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教學大綱


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審定:無
翻譯:陳怡安(簡介並寄信)
編輯:陳斌漢(簡介並寄信)

課程描述

這門課程是一個跨學科的科目,藉由探討近代歐洲文化以了解文學、反對運動和革命活動之間的聯繫與關係。討論從早期十九世紀歐洲無政府主義的代表作品開始(Kleist, Conrad),一路延伸到七、八○年代歐洲文學和媒體對各武裝組織的描寫與看法(義大利赤軍聯、西德的紅色軍團、和真愛爾蘭共和軍)。在學期中,學生將有機會聽到來自德國、一位曾拍攝有關恐怖主義題材的重要製片人Margarethe von Trotta的演講。課程最後將會討論到原本在二十年前就似乎消聲匿跡的『激進派時髦』(radical chic),如今在一部分歐洲大眾媒體中又有捲土重來的形勢。我們將評論分析這個情況作為課程總結。

本學期的重點放在德國、愛爾蘭和義大利。以英文授課,但是鼓勵學生能盡量參閱原文資料。

課程目標

這門課將主要研究有關恐怖主義活動在歐洲文化和媒體上一些具有文化意義與歷史意義的重大時刻。學生必須能對各個討論問題提出自己的看法和論點。良好的語文表達能力對修習這門課來說極其重要,因為書面和口頭報告的成績佔了總成績將近百分之百的比例。同時,每個學生都應該在分析評論與表達能力上有不斷進步的表現。

影音教材

課堂討論需要的影片和音樂都已經替同學在影音圖書館預約好,討論課前所有同學一定要看完或聽完該次討論課要討論的影片或音樂。上課時,會再撥出部分片段給同學回顧。

這個課程教學方法的建立在三種基礎模式上:授課、練習、和教師回應。學生在討論課上有完全自由發表的機會。教師會對每一份學生作業都提出建設性的評筆,學生應參考這些評筆,並作出適當的修改與訂正。

  1. 上課參與度對修習這門課來說非常重要。為了在每堂討論課上都能實際參與以及發表意見,上課前一定要充份做好準備工作。指定閱讀的資料必須在上課前讀完。每一個閱讀作業都應該有一個引導問題。如果因故不能來上課,要事先以電話請假或親自告知老師。超過四次無故缺席,該生就必須退選這門課。

    大部分上課時,學生必須繳交一篇短文(每篇約150-200字),針對該次閱讀材料中所提出的問題作出書面回應。雖然這些短文並不會列入成績計算,但是可以幫助學生事先做好準備,以利課堂討論的進行。此外,這樣的寫作練習也可以訓練學生撰寫長篇報告的能力,不管是為了這門課或是對以後其他寫作上的需要,都會有所幫助。本學期共有十三個問題,每位同學要選出十個問題作書面回應,並自行排序編號(例如:1/10, 2/10…),不得遲交。

    討論時,應保持對他人的尊重。

    評分方式: 上課時參與討論、發言以及按時繳交十篇回應短文 — 25%


  2. 培養以及提高評論分析與論證能力是這門課重要目標之一。因此,本課程還要求學生撰寫篇幅比較長的三篇小論文。在規定繳交日期前兩個星期,學生要先交一份簡短的論文題綱。之後,題綱和評語會盡快發還。所有的參考資料都必須註明出處,格式須符合美國現代語言學會(MLA)的規定。合理的字數計算方式是:一頁手稿等於250字。少於21頁則不予計分

    繳交的期限是規定日期的當天中午。沒有經過教師同意而遲交者,成績扣一個字母等級,遲交逾一周者,扣兩個字母等級。另外,自行保留一份書面備分。

    關於這部份作業,第一次交的論文是一種診斷形式的練習,之後再對第一次的論文做出修正,繳交修改後的文章。只有做了修訂的作業才會有分數。

    評分方式:第一篇論文與修正 — 20%,第二篇論文 — 20%,第三篇論文 — 25%。


  3. 除了書面作業外,課堂上還有口頭報告。負責的學生要準備出一頁有關當天閱讀資料的講義,在二十分鐘的引言時間裡,該生必須為作者的主要觀點作出概括介紹,描述資料寫作時的時代背景,並提出一些問題引導其他同學開始討論。

    口頭報告將根據以下一些標準作出評分:見解力、清晰度、和最重要的就是報告者能不能引起其他同學有深度的討論。

    評分方式;一次口頭報告 — 10%



Description

This interdisciplinary course surveys modern European culture to disclose the alignment of literature, opposition, and revolution. Reaching back to the foundational representations of anarchism in nineteenth-century Europe (Kleist, Conrad) the curriculum extends through the literary and media representations of militant organizations in the 1970s and 80s (Italy's Red Brigade, Germany's Red Army Faction, and the Real Irish Republican Army). In the middle of the term students will have the opportunity to hear a lecture by Margarethe von Trotta, one of the most important filmmakers who has worked on terrorism. The course concludes with a critical examination of the ways that certain segments of European popular media have returned to the "radical chic" that many perceive to have exhausted itself more than two decades ago.

Focus for this term: Germany, Ireland, and Italy. Conducted in English, but students are encouraged to consult original sources when possible.

Purpose

The course will examine cultural and historical moments of terrorism in European culture and media. Students will be expected to construct arguments of their own about the issues raised. The course places a premium on excellence in communication; papers and oral presentations account for nearly 100% of the final grade. Students are expected to demonstrate progress in critical analysis and expression.

Sight and Sound

Recordings of film and music will be placed on reserve at the Music Library. Students are expected to have viewed or listened to each work before the date of its discussion. Brief excerpts reviewed in class.

The method of pedagogy is based in three modes: instruction, practice, and feedback. Students are given the fullest opportunity to engage in seminar discussions. Students shall receive constructive commentary on each assignment, and will be asked to revise their work when appropriate.

  1. Class participation is essential to this course.In order to make a valuable contribution students should come prepared to each class. Assigned readings must be completed before each class meeting. A guiding question shall accompany each assignment. Students who are unable to attend a class must inform the instructor in advance, either in person or by telephone. Students with more than four unexcused absences shall be dropped from the class.

    On most days students shall submit brief written responses (150-200 words each) to the question on the reading assignment. Although these responses will not be graded, such individual preparation will enhance class discussions. Further, regular writing practice will prepare students for longer papers, both in this course and beyond. Of the 13 questions distributed over the course of the semester students may select 10 to which they would like to respond. Students shall account for their progress with this series by consecutively marking each text (i.e. 1/10, 2/10… ). No extensions shall be granted for these writing assignments.

    Courtesy toward others in discussions is expected.

    Grading: Participation in class discussion and submission of ten brief written responses — 25%


  2. One of the primary goals of this course is the development and refinement of critical analysis and argument. To this end students will write three essays of increasing length. About two weeks before a given due date students must submit a brief outline of the essay they plan to write. Shortly thereafter they shall receive critical feedback. In finished essays any and all references must be cited. Essays must conform to MLA standards. A good guideline for word counts is this: 1 manuscript page = 250 words. The minimum amount of writing submitted for grades is 21 pages.

    Essays are due at noon on the dates indicated. Essays submitted late without prior permission from the instructor will be penalized by one full letter grade. Essays submitted more than one week will be penalized by two full letter grades. Always keep a printed copy of your essay.

    The first essay is a diagnostic exercise. Students are required to submit revised versions of this essay.For this assignment, only the revised essay will be graded.

    Grading: First essay and revision — 20%, second essay— 20%, third essay— 25%


  3. In addition to the writing assignments, students will also be expected to deliver an oral presentation. Students shall prepare and present a one-page handout on the day's reading. In these twenty-minute presentations students should provide a summary of the author's main points, describe the historical context in which the text was produced, and open up a few questions for discussion.

    Presentations will be evaluated according to the following criteria: insight, clarity, and, importantly, the degree to which presenters are able to stimulate the thoughtful participation of their classmates.

    Grading: One oral presentation — 10%



 
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