Literature and the Arts
108/Hist. of Art 108. Introduction to African Art. (3). (Excl).
See History of Art 108. (Quarcoopome)
341/Theatre 222. Introduction to Black Theatre. (3). (HU).
See Theatre and Drama 222. (Jackson)
342/Theatre 233. Acting and the Black Experience. Permission of
instructor (brief interview). (3). (HU).
See Theatre and Drama 233. (Jackson)
Individual Behavior, Cultural Systems, and Social Organization
241/Women's Studies 231. Women of Color and Feminism. (3). (Excl).
See Women's Studies 231.
170/History 170/University Courses 170/Women's Studies 210. Histories of "Witchcraft." First-year students only. (4). (Introductory Composition).
"witch - 1) one that is credited with usually malignant supernatural
powers, especially a woman,...a sorceress; 2) an ugly old woman, hag; 3)
a charming or alluring girl or woman."
-Webster's Ninth New Collegiate Dictionary
This is a multi-disciplinary and cross-cultural course offered to first-year students only. Its format is somewhat unusual. Students will attend a twice-weekly "lecture" class that focuses on the 1692 "witchcraft" outbreak in Salem, Massachusetts, and on the accusations and trials that preceded this dramatic event in both New England and Europe. Readings for this section of the course are drawn from history, literature, journalism, sociology, psychology, and anthropology (see lecture syllabus). In addition, each student will enroll in a twice-weekly discussion section (a kind of mini-course within the larger course) that focuses initially on the Salem outbreak but subsequently on other histories of "witchcraft."
210. Topics in Ethnic Studies. (3). (SS). May be repeated for
credit with permission.
Section 002 - Latinos in the United States: An Introduction. Latinos
- or Hispanics - are the second largest minority in the U.S. Comprised of
those whose origins - however near or far - come from the Spanish-speaking
countries of Latin America, Latinos comprise very variegated experiences
in the U.S. Both the reasons of migration from their countries and their
processes of incorporation in American society vary widely. Together we
will seek to understand both what they share and what is unique. This course
explores the experiences of the major groups of Latinos in the U.S. - Chicanos,
Mexicans immigrants, Puerto Ricans, Cubans - both for what it tells us about
them and for the social problems and social issues they serve to exemplify:
family, immigration law and its consequences, the different meaning of race
in Latin America and the U.S., the unfolding drama of revolution, the "culture
of poverty" and the like. Overall we will seek to understand to what
extent Latinos are insiders or outsiders to this society, and why. (Koreck)
Courses in Spanish
307/Spanish 307. Spanish for U.S.
Latinos. Basic knowledge of Spanish language or permission of instructor.
(3). (Excl).
This course addresses the particular linguistic needs and interests
of students of Hispanic descent and heritage born and/or educated in the
United States interested in acquiring a formal and structural knowledge
of Spanish, in further expanding vocabulary at the abstract and professional
levels, and in developing their skills in formal and professional writing.
Sociolinguistic aspects of Spanish in the United States - code-switching,
linguistic attitudes, bilingualism - also will be explored in relation to
the politics of cultural identity. Short weekly assignments and exercises
emphasizing the differences between oral and written modes of communication
and between formal and informal Spanish will be required, along with a mid-term
and a final exam. Readings will include cultural essays, literature, and
scholarly articles. (Aparicio)
222. The Comparative Study of Cultures. No credit granted to those
who have completed or are enrolled in 101 or 426. Students with credit for
Anthro. 101 should elect Anthro. 327. (4). (SS).
The purpose of this course is to acquaint students with the great variety
existing in human culture and society so that they can place their own particular
way of life in proper perspective. Its subject matter is world ethnology
with special emphasis on social organization and economy. Lectures and readings
are organized according to complexity of society; the course begins with
hunters and gatherers, progresses through various tribal and peasant societies,
and concludes with contemporary industrial nations. The approach is comparative.
Lectures are supplemented by weekly discussion sections augmented by a variety
of readings, primarily ethnographic in nature, and by frequent showings
of ethnographic films. Course requirements include a midterm examination,
a final examination, and a paper applying principles learned in the course
to some aspect of the student's own life. Both examinations consist primarily
of essay questions. This course is intended for non-concentrators. Cost:3
WL:4 (Lockwood)
282. Introduction to Prehistoric Archaeology. (4). (SS).
This course will combine a presentation of the techniques, methods,
and theories of anthropological archaeology as a social science with a general
survey of world prehistory. The presentation of method and theory will cover
field and laboratory techniques for acquiring information about past cultures,
methods for using that information to test ideas about past cultural organization
and evolution, and current theoretical developments in anthropological archaeology
as a social science. The survey of world prehistory will focus on four major
problems in the development of human culture: (1) the emergence of Africa,
between two and six million years ago, of the first proto-humans; (2) the
appearance approximately 40,000 years ago of the first anatomically and
behaviorally "modern" humans; (3) the origins of domesticated
plants and animals and the development of the first village farming communities;
and (4) the rise of more complex, stratified societies from these simpler
farming societies. The course will be oriented as much toward students with
a general curiosity and interest in the human past as toward students who
will become eventual concentrators. There will be three lectures (one hour
each) plus one discussion section per week. Requirements include three in-class
hourly exams and a final examination, plus four take-home exercises that
give students firsthand experience with the application of analytical methods
to real archaeological data. Required Readings: ARCHAEOLOGY (2nd edition,
1989), by David Hurst Thomas, plus additional readings, to be announced.
Cost:3 WL:2 (Speth)
201. Second-Year Chinese. Chinese 102 or equivalent. (5). (LR).
This course is a continuation of work begun in Chinese 101-102. Students
electing the course should have mastered the spoken language material presented
in DeFrancis' BEGINNING CHINESE or a similar introductory text and should
be able to recognize and write about 400 characters and 1200 combinations.
The primary goal of the course is achievement of a basic level of reading
competence within a vocabulary of 800 characters and accompanying combinations.
A closely integrated secondary goal is continued improvement of aural understanding
and speaking competence. These goals are approached through classroom drill,
out-of-class exercises, and work in the language laboratory. Daily class
attendance is required. Students are graded on the basis of daily classroom
attendance, and weekly quizzes or tests. The text is INTERMEDIATE READER
OF MODERN CHINESE (Princeton University Press, 1992). Students who are native
or near-native Mandarin Chinese speakers are not eligible for this course.
They should enroll in Chinese 302 (Reading and Writing Chinese) which covers
all of the material presented in Chinese 201 / 202 and is offered in the
Winter term. No visitors are allowed. Cost:3 WL:1 (Liang)
301. Reading and Writing Chinese. Permission of instructor. No
credit granted to those who have completed or are enrolled in Chinese 101
or 102. (4). (LR).
This course is designed for students with native or near-native speaking
ability in Chinese, but little or no reading and writing ability. Chinese
301 meets three hours per week; it focuses on reading and writing Chinese
and will cover the regular 101-102 reading materials. Students will be graded
on the basis of daily classroom performance, daily quizzes, periodic tests,
and homework assignments. The basic text is Beginning Chinese Reader
by John DeFrancis. Cost:1 WL:1 (Staff)
201. Second-Year Japanese. Japanese 102 or equivalent. (5). (LR).
Further training is given in all the language skills (listening, speaking,
reading, and writing) for students who have acquired a basic language proficiency.
The aim of the oral component is to provide the student with the speaking
and comprehension skills necessary to function effectively in more advanced
practical situations in a Japanese-speaking environment. In the reading
and writing component, the emphasis is on reading elementary texts, developing
an expository style, and writing short answers/essays in response to questions
about these texts. Discussions on the social and cultural use of language
are provided. Students are required to practice a minimum of two hours for
each class hour (12 hours per week). Recitation sessions are conducted entirely
in Japanese; no English is permitted. Recitation sessions emphasize speaking/reading
in Japanese contexts at normal speed with near-native pronunciation, accent,
intonation, rhythm, and appropriate body language. Analyses, explanations,
and discussions involving the use of English are specifically reserved for
lectures with a linguist. Texts: Eleanor Harz Jorden and Mari Noda, Japanese:
The Spoken Language, Parts II-III; Eleanor Harz Jorden and Hamako Ito
Chaplin, Reading Japanese. Cost:2 WL:1 (Staff)
103. Beginning Indonesian. (5). (LR).
Indonesian is the national language of Indonesia, a country noted for
its rich and deep cultural heritage as well as for its remarkable cultural
diversity. With its 180,000,000 speakers, Indonesian is the sixth most prevalently
spoken of world languages. The relatively simple syntactic and grammatical
structures which characterize Indonesian make it an accessible language
for native speakers of English. The elementary course comprises a two-term
sequence designed to provide the student with a basic working knowledge
of the Indonesian language. The course aims at the acquisition of the four
basic language skills--listening, speaking, reading, and writing--in modern
Indonesian. The class emphasizes aural-oral exercises and practice and the
learning of culture throughout the course. The text used is keyed to a set
of tapes for use in the language lab and concentrates on practical knowledge
of the language. Evaluation is based on classroom performance, homework
assignments, tests, and a final exam. Cost:2 WL:4 (Sudarsih)
105. Elementary Hindi-Urdu. No credit granted to those who have
completed or are enrolled in S&SEA 315. (4). (LR).
South and Southeast Asia 105 is the first term in the sequence of Hindi-Urdu
courses offered by the Department of Asian Languages and Cultures. The course
meets four hours per week in four sessions. If enrollments warrant, there
will be a separate course (SSEA 315) intended for students who have some
knowledge of the spoken language but do not know the writing system. In
the first year only the Devanagari writing system (for Hindi) is introduced.
Nastaliq (for Urdu) comes in the second year. The course concentrates on
developing skills in reading, writing, speaking, and aural comprehension.
Evaluation is based on attendance, written homework assignments, quizzes,
dictations, and examinations. There are no prerequisites (no previous knowledge
of Hindi is required). Cost:2 WL:1
109. Beginning Sanskrit. (3). (LR).
This course will work toward developing a proficiency with the basic
tools necessary to read and write Sanskrit, the classical language of India.
Lessons will include study of the script (Devanagari), elementary grammar
and vocabulary. The grade will be based on completion of regular homework
assignmentst, weekly quizzes, a mid-term and a final examination.
111. Beginning Punjabi. (4). (LR).
This course offers an introduction to spoken and written Panjabi, a
major language of northern India and of Pakistan, with some 80 million speakers.
It will begin with a concentration on the spoken language, emphasizing oral-aural
skills, and introducing the Gurmukhi script. Students will be encouraged
to begin basic conversation in class. The written aspects of the language
will be introduced through graded readings and written exercises. This course
is oriented toward developing a basic practical proficiency in the language.
Teaching materials will be drawn from a variety of sources: available reference
grammars, textbooks of Panjabi, and instructor- prepared materials. Evaluation
of students' performance will be based on daily class work, homework, a
midterm, and a final. Cost:1 (Singh)
115. Beginning Vietnamese. (5). (LR).
Vietnamese 115 is the introductory course in reading, listening, speaking
and writing the only language of more than 65,000,000 speakers, from the
South to the utmost northern part of Vietnam. This country is now moving
towards the free market economy and needs foreign capital and knowhow. In
addition, with prospective normalization of US-Vietnamese relations in the
very near future, one cannot doubt that a knowledge of the Vietnamese language
and culture will be a crucial asset in enabling one to participate in many
opportunities that will be available then. This first half of the two-term
sequence course is designed to accomodate students with no knowledge of
the Vietnamese language as well as those with some knowledge but desire
to develop the four basic language skills - listening, speaking, reading
and writing, and to improve their knowledge in Vietnamese history and culture.
The format will be as follows: three class hours a week will be focused
on the aural-oral approach - in reading, dialogue form, translation, question-and-answer
on the content of the texts. One class hour a week will be devoted to quizzes
and tests, and one class hour to guided conversation. In addition, there
will be written assignments and works in the language lab. Throughout the
course, students will be encouraged to communicate in Vietnamese, and classes
will be largely conducted in Vietnamese in view to develop the students'
ability to acquire sufficient automaticity and fluency in spoken Vietnamese.
Course evaluation will be graded on classroom performance, class attendance,
home assignments and a final examination. WL:3 (Nguyen)
315. Reading and Writing Hindi-Urdu. Speaking and listening comprehension
proficiency (as determined by interview). No credit granted to those who
have completed or are enrolled in S&SEA 105 or 106. (4). (LR).
S&SEA 315 is the first course in a two-term sequence designed for
students with some background in spoken Hindi-Urdu. It covers the first
(elementary) year of Hindi-Urdu in one term. A follow-on course (S&SEA
316) covers the second (intermediate) year of Hindi-Urdu in the winter term.
The course meets four times a week for one hour each session. Students coming
from Hindi- or Urdu-speaking families are encouraged to take this course
rather than S&SEA 105-6. See the instructor for placement. Cost:2 WL:1
(Hook)
121/History 121. Great Traditions of East Asia. (4). (HU).
See History 121. (Forage)
230(320)/Buddhist Studies 230/Phil. 230/Rel. 230. Introduction to Buddhism.
(4). (HU).
See Buddhist Studies 230.
101. Introductory Astronomy: The Solar System. No credit granted
to those who have completed or are enrolled in 111, 130, 160, or 221. (4).
(NS).
Astronomy 101 students attend the same lectures as Astronomy
111 students (see course description below). (Section 001:Sears; Section
006:Worthey)
102. Introductory Astronomy: Stars, Galaxies, and the Universe.
No credit granted to those who have completed or are enrolled in 112, 130,
160, or 222. (4). (NS).
Astronomy 102 students attend the same lectures as Astronomy
112 students (see course description below). Instead of laboratory sections,
Astronomy 102 incorporates weekly one-hour discussions and associated homework,
which is considered along with examinations and quizzes for course grades.
Cost:2 WL:4 (Section 001:Mateo; Section 006:Seitzer)
111. Introductory Astronomy: The Solar System.
No credit granted to those who have completed or are enrolled in 101, 130,
160, or 221. (4). (NS).
This course presents an introduction to the field of astronomy and astrophysics
with an emphasis on the discoveries from space exploration. The first third
of the course deals with understanding the history of astronomy, orbits,
gravitation, optics and the properties of light and matter. The rest of
the course explores the properties, origin and evolution of the major planets,
asteroids, comets, the Sun and other components of the Solar System with
particular emphasis on comparative aspects with respect to the Earth. The
origin and formation of the Solar System and the origin of life will also
be discussed. This course is intended for non-science concentrators with
a basic high school math and science background. Astronomy 111 has a two-hour
laboratory section every week. Astronomy 101 has a one-hour discussion section.
Course requirements include assigned reading, section meetings, homework,
observations and examinations. Laboratory sections include observations
with telescopes. Cost:2 WL:4 (Section 001: Sears; Section 005: Worthey)
112. Introductory Astronomy: Stars, Galaxies,
and the Universe. No credit granted to those who have completed or
are enrolled in 102, 130, 160, or 222. (4). (NS).
This course is intended primarily for non-science concentrators, who
wish to understand the phenomena and properties of the universe beyond our
solar system. There are no astronomy prerequisites, and a basic high school
math background (e.g., not calculus) will suffice. Students examine the
widest possible range of interrelated natural phenomena, from sub-atomic
particles to the Universe as a whole. Lectures inventory the different types
of stars and examine how red giants, white dwarfs, black holes, supernovae,
and people all fit together in one grand, remarkable scheme. The larger
picture includes our Milky Way galaxy, less hospitable exploding galaxies,
and enigmatic quasars. The present state of knowledge or speculation regarding
the origin and ultimate fate of our universe will also receive special attention.
It all came from somewhere, but where...and why? Course grades will be derived
from scheduled quizzes, a midterm and a final exam, and laboratory exercises.
Laboratory sections, which meet for two evening hours each week, will include
planetarium demonstrations and observations with telescopes (weather permitting)
mounted on Angell Hall. Cost:3 WL:4 (Section 001: Mateo; Section 006: Seitzer)
160. Introduction to Astrophysics. Math. 115, and prior or concurrent
enrollment in Phys. 140; or permission of instructor. No credit granted
to those who have completed or are enrolled in 102, 112, 130, 221, or 222.
(4). (NS).
This course introduces students with some science and math background
to methods and concepts of modern astrophysics. Topics: astrophysical processes;
modern telescopes and instrumentation; stellar spectra, motions, and atmospheres;
stellar interiors and nuclear energy generation; evolution of stars and
their planetary systems from birth in giant molecular clouds to deaths as
white dwarfs, neutron stars, or black holes; stellar systems, our Milky
Way galaxy; dark matter and interactions in galaxies; the distribution of
galaxies and quasars in the Universe; cosmic background radiation and the
Big Bang. Problem sets and a weekly two-hour laboratory using telescopes
on Angell Hall. Cost:2 WL:3 (Aller)
204/AOSS 204/Geology 204. The Planets: Their Geology and Climates.
High school mathematics through plane geometry and trigonometry. Those with
credit for GS 113 may only elect Astro. 204 for 2 credits. (3). (NS).
See Geology 204. Cost:1-2 WL:4 (Atreya and
Pollack)
261/NOEP 301. Navigation. (2). (Excl).
The purpose of this course is to educate students in all aspects of
marine navigation, from getting a vessel underway from port through open
ocean navigation using both celestial and electronic means. The content
of the course is divided into three major areas. The first section focuses
on piloting, emphasizing the safe navigation of vessels in coastal waters.
This section provides an introduction to navigational instruments and aids
to navigation. The second section concerns celestial navigation, the ability
to determine position through observation of celestial bodies. Students
learn how to determine position based on the use of the sextant and various
almanacs and mathematical tables. The third section of the course considers
electronic navigation. The course consists of two ninety minute lectures
a week. Grading is done on the basis of homework, quizzes, a project, and
examinations. The primary textbooks for the course are MARINE NAVIGATION
I and MARINE NAVIGATION II by Richard R. Hobbs. (Staff)
202. The Atmosphere. (3). (NS).
Note: AOSS 202 is in the process of being restructured for the
Fall Term. Section 001, pending final approval, will become Chem/AOSS 105.
Section 002 will remain AOSS 202. Students electing Section 001 will be
informed of any changes by the AOSS Department.
Section 001: Our Changing Atmosphere. The science of the greenhouse effect, stratospheric ozone depletion, the polar ozone holes, and urban smog. These phenomena and their possible consequences are discussed along with the properties and behavior of the atmosphere and its interactions with other components of the environment (Barker)
Section 002: Climate Change and Weather There is a real possibility
that the climate of the 2000's will be dramatically different from today's.
The climate change portion of this course investigates what changes are
forecast in temperature, precipitation and storminess in the coming century
and how climatic and meteorological variability may influence our way of
life. Topics include: origins of the atmosphere, natural and unnatural climatic
variability, global atmospheric circulation, and the role of air pollution.
In the weather portion topics include: the science and art of weather forecasting
and photographic and video presentations on severe weather topics including
lightning, thunderstorms, tornados and hurricanes. Grades are based on three
hourly exams each covering one-third of the material and a final report
based on an analysis of either personal weather observations or weather
folklore interviews. (Baker)
This course is designed for students with a minimal background in the biological sciences but we do assume some exposure to biology at the high school level. Discussion sections enroll 20 students and are taught by graduate student teaching assistants. In the discussion section, students have the opportunity to review material presented in lecture and participate in discussions of issues raised in the lecture segment. Cost:3 WL:1; you MUST attend the first discussion section to claim your place in the course.
101. Biology and Human Affairs. (4). (NS).
This course is an introduction to those aspects of biology that have
direct applicability to the lives of people in today's world. It covers
current controversies within biology, especially as they relate to human
life and human affairs. Topics discussed include IQ and genetics, sex roles,
agriculture, world hunger, and the environment. Background information is
given for each topic, but the emphasis is placed on the controversies and
the role of science in human affairs. In addition to the two lectures per
week, there is a two-hour discussion period in which the topics are further
explored and films are frequently shown. Cost:3 WL:2 (Vandermeer)
110/University Courses 110. Introduction to
Global Change I. No credit granted to those who have completed or
are enrolled in Natural Resources 110. (4). (NS).
The course will be an introduction to the natural world in which humans
live. It will include an introduction to the evolution of the universe,
the earth and its environments, and the evolution of living organisms. Consideration
will be given to fundamental processes by which organisms grow and reproduce,
how they interact with their environments, and the distribution to major
groups of organisms on earth. The ecological roles of organisms will be
studied at the level of the individual, the population and the community.
The causes and consequences of past and present changes in the earth's environment
will be discussed on scales from local to global. The course will conclude
with a consideration of the causes and consequences of human alterations
of the earth's environment with discussion of the implications for the management
of the earth and its ecosystems. The course grade will be based on a midterm
exam and a final exam, plus successful completion of the required weekly
laboratory exercises. There are no prerequisites for this course and no
science background is assumed. The course is appropriate for all first year
students, irrespective of intended concentration. Cost:3 WL:4 (Teeri)
140. Genetics and Society. (3). (NS)
This course is designed for students not concentrating in the sciences.
The course will provide students with a background in genetics, 1) to allow
them to understand and appreciate some of the latest developments in genetics
reported in the local and national press, 2) to discuss the social history
of the field of genetics, 3) to introduce students to "the scientific
method" as applied to genetics, and finally 4) to discuss aspects of
genetics which have a bearing on our everyday lives. Topics to be discussed
will include, but not be limited to (in no particular order): genetics,
race and IQ; forensic applications of genetic fingerprinting; gene therapy;
recombinant DNA technology and possible environmental concerns, T.D. Lysenko
and the communist ideal, the human genome project, genetic diseases and
therapeutic abortion. The course will meet three times a week; one hour
will be devoted to discussion. Course evaluation will be based on exams
(consisting mainly of questions requiring short essay answers) and one or
more term papers. (Adams)
152. Introduction to Biology: Term A. Chem. 130 or the equivalent,
or Chemistry 210 placement. No credit granted to those who have completed
or are enrolled in Biol. 195. (4). (NS).
First term of a two-term introductory sequence (152/154) intended for
concentrators in biology, other science programs or preprof studies. Other
suitably prepared students wishing detailed coverage of biology are also
welcome. The aims of Biology 152/154 are 1) to provide factual and conceptual
knowledge, 2) to afford experience in obtaining and interpreting biological
hypotheses, 3) to give an integrated overview of modern biology and 4) to
develop thinking and writing skills. Topics in Biology 152 are divided among
four areas: (a) cellular and molecular biology, (b) genetics, (c) evolution,
and (d) ecology. Students MUST: 1) attend 3 lectures and one 3-hour lab/discussion
section each week; 2) ATTEND THEIR ASSIGNED LAB/DISC MEETINGS EACH WEEK
STARTING WITH THE FIRST WEEK OR THEIR SPACE MAY BE GIVEN TO SOMEONE ON THE
WAITING LIST; and 3) RESERVE the times and dates for the midterm and final
exams (as specified in the Time Schedule) before enrolling. There will be
two midterm exams and a final exam. Students usually purchase a textbook,
lab manual and course pack consisting of a syllabus and lecture notes. No
other study guides or supplementary materials need be bought. For honors
credit, register in lecture 002 of Biology 152 and ANY lab/disc, plus Biology
153. For further information contact the Biology 152/154 office, 1563 CCL
Bldg (764-1430). Cost:3 WL:2, but go to 1563 CCL.
For students interested in the sciences, engineering or medicine, either Chem 130 or Chem 210/211 can be their starting point. Students who have had a strong course in high school (which may include AP credit in chemistry) are advised to start in Chem 210 and 211, the laboratory course that accompanies it. Chem 130 is recommended for all other students. Section 400 of Chem 130 is reserved for students who would benefit from a smaller lecture section and more frequent contact with both senior faculty and teaching assistants.
Students who have had little or no laboratory work in high school should plan to elect Chem 125 with Chem 130. other students electing Chem 130 may postpone laboratory to a subsequent term.
125. General and Inorganic Chemistry: Laboratory. To be elected
by students who are eligible for (or enrolled) Chem. 130. (2). (NS).
This laboratory course can be elected with, or following, Chem 130 or
230. It is intended that students planning to enroll in Chem 130 that have
had little or no previous chemistry laboratory enroll concurrently in Chem
125. The focus of this guided inquiry laboratory is to foster critical thinking
that allows students to design, perform, and interpret experiments. An emphasis
is placed on what constitutes valid data and provides the burden of proof
for testing hypotheses and theories. In addition, the student acquires technical
skills that are required for further advancement in experimental sciences.
Although an ability to collect and analyze data in a quantitative manner
is developed, the emphasis of the course is to provide a qualitative understanding
of the basic concepts of chemistry. This is accomplished by demonstrating
that chemical principles are derived from experimental data. The format
of the course is organized into three sections. Pre-laboratory reading and
questions are completed prior to the four-hour laboratory. The second component
is performance in the laboratory. The third begins in the last hour of the
laboratory where individual data are shared, evaluated, and discussed. Students
then provide a laboratory report based on the combined data of the section.
A one-hour lecture provides support for the topics that are investigated
in the laboratory. Microcomputer simulations also supplement the student's
laboratory experience. There are two one-hour written examinations, scheduled
for Tuesday evenings, that constitute 25% of the grade. The remaining 75%
of the grade is based on the acquired in the laboratory points. Refer to
the Time Schedule for examination dates and times. Cost:2 WL:2 (Penner-Hahn,
Kerner)
130. General Chemistry: Macroscopic Investigations and Reaction Principles.
Three years of high school math or Math. 105; one year of high school chemistry
recommended. Placement by testing, or permission of Chemistry department.
Intended for students without AP credit in chemistry. No credit granted
to those who have completed Chem. 123 or 124. (3). (NS).
This General Chemistry course is intended to fulfill the one term chemistry
requirement for students interested in science, or as a natural science
elective for non-science concentrators. This course may also be used as
the first term in a four or more term chemistry sequence (probably 130,
210/211, 215/216, 340 etc.) for science concentrators and pre-professional
students. Chemistry 130 is intended for students without AP credit in Chemistry.
Chemistry 130 provides an introduction to the major concepts of chemistry, including the microscopic picture of atomic and molecular structure, periodic trends in the chemical reactivity, the energetics of chemical reactions and the nature of chemical equilibria. Students will be introduced both to the fundamental principles of modern chemistry, the descriptive chemistry of the elements, and to the underlying theories that account for observed macroscopic behavior. In Chem 130, students will learn to think critically, examine experimental data, and form generalizations about data as chemists do. Chem 130 will meet three times each week in lecture sections with senior faculty (the intensive section will have four lectures a week), and once a week in small group discussion classes led by graduate teaching assistants (the Comprehensive Study Program discussion class will meet three times a week). Lecturers and teaching assistants will have scheduled office hours for after class help, and computerized study aids will be available to all students. Course grades will be determined from discussion class evaluation, 3 one-hour examinations (Tuesday nights) and a final examination. See Time Schedule for examination times and dates.
The intensive lecture section (section 400) is intended for those students who would benefit from a smaller lecture section (maximum 100 students) and more lectures so that the pace is slower and there is more feedback. Placement by LSA testing or permission of the the Chemistry Department (Room 1500 Chemistry) is needed for enrollment in this section. The CSP discussion section is intended for those students who would benefit from more group study meetings with a graduate teaching assistant. Permission of the Comprehensive Studies Program is needed for enrollment in this section. Cost:4 WL:2 (Rasmussen, Hallada)
210. Structure and Reactivity I. High school chemistry. Placement
by examination during Orientation. To be taken with Chem. 211. (4). (NS).
Chemistry 210 is the first course in a two-term sequence in which the
major concepts of chemistry are introduced in the context of organic chemistry.
Emphasis is on the development of the capacity of students to think about
the relationship between structure and reactivity and to solve problems
in a qualitatively analytical way. This course is a particularly good first
course for students with AP credit in chemistry, Honors students and other
students with a strong interest in chemistry and biology. The course has
three lectures with the professor and one hour of discussion with a teaching
assistant per week. There are three hour examinations (Tuesday nights) and
a final examination. See Time Schedule for examination times and dates.
NOTE: This course is linked to Chemistry 211. The recitation sections for Chemistry 210 and the corresponding laboratory sections for Chemistry 211 are listed together in the Time Schedule under Chemistry 210. Students must elect both Chemistry 210 (for 4 credit hours) and Chemistry 211 (for 1 credit hour). Cost:3 WL:2 (Staff)
211. Investigations in Chemistry. To be taken with Chem. 210.
(1). (NS).
Chemistry 211 is an laboratory introduction to methods of investigation
in inorganic and organic chemistry. Students solve individual problems using
microscale equipment and a variety of techniques such as thin layer chromatography,
titrations, and spectroscopy. The course consists of a four-hour laboratory
period with a teaching assistant under the supervision of the professor.
Students keep laboratory notebooks, which also serve as laboratory reports.
Grades are based on performance in the laboratory and the laboratory notebooks.
NOTE: This course is linked to Chemistry 210. The laboratory sections for
Chemistry 211 are listed in the Time Schedule along with the recitations
sections for Chemistry 210. Students must elect both Chemistry 210 (for
4 credit hours) and Chemistry 211 (for 1 credit hour). Cost:1 WL:2 (Staff)
The department offers three groups of courses for distribution, those in Classical Civilization (introductory courses that require no knowledge of Greek or Latin), courses in Classical Archaeology, and upper level language courses in Greek and Latin authors or genres. While only a few courses are repeated in yearly or biennial rotation, most courses are offered less regularly. This system guarantees that the instructor approaches the subject each time with fresh impetus. We believe in a healthy change and variation in our course offerings. The undergraduate advisor of the Department of Classical Studies will consider and, if appropriate, authorize other classical civilization, literature, and archaeology courses for distribution credit upon request by students during the first drop/add period each term.
Classical Civilization offerings include the general surveys of Greek and Roman civilizations (CC 101 and 102), which provide (through readings, lectures, and discussions) a broad understanding of the literatures, thought, and social development of ancient Greece and Rome, and thus provide the student with knowledge of and appreciation for our cultural origins, as well as an acquaintance with modern methods for understanding an ancient culture. These courses are taught each year. CC 101 is offered in the Fall and CC 102 is offered in the Winter. Other courses provide understanding of particular aspects of the ancient world, approached from a variety of disciplines and studies -- literary, philosophical, historical, sociological, and so on. Some students (particularly those who have already developed special interests in such disciplines) may wish to explore one of these topics without having had a broader introduction.
Classical Archaeology offerings include the broad surveys of the archaeology
and monuments of Greece (Cl.Arch 221--offered in the Fall) and Rome (Cl.Arch
222--offered in the Winter) and a general introduction to archaeological
field methods (Cl.Arch 323). Other courses use the material remains of specific
cultures both to introduce students to the diversity of the ancient world
and to demonstrate how, through a variety of multi-disciplinary approaches,
the archaeological record can be used to reconstruct the life-ways of past
societies.
Two convictions are basic to the Elementary Latin Program of the Department of Classical Studies: (1) it is possible for every able-minded person to master the basic facts of a foreign language and (2) the learning experience leading to such a mastery is a privilege that is very specifically human and ought to be most satisfying. Essential facts of morphology, syntax, semantics, vocabulary, history and culture are taught, and a knowledge of these facts enables students to understand Latin written by the famous authors of the Golden Age. Since at least 50% of the vocabulary of an educated speaker of English is Latin in origin, English vocabulary improves as Latin stems and derivatives are learned. The program normally takes four terms to complete. A placement test may be taken at the beginning or end of a term, and a student may succeed in placing out of one or more courses in the introductory sequence.
In the Elementary Latin Program, the department is offering Latin 101, 102, 193, 231, and 232. Latin 101 (see below) is for students with little or no previous Latin. A placement examination will determine the appropriate course for other students who enter the elementary sequence. Students with questions about which course to elect are encouraged to visit the department office in 2016 Angell Hall, 764-0360, or contact Professor Knudsvig in 2012 Angell Hall, 764-8297.
101. Elementary Latin. No credit granted to those who have completed
or are enrolled in 103, 193, or 502. (4). (LR).
All of the assigned tasks/exercises in Latin 101 are directed toward
the reading and translation of Classical Latin and not toward writing or
conversation. The course has as its primary objective the acquisition of
a fundamental understanding of basic Latin grammar. The text for the course
is Knudsvig, Seligson, and Craig, LATIN FOR READING. Latin 101 covers approximately
the first half of the text. Grading is based on quizzes, class participation,
hour examinations, and a final. Cost:1 WL:3 (Staff)
102. Elementary Latin. Latin 101. No credit granted to those who
have completed or are enrolled in 193 or 502. (4). (LR).
All of the assigned tasks/exercises in Latin 102 are directed toward
the reading and translation of Classical Latin and not toward writing or
conversation. The course continues the presentation of the essentials of
the Latin language as it covers the last half of Knudsvig, Seligson, and
Craig, LATIN FOR READING. Extended reading selections from Plautus (comedy)
and Eutropius (history) are introduced. Grading is based on class participation,
quizzes, hour examinations, and a final. Cost:1 WL:3 (Staff)
193. Intensive Elementary Latin I. No credit granted to those
who have completed or are enrolled in 101, 102, 103 or 502. (4). (Excl).
This course is a rapid introduction to Latin and is intended for students
with little or no prior Latin. Upperclass undergraduates in such fields
as history, medieval or renaissance literature, or linguistics and who need
to acquire a reading competence in Latin as quickly and as efficiently as
possible should elect this course. So should other undergraduates who intend
to continue the study of Latin and want a rapid introduction that enables
them to take upper-level Latin courses as soon as possible. This first term
course covers elementary grammar and syntax. Cost:1 WL:1
231. Introduction to Latin Prose. Latin 102 or 103. No credit
granted to those who have completed or are enrolled in 194, 222, or 503.
(4). (LR).
This course reviews grammar as it introduces students to extended passages
of classical Latin prose through selections from such authors of the first
centuries B.C. and A.D. as Caesar and Livy. Class discussions center upon
the readings. Grading is based on class participation, quizzes, hour examinations,
and a final. Cost:1 WL:3 (Staff)
232. Vergil, Aeneid. Latin 231 or 221. No credit granted to those
who have completed or are enrolled in 194, 222, or 503. (4). (LR).
SECTIONS 001 and 003. The goal of this course is simple: to learn to
read extensive passages of Vergil's Aeneid, with comprehension and
enjoyment. Careful attention is paid to Vergil's style, the more common
poetic features he employs, mythological references, and the relation of
the text to the life and time of the Emperor Augustus. Quizzes, hour exams,
a two-hour final, and regular participation in class will determine the
course grade; there are no papers. Cost:2 WL:1 (Staff)
SECTION 002. The goal of this course is simple: to read extensive passages of Vergil's Aeneid with comprehension and enjoyment. To the degree that there is mastery of the paradigm forms and the principal parts of the most common irregular verbs, the daily assignments will be made easier. Careful attention is paid to Vergil's style, the more common poetic features he employs, mythological references, and the relation of the text to the life and times of the Emperor Augustus. Three hour exams, a two-hour final, and regular participation in class will determine the course grade; there are no papers. In-class translation is followed by a discussion of the text under consideration that day. (Nissen)
Intermediate Courses
301. Intermediate Latin I. Latin 194, 222, 232 or equivalent.
(3). (HU).
The primary goal of this course is to serve as an introduction to the
study of Latin literature, and, through the literature, of Roman culture.
Texts by major poets and prose authors will be read with a view to their
literary, historical, and political contexts. Translation, and review of
morphology and syntax as needed, will be stressed. There will be quizzes,
a midterm, and final exam. Cost:2 WL:3,4 (Garbrah)
401. Republican Prose. Latin 301 or 302 or permission of instructor.
(3). (HU). May be repeated for a total of 9 credits.
Section 001: Cicero's Orations. We will read two or three speeches by
the renowned late Republican orator Cicero. The first aim of the course
is to ensure that all students can read Latin prose with confidence; to
that end, we will review grammar as required and try to increase reading
speed. Beyond that, we will look at Cicero's speeches in their historical
context and also as polished products of Roman rhetoric at its very best.
Grades will be based on several short papers, a mid-term, and a final examination.
Books should cost less than $50. (Frier)
101. Classical Civilization I: The Ancient Greek World (in English).
No credit granted to those who have completed or are enrolled in Great Books
191 or 201. (4). (HU).
This course serves as an introduction to the civilization of ancient
Greece from its beginnings to the Hellenistic age. All reading is in English
translation. Lectures will trace the development of Greek literature and
thought within the context of Greek society. Literature read includes THE
ILIAD and THE ODYSSEY of Homer; selected homeric hymns; selected tragedies
of Aeschylus, Sophocles, and Euripides; selected comedies of Aristophanes;
selections from the historians Herodotus and Thucydides; and philosophical
writings of Plato and Xenophon. The readings average about 90 pages per
week. There will be a midterm, two brief papers, and a final examination.
Freshmen Honors students in Honors sections will write enough to meet the
Introductory Composition requirement. This course is the first of a two-term
series. Classical Civilization 102 is offered in the Winter Term and represents
an equivalent treatment of the civilization of ancient Rome. It is recommended
that the course be taken as a sequence, but it is not required. Cost:3 WL:4
(Dillery)
372. Sports and Daily Life in Ancient Rome. (4). (HU).
Readings include selections from ancient writers in translation and
from recent scholarship on topics in Roman history and society available
in a course pack obtainable from AccuCopy at the corner of Maynard and East
William. In the lectures we begin with some background on Roman religion
and history and then consider the different social classes and their lifestyles;
the second half of the course deals with the major sports of chariot racing,
gladiator fights, and wild beast hunts, and also includes activities at
the baths. Grades will be based upon midterm and final examinations and
upon participation in class. (Potter)
280/EECS 280. Programming and Introductory Data Structures. Math.
115 and (CS 183 or 284 or Engineering 104, or by placement test in PASCAL).
(4). (NS).
The goals of this course include concepts of information representation,
algorithms, processes and processors, syntax, semantics, data structures
and grammar. Students learn the basics of programming style, debugging,
error control, computational correctness, and program verification. Prerequisites
include advanced algebra and first term calculus, and computer literacy
(knowledge of Pascal). Topics include techniques of algorithm development
and effective programming in Pascal and in the C language, top-down analysis,
structured programming, testing and program correctness. Program language
syntax and static and run-time semantics. Scope, procedure instantiation,
recursion, abstract data types, and parameter passing methods. Structured
data types, pointers, linked data structures, stacks, queues, arrays, records,
and trees.
283/EECS 283. Programming and Computer Systems. CS 183 or Engin.
103 or 104. Not intended for CS or Computer Engineering concentrators. (4).
(NS).
This course is an extension of CS 183. A firm knowledge of Pascal which
need not include dynamic data structures is prerequisite. Advanced topics
in Pascal, including the implementation of linked lists, trees, and hashing.
Searching and sorting techniques. Students will write several programs in
Pascal. Computer Usage: four or five homework assignments requiring use
of an IBM mainframe computer are required. (Flanigan)
Those students placed in ECB practicums must enroll in an ECB course as the first part of their writing requirement. No substitute will satisfy the College writing requirement.
ECB Practicum courses meet for 2 hours twice a week: in addition each student has a required weekly half hour conference with the instructor. To enroll in the ECB course, students should select a section compatible with their schedule from the LSA TIME SCHEDULE, from updated course lists at department counseling offices, or from the corrected LSA TIME SCHEDULE outside 1213 Angell Hall. Students should register for their selected section at CRISP.
Any student who fails to attend the first class meeting and has not notified the instructor or department in writing may be dropped from the class by action of the instructor or department. At the same time, students are responsible for their own schedules and must process all drops through CRISP.
Students who receive the placement of Exemption with Writing Workshop come to the ECB Writing Workshop, 1025 Angell Hall, during their first term of enrollment to receive writing instruction before being certified for Exemption. No student with a Mandatory Writing Workshop placement may graduate without certification.
Students are welcome to visit the ECB office at 1025 Angell Hall to discuss their writing assessment test or to ask for course information.
See the introduction to this COURSE GUIDE for information about the LSA Junior/Senior Writing Requirement and for a list of those courses approved by the ECB for satisfaction of that requirement.
100. Writing Practicum. ECB Assessment.
(2). (Excl). Offered mandatory credit/no credit. (TUTORIAL). May be elected
for a total of four credits for any combination of ECB 100-105.
ECB Writing Practicum 100 is a two credit course offered September 9
to October 22. Students place into Practicum on the basis of their assessment
essay. Each section of ECB 100 has a maximum enrollment of 16. Students
meet with their instructor four hours each week in class and once a week
in half-hour individual sessions. The writing instruction is designed to
meet indiviual needs. At the end of the Practicum, each student prepares
a portfolio of his/her writing which is read and evaluated by two ECB lecturers.
On the basis of writing skills demonstrated in the portfolio. Practicum
students are assigned to the appropriate level of the College writing program.
NOTE: A few sections of ECB 100 are linked to specific content-area courses.
These sections meet two hours per week for the full term. (Staff)
Section 002. The ECB Practicum-Pyschology 111 Program enable students to fulfill both their practicum requirement at the same time that they complete the introductory course work required for most advanced psychology courses. The program links section 002 to Psychology 111, a general introduction to psychology both as a social science and a natural science. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week for the full term. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
Section 004. Suitable for students planning a concentration in history. Especially useful for students currently enrolled in History 110, 121, 151, 160, or 161. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluation by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
Section 005. Suitable for students planning a concentration in the lab sciences. Especially useful for students currently enrolled in a Natural Science lab course such as Biology 100, Chemistry 123, etc. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
Section 006. Suitable for students planning a concentration in the social sciences. Especially useful for students currently enrolled in Psychology 171, Political Science 140, Sociology 100, or Cultural Anthropology. The class of sixteen students meets two hours per week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College level writing program. Registration is by override only.
Section 007. A 14-week Practicum that focuses on issues of Race and Ethnicity. The course is not linked to any other course or discipline, but students may be interested in the subject matter for this thematic Practicum. The class of sixteen students meets two hours per week for the full term. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program.
Section 027. Suitable for students enrolled in a Studio Art of History of Art course, or who have a special interest in art, art history, or architecture. The class of sixteen students meets two hours per week for the full semester. Each student receives half hour individual instruction each week. Students put together a portfolio which is read and evaluated by two ECB lecturers. On the basis of writing skills demonstrated in the portfolio, practicum students are assigned to the appropriate level of College writing program. Registration by override only.
101. Writing Practicum. ECB Assessment. (2). (Excl). Offered mandatory
credit/no credit. (TUTORIAL). May be elected for a total of four credits
for any combination of ECB 100-105.
ECB 101 is offered October 28 to December 10. For description, see ECB
100.
For all English classes, registered students must be present at each of
the first two meetings to claim their places. Any student who does not meet
this requirement may be dropped from the course. NOTE: If you must miss
a class due to religious observances, contact the instructor or leave a
message for the instructor with the department (764-6330).
After taking or placing out of Introductory Composition, students may elect English 225 for further practice in the fundamentals of expository and argumentative prose. English 325 offers the opportunity for work in argumentative and expository prose at a more advanced level.
Several sections of English 223, the beginning course in creative writing, are available each term; the work is multi-generic, and two of the following will be covered in each section: fiction, poetry, and drama. More experienced writers may apply for admission to specialized sections of English 227 (Playwriting), English 323 (Fiction or Poetry), English 423 (Fiction), English 427 (Playwriting), and English 429 (Poetry). Admission to these advanced courses is by permission of the instructor, who will require writing samples.
124. College Writing: Writing and Literature. ECB writing assessment.
(4). (Introductory Composition).
By connecting the two terms of its title, Writing and Literature aims
to help prepare the student to produce the range and quality of expository
prose expected in college courses. Works of literature will be considered
for their effective use of language and argument. They will serve as reference
points for thinking and writing strategies. Characteristically, sections
of English 124 will involve the writing of a minimum of six essays, with
considerable attention given to the preparation of drafts and to revision.
The literary works which will serve as points of reference will vary from
section to section and from term to term.
Individual section descriptions are available for reference in 224 Angell Hall.
125. College Writing. ECB writing assessment. (4). (Introductory
Composition).
Like English 124 (Writing and Literature), English 125 (College Writing)
prepares students for the various kinds of academic writing required of
them as undergraduates at the University of Michigan. In addition to informal
exercises or impromptu essays, students can expect to write six or more
formal papers exemplifying the various modes of discourse which comprise
our academic community. (Staff)
Individual section descriptions are available for reference in 224 Angell Hall.
230. Introduction to Short Story and Novel. (3). (HU).
Rather than a comprehensive survey of the short story and novel, this
course offers an introduction to the basic techniques of analyzing prose
fiction. Beginning with short stories, students learn to define questions
of narrative construction, voice, characterization, theme, and style. As
critical facility increases, the course will consider more challenging and
in some cases experimental fiction. At least three novels will be read in
addition to numerous short stories. Students should expect to read substantial
amounts of fiction, to participate in class discussions, and to write several
short literary analyses. Other individual section descriptions will be available
in 224 Angell Hall.
Section 001 - Short Story. Honors. PURPOSE AND DESIGN OF COURSE:To read a substantial number of short stories (and two novels) by well-established writers of the past and of the present in order to develop strategies of interpretation beyond mere "plot" and "characterization." Our method will be comparative; in other words, during class periods we will read stories that in some way have apparent similarities and our task will be to expose their differences. At about midway in the term we will carefully read and analyze two novels, probably Ernest Hemingway's THE SUN ALSO RISES and Nathanael West's DAY OF THE LOCUST. Among the writers covered: Tolstoy, Chekhov, Dostoevski, Hawthorne, Melville, Jewett, Cather, Lawrence, Hemingway, Faulkner, Fitzgerald, O'Conner, Ellison, Atwood, Oates, Lessing, Gordimer, Mason, and others. PREREQUISITES: None. What is wanted here is an interest in reading with a willingness to explore one's own capacity for critical and creative thinking. PROCEDURES: There will be no mid-term. In its place there will be frequent in-class writing exercises based upon materials read for that week. Toward the end of the term there will be a longer out-of-class paper based upon materials read during this course. In addition, students will keep a special notebook in which they log their reactions to each story assigned. There will also be a final exam. WL:1 (Eby)
Section 002. We will read during the term a number of works of prose fiction, all of which are drawn from the recent historical past. Authors and works include Ernest Heminway, In Our Time and The Old Man and the Sea; James Joyce, Dubliners and A Portrait of the Artist as a Young Man; J.D. Salinger, Nine Stories and Raise High the Room Beam, Carpenters; V.S. Pritchett, On the Edge of the Cliff and Dead Men Leading. The Reading List deliberately includes works of short fiction only so that you can study the techniques and effects of these works intensely. In addition, the first, third, fifth and seventh books named above are examples of the "short story composite," i.e., a short story publication collected and arranged by the author. We will accordingly examine the proposition that such books have important dimensions beyond the import of the individual stories contained within them, that "the whole is greater than the sum of its parts." The other four books, all short novels by the same authors, will help us to elaborate on and modify such ideas and to explore other concepts as well, coming finally to appreciate in greater depth what philosophical and aesthetic richness prose fiction is capable of achieving. Since class discussion is paramount, steady attendance is required. Regular journal entries (frequent study questions provided for stimuli), two essays outside of class (1,200 words and 2,000 words) and two-hour final examination constitute the writing requirements. Possible essay topics for the shorter essay generated by students; individualized topic for the longer essay generated through individual conferences with Professor Heydon. Chief goal of the course is to have fun reading and understanding fiction, first to encourage and then to refine your direct perception and reaction to the written words. Small class size (22 maximum) becomes an intimate and jolly throng of literary enthusiasts. Cost:2 WL:1 (Heydon)
Section 003. In this course we will read short stories and novels from the nineteenth and twentieth centuries and attempt to develop a common vocabulary for discussing and analyzing fiction. Our aim will be to become comfortable with traditional categories of literary analysis such as plot and characterization, theme, voice and style. We will pay particular attention to how and why authors from vastly different cultures and historical moments might choose the novel or short story form to convey their visions, and how they adapt the form they have chosen to their specific purposes. We will pair or group texts that treat similar issues in different ways, hoping that the contrasting choices various authors make about how to tell their stories will complicate and illuminate each other. Two novels we will surely read will be The French Lieutenant's Woman by John Fowles and Ceremony by Leslie Marmon Silko. Other readings, including one other novel, will be selected from among such authors as Hawthorne, Twain, Melville, Poe, James, Wharton, Chopin, Dostoevsky, Mansfield, Fitzgerald, Wright, Baldwin, Borges, Kundera, Tan, Morrison, Cisneros, and Walker. Required Texts: The French Lieutenant's Woman, John Fowles Ceremony, Leslie Marmon Silko and One other novel. Required work: Active participation in class discussion, Brief written responses to the readings, Two 4-6 page papers, Final exam. (Marren)
Section 004. This course will serve as an introduction to both formal and cultural aspects of literature. We will therefore explore plot and character development as well as the relationship between literature and culture in general. We will focus on American and British literature from the nineteenth and twentieth centuries, and we will examine both classics and popular works. The course is designed around questions of identity; the short stories and novels we will be looking at ask: How is identity made? How do characters negotiate their identities? Which aspects of identity (e.g., gender, race, class, profession, nationality) emerge as culturally important and/or problematic? Short stories we will be reading include: Hawthorne "The Birthmark," Conan Doyle "The Man with the Twisted Lip" and "The Adventure of the Cardboard Box," Cheever "The Country Husband," Drabble "A Voyage to Cythera," Carter "Company of Wolves" and "Wolf-Alice," Lawrence "The Horse-Dealer's Daughter," Atwood "Rape Fantasies," Woolf selections from A Room of One's Own, Mansfield "The Daughters of the Late Colonel," Faulkner "A Rose for Emily, " Olsen "Tell me a Riddle, " Barth "Life-story, " Malamud "The Magic Barrel, " James "The Beast in the Jungle," Wharton "The Other Two," Mukerjee "Orbiting," Tan selections from The Joy Luck Club, and Erdrich selections from Love Medicine. We will be reading three novels: Dickens Great Expectations, Morrison The Bluest Eye, and Le Guin The Left Hand of Darkness. We will end the course by seeing a film, Imitation of Life, and by asking whether the techniques we have learned for reading short stories and novels can be applied to films. There will be 2 short papers, a midterm, and a final. (Booth)
Section 006. What is the relation between stories and their writers and readers? How do authors appear in(or disappear from) their works? How do we as readers enter into fictional worlds, or do we remain outside observers looking in? When we read, are we the author's partner, ally, enemy, or nothing at all? Designed for those who are curious to examine more deeply what it means to read fiction, this introductory course will explore these and other questions in connection with a broad variety of short stories and novels. To focus our discussion, we will look at works that raise issues about reading, writing, and interpreting literature. Readings may include Caleb Williams, by William Godwin; Frankenstein, by Mary Shelley; stories by Nathaniel Hawthorne and Edgar Allan Poe; "The yellow Wallpaper," by Charlotte Perkins Gilman; To the Lighthouse, by Virginia Woolf, stories by Gabriel Garcia Marquez; The Hour of the Star, by Clarice Lispector; stories by Jorge Luis Gorges; Tracks, by Louise Erdrich. Required work will include lively class participation, brief reader's responses to each selection, two 4-5 page essays and a final 6-8 page essay. (Richards)
Section 008. In this class, we will read novels and short stories from a variety of authors, time periods, and cultures. As we read, we will consider several important questions: Why do we like to read novels and short stories? What makes fiction interesting? How does reading affect the ways in which we think about our own lives? The point of this class is to read extensively, to enjoy what we read, and to think carefully about the meanings that fiction hold for us. We will read short stories by Edgar Allan Poe, Ralph Ellison, Joyce Carol Oates, Louise Erdrich, Graham Greene, Alice Walker, Raymond Carver, Julio Cortazar, Franz Kafka, and others. The novels we read will be drawn from the following: Charlotte Bronte's Jane Eyre, Jean Rhys's Wide Sargasso Sea, Thomas Hardy's Tess of the d'Urbervilles, John Fowles's The French Lieutenant's Woman, Evelyn Waugh's A Handful of Dust, James Baldwin's Another Country, Elizabeth Bowen's The Death of the Heart, Jenry James's Turn of the Screw, Toni Morrison's Beloved, and Fanny Flagg's Friend Green Tomatoes. As we read, we will discuss the ways in which fiction is important in our lives. Course requirements will include a short essay (4-6 pages), a longer final paper (6-8 pages), a midterm, a final exam, regular attendance, active discussion, and frequent one-page response papers. (Miller)
Section 009 - Fictions of American Individualism & Community. In this class we will look at a variety of American fictions that depict a spectrum of individuals and relationships. These narratives are about madness and martyrs, friends and enemies, supportive and hostile communities. We will ask what each text offers as they create stories that help us to understand how lives were lived at the time of their writing, as well as how we understand some of the relevant issues today. We will also ask about the "representativeness" (an important term in the experiment of American democracy) of these characters and the stories told about them. As a way of examining such questions we will analyze the stylistic and narrative conventions employed by the authors in order to more fully understand these fictions and to enhance our skills and experiences as readers. We will read a fair amount of fiction, although much of it will be shorter works; for the sake of intellectual variety and interest we might also choose to see a few movies together and to discuss them. The goal of the seminar will be to develop our critical reading and writing skills as we explore issues of style, narrative, genre, voice, characterization, and tradition. Required Texts: Short Stories of Nathaniel Hawthorne-Nathaniel Hawthorne Short Stories of Herman Melville-Herman Melville; Incidents in the Life of a Slave Girl-Harriett Jacobs; Pudd'nhead Wilson-Mark Twain; The Country of the Pointed Firs-Sarah Orne Jewett; The Awakening-Kate Chopin; The Autobiography of an Ex-Colored Man-James Weldon Johnson Yonondio-Tillie Olsen; Invisible Man-Ralph Ellison; The Book of Daniel-E.L. Doctorow; The Death of Jim Loney-James Welch; Beloved-Toni Morrison. Required Work: Regular class participation, Biweekly written response to assigned reading 4 papers: 3 shorter essays, 1 longer. (Levenstein)
245/Res. College Hums. 280/Theatre 211. Introduction to Drama and Theatre.
(4). (HU).
See Theatre and Drama 211. (Cardullo)
The program offers Environmental Studies 320 as its introductory course. This course introduces students to the wide range of disciplines in the College and University which relate to environmental issues. Second-level courses provide a variety of perspectives from which to view and analyze areas of environmental concern. Since the spectrum of courses offered at this level varies from year to year, students should consult the Time Schedule for current information. Third-level courses include Environmental Studies 420 and 421. They enable students versed in environmental studies to focus on a particular issue. The student is responsible for defining a plan of study, enlisting others with similar interests (if appropriate), and locating a faculty member willing to supervise. In addition to the multidisciplinary approach to the study of human-environment relations reflected in these courses, the Program offers a number of cross-listed courses which analyze humans and the environment from the perspective of a given discipline.
320. Introduction to Environmental Studies. (4). (Excl).
This overview of environmental issues emphasizes their human dimension.
Its primary objective is to help students become more ecologically literate,
able to think critically about environmental issues, to know how to find
and evaluate information on them, and to understand their historical, social,
and political dimensions. While the class addresses some scientific aspects
of the environment, it focuses on how history, literature, and the social
sciences contribute to our understanding of environmental concerns. Different
speakers in the class discuss environmental topics from different perspectives,
so students see how assumptions shape interpretation of the "facts."
Students are encouraged to challenge and question the lecturers. Weekly
discussion sections permit exploration of environmental issues, attitudes,
and possible solutions. Students complete several assignments and a group
project. The written work includes critical analyses of lectures and related
articles. The course requires a high level of student participation and
initiative. Cost:2 WL:4 (Bardwell)
353/Physics 250. Energy, Entropy, and Environment. Two and one-half
years of high school mathematics, or any college course in mathematics or
natural science. (3). (NS).
See Physics 250. (Rycus)
360/Geology 280. Mineral Resources, Economics and the Environment.
May not be included in a concentration plan in geology. (4). (NS).
See Geological Sciences 280. (Kesler)
G.S. 100-115 are short (half-term) courses. They consist of detailed examinations of restricted geologic topics. The department lists the specific courses from this series in the Time Schedule for the terms they are offered (fall and winter terms only). Each course, when offered, meets twice weekly for half of the term (first half or second half), and the specific dates for each course are printed in the Time Schedule. These courses are designed primarily for students with no prior geologic training and they are open to all interested persons. G.S. 100-115 are offered on the graded pattern (optional pass/fail).
100. Coral Reefs. (1). (NS).
Coral Reefs will be an in-depth tour of the biological and physical
processes active in modern reef systems to provide a detailed understanding
of the ecology of the individual organisms and the complex nature of their
interactions within the reef community. Evolution of the reef community
will be examined, ranging from the crude framework structures formed over
one billion years ago by primitive algae to the luxuriant and diversified
reefs of the modern-day oceans, to define the evolutionary strategies of
reef building organisms. By tracking these evolutionary strategies through
geologic time, the implications of man's intervention with the Earth's hydrosphere
and atmosphere on the character of future reef communities will be considered.
Cost:1 WL:4 (Meyers)
101. Waves and Beaches. No credit granted to those who have completed
or are enrolled in GS 276. (1). (NS).
This short course approaches the subject of "waves and beaches"
by combining relevant topics in both oceanography and geology, although
no previous background in these subjects is required. We shall attempt to
understand this dynamic place where land and sea interact by emphasizing
the processes responsible for the major types of coastlines and the
geologic/oceanographic phenomena associated with them. Some of the topics
which will be considered include: fundamentals of wave and tide theory;
the impact of waves and tides upon beaches; coastal geology; coastal processes
on a short- and long-term time scale; estuaries; and, the impact of plate
tectonics upon coasts. Instruction will be by lecture. Grades will be based
on one exam which shall be given at the end of the course. Cost:2 WL:1 (Wilkinson)
103. Dinosaurs and Other Failures. No credit granted to those
who have completed or are enrolled in GS 273. (1). (NS).
This course will provide an introduction to our current understanding
of dinosaurs and certain other reptilian groups of the Mesozoic Era. It
is intended for students with an interest in geology, paleontology, or evolution,
but does not require prior training in these fields. The course will deal
with broad features of the evolutionary history of dinosaurs, methods of
reconstructing dinosaur behavior and ecology, new developments in our interpretation
of the biology of dinosaurs, and possible causes for the extinction of dinosaurs.
There will be two lectures each week and a single exam at the end of the
course. Cost:1 WL:3 or 4 (Cox)
105. Continents Adrift. No credit granted to those who have completed
or are enrolled in GS 205. (1). (NS).
In this one-credit course we will explore the mobility of the continents
and oceans in present and past times. The goals of this course are to present
the most exciting recent developments in the earth sciences, a unifying
concept that explains ocean evolution, mountain building, earthquakes and
volcanoes. Conceptual and factual material will be used to explain the principles
of plate tectonics and the dynamics of the solid earth. No special background
is needed. Evaluation is based on final exams. Cost:1 WL:4 (Stamatakos)
107. Volcanoes and Earthquakes. No credit granted to those who
have completed or are enrolled in GS 205 or 271. (1). (NS).
The course is a study of the earth in action and includes the following
topics: geography of earthquakes and volcanoes; catastrophic events in historic
times; size and frequency of occurrence of earthquakes and volcanic eruptions;
the products of volcanism; volcanic rocks; volcanic activity through geologic
time; volcanic exhalations and the evolution of the earth's atmosphere and
oceans; relationship of earthquakes and volcanoes to plate tectonics and
the internal dynamics of the earth; volcanism and geothermal energy; manmade
earthquakes; and earthquake prediction and control. Instruction by lecture,
evaluation on basis of final exam. Cost:$0 WL:1 (Lange)
111. Climate and Mankind. No credit granted to those who have
completed or are enrolled in GS 201 or 275. (1). (NS).
The intent of GS 111 is to give a heightened awareness to students of
the nature and fragility of the Earth's climate, and how changes in climate
have affected past civilizations and may affect our future. Course topics
will include: a description of the climate systems of the Earth, the atmosphere,
oceans and polar ice caps; the information we gather to understand the history
of those systems; how changes in climate have affected past civilizations,
and what may happen to the planet if the predicted "Greenhouse Effect
- Global Warming" finally arrives. Cost:1 WL:4 (O'Neil)
114. The Elements. High School math, physics, and chemistry. (1).
(NS).
This lecture course introduces the origin, abundance and distribution
of the elements in the solar system. It is intended for students with an
interest in science. The topics include: a review of the periodic table
of the elements; stellar evolution and synthesis of the elements; nuclear
properties and their relation to the abundance of the elements and their
isotopes; chemical properties and their relation to the distribution of
the elements in planets and in different reservoirs of a planet. Prerequisites:
high school math, physics and chemistry. Evaluation on the basis of a final
exam. Cost:2 WL:NA (Zhang)
115. Geologic Time. No credit granted to those who have completed
or are enrolled in GS 135. (1). (NS).
Until the middle of the 18th century the Earth was generally thought
to be less than 10,000 years old, and according to many, close to its apocolyptic
end. We now know that the Earth formed 4.5 billion years ago and that the
entire history of mankind is nothing but the latest tiny fraction of Earth
history. This course explains the formation of rocks, continental drift,
volcanoes and earthquakes. It will discuss the discovery of time from the
Renaissance to the latest high tech developments in radioactive dating.
Finally, the history of planet Earth will be described including its accretion
out of dust and giant impacts, the origin of the Moon, the formation of
the atmosphere and oceans, the development of life and the building of continents.
The course will draw upon examples meaningful to the student to illustrate
the principles. Lectures twice weekly for half the term. Course pack provides
most of the diagrams. A final one hour examination. Cost:1 WL:3/4 (Mukasa)
117. Introduction to Geology. Credit is not granted for G.S. 117
to those with credit for an introductory course in geology (GS 116, 118,
121, 122, or 218). No credit granted to those who have completed or are
enrolled in GS 119. Those with credit for GS 205 may only elect GS 117 for
4 credits. (5). (NS).
A basic single-term course in introductory geology concentrating on
the Evolution of the Earth in physical and chemical terms with particular
reference to modern plate tectonic theory. Reference to the interaction
of the external biosphere-atmosphere-hydrosphere with the Earth's interior
is an essential component of the course. The laboratory provides a practical
study of minerals, rocks and geologic maps. One hour each week is scheduled
for review and discussion of topics covered in class. Lectures, laboratory
and discussion. Cost:2 WL:4 (Kesler and Lohmann)
118. Introductory Geology Laboratory. Credit is not granted for
Geol. 118 to those with credit for an introductory course in geology (GS
116, 117, 121, 122, or 218). (2). (Excl).
The laboratory provides hands-on experience with minerals, rocks and
maps. Participants will learn to identify common minerals and rocks, use
topographic and geologic maps, and draw and interpret geologic cross sections.
Examples will be drawn from areas of recent glaciation, volcanism and earthquakes
to show how these features are depicted in maps. Cost:2 WL:4 (Kesler and
Lohmann)
119. Introductory Geology Lectures. Credit is not granted for
G.S. 119 to those with credit for an introductory course in geology (GS
116, 118, 121, 122, or 218). No credit granted to those who have completed
or are enrolled in GS 117. Those with credit for GS 205 may only elect GS
119 for 3 credits. (4). (NS).
This course consists of lectures shared with Geology 117 but does not
include the laboratory section. A separate discussion section is also scheduled
to insure continuity with class material and student-teacher contact. Students
interested in ONE-TERM laboratory introductory science course should elect
Geology 117. Lectures and discussion. Cost:2 WL:4 (Kesler and Lohmann)
135. History of the Earth. High school chemistry, physics and
mathematics recommended. Those with credit for GS 115 may only elect GS
135 for 2 credits. (3). (NS).
This course provides a broad and fundamental introduction to the Earth
and explains the formation of rocks and the major geological features, as
well as the changes that have occurred over the 4.5 billion years of Earth
history. The course is intended for students considering a Geological Sciences
concentration, as well as for students interested in studying Earth sciences
as part of their general educational background. Topics include minerals
and the formation of igneous, sedimentary and metamorphic rocks, fossils
and the evolution of life, the interior of the Earth, the measurement of
time, continental drift, and the effect of the Earth's atmosphere, climate,
oceans and rivers on shaping the surface of the Earth. The history of the
planet will be followed from Earth's accretion from dust, through the origin
of life, the building of the current continents and ocean basins, and the
origin of humankind. Lectures three times a week for the full term. Textbook
required. Evaluation will be based on three exams. Cost:2 WL:3/4 (Bodenbender)
201/Geography 201. Introductory Geography:
Water, Climate, and Mankind. Those with credit for GS 111 may only
elect GS 201 for 3 credits. (4). (NS).
This course is a basic introduction to the field of physical geography
and emphasizes many topics including maps, seasons, time, the atmosphere,
greenhouse gasses, radiation and heat balance, the dangers of global warming,
circulation, moisture and precipitation, air masses (fronts), and water
supply. Students also study climate classification, and historical changes
in global climate. Students in this lecture-lab course are evaluated by
midterm and final examinations with satisfactory completion of the lab work
a prerequisite to the final course evaluation. Cost:3 WL:3 (Stearns)
204/AOSS 204/Astronomy 204. The Planets: Their
Geology and Climates. High school mathematics through plane geometry
and trigonometry. Those with credit for GS 113 may only elect GS 204 for
2 credits. (3). (NS).
This course will present current perspectives on the evolution of the
solar system in both an historical context and in light of the extraordinary
scientific advances resulting from recent space exploration. The principal
focus will be on the structure, composition and evolutionary history of
the surfaces and atmospheres of the planets and their satellites. Special
emphasis will be given to comparative aspects of geology, meteorology and
climatology as developed on the various bodies of the solar system. Concepts
of space exploration techniques will also be presented. The course is intended
for non-science concentrators and other students with typical high school
science and math backgrounds. Not open to students who have received credit
for GS 113. Cost:1-2 WL:4 (Pollack and Atreya)
205. How the Earth Works: the Dynamic Planet. No credit granted
to those who have completed or are enrolled in GS 117 or 119. No credit
granted to those who have completed both GS 105 and 107. Those with credit
for one of GS 105 and 107 may only elect GS 205 for 1 credit. (2). (NS).
The dynamic Earth has given us oceans, continents and an atmosphere.
Its continuing activity is manifested today by the destructive powers of
such natural phenomena as volcanic eruptions, earthquakes and mountain building.
The unifying concept of plate tectonics contains the clue to the shape and
changes in the physical environment of the Earth from its initial formation
to today. The goal is to present a fully integrated approach to the evolving
Earth's unique features in our solar system and explain its physical and
chemical principles using conceptual and factual material. Extensive use
is made of videos, slides and classroom demonstrations. Two lectures/week;
evaluation based on midterm and final exam. No special background required.
Course reading: Earth Science and the Environment by Thompson and
Turk. This course can be taken singly or concurrently with its companion
course (GS 206); together they constitute a balanced introduction to modern
earth sciences. Cost:2 WL:1 (van der Pluijm)
206. How the Earth Works: the Water Cycle and Environment. Those
with credit for GS 109 may only elect GS 206 for 1 credit. (2). (NS).
This course describes behavior of earth materials in the surficial environment.
Water is the main transport agent in the geological cycle; it's unique properties
and exchange rates among oceans, lakes, rivers, and groundwater are one
focus. Interaction between water reservoirs and physical and chemical weathering
of soils, sediments and rocks also are discussed. Impact of humans on the
surficial environment is a unifying theme because we can affect hydrologic
and geochemical cycles. No special background required. Two lectures and
one optional discussion session per week. Several field sessions are planned
to collect water and sediment samples for follow-up lab analyses. Evaluation
based on three exams and participation. Readings include The Global Water
Cycle: Geochemistry and Environment (Berner and Berner). This course,
and its companion course (GS 205), may be taken singly or concurrently and
together constitute a balanced introduction to modern earth science. Cost:3
WL:2 (L. Walter)
222. Introductory Oceanography. No credit granted to those who
have completed or are enrolled in AOSS 203. (3). (NS).
This course introduces students to the scientific study of the oceans.
Contents include the shape, structure, and origin of the ocean basins; the
sedimentary record of oceanic life and conditions in the past; the composition
of seawater and its influence on life and climate; waves and currents; the
life of the oceans and how it depends upon the marine environment; the resources
of the ocean and their wise use by society. The course format consists of
lectures and readings from an assigned textbook. The course grade will be
based on three one-hour exams and a two-hour final exam. Cost:2 WL:4 (Rea)
223. Introductory Oceanography, Laboratory. Concurrent enrollment
in G.S. 222. (1). (NS).
This course is an optional laboratory intended to provide students with
opportunities to explore further various oceanography topics presented in
the G.S. 222 lectures. Laboratory sessions will include sampling procedures,
use of equipment, discussions, and demonstrations of how data are generated
and interpreted to help understand the oceans. The course grade will be
based on written laboratory exercises and a final exam. Cost:1 WL:4 (Rea)
231. Elements of Mineralogy. Prior or concurrent enrollment in
Chemistry 125/130 or 210/211. (4). (Excl).
This course is a comprehensive introduction to the nature, properties,
structures, and modes of occurrence of minerals. The first three-fourths
of the course (three lectures per week) considers the general features of
minerals and includes topics such as introductory crystallography, crystal
chemistry, and introductory phase equilibria. During the last portion of
the course, the principal rock-forming minerals such as feldspars, pyroxenes,
and olivines are individually reviewed with respect to properties, structures,
genesis, and other characteristics. The laboratory (one three-hour laboratory
each week) is divided into three sections: (1) three weeks of morphological
crystallography, (2) six weeks of systematic mineralogy during which students
become familiar with the properties and associations of approximately seventy-five
significant minerals, and (3) four weeks of introduction to the use of the
polarizing microscope as applied to both crushed mineral fragments and rock
thin sections. There is one required field trip. Introductory optical mineralogy
is covered in five of the recitation classes. Geology 231 is a prerequisite
to the professional concentration program in the Dept of Geological
Sciences. Cost:3 WL:3 (Peacor)
271. Natural Hazards. Those with credit for GS 107 or 205 may
only elect GS 278 for 2 credits. Those who have credit for both GS 107 and
205 may only elect 278 for 1 credit. (3). (NS)
This seminar will explore various kinds of natural hazards, with emphasis
on geological hazards such as earthquakes, volcanic eruptions, and tsunamis.
The particular emphasis will be dynamically modified due to the influence
of current events, The contents include: case studies; how scientists describe
and study dynamic geologic phenomena; geological processes that cause earthquakes
and volcanic eruptions; and the current status of prediction research. An
additional important component will be how society and individuals can live
in close proximity to geological hazards. Students will be active participants
in the reading, presentation, and discussion of material. Substantial reading
is required, as is a written paper and exam. Students will be expected to
present an oral report on their paper's topic. (Ruff)
280/Environ. Stud. 360. Mineral Resources,
Economics and the Environment. May not be included in a concentration
plan in geology. (4). (NS).
Geology 280 deals with mineral resource-related problems in a complex
society. The course discusses the origin, distribution and remaining supplies
of oil, coal, uranium, iron, copper, gold, diamonds, potash, sulfur, gravel,
water, and other important mineral resources in terms of the economic, engineering,
political and environmental factors that govern their recovery, processing
and use. Among topics considered are the origin of oil, mineral exploration
methods, strip mining, recycling, smelting methods, transport of oil, money
and gold, nuclear waste disposal, and taxation vs. corporate profits. Three
lectures and one discussion per week. Evaluation by means of quizzes, exercises,
and a final exam. No previous background in geology is necessary for this
course. This course cannot be used as part of a concentration plan in Geological
Sciences. Cost:2 WL:4 (Kesler)
103. Review of Elementary German. Assignment by placement test
or permission of department. No credit granted to those who have completed
or are enrolled in 100 or 102. (4). (LR).
Course for students who have had two to three years of high school German
or one or more terms of college German - not at the University of Michigan
- but who are not yet at second-year performance level. This course is designed
to develop the ability to understand and speak "everyday German,"
to develop reading and writing skills, and to get to know the German-speaking
world through discussions and readings. Ample opportunity is provided to
develop conversational skills in a wide variety of situations encountered
in German-speaking cultures. Additional time outside of class is required
to listen to cassettes, to watch videos, to work on the computer, to read,
and to study the structure of the German language. There are three major
tests and a final. These sections meet FIVE times per week. Students may
enroll in 231 upon satisfactory completion of this course. The language
of instruction is German. Cost:2 WL:2
231. Second-Year Course. German 102 or the equivalent (placement
test). No credit granted to those who have completed or are enrolled in
230 or 221. (4). (LR).
Third of a four-term sequence in contemporary German. The second-year,
or intermediate, program is designed to increase students' proficiency in
understanding, speaking, writing, and reading German. Students are expected
to increase the level of accuracy at which they can express themselves and
the range of situations in which they can function in German-speaking cultures.
There will be an intermediate grammar review and selected readings. There
are three hourly tests and a final examination. Students write essays related
to class readings. The language of instruction is German. Cost:3 WL:2
232. Second-Year Course. German 231 or the equivalent (placement
test). No credit granted to those who have completed or are enrolled in
230 or 236. (4). (LR). Some sections of German 232 address special topics,
e.g., music, philosophy, science, current political issues, etc.
Second course of a two-term sequence in contemporary intermediate German.
The second-year program is designed to increase students' proficiency in
understanding, speaking, writing, and reading German. Students are expected
to increase the level of accuracy at which they can express themselves and
the range of situations in which they can function in German-speaking cultures.
They will be able to read, comprehend, and discuss a large variety of texts.
Traditional whole class instruction is supplemented with communicative activities
involving pairs or small groups of students. There are three hourly tests
and a final examination. In addition, students write essays related to class
readings. The language of instruction is German. Cost:2 WL:2
Section 002 - The Geography of German. This section will deal with two interrelated topics: Landeskunde (Geography) and Dialektologie (Dialectology). What differentiates Northern Germany from Southern Germany? Zürich from Berlin? Vienna from Hamburg? Is it more than mountains or oceans, the way holidays are celebrated, the stories that children are told, the politics, the regional costumes, the food served at breakfast, or the jokes? Where does the question of variation of language over space fit into this question? We will look at the topographical and cultural geography of German-speaking Europe; as part of this process, we will consider in some depth the question of language variation over space, or dialectology. Course materials will include: a course pack for readings, maps, and dialect atlases (which will be held on reserve). Evaluation will be based on a number of short essays, two (short) exams, quizzes, and participation and quality of contribution. The language of instruction is German. (Lippi-Green)
Section 004 - Music. It is the purpose of this section to help students with a strong interest in music to apply their German language skills to this area. The will be done in a variety of ways which will be brought together in a course pack. (a) The most obvious area is music based on German texts, not only Romantic Lieder (Schubert, Schumann), but also some motets (Schütz), cantatas (Bach), librettos (Mozart, Wagner), and some modern Lieder (Mahler, Wolf, Schönberg). (b) A second group of readings will comprise texts written by German musicians (Mozart's letters, Schumann's essays, various performers' lectures). (c) The third body will consist of short articles - biographical, historical, analytical - on music and musicians, written in German and unavailable in English. Both students with performing ambitions and those with a primarily historical or receptive interest in music should thus be able to integrate their German studies into their future careers. The language of instruction is German. (Seidler)
Section 005 - Opera. In this segment, we will study one complete German opera and substantial selections from three others. Primary emphasis will be on the texts. We will also experience these operas as musical drama through tapes and/or videos after becoming familiar with the texts. The approach to the music will be non-technical, but students will be expected to learn some basic German musical terms related to opera. The works selected are highlights in the history of German opera: Die Zauberflöte by Mozart, Fidelio by Beethoven, Die Meistersinger von Nürnberg by Wagner, and Der Rosenkavalier by Richard Strauss. The Strauss opera was written in collaboration with the great Austrian poet and dramatist Hugo von Hofmannsthal, with the result that the libretto is of a high literary quality in its own right. This text will be read in its entirety. The language of instruction will be German. Students will write frequent short papers in German and will be asked to make one brief oral presentation in German. (Crichton)
Section 006 - Regional Literature. This section, to be offered together with Section 002 - The Geography of German - will explore the concept of "Heimat" ("homeland") in its historical and literary contexts. How has the definition of "Heimat" changed over time, and what does it mean for German-speaking people from different places in different historical periods? How did Hitler's Reich pervert the concept? How did the displacement and exile of hundreds of thousands of German-speaking people recast it? What kind of language and metaphor are used in literature that evokes a "Heimat"? The partner section of this course (002) looks at the topographical and cultural geography of approximately six geographic regions in German-speaking Europe; in this section, we will follow that study with an analysis of representative literature from these regions by some of the best known authors of Austria, Germany, and Switzerland, ranging from the early 19th century to the present. Course materials will include: a course pack for readings, maps, video tapes of the TV film "Heimat" (to be held in the Language Resource Center). Evaluation will be based on several short essays, one or two hourly exams, quizzes, and participation and quality of contribution. The language of instruction is German. (Blicke)
325. Practice in Writing and Speaking German. German 232 or the
equivalent. (3). (Excl).
The sequence of German 325 and 326 is required for concentration in
German. It is primarily intended to improve fluency and accuracy in written
and spoken German. One hour each week is devoted to a systematic grammar
review including translation from English to German. The remaining class
time is devoted to German conversation based on readings and topics chosen
at the discretion of the individual instructor. A German essay of one or
two pages is assigned approximately every week. One or more five-minute
oral presentations may be required. There are midterm and final examinations.
Cost:2 WL:2
350. Business German. German 232 or the equivalent. (3). (Excl).
This is an introduction to the vocabulary, practices and procedures
found in German business activity. Included are the nomenclature of office
procedure, business letters and reports. In addition the course examines
the German educational and political system from the standpoint of business
practices, such as merchandising and advertising. The reading consists of
the reading of actual business, merchandising and advertising material.
There is a midterm and a final examination, and the writing of papers and
translations during the course is required. The text consists largely of
a course pack and a basic text. Cost:1 WL:4 (Fabian)
Any students who would like to concentrate in Scandinavian Studies must
complete two years of Swedish. Second-year proficiency in Swedish is required
to participate in the University of Michigan exchange program with the University
of Uppsala, Sweden. For further information, contact
Marion Marzolf, Program Director
2092 FB
(747-5353).
103. Elementary Swedish. (4). (LR).
For students with little or no previous knowledge of Swedish, this course
provides a basic introduction to Swedish vocabulary and grammar, with the
emphasis placed on developing communicative language skills. Extensive practice
in listening, speaking and reading and writing. The students will be evaluated
on the basis of class participation, assignments and tests. The teacher
is a native speaker from Sweden. Cost:2 WL:1 (Olvegård)
201. Great Books of the Ancient World. No credit granted to those
who have completed or are enrolled in Gt. Bks. 191 or Classical Civ. 101.
(4). (HU).
Self-Knowledge, Shapes of Hell, and Journeys into New Lands. Using the
best available English translations, we will read, discuss, and write about
seven books: the Gilgamesh epic, Homer's Iliad and Odyssey,
Plato's Republic, Apollonius' Argonautica (the story of the
voyage of Jason in the ship Argo to get the golden fleece), Virgil's
Aeneid, and Lucan's Civil War. "Know yourself," commanded
Apollo's ancient oracle at Delphi; a poet wrote, "Knowing yourself,
be it." The discovery of and growth into the self will be our central
focus as we learn about defining journeys in the lives of Gilgamesh, Achilles,
Odysseus, Socrates, Jason, Aeneas, and Cato (he emerges as the hero of freedom
in the civil war between Pompey the Great and Caesar). Their travels will
be physical in space and time, psychological, moral/ethical, intellectual,
spiritual, or some combination of these. Realizing heaven will require both
literal and metaphoric descents into hell. In the end, we should know not
only who these figures are and how they became themselves, but also a good
deal more about who we are as human beings and what potential, for good
or bad, resides within us. Our conversation with and about these ancients
will require about a dozen pages of writing in several shortish papers,
a midterm, and a final Entering freshmen are especially welcome. (Wallin)
246/GNE 246. Great Books of the Medieval and Modern Middle East.
(4). (HU).
See GNE 246. (Walker)