The formation and development of complex societies, sometimes called “chiefdoms” and “states,” has been a key theme in archaeological studies since the 19th century. This course surveys changing theoretical approaches to social complexity and state formation in anthropological archaeology while also taking a comparative perspective, looking at Old World and New World case studies, including the origins of state-level societies in Mesopotamia, Egypt, the Indus Valley, China, and Central America (the Maya lowlands and the highlands of Mexico). As complex society arose in different parts of the world, it brought with it greater social inequalities, changes toward more specialized economies, and fundamental changes in socio-political organization, power relationships, and identity. Settlement patterns changed, and large, more densely populated urban centers emerged (“cities”): these first cities were seats of new forms of pervasive socio-political power that was frequently legitimized through new belief systems and technologies of control, such as writing. While scholars historically have approached these changes through evolutionary frameworks, none of these developments were inevitable nor were they always successful. Part 1 of this course looks at how social complexity has been studied and analyzed within social evolutionary frameworks as well as more recent reactions against evolutionist approaches: how did socio-political and cultural complexity arise? What are “chiefdoms” and how did they emerge? How did some regions develop into early “primary states” and “civilizations”? What is the nature of urbanism, how did the earliest cities emerge, and what were their functions? Part II looks at specific cases of early state-level societies in the Old and New Worlds. Part III looks at special topics related to the emergence of state-level societies, including the invention and roles of early writing systems, changes in gender roles and engendered approaches, the emergence of ethnicity and new forms of cultural identity within social interactions, and finally, socio-political collapse. We will consider all of these within changing theoretical contexts, such as from processualist to post-processualist archaeologies. This seminar-style course, which will be supplemented with lectures, will familiarize upper-level undergraduate and Masters students with key concepts, theories, and debates concerning sociopolitical complexity and the origins of state-level societies, and give them a comparative understanding of the nature of the origins of primary states in major centers in the Old and New Worlds. College of Liberal Arts Shuiyuan Campus Weekly readings and in-class discussion; seminar presentation & discussion leading, midterm examination, final paper David Cohen 10 Thursday 2,3,4 Anth5107 (125EU3000) 3 (College of Liberal Arts) Department of Anthropology,
(College of Liberal Arts) Graduate Institute of Anthropology http://homepage.ntu.edu.tw/~anthro/english/index.htm

The problem of universals is an issue that has been much discussed in metaphysics. Debates are still going on in contemporary times. Realists and nominalists have proposed various arguments, and have developed their own systemized philosophical theories to deal with the problem. This course aims to discuss these arguments and philosophical systems by reading the works of such metaphysicians as D.M. Armstrong. College of Liberal Arts Shuiyuan Campus Duen-Min Deng 3 Monday 5 Phl7864 (124EM5930) 1 (College of Liberal Arts) Graduate Institute of Philosophy
*Majors-only (including minor and double major students).
*Registration eligibility: graduate students. http://www.philo.ntu.edu.tw/en/ann/

This course trains students to construct independently reading responses that are both aesthetic and interpretive. In addition to analytical skills of reading the three major genres of literature, including short story, poetry and drama, the students will also learn how contexts are significant in appreciating a wide spectrum of meanings generated from a text. Each session will be composed of workshops, lectures and whole-class discussions. By the end of the course, each student is expected to demonstrate intermediate skills of analyzing literary works in a process of reading and the synthesizing capacity of relating a text to contexts and other texts. One is also to learn how to share and explain one’s ideas about literary works in writing, and defend them using concrete supports. College of Liberal Arts Main Campus Prerequisite:
Approaches to Literature (1).

1.Reading assignments should be done before coming to class. 2.Participate in class discussions collaboratively. 3.Attendance and participation Anyone who misses the class more than three times will not pass this course. You are encouraged to avoid chronic lateness. Anyone who misses more than one hour of the class will be counted as absent half a time. 4.You are responsible for being in time for tests. No makeup exams will be given unless under extreme circumstances. 5.Assignments are expected to be handed in on the due day. Chi-She Li 50 Monday 2,3,4 FL1014 (102E14202) 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

This is a systematic introduction to the problems of phenomenology. Topics like intentionality, consciousness, perception, memory, imagination, pictures, symbols, life world, intersubjectivity will be introduced and discussed. This course aims to offer a gradual understanding of the substantial operation of the so-called phenomenological method and the necessary knowledge for comprehending the development of phenomenology as well. Fundamental concepts of phenomenology will be explicated and illustrated, and the relevance of these concepts to our contemporary human condition will be demonstrated. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 40 Monday 3,4,5 Phl4829 (104E48700) 3 (College of Liberal Arts) Department of Philosophy,
http://www.philo.ntu.edu.tw/en/ann/

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: 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

Course Description: This single-semester course intends to acquaint students with the theories and principles of public speaking, guide them in the analysis and evaluation of diversified presentations, and supply them with hands-on opportunities for presenting in English in a variety of academic and everyday situations. Additionally, it aims to familiarize students with the processes involved in preparing and delivering an effective public presentation, such as selecting an appropriate topic, analyzing the audience, performing research to locate relevant materials, crafting a feasible and manageable outline, choosing the appropriate wording, opening, and closing, cultivating the efficient coping strategies for ameliorating speaking anxiety, making judicious use of visual media, and so forth. Course Objectives: Upon completion of this semester-long course, students can expect to be able to 1. understand the principles of public speaking, 2. develop and deliver well-structured English presentations with confidence and authority, 3. design or locate effective visual media to enhance presentation efficiency, and 4. respond to the questions from the audience with poise and clarity. College of Liberal Arts Main Campus Requirements: Students are expected to complete all of the assigned readings and homework assignments prior to class and fully participate in class discussions and activities. Equally important, they need to actively offer feedback on their peers’ presentations to help one other identify and in turn address the areas for further improvement. Heng-Tsung Danny Huang 14 Monday 8,9,10 FL3241 (102E36520) 3 (College of Liberal Arts) Department of Foreign Languages and Literature
*Registration eligibility: juniors and above. 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

(Sample description from one of the several instructors)
Whereas the first semester largely required students to review grammar and sentence structure, culminating in two essays, the second semester will consist of entirely essay-length writing assignments. These will include various rhetorical modes (process, causation, definition, illustration, argumentation, etc.) and one ‘mini’ research paper (five to eight pages in length using three to five citations) to prepare students for Junior Composition and future academic writing. College of Liberal Arts Main Campus English Composition (Ⅱ) (1). Kirill Ole Thompson,
Davies Witton,
Chen, Yi-Hsuan,
Chung-Jen Chen,
Judy Wai-Kei Kwong 14 Monday 2,3,4 FL2010 (102E49122) 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

(Sample description from one of the several instructors)
In the spring semester, we will continue focusing on understanding the topic of academic compositions. We will be discussing the following topics (among others) What makes topic sentences weak or strong? What makes paragraph organization weak or strong? What contributes to poor idea development? What plagiarism is and why it is a problem? Examples from student writing samples will be used to illustrate strengths and weaknesses in writing compositions at this level. College of Liberal Arts Main Campus English Composition (Ⅰ)(1). Ann-Marie Hadzima,
Ruey-Szu Wang,
Judy Wai-Kei Kwong,
Ann-Marie Hadzima 15 Tuesday 8,9,10 FL1020 (102E49112) 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