Designed specifically for thesis-writing students (year 2 and above) in the MA program of Foreign Languages and Literatures, this course guides students through the production of a proposal for their theses. Students perform the proposal writing task in a sequence of manageable stages, from refining a research question, constructing a literature review, to eventually drafting a proposal. Students will also acquire strategies for writing and revision that can be used beyond this class. Most class sessions consist of oral presentations and writing workshops, which means learning in this class depends on intensive peer collaboration. Students are also required to work closely with their thesis advisors in developing proposals and preparing drafts. 1. Students will learn to effectively manage the thesis writing process, develop writing habits for thesis writing, and produce a proposal for the thesis. 2. Students will develop a healthy/practical attitude towards thesis writing. College of Liberal Arts Main Campus Weekly Quotations: Students should bring one quotation from a primary or secondary source to class every week, preferably written in their thesis-ideas notebook. Each class session starts with free writing on that quotation. Mini-Lessons: Each student will conduct a succinct ten-minute mini-lesson on short readings from The Elements of Academic Style, preferably with handouts or some other interactive component. Participation: Active participation is defined as volunteering to answer questions, demonstrating preparedness, staying on task in class, and in general contributing to the advancement of the learning community in this course. Oral Presentations: Students will present their own work and solicit commentary and support from peers and the professor. Clarity and succinctness of the presentation are signs of good preparation. Portfolio: The portfolio consists of an accordion-folder which contains all thesis-related writings students compiled in the semester and it exhibits the process of thesis writing and records meta-reflections that occur along the process. The contents should include weekly quotations, major drafts of the proposal, source bibliography, literature review, methodology statement, advisor’s comments, classmates’ responses and comments, thesis-idea notebook, chapter outline and drafts (if any), and other notes or reflections. Grades Participation: 25% Mini Lessons: 5% Oral Presentations: 30% Portfolio: 40% *This is a pass/fail course. To pass and to succeed, students MUST complete and submit the assignments on time and in the proper format. Shan-Yun Huang 8 Wednesday 2,3,4 FL7202 (122EM0080) 2 (College of Liberal Arts) Graduate Institute of Foreign Languages and Literature
*Majors-only (including minor and double major students).
*Registration eligibility: graduate students. http://www.forex.ntu.edu.tw/main.php?lang=en

Course Description: This proposed MA seminar engages with key moments in the development of Asian American critical discourses. It takes as its starting point Chih-ming Wang’s contention that much of the Asian American critical work that has been produced in Taiwan so far has downplayed or neglected the interdisciplinary and internationalist character of Asian American studies. We will ask: what, then, would constitute an adequate form of engagement with Asian American critical discourses and texts? The working hypothesis of this seminar will be that Asian American culture is not a stable pre-constituted object awaiting excavation and recovery; we will instead approach it as a process of contestation and critical reformulation that is not yet settled. Our starting point will be critical accounts of the Asian American movement including the 1968-1969 student strikes at San Francisco State College and UC Berkeley. We will then examine other key moments including but not limited to the following: the controversy over the canonization of Maxine Hong Kingston’s The Woman Warrior; “the fall of the International Hotel” in San Francisco; the murder of Vincent Chin in Detroit; the heated debates surrounding Ronald Takaki’s popular history Strangers from a Different Shore; the politics of ethnicity; the near implosion of the Association for Asian American Studies following the granting。スand rescinding。スof a book award for Lois-Ann Yamanaka’s novel Blu’s Hanging; debates concerning the internationalization of Asian American studies; and the stakes involved in reading Asian American literature after the catastrophic events in Japan on March 11, 2011. We will conclude our seminar by asking (following a recent forum published in the Journal of Asian American Studies): has Asian American studies failed? Students in this seminar will be expected to read widely across interdisciplinary debates and to write regularly about the texts in our course readings. Students will have a chance to learn about and use key Asian College of Liberal Arts Main Campus Assignments: * Attendance and participation 10% * In-class writing exercise 10% * Six critical responses 30% * Term paper proposal 10% * Term paper 40% * Total 100% Please note that these assignments are subject to change as the instructor fine-tunes the syllabus. Guy Beauregard 12 Monday 5,6,7 FL7254 (122EM2830) 3 (College of Liberal Arts) Graduate Institute of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

Course Description This course investigates the encounter between east and west in two related dimensions: narrative and material, with five foci。スlandscape gardening, porcelain, tea, opium, and The Arabian Nights. The period of study is concentrated on the 18th and 19th centuries, when the east-west interaction becomes intensified. Course Objectives This course is designed to lead students to delve into the east-west “contact zone.” The material culture and ramifications in narrative will be learned in their historical contexts and with the help of theoretical insights mainly drawn from Thing Theory, etc. College of Liberal Arts Main Campus Requirements: Students are to read the assigned materials beforehand. Weekly reading notes, reflection and questions are to be sent to the instructor before the day of the class. Each student is to lead 2 discussions in the form of presentation (50 min) with Power Point slides, and to produce a term paper around 18-20 pages in MLA style. Ya-Feng Wu 12 Thursday 2,3,4 FL7303 (122EM3730) 3 *Registration eligibility: graduate students
.(College of Liberal Arts) Graduate Institute of Foreign Languages and Literature,
(College of Liberal Arts) Graduate Institute of Drama and theatre http://www.forex.ntu.edu.tw/main.php?lang=en

**This course will be conducted entirely in English including lectures, class discussions, student presentations, and written assignments.**
Islam is one of human civilization’s great religions. There are more than one billion Muslims living all over the world today. Politics in the Middle East and the broader Islamic world play important roles in international relations. For these and many other reasons it is crucial to have an understanding of the history of Islamic societies.
This course covers the first half of Islamic history from 600 to 1300 C.E. At the beginning of this period, Arab Muslims established a new religion and empire at the intersections of religions: Christian, Jewish, and Zoroastrian faiths and the crossroads of empires: Roman and Sasanian states in the Middle East. Within in this context, we will study the construction of Muslim empires and the dynamics of life in Islamic societies during the classical and medieval periods.
The course concludes in the 1300s, a pivotal moment when Islamic societies had to find a response to Turkish, Latin Christian (Crusader), and Mongol invasions that contributed to the fragmentation of Islamic civilization. By studying early Islamic history, we can witness the construction of such a major civilization from its very origins.
The period we study has received an enormous amount of attention over the last few years. Today’s Islamists and their opponents all look to the Prophet Muhammad and the community he established as an ideal and true representation of Islam to be copied or even reestablished. Contrary to seeing the past from such ideological perspectives, we will approach the study of early Islam from a historical perspective. We will examine the historical circumstances that led to the establishment of a new faith, why peoples adopted these beliefs, and how Muslims shaped new societies.
Introduction to Islam, 600-1300
Discussion section (伊斯蘭文明研導)
Wednesday 10:20-11:10 in 普通╴Pǔtōng 301
In addition to the main course, students are encouraged to enroll in the discussion section. In this small-group class, students will have an opportunity to learn more about and discuss the readings. I will also work closely with students to develop important skills of analysis, interpretation, framing, and presentation. The discussion section is worth one credit and to take it, you must to enroll in it online. You cannot only take the discussion section, without taking the lecture course. Auditors are not allowed in the discussion section. Grading will be based on the quantity and the quality of participation in discussions.
This course will examine a variety of historical topics:
The life of the Prophet Muhammad
The division of the Muslim community into Sunni, Shii, and other sects (religious groups)
The lives of women and diverse ethnic and religious communities
Literary and material culture
The spread of the faith to Asia, Africa, and Europe
The interrelationship and friction between Islam, Christianity, and Judaism
This course will study a variety of historical concepts:
The nature and functions of premodern empires
The nature and effects of diversity in human experience
The nature and effects of decentralization in human experience
Encounters between mobile and sedentary societies
Evolution and development of social structures
This course will help students develop a variety of skills:
The ability to read, write, and converse in English
Analyze and interpret original sources in English translation College of Liberal Arts Main Campus Class sessions: Students must attend all class sessions. Lectures and class discussions will provide information that is not covered in the readings and interpretations to help you understand the history. You should take careful notes. Please stop me if you have any questions about the history or language during lecture.
Readings: You will be reading around 50 pages of English text per week. Readings will consist of chapters from a textbook, scholarly articles, and original sources. All readings will be available as pdfs and may be downloaded from CEIBA. Please read texts assigned for the appropriate class session. By reading and absorbing information from these texts, you will learn the most in lectures and discussions. You should take careful notes on the readings.
Class discussions: Together we will discuss information presented in lectures and readings. Discussions are opportunities to practice thinking about ideas, concepts, and theories presented in readings. By sharing thoughts and asking questions, we can explore the fascinating history of Islamic societies more deeply and directly.
Exams: There will be three exams. The first one will ask you to locate physical and political geographic features on maps. The second exam will require you to identify historical terms such as names, places, events, and dates, and discuss their significance. The third exam presents select passages from class readings for you to identify and comment on their significance. This exam will demonstrate that you have digested readings and analyzed their importance. Keep in mind that in lectures and discussions I will help you understand the readings and how they fit into the broader history. Taking good notes in class lectures and discussions will therefore help you prepare for this exam.
Final essay: The course will end with a final essay four pages in length (1250 words). I will hand out the essay assignment towards the end of the semester. Please be aware that for the essay I will ask a question that will require you to analyze and provide examples from what you have learned from the entire course. This essay question will reflect the analytical-style questions that I will be constantly asking you in lectures and discussions during the semester. Yuen-Gen Liang 40 Tuesday 7,8,9 Hist2219 (103E52730) 3 (College of Liberal Arts) Department of History
*Registration eligibility: undergraduates. http://homepage.ntu.edu.tw/~history/english.htm

Course Description: Other than its discursive normality, how can public speaking be an artistic act? If such act entails a creative process, are there strategies for any public speaker to convey ideas not only in a comprehensible manner but also in an interesting, animating fashion? What are other complications when language makes the challenge even more stupendous? This course aims at incorporating three important elements together in presenting a successful speech in English: drafting ideas, structuring a narrative, and delivering a speech. The course will go through certain rhetorical analysis with certain successful written speeches and impressive public speeches. Throughout the course, we will also practice many ceremonial speeches such as how to draft and deliver such speeches as welcome remarks, introductory statements, and closing remarks. Throughout the semester, we will as well develop students’ presentation skills and narrative structuring: what to say and what to avoid. Participation and attendance are obligatory as part of your performance will be assessed by other members. Course Objectives: 1. To introduce students to different modes of public speaking, particularly in ceremonial speeches and delivery 2. To investigate the rhetorical approaches and strategies for a prepared speech or for any impromptu speech 3. To prepare students for hosting conferences, delivering speeches for official occasions 4. To analyze different approaches to write a well-crafted composition 5. To prepare junior, senior, and international students for global negotiations and cultural exchanges College of Liberal Arts Main Campus Yu-Hsiang Fu 12 Thursday 5,6,7 FL3245 (102E36600) 3 (College of Liberal Arts) Department of Foreign Languages and Literature
For DFLL junior and senior students and international students http://www.forex.ntu.edu.tw/main.php?lang=en

The course is a survey of British literature of the twentieth century. While we will begin at the turn of the century with the poetry of Hardy and Housman and the prose of Conrad, the course will focus primarily on the Modernist period, especially on Joyce, Woolf, and Eliot, as well as on the artistic ferment of the avant-garde in the teens and the poetry that resulted from the disaster of the Great War. We will then survey some important poetry from the 30s through the 60s. The aim of the course is the introduce students in the lectures to the cultural and historical context of Modernist literature in England (more or less). The idea is to focus on key texts (and passages within texts) with an eye to literary form, tradition, and close reading, but also to place these texts in the larger cultural climate that gives them meaning, that is, what is called Modernism. Students should get a good sense of what this might actually mean as far as British literature is concerned. College of Liberal Arts Main Campus Regular Attendance, in-class note taking, two major exams. Duncan Chesney 50 Friday 2,3,4 FL3004 (102E23190) 3 (College of Liberal Arts) Department of Foreign Languages and Literature,
Non-degree Program: European Studies Program
*Majors-only (including minor and double major students).
*Registration eligibility: juniorss and above. http://www.forex.ntu.edu.tw/main.php?lang=en

An introduction to the English literary tradition of the sixteenth century, covering poetry and prose works; the course will be especially interested in investigating English knowledge about the rest of the world during this period.
Grading: Paper assignment 30% Midterm exam 30% (1 hour) Final exam 40% (2 hours)
Syllabus: Week 1 – Introduction Week 2 – Precursors in Chaucer and Skelton Week 3 – Wyatt and Surrey Week 4 – Wyatt and Surrey Week 5 – Sidney Week 6 – Sidney Week 7 – Spenser Week 8 – Spenser Week 9 – 。ハMid-term exam。ヒ Week 10 – England and the Wider World Week 11 – England and the Wider World Week 12 – Selected prose works Week 13 – Selected prose works Week 14 – Shakespeare’s narrative poems Week 15 – Shakespeare’s narrative poems Week 16 – Shakespeare’s sonnets Week 17 – Shakespeare’s sonnets Week 18 – 。ハFinal Exam。ヒ To give students a solid grounding in English literature and culture of the sixteenth century. College of Liberal Arts Main Campus Michael Keevak 60 Tuesday 8,9 Friday 6 FL2003 (102E23150) 3 (College of Liberal Arts) Department of Foreign Languages and Literature,
Non-degree Program: European Studies Program

*Majors-only (including minor and double major students).
*Registration eligibility: sophomores and above. http://www.forex.ntu.edu.tw/main.php?lang=en

(Sample description from one of the several instructors)
This course is the completion of the 3rd/4th year composition sequence and aims to prepare DFLL students for graduate-level work in DFLL or similar humanities departments. The goal is to get students writing strong, sustained critical arguments, supplementing these arguments with properly cited secondary material. College of Liberal Arts Main Campus English Composition (Ⅲ) (1). Duncan Chesney,
Chun-Yen Chen 13 Thursday 2,3,4 FL3010 (102E49132) 2 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

Course Description: This course is an introduction to rapid reading of Latin prose authors. Extended passages will be read from the works of Caesar, Cicero, Seneca, and Tacitus. The course focuses especially on linguistic analysis of sentence patterns and on developing the techniques needed to read accurately and quickly. Course Objectives: At the end of the course students should be able to read about five hundred words per day. They should also be able to identify stylistic elements, including sentence patterns and diction, characteristic of each of the authors read during the course of the semester. College of Liberal Arts Main Campus Prerequisite:
Latin (Ⅱ)(1).

Course Requirements: Students must have completed a thorough study of the Latin grammar (usually two semesters), but they need not have had much reading practice beyond exercises. Wells S. Hansen 20 Monday 10,A,B,C FL3020 (102E32622) 3 (College of Liberal Arts) Department of Foreign Languages and Literature,
http://www.forex.ntu.edu.tw/main.php?lang=en

This course introduces students to fictional and other cultural perspectives from the postcolonial world. This semester, we will focus on selected texts from postcolonial Asia. Our course will be structured around the concept of the nation–what Benedict Anderson has famously called “an imagined community.” We will explore this concept by reading and discussing texts representing the complexities of imagined communities in locations such as Taiwan, India, Sri Lanka, Viet Nam, the Philippines, and Tibet. We will ask: why should these ideas and texts matter to us now? Students are expected to attend regularly, to read with care and curiosity, and to bring an open mind to course assignments and class discussion. We will reflect on our previously held commonsense ideas and test them against our course readings. Please note that while this course extends some of the ideas that were developed in our section of Fiction I in Fall 2011, it is also designed to be coherent as a stand-alone course. No prior knowledge of postcolonial studies is required. Please note that the above details may be slightly adjusted as the instructor fine-tunes the syllabus. College of Liberal Arts Main Campus Assignments: Attendance and participation 10% Group presentation 20% In-class writing exercise 20% Mid-term exam 25% Final exam 25% Total 100% The specific nature of these assignments will be discussed in the first week of classes. Please note again that these assignments may change as the instructor fine-tunes the syllabus. Guy Beauregard 40 Tuesday 8,9,10 FL4002 (102E24120) 3 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

Course Outline: In this course we will discuss and debate a variety of topics in English. The process will begin with a choice of suitable topics that are of interest to the class. Each topic will be covered over 2-3 of weeks, beginning with a search for readings on the topic. After reading some relevant materials, we will hold small group discussions in which students can present and discuss the different viewpoints they have read about on the topic. At this stage, two sides with opposing viewpoints should emerge. Two opposing positions for a debate will be chosen. Where appropriate, there will be some language development, with work on vocabulary, the language of presentation and discussion, grammar etc. Next there will be a formal debate on the topic, with speakers on either side, question and answer and discussion. Debates will be recorded, and participants will be able to access these recordings so as to review their performance. After this, there will be peer and teacher feedback on the debate. Note: the syllabus will be drawn up after the stduents have chosen their preferred topics for debate. Aims: To hold a series of formal debates on controversial issues of interest to the participants in the course. To practise and improve a) English speaking skills, and b) discussion skills. To develop ways of a) presenting an argument, and b) responding to opposing arguments. To learn to evaluate sources of news, information and opinion, and identify varied, reliable, and verifiable sources of information and opinion. To explore the interface between rhetorical effect and logical argument when it comes to complex debate. College of Liberal Arts Main Campus Eligible Students: This is a high level speaking course. Students should have already completed Oral Training one and Two from the department of Foreign Languages and Literatures. They should be good speakers of English, confident about discussing complex ideas in English. They must also have an interest in serious issues suitable for debate, relating to areas such as politics, society, the environment, justice, education, economics, the arts, culture, philosophy etc. However, the course is not suitable for people who already have perfect (or almost perfect) spoken English, as part of the aim of the course is to develop basic oral language skills in English. It is first and foremost a spoken English course. Davies Witton 10 Thursday 8,9 FL3073 (102E40330) 2 *Registration eligibility: juniors and above.

(College of Liberal Arts) Department of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

(Sample description from one of the several instructors)
This semester we build on the foundation established last semester in Oral Training 1. Our focus continues to be promoting user friendliness when speaking English. This includes key points from last semester like speaking pace, adequate pronunciation, intonation, spoken punctuation, grammar and usage. New skills which will be introduced or reviewed include language arts skills like paraphrasing and summarizing as well as communicative skills like compensation techniques. College of Liberal Arts Main Campus English Oral Training (Ⅰ)(1). Ann-Marie Hadzima,
Chung-Jen Chen,
Chi-Chih Tseng,
Mou-Lan Wong,
Davies Witton,
Ho, Tai-Chun,
Yanwing Leung 17 Monday 6,7 Thursday 6 FL1022 (102E50112) 2 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en