課程資訊
課程名稱
成長小說
Coming-of-Age Novels 
開課學期
109-1 
授課對象
文學院  外國語文學系  
授課教師
黃山耘 
課號
FL2181 
課程識別碼
102 24820 
班次
 
學分
3.0 
全/半年
半年 
必/選修
必修 
上課時間
星期三2,3,4(9:10~12:10) 
上課地點
普402 
備註
小說群組(F群組)擇一必修。中英雙語授課。
限本系所學生(含輔系、雙修生)
總人數上限:30人 
Ceiba 課程網頁
http://ceiba.ntu.edu.tw/1091FL2181_ 
課程簡介影片
 
核心能力關聯
核心能力與課程規劃關聯圖
課程大綱
為確保您我的權利,請尊重智慧財產權及不得非法影印
課程概述

This course cultivates students’ appreciation of novels with an emphasis on close reading, the essential skill for literary studies, while the thematic focus is “coming-of-age.” We will read novels that trace the psychological and moral development of the protagonists as they begin to experience the world. Through these texts, we will explore the ways in which the development of an individual from childhood to early adulthood is depicted in literature—specifically, in canonical works by Charlotte BrontU+EB, Charles Dickens, and James Joyce. As we read, we will try to figure out how “coming of age” is understood and achieved in different times by asking the following questions of each text: What does it mean to come of age? When does this process begin? How do we know it has been achieved? If it failed, why? We will also consider the social function of these texts by examining how each one interacts with the dominant discourses about coming of age at the time, so as to explain why the earlier English texts often promote or reinforce the social norm, while later Irish texts tend to challenge it. Students will be encouraged to think critically about both these texts and their own “coming of age” so that the appreciation of literary texts will engender a deeper understanding of one’s own self.

(選課系統限外文系選修,外系同學如有興趣修課,請直接與老師連絡,或者於第一次上課到教室了解課程進行方式,通常會加簽。) 

課程目標
1. Students will develop the essential skills for literary analysis and generate pertinent questions about the text, its contexts, and its implications, which will enable them to approach other literary texts on their own.
2. Students will learn to identify and describe the formal conventions of coming-of-age novels, compare and contrast the different courses coming-of-age have taken in different social contexts, and consider how this process reflects on the society.
3. Students will craft and articulate original interpretations of literature and support their arguments with solid evidences from the texts.
4. Students will acquire teamwork ethics and carry out impartial peer evaluation.
5. Students will become critical and insightful about their own place and role in the world. 
課程要求
Discussion Questions: As part of the pre-class effort, each student should write down two general questions (around 150 words each but no more than 200) about the reading of the week and submit as an assignment on NTUCOOL (due Tuesday at 1 p.m.). The instructor will sort the questions and post the ones to be used for discussion in class the next day. Good questions will show the students’ deep engagement with the texts. Questions copied from online sources will receive 0 points.

Participation: Students are required to come to class meetings prepared to discuss the assigned texts and actively participate in group discussion. Each group, consisting of 4-5 members, will try to provide in-depth answers to one of the week’s discussion questions. After class, students will have to fill out an online survey (in Google Forms, by Thursday midnight) to rate the performance of every group member.

Group Presentation: After discussion, each group will present its ideas for 5 minutes (and no more). A good presentation shall have a concise central idea, supported by details from the texts. All members will receive the same presentation grade, four-fifths of which rest with the entire class. Students shall listen carefully to the presentations and mark fairly on the grading sheet.

Weekly Response Papers: These are one-page response papers (no more than 500 words) written after class. The point is for the students to wrap up what they have learned for the day by writing on a central issue/topic related to the reading, discussion, and/or presentation. Students may comment on a character, respond to another group, provide additional observations not covered in class, and so on. Papers are due every Thursday midnight (like the peer evaluation). Avoid plagiarism by all means.

Final Project: Students will do a 10-minute video presentation to showcase their knowledge of the assigned texts and their ability to discuss these texts in relation to the central themes of the course.

Grades
Discussion Questions: 20%
Participation: 25% (5% by instructor, 20% by group peers)
Group Presentation: 20% (4% by instructor, 16% by classmates)
Weekly Response Papers: 20%
Final Project: 15% 
Office Hours
 
參考書目
待補 
指定閱讀
Charlotte BrontU+EB, Jane Eyre (1847)
Charles Dickens, Great Expectations (1860-61)
James Joyce, Dubliners (1914)
-----, A Portrait of the Artist as a Young Man (1916)
*These texts are readily available online in various forms. However, to facilitate in-class discussion, it is better for the class to use the same editions: Oxford World’s Classics for Jane Eyre and Great Expectations, and the Bookman reprint for A Portrait. Excerpted e-texts of Dubliners will be provided (the Bookman version of Dubliners is worth buying, though). Supplemental reading or links to online materials will be provided when necessary. 
評量方式
(僅供參考)
   
課程進度
週次
日期
單元主題