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Details and test format will be announced in class. LS005. Pragmatics [???] ... required to practice the wide-ranging set of discussion questions and exercises.


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Advanced Literature and Culture Courses

LC001. British Literature I [ñ‚ W‡ex[òSÿN ÿ]
3 credits
Ms. Jennifer Chiu
For Sophomores and above
Class size: 10-45; Non-English Dept.: 5 (must all have taken at least one course related to literature such as "Introduction to Western Literature")
Prerequisite: Introduction to Western Literature
Course Description
This course is to survey the English Literature from the Middle Ages to the Eighteenth Century by sampling the major writers and works in all periods. The object is not just to study a succession of writers and works but also to learn a tradition in which each individual author and text plays a part. We cannot, even in a lifetime, read all the works that make up the tradition, but we can learn enough about it from a selection of works to relate these works and their authors to one another and to their common heritage.
Textbook: The Norton Anthology of English Literature: The Major Authors. 7th ed. Vol. I. London: W.W. Norton & Company, 2000.
Tentative Schedule (subject to change)
WeekAssigned readingKeywords1Introduction to the course
Introduction: The Middle Ages to ca. 1485
Anonymous: "The Dream of the Rood"allegory, elegy, epic, kennings
Celtic, runes; warrior, scop, comitatus, wergild, wyrd,
mead hall2, 3Anonymous: Beowulf5, 6Chaucer: "The General Prologue, " "The Wife of Bath’s Prologuee and Tale," and "The Pardoner's Prologue and Tale" from The Canterbury TalesExamplum7, 8Anonymous: Sir Gawain and the Green Knight
Malory: from Morte D’Arthurromantic-allegorical epic, knight(hood), chivalry9Midterm Exam10Introduction: The Sixteenth Century: 1485-1603
Marlowe: Doctor Faustus
Shakespeare: selections from Sonnet Sequencetragedy, blank verse, pride, knowledge; Petrarchan/Italian sonnets, Shakespearean/English sonnets11Introduction: The Early Seventeenth Century: 1603-1660
Donne: "The Canonization"
Marvell: "The Definition of Love"
Milton: LycidasMetaphysical conceits, dramatic
monologue/dialogue; passion/
intellect12, 14Milton: from Paradise Lostpastoral elegy, evocation/
apostrophe; epic, blank verse, Satanic hero; sonnet15Introduction: The Restoration and the Eighteenth Century: 1660-1785
Dryden: "Mac Flecknoe"
Swift: "A Modest Proposal"mock heroic, heroic couplet,
satire16-17Swift: from Gulliver's Travels18Final ExamRequirements
Lateness and absences are strongly discouraged. You will automatically fail this course after five absences. Points will be taken out in accordance with the number of lateness and absences.
You need to write a 1000-word term report on one of the topics provided by the instructor. If you want to use any secondary sources, your papers must include parenthetical citations for all paraphrasing and quoting, as well as a list of works cited at the end. You will automatically fail this course if you plagiarize.
Once in a while, you may be asked to write a 2-page journal on a question related to a specific reading. And quizzes will be given whenever necessary.
Late assignments will not be accepted. When absent on the day for an assignment to be turned in, you must hand it in the first day you come back to school (not a week after!)
Tentative Grading Scale (subject to change)
Midterm & final exams 50%
Papers, journals, quizzes, class participation 50%
NOTE: Try to prepare your reading during the summer vacation by starting with the longer works such as Beowulf, Sir Gawain and the Green Knight, The Tragical History of Doctor Faustus, and Gulliver’s Travels, whose complete texts we will read for the class. You can get the textbook from the Caves Books (feLqøf@\) at Fu Jen, or the Bookman (øf—gøf@\), across from National Taiwan University.

LC002. American Literature I [Ž W‡ex[òSÿN ÿ]
3 credits
Fr. Daniel Bauer
For Juniors and above
Class size: 10-45; Non-English Dept.: 5 (must all have taken at least one course related to literature such as "Introduction to Western Literature")
Prerequisite: Introduction to Western Literature
Survey of American Literature (3 credits) introduces students to some of the most influential poetry, historical narratives, and autobiographical works of American writers in the 17th-18th centuries. Among the writers the course will study are a women poet (Anne Bradstreet); a woman captured by a band of American Indians and allowed to go free, who later offered readers an autobiographical account of her suffering-filled adventure (Mary Rowlandson); a gifted Protestant minister who preached fiery sermons (Jonathan Edwards); and a n American patriot who contributed mightily to American literature by his call for tolerance and appreciation of Indian culture, his humorous and yet serious autobiography, and his collection of wise sayings in “The Way to Wealth” (Benjamin Franklin).
This course asks students to write four journals, each 4 pages A-4 paper in length, and to take an active part in class with Q and A, feedback on the literature and small group discussion. The course also offers a mid-term and final exam. Grades will be tabulated according to this table: journals 60%, exams 30%, and class participation 10%

LC003. Literary Criticism: Love, Desire and Class
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3 credits
Dr. Kate Chiwen Liu
For Juniors and above
Class size: 10-45; Non-English Dept.: 5
Prerequisite: Introduction to Western Literature
"Ah--ha, that's great! I love it." 0,giŠaƒXñm` ÿ€ºN \sTRþ
0 Are these examples of literary criticism? No.
 INCLUDEPICTURE "http://www.eng.fju.edu.tw/iacd_2003S/lit_crit/images/apoint15.GIF" \* MERGEFORMATINET Objectives
Literary criticism is different from Literary appreciation: the latter involves expressions of your feelings and pleasure in reading, your likes and dislikes of a text, while the former, as a formal training for literature majors, requires both literary sensibility and critical thinking. In other words, literary criticism consists of careful analysis of literary texts with a conscious use of some critical frameworks and methods and an active engagement in their critical issues. (For further details on what literary criticism is, please view this animation.
 HYPERLINK "http://www.eng.fju.edu.tw/Literary_Criticism/video/animation/lit1.swf" \t "_blank" http://www.eng.fju.edu.tw/Literary_Criticism/video/animation/lit1.swf)
In this course, therefore, we will try to improve our abilities in:
analyzing literary texts from more than one critical perspective;
responding critically to the issues raised by the chosen literary or cultural texts;
placing, with the help of some critical theories, literature and the issues involved in a larger context, such as those of the texts' contemporary society, our society and our lives.
In order to have a sense of focus in the vast fields of critical theories, we will choose Love, Desire and Class as our major topics. The questions we discuss will be:
How does a text produce its meanings both through form and content?
What do the texts we examine say about love, desire and class differences?
Are there meanings hidden in the texts and/or unknown to their authors? If so, what are they and why?
Four critical schools will be used to help us examine the texts' meanings and hidden meanings from various perspectives:
New Criticism (2 wks)-textual meanings constructed through formal unity, or with the assumptions of human liberalism.
Psychoanalysis (5 wks) -textual meanings driven or repressed by desires of the authors or society;
Marxism (5 wks) -textual meanings of social relations and ideologies;
Cultural Studies (4 wks)- textual meanings produced in our culture or global culture.
* This is NOT a course on the history of love in literature. Rather we choose the texts related to love, desire and class difference for a sense of thematic focus. As we proceed, however, you are welcome to bring in Taiwanese and cultural texts related to these topics. This, I believe, will bring Literary Criticism home to us.
 INCLUDEPICTURE "http://www.eng.fju.edu.tw/iacd_2003S/lit_crit/images/apoint13.GIF" \* MERGEFORMATINET Requirements
Besides the usual stuffs - attendance, punctuality, journals, class participation, group report and final exam, the course requires 1) regular online discussion; 2) using internet teaching materials, outside of class and before the discussion in class.

LC004. Poetry in the Works of Bob Dylan [‘›/Oê+P\OÁT-N„viŠ]
3 credits
Mr. Thomas Nash & Dr. Raphael Schulte
For Juniors and above
Class size: 10-45; Non-English Dept.: 5
Prerequisite: Introduction to Western Literature
Bob Dylan is a performer and songwriter widely credited with changing popular music to include serious topics and poetic language. In fact, his influence goes far beyond popular music to contemporary literature, art, and politics. This course will look at the lyrics of Dylan's songs as poetry, to explore their expressiveness, meaning, and structure, and to learn to enjoy them as works of art. Students will read a large selection of song lyrics and listen to the songs, and we will also watch some filmed performances and biographical and critical material. Requirements: purchase of three albums*, weekly journal, group presentation, final paper, transcriptions, and active participation.
*These three albums will form the core of the course: Highway 61 Revisited (1965), Blonde on Blonde (1966), and Blood on the Tracks (1975). See Tom Nash for suggestions on purchasing the albums. It is strongly suggested that you buy and listen to them (repeatedly) before the course begins. Many other songs from before and after these albums (up to 2006) will also be covered.

LC005. Modern Drama [þsãN2b‡R]
3 credits
Dr. Llyn Scott
For Juniors and above + M.A. students
Class size: 10-20; Non-English Dept.: 0 (must all have taken at least one English Literary course previously such as "Introduction to Western Literature")
Prerequisite: Introduction to Western Literature
Textbook: Milly s. Barranger, ed. Understanding Plays. 3rd Edition. Boston: Pearson Education, Inc., 2004.
This course prepares students to read and understand representative works of modern drama divided into six parts: (1) understanding drama as it connects to performance, dramaturgy, stages, space, time, landscapes, and meanings and messages; (2) understanding play structure, character, and the language of drama; (3) understanding types of dramatic writing to focus on farce, satire, and new forms such as solo drama; (4) understanding modern writing styles; (5) understanding theatricalism including the absurd and minimalism; (6) understanding playwriting at the millennium including feminist drama, docudrama, and interculturalism. As time allows, students will view video performances in addition to reading a projected number of eight to ten plays. Students will be evaluated in part by occasional short quizzes, two comprehensive essay exams, in addition to two medium-length (5-10 pages) research papers.


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Advanced Language Studies Courses

LS001. Performing Arts: Acting [‚ðS݅Sˆÿhˆo€bç]]
3 credits
Dr. Llyn Scott
For Sophomores and above
Class size: 10-28; Non-English Dept.: 0
Textbook: Tom Isbell. The Craft of Acting: Truthful human behavior on stage and screen. Colorado Springs, CO: Meriwether Publishing Ltd., 2006.
This course introduces students to a series of Acting Lessons based on (1) acting approach; (2) fundamentals of stage work; (3) process of rehearsals; (4) performance strategies; and (5) steps to becoming a professional actor. A substantial amount of class time will be devoted to the art of improvisation and developing the actor's instruments of voice and body to include character voices, mime, interpretive dance, and stage combat. Periodical Scene Studios (short 10 minute duets or small scenes) will help students to measure their progress and learn from each other. Other means of evaluation will be based on observation diaries, actor biography paper, and short quizzes to reinforce student understanding of stage and acting terms.

LS002. Child Language [RQåzžŠŠ]
3 credits
Mr. Thomas Nash
For Juniors and above
Class size: 10-45; Non-English Dept.: 5
Prerequisite: Introduction to Linguistics
In this course we will look at how children learn language(s). What qualities are they born with that help them learn language? How do they learn phonology? The lexicon? Morphology and syntax? Pragmatics? What is the role of the input they get, the language they hear from others? How can their learning be explained?
Requirements: group observation of a young child, with written report; journal article reviews (one for in-class discussion, one written), chapter quizzes, exercises, active class participation, group oral report (depending on class size).
Textbook: Gleason, Jean Berko (Ed.) (2001). The Development of Language. 5th ed. Allyn and Bacon.
Important: Because we need to observe young children, interested students must help find children between the ages of 9 months and 3 years (roughly) who can be observed at least 3 times during the semester.

LS003. Teaching English through Children's Literature [RQåz‡ex[‚ñ‚žŠYex[]
3 credits
Ms. Sherri Wei
For Juniors and above
Class size: 10-45; Non-English Dept.: 0
Prerequisite: Introduction to Linguistics
This introductory course is designed to approach children's literature from a pedagogical perspective in order to answer the following questions: "Is children's literature a good choice for ESL/EFL learners? Why and how?" We will first explore various themes and different genres of children's literature including nursery rhymes, fairy tales, folktales, poetry and fantasy. Next, you would need to observe the actual reading behavior in natural setting and look closely at the children's responses to understand the physical and mental interactions taking place during the reading process. With this understanding in mind, we would then read related language teaching theories, e.x. Whole Language Approach, and hands-on techniques on integrating children's literature into English teaching. The very last task is your own creation of a lesson plan to integrate these theories and materials into classroom practices.
Grading policy: Observation paper 20% + Journal 30 % + Presentation 30 % + Online Discussion 10 % + Attendance 10 %

LS004. TESL Methodology [ñ‚žŠYePgYeÕl]
3 credits
Ms. Ying-ping (Tina) Kuo
For Juniors and above
Class size: 15-35; Non-English Dept.: 0
Prerequisite: Introduction to Linguistics
Course Descriptions
TEFL Methodology is a survey course to provide prospective English teachers an overview of both traditional and innovative language teaching methods for learners of diverse learning background. Not only the principles guiding language learning and teaching will be discussed, we will also try to incorporate techniques to be applied in the real classroom setting. As long as you believe that you enjoy English teaching, are capable of providing "motivating and comprehensible" language input, patient and enthusiastic enough to find solutions for difficulties encountered in class, you may join the world of ET (English teachers).
The following are topics we might explore and have in-depth discussions for:
- Theoretical & Empirical Perspectives on Language Competence
- Traditional & Innovative Approaches/ Methods in Language Teaching:
Grammar-Translation Method; The Direct Method; The Audio-Lingual Method
The Silent Way; The Total Physical Response Method; Suggestopedia
Community Language Learning; The Communicative Approach
- Motivation & the Affective Filters; Innovative Ideas in Teaching Aids
- Curriculum Design & Lesson Plans; Evaluation of Teaching materials
- Designs & Implementation of Activities for Four-skill (Reading/Writing/Speaking/Listening) Instruction
- Error Correction Strategies and Techniques in Asking Questions
- Classroom Management; Practicum
(* It’s subject to change.)
Recommended Texts
D. L. Freeman (1986). Techniques and principles in language teaching. Oxford: Oxford University Press. ISBN 0-19-434133-X.
H. D.Brown (1994). Teaching by principles. An interactive approach to language pedagogy. Prentice Hall Regents. Englewood Cliffs, N.J. ISBN 0-13-328220-1.

Course Requirements and Evaluation
Readings, Quizzes & Discussions-Familiarize yourself with assigned readings beforehand and actively participate in group discussions. Some quizzes will be given to “estimate” your learning. (10 %)
Two Presentations- In groups, prepare a 30-40 minute presentation on a designated teaching method which demonstrate your understanding of the principles and procedures of your lesson plans. The other presentation requires you to discuss activities to be used to teach different levels of students. (30 %)
Cooperative Teaching Project- Students will be invited to participate in a cooperative teaching project with an elementary school or a high school. Assist school teachers in presenting a specific topic or carrying out a project which demonstrates your understanding of the principles of a teaching method and explain the designs and rationale of your lesson plan. A written lesson plan should be submitted for teaching accomplished. (20 %)
Observation Report – Each student is required to make at least two observations at a language schools where English is taught and write a five-page report. It should be with an emphasis on curriculum design with detailed description of the teaching process and evaluation of the teaching methods, materials chosen and activities selection. (15 %)
"Knowledge Pump" & Attendance (10 %)
You are encouraged to attend speeches given by guest speakers or participate workshops or seminars held outside. Absence more than five times is considered failing this course.
Mid-term Exam(15 %)
Details and test format will be announced in class.

LS005. Pragmatics [žŠ(ux[]
3 credits
Ms. Zixuan Li
For Juniors and above
Class size: 10-45; Non-English Dept.: 0
Prerequisite: Introduction to Linguistics
The goals of this introductory course are: to make students know about the relationship between language use and human action; to give students a basic understanding of pragmatics and its relationship to syntax and semantics; to make students aware of recent work in the field; to suggest interesting research topics; and to promote a general approach to the study of linguistic phenomena which is based on the analysis of naturally-occurring data, and which draws on insights from all relevant areas of linguistic theory.
Topics to be covered in this course are listed as followings:
Reference & context (including discourse entities and anaphora)
Implicature (including a brief overview of truth-functional meaning)
Presupposition: semantic and pragmatic
Functions of syntactic constructions (including information-packaging; given/new, topic/comment, etc.)
Other topics (including politeness and speech acts)
Course Requirements & Grading Policy:
Students are expected to attend class regularly and to participate fully in class activities. During class hours, they are required to practice the wide-ranging set of discussion questions and exercises. Aside from these, the following tasks are demanded as well:
Class participation (20%)
Exercises and assignments (20%)
Midterm Examination (30%)
Class project (30%): Locate an interesting set of data in some language, and give a critical summary/review of the arguments in previous studies. Discuss the nature of the data set, and propose the solution. The project consists of the following three parts:
A one-page written statement of the name of the language, a short description of the data of interest, and a list of references.
A ten-minute oral presentation on the nature of the problem and solution. Make a handout showing the data, and the analysis.
A complete write-up, which shows the data, review of previous arguments, the solution, along with references and any comments, approximately 4-6 pages.

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Advanced writing: Required courses for Seniors.
Please take one of the followings.

AW001. Journalistic Writing in English I [°e^€ñ‚‡eë[\OÿN ÿ]
2 credits
Ms. Jennifer H. Hsiang
For Seniors Only
Class size: 10-27; Non-English Dept.: 0
Prerequisite: English Composition III
Course Description
This course is designed to acquaint the students with the basic skills in the writing of journalistic English.
The first semester course puts emphasis on "news writing". We will cover basic acknowledge about the principles of writing news in English, the difference between normal composition writing & news writing, writing lead paragraph, writing body of the news. Besides, junior reporters may be assigned to cover the news which media is short of staff. Therefore it’s necessary for students to take up fundamental stories that reporters often encounter. I will provide guidelines for writing about weather & disaster news and sport news. Students are expected to practice writing news in the classroom and in home.
The second semester emphasizes in "news reporting and writing". The course content includes information collecting (interviewing skills), feature and in-depth / investigative reporting, police & fire news, crime & court news, business news and other specialized reporting. Students are encouraged to choose one of the news categories they would like to further advance their writing skills on while writing homework assignments as well as midterm and final reports.
Students who perform well in the class and show their potential in writing good news stories will be recommended to the news media that are willing to establish internship programs with our department.
Text Book: Teacher's PowerPoint Files + supplemental handouts
Grading Scale:
Oral Presentation 20%
Homework Assignment (individual) 30%
Midterm report 20%
Final report 20%
Attendance 10%
Class Schedule – Fall
(Exact dates will be given after campus calendar is available.)
WeekDateFocus of LearningAssignments1Orientation2What is “Journalistic Writing” 3How to learn Journalistic Writing4Lead paragraph5Lead paragraph6Body of the news7Midterm8Midterm Review9Weather & Disasters (1/3)10Weather & Disasters (2/3)11Weather & Disasters (2/3)12Sports News (1/3)13Sports News (2/3)14Sports News (3/3)15News release & Press conference (1/2)16News release & Press conference (2/2)17Freedom of the press18Final ExamTentative Schedule – Spring
(Exact dates will be given after campus calendar is available.)
WeekDateFocus of LearningAssignments1Orientation + Organization of a newspaper2Interviewing (1/2)3Interviewing (1/2) 4Features (1/2) 5Features (2/2) 6In-Depth & Investigative Report (1/2) 7In-Depth & Investigative Report (2/2) 8Police & Fire News (1/2) 9Police & Fire News (2/2) 10Mid-Term11Government News (1/2)12Government News (2/2)13Business News & Specialties (1/2)14Business News & Specialties (2/2)15Writing a Broadcast News (1/2)16Writing a Broadcast News (2/2)17The Ethics & Fairness 18Final Exam
AW002. Chinese-English Translation I [-Nñ‚ûo‹ÿN ÿ]
2 credits
Mr. Michael Tanangkingsing
For Seniors Only
Class size: 10-27; Non-English Dept.: 0
Prerequisite: English Composition III
This two semester course gives students an opportunity to develop a working knowledge of Chinese-English translation techniques and problems. Readings on translation issues and on the similarities/differences between Chinese and English will be assigned.
REQUIREMENTS:
There will be six to eight written assignments and one oral presentation during the semester. Reading materials and the Chinese texts to be translated for the written assignments will be provided by the instructor.
ATTENDANCE:
Since discussion in class is important, regular attendance will be expected.
EVALUATION:
Grades will be based on
(1) a written exam (10%);
(2) the evaluations of the written and revision assignments (50%);
(2) the evaluation of the oral presentation (30%); and
(3) class participation (10%).

AW003. Business English Writing I [FUÙRñ‚‡eÿN ÿ]
2 credits
Ms. Gretchen Lee
For Seniors Only
Class size: 10-27; Non-English Dept.: 0
Prerequisite: English Composition III
Course Description:
This advanced writing course will help students acquire working knowledge of Business English and learn how to communicate effectively and appropriately through writing in the business environment. Students who take the course may come with different needs. Some may see the course as an investment for their future career, while others probably only want to sharpen their writing skills. This class plans to satisfy both by giving a great deal of writing assignments in both semesters. Students will not only learn how to compose letters (both routine and classified), produce documents (in traditional or electronic forms), and prepare reports in the professional context of business, but also further develop their writing ability through constant practice. In addition, useful training will be provided in the form of course projects and activities.*
* Tentative plan: Employment Project (Fall) and Proposal Project (Spring)
Requirements and Evaluation:
1. General principle: Students are expected to come to class on time, meet the deadline for each assignment, and participate actively.
2. Be prepared to write: This is an advanced writing class for seniors, so students need to get enough practice in writing and maintain a portfolio of their written work.
3. Grading:
Writing Assignments 45%
Course Project and Activities 25%
Exams 20%
Participation and Attendance 10%
Textbook: TBA


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Elective Courses

EL001. Introduction to Interpreting: English to Mandarin [ãSo‹‚i֊ÿñ‚o‹-N]
2 credit
Mr. Paul Shu Pai Yeh
Class size: 10-15; Non-English Dept.: 0
For Seniors only
Prerequisite: English Conversation III
This course will introduce you to the three modes of interpreting, namely sight translation, simultaneous interpreting and consecutive interpreting. Together we will explore a basic model of communication, and establish a link between this model and the process of interpreting. We will also briefly cover the possible roles played by the interpreter in an interpreter-mediated event, and discuss issues concerning the quality of interpretation.
The best, or the most terrifying part, of this course is that you really get to interpret in class!! We will start with short consecutive interpreting, so you can not only experience physically and mentally what it is like to interpret, but also apply what you have learnt to the process of interpreting.
Requirements: None.
Evaluation: Class Performance: 50%
Mid-term and Final: 50%
May the Force be with you.

EL002. Senior Play ['YÛV‡R4Xæ[ÙRæ[Ò]
1 credit
Dr. Llyn Scott
For Seniors only
Senior students who will participate in senior play shall take this course.

EL003. 20th Century Chinese Fiction I and II
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