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Course Criteria
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4.00 Credits
This workshop is intended for students who have had at least three years of Chinese and who read and write Chinese at the advanced level. Students are encouraged to think about the nature and limits of translation as a way to facilitate crosscultural communication. While focusing on the techniques and crafts of translation, students also look at translation theories, both Western and Chinese, and examine well-known translation works by comparing the target texts and source texts.
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4.00 Credits
With the primary goal of enhancing the speaking, listening, reading, and writing skills of the thirdand fourth-year Chinese language student, this course closely examines films from China, Taiwan, and Hong Kong, exploring through lectures and discussion such topics as the origins of traditional Chinese cinema, nationalism and revolution, social realism, the visual representation of contemporary and recreated historical themes vis-Ã vis portrayals in literary and historical sources, the search for roots in the post-Mao era, nativist film and literature, the Fifth Generation and experimental fiction, Hong Kong popular culture in the commercial age, feminism and sexuality, and representations of exile, diaspora, and the new immigrants. The course is conducted in Chinese.
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4.00 Credits
An advanced language course that involves close reading of short stories by major 20th-century Chinese authors, including Shen Congwen, Ding Ling, Lu Xun, Eileen Chang, Bai Xianyong, and others. While focusing primarily on textual analysis, the course also seeks to understand the concept of modernity in the context of Chinese literary and cultural traditions, addressing issues such as social commitment, artistic style, and historical background. Conducted in Chinese.
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4.00 Credits
See History 100 for course description.
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4.00 Credits
This course is a survey of ancient Rome, from its eighth-century B.C.E. ? ?ise" out of prehistoricItalic precursors to its "fall" in the fifth century A.D. at the hands of barbarians, bureaucrats, and others. The goals of the class are to become familiar with the traditional narrative of Roman history, including political and military events; and to consider social, cultural, and intellectual aspects of life in ancient Rome. Readings include a modern narrative of Roman history, several ancient narratives and monographs, and modern scholarly works.
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4.00 Credits
In the fifth century B.C.E., Athens dramatically developed from a small, relatively unimportant city-state into a dominant power in the Aegean basin. Athenian political, artistic, literary, and intellectual traditions continue to reverberate through the world today. Democracy, tragedy and comedy, rhetoric, philosophy, and history itself, as well as the classical style of sculpture and architecture, stem from this remarkable culture. The course confronts some of the ambiguities and tensions (slavery, exclusion of women and noncitizens from political power) as well as the glories of Athenian art, literature, and history during this period. Students read selections from the histories of Herodotus and Thucydides; many of the tragedies of Aeschylus, Sophocles, and Euripides; the comedies of Aristophanes; and one or two dialogues of Plato.
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4.00 Credits
Asian Studies, Philosophy Confucius (551-469 B.C.E.) and Socrates (470-399 B.C.E.) stand at the head of the Chinese and Greek philosophical traditions, above all in the realm of ethical and political inquiry. There is both a Confucian and a Socratic "problem": we cannot be sure that anywords attributed to either were actually theirs, and there are growing differences among the subsequent thinkers and schools that pursued their work in either's name. In search of Confucius, students read the complete Analects and selections from Mencius and Xunzi; in search of Socrates, they read dialogues by Plato and Xenophon and key passages in Aristotle and the Cynics. The class reads the two sets of texts concurrently, asking comparative questions: What differences can be seen in the accounts given of the virtues each thinker put forward as most essential to fulfilling one's humanity? Why is neither an advocate of democracy?
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4.00 Credits
Students learn how linguistics analyzes language into various parts; acquire methods and techniques appropriate to the study of those parts, their patterns, and their interconnections; and explore the discipline's conceptual bases, its history, and competing or alternative approaches to language study. Topics include phonetics and phonology (the study of sound patterns in language), morphology (word formation), syntax, sociolinguistics (the covariation of language with social and cultural factors), and comparative and historical linguistics. Prerequisite: completed or concurrent course work in a foreign language, or consent of instructor.
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4.00 Credits
Students read the lyric poetry of Sappho, Pindar, Catullus, and Horace through centuries of translations and imitations by British and American writers. Students look at metrical and linguistic maps of the original works, compare translations of a few key poems, and study the many kinds of imitation they generated. Students with foreign language skills, in Greek and Latin, or in Italian, French, Spanish, German, Russian, or any other languages into which these poets have been translated, are encouraged to bring their knowledge to bear on the texts.
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4.00 Credits
Where does language come from, and why do languages differ? This course explores the history of Western answers to these questions and their implications for human nature and identity. Topics considered include the role of the divine; whether language is "natural" or "conventional?inguistic diversity, evolution, and ecology; language acquisition and whether or not "ontogeny recapitulates phylogeny"; sound,gesture, and symbol; biology, evolutionary theory, and neuropsychology; ethology and zoosemiotics; and language as blessing and curse. Readings include the biblical account of Babel and related stories; Greek and Roman philosophical speculation; medieval and Renaissance searches for Adamitic, "perfect," and "universal" languagetales of "feral children" and other foundlings; andmore recent perspectives on language origins.
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