ASIAN LC 110 Rebellion and Its Enemies in China Today
Overview of class
The Chinese have achieved enormous economic growth over the last forty years which has dramatically raised living conditions in China. The Chinese Communist Party has steered this economic development through authoritarian rule which denies the Chinese liberties you take for granted. Thirty years ago, the Communist Party killed Chinese who demanded these liberties by employing the military inside the country. Since the massacre of 1989, protest in the streets has moved to networking on the internet. You will write your paper about this challenge to authoritarian rule by engaging some of the following questions: How have urban Chinese lived with the trauma of the massacre? What exactly happened thirty years ago? Making and uploading videos to the internet is a crucial weapon for activists. How do you evaluate the power of individual videos to force political change? These videos are documentaries, performance art, interviews, covert recordings of state agents, cries for help of fugitives in real time, and witness testimony. The creators of these videos are prepared to take risks because they feel there is something wrong with China today. These feelings are value judgments, or valuations. How do you tease out the values by which activists judge the state and evaluate their lives in China? What in turn are the value judgments of American reporters who report on Chinese activism to the American public? What are the value judgments of American professors who study Chinese activism? And what are your own value judgments: If it turns out that U.S. capitalism in its combination with democracy cannot economically compete with Chinese capitalism in its combination with authoritarian rule, and you were forced to choose, would you choose capitalism or democracy? What parts of your life would be impossible under authoritarian rule? Which line would populism and neo-authoritarianism in America have to cross for you to fight the government?
Learning Objectives
This class will sharpen your writing. You will write and present a seven-to-nine page paper on civic activism in contemporary China. In the process of writing this paper, you will practice identifying a theme you find interesting, formulating an argument, finding data and source material on the internet from China in English translation, and relating your theme to the scholarly literature we read and discuss together in class. Some of the progress you will make in your writing abilities will be technical – what counts as evidence, what is the difference between data and scholarly texts, how do you cite and give credit to those who preceded you; some will be intellectual – how do you refute and how do you prove, how do you evaluate your own argument to be clear about its limitations, how do you assess the political relevance of your theme; and some of it will be emotional – how do you cope with the panic that is welling up when you are expected to tame the chaos of reality into a tidy argument, how do you cope with disappointment and ire when I tell you that your second draft is not good enough, how do you cope with your self-doubts when you are trying to find a needle of evidence in the haystack of the internet under time-pressure?
Teaching Method
Writing assignments and class discussion.
Class Materials (Required)
Timothy Brook. Quelling the People. The Military Suppression of the Beijing Democracy Movement. Second Edition. Stanford 1998. ISBN-13: 978-0804736381 Louisa Lim. The People’s Republic of Amnesia. Tiananmen Revisited. Oxford 2015 (paperback edition; original publication 2014). ISBN-13: 978-0190227913 Bin Xu. The Politics of Compassion. The Sichuan Earthquake and Civic Engagement in China. Stanford 2017. ISBN-13: 978-1503603363 Susanne Bregnbaek. Fragile Elite. The Dilemmas of China’s Top University Students. Stanford 2016. ISBN-13: 978-0804797788
ASIAN LC 110 Book History in Japan: Manuscripts, Maps and Manga
Overview of class
In this class, we examine writing and books as “technologies” that not only facilitate communication but also impact the very way we think: through writing, our thoughts become more structured and coherent. We seek to defamiliarize the seemingly trivial object that is the book and challenge Eurocentric histories of writing and publishing. While analyzing the material format of writing, we also consider what makes good prose and hone our academic writing skills.
Teaching Method Lecture and Discussion
Evaluation Method Participation and Final Paper
Class Materials (required) Eric Hayot, "The Elements of Academic Style: Writing for the Humanities" and a couple more paperbacks. Total cost will not exceed $50.
ASIAN LC 200 A History of Love: Chinese Romance in Time
Overview of class
This course focuses on the world of romance in traditional Chinese culture, with a special attention to plays and theatrical texts. Our aim shall be to engage the main discourses circulating about the experience of passion, love, and lust in narratives from the eighth century CE dynasty up until the 18th century (in their English translation). What are the meanings attached to love by the changing authors and audiences in this span of time? What relationships existed between love and sex? And what about marriage? Did gender and sexual identity matter in questions of the heart, and if so, how? Taking a genealogical approach to the exploration of the tales of love in various genres and media, we will in turn address issues such as the place of romance, sentiment, and sentimentality in Chinese literature; the changing roles played by religion, societal and economic pressures; the relevance of gender in terms of authorship and readership; as well as by femininity, masculinity, sexuality and their discontents across various dynastic and historical changes and shifts, among other things. In addition to the primary sources, representative theoretical work in the field of Chinese literature will be incorporated as much as possible.
Learning Objectives
Acquisition of knowledge about romance narratives in Chinese literary sources written between the eighth century CE until the 18th century. This will entail exposure to primary sources (in English, and for those students able to, in Chinese) produced by Chinese authors of the time, as well as to related secondary sources. -Familiarization with the literary and performative conventions of pre-modern Chinese drama. -Development of methodological skills in studying, reading, and analyzing the primary and secondary sources related to the themes of the course. -Growth as independent researchers in the field of Chinese literature, Asian humanities, and gender and sexuality studies. -Growth as independent academic thinkers and writers in the above areas and disciplines.
Teaching Method Discussion and Lecture
Evaluation Method The final grade will be based on the following criteria: -Active class participation (attendance, preparation, and discussion) 30% -Assignments (writing statements, short papers, etc.) 35% -Final Project 35%
Class Materials (required) The books listed below are required texts for the course and may be purchased at the Northwestern Bookstore. Additional required readings for the course will be available through Canvas. Meng Chengshun, Mistress and Maid, Columbia University Press, 2001 780231121699 Tang Xianzu, The Peony Pavilion: Mudan ting, Indiana University Press; Second edition (March 1, 2002), ISBN-13: 9780253215277 Wang Shifu, The Story of the Western Wing, University of California Press, 1995, ISBN-13: 9780520201842
This course offers an introduction to Japanese literature, film, animation, and manga from the 1960s to the present. We will consider these media in relation to the historical developments that defined this period such as globalization, the “bursting” of the bubble economy, natural and human-made disasters, and the extension of digital technology into daily life. We will pay special attention to the transformations in media culture that shaped the production, distribution, and consumption of these cultural forms. An overview of Japanese culture in the late 20th and early 21st centuries, this course provides training in the analysis of literary texts and forms of visual narration.
Learning Objectives This course introduces students to humanistic approaches to analyzing the literature and visual culture of contemporary Japan. Students will learn: 1. methods for interpreting the significance of formal techniques used in literature, film, animation, and manga. 2. how to connect these media to their historical contexts 3. how to write clearly and incisively about these media.
Teaching Method Lecture and Discussion
Evaluation Method Attendance and Participation 20% Weekly Discussion Posts 15% Short Essays (3 x 15%) 30% Final Exam 35%
Class Materials (required) Katsuhiro Otomo, Akira Vol., 1 978-1935429005 Yoshimoto Banana, Kitchen, 978-0802142443 Kirino Natsuo, Out, 978-1400078370 Reader available as PDFs through Canvas
Class Materials (suggested) Christopher Goto Jones, Modern Japan: A Very Short Introduction (Oxford UP, 2009) Kenneth Pyle, The Making of Modern Japan (Cengage, 1995) [on reserve]
ASIAN LC 224 Introduction to Japanese Cinema II: From New Waves to the Present
Overview of class
This course offers a history of Japanese cinema from the beginning of the New Wave movements in the mid-1950s to the present moment. We will consider how the cinematic has reflected historical moments and shaped cultural discourses in this period. Focusing on films that raise disciplinary questions related to both the cinematic medium and Japan, we will examine, among other topics: the relationship between cinema and the era of high economic growth, the decline of the studio system, postmodernism, and cinematic responses to the post-bubble economic recession. We will also study the shifting position directors within the broader economic and institutional contexts of Japanese cinema and its global circulation. Students will learn how to critically analyze various films from multiple theoretical perspectives while gaining an understanding of the major figures and trends in the history of postwar Japanese cinema. Syllabus subject to change.
Learning Objectives 1. Describe the historical evolution and major genres, producers, works of Japanese cinema. 2. Situate and interpret individual film in relation to meaningful social and cultural contexts. 3.Analyze the thematic content and formal structure of cinema as a basis for interpretation and comparison.
Teaching Method Lecture and Discussion
Evaluation Method Class Participation, Screening Posts, 3 Short Essays (2-3 pages), Final Interview
Class Materials (required) Course reader will be available for purchase. Films can be streamed through Canvas.
ASIAN LC 240 Introduction to Modern Korean Literature
Overview of class
This course is a survey of modern Korean literature from the early 20th century to the present. The modern period in Korea began with the end of Confucian monarchy and ended with the beginning of neoliberal globalization. Along the way, the country underwent a thorough transformation of economy and experienced great political upheavals, including colonial rule, civil war, foreign occupation, partition, military dictatorships, and several major and minor revolutions en route to democratization. This course charts the formal and thematic development of Korean literature in this period, focusing on the relationship of literature to politics and history. Readings will consist of short and medium-length fiction in English translation, arranged chronologically from the earliest to the most recent.
Learning Objectives The aims of this course are to (1) develop familiarity with selected works of major twentieth-century Korean writers; (2) situate literature within sociopolitical history and examine the relationship between texts and contexts, and (3) improve skills necessary for close reading and critical analysis of literature.
Everyone eats, but not everyone eats the same way. What we eat, and when, and how, and with whom—all of these choices have the potential to define us. In this course, we will explore the meanings and practices surrounding food in South Asia and its diaspora. Whether in conflicts over forbidden foods, in crises of famine, in exoticist evocations of “the land of spices,” or in nostalgic yearnings for the lost flavors of home, food has profound power over the imagination and the body. We will examine literature, films, cookbooks, and other materials—some of which we will eat!—to understand the roles that food plays in ritual, politics, art, and everyday life.
Teaching Method Seminar
Evaluation Method Papers and presentations
Class Materials (required) Readings will be made available on Canvas or in class.
ASIAN LC 260 Ahiṃsā: Nonviolence in South Asia and Beyond
Overview of class Ahiṃsā is a Sanskrit term that means "noninjury." It is ancient spiritual value developed within South Asian religious traditions. Ahiṃsā undergirds the modern concept of "nonviolence," which refers to any spiritual, ethical, or political disposition that refuses to use violence in the navigation of daily life and/or in the resolution of conflict. The practice of nonviolence, by whatever name, is found in cultures around the globe and throughout history. Some people and communities feel a strong ethical or spiritual impulse toward nonviolence. For them, nonviolence is a matter of principle and may or may not also be seen as a tool for political change. For others, nonviolent strategies are ways to resolve social conflict at all levels. In the 20th century nonviolence came to be seen as a powerful force against repressive regimes. This course will examine critically the history, theory, and practice of nonviolence and assess its limitations and potential. We will look at the feasibility of nonviolence for our species through an inquiry into the connection between violence, nonviolence, and human nature. We will also examine at the role of spiritual and ethical conviction in the establishment of nonviolent dispositions and explore the uses and limits of nonviolence toward contemporary political ends.
Learning Objectives 1. assess the many meanings of the term "violence" and critically analyze various definitions 2. identify the implications of debates about human nature to the potential viability of nonviolence 3. discuss how ethical and spiritual visions shape attitudes to violence and nonviolence 4. articulate the differences and similarities in different philosophies of nonviolence 5. outline the principles of nonviolence and conflict resolution as taught by Gandhi and Sharpe 6. critically analyze the potential of nonviolence in a contemporary context 7. articulate a coherent personal philosophy on violence/nonviolence that takes the foregoing into account
Teaching Method lecture, class participation, discussion, group work, presentations, writing assignments
When Japan opened to the West in the mid-19th century, Japanese writers and readers were introduced to a new and exotic literary form: the novel. The arrival of the novel inaugurated one of the most dramatic and rapid evolutions of literary form in the history of Japanese literature, as existing genres were modified, transformed, or abandoned, new and experimental forms of language were created, and writers, critics, and intellectuals vigorously debated the nature of literature itself. What is literature supposed to do—for its authors, for its readers, for society, for the modern nation-state—and what forms of language and narrative will allow it to do so? This course traces the evolution of narrative fiction in Japan through this transitional period, from the humorous and fanciful “frivolous compositions” (gesaku) of the early 19th century to the literary and linguistic reform movements of the 1880s and the Naturalist experiments of the early 1900s. Special attention is given to genre and the relationship of the modern novel to earlier literary forms, and to the relationship between literature and its social and political contexts. All readings are in English; no knowledge of Japanese is required or expected.
Learning Objectives
By the end of this course, students are expected to be able to do the following: • Describe genre concepts related to the novel/shōsetsu in the context of 19th-century Japanese literary history, and develop a holistic, flexible, multi-dimensional understanding of what constituted a “novel” in late 19th-century Japan. • Analyze the roles played by the idea of the novel (and related genres) in shaping literary production, and discuss the ways in which individual texts and authors worked within, drew on, or innovated upon these genres. • Summarize and compare major theoretical approaches to the novel and related genres. • Apply multiple, contrasting theoretical models in analyzing individual works both within and tangential to the novel genre in Japan. • Explain how core literary concepts—novel, literature, realism—can be interpreted and operate differently in different cultural and historical contexts.
Teaching Method
Lecture and discussion.
Evaluation Method
Attendance and participation 20% Weekly response essays 10% Written assignments 20% Student presentations 20% Final paper 30%
Overview of class In the middle of the twentieth century, cutting-edge literary theorists concluded that autobiography was exclusively a product of "Western" individualistic culture, thereby ignoring the literary output of large parts of the globe, including Buddhist religious literature. The goal of this course is to explore Buddhist biography and autobiography as literary genres and as lenses through which we can examine the various meanings of living an exemplary Buddhist life, focusing on religious literature from India and Tibet. Questions the course will probe include: How did a religious doctrine such as Buddhism, which denies the ultimate existence of the self, become a major locus of auto/biographical writing? What is the nature of the self as it is expressed in Buddhist religious auto/biography, and what were the aims of this literature? What can we learn from reading biographies and autobiographies about Buddhist selves, societies, and histories? How do differences of gender, nationality, and religious lineage inform auto/biographical representations of the self? Course readings will be 1) English translations of Indian and Tibetan religious biographies and autobiographies and 2) theoretical approaches to the study of biography and autobiography drawn from a diverse array of literary theorists.
Learning Objectives Learning Objectives for undergraduates: • A) Gain familiarity with key Buddhist concepts and doctrines, such as no self (anātman), as lived traditions • B) Analyze how stories of the self are narrated in Sanskrit and Tibetan literature (in English translation) and place these in larger comparative contexts • C) Apply literary theory on biography and autobiography and be able to evaluate its usefulness for the study of Buddhist biography • D) Develop skill in close-reading, effective speaking, and lucid writing integral to both liberal arts education and professional life Learning Objectives for graduate students: • Examine how key Buddhist concepts and doctrines, such as no self (anātman), appear in Buddhist narrative literature, with an emphasis on developing skills in determining distinctive Buddhist elements of particular narratives • Analyze how stories of the self are narrated in Sanskrit and Tibetan literature (in English translation and when possible in original languages), paying particular attention to literary forms, styles, themes, and tropes • Apply literary theory on biography and autobiography and be able to evaluate its usefulness for the study of Buddhist biography • Produce a high quality seminar paper based on original textual research that can become a conference paper and/or published article.
ASIAN LC 492 Graduate Seminar: Deleuze, Desire, Guattari, and Sex/uality
Overview of class
This collaborative seminar aims to critically and playfully engage foundational works by Gilles Deleuze and Felix Guattari, and to interrogate their potential significance to current theories, methodologies, and applications within gender, feminist, queer and sexuality studies, with the ultimate goal to come to define, challenge, and reimagine the boundaries of our own disciplines and research. Our first step will therefore entail familiarizing ourselves with the two volumes of Capitalism and Schizophrenia, and with Kafka: Towards a Minor Literature, in terms of their history, background, intended audiences, with the aim to demystify key terms like “rhizome,” “schizoanalysis,” “body without organs,” and “deterritorialization,” among others, especially as they intersect (or fail to) with desire, gender, sex, and sexuality. We will then move to discuss a selection of Deleuze and Guattari’s individual works that expand and complicate ,our understandings of these authors’ collaborative projects. Finally, we will turn our attention to the most recent appropriations, hybridizations, and deterritorializations of said materials, through a selection of current scholarship in gender, sexuality, queer, non/human, and feminist studies, among others. In this last phase of the seminar, participants will take an even greater role in thinking and writing/creating through parts and/or the totality of Deleuze and Guattari’s work through the lenses of respective disciplinary goals, concerns, and aspirations.
Learning Objectives •To develop critical literacy of the main collaborative works by Gilles Deleuze and Felix Guattari. •To transfer the critical understandings of said works to a larger context, beginning with materials composed by Deleuze and Guattari individually at different stages of their careers and collaboration, and then those by 21st disciplinary scholarly perspectives on gender and sexuality . -To develop pragmatic and theoretical deployments of primary and secondary sources within the range of disciplinary, interdisciplinary, and research trajectories represented by the seminar’s participants.
Teaching Method Discussion
Evaluation Method • Thorough reading and preparation of primary and secondary readings for each seminar discussion. • Depending on seminar’s size, seminar participants may take turns in leading discussion for each meeting. Dynamic and consistent contributions are expected of everyone in the seminar for each meeting. • Occasional short writing assignments (250 to 550 words, max.), pre-circulated electronically for discussion in the seminar. • A final project that, depending on each participant’s needs and interests, can take the form of a research paper, a creative piece, performance, video, script, among others, and that contributes substantially to the critical conversations, concerns, and materials covered in the course. Seminar participants will present their final project’s ideas to their peers before the due date.
Class Materials (required) All primary and secondary readings for the course will be available through the course's website on Canvas. Participants who so desire are welcome to purchase hard copies of the materials listed below from their preferred book sellers.
Class Materials (suggested) Primary Works Deleuze, Gilles and Felix Guattari. 1972. Anti-Oedipus. Trans. Robert Hurley, Mark Seem and Helen R. Lane. London and New York: Continuum, 2004. Trans. of L'Anti-Oedipe. Paris: Les Editions de Minuit. ISBN 0-8264-7695-3. _____________1975. Kafka: Towards a Minor Literature. Trans. Dana Polan. Theory and History of Literature 30. Minneapolis and London: U of Minnesota P, 1986. _____________1980. A Thousand Plateaus. Trans. Brian Massumi. London and New York: Continuum, 2004. Vol. 2 of Capitalism and Schizophrenia. 2 vols. 1972–1980. Trans. of Mille Plateaux. Paris: Les Editions de Minuit. ISBN 0-8264-769 Gilles Deleuze. 1967. Masochism: Coldness and Cruelty & Venus in Furs Translated from French by Jean McNeil and Aude Willm. New York: Zone Books, 1991. ISBN 978-0942299557 Felix Guattari. 1969-1973. The Anti-Oedipus Papers. Ed. Stéphane Nadaud. Trans. Kélina Gotman. New York: Semiotext(e), 2006. ISBN 1-58435-031-8. Secondary Works Frida Beckmann, ed., Deleuze and Sexuality, Edinburgh University Press, 2011 Ian Buchanan and Claire Colebrook, eds., Deleuze and Sex, Edinburgh University Press, 2000 Cheri Carr, and Janae Sholtz, eds., Deleuze and the SchizoAnalysis of Feminism, Bloomsbury Academic, 2019 Chrysanthi Nigianni and Merl Storr, eds., Deleuze and Queer Theory, Edinburgh University Press, 2009 Jon Raffe and Hannah Stark, eds., Deleuze and the non/human, Palgrave, 2015 Tony See and Joff Bradley, Deleuze and Buddhism, Palgrave, 2016
The aim of this intermediate-level Tibetan language course is to develop colloquial Tibetan speaking and comprehension skills as well as Tibetan-English translation skills. The colloquial portion of the course will focus on furthering Tibetan speaking and reading skills, improving pronunciation and expanding vocabulary. The translation portion of the course will focus on enhancing proficiency in Tibetan-English translation. Students will be able to suggest Tibetan texts to translate relevant for their respective research projects. Over the course of the year, Tibetan texts will cover a range of genres as relevant for enrolled students ranging from religious scripture, essay, poetry, history, and biography.
Overview of class This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org)
Registration Requirements
Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese.
Evaluation Method Attendance and participation Written assignments Dictations Oral quizzes Written quizzes Final exam
Class Materials (Required) Fall quarter and Winter quarter Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Spring quarter Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Overview of class This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org)
Registration Requirements
Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese.
Evaluation Method Attendance and participation Written assignments Dictations Oral quizzes Written quizzes Final exam
Class Materials (Required) Fall quarter and Winter quarter Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Spring quarter Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Overview of class This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org)
Registration Requirements
Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese.
Evaluation Method Attendance and participation Written assignments Dictations Oral quizzes Written quizzes Final exam
Class Materials (Required) Fall quarter and Winter quarter Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Spring quarter Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Overview of class This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org)
Registration Requirements
Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese.
Evaluation Method Attendance and participation Written assignments Dictations Oral quizzes Written quizzes Final exam
Class Materials (Required) Fall quarter and Winter quarter Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Spring quarter Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) Price:$59.95(textbook) $ 29.95(workbook)
Overview of class This course is designed for advanced beginners such as Chinese heritage students who have exposure to Chinese language and culture at home and have some prior knowledge of Chinese. Other students who want to take this course should have similar linguistic profile. This course aims to help students further hone all four language skills with emphasis on reading and writing.
Registration Requirements Except for Chinese 115-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method This course meets four days a week and is conducted in Chinese. Class time mainly focuses on discussion based on the reading and/or writing assignments students complete before class.
Evaluation Method Classroom attendance and participation, reading and writing assignments, presentations, dictations, written quizzes and one final exam
Class Materials (Required) Textbook and Workbook Integrated Chinese (Volume I, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911356 (textbook); 978-1622911370 (workbook) Price: $59.99 (textbook); $23.39(workbook)
Winter quarter & Spring quarter: Textbook and Workbook Integrated Chinese(Volume II, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911417 (textbook); 978-1622911431(workbook) Price: $63.99 (textbook); $31.99(workbook)
Overview of class This course is designed for advanced beginners such as Chinese heritage students who have exposure to Chinese language and culture at home and have some prior knowledge of Chinese. Other students who want to take this course should have similar linguistic profile. This course aims to help students further hone all four language skills with emphasis on reading and writing.
Registration Requirements Except for Chinese 115-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method This course meets four days a week and is conducted in Chinese. Class time mainly focuses on discussion based on the reading and/or writing assignments students complete before class.
Evaluation Method Classroom attendance and participation, reading and writing assignments, presentations, dictations, written quizzes and one final exam
Class Materials (Required) Textbook and Workbook Integrated Chinese (Volume I, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911356 (textbook); 978-1622911370 (workbook) Price: $59.99 (textbook); $23.39(workbook)
Winter quarter & Spring quarter: Textbook and Workbook Integrated Chinese(Volume II, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911417 (textbook); 978-1622911431(workbook) Price: $63.99 (textbook); $31.99(workbook)
Overview of class: This year-long course is designed for students who have completed Chinese 111 at Northwestern or the equivalent elsewhere. It aims to further develop students’ Chinese proficiency through: (1) consolidating the foundation built in students’ beginning modern Chinese courses; (2) introducing them to more complex grammatical structures, varieties of language styles, and background cultural information. Upon the satisfactory completion of the course, students are expected to be able to handle various types of more complex daily conversational situations and short passages on familiar topics. This 50-minute class meets five times a week. Successful completion of CHINESE 121-3 will satisfy the WCAS foreign language requirement.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method This course is conducted mostly in Chinese. Class time mainly focuses on speaking and listening skill development. There will also be reading and writing activities and assignments. Students are expected to be fully prepared for each lesson.
Evaluation Method Class attendance and participation, assignments, dictations, oral quizzes and oral presentations, a midterm and a final.
Class Materials (Required) Fall quarter: Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook) Price: $59.95 (textbook); $29.95(workbook)
Winter quarter & Spring quarter: Textbook and workbook: Modern Chinese 2A Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) Price: $69.95 (textbook); $34.95(workbook)
Overview of class: This course is an intermediate Chinese class for heritage learners who grew up in Chinese speaking environments and have completed at least one year of college-level Chinese. The goals of this course are to train students to learn Chinese characters systematically and efficiently through texts that are arranged by themes, which are directly related to students' daily activities. Students will be able to read simple texts and newspaper articles. They will also be able to write short letters and essays about their daily life. By the end of the sequence of the course in Spring, students will have a command of the 2,000 most commonly used Chinese characters selected by the Languages and Characters Committee of China. Students are expected to come to class fully prepared. They should participate in class activities and discussions actively. They will do dictations for each of the six/seven lessons, take written quizzes, dictations, oral exams, and a final exam.
Registration Requirements: Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method: Four regular class hours are for learning of the key vocabulary, analysis of sentence structure, familiarity with Chinese culture, awareness of different registers, and discussion of topics related to the texts and supplementary readings. Students are expected to write and report on topics that have been covered in the texts and supplementary readings.
Evaluation Method: Class performance, written assignments, oral reports, written quizzes, and a final exam.
Class Materials (Required): Fall quarter: Textbook and workbook : Integrated Chinese, Level 2, Part1 (3rd ed.); Publisher: Cheng & Tsui Company. ISBN: 9780887276798 (textbook); 9780887276835 (workbook) Price: $58.99(textbook); $27.99 (Workbook)
Overview of class: This course is an intermediate Chinese class for heritage learners who grew up in Chinese speaking environments and have completed at least one year of college-level Chinese. The goals of this course are to train students to learn Chinese characters systematically and efficiently through texts that are arranged by themes, which are directly related to students' daily activities. Students will be able to read simple texts and newspaper articles. They will also be able to write short letters and essays about their daily life. By the end of the sequence of the course in Spring, students will have a command of the 2,000 most commonly used Chinese characters selected by the Languages and Characters Committee of China. Students are expected to come to class fully prepared. They should participate in class activities and discussions actively. They will do dictations for each of the six/seven lessons, take written quizzes, dictations, oral exams, and a final exam.
Registration Requirements: Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method: Four regular class hours are for learning of the key vocabulary, analysis of sentence structure, familiarity with Chinese culture, awareness of different registers, and discussion of topics related to the texts and supplementary readings. Students are expected to write and report on topics that have been covered in the texts and supplementary readings.
Evaluation Method: Class performance, written assignments, oral reports, written quizzes, and a final exam.
Class Materials (Required): Fall quarter: Textbook and workbook : Integrated Chinese, Level 2, Part1 (3rd ed.); Publisher: Cheng & Tsui Company. ISBN: 9780887276798 (textbook); 9780887276835 (workbook) Price: $58.99(textbook); $27.99 (Workbook)
Overview of class CHINESE 211 is a year-long intermediate-level course, designed to further develop students' communicative competence in listening, speaking, reading and writing in modern Chinese as well as to deepen understanding of Chinese culture and social issues. The course systematically expands students' vocabulary and help them produce paragraphs, particularly in the area of description, comparison and introduction. The goal of the course is to effectively build descriptive and comparative skills through rigorous activities and discussion on various topics. Chinese is the language used in this course. Upon satisfactory completion of the whole sequence course, students are expected to reach Intermediate-High level of the ACTFL proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method Bottom-up approach to expand progressively from words to sentences, and sentences to paragraphs with student-centered communicative and task-based activities.. Class conducted in Chinese.
Evaluation Method Class attendance and participation, homework/projects, quizzes, oral tests, and written exams.
Class Materials (Required) Developing Chinese Fluency Textbook ($64) and Workbook ($43); Author: Phyllis Zhang; Publisher: Cengage Learning. ISBN: 978-1-111-34223-4
Overview of class CHINESE 211 is a year-long intermediate-level course, designed to further develop students' communicative competence in listening, speaking, reading and writing in modern Chinese as well as to deepen understanding of Chinese culture and social issues. The course systematically expands students' vocabulary and help them produce paragraphs, particularly in the area of description, comparison and introduction. The goal of the course is to effectively build descriptive and comparative skills through rigorous activities and discussion on various topics. Chinese is the language used in this course. Upon satisfactory completion of the whole sequence course, students are expected to reach Intermediate-High level of the ACTFL proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method Bottom-up approach to expand progressively from words to sentences, and sentences to paragraphs with student-centered communicative and task-based activities.. Class conducted in Chinese.
Evaluation Method Class attendance and participation, homework/projects, quizzes, oral tests, and written exams.
Class Materials (Required) Developing Chinese Fluency Textbook ($64) and Workbook ($43); Author: Phyllis Zhang; Publisher: Cengage Learning. ISBN: 978-1-111-34223-4
Overview of class Three-quarter sequence of intermediate-advanced Chinese, with emphasis on formal speaking and writing. It is expected that students are able to express themselves accurately and appropriately about Chinese cultural concepts, social change, economic development and human relationships.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Teaching Method We use Chinese to discuss our readings. Students are also expected to write short essays based on the topics discussed in class.
Evaluation Method Attendance and Participation 10%, Essays 30%, Oral reports 30%, Final 30%
Class Materials (Required) Textbook “ Reading Into a New China” by Duanduan Li & Irene Liu, Publisher: Cheng & Tsui Company, Inc. ISBN: 978-0-88727-627-9 Price: $49.99
Overview of the class This course is a year long, three quarter sequence, and is meant for students with no Hindi-Urdu background. At the beginning of the three quarter sequence, the students are not expected to be able to speak, understand, read or write any Hindi-Urdu. In the first quarter (Hindi-Urdu 111-1) the students are introduced to the Hindi (Devanagari) script and to aspects of Hindi-Urdu grammar. By the end of this quarter the students are be able to talk about their family, their routines, their likes and dislikes, and also describe actions in progress. In the second quarter (Hindi-Urdu 111-2), the students continue to learn new grammatical constructions. By the end of the second quarter the students are able to talk about events in the past and the future. In the third quarter (Hindi-Urdu 111-3) students learn to express possibilities, wants, abilities and capabilities. They also learn finer aspects of grammar. The third quarter culminates in a cooking project, which requires the students to use the cumulative language skills that they would have honed over the period of the academic year. By the end of this quarter students achieve intermediate-low language skills in Hindi-Urdu.
Registration Requirements None for Hindi-Urdu 111-1, Hindi-Urdu 111-1 with a C- or better for Hindi-Urdu 111-2, Hindi-Urdu 111-2 with a C- or better for Hindi-Urdu 111-3, and by placement test or with instructor consent.
Teaching Method Textbook, word-games, YouTube videos, internet and in-class materials
Evaluation Method Assessment is based on weekly quizzes, attendance, classroom participation and presentations, home assignments, mid-terms and an oral interviews. No final exam.
Class Materials (Required) Richard Delacy and Sudha Joshi Elementary Hindi Oxford Hindi-English Dictionary* Oxford English-Hindi Dictionary
Class Materials (Recommended) Introduction to Hindi Grammar by Usha R. Jain
Overview of class This is a year long, three quarter language sequence. Students start the year by working on reinforcing all the language skills attained the year before, and adding the Nastaliq (Urdu) script to their skill set. They continue developing speaking skills and listening comprehension, as well as expanding the Hindi-Urdu grammar and vocabulary. We do so by reading poems, short stories, watching and discussing movie clips, short films and videos, and making in-class Microsoft PowerPoint presentations. Some of the topics that we touch upon during the year are short Hindi-Urdu stories, stories from the Ramayana, the Mahabharata, the tales of Akbar and Birbal, etc. By the end of the three quarter sequence students attain intermediate-mid or higher language proficiency in Hindi-Urdu.
Note: Please purchase all the required textbooks in the fall quarter, as this is the only quarter that they are ordered during the year.
Registration Requirements C- or better in Hindi-Urdu 111-3 for Hindi-Urdu 121-1, Hindi-Urdu 121-1 for Hindi-Urdu 121-2, Hindi-Urdu 121-2 for Hindi-Urdu 121-3, and by placement test or with instructor consent.
Teaching Method Textbook, extra materials, movies.
Evaluation Method The students are graded on the basis of home assignments, weekly quizzes, midterm, attendance, oral interviews and class participation. No final.
Class Materials (Required) Advanced Hindi Grammar (2007) by U. Jain. Publisher: Institute of East Asian Studies; ISBN-10: 094461342X ISBN-13: 978-0944613429 Oxford Urdu-English Dictionary* Oxford English Urdu Dictionary Oxford Hindi-English Dictionary* Oxford English-Hindi Dictionary
Class Materials (Recommended) Intermediate Hindi Reader (1999) by U. Jain with K. Schomer. Publisher: Institute of East Asian Studies; ISBN-10: 087725351X ISBN-13: 978-0877253518 Intermediate Hindi (1996) by Y. Kachru and R. Pandharipande Publisher: Motilal Banarsidass. ISBN-10: 8120805585 ISBN-13: 978-8120805583
HINDI URDU 320 Inqilab Zindabad: Progressive and Anticolonial Literature
Overview of class
Many of the greatest and most beloved writers in twentieth-century South Asian literature sought, through their art, to critique colonialism and its allied forms of oppression, and to articulate a progressive vision of society. The literature—and drama, film, and visual art—that they created is still read and recited, as much for its beauty as for its power to inspire thought and action. At the same time, the progressives fought constantly, not only against others but among themselves. They disagreed on aesthetics, on language, on politics, and fundamentally on what literature was and should be. Some mobilized through organizations like the Progressive Writers’ Association and the Indian People’s Theatre Association, while others rejected all efforts to dictate how they wrote. In this course, we will read a wide range of these authors and their contemporaries, in order to understand their art, on its own terms and in its historical context. Authors may include Akbar Allahabadi, Khwaja Ahmad Abbas, Upendranath Ashk, Krishan Chander, Azim Beg Chughtai, Ismat Chughtai, Faiz Ahmed Faiz, Qurratulain Hyder, Rashid Jahan, Kanhaiya Lal Kapoor, Sahir Ludhianvi, Josh Malihabadi, Sa’adat Hasan Manto, Miraji, Muktibodh, Premchand, N.M. Rashed, Bhisham Sahni, and Yashpal. All readings will be made available in both Hindi and Urdu script.
Teaching Method Seminar
Evaluation Method Papers and presentations
Class Materials (required) All materials will be distributed in class or on Canvas
Overview of class Japanese I (JAPANESE 111-1, 2 and 3) is a yearlong course that covers the first half of college level elementary Japanese. In Japanese I, students will build a solid foundation while developing the four skills of speaking, listening, reading, and writing. Students will also learn various aspects of Japanese culture and society through in-class activities, written assignments, and video viewing. Students are encouraged to identify and self-correct errors in their language use to become independent learners. The instructor will assist in this learning process through oral and written feedback. Careful and thorough review and preparation for each class session are required.
Registration Requirements Except for JAPANESE 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The goal of Japanese I is to bring students’ overall Japanese proficiency to the Intermediate-Low level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Upon the satisfactory completion of the course, the students will be able to greet, introduce themselves, describe their families and friends, discuss their daily routines and experiences, and write letters to teachers and friends.
Teaching Method This course is conducted mostly in Japanese, and class hours are spent mainly on oral proficiency development. Written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance; assignments; quizzes; oral and written examinations
Class Materials (Required) Hasegawa, Y. (2005). Elementary Japanese (Volume One) with CD-ROM. Tuttle Publishing. ISBN: 978-4805313688; AJALT (2012). JAPANESE FOR BUSY PEOPLE: Kana Workbook (for the Revised 3rd Edition). ISBN: 978-1-56836-401-8; Course Packet
Class Materials (Suggested) Endo-Hudson, M (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN: 0-934034-16-8; Makino, S. & Tsutsui M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 4-7890-0454-6; Kodansha (2002). Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN: 978-4-7700-2891-4 / 4-7700-2891-1.
Overview of class Japanese I (JAPANESE 111-1, 2 and 3) is a yearlong course that covers the first half of college level elementary Japanese. In Japanese I, students will build a solid foundation while developing the four skills of speaking, listening, reading, and writing. Students will also learn various aspects of Japanese culture and society through in-class activities, written assignments, and video viewing. Students are encouraged to identify and self-correct errors in their language use to become independent learners. The instructor will assist in this learning process through oral and written feedback. Careful and thorough review and preparation for each class session are required.
Registration Requirements Except for JAPANESE 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The goal of Japanese I is to bring students’ overall Japanese proficiency to the Intermediate-Low level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Upon the satisfactory completion of the course, the students will be able to greet, introduce themselves, describe their families and friends, discuss their daily routines and experiences, and write letters to teachers and friends.
Teaching Method This course is conducted mostly in Japanese, and class hours are spent mainly on oral proficiency development. Written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance; assignments; quizzes; oral and written examinations
Class Materials (Required) Hasegawa, Y. (2005). Elementary Japanese (Volume One) with CD-ROM. Tuttle Publishing. ISBN: 978-4805313688; AJALT (2012). JAPANESE FOR BUSY PEOPLE: Kana Workbook (for the Revised 3rd Edition). ISBN: 978-1-56836-401-8; Course Packet
Class Materials (Suggested) Endo-Hudson, M (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN: 0-934034-16-8; Makino, S. & Tsutsui M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 4-7890-0454-6; Kodansha (2002). Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN: 978-4-7700-2891-4 / 4-7700-2891-1.
Overview of class Japanese I (JAPANESE 111-1, 2 and 3) is a yearlong course that covers the first half of college level elementary Japanese. In Japanese I, students will build a solid foundation while developing the four skills of speaking, listening, reading, and writing. Students will also learn various aspects of Japanese culture and society through in-class activities, written assignments, and video viewing. Students are encouraged to identify and self-correct errors in their language use to become independent learners. The instructor will assist in this learning process through oral and written feedback. Careful and thorough review and preparation for each class session are required.
Registration Requirements Except for JAPANESE 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The goal of Japanese I is to bring students’ overall Japanese proficiency to the Intermediate-Low level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Upon the satisfactory completion of the course, the students will be able to greet, introduce themselves, describe their families and friends, discuss their daily routines and experiences, and write letters to teachers and friends.
Teaching Method This course is conducted mostly in Japanese, and class hours are spent mainly on oral proficiency development. Written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance; assignments; quizzes; oral and written examinations
Class Materials (Required) Hasegawa, Y. (2005). Elementary Japanese (Volume One) with CD-ROM. Tuttle Publishing. ISBN: 978-4805313688; AJALT (2012). JAPANESE FOR BUSY PEOPLE: Kana Workbook (for the Revised 3rd Edition). ISBN: 978-1-56836-401-8; Course Packet
Class Materials (Suggested) Endo-Hudson, M (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN: 0-934034-16-8; Makino, S. & Tsutsui M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 4-7890-0454-6; Kodansha (2002). Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN: 978-4-7700-2891-4 / 4-7700-2891-1.
Overview of class Japanese II (JAPANESE 121-1, 2 and 3) is a yearlong course that covers the second half of college level elementary Japanese and prepares students for intermediate Japanese (JAPANESE 211). In this course, students continue developing the four skills (speaking, listening, reading, and writing) through readings, video viewing, written assignments, and in-class activities. The emphasis will be on developing the skills necessary to use auxiliary verbs and complex sentences to express subtle differences in meaning and accuracy appropriate to the given contexts. Student will also practice describing their experiences and summarizing a story that they heard, read, or watched in an organized manner. Careful and thorough review and preparation for each class session are required.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages. The year-end proficiency goal of Japanese II is for the students to reach the Intermediate-Mid level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines.
Teaching Method This course is conducted mostly in Japanese. Class hours are spent mainly on oral proficiency development, and written assignments are given for reading and writing skills development. Useful expressions in daily life and social and cultural aspects in modern Japan are introduced through a series of videos.
Evaluation Method Class participation and performance, assignments, quizzes, oral and written examinations, and essays
Class Materials (Required) Hasegawa, Y. (2006) Elementary Japanese, Vol. 2. Vermont: Tuttle Language Library. ISBN 978-4805313695; Course Packet will be made available in the PDF format through Canvas.
Class Materials (Suggested) Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN 978-1568363974; Endo-Hudson, M. (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN 978-0934034166; Makino, S. & Tsutsui, M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 978-4789004541.
Overview of class Japanese III (JAPANESE 211-1, 2, 3) is a yearlong course, sequel to Japanese II (JAPANESE 121-1, 2, 3), that covers college-level intermediate Japanese. In Japanese III, students will continue developing the four skills of speaking, listening, reading, and writing, and learning various aspects of Japanese culture and society through class discussions, written assignments, TV drama viewing, and a research-based interview project. The casual speech and formal writing styles are introduced, and students will become familiarized with different language use for different settings. With consistent oral and written feedback from the instructor, the students will also continue learning to identify and self-correct errors in their language use to become independent learners.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives Upon the satisfactory completion of the course, the students will be able to 1) describe and narrate daily events and personal experiences in an organized manner, 2) summarize the main points of what is read, seen, or heard, 3) use approximately 500 basic kanji characters in context, 4) comfortably and appropriately handle daily situations 5) use various speech and written styles, and 6) communicate with native speakers on familiar topics in informal settings. The students are also expected to 7) deepen their understanding of customs, culture, and social phenomena of contemporary Japan, and 8) learn to study independently. The year-end proficiency goal of Japanese III is for the students to reach the Intermediate-High level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines.
Teaching Method In-class discussion. Careful and thorough review and preparation for each class session are expected. This course is conducted in Japanese.
Evaluation Method Class participation and performance, assignments, quizzes, oral and written examinations, essays, and projects.
Class Materials (Required) Miura, A. & Hanaoka McGloin, N. (2008). An Integrated Approach to Intermediate Japanese, Revised Edition. Tokyo: The Japan Times. ISBN: 9784789013079; Miura, A. & Hanaoka McGloin, N. (2008). An Integrated Approach to Intermediate Japanese Workbook. Tokyo: The Japan Times. ISBN: 9784789013086; Kano, et.al. (1989). Basic Kanji Book, Vol.2 (New Edition). Tokyo: Bonjinsha. ISBN: 9784893581198; a Course Packet.
Class Materials (Suggested) Kodansha. (2002). Kodansha Essential Kanji Dictionary. Tokyo: Kodansha International. ISBN: 9781568363974; Makino, S. & Tsutsui, M. (1995). A Dictionary of Intermediate Japanese Grammar. Tokyo: The Japan Times. ISBN: 9784789007757; Tomomatsu, E. & Wakuri, M (2004). Shokyuu Nihongo Sou-matome. Tokyo: 3A Corporation. ISBN: 9784883193288.
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to develop students' all-around communicative ability in speaking, reading, listening and writing with the most emphasis on speaking. The goal of this course is to achieve oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Registration Requirements None for Fall Quarter
Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter
Teaching Method Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.
Evaluation Method Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.
Class Materials (Required) Integrated Korean (Third Edition): Beginning 1 (University of Hawaii Press) 978-0-8248-7619-7
Integrated Korean Workbook (Third Edition): Beginning 1 (University of Hawaii Press) 978-0-8248-7650-0
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to develop students' all-around communicative ability in speaking, reading, listening and writing with the most emphasis on speaking. The goal of this course is to achieve oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Registration Requirements None for Fall Quarter
Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter
Teaching Method Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.
Evaluation Method Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.
Class Materials (Required) Integrated Korean (Third Edition): Beginning 1 (University of Hawaii Press) 978-0-8248-7619-7
Integrated Korean Workbook (Third Edition): Beginning 1 (University of Hawaii Press) 978-0-8248-7650-0
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to develop students' all-around communicative ability in speaking, reading, listening and writing with the most emphasis on speaking. The goal of this course is to achieve oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Registration Requirements None for Fall Quarter
Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter
Teaching Method Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.
Evaluation Method Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.
Class Materials (Required) Integrated Korean (Third Edition): Beginning 1 (University of Hawaii Press) 978-0-8248-7619-7
Integrated Korean Workbook (Third Edition): Beginning 1 (University of Hawaii Press) 978-0-8248-7650-0
Overview of class This is a year-long second-year Korean course for continuing students who finished Korean I or who have the equivalent proficiency. The course aims to further develop students' all-around communicative ability in speaking, reading, listening and writing to the Intermediate Mid level by the ACTFL guideline by the end of year and to have students achieve the competency in the skills of Communication, Comparisons and Cultures in conjunction with the National Standards.
Registration Requirements Completion of 111-3 or the departmental placement test for Fall Quarter; Completion of 121-1 or a departmental placement test for Winter Quarter; Completion of 121-2 or a departmental placement test for Spring Quarter
Teaching Method Various communicative activities will be employed to develop the interpersonal, interpretive, and presentational skills. Also, authentic reading, writing, and visual materials that cover a wide spectrum of socio-cultural and academic themes will be provided to enhance student’s overall competency and cultural understanding.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, oral test and performance, and final examination.
Class Materials (Required) Integrated Korean (2nd edition): Intermediate 1 &2 (University of Hawaii Press) 978-0-8248-3650-4 & 978-0-8248-3813-3
Integrated Korean Workbook (2nd edition): Intermediate 1 &2 (University of Hawaii Press)978-0-8248-3651-1 & 978-0-8248-3867-6
Overview of class This is a year-long second-year Korean course for continuing students who finished Korean I or who have the equivalent proficiency. The course aims to further develop students' all-around communicative ability in speaking, reading, listening and writing to the Intermediate Mid level by the ACTFL guideline by the end of year and to have students achieve the competency in the skills of Communication, Comparisons and Cultures in conjunction with the National Standards.
Registration Requirements Completion of 111-3 or the departmental placement test for Fall Quarter; Completion of 121-1 or a departmental placement test for Winter Quarter; Completion of 121-2 or a departmental placement test for Spring Quarter
Teaching Method Various communicative activities will be employed to develop the interpersonal, interpretive, and presentational skills. Also, authentic reading, writing, and visual materials that cover a wide spectrum of socio-cultural and academic themes will be provided to enhance student’s overall competency and cultural understanding.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, oral test and performance, and final examination.
Class Materials (Required) Integrated Korean (2nd edition): Intermediate 1 &2 (University of Hawaii Press) 978-0-8248-3650-4 & 978-0-8248-3813-3
Integrated Korean Workbook (2nd edition): Intermediate 1 &2 (University of Hawaii Press)978-0-8248-3651-1 & 978-0-8248-3867-6
Overview of class This is a two-quarter-long second-year Accelerated Korean course designed for Korean heritage students with basic oral proficiency and literacy skills. The objectives of this class are to reinforce the aspects that heritage students are usually weak - - vocabulary and spelling - - and to enhance their reading and writing skills so that they can develop a more balanced proficiency in four language areas. It also aims to have students achieve the competency in the skills of Communication, Comparisons and Cultures in conjunction with the National Standards.
Registration Requirements A departmental placement test for Fall Quarter Completion of 125-1 or a departmental placement test for Winter Quarter
Teaching Method This class is conducted exclusively in Korean with minimal grammar instruction. Students will be doing extensive writing practice, reading authentic materials, class discussion, and learning various cultural aspects of Korea.
Evaluation Method Grades will be given based on attendance and performance, vocabulary quizzes and lesson tests, assignments, written assignments, oral presentations, and final examination.
Class Materials (Required) Integrated Korean (2nd edition): Intermediate 1 & 2 (University of Hawaii Press) 978-0-8248-3650-4 & 978-0-8248-3813-3
Integrated Korean Workbook (2nd edition): Intermediate 1 & 2 (University of Hawaii Press) 978-0-8248-3651-1 & 978-0-8248-3867-6
Overview of class This is a year-long third-year course designed to further develop students’ linguistic and cultural ability. The vocabulary, contents, tasks, and topics covered in class are to address a wide spectrum of linguistic and socio-cultural aspects. By developing the competency in the skills of Communication, Comparisons and Cultures in conjunction with the National Standards, this course aims to achieve oral proficiency in Intermediate High level of the ACTFL guideline.
Registration Requirements Completion of 121-3, 125-2 or the departmental placement test for Fall Quarter; Completion of 211-1 or a departmental placement test for Winter Quarter; Completion of 211-2 or a departmental placement test for Spring Quarter
Teaching Method Various communicative activities will be employed with the emphasis on developing three modes of communication in advanced proficiency: Interpersonal, interpretive, and presentational communication. Related authentic and cultural materials will be incorporated to enhance comparison and intercultural competence.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, essays, oral presentations, and final project.
Class Materials (Required) Sogang Korean 4A & 4B Students’ Book (2015) Sogang University 978-89-92491-84-6 18710 and 978-89-92491-88-4 18710 Sogang Korean 4A & 4B Workbook (2015) Sogang University 978-89-92491-92-1 13710 and 978-89-92491-91-4 13710
