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LTAM 110 The Americas

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LTAM 111 The Americas

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LTCS 119

This course examines the intersection of sex, sexuality, and popular culture by looking at the history of popular representations of queer sexuality and their relation to political movements for gay and lesbian rights and theories of corporeality, the mind-body relation, and the use of the body as a cultural text. We will use the specific examples of sport, popular media, and the HIV/AIDS crisis as we scan the past 100 years of Queer cultures and subcultures.

This course presents a survey of the most important movements and developments in modern and contemporary Chinese poetry. We begin by studying Chinese New Poetry, which emerged during the Literary Revolution (1917-1922) that was a key component of the May Fourth Movement. We then trace the modernist masters of the 20th century, seeking to delineate what precisely “modernism” means, and how Chinese poets engendered unique forms of Chinese poetic modernism. Throughout, we will consider these themes and important questions: Why is poetry in particular so fundamentally important to Chinese literature, culture, and history? How do modern and contemporary poets remain connected and indebted to classical Chinese poetics and thought, even while they are also strongly influenced by Western texts and ideas? What role does poetry play in the 20th century, a time that was marked by the arrival of modernity, revolution, as well as the experience of trauma on a large scale? Can we hear the voices of women poets, and how are they distinct from their male peers? And finally, how does the art of poetry intersect with calligraphy, visual art, photography, film, and other forms of media in oftentimes remarkable and revealing ways?

LTEA 100B Asia

This course examines representations of women and gender in modern Chinese literature in the first half of the twentieth century. Through works by authors such as He-Yin Zhen, Lu Xun, Mu Shiying, Shen Congwen, Ding Ling, Xiao Hong, Zhang Ailing, and Shao Shuli, alongside critical and theoretical texts, we explore shifting gender roles, feminist thought, and the intersection of literature with social and political change. Students will engage in close reading, discussion, and analytical writing to critically assess how literature reflects and challenges dominant gender ideologies in China’s evolving historical and cultural contexts.

LTEA 110B Asia

In this course we will watch Chinese-language films from Greater China covering a wide range of historical periods and subjects. The films screened in this class will be studied as reflections of their respective social realities as well as the filmmakers’ comments on and interventions of such realities. In addition, we will study these films within the general cinematic tradition and analyze them as examples of an art form with its own unique language. We will familiarize ourselves with cinematic concepts, techniques and film theories, and try to use them to “read” those Chinese films like an expert. The goal of this course is therefore threefold: to equip students with basic knowledge of the rich body of Chinese cinema, to learn about Chinese history and culture as reflected through these films, and to analyze Chinese cinema as an aesthetic form and a social practice.

LTEA 120A

LTEA 120A Asia

This course is a survey of literary works and other cultural productions such as films and essays, produced both within and outside the Korean peninsula, concerning the experience of migration, emigration and immigration of “ethnic Koreans” to various parts of the globe since the early 20th Century. We will attempt to situate these representations of Korean diaspora between the contexts of modern Korean history and the histories of the regions and nation-states to which ethnic Koreans migrated. We will also examine the more recent phenomenon of labor migration of Southeast and South Asians and “returning” diasporic ethnic Koreans into South Korea. Our readings will include diverse materials such as South Korean literary works on emigration to the United States, Korean American literature, literature by Korean residents of Japan, films by Korean Chinese directors, historical sources on global Korean diaspora and contemporary theorizations of South Korea’s recent transition into an increasingly multi-ethnic immigrant society.

LTEA 144 Asia

This period (1660 - 1832) is sometimes said to be the start of a lot of issues we face today: systemic racism, global capitalism, industrialization and climate change, to name a few. Typically, this era of literature is taught as the one that formulated the individualized narratorial “I” subject, reflecting and constructing the idea of the western liberal individual. Yet, the literature itself is complex and not streamlined in this understanding and construction of self. In this course, we will ask: how did this period conceive of or understand “the self”? How did it construct the self in relation to “the Other”? How did the British (or perhaps, English) individual understand themself in relation to the racialized “Other”? Were there any authors who challenge these narratives? How do these literary constructions connect to the sociopolitical and ideological climate of the time—and how do these questions relate to our present day?

Constructing American Identities:

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LTEN 107

1790-1830 is an era known for political upheaval and, at the same time, the genre of romance and the Gothic. This course will take a transhistorical approach to the time period, and will ask questions such as: What defines the Regency novel? How do the genre of romance and the political context of the Regency connect, if at all? What are the afterlives of the Regency novel? Why are we as a culture so transfixed by this period? We will read texts from the period as well as examine more contemporary filmic and literary reimaginings of the era, such as Bridgerton.

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LTEN 176 The Americas

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LTEN 185 The Americas

A deadly plague has destroyed their way of life, their society, and their certainties. A group of 10 young men and women leave the city behind for a country villa to spend two weeks telling each other short stories and partying. In their stories they recreate what they fear is lost forever: love, sex, community, humor, and hope. Through their stories we learn about "real life" and relationships in XIV Century Italy (and beyond). This is a "one book course" students will take 2-3 sort quizzes and present a final project (both orally and in written form). Attendance and participation are essential.

LTEU 105

LTEU 105 The Mediterranean

LTEU 105 Europe

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LTEU 141 Europe

First course in the intermediate sequence designed to be taken after LIFR1C/CX (If you choose to take LIFR1D/DX, you will still need to take LTFR 2A to continue in the French program). Short stories, comic strips and movies from various French-speaking countries are studied to strengthen oral and written language skills while developing reading competency and cultural literacy. A thorough review of grammar is included. Taught entirely in French.. May be applied towards a minor in French literature. The discussion class on Thursday is not required and is used for extra support or practice
Successful completion of LTFR 2A satisfies the language requirement in Revelle and in Eleanor Roosevelt colleges. Prerequisite: LIFR 1C/CX or equivalent or a score of 3 on the AP French language exam or a score of 4 or 5 on the Language Placement Exam.

Emphasizes the development of effective communication in writing and speaking. Includes a grammar review. A contemporary novel and films are studied to explore cultural and social issues in France today. Taught entirely in French. May be applied towards a minor in French literature or towards fulfilling the secondary literature requirement. Students who have completed 2C can register in upper-level courses. Prerequisite: LTFR 2B or equivalent or a score of 5 on the AP French language exam.

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LTFR 115 French

LTFR 115 The Mediterranean

LTFR 115 Europe

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2C is the last sequence of the intermediate series. The class will continue to study grammar, vocabulary and other aspects of the German language. This course is conducted entirely in German and emphasizes the four language skills: speaking, listening, reading and writing. The class will focus on cultural readings of historical content as well as current events and will engage in discussions of films.

Our journey through Italian culture, food and language continues with more review of important grammar points, as well as conversation about the culture of gastronomy, travel, music and film. This course follows LTIT 2B, and completes the second year of the Italian language series. The course is strongly recommended for students who plan to go to Italy with EAP or other programs (but not only). LTIT 50 meets 3 days a week, there will be a couple of grammar quizzes, a couple of cultural quizzes, and a final project (both oral and written).

First Year Korean 1C (5 units) is the third part of the Beginning Korean. This course is designed to assist students to develop high-beginning level skills in the Korean language. These skills are speaking, listening, reading, and writing, as well as cultural understanding. LTKO 1C is designed for students who have already mastered LTKO 1B or who are already in the equivalent proficiency level. This course will focus on grammatical patterns such as sentence structures, some simple grammatical points, and some survival level use of Korean language. Additionally, speaking, reading, writing, and listening comprehension will all be emphasized, with special attention to oral speech. Upon completion of this course, students will become able to do the following in Korean:

Speaking: Students are able to converse with ease and confidence when dealing with the routine tasks and social situations. They are able to handle successfully uncomplicated tasks and social situations requiring an exchange of basic information. They can narrate and describe in all major time frames using connected discourse of paragraph length, but not all the time.

Listening: Students are able to understand, with ease and confidence, simple sentence-length speech in basic personal and social contexts. They can derive substantial meaning from some connected texts, although there often will be gaps in understanding due to a limited knowledge of the vocabulary and structure of the spoken language.

Reading: Students are able to understand fully and with ease short, non-complex texts that convey basic information and deal with personal and social topics to which they brings personal interest or knowledge. They are able to understand some connected texts featuring description and narration although there will be occasional gaps in understanding due to a limited knowledge of the vocabulary, structures, and writing conventions of the language.

Writing: Students are able to meet all practical writing needs of the basic level. They also can write compositions and simple summaries related to work and/or school experiences. They can narrate and describe in different time frames when writing about everyday events and situations.

Prerequisite: LTKO 1B or an equivalent level of proficiency in Korean language.

Second Year Korean 2C (5 units) is the third part of the Intermediate Korean. Students in this course are assumed to have previous knowledge of Korean, which was taught during the Korean 1A, 1B, 1C, 2A and 2B courses. Students in this course will learn high-intermediate level of standard modern Korean in listening, speaking, reading, and writing, as well as expand their cultural understanding. After the completion of this course, students are expected to acquire and use more vocabularies, expressions, and sentence structures and to have a good command of Korean in various conversational situations. Students are also expected to write short essays using the vocabularies, expressions, and sentence structures introduced. Upon completion of this course, students will be able to do the following in Korean:

Speaking: Students can perform all intermediate-level tasks with linguistic ease, confidence, and competence. They are consistently able to explain in detail and narrate fully and accurately in all time frame. In addition, they may provide a structured argument to support their opinions, and they may construct hypotheses. They may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies.
Listening: Students are able to understand, with ease and confidence, conventional narrative and descriptive texts of any length as well as complex factual material such as summaries or reports. They are able to follow some of the essential points of more complex or argumentative speech in areas of special interest or knowledge.
Reading: Students are able to understand, fully and with ease, conventional narrative and descriptive texts of any length as well as more complex factual material. They are able to follow some of the essential points of argumentative texts in areas of special interest or knowledge. In addition, they are able to understand parts of texts that deal with unfamiliar topics or situations.
Writing: Students are able to write about a variety of topics with significant precision and detail. They can handle informal and formal correspondence according to appropriate conventions. They can write summaries and reports of a factual nature. They can also write extensively about topics relating to particular interests and special areas of competence.

Prerequisite: LTKO 2B or an equivalent level of proficiency in Korean language.

Advanced Korean: Third Year III  -Third Year Korean 130P (4 units) is the third part of the advanced Korean. Students in this course are assumed to have previous knowledge of Korean, which was taught in the Korean 2A, 2B, 2C, 130F and 130W courses. Students in this course will learn high-advanced level skills in the areas of listening, speaking, reading, and writing in Korean, as well as expand their cultural understanding. Upon completion of this course, students are expected to acquire and use more vocabularies, expressions and sentence structures and to have a good command of Korean in formal situations. Students are expected to read and understand daily newspapers and daily news broadcasts. Upon completion of this course, students will be able to do the following in Korean:

Speaking: Students are able to communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them, and provide structured arguments to support these opinions.
Listening: Students are able to understand speech in a standard dialect on a wide range of familiar and less familiar topics. They can follow linguistically complex extended discourse. Comprehension is no longer limited to the listener's familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of more complex structures and linguistic experience within the target culture. Students can understand not only what is said, but sometimes what is left unsaid.
Reading: Students are able to understand texts from many genres dealing with a wide range of subjects, both familiar and unfamiliar. Comprehension is no longer limited to the reader's familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of complex structures and knowledge of the target culture. Students at this level can draw inferences from textual and extralinguistic clues.
Writing: Students are able to produce most kinds of formal and informal correspondence, in-depth summaries, reports, and research papers. They demonstrate the ability to explain complex matters, and to present and support opinions by developing cogent arguments and hypotheses. They demonstrate a high degree of control of grammar and syntax, of general vocabulary, of spelling or symbol production, of cohesive devices, and of punctuation.

Prerequisite: LTKO 2C or an equivalent level of proficiency in Korean language.

LTKO 130P Korean

LTKO 130P Asia

Readings in Sino-Korean Characters  -Students in this course will learn advanced and superior-level Sino-Korean vocabulary and characters, skills in reading and understanding advanced Korean materials, and expand their understanding of Korean culture. Upon completion of this course, students are expected to have acquired an expanded vocabulary, knowledge of various expressions using Sino-Korean vocabulary and characters necessary for an advanced and superior level of proficiency in Korean. Sino-Korean characters are used differently from the same Chinese characters used in contemporary China in terms of pronunciation, meaning, and word formation.
Sino-Korean words represent over 70% of the Korean vocabulary at an advanced and superior level. Since most modern Korean is written phonetically in Hangul, however, the semantic connections between related words are not readily transparent to most learners without Chinese character instruction. This course can help students retain new Sino-Korean vocabulary over a short period of time.

Prerequisite: LTKO 2C or an equivalent level of proficiency in Korean language.

LTKO 135 Korean

LTKO 135 Asia

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LTRU 104A Russian

LTRU 104A Europe

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LTSP 100A Spanish

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LTSP 100F Spanish

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LTSP 169 Spanish

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LTSP 174 Spanish

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LTSP 175 Spanish

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Introductory undergraduate class studying representations of health, medicine, and the body across a historically and culturally diverse range of texts. Authors considered include John Milton, Virginia Woolf, Audre Lorde, Riva Lehrer, Maggie Nelson, Ada Limón. Especially suitable for pre-health-career students and humanists.

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LTWL 100

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Imagining Catastrophe  -Our climate is changing. We are to blame. But instead of confronting the emergency, we seem intent on accelerating our demise. What does it mean to be human in an era of human-caused environmental calamity? How have poets, philosophers, and film-makers imagined our relation to the planet? In this course, we will consider selected works of literature, film, and theory about literature and the environment. Readings will include works by Byron, Kafka, and Thomas Mann, as well as leading critics in the environmental humanities. We will also watch and discuss Caroline Link’s Nowhere in Africa and Werner Herzog’s Grizzly Man. The class will be divided into three parts. In the first, we’ll read about the Anthropocene and consider how writers imagine the future as catastrophe. The second will focus on humans and other animals in literature in theory. We’ll conclude with the topic of Indigeneity and the Anthropocene. We may all be on the same road to perdition, but the rich are to blame and the poor will die first.

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LTWL 183

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LTWL 184

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