115-1_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
M11511
修課人數
14
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
M11511
修課人數
14
115-1_電影研究專題(I)
西洋語文學系
教學目標
*＊系統已開放大學部三、四年級同學選修
若有其他年級同學想選修請上課來加簽
This course provides students with knowledge and skills concerning film studies. Each semester will focus on different themes or genres. The theme of this semester is “The Empires on Taiwan”, inspired by the two-volume research collection with the same title, but extending their focus on Taiwan’s relationship with the Japanese empire to that with the Dutch and the British empires. We will explore the theme via a selection of documentaries and popular screen productions and discuss their roles in re-reading history and re-interpreting collective memory.
Students will learn critical issues and innovative approaches, and equally importantly, practical research skills. Through guided workshops, students will learn to conduct solid textual analysis, develop their own thoughts, and dialogue with existing research.
MA students are expected to complete a mini-research paper and are encouraged to present their research results at a graduate conference. Undergraduate students will refine their textual analysis outputs. If possible, guest speakers from academia and the film industry will be invited to share their research findings and practical experiences.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Course orientation. Group division.
Week 2: Selected readings from: The Empires on Taiwan I and The Empires on Taiwan II. Group division finalized. Preparation for Part One.
Part One: Taiwan and The Japanese Empire
Week 3-8:
Film texts: documentary series on Japanese-speaking generation Taiwanese
Taiwan Trilogy—Taiwan Jinsei (2009), Taiwan Identity (2013), and Taiwan Banzai (2017)
台灣三步曲--《台灣人生》(2009), 《台灣認同》(2013), 《台灣萬歲》(2017)
Issues: Documentaries and Quest for Home and Nation
(Week 3: Independent study week: topic to be announced; teacher away attending an international conference)
Week 9: Invited Talk (tentative)
Part Two: Taiwan and The Dutch and British Empires
Week 10-12: The Dutch Empire
Film texts:
Back to Anping Harbor (1972)
《回來安平港》(1972)
Geizaixi opera troupe’s Anping Capriccio adaptation (2021)
秀琴歌劇團《安平追想曲》(2021)
Issues: Popular Screen Productions and the Reclaiming of an Oceanic Perspective
Week 13 to 16 The British Empire
Film texts:
William Alexander Pickering (1840-1907): The Explorer Who Discovered Adventure in Taiwan (2022)
《異人的足跡系列Ⅲ：縱橫台灣的探險家－必麒麟》(2022)
Seqalu: Formosa 1867 (2021)
《斯卡羅》(2021)
Issues: Popular Screen Productions and the Reclaiming of an Oceanic Perspective
Week 17: Independent study week: complete your final report.
Week 18: Final report due.
**Schedule and content may be adjusted based on class progress.
教科書/參考書
李承機、李育霖 主編 [Li, Cheng-chi, and Yu-lin Lee]. 「帝國」在臺灣：殖民地臺灣的時空、知識與情感 [The Empires on Taiwan: Time, Space, Knowledge, and Sentiment of Colonial Taiwan], 台大出版中心 National Taiwan UP.
李承機、李育霖 主編 [Li, Cheng-chi, and Yu-lin Lee].「帝國」在臺灣 II：「日本時代」的歷史記憶 [The Empires on Taiwan II: The Historic Memory of "Japanese Colonial Period”], 台大出版中心 National Taiwan UP, 2020.
Ching, Leo. Becoming “Japanese”: Colonial Taiwan and the Politics of Identity Formation. U of California Press, 2001.
Watt, Lori. When Empire Comes Home: Repatriation and Reintegration in Postwar Japan. Harvard University Asia Center, 2009.
Taylor, D. The Archive and the Repertoire: Performing Cultural Memory in the Americas. Duke University Press, 2003.
Chiu, H. H. The Colonial ‘Civilizing Process’ in Dutch Formosa: 1624 – 1662, Brill, 2008.
Rawnsley, M. Y. , et. al. “Representation of intersectional and cultural identities in Taiwanese-language port city cinema”, East Asian Journal of Popular Culture, 11 (1), 2024, pp9-25.
Chen, Nan-Hsu. (2024). “Ships, Spatial Interconnections, and the Problematization of Peripheral East Asia in the 1860s”, Itinerario, 48 (3), pp. 367–384.
Kuo, Su-Chiu. (2019). “From the Rover Incident to the Nanjia Treaty—Whose Conflict? Whose Treaty?” Cultural and Religious Studies, 7(12), pp. 668–677.
評分標準
Attendance 15%
Presentations and guided workshops 60%
Individual term paper or report 25%
MA students should submit a term paper (minimum 2000 words).
Undergraduate students should submit a revised and complete report of their textual analysis.
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導: 學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課 學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
14
*＊系統已開放大學部三、四年級同學選修
若有其他年級同學想選修請上課來加簽
This course provides students with knowledge and skills concerning film studies. Each semester will focus on different themes or genres. The theme of this semester is “The Empires on Taiwan”, inspired by the two-volume research collection with the same title, but extending their focus on Taiwan’s relationship with the Japanese empire to that with the Dutch and the British empires. We will explore the theme via a selection of documentaries and popular screen productions and discuss their roles in re-reading history and re-interpreting collective memory.
Students will learn critical issues and innovative approaches, and equally importantly, practical research skills. Through guided workshops, students will learn to conduct solid textual analysis, develop their own thoughts, and dialogue with existing research.
MA students are expected to complete a mini-research paper and are encouraged to present their research results at a graduate conference. Undergraduate students will refine their textual analysis outputs. If possible, guest speakers from academia and the film industry will be invited to share their research findings and practical experiences.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-40.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1: Course orientation. Group division.
Week 2: Selected readings from: The Empires on Taiwan I and The Empires on Taiwan II. Group division finalized. Preparation for Part One.
Part One: Taiwan and The Japanese Empire
Week 3-8:
Film texts: documentary series on Japanese-speaking generation Taiwanese
Taiwan Trilogy—Taiwan Jinsei (2009), Taiwan Identity (2013), and Taiwan Banzai (2017)
台灣三步曲--《台灣人生》(2009), 《台灣認同》(2013), 《台灣萬歲》(2017)
Issues: Documentaries and Quest for Home and Nation
(Week 3: Independent study week: topic to be announced; teacher away attending an international conference)
Week 9: Invited Talk (tentative)
Part Two: Taiwan and The Dutch and British Empires
Week 10-12: The Dutch Empire
Film texts:
Back to Anping Harbor (1972)
《回來安平港》(1972)
Geizaixi opera troupe’s Anping Capriccio adaptation (2021)
秀琴歌劇團《安平追想曲》(2021)
Issues: Popular Screen Productions and the Reclaiming of an Oceanic Perspective
Week 13 to 16 The British Empire
Film texts:
William Alexander Pickering (1840-1907): The Explorer Who Discovered Adventure in Taiwan (2022)
《異人的足跡系列Ⅲ：縱橫台灣的探險家－必麒麟》(2022)
Seqalu: Formosa 1867 (2021)
《斯卡羅》(2021)
Issues: Popular Screen Productions and the Reclaiming of an Oceanic Perspective
Week 17: Independent study week: complete your final report.
Week 18: Final report due.
**Schedule and content may be adjusted based on class progress.
教科書/參考書
李承機、李育霖 主編 [Li, Cheng-chi, and Yu-lin Lee]. 「帝國」在臺灣：殖民地臺灣的時空、知識與情感 [The Empires on Taiwan: Time, Space, Knowledge, and Sentiment of Colonial Taiwan], 台大出版中心 National Taiwan UP.
李承機、李育霖 主編 [Li, Cheng-chi, and Yu-lin Lee].「帝國」在臺灣 II：「日本時代」的歷史記憶 [The Empires on Taiwan II: The Historic Memory of "Japanese Colonial Period”], 台大出版中心 National Taiwan UP, 2020.
Ching, Leo. Becoming “Japanese”: Colonial Taiwan and the Politics of Identity Formation. U of California Press, 2001.
Watt, Lori. When Empire Comes Home: Repatriation and Reintegration in Postwar Japan. Harvard University Asia Center, 2009.
Taylor, D. The Archive and the Repertoire: Performing Cultural Memory in the Americas. Duke University Press, 2003.
Chiu, H. H. The Colonial ‘Civilizing Process’ in Dutch Formosa: 1624 – 1662, Brill, 2008.
Rawnsley, M. Y. , et. al. “Representation of intersectional and cultural identities in Taiwanese-language port city cinema”, East Asian Journal of Popular Culture, 11 (1), 2024, pp9-25.
Chen, Nan-Hsu. (2024). “Ships, Spatial Interconnections, and the Problematization of Peripheral East Asia in the 1860s”, Itinerario, 48 (3), pp. 367–384.
Kuo, Su-Chiu. (2019). “From the Rover Incident to the Nanjia Treaty—Whose Conflict? Whose Treaty?” Cultural and Religious Studies, 7(12), pp. 668–677.
評分標準
Attendance 15%
Presentations and guided workshops 60%
Individual term paper or report 25%
MA students should submit a term paper (minimum 2000 words).
Undergraduate students should submit a revised and complete report of their textual analysis.
**Attendance policy:
Attendance 15%
Full attendance and participation 15 points
For fewer than 3 absences, each absence will result in a 2-point deduction
Starting from the 4th absence, each absence will result in a 5-point deduction
Late arrivals and early departures will also affect your attendance score
**Please check class policy from Moodle
教務處宣導: 學生因故不能上課者，應依本校學生請假辦法規定辦理請假。請假經核准者為缺課;未請假或未經准假或假期已滿未辦理續假而缺課者為曠課 學生因受經教育主管機關認定重大災害、懷孕、分娩或撫育三歲以下子女之需要所引發之事、病、產假，得持醫生證明或其他相關證明辦理請假，經核准後，不列入缺課時數中。
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
14
115-1_老化大腦與語言專題(一)
西洋語文學系
教學目標
本碩士班課程歡迎大學部三、四年級同學選修
Taiwan officially entered an aged society in 2018. According to the National Development Council, Taiwan became a super-aged society in 2025, with people aged 65 and over accounting for more than 20% of the total population. With the rise of the aging population, the issue of the aging brain has received increasing attention. This course provides students opportunities to address this important issue from the perspective of Linguistics. In this class, students will be guided to read, discuss and analyze English picture books (PB) about the aging brain, especially about the Alzheimer’s disease. By the end of the course, students will be able to develop and conduct relevant activities or workshops for young EFL learners to raise their awareness of the aging brain and language.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Orientation
Week 2 PB 1: Analysis and Discussion
Week 3 PB 2: Analysis and Discussion
Week 4 Holiday
Week 5 PB 3: Analysis and Discussion
Week 6 PB 4: Analysis and Discussion
Week 7 PB 5: Analysis and Discussion
Week 8 Holiday
Week 9 Mid-term week: Lesson plan
Week 10 SDL 1
Week 11 SDL 2
Week 12 Workshop 1
Week 13 Workshop 2
Week 14 Workshop 3
Week 15 Rehearsal
Week 16 Implementation 1
Week 17 Implementation 2
Week 18 Final reivew
教科書/參考書
Picture books (PB) about the aging brain
Relevant papers/reports on the aging brain and language
評分標準
1. Participation, SDL, assignments, lesson plans: 50%
2. Implementation of aging brain and language activities: 50%
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
20
本碩士班課程歡迎大學部三、四年級同學選修
Taiwan officially entered an aged society in 2018. According to the National Development Council, Taiwan became a super-aged society in 2025, with people aged 65 and over accounting for more than 20% of the total population. With the rise of the aging population, the issue of the aging brain has received increasing attention. This course provides students opportunities to address this important issue from the perspective of Linguistics. In this class, students will be guided to read, discuss and analyze English picture books (PB) about the aging brain, especially about the Alzheimer’s disease. By the end of the course, students will be able to develop and conduct relevant activities or workshops for young EFL learners to raise their awareness of the aging brain and language.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-30.00%;專題實作與報告-40.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Orientation
Week 2 PB 1: Analysis and Discussion
Week 3 PB 2: Analysis and Discussion
Week 4 Holiday
Week 5 PB 3: Analysis and Discussion
Week 6 PB 4: Analysis and Discussion
Week 7 PB 5: Analysis and Discussion
Week 8 Holiday
Week 9 Mid-term week: Lesson plan
Week 10 SDL 1
Week 11 SDL 2
Week 12 Workshop 1
Week 13 Workshop 2
Week 14 Workshop 3
Week 15 Rehearsal
Week 16 Implementation 1
Week 17 Implementation 2
Week 18 Final reivew
教科書/參考書
Picture books (PB) about the aging brain
Relevant papers/reports on the aging brain and language
評分標準
1. Participation, SDL, assignments, lesson plans: 50%
2. Implementation of aging brain and language activities: 50%
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
20
115-1_聖經：農民、先知、修士、殖民者與商人
西洋語文學系
教學目標
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 – Introduction: The Bible as a Cultural and Linguistic Artifact • What is “the Bible”? Canon, text collections, and traditions • Oral tradition and the emergence of written scripture • The Bible across Judaism, Christianity, and Islam • Course overview and key concepts Week 2 – Languages of Peasants and Prophets • Ancient Near Eastern linguistic landscapes • Biblical Hebrew, Aramaic, and Koine Greek • Everyday languages vs. literary languages • Translation and multilingualism in antiquity Week 3 – From Oral Tradition to Sacred Text • Storytelling cultures in the ancient Near East • Early written traditions • Compilation and redaction of biblical texts • Memory, performance, and textual authority • Foundational symbolic stories • The story of the Tower of Babel Key figure: Moses (historically not attested) Key artifact: Dead Sea Scrolls Week 4 – Geographic and Historic Contexts of Hebrew Bible and Old Testament • Cultural and geographic contexts of ancient Israel • Historical narratives and mythic histories (Kings, floods and the tower of Babel) • Judaic perspectives on the Tower of Babel, languages and translations Key figure: Kind David (c. 1000 BCE) Week 5 – Torah, Hebrew Bible and Old Testament • Structure and composition of the Old Testament (Hebrew Bible vs. Old Testament) • Important parts: The Torah (Five Books of Moses), Prophets, and Writings • The Septuagint, the translation into Koine Greek, used by Greek-speaking Jews and early Christians Week 6 – The New Testament • Historical context of early Christianity • The Gospels and their audiences • The story of Pentecost • Epistles and early Christian communities • Canon formation Key figure: The historical Jesus (7–2 BC - 30–36 AD) Key artifact: The Pilate Stone Week 7 – The Roman Empire and Early Christianity • The Mediterranean world in the first century • Imperial politics of religious diversity and tolerance • Christianity within Roman imperial structures: From persecution to state religion • The Latin Vulgate, a translation produced by St. Jerome, the standard text for Western Europe through the Middle Ages • The Bible as a lens on the Roman world Key figure: Constantine the Great (r. 306–337 CE) Key artifact: The Samaritan Decalogue Week 8 – Judaism, Christianity, and Islam • Shared narratives and figures • Abrahamic traditions and textual heritage, the example of the Ten Commandments • The absence of an early Arabic Bible, Judaeo-Arabic translations (Arabic written in Hebrew characters) in the 10th century and oral translations • Qur’anic perspectives on biblical figures, e.g. Adam and Eve, Abraham, Moses, John the Baptist, Mary (the only woman in the Qur’an), Jesus, • Qur’anic perspectives on the Tower of Babel, languages and translation • Differences in scripture (e.g. Arabic, Judaeo-Arabic) and authority Week 9 – Islam and the Islamic Conquests • Spread of Islam in the 7th–8th centuries, the conquest of Portugal and Spain • Cultural and linguistic transformation of the Middle East, the conquest of Constantinople and the end of the overland Silk Road trade as a key catalyst of the European Age of Exploration and the subsequent era of colonialism • Biblical traditions within Islam, cultural practices versus scholarly interpretations Week 10 – The Bible as Physical Object: Scrolls, Codices, and Manuscripts • Material history of books • Materials: papyrus, parchment, paper • Scrolls (rolls of papyrus and parchment) vs. codices (early form of bound books) • Manuscript traditions and textual transmission • Preservation and textual variation, normalization, standardization, translation errors. Week 11 – Monks and Manuscripts: Reproduction in the Medieval World • Monastic live, monastic scriptoria • The labor of copying texts. Education, formation, tools for the translators, translation techniques. Writing commentaries. • Manuscript illumination (decoration made with gold, silver, and brilliant colors, typically featuring miniature paintings and intricate borders). Colors, pigment, motifs, styles • Preservation of biblical texts in Europe, libraries, archives and museums Key figure: Saint Bede the Venerable (672–735) Week 12 – The Printing Revolution • Wood block printing in China in Tang Dynasty and the printing of the Diamond Sutra • The European printing press and textual standardization (grammar, orthography, regional variations) • The first printed Bibles • Literacy and religious reform Key figure: Johannes Gutenberg (14?? - 1468) Week 13 – Bible Translation and the Reformation • Translation and vernacular languages. • The linguistic landscape of Europe and Asia at the time of the Reformation • Early German and Dutch translations, examples of the stories of the Tower of Babel and Pentecost. • The politics of translation • The Thirty Years' War and Religious Landscapes in Europe Key figure: Martin Luther (1483 - 1546) Week 14 – Bible Translation and Colonial Expansion • Missionary activity and empires • Classical Chinese versus Chinese vernaculars, translations in Japan and Korea • Bible translation as a tool of religious and political control • Case study: Dutch colonial networks in Indonesia and Taiwan Key figure: Daniel Gravius (1616–1681) Week 15 – Missionary Linguistics and New Written Languages • The Bible and language documentation. Bible translations as first written records of spoken languages. Bibles as a source for language revitalization • Romanization systems in Asia • Case study: translation of the New Testament into Siraya in Taiwan, the story of Pentecost from a Sirayan perspective Week 16 – Bible Societies and Global Bible Distribution • Institutionalization of Bible translation and publishing • Global missionary networks • Organizations, their missions and approaches: 1) United Bible Societies 2) SIL International 3) Wycliffe Bible Translators Week 17 – The Bible in Modern Media • Film adaptations • Digital Bibles and apps • Board games and video games inspired by biblical narratives: 1. “I Am Jesus Christ” 2. “Kings of Israel” Week 18 – The Bible in Modern Culture and the Arts • Biblical themes in painting, literature, and music • Musical theater adaptations, e.g. “Jesus Christ Superstar” • Final presentations and course conclusion.
教科書/參考書
Suggested Readings • John Barton – A History of the Bible • Christopher de Hamel – The Book: A History of the Bible • Lamin Sanneh – Translating the Message • Robert Alter – The Hebrew Bible: A Translation with Commentary
評分標準
• Course participation and weekly discussion: 40% • A quantitative and qualitative evaluation of assignments collected in a hand-written learning journal: 60%
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
25
Course Description
The Bible is one of the most influential collections of texts in human history. Emerging from oral traditions among ancient pastoral and agrarian societies more than 3,000–4,000 years ago, the biblical corpus has evolved through processes of compilation, translation, interpretation, reproduction, and dissemination across continents and cultures. It has shaped religious traditions, languages, literature, art, politics, and global cultural exchange. This course explores the historical, linguistic, economic, and cultural dimensions of the Bible from antiquity to the present. Beginning with the oral traditions of the ancient Near East and the formation of biblical texts in Hebrew, Aramaic, and Greek, the course examines how the Bible developed within imperial contexts such as the Roman Empire, and how it intersected with other monotheistic traditions, particularly Islam. A central focus of the course is the material and linguistic transmission of the Bible: manuscripts, scrolls, codices, monastic reproduction, printing, translation, and missionary linguistics. Through case studies—including early German and Dutch Bible translations, the role of Bible translation in Dutch colonial contexts, and the translation of biblical texts into Indigenous languages such as Siraya in Taiwan—students will explore how biblical translation has influenced language documentation, orthographies, and cultural change. The course also investigates the modern global circulation of the Bible through missionary organizations, Bible societies, publishing networks, and digital media. Finally, it considers how biblical narratives continue to inspire contemporary visual art, music, film, literature, and games, demonstrating the Bible’s ongoing role in global cultural production. In our exploration, we will delve into rich comparisons across various dimensions—religions, languages, media, and artistic representations—while centering our analysis on two pivotal narratives from the Bible: The Tower of Babel and Pentecost. These stories not only shaped the imaginations of artists, scholars, linguists, and the literate elite throughout history, but they also functioned as ideological frameworks that underpinned colonial practices. The Tower of Babel illustrates the themes of linguistic and cultural confusion, highlighting the complexities and conflicts that arise from diverse languages and identities. Conversely, the story of Pentecost embodies the transformative power of translation and the potential for understanding across cultural divides. Together, these narratives invite us to reflect on how language can both unite and divide, serving as a lens through which we can examine the historical and contemporary implications of colonialism in shaping cultural narratives and identities.Learning Objectives
By the end of the course students will be able to: 1. Explain the historical formation of the biblical canon and its linguistic background. 2. Identify the major languages involved in the transmission of biblical texts. 3. Analyze the relationship between religion, language, and empire. 4. Describe how translation and missionary activities influenced the development of written languages. 5. Evaluate the role of the Bible in colonial and global cultural history. 6. Discuss how biblical narratives continue to shape modern cultural media. 7. Apply linguistic and cultural analysis to historical texts and translations.授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 – Introduction: The Bible as a Cultural and Linguistic Artifact • What is “the Bible”? Canon, text collections, and traditions • Oral tradition and the emergence of written scripture • The Bible across Judaism, Christianity, and Islam • Course overview and key concepts Week 2 – Languages of Peasants and Prophets • Ancient Near Eastern linguistic landscapes • Biblical Hebrew, Aramaic, and Koine Greek • Everyday languages vs. literary languages • Translation and multilingualism in antiquity Week 3 – From Oral Tradition to Sacred Text • Storytelling cultures in the ancient Near East • Early written traditions • Compilation and redaction of biblical texts • Memory, performance, and textual authority • Foundational symbolic stories • The story of the Tower of Babel Key figure: Moses (historically not attested) Key artifact: Dead Sea Scrolls Week 4 – Geographic and Historic Contexts of Hebrew Bible and Old Testament • Cultural and geographic contexts of ancient Israel • Historical narratives and mythic histories (Kings, floods and the tower of Babel) • Judaic perspectives on the Tower of Babel, languages and translations Key figure: Kind David (c. 1000 BCE) Week 5 – Torah, Hebrew Bible and Old Testament • Structure and composition of the Old Testament (Hebrew Bible vs. Old Testament) • Important parts: The Torah (Five Books of Moses), Prophets, and Writings • The Septuagint, the translation into Koine Greek, used by Greek-speaking Jews and early Christians Week 6 – The New Testament • Historical context of early Christianity • The Gospels and their audiences • The story of Pentecost • Epistles and early Christian communities • Canon formation Key figure: The historical Jesus (7–2 BC - 30–36 AD) Key artifact: The Pilate Stone Week 7 – The Roman Empire and Early Christianity • The Mediterranean world in the first century • Imperial politics of religious diversity and tolerance • Christianity within Roman imperial structures: From persecution to state religion • The Latin Vulgate, a translation produced by St. Jerome, the standard text for Western Europe through the Middle Ages • The Bible as a lens on the Roman world Key figure: Constantine the Great (r. 306–337 CE) Key artifact: The Samaritan Decalogue Week 8 – Judaism, Christianity, and Islam • Shared narratives and figures • Abrahamic traditions and textual heritage, the example of the Ten Commandments • The absence of an early Arabic Bible, Judaeo-Arabic translations (Arabic written in Hebrew characters) in the 10th century and oral translations • Qur’anic perspectives on biblical figures, e.g. Adam and Eve, Abraham, Moses, John the Baptist, Mary (the only woman in the Qur’an), Jesus, • Qur’anic perspectives on the Tower of Babel, languages and translation • Differences in scripture (e.g. Arabic, Judaeo-Arabic) and authority Week 9 – Islam and the Islamic Conquests • Spread of Islam in the 7th–8th centuries, the conquest of Portugal and Spain • Cultural and linguistic transformation of the Middle East, the conquest of Constantinople and the end of the overland Silk Road trade as a key catalyst of the European Age of Exploration and the subsequent era of colonialism • Biblical traditions within Islam, cultural practices versus scholarly interpretations Week 10 – The Bible as Physical Object: Scrolls, Codices, and Manuscripts • Material history of books • Materials: papyrus, parchment, paper • Scrolls (rolls of papyrus and parchment) vs. codices (early form of bound books) • Manuscript traditions and textual transmission • Preservation and textual variation, normalization, standardization, translation errors. Week 11 – Monks and Manuscripts: Reproduction in the Medieval World • Monastic live, monastic scriptoria • The labor of copying texts. Education, formation, tools for the translators, translation techniques. Writing commentaries. • Manuscript illumination (decoration made with gold, silver, and brilliant colors, typically featuring miniature paintings and intricate borders). Colors, pigment, motifs, styles • Preservation of biblical texts in Europe, libraries, archives and museums Key figure: Saint Bede the Venerable (672–735) Week 12 – The Printing Revolution • Wood block printing in China in Tang Dynasty and the printing of the Diamond Sutra • The European printing press and textual standardization (grammar, orthography, regional variations) • The first printed Bibles • Literacy and religious reform Key figure: Johannes Gutenberg (14?? - 1468) Week 13 – Bible Translation and the Reformation • Translation and vernacular languages. • The linguistic landscape of Europe and Asia at the time of the Reformation • Early German and Dutch translations, examples of the stories of the Tower of Babel and Pentecost. • The politics of translation • The Thirty Years' War and Religious Landscapes in Europe Key figure: Martin Luther (1483 - 1546) Week 14 – Bible Translation and Colonial Expansion • Missionary activity and empires • Classical Chinese versus Chinese vernaculars, translations in Japan and Korea • Bible translation as a tool of religious and political control • Case study: Dutch colonial networks in Indonesia and Taiwan Key figure: Daniel Gravius (1616–1681) Week 15 – Missionary Linguistics and New Written Languages • The Bible and language documentation. Bible translations as first written records of spoken languages. Bibles as a source for language revitalization • Romanization systems in Asia • Case study: translation of the New Testament into Siraya in Taiwan, the story of Pentecost from a Sirayan perspective Week 16 – Bible Societies and Global Bible Distribution • Institutionalization of Bible translation and publishing • Global missionary networks • Organizations, their missions and approaches: 1) United Bible Societies 2) SIL International 3) Wycliffe Bible Translators Week 17 – The Bible in Modern Media • Film adaptations • Digital Bibles and apps • Board games and video games inspired by biblical narratives: 1. “I Am Jesus Christ” 2. “Kings of Israel” Week 18 – The Bible in Modern Culture and the Arts • Biblical themes in painting, literature, and music • Musical theater adaptations, e.g. “Jesus Christ Superstar” • Final presentations and course conclusion.
教科書/參考書
Suggested Readings • John Barton – A History of the Bible • Christopher de Hamel – The Book: A History of the Bible • Lamin Sanneh – Translating the Message • Robert Alter – The Hebrew Bible: A Translation with Commentary
評分標準
• Course participation and weekly discussion: 40% • A quantitative and qualitative evaluation of assignments collected in a hand-written learning journal: 60%
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
25
115-1_莎士比亞與電影
西洋語文學系
教學目標
In the past decade, there has been an explosion of Shakespeare films in the United States and worldwide. These films remind us that Shakespeare's cultural appeal has remained remarkably durable and that traditional distinctions between high and low culture deserve renewed scrutiny. This course explores how Shakespeare has become a cultural icon in both literature and popular media. While students will learn to analyze film as a medium, they will also pay close attention to Shakespeare's language. We will examine how filmmakers from diverse cultural contexts have reinterpreted Shakespeare, with particular attention to the cultural politics, such as gender, race, and class, embedded in these adaptations. The course focuses on three plays, The Taming of the Shrew, Othello, and Romeo and Juliet, studied both as written texts and as films. We will consider where cinematic representations significantly transform the plays and how such changes reshape traditional understandings of Renaissance texts. This course is organized into three units combining lectures, in-class discussions, and film screenings. Each unit centers on one play, includes at least two film adaptations, and engages with key issues in Shakespeare and film criticism as well as broader social, economic, cultural, and political issues.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-50.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Tentative Calendar
Week 1 Sept. 8
Introduction: objective, methodologies, and policies
The Taming of the Shrew
1. Foregrounding The Taming of the Shrew
2. Compare and contrast film adaptations: the wooing scene, 2.1.112-316
Week 2 Sept. 15
The Taming of the Shrew (continues)
1. Petruchio's country house scene (Read especially 4.2.123-92)
2. Compare and contrast film adaptations
Week 3 Sept. 22
The Taming of the Shrew (continues)
Compare and contrast film adaptations:
1. The second taming scene in Petruchio's country house, 4.3
2. the final marriage scene, 5.2
Week 4 Sept. 29
1. Film Screening: Ten Things I Hate About You
2. Compare Shakespeare's The Taming of the Shrew with Ten Things I Hate about You.
(Response worksheet due by the end of the day. Please send an electronic file to my Yahoo account by the end of the day)
Week 5 Oct. 6
Othello
1. Compare and contrast the film adaptations: the temptation scene and the handkerchief scene
2. Passing the Handkerchief (Teaching Othello, pp. 191-92)
Week 6 Oct. 13
Othello (continues)
Week 7 Oct. 20
Othello (continues)
Compare and contrast film adaptations: the wife-murder scene, 5.2
Week 8 Oct. 27
Midterm Recess
Week 9 Nov. 3
Guidelines for preparing your term paper and dubbing presentations
Class hours for graduate students: 9:10-10:30
Class hours for undergraduate students: 10:45-12:00
Week 10 Nov. 10
Film Screening:“O”
Compare Shakespeare's Othello with "O". (Response worksheet due by the end of the day. Please send an electronic file to my Yahoo account by 12:00 pm.)
Week 11 Nov. 17
Romeo and Juliet, Prologue-1.5
In-class activities:
1. Compare and contrast film adaptations: Prologue
2. Compare and contrast film adaptations: The Capulets' Party, 1.5, especially Romeo and Juliet's love sonnet
Week 12 Nov. 24
Romeo and Juliet, 4.4-5.3
In-class activities:
1. Compare and contrast film adaptations: 4.4-5.3
2. In-class discussions
Week 13 Dec. 1
West Side Story
Compare Shakespeare's Romeo and Juliet with West Side Story. (Group worksheets due by the end of the day. Please send an electronic file to my Yahoo account by 12:00 am)
Week 14 Dec. 8
Conferences for Term Papers and Preparation for Dubbing Clips
Week 15 Dec. 15
Dubbing Presentations for Undergraduate Students
Week 16 Dec. 22
Graduate Term Paper Due
Week 17 Dec. 29
Independant learning
Week 18 Jan. 5
Independant learning
教科書/參考書
Required Textbook:
The Norton Shakespeare (selected reading, by handouts)
Video Materials:
The Taming of the Shrew:
The Taming of the Shrew. Created by Franco Zeffirelli, performed by Elizabeth Taylor and Richard Burton. Columbia Pictures, 1967. (馴悍記)
10 Things I Hate About You. Created by Gil Junger, performed by Heath Ledger and Julia Stiles. Touchstone Pictures, 1999. (對面的惡女看過來)
Othello:
Othello. Created by Oliver Parker, performed by Laurence Fishburne and Irene Jacob. Castle Rock, 1995. (奧賽羅)
“O.” Created by Tim Blake Nelson, performed by Jon Finch and Francesca Annis. Columbia Tristar, 1971. (千方百計)
Romeo and Juliet:
Romeo and Juliet. Directed by Franco Zeffirelli, performed by Leonard Whiting and Olivia Hussey. Paramount Studio, 1968. （羅蜜歐與茱麗葉）
West Side Story. Directed by Robert Wise and Jerome Robbins, performed by Natalie Wood and George Chakiris. MGM, 1961. （西城故事）
評分標準
Evaluation (for graduate students):
Your final grade in the class depends upon your performance in the following work:
1. attendance and in-class participation: 20%
2. term paper (80%)
Evaluation (for undergraduate students):
When grading your final dubbing presentation, I will consider the following criteria:
grammar, logic, and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing of your PPT slides. Your final grade in the class depends upon your performance in the following work:
1. attendance and in-class participation: 20% (You are allowed to have three absences without penalty. Starting from the fourth absence, two points will be deducted from your final grade for each additional absence.)
2. dubbing presentation (80%)
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
10
In the past decade, there has been an explosion of Shakespeare films in the United States and worldwide. These films remind us that Shakespeare's cultural appeal has remained remarkably durable and that traditional distinctions between high and low culture deserve renewed scrutiny. This course explores how Shakespeare has become a cultural icon in both literature and popular media. While students will learn to analyze film as a medium, they will also pay close attention to Shakespeare's language. We will examine how filmmakers from diverse cultural contexts have reinterpreted Shakespeare, with particular attention to the cultural politics, such as gender, race, and class, embedded in these adaptations. The course focuses on three plays, The Taming of the Shrew, Othello, and Romeo and Juliet, studied both as written texts and as films. We will consider where cinematic representations significantly transform the plays and how such changes reshape traditional understandings of Renaissance texts. This course is organized into three units combining lectures, in-class discussions, and film screenings. Each unit centers on one play, includes at least two film adaptations, and engages with key issues in Shakespeare and film criticism as well as broader social, economic, cultural, and political issues.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-50.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Tentative Calendar
Week 1 Sept. 8
Introduction: objective, methodologies, and policies
The Taming of the Shrew
1. Foregrounding The Taming of the Shrew
2. Compare and contrast film adaptations: the wooing scene, 2.1.112-316
Week 2 Sept. 15
The Taming of the Shrew (continues)
1. Petruchio's country house scene (Read especially 4.2.123-92)
2. Compare and contrast film adaptations
Week 3 Sept. 22
The Taming of the Shrew (continues)
Compare and contrast film adaptations:
1. The second taming scene in Petruchio's country house, 4.3
2. the final marriage scene, 5.2
Week 4 Sept. 29
1. Film Screening: Ten Things I Hate About You
2. Compare Shakespeare's The Taming of the Shrew with Ten Things I Hate about You.
(Response worksheet due by the end of the day. Please send an electronic file to my Yahoo account by the end of the day)
Week 5 Oct. 6
Othello
1. Compare and contrast the film adaptations: the temptation scene and the handkerchief scene
2. Passing the Handkerchief (Teaching Othello, pp. 191-92)
Week 6 Oct. 13
Othello (continues)
Week 7 Oct. 20
Othello (continues)
Compare and contrast film adaptations: the wife-murder scene, 5.2
Week 8 Oct. 27
Midterm Recess
Week 9 Nov. 3
Guidelines for preparing your term paper and dubbing presentations
Class hours for graduate students: 9:10-10:30
Class hours for undergraduate students: 10:45-12:00
Week 10 Nov. 10
Film Screening:“O”
Compare Shakespeare's Othello with "O". (Response worksheet due by the end of the day. Please send an electronic file to my Yahoo account by 12:00 pm.)
Week 11 Nov. 17
Romeo and Juliet, Prologue-1.5
In-class activities:
1. Compare and contrast film adaptations: Prologue
2. Compare and contrast film adaptations: The Capulets' Party, 1.5, especially Romeo and Juliet's love sonnet
Week 12 Nov. 24
Romeo and Juliet, 4.4-5.3
In-class activities:
1. Compare and contrast film adaptations: 4.4-5.3
2. In-class discussions
Week 13 Dec. 1
West Side Story
Compare Shakespeare's Romeo and Juliet with West Side Story. (Group worksheets due by the end of the day. Please send an electronic file to my Yahoo account by 12:00 am)
Week 14 Dec. 8
Conferences for Term Papers and Preparation for Dubbing Clips
Week 15 Dec. 15
Dubbing Presentations for Undergraduate Students
Week 16 Dec. 22
Graduate Term Paper Due
Week 17 Dec. 29
Independant learning
Week 18 Jan. 5
Independant learning
教科書/參考書
Required Textbook:
The Norton Shakespeare (selected reading, by handouts)
Video Materials:
The Taming of the Shrew:
The Taming of the Shrew. Created by Franco Zeffirelli, performed by Elizabeth Taylor and Richard Burton. Columbia Pictures, 1967. (馴悍記)
10 Things I Hate About You. Created by Gil Junger, performed by Heath Ledger and Julia Stiles. Touchstone Pictures, 1999. (對面的惡女看過來)
Othello:
Othello. Created by Oliver Parker, performed by Laurence Fishburne and Irene Jacob. Castle Rock, 1995. (奧賽羅)
“O.” Created by Tim Blake Nelson, performed by Jon Finch and Francesca Annis. Columbia Tristar, 1971. (千方百計)
Romeo and Juliet:
Romeo and Juliet. Directed by Franco Zeffirelli, performed by Leonard Whiting and Olivia Hussey. Paramount Studio, 1968. （羅蜜歐與茱麗葉）
West Side Story. Directed by Robert Wise and Jerome Robbins, performed by Natalie Wood and George Chakiris. MGM, 1961. （西城故事）
評分標準
Evaluation (for graduate students):
Your final grade in the class depends upon your performance in the following work:
1. attendance and in-class participation: 20%
2. term paper (80%)
Evaluation (for undergraduate students):
When grading your final dubbing presentation, I will consider the following criteria:
grammar, logic, and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing of your PPT slides. Your final grade in the class depends upon your performance in the following work:
1. attendance and in-class participation: 20% (You are allowed to have three absences without penalty. Starting from the fourth absence, two points will be deducted from your final grade for each additional absence.)
2. dubbing presentation (80%)
學分數
3
授課時數(周)
3
開課班級
M11511
修課人數
10
115-1_媒體與文化研究(上)
西洋語文學系
教學目標
This course examines digital nomadism through the lens of media and cultural studies: not as a lifestyle to be celebrated, but as a set of cultural representations and media practices to be critically read. Its central question is deceptively simple: digital nomadism is widely narrated as a universal form of freedom, yet the right to move has never been evenly distributed. The course therefore asks: under new, technology-enabled forms of work, who gets to "float"—and who does not? How do class, gender, sexuality, and national policy shape whether, and how, a person can live and work on the move?
Rather than surveying many texts superficially, the course reads a small number of sources slowly and well. Our analytical scaffold is Dreher and Triandafyllidou's essay (2025) on the three-level framework (micro, meso, and macro) of digital nomads. We use this theory throughout the semester to situate the digital nomad within individual self-optimisation, platform and community infrastructures, and the larger politics of visas and global inequality. Our ethnographic anchor is Woldoff and Litchfield's Digital Nomads (2021), a long-term study of an expatriate nomad community in Bali that deliberately punctures the romantic bubble surrounding the "freedom" of remote work.
In the second half of the semester, students move from critical reading to critical making: having learned to decode how digital nomadism is represented, they now produce media of their own. Working with concepts developed in class, they research and design the content for a web project that represents—and interrogates—the digital nomad way of life. This content is then realised as an actual website in collaboration with the Web Programming course, so that cultural critique and technical implementation meet in a shared, cross-disciplinary product.
By the end of the course, students will be able to:
・Critically understand digital nomadism as a cultural, economic, and political phenomenon and as a media representation, rather than as a lifestyle brand.
・Apply the micro / meso / macro framework to analyse how mobility, labour, gender, and policy intersect.
・Translate scholarly analysis into communicable content for a public-facing digital medium.
・Collaborate across disciplines to produce and present a shared final project, supported by independent written reflection.
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 (9/9)
Orientation
Course overview, syllabus, and the guiding question "Who gets to float?"
Group division and assignment of presentation sections.
Week 2 (9/16)
Instructor Lecture I — Framing Digital Nomadism
The three-level framework (micro / meso / macro), and why the romantic account of digital nomadism is not enough.
Week 3 (9/23)
Instructor Lecture II — From Analysis to Content
How to read an ethnographic chapter and lead a seminar, and what a strong presentation handout looks like — the standard for the Week 6–10 seminars.
Group division finalised.
Week 4 (9/30; Flexible Week)
Reading Week
Online task (Moodle): using the framework, write 200–300 words anticipating what nomads' lives actually look like.
Week 5 (10/7; Flexible Week)
Reading Week
Online task (Moodle): read your group's assigned section and write a 200–300 word summary plus one open question. Feeds your Week 6–10 presentation.
Week 6 (10/14)
Seminar — Ch. 3 Paradise Paradox (I)
Group presentation + discussion. Theme A: new-economy labour and the paradox of community (meso level).
Week 7 (10/21)
Seminar — Ch. 3 Paradise Paradox (II)
Group presentation + discussion. Freedom, loneliness, and self-optimisation under neoliberal work (micro level).
Week 8 (10/28)
Seminar — Ch. 5 Stages of Nomadism (I)
Group presentation + discussion. Theme B: honeymooners, visa runners, and resident nomads — the spectrum of who can keep moving.
Week 9 (11/4)
Seminar — Ch. 5 Stages of Nomadism (II)
Group presentation + discussion. Visa precarity, gendered and queer mobility, and the macro politics of floating. "Who Gets to Float?" materials introduced.
* Midterm exam week (university-wide); pacing may be adjusted.
Week 10 (11/11)
Field Visit — A Digital Nomad Space in Kaohsiung
Off-site visit to a local co-working / co-living space. Students observe with the framework in hand — the bridge from "what we read" to "what we will build."
Week 11 (11/18)
Content Workshop I — What Is a Digital Nomad?
Guided research and source-gathering to define, in accessible form, what digital nomads are and how they live: a first descriptive layer of web content.
* Also a buffer for wrapping up any presentations that ran over.
Week 12 (11/25)
Content Workshop II — Building the Descriptive Content
Students develop the descriptive content package (text, structure, visual/narrative plan). Every student contributes, whether or not their team later moves into implementation.
Week 13 (12/2)
Content Workshop III — From Description to Critique
What problems do these lives involve? Students bring the readings and core themes (labour, gender, mobility, visa precarity) to complicate the romantic picture.
Week 14 (12/9)
Content Workshop IV — The Critical Content Layer
Students finalise the critical layer so the project both shows and questions the nomad lifestyle, and prepare it for hand-off to the Web Programming course.
Week 15 (12/16)
Content Delivery to the Collaborating Course / Buffer (flexible)
Students package their content as a deliverable (spec, copy, information architecture, visual plan) and hand it off. Collaboration is asynchronous — the courses meet separately and students do not attend each other's class. Everyone completes a deliverable.
Week 16 (12/23)
Iteration / Internal Showcase / Buffer (flexible)
If the Web Programming course presents at Week 16, this becomes our internal showcase. If not, the time deepens the course — readings, content refinement, discussion. Either way, students respond to feedback and consolidate.
* Use of Weeks 15–16 is coordinated with the collaborating course.
Week 17 (12/30)
Guest Speaker & Final Check-in Seminar
A practising digital nomad gives a one-hour talk and joins the students' discussion. Students present near-final reflections and use the speaker's perspective to sharpen their work. A check-in on close-to-complete work — come prepared.
Week 18 (1/6)
Final Reflection Submission Due
Individual reflection submitted on Moodle (UG 800 / PG 1,200 words). Collaborative web project presented / showcased. *
* Final-exam week (university-wide).
* Note: This syllabus is subject to change based on the needs of the class. Weeks 4–5 are self-study weeks; the Week 10 field visit and the Week 17 guest speaker are scheduled activities whose exact dates may shift with venue and speaker availability. The two courses in the cluster meet at different times and students do not attend each other's class: collaboration is asynchronous, and Weeks 15–16 are used flexibly.
教科書/參考書
Required Ethnography (selected chapters, provided on Moodle):
Woldoff, Rachael A., and Robert C. Litchfield. 2021. Digital Nomads: In Search of Freedom, Community, and Meaningful Work in the New Economy. New York: Oxford University Press. [Ch. 3, "Paradise Paradox," pp. 75–113; Ch. 5, "Stages of Nomadism," pp. 152–81. Our ethnographic anchor, puncturing the romantic image of nomad "freedom."]
Core Analytical Framework:
Dreher, Nick, and Anna Triandafyllidou. 2025. "Understanding Digital Nomadism: A Three-Level Framework for Migration Studies." Journal of Ethnic and Migration Studies 51 (19): 4801–20. [The semester-long analytical scaffold: micro / meso / macro.]
* All required readings will be provided on Moodle.
* This course is linked, as part of a cross-disciplinary course cluster, with the Web Programming course (Instructor: Su Chia-Hui). Student content teams will realise their web content in collaboration with that course.
評分標準
Attendance & Weekly Participation: 20%
Chapter Presentation & Discussion Leadership: 30%
Content-Development Activities & Collaborative Final Project (group): 30%
Individual Final Reflection (Undergraduate: 800 words / Postgraduate: 1,200 words): 20%
Note on group vs. individual assessment: The final project is produced collectively, but every student additionally submits an individual written reflection (Undergraduate: 800 words / Postgraduate: 1,200 words). The group component rewards the shared product; the individual reflection and weekly participation ensure that each student's own learning and contribution can be assessed fairly.
*** 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
M11511
修課人數
9
This course examines digital nomadism through the lens of media and cultural studies: not as a lifestyle to be celebrated, but as a set of cultural representations and media practices to be critically read. Its central question is deceptively simple: digital nomadism is widely narrated as a universal form of freedom, yet the right to move has never been evenly distributed. The course therefore asks: under new, technology-enabled forms of work, who gets to "float"—and who does not? How do class, gender, sexuality, and national policy shape whether, and how, a person can live and work on the move?
Rather than surveying many texts superficially, the course reads a small number of sources slowly and well. Our analytical scaffold is Dreher and Triandafyllidou's essay (2025) on the three-level framework (micro, meso, and macro) of digital nomads. We use this theory throughout the semester to situate the digital nomad within individual self-optimisation, platform and community infrastructures, and the larger politics of visas and global inequality. Our ethnographic anchor is Woldoff and Litchfield's Digital Nomads (2021), a long-term study of an expatriate nomad community in Bali that deliberately punctures the romantic bubble surrounding the "freedom" of remote work.
In the second half of the semester, students move from critical reading to critical making: having learned to decode how digital nomadism is represented, they now produce media of their own. Working with concepts developed in class, they research and design the content for a web project that represents—and interrogates—the digital nomad way of life. This content is then realised as an actual website in collaboration with the Web Programming course, so that cultural critique and technical implementation meet in a shared, cross-disciplinary product.
By the end of the course, students will be able to:
・Critically understand digital nomadism as a cultural, economic, and political phenomenon and as a media representation, rather than as a lifestyle brand.
・Apply the micro / meso / macro framework to analyse how mobility, labour, gender, and policy intersect.
・Translate scholarly analysis into communicable content for a public-facing digital medium.
・Collaborate across disciplines to produce and present a shared final project, supported by independent written reflection.
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 (9/9)
Orientation
Course overview, syllabus, and the guiding question "Who gets to float?"
Group division and assignment of presentation sections.
Week 2 (9/16)
Instructor Lecture I — Framing Digital Nomadism
The three-level framework (micro / meso / macro), and why the romantic account of digital nomadism is not enough.
Week 3 (9/23)
Instructor Lecture II — From Analysis to Content
How to read an ethnographic chapter and lead a seminar, and what a strong presentation handout looks like — the standard for the Week 6–10 seminars.
Group division finalised.
Week 4 (9/30; Flexible Week)
Reading Week
Online task (Moodle): using the framework, write 200–300 words anticipating what nomads' lives actually look like.
Week 5 (10/7; Flexible Week)
Reading Week
Online task (Moodle): read your group's assigned section and write a 200–300 word summary plus one open question. Feeds your Week 6–10 presentation.
Week 6 (10/14)
Seminar — Ch. 3 Paradise Paradox (I)
Group presentation + discussion. Theme A: new-economy labour and the paradox of community (meso level).
Week 7 (10/21)
Seminar — Ch. 3 Paradise Paradox (II)
Group presentation + discussion. Freedom, loneliness, and self-optimisation under neoliberal work (micro level).
Week 8 (10/28)
Seminar — Ch. 5 Stages of Nomadism (I)
Group presentation + discussion. Theme B: honeymooners, visa runners, and resident nomads — the spectrum of who can keep moving.
Week 9 (11/4)
Seminar — Ch. 5 Stages of Nomadism (II)
Group presentation + discussion. Visa precarity, gendered and queer mobility, and the macro politics of floating. "Who Gets to Float?" materials introduced.
* Midterm exam week (university-wide); pacing may be adjusted.
Week 10 (11/11)
Field Visit — A Digital Nomad Space in Kaohsiung
Off-site visit to a local co-working / co-living space. Students observe with the framework in hand — the bridge from "what we read" to "what we will build."
Week 11 (11/18)
Content Workshop I — What Is a Digital Nomad?
Guided research and source-gathering to define, in accessible form, what digital nomads are and how they live: a first descriptive layer of web content.
* Also a buffer for wrapping up any presentations that ran over.
Week 12 (11/25)
Content Workshop II — Building the Descriptive Content
Students develop the descriptive content package (text, structure, visual/narrative plan). Every student contributes, whether or not their team later moves into implementation.
Week 13 (12/2)
Content Workshop III — From Description to Critique
What problems do these lives involve? Students bring the readings and core themes (labour, gender, mobility, visa precarity) to complicate the romantic picture.
Week 14 (12/9)
Content Workshop IV — The Critical Content Layer
Students finalise the critical layer so the project both shows and questions the nomad lifestyle, and prepare it for hand-off to the Web Programming course.
Week 15 (12/16)
Content Delivery to the Collaborating Course / Buffer (flexible)
Students package their content as a deliverable (spec, copy, information architecture, visual plan) and hand it off. Collaboration is asynchronous — the courses meet separately and students do not attend each other's class. Everyone completes a deliverable.
Week 16 (12/23)
Iteration / Internal Showcase / Buffer (flexible)
If the Web Programming course presents at Week 16, this becomes our internal showcase. If not, the time deepens the course — readings, content refinement, discussion. Either way, students respond to feedback and consolidate.
* Use of Weeks 15–16 is coordinated with the collaborating course.
Week 17 (12/30)
Guest Speaker & Final Check-in Seminar
A practising digital nomad gives a one-hour talk and joins the students' discussion. Students present near-final reflections and use the speaker's perspective to sharpen their work. A check-in on close-to-complete work — come prepared.
Week 18 (1/6)
Final Reflection Submission Due
Individual reflection submitted on Moodle (UG 800 / PG 1,200 words). Collaborative web project presented / showcased. *
* Final-exam week (university-wide).
* Note: This syllabus is subject to change based on the needs of the class. Weeks 4–5 are self-study weeks; the Week 10 field visit and the Week 17 guest speaker are scheduled activities whose exact dates may shift with venue and speaker availability. The two courses in the cluster meet at different times and students do not attend each other's class: collaboration is asynchronous, and Weeks 15–16 are used flexibly.
教科書/參考書
Required Ethnography (selected chapters, provided on Moodle):
Woldoff, Rachael A., and Robert C. Litchfield. 2021. Digital Nomads: In Search of Freedom, Community, and Meaningful Work in the New Economy. New York: Oxford University Press. [Ch. 3, "Paradise Paradox," pp. 75–113; Ch. 5, "Stages of Nomadism," pp. 152–81. Our ethnographic anchor, puncturing the romantic image of nomad "freedom."]
Core Analytical Framework:
Dreher, Nick, and Anna Triandafyllidou. 2025. "Understanding Digital Nomadism: A Three-Level Framework for Migration Studies." Journal of Ethnic and Migration Studies 51 (19): 4801–20. [The semester-long analytical scaffold: micro / meso / macro.]
* All required readings will be provided on Moodle.
* This course is linked, as part of a cross-disciplinary course cluster, with the Web Programming course (Instructor: Su Chia-Hui). Student content teams will realise their web content in collaboration with that course.
評分標準
Attendance & Weekly Participation: 20%
Chapter Presentation & Discussion Leadership: 30%
Content-Development Activities & Collaborative Final Project (group): 30%
Individual Final Reflection (Undergraduate: 800 words / Postgraduate: 1,200 words): 20%
Note on group vs. individual assessment: The final project is produced collectively, but every student additionally submits an individual written reflection (Undergraduate: 800 words / Postgraduate: 1,200 words). The group component rewards the shared product; the individual reflection and weekly participation ensure that each student's own learning and contribution can be assessed fairly.
*** 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
M11511
修課人數
9
115-1_論文指導(I)
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.
Contact the assigned instructor for the supervision time and venue.
上課時間、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/APA 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
M11411
修課人數
2
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.
Contact the assigned instructor for the supervision time and venue.
上課時間、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/APA 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
M11411
修課人數
2
115-1_主要作家專題(上)
西洋語文學系
教學目標
This course aims to introduce major writers' writings, themes, and strategies.
本課程結合網路作業、網路教材與課堂報告，請修課同學加入臉書教學社團。
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2. Edgar Allan Poe, “The Fall of the House of Usher” (1843)
Week 3. Edgar Allan Poe, “The Fall of the House of Usher” (1843)
Week 4. Holiday
Week 5. Henry James, The Turn of the Screw (1898)
Week 6. Henry James, The Turn of the Screw (1898)
Week 7. Henry James, The Turn of the Screw (1898)
Week 8. Holiday
Week 9. Mid-term exam
Week 10. Mark Twain, The ￡1,000,000 Bank Note (1893)
Week 11. Online
Week 12. Mark Twain, The ￡1,000,000 Bank Note (1893)
Week 13. Mark Twain, Pudd'nhead Wilson (1894)
Week 14. Mark Twain, Pudd'nhead Wilson (1894)
Week 15. Online
Week 16. Mark Twain, Pudd'nhead Wilson (1894)
Week 17. Final exam
Week 18. Final Paper
教科書/參考書
Norton Anthologies, handouts, and websites.
評分標準
Class participation: 25% Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
Mid-term exam: 25%
Final exams: 25%
Final paper: 25%
**If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。
學分數
3
授課時數(周)
3
開課班級
A11211
修課人數
18
This course aims to introduce major writers' writings, themes, and strategies.
本課程結合網路作業、網路教材與課堂報告，請修課同學加入臉書教學社團。
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2. Edgar Allan Poe, “The Fall of the House of Usher” (1843)
Week 3. Edgar Allan Poe, “The Fall of the House of Usher” (1843)
Week 4. Holiday
Week 5. Henry James, The Turn of the Screw (1898)
Week 6. Henry James, The Turn of the Screw (1898)
Week 7. Henry James, The Turn of the Screw (1898)
Week 8. Holiday
Week 9. Mid-term exam
Week 10. Mark Twain, The ￡1,000,000 Bank Note (1893)
Week 11. Online
Week 12. Mark Twain, The ￡1,000,000 Bank Note (1893)
Week 13. Mark Twain, Pudd'nhead Wilson (1894)
Week 14. Mark Twain, Pudd'nhead Wilson (1894)
Week 15. Online
Week 16. Mark Twain, Pudd'nhead Wilson (1894)
Week 17. Final exam
Week 18. Final Paper
教科書/參考書
Norton Anthologies, handouts, and websites.
評分標準
Class participation: 25% Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
Mid-term exam: 25%
Final exams: 25%
Final paper: 25%
**If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。
學分數
3
授課時數(周)
3
開課班級
A11211
修課人數
18
115-1_英美小說
西洋語文學系
教學目標
This course is designed to familiarize students with a range of representative novels and short stories from the nineteenth through the twentieth centuries in Britain and America. Students will learn about the elements of fiction and also develop their understanding of the role of fiction in representing and exploring social and cultural change, as well as the issues involved in its development. Upon completion of this course, students will: ◎ be familiar with the principal developments in the evolution of English and American fiction. ◎ develop an understanding of the main issues which preoccupy English and American novelists. ◎ develop critical and analytical skills through the writing and discussion of course assignments.
授課形式
理論講述與討論-35.00%;個案分析或作品賞析-35.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:16+2-10.00%
課程內容與進度
Week 1 Course Overview Week 2 Jane Eyre Week 3 Jane Eyre Week 4 Jane Eyre Week 5 Tess of the D’Urbervilles Week 6 Tess of the D’Urbervilles Week 7 Tess of the D’Urbervilles Week 8 "Lizzie Leigh" Week 9 Mid-term Exam Week 10 Online presentations Week 11 "Lizzie Leigh" + The Adventures of Sherlock Holmes Week 12 The Adventures of Sherlock Holmes Week 13 The Adventures of Sherlock Holmes + “The Yellow Wallpaper” Week 14 “The Yellow Wallpaper” Week 15 The Great Gatsby Week 16 The Great Gatsby Week 17 Online presentations Week 18 Final Exam
教科書/參考書
Jane Eyre; Tess of the D’Urbervilles; "Lizzie Leigh"; The Adventures of Sherlock Holmes; "The Yellow Wallpaper"; The Great Gatsby ★★Access your course materials via your Moodle
評分標準
Grades are based upon attendance (10%), assignments (30%, including in-class discussions, oral presentations, and worksheets), mid-term exam (30%), and 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
A11311
修課人數
47
This course is designed to familiarize students with a range of representative novels and short stories from the nineteenth through the twentieth centuries in Britain and America. Students will learn about the elements of fiction and also develop their understanding of the role of fiction in representing and exploring social and cultural change, as well as the issues involved in its development. Upon completion of this course, students will: ◎ be familiar with the principal developments in the evolution of English and American fiction. ◎ develop an understanding of the main issues which preoccupy English and American novelists. ◎ develop critical and analytical skills through the writing and discussion of course assignments.
授課形式
理論講述與討論-35.00%;個案分析或作品賞析-35.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:16+2-10.00%
課程內容與進度
Week 1 Course Overview Week 2 Jane Eyre Week 3 Jane Eyre Week 4 Jane Eyre Week 5 Tess of the D’Urbervilles Week 6 Tess of the D’Urbervilles Week 7 Tess of the D’Urbervilles Week 8 "Lizzie Leigh" Week 9 Mid-term Exam Week 10 Online presentations Week 11 "Lizzie Leigh" + The Adventures of Sherlock Holmes Week 12 The Adventures of Sherlock Holmes Week 13 The Adventures of Sherlock Holmes + “The Yellow Wallpaper” Week 14 “The Yellow Wallpaper” Week 15 The Great Gatsby Week 16 The Great Gatsby Week 17 Online presentations Week 18 Final Exam
教科書/參考書
Jane Eyre; Tess of the D’Urbervilles; "Lizzie Leigh"; The Adventures of Sherlock Holmes; "The Yellow Wallpaper"; The Great Gatsby ★★Access your course materials via your Moodle
評分標準
Grades are based upon attendance (10%), assignments (30%, including in-class discussions, oral presentations, and worksheets), mid-term exam (30%), and 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
A11311
修課人數
47
115-1_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. Holiday
Week 4. Oscar Wilde, The Importance of Being Earnest
Week 5. Holiday
Week 6. Oscar Wilde, The Importance of Being Earnest
Week 7. George Bernard Shaw, Pygmalion
Week 8. George Bernard Shaw, Pygmalion
Week 9. George Bernard Shaw, Pygmalion
Week 10. Mid-term exam
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. Eugene O'Neill, Desire Under the Elms
Week 15. Eugene O'Neill, Desire Under the Elms, Online
Week 16. Holiday
Week 17. Holiday
Week 18. Final exam; 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
A11211
修課人數
35
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. Holiday
Week 4. Oscar Wilde, The Importance of Being Earnest
Week 5. Holiday
Week 6. Oscar Wilde, The Importance of Being Earnest
Week 7. George Bernard Shaw, Pygmalion
Week 8. George Bernard Shaw, Pygmalion
Week 9. George Bernard Shaw, Pygmalion
Week 10. Mid-term exam
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. Eugene O'Neill, Desire Under the Elms
Week 15. Eugene O'Neill, Desire Under the Elms, Online
Week 16. Holiday
Week 17. Holiday
Week 18. Final exam; 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
A11211
修課人數
35
115-1_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) 2026/09/07 — Orientation 2026/09/14 — Language Family and Typology; 2026/09/21 — The Origins of English; + Standard Language vs. Dialects; 2026/09/28 — National Holiday 2026/10/05 — Standard Language vs. Dialects 2026/10/12 — Students’ presentation (Standard Language vs. Dialects) 2026/10/19 — Language and Gender 2026/10/26 — National Holiday 2026/11/02 — Mid-term Exam (Terminology and Essay Questions) 2026/11/09 — Language and Gender 2026/11/16 —Students’ presentation (Language and Gender) 2026/11/23 —Language, Age, and Social Classes 2026/11/30 —Language, Age, and Social Classes 2026/12/07 —Students’ presentation (Language and Age) 2026/12/14 —Language and Identity 2026/12/21 —(Students’ presentation on Language and Social Classes) + Code-switching 2026/12/28 —Students’ presentation (Language and Identity)+ Code-switching 2027/01/04 — 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
A11311
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) 2026/09/07 — Orientation 2026/09/14 — Language Family and Typology; 2026/09/21 — The Origins of English; + Standard Language vs. Dialects; 2026/09/28 — National Holiday 2026/10/05 — Standard Language vs. Dialects 2026/10/12 — Students’ presentation (Standard Language vs. Dialects) 2026/10/19 — Language and Gender 2026/10/26 — National Holiday 2026/11/02 — Mid-term Exam (Terminology and Essay Questions) 2026/11/09 — Language and Gender 2026/11/16 —Students’ presentation (Language and Gender) 2026/11/23 —Language, Age, and Social Classes 2026/11/30 —Language, Age, and Social Classes 2026/12/07 —Students’ presentation (Language and Age) 2026/12/14 —Language and Identity 2026/12/21 —(Students’ presentation on Language and Social Classes) + Code-switching 2026/12/28 —Students’ presentation (Language and Identity)+ Code-switching 2027/01/04 — 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
A11311
修課人數
29
115-1_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. As students move from the Puritans to the Civil War era, the course introduces prose and poetry written in a variety of periods, disciplines, and rhetorical contexts—works that carry the great, controversial, and beautiful ideas of America’s literary history. Throughout, it keeps in view the interactions between writers’ purposes, subjects, and audience expectations, and the ways these texts speak to the diverse contexts and lived experience students bring to the classroom.
The purpose of this course is to expose students to a broad spectrum of American literature, thought, art, politics, religion, and philosophy, 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 summarise, analyse, and evaluate the works covered through written journals, essays, reports, projects, and oral presentations, and will also demonstrate an understanding of the adaptation of literature in cinematic and musical media.
Building on the foundational reading and writing competencies developed in earlier courses, and laying the groundwork for advanced study in media and cultural research, this course enables students, by its end, to:
1. critically analyse the formal elements and cultural significance of canonical American texts across periods and genres.
2. clearly evaluate how different writers treat questions of race, gender, and belief, and offer grounded critical judgments.
3. argue rigorously in English, in both writing and speech, for their own interpretations of a text's language and narrative structure.
4. actively respond to the cultural differences presented in the texts, reflecting on their relevance to the diverse contexts and lived experience students bring to the classroom.
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: Watch Disney film Pocahontas. For the cross-media analysis activity (self-study) in Week 4.
Week 4 (10/1)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives. Building on the Week 3 screening, students complete a required analysis of how the film represents Indigenous culture (250–300 words). An optional bonus invites them to compare Pocahontas with another screen work portraying an Indigenous people worldwide or in Taiwan (e.g., Seediq, Siraya). Graded as part of Participation. (See Week 4 task sheet on Moodle.) Estimated time: 1–1.5 hours. Submit all work to Moodle before the next class (by Week 6).
Week 5 (10/8)
Self-Study: Scene-Rewriting Task. Students turn their Week 4 analysis into a short script for one scene of an imagined adaptation of the Iroquois Creation Story (Part A, 250–300 words) and respond to a classmate's work on Moodle (Part B, ~100 words). The script serves as an early draft toward the final multimedia report. Graded as part of Participation. Estimated time: 1–1.5 hours. (See Week 5 task sheet on Moodle.)
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)
Revolutionary 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"
Week 9 (11/5)
Midterm Exam
Week 10 (11/12)
Midterm Review &
Age of Romantics: 1800-1855 (American Romanticism)
Washington Irving—"Rip Van Winkle" (short story)
Week 11 (11/19)
American Romanticism (1800-1855), cont.
Week 12 (11/26)
American Romanticism (1800-1855), cont. &
Rip Van Winkle Film Screening: Cross Media Analysis Group Workshop
In this workshop, students will examine how Washington Irving's Rip Van Winkle is reimagined in the 1921 silent film adaptation. Discussions will focus on how the narrative's themes of personal freedom and societal change are adapted for visual storytelling. This session seeks to foster students' critical thinking about the relationship between literature and film.
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)
Final Project Preparation Week: Supervised Independent Preparation
This week is dedicated to the completion of final multimedia reports and group workshops. Students work independently on their projects; the lecturer provides guidance and feedback.
Week 18 (1/7)
Final Submission Due
*** Note: This syllabus is subject to change based on the needs of the class.
教科書/參考書
Levine, Robert S. and Gustafson, Sandra M., eds. (2022), The Norton Anthology of American Literature, shorter 10th ed., vol.1, New York: W.W. Norton & Company.
Handouts and other materials will be uploaded to NUK Moodle.
評分標準
20% Participation (including attendance, participation in in-class discussions and activities, and submission of study question sheets, self-study activities or after-class short comments). The course is designed to assess students' engagement with and response to issues of cultural difference.
40% Midterm (Exam 25% and Cross Media Analysis Group Workshop—Rip Van Winkle Film Interpretation 15%). The exam assesses analysis and evaluation of textual and cultural significance; the workshop assesses close-reading and English argumentation applied to language and narrative structure.
40% Final (Multimedia Individual Report or Multimedia Group Workshop). Final project assesses interpretation, structure of argument, and accuracy of English expression, together with reflection on cultural difference.
*** 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
A11311
修課人數
43
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. As students move from the Puritans to the Civil War era, the course introduces prose and poetry written in a variety of periods, disciplines, and rhetorical contexts—works that carry the great, controversial, and beautiful ideas of America’s literary history. Throughout, it keeps in view the interactions between writers’ purposes, subjects, and audience expectations, and the ways these texts speak to the diverse contexts and lived experience students bring to the classroom.
The purpose of this course is to expose students to a broad spectrum of American literature, thought, art, politics, religion, and philosophy, 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 summarise, analyse, and evaluate the works covered through written journals, essays, reports, projects, and oral presentations, and will also demonstrate an understanding of the adaptation of literature in cinematic and musical media.
Building on the foundational reading and writing competencies developed in earlier courses, and laying the groundwork for advanced study in media and cultural research, this course enables students, by its end, to:
1. critically analyse the formal elements and cultural significance of canonical American texts across periods and genres.
2. clearly evaluate how different writers treat questions of race, gender, and belief, and offer grounded critical judgments.
3. argue rigorously in English, in both writing and speech, for their own interpretations of a text's language and narrative structure.
4. actively respond to the cultural differences presented in the texts, reflecting on their relevance to the diverse contexts and lived experience students bring to the classroom.
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: Watch Disney film Pocahontas. For the cross-media analysis activity (self-study) in Week 4.
Week 4 (10/1)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives. Building on the Week 3 screening, students complete a required analysis of how the film represents Indigenous culture (250–300 words). An optional bonus invites them to compare Pocahontas with another screen work portraying an Indigenous people worldwide or in Taiwan (e.g., Seediq, Siraya). Graded as part of Participation. (See Week 4 task sheet on Moodle.) Estimated time: 1–1.5 hours. Submit all work to Moodle before the next class (by Week 6).
Week 5 (10/8)
Self-Study: Scene-Rewriting Task. Students turn their Week 4 analysis into a short script for one scene of an imagined adaptation of the Iroquois Creation Story (Part A, 250–300 words) and respond to a classmate's work on Moodle (Part B, ~100 words). The script serves as an early draft toward the final multimedia report. Graded as part of Participation. Estimated time: 1–1.5 hours. (See Week 5 task sheet on Moodle.)
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)
Revolutionary 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"
Week 9 (11/5)
Midterm Exam
Week 10 (11/12)
Midterm Review &
Age of Romantics: 1800-1855 (American Romanticism)
Washington Irving—"Rip Van Winkle" (short story)
Week 11 (11/19)
American Romanticism (1800-1855), cont.
Week 12 (11/26)
American Romanticism (1800-1855), cont. &
Rip Van Winkle Film Screening: Cross Media Analysis Group Workshop
In this workshop, students will examine how Washington Irving's Rip Van Winkle is reimagined in the 1921 silent film adaptation. Discussions will focus on how the narrative's themes of personal freedom and societal change are adapted for visual storytelling. This session seeks to foster students' critical thinking about the relationship between literature and film.
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)
Final Project Preparation Week: Supervised Independent Preparation
This week is dedicated to the completion of final multimedia reports and group workshops. Students work independently on their projects; the lecturer provides guidance and feedback.
Week 18 (1/7)
Final Submission Due
*** Note: This syllabus is subject to change based on the needs of the class.
教科書/參考書
Levine, Robert S. and Gustafson, Sandra M., eds. (2022), The Norton Anthology of American Literature, shorter 10th ed., vol.1, New York: W.W. Norton & Company.
Handouts and other materials will be uploaded to NUK Moodle.
評分標準
20% Participation (including attendance, participation in in-class discussions and activities, and submission of study question sheets, self-study activities or after-class short comments). The course is designed to assess students' engagement with and response to issues of cultural difference.
40% Midterm (Exam 25% and Cross Media Analysis Group Workshop—Rip Van Winkle Film Interpretation 15%). The exam assesses analysis and evaluation of textual and cultural significance; the workshop assesses close-reading and English argumentation applied to language and narrative structure.
40% Final (Multimedia Individual Report or Multimedia Group Workshop). Final project assesses interpretation, structure of argument, and accuracy of English expression, together with reflection on cultural difference.
*** 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
A11311
修課人數
43
115-1_英國文學史(二上)
西洋語文學系
教學目標
This course aims to introduce students to as many canonical works of English literature as possible from the Eighteenth Century to the Romantic Period.
Students are required to preview the works that will be covered each week before class. During class, the instructor will ask students to feel free to express their ideas about the works they have read before she gives a detailed explanation of each work.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-60.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:隨堂測驗-10.00%
課程內容與進度
(Tentative)
W 1 08/09 Course overview
W 2 15/09 Joseph Addison (1672-1719) and Sir Richard Steele (1671-1729); The Tatler (1709-1710) and The Spectator (1711-1712): "The Aims of the Spectator" by Addison
W 3 22/09 See the details listed below
W 4 29/09 "The Spectator's Club" by Steele
W 5 06/10 An introduction to Samuel Johnson (1709-1784); Johnson's Preface to A Dictionary of the English Language (1755)
W 6 13/10 Preface to A Dictionary of the English Language (1755) continued; Presentation by Group 1 on eighteenth-century English periodicals
W 7 20/10 See the details below
W 8 27/10 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759)
W 9 03/11 Mid-term examination
W 10 10/11 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759) continued; Presentation by Group 2 on Samuel Johnson’s The Vanity of Human Wishes (1749)
W 11 17/11 Examination results announced; Introduction to the Romantic Period
W 12 24/11 William Blake (1757-1827); "There Is No Natural Religion" (I. Man's perceptions are not bounded . . . .) and "The Argument" of The Marriage of Heaven and Hell
W 13 01/12 William Blake's Songs of Innocence and of Experience; "Introduction," "The Lamb," "The Little Black Boy," "The Chimney Sweeper," "The Divine Image," and "Infant Joy" from Songs of Innocence
W 14 08/12 "Introduction," "The Chimney Sweeper," "The Tyger," "London," "The Human Abstract," and "Infant Sorrow" from Songs of Experience; Presentation by Group 3 on William Blake's Jerusalem
W 15 15/12 Robert Burns (1759-1796); "Song: For a' that and a' that," "To a Mouse"
W 16 22/12 "To a Louse" by Burns; William Wordsworth (1770-1850); "We Are Seven," "Expostulation and Reply," "The Tables Turned"; Presentation by Group 4 on Robert Burns's "Tam o'Shanter"
W 17 29/12 "The Solitary Reaper," "The World is Too Much with Us," and "Lines Composed a Few Miles above Tintern Abbey" (if time permits); course review
W 18 05/01/2027 Final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al, eds. The Norton Anthology of English Literature. 10th ed. Package 1 (A. B. C.). New York: Norton, 2018. Greenblatt, Stephen. The Norton Anthology of English Literature. Shorter Eleventh Edition. Vol. 2: The Romantic Period Through the Twenty-First Century. New York: Norton, 2024.
II. Recommended Reference Books
Cudden, J. A., and Claire Preston. Dictionary of Literary Terms and Literary Theory. New York: Penguin, 2000.
Day, Martin S. History of English Literature. 3 vols. Taipei: Bookman, 1990.
Frye, Northrup, Barbara Perkins, and Sheridan Warner Baker. Harper Handbook to Literature. 2nd ed. Sydney: Pearson Education, 1997.
Hornstein, Lillian Herlands, Leon Edel, and Sterling Allen Brown, ed. The Reader's Companion to World Literature. 2nd ed. New York: Penguin, 2002.
So, K. H., and I-chung Wang, eds. A Guide to Major Texts in English Literature. Taipei: Bookman, 2007.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.
評分標準
Course participation and attendance 15% (Please note: Whoever skips class more than three times will lose 10% of the total score).
Textbook or study materials 15% (Students MUST have their own textbooks or course texts).
Presentation 20%
Mid-term examination 25%
Final examination 25%
學分數
3
授課時數(周)
3
開課班級
A11311
修課人數
43
This course aims to introduce students to as many canonical works of English literature as possible from the Eighteenth Century to the Romantic Period.
Students are required to preview the works that will be covered each week before class. During class, the instructor will ask students to feel free to express their ideas about the works they have read before she gives a detailed explanation of each work.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-60.00%;專題實作與報告-20.00%;田野調查-0.00%;實驗-0.00%;其他:隨堂測驗-10.00%
課程內容與進度
(Tentative)
W 1 08/09 Course overview
W 2 15/09 Joseph Addison (1672-1719) and Sir Richard Steele (1671-1729); The Tatler (1709-1710) and The Spectator (1711-1712): "The Aims of the Spectator" by Addison
W 3 22/09 See the details listed below
W 4 29/09 "The Spectator's Club" by Steele
W 5 06/10 An introduction to Samuel Johnson (1709-1784); Johnson's Preface to A Dictionary of the English Language (1755)
W 6 13/10 Preface to A Dictionary of the English Language (1755) continued; Presentation by Group 1 on eighteenth-century English periodicals
W 7 20/10 See the details below
W 8 27/10 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759)
W 9 03/11 Mid-term examination
W 10 10/11 Chapters 40-44, The History of Rasselas, Prince of Abyssinia (1759) continued; Presentation by Group 2 on Samuel Johnson’s The Vanity of Human Wishes (1749)
W 11 17/11 Examination results announced; Introduction to the Romantic Period
W 12 24/11 William Blake (1757-1827); "There Is No Natural Religion" (I. Man's perceptions are not bounded . . . .) and "The Argument" of The Marriage of Heaven and Hell
W 13 01/12 William Blake's Songs of Innocence and of Experience; "Introduction," "The Lamb," "The Little Black Boy," "The Chimney Sweeper," "The Divine Image," and "Infant Joy" from Songs of Innocence
W 14 08/12 "Introduction," "The Chimney Sweeper," "The Tyger," "London," "The Human Abstract," and "Infant Sorrow" from Songs of Experience; Presentation by Group 3 on William Blake's Jerusalem
W 15 15/12 Robert Burns (1759-1796); "Song: For a' that and a' that," "To a Mouse"
W 16 22/12 "To a Louse" by Burns; William Wordsworth (1770-1850); "We Are Seven," "Expostulation and Reply," "The Tables Turned"; Presentation by Group 4 on Robert Burns's "Tam o'Shanter"
W 17 29/12 "The Solitary Reaper," "The World is Too Much with Us," and "Lines Composed a Few Miles above Tintern Abbey" (if time permits); course review
W 18 05/01/2027 Final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al, eds. The Norton Anthology of English Literature. 10th ed. Package 1 (A. B. C.). New York: Norton, 2018. Greenblatt, Stephen. The Norton Anthology of English Literature. Shorter Eleventh Edition. Vol. 2: The Romantic Period Through the Twenty-First Century. New York: Norton, 2024.
II. Recommended Reference Books
Cudden, J. A., and Claire Preston. Dictionary of Literary Terms and Literary Theory. New York: Penguin, 2000.
Day, Martin S. History of English Literature. 3 vols. Taipei: Bookman, 1990.
Frye, Northrup, Barbara Perkins, and Sheridan Warner Baker. Harper Handbook to Literature. 2nd ed. Sydney: Pearson Education, 1997.
Hornstein, Lillian Herlands, Leon Edel, and Sterling Allen Brown, ed. The Reader's Companion to World Literature. 2nd ed. New York: Penguin, 2002.
So, K. H., and I-chung Wang, eds. A Guide to Major Texts in English Literature. Taipei: Bookman, 2007.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.
評分標準
Course participation and attendance 15% (Please note: Whoever skips class more than three times will lose 10% of the total score).
Textbook or study materials 15% (Students MUST have their own textbooks or course texts).
Presentation 20%
Mid-term examination 25%
Final examination 25%
學分數
3
授課時數(周)
3
開課班級
A11311
修課人數
43
115-1_第二外語：西二(上)
西洋語文學系
教學目標
1.進一步介紹基本句型:數字 時間 生活作息.... 2.透過錄音檔訓練學生的聽力及口說能力 3.透過短篇閱讀增進學生的閱讀能力並進一步了解西班牙語系國家的生活習慣及民俗文化
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Repaso 2.Leccion 9 ¿Cuál es tu número de teléfono? P.156-163 3. P.164-167 4. Actividad en grupo 5. P.168-174 6. Actividad en grupo 7. Leccion 10 ¿Qué hora es? P.176-181 8. Ejercicios y p.182-185 9. Examen del semestre medio 10.Pelicula 11. P.186-193 12.Leccion 11 ¿A qué hora te levantas? P.196-199 13. P.200-204 14.Actividad en grupo 15. P.205-210 16. P.211-216 17.Película 18.Examen fiinal
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN:978-957-784-779-9
評分標準
期中考 30% 期末考 30% 平時考 40%
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
17
1.進一步介紹基本句型:數字 時間 生活作息.... 2.透過錄音檔訓練學生的聽力及口說能力 3.透過短篇閱讀增進學生的閱讀能力並進一步了解西班牙語系國家的生活習慣及民俗文化
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1. Repaso 2.Leccion 9 ¿Cuál es tu número de teléfono? P.156-163 3. P.164-167 4. Actividad en grupo 5. P.168-174 6. Actividad en grupo 7. Leccion 10 ¿Qué hora es? P.176-181 8. Ejercicios y p.182-185 9. Examen del semestre medio 10.Pelicula 11. P.186-193 12.Leccion 11 ¿A qué hora te levantas? P.196-199 13. P.200-204 14.Actividad en grupo 15. P.205-210 16. P.211-216 17.Película 18.Examen fiinal
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN:978-957-784-779-9
評分標準
期中考 30% 期末考 30% 平時考 40%
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
17
115-1_第二外語：法二(上)
西洋語文學系
教學目標
以法一發音與文法基礎，擴展詞彙廣度，建構同學在面對各種情境場合的口語表達能力，以會話、歌曲與影片導讀，加強同學的聽力能力，以網路資訊拓展同學對法文的接觸面，啟動多元學習
授課形式
理論講述與討論-70.00%;個案分析或作品賞析-10.00%;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
第1週：學期課程介紹 第2週：定冠詞 + 國家名稱，數字複習0-59，數字60-79 第3週：aller + à + 國名，aller + à + 一般地名 第4週：教師節放假 第6週: aimer 動詞延伸，Qu'est-ce que 句型 第7週: faire動詞 + Qu'est-ce que 句型，職稱 第8週：光復節補假 第9週：期中考 第10週：Qu'est-ce que c'est 句型，字母複習, 數字80-100， 第11週：pouvoir et vouloir 第12週：所有格形容詞（1） 第13週：所有格形容詞（2） 第14週：所有格形容詞+疑問形容詞的問句 第15週：savoir, connaître 第16週：期末考 PS.課程內容與進度，將視同學上課學習狀況調整
教科書/參考書
《grammaire en dialogues》Claire Miquel, CLE International 《communicaiton progressive du français》Claire Miquel, CLE International 《vocabulaire en dialogues》Evelyne Siréjols, CLE International 《Festival 1》Sylvie Poisson-Quinton, CLE International
評分標準
出席狀況(10%)、平常考（20%）、期中考（20%）、期末考（20%）、語練作業30％
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
25
以法一發音與文法基礎，擴展詞彙廣度，建構同學在面對各種情境場合的口語表達能力，以會話、歌曲與影片導讀，加強同學的聽力能力，以網路資訊拓展同學對法文的接觸面，啟動多元學習
授課形式
理論講述與討論-70.00%;個案分析或作品賞析-10.00%;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
第1週：學期課程介紹 第2週：定冠詞 + 國家名稱，數字複習0-59，數字60-79 第3週：aller + à + 國名，aller + à + 一般地名 第4週：教師節放假 第6週: aimer 動詞延伸，Qu'est-ce que 句型 第7週: faire動詞 + Qu'est-ce que 句型，職稱 第8週：光復節補假 第9週：期中考 第10週：Qu'est-ce que c'est 句型，字母複習, 數字80-100， 第11週：pouvoir et vouloir 第12週：所有格形容詞（1） 第13週：所有格形容詞（2） 第14週：所有格形容詞+疑問形容詞的問句 第15週：savoir, connaître 第16週：期末考 PS.課程內容與進度，將視同學上課學習狀況調整
教科書/參考書
《grammaire en dialogues》Claire Miquel, CLE International 《communicaiton progressive du français》Claire Miquel, CLE International 《vocabulaire en dialogues》Evelyne Siréjols, CLE International 《Festival 1》Sylvie Poisson-Quinton, CLE International
評分標準
出席狀況(10%)、平常考（20%）、期中考（20%）、期末考（20%）、語練作業30％
學分數
2
授課時數(周)
2
開課班級
A11411
修課人數
25