COURSE CATALOG

This COM201 Composition course focuses on writing and research skills. It includes an intensive practice in drafting, revising, and editing essays/paper of several writing genres. Methods, conventions, and structures of writing will be examined.

In this course, students will explore cultural differences that affect communication and develop solutions to resolve resulting conflicts. They will also learn about a cultural demographic from each continent and how to be aware of cultural differences in daily business practice. The course aims to make students aware of cultural differences to avoid and resolve common difficulties in verbal and nonverbal communication across cultures and sub-cultures.

This is a general education course that maps out past and present education philosophies. This course explores how these philosophies originated and their social effects.

This course discusses secondary and higher education school issues such as race, gender, equity, and education policy. Learners will understand major past and present trends in curriculum reform movements, and they will understand various educational options that youth have in various circumstances.

An introduction to cultures and how to evaluate them; a comparison of different cultural values and behavioral norms from both past and present in various demographics; an evaluation of cultural expression through literature and media.

The course serves as an introduction to the skills of critical reading and the vocabulary of critical analysis by close examination of poetry, fiction, and drama (or other media such as film) through a range of historical periods. The fiction, poetry, and dram introductions incorporate examples from popular culture, effectively introducing students to the literary elements of a given genre.

Students are required to perform acceptable writing skills with techniques to examine literary works that have become the cornerstones of the human major literary traditions.

This general introduction to linguistics course aims to provide a background in language structure, including structures of sounds, syllables, words and sentences and meaning regarding the meaning of words, sentences and discourse. Additional topics to be addressed include language acquisition, sociolinguistics, and language change as well as corpora and language use. Preliminary research will be conducted to better study and understand linguistics.

English language varies by region, whether from one English-speaking country to another, or from one US state to another. This course exposes learners to variations in English and investigates the social, regional, ethnic, gender, and stylistic factors that may have produced the variation. This course is foundational to the higher-level course Language, Culture, and Society.

Theory and practice of emergent forms of writing in digital media; includes advanced instruction in writing for blogs, wikis, and other digital environments.

This course is an introduction to writing poetry. In this course, you will learn how to communicate and express yourself through poems and become a better reader of poems, especially your own poems. You will also learn how to provide thoughtful and critical feedback to other student’s poems. In order to do that, you will learn a language for talking about poems, which will come from the weekly readings and discussion of the readings and poems.

For the first four weeks, we will engage with the fundamentals of poetry as well as having in-class writing exercises. From week five on, we will continue learning more about how to read, write, and talk about poetry while having writing workshops, and if time, more in-class writing exercises. In the workshops, we will talk about each student’s poem to discover where and how they are working and how to realize and encourage a poem’s full potential. The poems we will workshop will be turned in the week before the workshop. Each student will bring printed copies of their poems for each student and the instructor.

This class will be about creating valuable poems for you and other readers. If you want to write just for yourself, that is fine. For this class, however, you will need to try writing for a larger audience, which will require learning how to be clear, being receptive to feedback and criticism, and learning how to revise.

Introductory level genre-specific workshops for students with some experience in creative writing wishing to deepen their knowledge of their chosen genre and gain increased mastery of elements of the craft of writing fiction

This course introduces the literature of the English Renaissance, studied in a variety of historical contexts – poetic, intellectual, religious, cultural and political. Some of the work of prominent authors during the Renaissance period such as Queen Elizabeth, Edmund Spenser, John Milton, John Donne, Ben Johnson, Christopher Marlowe, Thomas Wyatt and Shakespeare will be explored. We will read, reflect upon, analyze, discuss, and write about the content of some of these readings.

Selected poems and excerpt of novels of the above period particularly concentrating on prominent modernist writers.

The course provides students with general knowledge related to the varieties of English and communication and aspects of life. Each of the topics outlines variations, emphasizing the similarities and differences between the varieties and the actual use of the language socially, regionally, and ethnically as well as the language variation used by individual students, contributing to meet the requirements of the learning outcomes of the training program.

This course attempts to provide an historical and social context for the American literary period between 1860 and 1915, known for its concepts of realism and naturalism.

The course provides students with general knowledge related to the varieties of English and communication and aspects of life. Each of the topics outlines variations, emphasizing the similarities and differences between the varieties and the actual use of the language socially, regionally, and ethnically as well as the language variation used by individual students, contributing to meet the requirements of the learning outcomes of the training program.

This course explores emotive or expressive language regarding dramatic structure elements, interpretation, verbal expression/vocal color, projection, and dramatic writing. Moreover, for the ESL student, emphasis will be placed on articulation and stress syllables utilizing the Phonics Wheel American Sound Practice System.

This course will examine representative works of Shakespeare through theme classification concentrating on a critical/analytical approach to the play types. Emphasis will also be placed upon Renaissance/Elizabethan dramaturgy and conventions; language and style and the human experience represented in Shakespeare’s tragedies, comedies, and romances.

Course examines language as a social and cultural practice, focusing on different aspects of its role in social life and culture. Topics addressed include: language, social and cultural identity, such as ethnicity, social class, age, and gender; variation in language, including dialects, accents, and registers; multilingualism and language contact; new languages such as pidgins and creoles; language, culture, and intercultural communication; language and ideology; language in education and in the media. Through the discussion of these topics and homework including reading and small research projects, students are introduced to key concepts, theories, and methods in sociolinguistics, cultural, and linguistic anthropology.

This course is intended to serve as an intensive and focused introduction to the historical development of literary and critical theory. It surveys significant developments in several fields of English studies, with emphasis on major debates in contemporary literary theory. Students will be exposed to and learn to identify some of the most influential and enduring literary theories as espoused chiefly by thinkers and scholars in Europe and the United States. Theories may include: Marxism, feminism, structuralism, Semiotics, the New Criticism, and Primitivism.

Independent study is a graded and for-credit project on a topic area chosen by an academic senior student, approved by a faculty advisor, and endorsed by the dean of the relevant department. The purpose of the study is to facilitate an opportunity for the student to further prepare for his/her future career. Through guided readings and original research, the student is expected to produce a major paper that adds value to his/her field of interest, preferably related to a profession. The paper may build upon what the student has already learned in the classroom or during his/her academic internship. Independent study can account for as much as 3 credit hours per semester, not to exceed 6 credit hours per degree program. Prerequisites: 60 academic credit hours and independent study authorization form.

This module is designed towards problem solving (task set up and project). This module focuses on professional terms of travel, grammar and English structures used in communication and business correspondence, to help learners develop language skills through the theme of tourism industry and hotel.

In order to help students develop cross-cultural competency and become more successful members of their increasingly complex local, national, and international communities, they are required to take and complete three full sequential courses in the same language.

In order to help students develop cross-cultural competency and become more successful members of their increasingly complex local, national, and international communities, they are required to take and complete three full sequential courses in the same language.

This is a general history course that maps ancient civilizations of Mesopotamia and Europe from the beginning of written history to the end of the Middle Ages; it summarizes how they interrelated and evolved with regards to customs, religion, and governance.

This course attempts to cover world history from the American Revolution to the turn of the 20thcentury. Important changes through history have been the result of commercial, military, and democratic catalysts. These events include the Industrial Revolution, European imperialism, trade and globalization, the World Wars, the rise of superpowers like the Soviet Union, the Asian market.

This course is designed both as an introduction to the history of South Asia and as a more general inquiry into historical processes, societal formations, institutions, ideologies and practices that are of wider significance. Chronologically, it will cover the period starting from the beginning of human civilisation in the region and ending with the emergence of modern nation states following the end of British colonialism in the mid-20th century. Thematically, the course will examine a range of subjects such as the connection between landscape environment and history; state formation and governance; economic processes; different types of societies, social stratification and social change; religion and socio-religious reform; cross-cultural interactions and cultural creativity; colonialism; and nationalism. Our studies will take us far beyond the geographical boundaries of South Asia to lands as far afield as Europe in the west and China in the east as we learn about the interconnected nature of world history.

It would be impossible to cover the history of South Asia, a vast region encompassing several modern day nation states and home to a population representing about a fifth of humanity, in any comprehensive fashion. While focusing on the Indian subcontinent, this course will, however, take  into account the immense diversity in physical environment, modes of governance, livelihood, and social, religious and cultural life that marks this region.

This course attempts to cover Southeast Asian history from the beginning of recorded history but focusing more in-depth on Asian interaction with the West from the Colonial period to present-day. Southeast Asian countries include but are not limited to: Thailand, Myanmar, Malaysia, Laos, Cambodia, Vietnam, the Philippines, Indonesia, and Singapore.

Writing and Ideas has been developed to strengthen learners’ ability to discover, evaluate, and effectively respond to information in the public arena. It goes beyond writing composition and speech communication by focusing on the structure of arguments and how to avoid pitfalls in logic and reason. Information that will be evaluated in this course can come from the news, public records, films, slides, reproductions and any other media resources.

This course will consist of readings from various examples of world literature. We will read, reflect upon, analyze, discuss, and write about the content of these readings. Due our limited time together, and in the interests of exposure to as many representative countries as possible, the readings will consist of short stories, poems, plays, and excerpts from longer works such a novels and philosophical treatises.

Students will learn the basic tools for public speaking: analyzing your audience, organizing your speech to have the most impact and incorporating the effective use of visual aids. They will also select speech topics relevant to their needs, deliver speeches in class and have performances critiqued by the instructors and fellow participants. Students will be able to conduct impromptu, introductory, persuasive, entertaining, and informative speeches.

The student devises a research/ writing/project/ activity program appropriate for the topic. The student develops a plan and performs activities, then reports on the implementation and results. Students are expected to approach a faculty member with a specific proposal of study. The role of the professor is that of guide and reference person and, of course, evaluator of the final product. It is the student’s responsibility to make wise and prudent use of the professor. Both the advisor and student may have meetings to hear form the student’s work done and work to be done as well as discuss the next step or progress of the student’s project/study. By regularly communicating with the professor and receiving feedback on the project, the student can insure that the final product is acceptable. Students are expected to hand in written work periodically as mentioned in the plan and the complete final paper.

This is a continuation of Independent Study 401. This course aims to students whose independent study needs more time for their study, or students who are keen on conducting research and would like to do some more independent study. The maximum number of credits for Independent Study (including INST401 Independent Study and INST402 Independent Study) is 6 credits, equating to 6 credits, or 2 academic courses.

The course aims to help students to get used to the skills of English-Vietnamese &Vietnamese-English Interpreting (consecutive and simultaneous). It also focuses on providing students with special phrases, sentences, talks and speeches from English to Vietnamese and vice versa, which helps them to reach exact versions from the source language to the target one. Moreover, the course targets on the common topics (themes) dealing with daily life and events namely everyday conversations, education, the media, social, economic and cultural issues, tourism, health care and so on inside and outside Vietnam.

As an introduction to phonetics, this course assumes no prior knowledge of this field. The course aims to introduce students to some basic phonetic concepts, including the way speech sounds are produced and perceived, and deepen their understanding of the importance of phonetics in English studies. While phonetics can be studied in various ways, the course will adopt an articulatory approach, with an emphasis on practical aspect. Students will learn how to recognize, produce, transcribe and classify various speech sounds. They will also learn how their Vietnamese language influences the way they perceive and pronounce English sounds.

The course aims to provide students with the understanding of the distinction between translation and interpretation issues in the form of theories and practices  from the source language and the target one: Vietnamese & English. The course also helps students to get used to the skills of English-Vietnamese &Vietnamese-English Translation (Written work) and Interpreting (consecutive and simultaneous)- Listening and Speaking work. It also focuses on providing students with special phrases, sentences, talks and speeches from English to Vietnamese and vice versa, which helps them to reach exact versions from the source language to the target one. In addition, the course centers on the common topics (themes)  towards daily life and events namely everyday conversations, education, the media, social, economic and cultural issues inside and outside Vietnam.

Examination of bilingualism at the individual, interpersonal, and social levels from psycholinguistic, socio-linguistic, anthropological, and educational perspectives. Issues include the relation between language and cognition, language development, language identity, socio-linguistic practices in multicultural settings, language maintenance, and language policy and planning.

This research preparatory course provides an introduction to research methodology in English Studies, aiming to familiarize students with basic concepts of research. The course looks into current research paradigms, principles, data collection tools, and commonly used research methods for a case study and/or small-scale studies, processes involved in data analysis, and modalities of presenting research findings. By covering a range of theoretical and practical issues related to research in English studies, the course will equip students with an appropriate understanding of concepts, tools, and methods to undertake a future research project in their field of interest, or they can use the learned scholarship to do an Internship in their final year. Students can take either this course or ENGL493 Research Independent Study (R).

This course provides students with an overview of learning theories for a variety of learners. It also focuses on application of the theories by demonstrating ESL teaching techniques appropriate for different learners. Students have the opportunity to create lessons and demonstrate these teaching techniques.

Language testing is an important aspect of course design and language teaching. To be able to develop reliable, valid, meaningful and authentic assessment tools, students (prospective teachers) need to be educated about the fundamental concepts, principles and methods of second language testing. This course has been designed in response to the students’ needs as it aims to provide both theoretical background and relevant practice in a wide range of assessment tools and procedures. Therefore, the aim of this introductory course is to provide a hands-on introduction to fundamental concepts and principles of language testing, covering the following major concepts:

•  Main schools of thoughts in language testing.
•  Definitions and the differences among assessment, measurement, and testing.
•  Standardized and standard-based testing.
• Test validity and reliability.
• Receptive and productive test items.

All of the above concepts will be illustrated in relation to assessing the four language skills, grammatical and lexical competence in a second language.

Student instructors gain mastery of their subject of interest by practical application in teaching a course. Students are supervised by a faculty advisor as approved by the head of school.

The course covers such topics as geographical and social dialects, ethnography of speaking, discourse analysis, language planning, and motivation to learn language. More specifically, the course addresses the following topics: language and gender, language in education, conversational analysis, multilingualism and multiculturalism, code switching and code mixing, pidgins and creoles, non-standard language varieties, variationist sociolinguistics, language and identity, language attitudes, and language and culture

The course covers such topics as language typology, language similarities, language differences and the causes of those similarities and differences. It also includes theories of contrastive languages, research methodology. More specifically, English, Vietnamese and some other languages wil be used for contrasting exercises in the classroom activities and homework.

The course aims to provide students with the understanding of the distinction between translation and interpretation issues in the form of theories and practices from the source language and the target one: Vietnamese & English. The course also helps students to get used to the skills of English-Vietnamese &Vietnamese-English Translation (Written work) and Interpreting (consecutive and simultaneous)- Listening and Speaking work. It also focuses on providing students with special phrases, sentences, talks and speeches from English to Vietnamese and vice versa, which helps them to reach exact versions from the source language to the target one. In addition, the course centers on the common topics (themes) towards daily life and events namely everyday conversations, education, the media, social, economic and cultural issues, tourism and health care and so on inside and outside Vietnam.