西洋語文學系

教學目標


授課形式


課程內容與進度


教科書/參考書


評分標準


學分數
4

授課時數(周)
4

開課班級
M11511

修課人數
0

教學目標
本碩士班課程歡迎大學部三、四年級同學選修 (*seminar限修20人，禮拜三等教務處修改人數後大學部同學就可上系統選修）

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
Weeks 1: Course orientation. Group division.
Week 2: Selected readings from: The Empires on Taiwan I and The Empires on Taiwan II. Group division finalized.

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 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 to 18: Independent study weeks for your final report (due end of week 18)

**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, pp. 1–19.

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
0

教學目標


授課形式


課程內容與進度


教科書/參考書


評分標準


學分數
3

授課時數(周)
3

開課班級
M11511

修課人數
0

教學目標


授課形式


課程內容與進度


教科書/參考書


評分標準


學分數
3

授課時數(周)
3

開課班級
M11511

修課人數
0

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
0

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 — No in-class meeting (instructor away)
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 — No in-class meeting (instructor away)
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 online (no in-class meeting); 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
0

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
0

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
0

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 (15%), assignments (25%, 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
0

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. Final exam; Final Paper
Week 18. Holiday


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
0

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
0

教學目標
This study of American literature spans the period from the 1600s to the 20th century. This survey course is conducted with the aim of gaining an understanding of the times and circumstances of each period as well as how each work reflects its author. The course engages students with the goals of becoming skilled readers of prose and poetry written in a variety of periods, disciplines, and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. This course will focus on studying American literature so that students will not only become aware of the great, controversial, and beautiful ideas contained in America’s literary history, but also examine the interactions between the writers’ purposes, subjects, and audience expectations. Assignments will consist of the students’ expository and personal, oral expressions, as well as their exploration and analysis of literary, cultural, and historical topics germane to the masterpieces of American literature from the time of the Puritans to the Civil War era.
The purpose of this course is to expose students to a broad spectrum of American literature, thought, art, politics, religion, philosophy, etc., in order to gain a greater understanding of both the English language and American cultural history. In addition to an intense examination of the rhetoric of American Literature, students will be expected to summarize, analyze, and evaluate the literature covered in this course that takes the form of written journals, essays, reports, projects, and oral presentations, and students will also be expected to demonstrate an understanding of the adaptation of literature in cinematic and musical media.

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

課程內容與進度
Week 1 (9/10)
Orientation & Group Division

Week 2 (9/17)
The Iroquois Creation Story

Week 3 (9/24)
Film-screening: Disney film Pocahontas

Week 4 (10/1)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives

Week 5 (10/8)
Self-study: Cross-Media Analysis of Pocahontas and Indigenous Narratives, cont.

Week 6 (10/15)
Puritans: 1650-1750 Anne Bradstreet—“The Flesh and the Spirit”
• Jonathan Edwards—“Sinners in the Hands of an Angry God”

Week 7 (10/22) Colonial Period (or Enlightenment): 1750-1800
• Thomas Jefferson—“The Declaration of Independence”
• Benjamin Franklin—“Remarks Concerning the Savages of North America”

Week 8 (10/29)
Women’s Rights and Women Writing
• Sarah Louisa Forten Purvis—“We Are Thy Sisters” (poem)
• Catharine E. Beecher—From A Treatise on Domestic Economy
• Advocates: Elizabeth Cady Stanton & Sojourner Truth
• Fanny Fern—“Fresh Leaves, by Fanny Fern” & Ruth Hall (Chapter LIV)

Week 9 (11/5)
Slavery, Race and the Making of American Literature
• Thomas Jefferson—From Notes on the State of Virginia
• William Lloyd Garrison—“To the Public”
• Sarah Louisa Forten Purvis—“The Slave Girl’s Farewell” (poem)
• Angelina E. Grimké—From Appeal to Christian Women of the South
• Martin R. Delany—From Political Destiny of the Colored Race on the American Continent
OR
Guest Speaker: TBA.

Week 10 (11/12)
Midterm exam

Week 11 (11/19)
Midterm Review & American Romanticism (1800-1855)

Week 12 (11/26)
American Romanticism (1800-1855), cont. Film Screening & In-class activity.

Week 13 (12/3)
Transcendentalists—1840-1855
• Ralph Waldo Emerson, selections from “Self-Reliance”
• Henry David Thoreau, selections from Walden; or Life in the Woods

Week 14 (12/10)
The Fireside Poets—1840-1855
• Oliver Wendall Holmes—“Old Ironsides” (poem)
• Henry Wadsworth Longfellow—“Paul Revere’s Ride” (poem)

Week 15 (12/17)
Anti-Transcendentalists—1840-1855
• Herman Melville—“Bartleby, the Scrivener”
• Edgar Allan Poe—“The Raven” (poem) & “The Black Cat” (short story)

Week 16 (12/24)
The Civil War Era - 1861-1865
• Frederick Douglass—“How a Slave Was Made A Man—The Battle with Mr. Covey” from Narrative of the Life of Frederick Douglass, an American Slave Written by Himself (1845)
• Abraham Lincoln—“The Gettysburg Address”

Week 17 (12/31)
The Post/Civil War Era - 1861-1865, 1865-1877
• Paul Laurence Dunbar (post-Civil War—African American poet)—“We Wear the Mask” (poem)
• Walt Whitman—selections from Leaves of Grass

Week 18 (1/6)
Final Project Submission Due

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

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

評分標準
20% Participation (including attendance, participation in in-class discussions and activities, and submission of study question sheets, self-study activities or after-class short comments)
40% Midterm (Exam 25% and Cross Media Analysis Group Workshop—Rip Van Winkle Film Interpretation 15%)
40% Final (Individual Essay Report or Group Workshop)--See instructions distributed in class.


*** Attendance Policy ***

Full attendance and active participation will award you the full 20 points.
Late Arrivals: Arriving after the second period begins will result in being marked absent for that week’s session unless you notify me in advance. Two late arrivals will count as one absence.

Absences:
- For the first three absences, each will incur a 2-point deduction.
- Beginning with the fourth absence, each will result in a 5-point deduction.

Punctuality Matters: Late arrivals and early departures will negatively impact your attendance score.
Five or More Absences: If you accumulate five absences or more, you will be required to withdraw from the course. Failure to do so will result in an automatic failing grade for the semester.
This policy is non-negotiable and will be strictly enforced. Show up, stay on time, and take this responsibility seriously.


學分數
3

授課時數(周)
3

開課班級
A11311

修課人數
0

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% (You MUST have your 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
0

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

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

課程內容與進度
2026/09/10 — Orientation 2026/09/17 — Cohesion and Coherence 2026/09/24 — National Holiday 2026/10/01 — Syntactic Problems in Translation 2026/10/08 — The Problems of Non-equivalence 2026/10/15 — The Problems of Long Sentences 2026/10/26— The Problems of under/over/mistranslation 2026/10/29 — Register Analysis: formal texts 2026/11/05 — Mid-term exam 2026/11/12 — Mid-term exam 2026/11/19 — Assignment Discussion + CI practice 2026/11/26 — Assignment Discussion + CI practice 2026/12/03 — Assignment Discussion + CI practice 2026/12/10 — Assignment Discussion + CI practice 2026/12/17 — Assignment Discussion + CI practice 2026/12/24 — Assignment Discussion + CI practice 2026/12/31 — Final Exam (CI) 2027/01/07 — Final Exam (CI)

教科書/參考書


評分標準
Translation Assignments + Attendance = 40% In-class practice = 20% Mid-term exam (Interpreting) = 20% Final Exam (Interpreting) = 20%

學分數
2

授課時數(周)
2

開課班級
A11411

修課人數
0

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
0