Fall 2001

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This course is to survey the English Literature from the Middle Ages to the Eighteenth Century by sampling the major writers and works in all periods. The object is not just to study a succession of writers and works but also to learn a tradition in which each individual author and text plays a part. We cannot, even in a lifetime, read all the works that make up the tradition, but we can learn enough about it from a selection of works to relate these works and their authors to one another and to their common heritage.

Textbook: The Norton Anthology of English Literature. 7th ed. Vol. I. London: W.W. Norton & Company, 2000.

Tentative Schedule (subject to change)

Requirements

1. Lateness and absences are strongly discouraged. You will automatically fail this course after five absences; grades will be lowered after the third absence. Three lates equal one absence. The teacher must be informed of your absence in advance (unless it's an emergency) and provided with substantial evidence to justify it as well.

2. You need to write three position papers, for each you will be provided a list of topics from which you choose one to write out a more-than-3-page analytical article. If you want to use any secondary sources, your papers must include parenthetical citations for all paraphrasing and quoting, as well as a list of works cited at the end. You will automatically fail this course if you plagiarize.

3. Once in a while, you may be asked to write a more-than-2-page journal on a question related to a specific reading. And quizzes will be given whenever necessary.

4. Late assignments will not be accepted. When absent on the day for an assignment to be turned in, you must hand it in the first day you come back to school (not a week after!)

Tentative Grading Scale (subject to change)

1. Midterm & final exams 50%

2. Papers, journals, quizzes, class participation 50%

NOTE: Try to prepare your reading during the summer vacation by starting with the longer works such as Beowulf, Sir Gawain and the Green Knight, Everyman, The Tragical History of Doctor Faustus, Twelfth Night, Gulliver's Travels, and The Way of the World.

004. 20th Century British Poetry [二十世紀英詩研究]
2 credits
Dr. Raphael Schulte  (engl1006@mails.fju.edu.tw)
For Juniors aboves
Class limit: 45
Prerequisite: Introduction to Western Literature

This course will examine a variety of modern and contemporary British poets and poems. We will explore the characteristics and meaning of "modernism" or even--perhaps--how many types and contradictory understandings of modernism are embedded in twentieth century British poetry. Our emphasis will be on short lyric poems and their social and cultural contexts.

The last hundred years have been notable for the number of exciting and challenging British poets writing. Because of this, we cannot in one semester hope to read or even sample all of that poetry. With that in mind, I am at this point planning to include the following poets on our reading list, but if there are other poets (or even specific poems) that you are interested in studying, please feel free to tell me. We may begin by examining for the first two or three weeks the late Victorian poetry of Gerard Manley Hopkins (not extensively published until 1918) and poems by Thomas Hardy. We may then read poems by Charlotte Mew and texts by William Butler Yeats and Mina Loy. We will then discuss poets actively writing during World War I--particularly Wilfred Owen and Edward Thomas--and then proceed to read poems by W. H. Auden, Laura Riding, D. H. Lawrence, and Dylan Thomas, as well as selections from contemporary poets like Ted Hughes, Jon Silkin, Thom Gunn, Seamus Heaney, Philip Larkin, Tony Harrison, and Eavan Boland.

Survey of American Literature, Part One, covers the development of American literature from the seventeenth century to the late-nineteenth century, through readings in various genres including fiction, poetry, essays, autobiography, and oratory. Throughout we will keep returning to the question of how American writers participated in and responded to the definition of "America" itself. For Europeans who settled there (native peoples whose narratives we will also examine, are a special case), America was a vast new enterprise and experiment. Whether it was primarily a spiritual, an economic, or a political experiment, and whether it succeeded or failed, is an open question addressed differently by different writers.

Major works on the syllabus include poetry by Ann Bradstreet, Edward Taylor, Walt Whitman, and Emily Dickinson; autobiographical writings by Benjamin Franklin, Henry David Thoreau, and Frederick Douglass; short fiction by Washington Irving, Edgar Allan Poe, and Herman Melville; Ralph Waldo Emerson's essay Nature and Nathaniel Hawthorne's romance The Scarlet Letter. Our discussions will focus on close analysis of texts while lectures will introduce individual authors and survey relevant historical issues (for example, the American Revolution, slavery, the Civil War) and cultural movements (like Puritanism and Transcendentalism). Sometimes we will look at American paintings as a point of comparison to American literature.

The course offers students knowledge of an important body of literature, an understanding of American culture and identity, skills in literary analysis, and a framework for future reading. Requirements include class participation, two short response papers, a midterm and a final exam. Survey of American Literature, Part Two, is offered in the Spring Semester. Parts One and Two may be taken either independently of one another, or in succession as a year-long survey.

In this course we will read, analyze, and discuss works of fiction by some important American authors. The course will begin with a brief historical survey of American fiction through short works selected from among Nathaniel Hawthorne, Edgar Allan Poe, Henry James, Stephen Crane, Charles Chesnutt, Ernest Hemingway, Willa Cather, William Faulkner, John Cheever, Flannery O'Connor, and Raymond Carver. Next, we will turn to three novels, possibly by Edith Wharton, William Faulkner, and Toni Morrison. Readings for this course do not overlap with Survey of American Literature. Requirements include two short response papers, a final, and class participation.

009. Contemporary Canadian Literature and Film: Survival in Postmodern Cities [加拿大文學與電影]
2 credits
Dr. Kate C.W. Liu (engl1009@mails.fju.edu.tw)
For Juniors above
Class limit: 45
Prerequisite: Introduction to Western Literature

This course examines the race, gender and personal relations presented in some contemporary Canadian films and literature set in Toronto and Montreal. The imaginary cities in these works will be seen as 1.) examples of "the Canadian", and 2) counterparts of Taiwanese postmodern cities.

* How do we characterize "the Canadian"?
Reserved, gentle and sophisticated? Cold, Americanized, or -- non-identifiable? All of these words are possible but partial descriptions, since Canada, like all the other postcolonial nations, has a mixture of cultures, races and contradictory self-images. To us Taiwanese Canada offers syrup, maple leaf, picturesque tourist spots and ice-melt clean water. But to itself, it has a combination of non-militaristic national flag and the very violent hockey game, the Quebecois French which is "not-quite" French and the Canadian English which is hardly distinguishable from British and American English. Moreover, it is still struggling with the heart-wrenching question of "One nation, two nations, or many regions" -- the possibility of turning multicultural mosaic into a mixture of two solitudes or many solitudes.

* Why the Canadian?
Canada, or the Canadian culture, is actually not too far away from us -- with the daily and rapid exchange of commodities, information and people (e.g. Taiwanese and Hong Kongese immigration to Canada) between the two nations. Despite and perhaps because of the complexities mentioned above, we Taiwanese can relate to the issues (such as national identity, race and gender issues) Canada struggles with. Let's have a glimpse at the possible issues:

1. nation--How is the Canadian different from the British and the U.S.? How does Canada retain one-ness while confirming multiculturalism? How do the film and literature of Toronto and Montreal construct national identity differently?

2. race--Is it a "mosaic" or "vertical mosaic" (有階層的)? In other words, in what forms does racism appear in Canadian society, on both individual and institutional levels?

3. gender--How is sexism related to racism? Or nationalism? Where are the gender, racial and national boundaries?

* Why postmodern cities in film and literature?
We need a focus. The focus on Canadian postmodern cities (i.e. Toronto and Montreal) will help us locate the issues--discuss how they are presented and treated in specific urban contexts. The urban contexts, as a matter of fact, do not just serve as passive "settings." Rather, explicitly or implicitly, they--i.e. the areas such as the ghetto, the subway, the street, the elevator and the telecommunication media such as the radio, TV and the computer -- interact with the characters, and the two together offer multiple "embodiments" of the urban issues of race, gender and nation.

* And the texts? (Please go to the syllabus for the authors and texts which are chosen.)

Major authors: --

• Toronto-- Margeret Atwood (probably Robber Bride), Austin Clark and Dionne Brand (short stories), Michael Ondaatje In the Skin of a Lion

• Montreal-- The Seven Streams of River Ota Robert Lepage (trans.), Dany Laferriere (short stories)

• Collections: This Ain't No Healing Town: Toronto Stories, Montreal mon amour and Concrete Forest: The New Fiction of Urban Canada.

Major film directors:

• Toronto -- Atom Egoyan, Patricia Rozema, Shniva Krishna

• Montreal -- Robert Lepage (his films and play), Denys Arcand, Claude Lauzon, Montreal vu par (a film by six directors) and Cosmos (if available).

[The above shortened list is still too long for a two-hour course. Selections will have to be made.]

* Most importantly, the requirements?
 Besides the usual stuffs -- journals, class participation, group report and final exam, the course requires a commitment to watching the films outside of class and before the discussion in class. Film showing time will be announced ahead of time, and I will try to make copies available for circulation.

* Finally, the evitable--grading policy

• Bi-weekly journal -- 20 %

• Group report & Class Participation -- 30%

• Final Exam -- 50%

• Failure to read or watch the assigned texts before class can constitute reasons for failing the course. Missing one text is equal to 1/2 absence; three absences means failing the course.

A note on group report: you are allowed to use a Taiwanese text (film, play or novel) on Taipei city IF you are able to compare it with one of our texts in the conclusion of your report.

This course will look into how children learn their first language (or languages), as a means of understanding more about language, human development, communication, psychology, and socialization. We will examine how children learn language sounds, word knowledge and use, word forms, sentence structure, semantics, and the communicative use of language, and then consider theories for explaining this learning. Requirements include reading, discussion, an article review, quizzes, observations of children, and an observation report (group report). If the class size is large, students will need to help me find young children (from around nine months to three years old) for observation. Probable textbook: Foster-Cohen, Susan H. An Introduction to Child Language Development. London: Longman, 1999. Recommended pre-course reading: de Villiers, Peter A., and Jill G. de Villiers, Early Language. Cambridge, MA: Harvard University Press, 1979. See also Hsu, Joseph H. A Study of the Stages of Development and Acquisition of Mandarin Chinese by Children in Taiwan. Taipei: The Crane, 1996; Clark, H.H., and E.V. Clark, Psychology and Language: An Introduction to Psycholinguistics. NY: Harcourt Brace Jovanovich, 1977 (Chapters 8, 9, 10, & 13). This course is (somewhat) internet-assisted—see 
http://www.eng.fju.edu.tw/iacd_99F/child_language/CLtomhome.htm 

The purpose of this course is to help English majors write research papers more efficiently and effectively with the assistance of computer technology. Emphasis of this course will be placed on research-writing methods and skills. Electronic information sources (e.g. on-line search, CD-ROM search, electronic mail), computer-generated papers (e.g. database management of notes, word processing), MLA and APA formats, and the traditional use of libraries and information sources will be introduced to or reviewed for students.

Needs:

• Required textbook:

Lester, L. D. (1999). Writing Research Papers. New York: HarperCollins College Publishers.

• Recommended textbook:

Gibaldi, J. (1995). MLA Handbook for Writers of Research Papers. New York: Modern Language Association of America.

Grading:

• 55%--Research exercises (Guidelines will be provided.)

• 10%--Presentation 

• 20%--Midterm Exam

• 15%--quizzes and class participation

教材：

1. 全套目錄，內列各單元重要作家作品，配合概論資料可自行延伸(開學發)。
2. 概論、作品：絕大部份須製作講義，極少數用書。
3. 教學方式：為達成教學目標，並配合工作量，採下列方式操作
4. 同學預習、繳作業，教師帶討論、解說。 
5. 同學分組同步或分題處理一個專題，一學期至少２次。 

作業：

1. 為補課堂之不足，每單元都配讀概論資料，寫成綱目(條列)式提要。
2. 沒輪到講論者，各單元作品之情節寫成條列式提要，外加主題、人物等分析更好。

成績評量：

1. 設有評量項目(如作業、講論)及比例，按進度分配在各階段中，除非計劃無法推行，否則不考試。
2. 上課規則、出缺席等另行公佈(進度表會載明)。

其他：

1. 預選人數確定，會通知開「課程說明會」，會中會確定分組、抽籤，個人、小組工作，講義(繳費、何時何地取)，交代假期作業等事宜。
2. 課程說明會有最後確認要不要修的機會，確定後不接受退選，請注意選擇的意義。
3. 本課程教材上下學期一貫，行政上則為學期選修，建議修一年。
4. 每次的份量(含概論、作品)100頁-250頁者居多，超過的約有4次。
5. 本課程三年開一次，每位同學在大學階段只有一次機會，準備好挑戰就來。
6. 上課時間：週四3、4節，一般會延長至12:30。
7. 有疑難請在選課前來談(一、四、五中午或下課時最佳)。
8. 附「二十世紀中國小說」閱讀作品目錄，意者請上系網下載檔案（http://www.eng.fju.edu.tw/undergrduate/curriculum/20thCentChineseFiction_ReadingList.rtf ），或向助教索取影印。

017. Advanced Chinese for Overseas Student [進階僑生國文]
2 credits
Dr. Yun-pi Yuan (engl1018@mails.fju.edu.tw)
For Sophomore Overseas Students above
Class limit: 45

This course is offered every other year to overseas Chinese students who need to take 4-credit advanced Chinese courses to fulfill the requirement of the department. The main goal of the course is to help these students to improve their reading (and basic writing abilities) in Chinese. Students will have a chance to read various types of prose (or perhaps some poems) in modern Chinese at their level. All classes will be conducted in Chinese (if all the students understand spoken Mandarin) 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 weekly reading assignments, participate in class/group discussions, give oral reports on books of their own choice, and write journals for their readings. Besides, students will keep a weekly learning log, recording the vocabulary/expressions learned. There will also be a final exam and some short writing assignments.

Students who want to take this course should see me (and give me a sample of your Chinese writing) before the end of this semester. Possible reading materials include some Chinese idioms (成語) , works by 張愛玲、魯迅、沈從文、白先勇、朱自清 and 余秋雨. Suggestions about the reading materials from the students are always welcome.

022. English-Chinese Oral Interpretation [英中口譯]
2 credit
Mr. Paul Yeh (spyeh@seed.net.tw)
For Seniors Only
Class Limit: 15

023. Senior Play [大四劇場實務實習]
1 credit
Dr. Llyn Scott (engl1014@mails.fju.edu.tw)
For Seniors Only