What This Course Is About This hands-on seminar class is as much about Shakespeare, as it is about other authors, creators, and works, or Shakespop, that have been reverberating his themes, characters, stories, or language in ways that shatter the fixed image of Shakespeare as a canonical English writer. We will explore different ways in which Shakespeare’s plays have been adapted and appropriated for the theatre and the screen, as well as in popular culture, in the late twentieth and early twenty-first centuries, by combining close study of the plays with analysis of the process, ideology and methodology of their adaptations. The originary text will be approached not as a privileged text, but as one that undergoes a constant process of rewriting and disruption. While we will be focusing on how adaptations open up new perspectives of the written texts and engender a plurality of meanings, students will be invited to experiment with new ways of thinking and writing about Shakespeare and even creating and presenting their own adaptations of his works.

How This Course Is Organized It is organized as a workshop for a small number of students. Special emphasis will be given on the plays as performance texts, and our work will be largely interactive and experiential, encouraging creativity and initiative. Students interested in enrolling, should bear in mind that regular class attendance, active participation, and group work are essential and their overall evaluation will be based on these.

Course Objectives

•      Students will critically compare and contrast a text by Shakespeare with its adaptations/ appropriations,
•      they will become aware that literary adaptations are not one-way translations from text to other media,
•      they will analyse a variety of adaptations/ appropriations in the respective political, social, literary, and cultural context of their production, and,
•      finally, they will create and present their own adaptations of a Shakespeare text.

Assessment Class attendance as well as active participation in class activities and group work are of high importance for this workshop. As 60% of the classwork depends on live participation, it is essential that students attend regularly and do not miss more than 2 classes. It is significant to note, however, that the aim is not to make class attendance mandatory, but enjoyable, so that students look forward to coming to classes because they want to and not out of sheer obligation.

Mark also that since there will be no final exam, assessment will depend on in-class participation, reflective paragraphs or reviews, preparation and implementation of an adaptation project, and a written report on the project (approx. 2,000 words).

Each responsibility will count as follows:

In-class participation and group work: 30%

Preparing & carrying out of project:     30%

Reflective paragraphs/reviews

and final report on project:                    40%

his course examines the role media play in shaping modern American society as well as in the creation of (counter) cultures. It offers students the opportunity to study a great wealth of cultural products and investigate their effect on American ideology. In particular, the students will be exposed to cultural examples of the twentieth and twenty-first century produced and delivered through a variety of media (print, film, TV and the Internet) and are going to think critically about how “old” and “new” media emanations have been shaping Americans’ nationalist, class, race and gender perceptions. We will focus on a range of cultural theories ranging from the Frankfurt and the Birmingham Schools to post-Marxist and postmodern approaches to popular production. As we will shift our attention to the participatory elements of our new media culture, we will appreciate a fresh new outlook on the politics of New Media Culture in the U.S.A and across the Atlantic.

The course aims at students’ practical understanding of principles and procedures for selecting and designing materials for very young learners. We will discuss the theoretical underpinnings and criteria of selecting and designing educational materials and we will examine various materials and teaching aids from picturebooks, toys, puppets, cartoons and storysacks to digital games and virtual world/environments, etc. We will discuss early childhood curricula and good pedagogical practices in preschool settings and train students in devising activities promoting EFL oracy and pre-literacy skills and monitor progress. The course will also offer students training in organizing and managing learning environments for children taking into account the social and cultural context as well as the children’s experiences and interests. By the end of the course, students will be able to plan, design and create suitable educational materials for early childhood learners. Students will also be provided with the opportunity to reflect on the design of flexible learning environments that are in line with modern pedagogical approaches in early childhood contexts. The assessment will be formative as the students will be required to create a series of teaching activities and scenarios for early childhood learners.

Ling-4-420: This course is not on offer.

Taught by E. Koutoupi-Kitis. You will find out that language is discourse and that discourse is interaction. You will discover that you're not just surrounded by discourse, but immersed in it. You will understand why multiple interpretations is the order of the day for texts and not just a possibility. This course examines language in its social setting, and is of immediate relevance to language teaching, translation, literature and literary criticism, art and art criticism, media and communication studies, anthropology, cultural studies, gender studies, and to many other academic fields.

Το μάθημα στοχεύει να εισάγει τους φοιτητές στις γενικές αρχές της οικονομικής μετάφρασης, ενός βασικού τομέα ειδίκευσης για τους μεταφραστές, να τους παρέχει τις απαραίτητες γνώσεις για την οικονομική μετάφραση και να τους βοηθήσει να αναπτύξουν τις δεξιότητες εκείνες που θα τους επιτρέψουν να έχουν μια καλύτερη αντίληψη του χώρου. Η επιλογή των κειμένων καλύπτει μια ευρεία γκάμα θεμάτων εντός της οικονομικής επιστήμης, όπως Οικονομική Θεωρία, Μάρκετινγκ, Τραπεζικά, Διεθνές Εμπόριο, Δημοσιονομικές Πολιτικές, Χρηματαγορές. Κατά τη διάρκεια του εξαμήνου, οι φοιτητές αναλαμβάνουν μεταφραστικές ασκήσεις από οικονομικές πηγές (από αγγλικά προς ελληνικά). Με την ολοκλήρωση του μαθήματος, οι φοιτητές θα έχουν αποκτήσει βασικές γνώσεις στο πεδίο της οικονομίας, εξοικείωση με απλά οικονομικά κείμενα, θα έχουν αναπτύξει αναλυτικές δεξιότητες για την αντιμετώπιση πρακτικών προβλημάτων σε σχέση με την οικονομική μετάφραση, εξοικείωση με βασικούς οικονομικούς όρους στην αγγλική και στην ελληνική γλώσσα, συγκέντρωση και χρήση πληροφοριών από σχετικές βάσεις δεδομένων.

Το μάθημα έχει υποχρεωτικές παρακολουθήσεις (μέγιστος αριθμός απουσιών 3)

Προαπαιτούμενο: Οι φοιτητές/ήτριες πρέπει να είναι φυσικοί ομιλητές/ήτριες της ελληνικής.

Αξιολόγηση: 1. Μεταφραστική Εργασία 30% (προαιρετική) 2. Τελική εξέταση 70% για όσους έκαναν τη μεταφραστική εργασία και 100% για όσους δίνουν μόνο την τελική εξέταση

Ο στόχος αυτού του μαθήματος είναι να παρουσιάσει σε μελλοντικούς δασκάλους της Αγγλικής ως Ξένης Γλώσσας πώς μπορούν να ενσωματώσουν την Τεχνολογία των Πληροφοριών στη Γλωσσική Διδασκαλία. Το μάθημα θα προτείνει τρόπους με τους οποίους ο παγκόσμιος ιστός μπορεί να χρησιμοποιηθεί ως πηγή υλικού τόσο για τους/τις εκπαιδευτικούς όσο και για τους/τις μαθητές/ήτριες. Επίσης, θα αναλύσει το πώς οι εκπαιδευτικοί μπορούν να εμπλέξουν τους/τις μαθητές/ήτριές τους σε on-line δραστηριότητες και παιχνίδια καθώς και σε επικοινωνία και συνεργασία με άλλες τάξεις από διάφορα μέρη του κόσμου.

The course provides students with an advanced introduction to the scholarly and critical study of poetry and other writings written in the British Romantic era (1780-1832). Informed by recent scholarship in Romantic studies, our reading of selected texts will attend closely to the historical, political, social, economic and cultural contexts in which the literature is embedded. Specifically, we will concentrate on the themes of sublimity, revolution, gender, empire, identity, authorship, print culture, and genre. Along with the poetry and prose we will read contemporary theoretical texts and literary criticism that address these areas. The writers to be studied will include Blake, Barbauld, Byron, Burke, Coleridge, Godwin, Hemans, Percy Shelley, Wordsworth and Keats.

Are the sexes two and distinct? What is it that defines masculinity and femininity? Is sexual identity determined by one’s sexed body? Can we think of gender and sexuality as stable and universal categories? Is biological sex a given? How distinct are the categories of anatomical sex, gender identity, and gender performance? Through a close reading of a variety of literary and cultural texts this course aims to address the questions above and examine gender, sex, and sexuality as fluid signifiers whose meaning changes across time, place and culture. We will explore how writers have represented gender from the Renaissance to the postmodernist era, how they have responded to the scientific, legal, and psychoanalytic definitions of sexuality formulated in the nineteenth and twentieth centuries, as well as the impact of feminism and queer theory upon the ways in which we think about gender, sexuality and writing. One of the course objectives is also to invite students to rethink contemporary manifestations of gender and sexuality as ambiguous and problematic categories, but also mutable and open to choice. 

The EU policy of communicating in 24 official languages (multilingualism policy) is unique in the world and gives a new dimension to translation practice. All official languages enjoy equal status. The fact that EU citizens in the 27 member countries have the right to use any of these languages to communicate with the European institutions helps to make the Union more open and more effective. The course will focus on the translation of texts concerning the European Union and its institutions (from English into Greek only); it will also help students have a better understanding of the institutions of the European Union, as well as the political, social, cultural, and economic aspects of EU life.

Το μάθημα βοηθάει τους φοιτητές/τριες να αναπτύξουν βασικές δεξιότητας έρευνας και συγγραφής εργασιών.

This course aims to instruct students in the basics of literary research and scholarly writing. Students are familiarized with the basic principles of writing about literary and/or cultural texts, researching a topic, and writing a research paper through a workshop-style lesson held once a week, with mandatory class attendance. They are also required to attend a compulsory library seminar on using electronic courses. Particular emphasis will be given to class discussion and in-class exercises, as well as regular one-on-one discussions of each student’s work during office hours throughout the term. Students will be expected to submit two formal written assignments, one short and one long paper (with greater weight given to the long paper) and to present outlines and drafts of their research papers during meetings with the instructor. The research papers are on literary or cultural topics, the first on a set text and the second on a topic of the student’s choice (subject to the instructor’s approval). Students are assessed on the basis of their research papers, as well as on their participation in class discussions and tasks. Scheduling and meeting deadlines is a key parameter of the course. The course also guides students to proper academic research conduct by placing emphasis on the importance of avoiding plagiarism. There is no final exam for this course.