Overview of course This course offers a history of Japanese cinema from the beginning of the New Wave movements in the mid-1950s to the present moment. We will consider how cinema has reflected historical moments and shaped cultural discourses in this period. Focusing on films that raise disciplinary questions related to both the cinematic medium and Japan, we will examine, among other topics: the relationship between cinema and the era of high economic growth, the decline of the studio system, postmodernism, and cinematic responses to the post-bubble economic recession. We will also study the shifting position of directors within the broader economic and institutional contexts of Japanese cinema and its global circulation. Students will learn how to critically analyze various films from multiple theoretical perspectives while gaining an understanding of the major figures and trends in the history of postwar Japanese cinema. Syllabus subject to change.
Learning Objectives This course introduces students to humanistic approaches to analyzing cinema in postwar Japan. Students will learn: 1. methods for interpreting the significance of formal techniques used in cinema 2. how to connect particular films to their historical contexts 3. how to write clearly and incisively about cinema.
Teaching Method Lecture and Discussion
Evaluation Method Class Participation; Weekly Responses; Short Essays; Possible Short Presentations
Class Materials (required) All readings are available on Canvas as individual files. All films can be streamed through Canvas.
ASIAN LC 240 Colonial Korean Literature and Culture
Overview of Course Why is the Korean-Japanese relationship so strained to this day? How might we think about the colonial period (1910-1945) on the Korean peninsula from our present, and about intra-Asian colonialism? This introductory course offers students some snapshots of colonial era Korean literature and culture and tackles difficult but rewarding questions about this period. We will read short fictions from prominent authors of the time and discuss visual cultures (illustrations, art, films) surrounding New Woman, Indigeneity, race, and wartime mobilization. The course also invites students to consider the often-forgotten Korean diaspora and migrations created under the vast Japanese empire that exceed the limits of the peninsula: what does it mean to be “Korean” in the shifting identities of the colonized in these different places around the empire? Finally, the course examines more contemporary representations of the colonial period to think about how the colonial period haunts the present as we desire and consume the colonial. No prior knowledge of Korean language or culture is necessary to take this course. Course assignments include a deconstructed paper (short writing exercises), a group presentation, and a final creative group project. Participation in class discussion and peer collaboration are important aspects of this course.
Learning Objectives Observe the forms, genres, and styles of Korean literature and culture through close reading and analysis. Develop the skills to build layered, advanced, and well-reasoned arguments on Korean literature and culture. Engage the arguments of authors without reducing or unquestioningly accepting them as one’s own. 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.
Teaching Method Discussion, Short Lectures
Evaluation Method Presentation, Short and Long Written Assignments
Class Materials (required) All materials will be uploaded on Canvas.
ASIAN LC 240 Contemporary Women Authors of South Korea and Feminist Criticism
Overview of Course
“A coldness that masks a burning rage”: A Guardian article introduces South Korean female writers who have received global commercial success and acclaim in recent years, notably Han Kang, drawing commonalities among their writings in aspects such as rage and violence. Indeed, one commonality among their literary ventures is the coupling of women’s suffering in a highly modern, yet patriarchal society with their anger and “madness,” an old literary trope that is widely shared across different cultures around the world. But how are these Korean “madwomen” similar to and different from the mad women written by, for instance, Charlotte Brontë or Toni Morrison? How can we reread the tradition of feminist literary criticism that aims to derive emancipatory politics from the long social association between women with “madness,” a concept that carries “seductive inexactness in its archaism” (Megan Finch), in light of its critical revival in disability studies and mad studies? Most of all, how should we connect the literary representation of angry, violent, or depressed women whose voices are denied by the patriarchal social order with the explosive rise of the feminist movement in contemporary South Korea? With these questions in mind, this course closely reads major South Korean novels and short stories written by women writers, often juxtaposing them with the voices of ordinary Korean feminists today. In this context, another guiding question will focus on how Korean feminists develop and articulate radical politics and voices, navigating between the global rise of neoliberal feminism and the persisting patriarchal violence of capitalist society that continues to label women’s voices for social justice as irrational. This question aligns with the longstanding critical inquiry into the nature of women’s writing, or écriture féminine.
Teaching Method Discussion with lectures.
Evaluation Method Grades will largely be determined by student comprehension of lectures and readings, discussion, and a combination of smaller and in-depth writing assignments.
Course Materials (required) updated March 14
Cho Nam-ju, Kim Ji-young, Born in 1982, Liveright (2020)
Overview of Course India is home to the second largest population of Muslims on earth. It’s also host to the world’s largest film industry, best known as Bollywood. Little wonder, then, that Bollywood films regularly feature Muslim characters, social spaces, and cultural references that are readily marked or coded as “Islamic.” But in spite of a large coterie of Muslims working within the industry – as actors, song writers, or producers – the representation of Muslims in Indian films has consistently raised complex issues around ideas of identity and belonging in a nation where they constitute a clear (and conspicuous) minority. We will read these films against the historical backdrop of the search for national identity and inclusivity in post-colonial India. Students will be given the opportunity not only to learn about Indian (particularly Bombay) cinema, but also to explore how cinematic representations intersect with issues of identity and belonging in the modern nation-state.
ASIAN LC 322* Finance Fictions: The Japanese Economic Novel
Overview of Course The economic novel is one of the most popular literary genres in postwar Japan. Since their inception in the late 1950s, economic novels have sold as well as, if not better, than mysteries and twice as well as the more high-brow form of “pure literature” (jun bungaku). Centering on the economic realities of life under capitalism, Japanese economic novels portray the workings of financial corruption, the mechanics of production and distribution, and the experience of laboring within one of the largest consumer economies in the world. This course traces this genre from its origins in 1957 to the contemporary moment. Reading works by early practitioners of the form to its more recent inflections in the literature of writers like Oyamada Hiroko (The Factory), Tsumuro Kikuko (There’s No Such Thing as an Easy Job), and Murata Sayaka (Convenience Store Woman), we will examine the relationship between literature and the transformations in Japan’s capitalist economy. We will consider, among other topics, how this genre depicts changes in the workplace and forms of labor, systemic modes of economic exploitation, the psychological and emotional experience of debt in a financialized economy, and the gendering of particular types of work. Guiding our inquiry will be an overarching question: what are the connections between literary and economic form. The syllabus is subject to change.
Teaching Method Lecture and Discussion
Evaluation Method Class Participation, Short in-class presentations, Midterm Paper, Final Paper
Class Materials (Required) The instructor will try to make all class materials available as PDFS but student may need to purchase the following books: Azuchi Satoshi, Supermarket (trans. Paul Warham, ISBN 0312382944) Miyabe Miyuki, All She Was Worth (trans. Alfred Birnbaum, ISBN 0395966582) Kirino Natsuo, Out (trans. Stephen Snyder, ISBN 1400078377) Oyamada Hiroko, The Factory (trans David Boyd, ISBN 0811228851) Tsumura Kikuko, There's No Such Thing as an Easy Job (trans Polly Barton, ISBN 1635576911) Murata Sayaka, Convenient Store Woman (trans. Ginny Tapley Takemori, ISBN 0802128254)
ASIAN LC 340* Transforming Seoul: From Imperial Periphery to Global Smart City
Overview of Course Seoul, once the capital of the Chosun dynasty, has undergone a tumultuous history marked by colonization, modernization, industrialization, and globalization since the late 19th century, dramatically reshaping its boundaries, landscape, residents, and culture. In this transformative process, Korean literature, film, and art have not only served as reflective mediums but also as agents fundamentally altering the way people perceive, experience, and navigate the evolving urban space. Throughout the duration of the course, we will scrutinize various cultural representations of Seoul in literature, film, TV shows, music videos, and YouTube travel logs, emphasizing medium specificity. Ultimately, the course aims to impart a comprehensive understanding of the modern history and landscape of Seoul while encouraging students to contemplate the interplay between cultural representation, media, and the everyday experience of a modern city.
Teaching Method Discussion with lectures
Evaluation Method Grades will largely be determined by student comprehension of lectures and readings, discussion, and a combination of smaller and in-depth writing assignments.
Class materials (required) All required readings can be accessed through Canvas.
ASIAN LC 340* Transpacific Literature: Saboteurs and Tricksters
Overview of Course This seminar is organized around two multilingual and experimental literary texts by Native American and Asian American authors on intertwined histories of violence across the Pacific, paired with secondary readings on Korea, Japan, and Native America. The seminar asks: what happens when literary texts approach historical violence with irony and irreverence? How do we engage different scales of violence across the Pacific without reducing them to relics of the past or objects in a museum framed by somber mood? Would doing so cause offense, or reveal something unsaid about how we are often asked to engage such histories? First, you will read the Anishinaabe writer and thinker Gerald Vizenor’s Hiroshima Bugi: Atomu 57 (2003), followed by the Korean American poet and non-fiction writer Cathy Park Hong’s Dance Dance Revolution (2007). Weaving together stories of the atomic bombing, military occupations, settler colonialism, imperialism, and disablement, these texts serve as a gateway to explore the questions raised in transpacific studies on decolonization. While focusing on Hiroshima, Kwangju, and White Earth reservation as key sites of inquiry, the seminar will bridge relevant readings from Asian Studies, Asian American Studies, and Native American and Indigenous Studies. This seminar will be discussion-centered with several writing assignments. No prior knowledge of the geographic areas or language skills are necessary. Students with prior exposure to at least one literary, cultural studies, or theory course at 200 or 300 level (if you are unsure, email Professor We) are encouraged to enroll, though there are no pre-requisites. The course engages closely with histories of violence, and participation is an essential component of this course. There will be frequent collaborative writing assignments and one final research paper.
Learning Objectives Interpret the ways Korean cultural and literary texts explore the issues of colonialism, nation building, citizenship, gender, sexuality, disability, and neoliberalization. Develop the skills to build layered, advanced, and well-reasoned arguments on Korean literature and culture. Engage the arguments of authors without reducing or unquestioningly accepting them as one’s own. 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.
Interpret the ways Korean cultural and literary texts explore the issues of colonialism, nation building, citizenship, gender, sexuality, disability, and neoliberalization. Develop the skills to build layered, advanced, and well-reasoned arguments on Korean literature and culture. Engage the arguments of authors without reducing or unquestioningly accepting them as one’s own. 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.
Teaching MethodDiscussion
Evaluation Method Group Writing Assignment, Final Research Paper, Presentation, Participation.
Class Materials (required) 1. Hiroshima Bugi: Atomu 57. By Gerald Vizenor. ISBN: 978-0-8032-3284-6. 2. Dance Dance Revolution: Poems. By Cathy Park Hong. ISBN: 978-0393333114.
ASIAN LC 370* Talking the Talk: Language in South Asian History
Overview of Course Why do people say certain languages are “sweet”? Why are some languages written in several different alphabets? Why have people killed and died, not for a nation or a religion, but for a language? Questions like these will drive our exploration of language in South Asia, both past and present. Although languages sometimes seem like facts of nature, they have been shaped in profound ways by both human and nonhuman forces, sometimes deliberately and sometimes entirely by accident. In this course, we will examine these histories from a variety of perspectives. Drawing on approaches from cultural and social history, linguistic anthropology, and sociolinguistics, we will think about how political struggles, cultural expressions, and technological revolutions have remade these essential facets of everyday life.
Learning Objectives At the end of this course, students will be able to: - analyze historical, social, and cultural aspects of language 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 Seminar
Evaluation Method Papers, presentations, participation, and short responses
ASIAN LC 390* From the Ramayana to Rhoma Irama: India, Indonesia, and the Indian Ocean World
Overview of Course India and Indonesia share more than just a name. For thousands of years, these two regions—distant in geographical terms, but united by the winds and tides of the Indian Ocean—have been in close contact. Alongside trade, India and Indonesia have engaged in a continuous religious and cultural dialog that persists to the present day. This course takes an transoceanic approach to examine the past of these two regions. Our focus will range from tangible connections—from the rise of Hindu kingdoms in Indonesia and the exchange of Sufism-tinged Islam, to the influence of Bollywood film songs on the Indonesian music industry today. It will also engage shared conceptual issues—how, for example, have Indonesia, India, and Pakistan approached such vexing questions as selecting and creating a national language or unifying diverse populations? By the end of the course, students will have a strong historical understanding of the history of dialog and exchange between South and Southeast Asia, as well as a framework for thinking conceptually across borders. This course is an advanced seminar. Prerequisite: strong familiarity with one of the following: India, Indonesia, Pakistan. For more information, email dmaj@northwestern.edu.
ASIAN LC 390* Introduction to Contemporary Tibetan Literature
Overview of class This course will explore Tibetan literature beginning in the 1950s when Tibet became part of the newly established People’s Republic of China. Although Tibet was a civilization uniquely characterized by a religious literature produced and consumed in monastic institutions, the nature of literature and literacy has changed in Tibet in the past seventy years, becoming more accessible to the wider public. Tibetan writers have used fiction and poetry in new ways to reflect on life, rapidly changing worldviews, and critiques of the past as well as the present. This course will introduce students to a number of modern and contemporary Tibetan literary works, mostly secular in nature, including short novels, fiction, and poetry in English translation, as well as academic studies and scholarly analysis of modern Tibetan literature.
Learning Objectives Read, analyze, and write about Tibetan literary works from the contemporary (1950-present) period in English translation. Discuss contemporary Tibetan literary works with fluency and increasing sophistication, demonstrating facility for expressing subjective judgments on literature and other abstract topics. Analyze and discuss contemporary Tibetan literary genres, works, and authors in their social, historical, and religious contexts.
Teaching Method Lectures and Discussions
Evaluation Method Class participation, in-class presentation, final paper
Class Materials (Required) Tsering Döndrup, The Handsome Monk and Other Stories. Columbia University Press, 2019 ISBN 978-0231190237 Tenzin Deckie. Old Demons, New Deities. 21 Short Stories from Tibet. OR Books, 2017 ISBN 978-1944869519 Alai, Red Poppies. Houghton Mifflin Harcourt; First Edition, 2002 ISBN 978-0618119646
Overview of Course What do we lose and gain by reading about non-Western cultures in English rather than in their native languages? Can we have an “authentic” understanding of these cultures (if there ever is one) when they have already been translated into another language? This advanced undergraduate course focuses on the methodological and ethical question of linguistic medium in approaching the non-West: why are they always in translation? In this course, we will cover a wide range of Western (mis)representations of China (and the Chinese) from the nineteenth century to the present. From the lumbering, stagnant, opium-poisoned country of the nineteenth century, to “The World’s Factory” and “Crazy Rich Asians” in contemporary discussions of global capitalism, China and the Chinese have featured in Western imagination as an ultimate other, both hopelessly backward and disturbingly modernized. As we contextualize the West’s changing perceptions of China through historical writings, we will reflect on our own positions and methods of learning about China through English-language materials (both originals and translations). The main literary text we will read throughout the quarter is R. F. Kuang’s Hugo-award winning bestseller Babel (2022), a counterfactual history of the nineteenth century in which translation makes all the difference in the world, including Britain’s domination of China. We will situate Kuang’s fantasy novel (also a campus novel, if that makes it even more enticing!) about translation in relation to contemporary theories of translation. This course provides students with a grounding in contemporary topics in translation studies, and it mobilizes these theoretical insights to approach a historically situated China that has continually been imagined, read, and produced through (mis)translation.
Teaching Method Discussion
Evaluation Method Class Participation Presentation Short Paper Final Paper
Class Materials (required) R. F. Kuang, Babel ISBN: 9780063021426
Overview of Course Critical and comparative caste studies is a rapidly expanding interdisciplinary field. This is a graduate-level, reading intensive course in which we will collectively investigate both classic and emerging scholarship on caste in South Asia and around the world from a number of different disciplinary perspectives (literature, history, media, performance, anthropology, religious studies etc.). The organization of the class will be democratic and syllabus will be built collectively: everyone will contribute texts and/or critical questions from their own fields of expertise and inquiry and together we will shape the intellectual journey of the course. Books may include: Aniket Jaaware, "Practicing Caste: On Touching and Not Touching" (Fordham UP 2018), Nico Slate, Colored Cosmopolitanism: The Shared Struggle for Freedom in the United States and India (Fordham UP 2017), Shailaja Paik, The Vulgarity of Caste: Dalits, Sexuality, and Humanity in Modern India (Stanford UP 2022), and Joel Lee, Deceptive Majority: Dalits, Hinduism, and Underground Religion (Cambridge UP 2021).
Learning Objectives In this course we will become familiar with the dynamic interdisciplinary field of critical and comparative caste studies. Reading and discussing both classic and cueing-edge new scholarship, we will understand global caste from a wide range of disciplinary perspectives. Students will each craft a research paper from the perspective of their own disciplinary fields of inquiry and expertise.
Teaching Method Discussion
Evaluation Method Evaluation will be based on engagement with the course materials and class participation, including regular reading responses and leading discussion. There will be a final research paper.
Course Materials (required) Aniket Jaaware, "Practicing Caste: On Touching and Not Touching" (Fordham UP 2018) ISBN 0823282260 Nico Slate, Colored Cosmopolitanism: The Shared Struggle for Freedom in the United States and India (Fordham UP 2017) ISBN 0674979727 Shailaja Paik, The Vulgarity of Caste: Dalits, Sexuality, and Humanity in Modern India (Stanford UP 2022) ISBN 1503634086 Joel Lee, Deceptive Majority: Dalits, Hinduism, and Underground Religion (Cambridge UP 2021) ISBN 1108826660
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.
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
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 The accelerated Hind_Urd 125-2 course has been designed for students with existing proficiencies in speaking and listening skills in Hindi-Urdu (intermediate-low/mid), and more limited reading and writing abilities in the Devanagari/Hindi script (novice-high/intermediate-low). This course condenses the 3 quarter intermediate Hind_Urd 121 course into a single quarter, and focuses on the further development of students’ reading and writing skills in Hindi-Urdu, while enhancing their range of vocabulary from intermediate-low to intermediate-mid. We do so by exploring the South Asian culture and doing task-based projects.
Registration Requirements Prerequisite: Hind_Urd 125-1 OR determined by proficiency test/permission of the instructor
Teaching Method Texts, movie clips, blogs, songs, stories, grammar practice, etc.
Evaluation Method Students will be given weekly vocabulary quizzes (to be completed via Quizlet), biweekly grammar quizzes, weekly Padlet writing assignments, daily home assignments, in-class presentations as well as a Final at the end of the quarter. They will also be assessed for attendance and class participation.
Class Materials (Required) Advanced Hindi Grammar (2007) by U. Jain. Publisher: Institute of East Asian Studies; ISBN-10: 094461342X ISBN-13: 978-0944613429
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
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 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
Overview of class This advanced Korean language course is designed to challenge students to further develop Korean proficiency by utilizing the medium of movies. Through a selection of carefully curated Korean films, students will not only enhance their language proficiency in both spoken and written discourse but also gain insights into Korean history, culture and society.
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 be watching authentic Korean movies; describing topics, plots, and details of films; interpreting the cultural, historical and social context of films; writing interpretive and analytical essays.
Evaluation Method Grades will be given based on attendance and class participation, vocabulary quizzes, discussion papers, reflection papers, oral presentations, and final project.
