Course overview India is home to the second largest population of Muslims on earth. It’s also host to the world’s largest film industry, best known as Bollywood. Bollywood films regularly feature Muslim characters, social spaces, and cultural references that are readily marked or coded as “Islamic.” But in spite of a large coterie of Muslims working within the industry – as actors, song writers, or producers – the representation of Muslims in Indian films has consistently raised complex issues around ideas of identity and belonging in a nation where they constitute a clear and conspicuous minority. This course will read influential Muslims, Bollywood and Modern Indiafilms against the historical backdrop of the search for national identity in post-colonial India, as well as in the context of the so-called “war on terror.” Students will be given the opportunity not only to learn about Indian (particularly Bombay) cinema, but also to explore how cinematic representations intersect with issues of identity and belonging in the modern nation-state.
Teaching Method synchronous lectures/discussion
Evaluation Method Attendance, participation, pop quizzes 20% Discussion Questions 20% Film analyses (20% each, three total) 60%
Course overview The focus of this course will be the study of sources authored by and about women throughout the course of Chinese history. We will address the issue of women as others represent them and women as they portray themselves in terms of gender, sexuality, social class, family, and material culture across time. We will deal with a wide range of texts, from poetry to drama, from novels and short stories to nüshu (the women-exclusive script invented by peasant women in a remote area of Hunan province) songs, from literary autobiographies to cinematic discourse. Focusing on issues such as reproduction, labor, foot-binding, sexuality, and romance, in the works of pre-modern Chinese writers, from Ban Zhao to Li Qingzhao, from Wang Yun to Qiu Jin, we will try to detect the presence and absence of female voices in the literature of different historical periods, and to understand how those literary works relate to male-authored literary works. We will also explore the ways in which representations of women and female figures, such as goddesses, ghosts, and supernatural beings , complicated and enriched these literary horizons. In addition to primary sources, we will integrate theoretical work in the field of gender and sexuality studies, feminist studies, and queer theory, as well as Chinese literature and culture.
Learning Objectives -Acquisition of knowledge about voices, identities, and lives of women in pre-modern Chinese culture (over a period roughly spanning from the 8th century BCE to the fall of the Qing dynasty in 1911). This will mean exposure to primary sources (in English, and for those students able to, in Chinese) produced by Chinese authors, as well as to related secondary sources.
-Development of methodological skills in studying, reading, and analyzing the primary and secondary sources related to the themes of the course in individual and communal spaces of dialogue and conversation.
-Growth as independent researchers in the field of Chinese literature, Asian humanities, and gender and sexuality studies.
-Growth as independent academic thinkers and writers.
Teaching Method Discussion and Lecture
Evaluation Method Paper 1 (20%); short writing assignments (25 % total); Final Paper (30%), and active participation and attendance (25%). You will find specific guidelines for each assignment on Canvas, under Assignments.
Course Materials (required) All course materials will be available on Canvas
Course overview “New wave” is a ubiquitous but notoriously imprecise term that has been applied to various trends in cinema that emerged around the world beginning in the mid-1950s. As an historical term it is used to delineate shared styles, themes, and techniques that define certain national and international film movements. As a kind of descriptive shorthand, it has been applied more broadly to movements that abandoned conventional narrative techniques in favor of experimentation with the cinematic medium, while also confronting social and political problems specific to the context of production. Thus, the inaugural French New Wave has lent its title to film trends in Britain, Iran, Japan, Hong Kong, and many other locations around the world. This course offers a critical and historical introduction to one of these latter-day new waves, the “New Taiwan Cinema,” which emerged in the early 1980s as a reaction against contemporaneous commercial cinema. Through a careful investigation of the work of the three most important representatives of this “new” cinema—Hou Hsiao-hsien 侯孝賢, Tsai Ming-Liang 蔡明亮, and Edward Yang 楊德昌—this course will consider not only the experimental form and social consciousness of the Taiwanese New Wave but also the specific economic, social, and institutional structures—national and transnational—that shaped it. We will also study critical and theoretical writings on this cinema to better understand both the Taiwanese cultural milieu that produced it, and the broader global film culture of which it has become such an important part. Whenever possible, we will place individual Taiwanese films in dialogue with the Asian and European film cultures that influenced them as well as the films and filmmakers that they have influenced. There are no prerequisites for this class and no previous knowledge of Chinese or Taiwanese literature, culture, language, or history is assumed.
Teaching Method Asynchronous lecture, synchronous discussion. Synchronous sessions on Thursdays
Evaluation Method 1. Participation, attendance and preparation: 25%
2. Review Posts: 15%
3. Scene Analysis: 10%
4. Essay 1: 25%
5. Essay 2: 25%
Class Materials (required) All materials will be available through Canvas
Overview of course In this class students analyze cultural representations of female bonds in contemporary Japanese literature, manga, anime and film. Female bonds encompass a wide range of relationships, from friendship to rivalry and romance. Students will consider the recurring themes and tropes used to depict female bonds and will identify some of the principles that structure female homosociality. No knowledge of Japanese language or culture required.
Learning Objectives Acquiring basic knowledge about Japan. Developing close reading and critical thinking skills
Teaching Method Lecture and Discussion
Evaluation Method Class participation, weekly response papers and 6-page long final paper
Class Materials (required) Novala Takemoto, Kamikaze Girls (Viz Media LLC, 2008) ISBN-13 : 978-1421513959 Kawakami Mieko, Breasts and Eggs (Tr., Sam Bett and David Boyd, Europa Editions, NY, ISBN-10 : 1609455878)
ASIAN LC 260 Kings, Courtesans, and Khan Artists Picturizing Islam and Muslims in Bombay Cinema
Course overview India is home to the second largest population of Muslims on earth. It’s also host to the world’s largest film industry, best known as Bollywood. Little wonder, then, that Bollywood films regularly feature Muslim characters, social spaces, and cultural references that are readily marked or coded as “Islamic.” But in spite of a large coterie of Muslims working within the industry – as actors, song writers, or producers – the representation of Muslims in Indian films has consistently raised complex issues around ideas of identity and belonging in a nation where they constitute a clear (and conspicuous) minority. We will read these films against the historical backdrop of the search for national identity in post-colonial India, as well as in the context of the so-called “war on terror.” Students will be given the opportunity not only to learn about Indian (particularly Bombay) cinema, but also to explore how cinematic representations intersect with issues of identity and belonging in the modern nation-state.
Teaching Method synchronous lectures/discussion
Evaluation Method Attendance, participation, pop quizzes 20% Discussion Questions 20% Film analyses (20% each, three total) 60%
Course overview Following a chronological trajectory, students in this course will read Tibetan literature in English translation along with secondary sources to learn and reflect upon the long history of Tibetan literature from its inception in the 7th century to the present. Given the impact that religious concerns have had among Tibetans for centuries, in the first part of the course students will analyze the ways in which Buddhism and Tibetan literary forms are intertwined from the Tibetan imperial period forward. The second part of the course will survey modern and contemporary Tibetan literature and its myriad influences, such as Chinese literary and political theory. Students will gain familiarity with diverse genres of Tibetan literature in translation including fiction, poetry, biographies, and historical treatises.
Learning Objectives - develop the ability to discuss and write about Tibetan literature - understand the evolution of literature in Tibet - cultivate critical thinking skills
Teaching Method Lecture and Discussion
Evaluation Method class participation, weekly response papers, in-class presentation, final paper
Class Materials (required) Tsering Dondrup. The Handsome Monk and Other Stories. Columbia University Press, 2019 ISBN 9780231190220
Tenzin Dickie. Old Demons, New Deities: Twenty-One Short Stories from Tibet . OR Books, 2017 ISBN 978-1944869519
Alai. Red Poppies. Viking (2002) ISBN 978-0143028499
ASIAN LC 300* Threat! Orientalism, Yellow Peril, and other Fantagies of a Dangerous China
Course overview China has long been an object of fascination and anxiety in the Euro-American imagination. In recent decades, a politicized and racialized discourse of a “rising” China has constructed that nation as an existential threat to America’s global hegemony. As a figure of possibility rather than probability, threat refers not to what is likely to happen but to what could conceivably happen. Threat, like risk, requires acts of the imagination, speculative fictions designed not simply to create fear but to inspire action. This course offers both a critical history of those speculative and often sensational visions of a threatening China (in literature, film, visual culture, and other media) as well as an introduction to key theoretical texts that allow us to better understand how China has been constructed as an object of imagination from the 19th century to the present day. Rather than simply centering on “Western” imaginaries, however, this course stages a broad dialogue between global visions of China and expressions of cultural, environmental, and political threat from within the Sinophone world. It asks how shared anxieties manifest in competing discourses of threat within and outside of China. The seminar will be organized around four units: “Orientations,” which provides our theoretical grounding; “Labor, Body, Race,” which traces how laboring Chinese bodies have been mobilized in expressions of racial anxiety; “Border Problems,” which looks at the geopolitics of threat within the greater Pacific region; and “Viral Imaginaries and Animal Entanglements,” which examines the long history and painful present of China’s association with zoonotic diseases, from the Bubonic Plague to SARS- CoV-2, the virus that causes COVID-19.
Registration requirements There are no pre-requisites for this course, though students are encouraged to have previously taken at least one 200-level Asian_LC course.
Teaching Method Discussion with minimal lecturing Synchronous sessions on Thursdays
Evaluation Method 1. Participation and Preparation (20%) 2. Discussion Posts and Comments (20%) 3. Midterm essay (20%) 4. Final Project Proposal (10%) 5. Final Project (30%)
Class Materials (required) Materials for this class will be available through Canvas
Overview of course 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.
Overview of course This course introduces you to the Chinese who have tried to build a civil society in China over the past three decades. After the Chinese Communist Party had crushed hopes for a sudden turn to democracy in 1989, the scope of activism has turned to smaller, more local initiatives like lawyers' activism in court, environmental activism, feminist activism, labor activism, and religious activism. You will analyze each of these activist causes for their tactics, strategy, and potential to force change. Activist initiatives provoke the repressive apparatus of the authoritarian state and expose each activist two grave personal danger. We will try to understand what sustains activists emotionally in the face of the constant threat from government repression. Not all activists see our Western combination of neoliberal capitalism and democracy as their lodestar. We will seek to identify what repels these activists about our Western ways of organizing society and politics, and what a Chinese third way as an alternative to authoritarian rule and Westernization might look like.
Learning Objectives This course is intended to introduce you to a different, rarely seen China behind and beyond the razzle-dazzle of China's stunning economic rise. It will prod you to think about the power of ordinary people to organize against the state. You will learn to read and evaluate difficult books. You will also learn to write with primary source material to craft a short research paper from scratch.
Teaching Method You will learn from class discussion that builds on your preparation of the assigned books, as well as from feedback on your work-in-progress as you are writing your short research paper.
Evaluation Method Class Discussion 50% / Final Paper 35% / Mid-term Take-home 15%
Class Materials (required)
There will be another three books in addition to the four listed below. You do not need to purchase any of the required books because they will be available to you as e-books through our University Library website.
Rongbin Han. Contesting Cyberspace in China. Online Expression and Authoritarian Resilience. New York: Columbia University Press 2018. ISBN 9780231184755 $32
Ching Kwan Lee. Against the Law. Labor Protests in China's Rustbelt and Sunbelt. Berkeley and Los Angeles: University of California Press 2007. ISBN - 13: 978- 0-520-25097-0 $34.95
David Ownby. Falun Gong and the Future of China. Oxford: Oxford University Press 2008. ISBN 978-0-19-973853-3 $28.95
Sebastian Veg. Minjian. The Rise of China's Grassroots Intellectuals. New York: Columbia University Press 2019. ISBN 978-0-231-19140-1 $65
Course overview This course will examine the role of religion in post-1980’s China and the political implications of the practice of religion in the People’s Republic of China. To place this field in context, students will read various forms of literature and policy documents to assess the extent to which Marxist theory is central to the interpretation of religion in Communist China. Primary sources will include Chinese constitutional articles, white papers, and editorials in English translation. Secondary sources will cover a wide range of interpretations and perspectives on the position of religious institutions and religious practices in the PRC. Topics that this course will investigate include the expression of religiosity under Communism in China; the rehabilitation of Confucian values; the constitutional protection of religion and religious belief in China; the relationship between ethnicity and religious policies; the Sinicization of religion; and the administration of the five officially accepted religious traditions in the People’s Republic of China (Catholicism, Protestantism, Buddhism, Daoism, and Islam). The second part of the course will be dedicated to a detailed exploration of the recent cases related to the Muslim Uyghurs of Xinjiang and the Tibetan Buddhists of Western China. The class will explore some of the most controversial issues related to these two ethnic minorities including terrorism, religious violence, nationalism, assimilation, foreign influence, and soft power.
Learning Objectives - effectively consider issues pertaining to religion and politics in China - acquire knowledge about minorities, rights, and ethnicity in China - cultivate critical thinking - improve writing skills
Teaching Method Lecture and Discussion
Evaluation Method class participation, weekly response papers, final paper
Class Materials (required) Fenggang Yang, Religion in China: Survival and Revival under Communist Rule, Oxford University Press 2011 - ISBN 978-0199735648
Anna Sun, Confucianism as a World Religion: Contested Histories and Contemporary Realities, Princeton University Press, 2015 (2013) ISBN 978-0691168111
Ian Johnson, The Souls of China: The Return of Religion after Mao. Pantheon Books, 2017 ISBN 978-1101870051
Overview of course This course examines the relationship between the arts and political movements in modern Japan. We will examine historical examples of how art has been conceived as a form of political activism and how social movements have, in turn, shaped cultural and aesthetic forms. The course will move chronologically while exploring a set of historically persistent questions: How have art and politics been defined as distinct or overlapping realms of human activity? What is the relationship between aesthetic forms and political ideologies? How is artistic production itself a form of social organization and engagement? We will consider, among other topics, how transnational anarchism and struggles for democracy in the late 19th century shaped the modern novel; feminist literature; the proletarian arts movements; fascist aesthetics; practices of democracy in the postwar avant-garde; Afro-Japanese solidarities and cultural exchange; the intersection of art and social protest in the sixties; and the role of the arts in anti-nuclear movements. Drawing from an array of disciplinary perspectives, this course investigates how the arts have been used to imagine and enact social change on local, national, and global scales.
Learning Objectives By the end of this course, the student is expected to be able to: 1. Identify major art and political movements in modern Japanese history, and describe them from various disciplinary perspectives. 2. Use multiple, contrasting theoretical concepts in interpreting primary texts of Japanese literature and culture. 3. Read, summarize, and critically evaluate secondary scholarship on topics related to art and politics in modern Japan. 4. Articulate the relationship between the formal qualities of cultural works and their political valence within historical contexts
Teaching Method Lecture and discussion
Evaluation Method Weekly Discussion Posts Midterm Assessment Final Assessment
Class Material (required) Course Reader (available for download through Canvas)
ASIAN LC 340* Women's Narratives in Modern Korean Culture
Overview of course This course examines the diverse narratives of Korean women in modern and contemporary South Korea, offering a survey of Korean culture from the perspective of women. We will investigate historical and cultural transformations in South Korean society precisely by listening to those voices that have all too often been silenced or muffled. Incorporating feature films, documentaries, literature, sound recordings, theater recordings, and exhibition catalogues, the class will facilitate students' understanding of the many female perspectives in modern and contemporary Korean society and prompt broader critical examinations of Korean culture at large. The key issues we will follow are: the new women discourse in colonial Korea, war memory and women's testimony, industrialization and female workers, questions of motherhood, and the #MeToo Movement in recent South Korean feminist discourse.
Learning Objectives The course aims to: (1) develop a critical understanding of the broad sweep of modern Korean history; (2) develop skills to analyze cultural texts such as literature, film, and TV drama; and (3) apply women's perspectives to reassess Korea's modern history from colonization to the contemporary era.
Teaching Method Lecture and Discussion
Evaluation Method Attendance and Participation, Presentations, Essays
Class Materials (required) All the readings are available through the course Canvas website.
Course overview In this course we will engage critically and closely with diverse works by women writers and filmmakers from both India and Pakistan. We will pay special attention to how these artists articulate and re-imagine the female experience in South Asian societies, offering diverse and fierce challenges to multiple foundations of patriarchy.
Learning Objectives 1. to understand and interpret primary South Asian feminist literature in its cultural context 2. to apply literary and feminist theories in the analysis of South Asian feminist literary texts 3. to contextualize South Asian women's literature in a global frame 4. to become familiar with some of the most significant twentieth-century South Asian women writers
Teaching Method lecture and discussion
Evaluation Method The evaluation for this class will depend largely on close, engaged reading and discussion of literary texts. Students will demonstrate their engagement with primary and secondary readings through written or oral responses, in addition to discussion with peers. Students will also choose a writer from among those whose work we will read in class, or one not on the syllabus, and write an analytical essay after doing more extensive reading in that writer's oeuvre.
Class Materials (required) Most reading materials for the class will be available online in pdf form. We will also read the following novels. Any edition (electronic or printed) is fine.
Arundhati Roy, The God of Small Things Samra Habib, We Have Always Been Here Kamila Shamsie, Kartography
Course overview This course will focus on the historical, social, and cultural development of fashion, clothing, and consumption in East Asia. Using a variety of sources, from fiction to art, from bodily modification to textile production, from legal codes to advertisements, we will study both actual garments created and worn in society throughout history, as well as the ways in which they inform the social characterization of class, ethnicity, nationality, and gender in China, Japan, and Korea. Among the topics we will analyze in this sense will be hairstyle, foot-binding, plastic surgery, and, in a deeper sense, bodily practices that inform most fashion-related discourses in East Asia. We will also think through the issue of fashion consumption as an often-contested site of labor, modernity, especially in relationship to the issue of globalization and world-market. Thus, we will also include a discussion of international fashion designers, along with analysis of sites of production and circulation, from sweatshops to online platforms. Previous knowledge and familiarity with East Asian cultures and languages, while helpful, are not required.
Learning Objectives -Acquisition of knowledge about fashion studies, fashion theory, East Asian clothing and fashion cultures and histories. This will entail exposure to both visual and literary primary sources (in English, and for those students able to, in the appropriate East Asian language), as well as to related secondary sources.
-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 East Asian Studies, Fashion Studies, Gender and Sexuality Studies, and Asian humanities.
-Growth as independent academic thinkers and writers.
Teaching Method Lecture and Discussion
Evaluation Method The final grade will be based on the following criteria: -Active class participation (discussion, preparation, short assignments) 30% -Assignments (clothing journal, writing statements, short papers, et al.) 35% -Final Project 35%
Course Materials (required) All course material will be available on Canvas
ASIAN LC 390* Imaginary Homelands: South Asian Literatures in English
Course overview South Asian writers win prizes. Ever since Salman Rushdie catapulted to international fame with the Booker Prize in 1981, writers from India, Pakistan, Bangladesh, and Sri Lanka have become the mainstay of not only literary prize cultures and the festival circuit but also U.S. university campuses. What has made South Asian literature so popular, especially when it deals with somber questions of anticolonial resistance, postcolonial nation-building, violence, and loss? This course will introduce students to twentieth and twenty-first century South Asian Literatures in English characterized by exciting stylistic innovations in magical realism, modernist language games, lyrical prose, and biting satire. By examining novels, short stories, poems, political writing, and films, we will ask, how has literature shaped both the promise and failure of the postcolonial nation-state? What might South Asian writing teach us about the global project of democratic world-making? Topics of discussion will include gender, caste, empire, globalization, migrancy, and environmentalism.
Teaching Method Discussion
Evaluation Method TBA
Class Materials (required) Rabindranath Tagore, The Home and the World Mulk Raj Anand, Untouchable Sa’adat Hassan Manto, “Boo” (Short story in translation) Ismat Chugtai, “Lihaaf” (Short story in translation) Salman Rushdie, Midnight’s Children Tahmima Anam, A Golden Age Arundhati Roy, The God of Small Things Danny Boyle, Slumdog Millionaire (Film) Mohammed Hanif, A Case of Exploding Mangoes
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) Fall quarter: 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) Fall quarter: 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. 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 Components Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter: 1. 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)
2. Modern Reader vol.1 （ebook）: $35
Note to students who are joining Chinese 121-1 in fall 2020 through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website:betterchinese.com
Winter quarter & Spring quarter: 1. 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)
2. Modern Reader vol.2 （ebook）: $35 (Spring quarter)
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. 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 Components Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter: 1. 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)
2. Modern Reader vol.1 （ebook）: $35
Note to students who are joining Chinese 121-1 in fall 2020 through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website:betterchinese.com
Winter quarter & Spring quarter: 1. 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)
2. Modern Reader vol.2 （ebook）: $35 (Spring quarter)
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. 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 Components Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter: 1. 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)
2. Modern Reader vol.1 （ebook）: $35
Note to students who are joining Chinese 121-1 in fall 2020 through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website:betterchinese.com
Winter quarter & Spring quarter: 1. 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)
2. Modern Reader vol.2 （ebook）: $35 (Spring quarter)
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. 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 Components Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter: 1. 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)
2. Modern Reader vol.1 （ebook）: $35
Note to students who are joining Chinese 121-1 in fall 2020 through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website:betterchinese.com
Winter quarter & Spring quarter: 1. 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)
2. Modern Reader vol.2 （ebook）: $35 (Spring quarter)
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: 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 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.
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 (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 this course, we will read and discuss a wide range of Urdu and Hindi poetry, and attempt to understand the meanings not only of the texts themselves but of the social and cultural worlds that they represent. We will encounter the work of classical poets like Mir, Sauda, Ghalib, and Mir Anis; early twentieth-century poets like Iqbal and Akbar Allahabadi; progressive and modernist poets like Faiz, Miraji, Harivansh Rai Bachchan, Agyeya, Kunwar Narain, Noon Meem Rashid, and Muktibodh; and postmodern, feminist, and contemporary poets like Fahmida Riaz, Kishwar Naheed, Shubham Shree, Azra Abbas, Raghuvir Sahay, Vinod Kumar Shukla, and Afzal Ahmad Syed. Readings will be in Hindi and Urdu (and available in both scripts), supplemented by scholarly work written in English. Discussions will primarily take place in Hindi-Urdu. The course is open to students with suitable proficiency, regardless of previous coursework. Prerequisites: two 300-level courses in Hindi-Urdu or instructor permission. In addition to advanced Hindi-Urdu speaking proficiency, proficiency in reading either Hindi or Urdu script is required.
Registration Requirements HIND_URD 320: 2 quarters of 300 level coursework in Hindi-Urdu or instructor permission
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 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 ($10-12)
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 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 ($10-12)
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 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 ($10-12)
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 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. Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages.
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 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 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. Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages.
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 310* Special Topics in Reading Japanese Literature in Japanese
Overview of class Topic: Japanese Modernism. This course is an introduction to Japanese modernism of the Taisho and early Showa periods. We will consider modernism as an aesthetic, cultural, and intellectual movement within and across the literary and visual arts. Through an examination of representative short stories, novels, poetry, films, and essays the course will explore a series of questions including but not limited to: How can we define Japanese modernism? What are the aesthetic bases of modernist literature, film, and art? How did writers and artists respond to contemporary political trends such as Marxism, feminism, imperialism, and nationalism? In what ways did modernist works reflect rapidly changing conceptions of space, time, and self in the early to mid-20th Century? Primary readings will be in Japanese with supplemental materials in English.
Registration Requirements Students must have completed JAPANESE 211-3 with C- or above, or must be placed into the class by the departmental placement test.
Learning Objectives: To develop understanding of Japanese vocabulary and grammatical structures appropriate to authentic, historical texts, and to gain familiarity with reference resources for self-learning and independent reading To move from accurate linguistic parsing of the Japanese language to analysis of literary style and form (from what is written to how and why) To develop strategies for context-sensitive translation, and begin to grasp conceptual problems surrounding the translation of cultural texts. To understand the problems of representing urban experience in language and to survey the strategies used by Japanese writers to address those problems.
Teaching Method Discussion, workshopping of translations, lecture
Evaluation Method Attendance and participation, weekly translation assignments, midterm assessment, final assessment
Class Materials (Required) Jay Rubin, Making Sense of Japanese: What the Textbooks Don’t Tell You ISBN 978-1568364926
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 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-3515-6
Integrated Korean Workbook (Third Edition): 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-3516-3
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 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-3515-6
Integrated Korean Workbook (Third Edition): 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-3516-3
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 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-3515-6
Integrated Korean Workbook (Third Edition): 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-3516-3
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 (3rd edition): Intermediate 1 (University of Hawaii Press, 2020) 9780824886776 Integrated Korean Workbook (3rd edition): Intermediate 1 (University of Hawaii Press, 2020) 978-0-8248-8676-9
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 (3rd edition): Intermediate 1 (University of Hawaii Press, 2020) 9780824886776 Integrated Korean Workbook (3rd edition): Intermediate 1 (University of Hawaii Press, 2020) 978-0-8248-8676-9
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 (3rd edition): Intermediate 1 (University of Hawaii Press, 2020) 9780824886776 Integrated Korean Workbook (3rd edition): Intermediate 1 (University of Hawaii Press, 2020) 978-0-8248-8676-9
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: Accelerated 1 (University of Hawaii Press, 2020) 9780824882778 Integrated Korean Workbook: Accelerated 1 (University of Hawaii Press, 2020) 9780824886295
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
Overview of class 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.
