John Jay College of Criminal Justice s3
The City University of New York
New Course Proposal
When completed, this proposal should be submitted to the Office of Undergraduate Studies for consideration by the College Curriculum Committee.
1. / Department(s) proposing this course: / Foreign Languages
2. / Title of the course: / Intermediate Reading in Russian
Abbreviated title (up to 20characters): / Int Read in Russian
3. / Level of this course:
£ 100Level / R 200Level / £ 300Level / £ 400Level
4. / Course description as it is to appear in the College bulletin:
(Write in complete sentences except for prerequisites, hours and credits.)
Intermediate Reading in Russian is designed to acquaint students with classical literary texts of the 19th century, Russian Golden Age. The main focus is on building both active and passive vocabularies in Russian. Through reading, discussing, and writing about the classical short stories of the 19th century, students become better readers and users of Russian, they also become familiar with main literary tendencies, history, culture, and social values of Russian society.
Prerequisites: One year of basic Russian (RUS 101 & 102 or RUS 191 & 192). 3hours, 3credits.
5. / Has this course been taught on an experimental basis?
£ No
RYes: / Semester(s) and year(s): / Spring 2005 and Fall 2006
Teacher(s): / O. Muratova
Enrollment(s): / 28 students (2005) and 25 students (2006)
Prerequisite(s): / One year of basic Russian (RUS 101 & 102 or RUS 191 & 192)
6. / Prerequisites:
One year of basic Russian (RUS 101 & 102 or RUS 191 & 192)
7. / Number of: / class hours: 3 / lab hours: none / credits: 3
8. / Brief rationale for the course:
This course is designed to increase students’ proficiency in Russian as it is intended to serve as the third or fourth semester foreign language course. This course will allow students to continue developing their language skills in Russian. As a 200-level foreign language course, Intermediate Reading in Russian will satisfy the requirement for the International Criminal Justice major. It will better linguistically equip those students who will choose Russian Legal Translation courses (RUS 210 and 211). Intermediate Reading in Russian will serve as an alternative foreign language course for those students who wish to take an intermediate course in Russian but are not interested in Legal Translation courses. The course will add another option to the Russian Studies minor, which, according to the Final Reports of the President’s Advisory Committee on Critical Choices issued in spring 2006, is chosen by 2% of John Jay students completing minors.
9a. / Knowledge and performance objectives of this course:
(What knowledge will the student be expected to acquire and what conceptual and applied skills will be learned in this course?)
The objective of Advance Reading in Russian is twofold: to acquaint students with some highlights of the 19th-century Russian literature and to make them better readers, and hence language users, by building their vocabulary. Text retelling will enhance students’ conversational skills. Group discussions will sharpen their skills in logic, rhetoric, and polemic. Also, since Intermediate Reading requires students to answer questions, compose dialogues, paraphrase and summarize texts in writing in Russian, their writing skills will subsequently improve. Students will be able to read and comprehend any Russian text written for mass audiences; maintain an intelligent, well-structured conversation in Russian outside the classroom (a skill that includes understanding their interlocutor and adequately responding to his/her remark); write a descriptive entry in a diary or a personal letter in Russian.
9b. / Information literacy:
(Indicate what sorts of information-seeking skills will be enhanced by this course, e.g., use of the Internet, access to specialized databases, literature-search skills, etc.)
For their final project the students will need to utilize their information-seeking skills. The materials for the oral presentation they select, may come from the Internet (students will be acquainted with two Russian search engines: yandex.ru and rambler.ru and with two major, official, online news sources: lenta.ru and gazeta.ru), a book, a film, or any number of other possible resources.
10. / Recommended writing assignments:
(Indicate types of writing assignments and number of pages of each type. Writing assignments should satisfy the College’s requirements for writing across the curriculum.)
Students will write a short (½–1page) response paper in Russian for each story answering a question based on the reading assignment. Students will also write two personal letters, an epigram, and a descriptive diary entry. All oral assignments require a written outline, submitted to the Professor in the beginning of every class.
11. / Will this course be part of any major(s) or program(s)?
£ No
R Yes. / Major program:
What part of the major? (Prerequisite, core, skills, etc.)
Intermediate Reading in Russian could be used toward the Russian Studies minor. As a 200-level language course, it could also satisfy the requirement for the International Criminal Justice major (Part III. Skill Courses, category B).
12. / Is this course related to other specific courses?
£ No
R Yes. / Indicate which course(s) and what the relationship will be (e.g., prerequisite, sequel, etc.): Basic Russian courses (RUS 101 & 102 or RUS 191 & 192) will serve as a prerequisite for the Intermediate Reading in Russian. For the other courses offered within the Russian Studies minor, Intermediate Reading in Russian may serve as a supportive and illustrative companion.
13. / It is strongly advised to meet with a member of the library faculty before answering question14.
If this course was taught on an experimental basis, were the existing library, computer, lab or other resources adequate for this course?
R Yes. / Library resources have proven adequate for this course.
£ No. / With whom has this been discussed? What has been recommended?
The requirements were discussed with Professor Kathy Killoran. Students will primarily use the Internet to find materials for their final project. As suggested by Prof. Killoran, the list of books for JJC library acquisition is provided in the Bibliography section (see attached).
14. / Syllabus and bibliography:
Attach a sample syllabus for this course. It should be based on the College’s model syllabus. The sample syllabus must include a week-by-week or class-by-class listing of topics, readings, other assignments, tests, papers due, or other scheduled parts of the course. It must also include proposed texts. It should indicate how much various assignments or tests will count towards final grades. (If this course has been taught on an experimental basis, an actual syllabus may be attached, if suitable.)
In addition, a bibliography in APA format for this course must be attached to this proposal.
15. / This section is to be completed by the chair(s) of the department(s) proposing the course.
Name(s) of the Chairperson(s): Dr.Catherine Rovira
Has this proposal been approved at a meeting of the department curriculum committee?
£No / R Yes. Meeting date: 2.18.2005
When will this course be taught?
Every semester, starting
One semester every three years, starting
R / Once every year, starting / Fall semester of 2007
How many sections of this course will be offered? / 1
Who will be assigned to teach this course? / Prof.Olga Muratova
Is this proposed course similar to or related to any course or major offered by any other department(s)?
R No
£Yes. / What course(s) or major(s) is this course similar or related to?
Did you consult with the department(s) offering similar or related courses or majors?
RNot applicable / £ No / £Yes
If yes, give a short summary of the consultation process and results.
Will any course be withdrawn if this course is approved?
R No
£ Yes, namely:
Signature(s) of the Chairperson(s) of the Department(s) proposing this course:
Date: / September 24, 2006.
John Jay College of Criminal Justice
The City University of New York
SYLLABUS AND COURSE OUTLINE
Title of the course: Intermediate Reading in Russian / Lecture hours per week: 3Credits: 3
Prof. Muratova / Office #: (646)-557-4520
Office: Foreign Languages Dept.
Office hours / Tuesdays and Thursdays by appointment
A. Description
Intermediate Reading in Russian is designed to acquaint students with classical literary texts of the 19th century, Russian Golden Age. The main focus is on building both active and passive vocabularies in Russian. Through reading, discussing, and writing about the classical short stories of the 19th century, students become better readers of Russian, as well as become familiar with main literary tendencies, history, culture, and social values of Russian society.
B. Prerequisites
One year of basic Russian: RUS 101 and 102 or RUS 191 and 192.
C. Objectives
The objective of Intermediate Reading in Russian is twofold: to acquaint students with some highlights of the 19th-century Russian literature and to make them better readers, and hence language users, by building their vocabulary. Text retelling will enhance students’ conversational skills. Group discussions will sharpen their skills in logic, rhetoric, and polemic. Also, since Intermediate Reading requires students to answer questions, compose dialogues, paraphrase and summarize texts in writing in Russian, their writing skills will subsequently improve. Students will be able to read and comprehend any Russian text meant for mass audiences; maintain an intelligent, well-structured conversation in Russian outside the classroom (a skill that includes understanding their interlocutor and adequately responding to his/her remark); write a descriptive entry in a diary or a personal letter in Russian.
D. Required texts
Rosengrant, S. F., & Lifschitz, E. D. (1996). The golden age: Readings in Russian literature of the nineteenth century. New York: John Wiley & Sons, Inc.
E. Course requirements
1. CLASS ATTENDANCE AND PARTICIPATION: Active student participation is required. Oral comprehension and expression, participation in group discussions and debates are integral components of this course.
2. ASSIGNMENTS: Students will write a short (½–1page) response paper in Russian for each story answering a question based on the reading assignment. Students will also write two personal letters, an epigram, and a descriptive diary entry. All oral assignments require a written outline, submitted to the Professor in the beginning of every class. Students are also required to present a final project, as the third part of their final examination. The project is a matter of personal choice that needs to show students’ enlarged vocabulary and improved mastery of language. It may be for example a skit, poem, or fable presentation in Russian.
3. TESTING: Students will have a midterm exam and a final.
4. COURSE GRADE
Class attendance and participation / 25%Written assignments / 25%
Midterm exam* / 20%
Final exam and final project** / 30%
* Midterm examination will include two questions on comparing three first short stories (Pushkin’s The Shot and The Snowstorm, and Lermontov’s The Fatalist). The questions will concern plots, characters, times, locations, genres, and main themes of the stories. The questions will be answered orally in Russian with the detailed outline (also in Russian) submitted in written form.
** Final examination will include two questions: one on comparing two last stories (Turgenev’s The Mayor and Chekhov’s The Cross of St. Anne). It will concern plots, characters, times, locations, genres, and main themes of the two stories. The second question will concern common characteristics and concerns of the 19th century Russian literature. The final project will count as the third question of the final exam.
COURSE OUTLINE (SUBJECT TO CHANGE)
(1) Introduction to the Russian Golden Age: literary genres, leading authors, defining features.
(Homework (h/w): Pushkin, biography, p.7–8; exercise (ex.), p.8–10.)
(2) Pushkin, Vystrel, (The Shot) p.11–14.
Introducing Active Vocabulary (AV) for the story.
Outside the textbook: Listening and comprehension—Pushkin, Introduction to Belkin’s Stories. Answering professor’s questions.
(H/w: ex. p.14.)
(3) Pushkin, Vystrel, p.14–16.
Outside the textbook: AV practice—writing a letter to soldiers in the Army using as many AV-s as possible.
(H/w: ex. p.17.)
(4) Pushkin, Vystrel, p.17–19.
Outside the textbook: AV practice—composing dialogues between soldiers on family, fellow soldiers, and plans for the future.
(H/w: ex. p.19–20.)
(5) Pushkin, Vystrel, p.20–24.
Summarizing the excerpt.
Discussion of characters, times, locations, genres, and main themes.
(H/w: writing epigrams, rhyming, four-line, satirical verses. Ex. p.24.)
(6) Pushkin, Vystrel, p.24–26.
Outside the textbook: dubbing dialogues and monologues in the movie The Shot (1968, Trakhtenberg, director.) with the sound turned off.
(H/w: ex. p.26. Response paper: ex. p.27.)
(7) Pushkin, Metel’ (The Snowstorm), p.30–33.
Introduction of AV.
Outside the textbook: listening and comprehension—Pushkin, Pis’mo Tatyany k Oneginu (Tatyana’s Letter to Onegin) (from Eugene Onegin). Asking special questions to the text and answering them.
(H/w: ex. p.33.)
(8) Pushkin, Metel’, p.34–36. Outside the textbook: AV practice—writing a love letter using as many AV-s as possible.
(H/w: ex. p.36–37.)
(9) Pushkin, Metel’, p.37–38.
Outside the textbook: AV practice—planning a wedding in the 19th century and today. Wedding traditions of different cultures and counties.
(H/w: ex. p.38.)
(10) Pushkin, Metel’, p.39–42.
Paraphrasing sentences with AV.
Outside the textbook: wedding traditions continued.
(H/w: ex. p.42.)
(11) Pushkin, Metel’, p.42–45.
Retelling the text accommodating the narrative to the view points of its different characters using as many AV-s as possible.
Discussion of characters, times, locations, genres, and main themes.
(H/w: ex. p.45. Response paper: ex. p.45–46.)
(12) Lermontov, introductory lecture and biography.
Outside the textbook: reading Lermontov’s poem Parus (The Sail) (handout).
Listening and comprehension: Chekhov’s Dobryi znakomyi (The Old Acquaintance). Asking special questions to the text and answering them.
(H/w: p.85; ex. p.86–88. Reciting Lermontov’s poem Parus.)
(13) Lermontov, Fatalist. (Fatalist) p.88-90.
Introduction of AV.
Outside the textbook: reciting Lermontov’s poem Parus.
(H/w: ex. p.90.)
(14) Lermontov, Fatalist. p. 90-94.
Outside the textbook: AV practice—describing a painting. Landscapes by I. Levitan and V. Palenov (handout).
(H/w: ex. p.94.)
(15) Lermontov, Fatalist. p. 94-97.
Outside the textbook: AV practice—acting out a scene (dialogue or polylogue) from the text.
(H/w: ex. p.97.)