Overview of class This seminar will focus on how women, across cultures and time, represent their lives through various media and means, from visual art to literary engagements to graphic media, from movies and photography to music and social media. Our interdisciplinary investigation of (mostly non-Western and as often as possible Asian) women's autobiographical practices, past and present, will allow us to work closely with primary sources (in English translation, if necessary), and with pertinent theoretical work in the fields of gender, sexuality, feminist theory, and queer studies. The authors we will engage include Lady Sarashina, Artemisia Gentileschi, Li Qingzhao, Lady Hyegyong, Orgyan Chokyi, He Yin Zhen, Charlotte Salomon, Theresa H. K. Cha, Keum Suk Gendry-Kim, San Mao, Theresa H. K. Cha and Thi Buy, among others. When possible and meaningful, we will set their autobiographical practices against the grain of male representations of women's lives, and in dialogue with our own autobiographical gestures and utterances.
Learning Objectives In College seminars, students gain skills in: • setting and evaluating academic goals • communicating effectively, both orally and in writing • studying effectively • thinking critically • understanding standards of academic integrity • knowing when and how to ask for help
In our time together, we will integrate the objectives above with the themes, issues, and methodologies related to women’s autobiographical practices. More specifically, we will 1) Introduce major ideas in the study of autobiographical practices over time, from the perspective of a variety of disciplines, and in a variety of genres and media 2) Explore a variety of disciplinary methodologies to think about and study autobiographical practices, their intersections with gender, subjectivities, class, status, culture, across time and space 3)Think critically about the standpoints, methods, omissions, and possible uses of each study 4) Learn to reflect on our respective positionalities and how our intersectional identities inflect, inform, and shape our understanding of cultural practices and productions, our own as well those different from ours 5) Foster detailed, persuasive writing and conversation about these complicated topics 6) Create individual and communal spaces of dialogue and conversation around the seminar’s topics
Teaching Method Student-centered discussion, with the occasional lecture
Evaluation Method The final grade will be based on the following criteria: -Active class participation and attendance (discussion, preparation, short assignments) 25% -Assignments (writing statements, short papers, etc.) 25% -Presentation 15% -Final Project 35%
Class Material (Required) All materials will be available on Canvas and on e-reserve.
ASIAN LC 224 This class topic changed from Manga: Its History and Forms to Japanese Cinema I
Overview of course
Introduction to Japanese Cinema I: From Early Cinema to the Golden Age This course offers a history of Japanese cinema from its earliest days through the so-called “Golden Age” of the 1950s. We will consider how film and other moving image technologies have reflected historical moments and shaped cultural discourses in modern Japan. Focusing on films that raise disciplinary questions related to both the cinematic medium and Japan, we will examine, among other topics, the era of silent cinema; the relationship between nationhood and the formation of a “national” cinema; technological transformations and the coming of sound; the wartime period; cinema during the occupation; and 1950s modernism. We will also study the place of important individual directors – Ozu, Mizoguchi, and Kurosawa – 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 movements in the history of Japanese cinema. Syllabus subject to change.
Evaluation Method: Attendance and Participation; Quizzes; Short Essays
Class Materials (required): All readings are available on Canvas as individual files. All films will be screened in class and 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 Develop the skills to build layered and well-reasoned arguments on given topics. Practice expressing multi-stage arguments in both writing and verbal presentation and providing analyses of adequate and well-chosen evidence. Identify the differences between literary and cultural representation, what is represented, and positionality.
Teaching Method Discussions; Short Lecture
Evaluation Method Short deconstructed papers (3) throughout the quarter; one 10 minute group presentation; one creative final group project; participation
Class Materials (required) All materials available via Canvas
ASIAN LC 261 The Big B: Amitabh Bachchan and Bollywood Stardom
Overview of Course The Hindi film industry, often called Bollywood, is famously one of the world’s biggest and most recognizable. Every year, the studios in Mumbai (formerly Bombay) put out hundreds of movies, in addition to hundreds more that are released by India’s other film industries in languages like Tamil, Telugu, and Bengali. Most of these movies are full of songs and dances, and bring action, comedy, tragedy, and romance together into one (often very complex) story. As the subject of our class has said, Hindi cinema “offers poetic justice in three hours. You walk away with a smile on your lips and dried tears on your cheeks.”
Film industries everywhere choose a few actors to elevate above all others. The biggest of these movie stars in India, and perhaps in the world, is Amitabh Bachchan. With his brooding, rebellious charisma, not to mention his ready wit, resonant baritone voice, and enviable dance moves, his “angry young man” persona dominated the films of the 1970s. Today, half a century after his film debut, he is still a major star. His face and voice are instantly recognizable, not only throughout South Asia and its diaspora, but in Africa, the Middle East, and elsewhere. As his characters have aged from youthful rebels to somewhat less youthful rebels to stern patriarchs to goofy old men obsessed with their digestive tracts, he has at times seemed inescapable off the movie screen as well. He has spent time in politics, hosted a wildly successful game show, and starred in children’s comic books; one fan has even built a temple to worship him as a literal idol.
In this course, we will focus on Amitabh Bachchan, not only because he and his films are so interesting, but because he has so much to tell us about how Indian films work and what a star is. Students will have opportunities to think and write, not only about Amitabh and his films, but about film and celebrity more broadly.
Learning Objectives
At the end of this course, students will be able to:
- analyze Hindi films, and other elements of South Asian popular culture, in light of cultural, social, and political considerations;
- critically evaluate scholarly work relating to South Asian history and culture;
- work with classmates to produce knowledge collaboratively;
- make cogent and persuasive arguments, orally and in writing, incorporating careful analysis of primary and secondary materials.
ASIAN LC 290 Buddhist Cultures and Rhetoric of Violence
Overview of Course Although episodes of religious violence are still met with incomprehension and bafflement, even a cursory reading of world history would remind us that religion’s power to inspire violence is not only not new, but it is pervasive. This course investigates the intersections between religion and violence in the context of Buddhist Asia while also considering why in many religious traditions there seem to be a link between the two. The course will be structured in two parts: in the first part students will be encouraged to build expertise in the basic concepts, definitions, and general academic consensus (as well as debates) about categories including “religion,” “violence,” “sacrifice,” “ritual,” “martyrdom,” and also “nationalism,” “politics,” and “terrorism” through reading both primary sources (in English translation) and secondary sources (scholarly writings). We will then move into an analysis of case studies that focus on specific circumstances where Buddhist rhetoric, scriptural authority, and religious practices have played a role in violence including suicide, terrorist-related actions, and self-immolation predominantly in pre- and modern Asia. Some of the provocative questions that this course asks include: Why and how is religion involved in politics? Is Buddhism a pacifist religion? How does religion rationalize violence? How can some Buddhist leaders embrace terror as a political tool? Are the recent practices of self-immolation in Tibet acts of violence? Can non-violence be violent?
Learning Objectives By engaging primary sources and recent academic literature in the field, students will be encouraged to enrich their knowledge of these problematic categories and phenomena through critical and objective analysis.
Teaching Method Lecture and discussion
Class Materials (required) • Mark Juergensmeyer and Margo Kitts, Princeton Readings in Religion and Violence, Princeton University Press, 2011. ISBN 978-0691129143 • Michael Jerryson & Mark Juergensmeyer (eds), Buddhist Warfare. Oxford University Press, 2010. ISBN 978-0195394849
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 • Consider the continuities and innovations that separate traditional genres of Tibetan literature from its modern developments.
Teaching Method Lecture and discussion
Evaluation Method Participation, in-class presentation, term paper
Class Materials (required) - Heruka, Tsangnyon, Life of Milarepa. PENGUIN. ISBN 13: 9780143106227
- Chogyel, Tenzin. Life of the Buddha. PENGUIN. ISBN 13: 9780143107200
- Schaeffer, Kurtis R. Himalayan Hermitess: Life of a Tibetan Buddhist Nun. OXFORD UNI PRESS. ISBN 13: 9780195152999
Overview of Course The aim of this course is to introduce the histories of feminisms and feminist consciousness in the Sinosphere, and to thus provide students with exposure to non-Western-centered cases of feminist struggles for human rights and social justice from the late nineteenth century to the present. To achieve this goal, we will analyze a variety of sources, including literature, films, and other media by authors and activists concerned with the lives and realities of Chinese women. In the course of our discussions, we will map our respective positionalities vis-à-vis the study of feminist engagements, histories, and actors in the Sinophone. Throughout the quarter we will combine our engagement with primary and secondary sources to navigate questions like: How do we study feminisms within the remit of Chinese studies? What biases, legacies, and challenges do we need to contend with as scholars working (mostly) in the Anglophone outside of the Sinosphere? Who determines when and where Sinophone feminist engagements emerged? What disciplinary methodologies and tools do we have in our interdisciplinary toolbox that we can deploy as researchers and as teachers? We will be joined in this enterprise by two exciting and distinct cohorts both virtually and in person. A series of guest speakers based in the USA, Europe, mainland China, and Taiwan who, in their roles as scholars and activists, will help us probe the contested claims about the births and birthplaces of Chinese feminisms, to engage, critique, and discuss both conventional and alter/native approaches to studying and teaching Sinophone feminisms in the Anglophone. We will thus have the opportunity, to engage in a dialogue with scholars like Barbara Mittler, Wang Zheng, Jia Tan, and others. For each of these lectures, we will share a virtual synchronous classroom with fellow classmates in Heidelberg University, who will attend an intensive version of this course over Summer 2024, also taught by Professor Zamperini. Our learning will thus help us build a collective, transcultural, and global community of thinkers and researchers, one that helpfully will continue long after the end of our course at the end of the Fall quarter. Knowledge of Chinese and previous exposure to the course’s topics, while helpful, is not required.
Learning Objectives
• Apply key theoretical concepts from the course to understand and analyze social issues related to gender, sexuality, new media, social equity, ethics, and justice from a feminist perspective. • Critically investigate, explain and analyze the readings and topics of the course in class discussion and writing assignments, and improve analytical skills in these two connected spheres. •Reflect on questions of location and privilege especially in relation to scholarship and activism. • Integrate course insights into one’s daily lives and cultivate activism about gender equality and diversity that takes into consideration global, regional, political, historical, and cultural contexts. • Understand the cultural logic of a time and place not our own • Become an active part of a transnational, transcultural learning community that integrates scholars and peers in a variety of academic environments around the world, beginning with Heidelberg University
Teaching Method Student-centered discussion and lectures
Evaluation Method The final grade will be based on the following criteria: -Active class participation (attendance, preparation, and discussion) 30% -Assignments (writing statements, short papers, in class presentations, collaboration with peers, etc.) 35% -Final Project 35%
Class Materials (required) All materials will be available on Canvas
Overview of Course This course examines the relationship between arts and politics in modern Japan. We will examine examples of how art has been conceived as a form of political activism and how social movements have, in turn, shaped cultural and aesthetic forms. The course will move chronologically while exploring a set of historically persistent questions: How have art and politics been defined as distinct or overlapping realms of human activity? What is the relationship between aesthetic form and political ideologies? How is artistic production itself a form of social organization and engagement? We will consider, among other topics, how transnational anarchism and struggles for democracy in the late 19th century shaped the modern novel; feminist literature and proletarian arts movements; fascist aesthetics; practices of democracy in the postwar avant-garde; afro-Japanese solidarities and cultural exchange; the intersection of art and social protest in the 1960s; and the role of the arts in anti-nuclear movements. Drawing from an array of disciplinary perspectives, this course investigates how the arts have been used to imagine and enact social change on local, national, and global scales. Syllabus subject to change.
Learning Objectives
1. To develop a working knowledge of major political and artistic movements in modern Japanese history 2. To reflect critically on the relationship between art and politics 3. To become conversant in the political and discursive stakes of aesthetic media through group discussion, written assignments, and verbal presentation 4. To improve skills of interpreting aesthetic objects in different media 5. To learn how to complete basic research combining political and aesthetic approaches to the study of Asia as part of a final project
Teaching Method Lecture and discussion
Evaluation Method Class Participation, Discussion posts, Midterm Essay, Final Essay
Class Materials (Required) All Materials are available as PDFs on Canvas
ASIAN LC 397 Decolonizing Knowledge Production While Writing Your Own Research
Overview of Course Many students find writing their own research project to be one of the big milestones of their college experience (aside from Dance Marathon and Dillo Day). This seminar aims to help you meet this milestone by completing a research paper of your own design on Asia, a paper of 12-15 double spaced pages in length. Taking your strongest seminar paper from your undergraduate career to date as a jumping off point, you will expand and develop an original argument with further research and writing – an important and necessary part of research writing that students often do not have a chance to explore in topical seminars. This class provides the space for students to read, think, and talk about their respective research methods and questions, finding references, writing and developing arguments in stages, and working through multiple drafts of writing to produce a polished research paper. Students will also have a chance to practice sharing their research findings with peers, advisors, and the university community.
While mainly a writing-focused seminar driven by individual student projects, the course will also engage questions of how researchers from different communities and fields have sought to decolonize the kinds of knowledge they glean and produce. How might you, with your respective life experiences, positions, and interests, produce knowledge that is meaningful to you, the communities and histories at stake, and the general public?
Enrollment in this course requires instructor approval (direct your inquiry to jwe[at]northwestern[dot]edu, with your reasons for wanting to take this class). While generally intended for juniors and seniors in ALC, this course is open to students of all years and majors, space allowing. Please secure a primary advisor on the field of your research prior to enrolling in this course, as you will need to consult your primary advisor on key aspects of your research project. If you intend to pursue an honors thesis project, you are encouraged to consult your primary advisor about this as early as possible. The course convenes once a week, which means that for six days of the week, your work will be largely self-guided. Your commitment to bringing materials to share and workshop each week with your peers is important to making the most out of this seminar.
Registration Requirements Instructor Approval by email
Learning Objectives Develop research questions on chosen topic and explain their importance as academic arguments. Cultivate a research methodology in conversation with well-chosen references. Hone the skills to communicate your research topic to peers and non-specialists. Polish research writing and learn to revise drafts.
Teaching Method Seminar Discussion; Workshopping.
Evaluation Method Essays Participation
Class Materials (required) Novelist as a Vocation - Murakami Haruki (Knopf). ISBN: 0451494644. Craft of Research, 5th Ed. - Wayne Booth et al (U Chicago Press). ISBN: 0226826678 * earlier editions are okay. Writing Your Journal Article in 12 Weeks, 2nd Ed. - Wendy Laura Belcher. ISBN: 022649991X
Overview of Course This seminar considers the legacy of the idea of “the human” and the ideology of humanism as it originates in early modern European thought and through its encounter with other places, other people, and other forms of matter. It offers students a concentrated introduction to key texts and trends in humanist thought, animal studies, posthumanism, new materialism, and other fields. It also considers these theoretical texts in light of “non-European” literary and cultural sources, particularly from Sinophone contexts.
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.
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.
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.
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 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 and Spring quarters 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)
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 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 and Spring quarters 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)
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 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 and Spring quarters 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)
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.
Class Materials (Required): Fall quarter: Textbook and workbook : Integrated Chinese, Level 2, Part1 (3rd ed.); Publisher: Cheng & Tsui Company. ISBN: 9780887276798 (textbook); 9780887276835 (workbook) Price: $58.99(textbook); $27.99 (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.
Class Materials (Required): Fall quarter: Textbook and workbook : Integrated Chinese, Level 2, Part1 (3rd ed.); Publisher: Cheng & Tsui Company. ISBN: 9780887276798 (textbook); 9780887276835 (workbook) Price: $58.99(textbook); $27.99 (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.
Class Materials (Required): Fall quarter: Textbook and workbook : Integrated Chinese, Level 2, Part1 (3rd ed.); Publisher: Cheng & Tsui Company. ISBN: 9780887276798 (textbook); 9780887276835 (workbook) Price: $58.99(textbook); $27.99 (Workbook)
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 Mandarin Chinese. Students will transition from basic, functional communicative skills to more in-depth academic exchanges with themes about the real Chinese world. Besides rigorous practice with oral skills, it focuses on improving reading, writing, and academic language. Topics include Chinese cultural concepts, social change, economic development, and human relationships. Students will read texts, watch videos, and discuss the above 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
Increase students’ awareness and knowledge of social issues in contemporary China.
Expand vocabulary, improve fluency, and enhance the accuracy in output.
Students will learn to, in written and spoken Chinese, organize ideas to produce coherent paragraph-level outputs, make arguments, and express themselves formally.
Teaching Method Discussions in Chinese on readings and video clips.
Evaluation Method Attendance and participation, assignments, quizzes, exams, and projects
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.
Overview of class This course is a year-long, three-quarter sequence, and is meant for students with no background in Hindi-Urdu (also called Hindi and Urdu). At the beginning of the three-quarter sequence, 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 will 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), students continue to learn new grammatical constructions, and by the end of the quarter they 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 or Urdu, two forms of a single language (Hindi-Urdu) that is written in two 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 language and literature courses.
Registration Requirements 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) All course materials will be made available in class or through Canvas.
Class Materials (Suggested – these may change) R.S. McGregor, Oxford Hindi-English Dictionary: 978-0198643395 S.M. Salimuddin and Suhail Anjum, Oxford Urdu-English Dictionary: 978-0195979947 S.K. Verma, Oxford English-Hindi Dictionary: 978-0195648195 Shanul Haq Haqqee, Oxford English-Urdu Dictionary: 978-0195793406
Overview of class 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 short stories, poems, and articles, watching and discussing movie clips, short films and videos, and making in-class presentations. During the year we touch on a variety of themes involving South Asian culture and society, travel, literary traditions, the natural world, 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
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 for Japanese language learning 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 and written assignments. Careful and thorough review and preparation for each class session are 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 The year-end goal of Japanese I is 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 – Hiragana/Katakana, Kanji, Reading, Writing. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-910-9.
Oka, M. et al. (2023). TOBIRA 1: Beginning Japanese Workbook 2 – Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-950-5
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 for Japanese language learning 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 and written assignments. Careful and thorough review and preparation for each class session are 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 The year-end goal of Japanese I is 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 – Hiragana/Katakana, Kanji, Reading, Writing. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-910-9.
Oka, M. et al. (2023). TOBIRA 1: Beginning Japanese Workbook 2 – Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-950-5
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 for Japanese language learning 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 and written assignments. Careful and thorough review and preparation for each class session are 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 The year-end goal of Japanese I is 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 – Hiragana/Katakana, Kanji, Reading, Writing. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-910-9.
Oka, M. et al. (2023). TOBIRA 1: Beginning Japanese Workbook 2 – Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers. ISBN: 978-4-87424-950-5
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, videos, written assignments, and in-class activities.
The emphasis will be on developing the skills necessary to describe not only their own experiences and daily lives, but also their community, general trend, and what is happening in society, while increasing vocabulary and sentence structures that they can use more precisely. Students will also practice summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are expected. 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 - B1.1 defined in the Common European Framework of Reference for Language (CEFR), as closely as possible. Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages with some fluency.
Teaching Method This course is conducted mostly in Japanese. Class hours are spent mainly on development of oral interpersonal communication skills, and written assignments are given for reading, listening, 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.
Oka, M. et al. (2023). TOBIRA II: Beginning Japanese Workbook 1: Kanji | Reading | Writing. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-960-4
If released in time:
Oka, M. et al. (expected in 2024). TOBIRA II: Beginning Japanese Workbook 2 -Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers.
Class Materials (Suggested) 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, videos, written assignments, and in-class activities.
The emphasis will be on developing the skills necessary to describe not only their own experiences and daily lives, but also their community, general trend, and what is happening in society, while increasing vocabulary and sentence structures that they can use more precisely. Students will also practice summarizing a story that they heard, read, or watched. Careful and thorough review and preparation for each class session are expected. 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 - B1.1 defined in the Common European Framework of Reference for Language (CEFR), as closely as possible. Upon the satisfactory completion of the course, students will be able to handle various types of more complex daily conversational situations and passages with some fluency.
Teaching Method This course is conducted mostly in Japanese. Class hours are spent mainly on development of oral interpersonal communication skills, and written assignments are given for reading, listening, 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.
Oka, M. et al. (2023). TOBIRA II: Beginning Japanese Workbook 1: Kanji | Reading | Writing. Tokyo: Kuroshio Publishers. ISBN 978-4-87424-960-4
If released in time:
Oka, M. et al. (expected in 2024). TOBIRA II: Beginning Japanese Workbook 2 -Vocabulary, Grammar, Listening. Tokyo: Kuroshio Publishers.
Class Materials (Suggested) 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, the sequel to Japanese II (JAPANESE 121-1, 2, 3). In Japanese III, students will continue developing the four skills of speaking, listening, reading, writing, and learning various aspects of Japanese culture and society through reading materials, TV dramas, class discussions and interview projects (211-2, 3). The formal writing styles are introduced, and students will learn to distinguish formal/casual speech and writing styles. The yearend proficiency goal of 211 is Intermediate-High, defined by the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines.
Registration Requirements Students must pass the preceding course with C- or above or 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 a 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 strategies to become autonomous learners.
Teaching Method Discussion. This course is conducted in Japanese.
Evaluation Method Class participation and performance, assignments, quizzes, oral and written examinations, projects.
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 and 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 312-1 Japanese IV: Contemporary Japanese Literary Works for Reading and Discussion
Course Overview In this course, students will enhance their language skills by exploring literary materials in Japanese and discussing them. While literature courses in Japanese studies emphasize historical contexts and specific analytical frameworks for the texts, this course focuses on students’ own engagement with and language analysis of written works. The course materials include poems, essays, manga, short stories, and novels. Supplementary movies may be provided depending on their availability.
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 1) Enhancing language proficiency in reading and speaking to Advanced-Low in the ACTFL Proficiency Guidelines, 2) Explore various literary genres and identifying their stylistic elements and themes, 3) Developing critical thinking skills by analyzing texts from multiple perspectives, and 4) Becoming an autonomous learner through examining strategies to achieve proficiency independently.
Teaching Method: Discussion. This course is conducted in Japanese.
Evaluation Method: Participation, assignments, projects, oral and written exams.
Class Materials (Required): All materials will 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 111-1: None 111-2: Completion of 111-1 with C- or above or the departmental placement test 111-3: Completion of 111-2 with C- or above or the departmental placement test
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. It aims 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) 978-0-8248-7650-0 & 978-0-8248-8336-2
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 111-1: None 111-2: Completion of 111-1 with C- or above or the departmental placement test 111-3: Completion of 111-2 with C- or above or the departmental placement test
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. It aims 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) 978-0-8248-7650-0 & 978-0-8248-8336-2
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 111-1: None 111-2: Completion of 111-1 with C- or above or the departmental placement test 111-3: Completion of 111-2 with C- or above or the departmental placement test
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. It aims 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) 978-0-8248-7650-0 & 978-0-8248-8336-2
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 and Cultural understanding.
Registration Requirements 121-1: Completion of 111-3 with C- or above, or the departmental placement test 121-2: Completion of 121-1 with C- or above, or the departmental placement test 121-3: Completion of 121-2 with C- or above, or the departmental placement test
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. It aims to achieve interpersonal, presentational, and interpretive communication as well as cultures 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 cultural topics 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 & 2 (University of Hawaii Press) 978-0-8248-8676-9 & 978-0-8248-8683-7
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 and Cultural understanding.
Registration Requirements 121-1: Completion of 111-3 with C- or above, or the departmental placement test 121-2: Completion of 121-1 with C- or above, or the departmental placement test 121-3: Completion of 121-2 with C- or above, or the departmental placement test
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. It aims to achieve interpersonal, presentational, and interpretive communication as well as cultures 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 cultural topics 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 & 2 (University of Hawaii Press) 978-0-8248-8676-9 & 978-0-8248-8683-7
Overview of class This is a year-long second-year Accelerated Korean course for students with existing proficiencies in speaking/ listening skills and more limited reading /writing skills in Korean. It focuses more on developing students’ literacy skills to balance with their oral skills. Students will engage in various literacy activities with a textbook and authentic materials with community-based cultural activities.
Registration Requirements 125-1: The departmental placement test 125-2: Completion of 125-1 with C- or above, or the departmental placement test 125-3: Completion of 125-2 with C- or above, or the departmental placement test
Learning Objectives This course is designed to have students reach their proficiency at the Intermediate High level of the ACTFL guideline. By the end of year, it aims to achieve interpersonal, presentational, and interpretive communication along with comparisons and cultures of 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 discussions, and learning various community-related and 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) 978-0-8248-8629-5 & 978-0-8248-8630-1
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 toward Advanced level. The vocabulary, contents, tasks, and topics covered in class are to address a wide spectrum of linguistic, discourse and socio-cultural aspects. Students will gain in-depth knowledge in academic discourse skills and understanding of Korean language, culture, and society.
Registration Requirements 211-1: Completion of 121-3 or 125-3 with C- or above, or the departmental placement test 211-2: Completion of 211-1 with C- or above, or the departmental placement test 211-3: Completion of 211-2 with C- or above, or the departmental placement test
Learning Objectives This course is designed to have students reach their proficiency at the Intermediate High level of the ACTFL guideline by the end of year in interpersonal, presentational, and interpretive communication along with comparisons and cultures.
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
