FACULTY OF ORIENTAL STUDIES UNIVERSITY OF OXFORD
EUROPEAN & MIDDLE EASTERN LANGUAGES
A handbook for Undergraduates reading EMEL
(Information about the Middle Eastern side of the degree)
ACADEMIC YEAR 2010-11
CONTENTS Introduction The Oriental Institute Libraries Structure of the EMEL course Public Examinations The Four Languages Arabic Hebrew Persian Turkish Appendix A: Faculty Information 11 35 42 56 67 3 5 5 6 9
Academic Year 2010 - 11: Dates of Full Term Michaelmas Term Hilary Term Trinity Term Sunday, 10 October - Saturday, 4 December Sunday, 16 January - Saturday, 12 March Sunday, 1 May - Saturday, 25 June
INTRODUCTION EMEL is a Joint Honour School combining the study of a European language and its literature with that of a Middle Eastern language and its literature. The two faculties involved are the Faculty of Medieval and Modern Languages and the Faculty of Oriental Studies. The aims of the course are to make you competent in the spoken and written use of one European and one Middle Eastern language; to provide you with a specialized knowledge of the literature and culture of your two chosen languages, either in the modern period, or in earlier periods, or in both; in some languages, to provide you with a specialized knowledge of the history of specific periods.
Since you will be studying the languages and literature of two markedly different cultures, you will probably be struck by the differences rather than the similarities between them. These differences will enable you to reflect on each of the cultures from the viewpoint of the other, placing each of them in a perspective that will help you define its specific characteristics. But you will also be encouraged to discover connections between the two cultures. One component of the final examination is a compulsory Extended Essay, which is intended to form a ‘bridge’ between the European and Middle Eastern sides of your course. In the Extended Essay you will have to write about both of the cultures that you are studying. You will be able to choose your own topic, which might be a comparison between the work of certain authors writing in your two languages, or a study in the comparative linguistics of your two languages, though there are plenty of other possibilities that you might want to pursue. Details of the Extended Essay can be found in the Examination Regulations, at the end of the entry on the Honour School of European and Middle Eastern Languages. This handbook is intended only as a guide to the Middle Eastern components of this joint degree. It won’t answer all the questions you have, but you should have little difficulty finding the person who will know the answers. The handbook is updated annually, and may be accessed on the Faculty’s website http://www.orinst.ox.ac.uk/pdf/handbooks/Handbook_BA_EMEL.pdf Information about the papers in the European language you have chosen and the Faculty of Medieval and Modern Languages in general may be found in the handbooks for German, French, etc. For information about the Prelims and Finals syllabus, also consult the current Examination Regulations. Oxford is confusing to everyone at first, its institutions labyrinthine, and its terminology arcane. If in doubt, please don’t hesitate to ask. Here are a few essential terms, in alphabetical order, to get you started:
EMEL students take the Preliminary Examination in both the European language and the Middle Eastern language. the term ‘paper’ includes non-written examinations such as Spoken Arabic. German and Turkish (List A) or Arabic and French (List B). (2) the person in your college who is designated to oversee your studies and your wellbeing in a general way. usually held in 0th or 1st Week of term. Year 1. Tutor: (1) the person or persons assigned to give you tutorial teaching in any particular term (in the Middle Eastern language this applies mainly to Years 3 and 4).) Prelims: the First Public Examination or “Preliminary Examination”. to test your progress. (2) the building called Examination Schools in the High Street. Tutorial: a teaching session in which you (perhaps with one or two other students) meet with your appointed tutor (usually on a weekly basis) to discuss a particular piece of work that you have done. i. Hilary (Term): the second term of the academic year (Full Term mid-January to midMarch). the eight teaching weeks of term. taken at the very end of your course (Trinity Term. Trinity (Term): the third term of the academic year (Full Term mid-April to mid-June).Collections: informal exams. depending on your college. Colleges take a close interest in collection results. FHS: the Second Public Examination or “Final Honour School”. Michaelmas (Term): the first term of the academic year (Full Term early October to early December) Paper: an examination paper for Prelims or FHS. as prescribed by the syllabus of your course. and also the Extended Essay. e. Course: in Oxford used to refer to an entire degree course. You will meet with the tutorial secretary at the start of each term to discuss progress and teaching arrangements for the term. where the two Public Examinations take place. Teaching begins on the Monday of 1st Week and continues up to and including the Friday of 8th Week. Each course is defined by the papers by which it is examined in the Final Honour School (FHS).) Tutorial Secretary (Course Coordinator): the person in the Faculty of Oriental Studies with general responsibility for organizing the teaching of the Middle Eastern language you are studying. Full Term: 1st to 8th Weeks. Year 4).
.g. Oxford does not observe Bank Holidays that fall within Full Term. you may or may not have a separate tutor for the Middle East component of your course. Schools: an informal way of referring to (1) the FHS (see above). taken at the end of Trinity Term.e. (In its most technical sense. (See the section on Teaching later in this handbook.
m.11. below) and a common room which serves morning coffee from 10.C. The Lodge of the Institute is immediately to the right on entering.4.m. and have one J. which solicit your views on lectures. The current charge for photocopies is 4p per sheet. and the staff are always willing to help. . they are taken seriously. The notices announcing open consultative meetings of the Islamic World subject group are posted on the white board in the Institute foyer. Antony’s College. and one of the greatest research libraries in the world.00 a.30 a. the Joint Consultative Committee (J. Joint Consultative Committee: Because of the relatively small numbers of staff and students involved.Friday 9. and to your tutors..C. Some members of staff have rooms in the Khalili Research Centre for the Art and Material and Culture of the Middle East. and to the Faculty Office. You will also receive teaching evaluation forms. lectures. A good place to start is the Oriental Reading Room.m. Arabic.) is actually an open consultative meeting. their coffee and lunch breaks should be respected. Pusey Lane. it provides a forum in which students can express views about their course.m. please make a special effort to do so. and in which students are consulted about any proposed syllabus changes. .C.7. Hebrew. 1. a language laboratory. Please return these. particularly in your third and fourth years. Many students graduate without having ever entered the Bodleian. and discuss them with teaching staff. Saturday 9.m. The Central Bodleian houses a vast collection of books and manuscripts in Arabic. The Institute is home to most of the teaching staff in Middle Eastern Studies.THE ORIENTAL INSTITUTE Address: The Oriental Institute. But don’t feel that the J.00 p. while Hebrew has a separate one. and nearly all classes. LIBRARIES Bodleian Library: The Bodleian Library is the University’s main library. It is extremely important that you attend J. The secretaries in this office are extremely busy. Tel: 01865-278200. during term. Fax: 01865-278190.m.30 p. between them. Persian and Turkish form part of the ‘Islamic World’ subject group within the Faculty. between the Oriental Institute and the Sackler Library.00 a. that is their loss. normally held once a term. Hebrew.m. Persian and Turkish texts that you will be studying.00 p. This is open during term Monday . at 2-4 St John Street. talk to your fellow students.C. and afternoon tea from 3.m. and is closed on Saturday. Room 315) is the centre of the Faculty’s administrative and bureaucratic machinery.ac. Persian and Turkish. and the evaluation forms are the only means for you to comment upon your course.m. classrooms.ox. The Bodleian can be daunting at first —it is on several sites. Others have rooms in the Middle East Centre.C. Faculty Office: The Faculty Office (third floor.C. Email: [firstname. meetings. and virtually every text you will need is available there. classes. which is located at St. out of term it closes at 5. 68 Woodstock Road.C. on the first floor of the New Bodleian. a library (see ‘Libraries’. OX1 2LE.00 p. and most books are not on open shelves— but there are regular introductory courses.secondname]@orinst.uk General: Most of the teaching for courses in Middle Eastern languages is facultybased. .. and tutorials are held in the Oriental Institute. This is where you
.C. It is from there that you may purchase photocopies of many of the Arabic.30 a.30 p. Oxford. and the course in general.
The Automated Stack Request system allows you to request items from the bookstacks of participating libraries using OLIS. it is available to all undergraduates whose degree course involves Arabic. Christ Church. has an open-shelf collection of books on history.g.g. but teaching is the joint responsibility of the relevant sub-faculty and your college as far as your European language is concerned.will find a number of Middle Eastern studies periodicals. while the Central Bodleian’s collections of Hebrew. which was heavily influenced by Arabic and Persian. Antony’s College specializes in the modern (post-1800) period in terms of both history and social sciences. Persian or Turkish. and of the Oriental Institute as regards your Middle Eastern language. and if there are
. Magdalen) have collections that include material in Arabic. The Radcliffe Camera. All courses with Arabic. Books in European languages can be ordered and read in any of the Bodleian reading rooms.and twentieth-century) texts. All syllabuses are published annually in the University’s Examination Regulations. and FHS which is taken after four years. Balliol. these are available only to students in these colleges. Oxford University’s online library catalogue. this includes the countries of the Middle East. Oriental Institute Library: The library of the Oriental Institute houses most of the books (and some of the periodicals) that you will need to read for the Middle Eastern side of your course. STRUCTURE OF THE EMEL COURSE The EMEL syllabus is set by the University. so you will first need to obtain your University ID card from your college. Wadham. is studied only through relatively modern (nineteenth. the older (Ottoman) form of the language. Persian and Turkish books are housed in closed stacks in the basement of the Oriental Institute Library. It enables you to track the progress of your request(s) and renew and reserve items. which grants degrees and therefore examines for them. Persian or Hebrew involve the study of both modern and classical forms of the language and literature. Pembroke. organised by country. Administratively it is part of the Bodleian Library. Bodleian books cannot be borrowed. Persian and Turkish. Lincoln) have material relating to Hebrew and Jewish Studies. encyclopedias and other reference works available on open shelves. You may borrow up to six books for an initial period of two weeks. and others (e. Some books are kept on reserve behind the circulation desk. Middle East Centre Library: The collection of the Middle East Centre at St. College Libraries: Some colleges (e. You received a copy of the undergraduate version of Examination Regulations when you arrived. you must sign for these. This service can be used from wherever you can access OLIS. In the case of Turkish in List A. any subsequent changes of regulation which significantly affect you will be notified to you. St. you should then register with a librarian in the Institute library. This is also where (in nearby closed stacks) books in Arabic are stored. to which this handbook will frequently refer. and under no conditions should they leave the library. John’s. The EMEL syllabus prescribes the subjects for two University examinations: the Preliminary Examination normally taken after two or three terms. dictionaries. which is part of the Bodleian Library.
lectures. It is through the directed reading. Lectures and Classes: The subjects and hours of all lectures. usually on the Friday or Saturday of 0th week. usually intended to test your command of material covered during the previous term. essay writing. Assuming that you spend the main part of your year abroad as described above. Tutors submit written reports to your college on your progress at the end of each term. or a ‘prose’ (a passage of English to be translated into your language of study). They are also useful in preparing you for the experience of Finals. Tutorials: In your final two years. it arranges all teaching centrally. as you do in Oxford. comes mainly in three forms: classes. which is posted prominently in the
. each week your tutor will assign you work. classes and seminars appear on the Oriental Studies Faculty lecture list. including your European language.changes of syllabus which might affect you adversely they will not apply to you without your consent. and sooner if necessary. many of them with only a small number of students and staff. For most students it will be strongly advisable to spend the bulk of the year abroad following an approved formal course of language instruction in a Middle Eastern country appropriate to their language of study. an essay topic for which specific reading is set. you will also be given ‘Collections’ by your teachers in the Institute. including tutorials (which in other subjects. and tutorials. and these reports will be discussed with you by your college tutor or other officers of the college. normally a passage of text for study. textual study. these are informal examinations. but you will have to provide for your own living expenses. On Friday or Saturday of 0th Week upon your return you will have to sit a language test in your Middle Eastern language at the Oriental Institute.
Teaching General: Teaching for EMEL. as for all subjects at Oxford. are arranged by the colleges). Because Oriental Studies covers many languages. Collections: In addition to Prelims and FHS. You must then prepare the text or write the essay or translation for discussion at an arranged tutorial in the following week. you should plan to spend the adjacent summers in the European country appropriate to your course. In the first year you will receive intensive language teaching in your chosen Middle Eastern language. in that Collections require you to write an essay or complete certain language exercises in a specified time. Year Abroad It will normally be your second year that you spend abroad. and discussion involved in classes and tutorials that you will gain essential understanding of your subject. The tuition fees involved in this will normally be covered in full by Oxford University.
You. consult one of the following: in the Institute.foyer of the Oriental Institute at the beginning of each term. If this doesn’t work.uk/pubs/lectures/.. your personal or moral tutor. see Appendix A of this handbook. which is the most direct way to address the problem. talk to the teacher concerned.ox. or if necessary. the Tutorial Secretary for your language. your teachers. In the first instance. as well as on the University website at http://www. in your college. Time permitting. Sometimes things do go wrong. copies are also available from your college or from the Oriental Institute Lodge. you are encouraged to attend lectures outside the Institute. item 1.admin. For information about making a formal complaint.ac. in other faculties. The location of lectures and classes in the Institute is posted on the white board in the foyer.. discuss it with your fellow students and raise it at the Joint Consultative Committee.
. What to do if something goes wrong. the Chairman of the Undergraduate Studies Committee. or both may be at fault but. it is far more important to act quickly to resolve the problem. tempting though it is to apportion blame. not personal. If your problem is a general one.
the precise definition of which is made clear in a letter sent to you by the Chairman of Examiners in advance of the Examinations. In the case of Arabic there is. you may take them again at the end of the summer vacation. Detailed marks are available on the ‘Academic and Assessment Information’ page on your online Oxford Student Self Service a few days after the Faculties’ final examiners’ meetings in July (See http://www.offices. students will be supplied with a specimen paper to guide them in their preparation.uk/current_students/registration_self_service/student_self_service.ox.uk/docs/Exams/marking_guidelines. and some weeks in advance.ox.pdf The Preliminary Examination: For Prelims you will spend a number of hours per week in intensive language classes. Year 4. of the dates and times of your examinations. Copies of past papers are available in the Oriental Institute library. You must attend wearing subfusc. an oral examination in spoken Arabic.ox.ht ml). In all the Middle Eastern languages the examination involves two written papers of three hours each (comprising language exercises and translation). counted together as one paper. It must be stressed that the second language is not a subsidiary language. four written papers on each of your languages and a compulsory bridging extended essay. They may also be accessed online via http://missun29. including an oral examination in each of your languages (except Hebrew). Candidates may be awarded a Distinction in one or both of their languages.Tutorial Secretaries (2010-11) Arabic: Hebrew: Persian: Turkish: Dr Nadia Jamil Dr Adam Silverstein Professor Edmund Herzig Dr Celia Kerslake
Convenors of Joint Consultative Committees (2010-11) Islamic World: Hebrew: Dr Christopher Melchert Dr Alison Salvesen
PUBLIC EXAMINATIONS General: The two Public Examinations —Prelims and FHS— are sat in the Examination Schools in the High Street.uk/pls/oxam/main. The ‘Guidelines for the setting and marking of examinations’ document is available on: http://www. Both languages are studied in almost equal
. Results in Prelims do not contribute to your final degree class.ac. Prelims are marked on a pass/fail basis on each paper. or in a markedly changed format. Prelims are taken at the end of Trinity Term of Year 1.ac.ac. If you fail one or more papers in Prelims. FHS: The second Public Examination (or ‘Schools’) is in Trinity Term. You will be informed in writing.orinst. There are ten papers in total. in addition. but may be used by colleges in the awarding of bursaries and scholarships. In the event of a paper which is being set for the first time. Marks for each paper are not made public.
and a list of the papers for examination. one by one. A list of set texts (for the examination in the following academic year) will be published on the Faculty of Oriental Studies website (http://www. which is 16 months before the examination in question.orinst. For the FHS papers in Turkish. but no changes are allowed after the above-mentioned date. relating to the Final Honour Schools of Turkish. Persian and Turkish. the list of these texts will be available to you in one of several ways. the number and type (e. Set texts: Where a paper is based wholly or partly upon a corpus of texts that have been prescribed for study (‘set texts’). For further details of the FHS papers in Arabic and their availability. to whom you may apply for further information.proportions. In Hilary term of year 3. you should consult the separate Turkish FHS handbook. The description includes the names of the teachers.) THE FOUR LANGUAGES In the remainder of this handbook. Examination conventions.ox. not later than Friday of 3rd week.1 (upper second). (In the case of Turkish. and an Turkish FHS handbook is published.ac.orinst. Pass. and any rules governing the distribution of their choices between different sections of the paper. the “setting conventions” for your FHS will be available on the Faculty’s website (http://www. This is to allow the teaching staff to introduce different texts from time to time. Turkish with a Subsidiary Language and Turkish with Islamic Art and Archaeology. it is described in the Turkish FHS handbook. Hilary term.2 (lower second). the Middle East components of the EMEL degree are listed by language: Arabic. II. Each Finals course is described separately. essay) of questions to be asked. in some detail.ac.html).g. The description will include an indication of any subdivision of the paper into sections. III (third). relating to the Final Honour Schools of Arabic and Islamic Studies and Arabic with a Subsidiary Language. Hebrew. a brief summary of the aims and content of the course. commentary. A high level of proficiency in both is required at the end.
. Occasionally a student is asked to attend in subfusc a viva voce examination after sitting Finals. By the middle of Hilary Term in your fourth year.uk/general/set_texts. translation. II. you should consult the separate handbooks for the Final Honour Schools of Arabic and Islamic Studies and Arabic with a Subsidiary Language that covers year 3 and year 4. the number of questions that candidates are required to answer. Fail scale. The format of the oral examination in each language is described below in the relevant section for each. the papers are described. The conventions provide a detailed description of the format of each paper that you will be taking in the FHS. The object of the conventions is to assist candidates in organising their revision. an Arabic FHS handbook is published on the Faculty website. Except in the case of Turkish.uk). The FHS is classed according to a I (first). They both cover just years 3 and 4 of their respective courses. The oral examination: This is usually held in 0th Week of Trinity Term of Year 4.ox. This is in order to resolve borderline cases.
Tel: (2)78234. Laudian Professor of Arabic (St John’s).ac.ox. Oriental Institute Room 202.ac.uk Professor Jeremy Johns.ox.ox. historical. interpretation and analysis of literary.armbrust@orinst. To give you a thorough grounding in written and spoken Arabic. Linguistic proficiency and knowledge of the literature. (2)78216. Instructor in Arabic. Tel.ac. religious and cultural material. Oriental Institute.uk Dr Otared Haidar. such as diplomacy. Email: martha. you will broaden and deepen your command of written and spoken Arabic and you will begin to acquire a specialized knowledge of Arabic literature. Tel: (2)78198. Teaching staff Dr Anna Akasoy .uk Dr Martha Hammond. Email: jeremy. University Lecturer and Albert Hourani Fellow of Modern Middle East (St Antony’s).ox. Tel: (2)78196. Tel: (2)78191. Email: gerard.ox. Email: taj. Room 112. religion and culture of the Arab world may lead some towards a variety of jobs connected with the region. University Lecturer in Islamic Archaeology (Wolfson). Room 101. 3.uk
.ac.ARABIC Introduction This course aims: email@example.com. Email: clive.uk Dr Nadia Jamil. and business.uk Dr Walter Armbrust.uk Dr Robert Hoyland.ac. to suit your own interests and enthusiasms. Room 114. banking.ac.hammond@orinst. Email: otared. This degree also provides an excellent foundation for those who wish to extend their studies to the Masters level.ac. You will have the opportunity to design your bridging essay. St Antony’s. Middle East Centre. Khalili Research Centre.
In Years 3 and 4. with the advice of your tutors.ox. Professor for the Study of the Contemporary Arab World (Magdalen). Room 107 Tel.uk Professor Geert Jan van Gelder. Tel: (2)78224. University Lecturer in Islamic History (St Cross).uk Mr Tajalsir Kandoura.ox. To develop in general your skills of description.ac. St John St. Senior Instructor in Classical and Modern Standard Arabic. With Arabic you will study both classical and modern texts. journalism. British Academy Fellow (St John’s). broadcasting. Email: walter. To provide you with a detailed knowledge of selected literary texts in both classical and modern Arabic.firstname.lastname@example.org@orinst.johns@orinst. Oriental Institute Room 212. Email: nadia.ac. Email: anna. Room 108. Oriental Institute. 2.haidar@orinst. Email: robert. Oriental Institute.email@example.com@orinst.uk Professor Clive Holes. Tel: (2)88219.ac. British Academy Fellow. By the time you graduate you will have acquired a range of expertise. and beyond.ox. Instructor in Arabic. Oriental Institute. Oriental Institute. (2)74471.jamil@orinst. concentrating on modern texts and classical material. Tel: (2)78239.
Cairo.uk Dr Luke Treadwell. Students typically spend this year in Egypt or Syria. Email: mohamed-salah.uk Dr Mohamed-Salah Omri.ac. Tel: (2)78209. Addresses of centres offering courses recognised by the Faculty Board Damascus
Institut Français du Proche-Orient (I. Instructor of Arabic. Room 104.omri@orinst. Oriental Institute. Tel: (2)78226
The Year Abroad You will normally spend Year 2 (usually September to June) in the Arab World.oxford. Tel. Sikket el-Fadl Kasr el-Nil. Email: luke. Samir Shamma Lecturer in Islamic Numismatics (St Cross). Room 104.Dr Christopher Melchert. 344 Damascus Syria Cairo
Tel: 00-963-11-3330214/-1962/-4959 Fax: 00-963-11-332-7887
DÉPARTEMENT D’ENSEIGNEMENT DE L’ARABE CONTEMPORAIN (DEAC) 2. University Lecturer in Modern Arabic Language and Literature (St John’s). You must finalise plans for your year abroad early in Trinity Term.uk (on leave 2007-8) Dr Zeynep Yurekli-Gorkay. The coordinator for the year abroad is Dr Robin Ostle. Email: abdulrazzak.patel@orinst. on a course approved by the Faculty. Email: firstname.lastname@example.org
Course Outlines Prelims
. Egypt Tel : (00 202) 23 91 21 38 Fax : (00 202) 23 91 21 37 Contact : deac@cfcc-eg. Room 105. Downtown. University Lecturer in Arabic (St Cross).uk Dr Judith Pfeiffer.P.email@example.com@orinst. Oriental Institute. Oriental Institute.ox. KRC. Year 1. Tel: (2)78232.ac. Tel: (2)78221. Departmental Lecturer in Islamic Art and Architecture.F.uk Dr Najah Shamaa.nettler@mansfield. Oriental Institute.ac. Khalili Research Centre. Room 113.)
B.firstname.lastname@example.org Mr Ronald Nettler. Email: christopher. Tel: (2)78237.uk Dr Abdulrazzak Patel. Mellon Career Development Fellow in Modern Arabic (Pembroke). BR3. Oriental Institute.ox.ac. Email: judith. St John Street. Tel: (2)78221.ac.P. Email: ronald. Room 103. Oriental Institute.O. (2)78211.ox. University Lecturer in Arabic and Islamic Studies (Pembroke).ac. University Researcher in Oriental Studies (Mansfield) [retired].
Oral/aural examination (to be taken at the Oriental Institute). 1.
You will prepare for Papers 1 and 2 by attending intensive language instruction for about 10 hours per week. Arabic Prelims. taken after three terms of study. Comprehension. backed up by thorough preparation in your own time. composition and grammar. 3. 2.
. comprise two examination papers of 3 hours each plus an oral examination.The first three terms of your course are designed to give you a sound foundation in the Arabic language. Translation and précis into English.
Spoken Arabic Arabic Literature Islamic Religion A paper chosen from the following: Islamic History 570-1500 A. This is the course outline:) You have to take the following papers in FHS. Arabic Unprepared Translation into English and Comprehension 7. 10. viii.The Final Honour School NOTE: The structure of the EMEL Final Honour School has been under review. ii. Sayyid Qutb. 1750-1882 A modern Islamic thinker (e. The details for these papers are specified below. 9. Rashid Rida) Society and Culture in the Modern Arab World A Short-Term Further Subject. 8. vii. v. Mohammed Talbi. iv. as approved by the Board of the Faculty of Oriental Studies and publicised in the separate handbook for the Final Honour Schools of Arabic and Islamic Studies
. vi. You should consult the very latest amendments to Examination Regulations and your course coordinators to be sure of what this will entail for FHS as of 2011.g. one of which is the Oral. Composition in Arabic 6B. 6A. iii.D. i. Classical Arabic literary texts Modern Arabic literature Arabic vernacular literature AD 1900 to the present day History of the Middle East in the late Ottoman Age.
The overall aim of Year 3 and 4 prose composition and essay writing classes is to develop both accuracy in written language use and appropriateness in usage. denying. adverbial complementation. The examination involves translating into Arabic one of two English prose passages. and more on the development of a more finely tuned feel for the phraseology and style of modern written Arabic. WHEN TAUGHT/HOURS: Years 3 and 4. and the subject matter of the essay. Dr Nadia Jamil. The approach is to focus first on ways in which modern Arabic typically expresses major linguistic functions. or more broadly rhetorical. BRIEF DESCRIPTION: Year 3. and writing one Arabic essay. You will then be presented with short ‘parallel’ English texts (often no more than four or five sentences long) and are required to use the Arabic structural and rhetorical elements to which you have been exposed to translate these into Arabic.PAPERS IN ARABIC Paper 6A COMPOSITION IN ARABIC TEACHING STAFF: Professor Clive Holes. Year 4. e. Dr Najah Shamaa. hypothesising. Guided writing and essay writing will also be practised. of approximately 400 words. partitive constructions etc.g. passivisation. Dr Otared Haidar. This initial focusing of your attention involves the study of textual examples in Arabic from a diverse range of sources. with emphasis on developing an idiomatic written Arabic style. agreeing. whether narrowly syntactic. The style of modern written Arabic you use in the examination should be appropriate to the subject matter of the piece being translated. e. The objective is to focus more clearly than is possible in traditional prose composition classes on those aspects of Arabic syntax and rhetoric which experience shows cause most problems to English-speaking students and which are most often mistranslated. etc. The focus is on text-types and the language typically associated with them. and you will be given many short passages of English for translation into Arabic.g. You are given practice in translating from English into Arabic and in Arabic essay writing. comparison. Mr Taj Kandoura. What is offered is essentially a more advanced version of the Year 3 programme. the texts being drawn from and grouped into types and subjects. persuading.
. from a choice of subjects. except that less time is spent on individual areas of syntax.
To this end. what is offered is a more advanced version of the 3rd-year programme. Dr Nadia Jamil. Dr Najah Shamaa. past.g. the object being to promote not just passive knowledge of. This part of the course attempts to answer the question: ‘What range of forms are used to express a given rhetorical function?’ In the Trinity Term much attention is devoted to the translation of passages of modern English prose from a wide variety of genres into Arabic. Subjects vary from year to year but currently include: the Arabic language . philosophical reflections. Instruction is provided in dealing with longer Arabic texts for gist. 2 to written Arabic. persuasion. political speeches. neutral reporting. Sets of modern Arabic texts are presented. expository.
. WHEN TAUGHT/HOURS: Throughout the six terms of Years 3 and 4. Through the integrated approach adopted. which are organised thematically by subject. Mr Taj Kandoura.g. sequencing a narrative. native beliefs about. e. In Year 4. the Arab architectural tradition. but active engagement with the language of the subject matter. in classroom debates and presentations in Arabic on issues raised by the materials. Students are given copies of printed materials in advance for preparation. Each subject is studied for approximately 3 weeks. the structure of the Arab family and the role of men and women in it. Year 4. there are 2-3 class hours per week devoted to improving language skills in modern Arabic. again thematically organised. personal memoirs. and these are reviewed in class where particular attention is paid to the vocabulary and phraseology associated with each subject. in which students are encouraged to ‘recycle’ the phraseology from the Arabic texts they have read. For the Classical Arabic component. etc. these classes constitute preparation for Arabic Papers 1 and 2. short stories. Practice is also given in how to translate English structures which experience shows give particular problems to English speakers. The range of material studied is extremely wide. For some subjects. learning is reinforced orally either individually or in groups. reportage. The objective is to focus your attention on which parts of the language’s inventory of vocabulary and syntactic structures are typically mobilised to express particular rhetorical purposes: e. The difference is that in Year 4 the organising principle is text-type rather than subject matter: e.its history. narrative. Dr Otared Haidar.Paper 6B ARABIC UNPREPARED COMPREHENSION TRANSLATION INTO ENGLISH AND
TEACHING STAFF: Professor Clive Holes. present and future. the input material includes Arabic audio and videotapes as well as printed materials.g. 2 to spoken. advancing an argument. and précis writing. texts are studied as separate genres in order to examine how such rhetorical purposes are typically fulfilled in Arabic. there is one class hour throughout the terms of Years 3 and 4. polemical. Professor Geert Jan van Gelder. its importance as a political symbol of Arab unity. BRIEF DESCRIPTION: Modern Arabic Year 3.
Questions 1 and 2 involve translation into English of two Arabic passages in prose. with a wide range of prose genres. historiography. both ‘literary’ and non-literary.
. Islamic law. biography. ethics. philosophy. of a documentary or expository nature. travel literature. including anecdotes. Each week a different text will be presented. etc. ‘short stories’. and there is no choice. which may be drawn from any genre. popular science. Questions 3 and 4 involve summarising in English the main points of two long passages of modern Arabic.Classical Arabic The aim of the classical (or pre-modern) Arabic “unseen” class (3rd and 4th year) is to make you acquainted. one modern. jokes. or better acquainted. The examination consists of four questions. one pre-modern.
after an oral presentation based on a choice of topics given in advance. candidates will hear three passages each lasting up to three minutes.. the passages being read twice at normal speed. BRIEF DESCRIPTION: Through a variety of textual and audio-visual materials. Ideally. Dr Otared Haidar.Paper 7 SPOKEN ARABIC TEACHING STAFF: Dr Nadia Jamil. WHEN TAUGHT/HOURS: Years 3 and 4.e. i. whether you choose to use one of the colloquial varieties of the language (Egyptian. it is desirable that you produce language which is both fluent and accurate. 45 lines of ghazal verse). In this comprehension test. each term. This part of the examination will be conducted in a group. In part (iii) of the oral examination. al-Aghani. Reading aloud of a passage of text with grammatical vocalisation. either of which is acceptable. Paper 8 ARABIC LITERATURE TEACHING STAFF: Professor Geert Jan van Gelder (classical texts). ed. Cairo: Dar al-Kutub. Standard) vocabulary.) or to speak in Modern Standard Arabic. Mr Taj Kandoura. but with an ‘educated’ (i. After the readings of each passage. Maqamat. you should aim at a style similar to that used by educated Arabs. essentially the regional colloquial of whichever area of the Middle East you spent your Year Abroad in. candidates will be given not more than ten minutes to provide written evidence in English that they have understood the passage. 16+16 hours lectures. Badi‘ al-Zaman al-Hamadhani. In the examination a candidate will normally be required to show competence in the following: (i) Comprehension of passages of text. 145-166: akhbar ‘Urwa ibn Hizam (mostly simple narrative prose. Dr MohamedSalah Omri (modern texts) WHEN TAUGHT/HOURS: Year 3.e. MT-HT. etc. taught concurrently. vol. contains c. where this is required by the subject you choose to talk about. 3 tutorials/essays each.
(iii) General conversation of not more than ten minutes.. SET TEXTS: (a) classical: Abu l-Faraj al-Isfahani. Syrian. Tunisian. equally divided between classical and modern. xxiv (1974) pp. Muhammad
. students are instructed in a range of oral and aural skills which are tested in the Spoken Arabic examination in FHS.
Yusif Idris: Bayt min lahm. ghazal poetry. (b) modern: Muhammad al-Muwaylihi: Hadith ‘Isa b. contains 10 lines of verse).
(see Faculty website from Friday of 3rd week.ac. Badawi (ed. It begins with extracts from two of the pioneers of modernity in modern Arabic prose. Hilary term for set text list: http://www. including prose and poetry. pp. Chapter 2.ox. This part of the course will conclude with three poems. Reading lists will be provided in addition to the recommended background reading. Salah ‘Abd al-Sabur (Hajama al-tatar) and Khalil Hawi (al-Bahhar wa’l-darwish). 2000). The Cambridge History of Arabic Literature: Modern Arabic Literature (Cambridge 1992). Jibran Khalil Jibran: extracts from ‘Ara’is al-muruj (“Marta al-Baniyya” and “Yuhanna alMajnun”). one each by the poets mentioned above. poems by Abu ’l-Qasim al-Shabbi (Fi zill wadi’l-mawt). M. All modern Arabic texts will be supplied. no English translation of the Aghani text is known. Mahmud Tahir Lashin: Hadith al-qarya. Badawi. and any text not read in full in the class will be accompanied by an English translation. The genres and forms (romantic love story. Beirut. Three essays will be written on aspects of the texts and the genres to which they belong. the satirical maqama) make for possible links with modern Arabic literature. M. with some relatively easy poetry. The modern component of this paper is designed to illustrate how modern Arabic literature emerged initially from its classical antecedents such as the maqama . It should be possible to get through most of the set texts in class in 16 hours. (Cambridge. RECOMMENDED INTRODUCTORY READING: Roger Allen.uk/general/set_texts.). 103-315). “Bellettristic prose and narrative”. The three poems will be read and translated in class. genres and language which have made this one of the richest literatures of the post-colonial world. ch. 1973. Hisham. 239-245: al-maqama al-khamriyya (ornate prose. The Arabic Literary Heritage: The Development of its Genres and Criticism. An English translation of al-Hamadhani’s text is available (Prendergast. both classical and modern. A Critical Introduction to Modern Arabic Poetry (Cambridge 1975). 4 and 5 (“Poetry”. with assistance in tutorials or revision classes if needed. Muhammad al-Muwaylihi and Jibran Khalil Jibran. and continues with a selection of short stories written between 1929 and 1994. 1915).‘Abduh. repr. esp.)
BRIEF DESCRIPTION: With this paper you will acquire a first introduction to Arabic literary texts. The classical set texts offer narratives from a Bedouin and an urban background. Three essays will be written on aspects of the texts and the genres to which they belong. Zakariyya Tamir: Shams saghira. Ghada al-Samman: Qat` ra’s al-qitt. pp. M. M.html.orinst.
. and went on to develop rapidly the themes. the remainder can be read by the students independently.
S. The Modern Arabic Short Story (London 1989). Hafez. L. pp. Ashtiany et al. ‘Abbasid Belles-Lettres (Cambridge. 1993). Beeston. The Genesis of Arabic Narrative Discourse (London. M. Shaheen.
. 125-135. T. (eds). Literary Theory: An Introduction (Oxford. R. F. Theory of Literature (London 1976). Eagleton. 1990). Wellek and A. 1990). Warren.A. chapter “Al-Hamadhani. al-Hariri and the maqamat Genre” in J.
Abd Allah b. Hilary term for set text list: http://www. (A good survey of Sufi literary imagery. `Iyal Allah (Tunis. Abd al-Muhsin al-Turki and Abd al-Fattah Muhammad al-Hulw. BP 144 SCH. 10. WHEN TAUGHT/HOURS: Year 3. Neal. 2 tutorials and 2 essays. Oxford: Clarendon Press. 15 vols. Hilary Term. 14.
. Ibn Qudamah.Paper 9 ISLAMIC RELIGION TEACHING STAFF: Dr Christopher Melchert and Mr Ron Nettler. 1980). 6. nos 2. 4 tutorials and 4 essays in Hilary Term SET TEXTS: Qur’an. ed. 26. BP 189. Ibn ‘Arabi. 2-3 hours of lectures in weeks 1-8 of Michaelmas Term.orinst. 3 hours lectures per week. 1996. Arba’una hadithan. Fusus Al-Hikam. Annemarie. Weeks 1-4.ox. 1992). Sayyid Qutb. Schacht. ed. Michaelmas Term. Joseph. 1:11–13.1 SCH. An Introduction to Islamic Law. 30.ac.html)
RECOMMENDED INTRODUCTORY READING: Robinson. London: SCM. 1395). 1406-11/1986-90). Fi zilal Al-Qur’an. 6 vols. Muhammad Talbi. 1964. 22. (Beirut. Abu al-Ala Afifi (Beirut. (Cairo. Mystical Dimensions of Islam. 18. Schimmel. 48–51 (fass Adam). although insensitive to change over time). 34 and 38. al-Mughni.
(see Faculty website from Friday of 3rd week. 2:136–8. 2:1-96 & 20 Al-Nawawi. 1978.1. Discovering the Qur’an. 181–5.uk/general/set_texts. BP 130 ROB. Chapel Hill: University of North Carolina Press.
Chicago and London. 1. 570-1500
TEACHING STAFF: Dr Judith Pfeiffer. 141-291. M. Princeton. 1991. 1981. 1988. Introduction to Islamic Theology and Law. and intellectual history of the central Islamic lands (Egypt. Dr Robert Hoyland WHEN TAUGHT/HOURS: Year 3. G. the emergence of Hadith and the development of Islamic law. pp. Its primary goal is to train you to think critically about the emergence of classical Islamic civilisation. Hodgson. The Expansion of Islam in the Middle Periods.G. One of the following:
Paper 10. and the role of the holy man. the political disintegration of the empire.. Princeton. two hours of classes in each of weeks 1-4 in Trinity Term.. Edinburgh. the Abbasid Revolution. These range from the historical sources on Muhammad to the First and Second Civil Wars. and Iran) from the late 6th century AD until the end of the 15th century AD. The Venture of Islam II. Goldziher. 1974. The Cambridge History of Islam in Two Volumes.i
ISLAMIC HISTORY.S.Paper 10. two hours of classes per week in \hilary Term. the nature of the caliphate. RECOMMENDED INTRODUCTORY READING: Endress.S..
. An Introduction to Islam. Vol. and to write 6 essays on a variety of topics. you are asked to read carefully a number of monographs and articles. R. Humphreys. To do this. Islamic History: A Framework for Inquiry. social. I. the Fertile Crescent. BRIEF DESCRIPTION: This paper provides a chronological and topical introduction to the political..
Paper 10.ii CLASSICAL ARABIC LITERARY TEXTS TEACHING STAFF: Professor Geert Jan van Gelder WHEN TAUGHT/HOURS: Year 3, TT, 16 hours lectures; 4 tutorials/essays. SET TEXTS: poetry: al-Shanfara’s Lamiyyat al-‘arab, 69 vss. in Diwan ed. Imil Badi‘ Ya‘qub, Beirut, 1991, pp. 58-73 (6 hours in class); al-Mutanabbī, Wa-harra qalbahu, 37 vss. in Diwan ed. Dieterici, Berlin, 1861, pp. 481-486 (3 hours in class); prose: al-Jahiz, from al-Hayawan (ed. Cairo, 1966) vol. vii, p. 9 line 1 to p. 14 line 5 (The Author Recapitulates) (4 hours); al-Tanukhi, from al-Faraj ba‘d al-shidda, ed. ‘Abbud alShalji, vol. iv, pp. 316-327 (Slave-Girl Lost and Regained) (3 hours).
(see Faculty website from Friday of 3rd week, Hilary term for set text list: http://www.orinst.ox.ac.uk/general/set_texts.html))
BRIEF DESCRIPTION: The aim of this paper is to broaden your acquaintance with classical literary texts, through set texts in poetry and prose. The poetry includes two complete poems, a famous early (probably pre-Islamic) ode and a tenth-century one by perhaps the most highly esteemed Arabic poet from Islamic times. The two prose texts are taken from the most important works by two great prose writers from the ninth and the tenth centuries, one a versatile essayist and the other a great story-teller (the chosen story has many parallels, some of them in the Thousand and One Nights). Most of the set texts will be read and discussed in class, but the greater part of the story in al-Tanukhi’s Faraj, which is much easier, will have to be read independently. There many English translations of al-Shanfara’s poem (including those by Michael Sells, Suzanne Stetkevych, Alan Jones, Warren Treadgold) and at least two of alMutanabbi’s poem (Arberry, Poems of al-Mutanabbi, and by Salma Jayyusi and Christopher Middleton in Sperl & Shackle, Qasida Poetry). No English translations of the prose texts seem to exist in print. Two of the four essays will deal with aspects of the set texts; two other “essays” will be annotated translations of other classical Arabic literary texts chosen by the student in consultation with the teacher or tutor. RECOMMENDED INTRODUCTORY READING: Alan Jones, Early Arabic Poetry, vol. I (Oxford, 1992), “Introduction” (pp. 1-30), “al-Shanfara al-Azdi: Lamiyyat al-‘Arab” (pp. 130-184); Andras Hamori, chapter “Al-Mutanabbi” in Julia Ashtiany et al. (eds), ‘Abbasid Belles-Lettres, Cambridge, 1990, pp. 300-314; Charles Pellat, The Life and Works of Jahiz : Translations of selected texts (London, 1969) (Tr. by D.M. Hawke of French original); id., chapter “Al-Jahiz” in Julia Ashtiany et al. (eds), ‘Abbasid Belles-Lettres, pp. 78-93; Julia Ashtiany, “Tanukhi’s al-Faraj ba‘d al-shidda as a Literary Source”, in Alan Jones (ed.), Arabicus felix, luminosus britannicus: Essays in Honour of A. F. L. Beeston (Reading, 1991), pp. 108-120.
Paper 10.iii MODERN ARABIC LITERATURE
TEACHING STAFF: Dr Mohamed-Salah Omri WHEN TAUGHT/HOURS: Year 3, TT (16 hours lectures , 4 tutorials) SET TEXTS: Prose: Ilyas Khuri, Abwab al-madina; Edwar al-Kharrat, Turabuha Za‘faran; Najib Mahfuz, Zuqaq al-Midaqq. Poetry: Ahmad ‘Abd al-Mu‘ti Hijazi, Ila’l-liqa’; Badr Shakir al-Sayyab, Madinat al-Sindibad; Amal Dunqul, Hikayat al-madina al-fiddiyya.
(see Faculty website from Friday of 3rd week, Hilary term for set text list: http://www.orinst.ox.ac.uk/general/set_texts.html))
BRIEF DESCRIPTION: The further subject on Modern Arabic Literature will be organised each Trinity Term around a specific theme, rather than a genre-based approach. In Trinity Term 2006, the theme will be “The City in Modern Arabic Literature”. Representations of the cities of Beirut, Alexandria and Cairo and their functions in literature will be studied through three novels by Ilyas Khuri, Edwar al-Kharrat, and Najib Mahfuz. All three novels are translated into English, but significant sections of the novels in Arabic will be studied and analysed in class. City imagery will also be studied in poems by Ahmad `Abd al-Mu`ti Hijazi, Badr Shakir alSayyab, and Amal Dunqul. All poems will be read and translated in class. Reading lists will be provided in addition to the recommended background reading. RECOMMENDED BACKGROUND READING Allen, R.: The Arabic Novel; an Historical and Critical Introduction (Manchester, 1982). Badawi, M. M. : Modern Arabic Literature and the West (London, 1985) Benjamin, W. : The Arcades Project Cambridge, 1999) (English trans. by H. Eiland and K. Mclaughlin,
Jayyusi, S. K. : Trends and Movements in Modern Arabic Poetry, 2 vols. (Leiden, 1977). Meyer, S.G. : The Experimental Arabic Novel (New York 2001). Williams, R.: The Country and the City (London, 1973).
Paper 10.iv ARABIC VERNACULAR LITERATURE, 1900 TO THE PRESENT DAY TEACHING STAFF: Prof Clive Holes WHEN TAUGHT/ HOURS: Year 3, Trinity Term as Further Subject. 2hrs classes per week. BRIEF DESCRIPTION In all Arab countries there is an ancient tradition of popular literature alongside the better-known Classical tradition. By ‘popular literature’ is meant various genres of verbal art – principally poetry, but also traditional tribal narrative, sīras (hero-cycles) and, more recently, drama – that is often orally composed and performed and whose vehicle is the non-standard form of the language, though often in a more elevated stylistic register than that of everyday speech. This course provides an introduction to the subject via the study of a wide range of examples of the various genres and locates them in their social and political context, as well as in Arab literary history. Particular attention is paid to the role of the poet as a communal ‘voice’ in both urban and rural society. RECOMMENDED READING (Egypt) Booth M. Bayram al-Tunisi’s Egypt: Social Criticism and narrative Strategies. Ithaca 1990. Abdel-Malek K. A Study of the Vernacular Poetry of Ahmad Fu’ad Nigm. Brill 1990. Cachia P. Popular Narrative Ballads of Modern Egypt. Oxford 1989. Abdel-Malek K. Muhammad in the Modern Egyptian Popular Ballad. Brill 1995. RECOMMENDED READING (Bedouin culture) Abu Lughod L. Veiled Sentiments. Honor and Poetry in a Bedouin Society. University of California Press, 1988. Caton S. ‘Peaks of Yemen I summon’: Poetry as Cultural Practice in a North Yemeni Tribe. University of California Press, 1990. Bailey C. Bedouin Poetry: From Sinai and the Negev. Oxford, 1991. Sowayan S. Nabati Poetry: The Oral Poetry of Arabia. University of California Press, 1985. Shryock A. Nationalism and the Genealogical Imagination: Oral History and Textual Authority in Tribal Jordan. University of California Press, 1997. Sowayan S. The Arabian Oral Historical Narrative: an Ethnographic and Linguistic Analysis. Wiesbaden, 1992. Meeker M. Literature and Violence in North Arabia. Cambridge 1979. Other: Reynolds D. Heroic Poets, Poetic Heroes. The Ethnography of Performance in an Arabic Oral Epic Tradition. Cornell, 1995.
and the beginnings of European imperialism in North Africa. Palestine under Zahir al-Umar and Ahmad Pasha al-Jazzar. the Christian massacres in Lebanon and Syria. TT 8 hours lectures. 4 tutorials BRIEF DESCRIPTION: This paper traces the growing autonomy of the Arab provinces of the Ottoman Empire in the eighteenth century. the French invasion of Algeria. 1750-1882 TEACHING STAFF: Dr Eugene Rogan WHEN TAUGHT/HOURS: Year 3.Paper 10. the rise of the Saudi-Wahabi alliance in Central Arabia. the French occupation of Egypt. Ottoman reform efforts in the nineteenth century.
. Muhammad Ali in Egypt. and the British occupation of Egypt.v HISTORY OF THE MIDDLE EAST IN THE LATE OTTOMAN AGE. Topics to be covered include the Mamluk households in Egypt. the Ottoman reforms of the Tanzimat.
Mohamed Talbi.Paper 10. 4 tutorials BRIEF DESCRIPTION: apply to Mr Nettler
. TT 16 hours lectures.g. Sayyid Qutb. vi A MODERN ISLAMIC THINKER (e. Rashid Rida) TEACHING STAFF: Mr Ron Nettler WHEN TAUGHT/HOURS: Year 3.
"The Household. Cairo: The American University in Cairo Press. 1982. ethnicity and the nation-state. The paper will emphasize social anthropological perspectives on the modern Arab world.
ABRIDGED READING LIST: BACKGROUND: Eickelman. and modesty. political science. 4 tutorials in TT. A wide variety of printed and recorded audio and audiovisual materials can be integrated into the paper depending on demand and the capabilities of students taking the paper. Islam and modernity. Michael. sociology and history. WOMEN. but will incorporate Arabiclanguage texts when there is demand for them. particularism and universalism in Islam. The main academic literature for the course is drawn from the discipline of social anthropology. national identity. Willy. Gilsenan. Donald P. Upper Saddle River. and neo-liberalism. marriage.. 19-211. vii SOCIETY AND CULTURE IN THE MODERN ARAB WORLD (NOT AVAILABLE FOR 2011-12) TEACHING STAFF: Dr Walter Armbrust WHEN TAUGHT/HOURS: Year 3.J. Recognizing Islam: An Anthropologist's Introduction. Lectures in Hilary and Trinity Terms. Dale.: Prentice Hall. Topics covered will include notions of family in the region. 1987.
MEN. The Middle East and Central Asia: An Anthropological Approach. Arab Society: Social Science Perspectives. AND FAMILY Cole. Islamist political movements. Women without Men: Gender and Marginality in an Algerian Town. Hopkins eds. Leiden: E. 1987. language and standardized identity. 1998. N. "globalization. but the paper also includes readings from literary studies.J. writing and recitation." In Saad Eddin Ibrahim and Nicholas S.
. Jansen. Marriage and Family Life among the Al Murrah Nomads of Saudi Arabia. SET TEXTS: There are no set texts." the state. moral rhetorics of honor. Brill. shame. A number of primary texts are also relevant to the paper. London: Croom Helm. BRIEF DESCRIPTION: The paper focuses on the society and culture of the modern Arab world. 1985.Paper 10.
" and "Divorce Egyptian Style and Related Matters. 1995. 1996. Hatem. 1-131). 1-2. London: Lynne Rienner Publishers. Murphy. Guindi. Toronto: University of Toronto Press.
MORAL RHETORICS OF HONOR. Mervat. Modernizing Women: Gender and Social Change in the Middle East. Fadwa El-. and Networks in Urban Quarters of Cairo. Pierre. Enid. chs. 1996. 1993. London: Weidenfeld. Syracuse: Syracuse University Press. pp. New York: Columbia. Peristiany ed. "Egypt's Laws of Personal Status. Courts and Crimes. 1986. Sonbol. Princeton: Princeton University Press." American Anthropologist 61 (1): 17-29. Arlene. 1979. Fauzi.G." In Amira Sonbol ed. Meneley. 60-80. "The Structure of Parallel Cousin Marriage. Law and Society. Suad. 1991. and Divorce Laws in Islamic History. 1988. 1999. 1987. "The Bayt: Family and Household. "Law and Gender Violence in Ottoman and Modern Egypt. Diane. 1959." in J. 1994." American Ethnologist 21 (1): 50-73. 1965. Kasdan. pp. Hill." In Anne Meneley. Lila. Bourdieu. R. and Power in the Reproduction of Patriarchy in Lebanon. Amira." In E. Berkeley: University of California Press. and L. Macleod. "Courts and Auxiliary Structures. the Family." Arab Studies Quarterly 10 (3): 319-344. MARRIAGE AND DIVORCE Moghadam. Tournaments of Value: Sociability and Hierarchy in a Yemeni Town." Feminist Issues 6 (1): 19-43. the New Veiling. Privacy and Resistance. "Brother/Sister Relationships: Connectivity. Mahkama! Studies in the Egyptian Legal System. "The Enduring Alliance of Nationalism and Patriarchy in Muslim Personal Status Laws: The Case of Modern Egypt. Avenues of Participation: Family. Politics.
. London:that Ithaca Press. Oxford: Berg. Singerman. Najjar. Hill. "The Sentiment of Honor in Kabyle Society. Anne. Valentine. Veiled Sentiments:Honor and Poetry in a Bedouin Society. and Change in Cairo. Veil: Modesty. Honour and Shame: the values of Mediterranean Society. Women. Love. AND MODESTY Abu-Lughod. Accommodating Protest: Working Women.. (Introduction.Joseph. SHAME.
1968. 1998. 2002. Islam Observed: Religious Development in Morocco and Indonesia. Gellner. "Flux and Reflux in the Faith of Men. New York: Columbia University Press. 2003. "Secularism. 1976. 200-236. "The Invention of Tradition in Muslim Politics. Austin: University of Texas Press. 22-45. 2005. Muslim Society. Carrie. Religion. and Religious Transformation in Egypt. Clifford. Mahmood. 1973. Putting Islam to Work: Education. 1994. Princeton: Princeton University Press. Talal. Gregory.Stowasser.
. Saint and Sufi in Modern Egypt: An Essay in the Sociology of Religion. Starrett. Saba. Stanford: Stanford University Press. Cambridge: Cambridge University Press. Talal. "Liberated Equal or Protected Dependent? Contemporary Religious Paradigms on Women's Status in Islam. Oxford: Clarendon Press. Moroccan Islam: Tradition and Society in a Pilgrimage Center . Nation-State." In E. Formations of the Secular: Christianity. Barbara. Dale and James Piscatori. Activism." Arab Studies Quarterly 9 (3): 260-283." In Genealogies of Religion: Discipline and Reasons of Power in Christianity and Islam." In Eickelman and Piscatori. Chicago: University of Chicago Press. Islam. 1996. Mobilizing islam: Religion. Gellner. Geertz. Berkeley: University of California Press. Politics of Piety: The Islamic Revival and the Feminist Subject. pp. Wickham. Michael. pp. pp." In Talal Asad. 1981. Politics. Ernest. "The Limits of Religious Criticism in the Middle East: Notes on Islamic Public Argument.
ISLAM AND MODERNITY Asad. Baltimore: Johns Hopkins University Press.
ISLMAMIST POLITICS Gaffney. Gilsenan. 181-201. ISLAM: PARTICULARISM AND UNIVERSALISM Eickelman. 1987. Dale. Patrick. and Political Change in Egypt. Berkeley: University of California Press. Asad. The Prophet's Pulpit: Islamic Preaching in Contemporary Egypt. Eickelman. Muslim Politics. Modernity. 1993.
Joshua.: Harvard University Press. Holes Clive. Holes.WRITING AND RECITATION Messick. "Diglossia." In Yasir Suleiman ed. (first three chapters).B. Banjamins. Clive. Ethnicity and Race Reader." Word. Tauris. New York: Routledge. London: I. 1993. Clive. N. 1993. and the Press in Modern Egypt. 324-340. 1959. 15. Ong. 24(3).
. Monarchies and Nations: Globalisation and Identity in the Arab States of the Gulf. Holes.D. 'Language Level'). A Dictionary of Egyptian Arabic: ArabicEnglish. 1985. The Art of Reciting the Qur'an. Pierre. pp 13-45. 2003 . Orality and Literacy: The Technologizing of the Word. The Language." In Roxy Harris and Ben Rampton eds. Great Britain: Curzon Press. London: Routledge. Pedersen. Functions and Varieties. Perspectives on Arabic Linguistics Vol 5. 1984. Cambridge Mass. Walter. Language and Symbolic Power.J. 1995. 'The uses of variation: a study of the speeches of Gamal AbdulNasir' in Eid M. pp. and Holes C. Ferguson. (Chapter 1). 1994." In Bourdieu. Surrey. 1988. The Arabic Book. Fishman. Said and Martin Hinds. "Nationalism and the Arabic Language: A Historical Overview. "The Production and Reproduction of Legitimate Language.. August 1992. Charles. Amsterdam. Marilyn. Suleiman. 2005. pp. Johannes. "The Impact of Nationalism on Language Planning. Brinkley. Translated by Geoffrey French. Politics. London: Longman. 1991. 117-127. 52-72. 1986. Berkeley: University of California Press. Arabic Sociolinguistics: Issues and Perspectives." International Journal of Middle East Studies. Kristina.: Princeton University Press. pp. v. Edited with an introduction by Robert Hillenbrand. Modern Arabic: Structures. Austin: University of Texas Press.
LANGUAGE AND STANDARDIZED IDENTITY Badawi. Princeton. Yasir. Beirut: Librairie du Liban (introductory material). Booth. "Colloquial Arabic Poetry. Bourdieu. (chapter 9. Nelson. The Calligraphic State: Textual Domination and History in a Muslim Society. "Dialect and National Identity: The Cultural Politics of SelfRepresentation in Bahraini Musalsalat." In Paul Dresch and James Piscatori eds.
Armbrust. Longva. 2005. Andrew. 114-135. 136-157.B. Markets of Dispossession: NGOs. Imagined Communities: Reflections on the Origin and Spread of Nationalism." In Max Weber. Anh Nga. Economy and Society: An Outline of Interpretive Sociology (ed. 1997. 1967. Tauris. (First four chapters). Simmel. 1961. Knopf. Georg. Guenther Roth and Claus Wittlich." In Paul Dresch and James Piscatori eds. 1993. Tauris. pp. New York: Harper and Row. Mass Culture and Modernism in Egypt. Leiden: E. Paul. Exclusion. Benedict. Walls Built on Sand: Migration.
ETHNICITY AND THE NATION-STATE Barth. 1978. Monarchies and Nations: Globalisation and Identity in the Arab States of the Gulf. Anh Nga. Expatriates and the socio-Political System in Kuwait.. Sawsan el-.: Westview Press. 1996. 1997. Brill. London: I. Colo. 1988. Shammas. (Barth's chapter) Ghosh. Longva. 1993. 2005. Walter. and Society in Kuwait. Nationalism and the Genealogical Imagination: Oral History and Textual Authority in Tribal Jordan. In an Antique Land.. Shryock. Tr. Messiri.
"GLOBALIZATION. Monarchies and Nations: Globalisation and Identity in the Arab States of the Gulf." In Dresch and Piscatori eds. 2005. 1978. 1969.NATIONAL IDENTITY Anderson. New York: Verso. Berkeley : University of California Press.
. Boston: Little. Brown. and ed. Max. "The Stranger. Anton. Boulder. Berkeley: University of California Press." THE STATE AND NEO-LIBERALISM Elyachar. Cambridge:
Dresch.J. 1991. Kurt Wolff. Cambridge University Press. Durham: Duke University Press.A. "Neither Autocracy Nor Democracy but Ethnocracy: Citizens. New York: The Free Press. New York: A. London: I. and the State in Cairo. Ethnic Groups and Boundaries: The Social Organization of Culture Difference. pp. Amitav. Ibn al-Balad: A Concept of Egyptian Identity. Economic Development. Julia. Weber. "Ethnic groups. The Sociology of Georg Simmel. Arabesques. "Debates on Marriage and Nationality in the United Arab Emirates.B." In Georg Simmel. Fredrik ed.
Bloomington: University of Indiana Press. Winegar. Stanford: Stanford University Press.Salamandra. 2006.Christa.
. 2004. A New Old Damascus: Authenticity and Distinction in Urban Syria. Jessica. Creative Reckonings: The Politics of Art and Culture in Contemporary Egypt.
Paper 10. Viii SHORT-TERM FURTHER SUBJECT APPROVED BY THE FACULTY BOARD
HEBREW Introduction Oxford has been a world centre for the study of Hebrew since Henry VIII established the Regius Professorship of Hebrew in 1546. Outstanding scholars have held a number of different positions in Hebrew Studies in the University. Those principally involved with teaching of the undergraduate course at present are: Dr Jordan Finkin (St Cross College) Cowley Lecturer in Post-Biblical Hebrew literature Dr Miri Freud-Kandel (Wolfson College) Modern Judaism Professor Martin Goodman (Wolfson College) Professor of Jewish Studies: Jewish history in the Second-Temple and Talmudic periods Dr David Rechter (St. whether members of the University’s Unit in Hebrew and Jewish Studies. Antony’s College) University Research Lecturer: Modern Jewish History. university post-holders in closely related subjects such as Aramaic. literature and history Mr. Aramaic Dr. Dr Alison Salvesen (Mansfield College) University Research Lecturer: Textual criticism of the Bible. There are unrivalled collections of Hebrew manuscripts and printed books in the Bodleian Library which attract a steady stream of visitors from all over the world. Teaching Staff Undergraduates are taught by a large group of specialists. and students of many nationalities come to Oxford for both undergraduate and graduate studies in the field. Antony’s College) Israel Studies Dr. Raffaella Del Sarto (St. Gil Zahavi Instructor in Modern Hebrew
. Adam Silverstein (Queen’s College) Jewish-Muslim Relations Dr Katherine Southwood Kennicott Fellow in Hebrew Dr David Taylor (Wolfson College) Lecturer in Aramaic and Syriac Dr Joanna Weinberg (Exeter College) Reader in Hebrew and Jewish Studies: Rabbinic and medieval Hebrew literature Professor Hugh Williamson (Christ Church): Regius Professor of Hebrew: Biblical Hebrew language. Syriac. or post-doctoral researchers who may be in Oxford for a number of years.
1. Guidance about preparing for the year abroad and help with applying for an appropriate course will be provided by Dr. Hebrew in EMEL: a general description When Hebrew is combined with a modern European language (EMEL) it is normal to focus on Hebrew in the early stages. and you will be expected to prepare carefully for each. Written exercises are set regularly. you are encouraged to take a summer course in Hebrew at any one of a number of universities in Israel which offer special summer courses for foreign students.
. when simple texts in each form of the language are also taught. Despite this. taken at the end of the third term. both sides of the course have to be kept in play. where there is a course specially designed for foreign students. so that it is very demanding. If you are spending your year abroad in a country of your European language. most people doing this course will already have a good A-level in the European language but very little knowledge of Hebrew. which will have been taught.
Course Outlines Prelims For EMEL students the first three terms of the course comprise intensive class instruction in the Hebrew language.Year Abroad If you are taking Hebrew as part of your EMEL course you are able to spend a year at the Hebrew University in Jerusalem. The easiest way to see exactly what to expect is to look at some past papers. The form of papers will not vary from one year to the next without notice being given in advance by the examiners. There are three class hours a week in each form of the language. It is advisable to discuss these matters with them in good time. thereafter. Similarly. however. especially in the first term. which are available on-line and also kept in bound volumes in the Oriental Institute library. It is also possible to spend half a year in each country. and there is some provision for individual tutorials to iron out difficulties or questions and to return your written work. The following are the texts for 2009-10. The aim is to cover the basic grammar in the first term and to consolidate this in the next two terms. Elementary Biblical and Modern Hebrew are taught in the first three terms for Prelims. two papers must be offered in the European language. Two papers are set for Prelims. Zahavi. Finkin or Mr. the two languages are accorded roughly equal attention. This is a demanding goal. both Biblical and Modern. but essential in order to achieve a reading ability which will stand you in good stead for the rest of the course. In practice. so that it may be necessary to spend more time on Hebrew to start with. so that they are aware of your intentions. The first paper is on the set texts. since this is likely to be least familiar.
For those who choose the former. Achshav ba-ra’ash (Schocken 1975): “Haval. Shaul Tshernikhovsky.
Section B. Biblical (i) (ii) One Hebrew passage for translation and comment on the language and grammar. stretching all the way from language and textual criticism to literary and historical appreciation. One Hebrew passage for pointing. “Ashrei hazor’im” (522). ed. “Achsaniyah” (124-127) Yehuda Amichai.
The second paper is on grammar. “Ayit. eds. it is possible to resit the paper(s) in question the following term. the Junior Pusey and Ellerton Prize. not just to translate them but to be able to discuss them from a wide range of perspectives.Genesis 12. 22 Deuteronomy 5-6 1 Kings 17-19 S. and again all the questions must be attempted: (i) 5 questions on specific grammatical topics in Biblical Hebrew (ii) One passage for translation from English into pointed Biblical Hebrew (iii) One passage for translation from Modern Hebrew into English
A prize. ayit al harayikh” (517-518) The paper is in two sections. Hayinu amtsa’ah tovah” (56-57) Yona Volakh. 15. may be awarded to candidates who perform particularly well in Biblical Hebrew in Prelims. 1999) Aharon Apelfeld. together with an extended essay on a topic bridging your European language and Hebrew. before being allowed to proceed to Finals. Modern (i) 2.. Sippurim ve’aggadot (Schocken 1962): “Ma’ase ha-ez” (93-95) Hanan Hever and Moshe Ron. the course is divided roughly half-and-half between the two languages. and you are required to answer all the questions: Section A. five papers in Hebrew must be offered. The aim of the two courses is to achieve a high level of competence in the handling of Hebrew texts from all periods. however. In the unlikely event of failure. The Penguin Book of Hebrew Verse: Avraham ben Yitshak. Agnon. Y. You have to pass Prelims. Tat hakarah niftahat kemo menifah (Ha-sifriya ha-hadasha le-shira 1992): “Yonatan” (9) T. 17. 50 Yisra’elim ketsartsarim (Bene Brak: Hasifriyah Hahadashah. Carmi. but you will need to choose whether to give slightly greater weight to Hebrew or to the other language. For this reason attention is
. Hebrew passages for translation. The Final Honour School After Prelims.
Rabbinic and Modern hebrew. teaching will be provided in tutorials if requested. Weingreen. For the first question you can choose whether to tackle a passage for translation into Biblical or Modern Hebrew. Kenyon and R. The Old Testament World
. the other for translation only. Recommended Introductory Reading J. Texts in this group are all taught in lectures. with tutorial help if necessary on any particular problems. Rogerson and P. Davies. and you have to choose two out of these three for translation into English. Teaching for the Biblical Hebrew option is provided in graded weekly classes throughout the course. On the other hand. Preparation for this is undertaken by a tutorial essay each term on the text which you are then studying. For the other periods. in Hebrew Handbook on the faculty web site. The Biblical texts are in two groups. The Bible and Recent Archaeology J. there are passges in Biblical. A Practical Grammar for Classical Hebrew R. one for translation and detailed comment. the following five papers must be offered: 6. Coggins. only a limited amount of text can be studied in this way in the time available. For the second.A. Prepared texts I: Biblical texts The specified texts for this and all other such papers are available in the B. Moorey. Hebrew composition and unprepared translation In this paper you have to translate one passage into Hebrew and two from Hebrew into English. It is advisable to check this with your teachers. This is the course if you are taking Hebrew as your first subject (List B in the Grey Book): In Finals. Some of these are also taught in class. The exam also includes one short essay on more general topics arising from the texts. Introducing the Old Testament K. hence the second group of texts. but you will be expected to prepare the others on your own.J. as changes are sometimes introduced. The thinking behind this is that on the one hand you need to learn the basic methods of modern textual study of a Biblical text. which students would do well to attend. ‘for translation only’. You should make sure that you have the list relevant to the year in which you will sit your examinations. and we want you to have read as widely as possible in the Hebrew Bible by the end of the course. 7. where the various tools available and proper critical methods are introduced.given to developing knowledge of the necessary historical and cultural background of the texts. including textual criticism. comparative philology and necessary historical and literary criticism. whatever their ultimate choice proves to be.
literary context. 3) ‘Comments on textual and linguistic problems’ Textual and linguistic comments deal with short passages that contain significant textual and/or linguistic problems. and so this itself may require explanation. Remember that you will often tell an examiner more about your knowledge of Hebrew by setting out what is the problem with the text than by remembering a proposed emendation. where there is doubt about the meaning of a word or phrase.The following paragraphs offer some guidance on the different types of question included in this paper: Commenting on Biblical Texts (FHS Papers 2 and 6. They do not include general background information or other general discussions unless these are directly relevant to textual and linguistic problems. papers 2 and 3) 1) ‘Translate with full annotation’ Detailed annotation deals with all aspects of a text — background. and so on. language.) 2) ‘Translate with comments where necessary’ Necessary comments are directly concerned with the translation of a text. where variant readings or emendations are adopted. you should remember that sometimes other scholars do because they find some problem in the MT. Only texts from group (a) will be set. a translation of the MT should be given in a footnote. LXX) are perfectly acceptable. with an explanation of why the variant reading is preferred. (a) or (b). (Even if you do not. since many different Hebrews were written over the centuries. (NB In subsid.g. but translation is not required. Hebrew. especially if you adopt them yourself. A selection of texts (legal. they do not include general background information or discussion of the literary context and form of a text. They should discuss briefly specific problems of text or language where there is sufficient doubt for your translation to require some form of justification — for instance. literary form. philosophical and exegetical) from the rich field of Hebrew literature of the post-Biblical/pre-modern period will be studied. MT.
. textual criticism. 8. the texts are not divided into groups. or where there are major textual variants. Standard abbreviations (e. In all types of exercise.) Free translations of phrases which cannot be translated literally into normal English may be annotated with a literal translation. any text can be examined under any of the three rubrics described here. Students may translate the passage if this is helpful in discussing the problems. subsidiary Hebrew. Passages from group (a) only will be set. Texts may be set from any of those prescribed. Prepared Texts II: Rabbinic and Medieval Hebrew texts The development of Hebrew in the post-biblical period is complex and variegated.
Judaism: Revelations and Traditions H. predominantly poetry. Textual Sources for the Study of Judaism M. General paper: language. Alexander (ed.R. These texts are read and analysed as literature rather than used as language exercises. giving you the chance to connect one aspect of the subject to another and/or to reflect on wider issues arising from the detailed study of the particular periods which interest you most. 315-1791 with introduction and updated bibliographies by Marc Saperstein (1999). Maccoby. with about six questions in each section. The Jew in the Medieval World: a SourceBbook. Recommended Introductory Reading P. The historical and cultural background of the texts is also discussed. and essays on the texts and on the history and development of modern Hebrew literature. modern. but you will be expected to prepare others.Students normally begin studying these texts in their third term when they have mastered the fundamentals of Biblical Hebrew grammar and have acquired a basic working vocabulary.). and include fiction. 9. together with relevant critical and theoretical works. Early rabbinic Writing. J. Halkin. religion and culture The aim of this paper is to draw together the whole course in Hebrew studies. where they are examined with attention not only to grammar and translation but also to their style. as with your Biblical texts. The majority of these texts are taught in class. Beyond Sequence: Current Israeli Fiction Gershon Shaked. with tutorial help if necessary. and a final section which cuts across all periods). Marcus. although their language is discussed as well. The examination includes passages for translation and brief comment. Prepared Texts III: Modern Hebrew literature The Hebrew literary texts for this paper range from the late 19th century to the present. The paper is currently in four sections (ancient. Fishbane. on your own. history. Modern Hebrew Fiction 10. as well as essays on more general topics arising from the texts. so that students have the opportunity to explore the relevant literary and intellectual context. All texts are taught in lectures. One tutorial hour is also arranged for each text. poetry and essays. passages for comment.
. Your examination will consist of passages for translation from some of your literary texts. content and historical background. Modern Hebrew Literature Leon Yudkin. medieval. Recommended Introductory Reading S.
selecting questions from at least two sections. 9 Two papers out of the following three: (i) Prepared texts I. Modern Hebrew literature 10. General paper: language history.You are required to answer four questions. religion and culture
This is the course if you are taking the European language as your first subject (List A in the Grey Book): In Finals the following four papers must be offered (for details see above): 7. Biblical texts (ii) Prepared Texts II. Hebrew composition and unprepared translation
8. Rabbinic and Medieval Hebrew texts (iii) Prepared Texts III.
You will study both classical and modern texts. By the time you graduate you will have acquired a range of expertise. Soudavar Professor of Persian Studies Dr Sima Orsini. to suit your own interests and enthusiasms.
In Years 3 and 4. although some students have instead studied at the University of Isfahan. Wadham College. journalism. The co-ordinator for the year abroad is Professor Edmund Herzig
. Year 1. who will provide briefings and information in the course of year 1. For the Persian part of the year we recommend that you study in Tehran. This degree also provides an excellent foundation for those who wish to extend their studies to the Masters level. with the advice of your tutors. Instructor in Persian Dr Stephanie Cronin Departmental Lecturer in Modern Iranian History Mr Mohammad Javed Ardalan Instructor in Persian The Year Abroad You will spend a part of Year 2 (usually September to June) studying Persian in Iran. To provide you with a detailed knowledge of selected literary texts in both classical and modern Persian. You will have the opportunity to design your bridging essay. and business. You must finalise plans for your year abroad early in Trinity Term. but there is room for some flexibility in balancing the periods spent studying each of your two languages. With Persian as either your first or your second subject you will study classical and modern texts. broadcasting. on a course approved by the Faculty Board. Teaching Staff Professor Edmund Herzig.PERSIAN Introduction This course aims: 1. and beyond. Information on the centres is available from the teaching staff. banking. such as diplomacy. you will broaden and deepen your command of written and spoken Persian and you will begin to acquire a specialized knowledge of selected aspects of and themes in Persian literature. To give you a thorough grounding in written and spoken Persian. historical. religious and cultural material. Reports from returning students will give an idea of the year abroad experience from a student perspective. To develop in general your skills of description. 2. 3. Most students combine the year in Iran with vacations spent studying in a country where their European language is spoken. Linguistic proficiency and knowledge of Persian literature and culture may lead some towards a variety of jobs connected with the region. interpretation and analysis of literary.
Hilary and Trinity Terms. developing your knowledge of written and spoken Persian and preparing for the papers in Persian literature through a combination of lecture. classes and tutorials.
The first three terms (Michaelmas. prose and translation classes are given in preparation for this paper. Year 1). We will continue to monitor the situation and decide by the start of Hilary Term 2010 what to recommend in the way of study abroad for Persianists matriculating in MT 2009. NB Given the current unsettled political climate in Iran and the state of diplomatic relations between Iran and the United Kingdom.Accommodation Usually the students are given a chance to stay in the British Institute of Persian Studies (www. 2.uk) for a relatively short initial period after their arrival to Teheran before they find permanent accommodation. and a considerable amount of work is set each week to be completed in your own time. These are a selection of modern Persian prose. The Final Honour School In years 3 and 4 you will work towards you Finals. Grammar and translation into Persian. most of which will have been read and discussed in class. Year 1) are devoted to preparation for these examinations. it may prove to be impossible to organize the year abroad in Iran in the usual way in 2009/10 and 2010/11.ac. as the
.bips. Unseen translation classes (Persian into English) introduce students to a range of different kinds of Persian prose style. The Persian Prelims consist of two papers: 1. preferably with Iranian families. This is the course outline if you take Persian as your first subject (List B): You will take the following six papers: 6. which will then be discussed in a small class or tutorial with the Persian Instructor. There is normally up to seven hours of Persian language instruction each week. Translation of Persian texts into English.
Course Outlines Prelims Prelims in Persian and in your European language are taken at the end of your third term (Trinity Term. Students normally are expected to write a weekly prose (translation from English into Persian). Persian Prose Composition and Unprepared Translation
BRIEF DESCRIPTION: Throughout Years 3 and 4.
(available online from the University network). A Literary history of Persia. vol.Browne. Cambridge 1928 (1st ed.
RECOMMENDED INTRODUCTORY READING: M.passages set in the FHS examinations are drawn from modern fiction. Three out of the five following papers: (i) Classical Persian Poetry: Lyric Genres
BRIEF DESCRIPTION: This paper is designed to provide a knowledge of the Persian tradition of lyric poetry (panegyric. and politics. Richmond.E. 4 vols. 2005. accompanied by a discussion of the cultural and political contexts of the poems and an analysis of their style. mystical lyric) through the close reading of a variety of texts by poets of different periods and styles. and will be expected to write analytical essays on various topics related to the texts. London 1994.5. F. Cambridge. online: http://www. love lyric.J. Especially vol. 50% of the mark will be for questions involving translation of and commentary on the set texts. The Ghaznavids. Encyclopaedia Iranica. See the examination conventions for more detail.T.
C. historical and philosophical writing. The Life. There will be a single three-hour written exam. Edinburgh. J. chapter 8 “Poets and prose writers of the late Saljuq and Mongol periods” (by J. Teaching for this paper will involve both text-reading classes students and tutorials. 4. CUP).). Routledge Curzon). chapter 19 “The rise of the new Persian literature” (by G. vol. homiletic poetry. 5. 7 – 9. article ‘Iran: Literature’. The Wine of Wisdom. pt. Bosworth. You will also do a considerable amount of outside reading. Cambridge.Lazard).2: Poetry ca. Aminrazavi.
E. Persian Sufi Poetry. vols 4 and 5.
.P de Bruijn. 2004 (reprinted and digitized. Poetry and Philosophy of Omar Khayyam. 1997.Rypka). journalism.iranica.Arberry. The Cambridge history of Iran. 1947 (1st edition. 1904-1924). Persian literature: a bio-bibliographical survey. de Blois. You will be expected to prepare the texts in your own time so that there will be ample time for in-depth discussion in class. literary criticism. 1968 and 1975. Fifty poems of Hafez. A. structure. Encyclopaedia of Islam (2nd ed.G. Oxford. and other literary features. 50% of the mark well be for essay questions.com/newsite/. AD 1100 to 1225. 1963.
E. Browne. Hertford..P. J. didactic/homiletic. Dordrecht 1968.G.S. They will also do a considerable amount of outside reading.E. and mystical. 1987. 50% of the mark well be for essay questions. Princeton. Sa‘di. W. There will be a single three-hour written exam. 2009. London: Gibb memorial series. The poet of life. Sa‘di. Golistan or Flower-garden. 1899.. 1994. 50% of the mark will be for questions involving translation of and commentary on the set texts.) Tetley. structure. Poetry as a source for Iranian History.J.. Thackston. Special attention is paid to the use of story-telling techniques in the different genres. London 1958. Medieval Persian Court Poetry. G. 1823 (1st ed. Oxford. or Four Discourses. ed. New York. London-NY: Routledge. Nizami ‘Arudi Samarqandi. trans. romance. and will be expected to write analytical essays on various topics related to the texts. Of Piety and Poetry: The Interaction of Religion and Literature in the Life and Works of Hakim Sana’i of Ghazna. by J. Students will be expected to prepare the texts in their own time so that there will be ample time for in-depth discussion in class.S. Leiden 1996.H. The Ghaznavid and Seljuq Turks.. J. Persian Literature. History of Iranian literature. 2006. Sperl and C. including epic. Transl.Yarshater. Katouzian. J.
RECOMMENDED INTRODUCTORY READING Arberry. London. and other literary features.
. Meisami. 1983.. ‘Poetic Microcosms: The Persian Qasida to the End of the Twelfth Century’. A close reading of selections from a variety of representative texts by poets of different periods and styles is accompanied by a discussion of the cultural and political contexts of the poems and an analysis of their style.
Classical Persian Poetry: Narrative Genres
BRIEF DESCRIPTION: This paper is designed to provide a knowledge of the various narrative genres of Persian poetry. S. Teaching for this paper will involve both text-reading classes students and tutorials.. Meisami. J. Classical Persian literature. E. de Bruijn. 1988. Rypka. See the examination conventions for more detail. Shackle. Chahar Maqala. 429-33.Ross. 2: 154-69. love and compassion. in Qasida Poetry in Islamic Asia and Africa.. Leiden. A. 1: 137-82. Bethesda. ed.T. 1921 (first edition). The millennium of Persian poetry.
religious and biographical writing to belles-lettres. W.Nickolson.. Oxford. 2006 (1st ed. Abolqasem Firdowsi. D.). Students will be expected to prepare the texts in their own time so that there will be ample time for in-depth discussion in class. New York. 1992. Washington. and other literary features. Thackston. Bethesda. by R.Bürgel. East and West: The Life. 6. 2000. The Persian Book of Kings. Vis and Ramin.Morrison. and will be expected to write analytical essays on various topics related to the texts. Shahnama. Teaching and Poetry of Jalâl al-Din Rumi. 2008.D.. Vis-u Ramin. Fakhraddin Gorgani. Teaching for this paper will involve both text-reading classes students and tutorials. There will be a single three-hour written exam. Princeton 1987. Davis. by G. by D. ranging from historical. The Mathnavi by Jalal ad-Din Rumi. They will also do a considerable amount of outside reading. The feather of Simurgh. A Millennium of Classical Persian Poetry: A guide to the reading & understanding of Persian poetry from the tenth to the twentieth century. F.. Dordrecht 1968. Meisami.A. Rypka. by Dick Davis. London 1924-40. Penguin Classic. New York 1972. Nafisi. History of Iranian literature. Persian Literature.Yarshater. ethical. Fakhr ad-Din Gurgani. Medieval Persian court poetry. Ch. 2. and ed. Rumi: Past and Present. Trans. Gibb Memorial series. 8 vols. The Case of Ferdowsi’s Shah-nameh. Davis with a foreward by A. structure. article ‘Iran: Literature’. Trans.. 1988. ed. 50% of the mark will be for questions
.. 1988. A close reading of a variety of representative texts by writers of different periods and styles is accompanied by a discussion of their cultural and political contexts and an analysis of their style. Encyclopaedia of Islam (2nd edn). Epic and Sedition. Trans.. 1994. Especially chapters 1. Trans. Lewis.
(iii) Classical Persian Prose BRIEF DESCRIPTION: This course is designed to present students with a wide selection from various types of medieval Persian prose writing.S. J. J. E. Fayetteville. New York.
Qabusnama (A Mirror for Princes). The Gulistan of Sadi: The Rose garden of Shekh Muslihu’d-din Sadi of Shiraz. Edinburgh. 1954. accurate knowledge of the selected texts is expected. Browne. introd. Trans. Frye. Chahar Maqala. Peacock. 1999. There will be a single three-hour written exam. Nizami ‘Aruzi Samarqandi. political. 1951. 1996. London. by E. and ed.
RECOMMENDED INTRODUCTORY READING:
.involving translation of and commentary on the set texts. and general literary themes.Levy. 1921. J. Trans. works. by M. Abu Bakr Muhammad Narshakhi. New Haven 1960. A detailed. Meisami. and historical background. by E. A. and a life of the author. with a preface.
(iv) Modern Persian Literature BRIEF DESCRIPTION: These texts represent some of the most interesting and important examples of twentieth-century Persian prose and poetry.S. Nizam al-Mulk.S. Persian Historiography to the End of the Twelfth Century. London. Trans. as well as an ability to place them in the wider context of modern Persian literature. The book of Government or rules for kings (the Siyasat-nama or Siyar al-Muluk).F.G. 2007.C. 50% of the mark will be for questions involving translation of and commentary on the set texts. as well as on particular writers. 1978. Bal‘ami’s Tarikhnamah.. Essays will be written on the literary. Tales of Parrot. 50% of the mark well be for essay questions. Four Discourses. Graz. by H. Cambridge. Iskandar. Teaching for this paper will involve both text-reading classes students and tutorials. by Indris Shah. See the examination conventions for more detail.Darke. Gibb memorial series. Trans. Ziya’u’d-Din Nakhshabi.
RECOMMENDED INTRODUCTORY READING: Kaykavus b. MA. B. New York. Trans. Eastwick. Trans. 50% of the mark well be for essay questions.Simsar. by R. by R. History of Bukhara. See the examination conventions for more detail. London..
Kamshad.. Hillmann.. Hillmann. Nader Naderpour. Boulder. Animating modernism and Persian poetry. Hilary term for set text list: http://www. 1998. 2004.orinst. Lenham-NY-Oxford. and ed.C. Turner. 1991. NY. M.. Karimi-Hakkak. 1987. Modern Persian Prose Literature. Mehdi Bazargan. Naderpour.
Modern Persian Social and Political Writing
SET TEXTS: Selected texts (copies are available from the Faculty Office in the Oriental Institute). introd. Ayatollah Sayyed Ruhollah Khomayni. H. Abo'l-Hasan Bani-Sadr. Iranian poet.ox. Hojjatoleslam Sayyed Mohammad Khatami. Ayatollah Hosayn
. The Water’s Footfall. 1986. E. thinker and patriot. 1994. Persian poems by N. Katouzian.G.
(see Faculty website from Friday of 3rd week. Once a Dewdrop. Sadeq Hedayat: An Anthology.. The current list comprises: Mohammad Mosaddeq. Sadeq Chubak: An Anthology. Mohammad Reza Shah Pahlavi. clerics and statesmen. Sohrab Sepehri. Austin.K. New York. Modernism and Ideology in Persian literature. Sadeq Hedayat: the life and literature of an Iranian writer. Mafie. The texts are selected from a number of modern thinkers. ed. Talattof. Essays on the Poetry of Parvin E‘tesami. False Dawn. trans. 1966. Ayatollah Sayyed Ali Khamene'i.. By M. 1979. Moayyad. M. 1982.. introd. the newspaper article: 'Iran va este'mar sorkh va siyah'. learning both to read and comprehend the texts themselves and to understand the context of particular writers and works. afterword by L. ed. Tehran. 1997. Washington. London. 1382/2004. Bagley-NY. Leiden-Boston.uk/general/set_texts. Ayatollah Akbar Hashemi Rafsanjani. by E. by M. Hakkak and K.R. Selected poems. by Ismail Salami and Abbas Zahedi. Boulder.. A Lonely Woman: Forugh Farrokhzad and Her Poetry. by F. by A. Alishan.Essays on Nima Yushij. 2003. Cambridge. Ayatollah Sayyed Abo'l-Qasem Kashani.ac. ed. ed.html))
BRIEF DESCRIPTION: Students will study examples of modern Persian social and political writing. Naficy. Costa Mesa. with introd. and trans. Yarshater. Yarshater. F. A return to nature in the poetry of Nima Yushij. A.C. introd. 1978. by H. An Anthology of Modern Persian Poetry. Persian literature. by E. H.
The Cambridge History of Iran. chapters 7. Mehran. Cambridge: Cambridge University Press.). See the examination conventions for more detail.B. This is available for purchase from the Faculty Office. 1994. Mottahedeh. Cambridge: CUP. Tauris. updated edition. second edition. 232-53. symbol and discourse'. Gavin. Keddie. Ansari. in Nikkie R. Chicago and London: University of Chicago Press. Seattle WA and London: Washington UP. especially chapters 1 'Discourse and Demonization'. The Making of Iran’s Islamic Revolution: From Monarchy to Islamic Republic. Second Edition. There will be a single three-hour written exam. Joanna. Ervand. Democracy in Iran: History and the Quest for Liberty. Mohsen. All of the texts have been collected in an unpublished special edition: 'Persian Texts for Modern Social and Political Writing'. 50% of the mark will be for questions involving translation of and commentary on the set texts. Keddie and Rudi Matthee (eds. The "Great Satan" vs.B. Faculty of Oriental Studies. 1986. William O. especially chapter 5 'A story of language. Milani. 2nd edition.). Charles (eds. Lloyd (ed. 2008. Cambridge: Cambridge University Press. de Groot. Iran and the Surrounding World: Interactions in Culture and Cultural Politics. London: Longman. 2006. Chatto and Windus. The Mantle of the Prophet: Religion and Politics in Iran. Hambly.). Nikki. Firoozeh. Kashani-Sabet. Beeman. Ali and Vali Nasr. Melville. Modern Iran: Roots and Results of Revolution. 50% of the mark well be for essay questions. 2007. 2005. A History of Modern Iran. Modern Iran: The Pahlavis and after. 2008. I. Peter. volume 7: From Nadir Shah to the Islamic Republic. 2002. Tauris. the "Mad Mullahs": How the United States and Iran Demonize each other.. Boulder Colorado: Westview Press. ‘Cultures of Iranianness: The Evolving Polemic of Iranian Nationalism’. University of Oxford. Avery. 2006. London. Culture and Politics in Iran: From the Qajars to Khomeini. pp. Oxford and New York: Oxford University Press. Gheissari. Religion and Politics in Modern Iran: A Reader London and New York: I. 2007. 20. New Haven and London: Yale UP. London. Kamrava. Ali. 1991. Ridgeon. 2008. Roy. October 2009. and 4 'Discourse and Rhetoric'. 21.
.Ali Montazeri. RECOMMENDED INTRODUCTORY READING: Abrahamian. Religion. Iran's Intellectual Revolution.
Cambridge.N. Milani. Persian Prose Composition and Unprepared Translation
8. 2003. New Haven.
11.R. (iii). Newman. second edition.. Princeton. N. E. social and cultural history.. London. A.
This is the course outline if you take the European language as the first subject (List A): You will take the following five papers. Keddie. 1975. 10. Modern Iran.G. 1984. Each option covers a distinctive and important period in Persian history.
BRIEF DESCRIPTION: It will be expected that a good command of spoken Persian will have been gained during the period abroad. 1982. Savory. Safavid Iran.. updated edition. London. London. Ansari. 9. 1980.. RECOMMENDED INTRODUCTORY READING: (i) Frye. 1988. London. Morony. Iraq after the Muslim Conquest. M.. Two out of the following papers:
. The Making of Iran’s Islamic Revolution. 2006. The Golden Age of Persia.M. M. Medieval Persia 1040-1797. Students will be expected to show thorough knowledge of the subject and the ability to discuss and interpret major themes in the history of the period in a lucid and intelligent manner. Princeton. (ii) Morgan. Modern Iran since 1921. R.10. Boulder. A. see the descriptions given above under the same paper titles.
Persian History and Culture: General Questions
BRIEF DESCRIPTION: One of the following papers: (i) (ii) The transition from Sasanian to Islamic Persia (up to the tenth century AD) Iranian history 1501-1722
(iii) Iranian history from the rise of the Qajars to the end of the Constitutional Revolution (iv) Iranian history 1921-1979 This is a general history paper including questions on political.J. economic. Iran under the Safavids.. D. and the purpose of the oral classes provided at Oxford is to improve and practise the skills necessary for the oral examination. 2006. Iran between Two Revolutions. 1994. 7. 11 and options (ii). For details of Papers 7.. (iii-iv) Abrahamian. and (iv). R.
You will also do a considerable amount of outside reading.E. A Literary history of Persia.. 2004 (reprinted and digitized. by Dick Davis. 4 vols. by D. The Life. A. Encyclopaedia of Islam (2nd ed. The Cambridge history of Iran. J. Fakhraddin Gorgani. Davis. Vis and Ramin. Fifty poems of Hafez.5. 1988.
. Persian Sufi Poetry. (available online from the University network). Vis-u Ramin.. love poetry. J. and other literary features.iranica. Persian literature: a bio-bibliographical survey. Trans. The Ghaznavids.Rypka). vol. The feather of Simurgh. Ch. 1963. Arberry. F. romance. de Bruijn. 1992. New York 1972. Especially vol. Penguin Classic.). Poetry and Philosophy of Omar Khayyam. article ‘Iran: Literature’. The Persian Book of Kings. E. by G.J. RECOMMENDED INTRODUCTORY READING M. didactic and mystical poetry—through a close reading of selected texts. AD 1100 to 1225. Fayetteville.J. vols 4 and 5. 1983.Arberry. Trans. Richmond. accompanied by a discussion of the cultural and political contexts of the poems and analysis of their style. Classical Persian literature. chapter 19 “The rise of the new Persian literature” (by G. You will be expected to prepare the texts in your own time so that there will be ample time for in-depth discussion in class. Cambridge 1928 (1st ed.(i)
Classical Persian Poetry
BRIEF DESCRIPTION: This paper is designed to provide a knowledge of the basic genres of Persian lyric and narrative poetry and of their modes—panegyric. 1968 and 1975. 1997. Routledge Curzon)..G. The Wine of Wisdom. chapter 8 “Poets and prose writers of the late Saljuq and Mongol periods” (by J. D. Cambridge. Bürgel. de Blois.Lazard). pt.).
C.P. New York. structure.P de Bruijn. 2006 (1st ed. Epic and Sedition. 1904-1924). The Case of Ferdowsi’s Shah-nameh. Washington. Oxford. Aminrazavi. Trans. CUP). Nafisi. homiletic. epic. Encyclopaedia Iranica. Edinburgh. Of Piety and Poetry: The Interaction of Religion and Literature in the Life and Works of Hakim Sana’i of Ghazna.com/newsite/.T. vol.Morrison. and will be expected to write analytical essays on topics related to the texts.T. 4. 5. 1947 (1st edition. Shahnama. 2005.2: Poetry ca. Abolqasem Firdowsi. Davis with a foreward by A. London 1994. London 1958.Browne. Leiden. 2008. A. Bosworth. Fakhr ad-Din Gurgani. Cambridge.. online: http://www.
2000. Students will be expected to prepare the texts in their own time so that there will be ample time for in-depth discussion in class. Sa‘di. Especially chapters 1. Teaching for this paper will involve both text-reading classes students and tutorials.) Tetley.S. 1899. F. Katouzian. G. Oxford. A Millennium of Classical Persian Poetry: A guide to the reading & understanding of Persian poetry from the tenth to the twentieth century. Medieval Persian court poetry. 1921 (first edition). London-NY: Routledge. New York. Princeton 1987. J. Thackston. and will be expected to write analytical essays on various topics related to the texts. and other literary features. There will be a single three-hour written exam. religious and biographical writing to belles-lettres. The Ghaznavid and Seljuq Turks. Teaching and Poetry of Jalâl al-Din Rumi. Browne. trans. E. E. Princeton. J.. Lewis. Sa‘di.
(ii) Classical Persian Prose BRIEF DESCRIPTION: This course is designed to present students with a wide selection from various types of medieval Persian prose writing.S. A close reading of a variety of representative texts by writers of different periods and styles is accompanied by a discussion of their cultural and political contexts and an analysis of their style. Rumi: Past and Present. Meisami. 1988. East and West: The Life. 1987. London. Hertford. 50% of the mark will be for questions involving translation of and commentary on the set texts. They will also do a considerable amount of outside reading. and ed.E. History of Iranian literature. by R. The poet of life. W. Golistan or Flower-garden. ethical.. by J. 2. 2009. Transl. Poetry as a source for Iranian History. ed. Gibb Memorial series.Ross. 1994... ranging from historical. Meisami..H.Yarshater. Trans. Medieval Persian Court Poetry. London 1924-40. Bethesda. The Mathnavi by Jalal ad-Din Rumi. 8 vols. or Four Discourses. Oxford. 1823 (1st ed. Dordrecht 1968.D.G.Nickolson. 2006. structure. J. London: Gibb memorial series. Rypka. Persian Literature. love and compassion. 50% of the mark well be for
.A.. 6. Nizami ‘Arudi Samarqandi. Chahar Maqala..
Darke. Eastwick. Iskandar.K. The Gulistan of Sadi: The Rose garden of Shekh Muslihu’d-din Sadi of Shiraz. Meisami. Leiden-Boston. works. Trans. Ziya’u’d-Din Nakhshabi. There will be a single three-hour written exam. London. by R. by R. as well as on particular writers. London.. and general literary themes. Qabusnama (A Mirror for Princes). Hakkak and K. RECOMMENDED INTRODUCTORY READING: Kaykavus b.essay questions. Essays will be written on the literary. Browne. Edinburgh. The book of Government or rules for kings (the Siyasat-nama or Siyar al-Muluk). See the examination conventions for more detail. A. by A. Cambridge. 50% of the mark will be for questions involving translation of and commentary on the set texts.
. Graz. Trans. Gibb memorial series. MA. Abu Bakr Muhammad Narshakhi. 1951.Simsar. See the examination conventions for more detail. introd. Bal‘ami’s Tarikhnamah.
(iii) Modern Persian Literature BRIEF DESCRIPTION: These texts represent some of the most interesting and important examples of twentieth-century Persian prose and poetry.G. Persian Historiography to the End of the Twelfth Century. Frye. Nizam al-Mulk.F. Chahar Maqala. Trans. by H.. History of Bukhara. Talattof. by M. New Haven 1960. as well as an ability to place them in the wider context of modern Persian literature. 50% of the mark well be for essay questions. Tales of Parrot. 1999. 1978.S. by E. New York.C. and historical background. A detailed. political. London.Levy. J. and a life of the author. Trans. Four Discourses. B. Trans. 1921. 2004.S. Nizami ‘Aruzi Samarqandi. and ed. by E. with a preface. Peacock. Trans. Teaching for this paper will involve both text-reading classes students and tutorials. RECOMMENDED INTRODUCTORY READING: Essays on Nima Yushij. 1996. Animating modernism and Persian poetry. 1954. ed. accurate knowledge of the selected texts is expected. 2007. by Indris Shah.
NY. 1966. London: Longman. New York.False Dawn. 2008.. Charles (eds. M. introd. and trans. 1382/2004. by Ismail Salami and Abbas Zahedi. Tehran. Yarshater. Costa Mesa. A.. I. 2003. Ansari. thinker and patriot. A return to nature in the poetry of Nima Yushij. with introd. Alishan. London. Melville. Sadeq Hedayat: the life and literature of an Iranian writer. by M. 1978.. 21. The Cambridge History of Iran. 2007. A History of Modern Iran. E. by E. Joanna. 1991. Kamshad. Sadeq Chubak: An Anthology. Hillmann.. By M. An Anthology of Modern Persian Poetry. F. 1986. H. Religion.R. Modern Persian Prose Literature. 20. 1998. Moayyad.C. 2007. The Water’s Footfall. Persian literature. 1982. Yarshater. Gavin. and ed. especially chapters 1 'Discourse and Demonization'. Bagley-NY. Katouzian. Boulder. Culture and Politics in Iran: From the Qajars to Khomeini. by E. Naficy. Beeman. Once a Dewdrop.C. by H. especially chapter 5 'A story of language. and 4 'Discourse and Rhetoric'. de Groot. Lenham-NY-Oxford. Ervand. 1991. Karimi-Hakkak. The "Great Satan" vs. Chicago and London: University of Chicago Press. H. Peter. afterword by L. Washington. London. Boulder. Nader Naderpour. Austin.. the "Mad Mullahs": How the United States and Iran Demonize each other. Modern Iran: The Pahlavis and after. Mafie. 1997. ed. chapters 7. Cambridge: Cambridge University Press. Hillmann.. Tauris. 1994.. Naderpour. Essays on the Poetry of Parvin E‘tesami. introd. Modernism and Ideology in Persian literature. William O. 1979. M.).B. Cambridge. symbol and
. Sohrab Sepehri. 2008. 2nd edition. introd. Cambridge: CUP.
(iv) Modern Persian Social and Political Writing
RECOMMENDED INTRODUCTORY READING Abrahamian. by F. Ali. Avery. volume 7: From Nadir Shah to the Islamic Republic. Persian poems by N. ed. Selected poems. ed. trans. Hambly. A Lonely Woman: Forugh Farrokhzad and Her Poetry.G. 1987. Sadeq Hedayat: An Anthology. Turner.. Iranian poet.
Seattle WA and London: Washington UP. updated edition. The Making of Iran’s Islamic Revolution: From Monarchy to Islamic Republic. 2002.
Persian History and Culture: General Questions Spoken Persian (Oral)
. Mottahedeh. Kamrava.). 232-53. Keddie. in Nikkie R. Firoozeh. pp. Lloyd (ed.discourse'. Roy. Religion and Politics in Modern Iran: A Reader London and New York: I. Keddie and Rudi Matthee (eds. Ali and Vali Nasr. 11. Mohsen. Democracy in Iran: History and the Quest for Liberty. Iran's Intellectual Revolution. Milani. 2006. Mehran. 2008. 1986. Tauris. 1994. New Haven and London: Yale UP. London. ‘Cultures of Iranianness: The Evolving Polemic of Iranian Nationalism’. Iran and the Surrounding World: Interactions in Culture and Cultural Politics.B. Gheissari. The Mantle of the Prophet: Religion and Politics in Iran. 2006.).
10. 2005. Kashani-Sabet. Ridgeon. Cambridge: Cambridge University Press. Chatto and Windus. second edition. Nikki. Oxford and New York: Oxford University Press. Modern Iran: Roots and Results of Revolution. Boulder Colorado: Westview Press.
List B is intended for those who wish to go more deeply into the study of the Ottoman world.) Early Ottoman texts. Tel: (2)78238. through the medium of selected nonliterary texts. Departmental Lecturer in Turkish. and this movement has been largely ‘successful’. and by the beginning of the 20th century the rise of Turkish nationalism began to turn this movement into a drive for linguistic purification. Room 106. Email: celia. is the study of the political. Another component that is compulsory in the five-paper syllabus (List A). The official language reform programme launched by Atatürk in the 1930’s took the project of purification much further than most Ottoman reformers had envisaged.uk
. Tel.kerslake@orinst. Tel: (2)84741. mainly essays and journalistic articles but including also some documents. The List A syllabus. so that the Turkish of the last five decades or so is very different in terms of vocabulary from that of even the early years of the Republic.ox.ac. Instructor in Turkish (Michaelmas Term 2009 and Hilary Term 2010). (This continued during the first few years of the Turkish Republic. If you opt to include in List A the paper on political and cultural texts described above. Instructor in Turkish.ox. The only common characteristic of the different styles of Ottoman is that they were written in the Arabic script. University Lecturer in Turkish (St Antony’s).mignon@orinst. and the other on early Turkish and Ottoman literary texts from the period 1300-1900.ac. Email: bilal.TURKISH Introduction In order to understand the scope of the EMEL syllabuses in Turkish. and may also be taken in the six-paper syllabus (List B).uk Ms Şenel Şimşek. Room 109.ac.uk (on leave 2009-10) Dr Bilal Kırkıcı. Oriental Institute. Email: laurent. Email: senel. until the adoption of the Latin alphabet in 1928. Teaching staff Dr Celia Kerslake. It offers two papers not available in List A: one based on Ottoman historical texts from the ‘classical’ period (1300-1700). and some grammatical constructions copied from those languages.simsek@orinst. Tel. offers a choice between two modes: one which involves learning the Arabic script. Both EMEL syllabuses involve the same amount of work on modern Turkish language skills and on modern Turkish literature. in which the Ottoman set texts are all post-1860. tend to be fairly simple in style. Oriental Institute. (2)78238. but all in Latin-script transcription.uk Dr Laurent Mignon. intellectual and cultural transformation of Turkish society from the late Ottoman times to the present day. In the List B syllabus the majority of the Ottoman set texts are studied and examined in the Arabic script.ac. although showing some lexical and grammatical differences from modern Turkish. During the last century of the Ottoman empire the general movement of modernizing reform brought with it a movement for simplification and rationalization of the written language. a brief explanation is needed of the relationship between Turkish and Ottoman. then you add only one of these further papers to complete your syllabus. Oriental Institute Room 109.ox. and one in which a rather larger body of texts is studied. Ottoman is the name given to the various forms of Turkish that were used in the Ottoman empire (1300-1922). (2)78213.kirkici@orinst. Middle and late Ottoman texts contain a high proportion of Arabic and (in poetry and the more ornate prose) Persian vocabulary.ox.
Your reading both of late Ottoman history and of modern Turkish literature will be immeasurably enriched by a close knowledge of the former imperial capital. with a strong tradition of liberal scholarship. but the vast majority of the degree students are Turkish. Istanbul http://www. a wide range of student activities. However. They are supervised by academics who are personally known to the teaching staff at Oxford.tomer.edu. (1) Boğaziçi University. For students in this situation a few months’ intensive study at TÖMER or DİLMER (see below) is likely to be the most efficient way to achieve fluency in everyday communication. and Turkish is what is spoken outside the classroom. If you are staying in Turkey until the summer you will probably do best to transfer to Boğaziçi for the second semester. and follow a curriculum of four or five courses per semester from among those available to Boğaziçi undergraduates. the provision in Turkish for Foreigners at Boğaziçi is not at the level of intensity that you are likely to need in your first few months in the country. still Turkey’s largest city and the centre of its economic and cultural life. The medium of instruction here is normally English (except in the Turkish Language and Literature Department).The year abroad Assuming that you decide to spend the major part of your year abroad in Turkey. and a most beautiful campus situated on a wooded hillside overlooking the Bosphorus.html
.boun. because of its pre-eminent role in the cultural and intellectual life of Turkey from its conquest by the Ottomans in 1453 right down to the present day. if you have entered Oxford University with no prior knowledge of Turkish. The Faculty of Oriental Studies has an agreement with the Faculty of Arts and Sciences of Boğaziçi University under which undergraduates reading Turkish at Oxford can enrol as ‘special students’ for one or two semesters at a reduced fee. modern Turkish history or a period of Ottoman history. Three of these courses are likely to be in Turkish for Foreigners and elementary Ottoman Turkish. there are three institutions we particularly recommend.intl. both of them in Istanbul. the first semester runs from late September to mid-January. Suitable courses can be found also in other Turkish cities. (2) The TÖMER language schools http://www. The teaching and assessment is organized on a semester basis. and additional options may include an introduction to linguistics.edu. you should be aware that many seismologists consider that Istanbul is likely to be affected by a major earthquake at some time within the next thirty years or so.tr/english/index.tr/?q=node/3 Boğaziçi University. Istanbul is unquestionably the most important city for undergraduates to get to know well.ankara. as is the standard pattern at Turkish universities. to take advantage of the much richer academic provision that a university can offer. and the second from mid-February to the end of early June. is one of the best universities in Turkey. which was founded as an American college in 1863 but has been a Turkish state university since 1971. However.
TÖMER courses are organised in a rolling programme of four-week terms that run continuously throughout the year. which provides just such an opportunity. perhaps in return for providing help with English to members of the household. Alternatively.TÖMER (Türkçe Öğretim Merkezi [‘Turkish Teaching Centre’]) is an institution which originated in the Faculty of Arts of Ankara University. Bogaziçi University has a modern ‘superdorm'. Such an arrangement can be set up in advance. The teaching is given entirely in Turkish.dilmer. But DİLMER has only seven levels. this will enable you to take a month’s break in December and still complete four levels by the end of January. with exactly the same hours per week and 4-week terms. Course outlines Prelims The first three terms of your course are designed to give you a sound foundation in the Turkish language.com/ DİLMER (Dil Öğretim Merkezi /Language Teaching Center) is modelled on the TÖMER pattern. you are likely to find yourself in classes with students from a very wide range of countries and educational backgrounds. or through local estate agencies. The largest and probably the most reliable are those in Ankara and Istanbul. If you are able to start at the beginning of September. and there is a strong emphasis on communicative skills.
. As there are no specific entry requirements. One way of doing this is to stay with a Turkish family. which means that the structural material is covered faster. Prepared and unprepared texts for translation from Turkish into English. Rents are considerably lower than in Oxford. Each level is completed in one term. including some experience of reading authentic texts. Turkish grammar and translation from English into Turkish. with individual study bedrooms arranged in flats. with the assistance of teaching staff at Oxford using academic e-mail networks. Another possibility is to share accommodation with Turkish students. All branches operate the same system of courses at twelve levels. (3) The DİLMER language school in Istanbul http://www1. with 20 hours of teaching per week and an examination at the end. In recent years student feedback from DİLMER has been rather better than that from TÖMER. Accommodation The best way to acquire fluency in Turkish during your year abroad is to live with Turkish people . following a common curriculum and using the same textbooks. and has become a semi-autonomous organization with branches all over Turkey.who are rightly famed for their hospitality. The examination comprises two written papers of 3 hours each: 1. rented accommodation can be found over the internet. 2.
pp. In Fil Hamdi (7. ‘Sınır Üstündeki Ev’. İstanbul 1982).orinst. 216. 179. 1988. 100.uk/general/set_texts. ‘Bir Roman Kahramanı’. 186. 19-25. 45-53. Erhan Bener. 135. and to learn to handle all the basic grammatical structures during these three terms.ac. In the second half of the year the prescribed texts for Paper 1 are read in detail.ox. pp. pp. İlhami Soysal. Hilary term for set text list: http://www. The teaching method combines grammatical exposition with oral practice and conversation sessions. (İstanbul 1982). İstanbul (12. Erdoğan Tokmakçıoğlu. 183. 20. pp. Bütün Yönleriyle Nasrettin Hoca. pp.You are expected to attend language classes up to 7-8 hours per week. 182. These are assessed and gone over in class. pp. 214. In Aşk-ı Muhabbet Sevda (İstanbul 1992). some traditional Nasrettin Hoca tales and three modern short stories. Written translation exercises are set on the material covered each week. Copies are available from the Faculty Office. SET TEXTS: Orhan Veli.html))
. 137. Bütün Şiirleri. 162-3. 114. 196-7. Aysel Özakın. baskı. 1973. Yüzyıl Türk Şiiri Antolojisi. 88. Ankara (3.
(see Faculty website from Friday of 3rd week. Aziz Nesin. 73. Ankara 1981. and to work on the course material systematically by yourself every day. ‘Berlin'de mi Yaşlanacağım?’ In Kanal Boyu. basılış). basım). The set texts for Paper 1 consist of some short poems. You will be required to build up a basic vocabulary. All texts will be read in full in class.70-77.
instead of the requirement to reflect the sense of an English source text as accurately as possible you have the freedom . and the linking of sentences together in a way which is cohesive and which develops the argument as required. the list of such texts is finalized at the beginning of Hilary Term in the year before the examination. but here. as least as far as modern Turkish is concerned.orinst. Hilary term: http://www.html. With effect from FHS 2011. will be built up gradually over this two-year period. Translation into Turkish and essay in Turkish BRIEF DESCRIPTION: Your skills in translating from English into Turkish.of creating a Turkish text that reflects your own knowledge and perspective on a given topic. The detailed guidance on translation strategies and techniques that you will receive in these classes should. Your teachers will provide you with the list of texts for the papers that they teach. in Hilary and Trinity Terms of Year 4 you will have a weekly session on Ottoman unseen translation. lists of set texts for EMEL will also be published in the Turkish FHS Handbook. Unprepared translation from Ottoman and modern Turkish
BRIEF DESCRIPTION: Translation of a wide range of Ottoman and modern Turkish texts into English forms a major part of the work of the ‘set texts’ classes which you will be attending several hours a week throughout Year 3.The Final Honour School
Note: For FHS papers that require the study of set texts. .
This is the course if you are taking Turkish as your first subject (List B): You have to take the following six papers in FHS (numbered as in Examination Regulations): 6. The length of essay expected in the examination. 7. idiom and style. provide you with sufficient skills and knowledge to tackle unseen translations with confidence.ac. involving appropriate vocabulary choices in both semantic and stylistic terms. You will also get ‘exam-type’ practice in modern unseen translation in collections. As your overall exposure to Ottoman will have been less extensive.and the challenge . and also in your
.ox. together with your own work on vocabulary learning. Essay writing in Turkish involves the same command of vocabulary. available on the Oriental Studies Faculty website and the list of set texts approved for examination in the following academic by the Undergraduate Studies Committee will be published on the following webpage by Friday of 3rd week.uk/general/set_texts. grammatically correct sentence construction.
Imber. 1300-1650: The Structure of Power. The Ottoman Empire. Goffman. C. or may reflect issues of general political or cultural interest. which in turn will have been the subject of newspaper articles read in the language classes ‘Political and Cultural Articles’. the 1622 revolt that led to the execution of Sultan Osman. London. D. 2000. İnalcık H. 2002. The Classical Age 1300-1600. The examination will contain passages from the set texts for translation and/or comment. C. 2005. and the experiences of a 17th-century Ottoman woman mystic. New York.
. translated by Norman Itzkowitz and Colin Imber. 1995. 9. Essays are evaluated not just in terms of linguistic skills but also as pieces of academic writing. an autobiographical essay. The selection of topics for you to write essays on for your tutor will be coordinated with the topics that you are working on in Spoken Turkish classes. Osman’s Dream: The Story of the Ottoman Empire 1300-1923. The living experience of Turkish that you will have acquired during your year abroad will. Selections are from three Ottoman chronicles. some related to the texts themselves. a book of travels. The Ottoman Empire. Finkel. S. Topics will include the nature of the early Ottoman expansion and the ghaza thesis. Cambridge. Berkeley.
BRIEF DESCRIPTION: This paper introduces students to the major topics in Ottoman history and historiography of the 14th-17th centuries through a close reading of selected primary texts. others more generally to the specified period of Ottoman history. a reform treatise. 2002. and also a choice of essay questions. c1973. C. and a dream diary. Between Two Worlds. 1300-1700. TWO of the following options: (a) Ottoman history and historical texts. 1989. of course. You will learn about the historical contexts these texts reflect and explore how the Ottoman authors responded to significant developments in Ottoman history. is about 400 words. The topics set may relate specifically to Turkey or to some aspect of Turkish life.work for tutorials. The Ottoman Empire and Early Modern Europe.
8. New York. Subjects of the Sultan: Culture and Daily Life in the Ottoman Empire. Kafadar. as in all essay writing at Oxford you will be expected to develop a clear. the late 16th-century transformations in the religioadministrative system. London. The Construction of the Ottoman State. the reconstruction of Istanbul after the conquest.
RECOMMENDED INTRODUCTORY READING Faroqhi. strong argument and to present appropriate evidence to support it. That is to say. greatly assist you in the development of your writing skills.
1985. multi-ethnic empire to the modern national Republic of Turkey. A. 1973.R. pre-national.C. Turkey: From Empire to Nation. (Chapters 1 and 2. (Review of National Literatures.) Ostle. RECOMMENDED INTRODUCTORY READING Andrews. Seattle and London. (ed. Poetry’s Voice. commentary and essay questions. In the nineteenth century increasing exposure to European influences caused Turkish writers to question many aspects of their literary heritage. Minneapolis. The highly sophisticated classical divan literature that developed as the Ottoman state grew into an imperial power drew its inspiration from Persian court literature.. The examination will contain translation.. As in the case of option (a). You will also read an example of narrative prose of an epic character. or (in the case of the early modern texts) the aims and concerns of particular writers. 1991. Included. therefore. Origins and Development of the Turkish Novel.) (Chapters by T.(b)
Turkish and Ottoman literary texts. ranging chronologically from the 1860’s to the 1990’s.). Halman. the reading of the set texts is (i)
. Modern Literature in the Near and Middle East 1850-1970. in this paper are some examples of the new poetry of the Servet-i Fünun group.O. where the favoured genre was indisputably poetry. In early Anatolian Turkish poetry religious themes are dominant. The purpose of this paper is to give you a good understanding of the processes of political. London. and specialized in lyric and panegyric poetry and versified romances. New York.) (c) Turkish history and thought in the nineteenth and twentieth centuries BRIEF DESCRIPTION: The texts set for this paper comprise: selected excerpts from key constitutional documents of the 19th and 20th centuries (ii) an extract from the writings of the 19th-century statesman and historian Cevdet Paşa. 1983. (ed. Clark.S. social and intellectual change that were involved in the transformation from a traditional. Society’s Song: Ottoman Lyric Poetry.S. which displays an individualism not seen before. W. (iv) selected writings on political and cultural issues. Halman. (iii) an excerpt from Atatürk’s famous five-day speech of 1927. and also into the processes of change that entered that world in the second half of the nineteenth century. Alongside this a vigorous tradition of popular poetry produced by itinerant âşık poets gives glimpses into the lives and concerns of various sections of the wider population. 1300-1900
BRIEF DESCRIPTION: This paper is designed to give you an insight into the world of pre-modern Turkish literature.). J. Evin. and R. In commentary questions on poetry you will be expected to show knowledge of the literary conventions within which poets worked. T. Walsh. R.
The Emergence of Modern Turkey. point of view. Turkey: A Modern History. 11. London. B. Zürcher. 1999. New revised edn. 1998. The examination will contain translation. The Making of Modern Turkey. Twentieth-century Turkish literary texts BRIEF DESCRIPTION: The texts set for this paper consist of selected short stories and poetry spanning the whole of the twentieth century. Turkey: A Short History.. and also a choice of essay questions. In commentary questions on short stories you will be expected to bring out the significance of a particular passage in relation to the work as a whole. The texts are discussed both in terms of their literary qualities and. narrative technique. 10. Mango. If you are taking List B you are strongly advised to take the introductory Ottoman course as one of your options at Boğaziçi University during your year abroad. You will need to learn the Arabic alphabet before coming back into residence at the beginning of Year 3. F. where relevant.intended to provide insight into the historical conditions and movements that produced them. Here too the examination will include passages from the set texts for translation and/or comment. Top Hat. 1997. and characterization. 3rd edn. The detailed class study of the texts makes it possible for any linguistic problems to be dealt with. 1993. and in all cases you are expected to be able to identify and discuss the particular strategies that contribute to a poem’s overall effect. Commentaries on poetry may involve comparisons between two or more poems. et al. some focusing on the texts themselves. from the ‘national literature’ of the Young Turk era. R. literary and ideological contexts in which the works were produced. 2004. and to discuss issues such as style. A. Most of the texts in (i) .(iii) and some of those in (iv) are studied and examined in the Arabic script.J.. H. London.. and also for attention to be paid to the ways in which a writer’s style and narrative technique contribute to the meaning of a work.. in relation to their historical or political context. London. RECOMMENDED INTRODUCTORY READING: Ahmad. 1993.) Lewis. Heper. through the social realism of the middle decades of the century to the more individualistic explorations of the most recent period. 5. RECOMMENDED INTRODUCTORY READING
.. Davison. Essay questions will focus on the set texts themselves. E. (Chapters 4. Atatürk. Poulton. others on major historical topics relating to the period in question. Grey Wolf and Crescent: Turkish Nationalism and the Turkish Republic. 2nd edn. M. London. London.. London. Turkey and the West: Changing Political and Cultural Identities. commentary and essay questions. Huntingdon. but will assume some knowledge of their authors and of the historical. 1968. (eds).
ed. Turkish Transformation. and will then be asked to conduct a dialogue with the examiner. Candidates will be presented with a list of factual questions. 11.
Spoken Turkish (Oral) BRIEF DESCRIPTION: Throughout your third and fourth years you will attend Spoken Turkish classes. in Turkish.) Kerslake. Each candidate will be given five to ten minutes’ preparation time. A recorded Turkish text. (eds). Robin (ed. 1993. of a situation from everyday life in which they are required to imagine themselves. in Brian Beeley (ed. Candidates will be required to write brief answers to each question. Kathleen. in English. Heper. They will be allowed five minutes to study these questions. Romantic Communist: The Life and Work of Nazim Hikmet. ‘New Directions in the Turkish Novel’. London. (Chapters 7 and 12.)
11.) Candidates will be presented with a brief written description. Talât Sait Halman. (Approximate duration ten to fifteen minutes. in Turkish. A further ten minutes after the end of the second playing of the recorded text will be allowed for candidates to complete their answers. ‘Modern Turkish Literature’. relating to the content of the text which they are about to hear. with a pause of five minutes between the two playings. Much use is made of material from recent newspapers (‘Political and Cultural Articles’). Huntingdon. in Turkey: From Empire to Nation. Turkey and the West: Changing Political and Cultural Identities. 2002. both in order to familiarise you with topics of current concern and debate in Turkey.Burrill. appropriate to the situation and goal
. Ostle. 4.). in Turkish. 1991. 1973. designed to develop your oral and aural skills. Edward. and also to provide you with the necessary vocabulary and structures to discuss such issues yourself. The Turkish oral examination in FHS consists of the following parts: (i) Listening comprehension. Conversation (a) Each candidate will be required to discuss with the examiner a topic chosen by the candidate from a list of three announced one hour before the commencement of the oral examination. Metin et al.) Göksu. which trains you for part (i) of the oral examination. in the spaces provided on the question sheet. lasting about five minutes. will then be played to them twice.). 5. London. Celia. New York. The description will include instructions as to what they are trying to achieve by verbal communication in that situation. (Review of National Literatures. Saime and Timms. 1999. London. Modern Literature in the Near and Middle East 1850-1970. A third type of language class is ‘Aural Comprehension’. (Chapters.
above. Mode B. together with your own work on vocabulary learning. (Approximate duration ten minutes.)
This is the course if you are taking Turkish as your second subject (List A): You have to take the following five papers in FHS: 7.) Turkish history and thought in the nineteenth and twentieth centuries BRIEF DESCRIPTION: There are two versions of this paper. involves a body of texts very similar (often identical) in content to those set for Mode A. 9. RECOMMENDED INTRODUCTORY READING: As for Paper 8/9(c) of List B. in a nontechnical subject area. 8. excluding preparation time. The detailed guidance on translation strategies and techniques that you will receive in these classes should.specified. five to ten minutes. Mode A is identical with Paper 8/9(c) of List B (above). Each candidate will be required to interpret. and you have a free choice between them. between a person speaking Turkish and a person speaking English. and the main disadvantage of reading Ottoman texts in Latinscript transcription is that it becomes harder to recognize the etymological relationships between different Arabic words. Unprepared translation from modern Turkish BRIEF DESCRIPTION: Translation of a wide range of modern Turkish texts into English forms a major part of the work of the ‘set texts’ classes which you will be attending regularly throughout these years. and involves learning the Arabic script. and published in Latin-script transcription. designed for those students who do not wish to devote time and effort to mastering a non-European alphabet. You will also get ‘exam-type’ practice in unseen translation in collections.)
Interpreting. A large proportion of the vocabulary of even 19th-century Ottoman Turkish is Arabic. provide you with sufficient skills and knowledge to tackle unseen translations with confidence. because letters that are distinct in the Arabic script but pronounced the same in Turkish are not distinguished in modern Turkish orthography. but 25% greater in overall volume. Modern Turkish literary texts BRIEF DESCRIPTION:
. Translation into Turkish and essay in Turkish (As Paper 7 of List B. 10. (Approximate duration.
and for close attention to be paid to the ways in which a writer’s use of language contributes to the meaning of a particular literary work. Talât Sait Halman. as far as possible. commentary and essay-type answers. ‘Modern Turkish Literature’.)
. Kathleen. but will assume some knowledge of their authors and of the historical. ‘New Directions in the Turkish Novel’. 1973. 2002. point of view and characterization. literary and ideological contexts in which the works were produced. The examination will require translation. London. The detailed class study of the set texts makes it possible for any difficulties of comprehension to be addressed. Spoken Turkish (Oral) (As Paper 11 of List B. in Brian Beeley (ed. RECOMMENDED INTRODUCTORY READING: Burrill. 1999. (Chapters 7 and 12. and to discuss issues such as style. As in Paper 9. narrative technique. The texts consist mainly of short stories and poetry. 5. ed. as originally published).This paper is designed to introduce you to a representative sample of modern Turkish literature. 11.e. in Turkey: From Empire to Nation. above. plus an additional 25% in lieu of the challenge of dealing with the Arabic script.). Turkish Transformation. Robin (ed.) Kerslake. Huntingdon. Edward. Heper. Turkey and the West: Changing Political and Cultural Identities. and in all cases you are expected to be able to identify and discuss the particular strategies that contribute to a poem’s overall effect. Essay questions will focus on the set texts themselves. 1993. Modern Literature in the Near and Middle East 1850-1970. London. New York. London. the body of texts set for Mode B includes. Celia. Saime and Timms. (Chapters.) Göksu. Metin et al. from its beginnings in the late 19th century right down to recent years. 4. In commentary answers on short stories you will be expected to bring out the significance of a particular passage in relation to the work as a whole. The texts selected are studied and discussed both in terms of their literary qualities and (where relevant) in relation to their historical or political context. (eds). Ostle.) 11. Romantic Communist: The Life and Work of Nazim Hikmet. you have a choice between a Mode A paper in which some of the pre-1928 texts are studied and examined in the Arabic script (i.). 1991. Commentaries on poetry may involve comparisons between two or more poems. (Review of National Literatures. all the material set for Mode A. Again as in the case of Paper 9. and a Mode B paper in which all texts are studied and examined in Latin-script transcription.
Note on voluntary submission of extended essay on CD 5. Study abroad statement 9. University definition of plagiarism 8. List of weblinks for study skills and other resources 7. University complaints and appeals procedure 2. Weblink for regulations on use of IT 6. Use of external examiners 4. Student feedback form and notes 3.Appendix A: Faculty Information Contents: 1. Study Abroad feedback form
etc.UNIVERSITY OF OXFORD Complaints and academic appeals within the Faculty of Oriental Studies 1. university clubs and societies. of course.ac. The procedures adopted by the Proctors for the consideration of complaints and appeals are described in the Proctors and Assessor’s Memorandum[http://www. for appeals against assessment.ox. support services. Complaints 3.g.g. Your college will also be able to explain how to take your complaint further if you are dissatisfied with the outcome of its consideration. and non-academic issues (e. then you should raise it either with your tutor or with one of the college officers. university accommodation.).ac. Within the faculty/department the officer concerned will attempt to resolve your concern/complaint informally. 4. supervision arrangements. Polly O’Hanlon) as appropriate.ox.uk/statutes/regulations/] [ 4. Many sources of advice are available within colleges. 5. library services.admin. 2.admin. and how to appeal against the outcome of assessment. etc. A complaint may cover aspects of teaching and learning (e.uk/proctors/pam/] and the relevant Council regulations [http://www. which have extensive experience in advising students. within faculties/departments and from bodies like OUSU or the Counselling Service. The following guidance attempts to provide such information.). Senior Tutor. Tutor for Graduates (as appropriate). all those concerned believe that it is important for students to be clear about how to raise a concern or make a complaint. You may wish to take advice from one of these sources before pursuing your complaint.2 If you are dissatisfied with the outcome. However. continue to be raised through Joint Consultative Committees or via student representation on the faculty/department’s committees. 3. then you should raise it with the chairman of the Undergraduate Committee (Prof. General areas of concern about provision affecting students as a whole should. then you may take your concern further by making a formal complaint to the University Proctors.1 If your concern or complaint relates to teaching or other provision made by the faculty. ]
. If your concern or complaint relates to teaching or other provision made by your college. teaching facilities. 3. the Humanities Division and the Oriental Studies faculty all hope that provision made for students at all stages of their programme of study will make the need for complaints (about that provision) or appeals (against the outcomes of any form of assessment) infrequent. please see below. This is often the simplest way to achieve a satisfactory resolution for complaints. Clive Holes) or with the Director of Graduate Studies (Prof. The University. Nothing in this guidance precludes an informal discussion with the person immediately responsible for the issue that you wish to complain about (and who may not be one of the individuals identified below). A complaint to the Proctors should be made only if attempts at informal resolution have been unsuccessful.
It must not be raised directly with examiners or assessors.ox.ac. then you. An appeal is defined as a formal questioning of a decision on an academic matter made by the responsible academic body.
G:\EPSC\Complaints and appeals template 2. your supervisor. As noted above. your concern should be raised initially with the Director of Graduate Studies. (b) The Proctors can consider whether the procedures for reaching an academic decision were properly followed. you may put your concern in writing and submit it to the Proctors via the Senior Tutor of your college. Where a concern is not satisfactorily settled by that means. or in relation to transfer or confirmation of status. the procedures adopted by the Proctors in relation to complaints and [http://www.admin. The Proctors will indicate what further action you can take if you are dissatisfied with the outcome of a complaint or appeal considered by them. For undergraduate or taught graduate courses. whether the examiners failed to take into account special factors affecting a candidate’s performance.uk/statutes/regulations/].doc
.e. whether there was a significant procedural administrative error.Academic appeals 5. Please remember in connection with all the cases in paragraphs 5 . appeals are on the web
7.7 that: (a) The Proctors are not empowered to challenge the academic judgement of examiners or academic bodies. or your college authority may put your appeal directly to the Proctors. 8. whether there is evidence of bias or inadequate assessment. (c) On no account should you contact your examiners or assessors directly. If it is not possible to clear up your concern in this way. 9. 6. For the examination of research degrees. a concern which might lead to an appeal should be raised with your college authorities and the individual responsible for overseeing your work. i.
……… Term 200. You are not obliged to indicate which year of your degree course you are in. Oriental Institute. Pusey Lane.
. It can be emailed.. Students are encouraged whenever possible to discuss concerns directly with their teacher. Title of lecture series or class: Name of lecturer(s) /class teacher(s): What year of your degree course are you in? YOUR COMMENTS
This form should be returned to the Academic Administrator.University of Oxford Faculty of Oriental Studies UNDERGRADUATE STUDENT FEEDBACK ON LECTURES AND CLASSES The Faculty values students’ views on the teaching it provides. Mention what you have found good as well as what you consider needs to be improved. Please complete one form for each course of lectures and classes that you have attended this term. The form itself will not be seen by the teacher. Room 316. but it makes the feedback much more useful if you do. The forms will be seen only by the Chairman of the Undergraduate Studies Committee and the Academic Administrator: any comments will be passed to the teacher concerned in an anonymous form. by the end of each term. sent by messenger or handed in at the Lodge. as this is often the quickest and most constructive way to deal with problems. Further information about what will happen to your comments is provided in each undergraduate subject handbook.
and the teacher will not see the form itself. should there be any negative feedback. Forms are sent out by e-mail from the Faculty Officer. giving them an opportunity to comment on the teaching they are receiving that term. Any comments will be passed to the teacher concerned in an anonymous form. Feedback forms commenting upon the teaching of a Tutorial Secretary are copied to the Faculty Board Chairman. if appropriate.
. with the same recommendation that. The feedback forms and recommendations are also copied to the Tutorial Secretary and will also eventually be seen by the faculty committee responsible for reviewing the member of staff’s initial period of appointment at the end of their probationary period. meet with the whole class from which the negative feedback was generated. Outside the member of staff’s probationary period (or for teachers who are not members of staff in Oriental Studies). the mentor and mentee should meet to discuss it and. together with the recommendation that. and are returned by students anonymously to enable them to comment on individual teaching staff. the member of staff and the Tutorial Secretary should meet to discuss it and. all feedback is anonymised and forwarded both to the member of staff concerned and their mentee. meet with the whole class from which the negative feedback was generated. Whenever possible students are encouraged to discuss concerns directly with the teacher. Feedback forms are sent to all students each term. General issues (but not those regarding individual teachers) raised by student feedback forms should be brought by the Tutorial Secretary to Joint Consultative Committee meetings. as this is often the quickest and most constructive way to deal with problems. all anonymised reports are forwarded to the member of staff concerned and to the Tutorial Secretary.STUDENT FEEDBACK AND COMPLAINTS The Faculty values students’ views on the teaching it provides. if appropriate. During a member of teaching staff’s probationary period. Feedback forms will be dealt with by the Faculty in the following way: Completed forms are only seen by the Assistant Administrator and the Chair of the Undergraduate Studies Committee. should there be any negative feedback. and a written report on the outcome of any complaints should be published by the convenor of the JCC (even if no student members attend).
uk/access/content/group/a55c44d3-9f21-4dec-b48c2dc6fa4e4bee/Exams/General_Guidelines_for_Thesis_Writers.ox.ox.uk/epsc/plagiarism/index.) http://www.uk/shw/counserv.admin.uk/current_students/careers_skills.shtml Plagiarism http://www.admin.ox.ac.ox. is covered under this definition. USE OF INFORMATION TECHNOLOGY FACILITIES Your attention is drawn to University regulations concerning the use of Information Technology Facilities: http://www.uk).ac.ac. http://www.ac. USE OF EXTERNAL EXAMINERS Any student achievement that contributes to a named award will be moderated by an external examiner. You will need to create a user account before taking an online course. Cases of suspected plagiarism in assessed work are investigated under the disciplinary regulations concerning conduct in examinations. Collusion is another form of plagiarism involving the unauthorised collaboration of students (or others) in a piece of work.admin.html Oxford University Language Centre http://www.ac.ox.ac.pdf EPSC Study Skills Resources (Access to the online (anti-)plagiarism course mentioned on this webpage is via the SkillsPortal website (www.uk/statutes/regulations/196-052. In their Memorandum. including failure of your degree or expulsion from the university.ox.uk/epsc/plagiarism/electrores. All published and unpublished material.lang. 4.uk/epsc/plagiarism Plagiarism is the copying or paraphrasing of other people’s work or ideas into your own work without full acknowledgement.Phil Qualifying Examinations in Egyptology.uk/services/training Careers and Skills Development http://www.ac.uk/ Student Counselling Service http://www. Intentional or reckless plagiarism may incur severe penalties.shtml 7. whether in manuscript. STUDY SKILLS AND OTHER RESOURCES General Guidelines for Thesis (or dissertation) Writers https://weblearn.3.skillsportal.shtml
6.ac. 5.admin.Phil Qualifying Examinations in Cuneiform Studies and M.admin. the Proctors and Assessor draw attention to the disciplinary regulations relating to plagiarism that must be observed by
. except for First Public Examinations (FPE) and M.ouls. UNIVERSITY DEFINITION OF PLAGIARISM Cf.ac. printed or electronic form. Essential Information for Students.ox.ox.ox.shtml Library Training and Workshops http://www.ox. SUBMISSION OF ADDITIONAL COPY OF EXTENDED ESSAY ON CD The Faculty of Oriental Studies requests students voluntarily to submit a copy of their extended essay on CD (preferably in pdf).ac.
2. as set out by the Faculty Board and Study Abroad Coordinator . receiving complaints and addressing them or passing them on to the Board as appropriate. 2. advising individual students and providing suitable induction before travel. The members of the Subject Groups are responsible for: 1. defining the learning outcomes and assessment of the Study Period Abroad. 3.uk/proctors/pam/index. available to current students.both undergraduate and graduate students. 3. appointing a Study Abroad Coordinator for each of the languages for which the Faculty offers courses requiring a Study Period Abroad. ensuring that appropriate study abroad opportunities are available for each of the courses which include a mandatory period of study abroad 4. Faculty of Oriental Studies Study Period Abroad Statement For Oriental Studies. satisfying themselves that each undergraduate is enrolled for an appropriate course of study for the required period and reporting this to the Board.5 on the weblink: http://www.shtlm
8.ac. as representatives of the University of Oxford and as members of the host institution. 2. mail and/or telephone during the Study Period Abroad as necessary. receiving from students at the end of their period abroad a report on their experience and forwarding to the Board a review of the student feed-back with their comments. overseeing applications to courses. maintaining pastoral advice and reviewing individual progress via email.
. maintaining a database of previous students’ reports on their experiences.ox.admin. for fulfilling attendance requirements of the period of study. 4. including guidance on cultural. Please read Section 9. 5. the learning outcomes of the Study Period Abroad are for students to: Improve their language skills in a variety of practical contexts Acquire first-hand knowledge of the culture of the target language(s) Develop the ability to cope independently in the target language(s) Assessment for the Study Period Abroad includes: In-country assessment Language collection in 0th week after the student completes their study abroad. Oriental Studies expects students to be responsible during the period abroad: 1. Oriental Studies defines the sharing of responsibilities between the Faculty Board of Oriental Studies and the Subject Groups as follows: The Faculty Board of Oriental Studies is responsible for: 1. social and political matters important for successful fulfilment of the Study Abroad requirement of their course.
ac.admin.ac. http://www. http://www.shtml. will be communicated immediately to the relevant College.shtml. for keeping in touch with their Faculty tutors.3. If a College is aware that any of its students faces financial difficulties which may be a cause for concern in relation to the year abroad.uk/eop/disab/brief.
G:\Oriental Studies\A A . If a student has serious problems of an academic nature during the year abroad.ox. provided that due confidentiality is respected. The University Policy Statements on ‘Safety in Fieldwork’ and ‘Overseas Travel’.pdf. the Faculty undertakes to make regular reports to the Colleges.ox.
Further reading on other relevant University guidance and policy: Section 10 on ‘Conduct’ from the ‘Proctors and Assessor’s memorandum: Essential Information for Students’.ox. The College and the Faculty together will decide if it is necessary to take any action.ac. In the course of the Study Period Abroad. EPSC’s ‘Brief Guidelines for Lecturers and Tutors’ on planning for students with Special Educational Needs and Disability.Maria\Study abroad and field trips\Study Abroad Statement\Study Abroad Statement
. and the Faculty will immediately contact the College. any reports sent by the institutions abroad to the Faculty relating to the conduct or progress of students.uk/uohs/services/travel. for informing their Faculty tutors in the event of illness and/or any other reason for absence from the required study abroad course.shtml. This applies particularly in the following circumstances: If a student has a serious medical condition or has a disability.admin. http://www. the institution abroad will communicate this to the Faculty which will immediately inform the student’s College.ox. Should a situation arise in the area or country of the Study Period Abroad that in any way threatens the students’ safety.shtml). the College will communicate with the family of the student if this is necessary. Advice available from the Travel Clinic of the University Occupational Health Service.uk/proctors/info/pam/section10.ac. and for alerting them to any problems which might hinder progress or satisfactory completion of the study abroad course. in the first instance. in addition to monitoring the situation daily via the Foreign Commonwealth Office website and ensuring that it has regular communication with the students. this should be communicated to the Faculty.admin. 4. Normally.admin.admin.uk/safety/0507. It is suggested that the College discuss with the Faculty any concerns in this respect so that appropriate action may be taken.ox. http://www. it is important that the institution abroad be made aware of this.ac. http://www.uk/safety/0307. academic or otherwise. If a student’s health gives serious cause for concern while on the year abroad or if a student suffers an accident.
Role of colleges The interface between Colleges and the Faculty is of great importance when students of Oriental Studies are on their Study Period Abroad. the institution will communicate this to the Faculty.
3) Outline the content of this/these course/s and how you see that as fitting in the scope of your chosen course of study in Oriental Studies at Oxford. For example. 4) Please assess the academic conduct of your courses. At the beginning of the first term when you have returned to Oxford—but not later than the end of 1st week—please get in touch with your Oxford study abroad coordinator to set up a meeting to discuss your experience. Did it match your needs and expectations? 3) What do you feel were the strengths and weaknesses of the program(s) you attended during your time abroad? 4) How would you assess the degree of support you received from Oriental Studies? What might you change about it? 5) What is your overall evaluation of your experience so far? What suggestions do you have to improve your experience?
. Does it match your needs and expectations? 5) Please assess the non-academic provisions of the University you are attending. When complete. Answers may be completed on additional pages. 1) Describe the nature and content of your language tuition this term. 2) List courses outside of language classes which you are enrolled in or are auditing. 1) Please describe what you feel you have learned from the language instruction during your time abroad. the form should be returned to your Oxford study abroad coordinator by the 8th week of Term.Study Period Abroad Termly Assessment Report Please take some time to respond to the following questionnaire. is the housing adequate? Were you informed of services available to you as a foreign student? 6) Who is in charge of overseeing the conduct of your tuition and whom do you contact for administrative advice and assistance? 7) What is your overall evaluation of your experience so far?
Study Period Abroad Exit Interview and Assessment Please take some time to respond to the following questionnaire. How would you rate your own proficiency at this point? 2) Please assess the overall academic conduct of your courses.