hong kong baptist universityarts.hkbu.edu.hk/4-year_course_syllabi_eng/eng 4-yr... · web...

HONG KONG BAPTIST UNIVERSITYENGLISH MAJOR PROGRAMME

COURSE SYLLABUS

1. COURSE TITLE English, Creativity, and Cultures

2. COURSE CODE ENG 1XXX

3. NO. OF UNITS 3 units

4. OFFERING DEPARTMENT English Language and Literature

5. AIMS & OBJECTIVES 1) To examine the changing nature of language, and how creativity forms and transforms the

English language and different cultures in English2) To question and challenge students’ perceptions of language, culture and creativity3) To reflect on how creativity has played a role in the production of literary and everyday

texts4) To lay a foundation for linguistic and literary studies.

6. COURSE CONTENT I. The changing nature of language and the (re-)formation of diverse cultures in EnglishII. Creativity literary devices including figurative language, sound devices, symbolism, irony,

character, setting, plot, theme, different points of viewIII. Nature and functions of creativity in everyday life, including word pun, abbreviation,

humour, joke, cooperative principleIV. Case studies: creativity and songs, blogs, poems, MSN, email messages, SMS, commercials

and creative industries, plays, fiction, graphic novels, hypertext novels, short stories and films

V. Innovative language in the production of gender, racial, social, ideological cultures: containment or subversion?

7. COURSE INTENDED LEARNING OUTCOMES (CILOS)

CILO By the end of the course, students should be able to:

CILO 1identify and analyze creativity in everyday life such as word puns, jokes, humour, abbreviation, cooperative principle

CILO 2

identify and analyze creative literary devices such as figurative language, sound devices, point of view, irony, symbolism, and assess the deployment of these devices in films, drama, poetry, fiction, and non-fiction writing

CILO 3identify and assess the creative use of codes (such as code-mixing, mixing of visual and verbal codes) in films, drama, poetry, fiction, and non-fiction writing

CILO 4evaluate how innovative language is used in different genres such as songs, commercials, poetry, plays, hypertext fiction, short stories, and non-fiction writing

CILO 5demonstrate understanding of basic literary and linguistic concepts that are essential to further studies in these areas

8. TEACHING & LEARNING ACTIVITIES (TLAS)

CILO No. TLAs: Students will be asked to:

CILO 1

play an active role in lectures given on creativity and different English cultures

give examples to demonstrate their understanding of concepts such as word puns, jokes, humour, abbreviation, cooperative principle

work in teams and search for literary and linguistic data related to word puns, jokes, humour, abbreviation, cooperative principle

learn how to classify and analyze data from different types of literary texts (novels, graphic novels, hypertexts) and media sources (commercials, newspapers, TV broadcasts, the internet)

draw examples from their data and produce well-supported explanations to highlight how different cultures perceive creativity, and language change

give oral and written presentations to report their findings

CILO 2

follow hands-on instructions on how to identify creative literary devices such as figurative language, sound devices, point of view, irony, symbolism

read and analyze selected literary texts in class do a group project and search the works of selected writers and look

for variations in creative literary devices used in films, drama, poetry, fiction, and non-fiction writing

write an essay, blog and/or give an oral presentation on the power of culture, and judge why some cultures allow writers to experiment language in certain ways, and not others

CILO 3

work in groups and collect examples of code-mixing, and mixing of visual and verbal codes from the media (newspaper and the internet) and from literary sources (such as films, drama, poetry, fiction, and non-fiction writing)

give tutorial presentations on the roles of creative code-mixing in Hong Kong culture, and discuss their meanings and implications in small groups

formulate their critical opinions and perform writing tasks to assess how different cultures encourage or discourage the creative use of code-mixing, mixing of visual and verbal codes in literary works or in the media

CILO 4 work in teams and search the library catalogue and the internet to

collect a corpus which includes songs, commercials, poetry, plays, hypertext fiction, short stories, and non-fiction writing

identify the use of innovative language in these different narratives chart and classify how generic differences lead to (un)expected

changes in innovative expressions present their research findings in class and generate followup online

discussions on the BU Moodle forum

CILO 5

do quizzes, short in-class exercises to demonstrate their knowledge of basic literary and linguistic concepts

write a research paper highlighting the creative elements in a selected piece, and analyze the piece using literary and linguistic concepts

9. ASSESSMENT METHODS (AMS)

Type of Assessment

Weighting CILOs to be addressed

Description of Assessment Tasks

Coursework 50% 1,2,3,4,5 Coursework may consist of short and/or long papers, reports, class assignments, oral presentations, quizzes, a term paper and projects to enhance the understanding of taught content

Students will be graded on their knowledge of basic literary and linguistic concepts used in different kinds of creative narratives, and their evaluation on the connection between creativity and culture on language use

Examination 50% 2,3,4 The exam will test students’ ability to identify literary and linguistic concepts used in different texts, their analysis of creative devices used in different genres, and their critical evaluation of the links between culture and creativity.

Students will be graded on knowledge, thinking, analytical ability, organization, usage

and grammar.

10. TEXTBOOKS / RECOMMENDED READINGS Brooke-Rose, C. Stories, Theories, and Things. Cambridge: Cambridge University Press,

1991.Briggs, J. Fire in the Crucible: Understanding the Process of Creative Genius. Michigan:

Alexandria Books, 2000. Carter, R. Language and Creativity. London: Routledge, 2004.Cook, G. Language Play, Language Learning. Oxford: Oxford University Press, 2000.Cook, G. The Discourse of Advertising. London: Routledge, 1992.Crystal, D. Language Play. Chicago: University of Chicago Press, 1998. ---. Language and the Internet. Cambridge: Cambridge University Press, 2006.Davis, R. W. Art and Children: Using Literature to Expand Creativity. Lanham: Scarecrow

Press, 1996.Florida, R. The Rise of the Creative Class, and How It's Transforming Work, Leisure,

Community and Everyday Life. New York: Basic Books, 2002.Gerber, N. Portrait of the Mother-Artist: Class and Creativity in Contemporary American

Fiction. Lanham, Md.: Lexington Books, 2003.Hardy, B. N. Dickens and Creativity. New York: Continuum, 2008.Hoeveler, D. L. and D. D. Schuster eds. Women’s Creativity and the Female Body. New York:

Palgrave Macmillan, 2007.Koestler, A. The Art of Creation. London: Pan Books, 1969.Lakoff, R. Metaphors We Live By. Chicago: University of Chicago Press, 1980.Kress, G. Literacy in the New Media Age. London: Routledge, 2003.Maybin, J. and J. Swann. The Art of English: Everyday Creativity. Basingstoke and New York

: Palgrave Macmillan, 2006.Joan, S. “Everyday Creativity in Language: Textuality, Contextuality, and Critique,” Applied

Linguistics. 28.4 (2007): 497-517.McCarthy, J. A. Remapping Reality: Chaos and Creativity in Science and Literature.

Amsterdam: Rodopi, 2006.Ohler, J. Digital Storytelling in the Classroom: New Media Pathways to Literary, Learning

and Creativity. Thousand Oaks, CA: Corwin Press, 2008.Pope, R. Creativity: Theory, History, Practice. New York: Routledge, 2005.Rosowski, S. J. Birthing a Nation: Gender, Creativity, and the West in American Literature.

Lincoln: University of Nebraska Press, 1999.Saunders, C. and J. Macnaughton eds. Madness and Creativity in Literature and Culture. New

York: Palgrave Macmillan, 2005.Saraceni, M. The Language of Comics. London: Routledge, 2003.Stephanson, R. The Yard of Wit: Male Creativity and Sexuality, 1650-1750. Philadelphia:

University of Pennsylvania Press, 2004.Stewart, J. Color, Space, and Creativity: Art and Ontology in Five British Writers. Madison:

Fairleigh Dickinson University Press, 2008.Zekowski, A. Against the Disappearance of Literature: Essays, Interludes, Dialogues,

Invocations on the Creating Word. Troy, N.Y.: Whitston Publishing Company, 1999.


COURSE SYLLABUS

1. COURSE TITLE Literary and Comparative Studies




5. AIMS & OBJECTIVES 1) to introduce students to basic concepts and terminologies used in literary and comparative

studies;2) to introduce students to techniques and skills used in analyzing literary texts across cultures;3) to explore the interrelations between literatures by exploring common themes, genres, etc.;4) to develop students’ literary and cultural literacy by introducing them to literary masterpieces; and5) to develop students’ basic research skills, critical thinking and analytical abilities.

6. COURSE CONTENT I. Introduction to the Elements of LiteratureII. Basic Concepts and Techniques used in Comparative Literary Studies

Influence Stud III. The Study of the Interrelations of LiteraturesIV. Major Themes and Major Concerns V. Close Readings of Selected Literary Texts



CILO 1master a range of concepts and vocabulary pertaining to the study of literary and comparative literature;

CILO 2demonstrate their ability in applying techniques learned to deal with issues in literary and cross cultural studies;

CILO 3apply the various concepts and terminologies learned to the reading and analysis of literary texts;

CILO 4demonstrate their research skills and apply such concepts to the reading and analysis of other texts or life situations;

CILO 5Demonstrate literary and cultural literacy, as well as an enhanced understanding of elements of literature and humanistic values.



CILO 1 apply concepts learned in class discussions and presentations demonstrate a sound understanding of such concepts in tests, assignments

and/or examination

CILO 2 identify the common features shared by texts as well as the uniqueness of each

CILO 3 apply the techniques learned to actual analysis of texts from a literary and/or comparative perspective in class discussions, group presentations and other assignments

CILO 4 demonstrate a good grasp of the concepts and techniques learned in their presentations and assignments

apply knowledge and skills learned to in-class exercises and the writing of a thesis-driven, research-based term paper

CILO 5 demonstrate knowledge of literary and comparative literature, as well as the awareness and understanding of major literary and humanistic issues raised by authors studied in an examination context


Type of Assessment



Coursework 50% 1,2,3,4 Coursework may consist of short and/or long papers, reports, class assignments, oral presentations, quizzes, a term paper and/or group projects to ensure students’ understanding of various taught components.

Examination 50% 1,2,3,5 The final examination will be in essay format with the aim of assessing the extent to which students

have achieved the intended learning outcomes of the course.

10. TEXTBOOKS / RECOMMENDED READINGS Abbs, P., and J. R. The Forms of Poetry. Cambridge, Eng.: Cambridge University Press,

1990.Alexander, M. A History of English Literature. London: Palgrave, 2000.Alsop, D. and C. Walsh. The Practice of Reading. London: Macmillan, 1999. Barge, Laura I.D. Exploring Worldviews in Literature. Alilene, TX: Abilene Christian

University Press, 2009.Bassnett, S. Comparative Literature: A Critical Introduction. Oxford: Blackwell, 1993.Beiderwell, B. J. and Jeffrey Wheeler, eds. The Literary Experience. Boston:

Thomson/Wadsworth, 2008.Bernheiner, C. Comparative Literature in the Age of Multiculturalism. Baltimore: Johns

Hopkins University Press, 1995.Casson, A. English Literature and Composition. Lincoln, NB: Cliffs, 1995.Collins, S. Approaching Literature. An Introduction to Literary Criticism. London: Hodder

and Stoughton, 1992.Cox, C. Engaging English Learners: Exploring Literature, Developing Literacy, and

Differentiating Instruction. Boston, MA: Allyn & Bacon/Pearson, 2009.Daemnrich, H. Themes and Motifs in Western Literature: A Handbook. Turbingen: Francke,

1987.Frank, M. Exploring Literature: Writing and Arguing about Fiction, Poetry, Drama and the

Essay. New York: Pearson Longman, 2007.Harmon, W. A Handbook to Literature. 11th ed. Upper Saddle River, N.J.: Pearson Prentice

Hall, 2009.Johnson, R.. Studying Fiction. Manchester: Manchester UP, 1992.Jost, F. Introduction to Comparative Literature. New York: Bobbs-Merrill, 1974.Koelb, C., ed. The Comparative Perspective on Literature: Approaches to Theory and

Practice. Ithaca, NY: Cornell University Press, 1988.Roberts, E. V. Writing Themes About Literature. 7th ed. Englewood Cliffs, NJ: Prentice

Hall, 1991.Totosy, S., ed. Comparative Literature, Theory, Method, Application. Amsterdam: Rodopi,

1998.


COURSE SYLLABUS

1. COURSE TITLE Stepping Stones in English Grammar




5. AIMS & OBJECTIVES 6) Laying the foundations for students’ acquisition of competence in and knowledge about the

English language

6. COURSE CONTENT I. An Introduction to Grammatical Terms, Concepts and ProcessesII. Organization of MeaningIII. Tense, Aspect and ModalityIV. Word Classes and Phrase StructuresV. Simple Sentences and Complex SentencesVI. Information Processing; Text



CILO 1demonstrate understanding of concepts of syntactic and semantic analysis of the English language

CILO 2 articulate the relationship between meanings and grammatical functions

CILO 3 Analyze semantic and syntactic structures of sentences in English

CILO 4 use the English language appropriately



CILO 1 do in-class and take-home assignments to analyze syntactic and semantic

structures of sentences in English

CILO 2 participate in discussions on the relationship between meanings and

syntactic structure

CILO 3 do in-class and take-home assignments to analyze syntactic and semantic

structures of sentences in English

CILO 4Students will be asked to: write short essays on various topics


Type of Assessment



Coursework 50% 1,2,3,4 Coursework may consist of assignments, requiring grammatical and semantic analyses on authentic English texts and written exercises for enhancing the understanding of the taught content.

Examination 50% 1,2,3 Examinations assess students’ abilities to provide syntactic and semantic analyses.

10. TEXTBOOKS / RECOMMENDED READINGS Akmajian, A., et al. Linguistics: An Introduction to Language & Communication. 5th ed.

Cambridge: MIT, 2001.Carter, R., R. Hughes, and M. McCarthy. Exploring Grammar in Context. Cambridge, Eng.:

Cambridge University Press, 2000.Carter. R., and M. McCarthy. Cambridge Grammar of English: A Comprehensive Guide:

Spoken and Written English Grammar and Usage. Cambridge, Eng.: Cambridge University Press, 2006.

Collins Cobuild English Language Dictionary. London: Collins, 1987.Crystal, D. Linguistics. 2nd ed. Harmondsworth, Eng.: Penguin, 1985.Fabb, N. Sentence Structure. London & New York: Routledge, 1994.Fromkin, V., and R. Rodman. An Introduction to Language. 5th ed. Japan: Holt-

Saunders, 1993.Greenbaum, Sidney. An Introduction to English Grammar. London: Longman, 1991.Huddleston, R., and G. K. Pullum. A Student’s Introduction to English Grammar.

Cambridge, Eng.: Cambridge University Press, 2005.Hurford, J. Grammar: A Student’s Guide. Cambridge, Eng.: Cambridge University Press,

1994.Kroeger, P. R. Analyzing Grammar. Cambridge, Eng.: Cambridge University Press, 2005.McCawley, J. D. The Syntactic Phenomena of English. 2 vols. Chicago & London:

University of Chicago Press, 1988.Quirk, R., S. Greenbaum., G. Leech., and J. Svartvik. A Comprehensive Grammar of the

English Language. London & New York: Longman, 1985.Robins, R. H. General Linguistics: An Introductory Survey. 4th edition. London & New

York: Longman, 1985.Rodney, H., and G. K. Pullum. A Student’s Introduction to English Grammar. Cambridge:

Cambridge University Press, 2005.Simpson, J. The Concise Oxford Dictionary of Proverbs. Oxford & New York: Oxford

University Press, 1982.Sinclair, J. (ed.) Collins Cobuild English Grammar. London: Collins, 1990.Wardhaugh, R. Understanding English Grammar. Oxford: Blackwell, 1996.Yule, G. Explaining English Grammar. Oxford, Eng.: Oxford University Press, 2000.


COURSE SYLLABUS

1. COURSE TITLE The Art of Storytelling




5. AIMS & OBJECTIVES 7) To explore various forms of storytelling in literature8) To analyze literary devices used in the selected texts9) To examine the observance of literary conventions in different genres10) To assess literature and its impact on society

6. COURSE CONTENT I. Definitions of StorytellingII. Storytelling as a Reflection of Socio-cultural ChangesIII. Storytelling as an Agent of Psychological ExplorationIV. Readings of Selected Texts Illustrative of Various Literary Genres (e.g. poetry, short

fiction, novel, drama and essays)



CILO 1demonstrate good understanding of literary concepts (such as themes, motifs, symbols, characterization, imagery, rhetorical devices) used in different types of texts

CILO 2 apply these concepts when analyzing the art of storytelling in selected texts

CILO 3identify and analyze generic conventions or constraints and their impact on the process of storytelling

CILO 4evaluate the close connection between literature and socio-cultural or psychological changes

CILO 5close-read and analyze selected texts, and engage with secondary sources in their critical discussions

CILO 6present ideas and research findings in coherent and well-argued written or oral presentations



CILO 1

play an active role in interactive lectures to learn different literary terms and concepts such as themes, motifs, symbols, characterization, imagery, rhetorical devices

work in teams, read and examine the use of these literary devices in selected texts

take quizzes and/or do short identification exercises to demonstrate good understanding of the abovementioned terms and concepts

CILO 2

apply learnt concepts when analyzing selected texts form small groups and discuss the functions and significances of different

literary devices in the texts write short essays, blog entries and/or give brief oral presentations based

on their critical evaluation

CILO 3

read selected texts and investigate the observances of literary conventions in different genres

do a group project and compare/contrast different literary conventions in poetry, drama and novel

assess the strengths and weaknesses of literary conventions in different genres

explain how literary conventions can merge and change, and impact on the changing shapes of narratives

report on their findings to the class in oral and written presentations, and generate follow-up discussions on the HKBU Moodle forum

CILO 4

work in teams to record how selected texts were received by different societies

search the library catalogue, electronic databases, back issues of magazines and newspapers to discover how selected texts roused heated debate or created social unrest in certain historical-cultural periods

do a cumulative project and track people’s changing opinions on selected texts, and discover how different political events or ideologies (such as war or racism) can generate different or new receptions of texts

critically evaluate the dynamics between literature and social change relate these changes to psychological issues on personal or collective,

historical levels report their findings at the end of term in oral and written forms

CILO 5

do hands-on practice to close read and analyze texts in class do quizzes and write short response papers to demonstrate their ability to

perform textual analysis of selected texts do research exercises to negotiate with secondary readings work in teams to discuss and critique different secondary material present reports that incorporate scholarly opinions as well as their critical

analysis of different texts give and receive peer reviews, and respond to these commentaries

CILO 6 write a research paper based on the formal elements, and the power of literature

take the final exam to demonstrate their knowledge of literary concepts, genres, and the close connection between literature and society


Type of Assessment



Coursework 50% 1-6 Coursework may consist of short and/or long papers, reports, class assignments, oral presentations, quizzes, a term paper and projects to enhance the understanding of course material.

Students will be assessed on their mastery of literary concepts, their understanding of generic conventions, their ability to relate literature to the world, their use and evaluations of secondary readings.

Examination 50% 1-6 The final exam will test and reward students’ ability to negotiate with basic literary terminology, their assessment of power of literary conventions, their ability to perform textual analysis of selected texts, and their critical evaluations on the role of literature in society.

Students will be graded on consistency, accuracy, organization, participation, usage, and grammar.

10. TEXTBOOKS / RECOMMENDED READINGS Abbs, P. The Forms of Narrative: A Practical Guide. Cambridge, Eng.: Cambridge UP, 1990.Abrams, M.H. A Glossary of Literary Terms. 7th ed. Fort Worth, TX: Harcourt Brace

Jovanovich, 1999.Abrams, M.H., et al., eds. The Norton Anthology of English Literature. 5th ed. 2 vols.

New York: W.W. Norton, 1986.Agathocleous, T., and A. C. Dean, eds. Teaching Literature: A Companion. New York:

Palgrave, 2003.Barnet, S.., et al. An Introduction to Literature: Fiction, Poetry, Drama. New York:

Longman, 2001.Carter, R., and J. McRae, eds. The Routledge History of Literature in English: Britain and

Ireland. London: Routledge, 2001.Chamberlain, M., and P. Thompson, eds. Narrative and Genre. London: Routledge, 1998.Davies, A., and A. Sinfield, eds. British Culture of the Postwar: An Introduction to Literature

and Society, 1945-1999. London: Routledge, 2000.Faris, W. B. Ordinary Enchantments: Magical Realism and the Remystification of Narrative.

Nashville: Vanderbilt University Press, 2004.Herman, D., ed. Narratologies: New Perspectives on Narrative Analysis. Columbus: Ohio

State University Press, 1999. Josselson, R., and A. Lieblich, eds. Making Meaning of Narratives. Thousand Oaks, CA: Sage,

1999. King, N. Memory, Narrative, Identity: Remembering the Self. Edinburgh: Edinburgh University

Press, 2000. Kroeber, K. Retelling/Rereading: The Fate of Storytelling in Modern Times. New Brunswick,

NJ: Rutgers University Press, 1992.Mooij, J.J.A. Fictional Realities: The Uses of Literary Imagination. Amsterdam: John

Benjamins, 1993. Nelles, W. Frameworks: Narrative Levels and Embedded Narrative. New York: Peter Lang,

1997. Phelan, J., and P. J. Rabinowitz, eds. Understanding Narrative. Columbus: Ohio State

University Press, 1994.Reid, I. Narrative Exchanges. London: Routledge, 1992.Riffaterre, M. Fictional Truth. Baltimore, MD: Johns Hopkins University Press, 1990.Rimmon-Kenan, S. A Glance Beyond Doubt: Narration, Representation, Subjectivity.

Columbus: Ohio State University Press, 1996.Roberts, Edgar V., and Henry E. Jacobs. Literature: An Introduction to Reading and Writing.

Upper Saddle River, NJ: Prentice Hall, 2001.Snyder, K. V. Bachelors, Manhood, and the Novel, 1850-1925. Cambridge, Eng.: Cambridge

University Press, 1999.Tierney, W. G., and Y. S. Lincoln, eds. Representation and the Text: Re-framing the Narrative

Voice. Albany: State University of New York Press, 1997.


COURSE SYLLABUS

1. COURSE TITLE Introduction to the Study of Language




5. AIMS & OBJECTIVES 1) Raising students’ awareness of language, especially the English language, as an object of study2) Laying a foundation for students’ knowledge of language use and language structure

including its phonology, morphology, syntax and semantics

6. COURSE CONTENT I. The Origins of Language: Speech and WritingII. Languages of the WorldIII. Human and Animal CommunicationIV. Language AcquisitionV. Language Subsystems

a) Phonetics and Phonology: the Sounds and Sound Patternsb) Morphology: Word Formation Processes and Word Structuresc) Syntax: Phrases and Clausesd) Semantics: Meanings of Words and Sentences

VI. Language, Culture and Society



CILO 1 demonstrate basic knowledge of language structure and language use

CILO 2 describe language phenomena in the appropriate terminology and

framework

CILO 3 apply the knowledge obtained to the analysis of simple language data

CILO 4demonstrate the necessary knowledge and skills to progress to more advanced courses in different areas of language studies


CILO No. TLAs: Students will be asked to:CILO 1 carry on small-group discussions on specific topicsCILO 2 give presentations of their analyses of language dataCILO 3 do in-class and take-home assignmentsCILO 4 take mid-term and final examinations


Type of Assessment



Coursework 50% 1,2,3,4 In-class and take-home assignments will test students’ knowledge of language structure and language use and also their abilities in analyzing language data.

Examination 50% 1,2,3,4 Examinations will test students’ knowledge and also their abilities to apply the knowledge to real language situations.

10. TEXTBOOKS / RECOMMENDED READINGS Aitchison, J. The Articulate Mammal. London: Unwin Hyman, 1989.Aitchison, J. The Seeds of Speech. London: Unwin Hyman, 1996.Akmajian, A., R. Demers, A.K. Farmer and R.M. Harnish. Linguistics: An Introduction to

Language and Communication. 5th ed. Cambridge, MA: MIT Press, 2001.Asher, R.E. and J.M.Y. Simpson. eds. The Encyclopedia of Language & Linguistics. Oxford:

Pergamon Press, 1994.Bloom, P. Language Acquisition: Core Readings. Cambridge, MA: MIT Press, 1994.Bonvillain, N. Language, Culture and Communication: The Meaning of Messages. Englewood

Cliffs, NJ: Prentice Hall, 1993.Bright, W. ed. International Encyclopedia of Linguistics. New York: Oxford University Press,

1992.

Christiansen, M.H. and S. Kirby. Language Evolution. Oxford: Oxford University Press, 2003.Coulmas, F. The Writing Systems of the World. Oxford: Blackwell, 1989.Crystal, D. ed. The Cambridge Encyclopedia of Language. Cambridge, Eng.: Cambridge

University Press, 1997.Department of Linguistics, The Ohio State University. Language Files. 9th ed. Columbus:

Ohio State University Press, 2004.Finegan, E. Language, its Structure and Use. 4th ed. Boston, MA: Thomson/Wadsworth, 2004.Fromkin, V., R. Rodman and N. Hyams. An Introduction to Language. 8th ed. Boston, MA:

Thomson/Heinle, 2007.Gumperz, J. Language and Social Identity. Cambridge, Eng.: Cambridge University Press,

1982.Jaworski, A. ed. Silence: Interdisciplinary Perspectives. Berlin: Mouton de Gruyter, 1997.Katzner, K. The Languages of the World. London: Routledge, 1995.Kenneally, C. The First Word: The Search for the Origins of Language. New York: Viking,

2007.Lyon, J. Language and Linguistics: An Introduction. Cambridge, Eng.: Cambridge University

Press, 1981.Matthews, S. and V. Yip. Cantonese: A Comprehensive Grammar. London: Routledge, 1994.Minett, J.W. and W.S.Y. Wong. Language, Evolution, and the Brain. Hong Kong: City

University of Hong Kong Press, 2009.O'Grady, W. and J. Archibald. Contemporary Linguistics: An Introduction. 4th ed. Boston,

MA: Bedford/St Martin’s Press, 2001. Ramsey, S.R. The Languages of China. Princeton, NJ: Princeton University Press, 1987.Shopen, T. Language and Their Status. Cambridge, MA: Winthrop Publishers, 1987.Wardhaugh, R. Investigating Language: Central Problems in Linguistics. Oxford: Blackwell,

1993.Yule, G. The Study of Language. Cambridge, Eng.: Cambridge University Press, 1996.


COURSE SYLLABUS

1. COURSE TITLE Literature and Culture

2. COURSE CODE ENG 1220



5. AIMS & OBJECTIVES

1) Introducing students to the notion of literary culture2) Illustrating the impact of culture in redefining English literature as a discipline3) Locating the reader of English literature as a consumer of culture in a variety of popular

forms4) Encouraging the appreciation of culture and literature in their imagistic, graphic,

literary, critical, and iconoclastic forms

6. COURSE CONTENT

I. Defining Parameters of Literary Culture (e.g. “high” or “low”, mythical traditions, popular genres both traditional and emerging)

II. The Role and Impact of Popular Culture on the canon of English literature (e.g. the graphic novel, television programs, science fiction texts, etc.)

III. Popular Literary Culture and Media: how English literary culture has been transformed in light of newer sub-disciplines within English (e.g. film studies, oral narratives, and the emergence of World Englishes).



CILO 1 define and classify various usages of the terms ‘culture’, ‘theory’, and ‘literature’

CILO 2 utilize key literary and theoretical terminology in describing and analyzing literary and cultural phenomena

CILO 3 apply literary, theoretical, and critical concepts in evaluative exercises

CILO 4 demonstrate the connection between informed critique and improved

literary/cultural literacy



CILO 1 complete short-answer written assignments, independent group exercises and a longer term paper on defining culture

CILO 2 complete short-answer written assignments, independent group exercises

and a longer term paper on assessing the impacts of popular culture on conventional canons/genres

CILO 3

complete short-answer written assignments, independent group exercises and a longer term paper on evaluating consumption of English culture in literary works written in English

participate in follow-up class on given literary topics after each assignment or presentation

CILO 4 complete short-answer written assignments, independent group exercises and a longer term paper on given literary topics


Type of Assessment



Coursework 50% 1,2,4 Assignments will test students’ ability to (1) define different kinds of cultural-literary outputs; (2) assess the impacts of popular culture on conventional canons/genres; and (3) interpret literary works in English as one medium for globalization.

Examination 50% 2,3,4 Examination will test students’ ability to define, assess, and interpret literature and culture in-depth. It will also test students’ abilities to deploy elements of effective composition in a cogent analysis drawing from examples in the selected course texts.

10. TEXTBOOKS / RECOMMENDED READINGS

Adams, H., ed. Critical Theory Since Plato. Rev. Ed. St Louis, MO: Harcourt Brace Jovanovich, 1992.

Durham, M., and D. Kellner, eds. Media and Cultural Studies: KeyWorks. Malden, MA: Blackwell, 2001.

During, S., ed. The Cultural Studies Reader. 3rd Ed. New York: Routledge, 2007.Eliot, T. S. The Sacred Wood. London: Methuen, 1964.Gans, H. Popular Culture and High Culture: An Analysis and Evaluation of Taste. New York:

Basic Books, 1999. Hartmann, P. Clues to Culture: A Cross-Cultural Reading/Writing Book. New York: Random

House, 1989.Hirsch, E., et al, eds. The Dictionary of Cultural Literacy. 2nd Ed. Boston, MA: Houghton

Mifflin, 1993. Kellner, D. Media Culture. New York: Routledge, 1995.Labarca, A., and J. Hendrickson. Our Global Village. New York: Harcourt Brace Jovanovich,

1982. Lentricchia, F., and T. McLaughlin, eds. Critical Terms for Literary Study. 2nd Ed. Chicago:

Chicago University Press, 1995. Lewis, T. and R. Jungman. On Being Foreign: Culture Shock in Short Fiction. New York:

MacMillan, 1986. Morley, D. and K. Chen. Stuart Hall: Critical Dialogues in Cultural Studies. London:

Routledge, 2001.Nelson, C., and L. Grossberg, eds. Marxism and the Interpretation of Culture. Chicago:

University of Illinois Press, 1988.Pickering, M., and T. Green, eds. Everyday Culture: Popular Song and the Vernacular Milieu.

Philadelphia: Open University Press, 1987.Pieterse, J. Globalization and Culture: Global Mélange. Lanham, Maryland: Rowman &

Littlefield, 2004.Spack, R. Guidelines: A Cross-Cultural Reading/Writing Text. New York: St. Martin’s, 1990.Williams, R. Culture and Society: 1780-1950. New York: Columbia University Press, 1983.


COURSE SYLLABUS

1. COURSE TITLE Language, Culture and Society




5. AIMS & OBJECTIVES 1) Helping students understand the interaction between social systems and language varieties2) Helping students to examine the notions of standard and non-standard varieties of a language, especially as they relate to the language situation in Hong Kong3) Helping students understand how language use differs across individuals and groups based on social class, gender, identity, and ethnicity4) Helping students understand how language ideologies and attitudes impact language policies and language education

6. COURSE CONTENT I. Introduction of key concepts such as speech community, standard and vernacular language,

accent and dialect, and sociolinguistic variables II. Regional and social variation; language changeIII. Language and genderIV. Bilingualism, multilingualism & code-switchingV. Language attitudes and stereotypesVI. Language policies and education



CILO 1demonstrate understanding of the interrelationship between linguistic and social phenomena

CILO 2 demonstrate familiarity with sociolinguistic phenomena

CILO 3present evidence from different social and cultural contexts which demonstrates that language differs across individuals and social groups

CILO 4present and discuss different theories attempting to explain why language differs across individuals and social groups

CILO 5interpret authentic sociolinguistic data, relate them to relevant theory, and discuss their implications


CILO No. TLAs: Students will be asked to:CILO 1 Discuss relevant cases, and examples of authentic data, in groups and present

their findingsCILO 2 Discuss relevant cases, and examples of authentic data, in groups and present

their findingsComplete a mid-term test which will assess their familiarity with the readings and with sociolinguistic terminology

CILO 3 Discuss relevant cases, and examples of authentic data, in groups and present their findings

CILO 4 Participate regularly in class discussions and/or Chat Forums about assigned topics or sociolinguistic issues which have been discussed in class

CILO 5 Complete oral and written assignments in which they describe and interpret authentic data


Type of Assessment



Coursework 50% 1-5 Assignments will test students’ writing as well as presentation skills and assess students’ ability to describe and interpret authentic data.

Examination 50% 1-5 A number of set questions (usually six) from which the students chose 3. All questions require students to present and discuss evidence from the sociolinguistic literature, and discuss social issues (some of them local) which are related to language use.

10. TEXTBOOKS / RECOMMENDED READINGS Blount, B.J. ed. Language, Culture, and Society: A Book of Readings. 2nd ed. Prospect

Heights, Ill: Waveland Press, 1995.Chambers, J.K. Sociolinguistic Theory. Oxford: Blackwell, 1995.Coates, J. Women, Men and Language. 3rd ed. London: Pearson Longman, 2004.Coulmas, F. Sociolinguistics. The Study of Speakers’ Choices. Cambridge, Eng.:

Cambridge University Press, 2005.Coupland, N. and A. Jaworski. eds. The New Sociolinguistics Reader. Houndmills,

Basingstoke, Eng.: Palgrave, 2009.Crystal, D. The Cambridge Encyclopedia of the English Language. Cambridge, Eng.:

Cambridge University Press, 1995.Crystal, D. English as a Global Language. Cambridge, Eng.: Cambridge University

Press, 1997.Edwards, J. Language and Identity. Cambridge: Cambridge University Press, 2009.Fasold, R. Sociolinguistics of Language. Oxford: Blackwell, 1990.Fasold, R. The Sociolinguistics of Society. Oxford: Blackwell, 1987. Heller, M. Bilingualism: A Social Approach. Houndmills, Basingstoke, Eng.: Palgrave,

2007.Hogg, M and D. Abrams. Social Identifications. A Social Psychology of Intergroup

Relations and Group Processes. London: Routledge, 1992.Holmes, J. An Introduction to Sociolinguistics. 3rd ed. New York: Pearson Longman,

2008.Holmes, J. and M. Meyerhoff. eds. The Handbook of Language and Gender. Oxford:

Blackwell, 2005.Murata, K. and J. Jenkins. eds. Global English in Asian Contexts. Houndmills,

Basingstoke, Eng.: Palgrave, 2009.Romaine, S. Language in Society: An Introduction to Sociolinguistics. Oxford: Oxford

University Press, 1994.Rubdy, R. and M. Saraceni. eds. English in the World. Global Rules, Global Roles.

London: Continuum, 2006.Schiffrin, D. Approaches to Discourse. Oxford: Blackwell, 1994.Svartvik, J. and G. Leech. English. One Tongue, Many Voices. Houndmills,

Basingstoke, Eng.: Palgrave Macmillan, 2006.Wardhaugh, R. An Introduction to Sociolinguistics. 5th ed. Oxford: Blackwell, 2006.Watts, R. Politeness. Cambridge, Eng.: Cambridge University Press, 2003.Wright, T. Investigating English. London: Edward Arnold, 1994.


COURSE SYLLABUS

1. COURSE TITLE Sounds of English Around the World




5. AIMS & OBJECTIVES 1) Providing basic knowledge of phonetics and phonology, one of the major subsystems of

language2) Exposing students to subtleties in language sounds3) Training students to transcribe language sounds in the International Phonetic Alphabet (IPA)4) Familiarizing students in the analysis of the sound systems of language, especially the

sound systems of English in the speech of native and non-native speakers and of learners acquiring English as a first or a second language

6. COURSE CONTENT I. The Production and Perception of Speech: from Articulation to HearingII. The Description of Speech: Notation (Phonetic Transcription); Distinctive FeaturesIII. Consonants, Vowels; The Syllable; The Word IV. Tone and IntonationV. Segmentals: English Consonants and VowelsVI. Suprasegmentals: English Stress and IntonationVII. Contrastive Phonetics and Phonology



CILO 1 encode and decode linguistic sounds, in particular using the IPA

CILO 2 articulate sound patterns in relation to language patterns

CILO 3explain linguistic diversity and the implications of such diversity on the basis of phonetic and phonological evidence

CILO 4construct simple phonetic and phonological analyses of given linguistic data



CILO 1 participate in lectures on theoretical and methodological issues complete 4 unit tests of phonology complete a term paper





Type of Assessment



Coursework 50% 1,2,3,4 Coursework may consist of a combination of quizzes, in-class exercises, journals, and/or term projects that require students to consolidate theoretical learning and apply training in phonetics for transcription and to construct simple phonological analysis for the patterns discovered. The project requires students to articulate the linguistic diversity uncovered through a phonetic and phonological study.

Examination 50% 1,2,3,4 The final examination assesses students’ abilities to provide phonetic and phonological analyses.

10. TEXTBOOKS / RECOMMENDED READINGS Ashby, M. and J. Maidment. Introducing Phonetic Science. Cambridge: Cambridge

University Press, 2005.Ashby, P. Speech Sounds. London: Routledge, 1995.Clark, J. and C. Yallop. An Introduction to Phonetics and Phonology. 2nd ed. Oxford, Eng.:

Blackwell, 1995.Cruttenden, A. Intonation. 2nd ed. Cambridge, Eng.: Cambridge University Press, 1997.Davenport, M. and S.J. Hannahs. Introducing Phonetics and Phonology. 2nd ed. New York:

Hodder Arnold, 2005.Gimson, A.C. An Introduction to the Pronunciation of English. 4th ed. London: Edward and

Arnold, 1989.Hardcastle, W. J. and J. Laver. The Handbook of Phonetic Sciences. Oxford, Eng.:

Blackwell, 1997.House, L.T. Introductory Phonetics & Phonology: A Workbook Approach. Mahwah, NJ:

Lawrence Erlbaum Associates, 1998.Kaisse, E.M. Connected Speech: The Interaction of Syntax and Phonology. Orlando, FL:

Academic Press, 1985.Ladd, D.R. Intonational Phonology. Cambridge, Eng.: Cambridge University Press, 1996.Ladefoged, P. A Course in Phonetics. 4th ed. Fort Worth, TX: Harcourt Brace College

Publishers, 2001.Ladefoged, P. The Sounds of the World's Languages. Oxford, UK: Blackwell, 1996.Lewis, J.W., ed. Studies in General and English Phonetics: Essays in Honour of Professor

J. D. O'Connor. London: Routledge, 1995.Murray, T.E. The Structure of English: Phonetics, Phonology, Morphology. Boston: Allyn &

Bacon, 1995.McCully, C. The Sound Structure of English. Cambridge, Eng.: Cambridge University

Press, 2009.Odden, D. Introducing Phonology. Cambridge, Eng.: Cambridge University Press, 2005.Roach, P. Introducing Phonetics. London: Penguin, 1992.Roach, P. English Phonetics and Phonology: A Practical Course. 3rd ed. New York:

Cambridge University Press, 2000.Rogers, H. Theoretical and Practical Phonetics. Toronto: Copp Clark Pitman, 1991.


COURSE SYLLABUS

1. COURSE TITLE Research Skills in English Language and Literature




5. AIMS & OBJECTIVES 1) Familiarizing students with basic research skills in language and literature2) Improving students’ writing skills in English3) Strengthening students’ ability to discuss linguistic and literary topics4) Developing students’ critical and analytical skills5) Preparing students to undertake research-based writing such as the Honours Project

6. COURSE CONTENT I. Discipline-related Genres of Writing: Language and linguistics, English Literature,

Comparative Literature and StylisticsII. Techniques for Selecting a Subject, Topic or ThesisIII. The Thought Processes for Organizing Ideas and Setting GoalsIV. Data Gathering: Primary and Secondary SourcesV. The Note Writing Process and Organization of NotesVI. Writing the PaperVII. The Processes of Proofreading, Editing and Revision



CILO 1 identify and evaluate different research methodologies

CILO 2 select and explain the choice of an appropriate research method for a

specific discipline or topic

CILO 3utilize research techniques such as using library and electronic sources, collecting related primary and secondary sources, and analyzing different texts/data

CILO 4 write up a research project in the appropriate format and style



CILO 1 complete in-class writing assignments about examining motivations of

research, conventions of academic research and evaluating research

CILO 2

complete in-class writing assignments about examining motivations of research and evaluating research

complete a term paper on a topic of their own choosing from the fields of linguistics, English literature, comparative literature or stylistics

CILO 3

participate in library session complete in-class writing assignments about data collection methods complete a term paper on a topic of their own choosing from the fields

of linguistics, English literature, comparative literature or stylistics

CILO 4

complete in-class writing assignments about conventions of academic research

complete a term paper on a topic of their own choosing from the fields of linguistics, English literature, comparative literature or stylistics


Type of Assessment



Coursework 100% 1,2,3,4 Coursework may consist of library exercises, in-class writing assignments, and/or group projects where students to identify research topics, select and apply appropriate methodologies and construct a research project.

10. TEXTBOOKS / RECOMMENDED READINGS

Baker, N.L. and N. Huling. A Research Guide for Undergraduate Students: English and American Literature. New York: Modern Language Association of America, 2000.

Barton, E.J. and G.A. Hudson. A Contemporary Guide to Literary Terms: With Strategies for Writing Essays about Literature. Boston, MA: Houghton Mifflin, 1997.

Bracken, J.K. and L.G. Hinman. The Undergraduate’s Companion to American Writers and their Web Sites. Englewood, NJ: Libraries Unlimited, 2001.

Browner, S., S. Pulsford and R. Sears. Literature and the Internet: A Guide for Students, Teachers, and Scholars. New York: Garland, 2000.

Callaghan, P. and A. Dobyns. Literary Conversation: Thinking, Talking, and Writing about Literature. Boston, MA: Allyn & Bacon, 1996.

Gash, S. Effective Literature Searching for Research. Hampshire: Gower, 2000.Gibaldi, J. MLA Handbook for Writers of Research Papers. 6th ed. New York: Modern

Language Association of America, 2003.Griffith, K. Writing Essays about Literature: A Guide and Style Sheet. 5th ed. Fort Worth,

TX: Harcourt Brace Jovanovich, 1998.Hairston, M. and J. Riszkiewicz. The Scott, Foresman Handbook for Writers. 2nd ed. New

York: Harper Collins, 1991.Hart, C. Doing a Literature Review: Releasing the Social Science Research Imagination.

London: Sage, 1998.Hughes, R. English in Speech and Writing: Investigating Language and Literature.

London: Routledge, 1996.Huddleston, R.D. and G.K. Pullum. The Cambridge Grammar of the English Language.

Cambridge, Eng.: Cambridge University Press, 2002.Huddleston, R.D. and G.K. Pullum. A student's Introduction to English Grammar.

Cambridge, Eng.: Cambridge University Press, 2005.Kirszner, L.G. and S.R. Mandell. Literature—Reading Reacting, Writing. 3rd ed. Fort

Worth, TX: Harcourt Brace Jovanovich, 1997.Lester, J.D. and J. Lester. Jr. Writing Research Papers: A Complete Guide. 11th ed. New

York: Pearson/Longman, 2005.Publication Manual of the American Psychological Association. Washington, DC:

American Psychological Association, 2001.Raimes, A. Keys for Writers. 4th ed. Boston and New York: Houghton Mifflin, 2005.Roth, A.J. ed. The Research Paper: Process, Form, and Content. 7th ed. Belmont, CA:

Wadsworth, 1995.Schwiebert, J.E. Reading and Writing from Literature. Boston, MA: Houghton Mifflin,

1997.Seyler, D. Doing Research: The Complete Research Paper Guide. New York: McGraw-

Hill, 1993.Seyler, D. Understanding Argument: A Text with Readings. New York: McGraw-Hill,

1994.Swales, J.M. Genre Analysis: English in Academic and Research Settings. Cambridge,

Eng.: Cambridge University Press, 1990.Veit, R. Research: The Student’s Guide to Writing Research Papers. 2nd ed. Boston, MA:

Allyn & Bacon, 1998.

Walker, M. Writing Research Papers: A Norton Guide. New York: Norton, 1993.Woods, A., P. Fletcher and A. Hughes. Statistics in Language Studies. Cambridge, Eng.:

Cambridge University Press, 1986.


COURSE SYLLABUS

1. COURSE TITLE Honours Project

2. COURSE CODE ENG 4XX1-2



5. AIMS & OBJECTIVES 1) Requiring students to demonstrate their knowledge of the field within their selected topic,

their research skills, as well as their ability to express their ideas in a persuasive and well-structured exegesis

2) Engaging the student in independent research and the production of an extensive research or creative project

6. COURSE CONTENT The student, with the aid of a Chief Advisor, will select a topic late in Year 3. During Year 4, the student will meet regularly with the Chief Advisor to report on progress, discuss research difficulties, and exchange information.



CILO 1demonstrate in-depth understanding of their special area of research interest

CILO 2analyze and critique a selection of linguistic data and/or literary texts in a structured exposition

CILO 3evaluate the appropriateness of various research materials for their project, and judge the relevance and reliability of different sources

CILO 4 debate evolving arguments and critical approaches with their advisors

CILO 5 present ideas and arguments in a logical and convincing way


CILO No. TLAs: Students will be asked to:CILO 1 consult their Chief Advisors on their projects

CILO 2 correct and discuss their drafts with their Chief Advisors complete a year-long independent research project

CILO 3 consult their Chief Advisors on their projects

CILO 4 consult their Chief Advisors on their projects correct and discuss their drafts with their Chief Advisors

CILO 5 correct and discuss their drafts with their Chief Advisors complete a year-long independent research project


Type of Assessment



Process 20% 1,3,4 Process will require students to report on progress, discuss research difficulties, and exchange information with their Chief Advisors.

Product 80% 2,5 Research projects will be assessed according to the particular student’s knowledge of the topic, research skill and skill of written expression.Creative projects will be assessed according to literary, editorial norms equivalent to the academic standards applied to scholarly projects.

10. TEXTBOOKS / RECOMMENDED READINGS Collins Cobuild English Grammar. Glasgow, Scotland: HarperCollins, 2005.Douglas B., S. Conrad, and G. Leech. Longman Student Grammar of Spoken and Written

English. Harlow, Eng.: Longman, 2002.

Lester, J., and J. Lester. Writing Research Papers: A Complete Guide. 11th ed. New York: Pearson/Longman, 2007.

---. Principles of Writing Research Papers. New York: Person/Longman, 2007.Publication Manual of the American Psychological Association. Washington, D C: American

Psychological Association, 2007.

hong kong baptist universityarts.hkbu.edu.hk/4-year_course_syllabi_eng/eng 4-yr... · web...

Documents