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Curriculum

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Course Content- Required Courses


[Introduction to Western Literature (I)(II)]
This course aims at connecting the students to literature and especially to inspire and motivate those who have a vague idea what literature is. We will of course learn about genres, forms and techniques, but before we do that, we want to know why we read literature at all. What has literature to do with us? How can literature serve us? These are the more important questions to think about in this course.
Hsiao-yu Sun, Hsin-ya Huang, Li-Ru Lu
 
 
 [Guided Reading of Literary Works (I)(II)]
This course introduces students to three genres of literature: Fiction for the 1st semester, Drama and Poetry the 2nd. Students shall be intrigued to enjoy reading literature, develop abilities to analyze and synthesize the given piece of work, and ultimately widen their perspectives and be able to integrate the learned theories, skills, and insights into their daily lives. 
Hsiao-yu Sun, Yuan-jung Cheng,  Shiuh-huah Chou
 
 
 [Freshman English (I)(II)]
A course of reading. Most of the reading materials will focus on humanistic themes. Occasional discussions will be arranged after each topic lecture. Students will be asked to participate in such discussion sessions.
Faculty members
 
 
 [English Writing I(I)I(II) ]
The purpose of this course is two-fold: to practice and review the essential grammar of a good paragraph on the one hand, and, on the other hand, to help students to learn and hopefully master the "order" of languages through sentence combining exercises. Students will do some exercises in class and comment on one another' s sentence combing strategies. Besides these in-class exercises, students will also asked to turn in one short exercise per week. 
Faculty members
 
 
 [English Oral Training I(I)I(II)]
It aims designed to increase the student's ability to use American English with confidence in everyday situations. Students take responsibility for increasing their own vocabulary, improving pronunciation and enunciation, and developing communications skills. It is a fast-paced class of, by, and for the students, assisted by the teacher. 
Faculty members
 
 
[English Listening Comprehension I(I)I(II)]
It aims at training students' comprehension. Tapes on selected topics shall be played. Discussions shall follow each topic session to assess students' comprehensive ability. 
Faculty members
 
 
 [Introduction to English Linguistics III]
The course invites students to explore the central components of linguistics. Students will have an overview of the properties of language and the various fields of linguistics, looking at the grammatical aspects of language, which include the studies of sounds and sound system, words and word formation, sentence patterns, and meaning. The psychological and biological foundations of language and applications of linguistics to other fields will also be covered in the second semester.
Ming-yu Tseng, Shu-ing Shyu, Shu-chen Ou
 
[English Writing II(I)
II(II) ]
Prerequisites: English Writing I(I), English Writing I(II)
Introduce students to the basic of writing exposition such as, illustration, division and classification, process analysis, cause-and-effect, comparison and contrast, and definition. It also focuses to encourage students to synthesize information with their own ideas and, in so doing, learn that writing has practical value for exploring an issue or problem.
Faculty members
 
 
 [English Oral Training II(I)II(II) ]
Prerequisites: English Oral Training II(I), English Oral Training II(II)
Through discussion, role playing, games, and presentations, we will all work together to help students to become more confident and comfortable speaking idiomatic English in a wide range of situations. We will use as our textbook Speaking Naturally: Communications Skills in American English by Bruce Tillitt and Mary Newton Bruder. We will spend much of first semester discussing, writing, performing, and producing a short play in English. During the second semester, we will continue our peer groups with such activities as critiquing advertising, analyzing film, and stimulating dialogue. Since the course aims to assist students to develop and expand their "English voices," I will evaluate your success not only by the quality of your presentations and the measurable progress at conversation that you make, but also by the motivation and effort to learn that you demonstrate through your sincere enthusiasm and will participation in the processes to which we will devote our classtime.
Faculty members
 
 [Listening Comprehension II(I)II(II) ]
Prerequisites: English Listening I(I), English Listening I(II)
This course aims to equip students with ability to understand both academic lectures and recreational listening materials at the low-advanced level. It proposes 1) to present academic lectures on different topics such as population, feminism, civil rights, etc.; 2) to familiarize students with issues and vocabulary in psychology, music, business, arts, crime, and work, etc.; 3) to tech students how to take notes when listening to lectures. 
Faculty members
 
 
 [English Writing III(I) III(II)]
Prerequisites: English Writing II(I), English Writing II(II)
This course aims at training students to produce effective and properly-documented critical essays. Building on the writing students did in earlier semesters, they will learn in this course to write longer papers that are not only expressions of personal opinions, but also the result of research students have conducted. That means that students will find what others have written on their topic, that they learn how to quote those ideas of others, and how to attribute and incorporate them in their own writing according to the rules of scholarship that have been developed for that purpose. 
Faculty members
 
 
 [English Speech and Debate III]
Prerequisites: English Oral Training II(I), English Oral Training II(II)
This course aims to provide a forum where students can learn to give public presentations in English. It requires students to speak informatively, persuasively and entertainingly. Students are required to deliver (1) 5 to 6 prepared speeches (5 to 8 minutes each ) on topics of their own choice, and (2) 4 to 5 imprompty talks (3 to 4 minutes each) on assigned topics. The presentations are delivered verse natures, including short lectures on researched topics, news reports, actuating speeches, much debateds, as well as valedictory and entertaining talks. Presentations will receive comments from the floor before the professor gives his general evaluations. Detailed personal suggestions will be rendered at individual conference will beconducted 3 to 4 weeks before mid- term and final exam. In line with the seriousness of the above requirements, and certainly not contradictory to it,students are encouraged to incorporate as much creativity into their shows, and derive as much pleasure from them, as their imagination and language proficiency can afford. After all, nothing benefits and oral training class more than a desirous speaker and some hungry ears craving for wits and laughter .
Yu-Feng Yang, Hui-chen Wen, Desmond Andrew Skeel
 
 


English Literature 
(choose at least two courses)
 
[English Literature: Before 1660 ]
This is a survey course, ranging from the begin of English literature to around 1660. Major writers, genres and literary trends of this period will be covered and discussed. Historical background will be applied to explicate the texts. Since the course entails three lengthened periods, i.e., Old English, Middle English and the Renaissance, all readings will be selective and there will be a greater emphasis on narrative verses and lyrics. Dramas and prose works will form the secondary level of reading. Mid-term and final exams are required.
Rudolphus Teeuwen Chi-fang Li
 
 
[English Literature: 1660-1800]
This course introduces students to the literature and culture of Restoration and eighteenth-century Britain. Our story begins from King Charles II's court and ends in Olaudah Equiano's autobiography. While looking at the greatest literary achievements during 1660-1785 in conjunction with the events taking place in the Continent and the colonies, we will also learn to visualise the texts and re-imagine their worlds. The course will explore the period thematically (see below), sampling short texts from the set textbook and digital resources with some longer readings (excluding Sterne, Fielding, and Richardson).
 Rudolphus Teeuwen, Chi-fang Li
 
 
[English Literature: 1800-1900]
The course offers a general introduction to the Romantic Period and the Victorian Period in English literature and helps the students increase their knowledge about canonical English writers of 1800-1900. It sets out to explore and critically reflect on some of the ideological, aesthetic and social/political agendas that underpin Romantic-period and Victorian-period literary practices through close study of key concepts such as the Picturesque and the Sublime.
Shu-fang Lai, Chia-jung Lee
 
 
[English Literature: after 1900]
This course aims at introducing students to the cultural trends and their literary expressions in twentieth-century England and the Commonwealth from perspectives in currency with contemporary literary theories
1. Cultural backgrounds of the twentieth-century English literature 
2. pre-modern texts 
3. war poets 
4. modernism 
5. postmodernism 
6. the empire and emergent liteartures 
Yu-Chen Lin, Yuan-jung Cheng
 

American Literature 
(choose at least one course)


[American Literature: before 1865]
This course will trace the development of the American imagination during its first century that American was a country to the present day by providing appreciation of the literature of the United States through reading and studying some great works of its finest masters--works that have continued to speak in various ways and for various reasons to large segments of the population, works that helped from the American mind. 
TEE Kim TongFu-jen Chen, Li-Ru Lu, Shiuh-huah Chou
 
 
[American Literature: after 1865]
This course will trace the development of the American imagination during its first century that American was a country to the present day by providing appreciation of the literature of the United States through reading and studying some great works of its finest masters--works that have continued to speak in various ways and for various reasons to large segments of the population, works that helped from the American mind. 
Fu-jen Chen
 
 

European Literature 
(choose at least one course)

 [European Literature: 1350~1800]
Introduction to European literature of the late Middle Ages until the Enlightenment
1. Introduction to masterpieces of Western literature from the late Middle Ages until the Enlightenment;
2. Introduction to religious, social, and intellectual beckgrounds of the period;
3. A careful, informed, and joyful reading of a limited number of works that have been formative of Western culture
 TEE Kim TongRudolphus Teeuwen 
 
 
[European Literature: after 1800]
As an introduction to non-British European literature after 1800, the course stresses an intensive reading of literature of diverse cultures from the Romantic period to the early twentieth century. 
TEE Kim Tong, Yuan-jung Cheng, Rudolphus Teeuwen, Min-hsiou Rachel Hung
 

Courses in other Foreign Languages
(including Japanese, French, German, Spanish and Russian/ Choose at least one course).
余光中老師
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