320/Asian Studies 320/Phil. 335/Rel. 320. Introduction to Buddhism. Buddhist Studies 220 or equivalent. (3). (HU).
This course is designed to introduce the student to the basic doctrinal conceptions of Buddhism in their evolution. The history of Buddhist ideas and practices will be presented primarily through the critical analysis of Buddhist scriptures (in English translation). The main topics to be discussed are: the life of the Buddha, the Early Community, the nature of Buddhist meditation, the development of sectarian and scholastic movements, and the spread of Theravada and Mahayana Buddhism. No previous knowledge of the subject is required, although Religion 202 (Buddhist Studies 220) or the equivalent is recommended as background for this course. (Foulk)
101. Beginning Chinese. (5). (FL).
This is the first half of an introductory course in speaking, understanding, reading, and writing standard Mandarin Chinese. The course begins with intensive pronunciation drill accompanied by presentation of the pinyin romanization system. From the second week of the term, classroom lessons are aimed toward achieving a mastery of basic patterns of the spoken language and developing a gradual accumulation of basic vocabulary. Chinese characters are introduced in the seventh week of the term with increasing amounts of time outside the classroom devoted to preparation of readings. The texts for the course are DeFrancis, Beginning Chinese and DeFrancis, Beginning Chinese Reader. The entire class meets two hours each week for lecture, discussion, and a limited amount of drill; the class is then divided into smaller drill sections each of which meets three hours a week. Students are expected to make full use of the large quantity of material on tape in the Language Laboratory (2003 Modern Language Building). (Tao)
201. Second-Year Chinese. Chinese 102 or equivalent. (5). (FL).
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 and recitation, out-of-class exercises, and work in the language laboratory. Daily class attendance is required. Students are graded on the basis of daily classroom performance, periodic quizzes and tests, homework assignments, and a final exam. The texts, both by DeFrancis, are Intermediate Chinese Reader, Parts I and II, and Intermediate Chinese. (Ma)
378. Advanced Spoken Chinese. Chinese 202 or 362. (1). (Excl). May be repeated for credit.
This course is designed as a spoken language supplement to the post-second year Chinese reading courses. The prerequisite is two years of modern Chinese (UM courses 101 through 202, or equivalent courses at another institution), and students enrolled in the course should also be enrolled in a third year, fourth year, or classical Chinese course. The purpose of the course is to continue building on the foundation of spoken competence laid down in first and second year Chinese. This is done through classroom drill and conversation, presentation of brief speeches and stories, discussion of materials read and of fellow students' presentations, and through out-of-class preparation for these activities, including required use of the language laboratory. Though some attention is paid to character writing, the emphasis is very strongly on the aural-oral skills (supported by thorough control of the pinyin romanization system), and it is on the development of these aural-oral skills that the student is graded. The required text for the course is DeFrancis, Advanced Chinese. Character Text for Advanced Chinese is also suggested, and a limited amount of other materials may be introduced in class. (Ma)
405. Third-Year Chinese. Chinese 202 or 362. (5). (Excl).
Chinese 405 and 406 are a two-term sequence constituting the third year of the Chinese program. All four basic skills – reading, writing, listening, and speaking – are stressed, but the most time is devoted to learning to read various styles of modern Chinese, including fiction, essays, and documentary and journalistic materials. (Students who want more spoken language work are encouraged to enroll also for Chinese 378, (Advanced Spoken Chinese.) Readings are selected from a large variety of textbook and non-textbook materials, most of them in course pack form. (Baxter)
451. Literary Chinese. Chinese 202 or 362. (4). (HU).
This is a course for specialists, requiring knowledge of modern Chinese at least through the Second Year level. Using Shadick's A First Course in Literary Chinese as a text, supplemented with locally prepared handouts, we treat selectively the styles of Chinese (poetry as well as prose) that were written in traditional times, from the Chou classical age into the Ch'ing dynasty. Classes are in small recitation groups, requiring steady application measured in weekly tests and regular hand-in exercises, and a two-hour final exam. Emphasis is always given understanding, and rendering clearly into English. The course is the first half of a two-term sequence that is prerequisite to more advanced Chinese courses. (Crump)
461. Readings in Modern Chinese. Chinese 406 or equivalent. (5). (HU).
Graded readings at the fourth-year level of a variety of materials to improve command of structure and vocabulary in a range of standard colloquial styles. (Mills)
468/Phil. 468. Classical Chinese Thought (To A.D. 220) Upperclass standing; no knowledge of Chinese required. (3). (HU).
See Philosophy 468. (Munro)
471. Classical Chinese Literature in Translation. No knowledge of Chinese required. (3). (HU).
Largely through lectures, this course will examine the highlights of early Chinese literature from antiquity to the 13th century. We will begin with The Book of Changes, The Book of Songs, and a few ancient philosophical texts (which are written in brilliant literary styles) from the millennium before Christ, the millennium in which China made an astonishing "philosophic breakthrough" in its civilization. We will then undertake to follow the development of the various forms of poetry, fiction, and other kinds of prose during the subsequent centuries. The principal aim is to enable students to become familiar with, and also to be able to enjoy, these masterpieces of literature that illustrate the range and depth of the Chinese imagination, the inner life of the individual as well as the outer social and political life of China through the ages. Two short papers and a final exam are required. Sample readings include Cyril Birch, ed., Anthology of Chinese Literature, Vol. I; two major texts in Taoist mysticism: Lao Tzu: Tao Te Ching and Burton Watson, Jr., Chuang Tzu: Basic Writings; Burton Watson, Chinese Lyricism; and other materials in a course pack. (Lin)
473. Twentieth-Century Chinese Literature in Translation. No knowledge of Chinese required. (3). (HU).
An introductory course in Modern Chinese literature in translation designed for the non-specialist who has no knowledge of the Chinese language. It covers the period from 1900 to the present and concentrates primarily on fiction because more fiction has been translated. Some poetry and plays are also read. Students are expected to read the equivalent of about two easy novels a week; background material is handled in lecture form by the instructor. The emphasis is on literature as a reflection of the Chinese in Chinese society in the 20th century. Class discussion is encouraged. There are either two oral reports a term or a term paper. Readings include novels like The Family by Pa Chin, the story of a split between the generations in a Szechwan family; Midnight by Mao Tun, a story of financial manipulation and intrigue in the Shanghai stockmarket of the 1930's; Schoolmaster Ni by Yen Sheng-t'ao, a story of the development of a young intellectual from an idealistic schoolmaster into a revolutionary; and The Sun Shines on the Sang Kang River by Ting Ling, the story of land reform in the Chinese countryside in the late 1940's. Plays on tensions in Chinese society by Tsao Yu and many collections of short stories are covered. (Mills)
101. Beginning Japanese. (5). (FL).
The course aims at the acquisition of the four basic language skills - reading, writing, speaking, and listening comprehension in Japanese. The emphasis is on thorough mastery of the fundamental structure of Japanese through aural-oral exercises and practice to the extent that natural fluency in both spoken and written Japanese is achieved. In the Fall Term the basic rules of the Japanese writing system are presented. Hiragana is used from the very beginning and later Katakana and approximately 70 Kanji are introduced. In the Winter Term an additional 130 Kanji are introduced. It is required that students make use of the taped exercises in the Language Laboratory or at home every day. Student evaluation will be based on (1) attendance, (2) classroom and homework performance, and (3) results of quizzes, tests, and the final examination. (Aikawa)
201. Second-Year Japanese. Japanese 102 or equivalent. (5). (FL).
This course is designed for students who have completed an elementary level course. The goals of Japanese 20l (and 202) are for the student to gain control over structural patterns, to be able to handle various conversational situations, and to be able to read and write non-technical materials in Japanese with the help of dictionaries. The students are allowed to speak only in Japanese in the recitation section and are also encouraged to speak in Japanese as much as possible in the lecture section. Approximately 250 new kanji will be introduced, in addition to added readings of the previously introduced characters (450 cumulative). Students are required to study for the course about two hours daily, which includes practicing with the tape for about an hour. Evaluation is based on attendance, performance, homework, quizzes, tests and the midterm and final examinations. As part of homework assignments, students will be asked to prepare conversations and speeches to perform in class. (Endo)
378. Advanced Spoken Japanese. Japanese 202 or 362. (1). (Excl). May be repeated for credit.
This course is designed to develop the communicative skill through classroom drill, conversation, discussion, etc. The students are expected to express themselves entirely in Japanese in class. The classroom activities of the course include (a) Aural Comprehension Practice using "Aural Comprehension Practice" by Mizutani-Part II. (2) Comprehension check and discussion using a TV drama, (3) 15-20 minute talk by each student and subsequent discussion by all others (title of the discussion will be announced in class), and (4) Interview with Japanese guests for the purpose of practicing the usage of Honorifics (Keigo) and Minimal Response (Aizuchi). The students are required to listen to the tapes outside of class daily and to do written assignments given every week. Evaluation will be based on the performance in class, speech-presentations, and the final-exam.
401. Japanese Literature in Translation: Classical Periods to 1600. A knowledge of Japanese is not required. (3). (HU).
A survey of Japanese literature from the eighth century through the sixteenth. All assigned readings are in English translation, and no previous knowledge of Japan or the Japanese language is required. Special attention is given to the great works of the Japanese literary tradition, including the Man 'yoshu, the eighth century anthology of native poetry; The Tale of Genji, the psychological novel of court life from the early eleventh century; diaries and essays from the Heian period (ca. 800-1200); the epic war tales of the thirteenth century; and some of the major noh plays of the fourteenth and fifteenth centuries. This course, together with Japanese 402, its sequel, are recommended to all students with a general interest in literature in Japanese culture and civilization. Classes are primarily devoted to lectures, with occasional discussion periods and ample opportunity for questions from students. The course has a midterm and a final examination, emphasizing essay questions. Also, one short paper of some 10 to 15 pages is required. In addition to a course pack, required texts in include: E.G. Seidensticker, trans., The Tale of Genji; and D. Keene, trans., Yoshida Kenko's Essays in Idleness. The course is required for concentrators in Japanese. (Ito)
407. Advanced Readings in Modern Japanese Literature. Japanese 406 or concurrent enrollment in Japanese 406. (4). (HU).
This course introduces the student to modern Japanese fiction (largely short stories) and other materials written by outstanding writers for a mature Japanese audience. The emphasis is upon a literary approach, using close reading and translation, in class, of Japanese texts. Occasional papers and written translations of supplementary texts are required. The pace of reading is intended to help the student build up reading speed and comprehension. The course will also teach the student how to use dictionaries and other basic research aids effectively. (Ito)
461. Social Science Readings in Japanese. Japanese 406. (4 each). (Excl). May be repeated for credit with permission of instructor.
This is a course designed to give students who have completed three years of the Japanese language studies the opportunity to read various social science materials written in Japanese. The grades for the course are based on daily performance, homework, examinations and a paper. The texts are chosen according to the students' needs and specializations.
541. Classical Japanese. Japanese 406 and 408, or permission of instructor. (4). (HU).
An introduction to the classical written language, with emphasis upon grammar, syntax, and various classical written styles. A reading knowledge of modern Japanese (equivalent to at least three years of study) is a prerequisite. Class meetings are devoted to reading, translating from Japanese into English, grammatical analysis and drill. A selection of literary works from the tenth through the sixteenth centuries are read, with stress on accurate translation, close analysis of grammatical structure, and careful attention to literary qualities. Materials include the Hojoki (Record of My Hut) of Kamo no Chomei (1155-1216) and selections from the thirteenth-century war tale Heike Monogatari (Tale of the House of Taira). This course is required of graduate concentrators in Japanese and is a prerequisite (with Japanese 542) to advanced work in pre-modern Japanese literature. It is also highly recommended to graduate students of pre-modern Japanese history, Japanese art history, etc. It may also be taken by undergraduates with sufficient advanced preparation in the modern language. (Brower)
301. Thai. (4). (FL).
This course is the first half of the sequential Elementary Thai courses. The emphases are on practicing pronunciation and simple conversation, reading and writing simple Thai, and expanding students' vocabulary. Four hours of language lab are recommended. Evaluations are based on observations of students' progress, midterm, and final.
303. Elementary Indonesian. (4). (FL).
Indonesian, the national language of Indonesia, is the language of over 100 million speakers in Indonesia. In addition it is nearly identical with Malay, the language of approximately 12 million speakers in nearby Malaysia. Within the area covered by the Malay and Indonesian languages – over 3,000 miles from east to west – there exists a stunning variety of cultures and ethnic groups of great interest to the researcher or social scientist. At the same time a growing economic dynamism in Southeast Asia makes this an ideal area for work in the development and business-related fields. South/Southeast Asia 303 is the first half of a two-term sequence designed to provide the student with a basic working-knowledge of the Indonesian language. Classroom readings concentrate on the formal, written style of the language, while a series of taped conversations and exercises keyed to the text emphasizes everyday language use. Evaluation is based on a series of short quizzes and a midterm and final exam.
305. Elementary Hindi-Urdu. (4). (FL).
South and Southeast Asia 305 is the first term in the sequence of courses offered by the Dept. of Asian Languages and Cultures in Hindi and Urdu, the respective national languages of India and Pakistan. Meeting four times a week, the course is intended to develop students' skills in speaking and in aural comprehension as well as introduce them to the Devanagari writing system. There are no prerequisites. Text: Fairbanks and Misra; Spoken and Written Hindi, Cornell Univ. Press. (Hook)
307. Elementary Tagalog. (4). (FL).
Tagalog is the national language of the Philippines. Elementary Tagalog is a two-term sequence designed to give the student who has little or no knowledge of Tagalog the necessary basis for learning to speak it and to have a functional acquaintance with the cultural context in which it functions. Tagalog is particularly interesting in the way it has integrated the broad influences of both Spanish and English into its own syntactic and semantic systems. The oral approach is greatly emphasized in the classroom, using questions and answers and short dialogues to develop active use of the language in the most natural way possible. This is complemented by the use of taped lessons in the Language Laboratory. There are frequent short quizzes, a midterm, and a final examination. At the end of the first year, the student should be able to handle brief exchanges in common social situations and to read and write simple Tagalog. For the student specializing in Philippine studies, learning Tagalog is a must. For the student specializing in language studies, a number of linguists of note have found Tagalog structure highly instructive in understanding certain aspects of language. For the student with Philippine affinities, learning Tagalog provides a bond of understanding and for some, a link to one's roots. For the student who has neither a Philippine connection nor a specialist interest in language, learning Tagalog can be rewarding as it provides an experience of new modes of expression and new ways of looking at the world around us and within ourselves. (Naylor)
401. Intermediate Thai. S&SEA 302. (3). (FL).
This course is the first half of the sequential Intermediate Thai courses. It is designed to increase students' speaking, listening, reading, and writing abilities, as well as vocabulary expansion. Students practice pronunciation and conversation as well as read and write short paragraphs. Four hours of language lab per week are recommended. Evaluations are based on observations of students' progress, midterm, and final.
403. Intermediate Indonesian. S&SEA 304. (3). (FL).
Intermediate Indonesian is the second half of a two-term sequence aimed at increasing the student's skills in speaking, reading, comprehending, and writing the Indonesian language. The text and associated tapes used for the course stress building a practical vocabulary for both formal and informal language situations. One meeting a week is devoted to clarifying basic grammatical structures, while the balance of class time is devoted to study of practical language use. In addition, slide-shows with simple Indonesian narration on a variety of cultural subjects are introduced in order to increase the student's familiarity with the social and cultural settings of Indonesian language use. Evaluation is based on homework, a series of short quizzes, and a midterm and final exam.
405. Intermediate Hindi-Urdu. S&SEA 306. (3). (FL).
South and Southeast Asia 405 is the third term in the sequence of courses offered in Hindi and Urdu by the Dept. of Asian Languages and Cultures. Meeting four times a week the course is intended to increase students' skills in speaking and comprehension as well as introduce them to the Nastalig writing system used for Urdu. They will continue to develop their proficiency in reading and writing the Devanagari script. Students with strong background in Hindi-Urdu may be able to enter the sequence at this point. See the instructor for placement evaluation. (Hook)
433. Intermediate Tagalog. S&SEA 314 or permission of instructor. (3). (FL).
This course is designed for the student who has some knowledge of Tagalog and who wishes to develop some fluency in spoken Tagalog and to be acquainted with Tagalog literature. It is part of a two-term sequence which is essentially a continuation of what has been learned in the first year but there will be more emphasis on reading and writing. Students who have not taken Elementary Tagalog (South and Southeast Asia 307) may take this course if they pass an evaluation test to be given by the instructor. The format will be as follows: two class hours a week will be devoted to readings and grammar review and one class hour a week will be devoted to guided conversation. Readings will be assigned and these will provide the framework for the discussion of grammatical points and question and answer sessions in Tagalog on the content. There will be written assignments, a midterm, and a final examination. By the end of the second year, students should have acquired sufficient competence to handle longer conversations, write brief letters, read certain plays, newspapers, magazines, etc. Course texts are: Intermediate Readings in Tagalog, ed. by Bowen; Tagalog Reference Grammar by Schacter and Octanes; and a Tagalog-English Dictionary. Supplementary readings will be assigned during the term. (Naylor)
501. Advanced Thai. S&SEA 402. (3). (FL).
This course is the first half of the two course sequence of Advanced Thai. The course is designed to improve students' proficiency in speaking, reading, writing, and comprehension of the Thai language. The course is flexible and tailored to suit students' needs and interests.
503. Advanced Indonesian. S&SEA 404. (3). (FL).
This is the first half of a two-term sequence aimed at bringing the student to proficiency in spoken and written Indonesian. The course is designed as a history of the development of a modern literature in Indonesia and Malaysia. Readings chosen for the course-pack reflect the growth of a national consciousness in Indonesia and Malaysia and the interaction of this new consciousness with traditional values. Contemporary political events and currents of thought in literary and social criticism are viewed through the works of contemporary writers and critics. The course concentrates on reading comprehension, translation, and the ability to carry on a discussion in the Indonesian language. Evaluation is based on a midterm and final writing or translation project.
505. Advanced Hindi-Urdu. S&SEA 406. (3). (FL).
South and Southeast Asia 505 is the fifth term in the sequence of courses offered by the Dept. of Asian Languages and Cultures in Hindi-Urdu. Meeting three times a week, the course is intended to further students' skills in speaking and in aural comprehension as well as increase their proficiency in reading and writing both Hindi and Urdu. Students with prior work in Hindi-Urdu may be able to join the sequence at this point. See the instructor for placement evaluation. (Hook)
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