西洋語文學系

教學目標
Taiwan officially entered the stage of an aged society in 2018. According to the National Development Council, Taiwan will be a super-aged society by 2026. With the rise of the aging population, the issue of the aging brain has received increasing attention. This course provides students opportunities to address this important issue from the perspective of Linguistics. In this class, students will be guided to read, discuss and analyze English picture books (PB) about the aging brain, especially about the Alzheimer's disease (AD). It is expected that students will learn to complete a group project on the aging brain and language at the end of the course.

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Orientation
Week 2 PB 1
Week 3 National Holiday
Week 4 PB 1
Week 5 PB 2
Week 6 PB 2
Week 7 Invited Speech
Week 8 PB 3
Week 9 Mid-term week
Week 10 PB 3
Week 11 PB 4
Week 12 PB 4
Week 13 PB 5
Week 14 PB 5
Week 15 PB 6
Week 16 PB 6
Week 17 PPT presentation
Week 18 Final Week


教科書/參考書
Picture books (PB) about the aging brain Relevant papers/reports on the aging brain and language

評分標準
1. Discussion, assignments, presentations: 70%
2. Final project: 30%

學分數
3

授課時數(周)
3

開課班級
A10611

修課人數
16

教學目標
This course will focus on Jane Austen (1775-1817) and a selection of her writings. The materials will cover a few of Austen’s letters as well as three of her novels, including Sense and Sensibility (1811), Pride and Prejudice (1813), and Northanger Abbey (1817). The course aims to familiarize students with the social, economic, and cultural contexts of the late eighteenth century and the Regency Period in England. The lectures will also comprise discussions on many important issues concerning the author and women of her time, such as fashion, domestic economy, marriage, single women, female authorship, and etc.

授課形式
理論講述與討論-20.00%;個案分析或作品賞析-40.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:影片賞析與討論-20.00%

課程內容與進度
(Tentative)
W1 16/09 Course overview
W2 23/09 Getting to know Jane Austen and her world
W3 30/09 Jane Austen’s letters on “All the important nothings”
W4 07/10 Jane Austen’s letters on fashion
W5 14/10 An introduction to Sense and Sensibility; guided film
W6 21/10 Sense and Sensibility continued
W7 28/10 Sense and Sensibility continued; Presentations: Group 1 on “The Letters” by Carol Houlihan Flynn and Group 2 on “‘Woman Is Fine for Her Own Satisfaction Alone’: Fashion in Jane Austen’s Letters” by Li-ching Chen
W8 04/11 Sense and Sensibility continued
W9 11/11 Midterm essay questions
W10 18/11 An introduction to Pride and Prejudice; guided film
W11 25/11 Pride and Prejudice continued
W12 02/12 Pride and Prejudice continued
W13 09/12 Pride and Prejudice continued
W14 16/12 An introduction to Northanger Abbey; guided film
W15 23/12 Northanger Abbey continued
W16 30/12 Northanger Abbey continued; Presentations: Group 3 on “The Professional Woman Writer” by Jan Fergus and Group 4 on “Class” by Juliet McMaster
W17 06/01/2021 Course review
W18 13/01/2021 Final essay questions


教科書/參考書
I. Textbooks
Austen, Jane. Northanger Abbey, Lady Susan, The Watsons, Sandition. Oxford World Classics. Introd. Claudia L. Johnson. Ed. James Kinsley and John Davie. Oxford: Oxford UP, 2008.
---. Pride and Prejudice. Oxford World Classics. Introd. Fiona Stafford. Ed. James Kinsley. Oxford: Oxford UP, 2008.
---. Sense and Sensibility. Oxford World Classics. Introd. Margaret Anne Doody. Notes. Claire Lamont. Ed. James Kinsley. Oxford: Oxford UP, 2008.
Faye, Deirdre le, ed. Jane Austen’s Letters. 3rd ed. Oxford: Oxford UP, 1997.

II. Recommended reading
Brownstein, Rachel M. “Northanger Abbey, Sense and Sensibility, Pride and Prejudice.” Copeland and McMaster 32-57.
Chen, Li-ching. "'Woman Is Fine for her Own Satisfaction Alone': Fashion in Jane Austen's Letters." Sun Yat-sen Journal of Humanities 34 (Jan. 2013): 1-20.
Fergus, Jan. “The Professional Woman Writer.” Copeland and McMaster 12-31.
Flynn, Carol Houlihan. “The Letters.” Copeland and McMaster 100-14.
McMaster, Juliet. "Class." Copeland and McMaster 115-30.

III. Recommended books
Copeland, Edward and Juliet McMaster, eds. The Cambridge Companion to Jane Austen. Cambridge: Cambridge UP, 2006.
Fritzer, Penelope Joan. Jane Austen and Eighteenth-Century Courtesy Books. Westport: Greenwood, 1997.
Olsen, Kirstin. All Things Austen: A Concise Encyclopedia of Austen’s World. Oxford: Greenwood, 2008.
Todd, Janet, ed. Jane Austen in Context. Cambridge: Cambridge UP, 2005.
Watt, Ian. The Rise of the Novel. Taipei: Bookman, 1957.

IV. Recommended websites
(I) Jane Austen
Chawton House Library.
Jane Austen Regency World.
The Jane Austen Society.
Jane Austen Society of North America.
Talk Like Jane Austen Day.

(II) The Regency Period
The Regency Encyclopedia.
“Regency Fashion. The Jane Austen Centre."
The Regency Fashion Page.


評分標準
Class attendance and participation 25%
Presentation 25%
Midterm essays 25%
Final essays 25%


學分數
3

授課時數(周)
3

開課班級
M10911

修課人數
20

教學目標
This course aims to introduce Mark Twain's comments on African Americans, as demonstrated in his writings in various genres, including short stories, essays, plays, and extracts from novels. We will discuss Mark Twain’s presentations of different social issues, his strategies of humor, irony, caricature, and his concepts of humanism, and will also explore some of his less well-known writings.
本課程結合網路作業、網路教材與課堂報告，請修課同學加入臉書教學社團。

授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1. Introduction
Week 2. Mark Twain and African Americans
Week 3. Pudd’nhead Wilson (1894)
Week 4. Mark Twain and African Americans
Week 5. Terminology
Week 6. Pudd’nhead Wilson (1894)
Week 7. Mark Twain and African Americans
Week 8. Pudd’nhead Wilson (1894)
Week 9. Mid-term exam
Week 10. Pudd’nhead Wilson (1894)
Week 11. Mark Twain and African Americans
Week 12. Pudd’nhead Wilson (1894)
Week 13. Terminology
Week 14. Mark Twain and African Americans
Week 15. Pudd’nhead Wilson (1894)
Week 16. Mark Twain and African Americans
Week 17. Final exam
Week 18. Final Paper


教科書/參考書
Norton Anthologies,
Course handouts and websites. A Mini Research Paper (3-4 pages including the works cited):
1. Primary sources (writings by Mark Twain): title and summary {Gale References, Literary Encyclopedia; Study Guides; archive.org; Gutenberg.org}
2. Literature Review of Secondary sources (Comments on the primary sources): References (in the MLA style) and summary{Literature Online; Jstor; EBSCO}.
3. Your comments on the primary and secondary sources. Develop your thesis.
4. Outline of your thesis statement and topic sentences.
5. Examples from the primary and secondary sources.
Database:
Mark Twain Project Online http://www.marktwainproject.org/
http://scholar.google.com.tw/schhp?sourceid=navclient&ie=UTF-8&hl=zh-TW
http://books.google.com/
UMI ProQuest Digital Dissertations - ProQuest Digital Dissertations.url
http://www.nytimes.com/
http://chroniclingamerica.loc.gov/search/pages/ (with the exact phrase)
http://digital.library.cornell.edu/cgi/t/text/text-idx?xc=1&page=simple&g=moagrp


評分標準
Class participation: 25%　 Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
Mid-term exam: 25%
Final exams: 25%
Final paper:　25%
**If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。

學分數
3

授課時數(周)
3

開課班級
A10711

修課人數
10

教學目標
In the last decade, we have seen an explosion of Shakespeare films in the United States and around the world. These films remind us that Shakespeare’s popularity has lasted until now since mid-sixteenth century and that traditional high/low culture distinctions require more critical examinations. This course will examine how Shakespeare became such a cultural icon in literature and popular culture. Although we will be learning how to analyze films, we will also be working carefully with the language of Shakespeare’s plays. We will examine the way filmmakers worldwide reinterpreted Shakespeare, focusing on the cultural politics (such as gender, race, and class) that these films connote. As for the format of the class, we will consider three Shakespeare plays (The Taming of the Shrew, Romeo and Juliet and King Lear) in the written text and on the screen, distinguish the places where cinematic representations have markedly altered the plays, and explore the way these changes refocus traditional understanding of the Renaissance texts. Basically, this course is divided into three units of lectures, in-class discussions, and film screenings. Each unit will cover a particular play, screen at least two (or more) film adaptations, and discuss various aspects of Shakespeare as well as film criticism along with social, economical, cultural, and political issues.


授課形式
理論講述與討論-40.00%;個案分析或作品賞析-50.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Sept. 15
Introduction: objective, methodologies, and policies

Week 2 Sept. 22
The Taming of the Shrew, Induction-2.1
In-class activities:
1. Foregrounding The Taming of the Shrew
2. Compare and contrast film adaptations: the wooing scene, 2.1.112-316

Week 3 Sept. 29
The Taming of the Shrew, 3.1-4.2
In-class activity:
Compare and contrast film adaptations: Petruchio’s country house scene (Read especially 4.2.123-92)

Week 4 Oct. 6
The Taming of the Shrew, 4.3-5.2
In-class activity:
Compare and contrast film adaptations:
1. the second taming scene in Petruchio’s country house, 4.3
2. the final marriage scene, 5.2

Week 5 Oct. 13
1. Film Screening: Ten Things I Hate About You
2. Compare Shakespeare’s The Taming of the Shrew with Ten Things I Hate about You. (Group Worksheets due by the end of the day. Please send an electronic file to my Yahoo account by 12:00 pm.)
Week 6 Oct. 20
Midterm Exam

Week 7 Oct. 27
Romeo and Juliet, Prologue-1.5
In-class activities:
1. Compare and contrast film adaptations: Prologue
2. Reading Prologue aloud
3. Compare and contrast film adaptations:The Capulet’s party, 1.5, especially Romeo and Juliet’s love sonnet
4. Texts and Subtexts: Romeo and Juliet’s love sonnet, 5.1.90-107

Week 8 Nov. 3
Romeo and Juliet, 2.0-4.3
In-class activities:
1. Compare and contrast film adaptations: the balcony scene, 2.1.75-234; the bed chamber scene 2.4.25-77
2. Compare and contrast film adaptations: Tybalt’s death scene, 3.1

Week 9 Nov. 10
Midterm Recess

Week 10 Nov. 17
Romeo and Juliet, 4.4-5.3
In-class activity:
Compare and contrast film adaptations: 4.4-5.3

Week 11 Nov. 24
Film Screening: West Side Story
Compare Shakespeare’s The Taming of the Shrew with Ten Things I Hate about You. (Group Worksheets due by the end of the day. Please send an electronic file to my Yahoo account by 12:00 pm.)

Week 12 Dec. 1
King Lear, 1.1-2.1
1. Texts and Subtexts: What’s Wrong with King Lear? What’s Wrong with Cordelia? What Makes King Lear Disclaimed His Kinship with His Favorite Daughter?
2. Film Screening (King Lear, Michael Elliott, 1984)
3. Close Reading: Edmund’s First Soliloquy (1.2.1-22)

Week 13 Dec. 8
King Lear, 2.2-3.7
1.Texts and Subtexts
2. Compare and Contrast Film Clips: Gloucester’s Eye Gouging Scene (3.7)

Week 14 Dec. 15
King Lear, 4.1-4.6
1. Texts and Subtexts
2. Film Screening: Focus on 4.4 (the Reunion of King Lear and Cordelia)

Week 15 Dec. 22
Film Screening: Ran (continues)

Week 16 Dec. 29
Compare Shakespeare’s King Lear with Ran. (Group Worksheets due by the end of the day. Please send an electronic file to my Yahoo account by 12:00 pm.)

Week 17 Jan. 5
Final Exam

Week 18 Jan. 12
Return of the Final Test Papers (Meet in my office)


教科書/參考書
Required Textbook: The Norton Shakespeare
Video Materials: The Taming of the Shrew:
The Taming of the Shrew. Created by Franco Zeffirelli, performance by Elizabeth Taylor and Richard Burton. Columbia Pictures, 1967. (馴悍記)
10 Things I Hate about You. Created by Gil Junger, performance by Heath Ledger and Julia Stiles. Touchstone Pictures, 1999. (對面的惡女看過來)
Romeo and Juliet:
Romeo & Juliet. Created by Franco Zeffirelli, performance by Leonard Whiting and Olivia Hussey. Paramount Studio, 1968. (羅密歐與茱麗葉)
William Shakespeare’s Romeo and Juliet. Created by Baz Luhrmann, performance by Leonardo DiCaprio and Claire Danes. Twentieth Century Fox, 1996. (羅密歐與茱麗葉)
West Side Story. Created by Robert Wise and Jerome Robbins, performance by Natalie Wood and George Chakiris. MGM, 1961. （西城故事）
King Lear:
King Lear. Created by Michael Elliott, performance by Lawrence Olivier, Anna Calder-Marshall, and Jeremy Kemp. Kultur Video, 1984. (李爾王)
Ran. Created by Akira Kurosawa, performance by Tatsuya Nakadai, Akira Terao, Jinpachi Nezu, Daisuke Ryu, and Meiko Harda. Criterion Collection, 2005. (亂)


評分標準
Evaluation:
Your final grade of the class depends upon your performances in the following work:
1. attendance and punctuality (10%)
2. in-class participation (10%)
3. mid-term exam (40%)
4. final exam (40%)


學分數
3

授課時數(周)
3

開課班級
M10911

修課人數
23

教學目標
全英語授課
Digital Humanities are called all those activities that humanists are engaged in when using digital media or computational techniques for teaching, the creating of digital media, such as annotated e-books, or in the analysis of digitized material.
The purpose of the course is to give the participants an understanding of what 'Digital Humanities' is about, and to motivate them to use this kind of approach to research and problem solving in their future activities. Participants should gain an overview over the wide range of research activities that are conducted under this umbrella term and what the tools are that can be used in this context. Students are also motivated to think about what their skills and interests are and how these match with research activities in Digital Humanities.

授課形式
理論講述與討論-20.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-20.00%;實驗-0.00%;其他-0.00%

課程內容與進度
This class will focus evenly on the usage of digital tools and digital resources, as well as on the relation between these: Focusing specifically on three areas within the digital humanities, Aerial photography, Geographic Information Systems, and Social Network Analysis, we explore tools and data in order to understand the potential usage we can make of these resources and software tools.

教科書/參考書
Online digital archives and online tools for the analysis of digital data.
Graphs, Maps, Trees: Abstract Models for a Literary History. Franco Moretti. Verso, 2005.
Driven by data. Exploring the research horizon. de Groot and Wittenberg, Pallas Publications, 2010.

評分標準
Course Participation 50% Final Report 50%

學分數
3

授課時數(周)
3

開課班級
A10711

修課人數
7

教學目標
Guide Students in their research and writing of a Master dissertation.

授課形式
理論講述與討論-20.00%;個案分析或作品賞析-20.00%;專題實作與報告-40.00%;田野調查-20.00%;實驗-0.00%;其他-0.00%

課程內容與進度
First Semester: 1. Lay out a research and writing plan. 2. Search and analyze primary and secondary sources. 3. Produce an outline and research bibliography. 4. Conduct field research. 5. Write draft chapters. Second Semester: 5. Complete draft chapters. 6. Revise and finalize the dissertation. 7. Prepare for the oral defense.

教科書/參考書
Latest MLA handbook (8th edition) Other references relevant to individual thesis.

評分標準
1. Weekly discussion and progress 50%. 2. Quality of written draft chapters and revisions 50%

學分數
1

授課時數(周)
1

開課班級
M10811

修課人數
5

教學目標
This course offers practical training and exercises of Teaching Practicum for juniors, seniors and post-graduate students who are interested in being future English teachers. During the course, students learn to put theories of Teaching Practicum into real practice and to get familiar with different fields of teaching English literature and linguistics, for example, designing course syllabus, making lesson plans, managing classroom, designing tests and exercising skills in grading short essays and essay questions. Students will learn real field practice in such courses as “Approaches to Literature” and “Introduction to Linguistics.” By the end of this course, students will be able to innovate relevant teaching materials and make a successful teaching demonstration video.

授課形式
理論講述與討論-10.00%;個案分析或作品賞析-10.00%;專題實作與報告-80.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1: Introduction
Week 2: Exercise on Syllabus Design
Week 3: Exercise on Lesson Plan
Week 4: In-class Activity 1
Week 5: Quiz Management 1
Week 6: Grading of Quiz 1
Week 7: Tutorial 1
Week 8: In-class Activity 2
Week 9: Midterm Recess
Week 10: Preparation of 5-minute Teaching Demonstration
Week 11: Tutorial 2
Week 12: In-class Activity 3
Week 13: Quiz Management 2
Week 14: Grading of Quiz 2
Week 15: In-class Activity 4
Week 16: Tutorial 3
Week 17: Teaching Demonstration & Discussion
Week 18: Five-minute Teaching Demonstration Video Due

教科書/參考書
By handouts.
References:
Harmer, J. (1998). How to Teach English. UK: Longman Group Limited.
Brown, H. D. (2000). (4th ed.). Principles of language learning and teaching. NY: Longman.
Celce-Murcia, M. (2001). (3rd ed.). Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Parkinson, B. and H. Reid Thomas (2000). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.
Ng, Kit-har (2004). Incorporating Literature into the Certificate Level English Classroom in Hong Kong: Three Case Studies. PhD dissertation. The University of Hong Kong.
Hismanoglu, Murat (2005). “Teaching English through Literature", Journal of Language and Linguistic Studies, Vol.1, No.1, pp 53-66.
Paran, Amos ed. (2006). Literature in Language Teaching and Learning. Virginia: TESOL. Inc.

評分標準
Your final grade of this course will be depended upon your performances in the following work:
1. A course syllabus: 10%
2. A lesson plan (with four in-class activity design and implementation): 40%
3. Two sample quizzes and grading skills: 20%
4. A five-minute teaching demonstration video (with innovative teaching materials): 30%

學分數
3

授課時數(周)
3

開課班級
M10911

修課人數
3

教學目標
This course provides an overview on pedagogical issues in the EFL/ESL context from the perspectives of theoretical foundations and current practice. It offers opportunities to explore ideas relating to development on language skills, classroom dynamics and interaction. On completion of this course, students will have acquired the principles underlying foreign language pedagogies, and are able to design and implement a teaching lesson on how to develop EFL young learners’ literature literacy in the English instruction.

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Orientation
Week 2 Teaching method 1
Week 3 Teaching method 2
Week 4 Institution visit
Week 5 Teaching method 3
Week 6 Teaching method 4
Week 7 Teaching method 5
Week 8 Teaching method 6
Week 9 Mid-term
Week 10 Teaching Reading & Writing Skills
Week 11 Teaching Listening Skills
Week 12 Teaching Speaking Skills
Week 13 Discussion on Lesson Plans
Week 14 Rehearsal
Week 15 Teaching Practice
Week 16 Discussion
Week 17 Poster Presentation
Week 18 Final Week

教科書/參考書
Larsen-Freeman, D. & Anderson, M. (2011). Techniques & Principles in Language Teaching. Oxford: Oxford University Press.
Brown, D. H. (2014). Principles of Language Learning and Teaching. Pearson Education ESL.
Chuang, K. L. (2017). A Literary Perspectives on English Teaching and Learning. Bookman.
繪本英閱會：讓英文繪本翻轉孩子的閱讀思維


評分標準
1. Assignments, presentations, discussion: 50%
2. Final project: 50%


學分數
3

授課時數(周)
3

開課班級
A10611

修課人數
6

教學目標
This course trains students how to conduct a research project and how to prepare and write an academic paper. Relevant skills will be offered for students specialized in literature, films and culture: including defining a research topic, conducting textual analysis, locating references, outlining, using quotation, citation, and formating.

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-20.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
(1) Preparation: define a research topic, find background information, conduct textual analysis, search for secondary and contextual references.
(2) Writing: produce an outline and argument, link all materials together.
(3) Technical skills: format, quotation, citation, references.
(4) Graduate students are expected to produce a paper draft that could be revised for academic conference presentation at the end of the semester. (optional for undergraduate students)

教科書/參考書
Handouts

評分標準
50% class participation and performance
50% research assignments and reports


學分數
3

授課時數(周)
3

開課班級
M10911

修課人數
3

教學目標
＊＊＊本課程邀請多位國際談判專家講座，並含雙邊談判及多邊談判實作演練。 機會難得，歡迎西語系大一到研究所對外交經貿有興趣或想提升國際視野及英文能力的同學踴躍選修喔！

In order to take full advantage of international integration, Taiwan needs a great input of talents on international trade as well as other forms of negotiations. With proper training, English majors have the advantage to become outstanding negotiators. The purpose of this class is to equip students with basic knowledge, terminology, and protocol concerning trade and other forms of international negotiations. Apart from theory and lecture, simulation exercises will be provided. Experienced negotiators from the government and private sectors might be invited as guest lecturers.

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
In order to take full advantage of international integration, Taiwan needs a great input of talents on international trade as well as other forms of negotiations. With proper training, English majors have the advantage to become outstanding negotiators. The purpose of this class is to equip students with basic knowledge, terminology, and protocol concerning trade and other forms of international negotiations. Apart from theory and lecture, simulation exercises will be provided. Experienced negotiators from the government and private sectors might be invited as guest lecturers.

教科書/參考書
1. Parliamentary procedure: principles, terminology, order of business, agenda, motion, debate, voting.
2. Manners and etiquettes.
3. Negotiation theory: Harvard model, Wharton model.
4. Global agenda and organizations: current affairs, media literacy, APEC, WTO.
5. Stimulation exercises: everyday negotiation, bilateral negotiation, multilateral negotiation.


評分標準
Weekly participation and discussion 40%
Issue papers 30%
Simulation performance 30%


學分數
3

授課時數(周)
3

開課班級
A10611

修課人數
10

教學目標
This course is intended to introduce one of America’s best-loved national writers, Mark Twain, and his fictional writings in relation to gender studies. We will discuss Mark Twain’s female characters in connection with his views of women as demonstrated in his nonfiction writings. Also, we will approach thses writings by employing methodologies proposed by scholars of gender studies or feminism.
本課程結合網路作業、網路教材與課堂報告，請修課同學加入臉書教學社團。 　

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1. Introduction: An Essay on Mark Twain and Gender
Week 2. The ￡1,000,000 Bank Note (1893)
Week 3. 9/26 The ￡1,000,000 Bank Note (1893)
Week 4. Holiday
Week 5. The ￡1,000,000 Bank Note (1893)
Week 6. Tom Sawyer (1876)
Week 7. Tom Sawyer (1876)
Week 8. Tom Sawyer (1876)
Week 9. Mid-term exam
Week 10. Tom Sawyer (1876)
Week 11. Huckleberry Finn (1884-1885)
Week 12. Huckleberry Finn (1884-1885)
Week 13. Huckleberry Finn (1884-1885)
Week 14. Huckleberry Finn (1884-1885)
Week 15. Huckleberry Finn (1884-1885)
Week 16. Holiday
Week 17. Final exam
Week 18. Final Paper


教科書/參考書
Norton Anthologies of American Literature;
Course handouts and websites.
Literature Online

評分標準
Class participation: 50%
Mid-term exam: 25%
Final exams: 25%
Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。

學分數
3

授課時數(周)
3

開課班級
A10611

修課人數
21

教學目標
本課程與何嘉仁文教事業股份有限公司合作，提供高雄大學西洋語文學系三、四年級學生赴其相關企業體實習之機會。本課程視修課學生人數，將會在每學年上學期或暑假開課，但於上、下學期間，會各開一次校外實習課程說明會及實習成果發表會。欲修習此課程的同學必須要：（一）在計畫修課前參加本課程之校外實習說明會；（二）通過合作企業或是政府機關內部之筆試、口試或是面試；（三）確實加保「大專校院校外實習學生團體保險」；（四）提出「家長同意書」，經授課教師查核簽名後，方可修習本課程。實習時數達162小時，經業界主管審核推薦及格，及授課教師訪視審查合格後，方可授與學分。課程主要的目標在於：（一）瞭解英語教學與行政之產業生態；（二）瞭解英語教學在業界企業或社會福利機關之運作；（三）培養優秀之工作態度；（四）提供西語系學生教學實習之場域；（五）促使學用合一，增加西洋語文學系學生就業之競爭力。

授課形式
理論講述與討論-0.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:業界實習-100.00%

課程內容與進度
1.參加企業實習之開課說明會 2.加保「大專校院校外實習學生團體保險」及檢具「家長同意書」 3.配合實習企業的規定與進度實習 4.授課教師期中訪視 5.繳交「實習單位成績評分表」（由實習單位主管考核）及「實習報告書」

教科書/參考書
無，但請參考高雄大學學生業界實習實施辦法

評分標準
本課程之學期成績由業界實習主管與校內指導老師共同評定，其評分之項目如下： 1. 實習成績：90% （由實習單位主管依出勤狀況、實習態度、實習技術和成果等評定之） 2. 實習心得報告：10% （由任課老師評分）

學分數
2

授課時數(周)
2

開課班級
A10711

修課人數
2

教學目標
1.This class aims to improve students’ writing skills and language fluency through the practice of English to Chinese translation. 2.Students are expected to get acquainted with theories and principles concerning translation. There will be class periods for individual practices in translation. 3.In this class, students are highly encouraged to compare different translation versions. They are expected to appreciate others’ translation, make reasonable judgments and learn from them. 4.By the end of the class, students are expected to have a better knowledge of the English to Chinese translation process. Students will be able to develop self-assessing and self-correcting techniques in order to monitor their own progress.

授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
第1週 課程簡介; Review 翻譯的基本概念和技巧 第2週 主題翻譯：文學類 第3週 主題翻譯：文學類; 實作 第4週 主題翻譯：文學類; 實作 第5週 主題翻譯：分享與討論 第6週 主題翻譯：新聞類; 實作 第7週 主題翻譯：新聞類; 實作 第8週 複習與討論 第9週 期中考 (Dictionary Needed) 第10週 討論；主題翻譯：影視類 第11週 主題翻譯：影視類＆主題翻譯：證照類 第12週 主題翻譯：影視類; 實演（報告） 第13週 討論& 主題翻譯：證照類; 實作 第14週 主題翻譯：運動翻譯; 實作/討論 第15週 實作與討論 Presentation 第16週 實作與討論 Presentation 第17週 Dragon Festival 第18週 Final (No Dictionary)

教科書/參考書
參考書: 葉子南，《英漢翻譯理論與實踐》，( Principles and Practices of English-Chinese Translation) ，台北:書林2013。 單德興，《翻譯與脈絡》，(Translations and Contexts) ，台北:書林2009。 2. TV/Radio broadcasts. 3. Others. 廖柏森，何承恩，林俊宏，張思婷，張鍾安，游懿萱，楊蕾，《翻譯進修講堂》，台北：眾文網路書局。 廖柏森，歐冠宇，李庭穎，吳碩禹，陳雅齡，張思婷，游懿萱，劉宜霖，《英中筆譯 1》，台北：眾文網路書局。 廖柏森，歐冠宇，李庭穎，吳碩禹，陳雅齡，張思婷，游懿萱，劉宜霖，《英中筆譯 2》，台北：眾文網路書局。

評分標準
1.Assignments 30% 2. Midterm 20% 3. Project: 20% Our Final Project: My magazine (紙本+電子檔) 15th week: oral presentation 主題分享 *翻譯技巧分享 Due: 18th week 3~4 people in a group Choose 4~5 articles/one topic. Translate~ Write a short intro. to your magazine. 4. Final 20% 5. Attendance 10% Students are not expected to plagiarize their assignments. Plagiarism can result in an F grade for the assignment. Please hand in your assignments by the deadline.

學分數
2

授課時數(周)
2

開課班級
A10711

修課人數
23

教學目標
This course is designed to familiarize students with a range of representative novels and short stories from the nineteenth through the twentieth centuries in Britain and America. Students will learn about the elements of fiction and also develop their understanding of the role of fiction in representing and exploring social and cultural change, as well as the issues involved in its development. Upon completion of this course, students will: ◎ be familiar with the principal developments in the evolution of English and American fiction. ◎ develop an understanding of the main issues which preoccupy English and American novelists. ◎ develop critical and analytical skills through the writing and discussion of course assignments.

授課形式
理論講述與討論-40.00%;個案分析或作品賞析-40.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Course overview
Week 2 Jane Eyre
Week 3 Jane Eyre
Week 4 Jane Eyre
Week 5 Tess of the D’Urbervilles
Week 6 Tess of the D’Urbervilles
Week 7 Tess of the D’Urbervilles
Week 8 Tess of the D’Urbervilles
Week 9 Mid-term Exam
Week 10 “Lizzie Leigh”
Week 11 “Lizzie Leigh”
Week 12 “The Yellow Wallpaper”
Week 13 “The Yellow Wallpaper”
Week 14 The Great Gatsby
Week 15 The Great Gatsby
Week 16 The Great Gatsby
Week 17 The Great Gatsby
Week 18 Final Exam


教科書/參考書
Jane Eyre Tess of the D’Urbervilles “Lizzie Leigh” “The Yellow Wallpaper” The Great Gatsby

評分標準
Attendance (10%), assignments (30%, including in-class discussions, oral presentations and worksheets), mid-term exam (30%), and final exam (30%).

學分數
3

授課時數(周)
3

開課班級
A10711

修課人數
37

教學目標
This course is intended to help students understand and enjoy some English and American plays.
Lectures and group presentations:
Students take turns to give ppt presentations on each play concerning:
1. A short biography of the playwright (week 1).
2. A brief synopsis of the play (week 1).
3. Characterization (week 2).
4. Themes, motifs, allusions, etc. (week 2).
5.Theatre (performance) history, audience reaction, or your comments on the play (week 3).　
本課程結合網路教材、作業與課堂報告，請修課同學加入臉書教學社團。

授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1. Introduction
Week 2. Oscar Wilde, The Importance of Being Earnest
Week 3. 9/26 Oscar Wilde, The Importance of Being Earnest
Week 4. Holiday
Week 5. Oscar Wilde, The Importance of Being Earnest
Week 6. George Bernard Shaw, Pygmalion
Week 7. George Bernard Shaw, Pygmalion
Week 8. George Bernard Shaw, Pygmalion
Week 9. Mid-term exam
Week 10. Eugene O'Neill, Desire Under the Elms
Week 11. Eugene O'Neill, Desire Under the Elms
Week 12. Eugene O'Neill, Desire Under the Elms
Week 13. Richard Brinsley Sheridan, The Rivals
Week 14. Richard Brinsley Sheridan, The Rivals
Week 15. Richard Brinsley Sheridan, The Rivals
Week 16. Holiday
Week 17. Final exam
Week 18. Final Paper

教科書/參考書
Norton Anthologies
Literature Online
JStore


評分標準
Class participation: 50%
Mid-term exam: 25%
Final exams: 25%
Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。

學分數
3

授課時數(周)
3

開課班級
A10711

修課人數
32

教學目標
This course is designed to enhance students’ knowledge of the origins and variations of current English languages. The first part of this course aims to provide a historical background of English. The second part will cover the key issues in sociolinguistic studies, including standard English vs. dialects; language and age; language and gender; language used in different social context etc. In the third part, the main focus will be the discussion of the outcomes of English’s contact with other languages, including the issues such as, bilingualism, language shift and language endangerment etc.

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-25.00%;專題實作與報告-25.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
2020/09/14 — Orientation 2020/09/21 — Language Family and Typology; 2020/09/28 — The Origins of English; 2020/10/05 — Standard Language vs. Dialects; 2020/10/12 — Film 1 + Analysis (Standard Language vs. Dialects) 2020/10/19 — Students’ presentation (Standard Language vs. Dialects) 2020/10/26 — Language and Gender 2020/11/02 — Film 2+ Analysis (Language and Gender) 2020/11/09 — Mid-term Exam (Terminology and Essay Questions) 2020/11/16 — Students’ presentation (Language and Gender) 2020/11/23 — Language, Age, and Social Classes 2020/11/30 — Film 3+ Analysis (Language, Age, and Social Classes) 2020/12/07 — Students’ presentation (Language and Age) 2020/12/14 — Language and Identity 2020/12/21 — (Students’ presentation Language and Social Classes) Film 4+ Code-switching 2020/12/28 — Students’ presentation (Language and Identity)+ Code-switching 2020/01/04 — Language Contact 2020/01/11 — Final Exam (Terminology and Essay Questions)

教科書/參考書
Assigned readings will be distributed in the lectures.

評分標準
In-class Presentations = 20% + Attendance  Choose one topic and find example by yourself (each student 5 min) Option I: ■ Mid-term Exam (40%) ■ Final Exam (40%) (either exam or a 1500- word essay) Option II: ■ Mid-term Exam (40%) + 1,500-word Essay (40%) ■ 1,500-word Essay (40%) + Final Exam (40%) Option III: ■ 3,000-word Essay (80%)

學分數
2

授課時數(周)
2

開課班級
A10711

修課人數
28

教學目標
This course aims to introduce students to American literary texts and to provide them with a compact introduction to the history of American literature.

授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1: Introduction Week 2: Holiday: Moon Festival Week 3: 8th Edition: Beginnings to 1700; The Iroquois Creation Story; First Encounters: Early European Accounts of Native America; Pocahontas; John Smith, The General History of Virginia . . . 9th Edition: Beginnings to 1820; Stories of the Beginning of the World; The Iroquois Creation Story; John Smith, The General History of Virginia . . . Week 4: John Smith, The General History of Virginia . . . ; William Bradford, Of Plymouth Plantation; Anne Bradstreet, The Prologue & Before the Birth of One of her Children Week 5: 8th Edition: American Literature 1700-1820; Benjamin Franklin's The Way to Wealth; Thomas Paine's Common Sense; Thomas Jefferson's The Declaration of Independence 9th Edition: Benjamin Franklin's The Way to Wealth; Thomas Paine's Common Sense; Thomas Jefferson's The Declaration of Independence Week 6: American Literature 1820-1865; ★Washington Irving, Rip Van Winkle; James Fenimore Cooper's The Last of the Mohicans Week 7: ★Ralph Waldo Emerson, The American Scholar ★Ralph Waldo Emerson, Self-Reliance Week 8: ★Nathaniel Hawthorne, Young Goodman Brown Week 9: Midterm Exam Nov. 10 ★Nathaniel Hawthorne, Young Goodman Brown ★Edgar Allan Poe's "The Raven," “Annabel Lee” & The Purloined Letter Week 11: Review;Abraham Lincoln's Address Delivered at the Dedication of the Cemetery at Gettysburg Week 12: ★Herman Melville, Bartleby Week 13: ★Herman Melville, Bartleby ★Henry David Thoreau, Resistance to Civil Government★Henry David Thoreau, Resistance to Civil Government Week 14: Henry David Thoreau, Walden Week 15: ★Walt Whitman's Song of Myself; Out of the Cradle Endlessly Rocking ★Project (deadline) Week 16: ★Walt Whitman's Song of Myself; Out of the Cradle Endlessly Rocking Week 17: ★Emily Dickinson Week 18: Final Exam.

教科書/參考書
Textbook: Ed. Levine, Robert S. The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2017. (Shorter Ninth Edition) References: Ed. Fox, Richard Wightman & James T. Kloppenberg. A Companion to American Thought. Oxford, UK: Blackwell, 1998. Hart, D. James. The Concise Oxford Companion to American Literature. New York: Oxford University Press, 1986. High, Peter B. An Outline of American Literature. London & New York: Longman, 1997. Ed. Lemay, J.A. Leo. An Early American Reader. Washington, D.C.: United States Information Agency, 1989. 　

評分標準
A. Classroom participation (including attendance, discussion, individual and group activities) 25% B. Project: ... An Outline to American Literature 15% C. Mid-term Examination (30%) D. Final Examination (30%)

學分數
3

授課時數(周)
3

開課班級
A10711

修課人數
44

教學目標
This course aims to introduce students to as many canonical works as possible of English literature from the Eighteenth Century to the Romantic Period.

Students are required to preview the works which will be covered in each of the weeks before they comet to class. During the class, the instructor will ask students to feel free to express their ideas about the works they have read before she gives a detailed explanation of each of the works to them.

授課形式
理論講述與討論-10.00%;個案分析或作品賞析-60.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:隨堂測驗-10.00%

課程內容與進度
(Tentative)
W1 15/09 Course overview
W2 22/09 Joseph Addison (1672-1719) and Sir Richard Steele (1671-1729); The Tatler (1709-1710) and The Spectator (1711-1712): “The Aims of the Spectator” by Addison and “The Spectator’s Club” by Steele
W3 29/09 “The Spectator’s Club” continued; Alexander Pope (1688-1744); The Rape of the Lock: the introduction to the work, the letter addressed to Mrs. Arabella Fermor, as well as lines 1-28, 41-70, 105-148 of Canto 1
W4 06/10 The Rape of the Lock continued: lines 1-34, 101-142 of Canto 2; lines 125-178, Canto 3
W5 13/10 The Rape of the Lock continued: lines 11-16, 79-88, Canto 4; lines 103-114, and 123-150, Canto 5
W6 20/10 An introduction to Samuel Johnson (1709-1784); Johnson’s Preface to A Dictionary of the English Language (1755); Presentation on Alexander Pope and his work(s) by Group 1
W7 27/10 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759) W8 03/11 The History of Rasselas continued; Presentation on Samuel Johnson and his works(s) by Group 2
W9 10/11 Mid-term examination
W10 17/11 Introduction to the Romantic Period
W11 24/11 Examination results announced; William Blake (1757-1827); “There Is No Religion” (I. Man’s perceptions are not bounded . . . .) and “The Argument” of The Marriage of Heaven and Hell
W12 01/12 William Blake’s Songs of Innocence and of Experience; “Introduction,” “The Lamb,” “The Little Black Boy,” “The Chimney Sweeper,” “The Divine Image,” and “Infant Joy” from Songs of Innocence
W13 08/12 “Introduction,” “The Chimney Sweeper,” “The Tyger,” “London,” “The Human Abstract,” and “Infant Sorrow” from Songs of Experience; Presentation on William Blake and his work(s) by Group 3
W14 15/12 Robert Burns (1759-1796); “Song: For a’ that and a’ that” and “To a Mouse”
W15 22/12 Robert Burns’s “To a Louse” and “Tam o’Shanter”
W16 29/12 William Wordsworth (1770-1850); “We Are Seven,” “Expostulation and Reply,” “The Tables Turned,” “The Solitary Reaper,” and “The World is Too Much with Us”; Presentation on Robert Burns and his work(s) by Group 4
W17 05/01/2021 William Wordsworth’s “Lines Composed a Few Miles above Tintern Abbey” and “Resolution and Independence” (if we have adequate time); course review
W18 12/01/2021 Final examination


教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al. The Norton Anthology of English Literature. 10th ed. Vol. 1. New York: Norton, 2019.
Stephen Greenblatt, et al. The Norton Anthology of English Literature. 10th ed. Vol. 2. New York: Norton, 2019.

II. Recommended Reference Books
Cudden, J. A., and Claire Preston. Dictionary of Literary Terms and Literary Theory. New York: Penguin, 2000.
Day, Martin S. History of English Literature. 3 vols. Taipei: Bookman, 1990.
Frye, Northrup, Barbara Perkins, and Sheridan Warner Baker. Harper Handbook to Literature. 2nd ed. Sydney: Pearson Education, 1997.
Hornstein, Lillian Herlands, Leon Edel, and Sterling Allen Brown, ed. The Reader’s Companion to World Literature. 2nd ed. New York: Penguin, 2002.
So, K. H., and I-chung Wang, eds. A Guide to Major Texts in English Literature. Taipei: Bookman, 2007.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.

(If you are interested in the books listed above and have difficulty finding them in the libraries or in Bookman in Taiwan, you may look for them on the websites of Barnes and Noble and Amazon, www.barnesandnoble.com and www.amazon.com.)

評分標準
Course participation and attendance 10% (Please notice that if you skip classes for more than three times, you will lose 10% of the whole score).
Presentation 30%
Mid-term examination 30%
Final examination 30%


學分數
3

授課時數(周)
3

開課班級
A10711

修課人數
40

教學目標
Digital Humanities, a research activity that aims at the creation and usage of digital archives, the transformation of cultural heritage into digital objects or the analysis of humanistic material in digital format, has become an established research branch within the Humanities, which provides new or alternative views on culture, history, arts, literature, music, languages etc. Using the potentials of the computer, i.e. its large storage capacity and its capacity to search through data, to reorganize data, to find patterns within data and to visualize data in various views, allows to create and explore large and unexploited data sets. Many of the analysis-related activities in digital humanities can be handled with specific software solutions, e.g. GIS implementations of KWIC toos. When using these specific software solutions, only a basic understanding of the main concepts and a procedural knowledge of where and when to click is required. Yet, data have in most cases to be generated first, e.g. extracted from larger text corpora, or transformed into a specific format in order to fulfill the input requirements of a specific software. To overcome these two problems, knowledge of a general purpose programming language is helpful or required. In addition to the general features of a such a programming language, shared by many alternative programming languages, e.g. opening files, extracting information, and reorganizing this new information into new formats, some general purpose programming languages come with powerful add-ons, that can turn them into tools for specific analyses. These general purpose languages, combined with these highly specific add-ons can replace specialized software solutions implemented in graphical interfaces. This liberation from the graphical interface unleashed the full power of the computer. The repeated processing of similar data becomes possible, without having to go to the same sequence of clicking hundreds or thousands of times. In addition, the freedom to generate creative solutions for analysis and visualization, specific to the research question and not specific to the company that produces the interface, lays the foundation for groundbreaking and innovative research. Python is an excellently designed and frequently taught programming language for these two seemingly opposing purposes. Easy to learn and applicable to all kind of data acquisition and data processing problems, Python can be extended by powerful modules to do corpus analyses, natural language processing, pattern identification, statistical analyses, geographic analyses, time-line analyses or network analyses. These properties have made Python to become the most frequently and extensively employed programming language in the Humanities, in teaching as well as in research: Using the same, simple-to-learn, basic Python syntax in advanced modules, users can concentrate on the concepts, the predicates that implement them and the design of creative solutions for analysis and visualization.

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
This course aims to promote insight, practice and confidence in the usage of the programming language in general and of Python more specifically. Students should by the end of the course understand the general principles of using a programming language, become acquainted with the principles of Python, and have develop literacy in that language. In addition students should be aware of the kind of programming that is common in the humanities (text analysis, network analysis etc) and which add-ons are available for these tasks. Finally students should explore as many of these add-ons as possible. Doing this work on their own data and creating their own solutions will show them that they are in state to produce exciting, innovative and thought provoking results. Week 1 and 2 starts with the very basics. Learning how to code is easy if somebody helps you with the start. The first steps will thus be very slow, making sure that students understood and master the new material. Week 3 and 4 will introduce students to the task of text processing. They will learn how to read files from a file system, how to clean them and compute a frequency distribution over words. Frequency distributions will be produced for long texts and for large collections of texts. Week 5 and 6 deal with preprocessing text. Students will experiment with some of the elementary tools to analyze their textual data. Week 7 and 8 are more theoretical. We will discuss some of the basic programming principles, common practices and where to find documentation. In week 9 and 10, students will first write a program to compute the readability of texts. Next, students will implement the basic algorithm that is behind authorship attribution. Week 11 and 12 will introduce students to the concept of Object Oriented Programming. Students will implement a network structure to analyze relations between people on Twitter. In week 13 and 14, we start working on more real applications. We will work on systems for archiving and searching through collections of text. We introduce students to the field of Information Retrieval and build a simple information retrieval system. In week 15 to 17, we create a web application to search through a library of PDF files. This will be our first real application ready for use by end-users. Theses weeks introduce students to many modules available in the standard library as well as third-party modules.

教科書/參考書
Teaching Material: Folgert Karsdorp, Maarten van Gompel and Matt Munso, Python Programming for the Humanities https://github.com/sonofmun/FK-python-course/blob/master/README.md.

評分標準
Course participation (50%) and final project (50%)

學分數
3

授課時數(周)
3

開課班級
A10811

修課人數
12

教學目標
This module is designed to enhance students’ knowledge of current translation theory and translating skills. Students will be given assignments (i.e., translating an assigned text) in order to apply what they learn in lectures during the translating process. Practical translation problems that may be encountered during the translating process will be investigated. Relevant problem-solving strategies and techniques will be taught. Students’ translation errors in the assignments will also be examined and discussed in the lessons.

授課形式
理論講述與討論-50.00%;個案分析或作品賞析-50.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
2020/09/17 — Orientation 2020/09/24 — Cohesion and Coherence 2020/10/01 — National Holiday 2020/10/08 — Syntactic Problems in Translation 2020/10/15 — The Problems of Non-equivalence 2020/10/22 — The Problems of Long Sentences 2020/10/29— The Problems of under/over/mistranslation 2020/11/05 — Register Analysis: formal texts 2020/11/12 — Register Analysis: informal texts 2020/11/19 — Assignment Discussion + CA practice 2020/11/26 — Assignment Discussion + CA practice 2020/12/03 — Assignment Discussion + CA practice 2020/12/10 — Assignment Discussion + CA practice 2020/12/17 — Assignment Discussion + CA practice 2020/12/24 — Assignment Discussion + CA practice 2020/12/31 — Final Exam (CA) 2020/01/07 — Final Exam (CA) 2020/01/14 — Final Exam (CA)

教科書/參考書


評分標準
Assignments = 70% Final exam = 30%

學分數
2

授課時數(周)
2

開課班級
A10811

修課人數
18