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 20th century, most attention will be given to the Modern period (1914-c.1965).

Requirements:
Attendance: Lateness and absences are strongly discouraged. If you have more than FOUR unexcused absences from class, it will be very difficult for you to pass this course. THREE lates equal one absence. The teacher must be informed of your absence in advance and provided with substantial evidence to justify it as well. When absent on the day for assignments to be turned in, you must hand it in the first day you come back to school (not a week after!)
Written assignments: You will write irregular journals (each with at least 250 words) and three 3-to-5-page position papers. No late assignments are accepted (you are always encouraged to hand them in earlier). 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 shall automatically fail this course if you plagiarize.
Oral report: You will divide among yourselves into several groups, each preparing a list of study questions on a particular reading text, and leading the discussion of the class accordingly.

Tentative Grading Scale (subject to change):
Midterm/final exams    40%
Papers and journals    40%
Quizzes, group work and class participation    20%

Tentative Weekly Reading Schedule (subject to change)

This course covers the major works of four seminal American playwrights of the twentieth century: The Emperor Jones by Eugene O'Neill; A Streetcar Named Desire by Tennessee Williams; The Crucible by Arthur Miller; and A Delicate Balance by Edward Albee.  The study of each play includes playwright biographies, important American literary and cultural themes, textual analysis, and contributions to theatre.  Video taped productions by each playwright as well as interviews and documentaries of the playwrights themselves will be shown.  Class format is arranged to feature student input from Internet resources, library reports and groups discussions.

Textbook: 20th Century American Drama (available at Bookman Books, Ltd.)

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009. Children's Literature
2 credits
Ms. Tina Kuo (engl1028@mails.fju.edu.tw)
For Juniors above
Class limit: 35
Prerequisite: Introduction to Western Literature

This course will give you a very basic introduction to statistics in the study of language.  We will cover the purpose of using statistics, the concept of probability, basic types of statistical tests, and the presentation and interpretation of numbers for language study.  This course will help prepare you for graduate school in TESOL, linguistics, advertising or MBA, and help you read professional articles and even newspaper reports which draw on statistics, and help you conduct research in many fields.

REQUIREMENTS:

• Class participation

• Reading

• Exercises

• Exams (open book/notes)

• A calculator

TENTATIVE TEXTBOOKS:

• Gonick, Larry, and Woolcott Smith.  The Cartoon Guide to Statistics.  NY: HarperPerennial, 1993.

• Brown, J. D.  Understanding Research in Second Language Learning: A Teacher's Guide to Statistics and Research Design.  London: Cambridge Univ. Press, 1988.

• Plus other references.

Objectives: 

• To understand the principles of assessment and how they can be applied in practice

• To develop a critical awareness of language tests by evaluating the public tests

• To practice constructing valid, practical and reliable tests for use in the classroom

This course will cover the following topics: relationship between teaching and assessment, types and uses of language tests, approaches to language testing, test construction/evaluation and related issues (such as validity, reliability, and item analysis), alternative assessment, test methods (in testing different language skills), and interpretation of test scores.  We will examine samples of test items (such as the JCEE) by applying principles discussed in class.  Students will also have a chance to design language tests or develop ways to assess language performance in the classroom.

Requirements: weekly reading assignments, active participation (discussion, questions) and attendance, test review, test design team project, exercises, review quizzes.

Reference Books:

• Bailey, Kathleen M. Learning about Language Assessment. New York: Heinle & Heinle, 1998.

• Heaton, J. B. Classroom Testing. London: Longman, 1990.

• Hughs, Arthur. Testing for Language Teachers. New York: Cambridge University Press, 1989.

This course will introduce students to the mental processing of language, with emphasis on the comprehension and production of spoken language.  Special attention may be given to spontaneous gestures and their role in comprehension and production.  (Child language and second language acquisition, many aspects of which also fall within the field of psycholinguistics, are covered in separate courses.  Reading and writing may be touched upon, but will not be covered in depth due to limitations of time.)

Learning will proceed (with everyone's cooperation) through reading, questions, lectures, discussion, *small-scale pseudo-experiments and written reports on them, easy review quizzes, and a take-home exam.

Tentative textbook:  Taylor, Insup, with M. Martin Taylor. Psycholinguistics: Learning and Using Language. Englewood Cliffs, NJ: Prentice-Hall, 1990.

*Class size may be large, so students must be willing and able to work together in fairly large groups on an experiment.  They must also be willing to be present and on time for the experiments conducted by other groups.  Students who cannot meet these requirements should not register for this course.

This survey course is designed for those interested in the principles and practices of TESOL. The purpose of this course is to give students a basis for and practical experience in developing, adapting, and evaluating instructional techniques and materials for English teaching. Throughout the course of the semester, short chapters, journal articles, and other readings will be assigned to expand students' knowledge about English teaching. In addition to some hands-on projects, students will have the opportunity to evaluate and conduct micro-teachings in the classroom.

Text: Introduction to Readers Theatre, Gerald Lee Ratliff (1999)

This course is a continuation of Performing Arts I and introduces students to the concept of playing space drawn from the theories and works of five directors who influenced theatre praxis in the twentieth century : Constantine Stanislavsky, Bertolt Brecht, Antoine Artaud, Joseph Chaikin and Peter Brook.  Students will continue to analyze literature for performance strategies, and incorporate one particular directing style.  The focus of the course is the creation of an original performance piece which combines mixed art forms and media.  Student directors will complete a director's textual analysis, rehearsal process and plan, and production book demonstrating the relationship between their interpretation and design supported by a portfolio of literary and photomontage.

See the instructor for further information.

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 to a business related graduate school. 

This semester, the emphasis will be on the skills that you will need to acquire a job or get into graduate school. You will also learn about the type of writing you will be required to do on a day-to-day basis if you are lucky enough to land the job. In addition we shall be looking at some potential cultural conflicts that may arise when dealing with Western business people. If time permits, we may examine some macroeconomic issues such as globalization and the communications revolution.

In the first semester we dealt with various forms of paper correspondence, such as letters of complaint, requests for information and billing procedures. We shall be dealing with other types of paper correspondence, such as covering letters and basic import/expert procedures, this semester. However, our main emphasis will be on electronic correspondence and faxes.  E-mails are a relatively new phenomenon and require a style of English that even native speakers have to learn. They entail a brevity, clarity and informality that are very different from the conventions of paper correspondence. The advent of the Internet has altered the whole nature of how business is conducted and how people relate to each other. It is essential to learn about these matters. The principal method we shall be using to help you to acquire these skills will be through the use of "real life" situations. You will be presented with a variety of scenarios that you would be likely to come across in the Taiwanese business world. You will be expected to work effectively in a group as well as making individual presentations.

This semester we shall also be dealing at considerable length with skills that you shall be needing very shortly, namely job interview techniques, graduate school applications and how to write resumes. A good resume makes the difference between being called for interview or not. A good interview makes the difference between getting the job or not! Theses are skills that you cannot afford to ignore. By the end of the course your chances should be better than average! 

You will be expected write resumes based on real job advertisements and real graduate schools. Each student will also be expected to present for a "real" interview.

No one book could cover all the areas we shall be dealing with, so we shall be relying mainly on handouts and class presentations. However, as a reference book for this course and for the future, 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.