The seminar consists of individual consultations between the doctoral student and their supervisor, during which the student clarifies the topic, relevant literature, methodology, and content of the dissertation. It also involves presenting preliminary research findings and defending them through scholarly debate within a group of fellow doctoral students, as well as critically assessing and commenting on the research and presentations of other doctoral students. The objective of these seminars is to present preliminary research findings, monitor progress against the dissertation project timeline, propose solutions to challenges encountered during the research, and refine the research direction and methodology. This process incorporates feedback not only from the student's own supervisor - provided during regular individual consultations - but also from other supervisors and fellow doctoral students during the group seminars. Furthermore, students strengthen and deepen their knowledge and skills regarding the execution and presentation of research projects, linguistic research methods, the critical evaluation of scholarly work, participation in academic discussion, and the formal requirements of academic texts. Students carry out their dissertation projects in accordance with the proposal approved during the defense in the "Methodological Seminar for the DSP in Romance Languages 2" (taken in the first year), while also addressing any feedback received during that defense. Students consult regularly with their supervisor, who monitors the progress of the dissertation project. In the seminar, the student presents preliminary research findings in the form of a written paper of at least 10 standard pages, meeting appropriate standards of content and formal quality. This paper must be submitted to the seminar coordinator two weeks prior to the seminar date and will be circulated among all seminar participants for comment. Additionally, the student will present their project orally, delivering a twenty-minute lecture accompanied by a presentation. The written paper, the presentation, and the lecture must not all be in the same language; rather, at least two different languages must be used (e.g., Romance languages, English, or Czech). This ensures that the topic remains accessible to students specializing in other languages (for instance, a written paper in English, with the lecture and presentation delivered in the Romance language of the student's own specialization). The specific language combination is chosen by the student in consultation with their supervisor. Furthermore, for each contribution by their peers, the student must prepare at least one question or comment - based on a review of the written paper, lecture, and presentation - addressing the methodological, substantive, or formal aspects of the work. Where necessary (e.g., in the event of a doctoral student's stay abroad), it is not mandatory to adhere to the recommended sequence of seminars or the suggested semester. Literature: - specialized literature determined by the linguistic and thematic focus of the student's project, recommended/approved by the supervisor ČMEJRKOVÁ, Světla, František DANEŠ a Jindra SVĚTLÁ: Jak napsat odborný text. Praha: Leda, 1999. MARTÍNEZ DE SOUSA, José: Manual de estilo de la lengua espa?ola (MELE 5). 5., rev. vyd. Gijón: Trea, 2015. MLA: MLA Handbook. 9. vyd. New York: Modern Language Association of America, 2021. THE UNIVERSITY OF CHICAGO PRESS: The Chicago Manual of Style: The Essential Guide for Writers, Editors, and Publishers. 18. vyd. Chicago: The University of Chicago Press, 2024.
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