arabic 11101 elementary arabic i - kent state university

ARABIC 11101

Elementary Arabic I

SEMESTER: Spring 2016

PROFESSOR: Staff

1. Short description of the contents of the course, manner of presentation, level of approach: This course will prepare students with listening, speaking, reading and writing in modern standard

Arabic. Students will learn and recognize all the letters in writing and phonetically; they will be able to get and provide basic information in Arabic. The vocabulary and sentence patterns are arranged in such a way that students are always reviewing and learning new materials. They will also learn simple grammatical concepts that will always be imbedded in the sentence patterns.

2. Textbooks and secondary reading: K. Brustad, M. Al-Batal, A. Al-Tonsi, Alif Ba’a, Georgetown University Press

K. Brustad, M. Al-Batal, A. Al-Tonsi, Al-Kitaab fii Tacallum al-cArabiyya Part 1, Georgetown University Press

3. Examinations, papers, reports:

There will always be something to hand in: homework, handouts, quizzes, etc. Class participation 15% Homework 15% Quizzes & tests with skits 30% Midterm (oral & written) & skit 15% Final (oral & written) & skit 25%

ARABIC 11102

Elementary Arabic II


PROFESSOR: Staff 1. Short description of the course contents, manner of presentation, level of approach: By the end of the semester, most of the course will be conducted in Arabic. The focus will be on

communication and conversing in Arabic. Students will have reached the level of low intermediate proficiency. The vocabulary and the grammar that they will learn will allow them to ask questions and answer in Arabic. Students will also be able to recognize and use verbs in some major tenses, recognize and form complex sentence structures. There will be many small group activities in class.

2. Textbooks and secondary reading: Al-Kitaab Fii Ta’Alum Al-Arabiyya, Brustad, Al-Batal, Al-Tonsi Answer Key to Al-Kitaab Fii ta'Allum Al-Arabiyya The Hans Wehr Dictionary of Modern Written Arabic, 4th Ed., J. M. Cowan (Ed.) 3. Examinations, papers, reports:

Attendance, participation and preparation 15% Homework assignments 20% Journal log-in through semester 15% Quizzes, skits and midterm 25% Final 25%

ARABIC 21201

Intermediate Arabic I


PROFESSOR: Staff

1. Short description of the contents of the course, manner of presentation, level of approach: This course will further develop the four language skills: listening, speaking, writing and reading along

with culture. The class will mainly be conducted in Arabic. The focus will be on communication and conversing in Arabic. Students will enhance their vocabulary knowledge and learn more grammatical concepts that will be applied daily in class during conversation warm-up/activities or in homework/journal writing assignments. Students will be asked to constantly use the target language, while the teacher is the “guide on the side.”

2. Textbooks and secondary reading: K. Brustad, M. Al-Batal, A. Al-Tonsi, Al-Kitaab fii Ta’allum al-Arabiyya Part 1 J. M. Cowan Arabic-English Dictionary, The Hans Wehr Dictionary of Modern Written Arabic 3. Examinations, papers, reports:

Class participation 15% Homework 15% Tests & quizzes (oral & written) with skits 30% Final (oral & written) with skits 30% Journal writing 10%

ARABIC 21202

Intermediate Arabic II


PROFESSOR: Fetna Mikati 1. Short description of the course contents, manner of presentation, level of approach: The course will be conducted in Arabic. The focus will be on communication and conversing in Arabic.

Students will have reached low to high intermediate proficiency level. Their vocabulary will be broader and it will allow them to discuss many life-related topics. They will be able to use some more major tenses and form more complex sentence structures. Reading comprehension will be enhanced as well as writing skills. There will be many small group activities.

2. Textbooks and secondary reading: Al-Kitaab Fii Ta’Alum Al-Arabiyya, Brustad, Al-Batal, Al-Tonsi Answer Key to Al-Kitaab Fii Ta-Allum Al-Arabiyya The Hans Wehr Dictionary of Modern Written Arabic, 4th Ed., J. M. Cowan (ed) 3. Examinations, papers, reports:

Attendance & participation 15% Daily homework 20% Journal log & correction of journal log 15% Tests & skits 25% Final 25%

ARABIC 31302

Advanced Intermediate Arabic II


PROFESSOR: Staff 1. Short description of the course contents, manner of presentation, level of approach: This course will further develop the four language skills: listening, speaking, reading and writing, along

with culture. It will emphasize vocabulary enhancement and reading longer texts for comprehension. Videos or news will be watched and discussed. There will be a few presentations and projects. The class will be conducted in Arabic. Writing will be more developed reflecting usage of new vocabulary and new grammatical concepts. Students will be conversing and performing activities in the target language while the teacher is assisting and guiding on the side.

2. Textbooks and secondary reading: K. Brustad, M. Al-Batal, A. Al-Tonsi, Al-Kitaab fii Ta’allum al-cArabiyya, Part 2 J. M. Cowan, The Hans Wehr Dictionary of Modern Written Arabic 3. Examinations, papers, reports:

Class participation 15% Homework 15% Quizzes/tests (oral & written) & skits 20% Final (oral & written) 20% Writing portfolio and projects 20% Daily Writing 10%

ARAB 41301 – Arabic Culture

Spring 2016

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This course is an introduction to understanding the Arab world with its considerable geographical

diversity, history, ethnic groups, foods, religions and languages. No prior knowledge of the Arab world is

assumed in this course. The course uses a chronological approach to examine internal socio-political strife

that constitutes modern Arab society. Class meetings will consist of lectures, class discussion,

documentaries, films, and student presentations on topics related to Arab culture. Themes for these

presentations range from family, religion, gender, politics, language, art, education and freedom in Arab

civil societies. Films and documentaries are closely linked to the subject matters of the course.

Upon completion of this course, students should be able to:

Understand the Arab culture and its modern society.

Demonstrate knowledge of major social and historical events and their effects on shaping modern

Arab societies.

Debate current Western assumptions, interpretations and understandings of Arab societies.

Identify geographical features, historical figures and major contributions of countries from the target

culture.

Conduct research on Arab societies using variety of research methods.

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ARABIC 41301

Arabic Culture SEMESTER: Spring 2016 PROFESSOR: Fetne Mikati 1. Short description of the contents of the course, manner of presentation, level of approach: This course serves as an introduction to understanding the Arabic World with its considerable

biographical diversity, history, geography, religions, languages, music, literature and of course food. No prior knowledge of the Arabic World is assumed in this course. The course follows a chronological approach to examine internal socio-political strife that constitutes modern Arab Society. Class meetings will consist of lectures, class discussion, guest presentations, documentary, films and student’s presentations on topics related to Arab Culture.

2. Textbooks and secondary reading: The Prophet, Khalil Gibran The Arab World 5th Ed., William Polk Islam: A Short History, Karen Armstrong 3. Examinations, papers, reports:

Attendance & participation 20% Summary of reading/quizzes 20% Report & presentation 20% Midterm exam/tests 20% Final exam 20%

ARAB 41301 – Arabic Culture

Spring 2016

Source: https://images.search.yahoo.com/search/images;_ylt=AwrB8pzmVSZWZi4AyMuJzbkF;_ylu=X3oDMTBsZ29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg--

This course is an introduction to understanding the Arab world with its considerable geographical

diversity, history, ethnic groups, foods, religions and languages. No prior knowledge of the Arab world is

assumed in this course. The course uses a chronological approach to examine internal socio-political strife

that constitutes modern Arab society. Class meetings will consist of lectures, class discussion,

documentaries, films, and student presentations on topics related to Arab culture. Themes for these

presentations range from family, religion, gender, politics, language, art, education and freedom in Arab

civil societies. Films and documentaries are closely linked to the subject matters of the course.

Upon completion of this course, students should be able to:

Understand the Arab culture and its modern society.

Demonstrate knowledge of major social and historical events and their effects on shaping modern

Arab societies.

Debate current Western assumptions, interpretations and understandings of Arab societies.

Identify geographical features, historical figures and major contributions of countries from the target

culture.

Conduct research on Arab societies using a variety of research methods.

For more info, please contact Said M. Shiyab at [email protected]

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mailto:[email protected]

(ARAB 67250)

Commercial, Legal, and Diplomatic Translation


PROFESSOR: Said M. Shiyab

1. Short description of the contents of the course, manner of presentation, level of approach:

This course will concentrate on the translation of a variety of commercial/financial and legal texts, with

special emphasis on the text-types most generally translated by professional translators. The course will

also examine one or two diplomatic texts in an attempt to understand the language of diplomacy and find

the best way to translate it into the target language. Texts subjected for translation from Arabic into

English include:

Academic documents

Legal documents

Employment contracts

Articles of incorporation

Annual financial statements

Diplomatic or official notes

Presidential speeches

International business articles

2. Textbooks and secondary reading:

(1) Short readings and supplementary material will be handed out in class in the context of specific

documents. Material will be selected from other relevant textbooks in the form of handouts,

electronic texts, and presentations.

(2) Suggested reading: Shiyab, S. (2006). A Textbook of Translation: Theoretical and Practical

Implications. Antwerp, Belgium: Garant Publishing House.


1. Translation of a variety of commercial, legal and diplomatic text types.

2. Weekly translation logs and terminology lists.

3. Midterm-sample passages from a previous ATA accreditation exam.

4. Final paper: 2000-word translation project on commercial, financial, or legal topic, with log

& terminology.

-5th most commonly spoken language in the world -Fast growing market for international trade, with a GDP of over $600 billion dollars per year -Great demand among international organizations like the United Nations and the World Bank, foreign aid agencies, international agencies, and international companies

LEARN ARABIC Elementary I, II Intermediate I, II Arabic Culture in English Many more courses Arabic minor available! Contact Fetna Mikati, MCLS (fmikati @kent.edu) Contact Dr. Said Shiyab, MCLS ([email protected])

ASL 10095-002

ASL Applied Conversation


PROFESSOR: Steve Vickery

1. Short description of the course contents, manner of presentation, level of approach: Students will have conversations with Deaf people in person, online, and over video phones/conference

calls. Discussions with instructors regarding to conversation in ASL. Participation is vital towards the student’s grade.

2. Textbook Package:

N/A


Students will write papers on their experiences, analyze conversations, and make critiques.

CLAS 4/51097

Colloquium in Classics: Violence in the Ancient Roman World

SEMESTER: Spring 2016 PROFESSOR: Brian K. Harvey 1. Short description of the contents of the course, manner of presentation, level of

approach: Gladiatorial combat in the Coliseum is one of the most enduring images to survive from

ancient Rome. It is, however, also one of the most misunderstood. The purpose of this course is to investigate the nature of combat sport in ancient Rome by looking at the cultural context in which it developed. To do this, we will also compare two other types of institutional violence: warfare and criminal justice. Many ancient sports developed out of military drills, and male athletic competition often reflected the same virtues as were exhibited on the battlefield. We will therefore look at the nature of Roman warfare not only by reconstructing the soldier’s experience of war, but also the impact of warfare upon the society as a whole. Criminal justice, too, is a relevant topic because trials and punishment were very public and violent spectacles. The amphitheater was also the scene of public executions, as the central government compelled the guilty to pay their debt to society before the very society itself. With this background, we will take an in-depth look at gladiatorial combat. Both translated ancient texts and modern scholarship will serve as the basis for classroom lecture and discussion. This will not be a traditional lecture class. Instead, class time will center on role-playing activities in which the students assume the character of ancient Roman aristocrats as they debate some of the major issues facing ancient Roman society. Assessment will come in the form of traditional essay exams, quizzes, and written assignments as well as presentations and participation in the group activities.


B. Campbell, War and Society in Imperial Rome, 31 BC-AD 284 (Warfare and History), ISBN 978-0415278829

D. Potter, The Victor's Crown: A History of Ancient Sport from Homer to Byzantium, ISBN 978-0199842759


In-class presentations & activities Weekly quizzes

Two take-home exams Final project

CLAS 4/51097: Colloquium

Gladiators and Soldiers: Violence in Ancient Rome

Spring, 2016

Wednesday 4:25-7:05

Moulton Hall 233

Gladiatorial combat in the Coliseum is one of the most enduring images to survive from ancient Rome. It is, however, also one of the most misunderstood. The purpose of this course is to investigate the nature of combat sport in ancient Rome by looking at the cultural context in which it developed. To do this, we will also compare two other types of institutional violence: warfare and criminal justice. Many ancient sports developed out of military drills, and male athletic competition often reflected the same virtues as were exhibited on the battlefield. We will therefore look at the nature of Roman warfare not only by reconstructing the soldier’s experience of war, but also the impact of warfare upon the society as a whole. Criminal justice, too, is a relevant topic because trials and punishment were very public and violent spectacles. The amphitheater was also the scene of public executions, as the central government compelled the guilty to pay their debt to society before the very society itself. With this background, we will take an in-depth look at gladiatorial combat. Both translated ancient texts and modern scholarship will serve as the basis for classroom lecture and discussion. This will not be a traditional lecture class. Instead, class time will center on role-playing activities in which the students assume the character of ancient Roman aristocrats as they debate some of the major issues facing ancient Roman society. Assessment will come in the form of traditional essay exams, quizzes, and written assignments as well as presentations and participation in the group activities.

CLAS 41304/51304

Latin Literature in Translation

SEMESTER: Spring 2016 PROFESSOR: Jennifer Larson 1. Short description of the contents of the course, manner of presentation, level of

approach: In this course for advanced undergraduates and graduate students, we will approach the

civilization and culture of the Romans through their literature, including poetry (drama, lyric, elegy, epic, satire) and prose (history, rhetoric, the novel).

Learning Objectives

• Students will gain a broad knowledge of the landscape of Roman literature and be able to place specific authors in their cultural and historical contexts.

• Students will be able to identify and describe the main genres of Roman literature as well as specific characteristics of canonical authors.

• Finally, students will trace the impact of cultural change on the evolution of Roman literature and engage with the hermeneutical problems raised by reading translated works.

Although the course is a survey, the material will be examined in depth. Although not

required, it is recommended that students have taken The Roman Achievement or another introduction to Roman culture before starting this course.

This is a writing intensive course, which means that you will have an opportunity to revise

your written work before a final grade is assigned. 2. Textbooks and secondary reading: Basil Davenport, ed. The Portable Roman Reader (Penguin) Other texts provided by the instructor 3. Examinations, papers, reports:

Undergraduates 4 writing assignments (20 percent

each=80%) 1 final examination (10 percent) participation grade (10 percent)

Graduates 5 writing assignments (12 percent

each=60%) term paper (15%)

1 final examination (15 percent) participation grade (10 percent)

CLAS 4/51402

ROMAN ARCHAEOLOGY & ART

SEMESTER: SPRING 2016 PROFESSOR: SARAH HARVEY

1. Short description of the contents of the course, manner of presentation, level of approach: This course will survey the subject of archaeology as it relates to ancient Rome, including its art and architecture. The lectures will cover the development of Roman culture in chronological order from its early beginnings to imperial times. The class will also learn about the influential Iron Age cultures of Etruria and Latium. Other Roman sites and remains will also be presented (most especially Pompeii and Ostia), and the students will conduct individual research on provincial sites of their choosing. Emphasis will be placed on recognition of selected monuments and artifacts, knowledge of historical periods, specialized vocabulary and geography, as well as artistic and other trends related to the cultural development of Rome.


Roman Art (6th edition), by Nancy H. Ramage and Andrew Ramage, Prentice

Hall, New Jersey (2013). additional required readings will be posted on the course website as .pdf files.

3. Examinations, papers, reports: 3 examinations (slide recognition, terminology/dates, map recognition, essay); 1 research paper (graduate students will write a lengthier research paper); short written assignments; film discussions Note this will be offered asynchronously online in Spring 2016 using Blackboard Learn

CLAS 21404

The Greek Achievement


PROFESSOR: Sarah Harvey 1. Short description of the contents of the course, manner of presentation, level of approach: This course provides a general survey of the ancient Greek world, including its history, literature, culture

and society from the Bronze Age to the Hellenistic period. As a completely online course, it will utilize Blackboard Learn as its platform.


The Greeks: An Introduction to Their Culture (Peoples of the Ancient World), Robin Sowerby (Author), Routledge – 3rd Ed, 2013. The Essential Homer: Selections from the Iliad and the Odyssey, Homer (Author), Stanley Lombardo (Editor) – Hackett Publishing, 2000. Greek Tragedies, Volume 1, David Grene & Richmond Lattimore (Eds.) – University of Chicago Press, 3rd Ed., 2013. Other readings will be provided online.


Required quizzes several written assignments

CLAS 21405.001-004

The Roman Achievement SEMESTER: Spring 2016 PROFESSOR: Brian K. Harvey 1. Short description of the contents of the course, manner of presentation, level of

approach: This course is an introduction to the ancient Roman world. Throughout the course, you will

learn what a typical day was like for an ancient Roman. You will also explore what the study of Roman culture can tell you about your own modern culture. This is an asynchronous web course delivered through the Blackboard Learn learning management system (LMS). In each learning module, you will work through a series of tasks including assigned readings, listening to narrated lecture presentations, watching videos, and completing graded quizzes and assignments.


Daily Life in the Roman City: Rome, Pompeii, and Ostia, G. Aldrete Roman Lives: Ancient Life from Inscriptions, B. Harvey The Golden Ass, by Apuleius


Syllabus Quiz Pre- and Post-Test Lesson quizzes 3 written assignments 2 multimedia assignments

FRENCH 43216/53216

Contemporary French Culture


PROFESSOR: Maryann De Julio

1. Short description of the contents of the course, manner of presentation, level of

approach:

Au cours des dernières décennies du 20ème siècle, la France a subi de nombreuses mutations : Mai 68 ; la crise mondiale commencée en 1973 avec le choc pétrolier ; la révolution informatique ; la montée du chômage ; les métissages sociaux et culturels … Ce cours se propose d’analyser les évolutions marquantes des trente dernières années, dont la connaissance des causes et conséquences est nécessaire à la compréhension de la société française contemporaine. Des repères chronologiques seront suivis d’un panorama sélectif d’aspects culturels, politiques et socio-économiques de la France d’aujourd’hui, vus à travers l’examen de l’organisation sociale et familiale, de la formation et de l’emploi, des conditions de vie, des loisirs et pratiques culturelles, des institutions etc. Les notions de changement et d’évolution seront mises en évidence, en parallèle avec la tradition.

Objectifs du cours :

• Acquérir une connaissance opérationnelle des réalités culturelles et socio-politiques de la

société française contemporaine, • Fournir des outils de réflexion sur la société française, • Familiariser les étudiants avec une diversité de sources de documentation • Mettre en place les principes d’une analyse comparative en examinant les regards croisés

entre la France et l’Amérique. 2. Textbooks and secondary reading:

- Edmiston, W. et Duménil, A. La France contemporaine. 4e éd. - Wylie, L. et Brière J. Les Français. 3e éd. (2001) - 12 d'émissions sur vidéo et 3 films (visonnés en classe)


Travaux écrits 20 % Mémoire 20 % Exposé 20 % Examen partiel 20 % Examen final 20 %

FRENCH 33211

French Conversation

SEMESTER : Spring 2016


1. Short description of the course contents, manner of presentation, level of approach: Communicative strategies that build upon student’s vocabulary and grammatical knowledge. Broader understanding of the cultural implications of written texts and audio and visual material. Students will gain an enriched vocabulary, an improved command of grammar, and improved fluency.


Tu sais quoi?, www.yalebooks.com/dolidon

3. Examinations, papers, reports: Daily assignments 6 Quizzes Midterm Exam Final Exam

http://www.yalebooks.com/dolidon

FRENCH 33215

French Phonetics & Diction



1. Short description of the course contents, manner of presentation, level of approach: Practice in pronunciation and translation of French language; application of international alphabet to

French; songs and audio-visual materials. Pedagogical strategies for non-native speakers. 2. Textbooks and secondary reading: Savoir Dire - Dansereau 3. Examinations, papers, reports:

5 exams Final exam

FRENCH 33240

Conversation for Business & Special Purposes


PROFESSOR: Sharon Bell

1. Short description of the contents of the course, manner of presentation, level of approach: Designed to continue the development of oral fluency in French. Class discussions, readings and other

activities will be based on such topics as employment, business practice, marketing and finance. The goal of the course is to develop the ability to discuss topics of some complexity and abstractness with fluency, accuracy and appropriate conversational strategy.

2. Textbooks and secondary reading: Required: Berg, R. J. Parlons Affaires! 3rd Ed. Penformis, Jean-Luc. Communication Progressive du Francais Des Affaires. Other materials distributed as needed by the instructor Recommended : Harrap's French and English Business Dictionary (Harrap's Dictionaries) 1st Ed. ISBN 978-0071456647 3. Examinations, papers, reports:

Quizzes, occasional written assignments Oral reports prepared outside of class Group portfolio prepared throughout the semester Final exam

FR 33335-001

French Theater SEMESTER: Spring 2016 PROFESSOR: Richard M. Berrong 1. Short description of the contents of the course, manner of presentation, level of

approach: An examination of several classics of French theater, along with popular movies that show

how much a part of general French culture these plays truly are. 2. Textbooks and secondary reading: Play: Molière, Le Misanthrope movie: Alceste à bicyclette play : Hugo, Ruy Blas movie : La Folie des grandeurs play : Rostand, Cyrano de Bergerac movie : La Tête en friche play : Pagnol, Marius movies : excerpts from various versions of Marius, including the recent opera 3. Examinations, papers, reports:

Syllabus quiz 5% (this is a real gift) Mid-term exam: 15% Final exam: 20% Each paper assignment: 15% Victime du jour: 10% Révision de la lecture assignments: 20%

FREN 63240

French Literary & Cultural Translation


PROFESSOR: Irina Dzero

1. Short description of the course contents, manner of presentation, level of approach: A study of the essential aspects of literary and cultural translation with respect to the French literary

tradition. Topics covered include differences between literary and non-literary translation; preparation and evaluation of literary translations; cultural factors that influence the practice of translation, and the reception of translation; theories of literary translation.


- Rainer Schulte and John Biguenet. Theories of Translation. Chicago: University of Chicago Press, 1992. -Maier, Carol and Françoise Massardier-Kenney, eds. Literature in Translation. Kent: KSU Press, 2010.

-Weiner, Eliot. Nineteen Ways of Looking At Wang Wei. Mount Kisco, N.Y. Moyer Bell, 1987. -Vinay, J-P, and L. Darbelnet. Comparative Stylistics of French and English. Amsterdam: John Benjamins, 1994.


Weekly translations Midterm essay Final translation project

FRENCH 63251

Scientific, Technical & Medical Translation


PROFESSOR: Sharon Bell

1. Short description of the contents of the course, manner of presentation, level of approach: An introduction to methods and resources for the translation of scientific, technical and medical

documents and materials. Extensive practice in translation, in target language composition and in the evaluation of translation. Class meetings will be conducted as workshops based on weekly assignments and readings.


Practice texts and supplementary readings to be selected and distributed by the instructor. Appropriate French-English and English-French dictionaries.


Weekly translation assignments Midterm take home exam Take home final exam

The hisTory of German

liTeraTure To 1750 German 4/51340 * 2:15-3:30 Tr * Wh-109

GERMAN 4/51340

History of German Literature until 1750


PROFESSOR: Stephanie Libbon


Taught in German, this course will focus on German literature from the period of the Germanic tribes up through the Enlightenment. Through extensive reading done outside of class and intensive discussions in class, students will be introduced to a number of literary genres and learn the art of reading and interpreting literary texts. Through these readings and discussions, as well as other assignments, students will increase their oral and written proficiency in German, expand their vocabulary, and improve their ability to think critically in the target language.


Gudrun Clay. 1000 Jahre Deutsche Literatur. 2nd edition (2008). Additional readings on reserve in library


GER 41331:

• 1 5-page paper • 1 oral presentation

GER 51331:

• 1 12-15 page paper • Leading of a class discussion

GER 41331 and 51331

• Midterm Exam • Final Exam • Active class participation

GERMAN 11201

Elementary German I


PROFESSOR: Staff

1. Short description of the course contents, manner of presentation, level of approach: An introduction to the German language in the context of the cultures of German-speaking lands. This

course may satisfy the College of Arts & Sciences language requirement. Much class time will be spent on communication activities. By the end of the semester students can expect to participate in basic conversations on the following topics: hobbies, holidays, vacation, family relations, celebrations, and school and university life.

Prerequisite: none.

2. Textbook Package:

Kontakte 7th edition, Terrell, Tschirmer, Nikolai. McGraw-Hill. NOTE TO STUDENTS: You will need the version that contains CONNECT, the online Workbook & Lab Manual.


Chapter tests Comprehensive final exam Quizzes Essays Online activities ACTIVE class participation

GERMAN 11202

Elementary German II


PROFESSOR: Staff

1. Short description of the course contents, manner of presentation, level of approach: A continuation of the introduction of the German language in the context of the cultures of German-

speaking lands. This course may be used to satisfy the College of Arts & Science language requirements. Much of the class time will be spent on communicative activities. By the end of the semester, students can expect to be able to participate in basic conversation on the following topics: professions and places of employment, living arrangements/apartment hunting, parts of the city/geography, transportation, dining habits/shopping/cooking.

Prerequisite: German 11201 or equivalent. 2. Textbook Package:



Chapter tests Comprehensive final exam Quizzes Essays Role Play Online activities ACTIVE class participation

GERMAN 21201

Intermediate German I


PROFESSOR: Cynthia Trocchio

1. Short description of the course contents, manner of presentation, level of approach: Intermediate German language in the context of the cultures of German speaking lands. Much of the

class time will be spent on communicative activities. By the end of the semester, students can expect to be able to participate in moderately complex conversation on the following topics: childhood/youth, stories/fairy tales, travel plans/asking for directions, illness/health care/health care facilities, family life/marriage/partnerships, multicultural society, finance, art/literature.

Prerequisite: German 11202 or equivalent. 2. Textbook Package:



Chapter tests Comprehensive final exam Quizzes Essays Online activities ACTIVE class participation

GERMAN 21202

Intermediate German II


PROFESSOR: Hildegard Rossoll

1. Short description of the course content, manner of presentation, level of approach: A continuation of GER 21201 and its focus on developing speaking, listening, reading and writing skills

using a variety of cultural materials.

Prerequisite: German 21201 or equivalent. Upon successful completion, students will be able to:

• read authentic texts averaging 3-5 pages in length; • participate in moderately complex conversations on a variety of topics; and • write essays of modest length.

This course is a bridge course. It will achieve its objectives by drawing on the skills acquired in the previous first three semesters of German. It will reinforce and expand these skills through emphasis on vocabulary building and more complex grammatical structures. Classes are designed around shorter authentic German texts. Students will read these texts, talk about their content, discuss and write about related topics, and perform role plays.


Allerlei zum Lesen by Hermann Teichert and Lovette Teichert. 2nd ed. Houghton, 2005. Schritte Übungsgrammatik by Barbara Gottstein-Schramm et al. Munich: Hueber, 2010. Collins Beginner's German Dictionary (6th ed.). Harper Collins, 2012.


Active class participation

Essays Role plays Tests Final Exam

GERMAN 31240

Conversation for Business & Special Purposes


PROFESSOR: Geoffrey S. Koby

1. Short description of the contents of the course, manner of presentation, level of approach: This course will give students the opportunity to improve their oral skills while learning the forms used in

German business. Emphasis will be placed on out-of-class preparation and in-class presentation of topics relevant to oral business dealings and negotiations.


• Anne Buscha and Gisela Linthout, Geschaftskommunikation: Verhandlungssprache – Wortschatz, Sprechfertig-keitsübungen und ausgewählte Grammatik für Deutsch als Geschäfts- und Verhandlungssprache. Hueber Verlag, 2007.

• Additional materials on selected business and professional topics may be handed out over the course of the semester as necessary.


Oral performance is the primary grading criterion Written exercises as assigned One out-of-class oral midterm conversation w/instructor Final – oral test w/instructor

GERMAN 31303

Introduction to German Literature



1. Short description of the course contents, manner of presentation, level of approach: Students will read and discuss prose works of representative 20th century German writers; one play is

also included. Through reading, class discussion, and writing short essays students will improve their language skills and become familiar with various approaches to literary analysis. Discussions and analysis predominate; lectures occur as necessary.

2. Textbooks and secondary reading: Friedrich Durrenmatt – Der Besuch der alten Dame – (Ackermann ed.) Hoffman, Hoover & Plant (eds), Kafka, Brecht, Böll – Erzählungen Loram & Phelps (eds) – Aus unserer Zeit

Additional materials provided through Blackboard. 3. Examinations, papers, reports:

Short essays in German and in English One analytical paper Two one hour tests Final examination

Die Deutsche Zivilisation German 31421 * 11:00-12:15 tr * sFh-104

von Den Germanen bis Zu Den heutiGen Deutschen

GERMAN 31421

German Civilization


PROFESSOR: Stephanie Libbon

1. Short description of the course contents, manner of presentation, level of approach: This course is a survey of German civilization from the Great Migrations to the downfall of the German

Empire at the end of WWI. Taught in German, the readings and lectures in this course will focus on the social, political, and religious events that helped shape and define the German culture. The prerequisite for this course is the completion of two upper-level German courses, preferably Intensive German Grammar and German Composition and Conversation.

2. Textbooks and secondary reading: Wulf Koepke, Die Deutschen, 5th ed. Additional materials provided by instructor 3. Examinations, papers, reports:

1 Oral presentation 1 Paper developed from the oral presentation Weekly quizzes Comprehensive final exam Active class participation

GERMAN 61902

Reading German for Graduate Students


PROFESSOR: Cynthia Trocchio

1. Short description of the course contents, manner of presentation, level of approach:

Graduate students will continue development of skills with German grammar begun in German 61901. Emphasis in this course will be placed on development of reading and translation skills.

2. Textbooks and secondary reading: Final chapters in Korb, German for Reading Knowledge, 7th edition. Students obtain following consultation with advisor-recommended reading material in German for work with instructor during individual meetings.

3. Examinations, papers, reports: Test on material in Korb. Evaluation of translation work.

GREEK 14202

Elementary Classical Greek II SEMESTER: SPRING 2016 PROFESSOR: RADD EHRMAN 1. Short description of the contents of the course, manner of presentation, level of

approach:

A continuation of the introduction to the classical Greek language in the context of ancient Greek culture for those who have successfully completed Greek 14201 (or its equivalent). Emphasis will be placed on basic principles of Greek grammar and translation of edited passages of ancient authors such as Herodotus and Thucydides.

2. Textbooks and secondary reading: M. Balme and G. Lawall, Athenaze, Book I (Oxford University Press, 3rd edition) M. Balme and G. Lawall, Athenaze, Book II (Oxford University Press, 3rd edition) 3. Examinations, papers, reports: Regularly assigned written homework Weekly quizzes (in-class and online) Three unit examinations Final examination

HEBR 12102

Elementary Hebrew II


PROFESSOR: Chaya Kessler


approach: This course will cover intensive reading, writing and speaking Hebrew. Students will gain a meaningful working vocabulary and a deeper understanding of the basic structures of the Hebrew language. Students will also expand their knowledge and appreciation for the culture of the Jewish people.


o Chayat, Shlomit, Hebrew From Scratch Part 1, Hebrew University of Jerusalem Press, 2007

o Hebrew/English – English/Hebrew dictionary (The compact up-to-date Dictionary. Published by Zilberman )

o Symbols of Judaism, Marc-Alain Ouaknin, Assouline Publishing, ISBN 2 84323 198 1 (Optional)


Two midterms (20% each) and a final exam (25%).

Weekly quizzes, oral interview and a reading test are scheduled. Students are expected to write and present a report on a selected and approved topic.

HRTG 10102

Elementary Yiddish II


PROFESSOR: Chaya Kessler


approach:

The course aims to enable students to converse in Yiddish--to speak about themselves and to ask others about themselves and about objects in the world (the classroom, work, home, family)--to read and write simple Yiddish texts, and to understand something of the past and the present of Yiddish culture, as reflected in stories, poems, songs, and material from the contemporary Yiddish press and the Yiddish internet.


Zucker, Sheva, Yiddish – An Introduction to the Language, Literature and Culture, Workman’s Circle/Arbeter Ring, NY, NY, 1994 (BUY WITH CDs


A midterm and a final exam total 55% of the grade. Each student is expected to have an oral presentation on a topic related to the material covered. Quizzes oral interviews and reading will be individually tested.

ITALIAN 15201

ELEMENTARY ITALIAN I SEMESTER: Spring 2016 PROFESSORS: Staff 1. Short description of the contents of the course, manner of presentation, level of

approach:

This course is designed to provide you with the foundations of elementary-level Italian, gradually building your knowledge of vocabulary and grammatical elements. Through a series of contextualized communicative activities, you will develop speaking, writing, listening and reading skills, as well as a familiarity with Italian regions and culture. You will be able, and required, to discuss this information—and talk about yourself, your interests, and your daily activities—in elementary-level Italian. You will also actively apply your accumulated skills to group/pair work and to the writing of short dialogues and compositions.

This course will cover Chapters 1-5 in the required text (see below). At the end of the course you will be able to:

• communicate in Italian at an elementary level, using the present tense to discuss yourself

and your personal interests; • understand the grammatical elements of elementary-level Italian; • gradually incorporate new vocabulary and grammar to discuss daily experiences; • write short dialogues and short compositions in Italian; • comprehend the main ideas in short, cultural readings about Italy.


Textbook: Avanti! (by Aski and Musumeci, McGraw-Hill, 3rd edition) Online workbook/components: “Connect” and “LearnSmart.”

The above materials (textbook and access code to online components) can be purchased as a bundle from the campus bookstore.


There will be five chapter tests, a written final exam, and an end-of-semester oral exam.

ITALIAN 15202

ELEMENTARY ITALIAN II SEMESTER: Spring 2016 PROFESSORS: Staff


approach:

This course is designed to further provide you with the foundations of elementary-level Italian, gradually building your knowledge of vocabulary and grammatical elements. Through a series of contextualized communicative activities, you will develop speaking, writing, listening and reading skills, as well as a familiarity with Italian regions and culture. You will be able, and required, to discuss this information—and talk about yourself, your interests, and your daily activities—in elementary-level Italian. You will also actively apply your accumulated skills to group/pair work and to the writing of short dialogues and compositions.

This course will cover Chapters 6-10 (plus the first grammar section of Chapter 11) in the required text (see below). At the end of the course you will be able to:

• communicate in Italian at an elementary level, using the present, past, and future tenses to

discuss yourself and your personal interests; • understand the grammatical elements of elementary-level Italian; • gradually incorporate new vocabulary and grammar to discuss daily experiences; • write short dialogues and short compositions in Italian; • comprehend the main ideas in short, cultural readings about Italy.


Textbook: Avanti! (by Aski and Musumeci, McGraw-Hill, 3rd edition) Online workbook/components: “Connect” and “LearnSmart.”



There will be five chapter tests, a written final exam, and an end-of-semester oral exam.

ITALIAN 25201

INTERMEDIATE ITALIAN I SEMESTER: Spring 2016 PROFESSOR: Stephanie Siciarz 1. Short description of the contents of the course, manner of presentation, level of

approach:

This course is designed to build on the foundations of Elementary Italian, further increasing your knowledge of vocabulary and grammatical elements. Through a series of contextualized communicative activities, you will develop speaking, writing, listening and reading skills. Through online resources and readings in the text, you will learn about Italy and the Italian culture. You will be able, and required, to discuss this information—and talk about yourself, your interests, and your daily activities—in intermediate-level Italian. You will also actively apply your accumulated skills to group/pair work and to the writing of short compositions.

This course will cover Chapters 3, 4, 5, and 6 in the required text (see below). At the end of the course you will be able to:

• communicate in Italian at an intermediate level, comfortably using all types of past tenses and the present tense to discuss yourself and your interests, and to function in an Italian-speaking environment;

• use the imperative tense to make formal and informal demands and give instructions/directions;

• write short dialogues and compositions; • read and understand the literary past tense (passato remoto) and cultural material in the text; • comprehend native speech in predictable or familiar language situations/conversations; • develop strategies for reading and understanding authentic texts in Italian; • develop cultural awareness to serve as a context for a deeper understanding of the Italian

language. 2. Textbooks and secondary reading:

Textbook: Ponti: Italiano terzo millennio (by Tognazzi and Cavatorta), 3rd edition Online workbook/components: eSAM (electronic Student Activities Manual) powered by Quia



There will be four chapter tests, a written final exam, and an end-of-semester oral exam.

ITALIAN 25202

INTERMEDIATE ITALIAN II SEMESTER: Spring 2016 PROFESSOR: Staff 1. Short description of the contents of the course, manner of presentation, level of

approach:

This course is designed to build on the foundations of Intermediate Italian I, further increasing your knowledge of vocabulary and grammatical elements. Through a series of contextualized communicative activities, you will develop speaking, writing, listening and reading skills. Through online resources and readings in the text, you will learn about Italy and the Italian culture. You will be able, and required, to discuss this information—and talk about yourself, your interests, and your daily activities—in intermediate-level Italian. You will also actively apply your accumulated skills to group/pair work and to the writing of short compositions.

This course will cover Chapters 7, 8, 9, and 10 in the required text (see below). At the end of the course you will be able to:

• communicate in Italian at an intermediate level, using the indicative (past, present, and future), conditional, and subjunctive tenses to discuss yourself and your interests, and to function in an Italian-speaking environment;

• understand the grammatical elements of intermediate-level Italian; • write short dialogues and compositions; • read and understand cultural material in the text; • more easily comprehend native speech in predictable or familiar language

situations/conversations; • develop further strategies for reading and understanding authentic texts in Italian; • develop further cultural awareness to serve as a context for a deeper understanding of the

Italian language. 2. Textbooks and secondary reading:

Textbook: Ponti: Italiano terzo millennio (by Tognazzi and Cavatorta), 3rd edition Online workbook/components: eSAM (electronic Student Activities Manual) powered by Quia



There will be four chapter tests, a written final exam, and an end-of-semester oral exam.

ITALIAN 35213

Italian Composition and Conversation II


PROFESSOR: TBA


This class is designed to polish students' speaking and writing skills in Italian. Students will be expected to share and discuss their ideas with their peers, and to communicate these same ideas in writing that is both stylistically and grammatically correct. During the course, each student will do a class presentation exclusively in Italian; students not presenting are expected to formulate and ask questions in Italian about the material presented, and to discuss it with the presenter and other classmates after the presentation. Details about the sessions (dates, presenters, topics) will be distributed at the start of the semester.

COURSE OBJECTIVES: During this course, students will:

• continue to expand the range of topics on which they are able to converse in Italian and increase

the sophistication with which this is done; • refine their knowledge of Italian grammar and acquire new vocabulary by communicating

exclusively in Italian; • explore the social and cultural dimensions of modern Italy; • examine the Italian language in poetic, historical and cultural texts; • listen to conversations in different social contexts, to fine-tune oral comprehension skills with

regard to formal and informal speech.

2. Required Material:

Nuovo Magari C1-C2 (Alma Edizioni) plus CD

The instructor will provide supplementary material. An Italian-English Dictionary is also recommended.


There will be a midterm exam (written and oral) and a final exam (written and oral).

JAPANESE 15102

Elementary Japanese II


PROFESSOR: Staff

1. Short description of the course contents, manner of presentation, level of approach: This is a continuation of Elementary Japanese I. Successful completion of this course will enable

students to:

• Carry on a conversation on topics such as daily life, schedules, hobbies, personal history, leisure time activities.

• Perform such tasks as asking permission, making suggestions and requests. • Read and understand specially prepared material written in kanji, hiragana and katakana with the

help of vocabulary lists. • Write short paragraphs on familiar topics using hiragana, katakana and kanji and appropriate

grammatical structures and vocabulary. 2. Textbooks and secondary reading: Genki: An Integrated Course in Elementary Japanese. Vol. 1. 2nd edition. Japan Times. 2011. Genki: Workbook. Vol. 1. 2nd edition. Japan Times. 2011. 3. Examinations, papers, reports:

Participation 10% Weekly quizzes 30% Midterm exam 15% Homework 15% Project 10% Final exam 20%

JAPANESE 25202

Intermediate Japanese II


PROFESSOR: Kendra Nastalski, Ryoko Greve 1. Short description of the course contents, manner of presentation, level of approach: Students will continue to develop proficiency in modern Japanese at the intermediate level. Emphasis is

on developing competency in four skills: listening, speaking, reading and writing, and in understanding the language as it is used in Japanese culture. Successful completion of the course will enable students to understand and handle simple everyday conversations, describe more everyday situations, read some controlled materials with the aid of a vocabulary list, and write short essays/letters.

2. Textbooks and secondary reading: Genki: An Integrated Course in Elementary Japanese II. 2nd edition. Japan Times. Genki: Workbook II. 2nd edition. Japan Times. 3. Examinations, papers, reports:

Participation 10%

Homework 15% Quizzes 30%

Midterm exam 15% Final exam 20% Project 10%

JAPANESE 35102

Advanced Intermediate Japanese II

SEMESTER: Spring 2016 PROFESSOR: Eriko Tanaka 1. Short description of the contents of the course, manner of presentation, level of approach: This course is a continuation of Advanced Intermediate Japanese I. The four skills of listening, speaking,

reading and writing are taught equally. Students will acquire the skills needed to express themselves in Japanese in a variety of situations. The class is conducted mainly in Japanese. Students are required to give two oral presentations and write one essay. 150 more kanji will be added.


Tsutsui. Tobira: Gateway to Advanced Japanese. Kurosio Publishers, 2009. 3. Examinations, papers, reports:

Class performance 10%

Homework 10% Quizzes 25% Oral presentations 20% (10% each) Essay 10% Midterm exam 10% Final exam 15% (written 10%, oral 5%)

JAPANESE 45202

Advanced Japanese II


PROFESSOR: Eriko Tanaka


This course, a continuation of Advanced Japanese I, teaches the four skills equally: listening, speaking, reading, and writing. The class is conducted in Japanese. Students will learn how to use Japanese to solve problems in authentic situations. Students are required to give two oral presentations and write an essay.

2. Textbooks and secondary reading: Tobira: Gateway to Advanced Japanese (Kurosio Publishers, 2009) 3. Examinations, papers, reports:

Class participation 10%

Homework 10% Quizzes 25% Presentation 10% Project (essay) 10% Project (presentation) 10% Midterm 10% Final exam 15% (written 10%, oral 5%)

JAPN 65251-001

Japanese Scientific, Technical, & Medical Translation


PROFESSOR: Judy Wakabayashi

1. Short description of the contents of the course, manner of presentation, and level of approach:

This course concentrates on the translation of Japanese materials of a scientific, technical and medical nature. The teaching and learning method focuses on workshopping and discussing the passages translated for homework each week. This is supplemented by a range of materials about translating scientific, technical and medical texts.


To be provided by the instructor.


Quizzes 15% Homework translations 45% Team project 10% Translation portfolio 20% Presentation 10%

LAT 4/66373

Advanced Prose Authors

SEMESTER: Spring 2016 PROFESSOR: Brian K. Harvey 1. Short description of the contents of the course, manner of presentation, level of

approach: This course will be a survey or Roman historians to the fourth century AD. Over the

semester, we will read selections from Sallust, Caesar, Livy, Tacitus, Suetonius, and Ammianus Marcellinus. Students will also become familiar with some of the major scholarly debates on Roman historiography. This is an asynchronous web course delivered through the Blackboard Learn learning management system (LMS). In each weekly learning module, you will work through a series of tasks including readings in Latin and English and completing detailed worksheets on those readings.

2. Textbooks and secondary reading: R. Mellor, The Roman Historians, ISBN 978-0415117746 3. Examinations, papers, reports:

Weekly Latin and English readings Weekly worksheets Final commentary project

LAT 16202

Elementary Latin II SEMESTER: Spring 2016 PROFESSOR: Sarah Harvey 1. Short description of the contents of the course, manner of presentation, level of approach: For students who have successfully completed Latin 16201 or its equivalent. The goal of this course is

to continue to learn the basic concepts of Latin grammar and to increase facility in reading connected passages of Elementary Latin prose.


Maurice Balme and James Morwood – The Oxford Latin Course: College Edition (Including the Readings and Vocabulary Volume and Grammar, Exercises and Context Volume) – Oxford University Press

Norma Goldman – English Grammar for Students of Latin, 3rd Ed. (Optional) – Olivia & Hill Press 3. Examinations, papers, reports:

Regularly assigned homework and quizzes Three unit tests Final examination

LATIN 26202

Intermediate Latin II


PROFESSOR: Radd Ehrman

1. Short description of the contents of the course, manner of presentation, level of approach: Excerpts from Excerpts from Latin literature with emphasis on both prose (e.g., Caesar, Cicero) and poetry (Vergil, Catullus). The purpose of this course is to further increase the student’s ability to read Latin prose and poetry. We

will read both poetry and prose by various Latin authors. We will also continue to review Latin morphology and syntax as well as give attention to reading strategies.

Prerequisite: LAT 26201 2. Textbooks and secondary reading: Balm & Morwood – Oxford Latin Course Reader (Oxford University Press: ISBN 9780195212099) Balm & Morwood – Oxford Latin Course, both volumes (as for Latin 26201) 3. Examinations, papers, reports:

Regularly assigned passages of translation Three unit examinations Final examination

LATIN 66391

Seminar: Seneca


PROFESSOR: Radd Ehrman


approach: In this course we will read selected letters from Seneca’s Epistulae Morales, a tragedy

(Medea) and his satirical work Apocolocyntosis. Throughout the course we will look at Seneca as a Stoic philosopher who served as an advisor to the emperor Nero as well as at his views of other philosophical schools such as Epicureanism.


Access to a critical text and to philological commentary will be provided by the instructor

on Blackboard/Learn.

3. Examinations, papers, reports: Regularly assigned translation passages Weekly in-class discussions of matters relevant to the week’s readings. A term paper and accompanying in-class report at the end of the semester on a topic concerning a work of Seneca not read in class. Midterm examination Final examination

MCLS 40654/50654

Computers in the L2 Classroom


PROFESSOR: Theresa Minick

1. Short description of the course contents, manner of presentation, level of approach: This is a basic class on using technology in the classroom, designed for those who are or will be

teaching. It is primarily oriented towards language and literature teachers (including TESL). We will explore why you may wish to use technology in the classroom, what is available and how to implement it, aligning with Best Practices and National Standards.

2. Textbooks and secondary reading: No textbook Critical articles (Library) Electronic journals (online) 3. Examinations, papers, reports:

Projects with lesson plans Technology projects with activities Summary of critical articles Evaluation of tools and resources

MCLS 10001.001-002

Introduction to Structural Concepts for Language Students


PROFESSOR: Geoffrey S. Koby; staff 1. Short description of the course contents, manner of presentation, level of approach:

This web-based course covers basic concepts of structure and form that are used in foreign language instruction. Starting from a basic definition of the parts of speech (nouns, verbs, etc.), the course readings and exercises explore sentence structures in foreign languages and the ways of thinking expressed in them, so that students can grasp different approaches to thought and language structure as they also study a foreign language. Designed for students who anticipate difficulty in basic language courses. Taught in English. Should be taken with or before a beginning language course. Can count for Arts & Sciences foreign language requirement.

2. Textbooks and secondary reading: All readings will be online. 3. Examinations, papers, reports:

Online exercises, quizzes, and tests.

MCLS 20000

Global Literacy and Cultural Awareness


PROFESSOR: Staff

1. Short description of the course content, manner of presentation, level of approach:

The goal of this course is to improve your understanding of cross-cultural interactions. It will make you better able to function in a globalized environment and to understand the hidden cultural factors that shape your behaviors, beliefs, and lifestyles, as well as those of others. Real-world critical incidents, case studies, and original interviews will provide you with concrete examples and scenarios to solve problems, increase cultural awareness, and successfully adapt to a variety of intercultural contexts.


Materials and readings will be distributed using the Kent State University eRes electronic reserves system.


Weekly discussion forum activities Weekly quizzes Final examination

MCLS 20091-001

Seminar in Global Literacy Case Study: Germany


PROFESOR: Hildegard Rossoll

1. Short description of the course content, manner of presentation, level of approach:

In-depth study of the interaction between two or more cultures of the world, focusing on the impact of linguistic and other cultural differences. We will focus on the culture of Germany, a country with strong ties to the United States and a major economic force on the world market. Upon successful completion of this course, you will

• be able to identify and describe German “cultural standards” (Alexander Thomas) • be familiar with select “customs, institutions and history” (Claire Kramsch) of German society • understand how these realities form culture-specific patterns • recognize some of your own cultural biases • be able to anticipate and handle critical incidents (irritating situations that frequently occur

between Germans and Americans)


Doing Business with Germans. Their Perception, Our Perception. By Sylvia Schroll-Machl. Göttingen: Vandenhoeck, 2011. In addition, electronic materials will be available through Blackboard.


Active class participation

Class presentation Paper Three midterms and a final exam

http://learn.kent.edu/

MCLS 20091-002

Global Literacy Case Study: Paris Through American Eyes


PROFESSOR: Richard M. Berrong

1. Short description of the course contents, manner of presentation, level of approach: Americans’ ideas of Paris have been shaped largely by the many movies we have made set in the French

capital, everything from Academy Award winners like An American in Paris and Gigi to the Olsen twins’ embarrassing Passport to Paris. (This is not a film course. I don’t discriminate by quality). This online course, using clips from over 100 such films, takes a look at how American movies have shaped our ideas of Paris on topics such as: Personal Freedom, Famous Monuments – yes, Paris is more than the Eiffel Tower, but for Americans, the Eiffel Tower has so many connotations!, the way Parisians Treat Americans, The Arts, Cuisine, Fashion, and of course, Love!

2. Textbooks and secondary reading: Americans in Paris: A Literary Anthology, ed. Adam Gopnik (Library of America, 2004) ISBN 978-

1931082563; a long book from which I assign just certain selected readings. You can get it at half the $40 cover price if you order it direct from the Library of America website, www.loa.org/webstore, but you would have to do that sufficiently in advance to have it by the first week of class. Otherwise, you can find it in the bookstore at whatever price they charge.


Five Block Tests Syllabus & FAQ Test at the beginning of the semester

http://www.loa.org/webstore

Diversity course (global)

Honors section available

Taught in English (knowledge of German not necessary)

Prerequisite: None

Dr. Hildegard Rossoll [email protected]

mailto:[email protected]

MCLS 21417.001-002

Multiculturalism in Today’s Germany



1. Short description of the contents of the course, manner of presentation, level of approach: This course examines how issues of diversity have shaped German culture and traces the country’s

transformation into a post-national, multicultural society. Taught in English; knowledge of German not necessary. Prerequisite: none.

Upon successful completion, students will

• be able to understand how German culture has been transformed as a result of immigration • be able to appreciate the dynamic nature of cultural identity • be able to examine problems and issues that arise from diversity within an interdisciplinary

horizon • have gained an up-to-date understanding of German culture.

This course may be used to satisfy the University Diversity Requirement.


Fringe Voices. An Anthology of Minority Writing in the Federal Republic of Germany. Ed. and trans.: Antje Harnisch, Anne Marie Stokes and Friedmann Weidauer. Oxford: Berg, 1998.

Germany in Transit. Nation and Migration, 1955-2005. Ed. Deniz Gokturk, David Gramling and Anton Kaes – U. of California, 2007.

Materials on Library Reserve and Electronic Course Reserve.


Oral presentation Term paper Midterm Final

MCLS 30420-001

Foreign Language & Culture Studies


PROFESSOR: Staff 1. Short description of the contents of the course, manner of presentation, level of approach: This course will focus on the anthropological, linguistic, and cultural parameters of language structure

and function in the context of both intracultural and intercultural communication, as relevant for language mediators. Students will critically analyze language and culture “in action” from verbal and non-verbal perspectives. Analysis parameters will build on already-existing foreign language and culture competence. The course format will consist of lectures and corresponding discussions and exercises, done both individually and in groups.


Materials and readings will be distributed using the Kent State University eRes electronic reserves system.


Weekly reflection questions Content quizzes

Mid-term examination Final examination

MCLS 30660

Orientation to Foreign Language Teaching

SEMESTER: Spring 2016 PROFESSOR: Rebecca Chism

1. Short description of the course contents, manner of presentation, level of approach: Theories of human development and learning (pre-kindergarten through adult), second language

acquisition research and foreign language methodology form the base for classroom practices. Differentiated instruction and classroom management are also addressed. Pre-requisite: admission to

advanced study, oral and written competency in modern language to be taught or permission. Open to foreign language majors and elementary education majors with foreign language concentration.


Blaz, D. (2006). Differentiated Instruction: A Guide for Foreign Language Teachers. Eye On Education: Larchmont, NY. Shrum, J. & Glisan, E. (2010). Teacher’s Handbook: Contextualized Language Instruction, 4th Edition. Heinle Cengage Learning: Boston, MA. Smith, R. (2004). Conscious Classroom Management: Unlocking the Secrets of Great Teaching. Conscious Teaching Publications: Fairfax, CA. Other materials provided by instructor


Students will read assignments and prepare answers for information and discussion purposes. They will lead class discussion in selected topics. Examinations include a midterm and final. They will write weekly blogs, individual assignments, and mini-lessons.

MCLS 40525

Inquiry Into Professional Practice

SEMESTER: Spring 2016 PROFESSOR: Rebecca Chism

1. Short description of the course contents, manner of presentation, level of approach: Inquiry into foreign language teaching as a profession; emphasis on teacher as disciplined investigator

and pre-professional. Final seminar in sequence of inquiry and cohort seminars that focus on teacher reflection and problem-solving for instructional improvement. Conducted during the student teaching semester, there is an emphasis on collaborative discussion and reflection on classroom-based research.

Pre-requisites: MCLS 30660, MCLS 40660, oral and written competency in modern language to be taught or permission.

2. Textbooks and secondary reading: Collaboration in Student Teaching Handbook

http://www2.kent.edu/ehhs/services/voss/teaching/upload/Collaboration-Handbook-revF13-14.pdf Other materials to be provided by instructor 3. Examinations, papers, reports:

Weekly blog, Individual assignments, Readings and discussion, Professional portfolio, Education teacher performance assessment.

http://www2.kent.edu/ehhs/services/voss/teaching/upload/Collaboration-Handbook-revF13-14.pdf

MCLS 40657

Student Teaching of a Second Language


PROFESSOR: Rebecca Chism

1. Short description of the course contents, manner of presentation, level of approach: Student teaching internship under cooperating teacher and university supervisor. Involves daily

lesson/unit planning, differentiation of instruction, classroom management, grading and assessment, and other teaching duties.

Pre-requisite: MCLS 30660, 40660 (plus observation hours), satisfactory dispositions assessments, completion of background check, CPR, Child Safety Training, ALICE training. Oral and written competency in modern language to be taught, or permission.


Collaboration in Student Teaching Handbook http://www2.kent.edu/ehhs/services/voss/teaching/upload/Collaboration-Handbook-revF13-14.pdf

3. Examinations, papers, reports: Midterm and Final evaluation of student teaching; dispositions assessment

http://www2.kent.edu/ehhs/services/voss/teaching/upload/Collaboration-Handbook-revF13-

RUSSIAN 12202

SEMESTER: Spring 2016 COURSE TITLE: ELEMENTARY RUSSIAN II INSTRUCTOR: Anna Katikhina

1. Short description of the course contents, manner of presentation, level of approach: Continued development of basic language skills in Russian with an emphasis on aural

comprehension and communication

Further development of reading and writing skills

Connections with rich traditions of Russian and Slavic cultures

2. Textbooks: Golosa Book One, 5th edition (Pearson’s MyRussianLab, with e-text) Golosa Book One Student Manual, 5th edition (Pearson)


Cultural assignments

Homework

Quizzes

Five chapter tests

RUSSIAN 12212

SEMESTER: Spring 2016 COURSE TITLE: ELEMENTARY RUSSIAN II RECITATION INSTRUCTOR: Lauren Cammenga


Activities to support continued development of basic language skills covered in Elementary

Russian II Emphasis on speaking, comprehension, and communication Traditional class activities are supplemented by songs, short poems, tongue-twisters, and alike

2. Textbooks:

Golosa Book One, 5th edition (Pearson’s MyRussianLab, with e-text) Golosa Book One Student Manual, 5th edition (Pearson) Headset


Dialogs related to real-life situations

Communicative quizzes

Communicative final project

RUSSIAN 22202


COURSE TITLE: INTERMEDIATE RUSSIAN II INSTRUCTOR: Dr. Tatyana Bystrova


Second year of Russian; continuation of Elementary Russian II or equivalent

Expansion and improvement of oral and written communication skills Development of reading comprehension through work with Russian short stories and poems, as

well as non-literary genres of social media and everyday life Real-world tasks (hobbies and free time, books and libraries, Internet and communication, social

networking, health, holidays, study abroad, and more) Connections with the richness of Russian and other Slavic cultures

2. Textbooks:

Golosa Book Two, 5th edition (Pearson) Golosa Book Two Student Manual, 5th edition (Pearson)


In-class and at-home assignments

Dialogs

Five chapter tests

RUSSIAN 22212

SEMESTER: Spring 2016 COURSE TITLE: INTERMEDIATE RUSSIAN II RECITATION INSTRUCTOR: Lauren Cammenga


Interactive activities designed to reinforce the grammar, comprehension, speaking, and

vocabulary skills developed in Intermediate Russian II

Emphasis on speaking, comprehension, and communication

2. Textbooks:

Golosa Book Two, 5th edition (textbook and workbook) Headset


Participation Communicative assignments and quizzes Communicative final project

RUSSIAN 42211

SEMESTER: Spring 2016 COURSE TITLE: Adv. Composition & Conversation INSTRUCTOR: Dr. Tatyana Bystrova


Relevant topics – employment, health, environment, national & international interests, and more

Learning environment is in touch with real life

Addresses all four language skills – speaking, reading, listening, and writing, with the focus on aural discursive and writing skills

Further enhances cultural knowledge Email instructor to register ([email protected])

2. Textbooks:

Please contact the instructor


Participation in class discussions Homework assignments Midterm examination Final project

RUSSIAN 62251

SEMESTER: Spring 2016 COURSE TITLE: Scientific, Technical & Medical

Translation INSTRUCTOR: Dr. Tatyana Bystrova


Focuses on three major areas of specialized translation—scientific, technical, and

medical—familiarizing students with common text types in these fields Designed to enhance students’ skills in subject-area research, terminology work, and

translation that can be generalized to any kind of specialized text Expands students’ knowledge of professional careers

Emphasizes the skills and work habits necessary to work in the language industry

2. Textbooks:

Provided by the instructor Recommended: Up-to-date bilingual and monolingual dictionaries (online; paper)

Appropriate bilingual technical dictionaries as needed (e.g., Callaham’s) Many monolingual and bilingual specialized glossaries are available on the Internet, although they should be used with care

A reference grammar of English


Translation assignments (translation, terminological and subject-area research, analysis) Class presentations Midterm exam (translation) Final project

SPAN 4/58095-002

SPANISH AMERICAN THRILLER SEMESTER: Spring 2016 PROFESSOR: Irina Dzero 1. Short description of the contents of the course, manner of presentation, level of

approach: We will read and watch contemporary Spanish American thrillers, along with articles and video clips on social psychology, to examine how individuals in these societies understand themselves, the community, and the state. We will focus on the changing political culture and recent transitions to democracy, the status of women and the indigenous peoples. 2. Textbooks and secondary reading: Latinoamérica criminal: 13 relatos, edited by Daniel Galera, Literatura Random House, 2014. Films: El crimen del padre Amaro, Dictadura perfecta, La hora azul, El infierno, El patrón 3. Examinations, papers, reports:

Weekly one-page report, vocabulary-building activities, final paper.

SPANISH 48376/58376

Contemporary Spanish-American Short Stories

SEMESTER: Spring 2016 PROFESSOR: Dr. Olga Rivera


This course focuses on a selection of short-stories written by salient contemporary Spanish-American authors. Each short story has been chosen as a sample of its notorious aesthetic maturity reached during the great synthesis toward and during the Boom as well as the new direction of female short-story writers from the 1970’s to the present.

Students will develop their reading and analytical skills through a variety of pre and post reading strategies and engaging activities and discussions; solely taught in Spanish.

2. Textbooks and secondary readings:

Oviedo, José Miguel. Antología crítica del cuento hispanoamericano del siglo XX. Vol. 2. La gran síntesis y después. Madrid: Editorial Alianza, 1992.

Secondary readings will be posted in Learn by the instructor.


Three exams One oral report One analytical/critical paper

SPAN 18201.001-010

Elementary Spanish I


PROFESSOR: Staff


approach: This course is an introduction to speaking, listening, reading and writing in Spanish.

Students will practice and develop communicative skills to gain basic proficiency in the target language.


Spaine-Long, Carreira, Madrigal-Velasco, Swanson. Nexos 3rd edition. Volume 1. and the accompanying iLrn package (Available at http://www.cengagebrain.com/micro/ksuspan or bookstores)


Chapter tests: oral and written assessments Block final exam Online homework

http://www.cengagebrain.com/micro/ksuspan

SPAN 18202.001-016

Elementary Spanish II


PROFESSOR: Staff


approach: Students who take this course will continue to develop speaking, listening, reading and

writing skills in the Spanish language. Students will practice and develop communicative skills to gain basic proficiency in the target language.


Spaine-Long, Carreira, Madrigal-Velasco, Swanson. Nexos 3rd edition. Volume 1. and the accompanying iLrn package Available at http://www.cengagebrain.com/micro/ksuspan or bookstores.


Chapter tests: oral and written assessments Block final exam Online homework

http://www.cengagebrain.com/micro/ksuspan

SPAN 28201-003

Intermediate Spanish I

SEMESTER: Spring, 2016

PROFESSOR: Maria E. Zaldivar


approach:

This is the third in the sequence of introductory level courses promoting the development of the four language skills of listening, speaking, reading and writing. The course stresses communication skills in Spanish and seeks to further develop students’ ability to understand native spoken and written Spanish. Students cannot expect native competence by the end of the semester, but should be able to communicate both in written and oral form using complete sentences in familiar situations commonly encountered in daily life.

By the end of the semester students should be able to understand and communicate in the following areas using the present and past tenses: talking about food and cooking, shopping for food and ordering food at a restaurant, describing homes and furnishings, talking about household tasks and things you do for others, and expressing preferences about entertainment and other forms of artistic expression. Students will also be able to to talk about things you want others to do, express feelings and emotions, opinion, wishes, doubt, uncertainty, and to refer to unknown situations and unrealized desires.


Long, Sheri Spaine, et al. Nexos. 3rd Ed. Boston, MA: Cengange Learning, 2013. Print. 3. Examinations, papers, reports:

Assessment Total

Class preparation and participation 30 %

Exams (3 @ 20 % each) 60 %

Online homework 10 %

SPAN 38211-002

Spanish Grammar & Composition


PROFESSOR: Irina Dzero 1. Short description of the course contents, manner of presentation, level of approach:

This course will concentrate on a review of Spanish verb forms and principle parts of speech with an aim to improve writing in Spanish. To do this we will study the writing process using models from the textbook, practicing argumentation, and considering the mechanics of developing well-structured compositions (redacciones) with frequent workshopping in class.

Objectives:

To improve the ability to communicate in writing in Spanish through a variety of discourses, such as descriptive, narrative (past and present), argumentative, and analytical. To strengthen oral/aural ability in Spanish through class discussions. To review and strengthen their understanding and use of major concepts of Spanish grammar. To expand Spanish vocabulary.


• Por escrito: De la palabra a la composición by Febles, Jorge and Carolyn Harris (Pearson Prentice Hall, 2005).

• Spanish Grammar Reference Chart • Access to www.wordreference.com. Wordreference app may be used.


Exam 1 10%

Exam 2 15% Exam 3 20% 4 Compositions 30% 3 Quizzes and 6 “Entradas” 15% Participation 10%

http://www.wordreference.com/

SPAN 38213

Spanish Reading and Conversation


PROFESSOR: Mariana Romero


approach: In this course students will improve reading and conversational skills by means of role-

plays, debates, in-class discussions, and presentations on interdisciplinary topics. Students will also be exposed to other language skills such as listening, writing, and socio-cultural competence by means of watching short video clips and films from Spanish speaking countries.


Blanco, J. & Rinka, M.D. (2014) Revista: Conversación sin barreras. Fourth Edition. Boston. Vista Higher Learning and access to Supersite (buy)


Chapter tests: oral and written assessments Projects Online homework

SPAN 38213

Spanish Reading and Conversation




approach: This course will provide continuous opportunities to practice Spanish based on selected

readings, videos, conversations, and on-line activities. The readings cover diverse topics, such as art, politics, history, culture, and literature. We will concentrate on building vocabulary, speaking, and practicing the analysis of literature and current events.


Blanco, Jose. Revista: conversación sin barreras. 4th ed. Boston, MA: Vista Higher Learning. 2014. Print. Students will choose a book to read from a list provided by the instructor based on their proficiency level and their interests.


Assessment Total


Exams 60 %

Individual and group projects 15 %

SPAN 38215

Spanish Phonetics and Diction




approach: This is an upper level course designed to learn the modern Spanish sound system with

special emphasis on pronunciation and intonation. The course is taught using a workshop approach. Students prepare before class, demonstrate preparedness and ask for clarification during the first part of the lesson, and the rest of the lesson is spent practicing the skills learned, such as phonetic transcription, as well as pronunciation and intonation.


Stokes, Jeffery D. ¡Que bien Suena!: Mastering Spanish Phonetics and Phonology. Boston, MA: Houghton Mifflin, 2005. Print.


Assessment Total


Exams (4 @ 15 % each) 60 %

Recordings 4 %

Individual and group projects 11 %

SPANISH 38335

Recent Spanish-American Literature


PROFESSOR: Olga Rivera 1. Short description of the course contents, manner of presentation, level of approach:

This course is designed to help students appreciate, analyze and evaluate literary selections of key representative authors from Hispanic America. The selections represent the most important literary genres and trends of each historical period, from modernism to contemporary literature. Students will develop their reading and analytical skills through a variety of pre-reading strategies, activities and engaging discussion questions that accompany each selection. Taught in Spanish in a lecture/discussion format. Objectives: To strengthen linguistic skills and critical thinking on the topics presented in the selected readings. To explore issues of gender, race and social class. To build the students cultural knowledge. To increase vocabulary and strengthen reading, writing, listening and speaking skills. To use Spanish in written homework and essays.


Méndez –Faith, Teresa. Panoramas Literarios: América Hispana, 2nd ed. 2008.


Students will be responsible for the weekly scheduled readings and assignments. Class participation is expected at all times.

SPAN 38424

Culture and Civilization of Latin America


PROFESSOR: Dr. Luis Hermosilla


approach:

This class is focused on the historical and cultural development of Latin America, with emphasis on Spanish America, as reflected in its geography, history, art, political and social institutions encompassing from Pre-Hispanic times to the present. Using Spanish at all time in the lectures, class discussions and presentations, it is intended to stimulate thought on those political, economic, religious and artistic issues that constitute major themes in the Spanish American history and culture. In addition, there will be audio and visual material to facilitate the perception and understanding Latin American art, political and social issues.


Fox, Arturo A. Latinoamérica: Presente y pasado, 4th Ed. Boston, MA: Prentice Hall, 2011. Material to be posted in this course Web Site in Blackboard Learn.


Daily assignments: reading assigned chapters of textbook in advance. One weekly online quiz to be taken in class. One in-class presentation in the semester. La noticia del día. Regular attendance and participation in class discussions. Two mid-term exams Final project

SPAN 58095-003

Spanish Medial Interpreting

SEMESTER: Spring 2016 PROFESSOR: Richard Kelly Washbourne 1. Short description of the contents of the course, manner of presentation, level of

approach: The principles and practice of Spanish<>English interpreting in health care environments, including standards and protocols, medical interpreting as a profession, medical settings, cross-cultural health literacy, health systems concepts and terminology, interpreting modalities, message conversion techniques, and decision-making. Methods include skill building, guided practice, role-play, and an on-site occupational learning opportunity (a job shadow with workplace mentors in a leading academic medical center, as available). Course is taught in English and Spanish. This proposal responds to the growing need to to assist health care personnel to deliver culturally and linguistically accessible services to LEP (Limited English Proficiency) patients in conformity with Title VI and the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health Care. Only two spoken word interpreting courses are currently offered through academic programs in our region, despite new medical interpreter credentialing exams on the federal level, a robust medical corridor in Northeast Ohio, and a growing Latino population. This language-specific workshop will be of interest to students in translation, public health (including health promotion and education), health policy, global health, nursing, Spanish, social services, human development and family studies, and justice studies. The course curriculum follows a dual training route for rudimentary development of work-readiness skills via in-class simulations and on-site occupational learning (a job shadow with workplace mentors in a leading academic medical center, as available), and fosters six critical skill areas (Angelelli's model): cognitive-processing, interpersonal, linguistic, professional, setting-specific, and sociocultural. The course is open to both first- and second-year students.

2. Textbooks and secondary reading (strongly recommended):

1) Spanish-English, English-Spanish Medical Dictionary, 4th ed. (Herrera, McElroy)(1608311295); Publisher: Lippincott, Williams, Wilkins ISBN: 9780982316610

2) Medical Terminology for Interpreters: A Handbook (2010); Author: CCC & Dallmann, H. Publisher: Cross-Cultural Communications; ISBN: 9780982316610


Classwork 25% (Includes discussion, attendance, punctuality, improvement, oral

participation [in-class discussion, debate, role-play, sight translations, script work]); Forum Participation 15% outside class discussion on Learn Interpreting Logs, Blogs, and Recordings 25% Completion of Fieldwork (on-site shadowing, medical T& I) 15%

(if not available this term, this percentage will be added to Logs, Blogs and Recordings)

Final Project 20% (Research-based seminar paper, interview, or digital media artifact; see Learn for details) _____

100%

SPAN 68250

Spanish Commercial, Legal & Diplomatic Translation


PROFESSOR: Richard Washbourne


A graduate translation practicum in commercial/financial, legal and diplomatic translation. By the end of this course the student will be able to:

• understand current issues in the translation (and interpreting) profession in the C/L/D domains; • access, evaluate, and use successfully different resources, including specialized lexicons and

databases; • process complex specialized texts for meaning and transfer; • develop strategies based on the issues and complications involved in these specialized domains to

solve textual problems; • recognize and reproduce accepted commercial, legal, and diplomatic discourse features appropriate

to different task environments, and work into English out of Spanish variations written for different national audiences;

• learn to prepare specialized vocabularies; • understand and act in the understanding of the ethics of working in these domains.


Alcaraz Varó, Enrique and Brian Hughes. Legal Translation Explained. Manchester, UK: St. Jerome Publishing. 2002. ISBN 1-900650-46-0. (Strongly recommended.)


Workshop Translations (12-13) 40%

Participation and Classroom Performance 30% (Includes group translations and edits, sight translations, in-class translations, "blitzes" and glossaries, discussion and in-class critiques; preparedness, attendance, punctuality, general contribution, improvement, attitude) Final Project 30% (2,000-word project [10 pp.] plus brief commentary, annotated bibliography including list of parallel texts, and glossary. Student’s choice of topic [within commercial, legal and diplomatic domains])

_____ 100%

SPAN 68251

Spanish Scientific, Technical and Medical Translation


PROFESSOR: Isabel Lacruz 1. Short description of the course contents, manner of presentation, level of approach: This course is an introduction to the methods, strategies, techniques and resources used in the translation

of scientific, technical and medical texts. It provides extensive practice in translation, in the evaluation of translations, the identification of professional issues and in the preparation and use of glossaries and specialized vocabularies. Class meetings will be conducted in a workshop format based on weekly assignments, readings and translation.

COURSE OBJECTIVES: At the end of the semester, students who meet the evaluation requirements

will be able to: translate and sight translate general and specialized technical, scientific and medical texts; apply translation theory in the practice of translation; distinguish the discourses in English and Spanish; identify and document significant terminological resources for the translation of scientific, technical and medical texts; prepare specialized vocabularies, applying principles derived from interpretative semantics; translate texts under time constraints; evaluate and edit translations; generate professional-quality translation samples.

2. Textbooks and secondary reading: Montalt & González Davies, Medical Translation Step by Step Maeve Olohan, Scientific and Technical Translation 3. Examinations, papers, reports:

Class participation & performance 15% Translation workshops (10 min.) 40% Midterm exam 15% Final project 30%

TRANSLATION STUDIES 20009


COURSE TITLE: Multilingual Information Lifecycle

PROFESSOR: Bin Liu


An introduction to the technology-facilitating lifecycle of multilingual information, including general technological issues, text preparation, translation in markup languages, computer-assisted translation tools, and multilingual information flow for translation. Course is taught in English for students in the B.S. Translation program in French, German, Russian, or Spanish.

2. Recommended textbooks and secondary reading

Bowker, L. 2002. Computer-aided translation technology: A practical introduction. Ottawa: University of Ottawa Press.

Web materials assigned after class.


Frequent short quizzes on practical aspects Short assignments related to multilingual and technical issues

TRNS 50031

Professional Editing for Translators


PROFESSOR: Joan Parks 1. Short description of the course contents, manner of presentation, level of approach:

This course is designed to introduce the basic concepts of professional editing, copyediting, revising, and post-editing for graduate students in the MA translation program.


Mossop, Brian. 2001. Editing and Revising for Translators. Manchester: St. Jerome. Einsohn, Amy. 2011. The Copyeditor's Handbook. Berkeley: U of California P.

The Chicago Manual of Style, 16th ed. 3. Examinations, papers, reports:

Several quizzes on specific editing issues Weekly editing and post-editing assignments weekly One presentation on an aspect of machine translation

TRNS 60013

Language Project Management


PROFESSOR: Jonathan Tomolonis 1. Short description of the course contents, manner of presentation, level of approach:

This course offers a hands-on introduction to project management in the language industry, and focuses on the skills required to perform the duties of a translation or localization project manager.

• Requirements gathering • Defining and managing project scope

o Decomposition o Identifying and defining project activities o Identifying dependencies and sequencing activities o Creating the work breakdown structure (WBS)

• Estimating activity durations, resource requirements and cost to create the project schedule and budget

• Recruiting and organizing the project team • Managing the project team and team communications • Monitoring and controlling project progress • Risk management • Quality management • Professional responsibility Bridging theory and practice, students will engage in a number of exercises and simulations designed to illustrate the application of the project management body of knowledge to typical language industry projects. The course will consist of a mix of lectures, discussions of readings, hands-on in-class activities, and group projects.

2. Textbooks and secondary reading: Readings will be indicated on the course web page.


Approximately bi-weekly projects; mid-term; final

TRST 70007-001

Corpora in Translation


PROFESSOR: Erik Angelone 1. Short description of the contents of the course, manner of presentation, level of approach: This doctoral course investigates the applicability of corpus linguistics and corpus analysis tools in the

field of Translation Studies. Students will explore and engage in corpus-based research in the areas of translation “norms”, discourse patterns, terminology, training, assessment, and translator style. Weekly activities (both in and out of class) will involve the empirical analysis of texts.


Olohan, Maeve. 2004. Introducing Corpora in Translation Studies. London and New York: Routledge.

Additional readings and/or links to additional readings to be announced in class. 3. Examinations, papers, reports:

Weekly reflection questions Classwork/homework

Critical analysis essay Small-scale research essay

TRST 80091

Seminar: Translators on Translation


PROFESSOR: Carol Maier & Françoise Massardier-Kenney 1. Short description of the course contents, manner of presentation, level of approach: In this seminar, we will study the role that translators have played in shaping the discipline of

Translation Studies by reading and discussing a wide variety of primary texts (prologues, prefaces, commentaries, articles, interviews, conference presentations, fiction, letters to editors, etc). Seminar format.


Most readings will be provided in pdf form. Antoine Berman, Toward a Criticism of Translation. Kent: Kent State UP, 2009. M. R. Ghanoonparvar, Translating the Garden. Austin: U Texas P, 2001. (2) small books to be announced and used in the second half of the semester.

4. Examinations, papers, reports: One book review Three short papers (abstracts and bibliographies) One exam

arabic 11101 elementary arabic i - kent state university

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