Overview of Course The focus of this course is mainland Chinese films about women and by women in twentieth and twenty-first century cinematic horizons. We will address the issue of women as actresses, as celebrities, and as objects, as well as subjects of representations through the intersectional lenses of gender, sexuality, politics, status, and material culture. Our course will be chronologically arranged, and we will screen well-known and lesser-known films, directed by male and female auteurs, in order to explore the dynamics and potentials for representations of women and female figures, such as goddesses, downtrodden proletarians, sex-workers, actresses, heroines, iconoclastic revolutionaries, and filial daughters. 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 cinema and culture. Previous knowledge of Chinese culture and/or gender and sexuality studies, though helpful, is not required.
Learning Objectives Learning Objectives: -Acquisition of knowledge about voices, identities, and women in modern and contemporary Chinese cinema (over a period roughly spanning from the early 1920s to 2022). This will mean exposure to primary sources (in English and/or subbed, and for those students able to, in Chinese) produced by Chinese film-makers, 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 cinema, Asian humanities, and gender and sexuality studies. -Growth as independent academic thinkers and writers by introducing you to a variety of disciplinary methodologies to think about these topics.
Teaching Method Lecture and Discussion
Evaluation Method The final grade will be based on the following criteria: -Active class participation and attendance (discussion, preparation, short assignments) 30% -Assignments (writing statements, short papers, etc.) 35% -Final Project 35%
Class Materials (required) All required material for the course will be available through Canvas
ASIAN LC 221 Intro to Classical Japanese Literature
Overview of Course This course is an introduction to Japanese literature from the earliest writings through the end of the Heian period (12th c.), including early mythohistory, poetry, Buddhist folklore, diaries, and narrative fiction. Students will be introduced to key historical contexts surrounding the formation of the early Japanese court and the birth of Japanese literary culture, the influence of Buddhism on Japanese thought and literature, the role of poetic composition and exchange in Heian court culture, and more, while learning to analyze the formal qualities and thematic content of texts in different genres.
Learning Objectives • Describe the historical evolution and major genres, authors, works of Japanese literature from the earliest writings through the end of the Heian period (8th-12th c.) • 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 commented creatively upon those contexts. • Interpret key conceptual terms like ‘literature’ in historical and cultural contexts and in relation to primary texts. • Communicate and debate humanistic topics from multiple, possibly conflicting perspectives, both orally and in writing
Teaching Method Lecture and discussion
Evaluation Method Attendance (10%), response postings (5%), participation and discussion (20%), short essays (20%), quizzes (20%), final exam (25%)
Class Materials (required) Haruo Shirane, ed., Traditional Japanese Literature: An Anthology, Beginnings to 1600 (Columbia University Press, 2007). ISBN: 978-0231136976 Meredith McKinney, trans., The Pillow Book (Penguin, 2007). ISBN: 978-0140448061 Sonja Arntzen, trans., The Kagerō Diary: A Woman’s Autobiographical Text from Tenth-Century Japan (Center for Japanese Studies, University of Michigan, 1997). ISBN: 978-0939512812
Overview of Course Introduction to Japanese Cinema I: From Early Cinema to the Golden Age
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.
Learning Objectives By the end of this course, students will able to: 1. Describe the historical evolution and major genres, producers, works of Japanese cinema. 2. Situate and interpret individual films in relation to meaningful social and cultural contexts. 3. Analyze the thematic content and formal structure of cinema as a basis for interpretation and comparison. 4. To grasp basic historical and theoretical issues surrounding particular films and interpret them in specific contexts through multiple and conflicting perspectives.
Teaching Method Lecture and Discussion
Evaluation Method Attendance and Participation; Short Writing Assignments, Final Assessment
Class Materials (required) All required materials will be available on Canvas
ASIAN LC 260 India/Pakistan Partition in Literature, Film, and Popular Culture
Overview of Course In August 1947, as the sun set on Britain’s Indian empire, the subcontinent was partitioned into two newly-created, independent nations: India and Pakistan. The division into two territories –one Hindu-majority, the other Muslim-majority – was accompanied by perhaps the largest migration in human history. Millions moved from one territory to the other, often against their will, as hundreds of thousands were killed in the ensuing chaos. The unprecedented violence of Partition - physical, emotional, social – profoundly shaped the national identities of India and Pakistan, permanently restructured the texture of everyday life and altered the global political order. From the subsequent partitioning of Pakistan and Bangladesh in 1971, to enduring border disputes in Kashmir, from ongoing cross-border migration to unresolved conflicts over identity and belonging, Partition continue to shape the region today. Partition’s legacy today extends far beyond the heavily-fortified frontier and into the art, literature and popular culture of the three countries that emerged from it. Even as the post-colonial states treated Partition as an aberration best forgotten - a footnote of a midnight tryst with destiny – the arts emerged as the primary space in which the meaning of Partition was negotiated and mediated. What could not easily be engaged directly found its expression, often allegorically, on the silver screen or the off-white pages of literary magazines. This class will examine how Partition has been engaged in literature and popular culture, moving from contemporary depictions from the 1940s to its continued invocation in India, Pakistan and Bangladesh today. We will read/watch these texts alongside the extensive body of scholarship on Partition from History, Anthropology and Gender Studies with particular attention to the historiography of Partition and South Asian nationalisms. Throughout, we will engage with the idea of Partition as an “event” and ask how Partition continues to inflect life in South Asia and beyond today.
Learning Objectives Gain a familiarity with Partition as a historical event and literary efforts to give meaning to it - Develop an understanding of how trauma is negotiated and signified through literature - Examine the role of literature and the arts in the development of national and sub-national discourses.
ASIAN LC 300* A Writing of Their Own: Chinese Woman Writers Between Empire and Modernity
Overview of Course This course focuses on women writers from the end of the Qing dynasty through the Republican period, to conclude with the late twentieth century. We will read the work of authors like Xiao Hong, Zhang Ailing, Ding Ling, Wang Anyi, Can Xue, Guo Xiaoluo, Hong Ying, among others, and, drawing from a variety of disciplinary approaches, we will explore the fraught relationship between gender, sexuality, literature, and identity. We will first engage the rise of female professional authors between the fall of the Qing and the Republican period, to then turn to the political turn in authors during the rise of the CCP; lastly, we will move on to late twentieth and early twenty-first century female-authored fiction in the Sinophone and beyond. 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 cinema and culture. Previous knowledge of Chinese literature and culture, though helpful, is not required. We will spend a great deal of time reading primary sources (in English translation, and in Chinese, for those who are able to), so the only real requisite for this is to love reading fiction.
Learning Objectives -Acquisition of knowledge about voices, identities, and literary works by Chinese over a period roughly spanning from the late Qing dynasty to the early 21st century. This will mean exposure to primary sources (in English, and for those students able to, in Chinese) produced by Chinese female 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 by introducing you to a variety of disciplinary methodologies to think about these topics.
Teaching Method Lecture and Discussion
Evaluation Method The final grade will be based on the following criteria: -Active class participation and attendance (discussion,preparation, short assignments) 30% -Assignments (writing statements, short papers, etc.) 35% -Final Project 35%
Class Materials (required)
Love in a Fallen City (New York Review Books Classics) Paperback – October 10, 2006 , by Eileen Chang
Publisher : NYRB Classics; F First Paperback Edition Used (October 10, 2006)
Language : English
Paperback : 321 pages
ISBN-10 : 1590171780
ISBN-13 : 978-1590171783
Little Reunions (New York Review Books Classics) Paperback – January 16, 2018, by Eileen Chang
Publisher : NYRB Classics (January 16, 2018)
Language : English
Paperback : 352 pages
ISBN-10 : 1681371278
ISBN-13 : 978-1681371276
The Field of Life and Death & Tales of Hulan River First Cheng & Tsui Revised Edition , by Xiao Hong
Overview of Course This course will examine the role of religion in post-1980’s China with an emphasis on the political implications of the practice of religion in the People’s Republic of China. 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. The first part of this course will investigate 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 focus on 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. The course format will consist of both lectures and discussions, during which students will be encouraged to exercise critical thinking and lead in-class presentations. Students will analyze various types of documents, critically evaluate content and concepts, and endeavor to synthetize the information and communicate it effectively and thoroughly.
Learning Objectives Develop an understanding of the field of religion and politics in China and its global implications Reflect upon the role of religion in Communist China Analyze the Chinese approach to religious revival and control Assess the place of ethnic minorities and their religious cultures in China’s rise as a leading economic power Cultivate analytical skills in speaking and writing
Teaching Method Lecture and discussion
Evaluation Method Response papers; in-class presentation; term paper
Class Materials (required) Anna Sun, Confucianism as a World Religion: Contested Histories and Contemporary Realities, Princeton University Press, 2015 (2013) ISBN 978-0691168111 Adam Yuet-Chau, Religion in China. Polity Press, 2019 - ISBN 978-0745679150
Class Materials (suggested) Ian Johnson, The Souls of China: The Return of Religion after Mao. Pantheon Books, 2017 ISBN 978-1101870051 Fenggang Yang, Religion in China: Survival and Revival under Communist Rule, Oxford University Press 2011 - ISBN 978-0199735648
ASIAN LC 360* Talking the Talk: Language in South Asian History
Overview of Course Why do people say certain languages are “sweet”? Why are some languages written in several different alphabets? Why have people killed and died, not for a nation or a religion, but for a language? Questions like these will drive our exploration of language in South Asia, both past and present. Although languages sometimes seem like facts of nature, they have been shaped in profound ways by both human and nonhuman forces, sometimes deliberately and sometimes entirely by accident. In this course, we will examine these histories from a variety of perspectives, using a wide range of primary documents as well as scholarly writings to think about how political struggles, cultural expressions, and technological revolutions have remade these essential facets of everyday life. No knowledge of any South Asian language is necessary. Graduate credit will be available.
Teaching Method Seminar
Evaluation Method Papers, presentations, participation, and short responses
ASIAN LC 390* Buddhist Cultures and the Rhetoric of Violence
Overview of Course This course investigates the intersections between religion and violence in the context of Buddhist Asia while also considering why in many religious traditions there seem to be a link between the two. The course will be structured in two parts: in the first part students will be encouraged to build expertise in the basic concepts, definitions, and general academic consensus (as well as debates) about categories including “religion,” “violence,” “sacrifice,” “ritual,” “martyrdom,” and also “nationalism,” “politics,” and “terrorism” through reading both primary sources (in English translation) and secondary sources (scholarly writings). We will then move into an analysis of case studies that focus on specific circumstances where Buddhist rhetoric, scriptural authority, and religious practices have played a role in violence including suicide, terrorist-related actions, and self-immolation predominantly in pre- and modern Asia. Some of the provocative questions that this course asks include: Why and how is religion involved in politics? Is Buddhism a pacifist religion? How does religion rationalize violence? How can some Buddhist leaders embrace terror as a political tool? Are the recent practices of self-immolation in Tibet acts of violence? Can non-violence be violent?
Teaching Method Lecture and discussion
Evaluation Method Participation; in-class presentation; term paper
Class Materials (required) Mark Juergensmeyer and Margo Kitts, Princeton Readings in Religion and Violence, Princeton University Press, 2011 - ISBN 978-0691129143 Michael Jerryson & Mark Juergensmeyer (eds), Buddhist Warfare. Oxford University Press, 2010 - ISBN 978-0195394849
Class Materials (suggested) Michael Jerryson, If You Meet the Buddha on the Road: Buddhism, Politics, and Violence. Oxford University Press, 2010 - ISBN 9780190683566 Michael K. Jerryson, Buddhist Fury: Religion and Violence in Southern Thailand. Oxford University Press, 2011 - 978-0199793242 Brian Victoria. Zen at War, Rowman & Littlefield Publishers, Inc.; 2nd edition (June 28, 2006) - ISBN 978-0742539266
ASIAN LC 390* Fate, Fortune, and Karma in East Asia
Overview of Course Are our actions free or fated? What larger forces shape the choices we make? To what do we owe our successes, and what is to blame for our mistakes? In East Asian religions, such questions have been answered with reference to a variety of different concepts of fate, fortune, and karma. These concepts shape not only how people have viewed the world, but also how they have made their way through life. This class focuses on religious approaches to questions of destiny in premodern East Asia. We begin by studying Indian Buddhist ideas of karma and early Chinese notions of fate and fortune preceding Buddhism's arrival in China, then turn to the ways people in China and Japan negotiated these various concepts over the many centuries following the arrival of Buddhism. In the end, we discover important throughlines amid the diversity of religious responses to the problem of destiny in East Asian history.
Learning Objectives 1. Learn about the history of religion in East Asia by studying concepts of fate, fortune, and karma 2. Engage with key themes and methods in the academic study of religion 3. Develop skill in analyzing textual and visual primary sources, as well as in engaging with secondary scholarship 4. Build skill in critically and constructively analyzing complex subjects through reading, writing, discussing, undertaking research, and formulating original arguments
Teaching Method Seminar
Evaluation Method Paper, final Attendance Class participation Writing assignments
Class Materials (required) All assigned readings will be uploaded to Canvas.
Overview of Course This course is an introduction to scholarly knowledge production in the humanities with a focus on Asian languages and cultures. We will ask how we know what we believe we know about Asian culture—where our knowledge of Asia comes from—why we might critique existing ideas about Asia, seek to produce new or different ones, and how we might go about doing so. Concretely, we will focus on developing scholarly research practices: how to describe research topics, articulate research questions, and identify primary materials through which to explore them; how to find, read, evaluate, and make original use of existing scholarship; how to use library research to frame and inform the analysis of primary cultural materials; and how to communicate the aims and results of research to a community of peers. We will also discuss fundamental methodological problems faced by all scholars in the Asian humanities, and consider how those problems might inform and enrich our own research. The Senior Seminar is centered on individual student research projects, developed progressively in a workshop setting. Students are expected to begin the course with a clear research topic (or multiple possible topics) and a rough idea of what primary sources they may use to develop it. Over the course of the quarter, each student will develop their research topic into an original 12-15 page research paper. For students who wish to complete a Senior Thesis in ALC, this paper will provide the core of the thesis, to be more thoroughly elaborated over the rest of the year. Students whose topics are not concerned with Japan (my area of specialization) are encouraged to seek out additional faculty support for their research, especially if they plan to complete a Senior Thesis in the quarters ahead.
Learning Objectives Students who have completed this course are expected to be able to: • Identify and articulate research topics regarding literature, media, and culture, identify primary sources and texts relevant to those interests, and pose research questions that are meaningful to a specialist audience • Find scholarly sources related to a given topic, and critically evaluate scholarship in fields related to Asian humanities • Use writing as both a private medium for developing research interests and as a public medium for presenting research to an audience of peers. • Explain research interests and results orally in informal and formal settings. • Draw connections between individual research projects and major problems and questions in Asian studies • Identify and employ effective work habits and time management skills necessary for effective research
Teaching Method Lecture, discussion, workshop
Evaluation Method Attendance and participation; Research and Writing assignments; Oral presentations; Final paper
Class Materials (required) Wayne C. Booth et al, The Craft of Research, Fourth Edition (University of Chicago Press, 2016). ISBN 978-0226239736 Eric Hayot, The Elements of Academic Style (Columbia University Press, 2014). ISBN 978-0231168014 All other materials will be made available in PDF form.
ASIAN LC 492* Readings in Tibetan Texts: Historical texts and Biographies
Overview of Course
This class over three quarters is designed to assist students who already have the equivalent of at least two-years of Tibetan language study. The course is intended to build on this foundation so that students gain greater proficiency in reading a variety of classical Tibetan writing styles and genres, including (especially in the third quarter) texts relevant to their research.
We will explore various genres: canonical and other religious texts, religious songs (mgur), poetry (snyan ngag), biographies (rnam thar), avadanas (rtogs brjod), and histories. We will also look at administrative documents (gzhung yig), other manuscripts and scrolls to become familiar with the most common forms of Tibetan calligraphy. Students will gain facility in the use of Tibetan dictionaries essential for reading classical texts, in particular for understanding kāvya-derived ornamental vocabulary and rhetorical devices.
Learning Objectives
Students will learn to identify commonly found vocabulary, grammatical constructions and other conventions appearing in Classical Tibetan texts, including religious, literary, and historical genres. In the third quarter, students will be introduced to texts in dbu-med scripts and the abbreviated words (skung yig) often employed in these. They will learn how to identify texts helpful for their research and begin reading those texts.
Teaching Method Online only
Evaluation Method:
Percentage of Final Grade
Class participation & Homework 30%
3 Short quizzes 15%
Mid-Term 25%
Final Examination 30%
Class materials (required)
Bentor, Yael. A Classical Tibetan Reader: Selections from renowned works with custom glossaries. Boston: Wisdom Publications, 2013. ISBN: 978-1-61419-079-7 Purchase recommended.
Skal bzang ʾgyur med. Bod kyi brda sprod rig paʾi khrid rgyun rab gsal me long. Chengdu: Si-khron mi rigs dpe skrun khang, 1981. [Clear Mirror] Selections will be distributed if book is not readily available to students.
Blo bzang chos grags dang Bsod-nams-rtse-mo. Gangs-ljongs mkhas dbang rim byon gyi rtsom yig gser gyi sbram bu. Zi-ling: Mtsho-sngon mi rigs dpe skrun khang, 2008. 3 vols. Selections will be distributed if book is not readily available to students.
Class materials (suggested)
Preston, Craig. How to Read Classical Tibetan. 2 vols. Ithaca: Snow Lion Publications, 2003.
Wilson, Joe B. Translating Buddhism from Tibetan. Ithaca: Snow Lion Publications, 1992.
Hackett, Paul. A Tibetan verb lexicon: verbs, classes, and syntactic frames.Ithaca, NY: Snow Lion Publications, 2003. (This book will be used in the second semester.)
Hill, Nathan. A lexicon of Tibetan verb stems as reported by the gramatical tradition. München : Kommission für Zentral- und Ostasiatische Studien, Bayerische Akademie der Wissenschaften, 2010.
Schwieger, Peter. Handbuch zur Grammatik der klassischen tibetischen Schriftsprache . Halle: International Institute for Tibetan and Buddhist Studies GmbH, 2009.
Jo-bo rje dpal ldan A-ti-sha’i rnam thar Bka’ gdams pha chosLinks to an external site. Zi-ling: Mtsho sngon mi rigs dpe skrun khang, 1994. Starr Library Course Reserves: BQ7670.9.A2 B43 1994
Sarat Chandra Das. A Tibetan-English Dictionary, with Sanskrit Synonyms. Calcutta: Bengal Secretariat Book Depot. 1902.
Overview of Course This course will survey the state of the field of Buddhist Studies by examining a broad range of monographs, with an emphasis on a selection of recent scholarship on Indian and Tibetan Buddhism. Topics covered in this course will include Buddhist ritual, cosmology, literature, philosophy, society, politics, and intellectual history. We will attend not only to the range of subject matter covered in Buddhist Studies scholarship, but also to the methodologies and theoretical approaches that scholars have used in the past and those in favor today to get a sense of the shifting terrain of this field. Through engaging in what we can call a type of “reverse engineering process” in which we analyze the parts that comprise the whole of recent monographs in the field of Buddhist studies, our goal will be not only to critique, but to consider how others have put together recent projects with an eye toward preparing students for their own research and writing. All required course readings are in English; this is a graduate seminar but motivated undergraduates with a background in Buddhist Studies courses are welcome to request permission from the professor to register.
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.
Learning Objectives: By the end of the course, students will be able to:
Have a good command of the pronunciation system of Mandarin Chinese.
Have a good command of Chinese characters in both handwriting and typing.
Use Mandarin Chinese to carry out conversations on daily-life topics (e.g., food preference, hobbies and activities, shopping, visiting a doctor, Chinese culture and relationships.
Write short passages on the topics above.
Gain and demonstrate cultural knowledge discussed in the units.
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.
Learning Objectives: By the end of the course, students will be able to:
Have a good command of the pronunciation system of Mandarin Chinese.
Have a good command of Chinese characters in both handwriting and typing.
Use Mandarin Chinese to carry out conversations on daily-life topics (e.g., food preference, hobbies and activities, shopping, visiting a doctor, Chinese culture and relationships.
Write short passages on the topics above.
Gain and demonstrate cultural knowledge discussed in the units.
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.
Learning Objectives: By the end of the course, students will be able to:
Have a good command of the pronunciation system of Mandarin Chinese.
Have a good command of Chinese characters in both handwriting and typing.
Use Mandarin Chinese to carry out conversations on daily-life topics (e.g., food preference, hobbies and activities, shopping, visiting a doctor, Chinese culture and relationships.
Write short passages on the topics above.
Gain and demonstrate cultural knowledge discussed in the units.
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 Accelerated Chinese 115 (115-1, 2, 3) is designed for advanced beginners who demonstrate higher levels of listening and speaking proficiency. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master around 350 characters and to reach the intermediate-low to intermediate-mid level of literacy proficiency.
Learning Objectives:
Carry out daily conversations with Chinese native speakers using appropriate wordings and manners for various contexts
Read and comprehend short notes and simple stories written in Chinese
Write short, simple communications, compositions, and requests for information in Chinese about personal topics
Master the Chinese phonetic symbols (pinyin) for typing in Chinese
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 Integrated Chinese (Volume I, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911356 Price: $59.99
Winter quarter & Spring quarter: Textbook Integrated Chinese (Volume II, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911417 Price: $63.99
Overview of class Accelerated Chinese 115 (115-1, 2, 3) is designed for advanced beginners who demonstrate higher levels of listening and speaking proficiency. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master around 350 characters and to reach the intermediate-low to intermediate-mid level of literacy proficiency.
Learning Objectives:
Carry out daily conversations with Chinese native speakers using appropriate wordings and manners for various contexts
Read and comprehend short notes and simple stories written in Chinese
Write short, simple communications, compositions, and requests for information in Chinese about personal topics
Master the Chinese phonetic symbols (pinyin) for typing in Chinese
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 Integrated Chinese (Volume I, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911356 Price: $59.99
Winter quarter & Spring quarter: Textbook Integrated Chinese (Volume II, 4th edition), Publisher: Cheng & Tsui Company. ISBN: 978-1622911417 Price: $63.99
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 cultural information. Upon 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. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to 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.
Learning Objectives By the end of the course, students will be able to
Speak in full sentence-length on topics of daily life with relative ease.
Give descriptions and presentations in a short paragraph on topics covered in the course.
Comprehend written texts on the topics covered in the course.
Demonstrate knowledge of Chinese culture covered in the course.
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)
Modern Reader vol.1 （ebook）: $35
Winter 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)
Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com
Modern Reader vol.1 （ebook）: $35 3. 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)
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 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 cultural information. Upon 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. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to 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.
Learning Objectives By the end of the course, students will be able to
Speak in full sentence-length on topics of daily life with relative ease.
Give descriptions and presentations in a short paragraph on topics covered in the course.
Comprehend written texts on the topics covered in the course.
Demonstrate knowledge of Chinese culture covered in the course.
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)
Modern Reader vol.1 （ebook）: $35
Winter 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)
Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com
Modern Reader vol.1 （ebook）: $35 3. 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)
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 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 cultural information. Upon 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. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to 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.
Learning Objectives By the end of the course, students will be able to
Speak in full sentence-length on topics of daily life with relative ease.
Give descriptions and presentations in a short paragraph on topics covered in the course.
Comprehend written texts on the topics covered in the course.
Demonstrate knowledge of Chinese culture covered in the course.
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)
Modern Reader vol.1 （ebook）: $35
Winter 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)
Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com
Modern Reader vol.1 （ebook）: $35 3. 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)
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: Accelerated Chinese 125 (125-1, 2, 3) is an intermediate course primarily designed for students at ACTFL intermediate-mid level of proficiency in listening and speaking, and intermediate-low in literacy skills. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master 1500-2000 characters and to reach an intermediate-high level of literacy proficiency.
Learning Objectives: The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures.
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.
Overview of class: Accelerated Chinese 125 (125-1, 2, 3) is an intermediate course primarily designed for students at ACTFL intermediate-mid level of proficiency in listening and speaking, and intermediate-low in literacy skills. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master 1500-2000 characters and to reach an intermediate-high level of literacy proficiency.
Learning Objectives: The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures.
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.
Overview of class: Accelerated Chinese 125 (125-1, 2, 3) is an intermediate course primarily designed for students at ACTFL intermediate-mid level of proficiency in listening and speaking, and intermediate-low in literacy skills. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master 1500-2000 characters and to reach an intermediate-high level of literacy proficiency.
Learning Objectives: The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures.
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.
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.
Learning Objectives: By the end of the course, students will be able to
Describe exterior features of objects, and discuss spatial layouts in a clear and structured manner.
Use specific and vivid expressions to describe impressions pertaining to a person’s appearance, manner and style.
Describe in detail weather conditions and natural disasters, personal feelings specifically and vividly.
Introduce and compare climate features and prepare reports of weather in paragraph(s).
Discuss some social and cultural topics in the given contexts.
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 presentations, 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.
Learning Objectives: By the end of the course, students will be able to
Describe exterior features of objects, and discuss spatial layouts in a clear and structured manner.
Use specific and vivid expressions to describe impressions pertaining to a person’s appearance, manner and style.
Describe in detail weather conditions and natural disasters, personal feelings specifically and vividly.
Introduce and compare climate features and prepare reports of weather in paragraph(s).
Discuss some social and cultural topics in the given contexts.
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 presentations, 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 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.
Learning Objectives: Upon satisfactory completion of 311-1, students will be able to use formal expressions to deliver a structured speech with logical arguments. Upon satisfactory completion of 311-2, students will be able to write essays in a formal style in depth about complex topics. Upon satisfactory completion of 311-3, students will be able to comprehend in depth authentic literary works in Chinese language and communicate efficiently their understanding in speaking and written forms.
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 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.
Learning Objectives: Upon satisfactory completion of 311-1, students will be able to use formal expressions to deliver a structured speech with logical arguments. Upon satisfactory completion of 311-2, students will be able to write essays in a formal style in depth about complex topics. Upon satisfactory completion of 311-3, students will be able to comprehend in depth authentic literary works in Chinese language and communicate efficiently their understanding in speaking and written forms.
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, blogs, watching and discussing movie clips, short films and videos, and making in-class 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
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. 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, 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) Oka, M. et al. (2021). TOBIRA 1: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-870-6.
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. 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, 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) Oka, M. et al. (2021). TOBIRA 1: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-870-6.
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. 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, 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) Oka, M. et al. (2021). TOBIRA 1: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-870-6.
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. Students will also practice cohesively describing their experiences and summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are required. With consistent oral and written feedback from the instructor, students will also enhance their language awareness, leading to increased understanding, appreciation, and utilization of the target language, to become autonomous 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 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. Students will also practice cohesively describing their experiences and summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are required. With consistent oral and written feedback from the instructor, students will also enhance their language awareness, leading to increased understanding, appreciation, and utilization of the target language, to become autonomous 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 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 reading materials, class discussions and an interview project. The casual speech and formal writing styles are introduced, and students will become familiarized with different language styles 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. This course aims to bring students proficiency towards the Intermediate-High level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines as close as possible.
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 successful completion of the year-long course, the students will be able to 1) comfortably and appropriately handle daily situations, 2) describe and narrate daily events and personal experiences in an organized manner, 3) summarize the main points of what is read, seen, or heard, 4) use casual/formal speech and written styles, 5) use approximately 500 basic kanji characters in context, 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.
Teaching Method In-class discussion. 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 and projects.
Class Materials (Required) JAPANESE 211-1 Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1 (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016957
Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1, Workbook (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016964
JAPANESE 211-2, 3 Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2 (English Edition). Tokyo: The Japan Times. ISBN:978-4789017459
Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2, Workbook (English Edition). Tokyo: The Japan Times. ISBN: 978-4789017466
Overview of class This is an advanced course in reading and translation of modern Japanese. Its goals are twofold: first, to cultivate advanced reading skills necessary to read authentic literary materials in Japanese, and second, to develop the technical skills and metalinguistic awareness necessary to produce effective English translations. Course readings focus on representations of the city of Tokyo from the early to mid-20th century in a range of prose genres; emphasis is on gaining facility in different literary styles and linguistic registers, and on developing techniques for parsing and translating texts that demand rich contextual knowledge. Primary readings are in Japanese with discussion and theoretical readings 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:
Accurately parse and interpret authentic prose writing from the early to mid-20th century.
Use reference sources for self-learning and independent reading, both for linguistic understanding (grammar references and dictionaries) and historical context (encyclopedias, scholarly works, other research tools).
Analyze and compare different literary styles, linguistic registers, and expressive choices as a basis for literary translation.
Produce translations that reflect not only a literal understanding of linguistic meaning but an awareness of style, register, tone, theme, and other literary or stylistic concerns.
Describe conceptual problems surrounding the translation of cultural texts, and explain how specific translation strategies may address those problems.
Describe the social and cultural associations surrounding different neighborhoods of modern Tokyo.
Teaching Method Lecture, discussion, workshopping of translations
Evaluation Method Attendance and participation, weekly writing assignments, final project
Class Materials (Required) All materials will be made available in PDF form.
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill. Students will learn various aspects of Korean culture and society throughout the course.
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
Learning Objectives This course is designed to have students reach their 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.
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 (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-8336-2
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill. Students will learn various aspects of Korean culture and society throughout the course.
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
Learning Objectives This course is designed to have students reach their 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.
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 (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-8336-2
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill. Students will learn various aspects of Korean culture and society throughout the course.
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
Learning Objectives This course is designed to have students reach their 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.
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 (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press) 978-0-8248-7650-0 & 978-0-8248-8336-2
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' four skills in speaking, listening, reading and writing to the intermediate level and also to bring up the competency 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
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate Mid 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.
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 & 2 (University of Hawaii Press) 978-0-8248-8677-6 & 978-0-8248-8682-0
Workbook (3rd edition) : Intermediate 1 & (University of Hawaii Press) 978-0-8248-8676-9 & 978-0-8248-8683-7
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' four skills in speaking, listening, reading and writing to the intermediate level and also to bring up the competency 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
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate Mid 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.
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 & 2 (University of Hawaii Press) 978-0-8248-8677-6 & 978-0-8248-8682-0
Workbook (3rd edition) : Intermediate 1 & (University of Hawaii Press) 978-0-8248-8676-9 & 978-0-8248-8683-7
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.
Registration Requirements A departmental placement test for Fall Quarter
Completion of 125-1 or a departmental placement test for Winter Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate High 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.
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 & 2 (University of Hawaii Press, 2020) 978-0-8248-8277-8 & 978-0-8248-8278-5
Integrated Korean Workbook: Accelerated 1 & 2 (University of Hawaii Press, 2020) 978-0-8248-8629-5 & 978-0-8248-8630-1
Overview of class This is a year-long third-year course designed to further develop students’ linguistic and cultural ability, particularly to enhance the overall communicative skills in speaking, listening, reading and writing to the Intermediate-Advanced level. The vocabulary, contents, tasks, and topics covered in class are to address a wide spectrum of linguistic and socio-cultural aspects and students will gain in-depth knowledge and understanding of Korean culture and society.
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
Learning Objectives This course is designed to have students reach their oral proficiency at the Advanced Low level of the ACTFL guideline by the end of year as well as to develop the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
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 This advanced Korean language course is designed to challenge students to further develop their language proficiency through movies. Students will work on to improve their linguistic ability in both spoken and written discourse and to enhance their knowledge in Korean history, culture and society through authentic Korean films.
Registration Requirements Completion of 211-3 or the departmental placement
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate High level of the ACTFL guideline by the end of year as well as to develop the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Students will be watching authentic Korean movies; describing topics, plots, and details of films; interpreting the cultural and historical context of films; writing interpretive and analytical essays.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, discussion papers, reflection papers, oral presentations, and final project.
