While grammar is very important for higher proficiency and accuracy in a language, words are the most important unit for basic communication. The more words you know, the more ideas you can express. In order to learn faster and not forget the words that you already know, it's best to have a system that incorporates them and connects them. BlueBell Active Vocabulary Notebook allows students to systematically organize their vocabulary development by using WORDS IN CONTEXT, and facilitating connections and memorization

Systematic development of reading, writing, and oral communication skills. Introduction to advanced grammar that deepens the understanding of Japanese culture and society through reading and discussion. Lab work required. This course covers lessons 22 through 27 of Japanese: The Spoken Language by Eleanor H. Jordan with Mari Noda. The goal of the course is to continue to build oral proficiency by expanding your knowledge of vocabulary and grammar. Class hours will be devoted to developing speaking skills in a variety of circumstances; making requests, invitations, apologies, suggestions, dealing with problems, expressing your opinions, etc. Grammatical and social appropriateness on your utterances will be stressed. Keep in mind that daily tape-work is essential.

Continuation of 21F.505. Further development of reading, writing, and oral communication skills. Extension of advanced grammar and further enhancement of advanced vocabulary. Variety of cultural elements studied through readings, video, and discussion. Lab work required. This course covers Lessons 27 through 30 of Japanese: The Spoken Language by Eleanor H. Jordan with Mari Noda. The goal of the course is to continue expanding grammar and vocabulary by further developing four skills: speaking, listening, reading, and writing. The goal is to acquire the ability to use Japanese appropriately with increasing spontaneity emphasized, and to be prepared to become an independent learner to the point where you are capable of handling authentic Japanese by yourself, without fear or hesitation.

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

Sometime after 1492, the concept of the New World or America came into being, and this concept appeared differently — as an experience or an idea — for different people and in different places. This semester, we will read three groups of texts: first, participant accounts of contact between native Americans and French or English speaking Europeans, both in North America and in the Caribbean and Brazil; second, transformations of these documents into literary works by contemporaries; third, modern texts which take these earlier materials as a point of departure for rethinking the experience and aftermath of contact. The reading will allow us to compare perspectives across time and space, across the cultural geographies of religion, nation and ethnicity, and finally across a range of genres — reports, captivity narratives, essays, novels, poetry, drama, and film. Some of the earlier authors we will read are Michel Montaigne, William Shakespeare, Jean de Léry, Daniel Defoe and Mary Rowlandson; more recent authors include Derek Walcott, and J. M. Coetzee.

Dime novels written by women were once enormously popular with their readers, but the genre has been neglected for most of its history by scholars, collectors, and libraries. The genre suffers from the double burden of being both popular and written for working-class women. This project hopes to overcome the history of oversight to both the form and its readers by providing information about the novels themselves, the authors, the readers, and nineteenth century public reaction.
This site is a source of information about women’s dime novels and includes primary sources on dime novels, biographies for lesser-known authors, lists of relevant archival collections and cover art.

Built around Plato's Symposium, Shakespeare (including A Midsummer Night's Dream), Catholic writings (including Humanae Vitae), and several movies, this course explores the nature of romance and erotic love. We will examine such topics as sexuality, marriage, and procreation with an eye towards how we can be better at being in love. The course generally tries to integrate the analytic approach of philosophy with the imaginative approach of literature.

Several hundred annotations to Hart Crane's challenging modernist poem of 1930, "The Bridge."

This lesson is part of a science unit entitled "Spiders: Fact and Fiction." During this lesson, learning will focus on specific body anatomy, functions and distinguishing characteristics of spiders.

Enhancement of the four basic skills. Extension of basic grammar. Vocabulary and kanji (Chinese characters) building. Lab work required. For graduate credit see 21F.552. This course covers Lessons 7-12A of JSL ( Japanese: the Spoken Language, Part 1, by Eleanor H. Jorden with Mari Noda, Yale University Press, l987), enhancing the basic skills for conversation, reading and writing. The class emphasizes the development of communicative skills (i.e., your actual use of Japanese in contexts). By the end of this semester, students are expected to carry on a daily conversation with Japanese people. This course will stress active command of Japanese, not passive knowledge.

The Big Read...inspiring people across the country to pick up a good book. Listen to radio programs, watch video profiles, and read brief essays about classic authors.

Through a close reading of King Lear 3.2, students will explore both Lear's language and the effect of subsequent editorial intervention. Focusing specifically on punctuation within the King's famous "Blow winds" speech, students will learn to what degree punctuation affects one's understanding of the language and performance choices.

The relationship between the Black and White Americans has often been tense and strained, often based upon available socioeconomic resources of race, income, and education. Many times, these interactions have worsened before becoming better. In this light, the focus of this document is to demonstrate the usage and blending of bibliotherapy, Readers Theater, and PowerPoint presentation via on-line technology, as an engaging teaching and learning tool that hones cultural literacy in students. It is within this context that the authors seek to provide a strategy to hone cultural literacy utilizing the bibliotherapy and Readers Theater; thus influencing students’ knowledge about race and themselves.

The materials available in Built in America: The Historic American Buildings Survey (HABS) and the Historic American Engineering Record (HAER) 1933-Present, provide an opportunity to develop critical thinking and creative writing skills. Descriptions and images of various buildings and structures in these collections provide the basis for research projects. Meanwhile, historic homes can serve as the catalyst for creative writing exercises and a discussion regarding the homes of authors such as Faulkner, Fitzgerald, and Poe.

As electronic resources continue to permeate scholarship, the challenge of keeping abreast with new developments becomes ever more pressing. The Catalogue of Digitized Medieval Manuscripts seeks to provide a technological solution to a simple and rather delightful "problem": the breathtaking increase in the number of medieval manuscripts available on the web in their entirety, but in a bewildering range of venues and formats.

Chain Stories is for young native speakers of a Romance language who have only recently started to learn a foreign language at school.

What
This highly successful, collaborative project asks students in five schools, each of which speak a different Romance language, to write a story together, each school in their native language.

How
The students 'Intercomprehend' the other chapters written by the Chain partners, using the similarities between the Romance languages, and write their own part of the story.

Result
The effect on students has been dramatic with an excellent raising of awareness and interest in learning languages.

Take Part
The project has created an online website were teachers can form their own Chains of five schools. There they will find all the necessary guides, instructions and communication tools, to allow them to complete a Chain story autonomously.

Exploring our use and relationship with water: This unit explores the relationship between people (individuals and populations) and water across the world. The lessons begin at a personal level, inviting students to think about how much water they use and how they could conserve water. The unit broadens to national and international/multicultural issues and perspectives as students compare how much water people use in different parts of the world and contemplate why there is such a wide gap.

Continuing instruction in spoken and written Chinese, with particular emphasis on consolidating basic conversational skills and improving reading confidence and depth. Lab work required. This course is designed to consolidate the foundation built in Elementary Chinese and continue developing students skills in aural comprehension, reading, and writing. Upon completion of the course, students should be able to speak Chinese with some fluency on basic conversational topics, achieve a basic level of reading competence within simplified and traditional characters learned plus common compounds, and be able to write short compositions.

The third term in the streamlined sequence. Students who have completed Chinese II streamlined admitted; others should check with the Chinese coordinator. This course is the intermediate level of the streamlined curriculum, which is intended for students who, when they began streamlined I, had some background in the language, whether it be comprehension with limited speaking ability or quite fluent speaking ability. The focus of the course is on standard pronunciation and usage, on reading in both complex and simplified characters, and on writing. It is presupposed that students in Chinese III have already learned the pinyin system of representing pronunciation sufficiently well to be able to read texts in pinyin accurately. (If not, there are pinyin tutorials to assist you to learn the system..