Modern Chinese Popular Cultures, Part II: The Sinophone Sphere, 1949 to the Present Day. Modern Chinese Popular Cultures, Part II, centers on the popular cultures of the Chinese-speaking, or "Sinophone," world. It takes the 1949 founding of the People’s Republic of China as its starting point, but it ranges far from Mainland China, incorporating works produced in Taiwan and Hong Kong as well as examples of a global Chinese popular culture, from the music of Grace Chang and the films of Bruce Lee to Crazy Rich Asians. It explores not only the cultural products that found favor with the public but also a selection of works that engage more broadly with conceptions of the popular. Over the course of the quarter we will learn how to discuss and write about a wide variety of media, including material culture, film, science fiction, and pop music, among others. We will consider such works in light of a series of related questions: What is the relationship between pop and consumer cultures? Between high and low cultures? Between entertainment and ideology? What makes a work popular, particularly when cultural production, circulation and consumption are tightly controlled by the state? Under what conditions and with what effects do cultural forms circulate among Chinese-speaking populations? What role has popular culture played in the creation of a “Chinese” identity constituted across national borders?
Teaching Method
Lecture and Discussion
Evaluation Method
Participation, Attendance and Preparation: 20%
Response Posts: 10%
Close Looking/Reading Exercise: 15%
Film Scene Analysis and Close Reading: 15% 5. Midterm Essay: 20% 6. Final Project: 20%
Class Materials (required)
Course Reader (available for purchase at Quartet Digital Printing, Evanston)
ASIAN LC 221 The Floating World: Roots of Japanese Popular Culture
Overview of class
his course explores the roots of Japanese popular culture in the literature, theater, and print culture of early modern or Edo-period (1600-1868) Japan. We will examine the earliest emergence of commercial publishing and a cultural marketplace in the 17th century, the commodification of literature and theater, the blending of text and image in forms of illustrated narrative that predate manga, and the gratuitous depiction of sex, violence, and comedy from the printed page to the theatrical stage. But what does it mean for culture to be “popular”? What does popular culture do: does it entertain or educate, does it affirm the social status quo or subvert it? How is the stratification of culture and the emergence of popular forms related to the structures of the social field: who is popular culture produced by and for, and what determines who has access to it? And how does popular culture work: how does it communicate with its readers and viewers, what literacies does it depend on or produce, and how is it related to other forms of culture—elite, high, traditional? What was the “Floating World” of early modern Japan—what floats and what sinks? All readings are in English, no prior study of Japan required or expected.
Learning Objectives
• Describe the major genres, authors, works of Japanese literature, theater, and popular culture from the 17th to 19th century. • Analyze the thematic content and formal structure of literary works as a basis for interpretation and comparison. • Situate literary and dramatic works in relation to meaningful social and cultural contexts, and interpret how they both reflected and shaped those contexts. • Interpret basic historical and theoretical issues surrounding the idea of “popular culture” and related concepts; situate such concepts meaningfully in specific historical contexts in relation to primary texts. • Communicate and debate humanistic knowledge from multiple, possibly conflicting perspectives, both orally and in writing
ASIAN LC 224 Introduction to Japanese Cinema I: From Early Cinema to the Golden Age
Introduction to Japanese Cinema I: From Early Cinema to the Golden Age
Overview of class
This course offers a history of Japanese cinema from its earliest days through the so-called “Golden Age” of the 1950s. We will consider how film and other moving image technologies have reflected historical moments and shaped cultural discourses in modern Japan. Focusing on films that raise disciplinary questions related to both the cinematic medium and Japan, we will examine, among other topics, the era of silent cinema, the relationship between nationhood and the formation of a “national” cinema; technological transformations and the coming of sound; the wartime period; cinema during the occupation; and 1950s modernism. We will also study the place of important individual directors – Ozu, Mizoguchi, and Kurosawa – 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 movements in the history of Japanese cinema.
Teaching Method
Lecture and Discussion
Evaluation Method
Attendance and Participation; Short Papers; Midterm Paper; Final Interview
Class Materials (required)
All readings will be available on Canvas as downloadable pdfs. Films will be available for streaming through Canvas or the library website.
ASIAN LC 260 Midnight's Children: South Asian Literature and Culture, 1947-77
Overview of class
In August 1947, colonial India was divided into the newly independent nations of India and Pakistan. At the same moment as former colonial subjects celebrated their liberation, millions of people experienced, and perpetrated, violence and terror on a cataclysmic scale. As the strife of Partition continued to reverberate, the following years saw extremes of idealism, cynicism, invention, and ambition. In this course, we will examine the literature and culture of the decades after 1947, as the namesake children of Salman Rushdie’s famous novel grew up in their new postcolonial nations. In addition to reading Rushdie’s Midnight’s Children, we will spend time with a variety of literary and artistic works, including fiction, memoir, poetry, and film. Secondary works by scholars of literature and history will help us get below the surface and to consider a variety of ways to think about democracy, conflict, artistic modernism, and the postcolonial condition, among other themes. At the same time as we consider the form and content of the texts, we will also seek to understand the dilemmas and insights that emerge from reading and writing translations.
Two overlapping courses are offered: ASIAN_LC is open to anyone and will be taught entirely in English, while HIND_URD 316 is open to students with suitable proficiency in Hindi or Urdu. Readings for HIND_URD 316 will be available in both Hindi and Urdu scripts.
Teaching Method
Seminar
Evaluation
papers and presentations
Class Materials (required)
Salman Rushdie, Midnight's Children (ISBN: 9780812976533)
ASIAN LC 300 Religion and the Body in China (RHM, RSG)
This seminar explores the place of the body in Chinese religion, from the ancient period to the present day. In the course of this exploration, we seek to challenge our presuppositions about a seemingly simple question: what is “the body,” and how do we know? We open by considering themes of dying and the afterlife, food and drink, health and medicine, gender and family. We then turn to Daoist traditions of visual culture that envision the human body as intimately connected with the cosmos and picture the body’s interior as a miniature landscape populated by a pantheon of gods. We read ghost stories and analyze the complex history of footbinding. Finally, we conclude with two case studies of religion and the body in contemporary China, one situated on the southwestern periphery, the other in the capital city of Beijing. Throughout the quarter, we investigate how the body has mediated relationships between Buddhist, Daoist, and popular religious traditions. By the course’s end, students will gain key resources for understanding historical and contemporary Chinese culture, and new perspectives on what it means to be religious and embodied.
ASIAN LC 340 Korean Diaspora and “Homecomings” in East Asia
Overview of class
For ethnic Koreans residing in Japan and China, the questions of what homeland means and what the host countries can mean to them have been tremendously complicated through Japan’s colonization of its neighboring nations, the emergence of the divided Korea, wars—hot and cold—waged in the region, the thinning of the Iron Curtain, and the advent of globalization. With their host countries being either the former colonizer (i.e. Japan) or a communist republic (i.e. China), and with their divided homeland (Korea) itself generating conditions for split loyalties, many diasporic Koreans have lived lives replete with unspoken and unspeakable dilemmas and predicaments while coping with fluctuating and fluid diasporic identities. The course examines a selection of cinematic and literary works that recount the personal and communal history of the Korean diaspora and were produced in East Asia during the past seven decades since the mid-twentieth century. No knowledge of Korean is required.
Learning Objectives
The objective of the course is to study the unusually complex and intricate relationships between the homeland and host countries as well as the vexed subjective belongings and longings that characterize narratives about Korean diasporic experiences. By analyzing the filmic and literary representations of and by Korean diasporic subjects in China and Japan, the class not only examines ethnic Koreans’ pressing issues in their own terms but aims to generate inter-disciplinary and intra-regional discussions on the paths that different national groups and generations have crossed towards larger collective memories of twentieth-century East Asia.
Teaching Method
Lectures, Student Presentations, Discussions
Evaluation Method
Attendance and Participation, Weekly Responses, Presentation and Discussion Leading, Final Paper
Class Materials (required)
All the assigned primary and secondary texts will be available on the Canvas course site, subtitled or translated in English.
This course will introduce students to various aspects of Islamic cultural and intellectual history that contributed to Renaissance thought, and to early modern "Western Civilization" generally. In modern times, of course, the Islamic world has gotten a pretty bad rap for (allegedly) lacking the things that made the modern west "modern": a spirit of rational philosophical and scientific inquiry, a commitment to religious tolerance, a humanistic respect for intellectual freedom and curiosity, a historical consciousness, and so on. But as we will see, Muslim scholars, intellectuals, and literati throughout history have not only espoused such values, many were pioneering thinkers whose works had a profound influence on the development of early modern European intellectual culture. It is a feature of our shared intellectual past that has largely been forgotten in the twentieth and twenty-first centuries. But recuperating such global genealogies of modern thought -- and specifically, the modern humanities -- is perhaps more urgent than ever today, in our own era of resurgent ethnic, nationalist, and sectarian chauvinism around the world.
Learning Objectives
By the end of the course, students will be expected to know more about the Islamic world, but also more about the global history of "Western" civilization. Critical writing, reading, and thinking skills will also be an emphasis of the course.
Teaching Method
Lecture, Seminar
Evaluation Method
Discussion, Presentations, Papers
Class Materials (required)
TENTATIVE Stewart Gordon, When Asia was the World: Traveling Merchants, Scholars, Warriors, and Monks Who Created the “Riches of the East” (Philadelphia: Da Capo Press, 2009)
All other course materials will be posted to the course Canvas site.
The Mahābhārata is an epic of ancient India that tells the story of a cataclysmic war between two sets of cousins, a war that eventually came to involve all the peoples of earth and gods in heaven. Interwoven among the main narrative are myriad shorter tales and religious teachings, so that the Mahābhārata represents a kind of encyclopedia of classical Hinduism. For over two thousand years, the Mahābhārata has continued to entertain and edify audiences as one of the best-known and most-beloved of Hindu sacred texts.
As a class we will read an abridged version of the text in translation. Graduate students may elect to read portions in the original Sanskrit. Our engagement with the text will focus on immersing ourselves in its story-world and thinking about narrative as a form of scripture: what are the basic aspects of the human condition? how are we to make our way in the world? from where do we derive our sense of purpose? how are stories especially good at accommodating complex perspectives of the cosmos and the human condition? what role do entertainment and enjoyment play in edification from scripture? how does ancient Hinduism appear through the lens of the text?
ASIAN LC 390 Cultures of Information: Neoliberalism, Affect, Global Media
Overview of class
What does the information age feel like? This course follows the rise of hyper-modernized cultures of information that developed in Japan and the Western world in the late 20th and early 21st centuries. It does so by attending to the advent of new technologies that defined this period, and also through the rise of “neoliberalism:” an economic and political paradigm prizing the creation of new markets and a focus on the productivity and care of the self. We will attend to a variety of texts and forms (a novel, poetry, a video game, films, and critical writings) that will allow us to follow the history of neoliberalism in its global, national, and aesthetic contexts.
Teaching Method
Discussion, Short Lectures
Evaluation Method
Essays, Class Participation, Projects
Class Materials (Required)
*Course Reader * Anne Allison, Precarious Japan 978-0822355625 * Claudia Rankine, Don't Let Me Be Lonely 978-1555974077 * Robert Pirsig, Zen and the Art of Motorcycle Maintenance 978-0060839871
ASIAN LC 390 Undergraduate Seminar: Japanese Woodblock Prints: From 1660 to the Present
Overview of class
What does the information age feel like? This course follows the rise of hyper-modernized cultures of information that developed in Japan and the Western world in the late 20th and early 21st centuries. It does so by attending to the advent of new technologies that defined this period, and also through the rise of "neoliberalism:" an economic and political paradigm prizing the creation of new markets and a focus on the productivity and care of the self. We will attend to a variety of texts and forms (a novel, poetry, a video game, films, and critical writings) that will allow us to follow the history of neoliberalism in its global, national, and aesthetic contexts.
Teaching Method
Discussion, Short Lectures
Evaluation Method
Essays, Class Participation, Projects
Class Materials (required)
*Course Reader * Anne Allison, Precarious Japan 978-0822355625 * Claudia Rankine, Don't Let Me Be Lonely 978-1555974077 * Robert Pirsig, Zen and the Art of Motorcycle Maintenance 978-0060839871
Note
This class is taught at The Art Institute of Chicago
ASIAN LC 390 Transnational Media: Globalization and China
Overview of class
This course provides an overview of the development of transnational media in the US and China, including social media (e.g. Facebook and Wechat), video platform (e.g. Netflix and Bilibili), user-generated websites (e.g. YouTube and TikTok), online shopping sites (e.g. Amazon and Taobao), to name a few. The main objective is to help students understand, first, the operation of these transnational media from a global/ comparative perspective, and second, the implications of their operation for cultural globalization, democracy, creativity, privacy, and soft power in conjunction with information communication technology adopted and developed.
Learning Objectives Upon finishing the course, students are expected to be able (1) to acquire fundamental knowledge on major transnational media in the world, (2) to understand and evaluate their differences, and (3) to apply relevant theories to conduct research on transnational media.
Teaching Method
Lecture + Discussion
Evaluation Method
Presentation + Presentation Report 40 points Final Paper 50 points In-class Discussion 10 points
Class Materials (required)
Readings of each week can be downloaded from links specified on syllabus.
ASIAN LC 492 Graduate Seminar: Chinese and Other Animals: An Introduction to Animal Studies
Overview of class
This seminar offers an introduction to key works, ideas, and trends in the interdisciplinary field of animal studies. It is designed not only to explore how and why "the question of the animal" has been asked so many times and in so many ways, but also to experiment with methods of provincializing historically Eurocentric approaches to animals. Theoretical readings will range widely across disciplines, including philosophy, literary and film studies, anthropology, and the environmental humanities, among others. Possible units will center on relations and ethics, intimacy, extinction, bio/zoopolitics, and animal representations. While some of the course's primary materials will come from Asia (China in particular) the seminar is designed for students with no prior knowledge of Asia or Asian languages.
Teaching Method
Discussion
Evaluation Method
Participation, Attendance and Preparation: 15%
Bi-weekly responses: 15%
Conference Paper: 20%
Final Project: 50%
Class Materials (required)
Provisional List (final list will be provided closer to the course start date)
Jacques Derrida, The Animal that I Therefore Am (ISBN 9780823227914) Thom van Dooren, Flight Ways: Life and Loss at the Edge of Extinction (ISBN 0231166192) J. M. Coetzee, The Lives of Animals (ISBN 0691173907) Kang Han, The Vegetarian (ISBN 9781101906118) Akira Mizuta Lippit, Electric Animal: Toward a Rhetoric of Wildlife (ISBN 0816634866) Mo Yan, Life and Death are Wearing me Out (ISBN 1611454271)
ASIAN LC 492 Cultural Studies: Concepts and Practice
Overview of class
This course provides an overview of the major concepts, theories and underlying theoretical foundation of cultural studies. The main objective is to help students understand, first, the classic literatures of cultural studies, including theories, origins, models, findings, representative scholars and their work, and second, the contemporary issues and theories of cultural studies. Finally, students can make use of these theories and apply them into their own research areas.
Learning Objectives Upon finishing the course, students are expected to be able (1) to acquire fundamental knowledge on cultural studies, (2) to understand and evaluate work on cultural studies, and to be able to (3) apply cultural studies and relevant theories to develop their research and academic projects.
Teaching Method
Lecture + Discussion
Evaluation Method
Assignments/ Discussion Papers (2 x 10 points) (2 out of 3) 20 points In class quiz (only 2 highest scores are counted) (2 out of 3) 20 points Presentation + Presentation Report 25 points Final Paper 25 points In-class Discussion 10 points
Class Materials (required)
Barker, Chris and Emma, Janes (2016) 5th ed. Cultural Studies: Theories and Practice. Thousand Oaks: Sage. ISBN: 978-1473919457
Class Materials (suggested)
Hall, Stuart, Hobson, Dorothy, Lowe, Andrew and Willis, Paul (2000) Culture, Media, Language. London: Routledge.
Hall, Stuart, Jennifer Daryl Slack and Grossberg, Lawrence (2016) Stuart Hall 1983: A Theoretical History. Durham: Duke University Press.
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
CHINESE 311-2 Chinese IV - Formal Speaking, Formal Writing, Formal Reading
Overview of class Chinese 311 is a quarter-long series of Chinese courses composed by the following independent courses: Chinese 311-1: Formal Speaking, Chinese 311-2: Formal Writing, and Chinese 311-3: Formal Reading. The courses are designed to develop students’ abilities to speak and write formal Chinese respectively, as well as to read short literary works in Chinese. The content of the courses cover argumentations and articles on various topics, including Chinese culture, society and contemporary history. Student will also read authentic Chinese literary works in different written forms and language styles by various authors, with a focus on their cultural and social background. The goal of the courses is to train students to use written vocabulary and formal expressions as well as know how to arrange a structured speaking/writing with complete format and logical connections. Students will reach advanced low in reading, writing, listening and speaking based on ACTFL proficiency guidelines.
Registration Requirements CHINESE 211-3 with grade C- or above. Students may be placed into this course by the departmental placement test.
Teaching Method Class meets twice per week, 80 minutes per class. The course is designed with intensive student-oriented activities through reading various class materials, including essays, media reports and authentic Chinese literature works. Students are expected to read materials ahead of class, participate in in-class discussions led by the instructor, and make formal statements, arguments, speeches and debates about social and cultural phenomena in paragraphs. With instructor’s necessary corrections and suggestions on students’ papers, they are expected to present their works as formal oral presentations. Chinese is used for instruction.
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
In August 1947, colonial India was divided into the newly independent nations of India and Pakistan. At the same moment as former colonial subjects celebrated their liberation, millions of people experienced, and perpetrated, violence and terror on a cataclysmic scale. As the strife of Partition continued to reverberate, the following years saw extremes of idealism, cynicism, invention, and ambition. In this course, we will examine the literature and culture of the decades after 1947, as the namesake children of Salman Rushdie’s famous novel grew up in their new postcolonial nations. In addition to reading Rushdie’s Midnight’s Children, we will spend time with a variety of literary and artistic works, including fiction, memoir, poetry, and film. Secondary works by scholars of literature and history will help us get below the surface and to consider a variety of ways to think about democracy, conflict, artistic modernism, and the postcolonial condition, among other themes. At the same time as we consider the form and content of the texts, we will also seek to understand the dilemmas and insights that emerge from reading and writing translations.
Two overlapping courses are offered: ASIAN_LC is open to anyone and will be taught entirely in English, while HIND_URD 316 is open to students with suitable proficiency in Hindi or Urdu. Readings for HIND_URD 316 will be available in both Hindi and Urdu scripts.
Teaching Method
seminar
Evaluation Method
papers and presentations
Class Materials (required)
Salman Rushdie, Midnight's Children (ISBN: 9780812976533)
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.
JAPANESE 314-1 Japanese IV: Japanese Essay Writing
Overview of class This Japanese Essay Writing course focuses on refining students’ writing skills. Students will be introduced to three types of writing samples (narrative, expository, and persuasive) and will practice writing skills through various steps. For each writing project, students engage in native writing sample reading, different types of pre-writing brainstorming activities, multiple draft writing, self and peer editing, and writing clinics. Throughout the quarter, students create a writing portfolio and observe their own writing processes and writing skills development in order to develop effective writing strategies. This is a bridge course to the courses in students’ academic disciplines in which students may choose paper topics from their fields of study, such as literature, science, and social science. Past narrative paper genres include humor, love stories, memoirs, and mysteries. Past expository paper topics include stem cell research, Food Pyramid, Electoral College, history of jazz, and religious beliefs (Christianity and Judaism). Past argumentative paper topics include freedom of speech, affirmative action, gender roles, and influence of video games on children.
Registration Requirements Students must pass 211-3 with C- or above, or must be placed into the class by the departmental placement test.
Learning Objectives The course aims to bring students’ writing proficiency to the advanced level of the ACTFL proficiency guidelines, using narrative, expository, and persuasive essays. According to the guidelines, advanced-level writers are characterized by the ability to: write routine informal and some formal correspondence, narratives, descriptions, and summaries of a factual nature, narrate and describe in major time frames, using paraphrase and elaboration to provide clarity, in connected discourse of paragraph length, and express meaning that is comprehensible to those unaccustomed to the writing of non-natives, primarily through generic vocabulary, with good control of the most frequently used structures.
Teaching Method This course is conducted only in Japanese. The students will be introduced to three types of writing samples (narrative, expository, and persuasive) and will practice their writing skills through various steps: 1) Reviewing how to differentiate three writing styles (polite, plain and expository forms), 2) Trying different types of pre-writing brainstorming activities to find the most effective strategies for themselves, 3) Identifying and improving their own writing processes through a writing portfolio, 4) Learning to identify errors in their language use, 5) Learning to self-correct errors. The instructor will help the students through these processes with oral and written feedback. The instruction of writing will be supplemented by the review of grammar, vocabulary, and expressions, as well as writing clinics.
Evaluation Method Multiple drafts and final papers, Writing Portfolio, class participation and performance
Class Materials (Required) Japanese for International College/Graduate Students 2: Composition. Tokyo: Alc, Inc. ISBN: 9784757405004; Supplemental handouts.
Class Materials (Suggested) Makino, S. & Tsutsui, M. (1995). A Dictionary of Intermediate Japanese Grammar. Tokyo: The Japan Times. ISBN: 9784789007757.
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
In this advanced Korean language course, students will further develop their language proficiency through studying news articles. The goals of this course include improving students’ comprehension skill for authentic news articles and building discourse skill to deliver an opinion and to engage in a discussion on current social issues.
Registration Requirements Completion of 211-3 or departmental placement
Teaching Method Students will read news articles from major Korean online newspapers prior to class. After individual report, a group discussion will follow.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quiz, news report, opinion essay, and final presentation and report.
