西洋語文學系

教學目標
This course aims to provide guidelines for students planning to write theses for their master's degree. For more information on online and remote learning, please contact the assigned instructor. 上課地點請聯繫個別指導教授。

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
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 research and take notes.
Second Semester: 5. Complete draft chapters. 6. Revise and finalize the dissertation. 7. Prepare for the oral defense.

教科書/參考書
online database and MLA writing lab

評分標準
Class participation: 50% Mid-term exam: 25% Final exams: 25%

學分數
1

授課時數(周)
1

開課班級
M11211

修課人數
1

教學目標
This two-semester course introduces students to the power and significance of media representations, particularly hip hop-themed media, as tools to enrich our understanding of society. Media genres such as films, manga, anime, and music videos act as prisms that reflect, distort, and disperse social realities. By examining these media as texts, students will explore their relationship with literature and the interconnections between media and society.
Key questions include: How do these representations differ from literary ones? Why have they become more popular than traditional literary forms? What distinguishes the circulation of media productions from that of literary works? Through analyzing visual and verbal content, this course aims to help students develop a framework for perceiving the world through popular media, fostering new perspectives on their social environment.
Building on the first semester, this second semester shifts toward a more student-driven approach, focusing on hip hop-themed media representations. Students will begin by reading a selected book related to hip hop culture and sharing their reading notes during seminar discussions. The latter half of the course will examine the commodification of hip hop elements across three key media genres: manga, anime, and music videos of rap songs. Additionally, the course will analyze how hip hop has permeated the entertainment and high-brand industries, transforming into a marketing strategy for both musical and visual media. Students will also critically evaluate the ethical implications and appropriateness of hip hop’s appropriation in these contexts.


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
Orientation: Introduction to Media and Cultural Studies, Syllabus, Group Division

Week 2–9
FOUNDATION: B-Boys, B-Girls, and Hip-Hop Culture in New York
Book Chapter Presentation & Discussion (8 chapters)

Week 10–15
Analyzing Hip Hop-Themed Media
Materials will be provided in class.
Using Schloss's theoretical framework for hip hop studies, students will analyze various media representations and participate in in-depth discussions.

Week 16–17
Student Research Workshop: Self-Study on Hip Hop-Themed Media
Each student will independently analyze an example of hip hop-themed media, drawing on insights and theoretical frameworks discussed earlier in the course.
This research will culminate in a final short essay, to be submitted in Week 18.

Week 18
Final Short Essay Submission

Note: This syllabus is subject to change based on class needs.


教科書/參考書
Schloss, Joseph G. (2009), Foundation: B-boys, B-girls and Hip-Hop Culture in New York, New York: Oxford University Press.
Additional materials will be provided in class.


評分標準
Attendance 20%
In-class Presentation and Discussions 50%
Final Short Essay (2500 words maximum) 30%



*** Attendance Policy ***
・Full attendance and active participation will award you the full 20 points.
・Late Arrivals: Arriving after the second period begins will result in being marked absent for that week’s session unless you notify me in advance. Two late arrivals will count as one absence.
・Absences:
　- For the first three absences, each will incur a 2-point deduction.
　- Beginning with the fourth absence, each will result in a 5-point deduction.
・Punctuality Matters: Late arrivals and early departures will negatively impact your attendance score.
・Five or More Absences: If you accumulate five absences or more, you will be required to withdraw from the course. Failure to do so will result in an automatic failing grade for the semester.
・This policy is non-negotiable and will be strictly enforced. Show up, stay on time, and take this responsibility seriously.

學分數
3

授課時數(周)
3

開課班級
M11311

修課人數
19

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
2025/02/20 — Foundations of Bilingualism + Themes in the study of code-switching 2025/02/27 — The Bilinguals’ Language Modes + Structural Approach to code-switching 1 (The MLF model- Wang, 2016a) 2025/03/06 — Simultaneous Bilingual Language Acquisition + Sociolinguistic factors in code-switching 2 (Wei, 2003) 2025/03/13 — The Learning of Foreign Language Vocabulary + Sociolinguistic factors in code-switching 2 (Alarcon and Heyman, 2013) 2025/03/20 — What does critical period really mean? Conversational Structure and Social Structure + A Conversation Analytic Model of code-switching 1 (Li Wei, 2005) 2025/03/27 — Code-switching and the Politics of Language + Code-switching and the Politics of Language + Rational Choice Model(Myers-Scotton & Bolonyai, 2001) 2025/04/03 — National Holiday 2025/04/10 — Code-switching and Bilingual Lexicon + Structural implications of code-switching 1 (Wei, 2000) 2025/04/17 —Code-switching and Language Acquisition + Structural implications of code-switching 2 (Deuchar, Muysken, and Wang, 2007) 2025/04/24 — Code-switching and Language Acquisition + Structural implications of code-switching 2 (Wang, 2016b-The PFDJ Theorem ) 2025/05/01 — Code-switching and Minority Language Survival+ Structural implications of code-switching 4 (Deuchar, 2006) 2025/05/08— Code-switching and Bilingual Education + (Tien 2009) 2025/05/15 — A Usage-based Approach to CS (Ad. Backus) 2025/05/22 — Translanguaging (Li Wei) 2025/05/29 — Bilingual Vocabulary Acquisition (Ge et. Al., 2024) 2025/06/05 — Oral Presentation + Assignment Discussion 2025/06/12 — Deadline of Assignment

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

評分標準
Oral Presentation (40%) Undergraduate: 3000-word essay or research project (60%) Oral Presentation (30%) Postgraduate: 3000- 5000 word Research Project (60%) + Oral presentation (10%)

學分數
3

授課時數(周)
3

開課班級
M11211

修課人數
10

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.

For more information on online and remote learning, please contact the assigned instructor.

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.
本課程因指導老師不同以及教學主題各異。

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.
本課程因指導老師不同以及教學主題各異。

學分數
3

授課時數(周)
3

開課班級
M11311

修課人數
4

教學目標
This is an fun and interesting elective course. It will focus on critical thinking or higher level thinking while learning advanced listening and communication skills using children’s stories. This course will focus on the diverse English children’s stories that are read throughout the world. Story designs and themes, like rhyming and repeating words, ethics, and moral lessons to be taught to children will also be some of the course contents that students will focus on through listening activities. Specifically, the students will utilize English listening and communication skills while moving from the basic forms of thinking through the advance forms of thinking. By the end of the course, students should be able to critically evaluate and verbally discuss children’s stories from all over the world. Students will learn advanced intercommunication techniques and advanced levels of public speaking skills. 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.

授課形式
理論講述與討論-80.00%;個案分析或作品賞析-0.00%;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
Each week will have different topics and/or stories to be either read or listened to and then discussed afterwards. Week 1 Introduction and general course description of requirements Week 2 How children’s stories are designed and made for different age levels and abilities. Reading with your kids. Picture books and learning vocabulary. Week 3 Continue the discussion about How children’s stories are designed and made for different age levels and abilities. Reading with your kids. Picture books and learning vocabulary. Week 4 Vocabulary building books: Cars and Trucks by Richard Scarry Week 5 Continue the discussion about vocabulary building books: Things That Go by Richard Scarry Week 6 Story time and starter books. Click, Clack, Moo by Doreen Cronin, Elephant & Piggie by Mo Willems, Biscuit by Alyssa Satin Capucilli Week 7 Continue the discussion about story time and starter books. Aaron the Alligator by P. D. Eastman, The Frog and Toad by Arnold Lobel Week 8 Rhyming and moral lessons, Books by Dr. Seuss: Green Eggs and Ham, Oh, the Places You'll Go! Week 9 Mid-term Exam Week Week 10 Student directed study, no class. To be discussed in class. Week 11 Student directed study, no class. To be discussed in class. Week 12 Continue the discussion about classic beginner books and the most popular books with lesson and morals: The Real Mother Goose by Blanche Fisher Wright, James and the Giant Peach by Roald Dahl Week 13 Continue the discussion about classic beginner books and the most popular books with lesson and morals: Love You Forever by Robert Munsch, The Giving Tree by Shel Silverstein, Where the Sidewalk Ends: Poems and Drawings by Shel Silverstein Week 14 Student readings/ presentations and class discussions Week 15 Student readings/ presentations and class discussions Week 16 Student reading/ presentations s and class discussions Week 17 Student readings/ presentations and class discussions Week 18 Final Exam Week

教科書/參考書
Some of the books listed above, to be announced on the first or second day of class. This is based on how many students register for this class and how many student readings and class discussion there will be. There will be a ‘teacher’s package” with additional information that is required for this course and students must bring it to class every day.

評分標準
60% In-class activities (this will included assignments each worth 5-10 points and 1 student reading and class discussion worth 10 points), 20 % oral presentation, 20% midterm exam or other exam task, 20% final exam or other final exam task.

學分數
2

授課時數(周)
2

開課班級
A11311

修課人數
25

教學目標
Shakespeare's plays and Disney's animations share a remarkable array of similarities. Both offer accessible and commercially appealing entertainment for their target audiences, deftly reshaping classic narratives to align with contemporary values while occasionally challenging or subverting established societal norms. These cultural treasures provide invaluable insights into the mindset and social landscape of Shakespearean England and the contemporary US. More significantly, they serve as mirrors, reflecting analogous political, economic, and social ideologies that prevailed in Elizabethan England and continue to influence contemporary America. This course delves into these remarkable parallels between Shakespeare's works and Disney's animations. Throughout the semester, we will delve into three core themes: the dynamics of racial and sexual politics, teenage rebellion and parental control, and the exploration of cinematic violence and the politics of beauty. Our discussions will revolve around the examination of cross-dressing and gender politics in Shakespeare's The Merchant of Venice and Disney's Mulan, the intricacies of teenage rebellion and parental control in Shakespeare's Romeo and Juliet and Disney's Finding Nemo, and the exploration of cinematic violence and the politics of beauty in Shakespeare's Hamlet and Disney's The Lion King. While this course equips you with the tools to analyze and interpret films and animations effectively, we will also pay meticulous attention to the nuances of Shakespearean language and dissect the cultural and political messages conveyed through Disney's animations. Structurally, this course consists of three units: lectures, in-class discussions, and film screenings. Each unit is designed to foster engaging discussions centering on the socio-political themes prevalent in both Shakespeare's timeless plays and Disney's beloved animations.

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 Feb. 12
1. Introduction to the course: the syllabus, course requirements and policies
Section I: Cross-dressing and gender politics in Shakespeare's The Merchant of Venice and Disney's Mulan
The Merchant of Venice, 1.1-2.2
Comparing and contrasting Shakespeare's text with Nunn's film
1. Antonio's melancholy
2. Portia's melancholy and the commodification of women in the Renaissance
3. Shylock and Antonio's bond with Shylock

Week 2 Feb. 19 The Merchant of Venice, 2.3-2.9
Comparing and contrasting Shakespeare's text with Nunn's film
1. The Power of Cross-Dressing: Jessica's elopement with Lorenzo
2. Shylock's concerns with the loss of his daughter vs. the loss of his possessions

Week 3 Feb. 26 Watching The Merchant of Venice at home

Week 4 Mar. 5 The Merchant of Venice, 3.1-5.1
Comparing and contrasting Shakespeare's text with Nunn's film
1. Shylock and the early modern racial prejudice
2. the fangs of the Jew
3. the trial scene and the penalty clause
4. What power does cross-dressing encompass—Portia dressing as a woman and Portia in a man's apparel

Week 5 Mar. 12 Mulan
Cross-dressing and gender politics

Week 6 Mar. 19
1. Compare Shakespeare's The Merchant of Venice with Disney's Mulan.
Focus on cross-dressing and gender politics.
2. In-class worksheet

Week 7 Mar. 26
Section II: Teenage Rebellion and Parental Control in Shakespeare's Romeo and Juliet and Disney's Finding Nemo
Romeo and Juliet, Prologue-1.5
First Love and Teenage Rebellion: The Capulet's Party, 1.5, especially Romeo and Juliet's love sonnet

Week 8 Apr. 2 Spring Break
Week 9 Apr. 9 Romeo and Juliet, 2.0-3.4
First love and teenage rebellion: The balcony scene, 2.1.75-234; the bedchamber scene, 2.4.25-77
Teenage rebellion, street violence and its consequence: Tybalt’s death scene, 3.1

Week 10 Apr. 16 Romeo and Juliet, 3.5-5.3
Teenage rebellion, parental control, and the tragic ends

Week 11 Apr. 23 Finding Nemo
Disney's version of teenage rebellion and parental control

Week 12 Apr. 30
1. Compare Shakespeare's Romeo and Juliet with Disney's Finding Nemo. Focus on teenage rebellion and parental control.
2. In-class worksheet

Week 13 May 7
Section III: Cinematic Violence and the Politics of Beauty in Shakespeare's Hamlet and Disney's The Lion King
Hamlet, 1.1-1.5
The first ghost scene
The second ghost scene

Week 14 May 14 Watching Hamlet at home.

Week 15 May 21 Hamlet, 2.1-3.4
Claudius's prayer (3.3.36-98)
Ophelia's madness
Should Laertes be King? (4.5.98-108)
Hamlet, 4.1-5.2
The graveyard scene
The final dual scene

Week 16 May 28
1. The Lion King
Cinematic violence, the politics of beauty, and its mirroring with Shakespeare's Hamlet
2. in-class worksheet
3. guidelines for preparing the dubbing presentation

Week 17 June 4 Rehearsal for your dubbing presentation

Week 18 June 11 Dubbing presentation


教科書/參考書
Course Materials:
1. The Merchant of Venice. Dir. Trevor Nunn. Perf. David Bamber and Raymond Coulthard. Image Entertainment, 2004.
2. Mulan. Dir. Tony Bancroft and Barry Cook. Walt Disney, 1998.
3. Romeo & Juliet. Created by Franco Zeffirelli, Perf. Leonard Whiting and Olivia Hussey. Paramount Studio, 1968.
4. Finding Nemo. Dir. Andrew Stanton and Lee Unkrich. Perf. Albert Brook and Ellen DeGeneres. Walt Disney, 2003.
5. Hamlet. Dir. Kenneth Branagh. Perf. Richard Attenborough, David Blair, Brian Blessed, Kenneth Branagh, Richard Briers. Warner Home Video, 1996.
6. The Lion King. Dir. Roger Allers and Rob Minkoff. Walt Disney, 1994.


評分標準
When grading your final poster presentations, I will consider the following criteria: grammar, logic and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing. Your final grade in the class depends upon your performance in the following work:
1. attendance and in-class participation: 20% (You are allowed to have three absences without penalty. Starting from the fourth absence, two points will be deducted from your final grade for each additional absence.)
2. Shakespeare and Disney dubbing presentation 80%


學分數
3

授課時數(周)
3

開課班級
A11111

修課人數
29

教學目標
本課程與何嘉仁文教事業股份有限公司合作，提供高雄大學西洋語文學系三、四年級學生赴其相關企業體實習之機會。本課程視修課學生人數，將會在每學年上、下學期或是暑期開課，但於下學期初，會開一次校外實習課程說明會。欲修習此課程的同學必須要：（一）在計畫修課前參加本課程之校外實習說明會；（二）通過何嘉仁美語內部之筆試和口試；（三）提出「家長同意書」，經授課教師查核簽名後，方可修習本課程。實習時數達160小時，經業界主管審核推薦及格，及授課教師訪視審查合格後，方可授與學分。課程主要的目標在於：（一）瞭解兒童美語教學與行政之產業生態；（二）瞭解兒童美語企業之運作；（三）培養優秀之工作態度；（四）提供西語系學生教學實習之場域；（五）促使學用合一，增加西洋語文學系學生就業之競爭力。

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

課程內容與進度
1.參加企業實習之開課說明會 2.檢具「家長同意書」及有效期間為一年以上之意外險保單 3.配合實習企業的規定與進度實習 4.授課教師期中訪視 5.繳交「實習單位成績評分表」（由實習單位主管考核） 6.參加實習成果發表會，並做一個10-15分鐘之實習成果報告

教科書/參考書
無，但請參考高雄大學學生業界實習實施辦法 　

評分標準
本課程之學期成績由業界實習主管與校內指導老師共同評定，其評分之項目如下： 1. 實習成績：50% （由實習單位主管依出勤狀況、實習態度、實習技術和成果等評定之） 2. 實習成果報告：50% （由任課老師評分） 　

學分數
2

授課時數(周)
2

開課班級
A11011

修課人數
1

教學目標
This course is intended to help students understand and enjoy some British and American plays. 請修課同學加入臉書教學社團
Lectures and group presentations:
Groups of students take turns to give PowerPoint 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, Themes, motifs, allusions, etc. (week 3).


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

課程內容與進度
Week 1. Introduction
Week 2 Tennessee Williams, A Streetcar Named Desire
Week 3. Tennessee Williams, A Streetcar Named Desire
Week 4. Tennessee Williams, A Streetcar Named Desire
Week 5. Michael Frayn, Noises Off, performance online
Week 6. Michael Frayn, Noises Off
Week 7. Michael Frayn, Noises Off
Week 8. Michael Frayn, Noises Off
Week 9. Essay questions (open-book)
Week 10. Mid-term exam (non-Open-book)
Week 11. Arthur Miller, Death of a Salesman; Aristotle
Week 12. Arthur Miller, Death of a Salesman; Aristotle
Week 13. Arthur Miller, Death of a Salesman; Aristotle
Week 14. M. Butterfly, performance online
Week 15. M. Butterfly
Week 16. M. Butterfly
Week 17. Final exam
Week 18. Final paper


教科書/參考書
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
41

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
2025/02/10 — Orientation 2025/02/17 — Language and Ethnicity 2025/02/24 — Language and Ethnicity 2025/03/03 — Language Attitude 2025/03/10 — Students’ Presentation 1 + Language Attitude 2025/03/17 — Lexical Borrowings 2025/03/24 — Internet Language 2025/03/31 — Students’ Presentation 2 + English as a Global Language 2025/04/07 — Mid-term Exam 2025/04/14 — English as a Global Language 2025/04/21 — English as a Global Language + Students’ Presentation 3 2025/04/28 — Language Taboos 2025/05/05 — Language Taboos 2025/05/12 — Style, Context, and Register 2025/05/19 — Pidgin and Creole + Students’ Presentation 4 2025/05/26 — Language Shift, Endangerment, and Death 2025/06/02 — Language Shift, Endangerment, and Death 2025/06/09 — 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
A11111

修課人數
33

教學目標
Following History of American Literature (I), this survey course continues its exploration of the history of American Literature from 1865 to the present. This survey provides students with an understanding of the times and circumstances of each period as well as how each work reflects its author’s ideas. In doing so, the course engages students in becoming skilled readers of prose and poetry written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. This course will focus on the study of American literature where students will not only become aware of the great, controversial, and beautiful ideas contained in America’s literary history, but will also examine the interactions between the writers’ purpose, subjects, and audience expectations. Assignments will consist of the students’ expository and personal, oral expression, as well as their exploration and analyses of literary, cultural, and historical topics germane to the masterpieces of American literature.
The purpose of this course is to expose students to a broad spectrum of American literature, thought, art, politics, religion, philosophy, etc., in order to gain a greater understanding of the English language and American cultural history. In addition to an intense examination of the rhetoric of American Literature, students will be expected to summarize, analyze, and evaluate the literature covered in this course that takes the form of written journals, essays, reports, projects, and oral presentations, and students will also be expected to demonstrate an understanding of the adaptation of literature in cinematic and musical media. Moreover, students will gain a thorough knowledge of the nexus between literature and other art forms such as music and dance by reading these media as text.

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
Orientation & Review (from the Puritan period to the Civil War era)

Week 2
Realism - 1865-1915
• Emily Dickinson (Transcendentalist)—poetry
• Paul Laurence Dunbar—“Federick Douglass” (poetry)

Week 3
Naturalism—1865-1915
• Jack London—“To Build a Fire” (short story) & From The Art of Fiction

Week 4
• Mark Twain—selections from The Adventures of Huckleberry Finn

Week 5
The Adventures of Huck Finn (1993 film) Screening & Twain, continued

Week 6
Twain, continued

Week 7
Yellow Journalism—researching Muckrakers - 1890 - 20th Century
• William Faulkner—“A Rose for Emily” (short story)

Week 8
Midterm Exam

Week 9
Modern: 1900- present
• Robert Frost (author only)
• Susan Galspell—Trifles (play)

Week 10
• William Carlos Williams—Poetry: “The Young Housewife”, “Portrait of a Lady”
• Ezra Pound—“Potrait d’une Femme”

Week 11
Modernist Manifestos
• Ezra Pound—From A Retrospect
• T.S. Eliot—From Tradition and the Individual Talent & “The Hollow Men” (poem)

Week 12
Debating Black Art
• Langston Hughes—From The Negro Artist and the Racial Mountain
• W. E. B. Du Bois—From Criteria of Negro Art
In-Class Activity: From Verse to Narrative: A Poem-to-Prose Workshop
Students will recompose E. E. Cummings’s poem “anyone lived in a pretty how town” into prose passages, analyzing how shifts in form influence meaning and interpretation.

Week 13
Harlem Renaissance and Its Off-Shoots
• Zora Neale Hurston—“How It Feels to Be Colored Me” (essay)
• Langston Hughes—Poetry: “Harlem”, “Song for a Dark Girl” and “The Weary Blues”
• Gwendolyn Brooks—Poetry: “We Real Cool” and “To the Diaspora”

Week 14
• Toni Morrison—Recitatif (short story)
• Martin Luther King, Jr.—“I Have a Dream” (speech)

Week 15
Bodies, Rhythms, (Art) Movements: Special Lecture Redefining Literature

Week 16
Guest Speaker
The guest lecture will help students understand how hip hop connects black cultural expression with traditional literature. The lecture will focus on addressing key social issues and redefining storytelling in contemporary contexts.

Week 17
Individual Essay Report or Group Workshop Preparation Week

Week 18
Final Submission Due

*** Note: This syllabus is subject to change based on the needs of the class.


教科書/參考書
Levine, Robert S. and Gustafson, Sandra M., eds. (2022), The Norton Anthology of American Literature, shorter 10th ed., vol.1, New York: W.W. Norton & Company.
Handouts and other materials will be uploaded to NUK Moodle.

評分標準
20% Participation (including attendance, participation in in-class discussions and activities, and submission of study question sheets or after-class short comments)
40% Midterm (Exam 25% and From Verse to Narrative: A Poem-to-Prose Workshop 15%)
40% Final (Individual Essay Report or Group Workshop)


*** Attendance Policy ***
・Full attendance and active participation will award you the full 20 points.
・Late Arrivals: Arriving after the second period begins will result in being marked absent for that week’s session unless you notify me in advance. Two late arrivals will count as one absence.
・Absences:
　- For the first three absences, each will incur a 2-point deduction.
　- Beginning with the fourth absence, each will result in a 5-point deduction.
・Punctuality Matters: Late arrivals and early departures will negatively impact your attendance score.
・Five or More Absences: If you accumulate five absences or more, you will be required to withdraw from the course. Failure to do so will result in an automatic failing grade for the semester.
・This policy is non-negotiable and will be strictly enforced. Show up, stay on time, and take this responsibility seriously.

學分數
3

授課時數(周)
3

開課班級
A11111

修課人數
43

教學目標
This course aims to introduce students to some works of English literature of the Romantic Period and acquire knowledge about the Victorian Age.

Students are required to preview the works which will be covered in each of the weeks before they come 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.

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-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%

課程內容與進度
(Tentative)
W 1 11/02 (+1) Peruse online syllabus at Moodle 4.0 and have your course texts ready by 24 February 2025; watch one Youtube video: "William Wordsworth Documentary" ()
W 2 18/02 (+1) Watch Youtube videos: "Samuel Taylor Coleridge Documentary" (), "How 5 English Poets Revered Across Europe | Literary Classics: The Romantics" ()
W 3 25/02 Course overview; William Wordsworth (1770-1850); "We Are Seven," "Expostulation and Reply," "The Tables Turned," "The Solitary Reaper," and "The World is Too Much with Us"
W 4 04/03 Wordsworth's "Lines Composed a Few Miles above Tintern Abbey" and "Resolution and Independence"
W 5 11/03 William Wordsworth's "Resolution and Independence" continued; Samuel Taylor Coleridge (1772-1834)
W 6 18/03 Samuel Taylor Coleridge's "The Eolian Harp" and "Frost at Midnight"; presentation: Group 1 on Wordsworth's The Prelude, or Growth of a Poet's Mind: An Autobiographical Poem (1850)
W 7 25/03 Samuel Taylor Coleridge's "The Rime of the Ancient Mariner"
W 8 01/04 "The Rime of the Ancient Mariner" continued
W 9 08/04 Mid-term Examination
W 10 15/04 Charles Lamb (1775-1834) and "Old China"
W 11 22/04 Examination results announced; George Gordon, Lord Byron (1788-1824): "Written after Swimming from Sestos to Abydos," "She walks in beauty"; presentation: Group 2 on "Kubla Khan" (1816) and Biographia Literaria (1817)
W 12 29/04 George Gordon, Lord Byron's "When a Man Hath No Freedom to Fight for at Home," and "So, we'll go no more a roving"; Percy Bysshe Shelley (1792-1822)
W 13 06/05 Percy Bysshe Shelley's "A Song: 'Men of England'" and "Ode to the West Wind"; presentation: Group Seniors on "Familiar Essays"
W 14 13/05 Percy Bysshe Shelley's "Ode to a Sky-Lark"; presentation: Group 3 on Lord Byron's Childe Harold’s Pilgrimage
W 15 20/05 John Keats (1795-1821): "Ode to Psyche" and "Ode on a Grecian Urn"; presentation: Group 4 on Shelley's Queen Mab; a Philosophical Poem: With Notes (1813)
W 16 27/05 Keats's "To Autumn" and "Ode to a Nightingale"
W 17 03/06 Introduction to the Victorian Age
W 18 10/06 Final examination
Note: If you are interested to learn more about English literature, you may watch Youtube videos on the Victorian Age: "Literature in the Victorian Era | A Historical Overview" (), "Victorian Literature: A Journey Through the Best of Times"(), and "The Stark Inequality That Made the Victorian Life Possible | Life in Victorian Times" (); and "The Birth of the Novel" ().

教科書/參考書
I. Textbooks
Stephen Greenblatt, et al. The Norton Anthology of English Literature. 9th ed. Vol. 2. New York: Norton, 2012.
Or, The Norton Anthology of English Literature. 10th ed. Vol. D: The Romantic Period & Vol. E: The Victorian Age. 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.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.



評分標準
Class attendance and participation 10% (Please note: If you skip classes for more than three time, you will lose 10% of the score)
Textbook(s) or course texts 20% [You MUST have your own textbook(s) or course texts].
Presentation 20% (Oral Presentation 15% + Uploading your script or ppt to Moodle 4.0 5%)
Mid-term examination 25%
Final examination 25%


學分數
3

授課時數(周)
3

開課班級
A11111

修課人數
38

教學目標
大學部文學文化類選修課，歡迎大ㄧ到大四同學選修

This course introduces students to a selection of film genres and texts, such as romance and musical, history and documentary, science fiction and horror, coming-of-age, and social realism, etc. Students will also explore critical issues of class, gender, race, and ethnicity through films, and learn about innovative approaches to film, for example geo-politics and film festivals, cinema and national branding, the rise of world cinema, Taiwan cinema, postcolonial film, and indigenous film.

Each semester will cover basic elements of film studies, a selection of film genres, and critical issues and approaches. Film critics or speakers from the film industry will be invited to share their hands-on knowledge and experience with students. Field trips corresponding to the annual Kaohsiung film festival or Kaohsiung Spring Arts Festival will be arranged if time permits.

This course includes a NUK 16+2 module: students will attend a workshop, talk, or conference related to their interests in film.


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-30.00%;田野調查-10.00%;實驗-0.00%;其他-0.00%

課程內容與進度
Week 1 Course Orientation

Week 2-3: Genre 1 Coming of Age: Bend It Like Beckham (India-Britain), tentative

Supplementary reading:
Pindoria, Ayesha. “20 Years Later: How ‘Bend It Like Beckham’ Became a Cultural Phenomenon”, Collider, May 16, 2022.
Student workshop: exploring the question of migration, gender, ethnicity, and multiculturalism

Week 4: Industry guest lecture series: 從短片思考世界
Week 5: Industry guest lecture series: 影像美學風格分析I
Week 6: Industry guest lecture series: 影像美學風格分析II

Week 7: Genre 1 Coming of Age: Rabbit-Proof Fence (Britain-Australia), tentative

Supplementary reading: Fu, Yu-wen. “Breaking through the Rabbit-Proof Fence: Colonial Displacement and Aboriginal Resistance in Doris Pilkington Garimara’s Storytelling”, Concentric: Literary and Cultural Studies, 2019.
Student workshop: exploring the question of race, colonialism, Stolen Generations, and Aboriginal identity

Week 8: Holiday.

Week 9: Midterm. NUK 16+2 Module: independent studies.

Week 10-11: Genre 2 Social Realism: The Leaving of Liverpool (Britain-Australia),tentative.

Supplementary reading: Bean, Philip, and Joy Melville. Lost Children of the Empire. Unwin Hyman, 1989.
Student workshop: exploring the question of Home Children, reversed displacement, another Stolen Generations, and national identity

Week 12-13 Film Genre 3: Documentary: Wansei Back Home (Japan-Taiwan), tentative

Supplementary reading:
Watt, Lori. When Empire Comes Home: Repatriation, and Reintegration in Postwar Japan, Harvard University Press, 2010
“The Wondering Stranger: Wansei Nostalgia through Sato Haruo’s Literature”, Taiwan Insight, 2019.
Student workshop: exploring the question of politics of place, home and away, nation and border, self and other

Week 15: NUK 16+2 Module: independent studies.

Week 16-17 Film project workshop and presentations.

Week 18: Term paper due.

教科書/參考書
Villarejo, Amy, Film Studies: The Basics, Routledge, 2022.
Benyahia, Sarah and Claire Mortimer. Doing Film Studies, Routledge, 2012.
Pindoria, Ayesha. “20 Years Later: How ‘Bend It Like Beckham’ Became a Cultural Phenomenon”, Collider, May 16, 2022.
Fu, Yu-wen. “Breaking through the Rabbit-Proof Fence: Colonial Displacement and Aboriginal Resistance in Doris Pilkington Garimara’s Storytelling”, Concentric: Literary and Cultural Studies, pp 167-188,2019.
Bean, Philip, and Joy Melville. Lost Children of the Empire. Unwin Hyman, 1989.
Watt, Lori. When Empire Comes Home: Repatriation, and Reintegration in Postwar Japan, Harvard University Press, 2010.
“The Wondering Stranger: Wansei Nostalgia through Sato Haruo’s Literature”, Taiwan Insight, 2019.


評分標準
Attendance and discussion 30% (attendance 15%)
Presentations 30%
Individual term paper (could be developed from your group presentations) 30%
Written feedback for NUK 16+2 module 10%

**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle

學分數
3

授課時數(周)
3

開課班級
A11211

修課人數
28

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. In the previous semester, the focus was to translate English texts into Chinese. The major aim of this semester, however, will be the other direction, namely translating Chinese texts into English. The texts in various fields will be translated and discussed.

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
2025/02/13 — Orientation 2025/02/20 — Tourism + Assignment Discussion + CI practice 2025/02/27 —Tourism + Assignment Discussion + CI practice 2025/03/06 — Literature + Assignment Discussion + CI practice 2025/03/13 — Literature + Assignment Discussion + CI practice 2025/03/20 — Education + Assignment Discussion + CI practice 2025/03/27 — Education + Assignment Discussion + CI practice 2025/04/03— National Holiday 2025/04/10 — Mid-term Exam 2025/04/17 — Mid-term Exam 2025/05/01 — Agriculture + Assignment Discussion + CI practice 2025/05/08 — State-owned Enterprise + Assignment Discussion + CI practice 2025/05/15 — Design + Assignment Discussion + CI practice 2025/05/22 — Design + Assignment Discussion + CI practice 2025/05/29 — Travel + Assignment Discussion + CI practice 2025/06/05 — Travel + Assignment Discussion + CI practice 2025/06/12 — Final Exam 2025/06/19 — Final Exam

教科書/參考書


評分標準
Translation Assignments + In-class practice = 60% Mid-term exam (Interpreting) = 20% Final Exam (Interpreting) = 20%

學分數
2

授課時數(周)
2

開課班級
A11211

修課人數
10

教學目標
1.進一步介紹西班牙語的句法級生活用語 2.透過媒體介紹西語系國家的生活型態及文化以增進學生的國際觀 3.藉由小組討論對話增進學生的對話能力 及寫作能力 4.Google Meet: ous-xuwz-deo

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.Unidad 12 ¿Qué te gusta hacer en tu tiempo libre? p.218-220 3. p.221-223 4. p.224-228 y música 5. p.229-233 7. p.234-235 y película 8. p.236 y ejercicios 9. Examen del semestre medio 10. Película 11. p.237-238 12. p.239-244 13. Tiempo progresivo estar+gerundio 14. ejercicios y música 15. lectura y seguir + gerundio 16. Tiempo Futuro ir a + infinitivo 17. ejercicios y lectura 18. Examen final

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
平時40% 期中 期末各30%

學分數
2

授課時數(周)
2

開課班級
A11211

修課人數
14

教學目標
以文法結構講解，建構同學書寫表達能力，以會話、歌曲與影片導讀，加強同學的聽力能力，以網路資訊拓展同學對法文的接觸面，啟動多元學習。

授課形式
理論講述與討論-70.00%;個案分析或作品賞析-20.00%;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
第1週：新學期課程介紹 第2週：否定（3） 第3週: 常用助動詞（1） 第4週: 常用助動詞（2） 第5週：簡單未來式（1） 第6週：簡單未來式（2） 第7週：簡單未來式（3） 第8週：氣象預報 第9週：期中考 第10週：比較級：形容詞與副詞 第11週：比較級：名詞與動詞 第12週：五種人稱代名詞統整（主詞用、加強語氣用、直接受詞用、間接受詞用、反身受詞用） 第13週：不定形容詞 第14週：短文閱讀 第15週：短文閱讀 第16週：期末考 PS. 課程內容與進度，將視同學上課學習狀況調整

教科書/參考書
《grammaire en dialogues》Claire Miquel CLE International 《vocabulaire en dialogues》Evelyne Siréjols, CLE international 《communication progressive du français》Claire Miquel, CLE International

評分標準
期中考20%，期末考20%，出席狀況10％，朗讀背誦作業：30%，平常考20％

學分數
2

授課時數(周)
2

開課班級
A11211

修課人數
16