Curriculum for Spring 2013: Elective Coursesenglish.fju.edu.tw/word/Spring_2016.pdf · Prerequisite: Introduction to Literature . Course Description. This course is a study of selected

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Curriculum for Spring 2016: Elective Courses

Advanced Literature and Culture Courses

LC001. English Literature II: Seventeenth and Eighteenth Centuries (Donne through 1789) [英國文學（二）︰十七、十八世紀（唐恩至1789）]

3 credits Dr. Donna Tong <[email protected]> For Sophomores and above Class size: 45 Prerequisite: Introduction to Literature

Course Description This course is a study of selected poetry, prose, and drama from the 17th and 18th centuries in British Literature. Authors to be studied will include Donne, Marvell, Milton, Behn, Dryden, Swift, Congreve, Pope, and Johnson. Possible topics include the Reformation, metaphysical and cavalier poetry, scientific empiricism, the Enlightenment, satire, the rise of the novel, and neoclassical and pre-Romantic poetry. Literature is essentially about the human experience, about representing humanity. We will question and challenge how this humanity is conveyed, how it was relevant during the era of publication, and how it might still be relevant today despite the span of time and distance, literally, symbolically, and culturally. The time periods spanning the 17th and 18th centuries were eras of great turmoil. Charles I was executed during the Wars of the Three Kingdoms (England, Scotland, Ireland), specifically during the English Civil War, by the English Parliament in 1649. The Restoration which began in 1660 when monarchial rule was restored under Charles II replaced the Puritan government established under the Commonwealth and Oliver Cromwell during the period known as the Interregnum (a lapse or pause in continuity; a period when normal government is suspended). Within these eras quite extreme and rapid cultural and social changes took place, for instance from a Puritan society to a monarchy which celebrated the restoration of its king to power with opulence and debauchery. The class will consider issues of how literature can be/is politicized. How does the literature reflect the politics and turmoil of its era? How can literature intervene in the political sphere either through critique or in other ways? How are social and cultural changes represented and/or effected through literature?

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Required Texts The Norton Anthology of English Literature. Ed. M.H. Abrams, et al. Volume 1, 9th edition.

Course Requirements Attendance -2% For every unexcused absence Quizzes 10% Reading quizzes throughout the semester. Presentations 20% 2 presentations on assigned texts. Literary Performance 10% Group Project & Paper 20% Midterm Exam 15% Final Exam 25% *ATTENDANCE: 3 OR MORE UNEXCUSED ABSENCES IS A FAIL Quizzes There will be quizzes on a somewhat-irregular but weekly basis to test reading knowledge of the texts. No make-up quizzes will be given for unexcused absences. Presentations Each student will responsible for presenting on two texts. These texts will be randomly assigned. Content 1. Short overview of text. 20%

a. Title and author. b. Characters in the text. c. Plot of the text/short description of poem.

2. Key themes/motifs. 20% 3. Textual analysis of one particular passage, scene, or moment in the text. If assigned a

short poem, then the entire poem should be analyzed. 50% a. Explain how that particular passage connects to the whole text. b. What is significant about the selected passage?

i. Is something crucial revealed about the characters? ii. Is something important revealed about a specific theme or motif?

c. Figurative language. i. What kind of figurative language is used?

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ii. What is the effect of the figurative language? d. What can be learned about the history of the period from the text?

4. Works Cited. 10% Literary Performance Each student will select from a list of the assigned texts to create a performative adaptation of it. This can be a song set to music composed by the student, a play, an animation video, etc. Assessment • Accuracy of interpretation. 35% • Quality of delivery/performance. 35% • Creativity. 30% Group Project and Paper Students in groups of no more than 3 members will be assigned a topic on the background or literary criticism of a particular author and text. Students will give an oral presentation of their findings in a logical and cohesive format, with a written report 600-1000 words in essay format with Works Cited. Paper Format & Submission • Font: Times New Roman 12 point size. • Margins: 1-inch all around. • Spacing: double-spaced text.

Heading- single-spaced Name ID # Course title

Assignment

Text – double-spaced

Times N

ew R

oman 12-point Font

1-inch margins

Title Paragraph indented

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At the end of each essay, students are required to have the WORD COUNT written. For example: Word count: 1079. Headings must have the student’s name, ID #, course, and date, with the assignment and title that corresponds with the content of the essay. All essays must be submitted in hard copy with an electronic copy sent through email to <[email protected]> on the due date. Conduct, Plagiarism, Cheating Attendance is MANDATORY. Excused absences are accepted for medical or family emergency with appropriate documentation. Three tardies equal one absence. Tardiness past 20 minutes after class has begun is counted as one absence. 3 or more absences will lead to failing the course. Plagiarism and cheating will lead to failing the course. Schedule Date ASSIGNMENT DUE Topics 02/25 Donne: “The Flea,” “The Good-Morrow”,

Song (“Go and Catch a Falling Star”), “A Valediction Forbidding Mourning,” Holy Sonnet: #10, 14, Meditation 17

Intro: English Civil War, Commonwealth Period, the Early 17th Century, Metaphysical Poets

03/03 Jonson: Volpone or The Fox, “On My First Son,” “Song: To Celia”

Early 17th Century (cont)

03/10 Bacon: Essay “Of Truth” Hobbes: Leviathan Part 1. Of Man Herbert: “The Temple,” “The Altar,”

“The Collar” Herrick: “To the Virgins, to Make Much

of Time”

Inquiry & Experience Crisis of Authority Metaphysical Poets (cont)

03/17 Marvell: “To His Coy Mistress,” “The Definition of Love”

Milton: “On Shakespeare,” “Lycidas,” Paradise Lost Book 1

Metaphysical Poets (cont) The Restoration & 18th Century Neoclassical Period (or “The

Long 18th Century”) 03/24 Milton: Paradise Lost Book 2 & 4 Neoclassical Period (or “The

Long 18th Century”) (cont)

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PERFORMANCES 03/31 HOLIDAY 04/07 Milton: Paradise Lost Book 5 & 9 Neoclassical Period (or “The

Long 18th Century”) (cont) 04/14 Dryden: “Mac Flecknoe,” “An Essay of

Dramatic Poesy” Neoclassical Period (or “The

Long 18th Century”) (cont) 04/21 MIDTERM EXAM

04/28 Behn: Oroonoko or The Royal Slave Race & Travel Narratives 05/05 Congreve: The Way of the World Restoration Drama

Film: The Way of the World (50 min)

05/12 Defoe: Roxana “The Cons of Marriage” Swift: “A Modest Proposal,” “The Lady’s

Dressing Room”

Parodies & Political Satire

05/19 Swift: Gulliver’s Travel Part I, Part II Parodies & Political Satire (cont) 05/26 Swift: Gulliver’s Travel Part III, Part IV Parodies & Political Satire (cont) 06/02 Pope: “The Rape of the Lock,” “Epistle 2:

To a Lady” Johnson: “The Vanity of Human Wishes,”

“The Preface to Shakespeare”

Parodies & Political Satire (cont)

06/09 Boswell: The Life of Samuel Johnson, LLD [Plan of the Life], [A Memorable Year: Boswell Meets Johnson], [Johnson Faces Death]

Literary Biographies & Literary Criticism

06/16 PERFORMANCES

06/23 FINAL EXAM Have a good summer break!

LC002. Shakespeare [莎士比亞]

3 credits Dr. John Basourakos < [email protected] > For Sophomores and above Class size: 45 Prerequisite: Introduction to Literature

This course offers students an introduction to the broad spectrum of Shakespeare’s plays, including comedies, histories, tragedies, and romances. In the process we will explore Shakespeare’s life and the culture of Elizabethan England in which he wrote. Most of all,

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we will explore Shakespeare's dramatic and poetic genius through a critical study of selected plays, and try to understand how his use of literary elements and motifs, and the dramatic conventions of his time, generate particular themes. The course will also aim to examine how Shakespeare’s plays were influenced by social and cultural issues, and how they continue to influence our society, our cultures, and our modes of feeling and thinking. These objectives will be met through close reading of the plays, critical thinking, and clear writing. This semester the following plays will be read and critically discussed in class: The Taming of the Shrew, Much Ado About Nothing, Hamlet, The Merchant of Venice.

LC003. Am. Lit I: Colonial Period to 1865 [美國文學史（一）︰殖民時期至 1865 年]

3 credits Prof. Cecilia Liu < [email protected] > For Juniors and above Class size: 45

I. Overview and Objectives This course surveys the development of American literature from the seventeenth century through the Civil

War. It seeks a balance among various genres—fiction, poetry, autobiography, oratory, essay—and among

various perspectives on American life. In this semester, our discussions will focus on close analysis of texts

while lectures will introduce individual authors and related historical issues (for example, the American

Revolution, slavery, the Civil War) and cultural movements (like Puritanism and Transcendentalism).

Serious students in this course can expect to gain knowledge of an important body of literature, an

understanding of American culture and identity, skills in literary analysis, and a framework for future

reading. Literary analysis here will be a process of close reading to discover: 1) the unique voice, technique,

and accomplishment of individual literary works; 2) their reflection of and participation in broader cultural

and social movements; 3) their relevance to readers today.

II. Text Baym, Nina, ed. Norton Anthology of American Literature. Shorter 8th ed. New York: Norton, 2012. OR

Baym, Nina, ed. Norton Anthology of American Literature. Shorter 7th ed. New York: Norton, 2008.

[Please consult my 2004F Am. Lit. website: http://www.eng.fju.edu.tw/iacd_2004F/us_lit/ for some class

notes and handouts.]

III. Requirements and Grading

The requirements for this course will be weighted as follows:

Class attendance/Quizzes 15% Online discussion/Group presentation 20%

3 Journals 15% Midterm & Final @25%

http://www.eng.fju.edu.tw/iacd_2004F/us_lit/

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PARTICIPATION / PRESENTATION. Students should read and prepare the texts assigned for each class meeting

before the beginning of class. Class time will involve a combination of lecture, discussion, and presentation.

The class will divide into groups to prepare and present answers to study questions, which will be distributed

for some readings. Each group (4 members) needs to sign up for two presentation topics. At the time of the

presentation, the group will provide ppt slides for class. Group report outlines (or ppt files) are expected to be

put online (iCAN). Quizzes will also count toward your class participation grade. Because this is a survey

course, we will not try to cover every aspect of every assigned text. Nevertheless, students are expected to

read and study all the texts, and express comments online. On exams and in essays students are encouraged

to go beyond what we have said in class.

ATTENDANCE and promptness are essential to this course. Absences, or persistent lateness, will hurt your

grade. Students with more than three unexcused absences will fail this course. Send me an email explaining any

absence beforehand, if possible, or as soon as possible after the missed class. If you have been sick and

sought professional care, please show me the sick leave application right after you come to class.

知識項目--關聯性

歷史與文化[間接相關] 外國語文與文學[直接相關]

技能與態度項目--關聯性

*閱讀理解[直接相關] *積極傾聽[直接相關] *文字表達[直接相關] *口語表達[直接相關] *批判思考[間接相關] *

合作[間接相關] *創意力[間接相關]

IV. Schedule Note: Read and prepare all assigned texts for each date before the beginning of class. Beginning page

numbers (from the 7th ed.) are included for convenience. Read the entire selection for each title listed, unless

a more limited range of pages or chapters is indicated. Always read the introduction to each assigned author in

the anthology.

Weekly Schedule

Topic/Assignment Group Pres.

2/25 UNIT ONE: EXPLORATION, COLONIZATION, PURITANISM Introduction

Film: The Crucible (based on the play by Arthur Miller)

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3/03 Columbus, Letters (24-28, both letters)

Harriot, from A Brief and True Report of the New Found Land of Virginia (37-42)

Bradford, Of Plymouth Plantation, Chapters IX, XI, XII (58-61, 68-71)

Winthrop, “A Model of Christian Charity,” part II (84-87)

“American Journeys” –A Map of Virginia (John

Smith): http://www.americanjourneys.org/aj-075/summary/index.asp

3/10 Bradstreet, “The Author to Her Book,” “Before the Birth of One of Her Children,” “To

My Dear and Loving Husband,” “A Letter to Her Husband, Absent upon Public

Employment,” “In Memory of My Dear Grandchild Elizabeth Bradstreet”

Taylor, Meditations 8; “Upon Wedlock, and Death of Children,” “Upon a Wasp

Chilled with Cold,” “Huswifery”

3/17 Rowlandson, Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson,

Opening narrative, First, Second, Third, and Twentieth Removes (118-134)

3/24 Edwards, “Personal Narrative” (174-176); “A Divine and Supernatural Light”

(188-193); “Sinners in the Hands of an Angry God” (195-198 and 200-203, 205)

*********************************************************************

UNIT TWO: REVOLUTION AND EARLY REPUBLIC

Franklin, “The Way to Wealth” (220-226); Autobiography (237-40, 245-48,284-90)

**Journal 1 due in class**

3/31 No class

4/07 Crèvecoeur, Letters from an American Farmer, Letter III “What Is an American”

(310-320)

Paine, “The Crisis, No.1” (332-338)

Jefferson, from The Autobiography of Thomas Jefferson (342-346)

Wheatley, “On Being Brought from Africa to America” (420-21), “To the Right

Honorable William, Earl of Dartmouth” (428-29)

4/14 American Renaissance:

Irving, “Rip Van Winkle” (455-466)

Cooper, from The Pioneers, Chapter III (471-75)

Hawthorne, “My Kinsman, Major Molineux” (592-605)

4/21 Midterm

4/28 UNIT THREE: TRANSCENDENTALISM Emerson, Nature, Introduction, Chapters I, IV, V, VII, VIII (492~ ) ; “The American

Scholar” (520-32); “Each and All” (565)

Bryant, “To a Waterfowl” (479)

5/05 Thoreau, Walden, Chapter 1 (844-47, 849, 852, 880-81); Chapters 2, 5, 17, 18 (886~920 )

http://www.americanjourneys.org/aj-075/summary/index.asp

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5/12 Unit Four: Other American Romantics

Whitman, Song of Myself (1011-1055); Preface to Leaves of Grass (1002-1003, 1008-10) ;

“Out of the Cradle Endlessly Rocking” (1062-66)

5/19 Hawthorne, “Rappaccini’s Daughter” (631~)

The Scarlet Letter (introduction)

Melville, “Bartleby, the Scrivener” (1093-1118)

5/26 Hawthorne, The Scarlet Letter (Cont’d)

6/02 Poe, “To Helen”; “The Raven” (675); “Annabel Lee” (678); “The Fall of the House of

Usher” (689-701); “The Tell-Tale Heart” (702-705); “The Philosophy of Composition”

(727-32)

6/09 No class 6/16 Dickinson, #214, 258, 328, 341, 448, 449, 465, 501, 712, 754, 986, 1078, 1624


6/23 Final Exam

V. Relevant Links 美國文學 American Literature http://www.eng.fju.edu.tw/English_Literature/us_literature/index.html

http://hermes.hrc.ntu.edu.tw/lctd/asp/periods/index.htm

美國歷史

http://odur.let.rug.nl/~usa/H/1954uk/index.htm http://odur.let.rug.nl/~usa/H/1994/index.htm 美國原住民文學與文化

http://www.nhc.rtp.nc.us/tserve/nattrans/ntecoindian/essays/indianremoval.htm

http://www.unm.edu/~exa10/Native%20American%20links.htm

http://www.42explore2.com/native4.htm http://falcon.jmu.edu/~ramseyil/natauth.htm

美國的西部前線精神

http://storytellers.net/

http://www.academicinfo.net/westfront.html http://grounder.freeyellow.com/home.html

美國傳統價值觀 Traditional American Values

http://www.geocities.com/heartland/4803/values.html http://www.traditionalvalues.org/

http://www.newsmax.com/archives/articles/2003/7/2/220328.shtml

美國宗教傳統

http://religiousmovements.lib.virginia.edu/home.html http://www.religioustolerance.org/nataspir.htm

http://www.angelwings-ggtg.com/americanheritage.htm

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美國的西部前線精神

http://storytellers.net/ http://www.academicinfo.net/westfront.html

http://grounder.freeyellow.com/home.html

美國的富裕

http://library.thinkquest.org/J001272F/ http://www.ulib.iupui.edu/kade/adams/toc.html

http://library.westmont.edu/bibinst/SearchAids/ethnic.html

美國的商業

http://www1.usatrade.gov/website/website.nsf http://factfinder.census.gov/servlet/BasicFactsServlet

http://www.americanbusinessmedia.com/index.htm

美國政府與政治

http://www.congress.org/congressorg/home/ http://www.firstgov.gov/

http://www.law.cornell.edu/index.html http://www.archives.gov/welcome/index.html

美國的族裔與種族

http://search.eb.com/blackhistory/

http://www.washingtonpost.com/wp-srv/national/longterm/meltingpot/meltingpot.htm

http://clnet.ucr.edu/multicultural.links.html

"Milestones in Black History" http://www.usa-people-search.com/content-milestones-in-black-history.aspx

美國的教育

http://www.nd.edu/~rbarger/www7/

http://www.johntaylorgatto.com/historytour/history1.htm

http://www.ies-ed.com/americaned/

American Civilization, 1587-1862 timeline

http://www.uky.edu/AS/English/courses/online/eng251/timeline.html

LC004. David Bowie & the Rolling Stones [大衛鮑伊與滾石合唱團]

3 credits Dr. Raphael Schulte For Juniors and above Class size: 15 Prerequisite: Introduction to Literature

In an essay, published in the journal Poetry, called “Painting with Words and Music,” Joni Mitchell quotes Ezra Pound, “Poetry atrophies when it gets too far from music,” and she goes on to state, “Poetry and music share a common ancestry.” This course will explore that ancestry and continue a tradition in our department of analyzing types of poetry contained in pop songs. Previous courses covered the poetry of the blues, the Beatles, Leonard Cohen, Bob Dylan, Joni Mitchell and Radiohead. This course will focus on the songs of the Rolling Stones and David Bowie. Both of these iconic British artists have been prolific. The Rolling

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Stones have released many singles and albums; music magazines are currently speculating that the band will record a new album next year. David Bowie has also released a large number of songs and albums, and he is rumored to be releasing a new album next January. In this class we will, rather than survey their entire careers, primarily focus on four key albums by the Rolling Stones and four by Bowie. Our main focus will be on the lyrics of the songs and their poetic qualities, but we will also have to consider the musical elements (though the instructor is by no means a musicologist) and the cultural contexts the songs were written in. In many ways, both of these artists exist as lyrical, musical, and cultural icons and their songs and poems are enmeshed in various competing mythologies cultivated by the artists, their fans, and critics/reviewers. The choice of songs is not finalized yet, so interested students are welcome to provide input before the semester starts. We will analyze the songs themselves, of course, as well as various other written, audio and visual materials. Students will be expected to write regular response journals, 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, presentations, participation, attendance, the mid-term exam, and the final paper.

LC005. Contemporary Chinese Fiction [當代小說選讀] 2 credits Ms. Yen-zhen Wu < [email protected]> For Sophomores and above Class size: 45

104 學年度下學期「當代小說選讀」選課須知

一、104 學年度下學期「當代小說選讀」（D200221837）課，與 104 學年度上學期「現代小說

選讀」（D200220239）課，乃為上、下學期整體相關的課程。為維持課程順暢銜接之教

學品質，已經選修過 104 學年度上學期「現代小說選讀」課的同學（或已經選修過 102學年度上學期「現代小說選讀」課，而未選修 102 學年度下學期「當代小說選讀」課的

同學），可在系初選階段「優先」選修 104 學年度下學期「當代小說選讀」課。二、初選已選修到「當代小說選讀」課的同學，請務必參與 1/13（三）13：40-15：30（LA308）

課程說明，保障自身退選的權益。若因故而無法參與者，請務必在 1/11（一）前寫信到

吳燕真老師信箱（[email protected]）具體說明：請假原因，表達選課的意願，和委

託分組同學姓名。並且在 3/3（四）上課前印製好課程講義、詳閱課程規定、上網填寫

課程問卷。若無故缺席者，未寫信說明（或寫信請假，卻無法達到以上要求者），請在加

mailto:[email protected]

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退選時間自行退選。三、初選未選修到「當代小說選讀」課的同學，若有意在加退選其間加選，也請務必參與 1/13

（三）13：40-15：30（LA308）課程說明。全程參與課堂說明者，在人數上限之內，可

額外由老師人工加簽。四、原 2/25（四）上課時間「課程說明」，已移至 1/13（三）13：40-15：30，進行說明，故

2/25（四）停課一週。3/3（四）之後的上課時間，若由代課老師授課，將不再進行人

工加簽。五、若有未盡之事宜，教師有補充和調整選課須知之責任與義務。

以上五點，敬請配合。

輔仁大學 104 學年度下學期「當代小說選讀」課程大綱

2015/11/3 吳燕真編製

一、課程資訊

1.開課單位：英國語文學系

2.課程性質：學期課、選修

3.上課時間：週四，五六節

4.上課地點：LA308

5.人數限制：45人（為維持教學品質，不超收學生）

6.授課對象：以英文系大二以上的學生為主。

7.授課老師：吳燕真

二、課程界定

1.「當代」：以 1966 年毛澤東（1893-1976）寫〈給林彪同志的一封信〉（又稱為五七指示）

所掀起的「文化大革命」為始，迄今約五十年為主，稱為「當代」。

2.「小說」：因應「當代」範圍界定，將以西方「novel」為相應的概念。根據佛斯特（Edward

Morgan Forster，1879-1970）在《小說面面觀》（”Aspects of the novel”）

中的定義，認為「小說」是一種「用散文寫成的具有某種長度的虛構故事」，而且

具有人物、情節、背景、觀點、主題、語言等要素的文體。

3.「選讀」：在「當代」的時間範圍之內，以文化意義上的「中國」為地區範圍，且先以臺灣

為主，以大陸為輔。以「小說」為限定的文體，以短篇小說為主，長篇小說為輔。

擇選在「當代小說史」中，具有代表性意義的名家名作，進行課前的閱讀、札記

的撰寫，與進入課堂的問題討論、主題探討。

三、課程目標

1.「知識」：透過「當代小說史」的發展和名家名作的鑑賞中，瞭解中國當代小說的演變和特

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色。並且配合所選文本，適時論及其文藝思潮、文學理論及作品分析。除了深刻

認識具代表性的小說，同時提昇對於當代小說創作與理論的了解。

2.「方法」：鍛鍊鑑賞作品的基本觀念和能力，從分析過程的鍛鍊中培養眼力、胸襟、處事的

態度、團體合作，與自主學習的能力。並且同時培養閱讀與創作之興趣，以及激

發吸收與創作之潛力。

3.「心靈」：藉由主題小說的細讀、分析與討論，進行自我、社會、傳統的剖析，達至生命智

慧之啟發、價值思考之深化、知情意行之統整，與文化批判性的繼承。確立價格

與價值之別，追求心靈成長與人格思辨。

四、課程進度

授課進度 Course Progress Outline

週次Week

日期Date 主題

Topic

單元主題 Unit

備註 Remark

1 02/25 （四）

故鄉與異鄉

○課程說明與意見發表（調整至 1/13（三）13：40-15：30 LA308 進行）

◎課程安排，將視實際操作情況，作適當調整。

2 03/03 （四）當代小說導論 □分組名單

□札記 1

3 03/10 （四）

陳映真（1937-）〈將軍族〉（1964）延伸閱讀：〈鄉村的教師〉（1960）

□札記 2

4 03/17 （四）

白先勇（1937-）〈冬夜〉（1970）延伸閱讀：〈芝加哥之死〉（1964）

□札記 3

5 03/24 （四）

陳若曦（1938-）〈尹縣長〉（1976）延伸閱讀：〈耿爾在北京〉（1976）

分組報告 1 □札記 4

6 03/31 （四） ◎清明節調整放假

7 04/07 （四）

於梨華（1931-）〈雪地上的星星〉（1966）延伸閱讀：《又見棕櫚，又見棕櫚》（1965）


8 04/14 （四）

成長與叛逆

王文興（1939-）〈欠缺〉（1967）延伸閱讀：《家變》（1973）

□札記 6

9 04/21 （四）

電影欣賞：徐克（1950-）「青蛇」（1993）延伸閱讀：李碧華（1959-）《青蛇》（1986）

□電影回饋單 1 □微電影小說劇本、分工明細

10 04/28 （四）

歐陽子（1939-）〈魔女〉（1967）延伸閱讀：《秋葉》（1971）


11 05/05 （四）

七等生（1939-）〈我愛黑眼珠〉（1967）延伸閱讀：《火獄的自焚》（1977）


12 05/12 （四）

莫言（1955-）〈白狗鞦韆架〉（1985）延伸閱讀：《豐乳肥臀》（1996）

□札記 9

13 05/19 （四）地與

王禎和（1940-1990）〈嫁妝一牛車〉（1967）延伸閱讀：《玫瑰玫瑰我愛你》（1984）


21

14 05/26 （四）

黃春明（1935-）〈小寡婦〉（1975）延伸閱讀：《看海的日子》（1974）


15 06/02 （四）

平路（1953-）〈婚期〉（1998）延伸閱讀：西西（1938-）〈像我這樣一個女子〉（1984）

□札記 12

16 06/09 （四） ◎端午節放假

□課程回饋意見〈我的「當代小說選讀」課〉

17 06/16 （四）

影片欣賞：鄭曉龍（1953-）「後宮甄嬛傳」（2011）延伸閱讀：流瀲紫（1984-）《後宮甄嬛傳》（2007）

□電影回饋單 2

18 06/23 （四）課程總結與小組微電影放映

Office Hours 星期三 13：30-15：30 (E-mail)：[email protected]

五、教學方法

教學方法 Pedagogical

Methods

方法 Method % 方法 Method % 方法 Method % 講述 30 影片欣賞 10 討論 30 個案研討 0 服務學習 0 問題導向學習 30 競賽遊戲 0 專家演講 0 專題實作 0 電子教學 0 體驗教學 0 角色扮演實境教學 0 競賽讀書會 0 產業實習 0 自主學習 0 對話教學法 0 樣本觀察 0 校外參訪 0 實作教學 0 個別指導 0 其他 0

說明： 1.講述 30％：由教師講述相關單元精神與文本，協助學生熟悉主題概念。 2.影片欣賞 10％：選擇與單元或與學生經歷相關的影片，啟發深度思考。 3.討論 30％：課程中以主題為導向提出問題，再由各小組進行相關討論。 4.問題導向學習 30％：在延伸閱讀中除預習札記之外，需思考相關議題。備註：1.若使用其他教學方法，請自行說明。若所列之教學方法未使用，只需於百分比欄位中填 0。

各項總合須等於 100% 2.教學方法與核心能力相關之說明亦可於此欄位中敘明。

六、課程教材

課程教材 Course

Material 教師自編 PPT

教科書 1.教師自編講義 2.教師補充文本

參考書目 Reference

1.古繼堂著：《臺灣小說發展史》，臺北：文史哲，1996 年 2.陳建忠等：《臺灣小說史論》，臺北：麥田，2007 年 3.鄭樹森編：《現代中國小說選》，臺北：洪範書店，1989 年 4. 邱貴芬主編：《臺灣政治小說選》，臺北：二魚文化，2004 年 5.周芬伶編：《臺灣後現代小說選》臺北：二魚文化，2004 年 6.梅家玲、郝譽翔主編：《臺灣現代文學教程小說讀本》，臺北，二魚文化，2002

22

年 7.齊邦媛主編：《中國現代文學選集（小說卷）》，臺北，爾雅，1983 年 8.王德威著：《眾生喧嘩—三○與八○年代的中國小說》，臺北，遠流，1988 年 9.王德威著：《閱讀當代小說—臺灣‧大陸‧香港‧海外》，臺北，遠流，1991年 10.王德威著：《小說中國—晚清到當代的中文小說》，臺北，麥田，1993 年 11.王德威著：《如何現代，怎樣文學—十九、二十世紀中文小說》，臺北，麥田，

2007 年 12.蔡源煌著：《海峽兩岸小說的風貌》，臺北，雅典，1989 年 13.王耿瑜著：《他們在島嶼寫作》，臺北：行人文化，2011 年 14.米蘭．昆德拉(Kundera, Milan，1929-)：《小說的藝術》，臺北，皇冠，2004 年 15.佛斯特(Forster, E. M.，1879-1970)：《小說面面觀—現代小說寫作的藝術》，

臺北，商周，2009 年教學平台網址

http://www.elearn.fju.edu.tw

七、學習評量

學習評量Learning

Evaluation

方法 Method 百分比

書面報告（小組） 10%

口頭報告（小組） 10%

展演（小組微電影） 10%

課堂參與 70% 說明： 1.書面報告、口頭報告：20％以小組為單位，分組報告。老師評分包含書面資料 10％，口頭報告 10％。書面資料包含：A.開會記錄 B.呈現計畫書（A.B.各繳交一份給老師）C.講綱（一張 A4 文件統整上台展演的重點，影印發送給同學和老師。）D.回饋單：裁切後發給每一位同學，收集黏貼成 A4 頁面，不可以重疊，交給老師掃瞄。（A.B.C.需上台該週準時繳交，遲交扣分。D.需上台隔週準時繳交，遲交扣分。）口頭報告三不原則：①不拿講稿②不以講授方式呈現③不一一輪流上台。負責報告小組報告後，其他小組必須進行提問、對談、溝通或辯論。 2.展演（小組微電影）：10％以小組為單位，製作微電影。老師評分包含書面資料 5％，微電影 5％。書面資料包含：A.開會記錄 B.呈現計畫書（分工明細）C.小說文本與改編劇本（A.B.C.需期中 4/21 繳交，遲交扣分。）微電影原則：①以 15 分鐘為限②不使用侵權的影音檔案③影片需在放映前兩週（6/9 前）放到教師指定 YouTube 帳號。 3.課堂參與：70％札記 12 篇，一篇 4 分，共 48％。請用 18K 活頁紙「書寫」，嚴禁抄襲，抄襲以零分計算。課前預習札記必須在當次上課「點名時」繳交，上課書寫不予計分，

23

凡請公假、婚假仍需提前一週繳交，唯病假、喪假可次週補交，其餘補交不予計分。上課遲到者，在補點名時立即繳交，仍予計分。札記包含上課參與準備，凡請假則無法參與討論，該篇將會斟酌計分。電影回饋單 2 篇，一篇 4 分，共 8％。課程回饋意見 1 篇，一篇 4 分，共 4％。其他表現 10％

八、學習規範

學習規範

1.請假規定：單一學期 18 週，只能請「四次」假，四次之中只能有一次請假，沒有檢具相關證明(包含生理假)。病假、公假、喪假、婚假，凡依照請假規定請假不扣分，未依請假規定請假，皆扣總分 2 分。第四次「未到課」需主動與老師聯絡說明，曠課「四」次，依教育部與學校學則規定，一律扣考，並且以 ICAN公告通知扣考訊息。 2.點名規定：老師抵達教室，即開始點名，每堂必點。點名結束到第二堂上課前抵達的同學，請在第二堂上課前主動向老師報到，計為第一堂遲到扣 1 分。第二堂上課時間才抵達的同學，計為兩堂課都遲到扣 2 分。早退未向老師說明得到許可者，依早退時間，決定扣 1 分或 2 分。 3.作業規定：作業凡請公假、婚假仍需「提前一週」繳交，唯病假、喪假可次週補交。其他作業遲交補交者，不予計分。 4.在上課課程中，請尊重自己與他人發言的權力，別人發言時請專心聆聽，適時回應溝通。 5.未經教師同意，上課不得使用 3C 產品，經善意提醒一次之後沒有改善，即扣總分 1 分，每次上課以扣分一次為限。

九、進階課程

時間課程主軸課程名稱 102 學年度上學期現代小說現代小說選讀 102 學年度下學期現代小說當代小說選讀 103 學年度上學期古代韻文古典抒情詩的現代詮釋 103 學年度下學期古代韻文古典敘事詩的現代詮釋 104 學年度上學期現代小說現代小說選讀 104 學年度下學期現代小說當代小說選讀 105 學年度上學期古典小說古典小說的現代詮釋（筆記體、傳奇體） 105 學年度下學期古典小說古典小說的現代詮釋（話本體、章回體）

Advanced Language Studies Courses LS001. Picture Books: Literature and Pedagogy [圖畫書欣賞與教學應用]

3 credits Ms. Jane Yang <[email protected] ; [email protected] >

24

For Juniors and above Class size: 45 Prerequisite: Introduction to linguistics


週次Week

日期Date 主題 Topic 單元主題 Unit 備註

Remark

1 02/22 Course introduction / The definition of picture book

2 02/29 Historical overview / The prestigious picture book awards

Millions of Cats p76 The Snowy Day p42

3 03/07 Books for the very young / Alphabet books

The Story of Little Babaji p293

4 03/14 Picture books and children’s development

The Story of Ferdinand p277 Chicka Chicka Boom Boom p15

G1

5 03/21 Famous picture book characters

The Letter P48 Owen p265

G2

6 03/28 Teaching Application Good Night Moon p34 Freight Train p51

G3

7 04/04 Author Study Titch p103 Good Night, Gorilla p133

G4

8 04/11 Author Study Ten, Nine, Eight p203 Winnie-the-Pooh p160

Journal (1)

9 04/18 Author Study The Story of Babar p180 G5

10 04/25 Author Study Make Way for Ducklings p55 G6

11 05/02 Books about “Friendship” Curious George p88 G7

12 05/09 Books about “Self-Identity”

Petunia p218 Harry the Dirty Dog p249

G8

13 05/16 Books about the “Environment”

The Sneetches p281 Amelia Bedelia p235

14 05/23 Fairy Tale variation The Stinky Cheese Man p178 Swimmy p23

15 05/30 Picture books and Movie

Where the Wild Things Are p106

Journal (2)

16 06/06 Picture books and Movie Stellaluna p208

17 06/13 Final project presentation

18 06/20 Final project presentation

25


Methods


說明：

備註：1.若使用其他教學方法，請自行說明。若所列之教學方法未使用，只需於百分比欄位中填 0。各項總合須

等於 100% 2.教學方法與核心能力相關之說明亦可於此欄位中敘明。

課程教材 Course Material

This course aims to offer students an introduction to a special genre of children’s literature – picture books. Course contents include: the history and definition of picture books, prestigious awards, picture books and children’s development, classic picture books, famous picture book characters and teaching with picture books... etc. Picture books about various topics and works of prominent authors will be presented in class as well.

教科書 The 20th Century Children’s Book Treasury ( selected by Janet Schulman / KNOPF)


Children’s Books and Their Creators (edited by Anita Silvey / Houghton Mifflin Company) A Critical Handbook of Children’s Literarure (Rebecca J. Lukens / Pearson Education, Inc.) Artist to Artist (Philomel Books)

教學平台網址 0


Evaluation

方法 Method % 方法 Method % 方法 Method %

課堂之前測 0 學生表現側寫報告 0 個案分析報告撰

寫 0

專題發表 0 課堂上實作演練 0 專業團體之證照檢定 0

期中考 0 期末考 0 隨堂考（小考） 0 書面報告（含小組或個人） 30 課堂參與 10 心得或作業撰寫 20 口頭報告（含小組或個人） 20 面試或口試 0 自評與小組互評 0

參加競賽 0 展演 0 筆記 20

26

其他 0 說明：

備註：1.若使用其他評量方法，請自行說明。若所列之評量方法未使用，只需於百分比欄位中填 0。各項

總合須等於 100% 2.學習評量與核心能力相關之說明亦可於此欄位中敘明。

學習規範

Students have to participate actively in class discussion and keep a reading journal. One group report and one individual final project are required. Group presentation: Each group will research on an assigned author and present the results to the whole class. Time limit: 50-60 minutes Reading journal should include: book info, brief summary, personal reflection or application ideas. Individual project: possible topics-- author study, picture book application report, research paper.

LS002. Grammar For Teaching [文法教法]

3 credits Mr. Kenneth Chyi <[email protected]> For Junior and above Class size: 45

Advanced writing: Required courses for Seniors.

Please take one of the followings. AW001. Journalistic Writing I [新聞英文寫作（一）]

2 credits Ms. Katy Lee < [email protected]> For Seniors only Class size: 27 Prerequisite: CC III

課程學習目標

This course is designed to give students practical writing instructions in journalistic report writing. Students are encouraged to improve their writing skills even when facing deadlines. Besides writing methods, students are advised not to use poorly structured sentences which could kill readers’ interests. Students will read current news clips and discuss the writing skills of

27

stories. Lectures of how to write a newsworthy story which would grab the attention of readers. Story writing practice in and outside of classroom. News report assignments would on campus events as practical exercises. Newspapers, magazines and electronic media samples of reporting would be discussed and put into individual and group work.

先修課程 None


週次Week


Remark 1 02/23 Introduction

2 03/01 Writing the hard news

3 03/08 Writing the soft news

4 03/15 Reporting on accidents

5 03/22 News Stories

6 03/29 News Stories

7 04/05 CNN news reports

8 04/12 CNN news reports

9 04/19 Feature stories

10 04/26 Feature stories

11 05/03 Obitraries

12 05/10 Obitraries

13 05/17 General rules

14 05/24 Specific rules

15 05/31 Opinions

16 06/07 Editorials

17 06/14 Reviews

18 06/21 Reports


Methods

方法 Method % 方法 Method % 方法 Method % 講述 20 影片欣賞 0 討論 20 個案研討 0 服務學習 0 問題導向學習 0 競賽遊戲 0 專家演講 0 專題實作 0 電子教學 0 體驗教學 0 角色扮演實境教學 0 競賽讀書會 0 產業實習 0 自主學習 20

28

對話教學法 0 樣本觀察 0 校外參訪 0 實作教學 20 個別指導 20 其他 0

說明：This course is designed to give students practical writing instructions in journalistic report writing. Students are encouraged to improve their writing skills even when facing deadlines. Besides writing methods, students are advised not to use poorly structured sentences which could kill readers’ interests. Students will read current news clips and discuss the writing skills of stories. Lectures of how to write a newsworthy story which would grab the attention of readers. Story writing practice in and outside of classroom. News report assignments would on campus events as practical exercises. Newspapers, magazines and electronic media samples of reporting would be discussed and put into individual and group work. 備註：1.若使用其他教學方法，請自行說明。若所列之教學方法未使用，只需於百分比欄位中填 0。各項總合須



Morenberg, Max & Jeff Sommers. The Writer’s Options: Lessons in Style and Arrangement 8th ed. New York: Longman 2010.

教科書 Morenberg, Max & Jeff Sommers. The Writer’s Options: Lessons in Style and Arrangement 8th ed. New York: Longman 2010.


Morenberg, Max & Jeff Sommers. The Writer’s Options: Lessons in Style and Arrangement 8th ed. New York: Longman 2010.

教學平台網址


Evaluation



寫 20




其他 0 說明：Attendance is MANDATORY. Excused absences are accepted for medical or family emergency with appropriate documentation. Three tardiness equal to one absence. Tardiness past 20 minutes after class has begun is counted as one absence. Three absences will lead to zero percentage points for attendance and participation. As part of your participation grade, there will be quizzes on different information that you have learned throughout the semester. No make-up quizzes will be administered in the case of unexcused absences. 備註：1.若使用其他評量方法，請自行說明。若所列之評量方法未使用，只需於百分比欄位中填 0。各項

29


學習規範

Attendance is MANDATORY. Excused absences are accepted for medical or family emergency with appropriate documentation. Three tardiness equal to one absence. Tardiness past 20 minutes after class has begun is counted as one absence. Three absences will lead to zero percentage points for attendance and participation. As part of your participation grade, there will be quizzes on different information that you have learned throughout the semester. No make-up quizzes will be administered in the case of unexcused absences

AW002. Chinese-English Translation [專業寫作：中英翻譯] 2 credits Fr. Daniel Bauer <[email protected] > For Seniors only Class size: 27 Prerequisite: CC III

課程學習目標

The purpose of this course in Chinese-English translation is to give students an opportunity to develop general skills in translation, but to specifically also assist them in improving their grammar and vocabulary range in English, to develop their appreciation for the art of translation by careful observation of published works of translation, and to improve their ability for analysis and articulation of ideas in class discussion. Indirectly, the course should also help students to improve in skills related to human interaction (be good listenders during classmates’ reports and sharing of views, participating in class discussions, and so forth)

先修課程

The instructor recommends that students become more familiar with Chinese - English translation on the popular level by reading articles in bi-lingual sections of local English newspapers, for example the Taipei Times or the China Post. Virtually any publication however w. bi-lingual journalism would be useful for students interested in the field of professional Chinese-English translation.


週次Week

日期Date 主題 Topic 單元主題 Unit 備註 Remark

1 02/26 introduction of course materials, distribution of written syllabus, presentation of method plans,

30

and formation of student groups for oral reports.

2 03/04

Beginning of oral reports by Groups 1 and 2 on observation of translation process in published translations in the Taipei Chinese Pen / DUE date for Groups 1 and 2 of 1 page assignment on ‘observation of published translation sample’

3 03/11

Continuation of the same as 3/06 class / DUE date for Group 3 of 1 page assignment on ‘observation of pub. trans. Sample’.

4 03/18 Finish oral reports / lecture by instructor

5 03/25

Groups 1 and 2 report on translation assignment 1 and class discussion / DUE date of Translation assignment 1 for Groups 1 and 2

6 04/01

Groups 2 and 3 report on translation assignment 1 and class discussion same as above for 3/27, and DUE date of Translation Assignment 1 for Group 3 / coaching

7 04/08

Group 3 finishes reports on translation assignment 1 and class discussion / instructor’s lecture /coaching

8 04/15

Group 1 and 2 (representatives chosen by lot) report on translation assignment 2 and class discussion /Due date for Groups 1 and 2 for translation assignment 2 / coaching

9 04/22

Groups 2 and 3 (representatives chosen by lot) report on assignment 2 and class discussion / Due date for Group 3 on translation assignment 2 coaching

10 04/29 mid-term exam

11 05/06

Groups 1 and 2 report on translation assignment 3 / class discussion Due date Groups 1 and 2 translation assignment 3

31

12 05/13

Groups 2 and 3 (representatives chosen by lot) report on translation assignment 3 / class discussion / Group 3 due date translation assignment 3

13 05/20

Part I of a comparison of a portion from the Hung lou meng - Chinese and English - What do we observe? Class discussion / instructor lecture

14 05/27

Part II of a comparison from the Hung lou meng and beginning of Group 1 report on translation assignment 4 / Due date for Group 1 of translation assignment 4

15 06/03

Groups 2 and 3 report on translation assignment 4 / groups 2 and 3 due date for translation assignment 4 / class discussion, and coaching

16 06/10 Instructor’s concluding lecture / coaching

17 06/17 final exam

18 06/24 seniors have already graduated


Methods


說明：case study includes students reporting on t. ‘cases’ (articles) they are translating / discussion includes class discussion of our processes of translations and the instructor’s lectures / the instructor will use occasional videos from YouTube translation programs in lectures 備註：1.若使用其他教學方法，請自行說明。若所列之教學方法未使用，只需於百分比欄位中填 0。各項總合須



The course will use a number of issues of the journal The Taipei Chinese Pen for reference in class discussion, as well as approximately 25 articles drawn from Chinese newspapers recently published in Taiwan.

教科書 Students will make frequent use of a course workbook for class sessions as well as assignments, which the instructor will provide at the cost of

32

printing alone. In addition, the instructor will provide a few handouts outlined or xeroxed for classroom use only from textbooks on theories or practices of translation. “Introducing Translation Studies Theories and Application,”2nd edition, author Jeremy Munday will be a major background text.


Please note with care the syllabus which the instructor will distribute in the first class. That syllabus may be slightly updated from this on-line posting. For more information about this course, please communicate by e-mail or telephone.



Evaluation



寫 25




其他 0 說明：The terms above are general remarks to inform university officials of areas of evaluation for the students in this course. The precise figurings are: mid-term and final exams 15% each = 30% / ‘observation’ remarks # 1 homework assignment 10% = 10% / each individual translation assignment 10% = 40% / class participation in general 10% 備註：1.若使用其他評量方法，請自行說明。若所列之評量方法未使用，只需於百分比欄位中填 0。各項


學習規範

Students will submit 5 written assignments: one 1 page report which summarizes observations on a short piece of published translation from Chinese to English from the quarterly journal The Taipei Chinese Pen, and 4 written samples of translation they do themselves, each a minimum of 2 (size A-4) pages. In addition, students should be prepared for active class participation with frequent individual oral reports (approximately 4 times)during our class sessions. Students will also take a mid-term and final exam to further demonstrate translation skills and their ability to analysis processes of translation. Weekly class attendance is of course necessary. Plagiarism is a serious offense and will result in a score of zero on the assignment and a conference with the instructor and department chair.

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scoring scale: 1 page “observ. of pub. Sample” assignment 10% = 10% course grade each individual translation assignment 10% = 50% of course grade mid-term and final exams 15% each = 30% course grade Reports and participation in class 10%. The instructor reserves the right to subtract from the 10% or add to it, when appropriate.

備註

Students will be divided into groups. Each group will be composed of 4 - 7 students. The course syllabus will designate specific weeks in which each group is to report in class, students doing so individually or in pairs, as they choose. Students’ “reporting” means a sharing of observations on the translation process for their assignment at that time of the course, and an opening of their mind to suggestions from the instructor and classmates in response to their words. Oral reports by students should be a minimal 5 minutes in length, and includes response and Q time from the class audience.

AW003. Business English Writing II [商務英文（二）]

2 credits Ms. Jennifer Hsiang < [email protected]> For Seniors only Class size: 27 Prerequisite: CC III

Teaching Objectives: This course will expose students to the basics of written English communication in business and to assist them in the development of the skills needed to write good business communications. Course Description: The contents of this course include a good deal of background information, writing principles, related commercial terminologies, the courteous wording, and various sample letters study. Weekly Schedule Second Semester 1. Orientation 2. Sales letter (Advance) 3. Complaint 4. Dealing with complaint (1/2) 5. Dealing with complaint (2/2) 6. Employment application (1/2) 7. Employment application (2/2)

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8. Review 9. Midterm 10. Collection letter (1/2) 11. Collection letter (2/2) 12. Memo Writing 13. Company profile writing 14. Business contract (1/3) 15. Business contract (2/3) 16. Business contract (3/3) 17. Final exam 18. Grading Policy: Writing Assignments 40% Final exam 30% Midterm 30%

Professional Training Courses

PT001. Cross-Cultural Communication [跨文化溝通]

2 Credits Dr. Belen Sy < [email protected] > For Freshmen and above Class size: 45

In a fast changing global world that engenders multi-faceted encounters of different kinds of people, there is also a need to foster more knowledge and understanding about other people and their cultures. In Asia, Taiwan has taken a more prominent role on the international stage, as the Philippine Republic has emerged as a fast developing nation. Both Taiwan and the Philippines have had socio-cultural ties, as well as political relations, which call for better communication and collaboration between these two nations. The course is therefore designed to familiarize Taiwanese students on the Philippines through cross-cultural perspectives. Course Objectives: This course enables students to:

1. Expand their knowledge of general theories of cross-cultural communication.

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2. Have an insight into the differences in communicative styles between Filipinos,

Taiwanese, and other Asian countries.

3. Explore aspects of Filipino and Taiwanese cultures that are relevant to effective

cross-cultural communications.

4. Develop a personal in-depth understanding of people from the other nations,

especially those of the Philippines and Taiwan.

5. Apply theories of cross-cultural communication in concrete social situations.

6. Communicate cross-cultural knowledge to other people

7. Understand and evaluate their own culture objectively.

Class Materials: Selected chapters from: Tomas Andres and Pilar Ilada-Andres. Understanding the Filipino Quezon City: New Day Publishers, 2011. Handouts Films, DVDs, CD References: 1 Niels Mulder. Inside Philippine Society: Interpretation of Everyday Life. Q.C. Philippines: New Day Publishers, 1997. 2. Alfredo Roces. Culture Shock in the Philippines. 3. Pattricio Abinales and Donna J. Amoroso. State and Society in the Philippines. Pasig City, Philippines: Anvil Publishing, 2005 4.Nigel Hicks. This is the Philippines. Cape Town, South Africa: New Holland Publishers (UK), 2005. 5. Ma. Lourdes Bautista and Kingley Bolton (eds). Asian Englishes Today: Philippine English, Linguistic and Literary Perspectives. Hong Kong: Hong Kong UP, 2008 6. Dennis Posadas and Jo Posadas. Etiquette Guide to the Philippines: Know the rules that make the difference! Hong Kong: Tuttle Publishing, 2008. Class Schedule: Thursdays 10-12 am

1 02/25

introduction to the course/overview of cross cultural communication/ group formation

2 03/03 Historical, socio-political and economic perspectives on the Philippines

3 03/10 Historical, socio-political and economic perspectives on

Group 1 Oral Report

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Taiwan

4 03/17 Ways of communicating: language issues (Philippines & Taiwan)

Group 2 Oral Report

5 3/24

Ways of communicating beyond language (gestures, manners & non-verbal communication)

Field work (interviewing foreign students on this topic)

6 03/31 HOLIDAY

7 04/07

Ways of communicating beyond language (gestures, manners & non-verbal communication)

Presentations of interviews and findings

8 04/14

Family values, peer pressure and social obligations

Group 3 Oral report

9 04/21 Midterm

10 04/28 Film viewing and movie review

Noting Filipino culture in daily life

11 05/05 Group discussion & quiz on the film Group work

12 05/12 Belief in the supernatural and cultural taboos

Group 4 Oral report

13 05/19 Pop Culture and its influence on traditional values

Group 5 Oral Report

14 05/26 Celebrations, Festivities, food, dances

Group 6 Oral Report

15 06/02 Final Exam

16 06/09 HOLIDAY

17 06/16 Presentations & submission of Group Projects

Evaluation by groups

18 06/23 Presentations & submission of Group Projects

Evaluation by groups

Computation of Grades: Attendance & participation 10%, quizzes 10%, midterm 20%, Final 20%, Group presentation 20%, Group Project 20%. Group Presentations: 5-6 Students will form a group, which will present one aspect of Taiwanese culture. At the end of the semester, each group will do field work, interviewing and data analyses on aspects of cross-cultural communication. CLASS COMPORTMENT

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RESPECT, RESPONSIBILITY, POSITIVE ATTITUDE, COOPERATION CLASS REQUIREMENT: 1. Respect every person in class. We will give full attention to the speaker, be it the teacher or another student. Please raise your hand if you want to interrupt the speaker. 2. Regular attendance at every class. More than 3 unexcused absences (6 hours) will likely result in a failing grade. You must present a written document (from your parents, the doctor or school authority) if you were sick, or on an important family-related business or on an official leave of absence. 3. Knowledge of materials in the handouts or assigned readings is essential. 4. Active participation in group discussions and group presentations. 5. Success on quizzes and exams. 6. Submission of written assignments on time. There will be a 10% minus each day for any late assignments. After one day delay, your highest grade will only be 90%, two-day delay gets only 80% and so on. Assignments submitted a week later will NOT BE ACCEPTED. 7. Eating is not allowed in class, though you may drink water or soft drinks anytime. 8. Arriving more than 30 minutes after classes have started will be counted as one-hour absence. 9. Mobile/smart phones are NOT allowed inside the classroom. If you need to answer an urgent or a very important call, do let me know in advance and use the phone outside the classroom. 10. Anyone caught cheating will get a grade of zero for that exam or written work, as well as be reported to the school authority. 11. Anyone copying other people’s work without acknowledging the original writer or the book title will get a grade of zero for that assignment. 12. If you got sick on the day of your presentation, you must inform the teacher as soon as possible for a make-up presentation or other course work. Otherwise, you will lose 10% of your grade.

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13. Students are expected to wear clothes appropriate to an academic setting. So beach wear, sports clothes, short shorts, plunging necklines and other attires are deemed inappropriate to classroom settings. PT002. English-Chinese Translation I [英中翻譯（一）]

2 Credits Ms. Gretchen Lee < [email protected] > For Sophomores and above Class size: 30

*第一週上課是唯一加退選的機會。已預選上者未出席視同放棄修課機會，空出的缺額由來上

課想加選者遞補。 *第一週上課是唯一加退選的機會。已預選上者未出席視同放棄修課機會，空出的缺額由來上

課想加選者遞補。 COURSE OBJECTIVE AND DESCRIPTION translation n. 1. the act or an instance of translating. 2. a written or spoken expression of the meaning of a word, speech,

book, etc, in another language. (The Concise Oxford English Dictionary)

An introduction to English to Chinese translation, this 2-credit elective course aims to provide students with a proper attitude and approach toward translation. We want to cover the two meanings that the term translation encompasses. We will focus on translation as a process and a product. In other words, we aim not only to explore how a translator takes the English source text, analyzes it and then transfers it into a text in target language, Chinese, but also examine the translation work of various subjects and styles produced by the translator. Students will get hands-on experience of translation, prepare themselves to be good translators by taking the initiative to practice and problem-solve on their own, and solidify their understanding of translation through continual revision and discussion throughout the semester. They will learn to read and deal with different types of English texts, learn to turn them into appropriate Chinese, and learn to profit from their problems and mistakes. REQUIREMENTS AND EVALUATION Students are expected to come to class on time, meet the deadline for each assignment, and participate in the class discussion actively. In addition to assignments that cover various areas (business, film translation, journalistic translation, literary translation, and scientific and technical translation), the course demands a couple of journals in which students

39

comment on either selected or free topics on translation. A term paper together with oral presentation will be conducted at the end of the semester.

Translation Assignments 45% Reading Journals and Quizzes 20% Oral Report and Term Paper 20% In-class Participation and Peer Evaluation 15%

TEXTBOOK AND REFERENCE Handouts are available at EngSite. WEEKLY SCHEDULE TBA

PT003. Introduction to Consecutive Interpretation: E to C [逐步口譯入門：英譯中]

2 credits Ms. Eileen Lin <[email protected]> For Juniors and above Class size: 20

Objectives: To help students learn active listening, understand how interpreters divide their attention amongst multiple tasks—listening, comprehension and note-taking, acquire correct conceptions about consecutive note-taking, and build their own systems of note-taking.

Format: 1. Speeches on general topics are used as course materials. 2. First two weeks will focus on active listening skills. 3. Basic CI skills and training will be given before we start the CI exercise. 4. Constructive criticism will be given, both by the teacher and other classmates, in

relation to your notes and renditions. 5. You will be required to take turns in producing a weekly summary of our class, which

should be compiled by the class representative and handed in to the teacher by the end of the semester.

Class Schedule 1) Week 1 Intro to CI 2) Week 2 active listening exercise + STM training 3) Week 3 active listening exercise + Paraphrase 4) Week 4 active listening exercise + short CI without notes 5) Week 5 Short CI without notes/with script

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6) Week 6 Short CI without notes/with script 7) Week 7 Note-taking/CI: general text (Opening speech) 8) Week 8 Note-taking/CI: general text (Opening speech) 9) Week 9 Mid-term 10) Week 10 Review of Mideterm/ In-class Practice 11) Week 11 Note-taking/CI :general text 12) Week 12 Note-taking/CI :general text 13) Week 13 CI: speech of specific topics 14) Week 14 CI: speech of specific topics 15) Week 15 CI: speech of specific topics 16) Week 16 CI: speech of specific topics 17) Week 17 Final exam 18) Week 18 Final exam

* Class schedule and content are subject to adjustments

Course Materials Gile, D. (1995). Basic concepts and models for interpreter and translator training.

Amsterdam/Philadelphia: John Benjamins. 劉敏華 (2008)《逐步口譯與筆記》，台北：書林出版。 Pöchhacker, F. (2004). Introducing Interpreting studies. London, New York: Routledge. Pöchhacker, F. and Shlesinger, M. (ed.) (2002). The interpreting studies reader. London: Routledge. 楊承淑 (2008) 《口譯的訊息處理過程研究》。台北：輔仁大學出版社。

Course Requirements 1. Please prepare before coming to class. 2. You are supposed to record yourself when you do CI exercises in class, and then

transcribe the segment of the source English speech you interpreted in class and compare it against your own rendition as the weekly assignment.

Grading Class participation(including the transcripts and class summary) 40% Mid-term 30% Final 30%

PT004. 2016Annual Play [年度大戲（一）]

3 credits Dr. John Basourakos < [email protected] > For Freshmen and above

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Class size: 45 Through active participation in plays for public performance, students will experiment with, learn about and demonstrate a working knowledge of various acting, directing, play-writing, design and technical theatre processes and techniques. This course is a survey of practice in all phases of play production, including acting, play choice, directing, staging, casting, make-up, costume design, lighting and scenic design. During this creative process, students will reflect on and then analyze their work, evaluate the process, and critique their development as theatre artists. Theatre production will focus on the following important elements: (1) developing co-operation as a group; (2) build confidence in each other as performers; (3) build awareness of the immediate environment; (4) build a sense of attention to detail; and (5) develop an appreciate of the art form of play production. PT005. English for Global Marketing [全球化行銷英文]

2 credits Dr. Faith Yang < [email protected] > For Sophomores Class size: 13 (Group A: Thursday 10:10~12:00; Group B: Thursday 13:40~15:30)

課程學習目標

Overview This course aims to help students who need to communicate with confidence and efficiency in English in the context of global marketing. You will be learning useful language, phrases, and vocabulary to improve your communication/presentation skills in English in different marketing/advertising situations. Goals This course is designed for students who intend to work in marketing and advertising. The course covers a range of skills and topics such as talking to clients, discussing advertising campaigns, establishing a marketing plan, and writing a press release. • The essential responsibilities of those working in marketing and advertising departments will be discussed • Relevant vocabulary and communication skills such as telephoning, emailing, and giving presentations will be addressed

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• Specialist vocabulary relating to branding, market research, direct marketing, and public relations will also be introduced

先修課程 N/A


週次Week

日期Date 主題 Topic 單元主題

Unit 備註 Remark

1 02/25 Course Orientation

2 03/03 Elevator Pitch

3 03/10 Introduction to Marketing & Advertising

4 03/17 Consumer Demand

5 03/24 Finding the Customer

6 03/31 Planning a Market Strategy (I)

7 04/07 Spring Break

8 04/14 Planning a Market Strategy (II)

9 04/21 Needs & Wants of the Consumer - film

10 04/28 Selling Skills in Travel and Tourism (I)

11 05/05 Selling Skills in Travel and Tourism (II)

12 05/12 Market Analysis (I)

13 05/19 Market Analysis (II)

14 05/26 Knowledge sharing project

15 06/02 Marketing Tools & Shop Types (I)

16 06/09 Marketing Tools & Shop Types (II)

17 06/16 Presenting Your Public Face

18 06/23 Final Exam


Methods


說明：


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- Course slides - Hand-outs - Online resources

教科書 Gore, S. 2008. English for Marketing and Advertising. OUP, Oxford: U.K. 參考書目 Reference

Gore, S. 2008. English for Marketing and Advertising. OUP, Oxford: U.K.



Evaluation



寫 0




其他 0 說明：Attendance and in-class participation: 25% Weekly quiz: 20% Mid-term group project: 30% Final written exam: 25% 備註：1.若使用其他評量方法，請自行說明。若所列之評量方法未使用，只需於百分比欄位中填 0。各項


學習規範

Absenteeism Policy • Without decent attendance and punctuality, credits cannot be earned • There will be a 5-minute grace period at the beginning of each class. Tardiness beyond the 5-minute grace period will be classified as “excused” or “unexcused” lateness • Two unexcused tardies equal one unexcused absence. Three unexcused absences will lead to failing the course

PT006. Chinese Culture through Foreign Languages: English [中華文化多語談：英語]

3 credits Ms. Gretchen Lee

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Ms. Gretchen Lee < [email protected] > Class size: 45

課程學習目標

Upon completion of this course, you are expected to achieve the following objectives. Summarize and explain features of Taiwan. Articulate your understanding of Taiwan. Critique highlighted issues related to Taiwan. Define your identity and/or lack of identity. Develop a panoramic view through exploring various aspects of Taiwanese society. Broaden understanding of Taiwanese cultures through internal examination and analysis. Compare and contrast the main features of Taiwan and those of other countries.

先修課程


週次Week


Remark

1 02/22 Overview Orientation and Introduction Unit 1

2 02/29 Historical, Geographical, and Taiwan Unit 1

3 03/07 Cultural Identity and Social Network Unit 1

4 03/14 Taiwan Panorama Unit 1

5 03/21 Features of Taiwan Unit 2




9 04/18 Hometown Projects Unit 3





14 05/23 The Pride of Taiwan Unit 5

15 05/30 The Pride of Taiwan Unit 5

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16 06/06 Museum Highlights Unit 5

17 06/13 Museum Highlights Unit 5

18 06/20 Review & Wrap-Up Final Oral Exam


Methods


說明：




Textbook, Online Materials, and Worksheets

教科書 Liu, Amy C. Taiwan A to Z: The Essential Cultural Guide. Taipei: Community Services Center, 2009. Print.


Online Magazines and Websites: Taiwan Panorama , Taiwan Review, Taiwan Today Relevant Links

教學平台網址


Evaluation



寫 0




其他 0 說明：

46



學習規範

Students are expected to come to class on time, meet the deadline for each assignment, and participate in the class discussion actively. Quizzes will be given to check students’ learning. Attend ance and Pu nctu ality: Students should attend each class on time. Your attendance record will definitely affect your final grade. 1. Three absences—either excused or unexcused—shall result in a failed grade for the course. 2. Each absence will lead to a 3% deduction of the final grade. 3. Arriving late more than three times will count as one absence and each late attendance costs 1 point of the final grade. 4. When you enter into the classroom 20 minutes after the class starts (for each class period), you will be deemed as absent, not late.

PT007. Contemporary Issues in Business, Economics and Finance [當代財經議題]

2 credits Dr. A-yi Li <[email protected] > For Juniors and above Class size: 45

課程學習目標 This course attempts to introduce some background knowledge about important issues in current business world.

先修課程 None


週次Week

日期Date 主題 Topic 單元主題

Unit 備註 Remark

1 02/24 introduction 1

2 03/02 Ban the bonds 1

3 03/09 A Primer on Macroeconomics 1

4 03/16 The Subprime Mortgage Crisis 1



7 04/06 Education, Jobs and Economy 1



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10 04/27 Pensions and Aging 1

11 05/04 Pensions and Aging 2

12 05/11 Midterm 1

13 05/18 European Financial Crisis 1



16 06/08 Poverty 1

17 06/15 Poverty 2

18 06/22 To Be Announced 1


Methods


說明：




articles from media including NY Times; Economists; Business Week; and Many others handouts posted in teaching website

教科書 none


Principles of Economics G. Mankiw

教學平台網址


Evaluation



寫 0


期中考 25 期末考 0 隨堂考（小考） 0

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書面報告（含小組或個人） 25 課堂參與 30 心得或作業撰寫 20 口頭報告（含小組或個人） 0 面試或口試 0 自評與小組互評 0


其他 0 說明：



學習規範

The course will be conducted using English. A presentation of each topic will be given in class. Students are required to read the material assigned and discuss it in class. You are encouraged to speak English in class but Mandarin Chinese are acceptable when you are not comfortable with expressing your idea using English. Evaluation policy: 1)Class performance 30% Including class attendance and class participation. 2)Midterm 25% 3)Short papers 20% 4)Term Paper 25% The format of midterm and term paper will be specified at the beginning of the semester.

PT008. English Reading for Finance and Economics [財經英文閱讀]

2 credits Ms. Molly Huang < > For Sophomores and above Class size: 45

PT009. Internship I [實習(一)]

1 credits Dr. Chung-Pei Tsai < [email protected] > For Seniors Class size: 30

MA/BA Courses

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MA001. Postcolonial Bildungsroman [後殖民主義成長小說] 3 Credits Dr. Kate Liu <[email protected] > For Juniors and above Class size: 10

Postcolonializing Bildungsroman: Formations of Transcultural Identities Bildungsroman Where am I. A window, blinds half opened, the maple and beautybush and smilax catching the lamplight, nodding as if a silent chorus. Beyond, the flood of the nothing audience. How much easier it is to address you when I cannot see you, turned dark, in the blackness of the sure mistake.

Peter Streckfus

Bildungsroman, or “a novel of formation,” traditionally (in the 19th century and Modernist period) describes the development of a young white man from childhood to maturity, through which his identity is formed and confirmed in relation to his society. Since the Modernist period, the genre and especially its coherent subjectivity have been contested, revised and extended by contemporary writers of different cultures and genders so that the traditional narratives of gendering and Oedipalization, or of individuation, growth and independence, get diversified to engage issues such dialogue and exchanges between self and Other, war and trauma, madness and sanity, all placed in the intersecting network of race, gender, sexuality, class, nation, and culture. One such narrative impulse in revising bildungsroman is the postcolonial, given the multiple influences a postcolonial subject receives in his/her childhood from various forms of authorities and histories. In this course, we will examine the “postcolonializing” impulse in contemporary bildungsroman, and discuss how they deal with the binaries of “here” (host nation) vs. “there” (home), self and Other, narration and dialogue. Supported by selective readings of theories of identity and dialogism, we will see how the protagonists and their novels leave home and cross various boundaries to be positioned not so much in one society, as in networks of transcultural inter-subjectivities. Possible Texts to Choose from: Annie John (Jamaica Kincaid 1985) Funny Boy (Shyam Selvadurai 1994) Cereus Blooms at Night (Shani Mootoo 1996) Comfort Woman (Nora Okja Keller 1997) Soucouyant (David Chariandy 2007) Certainty (Madeleine Thien 2007)

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MA002. Gender, Sexuality, Race [性別、性慾與種族]

3 Credits Dr. Donna Tong < [email protected]> For Juniors and above Class size: 10

Course Description Required Texts Nella Larsen, Passing Toni Morrison, Beloved Justin Chin, Bite Hard Sherman Alexie, The Absolutely True Diary of a Part-time Indian Oscar Wilde, The Picture of Dorian Gray The Original Folk and Fairy Tales of the Brothers Grimm: The Complete First Edition Hans Christian Andersen's Complete Fairy Tales Judith Butler, Gender Trouble + Bodies That Matter Michel Foucault Frantz Fanon, Black Skin White Masks Judith Halberstam, Female Masculinity Roderick Ferguson, Aberrations in Black

Course Requirements

Attendance: 15% Participation: 15% prepare one discussion question each week. Personal reflection: 10% 2 reflections. Presentations: 15% 2 presentations on non-fiction, 1 presentation on fiction. Research proposal: 5% RP presentation: 10% Research paper: 30% *ATTENDANCE IS MANDATORY. 3 OR MORE ABSENCES WILL LEAD TO FAILING THE COURSE.

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Personal Reflection The objectives of the Personal Reflection are to encourage students’ curiosity about the concepts and course materials while allowing them to have the opportunity to respond to not only these materials but any other connected and relevant sources in the students’ lives. It is to allow the students the chance to practice and refine their critical thinking skills.

1. Brief summary of the selected non-fiction text. (200 words) 25% • Do not copy and paste from the text. • Identify THREE major ideas and/or concepts and briefly explain them. 2. Personal reflection on the summary. (150 words) 25% • How have these concepts/ideas impacted your thinking specifically in regards to

this course and more generally in regards to the way you view your life? • Establish a clear point of view about these concepts. o What makes your POV of these concepts sustainable? 3. Application. (150 words) 25% • Apply these concepts to one fiction text or film that is covered in this course OR • Apply these concepts to one fiction text or film that you have read or viewed before

and now reconsider in light of this course. 4. Local/Global. (200 words) 25% • Select a current event from either local or global news to discuss connections

among these concepts and the world around you. Discussion Questions Each student is responsible for preparing one discussion question on the assigned reading each week. This question must be relevant to the theoretical issues raised in class, and can be centered on related thematic concerns in a particular fictional text for the course. Presentations Each presentation is 10-minute minimum in length; not to exceed 20 minutes. Non-Fiction Presentation

1. Outline of presentation. 2. Short summary of text – do not

copy directly from the text; you need to put the ideas into your own words.

3. Key concepts related to the theory – focus on 3-4 major ideas and explain them in your own

Fiction Text Presentation 5. Short overview of text. a. Title and author. b. Characters in the text. c. Plot of the text. 6. Key themes/motifs. 7. Textual analysis: select one

particular passage, scene, or moment in the text.

52

words. 4. Application of the theory to one

literary text that we are reading or a film we have watched in the course.

5. Works Cited.

a. Explain how that particular passage connects to the whole text.

b. What is significant about the selected passage?

i. Is something crucial revealed about the characters?

ii. Is something important revealed about a specific theme or motif?

c. Relation to theory. i. What kind of theoretical concepts

can be seen in the text or that can be applied to better understand the text?

8. Works Cited. Research Proposal Abstract Background Literature Review Theoretical Framework/Methodology Bibliography Research Paper MA students need to prepare a 2500-3500-word (8-12 pages) research paper on any of the literary texts, or on a literary text with the instructor’s approval and using at least two of the non-fiction texts. The research paper must include at least three research sources not included in the class.

BA students need to prepare a 1500-2200-word (5-8 pages) research paper on any of the literary texts, or on a literary text with the instructor’s approval and using at least one of the non-fiction texts. The research paper must include at least two research source not included in the class.

RP Presentation Each student must prepare a 10-15 minute presentation on his or her research paper to be given on the last day of class. Please follow the guidelines you have learned about presenting and public speaking. Do not simply read your research paper.

53

Deadlines & Late Paper Policy Unless deadlines are changed verbally in class or over email, the due dates for assignments and presentations are as indicated in sign-up sheets and the schedule. No late papers will be accepted without arrangements made one week prior to the due date with the instructor. Conduct, Plagiarism, Cheating

Attendance is MANDATORY. Excused absences are accepted for medical or family emergency with appropriate documentation. Three tardies equal one absence. Tardiness past 20 minutes after class has begun is counted as one absence. 3 or more absences will lead to failing the course.

Any act of plagiarism or cheating will lead to failing the course. Paper Format & Submission

• Font: Times New Roman 12 point size. • Margins: 1-inch all around. • Spacing: double-spaced text.

At the end of each essay, students are required to have the WORD COUNT written. For example: Word count: 1079. Headings must have the student’s name, ID #, course, and date, with the assignment and title that corresponds with the content of the essay.

Heading- single-spaced Name ID # Course title

Assignment

Text – double-spaced

Times N

ew R

oman 12-point Font

1-inch margins

Title

Paragraph indented

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All essays must be submitted in hard copy with an electronic copy sent through email to <[email protected]> on the due date. The subject heading must have your name and the assignment: Your Name – Assignment. Example: John Cho – Personal Reflection 1. Your electronic file must be named appropriately: ID# Your Name – Assignment. Example: 722096031 Jane Doe – PR1.docx (Personal Reflection = PR 1). MA003. Language Planning around the World [語言規劃：理論與議題]

3 Credits Dr. Chung-Pei Tsai < [email protected] > For Juniors and above Class size: 10

課程學習目標

This course introduces students to theories and issues surrounding language planning and education policy around the world with a focus on the language ideologies that motivate the decision making. Drawing examples from different contexts, we will examine four important themes: linguistic imperialism and internationalization (the global spread of English), linguistic assimilation and hegemony (the English-only policy in the United States), linguistic rights and revitalization, and linguistic pluralism and diversity. Students will engage in critical dialogues and debates on issues such as language politics, language and identity, the ownership of English, language death, and language choices.

先修課程


Methods


說明：



學習評量Learning 方法 Method % 方法 Method % 方法 Method %

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Evaluation 課堂之前測 0 學生表現側寫報

告 0 個案分析報告撰寫 0




其他 0 說明：



學習規範 Students are expected to actively participate in class discussions and activities. Punctuality is required. Late work, lateness and unexcused absence will result in point deduction.

Documents

Curriculum for Spring 2013: Elective Coursesenglish.fju.edu.tw/word/Spring_2016.pdf · Prerequisite: Introduction to Literature . Course Description. This course is a study of selected