111-1_後殖民電影(II)
教學目標
This course introduces students to on-going changes in postcolonial film studies. Postcolonial film scholarship has long examined films within geo-political contexts, enlightening our understanding of history, empire, and resistance in both Anglophone and Sinophone worlds. What’s new in the twenty-first century is a shift in postcolonial space, largely away from the third world to indigenous, marginal, and subaltern struggles, in the imperial center and in settler states. This changing geographical face brings with it new conceptual vocabulary and theoretical approaches.
Postcolonial Film (I) has introduced the topic of indigenous resistance. Postcolonial Film (II) will explore the topic of subaltern narrative from diverse postcolonial spaces: Bend It Like Beckham (UK), Australia (Australia), Cape No. 7 (Taiwan), The Leaving of Liverpool (Australia-UK) and draw connection and comparison between histories, themes, and perspectives. If time allows, additional texts, for example Unindian (Australia-Asia) or suggestions from the students could be added.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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
Weeks 1-2: Introduction: a shift in postcolonial film scholarship
• “New Perspectives on Postcolonial Film”
• Empire Writes Back
• “Introducing Settler Colonial Studies”
Weeks 3-5: Subaltern narratives and diaspora in the imperial center.
Film text: Bend It Like Beckham.
• “20 Years Later: How ‘Bend It Like Beckham’ Became a Cultural Phenomenon”
“Bend It Like Beckham: Dribbling the Self Through a Cross-Cultural Space”
Weeks 6-8: Subaltern narratives and post settler-colonial reconciliation in Australia
Film text: Australia
• “The Four Fathers of Australia”
Week 9: Midterm week.
Weeks 10-12: Subaltern narratives and post settler-colonial reconciliation in Taiwan
Film text: Cape No. 7
• “Space and Cultural Memory: Te-Sheng Wei’s Cape No. 7 (2008)”
Weeks 13-15: Subaltern narratives and the untold story of the empire.
Film text: The Leaving of Liverpool
• Lost Children of the Empire
Weeks 16-17: Comparative study and guided workshops.
Week 18: Final report due (undergraduate options: group project report or poster)
教科書/參考書
Film texts:
Bend It Like Beckham, Dir. Gurinder Chadha. Kintop Pictures, 2002.
Australia, Dir. Buz Luhrmann. Bazmark Films Australia, 2008.
Cape No. 7, Dir. Wei Te-sheng. ARS Film Productions, 2008.
The Leaving of Liverpool, Dir. Michael Jenkins, 1992, ABC, BBC.
Unindia, Dir. Anupam Sharma. 2015, Film and Casting TEMPLE pty ltd.
References:
Ashcroft, Bill, et al. The Empire Writes Back. 2nd ed., Routledge, 2002 [1989].
Bean, Philip and Joy Melville. Lost Children of the Empire. London: Routledge, 1989.
Chacko, Mary Ann. “Bend It Like Beckham: Dribbling the Self Through a Cross-Cultural Space”, Multicultural Perspectives, vol 12, no.2, pp 81-86.
Fu, Yu-wen. “Space and Cultural Memory: Te-Sheng Wei’s Cape No. 7 (2008)”, Postcolonial Film: History, Empire, Resistance, Rebecca Weaver-Hightower and Peter Hulme eds., Routledge, 2014, pp 223-246.
Konishi, Shino. “The Four Fathers of Australia: Baz Luhrmann’s Depiction of Aboriginal History and Paternity in the Norther Territory.” History Australia, vol.8, no.1, 2016, pp 23-41.
Pindoria, Ayesha. “20 Years Later: How ‘Bend It Like Beckham’ Became a Cultural Phenomenon”, Collider, May 16, 2022.
Veracini, Lorenzo. “Introducing Settler Colonial Studies”, Settler Colonial Studies, vol.1, no.1, 2011, pp. 1-12.
Weaver-Hightower, Rebecca. “New Perspectives on Postcolonial Film”, Rebecca Weaver-Hightower and Peter Hulme eds., Postcolonial Film: History, Empire, Resistance, London: Routledge, 2014, pp 1-20
評分標準
Attendance and discussions 50%
Presentations and guided workshops 30%
Final report 20% (undergraduate options: group project report or poster)
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
8
This course introduces students to on-going changes in postcolonial film studies. Postcolonial film scholarship has long examined films within geo-political contexts, enlightening our understanding of history, empire, and resistance in both Anglophone and Sinophone worlds. What’s new in the twenty-first century is a shift in postcolonial space, largely away from the third world to indigenous, marginal, and subaltern struggles, in the imperial center and in settler states. This changing geographical face brings with it new conceptual vocabulary and theoretical approaches.
Postcolonial Film (I) has introduced the topic of indigenous resistance. Postcolonial Film (II) will explore the topic of subaltern narrative from diverse postcolonial spaces: Bend It Like Beckham (UK), Australia (Australia), Cape No. 7 (Taiwan), The Leaving of Liverpool (Australia-UK) and draw connection and comparison between histories, themes, and perspectives. If time allows, additional texts, for example Unindian (Australia-Asia) or suggestions from the students could be added.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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
Weeks 1-2: Introduction: a shift in postcolonial film scholarship
• “New Perspectives on Postcolonial Film”
• Empire Writes Back
• “Introducing Settler Colonial Studies”
Weeks 3-5: Subaltern narratives and diaspora in the imperial center.
Film text: Bend It Like Beckham.
• “20 Years Later: How ‘Bend It Like Beckham’ Became a Cultural Phenomenon”
“Bend It Like Beckham: Dribbling the Self Through a Cross-Cultural Space”
Weeks 6-8: Subaltern narratives and post settler-colonial reconciliation in Australia
Film text: Australia
• “The Four Fathers of Australia”
Week 9: Midterm week.
Weeks 10-12: Subaltern narratives and post settler-colonial reconciliation in Taiwan
Film text: Cape No. 7
• “Space and Cultural Memory: Te-Sheng Wei’s Cape No. 7 (2008)”
Weeks 13-15: Subaltern narratives and the untold story of the empire.
Film text: The Leaving of Liverpool
• Lost Children of the Empire
Weeks 16-17: Comparative study and guided workshops.
Week 18: Final report due (undergraduate options: group project report or poster)
教科書/參考書
Film texts:
Bend It Like Beckham, Dir. Gurinder Chadha. Kintop Pictures, 2002.
Australia, Dir. Buz Luhrmann. Bazmark Films Australia, 2008.
Cape No. 7, Dir. Wei Te-sheng. ARS Film Productions, 2008.
The Leaving of Liverpool, Dir. Michael Jenkins, 1992, ABC, BBC.
Unindia, Dir. Anupam Sharma. 2015, Film and Casting TEMPLE pty ltd.
References:
Ashcroft, Bill, et al. The Empire Writes Back. 2nd ed., Routledge, 2002 [1989].
Bean, Philip and Joy Melville. Lost Children of the Empire. London: Routledge, 1989.
Chacko, Mary Ann. “Bend It Like Beckham: Dribbling the Self Through a Cross-Cultural Space”, Multicultural Perspectives, vol 12, no.2, pp 81-86.
Fu, Yu-wen. “Space and Cultural Memory: Te-Sheng Wei’s Cape No. 7 (2008)”, Postcolonial Film: History, Empire, Resistance, Rebecca Weaver-Hightower and Peter Hulme eds., Routledge, 2014, pp 223-246.
Konishi, Shino. “The Four Fathers of Australia: Baz Luhrmann’s Depiction of Aboriginal History and Paternity in the Norther Territory.” History Australia, vol.8, no.1, 2016, pp 23-41.
Pindoria, Ayesha. “20 Years Later: How ‘Bend It Like Beckham’ Became a Cultural Phenomenon”, Collider, May 16, 2022.
Veracini, Lorenzo. “Introducing Settler Colonial Studies”, Settler Colonial Studies, vol.1, no.1, 2011, pp. 1-12.
Weaver-Hightower, Rebecca. “New Perspectives on Postcolonial Film”, Rebecca Weaver-Hightower and Peter Hulme eds., Postcolonial Film: History, Empire, Resistance, London: Routledge, 2014, pp 1-20
評分標準
Attendance and discussions 50%
Presentations and guided workshops 30%
Final report 20% (undergraduate options: group project report or poster)
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
8
111-1_主要作家專題：珍‧奧斯汀，1775-1817
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.
Google Meet link (code): https://meet.google.com/nnv-ddck-dob
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 14/09 Course overview
W2 21/09 Getting to know Jane Austen and her world
W3 28/09 Jane Austen’s letters on “All the important nothings”
W4 05/10 Jane Austen’s letters on fashion
W5 12/10 An introduction to Sense and Sensibility; guided film
W6 19/10 Sense and Sensibility continued
W7 26/10 Sense and Sensibility continued; Presentations: Groups 1 and 2
W8 02/11 Sense and Sensibility continued
W9 09/11 Midterm essay questions
W10 16/11 An introduction to Pride and Prejudice; guided film
W11 23/11 Pride and Prejudice continued
W12 30/11 Pride and Prejudice continued
W13 07/12 Pride and Prejudice continued
W14 14/12 An introduction to Northanger Abbey; guided film
W15 21/12 Northanger Abbey continued
W16 28/12 Northanger Abbey continued; Presentations: Groups 3 and 4
W17 04/01/2023 Course review
W18 11/01 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
M11111
修課人數
17
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.
Google Meet link (code): https://meet.google.com/nnv-ddck-dob
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 14/09 Course overview
W2 21/09 Getting to know Jane Austen and her world
W3 28/09 Jane Austen’s letters on “All the important nothings”
W4 05/10 Jane Austen’s letters on fashion
W5 12/10 An introduction to Sense and Sensibility; guided film
W6 19/10 Sense and Sensibility continued
W7 26/10 Sense and Sensibility continued; Presentations: Groups 1 and 2
W8 02/11 Sense and Sensibility continued
W9 09/11 Midterm essay questions
W10 16/11 An introduction to Pride and Prejudice; guided film
W11 23/11 Pride and Prejudice continued
W12 30/11 Pride and Prejudice continued
W13 07/12 Pride and Prejudice continued
W14 14/12 An introduction to Northanger Abbey; guided film
W15 21/12 Northanger Abbey continued
W16 28/12 Northanger Abbey continued; Presentations: Groups 3 and 4
W17 04/01/2023 Course review
W18 11/01 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
M11111
修課人數
17
111-1_文學與電影II
教學目標
This course explores literature and cinema as art forms that convey their languages, as media that reflect their cultural contexts, and as platforms that document social issues and deliver socio-political messages. To provide a thematic focus for our in-class discussion, the instructor will focus on issues regarding medicine and humanities this semester. We will begin with My Sister's Keeper. This film explores how a mother with a daughter suffering from leukemia struggles to have a younger savior daughter, Anna, whose only purpose in life is to save her sister at all costs. We will watch the movie directed by Nick Cassavetes and read Jodi Picoult's novel, which initially has a different ending from the movie. Then, we will read Rebecca Skloot's novel, The Immortal Life of Henrietta Lacks, watch its film adaptation by George C. Wolfe, and delve into Henrietta Lacks's unfair life. Henrietta's cells have been used to develop polio vaccines, cloning, and more medical purposes. However, she remains virtually unknown. After that, we will read Susanna Kaysen's Girl, Interrupted, watch its film adaptation by James Mangold, and examine the deprivation of basic human rights in the mental institutions. And finally, we will read Nicholas Sparks's novel, The Notebook, watch its film adaptation by Nick Cassavetes, and probe into the mindset of a woman who has Alzheimer's disease. The class format includes lectures, in-class discussions, film screenings, oral presentations, and poster presentations.
Google Classroom 課程公告及講義連結：qpf5c6i
Google Meet 線上課程連結：進入Classroom 後，按左上角Google Meet 連結即可
請用高大Gmail帳號
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-50.00%;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
Sept. 14
1) Introduction: the objective, methodologies, and policies
2) My Sister's Keeper (film screening)
Week 2
Sept. 21
My Sister's Keeper (the film and the novel)
Week 3
Sept. 28
My Sister's Keeper (invited talk)
Week 4
Oct. 5
My Sister's Keeper, medical ethics, savior child, and cloning
國立高雄師範大學英語學系張逸帆教授專題演講
Week 5
Oct. 12
The Immortal Life of Henrietta Lacks (film screening)
Week 6
Oct. 19
The Immortal Life of Henrietta Lacks (the film and the novel)
Week 7
Oct. 26
The Immortal Life of Henrietta Lacks (invited talk)
國立臺灣師範大學英語學系蘇子中教授專題演講
Week 8
Nov. 2
The Immortal Life of Henrietta Lacks, medical ethics, and race
Guidelines for Preparing Your Poster Presentations
Week 9
Nov. 9
Girl, Interrupted (film screening)
Week 10
Nov. 16
Girl, Interrupted (the film and the novel) (invited talk)
國立陽明交通大學外國語文學系馮品佳終身講座教授專題演講
Week 11
Nov. 23
Girl, Interrupted (the novel)
Week 12
Nov. 30
Girl, Interrupted, on the issue of teenage psychiatric patients
Week 13
Dec. 7
Final Poster Presentation Contest
Week 14
Dec. 14
Midterm Recess
Week 15
Dec. 21
The Notebook (film screening)
Week 16
Dec. 28
The Notebook (the film and the novel)
Week 17
Jan. 4
The Notebook, medical ethics, and Alzheimer's disease
Week 18
Jan. 11
Conferences for final posters (Meet in my office)
教科書/參考書
Course Materials:
1. Picoult, Jodi. My Sister's Keeper. Atria Books: New York, 2004.
Cassavetes, Nick, director. My Sister's Keeper. Warner Brothers, 2009.
2. Skloot, Rebecca. The Immortal Life of Henrietta Lacks. Crown, 2010.
Wolfe, George C., director. The Immortal Life of Henrietta Lacks. HBO, 2017.
3. Kaysen, Susanna. Girl, Interrupted. Turtle Bay Books, 1993.
Mangold, James, director. Girl, Interrupted. Columbia Pictures, 1999.
4. Sparks, Nicholas. The Notebook. Grand Central Publishing, 2014.
Cassavetes, Nick, director. The Notebook. Warner Brothers, 2015.
評分標準
When grading your final poster presentations, I will consider your grammar, logic and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing. Your final grade for this course depends upon your performance in the following work:
1. poster presentation on one of the four novels and films 80%
2. in-class participation 20%
缺課三次以上者，請自行退選（含上請假系統請假者）。
上課前請先將上課資料印製好帶來，如果上課還沒有書的同學，一次扣總成績兩分。
遲到兩次算曠課一次。
學分數
3
授課時數(周)
3
開課班級
M11111
修課人數
22
This course explores literature and cinema as art forms that convey their languages, as media that reflect their cultural contexts, and as platforms that document social issues and deliver socio-political messages. To provide a thematic focus for our in-class discussion, the instructor will focus on issues regarding medicine and humanities this semester. We will begin with My Sister's Keeper. This film explores how a mother with a daughter suffering from leukemia struggles to have a younger savior daughter, Anna, whose only purpose in life is to save her sister at all costs. We will watch the movie directed by Nick Cassavetes and read Jodi Picoult's novel, which initially has a different ending from the movie. Then, we will read Rebecca Skloot's novel, The Immortal Life of Henrietta Lacks, watch its film adaptation by George C. Wolfe, and delve into Henrietta Lacks's unfair life. Henrietta's cells have been used to develop polio vaccines, cloning, and more medical purposes. However, she remains virtually unknown. After that, we will read Susanna Kaysen's Girl, Interrupted, watch its film adaptation by James Mangold, and examine the deprivation of basic human rights in the mental institutions. And finally, we will read Nicholas Sparks's novel, The Notebook, watch its film adaptation by Nick Cassavetes, and probe into the mindset of a woman who has Alzheimer's disease. The class format includes lectures, in-class discussions, film screenings, oral presentations, and poster presentations.
Google Classroom 課程公告及講義連結：qpf5c6i
Google Meet 線上課程連結：進入Classroom 後，按左上角Google Meet 連結即可
請用高大Gmail帳號
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-50.00%;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
Sept. 14
1) Introduction: the objective, methodologies, and policies
2) My Sister's Keeper (film screening)
Week 2
Sept. 21
My Sister's Keeper (the film and the novel)
Week 3
Sept. 28
My Sister's Keeper (invited talk)
Week 4
Oct. 5
My Sister's Keeper, medical ethics, savior child, and cloning
國立高雄師範大學英語學系張逸帆教授專題演講
Week 5
Oct. 12
The Immortal Life of Henrietta Lacks (film screening)
Week 6
Oct. 19
The Immortal Life of Henrietta Lacks (the film and the novel)
Week 7
Oct. 26
The Immortal Life of Henrietta Lacks (invited talk)
國立臺灣師範大學英語學系蘇子中教授專題演講
Week 8
Nov. 2
The Immortal Life of Henrietta Lacks, medical ethics, and race
Guidelines for Preparing Your Poster Presentations
Week 9
Nov. 9
Girl, Interrupted (film screening)
Week 10
Nov. 16
Girl, Interrupted (the film and the novel) (invited talk)
國立陽明交通大學外國語文學系馮品佳終身講座教授專題演講
Week 11
Nov. 23
Girl, Interrupted (the novel)
Week 12
Nov. 30
Girl, Interrupted, on the issue of teenage psychiatric patients
Week 13
Dec. 7
Final Poster Presentation Contest
Week 14
Dec. 14
Midterm Recess
Week 15
Dec. 21
The Notebook (film screening)
Week 16
Dec. 28
The Notebook (the film and the novel)
Week 17
Jan. 4
The Notebook, medical ethics, and Alzheimer's disease
Week 18
Jan. 11
Conferences for final posters (Meet in my office)
教科書/參考書
Course Materials:
1. Picoult, Jodi. My Sister's Keeper. Atria Books: New York, 2004.
Cassavetes, Nick, director. My Sister's Keeper. Warner Brothers, 2009.
2. Skloot, Rebecca. The Immortal Life of Henrietta Lacks. Crown, 2010.
Wolfe, George C., director. The Immortal Life of Henrietta Lacks. HBO, 2017.
3. Kaysen, Susanna. Girl, Interrupted. Turtle Bay Books, 1993.
Mangold, James, director. Girl, Interrupted. Columbia Pictures, 1999.
4. Sparks, Nicholas. The Notebook. Grand Central Publishing, 2014.
Cassavetes, Nick, director. The Notebook. Warner Brothers, 2015.
評分標準
When grading your final poster presentations, I will consider your grammar, logic and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing. Your final grade for this course depends upon your performance in the following work:
1. poster presentation on one of the four novels and films 80%
2. in-class participation 20%
缺課三次以上者，請自行退選（含上請假系統請假者）。
上課前請先將上課資料印製好帶來，如果上課還沒有書的同學，一次扣總成績兩分。
遲到兩次算曠課一次。
學分數
3
授課時數(周)
3
開課班級
M11111
修課人數
22
111-1_人類語言學
教學目標
The course Linguistic Anthropology tries to approach the nature of cultures and languages in their mutual psychological and sociological dependence. We therefore discuss fundamental notions such as word, meaning, reference, concept, notion, transparent and opaque word meaning, taxonomy, practice, language, dialect, languaging, language change and the origin of new words on concepts on the basis of the fieldwork we are doing every second week in nearby villages. During these fieldwork trips we will collect languages spoken and the contexts by whom and when they are spoken. Likewise we will record concepts, notions and classification systems within the languages and cultures, such as used for naming animals, describing spaces and times, depending on the context of the practice, such as fishing, vending, worshipping, or seeking spiritual protection. After fieldwork, we will merge the experience made by different groups and discuss them in theoretical frameworks of increasing complexity. The course will provide the participants with the opportunity of personal grow with a range of new skills, e.g. related to fieldwork and data analysis, with higher levels of confidence, e.g. with approaching foreigners and discussing ideas freely in a group, with a solid understanding of notions and concepts which underlie the understanding and analysis of cultures, languages and their interactions, as well as with the culturally, intellectually and personally enriching experience brought about through field work.
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-30.00%;田野調查-30.00%;實驗-0.00%;其他-0.00%
課程內容與進度
From September to November we will have A- and B-weeks.
In the A-weeks we discuss the book we are reading and its implication.
In the B-weeks we will conduct field work in a nearby village and try out various research methods.
In December the course participants will discuss and prepare the project to be handed in at the end of the semester: A small research project in the field of Anthropological Linguistics, to be conducted in January and to be presented as a poster (A1, portrait) in class.
Week 1: Presentation of the course. Online through Microsoft Teams
Week 2: The languages of the world. Language families, language typologies, scripts, writing systems. Reading Chapter 1: A World of Many (Fewer) Voices
Week 3: The languages of Taiwan Field Word: Collecting languages and scripts, stories of migration, work and trade
Week 4: Language death, extinct languages, language revitalization, Reading Chapter 1: A World of Many (Fewer) Voices Video:
Week 5: Words, concepts, opaque and transparent meanings Reading Chapter 2: An Extinction of (Ideas about) Species Field Work: Collecting fish photos, spoken fish names, written fish names, fish properties, stories about fish
Week 6: Word, communication, efficiency, word frequency, centrality Reading CASE STUDY: Vanishing Herds and Reindeer Words Representation of fieldwork findings
Week 7: Times, calendars, time calculation, temporal orientation Reading Chapter 3: Many Moons Ago. Traditional Calendars and Time-Reckoning Field Work: Collecting daily, monthly and yearly routines, calendars, birthdays of deities, temporal descriptions of rituals
Week 8: Representation of fieldwork findings Space, place names, spatial references, spatial reference systems, spatial markers, the right and left of temples Reading: CASE STUDY. Nomads of Western Mongolia
Week 9: Reading Chapter 4: An Atlas in the Mind Field Work: Collecting place names, spatial reference systems, spatial markers, stories of migration, fishing areas.
Week 10: Representation of fieldwork findings Number systems, numbers in languages, numbers in religions, 生老病死苦, 魯般尺 Reading Chapter 6: Endangered Number Systems. Counting to Twenty on Your Toes
Week 11: Field Work: Counting and measuring in temples. Steps, characters, size Reading Chapter 6: Endangered Number Systems. Counting to Twenty on Your Toes
Week 12: Traditional knowledge, meaning and usage, knowledge preservation Representation of fieldwork findings Reading CASE STUDY: New Rice versus Old Knowledge
Week 13: Presentation of end-of-semester final projects of previous years First brain storming on end-of-semester final projects
Week 14: Reading Chapter 5: Silent Storytellers, Lost Legends End-of-semester final project: Group finding, research question, research methodology Short introduction to Geographic Information Systems. QGIS
Week 15: Poster production, poster templates, structuring of a poster. Short introduction to Palladium, Stanford University Group work
Week 16: End-of-semester final project: Fieldwork, data collection, data processing Group work
Week 17: In-class presentation of final projects. Discussion and suggestions for final modifications
Week 18: Final modifications of the poster presentations. Citations, titles, structure, graphs etc.
教科書/參考書
K. David Harrison. 2007. When Languages Die: The Extinction of the World’s Languages and the Erosion of Human Knowledge.
Lera Boroditsky. How language shapes the way we think. TED-Talk.
Dying Languages | National Geographic
"When Languages Die" author/linguist K. David Harrison
評分標準
Course participation 40%
Field work 30%
Final report 30%
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
8
The course Linguistic Anthropology tries to approach the nature of cultures and languages in their mutual psychological and sociological dependence. We therefore discuss fundamental notions such as word, meaning, reference, concept, notion, transparent and opaque word meaning, taxonomy, practice, language, dialect, languaging, language change and the origin of new words on concepts on the basis of the fieldwork we are doing every second week in nearby villages. During these fieldwork trips we will collect languages spoken and the contexts by whom and when they are spoken. Likewise we will record concepts, notions and classification systems within the languages and cultures, such as used for naming animals, describing spaces and times, depending on the context of the practice, such as fishing, vending, worshipping, or seeking spiritual protection. After fieldwork, we will merge the experience made by different groups and discuss them in theoretical frameworks of increasing complexity. The course will provide the participants with the opportunity of personal grow with a range of new skills, e.g. related to fieldwork and data analysis, with higher levels of confidence, e.g. with approaching foreigners and discussing ideas freely in a group, with a solid understanding of notions and concepts which underlie the understanding and analysis of cultures, languages and their interactions, as well as with the culturally, intellectually and personally enriching experience brought about through field work.
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-30.00%;田野調查-30.00%;實驗-0.00%;其他-0.00%
課程內容與進度
From September to November we will have A- and B-weeks.
In the A-weeks we discuss the book we are reading and its implication.
In the B-weeks we will conduct field work in a nearby village and try out various research methods.
In December the course participants will discuss and prepare the project to be handed in at the end of the semester: A small research project in the field of Anthropological Linguistics, to be conducted in January and to be presented as a poster (A1, portrait) in class.
Week 1: Presentation of the course. Online through Microsoft Teams
Week 2: The languages of the world. Language families, language typologies, scripts, writing systems. Reading Chapter 1: A World of Many (Fewer) Voices
Week 3: The languages of Taiwan Field Word: Collecting languages and scripts, stories of migration, work and trade
Week 4: Language death, extinct languages, language revitalization, Reading Chapter 1: A World of Many (Fewer) Voices Video:
Representation of fieldwork findings
Week 5: Words, concepts, opaque and transparent meanings Reading Chapter 2: An Extinction of (Ideas about) Species Field Work: Collecting fish photos, spoken fish names, written fish names, fish properties, stories about fish
Week 6: Word, communication, efficiency, word frequency, centrality Reading CASE STUDY: Vanishing Herds and Reindeer Words Representation of fieldwork findings
Week 7: Times, calendars, time calculation, temporal orientation Reading Chapter 3: Many Moons Ago. Traditional Calendars and Time-Reckoning Field Work: Collecting daily, monthly and yearly routines, calendars, birthdays of deities, temporal descriptions of rituals
Week 8: Representation of fieldwork findings Space, place names, spatial references, spatial reference systems, spatial markers, the right and left of temples Reading: CASE STUDY. Nomads of Western Mongolia
Week 9: Reading Chapter 4: An Atlas in the Mind Field Work: Collecting place names, spatial reference systems, spatial markers, stories of migration, fishing areas.
Week 10: Representation of fieldwork findings Number systems, numbers in languages, numbers in religions, 生老病死苦, 魯般尺 Reading Chapter 6: Endangered Number Systems. Counting to Twenty on Your Toes
Week 11: Field Work: Counting and measuring in temples. Steps, characters, size Reading Chapter 6: Endangered Number Systems. Counting to Twenty on Your Toes
Week 12: Traditional knowledge, meaning and usage, knowledge preservation Representation of fieldwork findings Reading CASE STUDY: New Rice versus Old Knowledge
Week 13: Presentation of end-of-semester final projects of previous years First brain storming on end-of-semester final projects
Week 14: Reading Chapter 5: Silent Storytellers, Lost Legends End-of-semester final project: Group finding, research question, research methodology Short introduction to Geographic Information Systems. QGIS
Week 15: Poster production, poster templates, structuring of a poster. Short introduction to Palladium, Stanford University Group work
Week 16: End-of-semester final project: Fieldwork, data collection, data processing Group work
Week 17: In-class presentation of final projects. Discussion and suggestions for final modifications
Week 18: Final modifications of the poster presentations. Citations, titles, structure, graphs etc.
教科書/參考書
K. David Harrison. 2007. When Languages Die: The Extinction of the World’s Languages and the Erosion of Human Knowledge.
Lera Boroditsky. How language shapes the way we think. TED-Talk.
Dying Languages | National Geographic
"When Languages Die" author/linguist K. David Harrison
評分標準
Course participation 40%
Field work 30%
Final report 30%
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
8
111-1_雙語研究
教學目標
This course is designed to enhance students’ knowledge about fundamental theories in the study of Bilingualism. The first part of this course aims to provide a general introduction to the important issues in Bilingualism studies from various perspectives, such as: Overview and Foundations, Approaches to Bilingualism and Language Acquisition, Bilingual Language Use: Knowledge, Comprehension, and Production, The Bilingual’s Repertoire: Code-mixing, code-switching, and Speech Accommodation, Societal Bilingualism and Its Effects. The second part will be the discussion of classic research works related to the assigned topic in each week. The third part of this course will be the introduction to practical research skills and methodologies which are general adopted by researchers in the field of bilingualism. In sum, the overall aims of this course are: (1) to make students familiarize the professional knowledge in Bilingualism studies (2) to cultivate students’ research skills and the ability to conduct individual research.
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
2022/09/13 — Orientation 2022/09/20 — Dimensions of Bilingualism Sociolinguistic Dimensions of Bilingualism – Language Choice 2022/09/27 — Code-switching, speech community membership, and the construction of ethnic identity (Lo, 1999). 2022/10/04 — Calculating speakers: Codeswitching in a rational choice model 2022/10/11 — A conversation analytic approach to code-switching and transfer 2022/10/18 — A two-step sociolinguistic analysis of code-switching and language choice: the example of a bilingual Chinese community in Britain. 2022/10/25 — Linguistic capital in Taiwan: The KMT’s Mandarin language policy and its perceived impact on language practices of bilingual Mandarin and Tai-gi speakers (Sandel 2003) 2022/11/01 — English in Hong Kong Cantopop: language choice, code-switching and genre (Chan, 2009) Grammar of Code-switching 2022/11/08 — Sometimes I’ll start a sentence in Spain y termino en espanol: toward a typology of code-switching. (Poplack, 1980) 2022/11/15 — The MLF model (Deuchar 2006) 2022/11/22 — Types of morphemes and their implications for second language morpheme acquisition (Wei, 2000) 2022/11/29— Conflict and accommodation in classroom codeswitching in Taiwan (Tien, 2009) 2022/12/06 — A typological approach: Structured Variation in Codeswitching: Towards an Empirically Based Typology of Bilingual Speech Patterns (Deuchar, Muysken, Wang 2007) 2022/12/13 — A minimalist approach to CS (Wang 2016) 2022/12/20 — Code switching and the future of the Welsh language (Deuchar 2009) 2022/12/27 — Control, activation, and resource: a framework and a model for the control of speech in bilinguals. (Green, 2001) 2022/01/03 — Deadline of the Research Project 2022/01/10 – Oral Presentation
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
Undergraduate: Oral Presentation (40%) 3000-word essay or research project (60%) Postgraduate: Oral Presentation (30%) 3000- 5000 word Research Project (60%) + Oral presentation (10%
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
8
This course is designed to enhance students’ knowledge about fundamental theories in the study of Bilingualism. The first part of this course aims to provide a general introduction to the important issues in Bilingualism studies from various perspectives, such as: Overview and Foundations, Approaches to Bilingualism and Language Acquisition, Bilingual Language Use: Knowledge, Comprehension, and Production, The Bilingual’s Repertoire: Code-mixing, code-switching, and Speech Accommodation, Societal Bilingualism and Its Effects. The second part will be the discussion of classic research works related to the assigned topic in each week. The third part of this course will be the introduction to practical research skills and methodologies which are general adopted by researchers in the field of bilingualism. In sum, the overall aims of this course are: (1) to make students familiarize the professional knowledge in Bilingualism studies (2) to cultivate students’ research skills and the ability to conduct individual research.
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
2022/09/13 — Orientation 2022/09/20 — Dimensions of Bilingualism Sociolinguistic Dimensions of Bilingualism – Language Choice 2022/09/27 — Code-switching, speech community membership, and the construction of ethnic identity (Lo, 1999). 2022/10/04 — Calculating speakers: Codeswitching in a rational choice model 2022/10/11 — A conversation analytic approach to code-switching and transfer 2022/10/18 — A two-step sociolinguistic analysis of code-switching and language choice: the example of a bilingual Chinese community in Britain. 2022/10/25 — Linguistic capital in Taiwan: The KMT’s Mandarin language policy and its perceived impact on language practices of bilingual Mandarin and Tai-gi speakers (Sandel 2003) 2022/11/01 — English in Hong Kong Cantopop: language choice, code-switching and genre (Chan, 2009) Grammar of Code-switching 2022/11/08 — Sometimes I’ll start a sentence in Spain y termino en espanol: toward a typology of code-switching. (Poplack, 1980) 2022/11/15 — The MLF model (Deuchar 2006) 2022/11/22 — Types of morphemes and their implications for second language morpheme acquisition (Wei, 2000) 2022/11/29— Conflict and accommodation in classroom codeswitching in Taiwan (Tien, 2009) 2022/12/06 — A typological approach: Structured Variation in Codeswitching: Towards an Empirically Based Typology of Bilingual Speech Patterns (Deuchar, Muysken, Wang 2007) 2022/12/13 — A minimalist approach to CS (Wang 2016) 2022/12/20 — Code switching and the future of the Welsh language (Deuchar 2009) 2022/12/27 — Control, activation, and resource: a framework and a model for the control of speech in bilinguals. (Green, 2001) 2022/01/03 — Deadline of the Research Project 2022/01/10 – Oral Presentation
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
Undergraduate: Oral Presentation (40%) 3000-word essay or research project (60%) Postgraduate: Oral Presentation (30%) 3000- 5000 word Research Project (60%) + Oral presentation (10%
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
8
111-1_論文指導(II)
教學目標
The aim of this course is to provide guidelines for the students who are planning to write theses for their master's degree.
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:比例由個別指導老師自行設定-100.00%
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
For details about reference books, please contact your supervisor.
評分標準
Your supervisor will explain the requirements and the basis upon which grades are determined.
學分數
1
授課時數(周)
1
開課班級
M11011
修課人數
3
The aim of this course is to provide guidelines for the students who are planning to write theses for their master's degree.
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:比例由個別指導老師自行設定-100.00%
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
For details about reference books, please contact your supervisor.
評分標準
Your supervisor will explain the requirements and the basis upon which grades are determined.
學分數
1
授課時數(周)
1
開課班級
M11011
修課人數
3
111-1_教學實務及實習(I)
教學目標
This course provides students with practical training, instructional aids, and techniques of teaching English. Throughout the course, students will learn to put theories of Teaching Practicum into practice and familiarize themselves with different teaching and pedagogical delivery, for example, course and syllabus design, lesson planning, classroom management, designing tests and grading. They will also undertake their teaching practice under the supervision of assigned course instructors. By the end of the course, students will be able to utilize relevant instructional materials and learning resources appropriate to their intended audience.
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:比例由個別指導老師自行設定-100.00%
課程內容與進度
For the detailed course schedule, please contact the assigned instructor.
教科書/參考書
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
The instructor will explain the requirements and the basis upon which grades are determined.
學分數
3
授課時數(周)
3
開課班級
M11111
修課人數
4
This course provides students with practical training, instructional aids, and techniques of teaching English. Throughout the course, students will learn to put theories of Teaching Practicum into practice and familiarize themselves with different teaching and pedagogical delivery, for example, course and syllabus design, lesson planning, classroom management, designing tests and grading. They will also undertake their teaching practice under the supervision of assigned course instructors. By the end of the course, students will be able to utilize relevant instructional materials and learning resources appropriate to their intended audience.
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:比例由個別指導老師自行設定-100.00%
課程內容與進度
For the detailed course schedule, please contact the assigned instructor.
教科書/參考書
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
The instructor will explain the requirements and the basis upon which grades are determined.
學分數
3
授課時數(周)
3
開課班級
M11111
修課人數
4
111-1_語言學研究方法
教學目標
The overall aim of this module is to enhance students’ research skills and writing ability. This module will be divided into two major parts. The first part of this course aims to provide an introduction to general research methodologies frequently adopted in linguistic studies. The second part will be an introduction to the basic format of a research project/master dissertation. Students will learn how to write an outline, all the linguistic features of each chapter in a dissertation, and the key information that needs to be included. It is expected that students will acquire independent research skills and become a competent researcher after successfully finishing this module.
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 Research Ethics + APA style
Week 3 Linking Theory, Method, and Data
Week 4 Interviews and Questionnaires + Qualitative approach I
Week 5 Interviews and Questionnaires + Qualitative approach II
Week 6 Recording Audio/Video and Transcription (Deadline of Research Proposal)
Week 7 National Holiday
Week 8 Review
Week 9 Mid-term Exam Week (Deadline of Literature Review)
Week 10 Methodolgoy I
Week 11 Methodolgoy II
Week 12 Analyzing Variable Data : Speaker Variables (Deadline of Methodology)
Week 13 Assessing Syntactic Knowledge
Week 14 Assessing Phonological Knowledge
Week 15 Project Discussion (Draft of Results and Discussion)
Week 16 Project Discussion (Deadline of Results and Discussion)
Week 17 PPT presentation (Deadline of Conclusion/Introduction)
Week 18 Final Exam Week (Deadline of Project)
教科書/參考書
Assigned readings.
評分標準
1. Final paper: 70%
2. Presentation: 30%
學分數
3
授課時數(周)
3
開課班級
M11111
修課人數
6
The overall aim of this module is to enhance students’ research skills and writing ability. This module will be divided into two major parts. The first part of this course aims to provide an introduction to general research methodologies frequently adopted in linguistic studies. The second part will be an introduction to the basic format of a research project/master dissertation. Students will learn how to write an outline, all the linguistic features of each chapter in a dissertation, and the key information that needs to be included. It is expected that students will acquire independent research skills and become a competent researcher after successfully finishing this module.
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 Research Ethics + APA style
Week 3 Linking Theory, Method, and Data
Week 4 Interviews and Questionnaires + Qualitative approach I
Week 5 Interviews and Questionnaires + Qualitative approach II
Week 6 Recording Audio/Video and Transcription (Deadline of Research Proposal)
Week 7 National Holiday
Week 8 Review
Week 9 Mid-term Exam Week (Deadline of Literature Review)
Week 10 Methodolgoy I
Week 11 Methodolgoy II
Week 12 Analyzing Variable Data : Speaker Variables (Deadline of Methodology)
Week 13 Assessing Syntactic Knowledge
Week 14 Assessing Phonological Knowledge
Week 15 Project Discussion (Draft of Results and Discussion)
Week 16 Project Discussion (Deadline of Results and Discussion)
Week 17 PPT presentation (Deadline of Conclusion/Introduction)
Week 18 Final Exam Week (Deadline of Project)
教科書/參考書
Assigned readings.
評分標準
1. Final paper: 70%
2. Presentation: 30%
學分數
3
授課時數(周)
3
開課班級
M11111
修課人數
6
111-1_歐美文化與社會
教學目標
The purpose of this course is to introduce students to various aspects of the society and culture of Britain, America, and major European countries. Students are guided to explore and learn about the social and cultural contexts in relation to the development of Euro-American countries and their impact on our daily life. Topics covered include media, arts, tourism, literature, leisure, festivals, as well as ethnicity and multiculturalism. By the end of the course, students: •will develop a deeper understanding of the cultural diversity of Britain, America, and major European countries in a global context. •will critically engage with a variety of social and cultural issues and tackle questions about contemporary Euro-American life.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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 Course Overview Week 2 The United Kingdom of Great Britain and Northern Ireland Week 3 The United Kingdom of Great Britain and Northern Ireland Week 4 The United Kingdom of Great Britain and Northern Ireland Week 5 The United Kingdom of Great Britain and Northern Ireland Week 6 The United Kingdom and the Commonwealth Week 7 The United Kingdom and the Commonwealth Week 8 The United Kingdom and the Commonwealth Week 9 Mid-term exam Week 10 Europe Week 11 Europe Week 12 Europe Week 13 Europe and the European Union Week 14 America Week 15 America Week 16 America Week 17 America Week 18 Final exam
教科書/參考書
Handouts and online resources
評分標準
Oral presentations and reading responses (30%) Take Home midterm exam (30%) Final exam (30%) Attendance and active participation in class discussions (10%)
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
28
The purpose of this course is to introduce students to various aspects of the society and culture of Britain, America, and major European countries. Students are guided to explore and learn about the social and cultural contexts in relation to the development of Euro-American countries and their impact on our daily life. Topics covered include media, arts, tourism, literature, leisure, festivals, as well as ethnicity and multiculturalism. By the end of the course, students: •will develop a deeper understanding of the cultural diversity of Britain, America, and major European countries in a global context. •will critically engage with a variety of social and cultural issues and tackle questions about contemporary Euro-American life.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;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 Course Overview Week 2 The United Kingdom of Great Britain and Northern Ireland Week 3 The United Kingdom of Great Britain and Northern Ireland Week 4 The United Kingdom of Great Britain and Northern Ireland Week 5 The United Kingdom of Great Britain and Northern Ireland Week 6 The United Kingdom and the Commonwealth Week 7 The United Kingdom and the Commonwealth Week 8 The United Kingdom and the Commonwealth Week 9 Mid-term exam Week 10 Europe Week 11 Europe Week 12 Europe Week 13 Europe and the European Union Week 14 America Week 15 America Week 16 America Week 17 America Week 18 Final exam
教科書/參考書
Handouts and online resources
評分標準
Oral presentations and reading responses (30%) Take Home midterm exam (30%) Final exam (30%) Attendance and active participation in class discussions (10%)
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
28
111-1_主要作家專題(上)
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。https://www.facebook.com/groups/1108768759756691 修課人數若額滿恕不加簽
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. Holiday
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. Final exam
Week 17. Holiday
Week 18. Final Paper
教科書/參考書
Norton Anthologies, 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 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
A11111
修課人數
14
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。https://www.facebook.com/groups/1108768759756691 修課人數若額滿恕不加簽
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. Holiday
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. Final exam
Week 17. Holiday
Week 18. Final Paper
教科書/參考書
Norton Anthologies, 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 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
A11111
修課人數
14
111-1_美國影視流行文化
教學目標
This is an elective course. It is avalable for all students, all years, and all majors. If you cannot join online, email the teacher at: freethoughts2@yahoo.com and contact the English department secretary for a class entry code. It will focus on critical thinking, or higher level thinking, and communication while learning about American popular culture. This course will focus on the history of T.V. shows from the 1950’s to the current time, while at the same time discussing and comparing Taiwanese culture and the influence of T.V. Various themes, ethics, and moral lessons will be taught and discussed and several popular American T.V. shows will be viewed that are not available in Taiwan. Specifically, the students will utilize English listening and communication skills while moving from the basic forms thinking through the advance forms of thinking: Students will be able to critically evaluate and verbally discuss American Popular culture and American T.V. shows. Students will be able to relate these shows to Taiwanese culture and society and critically evaluate if there are any connections or influences. Students will learn advance intercommunication techniques and students will learn advanced level public speaking skills, PPT, etc. ****Important**** Due to the Virus situation, if all of the courses are being taught online, you must contact the teacher as stated below. ALL students MUST do the following if you register for this course: Email Aaron with the following information at: freethoughts2@yahoo.com You English name, your Chinese name, your NUK I.D. number, and your mobile phone number AND the English name for this class. When you email Aaron, you will be given a Line group to join, you will be given Google Classroom information, and you can also find important class information on Aaron’s website: http://aaron-pe-5-6.blogspot.com/
授課形式
理論講述與討論-100.00%;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-0.00%
課程內容與進度
Each week will have different topics and/or T.V. shows to be viewed and discussed, to be announced in the future. Week 1 Introduction and general course description of requirements Week 2 History of TV, how the creation of TV changed American society, TV show re-runs Week 3 1950’s Themes: Innocence, traditional values, traditional roles of family members, right from wrong, super heros (I Love Lucy , Adventures of Superman, The Lone Ranger, Father Knows Best , The Abbott and Costello Show, Maverick, Alfred Hitchcock Presents) Week 4 1950’s The Ed Sullivan Show, Gunsmoke, The Mickey Mouse Club, Leave It to Beaver, The Walt Disney Company, American bandstand) Week 5 1960’s Themes: Innocence lost, impact of Vietnam War, distractions from real life events (Perry mason, The Andy Griffith Show, The Flintstones, Gilligan's Island, Batman, The Dick Van Dyke Show, The Beverly Hillbillies , The Beverly Hillbillies , The Twilight Zone , Gomer Pyle, U.S.M.C., Bewitched) Week 6 1960’s Hogan's Heroes, My Three Sons, Flipper, Hazel, The Fugitive, The Big Valley, Top Cat , The Bugs Bunny Show, star trek Week 7 1970’s Themes: Trying to get back where America was before, introducing fantasy, civil rights for all, woman’s empowerment, more entertainment (The Brady Bunch, The Carol Burnet Show, Sesame Street, All in the Family, Good Times, Sanford and Son, The Mary Tyler Moore Show , The Odd Couple, The Bob Newhart Show, Welcome Back, Kotter , The Six Million Dollar Man , The Waltons , The Bionic Woman, Wonder Woman) Week 8 1970’s Charlie's Angels , Happy Days, Little House on the Prairie, Laverne & Shirley , Battlestar Galactica, The Jefferson’s, M*A*S*H , Hee Haw, Donny & Marie Show, The Love Boat , Fantasy Island, Different Strokes, Eight Is Enough Week 9 Mid-term Exam Week Week 10 1980’s Themes: Continuation of all of the themes before as they changed over time, new forms of entertainment using well-known comedians, more programing for teens (Three's Company, Mork & Mindy, Taxi, Family Ties, Cheers, Hill Street Blues, The Facts of Life, The Dukes of Hazzard , The Cosby Show) Week 11 1980’s Dallas, Who's the Boss?, Night Court, Growing Pains, Miami Vice, 60 Minutes, Magnum, P.I. , Seinfeld, Mtv Week 12 1990’s Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing (Friends, Dawson's Creek , Gilmore Girls, , Will & Grace, reality TV, Everybody Loves Raymond) Week 13 1990’s Frasier , Home Improvement, Beverly Hills, 90210, The Simpsons Week 14 2000’s Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing, mindless/brainless TV shows, pushing the limits of what is allowed on TV with language and adult themes (Cable TV shows, South Park, SpongeBob Square Pants, Battlestar Galactica , How I Met Your Mother, Rules of Engagement , One Tree Hill , The King of Queens , Lost , That '70s Show, Veronica Mars , The West Wing, The X-Files , Two and a Half Men , Premium TV (HBO/ Showtime) Six Feet Under , The Sopranos , Sex and the City , Curb Your Enthusiasm , etc.) Week 15 2000’s That '70s Show, Veronica Mars , The West Wing, The X-Files , Two and a Half Men , Premium TV (HBO/ Showtime) Six Feet Under , The Sopranos , Sex and the City , Curb Your Enthusiasm , etc. Week 16 2010-present Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing, mindless/brainless TV shows, pushing the limits of what is allowed on TV with language and adult themes, short attention spans of viewers (Mom, Modern Family, The Big Bang Theory , CSI: Crime Scene Investigation , GREYs anatomy) Week 17 2010-present American Idol , The Office , 30 Rock , The Good Wife , Fresh Off the Boat , Hot in Cleveland Week 18 2010-present Premium TV, Breaking Bad , The Walking Dead , Game of Thrones , etc. Week 19 Final Exam Week
教科書/參考書
No, but there will be a ‘teacher’s package’ that is required for this course that the student MUST read and bring every day. To be given out in class to be copied.
評分標準
60% In-class activities (10 assignments worth 5 points each), 20% midterm exam or other midterm exam task 20% final exam or other final exam task
學分數
2
授課時數(周)
2
開課班級
A11111
修課人數
20
This is an elective course. It is avalable for all students, all years, and all majors. If you cannot join online, email the teacher at: freethoughts2@yahoo.com and contact the English department secretary for a class entry code. It will focus on critical thinking, or higher level thinking, and communication while learning about American popular culture. This course will focus on the history of T.V. shows from the 1950’s to the current time, while at the same time discussing and comparing Taiwanese culture and the influence of T.V. Various themes, ethics, and moral lessons will be taught and discussed and several popular American T.V. shows will be viewed that are not available in Taiwan. Specifically, the students will utilize English listening and communication skills while moving from the basic forms thinking through the advance forms of thinking: Students will be able to critically evaluate and verbally discuss American Popular culture and American T.V. shows. Students will be able to relate these shows to Taiwanese culture and society and critically evaluate if there are any connections or influences. Students will learn advance intercommunication techniques and students will learn advanced level public speaking skills, PPT, etc. ****Important**** Due to the Virus situation, if all of the courses are being taught online, you must contact the teacher as stated below. ALL students MUST do the following if you register for this course: Email Aaron with the following information at: freethoughts2@yahoo.com You English name, your Chinese name, your NUK I.D. number, and your mobile phone number AND the English name for this class. When you email Aaron, you will be given a Line group to join, you will be given Google Classroom information, and you can also find important class information on Aaron’s website: http://aaron-pe-5-6.blogspot.com/
授課形式
理論講述與討論-100.00%;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-0.00%
課程內容與進度
Each week will have different topics and/or T.V. shows to be viewed and discussed, to be announced in the future. Week 1 Introduction and general course description of requirements Week 2 History of TV, how the creation of TV changed American society, TV show re-runs Week 3 1950’s Themes: Innocence, traditional values, traditional roles of family members, right from wrong, super heros (I Love Lucy , Adventures of Superman, The Lone Ranger, Father Knows Best , The Abbott and Costello Show, Maverick, Alfred Hitchcock Presents) Week 4 1950’s The Ed Sullivan Show, Gunsmoke, The Mickey Mouse Club, Leave It to Beaver, The Walt Disney Company, American bandstand) Week 5 1960’s Themes: Innocence lost, impact of Vietnam War, distractions from real life events (Perry mason, The Andy Griffith Show, The Flintstones, Gilligan's Island, Batman, The Dick Van Dyke Show, The Beverly Hillbillies , The Beverly Hillbillies , The Twilight Zone , Gomer Pyle, U.S.M.C., Bewitched) Week 6 1960’s Hogan's Heroes, My Three Sons, Flipper, Hazel, The Fugitive, The Big Valley, Top Cat , The Bugs Bunny Show, star trek Week 7 1970’s Themes: Trying to get back where America was before, introducing fantasy, civil rights for all, woman’s empowerment, more entertainment (The Brady Bunch, The Carol Burnet Show, Sesame Street, All in the Family, Good Times, Sanford and Son, The Mary Tyler Moore Show , The Odd Couple, The Bob Newhart Show, Welcome Back, Kotter , The Six Million Dollar Man , The Waltons , The Bionic Woman, Wonder Woman) Week 8 1970’s Charlie's Angels , Happy Days, Little House on the Prairie, Laverne & Shirley , Battlestar Galactica, The Jefferson’s, M*A*S*H , Hee Haw, Donny & Marie Show, The Love Boat , Fantasy Island, Different Strokes, Eight Is Enough Week 9 Mid-term Exam Week Week 10 1980’s Themes: Continuation of all of the themes before as they changed over time, new forms of entertainment using well-known comedians, more programing for teens (Three's Company, Mork & Mindy, Taxi, Family Ties, Cheers, Hill Street Blues, The Facts of Life, The Dukes of Hazzard , The Cosby Show) Week 11 1980’s Dallas, Who's the Boss?, Night Court, Growing Pains, Miami Vice, 60 Minutes, Magnum, P.I. , Seinfeld, Mtv Week 12 1990’s Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing (Friends, Dawson's Creek , Gilmore Girls, , Will & Grace, reality TV, Everybody Loves Raymond) Week 13 1990’s Frasier , Home Improvement, Beverly Hills, 90210, The Simpsons Week 14 2000’s Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing, mindless/brainless TV shows, pushing the limits of what is allowed on TV with language and adult themes (Cable TV shows, South Park, SpongeBob Square Pants, Battlestar Galactica , How I Met Your Mother, Rules of Engagement , One Tree Hill , The King of Queens , Lost , That '70s Show, Veronica Mars , The West Wing, The X-Files , Two and a Half Men , Premium TV (HBO/ Showtime) Six Feet Under , The Sopranos , Sex and the City , Curb Your Enthusiasm , etc.) Week 15 2000’s That '70s Show, Veronica Mars , The West Wing, The X-Files , Two and a Half Men , Premium TV (HBO/ Showtime) Six Feet Under , The Sopranos , Sex and the City , Curb Your Enthusiasm , etc. Week 16 2010-present Themes: Continuation of all of the themes before as they changed over time, money vs. values in programing, mindless/brainless TV shows, pushing the limits of what is allowed on TV with language and adult themes, short attention spans of viewers (Mom, Modern Family, The Big Bang Theory , CSI: Crime Scene Investigation , GREYs anatomy) Week 17 2010-present American Idol , The Office , 30 Rock , The Good Wife , Fresh Off the Boat , Hot in Cleveland Week 18 2010-present Premium TV, Breaking Bad , The Walking Dead , Game of Thrones , etc. Week 19 Final Exam Week
教科書/參考書
No, but there will be a ‘teacher’s package’ that is required for this course that the student MUST read and bring every day. To be given out in class to be copied.
評分標準
60% In-class activities (10 assignments worth 5 points each), 20% midterm exam or other midterm exam task 20% final exam or other final exam task
學分數
2
授課時數(周)
2
開課班級
A11111
修課人數
20
111-1_英美小說
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” + The Adventures of Sherlock Holmes
Week 12 The Adventures of Sherlock Holmes
Week 13 “The Yellow Wallpaper”
Week 14 “The Yellow Wallpaper”
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 Adventures of Sherlock Holmes “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
A10911
修課人數
27
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” + The Adventures of Sherlock Holmes
Week 12 The Adventures of Sherlock Holmes
Week 13 “The Yellow Wallpaper”
Week 14 “The Yellow Wallpaper”
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 Adventures of Sherlock Holmes “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
A10911
修課人數
27
111-1_英美戲劇(上)
教學目標
This course aimed to help students understand and enjoy some English and American plays.
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 2).
3. Characterization or Themes(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。https://www.facebook.com/groups/3001758646783605
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 and grouping
Week 2. Oscar Wilde, The Importance of Being Earnest
Week 3. Oscar Wilde, The Importance of Being Earnest
Week 4. Oscar Wilde, The Importance of Being Earnest
Week 5. Holiday
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. Final exam
Week 17. Holiday
Week 18. Final Paper
教科書/參考書
Norton Anthologies of American Literature and English Literature
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
A11111
修課人數
20
This course aimed to help students understand and enjoy some English and American plays.
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 2).
3. Characterization or Themes(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。https://www.facebook.com/groups/3001758646783605
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 and grouping
Week 2. Oscar Wilde, The Importance of Being Earnest
Week 3. Oscar Wilde, The Importance of Being Earnest
Week 4. Oscar Wilde, The Importance of Being Earnest
Week 5. Holiday
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. Final exam
Week 17. Holiday
Week 18. Final Paper
教科書/參考書
Norton Anthologies of American Literature and English Literature
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
A11111
修課人數
20
111-1_社會語言學(上)
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. This course will also examine to what extent English languages influence the global culture.
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
2023/02/13 — Orientation 2023/02/20 — Language and Ethnicity 2023/02/27 — National Holiday 2023/03/06 — Language and Ethnicity 2023/03/13 — Language Attitude 2023/03/20 — Students’ Presentation 1 + Language Attitude 2023/03/27 — Lexical Borrowings 2023/04/03 — Lexical Borrowings 2023/04/10 — Mid-term Exam 2023/04/24 —Students’ Presentation 2 + Internet Language 2023/05/01 — Internet Language + English as a Global Language 2023/05/08 — English as a Global Language + Students’ Presentation 3 2023/05/15 — Style, Context, and Register 2023/05/22 — Language Taboos 2023/05/29 — Pidgin and Creole + Students’ Presentation 4 2023/06/05 — Language Shift, Endangerment, and Death 2023/06/13 — Final Exam + Assignment Due
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
A10911
修課人數
20
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. This course will also examine to what extent English languages influence the global culture.
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
2023/02/13 — Orientation 2023/02/20 — Language and Ethnicity 2023/02/27 — National Holiday 2023/03/06 — Language and Ethnicity 2023/03/13 — Language Attitude 2023/03/20 — Students’ Presentation 1 + Language Attitude 2023/03/27 — Lexical Borrowings 2023/04/03 — Lexical Borrowings 2023/04/10 — Mid-term Exam 2023/04/24 —Students’ Presentation 2 + Internet Language 2023/05/01 — Internet Language + English as a Global Language 2023/05/08 — English as a Global Language + Students’ Presentation 3 2023/05/15 — Style, Context, and Register 2023/05/22 — Language Taboos 2023/05/29 — Pidgin and Creole + Students’ Presentation 4 2023/06/05 — Language Shift, Endangerment, and Death 2023/06/13 — Final Exam + Assignment Due
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
A10911
修課人數
20
111-1_類型小說(上)
教學目標
This two-semester course introduces students to the history, conventions, and metamorphosis of genre fiction. Also known as popular fiction, genre fiction has dominated the imagination of common readers for over a century. How is genre fiction different from “literary” works? What is the appeal of popular genres and what are readers’ expectations for each genre? This course invites students to discuss these questions through exploring major genres of popular fiction: fantasy, science fiction, crime, horror, romance, and historical fiction. Multimedia adaptations will also be included and students are encouraged to think about the close connection between genre fiction and popular media.
In the first semester, we will examine genres in mystery, historical, and gothic fiction. Students will be encouraged to think about the common themes across these genres as well as consider their unique appeal to readers.
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 to literary genres and genre fiction
Weeks 2-5: Mystery
• Patricia Highsmith, The Talented Mr. Ripley
Weeks 6-8: Historical Fiction
• Mary Renault, The Persian Boy
Week 9: Midterm exam
Weeks 10-13: Gothic
• Edgar Allan Poe, The Fall of the House of Usher
Weeks 14-17: Vampire
• Bram Stoker, Dracula
Week 18: Final exam
教科書/參考書
References:
Tzvetan Todorov, The Fantastic: A Structural Approach to a Literary Genre
Rosemary Jackson, Fantasy: The Literature of Subversion
評分標準
Attendance and participation: 30%
Midterm exam: 30%
Final exam: 40%
學分數
3
授課時數(周)
3
開課班級
A11172
修課人數
29
This two-semester course introduces students to the history, conventions, and metamorphosis of genre fiction. Also known as popular fiction, genre fiction has dominated the imagination of common readers for over a century. How is genre fiction different from “literary” works? What is the appeal of popular genres and what are readers’ expectations for each genre? This course invites students to discuss these questions through exploring major genres of popular fiction: fantasy, science fiction, crime, horror, romance, and historical fiction. Multimedia adaptations will also be included and students are encouraged to think about the close connection between genre fiction and popular media.
In the first semester, we will examine genres in mystery, historical, and gothic fiction. Students will be encouraged to think about the common themes across these genres as well as consider their unique appeal to readers.
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 to literary genres and genre fiction
Weeks 2-5: Mystery
• Patricia Highsmith, The Talented Mr. Ripley
Weeks 6-8: Historical Fiction
• Mary Renault, The Persian Boy
Week 9: Midterm exam
Weeks 10-13: Gothic
• Edgar Allan Poe, The Fall of the House of Usher
Weeks 14-17: Vampire
• Bram Stoker, Dracula
Week 18: Final exam
教科書/參考書
References:
Tzvetan Todorov, The Fantastic: A Structural Approach to a Literary Genre
Rosemary Jackson, Fantasy: The Literature of Subversion
評分標準
Attendance and participation: 30%
Midterm exam: 30%
Final exam: 40%
學分數
3
授課時數(周)
3
開課班級
A11172
修課人數
29
111-1_美國文學史(上)
教學目標
This survey course introduces students to the history of American literature from the beginnings to 1865. Students will learn about the major periods and figures, as well as the historical, cultural, and critical contexts of American literature during this time. Emphasis will be placed as much on literary traditions as on close readings of individual texts. Through active participation in classroom discussions and group presentations, students are encouraged to develop self-directed learning skills and independent thinking regarding the relationship between literary texts and their historical/social/cultural contexts.
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
1 09/23 Introduction
2 09/30 England’s First View of America by John White
3 10/07 John Smith, The General History of Virginia
4 10/14 Thomas Jefferson, The Declaration of Independence
5 10/21 Washington Irving, Rip Van Winkle
6 10/28 Ralph Waldo Emerson, “The American Scholar, “Self-Reliance”
7 11/04 Nathaniel Hawthorne, “Young Goodman Brown”
8 11/11 Nathaniel Hawthorne, “The Birth-Mark”
9 11/18 Midterm Exam
10 11/25 Edgar Allan Poe, “Annabel Lee”, “The Tell-Tale Heart”
11 12/02 American Civil War and Slave Narratives
12 12/09 Abraham Lincoln, “Gettysburg Address”
13 12/16 Henry David Thoreau, “Resistance to Civil Government”
14 12/23 Henry David Thoreau, “Walden”
15 12/30 Walt Whitman, “Out of the Cradle Endlessly Rocking”
16 01/06 Herman Melville, “Bartleby”
17 01/13 Emily Dickinson
18 01/20 Final Exam
教科書/參考書
The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2022 (Shorter Tenth Edition)
評分標準
Quizzes & Participation 15%
Group Presentations 15%
Midterm Exam 30%
Final Exam 40%
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
43
This survey course introduces students to the history of American literature from the beginnings to 1865. Students will learn about the major periods and figures, as well as the historical, cultural, and critical contexts of American literature during this time. Emphasis will be placed as much on literary traditions as on close readings of individual texts. Through active participation in classroom discussions and group presentations, students are encouraged to develop self-directed learning skills and independent thinking regarding the relationship between literary texts and their historical/social/cultural contexts.
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
1 09/23 Introduction
2 09/30 England’s First View of America by John White
3 10/07 John Smith, The General History of Virginia
4 10/14 Thomas Jefferson, The Declaration of Independence
5 10/21 Washington Irving, Rip Van Winkle
6 10/28 Ralph Waldo Emerson, “The American Scholar, “Self-Reliance”
7 11/04 Nathaniel Hawthorne, “Young Goodman Brown”
8 11/11 Nathaniel Hawthorne, “The Birth-Mark”
9 11/18 Midterm Exam
10 11/25 Edgar Allan Poe, “Annabel Lee”, “The Tell-Tale Heart”
11 12/02 American Civil War and Slave Narratives
12 12/09 Abraham Lincoln, “Gettysburg Address”
13 12/16 Henry David Thoreau, “Resistance to Civil Government”
14 12/23 Henry David Thoreau, “Walden”
15 12/30 Walt Whitman, “Out of the Cradle Endlessly Rocking”
16 01/06 Herman Melville, “Bartleby”
17 01/13 Emily Dickinson
18 01/20 Final Exam
教科書/參考書
The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2022 (Shorter Tenth Edition)
評分標準
Quizzes & Participation 15%
Group Presentations 15%
Midterm Exam 30%
Final Exam 40%
學分數
3
授課時數(周)
3
開課班級
A10911
修課人數
43
111-1_英國文學史(二上)
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.
Google Meet link (code):：https://meet.google.com/xyp-suiu-nre
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 13/09 Course overview
W2 20/09 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 27/09 “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
W4 04/10 The Rape of the Lock continued: lines 1-28, 41-70, 105-148 of Canto 1; lines 1-34, 101-142 of Canto 2
W5 11/10 The Rape of the Lock continued: lines 125-178, Canto 3; lines 11-16, 79-88, Canto 4; lines 103-114, and 123-150, Canto 5
W6 18/10 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 25/10 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759)
W8 01/11 The History of Rasselas, Prince of Abyssinia continued; Presentation on Samuel Johnson and his work(s) by Group 2
W9 08/11 Mid-term examination
W10 15/11 Introduction to the Romantic Period
W11 22/11 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 29/11 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 06/12 “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 13/12 Robert Burns (1759-1796); “Song: For a’ that and a’ that” and “To a Mouse”
W15 20/12 Robert Burns’s “To a Louse” and “Tam o’Shanter”
W16 27/12 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 03/01/2023 William Wordsworth’s “Lines Composed a Few Miles above Tintern Abbey” and “Resolution and Independence” (if we have adequate time); course review
W18 10/01 Final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al, eds. The Norton Anthology of English Literature. 10th ed. Package 1 (A. B. C.). New York: Norton, 2018. Greenblatt, Stephen, and Carol T. Christ, eds. The Norton Anthology of English Literature. 10th ed. Package 2 (D. E. F.). New York: Norton, 2018.
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.
評分標準
Course participation and attendance 10% (Please note 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
A11172
修課人數
42
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.
Google Meet link (code):：https://meet.google.com/xyp-suiu-nre
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 13/09 Course overview
W2 20/09 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 27/09 “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
W4 04/10 The Rape of the Lock continued: lines 1-28, 41-70, 105-148 of Canto 1; lines 1-34, 101-142 of Canto 2
W5 11/10 The Rape of the Lock continued: lines 125-178, Canto 3; lines 11-16, 79-88, Canto 4; lines 103-114, and 123-150, Canto 5
W6 18/10 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 25/10 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759)
W8 01/11 The History of Rasselas, Prince of Abyssinia continued; Presentation on Samuel Johnson and his work(s) by Group 2
W9 08/11 Mid-term examination
W10 15/11 Introduction to the Romantic Period
W11 22/11 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 29/11 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 06/12 “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 13/12 Robert Burns (1759-1796); “Song: For a’ that and a’ that” and “To a Mouse”
W15 20/12 Robert Burns’s “To a Louse” and “Tam o’Shanter”
W16 27/12 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 03/01/2023 William Wordsworth’s “Lines Composed a Few Miles above Tintern Abbey” and “Resolution and Independence” (if we have adequate time); course review
W18 10/01 Final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al, eds. The Norton Anthology of English Literature. 10th ed. Package 1 (A. B. C.). New York: Norton, 2018. Greenblatt, Stephen, and Carol T. Christ, eds. The Norton Anthology of English Literature. 10th ed. Package 2 (D. E. F.). New York: Norton, 2018.
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.
評分標準
Course participation and attendance 10% (Please note 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
A11172
修課人數
42
111-1_翻譯導論(上)
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
2022/09/15 — Orientation 2022/09/22 — Cohesion and Coherence 2022/09/29 — National Holiday 2022/10/06 — Syntactic Problems in Translation 2022/10/13 — The Problems of Non-equivalence 2022/10/20 — The Problems of Long Sentences 2022/10/27— The Problems of under/over/mistranslation 2022/11/03 — Register Analysis: formal texts 2022/11/10 — Mid-term exam 2022/11/17 — Assignment Discussion + CA practice 2022/11/24 — Assignment Discussion + CA practice 2022/12/01 — Assignment Discussion + CA practice 2022/12/08 — Assignment Discussion + CA practice 2022/12/15 — Assignment Discussion + CA practice 2022/12/22 — Assignment Discussion + CA practice 2022/12/29 — Final Exam (CA) 2022/01/05 — Final Exam (CA) 2022/01/12 — Final Exam (CA)
教科書/參考書
評分標準
Translation Assignments + Attendance = 60% Mid-term exam (Interpreting) = 20% Final Exam (Interpreting) = 20%
學分數
2
授課時數(周)
2
開課班級
A11111
修課人數
24
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
2022/09/15 — Orientation 2022/09/22 — Cohesion and Coherence 2022/09/29 — National Holiday 2022/10/06 — Syntactic Problems in Translation 2022/10/13 — The Problems of Non-equivalence 2022/10/20 — The Problems of Long Sentences 2022/10/27— The Problems of under/over/mistranslation 2022/11/03 — Register Analysis: formal texts 2022/11/10 — Mid-term exam 2022/11/17 — Assignment Discussion + CA practice 2022/11/24 — Assignment Discussion + CA practice 2022/12/01 — Assignment Discussion + CA practice 2022/12/08 — Assignment Discussion + CA practice 2022/12/15 — Assignment Discussion + CA practice 2022/12/22 — Assignment Discussion + CA practice 2022/12/29 — Final Exam (CA) 2022/01/05 — Final Exam (CA) 2022/01/12 — Final Exam (CA)
教科書/參考書
評分標準
Translation Assignments + Attendance = 60% Mid-term exam (Interpreting) = 20% Final Exam (Interpreting) = 20%
學分數
2
授課時數(周)
2
開課班級
A11111
修課人數
24
111-1_第二外語：西二(上)
教學目標
1.進一步介紹基本句型:數字 時間 生活作息.... 2.透過錄音檔訓練學生的聽力及口說能力 3.透過短篇閱讀增進學生的閱讀能力並進一步了解西班牙語系國家的生活習慣及民俗文化 西二(上) 視訊通話連結：https://meet.google.com/uoh-ezhw-bqd 若有問題請寄信給我 auroralee83@yahoo.com.tw
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;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
1. Repaso 2.Leccion 9 ¿Cuál es tu número de teléfono? P.156-163 3. P.164-167 4. Actividad en grupo 5. P.168-174 6. Actividad en grupo 7. Leccion 10 ¿Qué hora es? P.176-181 8. Ejercicios y p.182-185 9. Examen del semestre medio 10.Pelicula 11. P.186-193 12.Leccion 11 ¿A qué hora te levantas? P.196-199 13. P.200-204 14.Actividad en grupo 15. P.205-210 16. P.211-216 17.Película 18.Examen fiinal
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN:978-957-784-779-9
評分標準
期中考 30% 期末考 30% 平時考 40%
學分數
2
授課時數(周)
2
開課班級
A11011
修課人數
14
1.進一步介紹基本句型:數字 時間 生活作息.... 2.透過錄音檔訓練學生的聽力及口說能力 3.透過短篇閱讀增進學生的閱讀能力並進一步了解西班牙語系國家的生活習慣及民俗文化 西二(上) 視訊通話連結：https://meet.google.com/uoh-ezhw-bqd 若有問題請寄信給我 auroralee83@yahoo.com.tw
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;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
1. Repaso 2.Leccion 9 ¿Cuál es tu número de teléfono? P.156-163 3. P.164-167 4. Actividad en grupo 5. P.168-174 6. Actividad en grupo 7. Leccion 10 ¿Qué hora es? P.176-181 8. Ejercicios y p.182-185 9. Examen del semestre medio 10.Pelicula 11. P.186-193 12.Leccion 11 ¿A qué hora te levantas? P.196-199 13. P.200-204 14.Actividad en grupo 15. P.205-210 16. P.211-216 17.Película 18.Examen fiinal
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN:978-957-784-779-9
評分標準
期中考 30% 期末考 30% 平時考 40%
學分數
2
授課時數(周)
2
開課班級
A11011
修課人數
14
111-1_語言學概論(上)
教學目標
This course attempts to familiarize students with central components of linguistics. Students will have an overview of the various fields of linguistics, including the nature of human language, morphology, syntax, semantics, phonetics, phonology, and the psychology of language. Language and society, inclusive of language in society and language change, will also be covered.
線上課程使用microsoft teams(可事先下載)
語概111-1團隊代碼rhreym2
登錄方式: 【登入網址】https://www.office.com/
【學生帳號】學號@o365.nuk.edu.tw ，例如：a1033301@o365.nuk.edu.tw
【預設密碼】Nuk西元生日八碼(N大寫)，例如：Nuk19900406
[註]輔以Line群組公布訊息，教材會放置於MOODLE 4.0，
指定作業請繳交至該平台「指定作業區」。
授課形式
理論講述與討論-70.00%;個案分析或作品賞析-0.00%;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:
Week 2: Language: a preview
Week 3: Morphology
Week 4: Morphology
Week 5: Morphology
Week 6: Syntax
Week 7: Syntax
Week 8: Syntax
Week 9: Review 1
Week 10: Test 1
Week 11: Semantics
Week 12: Semantics
Week 13: Semantics
Week 14: Phonetics
Week 15: Phonetics
Week 16: Phonetics
Week 17: Review 2
Week 18: Test 2
教科書/參考書
Fromkin, V., Rodman, R., & Hyams, N. (2013). An Introduction to Language. (10th ed.) USA: Thomson.
Language Files (12th ed). (2017). The Ohio State University Press.
O’Grady, W., & Archibald, J. (2015). Contemporary Linguistic Analysis. (8th ed.) USA: Pearson.
評分標準
1. Attendance, class participation, on-line discussion, assignments, exercise and paper-and-pencil tests: 80%
2. Group reports/exercises: 20%
學分數
3
授課時數(周)
3
開課班級
A11011
修課人數
50
This course attempts to familiarize students with central components of linguistics. Students will have an overview of the various fields of linguistics, including the nature of human language, morphology, syntax, semantics, phonetics, phonology, and the psychology of language. Language and society, inclusive of language in society and language change, will also be covered.
線上課程使用microsoft teams(可事先下載)
語概111-1團隊代碼rhreym2
登錄方式: 【登入網址】https://www.office.com/
【學生帳號】學號@o365.nuk.edu.tw ，例如：a1033301@o365.nuk.edu.tw
【預設密碼】Nuk西元生日八碼(N大寫)，例如：Nuk19900406
[註]輔以Line群組公布訊息，教材會放置於MOODLE 4.0，
指定作業請繳交至該平台「指定作業區」。
授課形式
理論講述與討論-70.00%;個案分析或作品賞析-0.00%;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:
Week 2: Language: a preview
Week 3: Morphology
Week 4: Morphology
Week 5: Morphology
Week 6: Syntax
Week 7: Syntax
Week 8: Syntax
Week 9: Review 1
Week 10: Test 1
Week 11: Semantics
Week 12: Semantics
Week 13: Semantics
Week 14: Phonetics
Week 15: Phonetics
Week 16: Phonetics
Week 17: Review 2
Week 18: Test 2
教科書/參考書
Fromkin, V., Rodman, R., & Hyams, N. (2013). An Introduction to Language. (10th ed.) USA: Thomson.
Language Files (12th ed). (2017). The Ohio State University Press.
O’Grady, W., & Archibald, J. (2015). Contemporary Linguistic Analysis. (8th ed.) USA: Pearson.
評分標準
1. Attendance, class participation, on-line discussion, assignments, exercise and paper-and-pencil tests: 80%
2. Group reports/exercises: 20%
學分數
3
授課時數(周)
3
開課班級
A11011
修課人數
50