Introduction to Computational Thinking a

LAB INTRO COMP THINK DATA

This is the co-requisite lab to COMS BC 1016 (Introduction to Computational Thinking and Data Science)

This course will introduce students to the methods and tools used in data science to obtain insights from data. Students will learn how to analyze data arising from real-world phenomena while mastering critical concepts and skills in computer programming and statistical inference. The course will involve hands-on analysis of real-world datasets, including economic data, document collections, geographical data, and social networks. This class is ideal for students looking to increase their digital literacy and expand their use and understanding of computation and data analysis across disciplines. No prior programming or math background is required.

• Department: Computer Science @Barnard
• R 9 a.m.-10:30 a.m.
• Instructor: Eysa Lee
  Info
• 1 points

Math Methods for Economics Recitation

MATH METHODS FOR ECON REC

Weekly recitation section for Econ BC1007 Math Methods for Economics.  Course lectures, problem sets, exam reviews.

• Department: Economics @Barnard
• M 3:10 p.m.-4 p.m.
• Instructor: Faculty
  h-index: 37 Info
• 0 points

WEAPONS OF MASS DESTRUCTION

Prerequisites: high school science and math. A review of the history and environmental consequences of nuclear, chemical, and biological weapons of mass destruction (WMD); of how these weapons work, what they cost, how they have spread, how they might be used, how they are currently controlled by international treaties and domestic legislation, and what issues of policy and technology arise in current debates on WMD. What aspects of the manufacture of WMD are easily addressed, and what aspects are technically challenging? It may be expected that current events/headlines will be discussed in class.

• Department: Physics
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Szabolcs Marka
  CULPA: 25 h-index: 127 Info
• 3 points

AFRICAN CIVILIZATION

This course provides a general introduction to some of the key intellectual debates in Africa by Africans through primary sources, including scholarly works, political tracts, fiction, art, and film. Beginning with an exploration of African notions of spiritual and philosophical uniqueness and ending with contemporary debates on the meaning and historical viability of an African Renaissance, this course explores the meanings of ‘Africa and ‘being African. Field(s): AFR*. NO FIRST YEAR STUDENTS PERMITTED.

• Department: Core (A&S)
• TR 10:10 a.m.-noon
• Instructor: Gregory Mann
  CULPA: 15 h-index: 13 Info
• 4 points

INTRO ARCH DESIGN&VIS CULTURE

Introductory design studio to introduce students to architectural design through readings and studio design projects. Intended to develop analytic skills to critique existing media and spaces. Process of analysis used as a generative tool for the students own design work. Must apply for placement in course. Priority to upperclass students. Class capped at 16.

• Department: Architecture @Barnard
• MW 1:10 p.m.-3 p.m.
• TR 1:10 p.m.-3 p.m.
• Instructor: Madeline K Schwartzman
  CULPA: 11 Info
• Instructor: Jesse L McCormick
  Info
• 3 points

PRIM TEXTS OF LATIN AMER CIV

It focuses on key texts from Latin America in their historical and intellectual context and seeks to understand their structure and the practical purposes they served using close reading and, when possible, translations. The course seeks to establish a counterpoint to the list of canonical texts of Contemporary Civilization. The selections are not intended to be compared directly to those in CC but to raise questions about the different contexts in which ideas are used, the critical exchanges and influences (within and beyond Latin America) that shaped ideas in the region, and the long-term intellectual, political, and cultural pursuits that have defined Latin American history. The active engagement of students toward these texts is the most important aspect of class work and assignments. NO FIRST YEAR STUDENTS PERMITTED.

• Department: Core (A&S)
• MW 10:10 a.m.-noon
• Instructor: Caitlin A Liss
  Info
• 4 points

BEHAVIORAL RESEARCH METHODS AND ANALYSIS

BEHAVRL RESRCH METHOD ANA

This course is one of three prerequisites for all 2000-level PSYC lab courses, and is a requirement for the Psychology Major. PSYC BC1001, or its equivalent, must be completed prior to or concurrently with this course. Also note that once this course has been completed a student 
cannot
then enroll in PSYC BC1010 Intro Lab. (If a student chooses to take BC1010 Intro Lab, it must be completed
before
BC1020 Research Methods.) This class will introduce students to the fundamental scientific principles, experimental methods, and analytical approaches involved in the study of human behavior. The initial major topics to be covered include how basic scientific approach can be gainfully and ethically used to study human behavior. The following topics in the course will cover the most prevalent manners of collecting data in behavioral research and the most common types of statistical analyses and tests such data is subjected to. The latter topics in the course will introduce some of the more advanced experimental designs and statistical approaches that are more specific to the social sciences.

• Department: Psychology @Barnard
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Mariel Roberts
  h-index: None Info
• 3 points

HUM RGTS IN THEORY& PRACTICE

Provides a broad overview of the rapidly expanding field of human rights. Lectures on the philosophical, historical, legal and institutional foundations are interspersed with weekly presentations by frontline advocates from the U.S. and overseas.

• Department: Human Rights (HRTB)
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Widney Brown
  CULPA: 4 Info
• 3 points

Ghost Stories

GHOST STORIES

What are ghosts? Why are we haunted by them? And why are we so drawn to telling stories about these hauntings? In this class, we will read ghost stories from the 17th century through the present day; in the process, we will examine what these stories reveal about our own preoccupations, fears, and desires. Writers and readers turn to ghost stories for horror and suspense, for sure, but also because they’re a powerful medium for reckoning with history and memory—with the past’s hold over the present—particularly when it comes to violence, loss, oppression, and trauma. Ghost stories engage with issues of race, class, gender, and sexuality; with social otherness; with marginalization. Ghost stories stage problems of justice, vengeance, and guilt. Ghost stories trouble the nature of the body, and the meaning of (and boundaries between) life and death. Ghost stories lend themselves both to fear and to laughter, both to questions and to answers. While exploring all of these topics and themes, we will also consider the trope of storytelling itself, which figures prominently in so many works of the genre. What is wrapped up in the gesture of telling a story, and in the ways, contexts, and reasons in and for which these stories get told? Readings (subject to change) include works by Shakespeare, Charles Dickens, Edith Wharton, Henry James, Shirley Jackson, Helen Oyeyemi, Maxine Hong Kingston, Toni Morrison, Oscar Wilde, and others.

• Department: English @Barnard
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Penelope Usher
  Info
• 3 points

Children s Literature

Children's Literature

This is a historical survey of literature (mostly narrative) intended primarily for children, which will explore not only the pleasures of imagination but the varieties of narrative and lyric form, as well as the ways in which story-telling gives shape to individual and cultural identity.  Drawing on anonymous folk tale from a range of cultures, as well as a variety of literary works produced from the late 17th century to the present, we’ll attend to the ways in which changing forms of children’s literature reflect changing understandings of children and childhood, while trying not to overlook psychological and formal structures that might persist across this history.  Readings of the primary works will be supplemented by a variety of critical approaches—psychoanalytic, materialist, feminist, and structuralist—that scholars have employed to understand the variety and appeal of children’s literature.

• Department: English and Comparative Literature
• MW 10:10 a.m.-11:25 a.m.
• Instructor: James E Adams
  CULPA: 12 Info
• 3 points

Children s Literature

Children's Literature

This is a historical survey of literature (mostly narrative) intended primarily for children, which will explore not only the pleasures of imagination but the varieties of narrative and lyric form, as well as the ways in which story-telling gives shape to individual and cultural identity.  Drawing on anonymous folk tale from a range of cultures, as well as a variety of literary works produced from the late 17th century to the present, we’ll attend to the ways in which changing forms of children’s literature reflect changing understandings of children and childhood, while trying not to overlook psychological and formal structures that might persist across this history.  Readings of the primary works will be supplemented by a variety of critical approaches—psychoanalytic, materialist, feminist, and structuralist—that scholars have employed to understand the variety and appeal of children’s literature.

• Department: Auditing
• MW 10:10 a.m.-11:25 a.m.
• Instructor: James E Adams
  CULPA: 12 Info
• 0 points

Introduction to Latinx Literature and Cu

Intro to Latinx Lit & Cul

In the US, Latinxs are often treated in quantitative terms—as checkmarks on census forms, or as data points in demographic surveys. However, Latinxs have always been more than mere numbers: while some have stayed rooted in traditional homelands, and while others have migrated through far-flung diasporas, all have drawn on and developed distinctive ways of imagining and inhabiting the Americas. In this course, we will explore the resulting range of literature and culture: to understand how Latinxs have resisted and/or reinforced settler colonialism and racial capitalism, we will survey two centuries of fiction, nonfiction, poetry, performance, music, visual art, and more. With our interdisciplinary and intersectional approach, we will consider why Latinidad has manifested differently in colonial territories (especially Puerto Rico), regional communities (especially the US–Mexico borderlands), and transnational diasporas (of Cubans, of Dominicans, and of a variety of Central Americans). At the same time, we will learn how Latinxs have struggled with shared issues, such as (anti-) Blackness and
(anti-)Indigeneity, gender and sexuality, citizenship and (il)legality, and economic and environmental (in)justice. During the semester, we will practice Latinx studies both collectively and individually: to enrich the professor’s lectures, the teaching assistants’ engagements, and our in-person discussions, each student will complete a reading journal, a five-page paper, a creative project, and a final exam.

• Department: English and Comparative Literature
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Carlos Nugent
  Info
• 3 points

Introduction to Latinx Literature and Cu

Intro to Latinx Lit & Cul

In the US, Latinxs are often treated in quantitative terms—as checkmarks on census forms, or as data points in demographic surveys. However, Latinxs have always been more than mere numbers: while some have stayed rooted in traditional homelands, and while others have migrated through far-flung diasporas, all have drawn on and developed distinctive ways of imagining and inhabiting the Americas. In this course, we will explore the resulting range of literature and culture: to understand how Latinxs have resisted and/or reinforced settler colonialism and racial capitalism, we will survey two centuries of fiction, nonfiction, poetry, performance, music, visual art, and more. With our interdisciplinary and intersectional approach, we will consider why Latinidad has manifested differently in colonial territories (especially Puerto Rico), regional communities (especially the US–Mexico borderlands), and transnational diasporas (of Cubans, of Dominicans, and of a variety of Central Americans). At the same time, we will learn how Latinxs have struggled with shared issues, such as (anti-) Blackness and
(anti-)Indigeneity, gender and sexuality, citizenship and (il)legality, and economic and environmental (in)justice. During the semester, we will practice Latinx studies both collectively and individually: to enrich the professor’s lectures, the teaching assistants’ engagements, and our in-person discussions, each student will complete a reading journal, a five-page paper, a creative project, and a final exam.

• Department: Auditing
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Carlos Nugent
  Info
• 0 points

FRONTIERS OF SCIENCE-DISC

Accompanying discussion section for SCNC C1000 Frontiers of Science.

• Department: Core (A&S)
• T 8:10 a.m.-10 a.m.
• T 10:10 a.m.-noon
• Instructor: Christopher Hwu
  Info
• Instructor: Klejda Bega
  Info
• Instructor: Palani R Akana
  Info
• Instructor: Klejda Bega
  Info
• Instructor: Palani R Akana
  Info
• Instructor: Tiago Altavini
  Info
• Instructor: Orit Karni-Schmidt
  CULPA: 4 Info
• Instructor: Darren McKee
  Info
• Instructor: Athira Menon
  Info
• Instructor: Mikaila Hoffman
  Info
• Instructor: Keith Perkins
  Info
• Instructor: Tiago Altavini
  Info
• Instructor: Nina Gnadig-Schoenfeld
  Info
• Instructor: Orit Karni-Schmidt
  CULPA: 4 Info
• Instructor: Nicholas M Luber
  Info
• Instructor: Bita Alaghebandan
  Info
• Instructor: Malcolm Rosenthal
  Info
• Instructor: Keith Perkins
  Info
• Instructor: Mikaila Hoffman
  Info
• Instructor: Athira Menon
  Info
• Instructor: Nina Gnadig-Schoenfeld
  Info
• Instructor: Bita Alaghebandan
  Info
• Instructor: Nicholas M Luber
  Info
• Instructor: Darren McKee
  Info
• Instructor: Malcolm Rosenthal
  Info
• Instructor: Christopher Hwu
  Info
• Instructor: Stefanie J Siller
  Info
• Instructor: Amanda C Quirk
  Info
• Instructor: Stefanie J Siller
  Info
• Instructor: Malcolm Rosenthal
  Info
• Instructor: Amanda C Quirk
  Info
• 0 points

THE SOCIAL WORLD - DISC

Mandatory discussion section if you are registered for UN1000 The Social World

• Department: Sociology
• M 6:10 p.m.-7 p.m.
• T 6:10 p.m.-7 p.m.
• W 9:10 a.m.-10 a.m.
• W 11:10 a.m.-noon
• F 2:10 p.m.-3 p.m.
• Instructor: Katerine S Perez
  Info
• Instructor: Ashtan G Towles
  Info
• Instructor: Eva Chen
  Wikipedia Info
• Instructor: Ixchel T Bosworth
  Info
• Instructor: Yanze Yu
  Info
• 0 points

BEGINNING FICTION WORKSHOP

Prerequisites: No prerequisites. Department approval NOT required. The beginning workshop in fiction is designed for students with little or no experience writing literary texts in fiction. Students are introduced to a range of technical and imaginative concerns through exercises and discussions, and they eventually produce their own writing for the critical analysis of the class. The focus of the course is on the rudiments of voice, character, setting, point of view, plot, and lyrical use of language. Students will begin to develop the critical skills that will allow them to read like writers and understand, on a technical level, how accomplished creative writing is produced. Outside readings of a wide range of fiction supplement and inform the exercises and longer written projects.

• Department: Writing
• M 2:10 p.m.-4 p.m.
• M 6:10 p.m.-8 p.m.
• R 2:10 p.m.-4 p.m.
• T 6:10 p.m.-8 p.m.
• W 2:10 p.m.-4 p.m.
• R 6:10 p.m.-8 p.m.
• Instructor: Emily J Coit
  Info
• Instructor: Sarah G Weck
  Info
• Instructor: Rob Kelly
  Info
• Instructor: Stella Lemper-Tabatsky
  Info
• Instructor: Haley Garvin
  Info
• Instructor: Rachael B Severino
  Info
• 3 points

ELEM BOSNIAN/CROATIAN/SERBIAN

Essentials of the spoken and written language. Prepares students to read texts of moderate difficulty by the end of the first year.

• Department: Slavic Languages
• TWF 10:10 a.m.-11:25 a.m.
• Instructor: Aleksandar Boskovic
  CULPA: 1 Info
• 4 points

ELEMENTARY FRENCH I

The aim of the beginning French sequence (French 1101 and French 1102) is to help you to develop an active command of the language. Emphasis is placed on acquiring the four language skills--listening, speaking, reading and writing--within a cultural context, in order to achieve basic communicative proficiency.

• Department: French
• MWR 8:40 a.m.-9:55 a.m.
• MTWR 10:10 a.m.-11:15 a.m.
• MTWR 11:40 a.m.-12:45 p.m.
• MTWR 1:10 p.m.-2:15 p.m.
• TRF 2:40 p.m.-3:55 p.m.
• TRF 4:10 p.m.-5:25 p.m.
• Instructor: Wesley Gunter
  Info
• Instructor: Pascale Hubert-Leibler
  CULPA: 12 Info
• Instructor: Zachary Desjardins-Mooney
  Info
• 4 points

ELEMENTARY GERMAN I

Prerequisites: No prior German.

German 1101 is a communicative language course for beginners, taught in German, in which students develop the four skills -listening, speaking, reading, and writing- and a basic understanding of German-speaking cultures. Emphasis is placed on acquiring the four language skills within a cultural context. Upon successful completion of the course, students will be able to understand, speak, read, and write German at a level enabling them to communicate with native speakers and provide basic information about their background, family, daily activities, student life, work, and living quarters. Completion of daily assignments, which align with class content, and consistent work are necessary in order to achieve basic communicative proficiency. If you have prior German, the placement exam is required.

• Department: Germanic Languages
• MTR 8:40 a.m.-9:55 a.m.
• TRF 10:10 a.m.-11:25 a.m.
• MWR 4:10 p.m.-5:25 p.m.
• Instructor: Simona C Vaidean
  CULPA: 5 Info
• Instructor: Jutta Schmiers-Heller
  CULPA: 19 Info
• Instructor: Xuxu Song
  Info
• 4 points

ELEMENTARY ITALIAN I

Same course as ITAL V1101-V1102.

• Department: Italian
• MWR 8:40 a.m.-9:55 a.m.
• MWR 10:10 a.m.-11:25 a.m.
• Instructor: Felice Beneduce
  CULPA: 7 Info
• 4 points

ELEMENTARY LATIN I

For students who have never studied Latin. An intensive study of grammar with reading of simple prose and poetry.

• Department: Classics
• TR 6:10 p.m.-8 p.m.
• Instructor: Greta Gualdi
  Info
• Instructor: Joe Sheppard
  CULPA: 3 Info
• 4 points

CALCULUS I

Prerequisites: (see Courses for First-Year Students). Functions, limits, derivatives, introduction to integrals, or an understanding of pre-calculus will be assumed. (SC)

• Department: Mathematics @Barnard
• TR 11:40 a.m.-12:55 p.m.
• MW 1:10 p.m.-2:25 p.m.
• MW 2:40 p.m.-3:55 p.m.
• TR 8:40 a.m.-9:55 a.m.
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Alisa Knizel
  Info
• Instructor: Dusa McDuff
  CULPA: 10 Info
• Instructor: Roger W Van Peski
  Info
• Instructor: Tang-Kai Lee
  Info
• 3 points

ELEMENTARY PORTUGUESE I

A beginning course designed for students who wish to start their study of Portuguese and have no proficiency in another Romance language. The four language skills: listening, speaking, reading, and writing are developed at the basic level.

• Department: Latin American and Iberian Cultures
• MW 10:10 a.m.-noon
• Instructor: Ana P Huback
  CULPA: 1 Info
• 4 points

STATISTICS LECTURE AND RECITATION

STATISTICS LECTURE&RECITATION

Prerequisite (or co-requisite): PSYC BC1001. Lecture course and associated recitation section introducing students to statistics and its applications to psychological research. The course covers basic theory, conceptual underpinnings, and common statistics. The following Columbia University courses are considered overlapping and a student cannot receive credit for both the BC course and the equivalent CU course: STAT UN1001 Introduction to Statistical Reasoning; STAT UN1101 Introduction to Statistics; STAT UN1201 Introduction to Statistics.

• Department: Psychology @Barnard
• W 10:10 a.m.-noon
• W 12:10 p.m.-2 p.m.
• W 2:10 p.m.-4 p.m.
• Instructor: Robert Brotherton
  CULPA: 1 Info
• 4 points

ELEMENTARY QUECHUA I

Quechua is the most important and most widely-distributed indigenous language in South America, with over 10 million speakers living from the high mountains to the tropical lowlands in Colombia, Ecuador, Peru, Bolivia, Chile, and Argentina. Those who speak it call the language runa simi or runa shimi, human speech. It was the principal language of the Inca empire and the key language of cultural interaction during the colonial era. Quechua has remained central to indigenous peoples efforts to preserve their cultural autonomy. It has gained greater force in recent years, during which indigenous movements have swept Quechua speakers into national politics, where they have succeeded in transforming constitutions to recognize cultural diversity, making Quechua an official language of state, and successfully promoting schooling in the language. Students who satisfactorily complete Elementary Quechua I and II will be well-prepared for intensive summer study at one of many summer study abroad programs in Ecuador, Peru, and Bolivia that will put them in closer contact with the indigenous world.

• Department: Language Resource Center
• MWF 9:30 a.m.-10:45 a.m.
• 4 points

ELEMENTARY SPANISH I

Prerequisites: a score of 0-279 on the department's Spanish as a Second Language Placement exam. An introduction to Spanish communicative competence, with stress on basic oral interaction, reading, writing, and cultural knowledge. Principal objectives are to understand and produce commonly used sentences to satisfy immediate needs; ask and answer questions about personal details such as where we live, people we know and things we have; interact in a simple manner with people who speak clearly, slowly and are ready to cooperate; and understand simple and short written and audiovisual texts in Spanish. All Columbia students must take Spanish language courses (UN 1101-3300) for a letter grade.

• Department: Latin American and Iberian Cultures
• MWF 8:40 a.m.-9:55 a.m.
• MWF 10:10 a.m.-11:25 a.m.
• MWF 11:40 a.m.-12:55 p.m.
• TRF 8:40 a.m.-9:55 a.m.
• TRF 10:10 a.m.-11:25 a.m.
• TRF 11:40 a.m.-12:55 p.m.
• TRF 8:40 a.m.-9:55 a.m.
• Instructor: Cristian Romero
  Info
• 4 points

INTRODUCTION TO STATISTICS

Prerequisites: intermediate high school algebra. Designed for students in fields that emphasize quantitative methods. Graphical and numerical summaries, probability, theory of sampling distributions, linear regression, analysis of variance, confidence intervals and hypothesis testing. Quantitative reasoning and data analysis. Practical experience with statistical software. Illustrations are taken from a variety of fields. Data-collection/analysis project with emphasis on study designs is part of the coursework requirement.

• Department: Statistics
• MW 10:10 a.m.-11:25 a.m.
• MW 6:10 p.m.-7:25 p.m.
• Instructor: Alex Pijyan
  Info
• 3 points

ELEMENTARY YIDDISH I

This course offers an introduction to the language that has been spoken by the Ashkenazi Jews for more than a millennium, and an opportunity to discover a fabulous world of Yiddish literature, language and culture in a fun way. Using games, new media, and music, we will learn how to speak, read, listen and write in a language that is considered one of the richest languages in the world (in some aspects of vocabulary). We will also venture outside the classroom to explore the Yiddish world today: through field trips to Yiddish theater, Yiddish-speaking neighborhoods, Yiddish organizations, such as YIVO or Yiddish farm, and so on. We will also have Yiddish-speaking guests and do a few digital projects. At the end of the two-semester course, you will be able to converse in Yiddish on a variety of everyday topics and read most Yiddish literary and non-literary texts. Welcome to Yiddishland!

• Department: Germanic Languages
• TR 12:10 p.m.-2 p.m.
• Instructor: Agnieszka Legutko
  CULPA: 1 Info
• 4 points

ELEMENTARY ARAMAIC II

• Department: Language Resource Center
• T 11 a.m.-1:45 p.m.
• 3 points

ELEM BOSNIAN/CROATIAN/SERBIAN

Essentials of the spoken and written language. Prepares students to read texts of moderate difficulty by the end of the first year.

• Department: Slavic Languages
• TWF 11:40 a.m.-12:55 p.m.
• Instructor: Aleksandar Boskovic
  CULPA: 1 Info
• 4 points

ELEMENTARY BENGALI II

Introductory courses to Bengali, a major language of northeast India and Bangladesh.

• Department: Language Resource Center
• TR 4:10 p.m.-6 p.m.
• Instructor: Dwijen Bhattacharjya
  CULPA: 4 Info
• 4 points

ELEMENTARY BURMESE II

This course is the second part of the Elementary Burmese level and aims to train students to achieve basic skills in Burmese. In this course student will continue to develop their competency in reading and writing the Burmese script. Students will also continue to practice basic spoken Burmese.

• Department: Language Resource Center
• MW 10:10 a.m.-11:05 a.m.
• 4 points

ELEMENTARY CANTONESE II

This course introduces students to both the spoken and written Cantonese language, with achieving conversational proficiency being a primary goal. The course emphasizes oral expressions, listening comprehension, and grammar. It is designed to give beginning students a practical command of the language. Upon completion of the course, students can expect to converse in simple sentences, and recognize and write about 350 Chinese characters. Students with passable conversation ability or native speakers from Cantonese-speaking communities should not enroll in this course. Note: This course is part of the language exchange program with New York University (NYU). Classes will be held at NYU.

• Department: Language Resource Center
• TWR 12:30 p.m.-1:45 p.m.
• 4 points

FIRST YEAR CHINESE II

This course offers an immersive look into contemporary China, combining both dialogues and narratives. Through meticulously designed texts and exercises, it highlights key Chinese linguistic structures and functions, provides cultural insights, and draws students into China’s continually evolving landscape. By the end of the full course (two semesters), students are expected to have the following proficiencies: Listening: Grasp conversations, narratives, and informational content matched to their proficiency level. Speaking: Handle everyday situations and participate in discussions on daily events, careers, society, and culture. Reading: Delve into expository and narrative writings, ensuring accurate vocabulary usage, and discern the primary theme of passages. Writing: Construct essays spanning from personal accounts to analytical discussions, utilizing appropriate vocabulary. Culture: Understand and adhere to fundamental Chinese social conventions, employing the language in harmony with these guidelines.

• Department: East Asian Languages and Cultures
• MTWR 8:50 a.m.-9:55 a.m.
• MTWR 10:10 a.m.-11:15 a.m.
• Instructor: Ling Yan
  CULPA: 12 Info
• Instructor: Chen Wu
  CULPA: 3 h-index: 22 Info
• 5 points