How do video games tell stories, and what kind of stories do they tell? How do the formal elements of the game experience shape the stories that they tell and the meanings that they convey? What historical contexts make those stories meaningful, and what is the significance of historical shifts in game form? In this class, we answer these questions through a study of the Japanese Role-Playing Game—the JRPG. We approach the JRPG as a genre, under the premises that cultural genres represent the formal crystallization of a set of cultural meanings, that individual works express particular meanings through manipulation of the details of form, that the evolution of form reflects historical shifts in cultural meanings, and that interpretation of an individual work thus demands knowledge of genre conventions, careful attention to the nuances of form, and rich historical contextualization. To study this genre, we begin by building skills of formal description and analysis, with attention to how scholars in different disciplines have attempted to theorize various formal elements. We then situate this genre in its historical context—the social and cultural crises facing Japan at the end of the 20th century—and examine the evolution and permutation of the form as it has been adapted to different narrative concerns between the late 90s and the present day. Though our focus is on the JRPG, the skills and modes of thinking that we develop—formal description and analysis, historical contextualization and interpretation, theoretical framing, critical evaluation—form the basis of humanistic study at the college level.
Teaching Method Discussion
Evaluation Method Attendance (10%), participation (10%), game journal (5%), online forum (10%), short essays (20%), group presentations (10%), final project proposal (5%), final project (30%)
Class Materials (required) All reading materials provided in PDF form; games will be made available in the Kresge Media and Design Studio
Overview of Course This course explores some of the most influential texts of the major East Asian religious and philosophical traditions including Confucianism, Daoism, Chan/Zen Buddhism, and Tibetan Buddhism still prominent in China, Japan, Tibet, and several other Asian societies today. The goal is to understand their significance in East Asian cultures, as well as consider what we can learn from these texts today. This course will probe the following questions: What are the major themes, dilemmas, and issues these texts address? How can humans achieve contentment in the world? What are the moral values these texts instill? Beyond this historical focus, this course will also reflect on ways that these literary and religious texts have been appropriated and adapted in the modern context. Each period dedicated to a specific text will be preceded by an introduction to the tradition it represents offering an historical background together with biographical and/or content outlines.
Learning Objectives a) Gain exposure to a set of influential literary texts that combine the realms of religion and philosophy. b) Reflect upon a diversity of cultural worldviews represented in the texts. c) Critically analyze different literary genres, including doctrine, philosophy, ethics, and biography. d) Cultivate a deeper understanding of Buddhism, Daoism, and Confucianism e) Engage in consistent and cumulative writing practice in response to complex and challenging wo
Teaching Method Lecture and discussion
Evaluation Method Class participation, weekly response papers, in-class presentation, term paper
Class Materials (required) - Confucius / Annping Chin (transl). The Analects. Penguin Classics (2014) - ISBN 978-0143106852
- Lao Tzu / D.C. Lau (transl). Tao Te Ching. Penguin Classics; Reprint edition (1964) - ISBN 978-0140441314
- Tsangnyon Heruka / A. Quintman (transl). The Life of Milarepa. Penguin Classics; 1 edition (2010) - ISBN 978-0143106227
- Red Pine. The Platform Sutra: The Zen Teaching of Hui-neng (Paperback – November 28, 2008). Counterpoint, 2008. ISBN 978-1593761776
ASIAN LC 240 The End of the World: South Korean Fiction, Films, and Webtoons of Disaster
Course Overview What does one talk about when one talks about disasters? Whose world ends in “end of the world” narratives? This course invites students to read and watch South Korean and diasporic narratives centered around disasters, both real and fictional, to engage questions of politics, representation, and inequalities that shape disaster narratives.
Ranging from disasters of the past to more contemporary ones such as pandemics and Sewol ferry, the disasters examined in this course have sparked complex conversations surrounding a more just society and the doomed end of the “normal.”
Engaging scholarship on disasters, speculative fictions, critical race theory, and gender studies, the course introduces students to the varied academic and cultural responses to disasters and the underlying stakes that drive these responses.
Students will be assigned a variety of texts to analyze, such as film, paintings, novels, webtoons, and news, as well as choosing a disaster narrative of their own interest to examine. No prior knowledge of Korean culture or language are required to take this course.
Students are expected to actively participate in class and work in groups on collaborative projects as well as producing two short papers. Waitlist will be enabled for the course, and all inquiries to the instructor once the course is full should state relevant coursework and why you wish to take the course for permission number considerations.
Learning Objectives 1. Critical Thinking Develop the skills to build layered and well-reasoned arguments on Korean literature and culture. Engage the arguments of authors without reducing or unquestioningly accepting them as one’s own.
2. Communication Practice expressing advanced, multi-stage arguments in both writing and verbal presentation. Provide analyses of adequate and well-chosen evidence. Develop clarity and creativity of expression on Korean literature and culture.
3. Analysis Identify the differences between literary and cultural representation, what is represented, and positionality. Adopt analytical approaches to scenes and texts paying attention to different elements of the material. Offer analysis, not opinion.
Teaching Method Discussion, Group Work
Evaluation Method Two short papers, 1 Group Presentation, 1 Group Creative Final Project
Class Materials (required) 1. The Disaster Tourist: A Novel by Yun Ko-eun. ISBN: 1640094164 2. City of Ash and Red: A Novel by Hye-young Pyun. ISBN: 1628727810 3. “My Daughter is a Zombie” - Lee Yun-chang. Naver Webtoon
Overview of Course Everyone eats, but not everyone eats the same way. What we eat, and when, and how, and with whom—all of these choices have the potential to define us. In this course, we will explore the meanings and practices surrounding food in South Asia and its diaspora. Whether in conflicts over forbidden foods, in crises of famine, in exoticist evocations of India as “the land of spices,” or in nostalgic yearnings for the lost flavors of home, food has profound power over the imagination and the body. Drawing on scholarly work in history, anthropology, and literary and cultural studies, we will examine literature, films, cookbooks, blog and Twitter posts, and other materials to understand the roles that food plays in politics, ritual, art, and everyday life.
Learning Objectives At the end of this course, students will be able to: - analyze historical, social, and cultural aspects of food in South Asia and its diaspora; - make cogent and persuasive arguments, orally and in writing, incorporating careful analysis of primary and secondary materials; - critically evaluate scholarly work relating to South Asian history and culture; - work with classmates to produce knowledge collaboratively.
Teaching Method Lecture
Evaluation Method papers, presentations, and short assignments
Class Materials (required) All materials available on Canvas
Overview of Course What are Tibetan literature’s distinctive features? In what ways has Buddhism determined Tibetan literary genres? How have modern forms of Tibetan literature developed? Students in this course will read Tibetan literature in English translation along with secondary sources to learn and reflect upon the long history of Tibetan literature up to the present. Given the impact that religious concerns have had among Tibetans for centuries, in the first part of the course students will analyze the ways in which Buddhism and Tibetan literary forms are intertwined from the Tibetan imperial period forward. The second part of the course will survey modern and contemporary Tibetan literature and its myriad influences, such as Chinese literary and political theory. Students will gain familiarity with diverse genres of Tibetan literature in translation including fiction, poetry, biographies, and historical treatises.
Learning Objectives
• Develop an undergraduate-level understanding of the variety and genres of Tibetan literature • Reflect upon the role of Buddhism in Tibetan literature • Understand the Chinese influence on modern Tibetan literature • Gain familiarity with Tibetan literary developments in the Tibetan Diaspora • Consider the continuities and innovations that separate traditional genres of Tibetan literature from its modern developments.
Teaching Method Lecture and class discussion
Evaluation Method Class participation, in-class presentations, weekly response papers and term paper
Class Materials (required) Heruka, Tsangnyon, Life of Milarepa. PENGUIN. ISBN 13: 9780143106227 All the rest of the literary material will be available in PDF format on CANVAS
Overview of Course This course places video games in the context of Japanese cultural history from the 1990s to the present. It aims to furnish the historical and conceptual contexts necessary to interpret how games reflect upon the crises faced by Japan at the turn of the new millennium. The course centers on a series of dominant narrative paradigms and subcultural tropes—apocalyptic fantasy, world-type, survival, etc.—and asks how these are rendered in game form. While our focus is ultimately on games as a form of narrative, we aim also to understand how the active and interactive nature of the game medium shapes the meanings that these texts convey.
Teaching Method Seminar
Evaluation Method Attendance, participation, discussion forum, weekly group presentations, final group project, final paper
Course Materials Required All materials available on CANVAS
ASIAN LC 340* Feminist, Queer, Crip: South Korea and Its Discontents
Overview of Course This course examines contemporary discussions on the topics of gender, sexuality, and disability in South Korea. The past decade has seen an explosion of popular interest in feminism in South Korea. Along with this were competing debates on social and economic inequalities and legislations, as well as debates on gender identity, everyday experiences of discrimination, and overlooked sites of intersectional violence.
As the scholar Alison Kafer has poignantly shown, thinking through the entanglements of feminist, queer, and disability concerns is important to rethinking exclusionary claims and their attendant problems. Students will explore how queer and crip frameworks trouble and deepen feminist debates, and situate these frameworks in relation to Korea’s history of militarism, war, and migration. Course materials include scholarship on feminist, queer, and crip theories beyond the Korean context, novel and short stories, TV show, news articles, and films.
No prior knowledge of the Korean language or culture is necessary. Student participation, discussion, and peer collaboration are important aspects of this course, and all students will be encouraged to speak in class.
Learning Objectives 1. Theorizing Recognize the different feminist theoretical approaches. Interpret the ways Korean cultural and literary texts explore the issues of gender, sexuality, and disability.
2. Communication Develop the skills to build layered, advanced, and well-reasoned arguments on Korean literature and culture. Engage the arguments of authors without reducing them.
3. Complicating “Korea” Identify how Korean literature and culture have explored and shaped social issues surrounding gender, sexuality, and disability in South Korea.
Teaching Method Discussion, Group Work
Evaluation Method One Final Long Paper One Individual Presentation One Group Creative Short Op-Ed Writing
Class Materials (required) 1. The Hole: A Novel by Pyun Hye-young. ISBN: 1628727802 2. Concerning My Daughter by Hye-jin Kim. ISBN: 1632063492
Overview of Course This seminar unpacks the entangled histories of colonial, imperial, court art, architecture and the marketplace from 18th-early 20th century South Asia. It examines the role of images and spaces as sites of social and cross-cultural encounters, and for negotiating racial difference. The course addresses key shifts within visual culture, urbanism, patronage and collecting practices engaging with a wide of media from drawings, paintings, prints, ivory souvenirs and photographs. Focusing on South Asia’s transition from a court dominated culture to its colonization as a British Indian dominion, the course will address the broader framework of the modernity-tradition bind, the rise of nationalism, and the struggle for independence.
Teaching Method Lecture, Discussion section, Readings, Class Participation
Evaluation Method Final paper, Attendance, Class Participation, Readings, Writing assignments, Mid-Term paper.
Class Materials (required) All materials will be provided on CANVAS.
Overview of Course for ALC majors only Re-orienting Asias.
What is Asia? Where is it? What makes a language, a culture, a people “Asian”, and why? When and how did “Asia” emerge as a concept and as a field of knowledge, and what does it mean for us as students and scholars situated in 21st century Northern American academia to enter the circuit of production, consumption, and re-production of knowledge of and about Asia? How do we decolonize epistemologies about Asia in our research and pedagogies? We will engage these questions by first of all understanding the genealogies and the definitions and research practices in the field of Asian studies, our own as well as others’. We will then move on to discuss together how to describe research topics, articulate research questions, and identify primary materials through which to explore them; how to find, read, evaluate, and make original use of existing scholarship; how to use library research to frame and inform the analysis of primary cultural materials; and how to communicate the aims and results of research to a community of peers. Regardless of whether our respective area/s of interest lies in the early modern, modern, and contemporary periods and in the local, national, regional contexts of Asia, the goal of our time together will be to imagine and map ways in which we can carry out and write meaningful research. Your individual student research projects will constitute the core of the seminar, and you will develop them progressively in a workshop setting. You will thus be expected to begin the course with a clear research topic, and a rough idea of what primary sources you may use to develop it. Over the course of the quarter, each of you will develop their research topic into an original 12-15 page research paper. For students who wish to complete a Senior Thesis in ALC, this paper will provide the core of the thesis, to be more thoroughly elaborated over the rest of the year.
Students whose topics are not concerned with pre-modern, modern and contemporary China, East Asian studies, gender and sexuality studies, visual culture, queer theory, and fashion theory (my main areas of specialization) are encouraged to seek out additional faculty support for their research, especially if they plan to complete a Senior Thesis in the quarters ahead.
Learning Objective - Choose and develop research questions that speak to critical Asian humanities and that are connected to specific materials and research topics both in English and at least one Asian language -Find, read, evaluate, and integrate existing scholarship related to one’s chosen topic into one’s research and analysis of primary and secondary sources - Present original research orally and in writing to an audience of informed peers as well as of teachers and faculty -Engage enthusiastically in the process of peer review -Development of methodological skills in studying, reading, and analyzing the primary and secondary sources related to the themes of the seminar. -Growth as independent researchers in the field of critical Asian humanities. -Growth as independent academic thinkers and writers in the above areas and disciplines.
Teaching Method Discussion based seminar
Evaluation Method Weekly assignments and peer reviews (35%), Final Presentation (10% total), Final Paper (30%), and participation and attendance (25%). The short writing assignments will count towards participation grade. Specific guidelines for each assignment will be available on Canvas, under Assignments.
Class Materials (required) All materials available on CANVAS
Overview of Course Orientalism and Its Discontents Edward Said's "Orientalism" (1978) has been one of the most influential -- and controversial -- works of scholarship of the last half century. As a pioneering work of postcolonial theory, it has reshaped entire disciplines, from history and area studies to comparative literature, anthropology, and even the study of English literature(s). But Said has also had his critics, some very astute and others not so much. In this course, we will begin by closely reading Said's own works to try to understand them in all their nuance and complexity, and then examine some of the arguments of his critics of various disciplinary backgrounds.
Evaluation papers
Course Material (required) Edward Said, Orientalism (1978) Edward Said, Culture and Imperialism (1993) Miscellaneous works on Canvas
Overview of class This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org)
Registration Requirements Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives
By the end of the course, students will be able to:
Have a good command of the pronunciation system of Mandarin Chinese.
Have a good command of Chinese characters in both handwriting and typing.
Use Mandarin Chinese to carry out conversations on daily-life topics (e.g., food preference, hobbies and activities, shopping, visiting a doctor, Chinese culture and relationships.
Write short passages on the topics above.
Gain and demonstrate cultural knowledge discussed in the units.
Teaching Method There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese.
Evaluation Method Attendance and participation
Written assignments
Dictations
Oral quizzes
Written quizzes
Final exam Class Materials (Required)
Fall quarter and Winter quarter Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook) Price: $64.99 (textbook) $ 34.99(workbook)
Spring quarter Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) Price: $64.99 (textbook) $ 34.99(workbook)
Overview of class This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org)
Registration Requirements Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives
By the end of the course, students will be able to:
Have a good command of the pronunciation system of Mandarin Chinese.
Have a good command of Chinese characters in both handwriting and typing.
Use Mandarin Chinese to carry out conversations on daily-life topics (e.g., food preference, hobbies and activities, shopping, visiting a doctor, Chinese culture and relationships.
Write short passages on the topics above.
Gain and demonstrate cultural knowledge discussed in the units.
Teaching Method There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese.
Evaluation Method Attendance and participation
Written assignments
Dictations
Oral quizzes
Written quizzes
Final exam Class Materials (Required)
Fall quarter and Winter quarter Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook) Price: $64.99 (textbook) $ 34.99(workbook)
Spring quarter Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) Price: $64.99 (textbook) $ 34.99(workbook)
Overview of class This three-quarter sequence of beginning college level Chinese is designed for true beginners with no previous background in the language. This course is an introduction to Chinese, its basic grammar, pinyin system, vocabulary, usage, and the Chinese writing system. It also focuses on developing basic communicative skills and knowledge of the Chinese culture. There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. Our goal is to lay the solid ground work for your study of Chinese whether you plan to have a concentration in Chinese or to satisfy a language requirement. Upon satisfactory completion of the course, students are expected to reach Novice-High level of the ACTFL proficiency guidelines. (http://actflproficiencyguidelines2012.org)
Registration Requirements Except for Chinese 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives
By the end of the course, students will be able to:
Have a good command of the pronunciation system of Mandarin Chinese.
Have a good command of Chinese characters in both handwriting and typing.
Use Mandarin Chinese to carry out conversations on daily-life topics (e.g., food preference, hobbies and activities, shopping, visiting a doctor, Chinese culture and relationships.
Write short passages on the topics above.
Gain and demonstrate cultural knowledge discussed in the units.
Teaching Method There will be extensive student-oriented practice in pronunciation, conversations, listening comprehension, and sentence structures in class. English will be used mainly for instruction on sentence structures and patterns. Interaction between instructor and among students will be in Chinese.
Evaluation Method Attendance and participation
Written assignments
Dictations
Oral quizzes
Written quizzes
Final exam Class Materials (Required)
Fall quarter and Winter quarter Textbook and Workbook: Modern Chinese 1A Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-573-3 (textbook); 978-1-60603-572-6 (workbook) Price: $64.99 (textbook) $ 34.99(workbook)
Spring quarter Textbook and Workbook: Modern Chinese 1B Simplified Characters (second edition) Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook) 978-1-60603-579-5 (workbook) Price: $64.99 (textbook) $ 34.99(workbook)
Overview of class Accelerated Chinese 115 (115-1, 2, 3) is designed for advanced beginners who demonstrate higher levels of listening and speaking proficiency. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master around 350 characters and to reach the intermediate-low to intermediate-mid level of literacy proficiency.
Registration Requirements Except for Chinese 115-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives
Carry out daily conversations with Chinese native speakers using appropriate wordings and manners for various contexts
Read and comprehend short notes and simple stories written in Chinese
Write short, simple communications, compositions, and requests for information in Chinese about personal topics
Master the Chinese phonetic symbols (pinyin) for typing in Chinese
Teaching Method This course meets four days a week and is conducted in Chinese. Class time mainly focuses on discussion based on the reading and/or writing assignments students complete before class.
Evaluation Method Classroom attendance and participation, reading and writing assignments, presentations, dictations, written quizzes and one final exam
Class Materials (Required) Fall quarter, Winter quarter & Spring quarter:
传承中文 Modern Chinese for Heritage Beginners: Stories about Us Publisher: Routledge ISBN: 9781032399775 Price: $42.95
Overview of class Accelerated Chinese 115 (115-1, 2, 3) is designed for advanced beginners who demonstrate higher levels of listening and speaking proficiency. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master around 350 characters and to reach the intermediate-low to intermediate-mid level of literacy proficiency.
Registration Requirements Except for Chinese 115-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives
Carry out daily conversations with Chinese native speakers using appropriate wordings and manners for various contexts
Read and comprehend short notes and simple stories written in Chinese
Write short, simple communications, compositions, and requests for information in Chinese about personal topics
Master the Chinese phonetic symbols (pinyin) for typing in Chinese
Teaching Method This course meets four days a week and is conducted in Chinese. Class time mainly focuses on discussion based on the reading and/or writing assignments students complete before class.
Evaluation Method Classroom attendance and participation, reading and writing assignments, presentations, dictations, written quizzes and one final exam
Class Materials (Required) Fall quarter, Winter quarter & Spring quarter:
传承中文 Modern Chinese for Heritage Beginners: Stories about Us Publisher: Routledge ISBN: 9781032399775 Price: $42.95
Overview of class This year-long course is designed for students who have completed Chinese 111 at Northwestern or the equivalent elsewhere. It aims to further develop students’ Chinese proficiency through: (1) consolidating the foundation built in students’ beginning modern Chinese courses; (2) introducing them to more complex grammatical structures, varieties of language styles, and cultural information. Upon satisfactory completion of the course, students are expected to be able to handle various types of more complex daily conversational situations and short passages on familiar topics. Successful completion of CHINESE 121-3 will satisfy the WCAS foreign language requirement. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to ACTFL proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives By the end of the course, students will be able to
Speak in full sentence-length on topics of daily life with relative ease.
Give descriptions and presentations in a short paragraph on topics covered in the course.
Comprehend written texts on the topics covered in the course.
Demonstrate knowledge of Chinese culture covered in the course.
Teaching Method This course is conducted mostly in Chinese. Class time mainly focuses on speaking and listening skill development. There will also be reading and writing activities and assignments. Students are expected to be fully prepared for each lesson.
Evaluation Method Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter 1. Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Winter quarter
Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com
2. Textbook and workbook: Modern Chinese 2A Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) Price: $69.95 (textbook); $34.95(workbook)
Spring quarter
Textbook and workbook: Modern Chinese 2A Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Overview of class This year-long course is designed for students who have completed Chinese 111 at Northwestern or the equivalent elsewhere. It aims to further develop students’ Chinese proficiency through: (1) consolidating the foundation built in students’ beginning modern Chinese courses; (2) introducing them to more complex grammatical structures, varieties of language styles, and cultural information. Upon satisfactory completion of the course, students are expected to be able to handle various types of more complex daily conversational situations and short passages on familiar topics. Successful completion of CHINESE 121-3 will satisfy the WCAS foreign language requirement. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to ACTFL proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives By the end of the course, students will be able to
Speak in full sentence-length on topics of daily life with relative ease.
Give descriptions and presentations in a short paragraph on topics covered in the course.
Comprehend written texts on the topics covered in the course.
Demonstrate knowledge of Chinese culture covered in the course.
Teaching Method This course is conducted mostly in Chinese. Class time mainly focuses on speaking and listening skill development. There will also be reading and writing activities and assignments. Students are expected to be fully prepared for each lesson.
Evaluation Method Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter 1. Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Winter quarter
Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com
2. Textbook and workbook: Modern Chinese 2A Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) Price: $69.95 (textbook); $34.95(workbook)
Spring quarter
Textbook and workbook: Modern Chinese 2A Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Overview of class This year-long course is designed for students who have completed Chinese 111 at Northwestern or the equivalent elsewhere. It aims to further develop students’ Chinese proficiency through: (1) consolidating the foundation built in students’ beginning modern Chinese courses; (2) introducing them to more complex grammatical structures, varieties of language styles, and cultural information. Upon satisfactory completion of the course, students are expected to be able to handle various types of more complex daily conversational situations and short passages on familiar topics. Successful completion of CHINESE 121-3 will satisfy the WCAS foreign language requirement. In addition, they will reach Intermediate mid to Intermediate high in reading, writing, listening and speaking according to ACTFL proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives By the end of the course, students will be able to
Speak in full sentence-length on topics of daily life with relative ease.
Give descriptions and presentations in a short paragraph on topics covered in the course.
Comprehend written texts on the topics covered in the course.
Demonstrate knowledge of Chinese culture covered in the course.
Teaching Method This course is conducted mostly in Chinese. Class time mainly focuses on speaking and listening skill development. There will also be reading and writing activities and assignments. Students are expected to be fully prepared for each lesson.
Evaluation Method Class attendance and participation, assignments, quizzes, oral tests, presentations, midterm and final exam.
Class Materials (Required) Fall quarter 1. Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Winter quarter
Textbook and workbook: Modern Chinese 1B (Second Edition) Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-578-8 (textbook): 978-1-60603-579-5 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Note to students who join Chinese 121-2 in fall through the placement test: You may purchase the textbook and workbook ebooks instead of the physical ones on the publisher's website: betterchinese.com
2. Textbook and workbook: Modern Chinese 2A Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) Price: $69.95 (textbook); $34.95(workbook)
Spring quarter
Textbook and workbook: Modern Chinese 2A Simplified Characters Publisher: Better Chinese ISBN: 978-1-60603-487-3(textbook); 978-1-60603-488-0 (workbook) Price: Price: $64.99 (textbook) $ 34.99(workbook)
Overview of class Accelerated Chinese 125 (125-1, 2, 3) is an intermediate course primarily designed for students at ACTFL intermediate-mid level of proficiency in listening and speaking, and intermediate-low in literacy skills. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master 1500-2000 characters and to reach an intermediate-high level of literacy proficiency.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures.
Teaching Method Four regular class hours are for learning of the key vocabulary, analysis of sentence structure, familiarity with Chinese culture, awareness of different registers, and discussion of topics related to the texts and supplementary readings. Students are expected to write and report on topics that have been covered in the texts and supplementary readings.
Evaluation Method Class performance, written assignments, oral reports, written quizzes, and a final exam.
Overview of class Accelerated Chinese 125 (125-1, 2, 3) is an intermediate course primarily designed for students at ACTFL intermediate-mid level of proficiency in listening and speaking, and intermediate-low in literacy skills. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master 1500-2000 characters and to reach an intermediate-high level of literacy proficiency.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures.
Teaching Method Four regular class hours are for learning of the key vocabulary, analysis of sentence structure, familiarity with Chinese culture, awareness of different registers, and discussion of topics related to the texts and supplementary readings. Students are expected to write and report on topics that have been covered in the texts and supplementary readings.
Evaluation Method Class performance, written assignments, oral reports, written quizzes, and a final exam.
Overview of class Accelerated Chinese 125 (125-1, 2, 3) is an intermediate course primarily designed for students at ACTFL intermediate-mid level of proficiency in listening and speaking, and intermediate-low in literacy skills. This course aims to help students further hone all four skills with an emphasis on reading and writing. The literacy goal is to master 1500-2000 characters and to reach an intermediate-high level of literacy proficiency.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The goals of this course are to help students: (a) achieve a basic level of reading competency; (b) express themselves clearly in written Chinese on a variety of topics using learned grammar patterns and vocabulary; (c) reinforce their speaking proficiency on a broad range of topics; (d) cultivate their intercultural competence and ability to juxtapose and communicate across different cultures.
Teaching Method Four regular class hours are for learning of the key vocabulary, analysis of sentence structure, familiarity with Chinese culture, awareness of different registers, and discussion of topics related to the texts and supplementary readings. Students are expected to write and report on topics that have been covered in the texts and supplementary readings.
Evaluation Method Class performance, written assignments, oral reports, written quizzes, and a final exam.
Overview of class CHINESE 211 is a year-long intermediate-level course, designed to further develop students' communicative competence in listening, speaking, reading and writing in modern Chinese as well as to deepen understanding of Chinese culture and social issues. The course systematically expands students' vocabulary and help them produce paragraphs, particularly in the area of description, comparison and introduction. The goal of the course is to effectively build descriptive and comparative skills through rigorous activities and discussion on various topics. Chinese is the language used in this course. Upon satisfactory completion of the whole sequence course, students are expected to reach Intermediate-High level of the ACTFL proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives By the end of the course, students will be able to
Describe exterior features of objects, and discuss spatial layouts in a clear and structured manner.
Use specific and vivid expressions to describe impressions pertaining to a person’s appearance, manner and style.
Describe in detail weather conditions and natural disasters, personal feelings specifically and vividly.
Introduce and compare climate features and prepare reports of weather in paragraph(s).
Discuss some social and cultural topics in the given contexts.
Teaching Method Bottom-up approach to expand progressively from words to sentences, and sentences to paragraphs with student-centered communicative and task-based activities. Class conducted in Chinese.
Evaluation Method Class attendance and participation, homework/projects, quizzes, oral presentations, and written exams.
Class Materials (Required) Developing Chinese Fluency Textbook ($64) and Workbook ($43); Author: Phyllis Zhang; Publisher: Cengage Learning. ISBN: 978-1-111-34223-4
Overview of class This is a year-long three-quarter course in advanced modern Chinese (Mandarin). Students will transition from basic, functional communicative skills to more in-depth academic exchanges with themes about the real Chinese world. Besides rigorous training in oral proficiency, it focuses on upgrading reading and writing skills. Topics include Chinese cultural concepts, social change, economic development, and human relationships. Students will discuss the above-mentioned topics from a cross-cultural perspective. Proficiency goals (per ACTFL guidelines): Advanced-Low in oral skills and Intermediate-High to Advanced-Low in literacy skills.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives (1) Increase students’ awareness and knowledge of social issues in Modern China.
(2) Expand vocabulary, improve fluency, and enhance the accuracy in output.
(3) Students will learn to, in written and spoken Chinese, organize ideas better, produce coherent paragraph-level loutputs, make solid arguments, and express themselves formally
Teaching Method We use Chinese to discuss our readings. Students are also expected to write short essays based on the topics discussed in class.
Evaluation Method Attendance and Participation, essays, oral presentations, quizzes or exams
Class Materials (Required) Textbook “ Reading Into a New China” by Duanduan Li & Irene Liu, Publisher: Cheng & Tsui Company, Inc. ISBN: 978-0-88727-627-9 Price: $49.99
Overview of class Chinese 311 is a quarter-long series of Chinese courses composed by the following independent courses: Chinese 311-1: Formal Speaking, Chinese 311-2: Formal Writing, and Chinese 311-3: Formal Reading. The courses are designed to develop students’ abilities to speak and write formal Chinese respectively, as well as to read short literary works in Chinese. The content of the courses cover argumentations and articles on various topics, including Chinese culture, society and contemporary history. Student will also read authentic Chinese literary works in different written forms and language styles by various authors, with a focus on their cultural and social background. The goal of the courses is to train students to use written vocabulary and formal expressions as well as know how to arrange a structured speaking/writing with complete format and logical connections. Students will reach advanced low in reading, writing, listening and speaking based on ACTFL proficiency guidelines.
Registration Requirements CHINESE 211-3 with grade C- or above. Students may be placed into this course by the departmental placement test.
Learning Objectives Upon satisfactory completion of 311-1, students will be able to use formal expressions to deliver a structured speech with logical arguments. Upon satisfactory completion of 311-2, students will be able to write essays in a formal style in depth about complex topics. Upon satisfactory completion of 311-3, students will be able to comprehend in depth authentic literary works in Chinese language and communicate efficiently their understanding in speaking and written forms.
Teaching Method Class meets twice per week, 80 minutes per class. The course is designed with intensive student-oriented activities through reading various class materials, including essays, media reports and authentic Chinese literature works. Students are expected to read materials ahead of class, participate in in-class discussions led by the instructor, and make formal statements, arguments, speeches and debates about social and cultural phenomena in paragraphs. With instructor’s necessary corrections and suggestions on students’ papers, they are expected to present their works as formal oral presentations. Chinese is used for instruction.
CHINESE 315-1 Chinese IV: Accelerated: Formal Writing and Public Speaking
Overview of Class Chinese 315 is a quarter-long series of advanced modern Chinese courses composed by the following independent courses: Chinese 315-1: Formal Writing and Public Speaking; Chinese 315-2: Advanced Reading and Writing, Chinese 315-3: Media and Society.
This advanced Chinese course focuses on academic writing and speaking skills by utilizing authentic materials, carefully selected from various sources and organized into diverse lesson contexts. Students will engage in diverse writing and public speaking forms, mastering grammar, vocabulary, and language conventions. By the end of the course, students will be able to craft persuasive Chinese texts and deliver engaging oral presentations.
Registration Requirements Chinese 215-3 with grade C- or above or by placement. Three courses of Chinese 311-1, 2, 3, 312-1, 312-2 with C- or above, or by placement test.
Learning Objectives By the end of the course, students will be able to
Conduct research on primary sources
Understand the main messages and most supporting details on a wide variety of general topics
Maintain conversations and discussions on various cultural and social topics
Deliver detailed cohesive presentations and elaborate on various cultural and social topics using organized paragraphs
Teaching Method Discussions on preassigned readings. Students are required to complete the preparation before class.
This course is a year long, three quarter sequence, and is meant for students with no Hindi-Urdu background. At the beginning of the three quarter sequence, the students are not expected to be able to speak, understand, read or write any Hindi-Urdu. In the first quarter (Hindi-Urdu 111-1) the students are introduced to the Hindi (Devanagari) script and to aspects of Hindi-Urdu grammar. By the end of this quarter the students are be able to talk about their family, their routines, their likes and dislikes, and also describe actions in progress. In the second quarter (Hindi-Urdu 111-2), the students continue to learn new grammatical constructions. By the end of the second quarter the students are able to talk about events in the past and the future. In the third quarter (Hindi-Urdu 111-3) students learn to express possibilities, wants, abilities and capabilities. They also learn finer aspects of grammar. By the end of this quarter students achieve intermediate-low language skills in Hindi-Urdu.
Registration Requirements None for Hindi-Urdu 111-1, Hindi-Urdu 111-1 with a C- or better for Hindi-Urdu 111-2, Hindi-Urdu 111-2 with a C- or better for Hindi-Urdu 111-3, and by placement test or with instructor consent.
Teaching Method Textbook, word-games, YouTube videos, internet and in-class materials
Evaluation Method Assessment is based on weekly vocabulary quizzes, biweekly grammar quizzes, attendance, classroom participation and presentations, home assignments, mid-term, final and an oral interviews.
Class Materials (Required) Richard Delacy and Sudha Joshi Elementary HindiISBN-13: 978-0804845038 Richard Delacy and Sudha Joshi Elementary Hindi WorkbookISBN: 978-080484503897
Overview of class This course is designed for students who speak Hindi and/or Urdu, but who cannot read and write in both scripts. Students will learn how to read and write in Devanagari (Hindi) and Nastaliq (Urdu) scripts. We will also review Hindi-Urdu grammar, focusing on areas that present difficulty for heritage speakers. At the end of the quarter, students will be evaluated for placement into higher-level Hindi-Urdu courses such as HIND_URD 121, 125, 210, 310, 320, etc.
Registration Requirement With instructor/departmental consent.
Teaching Method Seminar
Evaluation Method Assessment is based primarily on in-class quizzes, attendance, classroom participation, and home assignments. No final exam.
Class Materials (Required) Richard Delacy, Read and Write Urdu Script: 978-1444103939 All other essential materials will be available through Canvas.
This is a year long, three quarter language sequence. Students start the year by working on reinforcing all the language skills attained the year before, and adding the Nastaliq (Urdu) script to their skill set. They continue developing speaking skills and listening comprehension, as well as expanding the Hindi-Urdu grammar and vocabulary. We do so by reading poems, short stories, blogs, watching and discussing movie clips, short films and videos, and making in-class presentations. Some of the topics that we touch upon during the year are short Hindi-Urdu stories, short films, poetry, etc. By the end of the three quarter sequence students attain intermediate-mid or higher language proficiency in Hindi-Urdu.
Note: Please purchase all the required textbooks in the fall quarter, as this is the only quarter that they are ordered during the year.
Registration Requirements C- or better in Hindi-Urdu 111-3 for Hindi-Urdu 121-1, Hindi-Urdu 121-1 for Hindi-Urdu 121-2, Hindi-Urdu 121-2 for Hindi-Urdu 121-3, and by placement test or with instructor consent.
Teaching Method Textbook, extra materials, movies
Evaluation Method The students are graded on the basis of home assignments, weekly quizzes, midterm, attendance, oral interviews and class participation. No final.
Class Materials (Required)
Advanced Hindi Grammar (2007) by U. Jain. Publisher: Institute of East Asian Studies; ISBN-10: 094461342X ISBN-13: 978-0944613429
Class Materials (Recommended)
Intermediate Hindi Reader (1999) by U. Jain with K. Schomer. Publisher: Institute of East Asian Studies; ISBN-10: 087725351X ISBN-13: 978-0877253518
Intermediate Hindi (1996) by Y. Kachru and R. Pandharipande Publisher: Motilal Banarsidass. ISBN-10: 8120805585 ISBN-13: 978-8120805583
Overview of class Japanese I (JAPANESE 111-1, 2, and 3) is a yearlong course that covers the first half of college-level elementary Japanese. In Japanese I, students will build a solid foundation while developing the four skills of speaking, listening, reading, and writing. Students will also learn various aspects of Japanese culture and society through in-class activities, written assignments, and projects. Careful and thorough review and preparation for each class session is required.
Registration Requirements Except for JAPANESE 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives Japanese I aims to bring students’ overall Japanese proficiency to the Intermediate-Low level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Upon completing the course, students can greet, introduce themselves, describe their families and friends, and discuss their daily routines, experiences, and opinions.
Teaching Method This course is conducted mostly in Japanese, and class hours are spent mainly on oral proficiency development. Written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance; assignments; quizzes; oral, listening, and written examinations.
Class Materials (Required) Oka, M. et al. (2021). TOBIRA 1: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-870-6.
Oka, M. et al. (2022). TOBIRA 1: Beginning Japanese Workbook 1. Tokyo: Kuroshio. ISBN: 978-4-87424-910-9
Class Materials (Suggested)
Endo-Hudson, M (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN: 0-934034-16-8; Makino, S. & Tsutsui M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 4-7890-0454-6; Kodansha (2012). Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN: 978-1568363974.
Overview of class Japanese I (JAPANESE 111-1, 2, and 3) is a yearlong course that covers the first half of college-level elementary Japanese. In Japanese I, students will build a solid foundation while developing the four skills of speaking, listening, reading, and writing. Students will also learn various aspects of Japanese culture and society through in-class activities, written assignments, and projects. Careful and thorough review and preparation for each class session is required.
Registration Requirements Except for JAPANESE 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives Japanese I aims to bring students’ overall Japanese proficiency to the Intermediate-Low level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Upon completing the course, students can greet, introduce themselves, describe their families and friends, and discuss their daily routines, experiences, and opinions.
Teaching Method This course is conducted mostly in Japanese, and class hours are spent mainly on oral proficiency development. Written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance; assignments; quizzes; oral, listening, and written examinations.
Class Materials (Required) Oka, M. et al. (2021). TOBIRA 1: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-870-6.
Oka, M. et al. (2022). TOBIRA 1: Beginning Japanese Workbook 1. Tokyo: Kuroshio. ISBN: 978-4-87424-910-9
Class Materials (Suggested)
Endo-Hudson, M (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN: 0-934034-16-8; Makino, S. & Tsutsui M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 4-7890-0454-6; Kodansha (2012). Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN: 978-1568363974.
Overview of class Japanese I (JAPANESE 111-1, 2, and 3) is a yearlong course that covers the first half of college-level elementary Japanese. In Japanese I, students will build a solid foundation while developing the four skills of speaking, listening, reading, and writing. Students will also learn various aspects of Japanese culture and society through in-class activities, written assignments, and projects. Careful and thorough review and preparation for each class session is required.
Registration Requirements Except for JAPANESE 111-1, students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives Japanese I aims to bring students’ overall Japanese proficiency to the Intermediate-Low level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Upon completing the course, students can greet, introduce themselves, describe their families and friends, and discuss their daily routines, experiences, and opinions.
Teaching Method This course is conducted mostly in Japanese, and class hours are spent mainly on oral proficiency development. Written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance; assignments; quizzes; oral, listening, and written examinations.
Class Materials (Required) Oka, M. et al. (2021). TOBIRA 1: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-870-6.
Oka, M. et al. (2022). TOBIRA 1: Beginning Japanese Workbook 1. Tokyo: Kuroshio. ISBN: 978-4-87424-910-9
Class Materials (Suggested)
Endo-Hudson, M (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN: 0-934034-16-8; Makino, S. & Tsutsui M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 4-7890-0454-6; Kodansha (2012). Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN: 978-1568363974.
Overview of class Japanese II (JAPANESE 121-1, 2 and 3), sequel to Japanese I (JAPANESE 111), is a yearlong course that covers the second half of college level elementary Japanese and prepares students for intermediate Japanese (JAPANESE 211). In this course, students will continue developing the four skills (speaking, listening, reading, and writing) and learn various aspects of Japanese culture and society through readings, video viewing, written assignments, and in-class activities. The emphasis will be on developing the skills necessary to use auxiliary verbs and complex sentences to express subtle differences in meaning and accuracy appropriate to the given contexts. Students will also practice cohesively describing their experiences and summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are required. With consistent oral and written feedback from the instructor, students will enhance their language and cultural awareness, leading to increased understanding, appreciation, and utilization of the target language, to become autonomous learners.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The year-end proficiency goal of Japanese II is for the students to reach the Intermediate-Mid level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines and A2 - B1 defined in the Common European Framework of Reference for Language (CEFR). Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages.
Teaching Method This course is conducted mostly in Japanese. Class hours are spent mainly on oral proficiency development, and written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance, assignments, quizzes, oral and written examinations, and essays
Class Materials (Required) Oka, M. et al. (2022). TOBIRA II: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-900-0.
Class Materials (Suggested) Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN 978-1568363974; Endo-Hudson, M. (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN 978-0934034166; Makino, S. & Tsutsui, M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 978-4789004541.
Overview of class Japanese II (JAPANESE 121-1, 2 and 3), sequel to Japanese I (JAPANESE 111), is a yearlong course that covers the second half of college level elementary Japanese and prepares students for intermediate Japanese (JAPANESE 211). In this course, students will continue developing the four skills (speaking, listening, reading, and writing) and learn various aspects of Japanese culture and society through readings, video viewing, written assignments, and in-class activities. The emphasis will be on developing the skills necessary to use auxiliary verbs and complex sentences to express subtle differences in meaning and accuracy appropriate to the given contexts. Students will also practice cohesively describing their experiences and summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are required. With consistent oral and written feedback from the instructor, students will enhance their language and cultural awareness, leading to increased understanding, appreciation, and utilization of the target language, to become autonomous learners.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives The year-end proficiency goal of Japanese II is for the students to reach the Intermediate-Mid level defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines and A2 - B1 defined in the Common European Framework of Reference for Language (CEFR). Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages.
Teaching Method This course is conducted mostly in Japanese. Class hours are spent mainly on oral proficiency development, and written assignments are given for reading and writing proficiency development.
Evaluation Method Class participation and performance, assignments, quizzes, oral and written examinations, and essays
Class Materials (Required) Oka, M. et al. (2022). TOBIRA II: Beginning Japanese. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-900-0.
Class Materials (Suggested) Kodansha's Essential Kanji Dictionary. Tokyo: Kodansha. ISBN 978-1568363974; Endo-Hudson, M. (1994). English Grammar for Students of Japanese. Ann Arbor: The Olivia and Hill Press. ISBN 978-0934034166; Makino, S. & Tsutsui, M. (1989). Dictionary of Basic Japanese Grammar. Tokyo: The Japan Times. ISBN 978-4789004541.
Overview of class Japanese III (JAPANESE 211-1, 2, 3) is a yearlong college-level intermediate course, sequel to Japanese II (JAPANESE 121-1, 2, 3). In Japanese III, students will continue developing the four skills of speaking, listening, reading, and writing, and learning various aspects of Japanese culture and society through reading materials, TV dramas, class discussions and an interview project (211-2, 3). A large number of intermediate to advanced-level expressions and Kanji is introduced to expand the depth and the areas that students can express and communicate in Japanese. The formal writing styles are also introduced, and students will learn to distinguish formal/casual speech and writing styles. With consistent oral and written feedback from the instructor, the students will also continue the practice of self-correction in their language use so that they will become independent learners. Students are expected to prepare for each class session through assignments and quizzes. JAPANESE 211-1 aims to finetune grammatical roughness and bring overall proficiency to the Intermediate-Mid level proficiency defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. JAPANESE 211-2 and -3 aim to bring students’ proficiency to ACTFL’s Intermediate-High level as close as possible.
Registration Requirements Students must pass the preceding course with C- or above, or must be placed into the course by the departmental placement test.
Learning Objectives Upon the successful completion of the year-long course, the students will be able to 1) comfortably and appropriately handle daily situations, 2) describe and narrate daily events and personal experiences in an organized manner, 3) summarize the main points of a short presentation or a story, 4) use casual/formal speech and written styles, 5) attain working knowledge of kanji that are frequently used in media, and 6) communicate with native speakers on familiar topics in informal settings. The students are also expected to 7) deepen their understanding of customs, culture, and social phenomena of contemporary Japan, and 8) learn to study independently.
Teaching Method In-class discussion. Review and preparation for each class session are expected. This course is conducted in Japanese.
Evaluation Method Class participation and performance, assignments, quizzes, oral and written examinations, projects and presentations.
Class Materials (Required) JAPANESE 211-1
Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1 (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016957
Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1, Workbook (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016964
JAPANESE 211-2
Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1 (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016957
Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2 (English Edition). Tokyo: The Japan Times. ISBN:978-4789017459
Yasui et al. (2019). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.1, Workbook (English Edition). Tokyo: The Japan Times. ISBN: 978-4789016964
Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2, Workbook (English Edition). Tokyo: The Japan Times. ISBN: 978-4789017466
JAPANESE 211-3
Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2 (English Edition). Tokyo: The Japan Times. ISBN:978-4789017459
Yasui et al. (2020). QUARTET: Intermediate Japanese Across the Four Language Skills, Vol.2, Workbook (English Edition). Tokyo: The Japan Times. ISBN: 978-4789017466
JAPANESE 313-1 Japanese IV: Japanese Newspaper Reading and News Listening
Overview of class JAPANESE 313-1 is an upper-intermediate fourth-year Japanese language course. All of the fourth-year Japanese courses have the common goal of bringing students’ overall proficiency towards the Advanced-Low defined by the proficiency guidelines of American Council on Teaching of Foreign Languages (ACTFL) or B1.2 defined by the Common European Framework for Languages (CEFR) by the end of the year as close as possible. JAPANESE 313-1 centers on the reading and analysis of news articles curated by the instructor. The focus will be on enhancing students’ news reading-comprehension abilities through systematic vocabulary building that includes collocations, idioms and kanji compounds. Students will have the opportunity to practice their newly acquired vocabulary in discussions that develop ideas from the articles read in class. Students will also hone their listening-comprehension skills by watching and listening to news. This course does NOT provide training for writing skills development (All students taking this course are expected to have at least the intermediate-level writing skills, equivalent to the end of JAPANESE 211-3, and should be able to write an opinion paper in the plain style). The students who need writing skills development should take JAPANESE 314-1.
Registration Requirements: Students must have completed JAPANESE 211-3 with C- or above, or must be placed into the class by the departmental placement test.
Learning Objectives Upon the successful completion of the course, the students will be able to 1) understand non-technical news articles and news without heavily relying on a dictionary; 2) summarize the main point of news articles concisely; 3) express thoughts about issues covered in the news; and 4) gain awareness to social issues of contemporary Japan and analyze them in the cultural context.
Teaching Method: Classes are conducted only in Japanese. Class time will be used for vocabulary building practices (e.g., paraphrasing, providing definitions in Japanese) and for discussions. Active and productive class participation and class performance are expected.
Evaluation Method: Kanji/vocabulary quizzes, assignments; oral and written examinations; Presentations; active and productive class participation and class performance.
Class Materials (Required): (To be provided via CANVAS)
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill. Students will learn various aspects of Korean culture throughout the course.
Registration Requirements None for Fall Quarter Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.
Evaluation Method Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.
Class Materials (Required)
Integrated Korean (3rd edition): Beginning 1 & 2 (University of Hawaii Press)
978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press)
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill. Students will learn various aspects of Korean culture throughout the course.
Registration Requirements None for Fall Quarter Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.
Evaluation Method Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.
Class Materials (Required)
Integrated Korean (3rd edition): Beginning 1 & 2 (University of Hawaii Press)
978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press)
Overview of class This is ayear-long first-year course designed for beginning learners without previous knowledge in Korean language. The course aims to build students' all-around communicative ability in speaking, reading, listening and writing with a great emphasis on developing the conversational skill. Students will learn various aspects of Korean culture throughout the course.
Registration Requirements None for Fall Quarter Completion of 111-1 or a departmental placement test for Winter Quarter; Completion of 111-2 or a departmental placement test for Spring Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate Low level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Students will learn the basic elements of Korean language such as pronunciation, vocabulary, grammar, and sentence structure. In this student-centered class, students will actively participate in speaking, reading, writing and listening activities. Related supplemental materials such as video clips and reading texts will be incorporated to enhance students' listening and reading skills as well as the cultural understanding.
Evaluation Method Grade will be based on attendance and participation, vocabulary quizzes and lesson tests, assignments, oral tests and performance, and final examination.
Class Materials (Required)
Integrated Korean (3rd edition): Beginning 1 & 2 (University of Hawaii Press)
978-0-8248-7619-7 & 978-0-8248-8331-7
Workbook (3rd edition): Beginning 1 & 2 (University of Hawaii Press)
Overview of class This is a year-long second-year Korean course for continuing students who finished Korean I or who have the equivalent proficiency. The course aims to further develop students' four skills in speaking, listening, reading and writing to the next level and also to bring up the competency of Communication, Comparisons and Cultures in conjunction with the National Standards.
Registration Requirements Completion of 111-3 or the departmental placement test for Fall Quarter; Completion of 121-1 or a departmental placement test for Winter Quarter; Completion of 121-2 or a departmental placement test for Spring Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate Mid level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Various communicative activities will be employed to develop the interpersonal, interpretive, and presentational skills. Also, authentic reading, writing, and visual materials that cover a wide spectrum of socio-cultural and academic themes will be provided to enhance student’s overall competency and cultural understanding.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, oral test and performance, and final examination.
Class Materials (Required) Integrated Korean (3rd edition): Intermediate 1 & 2 (University of Hawaii Press)
978-0-8248-8677-6 & 978-0-8248-8682-0 Workbook (3rd edition) : Intermediate 1 & (University of Hawaii Press)
Overview of class This is a year-long second-year Korean course for continuing students who finished Korean I or who have the equivalent proficiency. The course aims to further develop students' four skills in speaking, listening, reading and writing to the next level and also to bring up the competency of Communication, Comparisons and Cultures in conjunction with the National Standards.
Registration Requirements Completion of 111-3 or the departmental placement test for Fall Quarter; Completion of 121-1 or a departmental placement test for Winter Quarter; Completion of 121-2 or a departmental placement test for Spring Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate Mid level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Various communicative activities will be employed to develop the interpersonal, interpretive, and presentational skills. Also, authentic reading, writing, and visual materials that cover a wide spectrum of socio-cultural and academic themes will be provided to enhance student’s overall competency and cultural understanding.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, oral test and performance, and final examination.
Class Materials (Required) Integrated Korean (3rd edition): Intermediate 1 & 2 (University of Hawaii Press)
978-0-8248-8677-6 & 978-0-8248-8682-0 Workbook (3rd edition) : Intermediate 1 & (University of Hawaii Press)
Overview of class This is a two-quarter-long second-year Accelerated Korean course designed for Korean heritage students with basic oral proficiency and literacy skills. The objectives of this class are to reinforce the aspects that heritage students are usually weak - - vocabulary, spelling and grammatical aspects - - and to enhance their reading and writing skills for a balanced proficiency in four language domains.
Registration Requirements A departmental placement test for Fall Quarter Completion of 125-1 or a departmental placement test for Winter Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Intermediate High level of the ACTFL guideline by the end of year as well as to achieve the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method This class is conducted exclusively in Korean with minimal grammar instruction. Students will be doing extensive writing practice, reading authentic materials, class discussion, and learning various cultural aspects of Korea.
Evaluation Method Grades will be given based on attendance and performance, vocabulary quizzes and lesson tests, assignments, written assignments, oral performance, and final examination.
Class Materials (Required) Integrated Korean: Accelerated 1 & 2 (University of Hawaii Press, 2020)
978-0-8248-8277-8 & 978-0-8248-8278-5 Integrated Korean Workbook: Accelerated 1 & 2 (University of Hawaii Press, 2020)
Overview of class This is a year-long third-year course designed to further develop students’ linguistic and cultural ability, particularly to enhance the overall communicative skills in speaking, listening, reading and writing to the Intermediate-Advanced level. The vocabulary, contents, tasks, and topics covered in class are to address a wide spectrum of linguistic and socio-cultural aspects. Students will gain in-depth knowledge and understanding of Korean language, culture and society.
Registration Requirements Completion of 121-3, 125-2 or the departmental placement test for Fall Quarter; Completion of 211-1 or a departmental placement test for Winter Quarter; Completion of 211-2 or a departmental placement test for Spring Quarter
Learning Objectives This course is designed to have students reach their oral proficiency at the Advanced Low level of the ACTFL guideline by the end of year as well as to develop the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Various communicative activities will be employed with the emphasis on developing three modes of communication in advanced proficiency: Interpersonal, interpretive, and presentational communication. Related authentic and cultural materials will be incorporated to enhance intercultural competence.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, lesson tests, assignments, essays, oral performance, and final project.
Class Materials (Required) Sogang Korean 4A & 4B Students’ Book (2015) Sogang University
978-89-92491-84-6 18710 and 978-89-92491-88-4 18710
Sogang Korean 4A & 4B Workbook (2015) Sogang University
978-89-92491-92-1 13710 and 978-89-92491-91-4 13710
KOREAN 311-1 Korean IV: Readings in Korean Literature
Overview of class This advanced Korean language course is designed to challenge students to further develop their language proficiency and to better understand Korean history, culture and society through Korean literary sources in the text. Students will work with various genres of Korean literature such as short stories, excerpts from novels, essays, poetry and work on extensive writings.
Registration Requirements Completion of 211-3 or the departmental placement
Learning Objectives This course is designed to have students reach their oral proficiency at the Advanced Low level of the ACTFL guideline by the end of year as well as to develop the competency in interpersonal, presentational and interpretive communication and culture in conjunction with the National Standards.
Teaching Method Students will read and understand various genres of contemporary Korean literature. Using these authentic sources, students will expand vocabulary and advance reading proficiency. Also, students will work on to express their thoughts and opinions through discussions and write interpretive and analytical essays.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, discussion papers, reflection papers, oral presentation, and final project.
