| Course | Title | Instructor | Description |
|---|
| JAPANSE 1C | FUNDAMENTALS | RIGGS, H. | The objective of Japanese 1A-1B-1C is to guide students in developing facility in basic Japanese. Students will be introduced to the fundamentals of the language needed to survive in Japan in basic life situations. Students will learn most of the basic grammar of Japan and to read and write Hiragana, Katakana, and about 175 Kanji (Chinese characters). Prerequisite: Japanese 1B or equivalent. |
| JAPANSE 2C | INTERMEDIATE | RIGGS, H. | The objective of the Japanese 2A-2B-2C series is to help students to improve their communication skills in more complicated situations and on more abstract topics. Students will learn more advanced grammatical patterns and useful expressions in Japanese and expand their vocabulary. Students will learn about Japanese culture and society, and are expected to express their thoughts orally and in writing. About 332 more Kanji will be introduced. Prerequisite: Japanese 2B or equivalent. |
| JAPANSE 3C | ADVANCED JAPANESE | SITHIAMNUAI, E. | In the Japanese 3A-3B-3C series, students learn more sophisticated expressions and Kanji compounds needed to work on more complex materials in Japanese. Students are exposed to more authentic materials in preparation for their further studies in Japanese. Various facts of reading and listening will be introduced through materials concerned with Japanese society, culture, tradition, history, economics, politics and current trends. Students will learn to read about and discuss these topics, and to express their thoughts in writing. About 300 new Kanji characters will be introduced, along with Kanji compounds formulated from both new and previously learned Kanji. Prerequisite: Japanese 3B or equivalent. |
| JAPANSE 101C | 4TH YEAR JAPANESE | HARRISON, L. | The primary objective of fourth-year Japanese is to help students gain a measure of independence from “textbook Japanese” and to become increasingly comfortable with the rich variety of written forms that constitute the fabric of everyday Japanese life. In contrast to earlier instruction (first, second, and third year Japanese) with a balanced approach to speech, listening comprehension, writing, and reading, fourth year focuses on reading comprehension as did last quarter.
The central issue of the course will be on the larger structures of written Japanese. While engaging in close readings of the texts students will consider how the individual sentences and sections of the texts being read work to put forward and advance particular information that the authors want readers to understand. The emphasis on the structures used to frame written Japanese will also include examining vocabulary as well as grammatical structures as these are components that create the framework of particular texts. |