This course is a survey of English literature in the 19th and 20th centuries.   The first half of the course will cover the Romantic (1798-1832) and Victorian (1832-1901) periods.  For the twentieth century, most attention will be given to the Modern period (1914- c.1965).  Extensive reading of fiction, poetry and drama, as well as the watching of videos of novels and plays, will be assigned.  Besides a midterm and final examination, two papers will be required.

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The objective of this course is to equip the students with the ability in understanding Western art as a rich aspect of Western culture.  The topics include:
       1) art of the Paleolithic and Neolithic ages;
       2) ancient Egyptian art;
       3) Greek, Hellenistic and Roman art;
       4) Early Christian and Byzantine art;
       5) Art of the Middle Ages;
       6) Renaissance art;
       7) Baroque art;
       8) Rococo art;
       10) Impressionism to Post-impressionism;
       11) Twentieth-century art.
It is expected that we will cover topic (1) through topic (5) during the Fall  semester and then topic (6) through topic (11) during the Spring semester.   Audio-visual materials, such as slides, video tapes and music CDs, will be used extensively in class.  Normally there will be midterm and final exams.  Recommended textbook: Ernst H. Gombrich, The Story of Art, 16th edition (London: Phaidon Press, 1995)

Students will receive an overview of ethical issues which are both practical and professional importance to contemporary life.  Issues covered include ethics and gender stereotyping, ethics in the fields of guidance counseling and medicine, business ethics, and a general understanding of ethics in friendship and every day life situations.  Students are expected to participate vigorously in class small group and report/discussions, to submit five journals, and to compile a "five short case study" workbook from newspaper or magazine reports.  There are no examinations.

"Who and what is the director? He or she is the artist who believes that what the play is saying is worth saying from a dramatic point of view."  A society which cultivates exciting theatre performances preserves its awareness of the truth of life.  The director and indeed the artist's responsibility has always been to hold up a mirror, not only on the present but also for the future.  Directing class will introduce the positions and creative work of the stage direct, playwright and designer for cross-cultural and multi-lingual theatres, including story adaptation and dramatic collaboration:
      (1) collaborations to bring the story alive through dramatic staging;
      (2) production techniques for different stages;
      (3) playwright, actor and direct communication;
      (4) design and rehearsal processes; and
      (5) multimedia staging dimensions.
 Attention will be given to the individual styles of well-known directors.  Final evaluation will be based on invited audience performances and the student directors' Production Books.  Students will be encouraged to focus on originality in their productions including music, costumes and staging.
 Text: The Theatre and You, and Marsh Cassady
 References: The Director and the Stage, Edward Braun, Theatre Choice in Action,
                     Arden Fingerhut, Play Directing, Frances Hodge

This course is designed for those interested in CAI courseware design theory, design and development techniques, and programming.  The course focuses upon applications of various learning theories to CAI, structured CAI design and development techniques, and CAI programming techniques using TOOLBOOK II, Publisher (ASYMETRIX) on Windows platform.  During the lecture portion of this course, a broader perspective involving computers and their instructional applications, the process of instruction, methods of CAI (such as Tutorials, Drills and practices, Simulations, Instructional Games, Problem Solving Activities), and the developing process of CAI will be covered.  During the lab portion, hands-on experiences with TOOLBOOK II will be emphasized.
Needs:
-Textbook:
  Alessi, S.M. & Trollip, S. R. (1991).  Computer-Based Instruction: Methods and
         Development.  Englewood Cliffs, New Jersey: Prentice-Hall.
-Diskettes: You must purchase at least  two 3.5" diskettes.
-Grading:
  l60%--Three development projects and one major CAI program
  l20%--Minor projects including assignments, or homework; these will be assigned as the
              semester progresses.
  l20%--Quizzes and class participation.

If you are interested in language teaching, linguistics, or your own language learning process, this course is very important for you.  In this course we will examine some of the major questions related to how people learn second languages.  We are all second language learners, so we will rely on our own experiences and on small experiments in class, as well as on background readings.  The main objectives of this course are to
       1.  learn the basic concepts and terminology in SLA;
       2.  learn what the major questions in SLA are;
       3.  learn what some possible answers are;
       4.  learn what further questions are raised;
       5.  learn how to relate 1 to 4 above to our own experience; and
       6.  review basic conventions of scholarship.
Topics to be covered include types of SLA data analysis; some things which are known about SLA; the effects of how people talk to learners; the effects of age, motivation, personality, learning strategies, and so on; the role of teaching SLA; and theories of SLA.
Tentative Textbook:
Larsen-Freeman, Diane, and Michael H. Long.  An Introduction to Second Language Acquisition Research.  New York: Longman, 1991 (The Crane)

As a curious learner of English, were you ever confronted with any strange phenomenon of this language?  Have you ever wondered why there are silent letters in such words as write, right, knight, doubt, island, castle, listen and know?  As a rational human being, are you really satisfied when you are told the letter <a> in the word have is simply to be pronounced differently as in behave, name, safe, and gate?  Will you be equally satisfied when you are told to pronounce the <ea> exactly the same in such words as eat, beat, read, lead, head, bread and to do the same for the pronunciation of the <i> in give, mine, pipe and rise?  Have you ever argued with anyone about whether the [t]in often should be pronounced?  Do you write color or colour?  Does it make any difference to you to read theatre or theater?
          When you read "what say you" in your literature reader and yet ask "what do you say" in English conversation, do you make up your own explanation for this conflict?  Will you be able extend your explanation to read in Romeo and Juliet "Thou fond mad man, hear me a little speak" where fond meant foolish or in Merchant of Venice "So shines a good deed in a naughty" world where naughty meant wicked.  When you hear the English expressions "fishwife", "meat and drink", are you sure you know what they really mean?  Do you know that the word "corn" does not refer to quite the same thing in American as in British English? For any sincere student of English who is well motivated to improve his/ her insight into the language which has been the main object of his/her study for so many years, a knowledge of the history of the English Language is absolutely necessary. This course offers you wider perspectives on how English is genetically related to or structurally different from other languages of the world: and how English is changing through time and evolves to become a significant world language that includes wide regional varieties.
Pedagogically well edited encyclopedia of the English language supplemented with BBC series of videos will be the main materials used for this course.
Requirements:
        1.  Regular active participation.
        2.  Reading assignments.
        3.  Written assignments.
References:
        BBC.  1989.  The Story of English.  Series of 9 Videos.
        Crystal, David.  1995. The Cambridge Encyclopedia of the English Language.
                  Cambridge: Cambridge University Press.
        Barber, Charles.  1993. The English Language: A Historical Introduction.
                  New York: Cambridge University Press.
        Baugh, Albert C. & Thomas Cable.  A History of the English Language.
                  London: Routledge.
        McCrum, Robert: Cran, William & MacNeil, Robert.  1993.  The Story of English.
                  Vikin Penguin.
        Pyles, Thomas & Alegeo, John.  1993.  The Origins & Development of the English
                  Language.  Harcourt Brace College Publishers.

The objectives of this course are to improve students' English grammar (and their understanding of grammar) and to introduce them ways to teaching grammar.  We will focus on the following issues: what is grammar, the differences between descriptive and prescriptive grammar, pedagogical and transformational grammar, different approaches and problems in teaching grammar, the most essential and/or tricky grammatical structures, and a number of grammar activities.
          Several books will be used for the class, including Teaching Grammar: Form, Function and Technique (by Sandra L. McKay), Grammar Practice Activities: A Practical Guide for Teachers (by Penny Ur), Techniques and Resources in Teaching Grammar (by Marianne Celce-Murcia and Sharon Hilles), Grammar Games (by Mario Rinvolucri), and a couple of others.  A list of references will be passed out in class.  Students who decide to take this course are required to get hold of at least one comprehensive grammar book, such as The Grammar Book: An ESL/EFL Teacher's Course (by Celce-Murcia and Larsen-Freeman), and A Grammar of Contemporary English (by Quirk and Greenbaum), one reference grammar, such as Practical English Usage (by Michael Swan), and A Reference Grammar for Students of English (by R. A. Close), and one book on grammar activities /games (as listed above).
          Other requirements for the course include: reading assignments, participation in all class discussions, a book review, practice teaching and a lesson plan, a paper on a topic chosen and/or a take home exam.

This course will focus on practical techniques of teaching English to young learners. Topics of discussion will include--classroom management, motivation theory, songs and games, teaching four skills, classroom media, and so on.  Guest speakers or field trips might be arranged as well.
Requirements:
        class participation (10%)                group presentation (25%)
        individual report (15%)                  midterm exam (25%)
        final exam or term paper (25%)
This course will help those interested in teaching children English teach with confidence, creativity and fun!

from Post-Imperial Web

COURSE OBJECTIVE: This course introduces you to one of the most important periods in the development of English literature and to culture of which it is a part.  In the sixteenth and
seventeenth century, that is in the period of the English Renaissance, English literature is incomparably richer in a variety of ways than in the preceding centuries.  The readings chosen for this course want give you some taste of the wealth and variety of the literary output of that time.
READINGS: We shall start with a brief study of the sonnet tradition (Wyatt, Henry Howard, Sidney, Shakespeare), read brief passages from "The Defense of Poesy," and from Spenser's "The Faerie Queene;" then study Pastoral Poetry (Sidney, Marlowe, Ralegh).  From there we shall go to drama (Marlowe: Dr. Faustus, Shakespeare: Julius Caesar and Henry the Fourth); and we shall end with selections from John Milton's "Paradise Lost."
COURSE REQUIREMENTS: Close reading of the assigned texts is essential for fruitful class attendance. You will be expected to contribute to group and class discussions and there will be mid-term and final exams.

In the nineteenth century when poetry, thought of primarily as a medium for expressing emotion¡X"the spontaneous overflow of powerful feelings"¡Xenjoyed a broad popular audience, prose was considered as the more natural medium for fiction and for ideas.  If prose took over much of the territory that used to belong poetry, fiction has also developed a precision of language, a complexity of structure, and a use of image and symbol that invite us to read it as carefully as we read poetry in the Romantic period and Victorian age.  Fiction reflects an investigation of the individual and the social, of the personal and the collective.
        From the time of Charles Dickens to the final decade when the last novels of Thomas hardy appeared, a long line of novelists continued to turn out monumental masterpieces in literature.  William Makepeace Thackeray and George Meredith, for example, challenged to Dickens's continued preeminence and popularity.  The development of the book trade and the popularity of the novel in the eighteenth century broke the ground for a much greater number of women writers in the nineteenth century, including such major figures as Jane Austen, Mary Shelly, Charlotte and Emily Bronte, George Eliot, and the others.
        This course will focus on selective texts concerned with the role of free will and fate in the lives of the literary characters, social realism and representation of daily nineteenth-century life.  By intensive reading of the following novels we come to some understanding of life and thought in this period and of the development of British novels from the nineteenth century and to the modern.
Texts:
        Emma by Jane Austen
        Frankenstein by Mary Shelly
        Wuthering Heights by Emily Bronte (or Jane Eyre by Charlotte Bronte)
        Great Expectations by Charles Dickens
Requirements:
        1)close reading of the assigned text;
        2)active class participation;
        3)quizzes, group work (oral presentation);
        4)midterm and final.

The purpose of this course is to offer an overview of classic 20th century short fiction by writers of England.  Students will read at least one novella (a short novel) and approximately fifteen short stories by writers such as Graham Greene, W. Somerset Maugham, Virginia Woolf,. D. H. Lawerence, and Evelyn Waugh.  Criteria for choice of works in this select fiction includes not only the importance of writers and their ability to educate as well as entertain readers, but also the focus they offer in themes and discussions of contemporary life issues, among which are family life, feminism, religion and its relation to culture, post-colonial sensitivities, and changing social values.  Students will be expected to participate in class discussions, submit regular monthly "reflective journals," and participate in examinations.

This course is a survey of twentieth-century American drama.  We will read plays by O'Neil, Wilder, Williams, Miller, Hansberry , Shepard, Henley, and Mamet.  We will attempt to situate the plays within their social and historical contexts.
Texts:
        The Norton Anthology of American Literature, Vol. 2 and paperbacks.
Requirements:
        Class participation, journals, short quizzes, a midterm and a final exam.

This course will focus on American novels written between the later eighteenth and later nineteenth centuries, when writers in the United States were distinguishing themselves from their European counterparts by responding to social, political, and economic conditions in the new nation: the democratic revolution, the frontier, the industrial revolution, extremes of urban poverty and wealth, and an ongoing encounter with Europe.  During this century novelists defined a particular brand of American romanticism that was then challenged by realism and naturalism.  Throughout these historical and literary contexts novelists persistently seek to define the freedom and moral accountability of the individual.  The syllabus will include works from among the following novelists: Brockden Brown, Cooper, Hawthorne, Melville, James, Wharton, and Norris.  Visual art will help us imagine the worlds these writers are describing, and a series of films based on the novels will complement the course.  Requirements include quizzes and three essay tests (including take-home and in-class).

This course is offered for overseas Chinese students who need to take 4-credit advanced Chinese courses to fulfill the department requirement.  The main goal of the course is to help these students to improve their reading and basic writing ability in Chinese.  Students will have a chance to read various types of prose (or perhaps poems) in modern Chinese at their level.  All classes will be conducted in Chinese so that students have more chance to improve their listening and speaking abilities in Chinese as well.
        The course content will be geared to each individual student's needs and abilities.  In addition to listening to lectures, students will do the reading/writing assignments, read on their own outside the class, participate in class/group discussions, and write journals for their readings.  In addition, students will keep a weekly learning log, recording the vocabulary/expressions learned.  Based on each individual student*s learning log, an individualized final exam will be given.
        Students who want to take this course, please see me for the book to be read during the winter break.  Suggestions about the reading materials from the students are always welcome.

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This is a continuation of the first semester offering, but students will be required to offer shorter, but more frequent homework assignments.  Teaching methods will include personal coaching of student translations, small group discussion, and class presentations.  Students particularly interested in added translation experience will be allowed to submit extra assignments for their practice and development.  Material will be chosen from newspapers, magazines, and assorted collections of Taiwan short story and essay writers.

This course will aim to familiarize students with English Newswriting through the reading and discussion of selected newspaper articles and the in-class writing of short news stories.
        On a tentative basis, the second hour of class will be given to reading a couple of stories of a selected type of news, e.g. accidents, entertainment and business.  Attention will be given to the style of writing and choice of words. This will serve as preparation of the next class meeting, the first hour of which will be devoted to in-class writing of a short news story.
        The ability of type is a must while the ability to wordprocess will be helpful.  Stories will be handwritten in the earlier half of semester and wordprocessed in the later half.

"Business English Writing" is designed for those students who intend to work in business world after graduation.  The major objectives of this course are to help students acquire the basic principles of business communications and become familiar with three types of business writing.
        Business writing is an indispensable in conducting transactions.  If a business transaction is to be completed to the satisfaction of both the writer and the reader of the message, both of them must understand the message.  The words and the writing style used in business communications, therefore, must be simple and exact.  To meet these objectives, certain rules or principles have been developed to help the writer of business communications make his meaning clear to his reader.
        In addition to acquiring the principles of business writing, students will learn three types of business writing--personal business letters, professional business letters, and business reports.  Personal business letters are written by persons in private life to ask for information, to make appointments, to order goods, to make complaints, and to secure a position.  Professional business letters are written by members of business organizations.  They are used to conduct the affairs of business firms domestically and internationally.  Business reports can be divided into two kinds--formal reports and informal reports.  Formal reports may be long, detailed studies made to supply needed information; whereas, informal reports refer to short and simple interoffice memorandums.
Topics to Be Covered in Spring 1998:
        A.  Sales letters
        B.  Personnel letters
        C.  Agency letters
        D.  Memo writing
        E.  International Trade Communications
              --procedures in international trade
              --documents for shipping
              --documents for billing
Texts:
        A.  A Guide to Business Correspondence by A. Wainwright
        B.  Handouts

Are you close to graduating and you still have difficulties writing English?  Do you receive papers back from your professors with errors circled and you are not sure how to correct your mistakes?  Do you ever say to yourself that English is an impossible language to learn?  This course is for YOU!
        Students will write weekly compositions, a short story or play, and complete workbook exercises.  This course is open to all seniors.
        Text under consideration is Style by Joseph M. Williams.

Course Publishing is design oriented course with the purpose to help students communicate effectively with electronic page composition.  Microsoft Word 97 will be used as the design tool in this semester.  Integration of design principles within the hands-on projects will be the focus of this course.  Although an emphasis on hands-on experiences will be given during the lab portion of this course, within the lecture a broader perspective involving the elements of design, the structure of page composition, the process of planning and doing, and the introduction to various useful projects will be covered.  Throughout the course of the semester, short chapters, journal articles, and other various readings will be assigned to expand students' knowledge about Desktop Publishing.
Course Goals:
        ¡EFor the student to identify the design principles for effective presentation of
            visual form and verbal content.
        ¡EFor the student to demonstrate the ability to use the computer as an efficient
            design tool.
        ¡EFor the student to be able to identify ways to integrate the design principles
            within the design process.
        ¡EFor the student to demonstrate the ability to produce hands-on projects with
           Microsoft Word 97.
        ¡EFor the student to demonstrate the ability to apply Desktop Publishing to his/
            her interested area (e.g. writing, instruction, business---)
Grading:
        ¡E70%--lab projects: (totally 7 projects, each is worth 10 points)
        ¡E10%--Final Portfolio
                      The final portfolio is a collection of your lab projects.  If one of your projects
                      was originally judged to be unsatisfactory, you must have made any required
                      corrections by the time that you submit your portfolio.  A successful portfolio
                      should: demonstrate your mastery of basic desktop publishing skills, show effort
                      beyond that required for minimal project completion.
        ¡E10%--Attendance and participation.

Join this course to meet the high demands of fluency in spoken English through a variety of interesting and thought-provoking topics. Jargons/terminology used in different disciplines and cross-cultural comparison of social etiquette will be introduced as integral components for different speech context.
        We will explore a combination of topics, ranging from daily conversations to professional presentations, to reinforce students' oral competence in English.
Speech Topics:
        A.  Call-in Show
        B.  Radio Play
        C.  A Bookworm's Highlight
        D.  Cultural Expectation
        E.  Puzzle Solving
        F.  The Crime Story
        G.  First Social Encounter
        H.  Panel Discussion
        I.  Case Study
        J.  Guest Speaker's Corner
        K.  Students' Suggestions
Class Format:
        1. Individual presentation
        2. Information gap activities in pairs
        3. Small group discussion and role play
        4. Whole-class simulation
        5. Connection to the outside world-Interview
        Each class member is advised to read articles in advance and prepare in-class discussion notes for best learning result.  Assessment will be based on active participation, preparation and successful completion of each assigned task.