001. Literary Criticism I: From Self to Subjectivity
2 credits
Dr. Kate Liu
For Sophomores above
Class limit: 45
[See Syllabus]

Questions to Start with:

From these questions, you can tell that this is not a course designed for passive reading of long texts. The theoretic texts may be short but difficult. But with the reading/watching of literary and cultural examples, we will be actively engaged in thinking, analyzing, questioning and criticizing what we have read and, by extension, ourselves and our society.

Objectives:

1. to sharpen your literary sensitivity, we will read and analyze closely a wide selection of literary texts.
2. to make you think actively and critically, we will use four literary approaches: new criticism, psychoanalysis, feminism and reader response.
3. to have a sense of focus and continuity, we will have a recurrent topic: different definitions of one's self.
4. to make the theoretical issues relevant to us, we will also use Taiwanese culture and events as concrete examples.

In other words, the course is designed for you to interpret and analyze literature from various perspectives so that you can understand both literature and you yourselves more. Of the approaches we will cover in the first semester--formalism, psychoanalysis, feminism, and, if possible, reader response--you will find that formalism is not really something new to you (practiced in a lot of literature courses, e.g. introduction to literature). But it will be used as a basic training of our ability to grasp a literary work as a complicated but coherent whole.

The approaches we cover in the first semester are the basic ones in the modern period, and in the second semester we will deal with more contemporary approaches (e.g. poststructuralism, marxism, cultural studies, and, if possible, postcolonialism). These approaches are arranged in such a way that the latter ones will either incorporate or extend the previous ones, so that as you move from one approach to another, you are deepening your perception about the text in the context of its author, readers and society as a whole.

Texts to analyze:

We will use literary texts as our focus, but also some films, music videos, popular songs and animations will also be used as supplements.

Textbook:

TEXTBOOK: The Norton Anthology of English Literature. 6^th ed. Vol. I.

TENTATIVE GRADING SCALE
Midterm & final exams 60%
Discussions, reports, quizzes & participation 40%

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003. Romantic/Victorian British Literature
2 credits
Ms. Leonora Yang
For Juniors above
Class limit: 45

This course aims to acquaint students with the major literary genres and figures of the Romantic and Victorian periods, and to provide students with an understanding of some major issues (evolution, industrialism, the woman question, etc.) and intellectual movements (the Romantics and their circles, the pre-Raphaelite movement) of these periods, both as reflected and as constructed by the literature of the time.

Requirements:

Heavy reading (50-100 pages a week, depending on genre) is required. Regular, consistent participation in in-class activities (including assigned group or individual presentations and responses as well as general discussion) will be expected from every student. There will be occasional quizzes, a midterm and a final exam.

Texts:

1. Norton Anthology of English Literature, 6th ed. Vol. II. New York: W.W. Norton & Company, 1993.
2. Jane Eyre by Charlotte Bronte
3. Hard Times by Charles Dickens

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In the wonderful world of 20th CENTURY BRITISH DRAMA, we will experience and enjoy the variety and richness of the art of drama in our time. Modern British drama begins with the witty drawing-room comedies of Oscar Wilde, while Bernard Shaw brings another kind of wit into drama--the provocative paradox that was meant to tease and disturb, to challenge the complacency of the audience. With Beckett and Pinter, the theatre of the absurd manifests a theatrical revolution, challenging the traditional verbal and scenic design, exploring the significance of human existence. And of course, we will read some plays by the well-known contemporary playwrights, such as Stoppard, Shaffer, Ayckbourn, and Churchill (finally, a female playwright). In order to establish a clear picture of British drama in the 20th century, in the first part of the semester, we will study the plays of 1900-1950 by Wilde, Shaw, Eliot, Yeats, Synge, O'Casey, and Osborne; we will read the plays of 1950-1990 by Beckett, Pinter, Stoppard, Shaffer, Ayckbourn, and Churchill in the second half of the semester. Some films of the plays are available for viewing.

Requirements: Regular attendance with preparation and class participation; Reading journals; Quizzes; group presentation; midterm/final

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This course is a study of novels and plays written by four generals of Chinese-American authors. The first generation is composed of Chinese who moved to the United States in the first of the 20^th century and began to write fiction in English about the experiences of Chinese in America. Representative authors include Lin Yu-tang (Chinatown Family) and Louis Chu (Eat a Bowl of Tea). The second-generation of Chinese-American authors are writers who were born in America to Chinese parents and went through the American educational system of the 1930s and 1940s. These writers usually adopted the values of mainstream America. Jade Snow Wong (Fifth-Chinese Daughter) and Pardee Lowe (Father and Glorious Descendant) are the leading writers of this generation. Writers such as Maxine Hong Kingston (Woman Warrior), Frank Chin (The Year of the Dragon), who matured during the 1960s, represent the third generation of Chinese-American authors. They try to understand what it means to be Chinese-American, a person who is neither just Chinese nor just American. As for the fourth generation, it includes new and younger writers, such as Amy Tan and David Henry Hwang, who appear entirely comfortable with a Chinese American identity.

As a preface to looking at these four generations of writers, we will first spend the opening weeks of this course reading 19^th and early 20^th century American literature dealing with Chinese in the United States. Authors to be read include Mark Twain, Brete Harte, and Jack London. These authors will enable us to put Chinese-American literature in context.

Course Descriptions
TEFL Methodology is a survey course to provide prospective English teachers an overview of both traditional and innovative language teaching methods for learners of diverse learning background. In this course, we will not only learn principles guiding language learning and teaching, but also incorporate techniques to be applied in the real classroom setting.

These are topics we might explore and have in-depth discussions for:

• Theoretical & Empirical Perspectives on Language Competence
• Traditional & Innovative Approaches/methods in Language Teaching
• The Grammar-Translation Method
• The Direct Method
• The Audio-Lingual Method
• The Silent Way
• The Total Physical Response Method
• Suggestopedia
• Community Language Learning
• The Communicative Approach
• Motivation & the Affective Filters
• Curriculum Design & Lesson Plans
• Evaluation of teaching materials
• Innovative Ideas in Teaching Aids
• Designs & Implementation of Activities for Four-skill Instruction
• Oral Communication: Speaking & Pronunciation
• Activities for Listening Comprehension
• Teaching & Learning Grammar
• Reading & Writing in a Second Language
• Error Correction Strategies and Techniques in Asking Questions
• Classroom Management
• Practicum

Practicum- Students in groups are required to prepare a 10 - 15 minute presentation on teaching a specific topic which demonstrate your understanding of the principles of a teaching method and explain the designs and rationale of your lesson plan. A written lesson plan should be submitted in accordance with your teaching. (20 %)

Mid-term and final Exams (15 % each)
Details and test format will be announced in class.

009. Sociolinguistics
2 credits
Mr. Thomas Nash
For Juniors above
Class limit: 45

Requirements will include class participation (20%), review of a journal article (20%), take-home exam (25%), and written project report (very small group) (35%).

This is a new course which will look into sociolinguistic and psycholinguistic aspects of bilingualism: bilingual speech communities, the bilingual brain, code-switching and communicative competence, the bilingual child, bilingualism and education, and attitudes towards bilingualism. There will be some overlap with the course Sociolinguistics, , though this course will naturally go much deeper into bilingualism, providing an excellent opportunity for students to consolidate their knowledge and become more familiar with concepts, terminology, and research in linguistics, sociolinguistics, psycholinguistics, and education. It will also be an unprecedented chance for students to examine both their own language use and the language situation of their own society. Requirements will include class participation (20%), review of a journal article (25%), quizzes (20%), and report (observation and analysis of bilingualism with regard to your self and your society) (35%).

Most learners feel that vocabulary is the most important aspect of language learning, but in research and teaching it has not received the same amount of attention as syntax, especially. This course will investigate both how vocabulary is learned, and ways of helping learners learn it better. Vocabulary acquisition will be covered in lectures and reading, and vocabulary teaching will be demonstrated and practiced through in-class exercises and outside assignments.

Requirements:
Participation (including in-class exercises): 20%
Take-home Exam (on vocabulary acquisition): 30%
Project (on vocabulary learning exercises): 25%
Article Review: 25%

Tentative Textbook:
Gairns, Ruth, and Stuart Redman. Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge UP, 1986.

012. Teaching Reading
2 credits
Ms. Daphne Lin
For Junior above
Class limit: 45

1. 名家散文閱讀技巧
2. 新聞體散文與閱讀技巧之應用
3. 閱讀教學方法（著重於散文閱讀分析與教學法）
4. 網路輔助閱讀教學方法
5. 製作網路輔助散文閱讀教材（與電腦輔助教學、多媒體教學等課程做交流）
6. 網路輔助閱讀教學法實習（學員將被安排至各系大一英文閱讀課實習）

1. 網路輔助閱讀教學（學生在家自行研究網路輔助散文閱讀教材後，再到課堂上討論）。
2. 小組合作學習
3. 模擬學習遊戲
4. 角色扮演

Text: The Art of Acting, Carlton Colyer

See the instructor for further information.

課程目標：

1. 從發展的說明及代表作的鑑賞中，了解中國傳統小說的發展與特色，作前瞻比較之參考。
2. 藉小說學習如何反省自己、社會、傳統，並匯入現代文明的處境中，做個有自覺、有尊嚴的現代人。
3. 配合民主教育的精神，從過程、方法的鍛鍊中培養合理處事的態度與能力。

教學方式：為達成教學目標，並配合工作量，下列方式輪流使用：

1. 同學預習、繳作業；教師帶討論、解說。
2. 同學分組同步或分題處理、講論一個作品、人物、問題，一學期兩次。

成績評量：設有評量項目(如講論、作業、文章，如想了解狀況，可來談，詳細會在「說明會」交代)及比例，按進度分配在各階段中；除非計劃無法推動，否則不考試。

其他：

018. Journalistic Writing in English I (Advanced writing)
2 credits
Ms. Tzi-yu Lin
For Seniors Only
Class limit: 25

This course will aim to familiarize students with English newswriting through reading and discussing selected newspaper articles. Students will be taught the fundamental principles in translating news articles from English into Chinese and vice versa.

Students are required to translate news articles from English newspaper and magazines and participate in class discussion about the presentation of their fellow students.

There will be no mid-term or final exams. Grades will be based on (1) the evaluations of the written assignments, (2) the evaluation of the oral presentation, (3) class attendance and participation.

This course is designed for students who would like to work in the business world after graduation and is also useful for those who intend to apply for a business related graduate school. The emphasis will be on the practical skills that you will need on a day-to-day basis if you are lucky enough to land a job that requires a good working knowledge of English, although we shall also be looking at some global economic issues in the first semester.

During this semester, we shall deal with various forms of paper correspondence (i.e. not electronic). Writing letters in a correct style of English is a skill that even native speakers have to learn. Nobody expects non-native speakers to be word perfect, but it is essential to understand how the profound cultural differences between people from Chinese and English speaking backgrounds affect the style and tone of business correspondence. Therefore, we shall be discussing questions of interpersonal relationships, hierarchy and ways of showing respect through the use of different language registers and levels of formality. You will also learn about the structure and presentation of business letters as well as how to vary content and style. Specifically, in the first semester we will look at requests for information, complaints, sales letters and how to reply both negatively and positively to the same. We shall also deal with in-company communications such as memos minute of meetings and reports to head office

We will also cover other types of business documents such as banking protocols, orders, invoices, statements and receipts. Finally, we shall cover some of the jargon and conventions of commercial correspondence.

In the era of globalization and the information revolution, it is essential for business people to be aware world economic issues and trends. Inasmuch as time permits, we shall deal with matters such as the local and world economic scene, the stock market and international trade.

No one book could cover all the areas we shall be dealing with, so we shall be relying mainly on handouts. However, it is strongly recommended that you acquire a copy of: Ashley, A. (1992), A Handbook of Commercial Correspondence (Oxford, OUP).

I hope those of you who choose this course will find it useful and stimulating. I will also welcome any ideas that you might have on course content.

021. Senior Play
1 credit
Dr. Lyn Scott
For Seniors Only