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MASTER 1
Conditions d’admission
Les étudiants justifiant d’un titre français ou étranger, sanctionnant une formation
comparable, par le contenu, le niveau et la durée des études, à celle qui conduit à l’obtention
de la licence LLCE - anglais, ou LCE études anglophones peuvent accéder à la préparation de
la première année du Master sur décision du président de l’Université, arrêtée sur proposition
d’une commission pédagogique statuant sur chaque cas individuellement.
Les étudiants admissibles au CAPES peuvent être dispensés d’UE de 1ère année de master
par une commission pédagogique, après examen de leur dossier et des notes obtenues au
CAPES.
Inscription pédagogique
◊ La participation aux travaux des séminaires est obligatoire, sauf dérogation accordée par les
responsables d’UE semestrielles.
MASTER 1 SEMESTRE 1
UE A1 (9 ECTS) : Langue et outils de la recherche
Un séminaire à choisir :
A noter : les cours de M1 dispensés par les établissements co-habilités (Lyon 3, l’ENS de
Lyon, Saint-Etienne) en S1 et S2 ne suivent pas forcément le même calendrier que ceux
ayant lieu à Lyon 2. Pour plus de détails, consulter le groupe sur le b.v. : « M1 recherche
DEMA ».
*Les cours de M1 proposés par les autres départements de la Faculté des Langues de Lyon 2
(LEA, Etudes allemandes et scandinaves, Etudes Arabes, Etudes des Mondes Hispanique et
Lusophone) sont également accessibles dans cet UE.
MASTER 1 SEMESTRE 2
UE A2 (9 ECTS) : Langue et outils de la recherche
Un séminaire à choisir :
Pour les cours choisis hors-DEMA ou hors Lyon 2, l’étudiant doit obligatoirement obtenir
en amont l’accord du Directeur du Master LLCER Etudes Anglophones. Ces cours
porteront sur des sujets en lien avec les thématiques des cours du Master LLCER Etudes
Anglophones (littérature, civilisation, linguistique, histoire, sciences de l’éducation, sciences
politiques…).
A noter : les cours de M1 dispensés par les établissements co-habilités (Lyon 3, l’ENS de
Lyon, Saint-Etienne) en S1 et S2 ne suivent pas forcément le même calendrier que ceux
ayant lieu à Lyon 2. Pour plus de détails, consulter le groupe sur le b.v. : « M1 recherche
DEMA ».
*Les cours du M1 proposés par les autres départements de la Faculté des Langues de Lyon 2
(LEA, Etudes allemandes et scandinaves, Etudes Arabes, Etudes des Mondes Hispanique et
Lusophone) sont également accessibles dans le cadre de cet UE.
MASTER 1 – SEMESTRE 1
Ouvrages de référence
Pas de références particulières pour les dictionnaires bilingues et unilingues puisque les
étudiants sont supposés être familiers de leur utilisation... Sera simplement rappelée la
nécessité de consulter plusieurs dictionnaires, ainsi que des dictionnaires analogiques, de
synonymes... (le Roget’s Thesaurus pour l’anglais). Les étudiants pourront utilement se
reporter aux guides et manuels suivants :
1ère session : Une épreuve de contrôle continu notée sur 20. Un examen terminal noté sur 40,
durée 3 heures.
Régime spécial d’études : Les étudiants sont convoqués à l’épreuve de fin de semestre.
This course aims to present the theories and methodology that will enable students to be more
familiar with the issues raised by the literary text as such. The course will be structured by
the movement from text to theory and not the reverse.
Leaning on elements drawn from “French theory” and their post-structuralist developments,
it will explore issues like the “death of the author”, the “carnivalization” of literature, the
dissemination of genres (the tragic, the comic, the epic), the transmutation of aesthetic
values (the beautiful and the sublime), the representation of gender relations, and concepts
like gaze and voice essential to the understanding of the language of literature.
Bibliography:
The Theory and Practice of Literary Criticism: An Oxford Guide, ed. Patricia Waugh. Oxford, OUP
(2004)
Slavoj Zizek. Looking Awry. London: MIT Press, 1992.
This course aims to provide the student with a detailed knowledge of crime and criminal
justice policy in nineteenth- and early twentieth-century Britain. It will concentrate on the
way in which Victorians and Edwardians sought to make sense of the apparent “crime wave”
hitting their country, together with the policies put in place in an effort to bring crime under
control. This discussion will be placed in a historiographical context and a varied selection of
contemporary documents will be used to illustrate the themes of the course. Among the
themes covered will be the “rise” of crime; transportation; Jeremy Bentham’s Panopticon and
the penitentiary movement; capital punishment; women and crime; the “scientific” study of
the criminal (phrenology, physiognomy, criminal anthropology, etc.), and eugenics.
Bibliography:
Davie, Neil, Tracing the Criminal: The Rise of Scientific Criminology in Britain, 1860-1918, Oxford,
Bardwell Press, 2005.
Emsley, Clive, Crime and Society in England 1750-1900, 4th edition, London, Longmans, 2010.
Godfrey, Paul & Lawrence, Paul, Crime and Justice 1750-1950, Cullompton, Willan, 2005.
Rawlings, Philip, Crime and Power: A History of Criminal Justice 1688-1998, London, Longman,
1999.
Wiener, Martin J., Reconstructing the Criminal: Culture, Law and Policy in England, 1830-1914,
Cambridge, Cambridge University Press, 1990.
A wide variety of documents will also be made available on the bureau virtuel.
Contrôle des connaissances :
Régime spécial d’études : Les étudiants dispensés d’assiduité (D.A.) sont fortement
encouragés à rejoindre le groupe sur le b.v. et à se procurer les ouvrages, textes et autres
ressources associés au cours. Ils seront convoqués à l’examen (100%) qui a lieu après la fin
des cours. Pour les modalités, voir ci-dessus.
Programme :
This seminar aims to introduce students to historiographical debates (the way history is
written) and their links with the construction of the American nation. The first classes will
deal with the early historians of the United States (18-19th century). We’ll then study the
emergence of professional history and the various interpretations of the American
experience/experiment in the late 19th century and until the 1950s. Each topic will alternate a
survey presentation (lecture) and the commentary of primary sources (American histories). As
we go along we’ll also explore how history is written in a broader way by reading Antoine
Prost’s Douze leçons sur l’histoire.
Bibliography
Les textes et documents nécessaires aux commentaires seront accessibles via la site personnel
de M. Kempf : http://bit.ly/jean_kempf_lyon2
1ère session : une épreuve écrite de 4 heures (en anglais) et une présentation critique d’un
texte en séminaire (par groupe).
The course aims to introduce students to the innovations brought by the Modernist period to
the English novel. A new genre, poetic fiction, emerges in response to the conditions of our
modernity, characterized by the general collapse of old ideals. Its object is less description (of
a state of society, of the psychological development of character) than exploration of the
“thing beneath the semblance of the thing” (V. Woolf) when the veil of reality tears up.
How to make room for this new “passion for the Real” which according to Alain Badiou
characterizes the Twentieth Century? How to account for the emergence of affects like fear,
anxiety, melancholy but also joy in such brief moments of contact (Joyce’s “epiphanies”,
Woolf’s “moments of being”, Mansfield’s “blazing moments”)? What relation to language,
symbolic reality (in particular gender roles), and to the human body does this imply?
The course will develop these issues taking examples from the texts on the reading
programme.
Bibliographie:
This class offers a survey of major early American texts that shaped the American literary
heritage. After examining a number of significant works from the Puritan era and the 18th
century, as well as major essays by Ralph Waldo Emerson, we will focus mainly on 19th-
century authors whose works are associated with the American Renaissance, the era when
American literature came into its own. The corpus will include a number of emblematic short
stories and other prose writings by Washington Irving, Henry David Thoreau, Nathaniel
Hawthorne and Herman Melville, as well as extracts from Emily Dickinson’s poetry.
Emphasis will be placed on close reading of individual texts as well as understanding of their
philosophical and ideological background.
Bibliography:
Nina Baym, Wayne Franklin, Philip F. Gura, Arnold Krupat, Robert S. Levine, eds. The Norton
Anthology of American Literature, Package 1: Volumes A and B
––––––––. The Norton Anthology of American Literature: Volume C: 1865-1914
David S. Reynolds, Beneath the American Renaissance : The Subversive Imagination in the Age of
Emerson and Melville. (Oxford UP, 2011).
Contrôle des connaissances : 1ere session : Une épreuve écrite : explication de texte ou
dissertation en anglais, durée 4h.
Program:
Lewis Carroll, Alice in Wonderland and Through the Looking-Glass, Penguin Classics.
Charlotte Brontë, Jane Eyre. Edition W.W. Norton.
Robert Browning, Men and Women. Edition W.W. Norton.
Elizabeth Barrett Browning, Sonnets from the Portuguese.
Bibliography:
Liliane Louvel. L'Oeil du texte. Toulouse: Presses universitaires du Mirail, 1998
Gérard Genette. Figures III. Paris : Seuil, 1972
Roland Barthes, Philippe Hamon, et al. Poétique du récit. Paris : Seuil, 1977.
The plays selected for this course will be performed in Lyon theatres and seen by the students
(cheap ticket prices). The class analyses the dramatic text as a basis for performance with an
introduction to the semiotics of staging. The stage directors will come and meet the students
in class to discuss staging choices and translation process. Oral practice and drama diction
will also be focused on.
Program:
° Howard Barker, Scenes from an execution, Oberon Modern Plays (2015). La pièce sera
programmée au Théâtre des Célestins du 15 novembre au 7 décembre 2016 sous le titre
Tableau d’une exécution.
° Tony Kushner, Angels in America, (A Gay Fantasia on National Themes), Revised and
Complete Edition 2013, published by Theatre communication Groups. Angels in America
sera programmé au Théâtre de la Croix-Rousse du 6 au 8 novembre 2016.
1ère session : 50% participation active en cours. (exposés et compte-rendus écrits) 50%
examen : une épreuve écrite de 3h sur textes du programme et éléments étudiés en cours.
Objectifs et méthode :
This class aims to equip students with an awareness and understanding of the ways in which
new words are coined and of the extent to which French and English show contrasts and
similarities. It offers a detailed overview of the various processes of word-formation
(affixation, compounding, conversion, clipping, blending, replication) and introduces the core
concepts of morphology both through weekly reading assignments and through the hands-on
analysis of linguistic data.
Bibliographie générale :
Apothéloz, Denis. 2002. La construction du lexique français. Paris : Ophrys.
Bauer, Laurie, Rochelle Lieber & Ingo Plag. 2013. The Oxford Reference Guide to English
Morphology. Oxford : OUP.
Bauer, Laurie. 2004. A Glossary of Morphology. Édimbourg : EUP.
Paillard, Michel. 2000. Lexicologie contrastive anglais-français. Paris : Ophrys.
Plag, Ingo. 2003. Word-formation in English. Cambridge : CUP.
MASTER 1 – SEMESTRE 2
1e session : Une épreuve de contrôle continu notée sur 20. Un examen terminal noté sur 40,
durée 3 heures.
Régime spécial d’études : Les étudiants sont convoqués à l’épreuve de fin de semestre.
This course aims to introduce students to the theories and methodology of the social sciences,
as used in civilisation studies. The theoretical and methodological questions faced by all
social researchers will be raised (theorising, contextualisation, action/structure, objectivity
versus subjectivity, etc.), by looking at how the traditions inspired by the pioneering work of
Emile Durkheim, Karl Marx and Max Weber approach these issues. The practical problems
involved in fieldwork in the social sciences will also be considered, through a study of how
sociologists, historians and anthropologists approach their chosen field of inquiry.
Bibliography
Charles H. Powers, Making Sense of Social Theory: A Practical Introduction, Oxford, Rowman &
Littlefield, 2004.
Pip Jones, Liz Bradbury & Shaun Le Boutillier, Introducing Social Theory, Second Edition,
Cambridge: Polity Press, 2011.
1ère session : Épreuve écrite sur programme du semestre (commentaire de texte ou questions),
3 heures, 100%.
Régime spécial d’études : Les étudiants dispensés d’assiduité sont fortement encouragés à
rejoindre le groupe sur le b.v. et à se procurer les ouvrages, textes et autres ressources associés
au cours. Ils seront convoqués à l’examen (100%) qui a lieu après la fin des cours. Pour les
modalités, voir ci-dessus.
The course will consider a critical moment in modern British history, the abolition first of the
slave trade in the British Empire (1807), then of slavery itself (1838). From being one of the
most active slave-trading nations, Britain became, within the space of a few decades, a firm
supporter of “abolitionism”, both at home and abroad. How did this remarkable transition take
place? Who were the actors? What were their motivations? And what forces, economic,
political and ideological, stood in their way? These questions will be explored through an
intensive study of the primary sources of the period (via the bureau virtuel), and by
considering how historians have chosen to analyse this complex, but fascinating subject.
Bibliography:
Régime spécial d’études : Les étudiants dispensés d’assiduité sont fortement encouragés à
rejoindre le groupe sur le b.v. et à se procurer les ouvrages, textes et autres ressources associés
au cours. Ils seront convoqués à l’examen (100%) qui a lieu après la fin des cours. Pour les
modalités, voir ci-dessus.
This seminar deals with American intellectuals and political commitment in the 20th century.
The first classes will focus on the context in which intellectuals as such emerged in the late
19th and early 20th centuries. We will then examine and analyze American intellectual debates
from World War I to the War in Iraq (2003), including American intellectuals ‘engagement’
during the New Deal, the beginning of the Cold War, and the 1960s. In the second part of the
semester, students will be asked to make an oral presentation in class.
Bibliography:
Biel Steven, Independent Intellectuals in the United States, 1910-1945, New York, New York University Press,
1992.
Bender Thomas, New York Intellect, Baltimore, The Johns Hopkins University Press, 1987.
Collini Stefan, Absent Minds, Intellectuals in Great Britain, Oxford, OUP, 2006.
Hollinger David, « Ethnic Diversity, Cosmopolitanism and the Emergence of the American Liberal
Intelligentsia », in In the American Province, Bloomington, Indiana University Press, 1985, pp.56-73.
Perry Lewis, Intellectual Life in America : A History, Chicago, The University of Chicago Press, 1989.
Contrôle des connaissances : A written exam 3 hours in January (2/3) and an oral
presentation in class (or an oral exam) (1/3).
By examining how American modernist practices defy our reading habits we will attempt to
delineate what new hermeneutic strategies those texts urge us to explore. The high modernist
tradition coincides with major changes in the writing of poetry. The analysis of individual
works and styles will reveal the innovative, disruptive and lyrical nature of modernist poetics
as well as the political and theoretical challenges at stake. American poetry questions and
unravels the very notion of literature and writing present throughout the Western tradition.
Post-structuralist critical notions may thus prove central to our understanding of American
modernism.
Bibliographie :
Nina Baym, Jerome Klinkowitz, Arnold Krupat and Mary Loeffelholz, eds.The Norton Anthology of
American Literature, Package 2: Volumes C, D, and E.(W.W. Norton, 2007).
Preminger, Alex & al., eds. The New Princeton Encyclopedia of Poetry and Poetics. (Princeton UP,
1983).
Contrôle des connaissances : 1ere session : Une épreuve écrite : explication de texte ou
dissertation en anglais, durée 4h.
This seminar offers an introduction to South African literature through two of its acclaimed
representatives: Nadine Gordimer and J.M. Coetzee. As most of their works were written
during the infamous apartheid regime, both authors were faced with the crucial question of
how to write literature in the “cauldron of history”, how to address political issues whilst
questioning all position of authority – first and foremost their own. Although each writer’s
response is markedly different, the intensity of their fiction lies in the power of their vision
and in the strength of their writing. It is through a close reading of one of Coetzee’s novels
and of a selection of short stories by Gordimer that we propose to examine their respective
ethical and aesthetic stances.
Bibliography:
J.M. Coetzee, Waiting for the Barbarians (1980), Vintage, 2004.
Nadine Gordimer, Life Times, Stories 1952-2007, Bloomsbury, 2011. (A selection of stories
will be placed on the “BV”).
Further reading:
Derek Attridge, J. M. Coetzee and the Ethics of Reading,The University of Chicago Press,
2004.
David Attwell, J. M . Coetzee, South Africa and the Politics of Writing, University of
California Press, 1993.
Nadine Gordimer, Telling Times: Writing and Living, 1950-2008.
Dominic Head, Nadine Gordimer, Cambridge U.P., 1994.
Contrôle des connaissances : One written exam (4h) consisting in the structured
commentary (in English) of an excerpt from the novel or from one of the stories. The active
participation of the students in the form of oral presentations will also be taken into account.
This course offers an overview of twentieth-century English, Scottish and Irish poetry through
the works of John Davidson, Gerard Manley Hopkins, Geoffrey Hill, Ted Hughes, Ian
Crichton Smith, George Mackay Brown, George Bruce, Norman MacCaig, and Seamus
Heaney. Of special critical interest to us will be issues such as rhythm, voice, self and
persona, all approached by means of close readings of the poems.
This seminar will deal with the interactions between individuals and their social environment,
focusing on the changes brought about in the period by the urban development (particularly in
London), which ushered in a new theatrical genre: City comedy.
Bibliography:
Thomas Dekker, The Shoemaker’s Holiday, ed. J.G. Harris, Methuen “New Mermaids”, 2008
(ISBN 978-0-7136-7378-4) or in The Roaring Girl and Other City Comedies, ed. James
Knowles, Oxford World’s Classics (ISBN 978-0-19-954010-5).
Assessment: contrôle continu & DA: 3-hour final exam (essay or commentary).
This class aims at studying language variation and change within the variati4onist
sociolinguistic paradigm. Sociolinguistic variation will be examined from different angles,
looking particularly at diachronic, synchronic and spatial linguistic variation, and the effect of
social variables on language use. From a historical point of view, we will examine the main
theoretical frameworks and methodologies that have shaped the field of (variationist)
sociolinguistics over the past five decades.
Bibliography: