discussing the quantitative and qualitative scale of violence in Mexico, it explains the main reasons for the escalation of bloodshed, attributable, among other things, to cartels, which function in a similar way to legal international corporations. The article also exemplifies how drug trafficking organizations shape the culture of violence in public space, discourse, entertainment, and education. In addition, the purpose of this paper is to show that to a certain extent the United States is co-responsible for the flourishing culture of violence there, which clearly affects not only its southern neighbor, but also American citizens.
On Naming Strategies in the Field of Skeletal Structure and Body Parts in Medical and General English
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Kleparski, Grzegorz A.; Borkowska, Anna
The major objective set to this paper is to investigate how students’ academic interests determine and delimit the scope of lexical items to be mastered in ESP instructions. Naturally, teaching specialist language requires, on one hand, full-scale awareness of a specific field of knowledge, and on the other, a constant willingness to search for pragmatic techniques that enhance teaching and learning processes. Here, we provide insight into several lexical fields in medical English, namely BODY PARTS, SKELETAL STRUCTURE and DISEASES to examine their usefulness in actual pedagogical practice. Certainly, synonymous pairs of words, be it technical or standard English terms, constitute one of the most viable categories in a medicine-couched English classroom. Much in the same vein, issues of etymology play an eminent role in identifying the affinities existing between lexical items. Note that etymological issues necessitate both comprehensive knowledge of medicine-related subjects and broadly understood willingness to face the fact that medical students are likely to know more on the subject instructed than their ESP practitioners. In a similar manner, various groupings and relationships between lexical items show that the medical technolect, in particular, is linked to various dimensions, some of which determine the limited use of medical science words. For instance, the tabooed lexical items in the field BODY PARTS are crucial here from the point of view of language instruction, and the existence and use of those words involve checks of political correctness, both in and out of the classroom environment. Rather unsurprisingly, tabooed lexical items are by all means the most intriguing and desirable ones for many learners, though not for teachers.
Rhetorical Anthropology or Anthropological Rhetoric: Foundations of the “Rhetoric & Anthropology” Research Net
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Agnetta, Marco; Cattani, Adelino; Gil, Alberto; Jiménez Cataño, Rafael; Tapia Velasco, Sergio
The article is a scientific manifesto by the “Rhetoric & Anthropology Research Net”. It discusses the state of the subject, the basic principles of the investigation and an outline of different rhetorical-anthropological fields of work directed by the authors of the article. The methodological focus is ecological because it is based on responsibility and solidarity specified in a culture of debate worthy of the name, and in the principle of affirmation, that is, in a rhetoric that opens new pathways, provides solutions, and brings people together because it has an eminently positive orientation.
Who Is a Seductress? A Cognitive Approach to the Synonyms of Seductress
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Grząśko, Agnieszka
In the history of English there have been a number of terms referring to a mysterious and enticing lady whose charm entraps her lovers, frequently leading them into dangerous situations. Indubitably, femme fatale is an archetype of such a female both in literature and art. Her ability to enchant and hypnotize males was in the earliest stories even seen as supernatural, therefore nowadays such ladies are associated with vampires, witches or even demons. The main aim of the paper is to discuss the semantic history of a handful of lexical items that might be used in the sense ‘a seductive woman’ and analyse them from a cognitive angle. In particular, we shall focus on such simple words as siren, derivatives seductress and enchantress, two borrowings, that is femme fatale and coquette, one abbreviation, namely vamp and – last but not least – a handful of proper nouns, namely Circe, Lorelei and Jezebel.
Garden Politics in Margaret Atwood’s Selected Speculative Fiction Novels
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Wieczorek, Paula
Following Shelley Saguaro’s belief that the incorporation of a garden in a text is reflective of ideological aesthetic premises, this paper intends to study the representation of gardens in two speculative fiction novels by the prominent Canadian writer, Margaret Atwood: “The Handmaid’s Tale’ (1985) and “The Year of the Flood” (2009). In her books Atwood presents the readers with an apocalyptic vision of an environmental crisis resulting from profit maximisation in capitalist societies. The patriarchal domination over nature in the novels is intrinsically connected to the domination over women. The female protagonists’ bodies are represented in terms of marketable value, as every part of their body can be described as a resource for extraction. Referring to ecofeminist critics including Carolyn Merchant and Karen J. Warren, as well as the works of ecocritical scholars such as Lawrence Buell, the paper examines the way Atwood’s literary gardens reflect on the complex issues of environmentalism, religion, technology and gender politics. Special attention is paid to flower imagery as well as to the animals living in Atwood’s literary gardens and their connection to the female protagonists. Since the paper discusses novels that were published over 20 years apart, it reveals the way Atwood’s perspective on the above-mentioned issues has evolved over time.

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