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Department of Asian, Middle Eastern and Turkish Studies
Regional culture in Korea, 7.5hp, fall semester 2016
Kontaktuppgifter
Personal, koreanska
Professor Sonja Häussler Tel:08-‐16 22 38 [email protected]
Universitetslektor Gabriel Jonsson Tel:08-‐16 25 10 [email protected]
Universitetsadjunkt Kyungsook Kang Tel:08-‐16 43 55 [email protected]
Institutionen
Besöksadress Kräftriket, hus 4 (Roslagsvägen 101:4) Stockholm
Postadress Institutionen för Asien-‐, Turkiet-‐ och Mellanösternstudier Stockholms Universitet 106 91 Stockholm
Studentexpeditionen Besöksadress: Kräftriket 4a Tel: 08-‐16 10 35 Fax: 08-‐16 88 10 [email protected]
Hemsida www.su.se/asia
Amanuens Christoffer Miranda Tel:08-‐16 31 67 [email protected]
Doktorand Eunah Kim Tel:08-‐16 12 49 [email protected]
Doktorand Iain Sands [email protected] Tel:08-‐16 17 84
Doktorand Ekaterina Malik [email protected] Tel:08-‐16 14 93
Prefekt Alberto Tiscornia Tel:08-‐16 49 29 [email protected]
Studierektor Hanna Kritz Tel:08-‐16 27 22 [email protected]
Biträdande studierektor Johan Fresk Tel:08-‐16 36 20 [email protected]
Syllabusfor course at first level
Regional culture in Korea
Koreansk regionalkultur
7.5 Higher Education
Credits
7.5 ECTS credits
Course code: JKB910
Valid from: Autumn 2013
Date of approval: 2013-03-20
Department Department of Asian, Middle Eastern and Turkish Studies
Main field: Asia:s Languages and Cultures
Specialisation: G1N - First cycle, has only upper-secondary level entry requirements
Decision
This syllabus was developed by the Faculty Board of Humanities 2013-03-20.
Prerequisites and special admittance requirements
Swedish upper secondary school courses Swedish B/Swedish as Second Language B, and English B, orequivalent.
Course structure
Examination code Name Higher Education Credits
DK01 Regional culture in Korea 7.5
Course content
The course discusses questions of regional diversity in Korean culture. It examines specific features of majorregional centers which have played an important role in the cultural history of Korea. Based on a discussionof how essential features of regional cultural history were shaped in different historical periods, the coursefocuses on the legacy of particular cultural features in contemporary Korea. An important question of thediscussion will be the interaction between national and regional cultural politics in the Republic of Korea.
Learning outcomes
In order to pass the course, students are expected to be able to:- account for and discuss important cultural aspects in various regions of Korea in regards to their historicaldevelopment and present modifications- discuss the interaction between national and regional cultural politics in the Republic of Korea
Education
Instruction is given in the form of seminars and lectures. All teaching sessions are mandatory. For moredetails, please refer to the course description.
Forms of examination
a. The course is examined on the basis of a written exam at the end of the course. For more detailedinformation, please refer to the course description.
b. Grades will be set according to a seven-point scale related to the learning objectives of the course: A =Excellent, B = Very good, C = Good,
This is a translation of the Swedish original Page 1/2
D = Satisfactory, E = Sufficient, Fx = Inadequate, F = Totally inadequate.
c. Students will be informed of the written grading criteria when the course starts.
d. In order to pass the course, students must receive a grade of E or higher on the written exam and meet theattendance requirements of 80%. Students with 70-79% attendance can get a final grade after completingsupplementary assignments.
e. At least two examination opportunities should be offered for each course. At least one examinationopportunity should be offered during a semester when the course is not given. Students who receive the gradeE or higher may not retake the examination to attain a higher grade. Students who receive the grade Fx or Ftwice by the same examiner are entitled to have another examiner appointed for the next examination, unlessthere are special reasons to the contary. Such requests should be made to the department board.
f. This course does not include any opportunities to complete a supplementary assignement in order to convertthe grade Fx or F into a passing grade.
Interim
When the syllabus is discontinued, students have the right to be examined according to this syllabus once persemester during a transition period. Such requests should be made to the department board.
Limitations
This course may not be included ina degree together with a course, taken in Sweden or elsewhere, ofidentical or partially similar content.
Required reading
The current reading list will be made available at least two months before the course starts. Please refer to thewebpage, www.orient.su.se.
This is a translation of the Swedish original Page 2/2
Kursplanför kurs på grundnivå
Koreansk regionalkultur
Regional culture in Korea
7.5 Högskolepoäng
7.5 ECTS credits
Kurskod: JKB910
Gäller från: HT 2013
Fastställd: 2013-03-20
Institution Institutionen för Asien- Mellanöstern- och Turkietstudier
Huvudområde: Asiens språk och kulturer
Fördjupning: G1N - Grundnivå, har endast gymnasiala förkunskapskrav
Beslut
Denna kursplan fastställdes av Humanistiska fakultetsnämnden 2013-03-20.
Förkunskapskrav och andra villkor för tillträde till kursen
Svenska B/Svenska som andraspråk B/Svenska 3/Svenska som andraspråk 3 och Engelska B/Engelska 6.
Kursens uppläggning
Provkod Benämning Högskolepoäng
DK01 Koreansk regionalkultur 7.5
Kursens innehåll
Kursen behandlar kulturella skillnader i de olika regionerna i Korea. Kursen tar upp kulturella särdrag i dehistoriskt viktigaste regionerna och hur dessa har format kulturhistorien. Med utgångspunkt från hur dessasärdrag har uppstått under historiska perioder görs en jämförelse med samtida kultur. En viktig aspekt ärockså samverkan mellan nationell och regional kulturpolitik i Sydkorea.
Förväntade studieresultat
Efter att ha genomgått kursen förväntas studenten kunna:- redogöra för viktiga kulturella skillnader i de olika regionerna i relation till den historiska utvecklingen samti förhållande till samtida kultur.- diskutera samverkan mellan nationell och regional kulturpolitik i Sydkorea.
Undervisning
Undervisning sker i form av seminarier och gruppövningar. Undervisningen är obligatorisk. För mer detaljerad information hänvisas till kursbeskrivningen.
Kunskapskontroll och examination
a. Kursen examineras genom en salsskrivning vid kursens slut. För mer detaljerad information hänvisas tillkursbeskrivningen.
b. Betygsättning sker enligt en sjugradig målrelaterad betygsskala:
A = Utmärkt, B = Mycket bra, C = Bra, D = Tillfredsställande, E = Tillräckligt, Fx = Otillräckligt och F =Helt otillräckligt.
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c. De skriftliga betygskriterierna meddelas studenterna vid kursstart.
d. För att få slutbetyg på kursen krävs lägst betyget E på salsskrivningen, samt lägst 80% närvaro.
Studerande med 70-79% närvaro kan få slutbetyg efter godkända kompensationsuppgifter.
e. För varje kurstillfälle ska minst två examinationstillfällen finnas under aktuell termin. Minst ettexaminationstillfälle ska dessutom erbjudas den termin eller det år som kurstillfälle saknas.
Studerande som fått lägst betyget E på prov där sjugradig betygsskala tillämpas får inte genomgå förnyat provför högre betyg.
Studerande som fått betyget Fx eller F på prov två gånger i rad av en och samma examinator har rätt att få enannan examinator utsedd vid nästkommande prov, om inte särskilda skäl talar emot det. Framställan om dettaska göras till institutionsstyrelsen.
f. Möjlighet till komplettering av betyg Fx upp till godkänt betyg ges inte på denna kurs.
Övergångsbestämmelser
När kursen inte längre ges eller kursinnehållet väsentligen ändrats har studenten rätt att en gång per terminunder en treterminsperiod examineras enligt denna kursplan (dock med de begränsningar som framgår underKunskapskontroll och examination i denna kursplan). Framställan om detta ska göras till institutionsstyrelsen.
Begränsningar
Kursen får inte tillgodoräknas i examen samtidigt med sådan inom eller utom landet genomgången ochgodkänd kurs, vars innehåll helt eller delvis överensstämmer med innehållet i kursen.
Kurslitteratur
För aktuell kurslitteratur hänvisas till kursens litteraturlista. Litteraturlistan finns tillgänglig på institutionensamt på institutionens webbplats, www.orient.su.se, senast en månad före kursstart.
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Regional culture in Korea, 7.5hp
Teacher Sonja Häussler [[email protected]] Tel:08-‐16 22 38
Course contents The course discusses questions of regional diversity in Korean culture. It examines specific features of major regional centers which have played an important role in the cultural history of Korea. Based on a discussion of how essential features of regional cultural history were shaped in different historical periods, the course focuses on the legacy of particular cultural features in contemporary Korea. An important question of the discussion will be the interaction between national and regional cultural politics in the Republic of Korea.
Teaching and examination Instruction is given in the form of seminars and lectures. All teaching sessions are mandatory. In order to pass the course, students must receive a grade of E or higher on the written exam and meet the attendance requirements of 80%. Students with 70-‐79% attendance can get a final grade after completing supplementary assignements. Vid frånvaro ska studenten själv studera lektionens innehåll med hjälp av kurslitteraturen och lektionens Powerpoint-‐presentation, som laddas upp på Mondo. Regional culture in Korea is examined on the basis of a written exam at the end of the course. Date Time Place Exam 25/11 10:00-‐14:00 Sal B Re-‐exam 12/01 12:00-‐16:00 Sal B
Learning outcomes Efter genomgången kurs ska studenten kunna:
-‐ redogöra för viktiga kulturella skillnader i de olika regionerna i relation till den historiska utvecklingen samt i förhållande till samtida kultur
-‐ diskutera samverkan mellan nationell och regional kulturpolitik i Sydkorea
In order to pass the course, students are expected tob e able to: -‐ account for and discuss important cultural aspects in avrious regions of Korea
in regards tot heir historical development and present modifications -‐ discuss the interaction between national and regional cultural politics in the
Replublic of Korea
Grading criteria A Studenten kan mycket ingående redogöra för viktiga kulturella skillnader i
de olika regionerna i relation till den historiska utvecklingen samt i förhållande till samtida kultur. Hen kan också diskutera samverkan mellan nationell och regional kulturpolitik i Sydkorea mycket ingående. Studenten har visat detta genom att få 93-‐100% rätt på den skriftliga tentan.
B Studenten kan ingående redogöra för viktiga kulturella skillnader i de olika
regionerna i relation till den historiska utvecklingen samt i förhållande till samtida kultur. Hen kan också diskutera samverkan mellan nationell och regional kulturpolitik i Sydkorea ingående. Studenten har visat detta genom att få 85-‐92% rätt på den skriftliga tentan.
C Studenten kan redogöra för viktiga kulturella skillnader i de olika
regionerna i relation till den historiska utvecklingen samt i förhållande till samtida kultur. Hen kan också diskutera samverkan mellan nationell och regional kulturpolitik i Sydkorea. Studenten har visat detta genom att få 77-‐84% rätt på den skriftliga tentan.
D Studenten kan delvis redogöra för viktiga kulturella skillnader i de olika
regionerna i relation till den historiska utvecklingen samt i förhållande till samtida kultur. Hen kan även i viss mån diskutera samverkan mellan nationell och regional kulturpolitik i Sydkorea. Studenten har visat detta genom att få 69-‐76% rätt på den skriftliga tentan.
E Studenten kan mycket ytligt redogöra för viktiga kulturella skillnader i de
olika regionerna i relation till den historiska utvecklingen samt i förhållande till samtida kultur. Hen kan också med vissa brister diskutera samverkan mellan nationell och regional kulturpolitik i Sydkorea. Studenten har visat detta genom att få 60-‐68% rätt på den skriftliga tentan.
Vissa missförstånd finns, men inte så allvarliga att studenten ska
underkännas. Fx Studenten saknar vissa av de grundläggande kunskaper som krävs för att få
lägsta godkända betyg E. Hen har fått 40-‐59% rätta svar på den skriftliga tentan.
F Studenten saknar helt de grundläggande kunskaper som krävs för att få lägsta godkända betyg E. Hen har fått 0-‐39% rätta svar på den skriftliga tentan.
Observera att både Fx och F är underkända betyg. Inget av betygen innebär att du genom kompletteringar kan höja ditt betyg till lägsta godkända betyg E.
Course literature A New Journey into the Jeolla Region. Ed. by Chonnam National University Weekly. Transl. by Kim Dal-‐Young. Kwangju: Chonnam National University Press, 2008. Cultural Landscapes of Korea. Ed. by The Academy of Korean Studies. Seoul: Jimoondang, 2005. Ch’oe Yǒngho. “Private Academies and the State in Late Chosǒn Korea.” Culture and the State in Late Chosǒn Korea. Ed. by JaHyun Kim Haboush and Martina Deuchler. Cambridge/Mass., Harvard University Press, 1999, pp. 15–45. Grayson, James H., Myths and Legends from Korea. An Annotated Compendium of Ancient and Modern Materials. Richmond/Surrey: Curzon, 2001. “Haenyo: Iconic Female Divers of Cheju.” Koreana. Vol. 28, No. 2, Summer 2014, pp. 4-‐25. Häußler, Sonja. „Kyubang kasa: Women's Writings from the Late Chosǒn.” Creative Women of Korea: The Fifteenth to the Twentieth Centuries. Ed. by Young-‐Key Kim-‐Renaud. N.Y., Armonk: M.E. Sharpe, 2003, pp. 142–162. Hyun, Kil-‐Un. Dead Silence and Other Stories of the Jeju Massacre. Transl. by Hyunsook Kang, Jin-‐Ah Lee and John Michael McGuire. Norwalk: East Bridge, 2007. Im, Hak-‐sun. Ch’angǔi-‐jǒk munhwa sahoe-‐wa munhwa chǒngch’aek. Seoul: Chinhan tosǒ, 2003, pp. 248–285. Kim Hogarth, Hyun-‐key. „The Gangneung Dano Festival: The Folklorization of the Korean Shamanistic Heritage.” Korea Journal. Vol. 41, No. 3, Autumn 2001, pp. 254–284. Kim Van Leest, Hyung-‐a. „Political Satire in Yangju Pyǒlsandae Mask Drama.“ Korea Journal. Vol. 31/1, 1991, pp. 87-‐107. Kim, Wang-‐Bae. “Regionalism: Its Origins and Substance with Competition and Exclusion.” Korea Journal. Vol. 43, No. 2, 2003, pp. 5–31. „Korea on Stage. Performing Arts Today.” Koreana. Vol. 11, No. 2, Summer 1997. Lee Chung-‐myun. Arirang. Song of Korea. Seoul: Easy Publ. Co., 2009.
“Legacies of Sowon, Neo-Confucian Academies of the Joseon Dynasty.” Koreana, Winter 2015, pp. 4-33. Moon. Okpyo. “Tourist Re-‐making of a Confucian Elite Village in Korea: The Case of Hahoe in Andong.” Korean Social Science Journal. Vol. XXVIII, No. 2, 2001, pp. 1-‐28. Nemeth, David J., The Architecture of Ideology: Neo-‐Confucian Imprinting on Cheju Island, Korea. Berkeley & L.A.: University of California Press, 1987. Oh-Kon, Cho (1981): „Ogwangdae: A Traditional Mask-dance Theatre of South Kyǒngsang Province“. Korea Journal. Vol. 21/7, pp. 26-31. Oh-Kon, Cho (1982): „The Mask-dance Theatre from Hwanghae Province“. Korea Journal. Vol. 22/5, pp. 36–45. Oppenheim, Robert. Kyǒngju Things: Assembling Place. Ann Arbor: University of Michigan Press, 2008. Pettid, Michael J., “Reshaping History: The Creation of the Myth of the Three Surnames, the Foundation Myth of the T’amna Kingdom.” The Review of Korean Studies, Vol. 3, No. 1, July 2000, pp. 157−177. The Winds of Jeju Island. Jeju PEN Book 1. Transl. by Bang-‐young Kang et al., Seoul: P’urŭn sasang, 2004. Wright, Brendan. “Political Violence and the Problematics of Localized Memory at Civilian Massacre Sites: The Cheju 4.3 Peace Park and the Kŏch’ang Incident Memorial Park.” Cross-‐Currents: East Asian History and Culture Review. No. 14, March 2015, pp. 204-‐233. Yea, Sallie. “Reinventing the Region: The Cultural Politics of Place in Kwangju City and South Chǒlla Province.” Contentious Kwangju: The May 18 Uprising in Korea’s Past and Present. Ed. by Shin, Gi-‐Wook/ Hwang, Kyung Moon. Lanham/Maryland: Rowman & Littlefield, 2003, pp. 109−131. Yim, Haksoon. The Emergence and Change of Cultural Policy in South Korea. Seoul: JinHan Book, 2003, pp. 165–174. Yoon, Soon Young S., “Occupation, Male Housekeeper: Male-‐Female-‐Roles on Cheju Island.” Virtues in Conflict. Tradition and the Korean Woman Today. Ed. by Sandra Matielli. Seoul: Royal Asiatic Society, Korea Branch/Samhwa Publ. Co., 1977, pp. 191−207.
Schedule The schedule for the entire course is found on TimeEdit through the department’s webpage, www.su.se/asia
For an up-‐to-‐date schedule and possible changes in the schedule, see TimeEdit. Thursday, 10:00-12:00, sal B 08/09: Introduction: The Interaction of National and Regional Cultural politics Yim, Haksoon. The Emergence and Change of Cultural Policy in South Korea. Seoul: JinHan Book, 2003, S. 165–174. Kim, Wang-Bae. “Regionalism: Its Origins and Substance with Competition and Exclusion.” Korea Journal. Vol. 43, No. 2, 2003, S. 5–31. 15/09: Andong – „Centre of Korea’s Spiritual Culture“ (Han’guk chǒngsin munhwa-ǔi sudo) Discussion: Ch’oe Yǒngho. “Private Academies and the State in Late Chosǒn Korea.” Culture and the State in Late Chosǒn Korea. ed. by JaHyun Kim Haboush and Martina Deuchler. Cambridge/Mass., Harvard University Press, 1999, pp. 15–45. Development of Private Confucian Academies (Sǒwǒn) in the Chosǒn Dynasty and their preservation/ restoration today: “Legacies of Sowon, Neo-Confucian Academies of the Joseon Dynasty.” Koreana, Winter 2015, pp. 4-33. 22/09: Problems and New trends in Regional politics Discussion: Moon. Okpyo. “Tourist Re-making of a Confucian Elite Village in Korea: The Case of Hahoe in Andong.” Korean Social Science Journal. Vol. XXVIII, No. 2, 2001, pp. 1-28. 29/09: Culture of Yangban Women in Andong (with examples of Kyubang kasa) Häußler, Sonja. „Kyubang kasa: Women's Writings from the Late Chosǒn.” Creative Women of Korea: The Fifteenth to the Twentieth Centuries. Ed. by Young-Key Kim-Renaud. N.Y., Armonk: M.E. Sharpe, 2003, pp. 142–162. Häußler, Sonja. “Creating and Preserving Kyubang kasa in Contemporary Korea: A Traditional Genre in a Rapidly Changing Socio-Cultural Environment” (Original title: Sozdanie i sokhranenie kyubang kasa v sovremennoy Koree: Sudba traditsionnovo zhanra v bystro menyayushtshikhsja sotsialno-kulturnykh usloviyakh.) Vestnik tsentra koreiskovo jazyka i kultury. Vol. 9, Sankt Petersburg: Publ. House of the University of Sankt Petersburg, 2006, pp. 83–97. 06/10: Living Space and Everyday Culture on Chejudo Nemeth, David J., The Architecture of Ideology: Neo-Confucian Imprinting on Cheju Island, Korea. Berkeley & L.A.: University of California Press, 1987. b) The Social Role of Women on Cheju Compared to Mainland Korea (with focus on Haenyǒ, female divers) “Haenyo: Iconic Female Divers of Cheju.” Koreana. Vol. 28, No. 2, Summer 2014, pp. 4-25. Yoon, Soon Young S., “Occupation, Male Housekeeper: Male-Female-Roles on Cheju Island.” Virtues in Conflict. Tradition and the Korean Woman Today. ed. by Sandra Matielli. Seoul: Royal Asiatic Society, Korea Branch/Samhwa Publ. Co., 1977, pp. 191−207. 13/10: Myths and Rituals on Cheju Compared to Mainland Korea (Creation Myths vs. Foundation Myths)
Pettid, Michael J., “Reshaping History: The Creation of the Myth of the Three Surnames, the Foundation Myth of the T’amna Kingdom.” The Review of Korean Studies, Vol. 3, No. 1, July 2000, pp. 157−177. Grayson, James H., Myths and Legend from Korea. An Annotated Compendium of Ancient and Modern Materials. Richmond/Surrey: Curzon, 2001. 20/10: Chejudo Literature and Memory of 1948 Wright, Brendan. “Political Violence and the Problematics of Localized Memory at Civilian Massacre Sites: The Cheju 4.3 Peace Park and the Kŏch’ang Incident Memorial Park.” Cross-Currents: East Asian History and Culture Review. No. 14, March 2015, pp. 204-233. Hyun, Kil-Un. Dead Silence and Other Stories of the Jeju Massacre. Transl. by Hyunsook Kang, Jin-Ah Lee and John Michael McGuire. Norwalk: East Bridge, 2007. The Winds of Jeju Island. Jeju PEN Book 1. Transl. by Bang-young Kang et al., Seoul: P’urŭn sasang, 2004. 27/10: Kwangju – from marginalization to a powerful cultural center a) City of the struggle for democratization, human rights, civil society; b) City of art and culture (Kwangju Biennale etc.) Yea, Sallie. “Reinventing the Region: The Cultural Politics of Place in Kwangju City and South Chǒlla Province.” Contentious Kwangju: The May 18 Uprising in Korea’s Past and Present. ed. by Shin, Gi-Wook/ Hwang, Kyung Moon. Lanham/Maryland: Rowman & Littlefield, 2003, pp. 109−131. 03/11: Korean Mask Dances (Hahoe; Yangju, Hwanghaedo) Kim Van Leest, Hyung-a. „Political Satire in Yangju Pyǒlsandae Mask Drama.“ Korea Journal. Vol. 31/1, 1991, pp. 87-107. Cho, Oh-Kon. „Ogwangdae: A Traditional Mask-dance Theatre of South Kyǒngsang Province“. Korea Journal. 1981, Vol. 21/7, pp. 26-31. Cho, Oh-Kon. „The Mask-dance Theatre from Hwanghae Province“. Korea Journal. 1982, Vol. 22/5, pp. 36–45. „Korea on Stage. Performing Arts Today.” Koreana. Vol. 11, No. 2, Summer 1997. 17/11: The Folklorization of the Tano Festival in Kangnǔng Kim Hogarth, Hyun-key. “The Gangneung Dano Festival: The Folklorization of the Korean Shamanistic Heritage”. Korea Journal. Vol. 41, No. 3, Autumn 2001, S. 254–284.
Examinations,rulesandstudentinfluence
ExaminationTheformofexaminationforthecourseyouarefollowingisgiveninthesyllabusandthecoursedescription;youwillfindbothinthecoursecompendiumandonthehomepage.Manycourseshavewrittenexaminationsthataretakeninanexaminationhallattheendofthecourse.Othercourseshavetake-homeexaminations,oralexaminationsorotherexaminationassignments.Youmustalwaysregisteryournameforawrittenexaminationinanexaminationhall.YoudothisviaMystudies,whichyouwillfindatmitt.su.se.Thatisoneofthereasonsitisimportantthatyouactivateyouruniversityaccount,whichyoudoviathesamewebsite.Take-homeexaminationsandhand-inassignmentsdonotrequireregistration.SpecialguidelinesapplytoexaminationsandtheyarethesameforthewholeofStockholmUniversity.SeetheRulebook,Book2http://www.su.se/regelboken/bok-2/utbildning-på-grundnivå-och-avancerad-nivå
RulesforexaminationhallexamsAtawrittenexaminanexaminationhalltheinvigilator’sinstructionsapply.AllstudentsareobligedtofollowtherulesandinstructionsgivenbytheinvigilatorandtoshowavalidIDcardandanymaterialtheymayhavebroughtwiththem.
• Placing:Eachstudentmustsitwherethereisanexaminationpaperputoutorwheretheinvigilatorindicatesaseat.Itisnotpermittedtomovetheexaminationpaper.
• Leavingtheexaminationhall:Itisforbiddentoleavetheexaminationhallbefore30minutesaftertheexamhasbegun.
• Cominglate:Studentswhocomemorethan30minuteslatetoanexaminationmaynottakepartintheexamifanotherstudenthaslefttheexaminationhall.Cominglatedoesnotentitleastudenttoextendedexaminationtime.
• Personalbelongings:Outerclothingandbagsaretobeplacedwheretheinvigilatorindicates.
• Paper:Examinationanswersmayonlybewrittenonthepaperthatishandedout.Thisalsoappliestoroughdrafts.
• Aids:Atexamswhereaidssuchasdictionariesareallowed,theinvigilatorwillcheckthattherearenonotesinthebooks.
• Banonspeaking:Itisforbiddenforexaminationcandidatestospeakwitheachotherorusemobiletelephonesaftertheexamhasstarted.Thisalsoappliestovisitstothebathrooms.
• Breaksandbathroomvisits:Whenanexaminationlastsmorethanfivehours,therewilla30-minutebreak.Theinvigilatorwillindicatewhichbathroomsmaybeusedandstudentsmustfollowtheinvigilator’sinstructions.
• Handing-in:Examinationcandidatesareforbiddentotaketheiranswerpapersoutoftheexaminationhall.Theymustbehandedpersonallytotheinvigilator.
Notethatevenablankanswerpapermustbehandedtotheinvigilatorbeforethestudentleavestheroom.
• Identification:Whenhandingintheexampaperstotheinvigilator,studentsmustshowavalidID1.Studentsmustalsowritetheirsignatureattheplacemarkedwhenhandingtheirpaperiniftheinvigilatorrequiresit.
• Cheating:Studentswhoaresuspectedofcheatingmaycontinuetodotheexamiftheyshowandhandoveraprohibitedaid.Theinvigilatorwillofferthestudentapermittedaidinexchange.Anycheatingand/ordisturbingbehaviourwillbedealtwithafterareportfromtheHeadofDepartment/DirectorofStudiesbytheUniversityVice-Chancellorasadisciplinarymatter.
Take-homeexaminationsJustaswithawrittenexaminanexaminationhall,atake-homeexammustalwaysbewrittenindependentlyunlessotherwisespecifiedinthecoursedescription.Inmostcases,take-homeexamsarehandedinviatheMondocourseportal.Seetheinstructionsinthecoursedescription.Formoredetailsabouthowtousesourcesandreferencesinyourtake-homeexam,seethedocumententitled“Formalmatters,usingreferencesandquotations”.
SpecialneedsIfyouareinsomewaydisabled,whichmeansthatyouneedspecialsupportand/oraids,alwayscontactServicefordisabledstudents([email protected])ingoodtimebeforethecoursestarts.YoushouldthencontacttheDirectorofStudiesattheDepartmentofAsian,MiddleEasternandTurkishStudies([email protected])Availableassistanceincludes,forexample,adaptingrooms,coursetextbooksastalkingbooks,note-takingassistance,mentorsupport,extendedtimeforexamsandsoon.
CourseEvaluationAfterthecompletionofacourse,asastudentyouhavetherighttoexpressyouropinionsandexperienceofthecourseintheformofacourseevaluation.Courseevaluationsaregivenanonymouslyinconnectionwithexamsorthelastlessonofacourse.Courseevaluationsareanswereddigitallyviacomputer,mobilephoneorthelike.Alinktothecourseevaluationissenttoyouremailaddressandmustnormallybeansweredwithinoneweek.TheresultofthecourseevaluationsisthenavailableforyouasastudentinafileintheStudentOfficeshortlyafteracoursehasbeencompleted.Ifforsomereasonyouhavenotbeenabletofillinacourseevaluationforacourseyouhavetaken,youcangetintouchwiththeStudentOffice([email protected]).
1TypesofIDthatareacceptedare:adrivinglicence,apassportandavalidIDcard.Apolicereportthatisnotmorethanthreemonthsoldshowingthatthecandidate’sIDhasbeenstolenorlostisalsoaccepted.ForeignIDsarealsoaccepted,preferablyapassportandIDcard,providedthattheIDdocumentdoesnotneedtobetranslatedforthecandidatetobeidentified.
Formalities:sourcecriticismandplagiarism
SourcecriticismRememberalwaystobecriticalofthesourcesyouuseandchoosethemcarefully.Itisalwaysimportanttobeabletoexplainwhyyouchoseacertainsource.BeingcriticalofyoursourcesisparticularlyimportantwhenyouuseinformationtakenfromtheInternet.Check,forexample,whowrotetheinformationonthehomepageyouuse,whythehomepagehasbeencreated(e.g.forpropagandapurposes).AtSkolverket(TheSwedishNationalAgencyforEducation)youwillfindsomesimplequestionsyoucanusetojudgewhetherahomepageisreliable.Seehttp://www.skolverket.se/skolutveckling/resurser-for-larande/kollakallan/kallkritik/fakta/lathund-1.151074Wikipediaisanexampleofahomepagethatisnotconsideredareliablesourcewhenyouwriteanessayoratake-homeexam.Thereasonisthatvoluntarycontributorsfromallovertheworldhavewrittentheinformationfoundthere.ThatmeansthatthecontentsareopenandfreeandeveryoneisabletoaddandtakeawayinformationfromWikipedia.Formorebooksonthinkingcritically,seeforexample:
• PernillaHultén,Kritiskttänkande,Malmö:LiberFörlag,2007• ThorstenThurén,Källkritik,Stockholm,LiberAB,2005
WritinganessayTherearemanybooksandonlineguidesyoucanuseforsupportwhenyouwriteyouressay.Eventhoughtherequirementsmayvaryalittlefromonesupervisortoanother,thereisagreatdealthatiscommontoallessaywritingattheuniversity.StockholmUniversityLibraryhasaguideforessaywriting:http://su.se/biblioteket/söka-och-använda/skriva-uppsatsTheLibraryalsooffershelpinEnglish:http://su.se/english/library/search-use/writing-an-essayInSwedishthereisalsoAttskrivaenbrauppsats,Rienecker&Jörgensen(Nordli,Haraldtransl.)Lund:LiberFörlag,2004SeealsoOlleJosephsonandArneJarrick,Fråntanketilltext,enspråkhandbokföruppsatsskrivandestudenter,Lund:Studentlitteratur,1996.
PlagiarismYoumaycertainlystudytogetherwithyourstudentfriends,butrememberthatexaminationassignmentsandessaysarenormallydoneindependentlyunlessotherwiseindicatedinthecoursedescription.Whenyourexaminationassignmentoryouressayistobehandedin,itisimportantthatyouworkindependently.Youarenotpermittedtoplagiarisefromastudentcolleague,abookoranInternetsource.Plagiarismmeansusingsomethingthatsomeoneelsehaswrittenwithoutgivingthesource.Sincemuchofwhatyouwriteasauniversitystudentisbasedonpreviousresearch,youwillneedtouseothersources.Thatiswhyitisveryimportantthatyouarecarefulaboutwhereyougetyourinformation.(Readmoreaboutthisunder“Formalities,referencesandquotations”below.Youmayfeeluncertainabouthowyoushoulddealwithplagiarism;inthatcase,youcanalwaysasktheteacherwhorunsyourcourse.YoucanalsolookatGothenburgUniversity’santi-plagiarismguide:http://www.ub.gu.se/ref/Refero/SeealsoURKUND’sPlagiarismHandbook(inSwedish):http://static.urkund.com/manuals/URKUND_Plagiarism_Handbook_SE.pdfCo-operationwithanumberofuniversitiesinSwedenincludingLinköpingUniversityandUmeåUniversityhasresultedinthesiteSkrivguidenwhereyoucangetsupportforyouracademicwriting:http://skrivguiden.seInmanycases,itismisunderstandingthatleadstosuspicionsofcheating,soitisextraimportantthatyouarecarefulalwaystostatethesourcesyouhaveused.
TurnitinTheTurnitinprogramchecksallexaminationassignmentsintheformoftake-homeexamsandessaysbeforetheyaregiventotheteacherforcorrection.Turnitinisatext-matchingtoolthatcomparesyourinformationwiththatofotherstudents,andwithbooksandInternetsources.Ifateachersuspectssomeformofcheating,sheorheisobligedtoreportittotheDirectorofStudiesortheequivalentattheDepartmentofAsian,MiddleEasternandTurkishStudies,whointurnhastoreportthesuspiciontotheDisciplinaryCommitteeatStockholmUniversity.ItistheDisciplinaryCommitteethatdecideswhetherornotsomethingistoberegardedascheating,nottheDepartmentofAsian,MiddleEasternandTurkishStudies,whichonlyreportsasuspicionofcheating.Thereasonforthisistoensurethatthestudentwhoissuspectedofcheatingwillgetafairhearing.
Formalities:referencesandquotationsWhenyouwriteanexaminationassignmentintheformofanessayoratake-homeexam,itisimportantthatyouarecarefultoreportthesourcesyouhaveusedinyourwork.Thisisdonebygivingreferences,intheformofnotesandalistofsources.Therearemanybooksaboutthewaytodealwithreferences,bothatthelibraryandontheInternet.Belowyouwillfindasummaryofsomeofthethingsthatareimportanttobearinmindconcerningreferences.Whenyouwriteanexaminationassignment(aBAorMAthesis)youshouldalsotakeintoaccountwhatappliestoyourparticularcourse.Seethedescriptionofthecourseyouaretaking.
Referencesintexts,differentmodelsTherearevariousmodelsfordealingwithreferencesintexts.TwocommonlyusedonesaretheHarvardModelandtheOxfordModel.TheHarvardModelmeansthatyoureferdirectlyinthetext,whiletheOxfordModelmeansthatyoureferinafootnote(seetheexamplesbelow).Neitherofthesemodelsisrightorwrong,butinyourparticularfieldtheremaybeatraditionofusingoneortheother.Itisimportantforyoutobeconsistentinyourchoiceofmodel,sothatyoualwayschoosetoreferin,forexample,footnotesifthatiswhatyoudecideon.
Quotations,abouttheuseofnotesQuotationsarecommonlyusedintexts.Quotingmeansthatyoureproduceverbatimsomethingthatsomeoneelsehassaidorwritten.Aquotationmustalwaysbegivenexactly,evenifitcontainsspellingmistakes.Afterthequotationyoumustalwaysstatewhereitcomesfrom.Youdothisdirectlyafterwards,eitherinafootnoteorinbrackets,dependingonthemodelyouhavechosen.Ifthereisaspellingmistakeinthequotation,youcanindicateitwith[sic]directlyafterthespellingmistaketoshowthatthatyouarenottheonewhohasmadethemistake.Ifthespellingmistakeisparticularlyserious,youcanwrite[sic!].AreferenceafteraquotationaccordingtotheHarvardModelcanlooklikethis:“Areasonablerequirementforascientificconceptualapparatusisthatitispossibletouseitinpractice.”(Persson&Sahlin,2013:205).AreferenceafteraquotationintheformofafootnoteaccordingtotheOxfordModelcanlooklikethis:“Areasonablerequirementforascientificconceptualapparatusisthatitispossibletouseitinpractice.”2
2JohannesPersson&Nils-EricSahlin.Vetenskapsteoriförsanningssökare:FriTankeFörlag,2013,205.
LongquotationsIfaquotationisshort,asintheexamplesabove,itisplaceddirectlyinthetext.Ifthequotationisalongone,itshouldbeplacedinaparagraphofitsown,forexample:
Fördenfranskelitteratur-ochkulturteoretikernRolandBarthesärdetcentraltattberättarinstansenskiljsifrånförfattarensochberättelsenssubjekt(1988).Densomtalariberättelsenärintedensomskriveriverkligalivet.Ochdensomskriverärintedensomär.DetfinnsenligtBarthestvåolikasortersberättarpositioner:berättarensompersonligelleropersonligberättarinstans.Dettamotsvararintegivetskillnadenmellanenberättareiförstarespektivetredjeperson.Enberättelsekanskrivasitredjepersonochändåvarapersonlig.3or(Johansson,2005:39).
Notethatthequotationaboveisplacedinaparagraphofitsown,withanemptylineatthebeginningandattheend,andthatithasamarginonbothsides.Aquotationofthiskindneednothavequotationmarksatthebeginningandend.
QuotationswithinquotationsIfthepersonyouquotehasinturnquotedsomeoneelse,thisshouldbeshownwithinsinglequotationmarks,forexample:“Finally,uponreachingtheattractivelandscapesinMitava,hewrites:‘ThecountrysidehereismuchprettierthanLivonia,throughwhichonewouldnotregrettotravelwithhiseyeshalfclosed.’”44or(Lewis,1995:57).
ReferringtothesameauthorandworkimmediatelyaftereachotherIfyouquoteorrefertothesameauthorandworkimmediatelyaftereachother,youneednotrewritethewholereference.Instead,write“ibid”ifitalsoreferstothesamepage.Ifitreferstoanotherpageinthesameworkandbythesameauthor,write“ibid,43”.5
SummaryAsummaryisanaccountofanauthor’stextinyourownwords.Thismakesitpossibleforyoutochoosewhatyoufeeliscentralorwhatyoufeelismostrelevantforyourassignment.Ifyouinsertyourownopinionsorsuppositions,youmustbeverysuretoindicatethat.Youneednotusequotationmarksinasummarybutyoumustindicatethereferencesothatthereadercanfindthesource.Putthereferenceinbracketsinthetextorintheformofafootnote(seeabove).
3AnnaJohansson.Narrativteoriochmetod.Lund:Studentlitteratur,2005,139.4S.MarkLewis,ModesofHistoricalDiscourseinJ.GHerderandN.MKaramzin.NewYork:PeterLangPublishingInc,1995,57.5Ibidmeans“inthesameplace”andisanabbreviationoftheLatinibidem
ListofReferences/BibliographyTheListofReferences,alsocalledBibliography,isthelistofbooksandarticlesyouhaveusedwhenwritingyourexaminationassignment.TheListofReferencesmustalwaysbegivenattheendandifyoulikeyoucandivideitintoPrimaryandSecondarySources,orInternet-basedmaterial,Articles,Interviewsandsoonifyouhaveusedsuchmaterial.TheListofReferencesmustbeinalphabeticalorderaccordingtotheauthor’sfamilynameandmaylooklikethis:Hamori,Andras,OntheArtofMedievalArabicLiterature,Princeton,NewJersey:PrincetonUniversityPress.Ifyouhaveusedtwoormorebooksbythesameauthor,youneednotwritetheauthor’snamemorethanonce.Notethatthebooksshouldbearrangedchronologically.Itmaylooklikethis:Mernessi,Fatima.WomenandIslam.AnHistoricalandTheologicalEnquiry.Oxford:BlackwellPublishers.1991._______,Women’sRebellion&IslamicMemory.LondonandNewJersey:ZedBooks.1996.
ChaptersinabookWhenyourefertoawholebook,youneednotgivethenumberofpages,butifyouuseonechapterinananthology,youshouldgivethepagenumbersinyourbibliography,forexample:Lee,Peter&Ashby,Rosalyn.“ProgressioninHistoricalUnderstandingamongStudentsAges7-14”,Knowing,Teaching&LearningHistory.NationalandInternationalPerspectives,editedbyPeterN.Stearns,PeterSeixasandSamWineburg,NewYorkandLondon:NewYorkUniversityPress.2000.pp.199-222.
ArticlesIfyoursourceisanarticle,itmaylooklikethisinyourbibliography:Kessy,EmanuelThomas.“TheTransitionfromTheLaterStoneAgetoIronAgeinKondoa,CentralTanzania”,inTheAfricanArchaeologicalReview.Vol.30No.3September2013,pp225-252.
InternetsourcesIfyoursourceisapagefromtheInternet,forexamplefromaworkofreference,thereisoftenanoteonhowtorefertoitonthesamepage.WhatdistinguishesanInternetsourcefromaprintedsourceisthatyouindicatewhenyouhavereadthepage.
ReadingtipsontheInternethttp://www.chicagomanualofstyle.org/16/contents.html