114-1_文學文化研究方法
西洋語文學系
教學目標
* 本課程為碩士班必修課， 歡迎大三大四想申請研究所的同學選修。 全英授課，需完成個人小型研究，期末繳交10頁2500--3000字的英文小論文。
This course trains students how to conduct a research project and how to prepare and write an academic paper. Relevant skills will be offered for students specialized in literature, films and culture: including defining a research topic, conducting textual analysis, locating references, outlining, quotation, citation, and format. Student are expected to complete a research paper between 2500 to 3000 words that can be revised for academic conference presentation.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-20.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
(1) Preparation: define a research topic, find background information, conduct textual analysis, search for secondary and contextual references
W1 (9/11) Orientation
W2 (9/18) How to define a research topic
W3 (9/25) Case example
W4 (10/2) How to find a focus and conduct textual analysis
W5 (10/9) How to use contextual support
W6 (10/16) How to use academic reference
W7 (10/23) NUK 16+2 module: independent study for individual project, including topic, focus, text, and initial textual analysis
W8 (10/30) Project presentation and discussion
W9 (11/6)) NUK 16+2 module: independent library research for background information, secondary references (journal papers and books/chapters, etc.), and contextual references (government resources, statistics, historical records, etc.)
W10 (11/13) Project presentation and discussion
(2) Writing: produce an outline and argument, link all materials together
W11 (11/20) How to produce an outline
W12 (11/27) How to add argument, thesis statement, and topic sentences
W13 (12/4) How to connect subsections to strengthen the main argument
(3) Technical skills: format, quotation, citation, references
W14 (12/11) Format of a research paper; Quotations
W15 (12/18) Citation in text; MLA Works Cited list
(4) All students are expected to produce a paper draft that could be revised for academic conference presentation at the end of the semester. The paper should be at least 10 pages, 2500 to 3000 words (excluding Works Cited List)
W16 (12/25) National Holiday; draft your individual paper
W17 (1/1) National Holiday; revise and proof-read your paper (including format)
W18 (1/8) Final paper due (upload to Moodle)
教科書/參考書
Handouts MLA Handbook
評分標準
50% Class participation and performance (attendance, assignments and class work, discussion)
50% Individual term paper (content and technical skills including, format, quotation, citation, Works Cited List)
**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
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
2
* 本課程為碩士班必修課， 歡迎大三大四想申請研究所的同學選修。 全英授課，需完成個人小型研究，期末繳交10頁2500--3000字的英文小論文。
This course trains students how to conduct a research project and how to prepare and write an academic paper. Relevant skills will be offered for students specialized in literature, films and culture: including defining a research topic, conducting textual analysis, locating references, outlining, quotation, citation, and format. Student are expected to complete a research paper between 2500 to 3000 words that can be revised for academic conference presentation.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-20.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
(1) Preparation: define a research topic, find background information, conduct textual analysis, search for secondary and contextual references
W1 (9/11) Orientation
W2 (9/18) How to define a research topic
W3 (9/25) Case example
W4 (10/2) How to find a focus and conduct textual analysis
W5 (10/9) How to use contextual support
W6 (10/16) How to use academic reference
W7 (10/23) NUK 16+2 module: independent study for individual project, including topic, focus, text, and initial textual analysis
W8 (10/30) Project presentation and discussion
W9 (11/6)) NUK 16+2 module: independent library research for background information, secondary references (journal papers and books/chapters, etc.), and contextual references (government resources, statistics, historical records, etc.)
W10 (11/13) Project presentation and discussion
(2) Writing: produce an outline and argument, link all materials together
W11 (11/20) How to produce an outline
W12 (11/27) How to add argument, thesis statement, and topic sentences
W13 (12/4) How to connect subsections to strengthen the main argument
(3) Technical skills: format, quotation, citation, references
W14 (12/11) Format of a research paper; Quotations
W15 (12/18) Citation in text; MLA Works Cited list
(4) All students are expected to produce a paper draft that could be revised for academic conference presentation at the end of the semester. The paper should be at least 10 pages, 2500 to 3000 words (excluding Works Cited List)
W16 (12/25) National Holiday; draft your individual paper
W17 (1/1) National Holiday; revise and proof-read your paper (including format)
W18 (1/8) Final paper due (upload to Moodle)
教科書/參考書
Handouts MLA Handbook
評分標準
50% Class participation and performance (attendance, assignments and class work, discussion)
50% Individual term paper (content and technical skills including, format, quotation, citation, Works Cited List)
**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
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
2
114-1_歐洲語言的語言學：語系關係、語言接觸、雙語主義及通用語言
西洋語文學系
教學目標
The Linguistics of European Languages Long Title: The Linguistics of European Languages: Genealogical relationships, languages in contact, bilingualism and linguae francae Most national and regional languages of Europe are genealogically related to some of their geographic neighbors, usually by sharing a common origin dating back hundreds of years. Languages like French, Italian and Spanish, for example, can be traced back to Latin in a tree-like model of inheritance of linguistic changes that occurred over more than a thousand years. The origin and transformation of Germanic languages, another major language branch in Europe, is different however. The development of Germanic languages, such as German, Dutch, Swedish, can best be understood by a wave model, where different sources of transformation propagate through the language continuum, becoming weaker at their respective peripheries. After all, there has never been a united Germanic kingdom which monopolized or prioritized a Germanic language. Instead, the languages originated and spread through closely related tribes, which all contributed to the formations that resulted in the modern Germanic languages.
In addition, war, occupation, migration, shifting border lines, Christianization, the establishment of nation states and the promotion of national languages caused different languages, sometimes of different language families, to coexist at various social levels within the same geographic space, giving languages another spin to influence each other. As a consequence, nowadays German is spoken in the North of Italy, Italian in Croatia, Catalan in Italy and France, Yiddish in Poland, English in Ireland, Finnish in Sweden and Swedish in Finland.
Interestingly, this coexistence didn't create bilingualism all over Europe. Some people perceive a second language as an enrichment of their lives, others consider it an oppression. Some can draw economic advantages from their bilingualism, others prefer to remain monolingual. While some groups base their identity on a specific culture and language, others see their bilingualism as a source of their identity. For example, while most speakers of Catalan also speak Spanish, and most inhabitants of South Tyrol speak Italian, there are few native speakers of French who speak Dutch as a second language. As some languages disappeared through a phase of linguistic coexistence, other languages can survive a century-long coexistence or even suppression. In either case however, languages influence each other significantly, bringing even genealogically unrelated languages closer to each other, e.g. at the lexical or phraseological level.
A fourth factor of mutual influence derives from linguae francae that existed in different times in Europe. While today most people associate English with the idea of a European lingua franca, this reflects only the recent developments of the late 20th century. For almost 2 milenia Latin has been the lingua franca of Europe, shaping a common lexical heritage, e.g. the word 'culture, cultura, Kultur, kultuur, ...' but also a common grammar, e.g. implanting the passive sentence structure in the Germanic languages. In addition to the religious and academic lingua franca Latin, more local linguae francae have been in usage at the level of law and administration, such as German in Middle and East Europe, implanted by the Austro-Hungarian Empire and ending with the fall of the iron curtain.
These linguae francae create common concepts, common phraseologies and common grammatical structures which are transferred to the vernaculars, the languages spoken by the people at home. Of particular interest in this respect is the Bible, which had been written until the reformation exculsively in Latin. Once translated, the Bible has for a long time been the only book a household owned. In other words, if a household in Europe had a book, it was the one and the same book all over Europe, translated from Latin into the common vernaculars. It was read on Sundays in the church, read at home before dinner, and served as reading material for those who taught themselves reading and writing, particularly women. The existence of expression like en: 'an eye for an eye, a tooth for a tooth', de: 'Auge um Auge, Zahn um Zahn', fr: 'il pour il, dent pour dent', in all European languages thus comes as little surprise.
In this course “The Linguistics of European Languages”, we will discuss and study 12 European languages, defined here as the European branch of the Indo-European languages spoken on the European continent, through texts shared among all these languages. We will follow a stepwise approach in getting acquainted with these languages and the linguistic notions that contributed to the formation of these languages, discussing the linguistic notions at the time we study the languages for which they are relevant, e.g. case with German, enclutic pronouns with French and determiners expressed as suffixes in Swedish and Bulgarian.
While our focus is strongly on exploring linguistic core notions that are relevant for the analysis of European and eventually non-European languages, the course has also some practical aspects, giving the course participants a linguistic grid, a language typology, through which they can better approach a new language and eventually dramatically reduce the time needed to speak a new European language to a few months, to read a new written European language to a few weeks, depending on the language learning history of the language learner.
During this course, we will work one week (4 hours) on one language. In a few cases, if a new script has to be acquired, as in the case of the Greek and Cyrillic alphabet, we will work two weeks on a language. During a language-week we will work through a) a handful of linguistic concepts, notions, mechanisms or regularities which are helpful or necessary to understand this language, but which are also relevant for other related languages. Such mechanisms are e.g.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-30.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Each language will be approached through a set of identical texts translated into the respective languages, e.g. the Lord's Prayer, Genesis 1 (1-31) and the Universal Declaration of Human Rights Paragraphs 1 to 10. In addition each language will be approached through one song which reflects the history or culture of a language, its region or country.
教科書/參考書
Each language will be approached through 3 standard texts: This set of texts, written or translated into the respective languages are: The Lord's Prayer, the first verses of the Bible, Genesis 1 (1-31), and the Universal Declaration of Human Rights, Paragraphs 1 to 10. These texts are freely available online.
Lord’s Prayer in written form: https://www.wordproject.org/bibles/resources/our_father/in_many_languages.htm
Lord’s Prayer in spoken form:
Bibles translations in many languages: https://www.biblegateway.com/versions/ Genesis 1:1 spoken in many languages:
In addition each language will be approached through one song which reflects the history or culture of a language, its region or country. Videos are available through Youtube.
評分標準
The course participants will be evaluated on the basis of their course attendance (30%), as well as their active participation in the collection and discussion of language material. 40% of the evaluation will be based on a poster to be presented by each participant at the end of the semester on the topic of one European language that hasn’t been discussed in class. No two students are allowed to present the same language. This poster presentation should reflect the geographic, sociolinguistic, grammatical, lexical, phonological and phonetic features of a language and discuss at least the Lord’s Prayer in this language. Special attention should be given to the interaction of different features, such as case system and word order, the absence of determiners and word order, verbal inflection and pronouns.
學分數
4
授課時數(周)
4
開課班級
M11411
修課人數
13
The Linguistics of European Languages Long Title: The Linguistics of European Languages: Genealogical relationships, languages in contact, bilingualism and linguae francae Most national and regional languages of Europe are genealogically related to some of their geographic neighbors, usually by sharing a common origin dating back hundreds of years. Languages like French, Italian and Spanish, for example, can be traced back to Latin in a tree-like model of inheritance of linguistic changes that occurred over more than a thousand years. The origin and transformation of Germanic languages, another major language branch in Europe, is different however. The development of Germanic languages, such as German, Dutch, Swedish, can best be understood by a wave model, where different sources of transformation propagate through the language continuum, becoming weaker at their respective peripheries. After all, there has never been a united Germanic kingdom which monopolized or prioritized a Germanic language. Instead, the languages originated and spread through closely related tribes, which all contributed to the formations that resulted in the modern Germanic languages.
In addition, war, occupation, migration, shifting border lines, Christianization, the establishment of nation states and the promotion of national languages caused different languages, sometimes of different language families, to coexist at various social levels within the same geographic space, giving languages another spin to influence each other. As a consequence, nowadays German is spoken in the North of Italy, Italian in Croatia, Catalan in Italy and France, Yiddish in Poland, English in Ireland, Finnish in Sweden and Swedish in Finland.
Interestingly, this coexistence didn't create bilingualism all over Europe. Some people perceive a second language as an enrichment of their lives, others consider it an oppression. Some can draw economic advantages from their bilingualism, others prefer to remain monolingual. While some groups base their identity on a specific culture and language, others see their bilingualism as a source of their identity. For example, while most speakers of Catalan also speak Spanish, and most inhabitants of South Tyrol speak Italian, there are few native speakers of French who speak Dutch as a second language. As some languages disappeared through a phase of linguistic coexistence, other languages can survive a century-long coexistence or even suppression. In either case however, languages influence each other significantly, bringing even genealogically unrelated languages closer to each other, e.g. at the lexical or phraseological level.
A fourth factor of mutual influence derives from linguae francae that existed in different times in Europe. While today most people associate English with the idea of a European lingua franca, this reflects only the recent developments of the late 20th century. For almost 2 milenia Latin has been the lingua franca of Europe, shaping a common lexical heritage, e.g. the word 'culture, cultura, Kultur, kultuur, ...' but also a common grammar, e.g. implanting the passive sentence structure in the Germanic languages. In addition to the religious and academic lingua franca Latin, more local linguae francae have been in usage at the level of law and administration, such as German in Middle and East Europe, implanted by the Austro-Hungarian Empire and ending with the fall of the iron curtain.
These linguae francae create common concepts, common phraseologies and common grammatical structures which are transferred to the vernaculars, the languages spoken by the people at home. Of particular interest in this respect is the Bible, which had been written until the reformation exculsively in Latin. Once translated, the Bible has for a long time been the only book a household owned. In other words, if a household in Europe had a book, it was the one and the same book all over Europe, translated from Latin into the common vernaculars. It was read on Sundays in the church, read at home before dinner, and served as reading material for those who taught themselves reading and writing, particularly women. The existence of expression like en: 'an eye for an eye, a tooth for a tooth', de: 'Auge um Auge, Zahn um Zahn', fr: 'il pour il, dent pour dent', in all European languages thus comes as little surprise.
In this course “The Linguistics of European Languages”, we will discuss and study 12 European languages, defined here as the European branch of the Indo-European languages spoken on the European continent, through texts shared among all these languages. We will follow a stepwise approach in getting acquainted with these languages and the linguistic notions that contributed to the formation of these languages, discussing the linguistic notions at the time we study the languages for which they are relevant, e.g. case with German, enclutic pronouns with French and determiners expressed as suffixes in Swedish and Bulgarian.
While our focus is strongly on exploring linguistic core notions that are relevant for the analysis of European and eventually non-European languages, the course has also some practical aspects, giving the course participants a linguistic grid, a language typology, through which they can better approach a new language and eventually dramatically reduce the time needed to speak a new European language to a few months, to read a new written European language to a few weeks, depending on the language learning history of the language learner.
During this course, we will work one week (4 hours) on one language. In a few cases, if a new script has to be acquired, as in the case of the Greek and Cyrillic alphabet, we will work two weeks on a language. During a language-week we will work through a) a handful of linguistic concepts, notions, mechanisms or regularities which are helpful or necessary to understand this language, but which are also relevant for other related languages. Such mechanisms are e.g.
-
- Sound changes in consonants, vowels and liquida:
- vowel change: Ablaut and Umlaut as in German,
- consonant change: The palatalization in Romance languages,
- the consonant shift in Germanic languages,
- liquida metathesis across language familie, e.g. de: Garten, fr: jardin, garder, ru: gorod, grad.
-
- Case systems, e.g. Latin, German, Russian:
- form, meaning and functions of case systems,
- the loss of case systems, e.g. Italian, Dutch, Bulgarian,
- free, relatively free, fixed word order as related to the case system,
- case in language loans,
- oblique cases, hierarchy of obliqueness (case hierarchy).
-
- Properties of nominal groups:
- determination in determinerless languages (Russian),
- determiners as suffixes (Bulgarain, Swedish),
- grammatical numbers:
- Numerals,
- singular, dual (Russian, Irish), plural.
- natural and grammatical gender:
- languages of three and two genders,
- gender agreement,
- gender and case,
- gender in loan words.
- Phonetic and phonological properties:
- syllable structures,
- syllable length (Germanic languages),
- word stress (German - French - English).
- clitic pronouns (French),
- apocope (Italian),
- re-syllabification,
- nasalization (French and Portuguese).
- Pronoun and verbal endings:
- pronouns in European languages
- enclitic versus pro-clitic pronouns
- relations between verbal endings and enclitic pronouns (Bulgarian)
- semantic changes
- changes within a language through time
- change of the ‘same’ word through different languages
- metaphors
- metonymies
- generalization
- specialization
- co-hyponymic transfer
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-30.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Each language will be approached through a set of identical texts translated into the respective languages, e.g. the Lord's Prayer, Genesis 1 (1-31) and the Universal Declaration of Human Rights Paragraphs 1 to 10. In addition each language will be approached through one song which reflects the history or culture of a language, its region or country.
- Week 1: Course Introduction
- Week 2: Textual resources, English reading and discussion of textual resources, concepts in historical linguistics and language typology.
- Week 3: Germanic Languages, German:
High German consonant shift
Grammatical and natural gender
Song: Udo Lindenberg - Wieder genauso
- Week 4 Dutch:
Dutch words in English
Verb first, second, last
Losing case, fixing word order
Song: Herman van Veen - Een lichte vrouw
- Week 5: Swedish:
Determiners as suffixes, genitive suffix,
Pronouns, reflexive pronouns
Song: Miriam Bryant, Victor Leksell - Tystnar i luren
- Week 6: Romance Languages, Latin:
Case system for nouns
Colonial language
Apocope
Song: Requiem, Confutatis maledictis
Additional: O, Fortuna, Panis Angelicus, Gaudete Christus est natus
- Week 7: Italian:
Palatalization: giallo
Underpalatiztion: pagare
Overpalatization: tacere
Song: Bella Ciao
- Week 8: French:
La liaison
clitiques
Song: Jacques Brel -Mon plat pays
https://www.youtube.com/results?search_query=mon+plat+pays
- Week 9: Catalan:
Bilingualism, oppression, identity,
Song: Lluis Llach - L'estaca
- Week 10: Spanish:
Arabic words in Spanish
Luis Eduardo Aute - Al alba
- Week 11: Hellenic Languages, Ancient Greek (2 weeks):
Greek alphabet
tense and aspect
the aorist
- Week 13: Slavonic Languages, Russian (2 weeks):
Cyrillic alphabet
Soft and hard vowels
Relatively free word order
Song: Bulat Shalvovich Okudzhava - Poka zemlya esche vertitsya
- Week 15: Bulgarian:
Lost case system
Fixed word order
Determiner suffixes
- Week 16: Celtic Languages, Irish:
VSO language,
case system,
dual,
Latin words in Irish
English words of Irish origin
Irish words of English origin
- Week 17: Poster presentations
教科書/參考書
Each language will be approached through 3 standard texts: This set of texts, written or translated into the respective languages are: The Lord's Prayer, the first verses of the Bible, Genesis 1 (1-31), and the Universal Declaration of Human Rights, Paragraphs 1 to 10. These texts are freely available online.
Lord’s Prayer in written form: https://www.wordproject.org/bibles/resources/our_father/in_many_languages.htm
Lord’s Prayer in spoken form:
(Spanish, French, German, Dutch, English),
(Latin),
(Irish),
Bibles translations in many languages: https://www.biblegateway.com/versions/ Genesis 1:1 spoken in many languages:
In addition each language will be approached through one song which reflects the history or culture of a language, its region or country. Videos are available through Youtube.
評分標準
The course participants will be evaluated on the basis of their course attendance (30%), as well as their active participation in the collection and discussion of language material. 40% of the evaluation will be based on a poster to be presented by each participant at the end of the semester on the topic of one European language that hasn’t been discussed in class. No two students are allowed to present the same language. This poster presentation should reflect the geographic, sociolinguistic, grammatical, lexical, phonological and phonetic features of a language and discuss at least the Lord’s Prayer in this language. Special attention should be given to the interaction of different features, such as case system and word order, the absence of determiners and word order, verbal inflection and pronouns.
學分數
4
授課時數(周)
4
開課班級
M11411
修課人數
13
114-1_香料：貿易與味覺的語言學和人類學研究
西洋語文學系
教學目標
This course explores the multifaceted world of spices, weaving together their historical, cultural, and linguistic significance. While spices have fundamentally shaped trade routes, colonial expansion, and cultural identities - not to mention their culinary and medicinal applications - they serve here as a lens through which to examine core concepts in linguistics, psychology, anthropology, and cultural studies in an integrated, interdisciplinary approach. Consider the journey of pepper from an Indian farming family to global markets: Their interactions with Arab traders illuminate the complexity of cross-cultural commerce when parties share no common language. This scenario allows us to explore the development of trading languages, sign languages, linguistic borrowing, sound changes, semantic shifts, and writing systems - demonstrating how language evolves alongside trade and cultural exchange. The maritime spice trade itself offers rich examples of cultural diffusion. Arab traders navigating the western Indian coast in dhows - vessels equipped with lateen sails borrowed from Coptic Christians in Egypt and Ethiopia - demonstrate how nautical innovation spread alongside commerce. The terminology for boats, sails, and winds traveled with the spices, creating shared maritime vocabularies among trading communities. As spices reached new markets, they catalyzed cultural transformation. Communities along trade routes not only adopted spice nomenclature but adapted the spices themselves to local practices, creating novel spice blends that merged foreign and indigenous ingredients. The transmission of recipes and medical knowledge through oral and written traditions provides valuable insights into the culinary, medicinal, and literary practices of diverse societies. Spices have it all. Each spice is a tree of knowledge that explores this world in historically, culturally, linguistically, psychological, medical and culinary ways. The activities we will be engaged with in class are therefore the classification and mapping of spices, storytelling, the drawing of maps, plants and boats, activities that we will try to practice also in Kaohsiung’s markets, restaurants and spice shops.
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
This course offers you a unique lens through which to view the interconnections between the world's plants, peoples, histories, languages, and cultures. Spices serve as a powerful conceptual tool, offering daily insights into these global relationships. Through detailed exploration of individual spices like vanilla and cumin, as well as broader categories like chili peppers, we'll discover their role in illuminating key concepts in the humanities and social sciences. Our hands-on approach centers on interactive learning materials including world maps, physical spice specimens, commercial packaging, multilingual terminology, and classification systems. Each week, we'll reorganize and analyze these spices through different frameworks - linguistic, culinary, cultural, geographical, and medicinal. This dynamic approach allows us to: • Share cross-cultural knowledge about spice usage and significance • Develop multilingual glossaries of spice terminology • Document spice blends and their components across cultures • Compare culinary applications and traditional medicinal uses across regions Module I: Biological Foundations and Origins Week 1: The Chemistry and Biology of Spices • Plant defense mechanisms in tropical environments • Chemical composition: Essential oils, pungent compounds, and bitter principles • Case studies: Cinnamon's camphor oil, ginger's gingerols, hop's bitter acids Week 2: Global Geography of Spice Origins • Mapping major spice regions: Southeast Asia, Indian Subcontinent, Mediterranean • Biogeography and climate requirements • Regional case studies: From Moluccan cloves to Mexican vanilla Module II: Botanical Understanding Week 3: Plant Anatomy and Processing • Plant parts used in spice production • Processing methods and their effects • Case study: The four peppers - from berry to spice Week 4: Comparative Botany and Varieties • Regional variations of major spices • Related species and their uses • Botanical classification systems Module III: Trade and Language Week 5: Historical Trade Networks • The Cinnamon Route • Maritime technologies and trade winds • European and Arab trading systems Weeks 6-7: Languages and Colonialism • Trade languages and market communication • Colonial expansion and linguistic impact • Development of pidgins and creoles Week 8: Dutch Colonial Enterprise • The VOC and spice monopolies • Colonial infrastructure and documentation • Linguistic legacy in Southeast Asia Week 9: Linguistic Evolution of Spice Names • Etymology and borrowed terminology • Tracing linguistic pathways • Case studies in nomenclature development Module IV: Cultural Exchange and Integration Week 10: The American Spice Revolution • Capsicum varieties and their spread • The Columbian Exchange • Cultural adaptation and integration Week 11: Ethnolinguistic Perspectives • Conceptual frameworks across cultures • Classification systems in different languages • Case study: Thai pepper terminology Week 13: Geographical Linguistics • Creating comprehensive spice-route lexicons • Mapping linguistic transitions • Documentation methodologies Module V: Cultural and Medical Applications Week 14: Religious and Ritual Uses • Spices in sacred texts • Ritual applications across faiths • Cultural prohibitions and preferences Week 15: Traditional and Modern Medicine • Cross-cultural medicinal applications • Scientific validation of traditional uses • Contemporary therapeutic applications Week 16: Contemporary Movements • Migration patterns and culinary preservation • Cultural diffusion through food • Modern spice trade dynamics
教科書/參考書
Czarra, Spices: a Global History, Reaktion Books, Limited, 2009. Farrimond, The Science of Spice: Understand flavor connections and revolutionize your cooking, DK, 2017. Halley, An Historical Account of the Trade Winds, and Monsoons, Observable in the Seas between and Near the Tropicks, with an Attempt to Assign the Phisical Cause of the Said Winds, Philosophical Transactions, 1686, 16:153–168 doi:10.1098/rstl.1686.0026 Sherman and Billing. Darwinian Gastronomy: Why We Use Spices: Spices taste good because they are good for us Get access Arrow, BioScience, Volume 49, Issue 6, June 1999, Pages 453–463, https://doi.org/10.2307/1313553. Teuscher, Medicinal Spices: A handbook of culinary herbs, spices, spice mixtures and their essential oils, CRC Press, 2006. (out of print, selected pages will be shared in digital format) Ziegelman, 97 Orchard, On Edible History of Five Immigrant Families in One New Your Tenement, HarperCollins Publisher, 2010. (a PDF of a few selected recipes in this books will be provided) Partis, Mapping the language of spices : a corpus-based, philological study on the words of the spice domain, 2023.https://theses.lib.polyu.edu.hk/handle/200/12389 Wikipedia contributors. (2024, December 16). Banda Islands. In Wikipedia, The Free Encyclopedia. Retrieved 17:48, December 31, 2024, from https://en.wikipedia.org/w/index.php? title=Banda_Islands&oldid=1263363289 Wikipedia contributors. (2024, October 29). Coevolution. In Wikipedia, The Free Encyclopedia. Retrieved 15:15, December 30, 2024, from https://en.wikipedia.org/w/index.php? title=Coevolution&oldid=1254063800 Wikipedia contributors. (2024, December 16). Colonialism. In Wikipedia, The Free Encyclopedia. Retrieved 17:45, December 31, 2024, from https://en.wikipedia.org/w/index.php? title=Colonialism&oldid=1263365595 Wikipedia contributors. (2025, January 17). Dhow. In Wikipedia, The Free Encyclopedia. Retrieved 17:30, February 20, 2025, from https://en.wikipedia.org/w/index.php?title=Dhow&oldid=1270037805 Wikipedia contributors. (2024, October 20). Dutch conquest of the Banda Islands. In Wikipedia, The Free Encyclopedia. Retrieved 04:10, December 30, 2024, from
評分標準
Course participation 40%
Homework 60%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
30
This course explores the multifaceted world of spices, weaving together their historical, cultural, and linguistic significance. While spices have fundamentally shaped trade routes, colonial expansion, and cultural identities - not to mention their culinary and medicinal applications - they serve here as a lens through which to examine core concepts in linguistics, psychology, anthropology, and cultural studies in an integrated, interdisciplinary approach. Consider the journey of pepper from an Indian farming family to global markets: Their interactions with Arab traders illuminate the complexity of cross-cultural commerce when parties share no common language. This scenario allows us to explore the development of trading languages, sign languages, linguistic borrowing, sound changes, semantic shifts, and writing systems - demonstrating how language evolves alongside trade and cultural exchange. The maritime spice trade itself offers rich examples of cultural diffusion. Arab traders navigating the western Indian coast in dhows - vessels equipped with lateen sails borrowed from Coptic Christians in Egypt and Ethiopia - demonstrate how nautical innovation spread alongside commerce. The terminology for boats, sails, and winds traveled with the spices, creating shared maritime vocabularies among trading communities. As spices reached new markets, they catalyzed cultural transformation. Communities along trade routes not only adopted spice nomenclature but adapted the spices themselves to local practices, creating novel spice blends that merged foreign and indigenous ingredients. The transmission of recipes and medical knowledge through oral and written traditions provides valuable insights into the culinary, medicinal, and literary practices of diverse societies. Spices have it all. Each spice is a tree of knowledge that explores this world in historically, culturally, linguistically, psychological, medical and culinary ways. The activities we will be engaged with in class are therefore the classification and mapping of spices, storytelling, the drawing of maps, plants and boats, activities that we will try to practice also in Kaohsiung’s markets, restaurants and spice shops.
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
This course offers you a unique lens through which to view the interconnections between the world's plants, peoples, histories, languages, and cultures. Spices serve as a powerful conceptual tool, offering daily insights into these global relationships. Through detailed exploration of individual spices like vanilla and cumin, as well as broader categories like chili peppers, we'll discover their role in illuminating key concepts in the humanities and social sciences. Our hands-on approach centers on interactive learning materials including world maps, physical spice specimens, commercial packaging, multilingual terminology, and classification systems. Each week, we'll reorganize and analyze these spices through different frameworks - linguistic, culinary, cultural, geographical, and medicinal. This dynamic approach allows us to: • Share cross-cultural knowledge about spice usage and significance • Develop multilingual glossaries of spice terminology • Document spice blends and their components across cultures • Compare culinary applications and traditional medicinal uses across regions Module I: Biological Foundations and Origins Week 1: The Chemistry and Biology of Spices • Plant defense mechanisms in tropical environments • Chemical composition: Essential oils, pungent compounds, and bitter principles • Case studies: Cinnamon's camphor oil, ginger's gingerols, hop's bitter acids Week 2: Global Geography of Spice Origins • Mapping major spice regions: Southeast Asia, Indian Subcontinent, Mediterranean • Biogeography and climate requirements • Regional case studies: From Moluccan cloves to Mexican vanilla Module II: Botanical Understanding Week 3: Plant Anatomy and Processing • Plant parts used in spice production • Processing methods and their effects • Case study: The four peppers - from berry to spice Week 4: Comparative Botany and Varieties • Regional variations of major spices • Related species and their uses • Botanical classification systems Module III: Trade and Language Week 5: Historical Trade Networks • The Cinnamon Route • Maritime technologies and trade winds • European and Arab trading systems Weeks 6-7: Languages and Colonialism • Trade languages and market communication • Colonial expansion and linguistic impact • Development of pidgins and creoles Week 8: Dutch Colonial Enterprise • The VOC and spice monopolies • Colonial infrastructure and documentation • Linguistic legacy in Southeast Asia Week 9: Linguistic Evolution of Spice Names • Etymology and borrowed terminology • Tracing linguistic pathways • Case studies in nomenclature development Module IV: Cultural Exchange and Integration Week 10: The American Spice Revolution • Capsicum varieties and their spread • The Columbian Exchange • Cultural adaptation and integration Week 11: Ethnolinguistic Perspectives • Conceptual frameworks across cultures • Classification systems in different languages • Case study: Thai pepper terminology Week 13: Geographical Linguistics • Creating comprehensive spice-route lexicons • Mapping linguistic transitions • Documentation methodologies Module V: Cultural and Medical Applications Week 14: Religious and Ritual Uses • Spices in sacred texts • Ritual applications across faiths • Cultural prohibitions and preferences Week 15: Traditional and Modern Medicine • Cross-cultural medicinal applications • Scientific validation of traditional uses • Contemporary therapeutic applications Week 16: Contemporary Movements • Migration patterns and culinary preservation • Cultural diffusion through food • Modern spice trade dynamics
教科書/參考書
Czarra, Spices: a Global History, Reaktion Books, Limited, 2009. Farrimond, The Science of Spice: Understand flavor connections and revolutionize your cooking, DK, 2017. Halley, An Historical Account of the Trade Winds, and Monsoons, Observable in the Seas between and Near the Tropicks, with an Attempt to Assign the Phisical Cause of the Said Winds, Philosophical Transactions, 1686, 16:153–168 doi:10.1098/rstl.1686.0026 Sherman and Billing. Darwinian Gastronomy: Why We Use Spices: Spices taste good because they are good for us Get access Arrow, BioScience, Volume 49, Issue 6, June 1999, Pages 453–463, https://doi.org/10.2307/1313553. Teuscher, Medicinal Spices: A handbook of culinary herbs, spices, spice mixtures and their essential oils, CRC Press, 2006. (out of print, selected pages will be shared in digital format) Ziegelman, 97 Orchard, On Edible History of Five Immigrant Families in One New Your Tenement, HarperCollins Publisher, 2010. (a PDF of a few selected recipes in this books will be provided) Partis, Mapping the language of spices : a corpus-based, philological study on the words of the spice domain, 2023.https://theses.lib.polyu.edu.hk/handle/200/12389 Wikipedia contributors. (2024, December 16). Banda Islands. In Wikipedia, The Free Encyclopedia. Retrieved 17:48, December 31, 2024, from https://en.wikipedia.org/w/index.php? title=Banda_Islands&oldid=1263363289 Wikipedia contributors. (2024, October 29). Coevolution. In Wikipedia, The Free Encyclopedia. Retrieved 15:15, December 30, 2024, from https://en.wikipedia.org/w/index.php? title=Coevolution&oldid=1254063800 Wikipedia contributors. (2024, December 16). Colonialism. In Wikipedia, The Free Encyclopedia. Retrieved 17:45, December 31, 2024, from https://en.wikipedia.org/w/index.php? title=Colonialism&oldid=1263365595 Wikipedia contributors. (2025, January 17). Dhow. In Wikipedia, The Free Encyclopedia. Retrieved 17:30, February 20, 2025, from https://en.wikipedia.org/w/index.php?title=Dhow&oldid=1270037805 Wikipedia contributors. (2024, October 20). Dutch conquest of the Banda Islands. In Wikipedia, The Free Encyclopedia. Retrieved 04:10, December 30, 2024, from
評分標準
Course participation 40%
Homework 60%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
30
114-1_媒體與文化研究(上)
西洋語文學系
教學目標
This course takes Tsugio Makimoto and David Manners' Digital Nomad (1997) as its central text to explore the cultural and technological transformations of work, mobility, and identity from the late 20th century to the present age of artificial intelligence. Written as a visionary account of the "New Nomadic Age," the book predicts how advances in microelectronics and global communications would make location-independent lifestyles possible.
Students will read Digital Nomad chapter by chapter and critically evaluate its forecasts by situating them in contemporary contexts shaped by AI, platform economies, gender inequalities, and global policies. In the latter part of the course, we will also engage with selected literary texts, such as Bruce Chatwin's The Songlines and Ted Chiang's The Lifecycle of Software Objects, to reflect on how nomadism and technology are imagined in literature and culture.
By the end of the course, students will be able to:
* Demonstrate a critical understanding of Digital Nomad and its relevance in the AI era.
* Analyse how digital nomadism intersects with technology, economy, law, gender, and culture.
* Connect theoretical and literary texts to real-world issues of remote work and AI development.
* Present independent insights through group discussions, presentations, and a final paper.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-25.00%;專題實作與報告-30.00%;田野調查-15.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 (9/11)
Orientation: Course Introduction, Group Division, Overview of Digital Nomad
Week 2 (9/18)
Digital Nomad – Introduction & Ch. 1 The Nomadic Opportunity
Week 3 (9/25)
Ch. 2 The Trigger
Week 4 (10/2; Flexible Week)
Fieldwork: Exploring Digital Nomad Spaces in Kaohsiung
* Students visit a co-working space or café (e.g., Second Space, or any place they feel represents digital nomad culture).
* Upload at least one photo with a short caption to Moodle.
* No in-class meeting.
Week 5 (10/9; Flexible Week)
Reflection Assignment
* Write a reflection (500–700 words):
* If you were a digital nomad, what kind of work would you do?
* Where would you choose to work, and in what style?
* Upload to Moodle before the next class.
* No in-class meeting.
Week 6 (10/16)
Ch. 3 The Nomadic Urge
Week 7 (10/23)
Ch. 4 The Incredible Shrinking Transistor
Week 8 (10/30)
Ch. 5 The Communications Revolution
Week 9 (11/6)
Ch. 6 The Mighty Micro
Week 10 (11/13)
Ch. 7 The Tools of Nomadism
Week 11 (11/20)
Ch. 8 Merger Frenzy
Week 12 (11/27)
Ch. 9 Nomadic World
Week 13 (12/4)
Ch. 10 Silicon Senses
Week 14 (12/11)
Discussion: Which predictions came true? Where did they fail? Introducing AI and the Digital Nomad
OR
Week 17 Contents OR Guest Speaker
Week 15 (12/18)
AI, Law, and Policy
* Digital Nomad forecasts vs. AI-driven economies
* Case studies: digital nomad visas, platform surveillance, AI as tool or overseer
OR
Week 17 Contents OR Guest Speaker
Week 16 (12/25)
No class! The scheduled contents below will be cancelled due to the national holiday.
Gender and Work
* Digital nomadism and gendered labor
* Supplementary Reading:
* Bruce Chatwin, The Songlines (Ch. 13–15, selections)
* Ted Chiang, The Lifecycle of Software Objects (Part One & Part Three, selections)
Week 17 (1/1)
No class! The scheduled contents below will be cancelled due to the national holiday.
Cultural and Emotional Dimensions of Nomadism
* Supplementary Reading continued:
* Chatwin & Chiang discussion on nomadism, care, and emotional life * Student-led dialogue: nomadism, intimacy, and emotional work in the digital age
Week 18
Final Proposal Presentations & Course Wrap-up
* Students present their final paper proposals (5–7 minutes each)
* Peer and instructor feedback
* Course conclusion: Digital Nomad (1997) re-read in the AI age
*** Note: This syllabus is subject to change based on the needs of the class.
教科書/參考書
Required Textbook: Tsugio Makimoto & David Manners, Digital Nomad (1997). Students will need a hard or digital copy of the book assigned.
Supplementary Readings: Bruce Chatwin, The Songlines (selected chapters); Ted Chiang, The Lifecycle of Software Objects (selected parts). All readings will be provided on Moodle.
評分標準
Attendance & Weekly Participation: 30%
Chapter Presentations & Discussion Leadership: 40%
Final Paper (UG: 1500 words / PG: 3000 words): 30%
Final Paper Instructions
Submission Requirements
* Undergraduate students: 1500 words (maximum)
* Postgraduate students: 3000 words (maximum)
* Format: A4 size, 1 inch margin, Times New Roman 12pt, 1.5 line spacing.
* Language: English
* File Name: StudentNo_Name_SMCS_Final.docx
* Submission: Upload to the “Final Paper Submission” section on Moodle.
Submission Due: 23:59, Sunday, 11 January 2026 (Week 18)
*** Late submissions will not be accepted under any circumstances.
Academic Integrity
The final paper must reflect your own effort and understanding. Use of ChatGPT or other AI platforms to generate content is prohibited. Grammar checking is acceptable, but all arguments and analysis must be original.
Select ONE of the following topics:
1. Digital Nomads and Artificial Intelligence
2. Digital Nomads and Women’s Work
3. Digital Nomads and Emotional Life
*** 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
M11411
修課人數
10
This course takes Tsugio Makimoto and David Manners' Digital Nomad (1997) as its central text to explore the cultural and technological transformations of work, mobility, and identity from the late 20th century to the present age of artificial intelligence. Written as a visionary account of the "New Nomadic Age," the book predicts how advances in microelectronics and global communications would make location-independent lifestyles possible.
Students will read Digital Nomad chapter by chapter and critically evaluate its forecasts by situating them in contemporary contexts shaped by AI, platform economies, gender inequalities, and global policies. In the latter part of the course, we will also engage with selected literary texts, such as Bruce Chatwin's The Songlines and Ted Chiang's The Lifecycle of Software Objects, to reflect on how nomadism and technology are imagined in literature and culture.
By the end of the course, students will be able to:
* Demonstrate a critical understanding of Digital Nomad and its relevance in the AI era.
* Analyse how digital nomadism intersects with technology, economy, law, gender, and culture.
* Connect theoretical and literary texts to real-world issues of remote work and AI development.
* Present independent insights through group discussions, presentations, and a final paper.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-25.00%;專題實作與報告-30.00%;田野調查-15.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 (9/11)
Orientation: Course Introduction, Group Division, Overview of Digital Nomad
Week 2 (9/18)
Digital Nomad – Introduction & Ch. 1 The Nomadic Opportunity
Week 3 (9/25)
Ch. 2 The Trigger
Week 4 (10/2; Flexible Week)
Fieldwork: Exploring Digital Nomad Spaces in Kaohsiung
* Students visit a co-working space or café (e.g., Second Space, or any place they feel represents digital nomad culture).
* Upload at least one photo with a short caption to Moodle.
* No in-class meeting.
Week 5 (10/9; Flexible Week)
Reflection Assignment
* Write a reflection (500–700 words):
* If you were a digital nomad, what kind of work would you do?
* Where would you choose to work, and in what style?
* Upload to Moodle before the next class.
* No in-class meeting.
Week 6 (10/16)
Ch. 3 The Nomadic Urge
Week 7 (10/23)
Ch. 4 The Incredible Shrinking Transistor
Week 8 (10/30)
Ch. 5 The Communications Revolution
Week 9 (11/6)
Ch. 6 The Mighty Micro
Week 10 (11/13)
Ch. 7 The Tools of Nomadism
Week 11 (11/20)
Ch. 8 Merger Frenzy
Week 12 (11/27)
Ch. 9 Nomadic World
Week 13 (12/4)
Ch. 10 Silicon Senses
Week 14 (12/11)
Discussion: Which predictions came true? Where did they fail? Introducing AI and the Digital Nomad
OR
Week 17 Contents OR Guest Speaker
Week 15 (12/18)
AI, Law, and Policy
* Digital Nomad forecasts vs. AI-driven economies
* Case studies: digital nomad visas, platform surveillance, AI as tool or overseer
OR
Week 17 Contents OR Guest Speaker
Week 16 (12/25)
No class! The scheduled contents below will be cancelled due to the national holiday.
Gender and Work
* Digital nomadism and gendered labor
* Supplementary Reading:
* Bruce Chatwin, The Songlines (Ch. 13–15, selections)
* Ted Chiang, The Lifecycle of Software Objects (Part One & Part Three, selections)
Week 17 (1/1)
No class! The scheduled contents below will be cancelled due to the national holiday.
Cultural and Emotional Dimensions of Nomadism
* Supplementary Reading continued:
* Chatwin & Chiang discussion on nomadism, care, and emotional life * Student-led dialogue: nomadism, intimacy, and emotional work in the digital age
Week 18
Final Proposal Presentations & Course Wrap-up
* Students present their final paper proposals (5–7 minutes each)
* Peer and instructor feedback
* Course conclusion: Digital Nomad (1997) re-read in the AI age
*** Note: This syllabus is subject to change based on the needs of the class.
教科書/參考書
Required Textbook: Tsugio Makimoto & David Manners, Digital Nomad (1997). Students will need a hard or digital copy of the book assigned.
Supplementary Readings: Bruce Chatwin, The Songlines (selected chapters); Ted Chiang, The Lifecycle of Software Objects (selected parts). All readings will be provided on Moodle.
評分標準
Attendance & Weekly Participation: 30%
Chapter Presentations & Discussion Leadership: 40%
Final Paper (UG: 1500 words / PG: 3000 words): 30%
Final Paper Instructions
Submission Requirements
* Undergraduate students: 1500 words (maximum)
* Postgraduate students: 3000 words (maximum)
* Format: A4 size, 1 inch margin, Times New Roman 12pt, 1.5 line spacing.
* Language: English
* File Name: StudentNo_Name_SMCS_Final.docx
* Submission: Upload to the “Final Paper Submission” section on Moodle.
Submission Due: 23:59, Sunday, 11 January 2026 (Week 18)
*** Late submissions will not be accepted under any circumstances.
Academic Integrity
The final paper must reflect your own effort and understanding. Use of ChatGPT or other AI platforms to generate content is prohibited. Grammar checking is acceptable, but all arguments and analysis must be original.
Select ONE of the following topics:
1. Digital Nomads and Artificial Intelligence
2. Digital Nomads and Women’s Work
3. Digital Nomads and Emotional Life
*** 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
M11411
修課人數
10
114-1_論文指導(II)
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
M11311
修課人數
1
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
M11311
修課人數
1
114-1_教學實務及實習(I)
西洋語文學系
教學目標
This course offers practical training and exercises of Teaching Practicum for juniors, seniors and post-graduate students who are interested in being future English teachers. During the course, students learn to apply teaching theories in practice and become familiar with different areas of English language teaching. Students may engage in hands-on practice within a bilingual project. Students may learn real field practice in relevant courses. By the end of this course, students will be able to prepare relevant teaching materials and apply what they have learned in their future teaching careers.
授課形式
理論講述與討論-20.00%;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:實作教學-80.00%
課程內容與進度
Week 1: Orientation
Week 2: Lesson Plan 1
Week 3: Lesson Plan 2
Week 4: Lesson Plan 3
Week 5: Hands-on Practice 1 & Discussion
Week 6: Hands-on Practice 2 & Discussion
Week 7: Hands-on Practice 3 & Discussion
Week 8: Hands-on Practice 4 & Discussion
Week 9: Hands-on Practice 5 & Discussion
Week 10: Hands-on Practice 6 & Discussion
Week 11: Hands-on Practice 7 & Discussion
Week 12: Hands-on Practice 8 & Discussion
Week 13: Hands-on Practice 9 & Discussion
Week 14: Hands-on Practice 10 & Discussion
Week 15: Review & Reflection
Week 16: SDL 1
Week 17: SDL 2
Week 18: SDL report
教科書/參考書
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.
Paran, Amos ed. (2006). Literature in Language Teaching and Learning. Virginia: TESOL. Inc.
評分標準
1. SDL plan and report: 20%
2. Hands-on practice and reflections: 80%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
5
This course offers practical training and exercises of Teaching Practicum for juniors, seniors and post-graduate students who are interested in being future English teachers. During the course, students learn to apply teaching theories in practice and become familiar with different areas of English language teaching. Students may engage in hands-on practice within a bilingual project. Students may learn real field practice in relevant courses. By the end of this course, students will be able to prepare relevant teaching materials and apply what they have learned in their future teaching careers.
授課形式
理論講述與討論-20.00%;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:實作教學-80.00%
課程內容與進度
Week 1: Orientation
Week 2: Lesson Plan 1
Week 3: Lesson Plan 2
Week 4: Lesson Plan 3
Week 5: Hands-on Practice 1 & Discussion
Week 6: Hands-on Practice 2 & Discussion
Week 7: Hands-on Practice 3 & Discussion
Week 8: Hands-on Practice 4 & Discussion
Week 9: Hands-on Practice 5 & Discussion
Week 10: Hands-on Practice 6 & Discussion
Week 11: Hands-on Practice 7 & Discussion
Week 12: Hands-on Practice 8 & Discussion
Week 13: Hands-on Practice 9 & Discussion
Week 14: Hands-on Practice 10 & Discussion
Week 15: Review & Reflection
Week 16: SDL 1
Week 17: SDL 2
Week 18: SDL report
教科書/參考書
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.
Paran, Amos ed. (2006). Literature in Language Teaching and Learning. Virginia: TESOL. Inc.
評分標準
1. SDL plan and report: 20%
2. Hands-on practice and reflections: 80%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
5
114-1_教學實務
西洋語文學系
教學目標
This course provides an overview on pedagogical issues in the EFL/ESL context from the perspectives of theoretical foundations and current practice. It offers opportunities to explore ideas relating to development on language skills, classroom dynamics and interaction. On completion of this course, students will have acquired the principles underlying foreign language pedagogies, and are able to design and implement a teaching lesson on how to develop EFL young learners’ literacy as well as awareness regarding the aging society and relevant issues in the English instruction.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Orientation
Week 2 SDL 1
Week 3 Teaching method 1
Week 4 National Holiday
Week 5 National Holiday
Week 6 Teaching method 2
Week 7 Institution visit
Week 8 Teaching method 3
Week 9 Mid-term
Week 10 Teaching method 4
Week 11 Workshop 1: Teaching Reading & Writing Skills
Week 12 Workshop 2: Teaching Listening Skills
Week 13 Workshop 3: Teaching Speaking Skills
Week 14 Teaching method 5
Week 15 SDL 2
Week 16 Rehearsal
Week 17 Teaching Practice
Week 18 Final review: revised files + posters
教科書/參考書
Larsen-Freeman, D. & Anderson, M. (2011). Techniques & Principles in Language Teaching. Oxford: Oxford University Press.
Brown, D. H. (2014). Principles of Language Learning and Teaching. Pearson Education ESL.
Chuang, K. L. (2017). A Literary Perspectives on English Teaching and Learning. Bookman.
Sustainable Development Goals: A Reading List
評分標準
1. Assignments, presentations, discussion: 50%
2. Final project (Teaching Practice): 50%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
9
This course provides an overview on pedagogical issues in the EFL/ESL context from the perspectives of theoretical foundations and current practice. It offers opportunities to explore ideas relating to development on language skills, classroom dynamics and interaction. On completion of this course, students will have acquired the principles underlying foreign language pedagogies, and are able to design and implement a teaching lesson on how to develop EFL young learners’ literacy as well as awareness regarding the aging society and relevant issues in the English instruction.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Orientation
Week 2 SDL 1
Week 3 Teaching method 1
Week 4 National Holiday
Week 5 National Holiday
Week 6 Teaching method 2
Week 7 Institution visit
Week 8 Teaching method 3
Week 9 Mid-term
Week 10 Teaching method 4
Week 11 Workshop 1: Teaching Reading & Writing Skills
Week 12 Workshop 2: Teaching Listening Skills
Week 13 Workshop 3: Teaching Speaking Skills
Week 14 Teaching method 5
Week 15 SDL 2
Week 16 Rehearsal
Week 17 Teaching Practice
Week 18 Final review: revised files + posters
教科書/參考書
Larsen-Freeman, D. & Anderson, M. (2011). Techniques & Principles in Language Teaching. Oxford: Oxford University Press.
Brown, D. H. (2014). Principles of Language Learning and Teaching. Pearson Education ESL.
Chuang, K. L. (2017). A Literary Perspectives on English Teaching and Learning. Bookman.
Sustainable Development Goals: A Reading List
評分標準
1. Assignments, presentations, discussion: 50%
2. Final project (Teaching Practice): 50%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
9
114-1_語言學研究方法
西洋語文學系
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
Week 1: Introduction to Research in Linguistics Overview of research methods in linguistics Key concepts in Linguistic Anthropology, Sociolinguistics, Language Typology, and Dialectology Overview of European and Asian language contexts Discussion on thesis preparation and research ethics Week 2: Mini-Research 1 – Ethnographic Observation Students conduct a small ethnographic observation focusing on language use in a cultural setting Collect and reflect on observational data Week 3: Qualitative Methods in Linguistic Anthropology In-depth look at participant observation, interviews, and field notes Case studies in European and Asian linguistic contexts Week 4: Mini-Research 2 – Conducting Interviews Students design and conduct short interviews on language attitudes or practices Transcription and preliminary analysis Week 5: Quantitative Methods in Sociolinguistics Introduction to surveys, questionnaires, and statistical analysis Sampling techniques and reliability Week 6: Mini-Research 3 – Survey Design and Implementation Students create and administer a brief survey on language usage or variation Basic data coding and interpretation Week 7: Language Typology and Comparative Methods Typological classification of languages Comparative analysis techniques in European and Asian languages Week 8: Mini-Research 4 – Typological Data Analysis Students analyze typological features using selected data sets Write a short report comparing linguistic features Week 9: Dialectology and Variation Studies Methods for studying dialects and regional language variation Use of dialect maps and field recordings Week 10: Mini-Research 5 – Dialect Survey Students collect or analyze existing dialect data Identify patterns of variation and present findings Week 11: Corpus Linguistics: Theory and Practice Introduction to corpus linguistics and types of corpora Annotation, tagging, and corpus tools Week 12: Mini-Research 6 – Corpus Analysis Students work with a corpus related to European or Asian languages Extract and analyze linguistic patterns Week 13: Using Data Sets and Databases in Linguistic Research Overview of linguistic data repositories Data management and ethical considerations Week 14: Mini-Research 7 – Data Set Exploration with AI Tools Students use AI tools for linguistic data analysis (e.g., automated tagging, pattern recognition) Reflect on AI’s role in linguistic research Week 15: Thesis Writing and Final Discussion Structuring a master’s thesis in linguistics Integrating research methods into thesis chapters Challenges and best practices in multilingual and cross-cultural research contexts Course wrap-up and feedback Each mini-research session is designed to provide hands-on experience with a specific method, allowing students to build practical skills while exploring linguistic phenomena relevant to European and Asian languages. The course balances theoretical foundations with applied research, preparing students for their master thesis projects.
教科書/參考書
評分標準
Course participation 40%
Mini Research 60%
學分數
3
授課時數(周)
3
開課班級
M11411
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
Week 1: Introduction to Research in Linguistics Overview of research methods in linguistics Key concepts in Linguistic Anthropology, Sociolinguistics, Language Typology, and Dialectology Overview of European and Asian language contexts Discussion on thesis preparation and research ethics Week 2: Mini-Research 1 – Ethnographic Observation Students conduct a small ethnographic observation focusing on language use in a cultural setting Collect and reflect on observational data Week 3: Qualitative Methods in Linguistic Anthropology In-depth look at participant observation, interviews, and field notes Case studies in European and Asian linguistic contexts Week 4: Mini-Research 2 – Conducting Interviews Students design and conduct short interviews on language attitudes or practices Transcription and preliminary analysis Week 5: Quantitative Methods in Sociolinguistics Introduction to surveys, questionnaires, and statistical analysis Sampling techniques and reliability Week 6: Mini-Research 3 – Survey Design and Implementation Students create and administer a brief survey on language usage or variation Basic data coding and interpretation Week 7: Language Typology and Comparative Methods Typological classification of languages Comparative analysis techniques in European and Asian languages Week 8: Mini-Research 4 – Typological Data Analysis Students analyze typological features using selected data sets Write a short report comparing linguistic features Week 9: Dialectology and Variation Studies Methods for studying dialects and regional language variation Use of dialect maps and field recordings Week 10: Mini-Research 5 – Dialect Survey Students collect or analyze existing dialect data Identify patterns of variation and present findings Week 11: Corpus Linguistics: Theory and Practice Introduction to corpus linguistics and types of corpora Annotation, tagging, and corpus tools Week 12: Mini-Research 6 – Corpus Analysis Students work with a corpus related to European or Asian languages Extract and analyze linguistic patterns Week 13: Using Data Sets and Databases in Linguistic Research Overview of linguistic data repositories Data management and ethical considerations Week 14: Mini-Research 7 – Data Set Exploration with AI Tools Students use AI tools for linguistic data analysis (e.g., automated tagging, pattern recognition) Reflect on AI’s role in linguistic research Week 15: Thesis Writing and Final Discussion Structuring a master’s thesis in linguistics Integrating research methods into thesis chapters Challenges and best practices in multilingual and cross-cultural research contexts Course wrap-up and feedback Each mini-research session is designed to provide hands-on experience with a specific method, allowing students to build practical skills while exploring linguistic phenomena relevant to European and Asian languages. The course balances theoretical foundations with applied research, preparing students for their master thesis projects.
教科書/參考書
評分標準
Course participation 40%
Mini Research 60%
學分數
3
授課時數(周)
3
開課班級
M11411
修課人數
8
114-1_產學實習
西洋語文學系
教學目標
為配合本校課程分流辦法，讓學生因應產業需求，促進學用合一，培養畢業後多元就業能力，本實習課程於每學期及暑假期間開設，實習時數162小時。期盼學生能落實所學、學以致用，提早接觸社會，汲取實務經驗。亦讓企業界或相關單位拔擢人才，達成產學合作，進而增加學校實務教學資源及學生就業機會。
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-100.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
課程內容與進度 1. 由本校/系推薦實習單位，若自行尋找者請填寫「實習單位意願調查表」。 2. 填寫「實習學生甄選報名表」 連同履歷表提交系上，以利甄選作業及後續與實習單位的聯繫。 3. 甄選確定後，請提出「家長同意書」並辦理保險 (公司未提供保險者請自行投保)。 4. 實習結束後，請繳交「實習單位成績評分表」及「實習報告書」，由授課老師依據「實習報告評量表」評量。
教科書/參考書
依據本校學生實習章程與實習單位規定
評分標準
1. 實習成績： 由實習單位評量，佔40％。 2. 實習心得報告成績： 由授課老師評量，佔30％。 3. 實習相關活動成績：於課程中分組討論，發表實習工作經驗與人際關係之體驗， 由授課老師評量，佔30％。
學分數
2
授課時數(周)
2
開課班級
A11111
修課人數
1
為配合本校課程分流辦法，讓學生因應產業需求，促進學用合一，培養畢業後多元就業能力，本實習課程於每學期及暑假期間開設，實習時數162小時。期盼學生能落實所學、學以致用，提早接觸社會，汲取實務經驗。亦讓企業界或相關單位拔擢人才，達成產學合作，進而增加學校實務教學資源及學生就業機會。
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-100.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
課程內容與進度 1. 由本校/系推薦實習單位，若自行尋找者請填寫「實習單位意願調查表」。 2. 填寫「實習學生甄選報名表」 連同履歷表提交系上，以利甄選作業及後續與實習單位的聯繫。 3. 甄選確定後，請提出「家長同意書」並辦理保險 (公司未提供保險者請自行投保)。 4. 實習結束後，請繳交「實習單位成績評分表」及「實習報告書」，由授課老師依據「實習報告評量表」評量。
教科書/參考書
依據本校學生實習章程與實習單位規定
評分標準
1. 實習成績： 由實習單位評量，佔40％。 2. 實習心得報告成績： 由授課老師評量，佔30％。 3. 實習相關活動成績：於課程中分組討論，發表實習工作經驗與人際關係之體驗， 由授課老師評量，佔30％。
學分數
2
授課時數(周)
2
開課班級
A11111
修課人數
1
114-1_文學與電影I: 社會正義議題
西洋語文學系
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. Over the semester, we will focus on representations of social injustice, exploring how narrative and visual storytelling raise awareness and provoke dialogue. We begin with Harper Lee's To Kill a Mockingbird and its film adaptation by Robert Mulligan to investigate themes of racial and sexual inequality. We then turn to Betty Smith's novel, A Tree Grows in Brooklyn, along with Elia Kazan's film adaptation, to delve into the issues of poverty, class, and social discrimination. Finally, we examine Laurie Halse Anderson's Speak, along with Jessica Sharzer's film version, to discuss topics such as campus bullying, teen rape, sexual violence, and art therapy. Course activities include lectures, guided discussions, film screenings, oral presentations, and poster presentations. Students will critically engage with both texts and films to better understand how art and media intersect with social and political realities.
外系可以選修，大二可以幫忙加簽，不用再寫email 問我。開學第一週可以幫忙加簽。
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. 10
Introduction: objectives, methodologies, and policies
To Kill a Mockingbird (the film)
Week 2 Sept. 17
To Kill a Mockingbird (the film and the novel)
Week 3 Sept. 24
To Kill a Mockingbird (the novel)
Week 4 Oct. 1
To Kill a Mockingbird (the novel)
Week 5 Oct. 8
To Kill a Mockingbird, racial and sexual injustices
guided discussion
Week 6 Oct. 15
A Tree Grows in Brooklyn (the film)
Week 7 Oct. 22
A Tree Grows in Brooklyn (the novel)
Week 8 Oct. 29
A Tree Grows in Brooklyn (the novel)
Week 9 Nov. 5
Midterm Recess: Reading for Midterm
Week 10 Nov. 12
A Tree Grows in Brooklyn, poverty, and social discrimination
guided discussion
Week 11 Nov. 19
Guidelines for preparing for your final poster presentations
Week 12 Nov. 26
Speak (the film)
Week 13 Dec. 3
Speak (the film and the novel)
Week 14 Dec. 10
Speak (the novel)
Week 15 Dec. 17
Speak, campus bullying, teen rape, and sexual violence
Week 16 Dec. 24
Preparing for your poster presentation
Week 17 Dec. 31
Final Poster presentation
Week 18 Jan. 7
Makeup presentation for the final poster essay (if necessary)
教科書/參考書
Course Materials:
1. Lee, Harper. To Kill a Mockingbird, introduced by Harold Bloom. Chelsea House Publishers, 1996.
Mulligan, Robert, director. To Kill a Mockingbird. Universal Pictures, 1962.
2. Smith, Betty. A Tree Grows in Brooklyn. Harper & Brother, 1943.
Kazan, Elia. A Tree Grows in Brooklyn. Twentieth Century Fox, 1945.
3. Anderson, Laurie Halse. Speak. Farrar, Straus and Giroux, 1999.
Sharzer, Jessica, director. Speak. Showtime Entertainment, 2005.
評分標準
Evaluation:
When grading your final oral and 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. Class attendance 10%
2. In-class presentations 20 %
3. Poster presentation 70 %
無故缺課三次以上者，請自行退選。遲到超過20分鐘者，以缺席計算，沒有補點名這回事。
學分數
3
授課時數(周)
3
開課班級
A11211
修課人數
15
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. Over the semester, we will focus on representations of social injustice, exploring how narrative and visual storytelling raise awareness and provoke dialogue. We begin with Harper Lee's To Kill a Mockingbird and its film adaptation by Robert Mulligan to investigate themes of racial and sexual inequality. We then turn to Betty Smith's novel, A Tree Grows in Brooklyn, along with Elia Kazan's film adaptation, to delve into the issues of poverty, class, and social discrimination. Finally, we examine Laurie Halse Anderson's Speak, along with Jessica Sharzer's film version, to discuss topics such as campus bullying, teen rape, sexual violence, and art therapy. Course activities include lectures, guided discussions, film screenings, oral presentations, and poster presentations. Students will critically engage with both texts and films to better understand how art and media intersect with social and political realities.
外系可以選修，大二可以幫忙加簽，不用再寫email 問我。開學第一週可以幫忙加簽。
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. 10
Introduction: objectives, methodologies, and policies
To Kill a Mockingbird (the film)
Week 2 Sept. 17
To Kill a Mockingbird (the film and the novel)
Week 3 Sept. 24
To Kill a Mockingbird (the novel)
Week 4 Oct. 1
To Kill a Mockingbird (the novel)
Week 5 Oct. 8
To Kill a Mockingbird, racial and sexual injustices
guided discussion
Week 6 Oct. 15
A Tree Grows in Brooklyn (the film)
Week 7 Oct. 22
A Tree Grows in Brooklyn (the novel)
Week 8 Oct. 29
A Tree Grows in Brooklyn (the novel)
Week 9 Nov. 5
Midterm Recess: Reading for Midterm
Week 10 Nov. 12
A Tree Grows in Brooklyn, poverty, and social discrimination
guided discussion
Week 11 Nov. 19
Guidelines for preparing for your final poster presentations
Week 12 Nov. 26
Speak (the film)
Week 13 Dec. 3
Speak (the film and the novel)
Week 14 Dec. 10
Speak (the novel)
Week 15 Dec. 17
Speak, campus bullying, teen rape, and sexual violence
Week 16 Dec. 24
Preparing for your poster presentation
Week 17 Dec. 31
Final Poster presentation
Week 18 Jan. 7
Makeup presentation for the final poster essay (if necessary)
教科書/參考書
Course Materials:
1. Lee, Harper. To Kill a Mockingbird, introduced by Harold Bloom. Chelsea House Publishers, 1996.
Mulligan, Robert, director. To Kill a Mockingbird. Universal Pictures, 1962.
2. Smith, Betty. A Tree Grows in Brooklyn. Harper & Brother, 1943.
Kazan, Elia. A Tree Grows in Brooklyn. Twentieth Century Fox, 1945.
3. Anderson, Laurie Halse. Speak. Farrar, Straus and Giroux, 1999.
Sharzer, Jessica, director. Speak. Showtime Entertainment, 2005.
評分標準
Evaluation:
When grading your final oral and 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. Class attendance 10%
2. In-class presentations 20 %
3. Poster presentation 70 %
無故缺課三次以上者，請自行退選。遲到超過20分鐘者，以缺席計算，沒有補點名這回事。
學分數
3
授課時數(周)
3
開課班級
A11211
修課人數
15
114-1_美國影視流行文化
西洋語文學系
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. 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.
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, The Ed Sullivan Show, Gunsmoke, The Mickey Mouse Club, Leave It to Beaver, The Walt Disney Company, American bandstand) Week 4 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, Hogan's Heroes, My Three Sons, Flipper, Hazel, The Fugitive, The Big Valley, Top Cat , The Bugs Bunny Show, star trek) Week 5 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 6 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 7 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 8 1970’s review and finish themes Week 9 Mid-term Exam Week Week 10 1980’s Student self study Week 11 1980’s Student self study Week 12 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, Dallas, Who's the Boss?, Night Court, Growing Pains, Miami Vice, 60 Minutes, Magnum, P.I. , Seinfeld, Mtv Week 13 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)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. Students are required to take notes every week.
評分標準
60% In-class activities (12 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
A11411
修課人數
27
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. 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.
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, The Ed Sullivan Show, Gunsmoke, The Mickey Mouse Club, Leave It to Beaver, The Walt Disney Company, American bandstand) Week 4 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, Hogan's Heroes, My Three Sons, Flipper, Hazel, The Fugitive, The Big Valley, Top Cat , The Bugs Bunny Show, star trek) Week 5 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 6 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 7 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 8 1970’s review and finish themes Week 9 Mid-term Exam Week Week 10 1980’s Student self study Week 11 1980’s Student self study Week 12 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, Dallas, Who's the Boss?, Night Court, Growing Pains, Miami Vice, 60 Minutes, Magnum, P.I. , Seinfeld, Mtv Week 13 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)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. Students are required to take notes every week.
評分標準
60% In-class activities (12 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
A11411
修課人數
27
114-1_英美戲劇(上)
西洋語文學系
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
2. A brief synopsis of the play
3. Characterization or Themes
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。
修課人數若額滿恕不加簽
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. Holiday
Week 8. George Bernard Shaw, Pygmalion
Week 9. George Bernard Shaw, Pygmalion
Week 10. Mid-term exam and Discussion
Week 11. Eugene O'Neill, Desire Under the Elms, Online
Week 12. Eugene O'Neill, Desire Under the Elms
Week 13. Eugene O'Neill, Desire Under the Elms
Week 14. Richard Brinsley Sheridan, The Rivals
Week 15. Richard Brinsley Sheridan, The Rivals, Online
Week 16. Richard Brinsley Sheridan, The Rivals
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% (ppt. presentation and attendance)
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
33
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
2. A brief synopsis of the play
3. Characterization or Themes
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。
修課人數若額滿恕不加簽
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. Holiday
Week 8. George Bernard Shaw, Pygmalion
Week 9. George Bernard Shaw, Pygmalion
Week 10. Mid-term exam and Discussion
Week 11. Eugene O'Neill, Desire Under the Elms, Online
Week 12. Eugene O'Neill, Desire Under the Elms
Week 13. Eugene O'Neill, Desire Under the Elms
Week 14. Richard Brinsley Sheridan, The Rivals
Week 15. Richard Brinsley Sheridan, The Rivals, Online
Week 16. Richard Brinsley Sheridan, The Rivals
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% (ppt. presentation and attendance)
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
33
114-1_社會語言學(上)
西洋語文學系
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
2025/09/08 — Orientation 2025/09/15 — Language Family and Typology; 2025/09/22 — The Origins of English; + Standard Language vs. Dialects; 2025/09/29 — Teachers’ Day 2025/10/06 — National Holiday 2025/10/13 — Standard Language vs. Dialects 2025/10/20 — Language and Gender + Presentation 1 2025/10/27 — Language and Gender 2025/11/03 — Mid-term Exam (Terminology and Essay Questions) 2025/11/10 —Language and Gender + Presentation 2 2025/11/17 — Language, Age, and Social Classes 2025/11/24 — Language, Age, and Social Classes 2025/12/01 — Language and Identity + Presentation 3 (Language and Age) 2025/12/08 — Language and Identity 2025/12/15 — Code-switching + Presentation 4 (Language and Social Classes) 2025/12/22 — Code-switching + Presentation 5 (Language and Identity) 2025/12/29 — Code-switching 2025/01/05 — Final Exam (Terminology and Essay Questions)
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) Option I: ■ Mid-term Exam (40%) ■ Final Exam (40%) (either exam or a 1500- word essay) Option II: ■ Mid-term Exam (40%) + 1,500-word Essay (40%) ■ 1,500-word Essay (40%) + Final Exam (40%) Option III: ■ 3,000-word Essay (80%)
學分數
2
授課時數(周)
2
開課班級
A11211
修課人數
29
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
2025/09/08 — Orientation 2025/09/15 — Language Family and Typology; 2025/09/22 — The Origins of English; + Standard Language vs. Dialects; 2025/09/29 — Teachers’ Day 2025/10/06 — National Holiday 2025/10/13 — Standard Language vs. Dialects 2025/10/20 — Language and Gender + Presentation 1 2025/10/27 — Language and Gender 2025/11/03 — Mid-term Exam (Terminology and Essay Questions) 2025/11/10 —Language and Gender + Presentation 2 2025/11/17 — Language, Age, and Social Classes 2025/11/24 — Language, Age, and Social Classes 2025/12/01 — Language and Identity + Presentation 3 (Language and Age) 2025/12/08 — Language and Identity 2025/12/15 — Code-switching + Presentation 4 (Language and Social Classes) 2025/12/22 — Code-switching + Presentation 5 (Language and Identity) 2025/12/29 — Code-switching 2025/01/05 — Final Exam (Terminology and Essay Questions)
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) Option I: ■ Mid-term Exam (40%) ■ Final Exam (40%) (either exam or a 1500- word essay) Option II: ■ Mid-term Exam (40%) + 1,500-word Essay (40%) ■ 1,500-word Essay (40%) + Final Exam (40%) Option III: ■ 3,000-word Essay (80%)
學分數
2
授課時數(周)
2
開課班級
A11211
修課人數
29
114-1_文化地景
西洋語文學系
教學目標
This course provides an introduction to the theory and practice of cultural-landscape studies. It considers the various methods of reading and interpreting different landscape types within the local and global contexts. The course is transdisciplinary in its approach. It engages with a variety of disciplines, allowing students to develop their basic understanding of place and space. Upon completion of the course, students are expected to: ‧develop their awareness of the social and cultural values of landscape history and theory. ‧acquire in-depth knowledge of cultural landscape studies and its application to multiple areas of inquiry, both locally and globally.
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 Course overview Week 2 Situating cultural landscapes Week 3 Landscapes in literature and the arts Week 4 Landscapes in literature and the arts Week 5 Landscape as cultural heritage Week 6 Landscape as cultural heritage Week 7 The landscape of consumption Week 8 Online presentations Week 9 Midterm exam: case studies Week 10 Leisure and tourism landscapes Week 11 Leisure and tourism landscapes Week 12 Media landscapes Week 13 Media landscapes Week 14 Food landscapes Week 15 Online presentations Week 16 Holiday Week 17 Holiday Week 18 Final exam: case studies
教科書/參考書
Photocopied Handouts. ★★Access part of your course materials via your Moodle.
評分標準
Attendance and participation (15%). Class Work (25%, in-class assignments, oral presentations, quizzes, worksheets, etc.). Mid-term Exam (30%). Final Exam (30%) ★★ You can find details about classroom etiquette, absence policy, how to report absences, and what kinds of absences can be excused via your Moodle.
學分數
3
授課時數(周)
3
開課班級
A11211
修課人數
53
This course provides an introduction to the theory and practice of cultural-landscape studies. It considers the various methods of reading and interpreting different landscape types within the local and global contexts. The course is transdisciplinary in its approach. It engages with a variety of disciplines, allowing students to develop their basic understanding of place and space. Upon completion of the course, students are expected to: ‧develop their awareness of the social and cultural values of landscape history and theory. ‧acquire in-depth knowledge of cultural landscape studies and its application to multiple areas of inquiry, both locally and globally.
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 Course overview Week 2 Situating cultural landscapes Week 3 Landscapes in literature and the arts Week 4 Landscapes in literature and the arts Week 5 Landscape as cultural heritage Week 6 Landscape as cultural heritage Week 7 The landscape of consumption Week 8 Online presentations Week 9 Midterm exam: case studies Week 10 Leisure and tourism landscapes Week 11 Leisure and tourism landscapes Week 12 Media landscapes Week 13 Media landscapes Week 14 Food landscapes Week 15 Online presentations Week 16 Holiday Week 17 Holiday Week 18 Final exam: case studies
教科書/參考書
Photocopied Handouts. ★★Access part of your course materials via your Moodle.
評分標準
Attendance and participation (15%). Class Work (25%, in-class assignments, oral presentations, quizzes, worksheets, etc.). Mid-term Exam (30%). Final Exam (30%) ★★ You can find details about classroom etiquette, absence policy, how to report absences, and what kinds of absences can be excused via your Moodle.
學分數
3
授課時數(周)
3
開課班級
A11211
修課人數
53
114-1_美國文學史(上)
西洋語文學系
教學目標
This study of American literature spans the period from the 1600s to the 20th century. This survey course is conducted with the aim of gaining an understanding of the times and circumstances of each period as well as how each work reflects its author. The course engages students with the goals of 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 studying American literature so that students will not only become aware of the great, controversial, and beautiful ideas contained in America’s literary history, but also examine the interactions between the writers’ purposes, subjects, and audience expectations. Assignments will consist of the students’ expository and personal, oral expressions, as well as their exploration and analysis of literary, cultural, and historical topics germane to the masterpieces of American literature from the time of the Puritans to the Civil War era.
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 both 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.
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 (9/10)
Orientation & Group Division
Week 2 (9/17)
The Iroquois Creation Story
Week 3 (9/24)
Film-screening: Disney film Pocahontas
Week 4 (10/1)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives
Week 5 (10/8)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives, cont.
Week 6 (10/15)
Puritans: 1650-1750 Anne Bradstreet—“The Flesh and the Spirit”
• Jonathan Edwards—“Sinners in the Hands of an Angry God”
Week 7 (10/22) Colonial Period (or Enlightenment): 1750-1800
• Thomas Jefferson—“The Declaration of Independence”
• Benjamin Franklin—“Remarks Concerning the Savages of North America”
Week 8 (10/29)
Women’s Rights and Women Writing
• Sarah Louisa Forten Purvis—“We Are Thy Sisters” (poem)
• Catharine E. Beecher—From A Treatise on Domestic Economy
• Advocates: Elizabeth Cady Stanton & Sojourner Truth
• Fanny Fern—“Fresh Leaves, by Fanny Fern” & Ruth Hall (Chapter LIV)
Week 9 (11/5)
Slavery, Race and the Making of American Literature
• Thomas Jefferson—From Notes on the State of Virginia
• William Lloyd Garrison—“To the Public”
• Sarah Louisa Forten Purvis—“The Slave Girl’s Farewell” (poem)
• Angelina E. Grimké—From Appeal to Christian Women of the South
• Martin R. Delany—From Political Destiny of the Colored Race on the American Continent
OR
Guest Speaker: TBA.
Week 10 (11/12)
Midterm exam
Week 11 (11/19)
Midterm Review & American Romanticism (1800-1855)
Week 12 (11/26)
American Romanticism (1800-1855), cont. Film Screening & In-class activity.
Week 13 (12/3)
Transcendentalists—1840-1855
• Ralph Waldo Emerson, selections from “Self-Reliance”
• Henry David Thoreau, selections from Walden; or Life in the Woods
Week 14 (12/10)
The Fireside Poets—1840-1855
• Oliver Wendall Holmes—“Old Ironsides” (poem)
• Henry Wadsworth Longfellow—“Paul Revere’s Ride” (poem)
Week 15 (12/17)
Anti-Transcendentalists—1840-1855
• Herman Melville—“Bartleby, the Scrivener”
• Edgar Allan Poe—“The Raven” (poem) & “The Black Cat” (short story)
Week 16 (12/24)
The Civil War Era - 1861-1865
• Frederick Douglass—“How a Slave Was Made A Man—The Battle with Mr. Covey” from Narrative of the Life of Frederick Douglass, an American Slave Written by Himself (1845)
• Abraham Lincoln—“The Gettysburg Address”
Week 17 (12/31)
The Post/Civil War Era - 1861-1865, 1865-1877
• Paul Laurence Dunbar (post-Civil War—African American poet)—“We Wear the Mask” (poem)
• Walt Whitman—selections from Leaves of Grass
Week 18 (1/6)
Final Project 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, self-study activities or after-class short comments)
40% Midterm (Exam 25% and Cross Media Analysis Group Workshop—Rip Van Winkle Film Interpretation 15%)
40% Final (Individual Essay Report or Group Workshop)--See instructions distributed in class.
*** 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
A11211
修課人數
34
This study of American literature spans the period from the 1600s to the 20th century. This survey course is conducted with the aim of gaining an understanding of the times and circumstances of each period as well as how each work reflects its author. The course engages students with the goals of 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 studying American literature so that students will not only become aware of the great, controversial, and beautiful ideas contained in America’s literary history, but also examine the interactions between the writers’ purposes, subjects, and audience expectations. Assignments will consist of the students’ expository and personal, oral expressions, as well as their exploration and analysis of literary, cultural, and historical topics germane to the masterpieces of American literature from the time of the Puritans to the Civil War era.
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 both 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.
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 (9/10)
Orientation & Group Division
Week 2 (9/17)
The Iroquois Creation Story
Week 3 (9/24)
Film-screening: Disney film Pocahontas
Week 4 (10/1)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives
Week 5 (10/8)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives, cont.
Week 6 (10/15)
Puritans: 1650-1750 Anne Bradstreet—“The Flesh and the Spirit”
• Jonathan Edwards—“Sinners in the Hands of an Angry God”
Week 7 (10/22) Colonial Period (or Enlightenment): 1750-1800
• Thomas Jefferson—“The Declaration of Independence”
• Benjamin Franklin—“Remarks Concerning the Savages of North America”
Week 8 (10/29)
Women’s Rights and Women Writing
• Sarah Louisa Forten Purvis—“We Are Thy Sisters” (poem)
• Catharine E. Beecher—From A Treatise on Domestic Economy
• Advocates: Elizabeth Cady Stanton & Sojourner Truth
• Fanny Fern—“Fresh Leaves, by Fanny Fern” & Ruth Hall (Chapter LIV)
Week 9 (11/5)
Slavery, Race and the Making of American Literature
• Thomas Jefferson—From Notes on the State of Virginia
• William Lloyd Garrison—“To the Public”
• Sarah Louisa Forten Purvis—“The Slave Girl’s Farewell” (poem)
• Angelina E. Grimké—From Appeal to Christian Women of the South
• Martin R. Delany—From Political Destiny of the Colored Race on the American Continent
OR
Guest Speaker: TBA.
Week 10 (11/12)
Midterm exam
Week 11 (11/19)
Midterm Review & American Romanticism (1800-1855)
Week 12 (11/26)
American Romanticism (1800-1855), cont. Film Screening & In-class activity.
Week 13 (12/3)
Transcendentalists—1840-1855
• Ralph Waldo Emerson, selections from “Self-Reliance”
• Henry David Thoreau, selections from Walden; or Life in the Woods
Week 14 (12/10)
The Fireside Poets—1840-1855
• Oliver Wendall Holmes—“Old Ironsides” (poem)
• Henry Wadsworth Longfellow—“Paul Revere’s Ride” (poem)
Week 15 (12/17)
Anti-Transcendentalists—1840-1855
• Herman Melville—“Bartleby, the Scrivener”
• Edgar Allan Poe—“The Raven” (poem) & “The Black Cat” (short story)
Week 16 (12/24)
The Civil War Era - 1861-1865
• Frederick Douglass—“How a Slave Was Made A Man—The Battle with Mr. Covey” from Narrative of the Life of Frederick Douglass, an American Slave Written by Himself (1845)
• Abraham Lincoln—“The Gettysburg Address”
Week 17 (12/31)
The Post/Civil War Era - 1861-1865, 1865-1877
• Paul Laurence Dunbar (post-Civil War—African American poet)—“We Wear the Mask” (poem)
• Walt Whitman—selections from Leaves of Grass
Week 18 (1/6)
Final Project 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, self-study activities or after-class short comments)
40% Midterm (Exam 25% and Cross Media Analysis Group Workshop—Rip Van Winkle Film Interpretation 15%)
40% Final (Individual Essay Report or Group Workshop)--See instructions distributed in class.
*** 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
A11211
修課人數
34