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英語圏文学演習２
| 令和２年度以降入学者 | 英語圏文学演習２ | ||||
|---|---|---|---|---|---|
| 教員名 | チルトンマイルズ | ||||
| 単位数 | 1 | 学年 | 3･4 | 開講区分 | 文理学部 |
| 科目群 | 英文学科 | ||||
| 学期 | 後期 | 履修区分 | 選択必修 | ||
| 授業形態 | 対面授業 |
|---|---|
| 授業の形態 | 英語圏文学演習２（チルトンマイルズ・後・月３） |
| Canvas LMSコースID・コース名称 | E081052J7 2024英語圏文学演習２（チルトンマイルズ・後・月3） |
| 授業概要 | This course will focus on transcultural literature. ‘Transcultural’ means conceiving of culture in a way that questions traditional views of culture as contained or limited to a specific place, group, or language. In other words, studying literature transculturally focuses on the movement of everything cultural – ideas, beliefs, forms, images, emotions, customs, traditions – around the world. We also focus on the effects of this global movement: what happens when cultures are interweaved as they travel from one place to another? What happens to people as they move around the globe? What happens to the places in which various cultures meet? |
| 授業のねらい・到達目標 | Upon completion of this course, students will be able to, in English: • Read a short story with minimal use of a dictionary. • Gain an understanding of cultures and histories represented in the stories. • Become more comfortable and confident in class discussions. • Gain a deeper understanding of fiction, and in writing and discussion tasks. • Learn and mobilize vocabulary. • Improve reading comprehension abilities through writing and discussion tasks. • Improve the ability to interpret fiction via close reading, discussion, and writing tasks. • Give short presentations on the content and interpretations of stories. • Write and present creative responses that utilize vocabulary and concepts related to the stories. • Write a well-organized literary analysis essay. この科目は文理学部（学士（文学））のディプロマポリシーDP3、DP4、及び、カリキュラムポリシーCP3、CP4、に対応している。 A-3-2既存の知識にとらわれることなく, 言語現象や歴史的事象を論理的・批判的に説明することができる。 |
| 授業の形式 | 演習 |
| 授業の方法 | In addition to focusing on transculturation, this is a class in which we practice discussing literature. It is designed for students who are interested in 1) studying Anglophone literature as a means to develop overall English skills, and 2) the ability to appreciate and analyze Anglophone literature using only English. The class therefore serves as a kind of transition between language and literary study. Moreover, we will not treat stories as repositories of content that have to be ‘learned’ and ‘studied’ then regurgitated on a final exam. Instead, in each class students will discuss and make short presentations about the content of the stories we have read. This focus on discussion will not only help students enjoy and appreciate literature more, it will also strengthen their overall ability to discuss any topic in English. Feedback will be provided in class. 事前に授業担当教員の許可を得た者については、遠隔での参加を認める場合がある。Canvas LMS に配信する課題を提出することで代替措置とする。そのほか詳しいことは状況に応じて別途指示する。 |
| 履修条件 | 英文学科の学生（３・４年生および再履修・転科・転籍・転部・編入の学生を含む）は抽選によって振り分けられた者のみ履修可。 抽選の詳細は年度初めガイダンス（３月末／４月頭）にて案内する。 英文学科以外の学生は、担当教員の許可を得て履修すること。 なお、人数調整等の理由により、受講不可の場合がある。 |
| 授業計画 | |
|---|---|
| 1 |
Introduction; explain syllabus, objectives for the semester Pre-reading task. 【事前学習】Review previous semester's material and this semester's syllabus. （2時間） 【事後学習】Read “Dead Men’s Path”, by Chinua Achebe. （2時間） 【授業形態】対面授業 |
| 2 |
Discussing “Dead Men’s Path” Group discussions: Focus on summarizing the story and analyzing main characters. 【事前学習】Reread “Dead Men’s Path”. （2時間） 【事後学習】Write a 1-page character sketch of Michael or Nancy. （2時間） 【授業形態】対面授業 |
| 3 |
Discussing “Dead Men’s Path” Group discussions: Focus on the conflict between tradition and modernity, and on compromise. 【事前学習】Review previous week's homework. （2時間） 【事後学習】Write a 1-page response to this question: What ‘new world’ does Michael or Nancy want to create? Why can they not create it? （2時間） 【授業形態】対面授業 |
| 4 |
Discussing “Dead Men’s Path” Group discussions: What is the significance of the title “Dead Men’s Path”? 【事前学習】Review previous week's homework. （2時間） 【事後学習】Read “Six Feet of the Country”, by Nadine Gordimer. （2時間） 【授業形態】対面授業 |
| 5 |
Discussing “Six Feet of the Country” Group discussions: Focus on summarizing the story and analyzing main characters. 【事前学習】Reread “Six Feet of the Country”. （2時間） 【事後学習】Find some information on the history of apartheid in South Africa, and prepare a short presentation. （3時間） 【授業形態】対面授業 |
| 6 |
Discussing “Six Feet of the Country” Group discussions: Focus on the narrator, and how the history of apartheid relates to the story. 【事前学習】Review previous week's homework. （2時間） 【事後学習】Write a 1-page response to the discussions. （2時間） 【授業形態】対面授業 |
| 7 |
Discussing “Six Feet of the Country” Group discussions: Compare the narrator and the health authorities of “Six Feet of the Country” with the white Supervisor of “Dead Men’s Path”. 【事前学習】Review previous week's homework. （2時間） 【事後学習】Read “The Grass-Eaters”, by Krishnan Varma. （2時間） 【授業形態】対面授業 |
| 8 |
Discussing “The Grass-Eaters” Group discussions: Focus on summarizing the story and analyzing main characters. 【事前学習】Reread “The Grass-Eaters”. （2時間） 【事後学習】Write a 1-page character sketch of Ajit Babu. （2時間） 【授業形態】対面授業 |
| 9 |
Discussing “The Grass-Eaters” Group discussions: Focus on the story as sad or black humor story, and on a different narrative point of view. 【事前学習】Review previous week's homework. （2時間） 【事後学習】Write a 1-page response to the discussions. （2時間） 【授業形態】対面授業 |
| 10 |
Discussing “The Grass-Eaters” Group discussions: Focus on who is to blame for the conditions of the poor people in the story. 【事前学習】Review previous week's homework. （2時間） 【事後学習】Read “Swaddling Clothes”, by Mishima Yukio. （2時間） 【授業形態】対面授業 |
| 11 |
Discussing “Swaddling Clothes” Group discussions: Focus on summarizing the story and analyzing main characters. 【事前学習】Reread “Swaddling Clothes”. （2時間） 【事後学習】Write a 1-page character sketch of Toshiko’s husband or Toshiko. （2時間） 【授業形態】対面授業 |
| 12 |
Discussing “Swaddling Clothes” Group discussions: Focus on newspapers and other symbols, and on the ambiguous ending. 【事前学習】Review previous week's homework. （2時間） 【事後学習】Write a 1-page response to the discussions. （2時間） 【授業形態】対面授業 |
| 13 |
Discussing “Swaddling Clothes” Group discussions: What are some important examples of transculturation in the story? 【事前学習】Review previous week's homework. （2時間） 【事後学習】The final assignment will be a 4-page essay based on one of the writing assignments or class presentations done during the semester, along with a short presentation based on the essay. Write a first draft of the essay. （3時間） 【授業形態】対面授業 |
| 14 |
Final essay first draft peer review.
【事前学習】Revise and proofread final essay first draft. （2時間） 【事後学習】Complete the final draft of the essay. （3時間） 【授業形態】対面授業 |
| 15 |
Submit final essay.
【事前学習】Revise final essay. （2時間） 【事後学習】Review and reflect on the themes of the course. （2時間） 【授業形態】対面授業 |
| その他 | |
|---|---|
| 教科書 | All materials will be supplied by the instructor and are available on Canvas. |
| 参考書 | 使用しない |
| 成績評価の方法及び基準 | レポート:final essay(30%)、授業参画度:Participation in class discussions and presentations(40%)、homework assignments (30%) 対⾯授業に参加できない場合の条件を満たし遠隔で参加した場合、課題の提出によって評価する。期日については都度、Canvas LMSで告知する。 |
| オフィスアワー | Monday 16:30-17:30. |