Undergraduate Courses: Fall 1999
English Department, FJCU

Fall 1999


  Fall 1999 List of Required Courses






Introduction to Western Literature (A)


Introduction to Western Literature (B)




Philosophy of Life


Time for Advisor


Philosophy of Life


Time for Advisor


Philosophy of Life

English Composition II & English Conversation II


English Composition II (A)


English Conversation II (A)


English Composition II (B)


English Conversation II (B)


English Composition II (C)


English Conversation II (C)


English Composition II (D)


English Conversation II (D)


English Composition II (E)


English Conversation II (E)


Introduction of English Linguistics (A)


Introduction of English Linguistics (B)


Public Speaking (A)


Public Speaking (B)


Public Speaking (C)




History of Western Civilization I (A)


History of Western Civilization I (B)


Time for Advisor


English Composition III (A)


English Conversation III (A)


English Composition III (B)


English Conversation III (B)


English Composition III (C)


English Conversation III (C)


English Composition III (D)


English Conversation III (D)


English Composition III (E)


English Conversation III (E)


001. Medieval British Literature & Culture 011. Ethics
  (Ms. Cecilia Liu)    (Fr. Daniel Bauer)
002.  British Literature I 012. Performing Arts
  (Ms. Jennifer Chiu)   (Dr. Lyn Scott)
003. Survey of American Literature 013.  Computer-Assisted Instruction
  (Dr. Joseph Murphy)   (Dr. Rebecca Yeh)
004. Literary Criticism  014. Oral Interpretation
  (Dr. Kate Liu)   (Br. Nicholas Koss)
005. Canadian Literature & Film  015. Business English Writing
  (Dr. Kate Liu)   (Mr. Brain Reynolds)
006. Shakespeare 016. Techniques of Chinese-English Translation
  (Dr. Raphael Schulte)   (Mr. Daniel Wang)
007. British Poetry 017. Journalistic Writing
  (Dr. Raphael Schulte)   (Ms. Tzi-yu Lin)
008. Teaching English as a Second Language (TESOL) 018. Advanced Overseas Chinese
  (Ms. Jane Yang)   (Dr. Agnes Yuan)
009. Child Language: First Language Acquisition 019. Chinese Poetry
  (Mr. Thomas Nash)   (Mr. Ching-kwai-yu Hsieh)
010. Teaching Reading 020. Senior Play
  (Dr. Agnes Yuan)   (Ms. Doris Chang)


 Course Description: Fall 1999

 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.


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.


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 


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.


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.


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.


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. 


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. 


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.


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).


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 Ethicsbecause 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. 


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.


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. 
50%-- collaborative project:design, development, communication, courseware evaluation, courseware demonstration 
30%-- minor projects: assignments or homework for programming 
20%-- quizzes, class participation. 


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. 


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


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.


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. 


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. 


019.  Chinese Poetry 
              2 credits 
              Mr. Ching-kwai-yu Hsieh 
              For Sophomores, Juniors and Seniors

    See the instructor for further information.


020. Senior Play 
             1 credits 
             Ms. Doris Chang 
             For Seniors Only

             See the instructor for further information.

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