Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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| 08:10 09:00 |
English Writing Workshop |
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| 09:10 10:00 |
Mother-Daughter Plots in Contemporary Feminist Writings 3E Dr. Kate C.W. Liu LC302 |
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Masterpieces of European Literature 3E Fr. Daniel Bauer LC302 |
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| 10:10 11:00 |
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| 11:10 12:00 |
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| 12:40 1:30 |
English Writing II 3R Dr. Kate C.W. Liu LC 302 |
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| 1:40 2:30 |
Seminar on Fitzgerald and Hemingway
3E Bro. Nicholas Koss AV216 |
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| 2:40 3:30 |
中國文學專題 3E Mr. Hsieh LC305 |
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| 3:40 4:30 |
Willa Cather and William Faulkner 3E Dr. Joseph Murphy LC304/ LC302 |
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| 4:40 5:30 |
The Bond of Living Things: African-American Poetry and Poetics 1E Dr. Afaa M. Weaver LA102 |
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| 5:40 6:30 |
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| 6:40 7:30 |
Required Courses
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Senior Thesis/4 credits |
Third- and fourth-year students must take this course. Be sure to record this course on the registration form.
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English Writing II/3 credits/Dr. Kate C.W. Liu |
There is no description for this course. Please feel free to contact the teacher if you have any questions.
Elective Courses
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Masterpieces of European Literature/3 credits/Fr. Daniel Bauer |
Masterpieces of European Literature offers students a survey approach to some of the most celebrated authors and works of the 17th, 18th, and 19th centuries. The text to be used will most probably be the most recent edition of The Norton Anthology World Masterpieces. Although the literature is European, we will use English as the medium of instruction. Students will write regular journals, participate in oral reports, and offer a final paper of literary criticism related to one or more of the works studied, approximately 15 pages in length. Works this course will most probably read and discuss include the following:
Tartuffe, drama by Moliere (1622-1673)
Candide, novella by Voltaire (1694-1778)
A brief selection from the essay Confessions, by Rousseau (1712-1778)
The Queen of Spades or another short story by Pushkin (1799 - 1837)
Madame Bovary, novel by Flaubert (1821 - 1880) [This is a major work students should begin to read over the Chinese New Year break.]
The Death of Ivan Ilyich, novella by Leo Tolstoy (1828-1910)
A work of drama yet to be decided by Anton Chekhov (1860-1904)
Six Characters in Search of an Author, drama by Luigi Pirandello (1867 - 1936)
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Willa Cather and William Faulkner/3 credits/Dr. Joseph Murphy |
This course introduces two major American novelists who rose to prominence in the 1920s and 30s: Willa Cather and William Faulkner. Although they both achieved literary recognition-Cather winning a Pulitzer Prize in 1923, Faulkner eventually receiving the Nobel Prize in 1950-they stood apart from the hectic disillusionment of the Lost Generation (Hemingway, Fitzgerald) and political turmoil of the Depression era (Steinbeck, Dos Passos). They faced the cataclysmic changes of modernity through the filters of American regional geography and history, reaching back to the nineteenth century and earlier: Cather in, among other places, the American West and Southwest, and Faulkner in the rural Mississippi county he called Yoknapatawpha.
Despite this strain of conservatism, Cather and Faulkner both wrote complex and experimental novels, and their styles define two extremes of modernist form. Cather's "unfurnished" style is deceptively pristine and ingenuous, as clear and open as the prairies and deserts she describes. Faulkner, by contrast, wore his complexity on the surface, fashioning the famous Faulknerian style of turgid, unwieldy sentences sometimes as murky and unrevealing as the humid savannahs and river bottoms of his settings. In their broader structures and themes, however, Cather and Faulkner have much in common. Both bring the modernist exploration of consciousness (in the tradition of Henry James and James Joyce) into contact with the demands and possibilities of peculiar American landscapes and historical legacies; and both, through a complex web of stories and voices, create powerful characters of profound sensibility.
Readings for the course will include short stories by both writers; Cather's first Nebraska novel, O Pioneers! (1913), featuring the great prairie heroine Alexandra Bergson, and her masterpiece Death Comes for the Archbishop (1927), a chronicle of two missionary priests in nineteenth-century New Mexico; Faulkner's first experiment in multiple voices, The Sound and the Fury (1929), and his tragic psychological study of racial identity Light in August (1932). Requirements include class discussion, a PowerPoint presentation, a short paper, and a longer paper.
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Mother-Daughter Plots in Contemporary Feminist Writings/3 credits/Dr. Kate C.W. Liu |
《母性精神分析－女性精神分析大師的生命故事》 Mothers of psychoanalysis : Helene Deutsch, Karen Horney, Anna Freud, Melanie Klein 作者：珍妮特．榭爾絲/著 譯者：劉慧卿."The loss of the daughter to the mother, the mother to the daughter, is the essential female tragedy," wrote Adrienne Rich in Of Woman Born. This is, indeed, true especially to the literary women before the Second Wave feminisms and their powerful critique of patriarchy and sexual politics--and before the voices of strong "mothers" are heard, or, if heard, worthy of emulation. Contemporary society, undoubtedly, is still patriarchal, and the struggles between mothers and daughters are no less intense. However, in contemporary feminist writings of mother-daughter plots, loss is no longer the only theme, just as the plots get more and more entangled with such issues as those of race, class and sex.
Still, to explore the increasingly complicated issues of mother-daughter plots, we will start with selected writings of white feminists such as Adrienne Rich, the psychoanalysis of Nancy Chodorow, Luce Irigaray and Julia Kristeva, as well as some literary writers such as Sylvia Plath (her later poems) and Marilyn Robinson (Housekeeping 1981). While these white feminist theorists bring up common issues such as the nature of motherhood (as biological or cultural constructions, as patriarchal institution or experience) and maternity (as the abject, the objects of phantasies, or role models), the selected literary writers embody in their works experiences of maternal love and struggles, as well as daughters' loss and lack on an existential level.
We will then venture into three cultural regimes--the Afro-American, the Caribbean and the Asian-American--where the mother-daughter relationships bear more social, racial and cultural ramifications. From the endless examples to choose from, we will focus on Morison's Beloved, Jamaica Kincaid's Annie John, and Maxine Hong Kingston's The Woman Warrior and SKY Lee's Disappearing Moon Cafe. If slavery is there to problematize Black motherhood, immigration and colonialism, as well as the resulting cultural in-between positions, impose more constraints on the mothers, and through the mothers on the daughters, and thus create stronger needs for liberation in the daughters. As we examine these cultural variations of mother-daughter plots, then, the psychoanalytic models of mother-daughter cathexis will in turn be subject to either revision or replacement. (I would want to avoid Amy Tan, unless you have strong interest in her. If time allows, we will also read some short stories by various authors such as Tillie Olsen, Margaret Atwood, Angela Carter, Anjana Appachana, as culturally specific stories about mothers and daughters ARE endless.)
Selective Bibliography:
Chodorow, Nancy. The Reproduction of Mothering. Berkeley, CA: University of California Press, 1978.
Hirsch, Marianne. The Mother/Daughter Plot: Narrative, Psychoanalysis, Feminism. Bloomington, IN: Indiana University Press, 1989.
Rody, Caroline. The Daughter's Return : African-American and Caribbean women's Fictions of History. Oxford ; New York : Oxford University Press, 2001.
Heather Ingman, ed. Mothers and Daughters in the Twentieth Century: A literary Anthology.
Rich, Adrienne. Of Woman Born: Motherhood as Experience and Institution. New York: W. W. Norton, 1976.
Brown-Guillory, Elizabeth, ed. Women of Color: Mother-Daughter Relationships in 20th-Century Literature. Austin, TX: U of Texas P, 1996.
Doane, Janice, and Devon Hodges. From Klein to Kristeva: Psychoanalytic Feminism and the Search for the "Good Enough" Mother. Ann Arbor: U of Michigan P, 1992.
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Seminar on Fitzgerald and Hemingway/3 credits/Bro. Nicholas Koss |
This seminar will study selected short stories and novels of F. Scott Fitzgerald and Ernest Hemingway. The emphasis will be on works published in the 1920s. For Fitzgerald, besides selected short stories, we will read This Side of Paradise, The Great Gatsby and Tender is the Night; for, Hemingway, the Nick Adams stories, The Sun Also Rises, and A Farewell to Arms.
During this seminar, besides reading the fiction of Fitzgerald and Hemingway, the students will also study the historical situation of the United States in the 1920s, the major criticism on these two authors, and the relationship between Fitzgerald and Hemingway. Frequent oral reports and two medium-sized papers will be required.
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中國文學專題(本課程兩年開一次)/3 credits/Mr. Hsieh |
人數上限：10人
開課系級：英文研究所全年級(旁聽及外所同學選課須經教師認可。)
上課時間：週三14:50-17:30
課程理念、目標、教材、操作方式、成績評量、工作說明、上課規則等，參進度表。
93.12.13
教材：見教材目錄；除配讀、有()者外，都印製成講義(含進度表)。費用240元(自備零錢，多退少補)；12月20日起至助教室領取。
一旦選課確定，講義即發印，不能退；如要退選，講義須繳回(講義是上課資料，修課同學才能擁有，不得外傳、私印)，不退費。(教師無權無責無錢為你的改變承擔責任)。
選課確定，課程即已開始，請及早安排準備；開學第一次上課馬上進入操作流程，請準時進教室。
請帶自行下載的課程資料到現場了解。
課程目標：
知識：閱讀文獻，鑑賞作品；並概括掌握中國韻文與散文敘事體的發展，積累心靈成長的資料。
方法：鍛鍊鑑賞文學作品的觀念和思辨分析之能力；並從過程、方法的鍛鍊中培養看作品、看人、看事、看世界的角度、眼力、胸襟及處事態度和自主學習、調整的能力。
心靈：從作品、作家與主題中體會民族文化心理，學習如何反省自己、社會、傳統、潮流，並對應世界文明發展的主潮，為自己找個安身立命之處。
延伸：可為中外比較之參考。
◎生命是逆風飛翔的老鷹，它尋找未知的東西。這是個「人的生命成長訓練課程」，挑戰到舊習性，請嚴謹、認真對待。
課程進度：
| 日期 | 課 程 內 容 |
| ------------------- |
------------------------------------------------------------------------------------------------------------ |
| 02／23 | 課程說明 |
| 03／02 | 文學之門(一) 1a1-1c3 |
| 03／09 | 同上(二) 1d1-1d4 |
| 03／16 | 如何做到詩的完全鑑賞 2 作業A(詩系) |
| 03／23 | 選擇點、背景設計、模式塑造與主題呈現 3a-3c9 |
| 03／30 | 生存困境的反思-人類的悲劇意識 作業B(詞系) |
| 04／06 | 放假 |
| 04／13 | 中國文化與悲劇意識 4 作業C(曲系) |
| 04／20 | 中國人精神家園的追尋與失落及其反應-鄉愁悲劇模式A型 5a1-5d8 |
| 04／27 | 被追求者的悲劇-戀愛悲劇模式B型 6a-6d 作業D(小說系) |
| 05／04 | 中國女性的文化宿命-負心婚變與怨棄悲劇模式(一) 7a1-7b7 |
| 05／11 | 同上(二) 7b8-7f |
| 05／18 | 散文敘事體敘論 8a-8c 繳期末報告題目、資料目及簡要綱目 |
| 05／25 | 中國女性在沈淪中的自救意識 9a-9b |
| 06／01 | 中國女性在育子中的建構開發意識 10a-10b |
| 06／08 | 儒林外史中匡超人、蕭雲仙、荊元的形象及其文化意蘊 11a-11c |
| 06／15 | 期末報告發表會、繳報告 珍重再見 |
上課方式及課程基本理念：
預習、討論、說明(如有其他狀況，現場決定)。
※本課程以人為對象，以知識為媒介，以教學(不是教書)為手段，讓人有更大的可能性，不是純為增加知識設計的。課程不會為你做什麼，全看你如何創造。
※知識沒進入生命，不會有力量；生命必須內外兼看，「誠實」面對。課程中知識透過方式、流程與生命碰撞時，可能會讓你有抗拒、不悅、逃避的情緒。請記住：這是個成長課程，勇敢的面對自己，沒有人能傷害你。
※我們玩的是「雙贏」的遊戲；課堂裏沒有上帝；務必要「嚴謹」。
評量項目及比例：
1. 作業A 12%、B 5%、C 7%、D6%，計30%；各次資料、作業、報告遲交者不計分。
2. 未預習者以缺課論。
3. 討論紀錄14次，每次3%，計42%(放假不在內)；未參與者不計分。
4. 期末報告：繳題目、資料目、簡明綱要 8%；報告、文章 20%，計28%。抄襲不計分。
5. 缺席一次扣總分6分(病假備醫生證明，以２次為限；自己結婚備喜帖；喪假備訃聞；其他假不接受)；遲到一次扣總分3分。
※每人都從零開始，做出多少算多少，全是自己累積出來的；你是你的主人，我不在你的成績裏面。
工作說明：
1. 配讀作業係讀「校定本中國文學發展史」(華正版，要最新版的)，將詩、詞、曲、小說四系之發展寫成「綱目式」提要；字數：詩系3000字、詞系1200字、曲系1800字、小說系1500字；章節：詩2、4、7、9、10(1-3)、11、13、14、15；詞16、18、19；曲23、25、31；小說12(4-5)、21(上)、26、30。
2. 預習指按進度閱讀指定之作品，並註記意見(參評量2)。
3. 修課同學每週(放假除外)必須聚會一次，討論前、後次進度內容，列出重點，做成簡要紀錄(參評量3)；註明討論公約、時、地、出缺席、預習與否、討論參與否及公約所定事項執行情形。※2、3事關課程成敗，請務必配合。
4. 期末報告：古今韻散皆不限，文長至少6000字。報告發表時間十分鐘；每人報告後隨即討論，時間視選課人數再定。
上課規則
1. 時間：準時上課，中間休息(與否)及下課時間依課程進行狀況由教師決定。
2. 守密：凡課程中師生分享、討論到的個人具體事件、體驗，不得在外議論、傳播。
3. 一旦覺得有話如鯁在喉，不吐不快(焦躁不已、坐立不安、心跳加快、手心冒汗)，千萬別壓抑，就請舉手爭取說出來。
4. 發現有問題，即時提出討論解決。
5. 不准私語：與課程目的無關之溝通不得在課堂中進行，從教師問候大家起算。
6. 做好時間管理：早做功課，早睡早起，吃飽再進教室；要負責有足夠的體力參與課程。教師不為學生個人沒管理好自己的情緒負責。有心要面對苦惱可來商談。
7. 每次坐不同位置。
8. 課程進行中大哥大關機。
9. 課程進行中不准飲食。
10. 課程非經同意，不准錄音、攝影、錄影。
11. 每次帶進度表、教材。
12. 主動積極，以建設性態度參與並創造雙贏。
13. 互相關心、支持。
有怎樣的訓練，就有怎樣的大學生；
我選擇 我負責 有怎樣的大學生，就有怎樣的大學；
手攜手 向前走 有怎樣的大學，就有怎樣的社會；
我們正在寫歷史！
其他：週一中午(約12:00-13:30)是約會(用餐、聊天、討論)時間，請先預約。
英研中國文學專題教材目錄
| 1a1 王維：少年行(新豐美酒) | 6a 詩經．鄭風：將仲子 |
| 1a2 杜甫：少年行(馬上誰家) | 6b1 陸游：釵頭鳳 |
| 1a3 三例句 | 6b2 釵頭鳳事件相關資料 |
| 1a4 李白：望廬山瀑布 | ＊6c (高明：琵琶記-華正版) |
| 1b1 虞炎：玉階怨 | ＊6d (莎士比亞：羅蜜歐與茱麗葉) |
| 1b2 謝朓：玉階怨 | |
| 1b3 李白：玉階怨 | 7a1 詩經：氓 |
| 1c1 杜牧：過華清宮絕句3:1 | 7a2 詩經：谷風 |
| 1c2 暢當：登鸛鵲樓 | 7b1 漢樂府：有所思 |
| 1c3 王之渙：登鸛鵲樓 | 7b2 漢樂府：白頭吟 |
| 1d1 白樸：天淨沙(孤村落日) | 7b3 漢樂府：上山採蘼蕪 |
| 1d2 馬致遠：天淨沙(枯藤老樹) | 7b4 漢樂府：上邪 |
| 1d3 李商隱：登樂遊原 | 7b5 漢樂府：魯秋潔婦 |
| 1d4 屈原：離騷(選段) | 7b6 漢樂府：陌上桑 |
| 7b7 漢樂府：羽林郎 | |
| 2 黃永武：談詩的完全鑑賞 | 7b8 漢樂府：怨歌行 |
| 7b9 曹丕：出婦賦 | |
| 3a 詩經：東山 | 7b10 傅玄：豫章行苦相篇 |
| 3b1 楚辭．九歌：山鬼 | 7c1 杜甫：佳人 |
| 3b2 水滸傳：林教頭風雪山神廟 | 7c2 白居易：母別子 |
| ＊3b3 (三國演義：赤壁之戰) | 7c4 鄧敞(唐、玉泉子) |
| ＊3b4 (電影：麥迪遜之橋) | 7d1 王魁(佚名) |
| ＊3c1 (貝多芬：命運交響曲) | 7d2 趙貞女蔡二郎(佚名) |
| ＊3c2 (海頓：小夜曲) | 7e1 京戲：柳林池 |
| ＊3c3 (陳達：思想起) | 7e2 京戲：鍘美案 |
| ＊3c4 (林懷民：雲門舞集．薪傳) | ＊7f 歐里庇得斯：米蒂亞 |
| ＊3c5 (白樺：苦戀) | |
| ＊3c6 (電影：金池塘) | 8a 馬純上遊西湖(儒林外史14回) |
| ＊3c7 (電影：色戒) | 8b 謝安泛海(世說．雅量) |
| ＊3c8 (話本：鄭意娘傳) | 8c 寶玉挨打(紅樓夢32-4回及相關文字) |
| ＊3c9 (金庸：神雕俠侶) | |
| 9a 杜十娘怒沈百寶箱(警世通言第32卷) | |
| 4 沉重的主體-家族制度與人格塑造 | 9b 賣油郎獨占花魁女(醒世恆言第3卷) |
| 5a1 詩經．小雅：四牡 | 10a 岳母教子(錢彩．說岳全傳,節錄) |
| 5a2 詩經．小雅：小明 | 10b 細柳(蒲松齡．聊齋志異) |
| 5a3 詩經．魏風：陟岵 | |
| 5a4 「古詩」：明月何皎皎 | 11a 匡超人(儒林外史15-20回) |
| 5a5 納蘭性德：長相思(山一程) | 11b 蕭雲仙(儒林外史39-40回) |
| 5b1 蘇轍：上樞密韓太尉書(節) | 11c 荊元(儒林外史55回) |
| 5b2 杜甫：奉贈韋左丞丈二十二韻 | |
| 5b3 高適：別韋參軍 | ※劉大杰：校定本中國文學發展史(華正版) |
| 5c1 何遜：日夕出富陽浦口和朗公詩 | |
| 5c2 李祁：和詠鶴 | 打※者自備；有( )者自行處理；其餘有講義。 |
| 5d1 范仲淹：蘇幕遮(碧雲天) | 打※或＊者可利用寒假優先處理。 |
| 5d2 柳永：八聲甘州(對瀟瀟暮雨) | |
| 5e1 蘇軾：定風波(莫聽穿林) | |
| 5e2 黃庭堅：鷓鴣天(黃菊枝頭) | |
| 5f 秦觀：踏莎行(霧失樓台) | |
| 5g 蘇軾：卜算子(缺月掛梧桐) | |
| 5h 「大學」：首章 |
|
The Bond of Living Things: African-American Poetry and Poetics/1 credit/Dr. Afaa M. Weaver |
12/27 TO 3/07
A seminar with guest lecturer Professor Afaa M. Weaver 尉雅風
afaaw@msn.comDescription: This seminar will be devoted to the examination of key issues in the history of African-American poetry. In the first part of the seminar, we will proceed by examining these topics as they occur in the development of the literature, and as such the course will be thematic as opposed to chronological. The second part of the seminar will give focused attention to Gwendolyn Brooks and Robert Hayden. Themes: The very fact that we have something we call African-American poetry apart from American poetry speaks to the dilemmas of the society. At once an integral part of the whole of American history and an entity held apart and even disparaged as not being literature, African-American or black poetry arises from and represents the ongoing struggles Americans of all racial and ethnic backgrounds have with race and racially inspired social constructions. In this seminar I hope to introduce some of the major issues surrounding the tradition of African-American poetry, beginning with Phillis Wheatley's ambivalence about how the Middle Passage and chattel slavery were God's will and thus a blessing in disguise. This ambivalence can easily be configured today as a postcolonial issue.
Requirements: Each week I will expect a one page summary of the previous week's class________ 30%
In the fourth week I will expect a one page proposal for your final
essay_____________ 20%
In the seventh and final week I will expect your paper (8 pages) and
the oral presentation of the paper during the class________ 50%
Language and Identity "Wheatley's Gratitude"
"Worlds In and Outside of the Poet"12/27 "The Negro Artist and the Racial Mountain" NAAAL 1267
"Heritage" 1311
"On Being Brought from Africa to America" NAAAL 171
"Middle Passage" 1501 Thomas Carlyle (internet)
"The Signifying Monkey" 42 (The poem will be part
Of our introduction to Gates' text)
1/3 Continued discussion of first week's readings
Mirrors and Minstrelsy "Black people have rhythm?"
1/10 "Frederick Douglass" NAAAL 336-365
"The Souls of Black Folk" 614-619 "We Wear the Mask" 896
"American Journal" ISCE 244 Minstrelsy and the Mask
(article to be distributed)
Gender and the Distribution of Pain 1/17 "The Evil that Men Do" NAAAL 68 "I Am a Black Woman"
ISCE 81 "Ma Rainey" 211
The Right to Love "You Are Such a Fool" ISCE 104
"Sence You Went Away" 110 "Places, Places" 111
Music, Struggle, and Poetry
1/21 "The Weary Blues" NAAAL 1257
"Black Art" 1883 "Hellhound on My Trail" 31
"I Live in Music" ISCE 200 "Dear John, Dear Coltrane" 203
"Walk Together Children" NAAAL 9
The Master...Works Making War=Making Art
1/28 Freedom and Forgiveness "Bury Me in a Free Land" ISCE 28
"An Old Woman Remembers" 36 "If We Must Die" 37
"Steal Away" 22
Masterworks "Dark Symphony" NAAAL 1331
"Libretto for the Republic of Liberia" 1335
Jay Wright "Twenty-two Trembulants of the Postulant"
"Love's Dozen"
Summary Presentation of Student Papers
3/7 "Worlds In and Outside of the Poet" Texts:
The Norton Anthology of African American Literature. Ed. Henry Louis Gates, et al. NAAAL
In Search of Color Everywhere. Ed. E. Ethelbert Miller. ISCE
The Signifying Monkey. Henry Louis Gates. SMJournals (for reference)
Obsidian III
African-American Review
CallalooOnline References:
The Underground Railroad
http://www.ccny.cuny.edu/undergroundrailroadexperience/
Thomas Carlyle and Racism
http://cepa.newschool.edu/het/texts/carlyle/odnqbk.htm
African-American Literature Book Club
http://www.aalbc.com
Cave Canem, the first literary retreat for black poets
http://www.Cavecanempoets.com
"If you know your mind and arrive at the fundamental, that is like space merging with space."
--Ta-tu
"Putting down all barriers, let your mind be full of love...Let it be
sublime and beyond measure..."
--Digha NikayaSupplemental Bibliography
Bean, Anne-Marie. Hatch, James V. McNamara, Brooks. Inside the Minstrel Mask. London, UPress of New England. 1996.
Cook, Jon. Poetry in Theory. Malden, Blackwell. 2004
Handsel, Talking with Poets. New York, Handsel. 2002.
Honig, Edwin. The Poet's Other Voice. Amherst, UMass P. 1985.
Patterson, Orlando. Rituals of Blood. New York, Basic Books. 1998.
Roediger, David R. The Wages of Whiteness. New York, Verso. 1991.
Silverman, Kaja. The Subject of Semiotics. New York, Oxford UP. 1983.
Suarez, Virgil. VanCleave, Ryan. Red, White, and Blues; Poets on the Promise of America. Iowa City, U of Iowa P. 2004.
Watson, Steven. The Harlem Renaissance. New York, Pantheon. 1995.
Wineapple, Brenda. John Greenleaf Whittier. New York, Library of America. 2004.
Wright, Jay. Selected Poems of Jay Wright. Princeton, Princeton UP. 1987.
Young, Kevin. Blues Poems. New York, Knopf. 2003.
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