Far Eastern Languages and Literatures

Courses in Buddhist Studies (Division 332)

220/Asian Studies 220/Rel. 202. Introduction to World Religions: South and East Asia. (4). (HU).

See Religion 202. (Foulk)

481(Chinese 481/Japanese 481)/Rel. 483. Zen (Ch'an) Buddhism. Buddhist Studies 220 or Religion 202 or equivalent. (3). (HU).

A study of the origins and development of the Zen (Ch'an) school of Buddhism in China, Korea and Japan. The course begins with an introduction to the Zen school's conception of its own identity and history, as handed down in Sung Chinese texts such as the Transmission of the Lamp. We then examine the traditional "history" from the standpoint of the methods and findings of modern, critical scholarship. The aim here is not merely to challenge the historicity of the traditional account. We are concerned with analyzing the religious meaning of the Zen school's myth of its origins and identity, and exploring the ways in which that myth positively influenced the evolution of Zen doctrines, literature, institutions, and practices. Buddhist Studies 320 is recommended as background. Readings focus mainly on selected texts (in English translation) from the Sino-Japanese literature of Zen. Reading knowledge of Chinese and/or Japanese is not required, but accommodation will be made for students desiring exposure to Zen texts in original languages. Although a lecture course, student participation in discussions is expected. There will be a take-home midterm examination, a final examination, and two brief quizzes. All readings will be in a course pack. (Foulk)

Courses in Chinese (Division 339)

102 Beginning Chinese. Chinese 101 or equivalent. (5). (FL).

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)

202 Second-Year Chinese. Chinese 201 or equivalent. (5). (FL).

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. (Liang)

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 course 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 pinyan romantization system), and it is on the development of these aural-oral skills that the student is graded. The required text for the course is a collection of short stories, transcripts of films and hand-outs. (Liang)

406 Third-Year Chinese. Chinese 405. (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. (Linehan)

452 Literary Chinese. Chinese 202 or 362. (4). (HU).

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)

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. 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; Dream of the Red Chamber (Universal Library ed.); Chin Ping Mei (if a new printing is made, we will read the entire work). (Crump)

474. Chinese Literary Criticism. Open to non-concentrators. (3). (HU).
Fiction in China and the West: Narrative Theory and Practice.
This course will explore the nature of narrative fiction through a mixture of theoretical considerations and close readings of works selected from two independent literary traditions: China and the West. Our questions: What characterizes and distinguishes fictional narratives? What makes a story? Can we identify "universals" in works produced from distinctive cultural contexts? What do we do as readers, especially in approaching transcultural texts? Other topics for discussion: history and the emergence of fiction; story-tellers and narrators; stories made from other stories; fiction about the writings of fiction. Readings in theory will include selections from Chatman, Story and Discourse; Rimmon-Kenan, Narrative Fiction; Iser, The Implied Reader. Fictional readings will emphasize works early and modern. Selections from Chinese in translation will be from Si-ma Qian, Records of the Historian; Ma and Lau, Traditional Chinese Stories; Wu Ch'eng-en, Monkey; Lu Xun, "A Madman's Diary." Western selections will include: Cervantes, Don Quixote; Boccaccio, The Decameron, Gogel, "Diary of a Madman"; Borges, "Pierre Menard, Author of the Quixote." Lecture/discussion. Four short papers, take home exam and term paper. Chinese not required, but those with reading knowledge may sign up for one extra hour of directed reading and credit. (Y. Feuerwerker)

475/Asian Studies 475/Hist. of Art 487/RC Hums. 475/Philosophy 475. The Arts and Letters of China. (4). (HU).

This interdisciplinary course will be jointly taught by a team of faculty specialists from the fields of Chinese history, philosophy, art history, drama, and literature. Although primarily aimed at students not concentrating in Chinese studies, the course will also offer concentrators exposure to fields beyond their own. This is NOT a survey course. The focus will be on sustained and critical study of a number of significant and representative works - philosophical, literary, dramatic, visual drawn from several humanistic disciplines in order to present the major themes of Chinese civilization. Background lectures on history, language, and cosmology will be followed by topics and readings that will include: Confucianism (Mencius) and Taoism (Chuang-tzu); classical narratives; lyricism and visual experience in poetry and painting; popular tales in vernacular, diary of a literati (Six Records of a Floating Life); the classical poetic-musical theatre; modern fiction of revolutionary China. Course format: lectures and discussions by Munro (philosophy); Edwards (art history); A. Feuerwerker (history); Crump (drama); DeWoskin (classical fiction); Lin (poetry); Mills, Y. Feuerwerker (modern literature). Four or five short papers and a final exam. (Y. Feuerwerker)

Courses in Japanese (Division 401)

102 Beginning Japanese. Japanese 101 or equivalent. (5). (FL).

Japanese 102 (Beginning Japanese) is a continuation of Japanese 101. The textbook is An Introduction to Modern Japanese by Mizutani. We meet five hours a week two hours of lectures and three hours of drills. The emphasis is on mastery of the fundamental structure of Japanese language through aural-oral exercises and practice to the extent that natural fluency in both spoken and written Japanese is achieved. Approximately 200 (cumulative) Kanji will be introduced in Japanese 102. Students are required to listen to the taped exercises every day and to do the written assignments in each lesson. Evaluation will be based on quizzes, tests, exams and daily performance as well. Prerequisite: Japanese 101. (Aikawa and Kato)

202 Second-Year Japanese. Japanese 201 or equivalent. (5). (FL).

The objectives of this course are as follows: aural comprehension - understand conversation on everyday topics; speaking ability - have control over structural patterns and handle various conversational situations; reading ability understand material the content of which contains non-technical subjects; writing ability write on non-technical topics with ease. Students are expected to study for the course about two hours daily, which includes practicing with the tape for half an hour to an hour. The recitation section is conducted entirely in Japanese. Students are encouraged to speak in Japanese in the lecture section as well. Approximately 250 new kanji, in addition to added readings of the kanji introduced earlier, will be taught (650 cumulative). Evaluation will be based on attendance, performance, homework, quizzes, tests and the final examination. 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 the following: (a) Aural Comprehension Practice using "Aural Comprehension Practice" by Mizutani-Part II. (2) Comprehension check and discussion using a TV drama, "The Grass is Always Greener " (Tonari no Shaibafu). (3) 15-20 minute talk by each student and subsequent discussion by all others (title of the discussion will be announced in class). (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. (Aikawa)

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 Japanese literature in the age of the Shoguns, the Edo period (1600-1868) 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)

406 Third-Year Japanese. Japanese 405 or equivalent. (5). (Excl).

Concentrated reading of selected modern texts with emphasis on expository style. Three hours per week will be devoted to questions, oral drills and discussion of the reading and will be conducted entirely in Japanese by a native speaker. The remaining two hours will emphasize the use of spoken Japanese in the Japanese social context. Patterns and vocabulary from the reading will be reinforced through exercises in consecutive interpreting, situational role practice and grammatical and cultural explanations by a linguist specializing in the Japanese language. Japanese 406 will also include practice in writing short compositions and an introduction to the basic dictionaries and other useful reference works. Students will be evaluated primarily on their daily class performance and on weekly quizzes and written homework, and secondarily on tests and a final exam. A minimum of active tape work is required for each class hour. (Szatrowski)

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 the students who have completed three years of the Japanese language studies the opportunity to read the Japanese writing in various disciplines of social science. In the sense that Japanese 405-406 or Japanese 411 are prerequisite to this course, it is a part of the departmental sequence. The grades for the course are determined by means of two examinations and a paper which is usually the refined translation of a part of the students' readings for the term. The reading texts are chosen according to the students' needs and specialization. It is a reading course.

588 Japanese Bibliography. Japanese 406. (2). (Excl).

Offered Winter Term only. Classes conducted in Japanese. Training for systematic use of basic bibliographies for Japanese studies, particularly in the humanities, and other related reference tools. Grading based on class discussion, presentation, and compilation of a selective bibliography. (Saito)

Courses in South and Southeast Asia (Division 483)

Language Courses

302. Thai. (4). (FL).

This course is the second 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. Course materials include learning program (produced by instructor), handouts, and J.M. Brown, A.U.A. Language Center Thai Course Book I. Evaluations are based on observations of students' progress, midterm, and final.

304. Elementary Indonesian. (4). (FL).

Indonesian, the national language of Indonesia, is the language of over 100 million speakers in Indonesia. In addition Indonesian is identical, but for a few idiomatic and dialectal differences, with Malay, the language of approximately 12 million speakers in nearby Malaysia. South & Southeast Asia 304 is the second half of a two-term sequence designed to provide the student with a basic working knowledge of the Indonesian language in both spoken and written forms. The first year text used concentrates on building a core vocabulary necessary in using the language in everyday situations. The text is keyed to a series of taped conversations and exercises for use in the Language Lab. Classroom instruction concentrates on pronunciation and simple conversational and reading skills. Evaluation is based on regular homework assignments and a midterm and a final exam. The geographical area covered by the Indonesian and Malay languages over 3,000 miles from east to west is much larger than commonly realized. Within this area there exists a stunning variety of cultures and ethnic sub-groupings of great interest to the student of languages or cultures. Mastery of Indonesian can provide students with a wide range of opportunities both in research and work-related fields. (Johnson)

306. Elementary Hindi-Urdu. (4). (FL).

A continuation of 305. Students with some prior background in Hindi may be able to enter the sequence at this point. Contact the instructor. (Hook)

308. Elementary Tagalog. S&SEA 307. (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)

402. Intermediate Thai. S&SEA 401. (3). (FL).

This course is the second half of the two 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 are recommended. Course materials: Brown, A.U.A. Language Center Thai Course Books 1-2. Evaluations are based on observations of students' progress, midterm, and final.

404. Intermediate Indonesian. S&SEA 403. (3). (FL).

Intermediate Indonesian is the second half of a two-term sequence aimed at increasing the student's skills in speaking, comprehension, reading, and writing the Indonesian language. The text and associated tapes used stress building a practical vocabulary for both formal and informal language situations. One meeting a week is devoted to clarifying basic grammatical structures that underlie both formal and informal language types. In addition, slide-shows with simple Indonesian narration and short written narratives on a variety of cultural subjects are introduced in order to increase the student's familiarity with the social and cultural settings in which Indonesian and Malay are used. Evaluation is based on regular homework assignments stressing the ability to compose coherently in Indonesian, a midterm writing or translation project, and a final exam. (Hunter)

406. Intermediate Hindi-Urdu. S&SEA 405. (3). (FL).

A continuation of 405. Students with some prior background in Hindi and in Urdu may be able to enter the sequence at this point. Contact the instructor. (Hook)

408. Elementary Sanskrit. (3). (FL).

This course continues work on elementary Sanskrit grammar and involves reading stories in Sanskrit which have been written to fit particular levels of grammar. The goal of the course is to enable the student to read and write basic Sanskrit. The course involves a considerable amount of homework. The final evaluation is based on quizzes, midterm test and final examination.

502. Advanced Thai. S&SEA 501. (3). (FL).

This course is the second 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. Suggested text: Jones, Thai Cultural Reader, Book I. Evaluations are based on homework, midterm, and final.

504. Advanced Indonesian. S&SEA 503. (3). (FL).

This is the second term of a two-term sequence designed to bring the student to proficiency in spoken and written Indonesian. The course pack designed for the course presents a wide variety of styles of Indonesian and Malay writing, arranged as a history of the development of a modern literature in Indonesian and Malaysia. Special attention is given to popular performance genres (like the shadow puppet theatres of Java, Bali, and Malaysia) that continue to be an important source of knowledge about cultural and personal values for the modern audience. As far as possible readings are discussed and evaluated in the classroom using Indonesian as the language of discussion. It is often possible to have a native speaker of Indonesian or Malay attending the University take part in these discussions. Evaluation is based on regular exercises in translation and composition, as well as a midterm and final exam. (Hunter)

506. Advanced Hindi-Urdu. S&SEA 505. (3). (FL).

A continuation of 505. (Advanced Hindi-Urdu, first term.) (Hook)

508. Advanced Sanskrit. S&SEA 507. (3). (FL).

This course continues work on advanced grammar of classical Sanskrit and also involves reading simple stories, parts of Sanskrit dramas and other similar classical literary texts. The goal of the course is to prepare the student to read non-technical classical Sanskrit.

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