| Course | Title | Instructor | Description |
|---|
| CHINESE 1C | FUNDAMNTLS MANDARIN | STAFF | Innovative approach with emphasis on the four fundamental skills of listening, speaking, reading and writing. A 3-track system offers separate sessions for heritage students, students with background in other Chinese dialects, and students with no Chinese background. Taught in Mandarin Chinese using the Pinyin system of romanization and full form characters. Daily vocabulary quizzes and assignment, chapter tests, group activities and final exam (on all 4 skills). Throughout the series, students will 1. learn to read and write with the Pinyin System; 2. learn about 1,000 Chinese characters and 1,500-2000 phrases; 3. make sentences with vocabulary and sentence patterns learned in classes; 4. participate in short dialogues, discussions and conversations; 5. write notes, dialogues, articles and skits. The goal of this course is to achieve basic proficiency in Mandarin Chinese in order to communicate with speakers of Chinese in daily conversation about common topics and to read short passages about simple matters from both authentic materials and pedagogically-prepared materials. Culture notes and knowledge of appropriate behaviors in a Chinese-speaking society will also be introduced. Prerequisite: Chinese 1B or equivalent. Authorization to enroll can be obtained in HIB 452 or 466. |
| CHINESE 2C | INTERMED MANDARIN | STAFF | The Chinese 2A-2B-2C series will use both authentic materials from a wide variety of sources within the culture and pedagogically-prepared materials to further develop students' listening, speaking, reading and writing skills, and the ability to use the language to communicate in culturally, socially and linguistically appropriate ways. Throughout the series, advanced grammatical patterns will be gradually introduced and reviewed. By the end of the series, students are expected to: 1) develop reading comprehension from a wide selection of authentic materials; 2) handle reasonably complicated survival situations; 3) read and write paragraph length narrations and descriptions of real life events, as well as expositions and argumentations concerning real or hypothetical issues. Taught completely in Mandarin Chinese using the Pinyin system of Romanization and full form characters. Weekly quizzes and assignments, oral reports, and final exam. Classroom activities include open discussions, debates, skits, game playing, movie watching, and group projects. Prerequisite: Completion of Chinese 2B or equivalent; authorization to enroll can be obtained in HIB 452 or 466. |
| CHINESE 3C | ADVANCED MANDARIN | PETERSEN, Y. | The Chinese 3A-3B-3C series is a continuation of the Chinese 2 series. Emphasis is placed on advanced conversation to improve the ability to communicate in expected and unexpected situations. Readings are based on modern Chinese prose and newspapers, with focus on academic skills. Emphasis is also placed on self-expression in problem-solving tasks, defense of decisions and classroom discussions. Presentations, weekly essays, debates, quizzes and final examination are included. Prerequisite: Chinese 3B or equivalent. Authorization code can be obtained in HIB 452 or 466. |
| CHINESE 100C | CLASSICAL CHINESE | FULLER, M. | A continuation of the Chinese 100A-B sequence, this course introduces students to writings in classical literary prose and poetry. The course continues to stress careful syntactic analysis but also pays attention to aesthetic and rhetorical issues. Requires two years of a modern East Asian language or the permission of the instructor. NOTE: There is an active prerequisite check in place for this course |
| CHINESE 101C | 4TH YEAR MANDARIN | ZHANG, Z. | Continued emphasis on comprehension, grammar, and proficiency in reading, composition, and conversation through intensive study and analysis of specific literary texts, Prerequisite: Chinese 3C or equivalent. |
| CHINESE 212B | HISTORICAL SURVEY OF CHINESE CLASSICAL LITERATURE (PART TWO) | FULLER, M. | This two-quarter seminar provides students with an intensive survey of the Chinese textual traditions. It reviews the major authors, genres, commentaries, as well as secondary writings on the Chinese literary, historical, and philosophical traditions from the Western Zhou (1100 B.C.) to the end of the Yuan Dynasty (A.D. 1368). Primary—but not exclusive—emphasis will be on the literary genres. In format, the course is divided into two parts: students will be responsible for reading an outline of the history of the textual traditions, and class time will focus on readig representative shorter works. The second quarter is on the developments in the literary tradition from the Tang to the Yuan. There will be a final but no papers or mid-term exam. The course will be in English but requires a knowledge of classical Chinese. |
| CHINESE 213B | SELF/TRMA/MEMRY/LIT | HUANG, M. | This is a two quarter course. The first quarter concentrates on reading and discussions and the second on each student's own research project.
In this course we will first investigate the changing conceptualizations of the individual self during the late Ming period and how such changes found their expressions in literature and how momentous social events such as violent dynastic change and personal trauma helped to re-shape these expressions. Another closely-related issue to be explored is the role played by memory in fashioning one's identity in relation to the past as well as the present (especially, its redeeming function). Primary texts will include autobiographies, essays, memoirs, dramas, and works of fiction. Although the focus is on the Ming-Qing period, works of more recent periods might also be included. A research paper is required at the end of the spring quarter. |
| CHINESE 230 | SONG DYNASTY INTELLECTUAL AND LITERARY HISTORY | FULLER, M. | This seminar provides a look at the complex transformations of Chinese intellectual culture during the Song dynasty. By the time of the founding of the Song, the earlier model of drawing men from the aristocratic lineages to staff the imperial bureaucracy had ceased to be viable because those lineages had largely collapsed. Instead, the early rulers encouraged the rise of a stratum of scholar-officials whose legitimacy rested on their mastery of canonical textual traditions. The intersection of textual, political, social, and moral authority was, as it turned out, fraught with problems that the culture had no choice but to explore. Debates centering on texts, interpretive strategies, and what should count as cultural competence interacted with specific political, economic, and social exigencies. This course traces those debates and situates them in their historical moment in order to understand the forces shaping the slow rise of Daoxue, the “Learning of the Way.” A final paper will be required |