Writing Outcomes
The Defense Language Institute of the Department of Defense assigns East Asian languages (Chinese, Japanese, Korean) to Category IV, the languages that are estimated to take 64 weeks of study for English speakers to reach General Professional Proficiency. Therefore, our expectations for students studying Chinese and Japanese are very different from the expectations that Spanish and French (Category I, 24 weeks), German (Category II, 34 weeks), and Russian (Category III, 48 weeks) have for their students. Spanish and French departments start teaching literature in the original languages from the 200-level, whereas Chinese does that at 400-level (Japanese does not have 400-level classes); Our 200-level literature and culture classes are offered in translation, sometimes with the “Plus-2†designation to allow advanced language students to apply their language skills to reading and writing.
Given the difficulty of the languages we teach, we have three separate writing outcome categories for research papers (in English) and compositions (in Chinese or Japanese), and CHI-498 final paper. While papers in English are expected to comply with the conventions and styles of scholarship in our field, compositions in Chinese or Japanese are primarily used to measure the student’s proficiency in the language. CHI-498: Readings in Chinese Literature, is the capstone course for our Chinese majors and therefore is in its own category.
Writing Outcome for Research Papers in English
200-level Chinese and Japanese literature in translation courses
200-level Chinese and Japanese literature-in-translation courses have no prerequisites, and students are not expected to have any background in Chinese or Japanese. However, we expect students to develop proficiency in writing Humanities research paper and increase their cultural competency specific to China or Japan through course readings and discussions. With their final papers, students are expected to demonstrate:
- Understanding of the basics of scholarly writing in the general Humanities (appropriate citations and bibliography)
- Ability to relate existing discussion on the topic to his/her research and reading on the primary text (in English translation)
- Basic understanding of the interdisciplinary theoretical frameworks introduced in the class (deriving from Literary Studies, History, Cultural Studies, Gender Studies, Film Studies, Anthropology, Sociology, etc., depending on the class)
- Ability to structure a paper with clear thesis and well-placed evidences
- Some measure of cultural competency (knowledge of culture, society, and history of China and/or Japan), perhaps limited by the subject matter of the class
Writing Outcome for Chinese/Japanese Language Courses
100-level and 200-level Chinese and Japanese language courses
Language courses at this level develop sufficient proficiency to allow students to pursue oral research such as interviews of native speakers, and to produce a correct and comprehensive summary of interviews.
300-level Language Courses
After 300-level language courses, students are expected to have attained functional proficiency in the target language (corresponding with “Advanced†in ACTFL Proficiency Guideline). Students in 300-level courses are typically required to write a short formal paper or a script for presentation on their chosen topic. At this level, their writing style tends to be descriptive, rather than analytical, and topics are expected to be concrete (i.e., of factual nature), not abstract. In their final papers or scripts, students are expected to demonstrate:
- Control of basic vocabulary, grammar, and syntax
- Ability to apply commonly used sentence structures appropriately
- Linguistic and cultural competency (understanding of connotation, proper diction, and level of formality)
- Ability to write a well-structured, formal composition with connected discourses presented in multiple paragraphs.
CHI-461
Students taking CHI-461 are required to produce an original English translation of classical Chinese poetry and write a short paper analyzing the piece. Through this translation project, students demonstrate their ability to 1) translate classical Chinese into English using proper diction and structure, 2) explain the rationale behind their translation choices, 3) closely read and analyze a classical Chinese text and discuss his/her findings.
Writing Outcome for Capstone
CHI-498: Readings in Chinese Literature
Though not a senior seminar, CHI-498: Readings in Chinese Literature offers a capstone experience for our Chinese Majors, providing an opportunity to write literary analysis in Chinese. Expected writing outcomes for CHI-498 are:
- Control of formal vocabulary
- Ability to apply formal sentence structures appropriately
- Some competency in researching in the target language as well as in English
- Ability to write a well-structured, formal Chinese essay with a clear thesis, coherent argument, and evidence of research and critical thinking skills
MAP/Independent Study (for East Asian Studies Concentration and Independent Major in Japanese or East Asian Studies)
Students who are writing MAP papers (25-50 pages) or Independent Study papers (15-25 pages) as a capstone project for their Independent Major or EAS Concentration will need to demonstrate, with their final product:
- Understanding of the conventions of scholarly writing in the discipline (appropriate citations and bibliography)
- Ability to survey and synthesize existing discussions on the topic (research in secondary sources published in English)
- Ability to structure a paper with clear thesis and well-placed evidences
- Cultural competency (knowledge of culture, society, and history of China, Japan, and/or East Asia)
- Some measure of linguistic competency in the original language (students are not expected to do original research in the language, but expected to utilize, as appropriate, their linguistic skills through the use of necessary Chinese/Japanese terminology, original translation, etc.)
Outcomes approved 11/10/2016; Webpage updated 11/16/2017