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Willamette University Japanese
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Ronald Loftus Between the Lines: Guided Reading for Japanese Date Awarded: Summers 1998, 1999 Other Participants: URL: Project Description: Prepare appropriate passages
from the autobiography of well-known female proletarian writer, Sata
Ineko, for annotation and glossing. The work in question, Between the
Lines of My Personal Chronology (1983) includes passages about the author's
childhood in Nagasaki, her experiences as a child worker in a caramel
factory and her reflections on the emergence of the proletarian literary
movement in Japan in the Project Goals and Objectives: Scan in appropriate section of the text and organize. Provide slide and map references to the city of Nagasaki and vocabulary glosses. Provide analysis of complex sentence structures, audio of some or all of selections by having a native speaker of Japanese read to be compensated by Student Assistant funds. I will also provide biographical information on the author herself as well as many of her contemporaries she describes such as Muro Saisei, Nakano Shigeharu and Akutagawa Ryunosuke. Process: The work took place over
two summers and included scanning, performing Optical Character Recognition
(OCR) using E-Typist, pasting material into X-Media Engline Templates,
traveling to Nagasaki in order to take digital pictures to include in
the materials. Makiko Suzuki provided extremely valuable Student Assistance
by reading entire text in Japanese so students can click on passages
to hear original as read by a native Outcomes: The project was completed
and was used twice by students doing independent study in Spring of
1999. The results were a series of 10 Lessons: the first six were very
short, labled Childhood 1-6. Then came onger, more complex readings
on Social Problems, The Caramel Factory, The Suicide of Kutagawa, and
On Being a Proletarian Writer. Each lesson was provided with Pre-Readings,
extensive notes and vocabulary glosses, and Post-Reading Exercises. Critical Evaluation: Although X-Media Engine was
appropriate for this kind of project-a stand-alone Guided Reading Project--with
applications like Dreamweaver currently available it should probably
be reassembled in a different format. These readings are suitable for
upper level students of Japanese-Third and Fourth Year-who are looking
for readings with some interesting historical and literary content.
Adequate vocabulary assistance and background notes make this material
accessible to students whose reading experience is still fairly limited. |
