001. Medieval British Literature
& Culture
3
credits
Ms.
Cecilia Liu
For
Juniors, Seniors
[See
Syllabus] Course Objective: This course aims to acquaint students with the major literary works of
medieval England (Old English and Middle English period). By examining these works we come
to some understanding of life and thought in this period and of the development of English
literature from its beginning to the Renaissance.
Requirements:
Requirements will include 1) active class participation: reading, discussion, questions;
2) group projects: in-class oral presentation [not exceeding 15 minutes] on assigned
topics about the background or critical analysis to our readings, and after the oral
report, turn in a written paper; 3) occasional quizzes, a midterm, and a final exam.
Texts: The Norton
Anthology of English Literature Vol. 1 (6th ed.) and some videos
Preparatory readings: To
prepare for this course during summer vacation you may start reading the introductions to
the period (pp. 1-18) and to some of the texts we shall study, for instance, to Beowulf,
to Chaucer, Sir Gawain and the Green Knight, The Second Shepherds' Play and Everyman.
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002.British Literature I
3 credits
Ms. Cecilia
Liu
For Sophomores, Juniors and Seniors
Course Objective:
This course is a survey of the major works of English literature from the Anglo-Saxon
period (i.e. Beowulf) through the 18th century. Genres covered are epic and romance,
allegory, satire, ballad, lyrics, drama, and prose. Themes include war, journeys, Christ,
love, marriage, nature, death, and women issues. Because of the nature of the course no
one author will be treated in depth, but I am aiming more at a sense of development,
change and continuity in the literature of England over eight centuries. Authors studied
include Chaucer, Sidney, Shakespeare, Donne, Jonson, Marvell, Milton, Dryden, Swift, Pope.
Requirements will include group projects
(written paper and oral report*), midterm and final exam.
*Students are responsible for in-class oral presentation on assigned topics about the
background or critical analysis to our readings.
Texts: The Norton Anthology of English
Literature Vol. 1 (6th ed.) and some videos
Preparatory readings: To prepare for this
course during summer vacation you may start reading the introductions to the different
periods (pp. 1-18, 395-414, etc.) and to some of the texts we shall study, for instance,
to Beowulf (pp. 21-25), "Chaucer" (pp. 76-81), Sir Gawain and the Green Knight
(pp. 200-201). I strongly suggest you read Beowulf, and if you are very eager you may read
Sir Gawain and the Green Knight.
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003. Survey of American Literature
3 credits
Dr. Joseph
Murphy
For Juniors and Seniors
In this course we will read some
representative works of American Literature from the seventeenth century to the present.
Our discussions will focus on close analysis of texts (fiction, poetry, essays,
autobiography, speeches), while lectures will introduce individual authors and survey
important historical issues (the American Revolution, Western expansion, slavery,
immigration, industrialization) and cultural movements (like Puritanism,
Transcendentalism, realism, and modernism). Texts will include Hawthorne's The Scarlet
Letter, Cather's My Antonia, and shorter works selected from among the following authors:
Taylor, Poe, Emerson, Thoreau, Douglass, Whitman, Dickinson, Twain, James, Crane,
Hemingway, Faulkner, Frost, Stevens, Eliot, O'Connor, and Kingston. The course offers
students a deeper understanding of American culture and identity, a good knowledge of some
important literature, skills in literary analysis, and a framework for furture reading.
Requirements include weekly quizzes, a midterm
paper, and a final.
Text: The Norton Anthology of American
Literature, Shorter Fourth Edition
Nathaniel Hawthorne, The Scarlet Letter
William Cather, My Antonia
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004. Literary Criticism
2 credits
Dr. Kate Liu
For Sophomores, Juniors and Seniors
[See
Syllabus]
-- How do we read a text? (Here a "text" is not
limited to literature, nor to "books": we can be texts, too.) How do we produce
more than one interpretations of it? How do we hold a dialogue with it or challenge it?
-- What does an author actually express in his/her work? What is "the
unsaid" of the text?
--How are the meanings of a text controlled by society? Can a text transcend its society
and retain universal values throughout history?
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.
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.
The approaches we will cover in the first semester are: 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. We then will move on to the other
approaches, which will make your perception of literature and yourselves deeper, sharper
and more critical.
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.
We will use literary texts as our focus, but also some films, music videos, popular songs
and animations will also be used as supplements.
Requirements: journals, three short papers (one after each approach), and a group report.
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005. Canadian Literature & film
2 credits
Dr. Kate Liu
For Juniors and Seniors
[See
Syllabus]
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 it 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 between the two nations of commodities, information and people (e.g.
Taiwanese and Hong Kongese immigration to Canada). 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:
nation--How is the Canadian different from the British and the U.S.? How does Canada
retain one-ness while confirming multiculturalism?
race-- Is it a "mosaic" or "vertical mosaic" ¡]¦³¶¥¼hªº¡^
In other words, in what forms does racism appear in Canadian society, on both individual
and institutional levels?
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 (such as Toronto and Montreal)
will help us locate the issues (discuss how they are presented and treated in some
specific contexts). Moreover, the postmodern urban contexts will be interesting because of
their particular "embodiments" of the issues in areas such as the ghetto, the
subway, the street, the elevator and through telecommunication media such as the radio, TV
and the computer.
And the texts?
Major authors: -- Toronto -- Margeret Atwood (probably Cat's Eye), Austin Clark (his short
stories), This Ain't No Healing Town: Toronto Stories. Robert Lepage (trans.), Dany
Laferrière and Michel Tremblay
Major film directors: Toronto -- Atom Egoyan, Patricia Rozema, Robert Lepage (his films
and play), Denys Arcand, Lauzon, Jean-Claude Montreal vu par (a film by six directors) and
Cosmos (if available).
[The shortened list is still too long for a two-hour course. Selections will have to be
made.]
The most important -- 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. Failure to read or watch the assigned texts
before class can constitute reasons for failing the course.
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006. Shakespeare
2 credits
Dr.
Raphael
Schulte
For Juniors and Seniors
[See
Syllabus]
Course Objective: This course will focus on
seven of William Shakespeare's plays written and performed in the
Elizabethan/Jacobean world of Renaissance England. That world differs from our
contemporary situation here in Taiwan, so we will at times need to address the social,
political, and cultural contexts in which Shakespeare lived and wrote. Our reading list
for this course is a set of scripts-- texts not meant to be primarily read (though that is
what we will do), but rather performed for an audience. Accordingly, this course
will go beyond an emphasis on texts alone, so you can expect to be called upon to read
aloud, offer opinions, and move around at a moment's notice. This class, then,
will give you a set of techniques for reading and considering Shakespeare's plays in
their literary and theatrical contexts.
Requirements: Because you need to know the
basic facts of Shakespeare's life and times, each of you will be required to read a
general introduction to Shakespeare and write a brief summary/response to it. We
will be reading seven plays in chronological order, including examples of his comedies,
tragedies, a history play, and a late romance. Each play must be read
carefully because the mid-term and final exams will test your memory of the plays’
texts. Our textbook will be The Riverside Shakespeare
(second edition). Your final grade for the semester will be based on the quizzes,
assigned writings, participation, attendance, the mid-term exam, and the final exam.
One of the assigned writings is a typed summary/response to an article about one of the
plays we read this semester.
Our class will be internet-assisted so that we can go beyond the walls and boundaries of
the traditional classroom. By using the internet, you will have access to many
helpful sites about Shakespeare and his writings on the World Wide Web; you will be able
to discuss freely with your classmates and me the texts that we will read for class; and
you will receive specific and helpful instructions and materials that relate to the plays
and sonnets we will read.
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007. British Poetry
2 credits
Dr. Raphael
Schulte
For Juniors and Seniors
Course Objective:
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.
Requirements: Students will be expected to
write a weekly response journal as well as complete both a midterm exam and a final paper.
Your final grade for the semester will be based on the quizzes, assigned writings,
participation, attendance, the mid-term exam, and the final paper.
Text: We will not have a textbook for this
course. Instead, I will provide handouts with the poems we will study.
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008. Teaching English as a Second
Language (TESOL)
2
credits
Ms. Jane
Yang
For Juniors and Seniors
Course Objective:
This student-centered, hand-on course is designed for those who are interested in teaching
English. It will include a survey of the most prominent teaching methods and techniques.
The theoretical background and practical training will help students in their present and
future teaching. Various topics will be covered in class discussion, for example: lesson
planing, motivation, classroom media, class management, and so on.
Requirements: Group presentation, class
participation, professional journal reading reports, mid-term and final exam/report are
required.
Textbook: Larsen-Freeman, Diane. 1986. Teaching
and Principles in Language Teaching. Oxford Univ. Press
Finocchiaro, M. 1989. English as a Second/ Foreign Language. Fourth Edition Prentice-Hall.
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009. Child Language: First Language
Acquisition
2 credits
Mr. Thomas
Nash
For Juniors and Seniors
[See
Syllabus]
Course Objective:
This course will look into how children learn their mother tongue (or tongues), as a means
of understanding more about language, human development, communication, and psychology.
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: Requirements include reading,
discussion, two take-home exams, observations of children, and an observation 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, Susan H. The
Communicative Competence of Young Children: A Modular Approach. London: Longman,
1990 (The Crane.) (Or a newer edition of this book.)
Recommended pre-course reading: de Villiers,
Peter A., and Jill G. de Villiers, Early Language. Cambridge, MA: Harvard University
Press. 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.
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010. Teaching Reading
2
credits
Dr.
Agnes Yuan
For Juniors and Seniors
This one-semester course is designed for those students who wish to learn more about
reading and how to teach reading. In this class, we will have a chance to reflect on our
reading experience: how we learned to read and our reading strategies. By learning more
about reading, hopefully, we can also improve our reading ability.
We will cover different reading theories as well as basic methods for teaching reading.
Various reading subskills (e.g., skimming, scanning, inference making) will also be
introduced.
In addition to listening to lectures, students will do some background reading,
participate in class/group discussions, and have in-class practice teaching. There will be
no midterm or final exams. Instead, students will turn in two written assignments: a
teaching project (including lesson plans, teaching material, and after-teaching report),
and a paper on reading theories or method comparison (or an article review).
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011. Ethics
2 credits
Fr. Daniel
Bauer
For Juniors and Seniors
Course Objective: Ethics
is a fundamental understanding of right and wrong, fairness and unfairness, morality and
immorality in life. Ethics is not in itself related to any specific religious belief,
although all world religions do in some way teach ethical values. The actual working title
of this course is Professional and Practical Ethics” because
it address the practice of ethics in a variety of situations in both professional and
personal life. Among the different areas we will cover are gender stereotyping and its
effect in family and professional life, counseling and ethics, the ethics of friendship
and value-sharing. We will also offer brief presentations on ethics and medicine and
ethics and business life.
Requirements: Three written and one oral
journal, one five case "Ethics Folder" (EF) (due in the final month of the
course and accompanied by a class presentation drawn from your folder). There are no
exams. Course methods: lectures, class discussions, heavy feedback in journals, occasional
videos during class and the EF presentation.
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012. Performing Arts
2 credits
Dr. Lyn Scott
For Sophomores, Juniors and Seniors
Course Objective: This course introduces and explores theatre as an inclusive performance
art form related to culture, language and literature. The relationship of theatre to
society, to religion, to dramatic literature, to architecture and art, and to the
individual person will be studied through theoretical and practical content. Besides a
survey of Greek to Medieval theatre practices, weekly lessons will include sensory evoking
workshops, scene analysis and performance studios, mask and movement improvisations,
observation diaries, video performance critiques and acting truths/ techniques for the
stage and camera. Professional careers related to theatre will be discussed as cultural,
language and literature experts: playwright, actor, director, designer, drama therapist
and cultural administrative specialist. Guest artists will be invited to present their
views from the professional and educational theatre frontlines.
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013. Computer-Assisted
Instruction
2
credits
Dr.
Rebecca Yeh
For Juniors and Seniors
[See
Syllabus]
This course is designed for those interested in the design, development and evaluation of
computer-assisted instruction (CAI). It introduces a systematic design and evaluation
process that produces successful CAI courseware. It also emphasizes knowledge from
educational research that is fundamental to CAI design and evaluation. To provide teamwork
experiences, students will design projects in co-operation with students from the
Department of Information Management of Chung-Hua University. Each project team will
include people for instructional design and the subject matter (Fu-Jen students), and
people for programming and technical support (Chung-Hua students). Details for the
collaborative projects will be provided as the semester progresses.
Grading:
50%-- collaborative project:design, development, communication, courseware evaluation,
courseware demonstration
30%-- minor projects: assignments or homework for programming
20%-- quizzes, class participation.
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014. Oral Interpretation
2
credits
Br.
Nicholas Koss
For Juniors and Seniors
Course Objective:
This course consists of the practice of Chinese-English sight translation and
English-Chinese consecutive interpretation. Sight translation here refers to taking a
Chinese text and reading it aloud in English. Consecutive interpretation, for our
purposes, is orally translating into Chinese what has been said in English immediately
after it has been said. Approximately have of the classes for this course will be
devoted to sight translation and half to consecutive interpretation.
The texts to be used for sight translation will include material related to Chinese and
Taiwanese culture, politics, society, economics and diplomacy. Research in these topics
and study of specialized vocabularies will be a necessary part of preparation for sight
translation. Vocabulary not found in most dictionaries will be placed on-line as a
special part of the English Department’s web site.
Included in the homework and examinations for this type of oral translation will be the
preparation of videos showing the student doing sight translation.
Requirements: The main exercise for consecutive
interpretation is using it to interview English-speaking guests. During the semester
a number of guests will be invited to allow us to practice consecutive interpretation.
A video will be made of each interview and then watched and studied to evaluate our
performance. Written evaluations of these videos will be required.
Examinations for consecutive translation will include the student preparing a video of an
interview conducted outside of class.
Pre-requisite: A strong command of speaking
English and understanding spoken English is a pre-requisite for this course. Students
wanting to take this course may have to demonstrate proficiency in these areas before
admittance to the course.
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015. Business English
Writing (Advanced Writing)
2
credits
Mr.
Brain Reynolds
For Seniors Only
This course is designed for students who intend to work in the business world after
graduation. The approach is a very practical and hands on one. You will be dealing with
case studies from the real business world and will be required to produce assignments
based on situations you are likely to encounter if you enter the business world in Taiwan.
Here are some things you will be learning about:
1. Different forms of communication in business English such as commercial letters,
e-mails and faxes.
2. How to assemble information from a wide range of sources in Taiwan and present it in
English for foreign clients.
3. How to arrange an itinerary for a client visiting Taiwan.
4. How to analyse information and present summaries.
5. Intra office communication such as memos, agendas and minutes.
6. Culture clashes – Eastern and Western ways of
conducting business.
7. How to write a resume and covering letter for a job application and how to perform well
in interviews
There will be several guest speakers from the business world dealing with subjects such as
the stock market, international trade, travel.
If you want to know more just ask
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016. Techniques of Chinese-English
Translation (Advanced Writing)
2
credits
Mr.
Daniel Wang
For Seniors Only
This course offers practical techniques and experience in Chinese-English translation in a
variety of styles and subjects. The emphases will be on (1) the structural differences
between Chinese and English (2) word choice (3) grammatical correctness (4) stylistic
propriety.
Text: There is no
textbook for this course. Teaching materials and Chinese texts will be prepared by the
instructor.
Requirements: There will be five written
assignments and one oral presentation during the semester. The Chinese texts to be
translated for the written assignments will be provided by the instructor; the materials
for the oral presentation may be chosen by students themselves but will have to be
approved first by the instructor.
Attendance: Since discussion in class is important, regular attendance will be expected.
Evaluation: 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.
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017. Journalistic Writing (Advanced
writing)
2 credits
Ms. Tzi-yu Lin
For Seniors Only
Student Limit:
25 (Maximum)
Course Objective:This
course will aim to familiarize students with English Newswriting through the reading and
discussion of selected newspaper articles and 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.
Requirements: 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 to 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.
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018. Advanced Overseas Chinese
2
Credits
Dr.
Agnes Yuan
For Overseas Students Only
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 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, and write reports/responses for their readings.
Besides, students will keep a weekly learning log, recording the vocabulary/expressions
learned.
Students who want to take this course, please see me (and give ma a sample of your Chinese
writing) before the end of this semester. Suggestions about the reading materials
from the students are always welcome.
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019. Chinese Poetry
2
credits
Mr.
Ching-kwai-yu Hsieh
For Sophomores, Juniors and Seniors
See the
instructor for further
information.
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020. Senior Play
1 credits
Ms. Doris
Chang
For Seniors Only
See the instructor for further
information.
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