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12/11/08 Appendix #1 013:*** 01:013:145 Introduction to Aramaic (3) SAMPLE SYLLABUS Instructor: C.G. Häberl Office: Center for Middle Eastern Studies Lucy Stone Hall, Room B-329 Office Hours: By Appointment Phone: (732) 445-8444 Email: [email protected] Course Description: Introduction to the grammar of Aramaic, one of the world’s earliest and longest attested languages, formerly the lingua franca of the Middle East and today spoken by nearly half a million Jews, Christians, and Muslims. Focuses upon the Aramaic portions of the books of Ezra and Daniel, combined with a broad survey of Aramaic dialects in antiquity and the present day. Long Description: This course aims to introduce students to the Aramaic language through the Imperial Aramaic dialect, which was one of the official languages of the Achaemenid Empire (550-330 BCE). The expansion of the Achaemenid Empire throughout the Middle East placed Aramaic into a privileged position as the lingua franca of the region, a position which it held for over a millennium, until the Islamic conquests of the region in the 7 th century CE. Imperial Aramaic is the dialect in which the Aramaic (or “Chaldean”) portions of the Bible were composed, and also the dialect from which all subsequently attested dialects of Aramaic developed, including those still spoken by certain small communities of Jews, Christians, and Muslims in the Middle East and in diaspora throughout the world. Prerequisites: 01:685:101 or 01:563:101 or equivalent Requirements: Class attendance and participation; Exams: Two Quizzes and a Final Exam Required Materials: Brown, Francis, S.R. Driver, and Charles A. Briggs. 1997. The Brown-Driver-Briggs Hebrew and English Lexicon (BDB). Peabody, MA: Hendrickson. ISBN: 1-56563-206-0 Mitchel, Larry A. 1984. A Student’s Vocabulary for Biblical Hebrew and Aramaic. Grand Rapids, MI: Zondervan. ISBN: 0-31045-461-1 Rosenthal, Franz. 1995. A Grammar of Biblical Aramaic . 6 th revised edition. Wiesbaden: Harrassowitz. ISBN: 3-44703-590-0 Texts on Reserve: Jastrow, Marcus. 1996. A Dictionary of the Targumim, the Talmud Babli and Yerushalmi, and the Midrashic Literature . Reprint. New York: The Judaica Press. ISBN: 0-910818-05-3 (entire text also available online at the Electronic Tools and Near Eastern Archives (ETANA) website, below) References on the World Wide Web: Masoretic Text of the Hebrew Bible http://www.mechon-mamre.org/p/pt/pt0.htm The Comprehensive Aramaic Lexicon http://cal1.cn.huc.edu/ ETANA http://www.etana.org/ Daily Assignments Assignments must be completed before each class in which they are discussed: Week 1, Class 1: Introduction; Aramaic within Semitic Class 2: The Writing Systems of Aramaic; Rosenthal, Grammar, §4-12. The Sounds of Aramaic; Rosenthal, Grammar , §13-28; 115-17 Assignment: Start memorizing Mitchell, 6.A. Week 2, Class 1: Nouns: Gender and State; Rosenthal, Grammar , §39-49 Verbs: Simple Perfect, Rosenthal, Grammar , §101-04 Class 2: Verbs: The Perfect (cont.); Verbs: The Direct Object; Rosenthal, Grammar , §182-83 Assignment: Memorize Mitchell, 6.B Week 3, Class 1: Pronominal Enclitics; Rosenthal, Grammar , §31, §77-83 Predication of Existence; Rosenthal, Grammar , §95 Relative Clauses; Rosenthal, Grammar , §35-37 The Aramaic Portions of the Book of Ezra Assignment: Ezra 4:12-16 Class 2: Noun-Noun Possession; Rosenthal, Grammar , §47-48 Possessive Pronouns; Rosenthal, Grammar , §49 The Pronouns kol and oÎ orÁn ; Rosenthal, Grammar , §96-97 Assignment: Memorize Mitchell, 6.C Week 4, Class 1: *Vocabulary Quiz* Nouns: Plurals Assignment: Ezra 4:17-24 Class 2: Independent Pronouns; Rosenthal, Grammar , §29 Pronominal Copulas; Rosenthal, Grammar , §30 Demonstrative Pronouns; Rosenthal, Grammar , §32-34 Assignment: Memorize Mitchell, 6.D Verbs; Rosenthal, Grammar , §144-45 הל Week 5, Class 1: Inflection of Rosenthal, Grammar , §168 ; הוה Perfect of The Perfect with Object Suffixes; Rosenthal, Grammar , §113, 174 Assignment: Ezra 5:1-5 Class 2: Active Participles; Rosenthal, Grammar , §112, 150 Uses of the Participle Assignment: Mitchell, 6.E Week 6, Class 1: Adjectives Pronominal Enclitics (cont.); Plural Nouns with Possessive Suffixes; בהי The Verb Assignment: Ezra 5:6-10 Verbs; Rosenthal, Grammar , §127 יפ :Class 2 Object Suffixes (cont.) Constructs – Singular and Plural Nouns, Adjectives Adverbs; Rosenthal, Grammar , §88-93 Assignment: Memorize, Mitchell, 6.F Week 7, Class 1: *Midterm* Assignment: Ezra 5:11-15 Class 2: Perfect of Hollow Verbs; Rosenthal, Grammar , §131-33 Perfect of Geminate Verbs; Rosenthal, Grammar , §157-58 Verbs; Rosenthal, Grammar , §125 אע Perfect of Assigment: Memorize Mitchell, 6.G Week 8, Class 1: Participles (cont.); Rosenthal, Grammar , §112, 123, 137, 150, 162 Verbs with Pronominal Objects; Rosenthal, Grammar , §176 הל Irregular Verbs Assignment: Ezra 5:16-6:5 Class 2: Numbers; Rosenthal, Grammar , §63-74 The Infinitive; Rosenthal, Grammar , §111, 121, 136, 149, 161 Assigment: Memorize Mitchell, 6.H Week 9: **SPRING RECESS** No class. Week 10, Class 1: The Imperfect and Imperative; Rosenthal, Grammar , §105- 8, 110, 119, 121-22, 128, 134-35, 147-48, 159-60 Assignment: Ezra 6:6-12 Class 2: *Vocabulary Quiz* Uses of the Imperfect The Imperfect with Pronominal Objects; Rosenthal, Grammar , §176 Assignment: Memorize Mitchell, 6.I Week 11, Class 1: The Derived Stems; Rosenthal, Grammar , §99, 151-155 The Pael (D-Stem); Rosenthal, Grammar , §103, 109, 139, 163 Assignment: Ezra 6:13-18 Class 2: The Haphel (C-Stem); Rosenthal, Grammar , §109, 124, 130, 140-42 ַבשְׁ ל through ֵאב Assignment: Memorize Mitchell, 6.J Week 12, Class 1: Medio-passive Verbs (t-Stems); Rosenthal, Grammar , §109, 163 The Ethpeel Metathesis; Rosenthal, Grammar , §114 Assignment: Ezra 7:12-26 Class 2: The Ethpaal ;ְתַּמהּ through ָלֵהן Assignment: Memorize Mitchell, 6.J Week 13, Class 1: The Ettaphal The Aramaic Portions of the Book of Daniel Noun Formation; Rosenthal, Grammar , §50-62 Assignment: Daniel 2:4-13 Class 2: Daniel (cont.) Daniel, 2:14-24 ;ֲחַסן through ֲאַדרָגּזַר Assignment: Memorize Mitchell, 6.K Week 14, Class 1: Daniel (cont.) Assignment: Daniel, 2:25-49 Class 2: *Vocabulary Quiz* ַסרָבּל through ֱחֵסן Assignment: Memorize Mitchell, 6.K Week 15, Class 1: Daniel (cont.) Assignment: Daniel 3:1-33 Class 2: Daniel (cont.) Assignment: Daniel 4:1-34 01:013:170,171 Elementary Malayalam (4,4) Malayalam 170 Syllabus NOTE: Lesson and Exercise numbers refer to the textbook, Malayalam, A University Course and Reference Grammar by Rodney F. Moag, available from Jenn's Copy, 2200 Guadalupe. A midterm and a final exam will be given, plus pop vocabulary quizzes, and other unannounced classroom exercises that will be figured into the course grade. Each lesson's conversation must be memorized and enacted in class. Written homework will be given on a daily basis. Work with the language lab materials is also an integral and required part of the coursework. Students may go to the media lab in BAT 232 or access the lab via the internet. The link to these audio versions of the lessons is as follows: http://www.lamc.utexas.edu/itsaud/mm_0_02.html . A copy of this syllabus is available on Sakai. Students should check Sakai daily for assignments, course materials, and announcements. GRADES: The final exam will count 30% of the course grade, with an additional 30% composed of the average score of all homework assignments. Homework is due the day after it appears in the syllabus. Homework is graded on a scale of 1-10 and will be marked down one point for each class day it is late. A one-day grace period will be allowed under special circumstances only. The midterm exam counts 20% of the course grade. The remaining 20% comes from a classwork grade based on attendance, degree of preparedness, spirit and level of participation in the classroom, and overall effort. This is a skill course, and hence it is critically important to follow the syllabus and do the assigned work every day. Falling behind can be disastrous. You can achieve a real sense of empowerment, and probably a good grade, if you keep up on a daily basis. Welcome to the course, good luck, and enjoy. Week One Beginning to speak Purchase textbook Classroom Expressions Read Syllabus, Textbook Intro Giving your name Visit Media Lab Counting 1-10 Lab: Intro Tape Intro to alphabet Study Malayalam alphabet Script explained Learn alphabet Week Two L.1 Vocabulary Learn L.1 Vocabulary Numbers & names Lab: L.1 Vocab Writing on the board Study L.1 Reading Prac L.1 Conversation Memorize & Practice L.1 Conv Reading Practice Read Gram Notes 1.0-1.4 More writing on board Practice writing Vocab at home Verbless sentences Lab: L.1 complete Quotative particle Prep L.1 Ex.1-4 L.1 Exercises 1-3 Lab: L.1 complete Pronoun practice Study Grammar 1.5-1.7 Writing your name Write L.1 Ex.4 Week Three Identifying objects Compose 5 sentences Drill L.1 Conversation Memorize & Practice L.1 Conv Writing practice Write L.1 Ex.5-6 L.1 Ex.5-6 Wn. Sept. 10 Enact L.1 Conv Write 5 simple sentences L.2 Vocabulary in Malayalam Study L.2 Reading Practice and Reference List L.2 Reading Practice Write L.2 Ex.7 L.2 Ref List Study Grammar 2.1-2.5 Drill L.2 Vocab Study L. 2 Ref List Locative of nouns Study Grammar 2.1-2.2 Prep L. 2 Conv Week Four L.2 Conv Prep L.2 Ex.1-3 Writing practice Write ten locatives L. 2 Ex 1-3 Yes/No questions Study Grammar 2.5 "and" & "either ... or" Write five either ... or pairs of nouns Pronoun practice Prep L.2 Ex.4 & 6 Drill L.2 Conv Memorize & Practice L.2 Conv Enact L.2 Conv Write L.2 Ex.5 L.2 Ex.4 and 6 Read Grammar 2.4 Week Five Emphatic word order Write 5 emphatic sentences Writing practice Study L.3 Vocab L.3 Vocab Learn L.3 Vocab Writing practice Study L.3 Conv L.3 Conversation Prepare L.3 Ref List L.3 Reading practice Study Grammar 3.1-3.3 Near-far distinction Write 6 near-far sentences L.3 Ref List Study Grammar 3.4-3.6 Existive vs.
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  • Young Adult Chicana Literature

    Young Adult Chicana Literature

    California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 12-2018 BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE Rocio Janet Garcia California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Literature in English, North America, Ethnic and Cultural Minority Commons Recommended Citation Garcia, Rocio Janet, "BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE" (2018). Electronic Theses, Projects, and Dissertations. 778. https://scholarworks.lib.csusb.edu/etd/778 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition by Rocio Janet Garcia December 2018 BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE A Thesis Presented to the Faculty of California State University, San Bernardino by Rocio Janet Garcia December 2018 Approved by: Yumi Pak, Committee Chair, English Jason Magabo Perez, Committee Member © 2018 Rocio Janet Garcia ABSTRACT This thesis considers the use of Young Adult Chicana Literature in the classroom to help young Chicanas work through their process of finding their identities. It begins by making the case that Chicana identities are complex because of their intersectional borderland positioning between Mexican and U.S.