English Composition (Ⅱ)(1)

Students learn the skills of gathering and organising ideas, planning, drafting, revising and rewriting texts. This means plenty of reading and above all writing (mostly as homework), but also a lot of planning, discussion and peer evaluation in class. There will also be error correction and remedial language work as required. A wide a variety of writing genres are covered. Students are also asked to keep a journal, which I read at mid-term and at the end of the semester. This course involved a lot of work out of class, and students unable to carry out all the writing assignments required risk failing the course. *to practice writing full compositions, especially narrative, descriptive and discursive essays.

*to improve writing skills by writing as much as possible.

*to learn to gather ideas and organise them, then draft, redraft and edit a piece of writing.

*to learn how to appreciate and criticise one own and others?writing.

*to use writing to communicate.

*to write in a variety of genres, e.g. letters (formal & informal), reviews, reports, journals.

College of Liberal Arts Main Campus *Prerequisite: English Composition (Ⅰ)(2)
*Majors-only (including minor and double major students). Davies Witton 15 Monday 2,3,4 FL2009 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

English Composition(Ⅲ) (1)

English Composition III trains students to summarize, report, criticize, and conduct research. During the first term, students are trained to summarize and paraphrase as they learn to incorporate outside sources into their papers. They learn to use reported material without plagiarizing and to incorporate ideas from outside sources to support and prove a thesis. Students are also given the opportunity to do critical writing with an emphasis on general principles of logic and argumentation. They are encouraged to investigate the soundness of a conclusion, the validity of a judgment, the value of a short story. Four papers of around 3-5 pages constitute the main substance of the first semester, culminating in 10-page mini-research piece. The goal of the course is for students to achieve high-level competence in writing English prose and critical assessments of academic and other material.

The specific goal of this section of Composition 3, as a year-long course, is to prepare students for applications to (and performance in) master’s programs in humanities and social science fields as regards English language proficiency, logical argumentation, and research skills.
College of Liberal Arts Main Campus *Prerequisite: English Composition (Ⅱ)(2)
*Majors-only (including minor and double major students). Duncan Chesney 13 Thursday 2,3,4 FL3009 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

English Writing for Academic Purposes

This is the AWEC writing course you want if you want to learn how to write a professional scientific or academic journal article.

The course is open to all disciplines: Applied Sciences, Engineering, Social Sciences, and the Humanities. Using structural and linguistic approaches, you will explore how to write a published article for a journal.

The course provides you with the essential knowledge of the STYLES of academic articles.

The goal of the course is to make you the MASTER of your writing.

Academic Writing Education Center Main Campus *Restrict to graduate students. Marc Anthony 17 Thursday 5,6,7 Write7010 3 Half Ntu Academic Writing Education Center http://www.awec.ntu.edu.tw/eng/eng_index.html ; ntuawec@ntu.edu.tw

Orality, Text, Brain

This graduate course has no written tests and no fixed textbook. Much of the written work will be collective in nature.

The literary material for this course is ancient, medieval, and modern oral poems, including Beowulf, English and Scottish ballads, Middle and Modern English sayings, contemporary US spoken word poets (poetry slam poets), and translations from the worlds greatest oral poems and laws. Each student will construct his or her own virtual (oral) book of poetry.

The methodology of this course is partly performative: each class meeting will consist of an operational discussion of orality–learning and jamming oral poemsas well as a theoretical discussion of orality. In other words, we will read theories of orality and ethnopoetics for the sake of putting them into practice and testing them as performance, and we will perform as a way to understand the ahistorical processes of orality, so often misrecognized in modernity. Guest speakers from other faculties will be invited to educate us on the brain and memory; the relationship of music, voice, and text; and performance. Individually and as a group we shall build a repertoire, a living corpus of intangible culture. We will also watch and describe performances of oral poetry from around the world, including the South African ibongi, the Argentine payador, and American poetry slams.

The theoretical foundations of this course include cognitive approaches to literature, oral theory, and ethnopoetics. Subthemes include memory and participatory knowledge.
1. Learn about and master pre-modern texts, especially English-language ballads, Middle English poetry.
2. Learn oral theory, and see how orality is part of even hyper-literate societies.
3. Develop a more sophisticated understanding of history and historical change.
4. Apply oral theory and performance theory not only to texts but to the study process.

5. Write publishable, collaborative essays or prepare collaborative conference presentations.
College of Liberal Arts Main Campus Michael Mcglynn 12 Monday 6,7,8 FL7270 3 Half Graduate Institute of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

English Oral Training(Ⅰ)(1)

English Oral Training I (1) aims to develop studentss’ speaking accuracy and fluency on a range of discussion topics/ issues. Students will learn to be effective leaders and participants through various speaking activities. Specifically, students will engage in forms of communicative activities, such as interviews, games, Q & A session, presentation, and role-play. By the end of the course, students will be able to (1) employ effective discussion principles in a given setting; (2) develop practical discussion strategies on a certain topic; (3) lead and participate in classroom discussions; (4) give and discuss their opinions, and (5) express themselves confidently in their academic/professional communities.

College of Liberal Arts Main Campus *Majors-only (including minor and double major students). Chi-Chih Tseng,Mou-Lan Wong,Davies Witton,Ruey-Szu Wang 20 Monday 6,7 Thursday 6 FL1021 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

English Oral Training(Ⅱ)(1)

This course is designed to offer an environment favorable for developing studentss’ communicative competence in the target language, viz., English. Towards this end, it provides various communicative activities in which students would need to speak strategically to achieve different purposes in realistic situations; additionally, it offers optimal opportunities for students to plan and deliver individual presentations as well as to organize and participate in formal debates. Three objectives are established for this yearlong course. Upon completion, students can expect to have developed the skills necessary:

(1) to interact with ease with interlocutors, listeners, and audiences, change elements of their presentation (such as the level of formality or abstraction) if those elements seem to be pitched wrongly, and deal with questions and other forms of feedback from their listeners,

(2) to give accounts of complex issues of current societal and academic importance, and

(3) to verbalize well-informed opinions on such issues, sustained by arguments and evidence that are the results of thoughtful engagement and relevant research.

College of Liberal Arts Main Campus *Prerequisite: English Oral Training (Ⅰ)(2)
*Majors-only (including minor and double major students). Heng-Tsung Danny Huang,Judy Wai-Kei Kwong,Chi-Chih Tseng,Davies Witton,Chi-Chih Tseng,Ann-Marie Hadzima,Heng-Tsung Danny Huang,Shao-Ting Alan Hung 18 Tuesday 6,7 FL2011 2 Full Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

Business English

This Business English course gives students an insight of the business world by exposing them to knowledge of the English language skills necessary to succeed. With English being the language of international communication, students will be trained to communicate in English, both written and oral, effectively to be globally competitive. In order for students to benefit from this course, they should have at least an intermediate level of English in listening, speaking, reading, and writing. Materials are carefully designed to present English language usage in a variety of contexts, including conducting meetings, negotiations, presentations, and work abroad. Practicing simulated business situations through role-play and discussions, students will gain a comprehensive business vocabulary by interacting with their co-workers, bosses, clients, or other business acquaintances. Business knowledge is not explicitly taught but is introduced along the way allowing students to learn by doing.

This course does not provide business education but aims to share tacit knowledge that allows students to develop their English skills for use in a business context. In other words, this course introduces business etiquette that helps students to survive well and ultimately succeed in the real working world regardless of their current major and intended future career.

In addition, students will be learning written and spoken business idioms through peer teaching. The purpose of this kind of activity is to allow students to realize for themselves that they do not only learn from authority figures. In todays flat world, knowledge can be gained through peers or even subordinates.

Much class time will be devoted to student-led activities allowing students to speak up in a controlled, business-like yet relaxed atmosphere. Materials will first be introduced for the general context before being framed for business situations. In and outside of class, students will have the opportunity to work individually; they will also work in groups to develop the concept of teamwork and justify the significance of team spirit to boosting productivity. College of Liberal Arts Main Campus Judy Wai-Kei Kwong 16 Tuesday 5,6 FL3030 2 Half Department of Foreign Languages and Literatures http://www.forex.ntu.edu.tw/main.php?lang=en

English in Philosophical Works

Bertand Russell (1872-1970) was one of the most influential philosophers of the 20th century and an excellent writer. He wrote on philosophy of mathematics as well as on political and social issues. His book The Problems of Philosophy is a short and introductory book to problems of philosophy of knowledge, mainly from British empiricist points of view. It appeared in 1912 and became a bestseller. It is still in print today. On about 160 pages, Russell discusses the nature of appearance and reality, matter, idealism, induction, a priori knowledge, universals, intuition, truth and falsehood, opinion, and the limits and value of philosophy in general. As the book consists of 15 short chapters of about ten pages each, we will more or less follow this division, covering about ten pages per week. This course does not only provide a chance to learn something in philosophy but also to learn and enjoy good English. Bertrand Russell was awarded the Nobel Prize in Literature in 1950. The course objective is to learn how to read a classical philosophical text in English, how to summarize the main points, and how to discuss them in writing and in speech. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 40 Monday 3,4,5 Phl2059 3 Half Department of Philosophy http://www.philo.ntu.edu.tw/en/ann/

English Composition (Ⅰ)(1)

The focus of this English Composition course is to reinforce and enhance the English proficiency of first-year students in the writing skill area. Students will be writing a lot under guidance throughout the course to develop good writing habits and learn how bad writing habits could interfere with their thought process and therefore their writing process. In the first semester, students will first be learning how to write grammatically correct and meaningful sentences for different readers. Different sentence structures will be introduced allowing students to write with variety. Rules of punctuation will be emphasized for students to realize that punctuation marks are not merely meaningless symbols but actually carry meanings. When students feel comfortable writing sentences at the college level, they will then be guided to composing well-structured paragraphs. Students will be exploring the different parts of a paragraph and finding out the role each part plays in a paragraph. Once they have identified the relationship among the parts, then they are ready to put these parts together to form a coherent and cohesive paragraph. Besides sentences and paragraphs, other modes of writing, such as email communication and business letter, will be introduced based on students’ wants/needs. Students are encouraged to read in English as much as they can outside of class time as reading is one of the most effective ways to improving writing skills. Registering correct sentence structures and building vocabulary useful for writing can be achieved through reading. For this reason, throughout the course, students will have chances to read their classmates’ work and provide feedback as each other’s mentors. A variety of activities such as group interactions, pair work, and class discussions are used to introduce new material and reinforce material taught. Students will be learning how to write in English under a fun and interactive atmosphere. By the end of the first semester, students will/should have already developed good writing habits and can write following the “preferable writing approach.” College of Liberal Arts Students are required to keep a writing journal. They will be writing in their journal everyday starting the first day of class. Students will mostly be writing on something that interests them or occasionally on an assigned topic outside of class. In-class writing can be free-writing, timed writing, writing with a brainstorming session, etc. This course is conducted entirely in English. Students should attend all classes and come to class on time and prepared. Attendance is taken seriously. Students who “need” to be late or absent should notify the instructor at least 2 days in advance. No make-up quizzes or exams are allowed. Late homework will NOT be accepted. Students missing 4 or more classes automatically fail the course. Students who do not complete either Proverb Sharing or Book Review or both are not allowed to pass the course. Cell phones and other electronic devices are not allowed to be used in class unless given permission by the instructor to do so. JUDY WAI-KEI KWONG Tuesday 89X FL1019 2

English Romanticism

Course Description: This course surveys British Romantic literature. Audio-visual materials will be employed, if necessary, to illustrate certain issues and to give a better introduction to the cultural milieu of the period. Lecture and discussion will be conducted in English. Course Objective: It is designed to facilitate students to form a well-rounded knowledge of the literature of this period by close reading of the texts, and to cultivate sensibility for the continuity of literary history. College of Liberal Arts Course Requirement: 1. Regular attendance and vigorous participation in discussion. (Absence without leave over 3 times disqualify you for Mid-term exam. 2. Reflection (1-2 pages) on authors and topics covered before Mid-term exam. 3. Group presentation (15 min.) on authors and topics covered after Mid-term exam. 4. Paper (10 pages in MLA style) on authors and topics covered after Mid-term exam. YA-FENG WU Wednesday 234 FL3002 3

Contemporary English Novels

This course aims at instructing a contrapuntal reading of contemporary cultural theories and contemporary English novels and films based on or inspired by novels. All lectures, readings and discussions focus on how a contested identity is formulated and manipulated in intervening our imagination and fear of the post 9/11 era. Practices in class include lectures from the lecturer, group presentation organized by students and discussion orientated by the lecturer. Course evaluation relies on students’ in class participation, assignments, and contribution to class discussion. We’ll explore contemporary British novels (since the 1980s-5) that represent different strands of fiction and legacies of history, culture, and politics. The readings and films selected engage with social and class structures, racial, ethnic, sexual, and gender relations, and questions of national identity, and they present some variety in narrative tones, style, and structure. This course put particular emphasis on class discussion that require every student take part in in-class discussion and an oral presentation. Written works include in-class discussion starter questions/comments, succinct journal entry on the assigned novel, a critical response, an exploratory essay, and a term essay (that may incorporate, revise, draw upon prior written work) on a topic and text(s) of your choice. This course attempts to 1. introduce contemporary writers, novels and issues; 2. demonstrate how ideas of national identity, transnationality, globalization and multiculturalism can be applied to the textual analysis of literature and culture and a form of identity politics; 3. ponder over possible ways to broaden the traditional literary studies with the up-to-dated issues of the world we are living now. College of Liberal Arts The course takes the form of 3-hour seminar, conducted in English. Students are required to attend regularly and participate vigorously in the seminars. Students are to present on a topic of their choice and lead the discussion. A mini-conference will be held in the 17th week; a 10-15 page term paper is due before the submission date to be announced in class. This course put particular emphasis on class discussion that requires every student take part in in-class discussion and oral presentation (once a semester). Written works include in-class discussion starter questions/comments (each week), succinct journal entry on the assigned novel or a critical response (those who are responsible for oral presentations), an exploratory essay (thesis 1 page, major works cited 1 page at the mini conference), and a term essay (that may incorporate, revise, draw upon prior written work) on a topic and text(s) of your choice. 1. Class participation: read the assigned articles before class and write a short passage of comments to present at each meeting to facilitate in-depth discussion. Active participation is expected. 2. Oral Presentation: a short presentation, an oral presentation in the mini conference 3. Mini conference: you are expected to briefly illustrate what you plan to do in the final paper with a 2-page- exploratory essay at the 17th week. 4. A full research paper: (at least 10 pages for MA students, 15 for PhD students, works cited not included). 5. Regular attendance: 2 absences—without asking for leave by email—will result in your failure in the course. CHUNG-JEN CHEN Tuesday 234 FL7311 3

Geoffrey Chaucer

Geoffrey Chaucer will introduce students to Chaucers literary works and current trends of Chaucerian studies. This course will not only focus on Chaucers major poems including _The Book of the Duchess_, _The House of Fame_, _The Parliament of Fowls_, _Troilus and Criseyde_, _The Legend of Good Women_, and _The Canterbury Tales_, but also explore how Chaucer interacted with a wide range of literary sources and traditions, from the Bible through the authors of classical antiquity and down to medieval writers from England and the Continent, especially France and Italy. We will examine Chaucers works within their social and cultural context by reading both medieval sources and recent literary criticism. Through discussing Chaucers language, concerns, writing strategies, and his critical heritage, we will approach Chaucers work historically, textually, and critically. Students are encouraged to shed new light on the studies of Chaucer from various theoretical perspectives such as animal theory, ecocriticism, gender, sexuality, race, affect, history of emotions, visual culture, spatiality, psychoanalysis, the life of things, etc. Together, we aim to contribute to the creative edge of research in this field. Though readings in this course are mainly in Middle English, no previous experience of Chaucer’s language is required. Students may learn how to read Chaucer from the following websites: Harvard’s Chaucer page “Teach Yourself to Read Chaucer’s English” (http://sites.fas.harvard.edu/~chaucer/teachslf/less-0.htm) or Harvard’s METRO site “Chaucer Platforms” (http://metro.fas.harvard.edu/icb/icb.do). Course Objectives: This graduate seminar aims to provide students with basic, necessary knowledge and skills to read, analyze, and interpret Chaucer’s major works. By the end of the semester, students should be able to 1. Read, discuss and write about Chaucer’s major works critically; 2. Analyze the literary and historical contexts within which Chaucer is writing; 3. Understand key issues and debates in Chaucerian studies; 4. Understand and read aloud Middle English properly. College of Liberal Arts Requirements: 1. Regular attendance and active participation are strongly required. 2. Class presentations on the texts and critical essays. 3. Six position papers. 4. A 12-page “Conference Paper” in draft and final form LIU, YA-SHIH Friday 345 FL7316 3