109-2_馬克吐溫與族群研究
教學目標
This course is intended to introduce one of America’s best-loved national writers, Mark Twain, and his writings concerning ethnicity (especially of the Chinese) in various genres, including short stories, essays, plays, and extracts from novels and travel literature. We will discuss and enjoy Mark Twain’s strategies of humor, irony, caricature, and humanism, and will also explore some of his less well-known anti-imperialist writings.
請修課同學加入臉書教學社團。
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2. Holiday
Week 3. “Disgraceful Persecution of a Boy” (1870)
Week 4. “John Chinaman in New York” (1870)
Week 5. Roughing It (1872)
Week 6. “Goldsmith’s Friend Abroad Again” (1870-1871)
Week 7. Holiday
Week 8. Life of Mark Twain
Week 9. Mid-term exam
Week 10. Ah Sin (1877)
Week 11. Ah Sin (1877)
Week 12. Ah Sin (1877)
Week 13. Mark Twain and the Chinese
Week 14. “To the Person Sitting in Darkness” (1901)
Week 15. “The United State of Lyncherdom” (1901)
Week 16. Final exam
Week 17. Holiday
Week 18. Final Paper
教科書/參考書
Course handouts and websites.
Literature Online
JStore
Final paper: A Mini Research Paper (3-4 pages including the works cited):
1. Primary sources (writings by Mark Twain): title and summary {References, Literary Encyclopedia; Study Guides}
2. Literature Review of Secondary sources (Comments on the primary sources): References (in the MLA style) and summary{Jstor; EBSCO}.
3. Your comments on the primary and secondary sources. Develop your thesis.
4. Outline your thesis statement and topic sentences.
5. Examples from the primary and secondary sources.
Database:
Mark Twain Project Online http://www.marktwainproject.org/
http://scholar.google.com.tw/schhp?sourceid=navclient&ie=UTF-8&hl=zh-TW
http://books.google.com/
UMI ProQuest Digital Dissertations - ProQuest Digital Dissertations.url
http://www.nytimes.com/
http://chroniclingamerica.loc.gov/search/pages/ (with the exact phrase)
評分標準
Class participation: 50%
Mid-term exam: 25%
Final exams: 25%
Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
16
This course is intended to introduce one of America’s best-loved national writers, Mark Twain, and his writings concerning ethnicity (especially of the Chinese) in various genres, including short stories, essays, plays, and extracts from novels and travel literature. We will discuss and enjoy Mark Twain’s strategies of humor, irony, caricature, and humanism, and will also explore some of his less well-known anti-imperialist writings.
請修課同學加入臉書教學社團。
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2. Holiday
Week 3. “Disgraceful Persecution of a Boy” (1870)
Week 4. “John Chinaman in New York” (1870)
Week 5. Roughing It (1872)
Week 6. “Goldsmith’s Friend Abroad Again” (1870-1871)
Week 7. Holiday
Week 8. Life of Mark Twain
Week 9. Mid-term exam
Week 10. Ah Sin (1877)
Week 11. Ah Sin (1877)
Week 12. Ah Sin (1877)
Week 13. Mark Twain and the Chinese
Week 14. “To the Person Sitting in Darkness” (1901)
Week 15. “The United State of Lyncherdom” (1901)
Week 16. Final exam
Week 17. Holiday
Week 18. Final Paper
教科書/參考書
Course handouts and websites.
Literature Online
JStore
Final paper: A Mini Research Paper (3-4 pages including the works cited):
1. Primary sources (writings by Mark Twain): title and summary {References, Literary Encyclopedia; Study Guides}
2. Literature Review of Secondary sources (Comments on the primary sources): References (in the MLA style) and summary{Jstor; EBSCO}.
3. Your comments on the primary and secondary sources. Develop your thesis.
4. Outline your thesis statement and topic sentences.
5. Examples from the primary and secondary sources.
Database:
Mark Twain Project Online http://www.marktwainproject.org/
http://scholar.google.com.tw/schhp?sourceid=navclient&ie=UTF-8&hl=zh-TW
http://books.google.com/
UMI ProQuest Digital Dissertations - ProQuest Digital Dissertations.url
http://www.nytimes.com/
http://chroniclingamerica.loc.gov/search/pages/ (with the exact phrase)
評分標準
Class participation: 50%
Mid-term exam: 25%
Final exams: 25%
Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
16
109-2_動漫與西洋文學
教學目標
With the explosive popularity of works such as Demon Slayer and Attack on Titan, the global interest in Japanese manga and anime is still on the rise. This course explores one aspect of manga/anime: its complex relationship with Western literature. By focusing on manga/anime adaptations of Western literary works, this course examines issues of high vs. low culture, adaptation vs. appropriation, and cross-cultural translation. The first part of the course introduces the history of manga and anime and their early encounters with Western literature. The second part of the course focuses on three groups of manga/anime texts that are based on Western literary works: Nippon Animation’s adaptations of Western literary classics, Studio Ghibli films that are based on Western fantasy novels and children’s literature, and graphic adaptations of Shakespearean plays. In the final week, we will discuss the flip side of this phenomenon: Western adaptations of Japanese manga/anime. What is gained and lost in adaptations across media, languages, and cultures? How does fantasy negotiate with temporal, cultural, and political differences? Students are encouraged to engage with these questions throughout this course by actively participating in classroom discussions and will develop their own original topic for a final paper.
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
Weeks 1-2
Introduction: Genre, Literary Adaptation, and the Globalization of Manga/Anime
Week 3
Tezuka Osamu: Faust, Disney Influence, and Racial Representations
Week 4
Year 24 Group: “Shōjo” Aesthetics, Androgyny, and European Literature/Cinema
Weeks 5-7
Anne of Green Gables: “Anne Boom,” The Power of Fantasy, and Orphans
Anne of Green Gables / Heidi, Girl of the Alps / A Dog of Flanders
Weeks 8-12
Studio Ghibli: Adolescence, Ecocriticism, and Whitewashing
Tales from Earthsea / Howl’s Moving Castle / When Marnie Was There
Weeks 13-16
Animated Shakespeare: Femininity, Gender Bending, and Modernizing Classics
Romeo x Juliet / Black Butler / Blast of Tempest
Week 17
The West Appropriates Back: Western Adaptations of Japanese Manga/Anime
Ghost in the Shell / Alita: Battle Angel / Edge of Tomorrow
Week 18
Final Presentations
教科書/參考書
References
Berndt, Jaqueline, et al. Shōjo across Media: Exploring “Girl” Practices in Contemporary Japan. Palgrave Macmillan, 2019.
Chan, Kwok B., et al. East-West Identities: Globalization, Localization, and Hybridization. Brill, 2007.
Toku, Masami, et al. MANGA!: Visual Pop-Culture in ARTS Education. InSea Publications, 2020.
評分標準
Attendance and participation 30%
Presentations 30%
Final paper 40%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
23
With the explosive popularity of works such as Demon Slayer and Attack on Titan, the global interest in Japanese manga and anime is still on the rise. This course explores one aspect of manga/anime: its complex relationship with Western literature. By focusing on manga/anime adaptations of Western literary works, this course examines issues of high vs. low culture, adaptation vs. appropriation, and cross-cultural translation. The first part of the course introduces the history of manga and anime and their early encounters with Western literature. The second part of the course focuses on three groups of manga/anime texts that are based on Western literary works: Nippon Animation’s adaptations of Western literary classics, Studio Ghibli films that are based on Western fantasy novels and children’s literature, and graphic adaptations of Shakespearean plays. In the final week, we will discuss the flip side of this phenomenon: Western adaptations of Japanese manga/anime. What is gained and lost in adaptations across media, languages, and cultures? How does fantasy negotiate with temporal, cultural, and political differences? Students are encouraged to engage with these questions throughout this course by actively participating in classroom discussions and will develop their own original topic for a final paper.
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
Weeks 1-2
Introduction: Genre, Literary Adaptation, and the Globalization of Manga/Anime
Week 3
Tezuka Osamu: Faust, Disney Influence, and Racial Representations
Week 4
Year 24 Group: “Shōjo” Aesthetics, Androgyny, and European Literature/Cinema
Weeks 5-7
Anne of Green Gables: “Anne Boom,” The Power of Fantasy, and Orphans
Anne of Green Gables / Heidi, Girl of the Alps / A Dog of Flanders
Weeks 8-12
Studio Ghibli: Adolescence, Ecocriticism, and Whitewashing
Tales from Earthsea / Howl’s Moving Castle / When Marnie Was There
Weeks 13-16
Animated Shakespeare: Femininity, Gender Bending, and Modernizing Classics
Romeo x Juliet / Black Butler / Blast of Tempest
Week 17
The West Appropriates Back: Western Adaptations of Japanese Manga/Anime
Ghost in the Shell / Alita: Battle Angel / Edge of Tomorrow
Week 18
Final Presentations
教科書/參考書
References
Berndt, Jaqueline, et al. Shōjo across Media: Exploring “Girl” Practices in Contemporary Japan. Palgrave Macmillan, 2019.
Chan, Kwok B., et al. East-West Identities: Globalization, Localization, and Hybridization. Brill, 2007.
Toku, Masami, et al. MANGA!: Visual Pop-Culture in ARTS Education. InSea Publications, 2020.
評分標準
Attendance and participation 30%
Presentations 30%
Final paper 40%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
23
109-2_莎士比亞
教學目標
This is a survey of Shakespeare’s representative works. We will read four plays of different genres, specifically: Hamlet (tragedy), The Tempest (romance), Macbeth (tragedy), and Cymbeline (romance/comedy). The format of this class will combine lectures, discussions, supplementary film screenings, and student performances, and other in-class activities, such as costuming, chanting, pantomimes, wordplay, soliloquy analysis, adaptative and improvised scenarios, line-by-line analysis and interpretation, and comparison of videos.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-70.00%;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
Week 1 Feb. 23
1. Introduction to the course and the instructor
2. Introduction to the policies of the class
3. Introduction: Shakespeare, his life, and his cultural contexts
4. Arranging the Textbooks
Week 2 Mar. 2
Hamlet, 1.1-1.5
In-class activities:
1.film screening: Hamlet (Michael Almereyda, 2000; Kenneth Branagh, 1996)
2. role-playing: the first ghost scene 1.1.38-68; 1.1.107-28; the second ghost scene 1.4.19-191
3. texts and subtexts
Week 3 Mar. 9
Hamlet, 2.1-3.3
In-class activities:
1. film screening
2. texts and subtexts
3. chanting: Claudius's pray (3.3.36-98)
Week 4 Mar. 16
Hamlet, 3.4-4.5
In-class activities:
1. film screening (focused on Ophelia's madness, comparing and contrasting two different film adaptations)
2. texts and subtexts:
Should Laertes be King? (4.5.98-108)
Week 5 Mar. 23
Hamlet, 4.6-5.2
In-class activities:
1. film screening (focused on the final duel scene)
2. texts and subtexts
Week 6 Mar. 30
The Tempest, 1.1-2.2
1. film screening and discussion (directed by Julie Taymor)
2. The confrontations between Caliban and Prospero 1.2.333-378
3. Miranda and Ferdinand's first encounter 1.2.439-434
4. Caliban vs. Stefano 2.2.39-81
5. Caliban vs. Stefano and Trinculo
Week 7 Apr. 6
The Tempest
Film screening
Week 8 Apr. 13
The Tempest, 3.1- Epilogue
1. film screening and discussion (directed by Julie Taymor)
2. Prospero's epilogue
Week 9 Apr. 20
Midterm Recess
Week 10 Apr. 27
Macbeth, 1.1-1.7
In-class activities:
1. Chanting Macbeth's first soliloquy: 1.3.128-43
2. Compare and contrast film adaptations: 1.5; 1.7
3. Reading Lady Macbeth's first soliloquy aloud: 1.5.38-52
4. Role-playing: Lady Macbeth vs. Macbeth, 1.7
Week 11 May 4
Macbeth, 2.1-3.2
In-class activities:
1. Miming Macbeth's soliloquy: 2.1.31-49
2. Compare and contrast film adaptations, especially 2.2
3. Playacting: Lady Macbeth vs. Macbeth, 2.2
4. Discuss the authenticity of Lady Macbeth's fainting: 2.3
Week 12 May 11
Cymbeline
Film screening
Week 13 May 18
Macbeth, 3.3-5.11
1.Compare and contrast film adaptations: the banquet scene, 3.4
2. Compare and contrast film adaptations: Lady Macbeth's sleep-walking scene, 5.1
3. Reading Macbeth's soliloquy aloud: 5.5.17-27
Week 14 May 25
Cymbeline
Midterm exam on Hamlet, The Tempest, and Macbeth
Week 15 June 1
Cymbeline
Film screening (director's commentaries) and discussion
Week 16 June 8
Cymbeline
Preparation for final project presentation
Week 17 June 15
Final Project Presentation on Cymbeline
Week 18 June 22
Return of the Midterm Test Papers (Meet in my office)
教科書/參考書
Course Materials: Required Textbook:
The Norton Shakespeare
Shakespeare, William. Cymbeline. Ed. J. M. Nosworthy. London: Metheun, 1969. Print.
Video Materials: Hamlet:
Hamlet. Dir. Kenneth Branagh. Perf. Richard Attenborough, David Blair, Brian Blessed, Kenneth Branagh, Richard Briers. Warner Home Video, 1996. DVD.
The Tempest:
The Tempest. Dir. Julie Taymor. Perf. Helen Mirren, Russell Brand, Alfred Molina, Djimon Hounsou, and Alan Cumming. Touchstone Home Entertainment, 2010. DVD.
Macbeth: Macbeth. Dir. Justin Kurzel. Perf. Michael Fassbender and Marion Cotillard. Anchor Bay, 2015. DVD.
Cymbeline:
Cymbeline. Dir. Michael Almereyda. Perf. John Leguizamo, Ed Harris, Ethan Hawke, and Dakota Johnson. Lions Gate, 2015. DVD.
評分標準
Your final grade of the class depends upon your performances in the following work:
1.performances and in-class participation (20%)
2.a mid-term exam of Hamlet, The Tempest, and Macbeth (60%)
3.a final project of Cymbeline (20%)
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
12
This is a survey of Shakespeare’s representative works. We will read four plays of different genres, specifically: Hamlet (tragedy), The Tempest (romance), Macbeth (tragedy), and Cymbeline (romance/comedy). The format of this class will combine lectures, discussions, supplementary film screenings, and student performances, and other in-class activities, such as costuming, chanting, pantomimes, wordplay, soliloquy analysis, adaptative and improvised scenarios, line-by-line analysis and interpretation, and comparison of videos.
授課形式
理論講述與討論-20.00%;個案分析或作品賞析-70.00%;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
Week 1 Feb. 23
1. Introduction to the course and the instructor
2. Introduction to the policies of the class
3. Introduction: Shakespeare, his life, and his cultural contexts
4. Arranging the Textbooks
Week 2 Mar. 2
Hamlet, 1.1-1.5
In-class activities:
1.film screening: Hamlet (Michael Almereyda, 2000; Kenneth Branagh, 1996)
2. role-playing: the first ghost scene 1.1.38-68; 1.1.107-28; the second ghost scene 1.4.19-191
3. texts and subtexts
Week 3 Mar. 9
Hamlet, 2.1-3.3
In-class activities:
1. film screening
2. texts and subtexts
3. chanting: Claudius's pray (3.3.36-98)
Week 4 Mar. 16
Hamlet, 3.4-4.5
In-class activities:
1. film screening (focused on Ophelia's madness, comparing and contrasting two different film adaptations)
2. texts and subtexts:
Should Laertes be King? (4.5.98-108)
Week 5 Mar. 23
Hamlet, 4.6-5.2
In-class activities:
1. film screening (focused on the final duel scene)
2. texts and subtexts
Week 6 Mar. 30
The Tempest, 1.1-2.2
1. film screening and discussion (directed by Julie Taymor)
2. The confrontations between Caliban and Prospero 1.2.333-378
3. Miranda and Ferdinand's first encounter 1.2.439-434
4. Caliban vs. Stefano 2.2.39-81
5. Caliban vs. Stefano and Trinculo
Week 7 Apr. 6
The Tempest
Film screening
Week 8 Apr. 13
The Tempest, 3.1- Epilogue
1. film screening and discussion (directed by Julie Taymor)
2. Prospero's epilogue
Week 9 Apr. 20
Midterm Recess
Week 10 Apr. 27
Macbeth, 1.1-1.7
In-class activities:
1. Chanting Macbeth's first soliloquy: 1.3.128-43
2. Compare and contrast film adaptations: 1.5; 1.7
3. Reading Lady Macbeth's first soliloquy aloud: 1.5.38-52
4. Role-playing: Lady Macbeth vs. Macbeth, 1.7
Week 11 May 4
Macbeth, 2.1-3.2
In-class activities:
1. Miming Macbeth's soliloquy: 2.1.31-49
2. Compare and contrast film adaptations, especially 2.2
3. Playacting: Lady Macbeth vs. Macbeth, 2.2
4. Discuss the authenticity of Lady Macbeth's fainting: 2.3
Week 12 May 11
Cymbeline
Film screening
Week 13 May 18
Macbeth, 3.3-5.11
1.Compare and contrast film adaptations: the banquet scene, 3.4
2. Compare and contrast film adaptations: Lady Macbeth's sleep-walking scene, 5.1
3. Reading Macbeth's soliloquy aloud: 5.5.17-27
Week 14 May 25
Cymbeline
Midterm exam on Hamlet, The Tempest, and Macbeth
Week 15 June 1
Cymbeline
Film screening (director's commentaries) and discussion
Week 16 June 8
Cymbeline
Preparation for final project presentation
Week 17 June 15
Final Project Presentation on Cymbeline
Week 18 June 22
Return of the Midterm Test Papers (Meet in my office)
教科書/參考書
Course Materials: Required Textbook:
The Norton Shakespeare
Shakespeare, William. Cymbeline. Ed. J. M. Nosworthy. London: Metheun, 1969. Print.
Video Materials: Hamlet:
Hamlet. Dir. Kenneth Branagh. Perf. Richard Attenborough, David Blair, Brian Blessed, Kenneth Branagh, Richard Briers. Warner Home Video, 1996. DVD.
The Tempest:
The Tempest. Dir. Julie Taymor. Perf. Helen Mirren, Russell Brand, Alfred Molina, Djimon Hounsou, and Alan Cumming. Touchstone Home Entertainment, 2010. DVD.
Macbeth: Macbeth. Dir. Justin Kurzel. Perf. Michael Fassbender and Marion Cotillard. Anchor Bay, 2015. DVD.
Cymbeline:
Cymbeline. Dir. Michael Almereyda. Perf. John Leguizamo, Ed Harris, Ethan Hawke, and Dakota Johnson. Lions Gate, 2015. DVD.
評分標準
Your final grade of the class depends upon your performances in the following work:
1.performances and in-class participation (20%)
2.a mid-term exam of Hamlet, The Tempest, and Macbeth (60%)
3.a final project of Cymbeline (20%)
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
12
109-2_文學與電影I
教學目標
This course aims to explore both literature and cinema as art forms that convey their own languages, as media that reflect their cultural contexts, and as platforms that document social issues and deliver socio-political messages. To provide a thematic focus for our in-class discussion, the course of the semester hovers around the issues of social injustices. Beginning with Harper Lee's To Kill a Mockingbird, we will watch its film adaptation by Robert Mulligan and investigate the issues of racial and sexual injustices. Then, we will read Betty Smith's novel, A Tree Grows in Brooklyn, and watch its film adaptation by Elia Kazan, and delve into the sorrow and pathos of those who grow up in poverty and social discrimination. After that, we will read Nicholas Stieg Larsson's novel, The Girl with the Dragon Tattoo, watch its film adaptation by Nick Fincher, and probe into issues of autism, rape, and violence. And finally, we will read Laurie Halse Anderson's Speak, watch its film adaptation by Jessica Sharzer, and examine the issues of campus bullying, teen rape, and sexual violence. The format of the class includes lectures, in-class discussions, film screenings, oral presentations, and poster presentations.
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
Week 1 Feb. 24
Introduction: objective, methodologies, and policies
To Kill a Mockingbird (the film)
Week 2 Mar. 3
To Kill a Mockingbird (the film and the novel)
Week 3 Mar. 10
To Kill a Mockingbird (the novel)
Week 4 Mar. 17
To Kill a Mockingbird and racial and sexual injustices
Week 5 Mar. 24
A Tree Grows in Brooklyn (the film)
Week 6 Mar. 31
A Tree Grows in Brooklyn (the film and the novel)
Week 7 Apr. 7
A Tree Grows in Brooklyn (the novel)
Week 8 Apr. 14
A Tree Grows in Brooklyn and poverty and social discrimination
Week 9 Apr. 21
Discussion for Final Poster Presentation Project
Week 10 Apr. 28
The Girl with the Dragon Tattoo (the film)
Week 11 May 5
The Girl with the Dragon Tattoo (the film and the novel)
Week 12 May 12
The Girl with the Dragon Tattoo (the novel)
Week 13 May 19
The Girl with the Dragon Tattoo and autism, rape, and sexual violence
Week 14 May 26
Speak (the film)
Week 15 June 2
Speak (the film and the novel)
Week 16 June 9
Speak and campus bullying, teen rape, and sexual violence
Week 17 June 16
Final Oral Presentation/Poster Presentation
Week 18 June 23
Final Poster due
教科書/參考書
Course Materials: 1. Lee, Harper. To Kill a Mockingbird, introduced by Harold Bloom. Chelsea House Publishers, 1996.
Mulligan, Robert, director. To Kill a Mockingbird. Universal Pictures, 1962.
2. Smith, Betty. A Tree Grows in Brooklyn. Harper & Brother, 1943.
Kazan, Elia, director. A Tree Grows in Brooklyn. Twentieth Century Fox, 1945.
3. Larsson, Stieg. The Girl with the Dragon Tattoo, translated by Reg Keeland. Alfred A. Knopf, 2008.
Fincher, David, director. The Girl with the Dragon Tattoo. Sony Pictures Home Entertainment, 2018.
4. Anderson, Laurie Halse. Speak. Farrar, Straus and Giroux, 1999.
Sharzer, Jessica, director. Speak. Showtime Entertainment, 2005.
評分標準
I will consider your grammar, logic and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing when grading your final oral and poster presentations. Your final grade of this course depends upon your performances in the following work:
1. in-class presentations 20 %
2. oral presentation 30 %
3. poster presentation 50 %
無故缺課三次以上者，請自行退選。
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
30
This course aims to explore both literature and cinema as art forms that convey their own languages, as media that reflect their cultural contexts, and as platforms that document social issues and deliver socio-political messages. To provide a thematic focus for our in-class discussion, the course of the semester hovers around the issues of social injustices. Beginning with Harper Lee's To Kill a Mockingbird, we will watch its film adaptation by Robert Mulligan and investigate the issues of racial and sexual injustices. Then, we will read Betty Smith's novel, A Tree Grows in Brooklyn, and watch its film adaptation by Elia Kazan, and delve into the sorrow and pathos of those who grow up in poverty and social discrimination. After that, we will read Nicholas Stieg Larsson's novel, The Girl with the Dragon Tattoo, watch its film adaptation by Nick Fincher, and probe into issues of autism, rape, and violence. And finally, we will read Laurie Halse Anderson's Speak, watch its film adaptation by Jessica Sharzer, and examine the issues of campus bullying, teen rape, and sexual violence. The format of the class includes lectures, in-class discussions, film screenings, oral presentations, and poster presentations.
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
Week 1 Feb. 24
Introduction: objective, methodologies, and policies
To Kill a Mockingbird (the film)
Week 2 Mar. 3
To Kill a Mockingbird (the film and the novel)
Week 3 Mar. 10
To Kill a Mockingbird (the novel)
Week 4 Mar. 17
To Kill a Mockingbird and racial and sexual injustices
Week 5 Mar. 24
A Tree Grows in Brooklyn (the film)
Week 6 Mar. 31
A Tree Grows in Brooklyn (the film and the novel)
Week 7 Apr. 7
A Tree Grows in Brooklyn (the novel)
Week 8 Apr. 14
A Tree Grows in Brooklyn and poverty and social discrimination
Week 9 Apr. 21
Discussion for Final Poster Presentation Project
Week 10 Apr. 28
The Girl with the Dragon Tattoo (the film)
Week 11 May 5
The Girl with the Dragon Tattoo (the film and the novel)
Week 12 May 12
The Girl with the Dragon Tattoo (the novel)
Week 13 May 19
The Girl with the Dragon Tattoo and autism, rape, and sexual violence
Week 14 May 26
Speak (the film)
Week 15 June 2
Speak (the film and the novel)
Week 16 June 9
Speak and campus bullying, teen rape, and sexual violence
Week 17 June 16
Final Oral Presentation/Poster Presentation
Week 18 June 23
Final Poster due
教科書/參考書
Course Materials: 1. Lee, Harper. To Kill a Mockingbird, introduced by Harold Bloom. Chelsea House Publishers, 1996.
Mulligan, Robert, director. To Kill a Mockingbird. Universal Pictures, 1962.
2. Smith, Betty. A Tree Grows in Brooklyn. Harper & Brother, 1943.
Kazan, Elia, director. A Tree Grows in Brooklyn. Twentieth Century Fox, 1945.
3. Larsson, Stieg. The Girl with the Dragon Tattoo, translated by Reg Keeland. Alfred A. Knopf, 2008.
Fincher, David, director. The Girl with the Dragon Tattoo. Sony Pictures Home Entertainment, 2018.
4. Anderson, Laurie Halse. Speak. Farrar, Straus and Giroux, 1999.
Sharzer, Jessica, director. Speak. Showtime Entertainment, 2005.
評分標準
I will consider your grammar, logic and organization, clarity, conciseness, originality, unity and coherence, development, and copy-editing when grading your final oral and poster presentations. Your final grade of this course depends upon your performances in the following work:
1. in-class presentations 20 %
2. oral presentation 30 %
3. poster presentation 50 %
無故缺課三次以上者，請自行退選。
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
30
109-2_語料庫語言學
教學目標
Understand the basic of sampling and hypothesis testing. Understanding simulation as a statistical procedure. Understand the basic idea and basic technologies of Corpus Linguistics. Being in state to identify and delimit the different meanings of words. Being in state to trace the development of words and meanings through time. Use of modern technologies. Corpus creation, XML
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
- assessing interests and skill of individual students - introduction to theory and practice of corpus linguistics - introduction to the problem of corpus construction - establishing possible reserach questions - creating a corpus - experimenting with different analysis tools - techniques to publish research results - defining a research project - corpus construction for the project - data analysis for the project - production of graphs and statistics - final report in form of a poster
教科書/參考書
To be choosen according to the interests and skills of the individual students
評分標準
Course participation: 50% Final project: 50%
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
7
Understand the basic of sampling and hypothesis testing. Understanding simulation as a statistical procedure. Understand the basic idea and basic technologies of Corpus Linguistics. Being in state to identify and delimit the different meanings of words. Being in state to trace the development of words and meanings through time. Use of modern technologies. Corpus creation, XML
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
- assessing interests and skill of individual students - introduction to theory and practice of corpus linguistics - introduction to the problem of corpus construction - establishing possible reserach questions - creating a corpus - experimenting with different analysis tools - techniques to publish research results - defining a research project - corpus construction for the project - data analysis for the project - production of graphs and statistics - final report in form of a poster
教科書/參考書
To be choosen according to the interests and skills of the individual students
評分標準
Course participation: 50% Final project: 50%
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
7
109-2_雙語研究
教學目標
This course is designed to enhance students’ knowledge about fundamental theories in the study of Bilingualism. The first part of this course aims to provide a general introduction to the important issues in Bilingualism studies from various perspectives, such as: Overview and Foundations, Approaches to Bilingualism and Language Acquisition, Bilingual Language Use: Knowledge, Comprehension, and Production, The Bilingual’s Repertoire: Code-mixing, code-switching, and Speech Accommodation, Societal Bilingualism and Its Effects. The second part will be the discussion of classic research works related to the assigned topic in each week. The third part of this course will be the introduction to practical research skills and methodologies which are general adopted by researchers in the field of bilingualism. In sum, the overall aims of this course are: (1) to make students familiarize the professional knowledge in Bilingualism studies (2) to cultivate students’ research skills and the ability to conduct individual research.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-25.00%;專題實作與報告-25.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2021/02/24 — Orientation 2021/03/03 — Foundations of Bilingualism + Themes in the study of code-switching 2021/03/10 — The Bilinguals’ Language Modes + Research techniques for the study of code-switching 2021/03/17 — Simultaneous Bilingual Language Acquisition + On the notions of congruence and convergence 2021/03/24 — The Learning of Foreign Language Vocabulary + Sociolinguistic factors in code-switching 1 2021/03/31 — What does critical period really mean? + Sociolinguistic factors in code-switching 2 2021/04/07 — Multilingual Creativity + Sociolinguistic factors in code-switching 3 2021/04/14 — Conversational Structure and Social Structure + A Conversation Analytic Model of code-switching 1 (Peter Auer) 2021/04/21 — Code-switching and the Politics of Language + A Conversation Analytic Model of code-switching 2 (Li Wei) 2021/04/28 — A Model for the Control of Speech in Bilinguals + A Conversation Analytic Model of code-switching 3 (Joseph Gafaranga) 2021/05/05 — Code-switching and Bilingual Lexicon + Structural implications of code-switching 1 (The MLF Model) 2021/05/12— Code-switching and Language Acquisition + Structural implications of code-switching 2 (The Typological Model) 2021/05/19 — Bilingualism and Gender+ Structural implications of code-switching 3 (The PFDJ Theorem) 2021/05/26 — Code-switching and Minority Language Survival+ Structural implications of code-switching 4 (The application of the MLF Model) 2021/06/02 — Bilingualism as a Profession: Translating and Interpreting 2021/06/09 — Consultation 2021/06/16 — Consultation 2021/06/23 – Oral Presentation (Deadline of Assignment)
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
Oral Presentation (40%) Undergraduate: 3000-word essay or research project (60%) Oral Presentation (30%) Postgraduate: 3000- 5000 word Research Project (60%) + Oral presentation (10%)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
12
This course is designed to enhance students’ knowledge about fundamental theories in the study of Bilingualism. The first part of this course aims to provide a general introduction to the important issues in Bilingualism studies from various perspectives, such as: Overview and Foundations, Approaches to Bilingualism and Language Acquisition, Bilingual Language Use: Knowledge, Comprehension, and Production, The Bilingual’s Repertoire: Code-mixing, code-switching, and Speech Accommodation, Societal Bilingualism and Its Effects. The second part will be the discussion of classic research works related to the assigned topic in each week. The third part of this course will be the introduction to practical research skills and methodologies which are general adopted by researchers in the field of bilingualism. In sum, the overall aims of this course are: (1) to make students familiarize the professional knowledge in Bilingualism studies (2) to cultivate students’ research skills and the ability to conduct individual research.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-25.00%;專題實作與報告-25.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2021/02/24 — Orientation 2021/03/03 — Foundations of Bilingualism + Themes in the study of code-switching 2021/03/10 — The Bilinguals’ Language Modes + Research techniques for the study of code-switching 2021/03/17 — Simultaneous Bilingual Language Acquisition + On the notions of congruence and convergence 2021/03/24 — The Learning of Foreign Language Vocabulary + Sociolinguistic factors in code-switching 1 2021/03/31 — What does critical period really mean? + Sociolinguistic factors in code-switching 2 2021/04/07 — Multilingual Creativity + Sociolinguistic factors in code-switching 3 2021/04/14 — Conversational Structure and Social Structure + A Conversation Analytic Model of code-switching 1 (Peter Auer) 2021/04/21 — Code-switching and the Politics of Language + A Conversation Analytic Model of code-switching 2 (Li Wei) 2021/04/28 — A Model for the Control of Speech in Bilinguals + A Conversation Analytic Model of code-switching 3 (Joseph Gafaranga) 2021/05/05 — Code-switching and Bilingual Lexicon + Structural implications of code-switching 1 (The MLF Model) 2021/05/12— Code-switching and Language Acquisition + Structural implications of code-switching 2 (The Typological Model) 2021/05/19 — Bilingualism and Gender+ Structural implications of code-switching 3 (The PFDJ Theorem) 2021/05/26 — Code-switching and Minority Language Survival+ Structural implications of code-switching 4 (The application of the MLF Model) 2021/06/02 — Bilingualism as a Profession: Translating and Interpreting 2021/06/09 — Consultation 2021/06/16 — Consultation 2021/06/23 – Oral Presentation (Deadline of Assignment)
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
Oral Presentation (40%) Undergraduate: 3000-word essay or research project (60%) Oral Presentation (30%) Postgraduate: 3000- 5000 word Research Project (60%) + Oral presentation (10%)
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
12
109-2_教學實務及實習(II)
教學目標
This course offers practical training and exercises of Teaching Practicum for juniors, seniors and post-graduate students who are interested in being future English teachers. During the course, students learn to put theories of Teaching Practicum into real practice and to get familiar with different fields of teaching English literature and linguistics, for example, designing course syllabus, making lesson plans, managing classroom, designing tests and exercising skills in grading short essays and essay questions. Students will learn real field practice in such courses as “Approaches to Literature” and “Introduction to Linguistics.” By the end of this course, students will be able to innovate relevant teaching materials and make a successful teaching demonstration video.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-10.00%;專題實作與報告-80.00%;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: Exercise on Syllabus Design
Week 3: Exercise on Lesson Plan
Week 4: In-class Activity 1
Week 5: Quiz Management 1
Week 6: Grading of Quiz 1
Week 7: Tutorial 1
Week 8: In-class Activity 2
Week 9: Midterm Recess
Week 10: Preparation of 5-minute Teaching Demonstration
Week 11: Tutorial 2
Week 12: In-class Activity 3
Week 13: Quiz Management 2
Week 14: Grading of Quiz 2
Week 15: In-class Activity 4
Week 16: Tutorial 3
Week 17: Teaching Demonstration & Discussion
Week 18: Five-minute Teaching Demonstration Video Due
教科書/參考書
By handouts.
References:
Harmer, J. (1998). How to Teach English. UK: Longman Group Limited.
Brown, H. D. (2000). (4th ed.). Principles of language learning and teaching. NY: Longman.
Celce-Murcia, M. (2001). (3rd ed.). Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Parkinson, B. and H. Reid Thomas (2000). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.
Ng, Kit-har (2004). Incorporating Literature into the Certificate Level English Classroom in Hong Kong: Three Case Studies. PhD dissertation. The University of Hong Kong.
Hismanoglu, Murat (2005). “Teaching English through Literature", Journal of Language and Linguistic Studies, Vol.1, No.1, pp 53-66.
Paran, Amos ed. (2006). Literature in Language Teaching and Learning. Virginia: TESOL. Inc.
評分標準
Your final grade of this course will be depended upon your performances in the following work:
1. A course syllabus: 10%
2. A lesson plan (with four in-class activity design and implementation): 40%
3. Two sample quizzes and grading skills: 20%
4. A five-minute teaching demonstration video (with innovative teaching materials): 30%
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
3
This course offers practical training and exercises of Teaching Practicum for juniors, seniors and post-graduate students who are interested in being future English teachers. During the course, students learn to put theories of Teaching Practicum into real practice and to get familiar with different fields of teaching English literature and linguistics, for example, designing course syllabus, making lesson plans, managing classroom, designing tests and exercising skills in grading short essays and essay questions. Students will learn real field practice in such courses as “Approaches to Literature” and “Introduction to Linguistics.” By the end of this course, students will be able to innovate relevant teaching materials and make a successful teaching demonstration video.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-10.00%;專題實作與報告-80.00%;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: Exercise on Syllabus Design
Week 3: Exercise on Lesson Plan
Week 4: In-class Activity 1
Week 5: Quiz Management 1
Week 6: Grading of Quiz 1
Week 7: Tutorial 1
Week 8: In-class Activity 2
Week 9: Midterm Recess
Week 10: Preparation of 5-minute Teaching Demonstration
Week 11: Tutorial 2
Week 12: In-class Activity 3
Week 13: Quiz Management 2
Week 14: Grading of Quiz 2
Week 15: In-class Activity 4
Week 16: Tutorial 3
Week 17: Teaching Demonstration & Discussion
Week 18: Five-minute Teaching Demonstration Video Due
教科書/參考書
By handouts.
References:
Harmer, J. (1998). How to Teach English. UK: Longman Group Limited.
Brown, H. D. (2000). (4th ed.). Principles of language learning and teaching. NY: Longman.
Celce-Murcia, M. (2001). (3rd ed.). Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Parkinson, B. and H. Reid Thomas (2000). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.
Ng, Kit-har (2004). Incorporating Literature into the Certificate Level English Classroom in Hong Kong: Three Case Studies. PhD dissertation. The University of Hong Kong.
Hismanoglu, Murat (2005). “Teaching English through Literature", Journal of Language and Linguistic Studies, Vol.1, No.1, pp 53-66.
Paran, Amos ed. (2006). Literature in Language Teaching and Learning. Virginia: TESOL. Inc.
評分標準
Your final grade of this course will be depended upon your performances in the following work:
1. A course syllabus: 10%
2. A lesson plan (with four in-class activity design and implementation): 40%
3. Two sample quizzes and grading skills: 20%
4. A five-minute teaching demonstration video (with innovative teaching materials): 30%
學分數
3
授課時數(周)
3
開課班級
M10911
修課人數
3
109-2_英美詩選
教學目標
This course concentrates on the analysis and study of English and American poetry and its forms. It will guide students to recognize the role and nature of the technical elements of poetry as they contribute to make meaning. As a result of this, students would be able to enjoy reading poetry more fully, with the ability to recognize and evaluate the elements that compose a poem. Both in-class discussion and student presentation of poetic analysis are emphasized, and all work is designed to move the student toward improved competency in reading, writing, and thinking. Upon completion of the course, students will read closely, write effectively and think critically.
授課形式
理論講述與討論-25.00%;個案分析或作品賞析-45.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Course Overview
Week 2 What is poetry?
Week 3 Reading the Poem
Week 4 Denotation and Connotation
Week 5 Imagery
Week 6 Figurative Language 1
Week 7 Figurative Language 2
Week 8 Figurative Language 3
Week 9 Mid-term exam
Week 10 Allusion
Week 11 Meaning and Idea
Week 12 Tone
Week 13 Musical Devices
Week 14 Sound and Meaning
Week 15 Rhythm and Meter
Week 16 Pattern: Open form
Week 17 Pattern: Open form
Week 18 Final exam
教科書/參考書
Arp, Thomas R. and Greg Johnson ed. Perrine’s Sound and Sense: An Introduction to Poetry. 12th ed. Boston: Thomson, 2008.
Kennedy, X. J. & Dana Gioia. An Introduction to Poetry. New York: Longman, 2002.
評分標準
Attendance 10%; in-class discussions + oral presentations + worksheets 30%; mid-term exam 30%; final exam 30%.
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
31
This course concentrates on the analysis and study of English and American poetry and its forms. It will guide students to recognize the role and nature of the technical elements of poetry as they contribute to make meaning. As a result of this, students would be able to enjoy reading poetry more fully, with the ability to recognize and evaluate the elements that compose a poem. Both in-class discussion and student presentation of poetic analysis are emphasized, and all work is designed to move the student toward improved competency in reading, writing, and thinking. Upon completion of the course, students will read closely, write effectively and think critically.
授課形式
理論講述與討論-25.00%;個案分析或作品賞析-45.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1 Course Overview
Week 2 What is poetry?
Week 3 Reading the Poem
Week 4 Denotation and Connotation
Week 5 Imagery
Week 6 Figurative Language 1
Week 7 Figurative Language 2
Week 8 Figurative Language 3
Week 9 Mid-term exam
Week 10 Allusion
Week 11 Meaning and Idea
Week 12 Tone
Week 13 Musical Devices
Week 14 Sound and Meaning
Week 15 Rhythm and Meter
Week 16 Pattern: Open form
Week 17 Pattern: Open form
Week 18 Final exam
教科書/參考書
Arp, Thomas R. and Greg Johnson ed. Perrine’s Sound and Sense: An Introduction to Poetry. 12th ed. Boston: Thomson, 2008.
Kennedy, X. J. & Dana Gioia. An Introduction to Poetry. New York: Longman, 2002.
評分標準
Attendance 10%; in-class discussions + oral presentations + worksheets 30%; mid-term exam 30%; final exam 30%.
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
31
109-2_企業實習I：英語教學與行政
教學目標
本課程與何嘉仁文教事業股份有限公司合作，提供高雄大學西洋語文學系三、四年級學生赴其相關企業體實習之機會。本課程視修課學生人數開課，但於上、下學期初，會各開一次校外實習課程說明會。欲修習此課程的同學必須要：（一）在計畫修課前參加本課程之校外實習說明會；（二）通過何嘉仁美語內部之筆試和口試；（三）確實加保「大專校院校外實習學生團體保險」；（四）提出「家長同意書」，經授課教師查核簽名後，方可修習本課程。實習時數達160小時，經業界主管審核推薦及格，及授課教師訪視審查合格後，方可授與學分。課程主要的目標在於：（一）瞭解兒童美語教學與行政之產業生態；（二）瞭解兒童美語企業之運作；（三）培養優秀之工作態度；（四）提供西語系學生教學實習之場域；（五）促使學用合一，增加西洋語文學系學生就業之競爭力。
授課形式
理論講述與討論-0.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:業界實習-100.00%
課程內容與進度
依業界規定實習，滿160小時始授學分。唯實習生需： 1.參加企業實習之開課說明會
2.加保「大專校院校外實習學生團體保險」（由何嘉仁美語統一為實習學生加保勞工保險）及檢具「家長同意書」
3.配合實習企業的規定與進度實習
4.授課教師期中訪視
5.繳交「實習單位成績評分表」（由實習單位主管考核）及「實習報告書」
6. 實習生執行實習成果報告
教科書/參考書
無
評分標準
本課程之學期成績由業界實習主管與校內指導老師共同評定，其評分之項目如下：1.實習成績：50% （由實習單位主管依出勤狀況、實習態度、實習技術和成果 評定之
2.實習心得報告：50% (由任課老師評分）
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
3
本課程與何嘉仁文教事業股份有限公司合作，提供高雄大學西洋語文學系三、四年級學生赴其相關企業體實習之機會。本課程視修課學生人數開課，但於上、下學期初，會各開一次校外實習課程說明會。欲修習此課程的同學必須要：（一）在計畫修課前參加本課程之校外實習說明會；（二）通過何嘉仁美語內部之筆試和口試；（三）確實加保「大專校院校外實習學生團體保險」；（四）提出「家長同意書」，經授課教師查核簽名後，方可修習本課程。實習時數達160小時，經業界主管審核推薦及格，及授課教師訪視審查合格後，方可授與學分。課程主要的目標在於：（一）瞭解兒童美語教學與行政之產業生態；（二）瞭解兒童美語企業之運作；（三）培養優秀之工作態度；（四）提供西語系學生教學實習之場域；（五）促使學用合一，增加西洋語文學系學生就業之競爭力。
授課形式
理論講述與討論-0.00%;個案分析或作品賞析-0.00%;專題實作與報告-0.00%;田野調查-0.00%;實驗-0.00%;其他:業界實習-100.00%
課程內容與進度
依業界規定實習，滿160小時始授學分。唯實習生需： 1.參加企業實習之開課說明會
2.加保「大專校院校外實習學生團體保險」（由何嘉仁美語統一為實習學生加保勞工保險）及檢具「家長同意書」
3.配合實習企業的規定與進度實習
4.授課教師期中訪視
5.繳交「實習單位成績評分表」（由實習單位主管考核）及「實習報告書」
6. 實習生執行實習成果報告
教科書/參考書
無
評分標準
本課程之學期成績由業界實習主管與校內指導老師共同評定，其評分之項目如下：1.實習成績：50% （由實習單位主管依出勤狀況、實習態度、實習技術和成果 評定之
2.實習心得報告：50% (由任課老師評分）
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
3
109-2_第二外語：西三(上)
教學目標
1.增強基本文法概念 2.增強閱讀理解能力 3.增強口說及聽力訓練
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.Lectura Julian cambia de opinion 3. El anuncio 4. La residencia 5. En el colegio 6. Un buen regalo de Navidad 7. Dos amigas buscan pareja 8. Buen Fisonomista 9. Examen del semestre medio 10. Pelicula 11. La deuda 12. Preterito Indefinido 13.Ejercicios 14.Ejercicios 15.Preterito Imperfecto 16.Ejercicios 17.Ejercicios 18.Examen final
教科書/參考書
自編教材
評分標準
平時40% 期中30% 期末30%
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
11
1.增強基本文法概念 2.增強閱讀理解能力 3.增強口說及聽力訓練
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.Lectura Julian cambia de opinion 3. El anuncio 4. La residencia 5. En el colegio 6. Un buen regalo de Navidad 7. Dos amigas buscan pareja 8. Buen Fisonomista 9. Examen del semestre medio 10. Pelicula 11. La deuda 12. Preterito Indefinido 13.Ejercicios 14.Ejercicios 15.Preterito Imperfecto 16.Ejercicios 17.Ejercicios 18.Examen final
教科書/參考書
自編教材
評分標準
平時40% 期中30% 期末30%
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
11
109-2_商用英文寫作
教學目標
This course aims to teach students how to take everyday notes and how to write emails, formal/informal letters, and business letters dealing with various situations. Besides, students will also learn how to write proper cover letters and resumes.
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-0.00%;田野調查-0.00%;實驗-0.00%;其他:作業-40.00%
課程內容與進度
(Tentative)
W 1 24/02 Course overview
W 2 03/03 Everyday notes
W 3 10/03 The form of a letter; writing a personal letter
W 4 17/03 Goodwill letters and greetings cards; your personal letter due
W 5 24/03 E-mails
W 6 31/03 Unit 1: Research and preparation, “Identifying the stages in the job application process” & “Researching yourself,” pp. 9-10
W 7 07/04 Unit 1: Research and preparation, “Highlighting your skills and experience,” pp. 11-13
W 8 14/04 Unit 1: Research and preparation, “Researching the market,” pp. 13-18
W 10 28/04 Unit 1: Research and preparation, “Researching the market,” pp. 13-18
W 11 05/05 Unit 2: Writing an impressive CV, “Structuring your CV” & “Avoiding common CV mistakes,” pp. 19-22
W 12 12/05 Unit 2: Writing an impressive CV, “Creating a strong first impression” & “Identifying your key skills,” pp. 23-26
W 13 19/05 Unit 2: Writing an impressive CV, “Highlighting your work experience” &: “Detailing your education and qualifications,” pp. 26-30
W 14 26/05 Unit 2: Writing an impressive CV, “Demonstrating your interests” & “Providing references,” pp. 30-33; start writing your CV.
W 15 02/06 Journal due; Unit 3: Effective cover letters, “Identifying features of cover letters” & “Beginning a cover letter,” pp. 34-37
W 16 09/06 Unit 3: Effective cover letters, “Writing the main body of the letter” & “Writing an effective final paragraph,” pp. 37-43
W 17 16/06 Unit 3: Effective cover letters, “Using appropriate Language” & “Writing a cover letter,” pp. 43-46
W 18 23/06 Final week; your CV and cover letter due
教科書/參考書
Textbook
Downes, Colm. Cambridge English for Job-Hunting. Cambridge: Cambridge UP, 2008.
Other materials related to business writing
Criscito, Pat. How to Write Better Resumes and Cover Letters. New York: Barron's, 2003.
Hughes, Rebecca. Exploring Grammar in Writing. Cambridge: Cambridge UP, 2005.
Littlejohn, Andrew. Company to Company: A Tasked-Based Approach to Business Emails, Letters and Faxes. 4th ed. Cambridge: Cambridge UP, 2005.
Naterop, Bertha J., Eric Weis, Eva Haberfellner. Business Letters for ALL. Thirtieth Impression. Oxford: Oxford UP, 2004.
Requirements
1. Keeping a journal 40%
(1) Prepare one new notebook (18.5cm*26cm) to keep your journal and bring it to class every week except the first week.
(2) Write the entries (at least 150 words per entry) of your journal and submit them by the deadlines announced in class.
(3) 6~8 entries for the whole semester.
(4) Submit the entries of your journal by the deadlines announced in class. Please make sure that you hand in all the entries on time. If you fail to do so, those missing the deadlines will not be graded.
2. Other assignments
(1) Resume (CV) 20%
(2) Cover letter 10%
(3) Others 20%
評分標準
Course participation 10% (including class attendance) (Please notice that if you skip the class for more than three times during the semester, you will lose 10% of the whole score).
Journal 40%
Other assignments 50%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
17
This course aims to teach students how to take everyday notes and how to write emails, formal/informal letters, and business letters dealing with various situations. Besides, students will also learn how to write proper cover letters and resumes.
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-0.00%;田野調查-0.00%;實驗-0.00%;其他:作業-40.00%
課程內容與進度
(Tentative)
W 1 24/02 Course overview
W 2 03/03 Everyday notes
W 3 10/03 The form of a letter; writing a personal letter
W 4 17/03 Goodwill letters and greetings cards; your personal letter due
W 5 24/03 E-mails
W 6 31/03 Unit 1: Research and preparation, “Identifying the stages in the job application process” & “Researching yourself,” pp. 9-10
W 7 07/04 Unit 1: Research and preparation, “Highlighting your skills and experience,” pp. 11-13
W 8 14/04 Unit 1: Research and preparation, “Researching the market,” pp. 13-18
W 10 28/04 Unit 1: Research and preparation, “Researching the market,” pp. 13-18
W 11 05/05 Unit 2: Writing an impressive CV, “Structuring your CV” & “Avoiding common CV mistakes,” pp. 19-22
W 12 12/05 Unit 2: Writing an impressive CV, “Creating a strong first impression” & “Identifying your key skills,” pp. 23-26
W 13 19/05 Unit 2: Writing an impressive CV, “Highlighting your work experience” &: “Detailing your education and qualifications,” pp. 26-30
W 14 26/05 Unit 2: Writing an impressive CV, “Demonstrating your interests” & “Providing references,” pp. 30-33; start writing your CV.
W 15 02/06 Journal due; Unit 3: Effective cover letters, “Identifying features of cover letters” & “Beginning a cover letter,” pp. 34-37
W 16 09/06 Unit 3: Effective cover letters, “Writing the main body of the letter” & “Writing an effective final paragraph,” pp. 37-43
W 17 16/06 Unit 3: Effective cover letters, “Using appropriate Language” & “Writing a cover letter,” pp. 43-46
W 18 23/06 Final week; your CV and cover letter due
教科書/參考書
Textbook
Downes, Colm. Cambridge English for Job-Hunting. Cambridge: Cambridge UP, 2008.
Other materials related to business writing
Criscito, Pat. How to Write Better Resumes and Cover Letters. New York: Barron's, 2003.
Hughes, Rebecca. Exploring Grammar in Writing. Cambridge: Cambridge UP, 2005.
Littlejohn, Andrew. Company to Company: A Tasked-Based Approach to Business Emails, Letters and Faxes. 4th ed. Cambridge: Cambridge UP, 2005.
Naterop, Bertha J., Eric Weis, Eva Haberfellner. Business Letters for ALL. Thirtieth Impression. Oxford: Oxford UP, 2004.
Requirements
1. Keeping a journal 40%
(1) Prepare one new notebook (18.5cm*26cm) to keep your journal and bring it to class every week except the first week.
(2) Write the entries (at least 150 words per entry) of your journal and submit them by the deadlines announced in class.
(3) 6~8 entries for the whole semester.
(4) Submit the entries of your journal by the deadlines announced in class. Please make sure that you hand in all the entries on time. If you fail to do so, those missing the deadlines will not be graded.
2. Other assignments
(1) Resume (CV) 20%
(2) Cover letter 10%
(3) Others 20%
評分標準
Course participation 10% (including class attendance) (Please notice that if you skip the class for more than three times during the semester, you will lose 10% of the whole score).
Journal 40%
Other assignments 50%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
17
109-2_英美戲劇(下)
教學目標
This course is intended to help students understand and enjoy some British and American plays. 請修課同學加入臉書教學社團。
Lectures and group presentations:
5 groups of students take turns to give ppt presentations on each play concerning:
1. A short biography of the playwright (week 1).
2. A brief synopsis of the play (week 1).
3. Characterization (week 2).
4. Themes, motifs, allusions, etc. (week 2).
5.Theatre (performance) history, audience reaction, or comments on the play (week 3).
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2 Tennessee Williams, A Streetcar Named Desire
Week 3. Tennessee Williams, A Streetcar Named Desire
Week 4. Tennessee Williams, A Streetcar Named Desire
Week 5. Michael Frayn, Noises Off
Week 6. Holiday
Week 7. Michael Frayn, Noises Off
Week 8. Michael Frayn, Noises Off
Week 9. Essay Questions
Week 10. Mid-term exam
Week 11. Arthur Miller, Death of a Salesman; Aristotle
Week 12. Arthur Miller, Death of a Salesman; Aristotle
Week 13. Arthur Miller, Death of a Salesman; Aristotle
Week 14. M. Butterfly
Week 15. M. Butterfly
Week 16. M. Butterfly
Week 17. Final exam
Week 18. Final paper
教科書/參考書
Norton Anthology of American Literature
評分標準
Class participation: 50%
Mid-term exam: 25%
Final exams: 25%
Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。
** Assignments: Please answer the following essay questions.
1. Please define and exemplify the classical and neoclassical “decorum” in the theatre. Also, please exemplify the way Tennessee Williams uses the classical and neoclassical “decorum” in A Streetcar Named Desire?
2. How does Tennessee Williams present the Orient as imagery in A Streetcar Named Desire? Please give 3 examples.
3. Please discuss how Tennessee Williams presents the conflicts between different classes, ethnicities, and genders through his characterization of Stanley and Blanche in A Streetcar Named Desire.
4. Exemplify how Tennessee Williams presents the U.S. as a salad bowl instead of a melting pot of ethnicities in A Streetcar Named Desire.
5. Compare the finale in the play with the one in the 1951 film directed by Elia Kazan.
6. please define and exemplify the 3 terms used by Aristotle in his Poetics: hamartia, catharsis, mimesis.
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
25
This course is intended to help students understand and enjoy some British and American plays. 請修課同學加入臉書教學社團。
Lectures and group presentations:
5 groups of students take turns to give ppt presentations on each play concerning:
1. A short biography of the playwright (week 1).
2. A brief synopsis of the play (week 1).
3. Characterization (week 2).
4. Themes, motifs, allusions, etc. (week 2).
5.Theatre (performance) history, audience reaction, or comments on the play (week 3).
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-35.00%;專題實作與報告-35.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
Week 1. Introduction
Week 2 Tennessee Williams, A Streetcar Named Desire
Week 3. Tennessee Williams, A Streetcar Named Desire
Week 4. Tennessee Williams, A Streetcar Named Desire
Week 5. Michael Frayn, Noises Off
Week 6. Holiday
Week 7. Michael Frayn, Noises Off
Week 8. Michael Frayn, Noises Off
Week 9. Essay Questions
Week 10. Mid-term exam
Week 11. Arthur Miller, Death of a Salesman; Aristotle
Week 12. Arthur Miller, Death of a Salesman; Aristotle
Week 13. Arthur Miller, Death of a Salesman; Aristotle
Week 14. M. Butterfly
Week 15. M. Butterfly
Week 16. M. Butterfly
Week 17. Final exam
Week 18. Final paper
教科書/參考書
Norton Anthology of American Literature
評分標準
Class participation: 50%
Mid-term exam: 25%
Final exams: 25%
Students who are absent for 3 weeks should give up enrolling in this course. 缺席三次的學生請自行棄選。
If you take the exam later than the exam date, you will only get 4/5 of your score. 補考者分數八折。
** Assignments: Please answer the following essay questions.
1. Please define and exemplify the classical and neoclassical “decorum” in the theatre. Also, please exemplify the way Tennessee Williams uses the classical and neoclassical “decorum” in A Streetcar Named Desire?
2. How does Tennessee Williams present the Orient as imagery in A Streetcar Named Desire? Please give 3 examples.
3. Please discuss how Tennessee Williams presents the conflicts between different classes, ethnicities, and genders through his characterization of Stanley and Blanche in A Streetcar Named Desire.
4. Exemplify how Tennessee Williams presents the U.S. as a salad bowl instead of a melting pot of ethnicities in A Streetcar Named Desire.
5. Compare the finale in the play with the one in the 1951 film directed by Elia Kazan.
6. please define and exemplify the 3 terms used by Aristotle in his Poetics: hamartia, catharsis, mimesis.
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
25
109-2_社會語言學(下)
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
2021/02/22 — Orientation 2021/03/01 — National Holiday 2021/03/08 — Language Attitude 2021/03/15 — Language Attitude 2021/03/22 — Film 1 2021/03/29 — Students’ Presentation 1 +Lexical Borrowings 2021/04/05 — National Holiday 2021/04/12 — Lexical Borrowings 2021/04/19 — Mid-term Exam 2021/04/26 — Language, Text Messages and the Internet 2021/05/03 — Students’ Presentation 2 +Language, Text Messages and the Internet 2021/05/10 — English as a Global Language 2021/05/17 — English as a Global Language + Students’ Presentation 3 2021/05/24 — Language Taboos 2021/05/31 — Lexical Borrowings 2021/06/07 — Pidgin and Creole 2021/06/01 — Style, Context, and Register + Students’ Presentation 4 2021/06/08 — Language Shift, Endangerment, and Death+ Film 2021/06/14 — National Holiday 2021/06/21 — Final Exam + Assignment Due
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) Option I: ■ Mid-term Exam (40%) ■ Final Exam (40%) (either exam or a 1500- word essay) Option II: ■ Mid-term Exam (40%) + 1,500-word Essay (40%) ■ 1,500-word Essay (40%) + Final Exam (40%) Option III: ■ 3,000-word Essay (80%)
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
11
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
2021/02/22 — Orientation 2021/03/01 — National Holiday 2021/03/08 — Language Attitude 2021/03/15 — Language Attitude 2021/03/22 — Film 1 2021/03/29 — Students’ Presentation 1 +Lexical Borrowings 2021/04/05 — National Holiday 2021/04/12 — Lexical Borrowings 2021/04/19 — Mid-term Exam 2021/04/26 — Language, Text Messages and the Internet 2021/05/03 — Students’ Presentation 2 +Language, Text Messages and the Internet 2021/05/10 — English as a Global Language 2021/05/17 — English as a Global Language + Students’ Presentation 3 2021/05/24 — Language Taboos 2021/05/31 — Lexical Borrowings 2021/06/07 — Pidgin and Creole 2021/06/01 — Style, Context, and Register + Students’ Presentation 4 2021/06/08 — Language Shift, Endangerment, and Death+ Film 2021/06/14 — National Holiday 2021/06/21 — Final Exam + Assignment Due
教科書/參考書
Assigned readings will be distributed in the lectures.
評分標準
In-class Presentations = 20% + Attendance Choose one topic and find example by yourself (each student 5 min) Option I: ■ Mid-term Exam (40%) ■ Final Exam (40%) (either exam or a 1500- word essay) Option II: ■ Mid-term Exam (40%) + 1,500-word Essay (40%) ■ 1,500-word Essay (40%) + Final Exam (40%) Option III: ■ 3,000-word Essay (80%)
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
11
109-2_第二外語：法三(上)
教學目標
以法一法二的基本文法為基礎，以情境對話為主軸，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-20.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
第1週：上學期課程總覽 第2週：補假 第3週：詢問近況 第4週：購物 第5週：購物 第6週: 購票 第7週: 補假 第8週：購票 第9週：期中考 第10週：預約看診與預定旅館 第11週：電話用語 第12週：電話用語 第13週：意見表達（比較級） 第14週：意見表達（否定用法） 第15週：天氣表達 第16週：法語影片賞析 第17週：端午節 第18週：期末考
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
評分標準
出席狀況(20%)、課堂表現（20%）、期中考（30%）、期末考（30%）
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
15
以法一法二的基本文法為基礎，以情境對話為主軸，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-20.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
第1週：上學期課程總覽 第2週：補假 第3週：詢問近況 第4週：購物 第5週：購物 第6週: 購票 第7週: 補假 第8週：購票 第9週：期中考 第10週：預約看診與預定旅館 第11週：電話用語 第12週：電話用語 第13週：意見表達（比較級） 第14週：意見表達（否定用法） 第15週：天氣表達 第16週：法語影片賞析 第17週：端午節 第18週：期末考
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
評分標準
出席狀況(20%)、課堂表現（20%）、期中考（30%）、期末考（30%）
學分數
2
授課時數(周)
2
開課班級
A10711
修課人數
15
109-2_美國文學史(下)
教學目標
This survey course introduces students to the history of American literature from 1865 through the present. Students will learn about the major periods and figures, as well as the historical, cultural, and critical contexts of American literature during this time. Emphasis will be placed as much on literary traditions and close readings of individual texts. Through active participation in classroom discussions and group presentations, students are encouraged to develop self-directed learning skills and independent thinking regarding the relationship between literary texts and their social contexts.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
01 (02/25): Introduction
02 (03/04): Mark Twain, Adventures of Huckleberry Finn (1884)
03 (03/11): Twain cont.
04 (03/18): Twain cont.
05 (03/25): Charlotte Perkins Gilman, “The Yellow Wallpaper” (1892)
06 (04/01): Holiday
07 (04/08): Kate Chopin, “Désirée’s Baby” (1893), “The Story of an Hour” (1894)
08 (04/15): W. E. B. Du Bois, The Souls of Black Folk (1903)
09 (04/22): Midterm exam
10 (04/29): Robert Frost, “The Road Not Taken,” (1916) “Out, Out—,” (1916) “Stopping by Woods on a Snowy Evening” (1923)
11 (05/06): T. S. Eliot, “The Love Song of J. Alfred Prufrock” (1915)
12 (05/13): Ernest Hemingway, “Hills Like White Elephants” (1927)
13 (05/20): William Faulkner, “A Rose for Emily” (1930)
14 (05/27): William Faulkner, “Barn Burning” (1939)
15 (06/03): Langston Hughes, “The Negro Speaks of Rivers,” (1921) “Let America Be America Again” (1936)
16 (06/10): Allen Ginsberg, “Howl” (1955)
17 (06/17): Sylvia Plath, “Lady Lazarus,” Daddy” (1965)
18 (06/24): Final exam
教科書/參考書
Textbook:
Ed. Levine, Robert S. The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2017. (Shorter Ninth Edition)
References:
Ed. Fox, Richard Wightman & James T. Kloppenberg. A Companion to American Thought. Oxford, UK: Blackwell, 1998.
Hart, D. James. The Concise Oxford Companion to American Literature. New York: Oxford University Press, 1986.
High, Peter B. An Outline of American Literature. London & New York: Longman, 1997.
Ed. Lemay, J.A. Leo. An Early American Reader. Washington, D.C.: United States Information Agency, 1989.
評分標準
Attendance and participation 20%
In-class presentations and activities 20%
Midterm exam 30%
Final exam 30%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
36
This survey course introduces students to the history of American literature from 1865 through the present. Students will learn about the major periods and figures, as well as the historical, cultural, and critical contexts of American literature during this time. Emphasis will be placed as much on literary traditions and close readings of individual texts. Through active participation in classroom discussions and group presentations, students are encouraged to develop self-directed learning skills and independent thinking regarding the relationship between literary texts and their social contexts.
授課形式
理論講述與討論-40.00%;個案分析或作品賞析-30.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
01 (02/25): Introduction
02 (03/04): Mark Twain, Adventures of Huckleberry Finn (1884)
03 (03/11): Twain cont.
04 (03/18): Twain cont.
05 (03/25): Charlotte Perkins Gilman, “The Yellow Wallpaper” (1892)
06 (04/01): Holiday
07 (04/08): Kate Chopin, “Désirée’s Baby” (1893), “The Story of an Hour” (1894)
08 (04/15): W. E. B. Du Bois, The Souls of Black Folk (1903)
09 (04/22): Midterm exam
10 (04/29): Robert Frost, “The Road Not Taken,” (1916) “Out, Out—,” (1916) “Stopping by Woods on a Snowy Evening” (1923)
11 (05/06): T. S. Eliot, “The Love Song of J. Alfred Prufrock” (1915)
12 (05/13): Ernest Hemingway, “Hills Like White Elephants” (1927)
13 (05/20): William Faulkner, “A Rose for Emily” (1930)
14 (05/27): William Faulkner, “Barn Burning” (1939)
15 (06/03): Langston Hughes, “The Negro Speaks of Rivers,” (1921) “Let America Be America Again” (1936)
16 (06/10): Allen Ginsberg, “Howl” (1955)
17 (06/17): Sylvia Plath, “Lady Lazarus,” Daddy” (1965)
18 (06/24): Final exam
教科書/參考書
Textbook:
Ed. Levine, Robert S. The Norton Anthology of American Literature. New York: W.W. Norton & Company, 2017. (Shorter Ninth Edition)
References:
Ed. Fox, Richard Wightman & James T. Kloppenberg. A Companion to American Thought. Oxford, UK: Blackwell, 1998.
Hart, D. James. The Concise Oxford Companion to American Literature. New York: Oxford University Press, 1986.
High, Peter B. An Outline of American Literature. London & New York: Longman, 1997.
Ed. Lemay, J.A. Leo. An Early American Reader. Washington, D.C.: United States Information Agency, 1989.
評分標準
Attendance and participation 20%
In-class presentations and activities 20%
Midterm exam 30%
Final exam 30%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
36
109-2_英國文學史(二下)
教學目標
This course aims to introduce students to as many canonical works as possible of English literature from the Romantic Period to the Victorian Period.
Students are required to preview the works which will be covered in each of the weeks before they come to class. During the class, the instructor will ask students to feel free to express their ideas about the works they have read before she gives a detailed explanation of each of the works.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-60.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
(Tentative)
W 1 23/02 Course overview
W 2 02/03 Samuel Taylor Coleridge (1772-1834); “The Eolian Harp” and “Frost at Midnight”
W 3 09/03 Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner”
W 4 16/03 “The Rime of the Ancient Mariner” continued
W 5 23/03 Charles Lamb (1775-1834) and “Old China”; presentation: Group 1 on Coleridge's life and works
W 6 30/03 George Gordon, Lord Byron (1788-1824); “Written after Swimming from Sestos to Abydos,” “She walks in beauty,” and “So, we’ll go no more a roving”
W 7 06/04 George Gordon, Lord Byron's Childe Harold’s Pilgrimage
W 8 13/04 Childe Harold’s Pilgrimage continued
W 9 20/04 Mid-term examination
W 10 27/04 Childe Harold’s Pilgrimage continued
W 11 04/05 Percy Bysshe Shelley (1792-1822); “A Song: ‘Men of England” and “Ode to the West Wind”; presentation: Group 2 on Byron's life and works
W 12 11/05 Percy Bysshe Shelley's “Ode to a Sky-Lark”; John Keats (1795-1821)
W 13 18/05 John Keats's “Ode to Psyche” and “Ode to a Nightingale”; presentation: Group 3 on Shelley's life and works
W 14 25/05 John Keats's “Ode on a Grecian Urn” and “To Autumn”
W 15 01/06 Introduction to the Victorian Age (1830-1901)
W 16 08/06 Alfred, Lord Tennyson (1809-92): In Memoriam A. H. H.; presentation: Group 4 on John Keats's life and works
W 17 15/06 Alfred, Lord Tennyson's Locksley Hall
W 18 22/06 End of semester; final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al. The Norton Anthology of English Literature. 8th ed. Vol. 1. New York: Norton, 2006.
Stephen Greenblatt, et al. The Norton Anthology of English Literature. 8th ed. Vol. 2. New York: Norton, 2006.
II. Recommended Reference Books
Cudden, J. A., and Claire Preston. Dictionary of Literary Terms and Literary Theory. New York: Penguin, 2000.
Day, Martin S. History of English Literature. 3 vols. Taipei: Bookman, 1990.
Frye, Northrup, Barbara Perkins, and Sheridan Warner Baker. Harper Handbook to Literature. 2nd ed. Sydney: Pearson Education, 1997.
Hornstein, Lillian Herlands, Leon Edel, and Sterling Allen Brown, ed. The Reader’s Companion to World Literature. 2nd ed. New York: Penguin, 2002.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.
評分標準
Class attendance and participation 10% (Please notice that if you skip classes for more than three times during the semester, you will lose this 10% of the score)
Presentation 30%
Mid-term examination 30%
Final examination 30%
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
35
This course aims to introduce students to as many canonical works as possible of English literature from the Romantic Period to the Victorian Period.
Students are required to preview the works which will be covered in each of the weeks before they come to class. During the class, the instructor will ask students to feel free to express their ideas about the works they have read before she gives a detailed explanation of each of the works.
授課形式
理論講述與討論-10.00%;個案分析或作品賞析-60.00%;專題實作與報告-30.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
(Tentative)
W 1 23/02 Course overview
W 2 02/03 Samuel Taylor Coleridge (1772-1834); “The Eolian Harp” and “Frost at Midnight”
W 3 09/03 Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner”
W 4 16/03 “The Rime of the Ancient Mariner” continued
W 5 23/03 Charles Lamb (1775-1834) and “Old China”; presentation: Group 1 on Coleridge's life and works
W 6 30/03 George Gordon, Lord Byron (1788-1824); “Written after Swimming from Sestos to Abydos,” “She walks in beauty,” and “So, we’ll go no more a roving”
W 7 06/04 George Gordon, Lord Byron's Childe Harold’s Pilgrimage
W 8 13/04 Childe Harold’s Pilgrimage continued
W 9 20/04 Mid-term examination
W 10 27/04 Childe Harold’s Pilgrimage continued
W 11 04/05 Percy Bysshe Shelley (1792-1822); “A Song: ‘Men of England” and “Ode to the West Wind”; presentation: Group 2 on Byron's life and works
W 12 11/05 Percy Bysshe Shelley's “Ode to a Sky-Lark”; John Keats (1795-1821)
W 13 18/05 John Keats's “Ode to Psyche” and “Ode to a Nightingale”; presentation: Group 3 on Shelley's life and works
W 14 25/05 John Keats's “Ode on a Grecian Urn” and “To Autumn”
W 15 01/06 Introduction to the Victorian Age (1830-1901)
W 16 08/06 Alfred, Lord Tennyson (1809-92): In Memoriam A. H. H.; presentation: Group 4 on John Keats's life and works
W 17 15/06 Alfred, Lord Tennyson's Locksley Hall
W 18 22/06 End of semester; final examination
教科書/參考書
I. Textbooks
Abrams, M. H., and Stephen Greenblatt, et al. The Norton Anthology of English Literature. 8th ed. Vol. 1. New York: Norton, 2006.
Stephen Greenblatt, et al. The Norton Anthology of English Literature. 8th ed. Vol. 2. New York: Norton, 2006.
II. Recommended Reference Books
Cudden, J. A., and Claire Preston. Dictionary of Literary Terms and Literary Theory. New York: Penguin, 2000.
Day, Martin S. History of English Literature. 3 vols. Taipei: Bookman, 1990.
Frye, Northrup, Barbara Perkins, and Sheridan Warner Baker. Harper Handbook to Literature. 2nd ed. Sydney: Pearson Education, 1997.
Hornstein, Lillian Herlands, Leon Edel, and Sterling Allen Brown, ed. The Reader’s Companion to World Literature. 2nd ed. New York: Penguin, 2002.
Thornley, G. C., and Gwyneth Roberts. An Outline of English Literature. Essex: Longman, 1997.
評分標準
Class attendance and participation 10% (Please notice that if you skip classes for more than three times during the semester, you will lose this 10% of the score)
Presentation 30%
Mid-term examination 30%
Final examination 30%
學分數
3
授課時數(周)
3
開課班級
A10711
修課人數
35
109-2_英語口語訓練(三)
教學目標
This advanced oral training course is focused on speaking skills for career-related situations. From elevator pitches, networking, job interviews, negotiating, debates, to teaching, students will practice English speaking in scenarios that are useful for their future careers. This course hopes to help advanced students think about their career options and begin to develop personalized strategies for their chosen paths.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-20.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
01 (02/24): Introduction, icebreaker
02 (03/03): Module 1: Self Promotion—Elevator pitches about yourself
03 (03/10): Elevator pitches: Presentations
04 (03/17): Elevator pitches about a product
05 (03/24): Elevator pitches: Presentations
06 (03/31): Mock interviews: Introduce yourself
07 (04/07): Mock interviews: Common questions
08 (04/14): Mock interviews: Body language and other tips
09 (04/21): Midterm: Mock interviews
10 (04/28): Module 2: Presenting Facts and Opinions—Summarizing a viewpoint
11 (05/05): Summarizing a viewpoint: Exercises
12 (05/12): Role play
13 (05/19): Debates I
14 (05/26): Debates II
15 (06/02): Debates: Exercises
16 (06/09): Presentations I
17 (06/16): Presentations II
18 (06/23): Final presentations
教科書/參考書
評分標準
Attendance and participation 30% In-class activities 30% Midterm mock interview 20% Final presentation 20%
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
14
This advanced oral training course is focused on speaking skills for career-related situations. From elevator pitches, networking, job interviews, negotiating, debates, to teaching, students will practice English speaking in scenarios that are useful for their future careers. This course hopes to help advanced students think about their career options and begin to develop personalized strategies for their chosen paths.
授課形式
理論講述與討論-30.00%;個案分析或作品賞析-20.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
01 (02/24): Introduction, icebreaker
02 (03/03): Module 1: Self Promotion—Elevator pitches about yourself
03 (03/10): Elevator pitches: Presentations
04 (03/17): Elevator pitches about a product
05 (03/24): Elevator pitches: Presentations
06 (03/31): Mock interviews: Introduce yourself
07 (04/07): Mock interviews: Common questions
08 (04/14): Mock interviews: Body language and other tips
09 (04/21): Midterm: Mock interviews
10 (04/28): Module 2: Presenting Facts and Opinions—Summarizing a viewpoint
11 (05/05): Summarizing a viewpoint: Exercises
12 (05/12): Role play
13 (05/19): Debates I
14 (05/26): Debates II
15 (06/02): Debates: Exercises
16 (06/09): Presentations I
17 (06/16): Presentations II
18 (06/23): Final presentations
教科書/參考書
評分標準
Attendance and participation 30% In-class activities 30% Midterm mock interview 20% Final presentation 20%
學分數
2
授課時數(周)
2
開課班級
A10611
修課人數
14
109-2_翻譯導論(下)
教學目標
This module is designed to enhance students’ knowledge of current translation theory and translating skills. Students will be given assignments (i.e., translating an assigned text) in order to apply what they learn in lectures during the translating process. Practical translation problems that may be encountered during the translating process will be investigated. Relevant problem-solving strategies and techniques will be taught. Students’ translation errors in the assignments will also be examined and discussed in the lessons. In the previous semester, the focus was to translate English texts into Chinese. The major aim of this semester, however, will be the other direction, namely translating Chinese texts into English. The texts in various fields will be translated and discussed.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2021/02/25 — Orientation 2021/03/04 —Tourism 2021/03/11 —Tourism 2021/03/18 — Literature 2021/03/25 — Literature 2021/04/01 — National Holiday 2021/04/08 — Education 2021/04/15— Education 2021/04/22 — Agriculture 2021/04/29 — Agriculture 2021/05/06 — State-owned Enterprise 2021/05/13 — State-owned Enterprise 2021/05/20 — Design 2021/05/27 — Design 2021/06/03 — Travel 2021/06/10 — Travel 2021/06/17 — Final Exam 2021/06/24 — Final Exam
教科書/參考書
評分標準
Assignments + Attendance = 70% Final Exam = 30% (Interpreting)
學分數
2
授課時數(周)
2
開課班級
A10811
修課人數
17
This module is designed to enhance students’ knowledge of current translation theory and translating skills. Students will be given assignments (i.e., translating an assigned text) in order to apply what they learn in lectures during the translating process. Practical translation problems that may be encountered during the translating process will be investigated. Relevant problem-solving strategies and techniques will be taught. Students’ translation errors in the assignments will also be examined and discussed in the lessons. In the previous semester, the focus was to translate English texts into Chinese. The major aim of this semester, however, will be the other direction, namely translating Chinese texts into English. The texts in various fields will be translated and discussed.
授課形式
理論講述與討論-50.00%;個案分析或作品賞析-0.00%;專題實作與報告-50.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
2021/02/25 — Orientation 2021/03/04 —Tourism 2021/03/11 —Tourism 2021/03/18 — Literature 2021/03/25 — Literature 2021/04/01 — National Holiday 2021/04/08 — Education 2021/04/15— Education 2021/04/22 — Agriculture 2021/04/29 — Agriculture 2021/05/06 — State-owned Enterprise 2021/05/13 — State-owned Enterprise 2021/05/20 — Design 2021/05/27 — Design 2021/06/03 — Travel 2021/06/10 — Travel 2021/06/17 — Final Exam 2021/06/24 — Final Exam
教科書/參考書
評分標準
Assignments + Attendance = 70% Final Exam = 30% (Interpreting)
學分數
2
授課時數(周)
2
開課班級
A10811
修課人數
17
109-2_英美兒童文學
教學目標
This course introduces the historical, social, and cultural significance of children’s literature in English through two major works of children’s literature: Lewis Carroll’s Alice’s Adventures in Wonderland series and Frances Hodgson Burnett’s The Secret Garden. Before we attempt to define children’s literature as a genre, we need to first understand “childhood” as a relatively recent invention. What were the historical and social circumstances in which the concept of childhood came into being, and is it similar or different from how we understand childhood today in Asia? How do we write for children and what is the purpose of children’s literature as a distinct category? This course explores these questions through attention to the historical contexts, close analyses of fictional texts and their visual adaptations, and group presentations. Students are expected to actively participate in discussions and to develop their own unique perspectives on the genre.
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
01 (02/26): Introduction
02 (03/05): Lewis Carroll, Alice’s Adventures in Wonderland (1865)
03 (03/12): Alice’s Adventures in Wonderland
04 (03/19): Alice’s Adventures in Wonderland
05 (03/26): Lewis Carroll, Through the Looking-Glass (1871)
06 (04/02): Holiday (International Children’s Book Day)
07 (04/09): Through the Looking-Glass
08 (04/16): Through the Looking-Glass
09 (04/23): Midterm exam
10 (04/30): Frances Hodgson Burnett, The Secret Garden (1911)
11 (05/07): The Secret Garden
12 (05/14): The Secret Garden
13 (05/21): The Secret Garden
14 (05/28): The Secret Garden
15 (06/04): The Secret Garden
16 (06/11): The Secret Garden
17 (06/18): The Secret Garden
18 (06/25): Final exam
教科書/參考書
Lewis Carroll, Alice’s Adventures in Wonderland (1865); Through the Looking-Glass (1871)
Frances Hodgson Burnett, The Secret Garden (1911)
評分標準
Participation 30% (attendance, discussion, individual and group activities)
Quizzes 20%
Midterm exam 25%
Final exam 25%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
47
This course introduces the historical, social, and cultural significance of children’s literature in English through two major works of children’s literature: Lewis Carroll’s Alice’s Adventures in Wonderland series and Frances Hodgson Burnett’s The Secret Garden. Before we attempt to define children’s literature as a genre, we need to first understand “childhood” as a relatively recent invention. What were the historical and social circumstances in which the concept of childhood came into being, and is it similar or different from how we understand childhood today in Asia? How do we write for children and what is the purpose of children’s literature as a distinct category? This course explores these questions through attention to the historical contexts, close analyses of fictional texts and their visual adaptations, and group presentations. Students are expected to actively participate in discussions and to develop their own unique perspectives on the genre.
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
01 (02/26): Introduction
02 (03/05): Lewis Carroll, Alice’s Adventures in Wonderland (1865)
03 (03/12): Alice’s Adventures in Wonderland
04 (03/19): Alice’s Adventures in Wonderland
05 (03/26): Lewis Carroll, Through the Looking-Glass (1871)
06 (04/02): Holiday (International Children’s Book Day)
07 (04/09): Through the Looking-Glass
08 (04/16): Through the Looking-Glass
09 (04/23): Midterm exam
10 (04/30): Frances Hodgson Burnett, The Secret Garden (1911)
11 (05/07): The Secret Garden
12 (05/14): The Secret Garden
13 (05/21): The Secret Garden
14 (05/28): The Secret Garden
15 (06/04): The Secret Garden
16 (06/11): The Secret Garden
17 (06/18): The Secret Garden
18 (06/25): Final exam
教科書/參考書
Lewis Carroll, Alice’s Adventures in Wonderland (1865); Through the Looking-Glass (1871)
Frances Hodgson Burnett, The Secret Garden (1911)
評分標準
Participation 30% (attendance, discussion, individual and group activities)
Quizzes 20%
Midterm exam 25%
Final exam 25%
學分數
3
授課時數(周)
3
開課班級
A10611
修課人數
47
109-2_第二外語：西二(下)
教學目標
1.進一步介紹西班牙語的句法級生活用語 2.透過媒體介紹西語系國家的生活型態及文化以增進學生的國際觀 3.藉由小組討論對話增進學生的對話能力 及寫作能力
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1.repaso 2.Unidad 12 ¿Qué te gusta hacer en tu tiempo libre? p.218-220 3. p.221-223 4. p.224-228 y música 5. p.229-233 7. p.234-235 y película 8. p.236 y ejercicios 9. Examen del semestre medio 10. Película 11. p.237-238 12. p.239-244 13. Tiempo progresivo estar+gerundio 14. ejercicios y música 15. lectura y seguir + gerundio 16. Tiempo Futuro ir a + infinitivo 17. ejercicios y lectura 18. Examen final
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN 978-957-784-779-9
評分標準
平時40% 期中 期末各30%
學分數
2
授課時數(周)
2
開課班級
A10811
修課人數
27
1.進一步介紹西班牙語的句法級生活用語 2.透過媒體介紹西語系國家的生活型態及文化以增進學生的國際觀 3.藉由小組討論對話增進學生的對話能力 及寫作能力
授課形式
理論講述與討論-80.00%;個案分析或作品賞析-10.00%;專題實作與報告-10.00%;田野調查-0.00%;實驗-0.00%;其他-0.00%
課程內容與進度
1.repaso 2.Unidad 12 ¿Qué te gusta hacer en tu tiempo libre? p.218-220 3. p.221-223 4. p.224-228 y música 5. p.229-233 7. p.234-235 y película 8. p.236 y ejercicios 9. Examen del semestre medio 10. Película 11. p.237-238 12. p.239-244 13. Tiempo progresivo estar+gerundio 14. ejercicios y música 15. lectura y seguir + gerundio 16. Tiempo Futuro ir a + infinitivo 17. ejercicios y lectura 18. Examen final
教科書/參考書
實用西語入門 方柏婷 李優俐 華立圖書 2018 ISBN 978-957-784-779-9
評分標準
平時40% 期中 期末各30%
學分數
2
授課時數(周)
2
開課班級
A10811
修課人數
27