220(Chinese 220/Japanese 220)/Asian Studies 220/Rel. 202. Introduction to World Religions: South and East Asia. (4). (HU).
This course is intended primarily for freshfolk and sophomores, and is designed as an introduction to the religious traditions of South, Southeast, and East Asia. There are no prerequisites to the course and no special background is required. The course is itself a prerequisite to intermediate and advanced courses in Asian religions, especially those on Buddhism. It is also a requisite for concentration in the Program on Studies in Religion. As a survey of the key doctrines and main problems of the religious traditions of Asia, Buddhist Studies 220 introduces the leading themes in the "Little" and "Great" Traditions of Asian Religions. Although a historical and geographic framework is followed, the primary approach is topical.
There will be lectures three times a week and discussions once a week. The lectures will complement the readings in the mythology, religious practice, doctrine and history of Hinduism, Buddhism (Indian, Tibetan, Chinese, Japanese), Jainism, Confucianism, Taoism, and Shintoism. Grading will be based on one midterm and a final examination, and two short take home tests. Attendance and participation in discussion will also be taken into account. (Schopen)
406. Classical Tibetan. Permission of instructor. (3). (Excl).
Continuation of first term introduction to the classical written form of the language. (Schopen)
101, 102. Beginning Chinese. Chinese 101 or equivalent is prerequisite to 102. (5 each). (FL).
Chinese 102 is offered Winter Term, 1982.
Chinese 102 (Beginning Chinese) is a continuation of Chinese 101. The textbooks are Beginning Chinese and Beginning Chinese Reader (Part I & II), both by John DeFrancis. Students are required to listen to tapes after class (at least 5 or 6 hours a week). We meet five hours a week – 2 hours of lectures and 3 hours of drills. We will begin with Lesson 14 in both texts. Readings are longer than in Chinese 101 and will take much of a student's time outside of class toward the end of the term. Students are also required to make up sentences for each lesson as part of the homework. Note: No visitors are allowed. (Tao)
201, 202. Second-Year Chinese. Chinese 102 or equivalent is prerequisite to 201; Chinese 201 or equivalent is prerequisite to 202. (5 each). (FL).
Chinese 202 is offered Winter Term, 1982.
This course is a continuation of Chinese 201. 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 and Bowen)
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.
405, 406. Third-Year Chinese. Chinese 202 or 362. (5 each). (Excl).
Chinese 406 is offered Winter Term, 1982.
Chinese 405 (Fall Term) and 406 (Winter Term) constitute a two-term sequence of readings in modern Chinese. The principal objective of the course is to develop the ability to read a variety of modern Chinese writings – fiction, essays, documentary and journalistic materials. Emphasis is on rapid expansion of vocabulary and thorough understanding of grammatical patterns. Class is conducted largely in Chinese, though oral translation into English is an important component of student recitation. (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 made available in course pack or ditto form. Students should purchase Read Chinese III and should own at least two dictionaries: Xinhua Zidian and A New Practical Chinese-English Dictionary. (Ma)
451, 452. Literary Chinese. Chinese 202 or 362. (4 each). (HU).
Chinese 452 is offered Winter Term, 1982.
This course is a continuation of the introductory term of literary Chinese. We continue to read in a variety of texts covering all premodern periods. Further practice is aimed at improving understanding of the structure of literary Chinese, introductory practice in dictionaries and other aids to interpretation, better familiarity with important grammatical particles. Supplementary areas of concern include policies and problems in using literary Chinese in research, problems of translation, and the general evolution of styles in the literary tradition. (DeWoskin)
469/Phil. 469. Later Chinese Thought (A.D. 220-1849) Upperclass standing; no knowledge of Chinese required. (3). (HU).
See Philosophy 469. (Munro)
472. Traditional Chinese Drama and Fiction in Translation. No knowledge of Chinese required. (3). (HU).
The growth of Chinese fiction differs widely from the West since its style was influenced deeply by the Chinese story-teller and its contents were influenced by Chinese Buddhism and Taoism. Special attention is paid to the circumstances of this growth from the 14th century to the beginning of the 20th century. In a fashion just as unique, Chinese dramatic forms evolved from early song and dance performances. All types of traditional Chinese drama are eclectic and synthetic. Since drama is closely associated with various types of verse forms, the student will also be exposed to nondramatic forms of lyric and occasional poetry which are associated with the drama. Classes consist of lectures introducing the background and contexts and of close discussions of particular works. Readings will include: Birch, ed., Anthology of Chinese Literature, I and II; Hsiung, Romance of the Western Chamber; Crump, Chinese Theater in the Days of Kublai Khan; Waley, trans., Monkey; David Hawkes, trans., The Story of the Stone; Ts'ao Hsueh-ch'in, Dream of the Red Chamber; Chin P'ing Mei; Shadick, trans., The Travels of Lao Ts'an. (Lin)
101, 102. Beginning Japanese. Japanese 101 or equivalent is prerequisite to 102. (5 each). (FL).
Japanese 102 is offered Winter Term, 1982.
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 Term I (Fall) 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 Term II (Winter) an additional 130 Kanji are introduced. It is highly recommended that students make use of the taped exercises in the Language Laboratory or at home with the aid of the textbook. In addition to occasional quizzes, there are midterm and final examinations. (Endo)
201, 202. Second-Year Japanese. Japanese 102 or equivalent is prerequisite to 201; Japanese 201 or equivalent is prerequisite to 202. (5 each). (FL).
Japanese 202 is offered Winter Term, 1982.
The objective of this course is to teach both listening comprehension/speaking skills and reading/writing skills. The main text, Intensive Course in Japanese: Intermediate, has two sections in each lesson where these two skills are focused on separately. Students using these materials will be able to attain a high level of ability both in understanding and in the active use of Japanese. The number of kanji introduced in this course will be about 500. Students will be asked to listen to the tapes every day. (Kato)
402. Japanese Literature in Translation: Edo and Modern periods. A knowledge of Japanese is not required. (3). (HU).
Primarily through lectures, the course will examine the various forms of popular literature in the Edo period (1615-1868) – haiku, novels, puppet plays, and kabuki drama. It will also explore the rise of the modern psychological novel beginning in the Meiji period (1868-1912) and will focus on the great works of modern Japanese fiction from the Meiji era to the present, including the novels of Natsume Soseki, Tanizaki Jun'ichiro, and Nobel laureate Kawabata Yasunari. (Danly)
405, 406. Third-Year Japanese. Japanese 202 or equivalent is prerequisite to 405; Japanese 405 or equivalent is prerequisite to 406. (5 each). (Excl).
Japanese 406 is offered Winter Term, 1982.
A continuation of Japanese 405. Selected short stories and expository reading materials in enlarged print will be used as the text. Students will be asked to read faster and to write more Japanese than they did in Japanese 405. Evaluations will be based on exams and assignments. (Nagara)
461. Social Science Readings in Japanese. Japanese 406. (4 each). (Excl). May be repeated for credit with permission of instructor.
Students will read materials in social sciences coordinated around the selected topics and discuss them in class. The course may also give individualized instruction in which each student will select materials in his or her own discipline. Designed for advanced students with at least three years of Japanese, the course will be conducted exclusively in Japanese. Evaluation will be based on two exams or papers. Papers should contain the summary and partial translations of the original texts. (Kato)
493. Methods of Teaching Japanese as a Second Language. Prior or concurrent enrollment in Japanese 408. (2). (Excl).
A course specially designed for students who desire to teach Japanese in the future. The course starts with discussions on the historical development of various methods of foreign language teaching. Then, desirable models for teaching Japanese on various levels are presented. Class observation and practice teaching constitute a part of the curriculum for the course. Information on the special literature and other references including overseas and domestic institutions is also given. (Endo, Kato, Nagara).
University of Michigan | College of LS&A | Student Academic Affairs | LS&A Bulletin Index
This page maintained by LS&A Academic Information and Publications, 1228 Angell Hall
of the University of Michigan,
Ann Arbor, MI 48109 USA +1 734 764-1817
Trademarks of the University of Michigan may not be electronically or otherwise altered or separated from this document or used for any non-University purpose.