Advanced Literature and Culture Courses LC001. British Literature I ...

... especially through class exercises, discussions and small-group projects. ..... LS006. Business Communication [????]. 2 credits. Ms. Hsin-Hsin Cindy Lee ...

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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: 10-40; 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
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 hall 2, 3Anonymous: Beowulf5, 6Chaucer: “The General Prologue,” “The Wife of Bath’s Prologuee and Tale,” and “The Pardoner’s Prologue and Tale” from The Canterbury Tales Examplum7, 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 Sequence tragedy, blank verse, pride, knowledge; Petrarchan/Italian sonnets, Shakespearean/English sonnets11
Introduction: The Early Seventeenth Century: 1603-1660
Donne: “The Canonization”
Marvell: “The Definition of Love”
Milton: Lycidas Metaphysical 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 Travels18FinalRequirements
Lateness and absences are strongly discouraged. You will automatically fail this course after five absences (or 15-hour absence); grades will be lowered after the third absence. Three lates equal one absence. The teacher must be informed of your absence in advance (unless it’s an emergency) and provided with substantial evidence to justify it as well.
You need to write two position papers, for each you will be provided a list of topics from which you choose one to write out a 750-to-1000-word analytical article. 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, the complete texts of which we will read for the class.

LC002. American Literature I [Ž W‡ex[òSÿN ÿ]
3 credits
Mr. Joseph Murphy
For Juniors and above
Class size: 10-40; Non-English Dept.: 0
Prerequisite: Introduction to Western Literature
This course surveys the development of American literature from the seventeenth century through the Civil War. It seeks a balance among various genres—fiction, poetry, autobiography, oratory, essay—and among various perspectives on American life. Lectures will introduce authors, texts, and cultural movements (like Puritanism, the Enlightenment, and Transcendentalism), and discussions will focus on close reading. Overall, our goals will be to discover 1) the unique voice, technique, and accomplishment of individual literary works; 2) their reflection of and participation in broader cultural and social movements; 3) their relevance to readers today. Serious students in this course can expect to gain knowledge of an important national literature, an understanding of American culture and identity, skills in literary analysis, and a framework for future reading. Requirements include midterm and final exams, a group presentation, and frequent class participation.

LC003. Modern Drama [þsãN2b‡R] (For Juniors and above)
3 credits
Ms. Cecilia Liu and Mr. Raphael Schulte
For Juniors and above
Class size: 10-35; Non-English Dept.: 5
Prerequisite: Introduction to Western Literature
Art exists to expand the imagination; to do that, sooner or later, it has to provoke. Imagination, naturally, is what we want in our age. Imagination is unpleasant and frightening; it puts you in touch with parts of yourself you may be trying to conceal; it shows you how things might be, in dramatic contrast to the way they actually are. The educated heart can look on all this with unfrightened calm; people with something to fear, either in themselves or in their actions, cover their fear with blustering rage. We have created one kind of art called television. The technological alternative to reality has shrunk, as movies and radio never did, the number of people the theater reaches; to most people today, a live stage performance is a marginal and exotic phenomenon. But television has failed, significantly, to take over either the theater's scope or its intensity. Even as its best, it is a cold, two-dimensional form.
Falling asleep with the TV on is one of the central images of our culture; falling asleep in the theater implies criticism of the performance. The crucial difference underscores what makes the theater so important: It's a waking place, where human senses, feelings, and brains come alive. This course is thus designed to increase understanding and appreciation of modern drama. In class, we will experience and enjoy the variety and richness of the art of drama in our time. The plays we are going to read have been selected primarily for their artistic greatness. We will have extended discussions of representative works of well-known contemporary playwrights, such as Heiner Muller, John Guare, A. R. Gurney, Peter Shaffer, Willy Russell, Caryl Churchill, and Tony Kushner. Available video taped productions by each playwright will be shown. Class format is arranged to feature students’ input from reading and conducted by group reports and discussions. I hope, in this class, you will expand your imagination and find a new dimension of interest in your life.
Reading lists:
Heiner Muller Hamletmachine (1979)
Caryl Churchill Cloud Nine (1980)
Willy Russell Shirley Valentine (1988)
A. R. Gurney Love Letters (1990)
John Guare Six Degrees of Separation (1990)
Peter Shaffer The Gift of the Gorgon (1992)
Alan Ayckbourn Communicating Doors (1995)
Tony Kushner Angels in America Part I (1995)
Requirements: Regular attendance with preparation and class participation; Midterm and Final Exams
Grading system: Class attendance, group presentation and discussion 40%
Reading journals, Midterm & Final Exam 60%

LC004. Literary Criticism: Subjectivity in Bildungsroman
3 credits
Ms. Wen-ling Su
For Juniors and above
Class size: 10-35; Non-English Dept.: 0
Prerequisite: Introduction to Western Literature
The Bildungsroman (coming-of-age narrative or novel of education) is a literary genre that delineates the growth of a character. This course studies the Bildungsroman in relation to theories that postulate the formation, dissolution, and reintegration of subjectivity. The primary texts include James Joyce’s A Portrait of the Artist as a Young Man (1964), Jeannette Winterson’s Oranges Are Not the Only Fruit (1985), Toni Morrison’s Sula (1973), and Sandra Cisneros’ The House on Mango Street (1984), along with a class packet of theories (Foucault, Freud, Lacan, Deleuze & Guattari, and Robert Kegan, among others). In addition, students are required to watch three films in the same genre: Empire of the Sun (dir. by Steven Spielberg, 1987, adapted from J. G. Ballard’s autobiographical novel), Maléna (dir. by Giuseppe Tornatore, 2000), and The Tin Drum (directed by Volker Schorloff, 1979; adapted from Günter Grass’ novel). Requirements: quizzes and participation (30%), two group presentations (30%), a term paper (7-8 pages, 40%).
*Students who want to take this course are advised to read the written text or watch a film version of Charles Dickens’ Great Expectations and Charlotte Brontë’s Jane Eyre before the semester starts.

LC005. Detective Fiction: Detective as Sociologist [uP¢c\ªŠ-²}]ÿdkºp`ÝYex[²Š z ÿîO²Š Tx[˜0R!h N!kÿ,{N!k
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3 credits
Ms. Marguerite Connor
For Juniors and above
Class size: 10-45; Non-English Dept.: 5
Prerequisite: Introduction to Western Literature
Rationale: Since its earliest days, detective fiction has been an incredibly popular genre of popular literature. But since its inception, detective fiction has been more than a diversion. Many writers use the genre to point out problems in their societies, and others have used the works as reflections of societal fears and cultural anxieties. Using some seminal writers in the genre, as well as films, this class will hold a mirror to the societies which created these masterpieces of detection.
Texts: Christie, Agatha, The Secret Adversary; Queen, Ellery, TBA; George, Elizabeth, Deception on his Mind; Poe, E.A., Tales of Terror and Detection; Doyle, A.C., Six Great Sherlock Holmes Mysteries; Chesterton, G.K., Favorite Father Brown Stories.
Requirements and Evaluation: The 100 points of credit will be distributed as follows:
Reading checks 15
Reader response paper (2-3 pp) 15
Final paper (6-8 pp) 25
Midterm 15
Final exam 15
Class participation 15
Teaching methods: NetMeeting “live classes,” PowerPoint Presentations, taped lectures, office hours on MSN Messenger, EngSite discussion boards/class site.
Class schedule
WeekReading DueWeek oneIntroductionWeek twoPoe, “Purloined Letter,” “Murders in the Rue Morgue,” “Mystery of Marie Roget”Week threeHolmes. “Scandal,” “Speckled Band,” “Red-Haired,” “Empty House”Week fourHolmes, “Final,” “Engineer’s Thumb”Week fiveChesterton, “Blue Cross,” “Broken Sword”Week sixChesterton, “Perishing,” “Man in the Passage”Week sevenREADER RESPONSE PAPER DUE/ Watch Week eightMidtermWeek ninemovie (Charlie Chan)Week tenMovie discussionWeek elevenChristieWeek twelveQueenWeek thirteenGeorgeWeek fourteenMovie (Rising Sun)Week fifteenFINAL PAPER DUE/Movie discussionWeek sixteenFINAL EXAM

Advanced Language Studies Courses

LS001. Sociolinguistics [>ygžŠŠx[]
3 credits
Mr. Thomas Nash
For Juniors and above
Class size: 10-45; Non-English Dept.: 5
Prerequisite: Introduction to Linguistics
This course will examine the relationships between language and society on the three levels of multilingual speech communities, language users, and uses of language, looking at such topics as: language choice, language maintenance and shift, multilingual nations, regional and social dialects, gender and age, ethnicity and social networks, language change, style and register, speech functions, and politeness. The textbook will serve to give general concepts, background, and examples involving various languages; in class we will attempt to relate everything to the students’ (and the professor’s) experiences, especially through class exercises, discussions and small-group projects. Some examples of possible project topics include: language in popular music; language in computer mediated communication; the influences of internet language on young people’s writing; the language of good guys and bad guys in TV cartoons; women and men’s speech in Taiwanese in a soap opera; code-mixing in radio broadcasts; the functions of foreign names in Taiwan; language varieties in literature; language taboos; language choice in politics; language choices in ethnic intermarriage; language in food product advertisements/in cosmetics advertisements; gender stereotypes in conversation.
Requirements will include class participation (attendance, reading, active discussion, questions, article summary for In-class article discussion, group presentation), review of a journal article, take-home exam, written project report (very small group).
Holmes, Janet. An Introduction to Sociolinguistics. 2nd ed. Harlow, England: Longman-Pearson, 2001.

LS002. Grammar for Teaching [‡eÕlYeÕl]
3 credits
Mr. Kenneth Chi
For Juniors and above
Class size: 10-35; Non-English Dept.: 5
Prerequisite: Introduction to Linguistics
This primary purpose of this course is to introduce the theories and techniques of English grammar teaching. We will also take a look at the structure of the English Language from the modern linguistic perspective and see how the analysis can be appropriately used in language teaching.
The major issues of grammar teaching will be examined are
(1) principles for grammar teaching (2) major theories of grammar
(3) techniques of grammar teaching (4) grammar testing
Æ% Requirements/Evaluation
(1) Participation /Attendance & 20% (2) Midterm & 25%
(3) Group in-class presentation ...25% (4) Final Project & 30%
Æ% Textbooks
(1.) Thornbury, S. (2000). How to Teach Grammar. New York: Pearson.
(2.) Yule, G. (1998). Explaining English Grammar. New York: Oxford University Press.
Æ% Tentative Syllabus
WeekTopics1.Thornbury: Unit 1. What is Grammar?2.Thornbury: Unit 2 Why Teach Grammar? 3.Thornbury: Unit 8 How to integrate grammar
Yule: 1 Introduction4.Thornbury: Unit 3 How to teach grammar from rules
Yule: 2 Articles (including Nouns)5.Thornbury: Unit 4 How to teach grammar from examples
Yule: 3 Tense and Aspect6.Thornbury: Unit 5 How to teach grammar through texts
Yule: 4 Modals7.Thornbury: Unit 6 How to practice grammar
Yule: 5 Conditionals8.Thornbury: Unit 7 How to deal with grammar errors
Yule: 6 Prepositions and particles9.Midterm10.Thornbury: Unit 9 How to test grammar
Yule: 7 Indirect objects11.Thornbury: Unit 10 How not to teach grammar
Yule: 8 Infinitives and gerunds12.Selected Paper Reading,
Yule: 9 Relative Clauses13.Selected Paper Reading,
Yule: 10 Direct and indirect speech14.Selected Paper Reading, Guest Speaker (to be arranged)15.Final Project Presentations 16.Final Project Presentations17.Final Project Presentations18.Final Review + Final exams
LS003. Educational Research [Ye²€xvz]
3 credits
Ms. Doris Shih
For Juniors and above
Class size: 10-40; Non-English Dept.: 5
Prerequisite: Introduction to Linguistics
This course is designed for those interested in the educational research methods and/or may want to apply for graduate studies in the educational field. The function of the course is to provide a contemporary account of the "what" and the "how" of research and help you to develop the analytical skills in doing educational research. Specifications of the American Psychological Association (APA) style will also be introduced for manuscript preparation. The content of the course will be presented through various ways: presentations given by the instructor, in-class and online discussions, student professional presentations, and multiple activities. We will also visit National Institute of Educational Resources and Research WËzYe²€ÇŒ™e(™.
Required textbooks:
Nunan, D. (2001). Research Methods in Language Learning. Cambridge, UK: Cambridge University Press.
American Psychological Association. (2001). Publication Manual of APA. (5th ed.). Washington, DC: APA.
Bogdan, R. C., & Biklen, S. N. (1998). Qualitative research in education: An introduction to theory and methods. (3rd ed.). Boston, MA : Allyn & Bacon.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. (6th ed.). White Plains, NY: Longman.
Other research articles.
1. Participation………………………………………………………………………..10%3. Educational article reviews & presentation……………………………………..15%4. Educational Research paper (include appendices)……………………………..25%5. Professional research presentation………………………………………………15%6. Discussions & multiple activities………………….……………………………..35%Tentative topics:
The essence of research
Doing research in education
APA style
Action research
The experimental method
Qualitative method (manipulation of data & use of software)
Survey designs
Case study
Classroom observation and research
Introspective methods
Interaction analysis
Elicitation techniques
Program evaluation

LS004. TESL Methodology [ñ‚žŠYePgYeÕl]
3 credits
Ms. Ying-ping (Tina) Kuo
For Juniors and above
Class size: 10-35; Non-English Dept.: 0
Prerequisite: Introduction to Linguistics
Course Descriptions
TESL 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 and compared, 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 for 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
(*only tentative and is subject to change.)
Course Requirements and Evaluation
Two Presentations- In groups, prepare a 30-40 minute presentation which demonstrates your understanding of the principles and procedures on a designated teaching method. The other presentation requires you to discuss activities to be used to teach reading, writing, speaking and listening to different levels of students. (40%)
Observation Report or Cooperative Teaching Project– Each student is required to make at least two observations at a language school 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 and activities preference. Or you are invited to participate in a cooperative teaching project with an elementary school. Teach at least a 45-minute class presenting a specific topic and explain the designs and rationale of your lesson plan. A written lesson plan should be submitted to replace the observation report. (20%)
Mid-term Exam - Details and test format will be announced in class. (20%)
Readings, Quizzes & Discussions-Familiarize yourself with assigned readings beforehand and actively participate in group discussions. Some quizzes will be given to “estimate” your learning outcome. (10%)
“Knowledge Pump” & Attendance- You are encouraged to attend speeches given by guest speakers or participate in workshops or seminars held outside. If you are absent more than five times without good reasons, it’s considered failing this course. (10%)
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.

LS005. Cross-Cultural Communication [荇eSn]
3 credits
Ms. Hsin-Hsin Cindy Lee
For Juniors and above
Class size: 10- To be announced.; Non-English Dept.: To be announced.
No prerequisite.
The course description will be announced soon.

LS006. Business Communication [FUÙRn]
2 credits
Ms. Hsin-Hsin Cindy Lee
For Juniors and above
Class size: 10- To be announced.; Non-English Dept.: To be announced.
Prerequisite: Introduction to Linguistics
The course description will be announced soon.


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: 10-25; Non-English Dept.: 0
Prerequisite: English Composition III
Course Description
This course is designed to acquaint students with basic skills in the writing of journalistic English.
The first semester will cover basic knowledge about the principles of writing news in English, the differences between normal composition writing & news writing, information collection & writing, headline production, and layout planning.
The second semester will allow students to choose a news category in which they would like to further advance their writing skills, for instance, business & economics, sports, political events, or civic affairs reporting.
If students show potential in writing investigative reporting, feature stories and commentaries, course content can be modified to suit students’ needs.
Textbook: to be decided later (Teacher’s Powerpoint files + supplemental handouts)
Grading Scale
Written Assignments 40%
Midterm 30%
Final Exam 30%
Students are required to read English newspapers.
Listen to ICRT or watch CNN news.
Lateness and absences are strongly discouraged. Points will be taken out from your final grade in accordance with the number of your absences.
Homework assignments will be given after lectures. Late assignments without a reasonable explanation will not be accepted.

AW002. Chinese-English Translation I [-Nñ‚ûo‹ÿN ÿ]
2 credits
Mr. Daniel Wang
For Seniors Only
Class size: 10-25; Non-English Dept.: 0
Prerequisite: English Composition III
This course offers practical techniques and experience in Chinese-English translation in a variety of styles and subjects. The emphases will be on (1) the structural differences between Chinese and English, (2) word choice, (3) grammatical correctness, (4) stylistic propriety.
There is no textbook for this course. Teaching materials and Chinese texts will be prepared by the instructor.
There will be five written assignments and one oral presentation during the semester. The Chinese texts to be translated for the written assignments will be provided by the instructor; the materials for the oral presentation may be chosen by students themselves but will have to be approved first by the instructor.
Since discussion in class is important, regular attendance will be expected.
There will be no mid-term or final exams. Grades will be based on (1) the evaluations of the written assignments, (2) the evaluation of the oral presentation, (3) class attendance and participation.

AW003. Business English Writing I [FUÙRñ‚‡eÿN ÿ]
2 credits
Ms. Janet Subih Lin
For Seniors Only
Class size: 10-25; Non-English Dept.: 0
Prerequisite: English Composition III
This course aims at developing students’ ability to compose professional and effective letters related to various business settings. The first semester will cover e-mails, memos, reports and routine letters in business transactions. The second semester will focus on creative and persuasive documents, employment communications, useful business forms as well as website construction.
The course will also help students establish a better business sense by supplementary readings from renowned business newspapers and journals. In the course of both semesters, guest speakers will be arranged to give talks related topics discussed in class.
Coursework includes participation in in-class discussions, oral presentations and a heavy-load of written assignments with a special emphasis on the professionalism expected in a business context.
textbook: to be decided
Grading policy:
Examination 20%
Written Assignment 45%
Journals 15%
Oral Report 10%
In-Class Participation and Attendance 10%
Students are required to finish all the assigned readings and writings before class.
Punctuality and attendance are required. Absences will not be excused unless students have the permission from the instructor beforehand. More than three absences will automatically lead to a failing score.
Late assignments will directly lead to a zero.

Elective Courses

EL001. Advanced Oral Training [ؚ}ãSžŠŠô}]
2 credit
Fr. Daniel Bauer
Class size: 10-32; Non-English Dept.: 5
For Seniors only
Prerequisite: English Conversation III
Advanced Oral Training offers seniors an opportunity to expand vocabulary and practice active conversation on a variety of topics related to the worlds of entertainment, social issues, medicine, careers, and the teaching of English. Students will often use a workbook assembled by the instructor for class materials, but will also offer presentations as "Teachers of English for the Day." Students will also take turns in "Personal Sharing" for 10 minutes in each class. Some assignments will be group based, as for example "Movie Discussion Day." The course has no examinations, but pushes for very active student participation in the class sessions.

EL002. Introduction to Interpreting: English to Mandarin [ãSo‹‚i֊ÿñ‚o‹-N]
2 credit
Mr. Yeh Shu-pai
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.

EL003. Senior Play ['YÛV‡R4Xæ[ÙRæ[Ò]
1 credit
Fr. Edmund Ryden
For Seniors only
Senior students who will participate in senior play shall take this course.

EL004. Professional Ethics [\mi+Pt]
2 credit
Fr. Daniel Bauer
For Juniors and above
Class size: 10-55; Non-English Dept.: 0
Prerequisite: Philosophy of Life
Professional ethics is a course that helps students become more aware of ethical sensitivity both in professional and personal life. Among the areas we will study for professional ethics are medicine and ethics, media and ethics, counseling and ethics, academic ethics, and business/advertising ethics. The course also examines questions of Friendship Ethics and Family Ethics. The instructor hopes this course will enable students to feel comfortable with their own ethical principles so that in confronting questions of "right" and "wrong," they will be able to choose attitudes and behavior that matches their conscience and helps them feel good about themselves. The ethics course offers no exams. Students write 2 ethics journals, participate in 1 oral journal, and compile a 5 case Ethics Folder, due in the final weeks of the course.

EL005. Advanced Chinese for Overseas Chinese Students [2Ž–ÑPu W‡e]
2 credit
Ms. Yun-Pi Yuan
For Sophomore Overseas Chinese Students and above
Class size: 10-40; Non-English Dept.: 0
Prerequisite: Freshman Chinese or Freshman Chinese for Overseas Chinese Students
This course is offered every other year to overseas Chinese students who need to take 2-credit advanced Chinese courses to fulfill the requirement of the department. The main goal of the course is to help these students to improve their reading (and basic writing) abilities in Chinese. Students will have a chance to read various types of prose (essays, short stories, etc.) and some poems in modern Chinese at their level. All classes will be conducted in Chinese (if all the students understand spoken Mandarin) so that students have more chance to improve their listening and speaking abilities in Chinese as well.
The course content will be geared to the majority students’ needs and abilities. Students should complete all the weekly reading/writing assignments, participate actively in class/group discussions, give oral reports on some reading assignment, and write journals for their readings. Besides, students will keep a weekly learning log, recording the vocabulary/expressions learned. There will also be a midterm and a final exam.
We will learn some Chinese idioms (bžŠ) , and read works by5_a²s and other authors such asˆlž_‡e0}vHQÇR01gên0c„Kj and —gwmó—. Suggestions about the reading materials from the students are always welcome. (Please let me know as early as possible).

EL006. Classic Chinese Fictions and Cultural Psychology I
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Mr. Hsieh‹&“BhÓk€+^
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