This is an advanced undergraduate/graduate history seminar course over thirteen weeks, designed to introduce upper level students to the study of Muslims in colonial India in the nineteenth century. Although dealing with this period, the main focus of this course will be on social, religious and political developments, inspired by, and affecting, India's Muslims in the second half of the century.

Required of all majors. Introduces theories of culture particularly related to the Middle East and South Asia. Theoretical debates on the nature and function of culture as a symbolic reading of human collectivities. Examines critical cultural studies of the Middle East and South Asia. Enables students to articulate their emerging knowledge of Middle East and Asian cultures in a theoretically informed language.Discussion Section Required.

Prerequisites: the instructor's permission.

Explores recent studies on the Middle East with explicitly stated theoretical orientations that may be grouped under three broad catagories of nationalism, discipline, and power and resistance. Methodologies as diverse as comparative method, post-structuralism, narrative, and ethnography are not investigated in the abstract but in the context of rich empirical case studies.

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This course is arranged in a manner which allows both for a historical view of the Israeli novel throughout its sixty years of existence, and, at the same time, for thematic focusing on the main issues Israeli fiction grappled with. Thus it starts with the reading of texts which offer a critical hindsight view of the development of the Zionist project throughout the first half of the twentieth century both in pre-mandatory and in mandatory Palestine; then it turns to Israel itself and its ambience during its early days (the 1950s), and to the conflicts and dichotomies which eventually changed its character, such as the emerging awareness of the devastating and lingering impact of the Holocaust, the unrelenting and seemingly unsolvable Israeli-Palestinian conflict, and the coarsening of the fiber of Israeli society once it forfeited the idealistic halo of its years of nascence.

This course introduces students to major prose and poetic works from the Arabic literary tradition of approximately the last hundred years. Participants are encouraged to consider texts through the prisms of their multiple contexts - the historical, social and cultural, as well as gender and class - while attending to them, in contrapuntal fashion, as works of art.

This course offers a reading of a selection of novels from the Middle East, India and Africa that represent, interrogate and challenge the colonialist and post-independence history of their nations and regions. It has long been understood that colonial domination was achieved through the deployment of more than brute force. It was not only power, but also colonialist knowledge that became the foundations of European hegemony over the colonial world. It has also become a matter of little debate that post-colonial societies are still, to varying degrees, subject to overt or subtle forms of neo-colonial domination. The course examines the complex processes by which the writers of the Middle East, South Asia and Africa suffer, resist and ultimately try to extricate their cultures and societies from the legacy of colonialism. Novels in both English and English translations will constitute the primary reading material for this course. They will be supplemented by a selection of theoretical and critical readings

The historian Marshall Hodgson invented the term "Islamicate" to refer to cultural phenomena which do not pertain to the Islamic religion but which have been historically associated with places in which Muslims live. Thus a synagogue built in Egypt might exhibit Islamicate architecture but would have no formal association with Islam itself. In this course we will read some of the great works written by Muslims and Jews in the medieval Islamic world. We will examine what features of these works made them appealing across religious boundaries. We will explore what makes a work Islamicate and in what ways these features were considered by these authors to be separate from Islam itself. Thus, for example, we will investigate how the works of the Jewish philosopher Maimonides can be Islamicate, but not Islamic and how this made it possible for them to be read and enjoyed by Muslim audiences. All texts will be provided in English translation.

This course approaches the phenomenon of princely India from a range of perspectives. Students learn about the political and cultural practices of specific courts that played a major role in Indian history such as the Guptas, Vijayanagarm and the Mughals, while also being exposed to aspects of Indian courtly life more generally. Topics include, among others, literature, art, architecture, intellectual practices, music and the science of erotics (Kamasutra). While the emphasis is on Indian court culture as seen from within India, cross cultural perspectives are also introduced. For instance, why were Sanskrit literature and Indian architecture emulated far afield in Southeast Asia in the first millenium? And how was Indian court culture perceived by Europeans in the early modern and colonial periods? The course concludes with some reflections on the legacy of Mughals and maharajas in postcolonial India.

This course is designed as an introduction to core topics in the study of South Asia prior to 1800. The course is intended for MA and beginning PhD students as well as upper-level undergraduates who have already taken at least one course in South Asian Studies. It will expose students to the most important new scholarship on cultural, social and political dimensions of the subcontinent during the pre-colonial era. The course will explore three areas of inquiry. The first and most straightforward will look into what we are learning about the actual organization of knowledge in traditional India. The second is how do the readings help us measure, retrospectively, the transformation of knowledge acquisition introduced by European colonialism. The third area concerns questions of scholarship itself; how are objects of analysis identified, or created, in these texts; how is evidence deployed, arguments formulated and knowledge advanced?

The seminar on fiction and politics in Israeli Literature examines correlations between political attitudes and development of Israeli fiction since the 1970's.

The course will survey the development of Israeli Literature within three time sections and along the evolving process of its three main genres. The time sections are those a) the birth of Israeli literature in the aftermath of the 1948 War (the 1950s); b)the maturation of Israeli literature during the 1960s and 1970s; c) Israeli Literature in the era of the peace process and the Intifadas (1980s and 1990s). The genres are those of lyrical poetry, prose fiction (mainly novels), and drama. The course will also follow the crystallization of three sets of Israeli poetics: the conservative (realistic) one, the modernist, and the post-modernist ones. All texts will be available in English translations. Participation does not depend on former knowledge of Hebrew or Israeli literature.

Through detailed discussions of certain landmarks in Islamic legal history (e.g., origins; early formation; sources of law; intellectual make-up; the workings of court; legal change; women in the law; legal effects of colonialism; modernity and legal reform, etc.), the course aims at providing an introductory but integrated view of Islamic law, a definition, so to speak, of what it was/is.

A general introduction to major cultures in the Middle East and South Asia. The range of cultural issues, institutional forces, textual sources, and figures of authority who have historically defined and symbolically distinguished Asian and Middle Eastern cultures, from their earliest origins to our own time. A representative sample of sacred and secular sources is closely examined in order to guide the students toward a comprehensive conception of what constitutes these distinct cultures and how they have been redefined in the process of their contemporary adaptations.

Introduction to Indian civilization with attention to both its unity and its diversity across the Indian subcontinent. Consideration of its origins, formative development, fundamental social institutions, religious thought and practice (Vedic, Buddhist, Jain, Hindu, Muslim, and Sikh), literary and artistic achievements, and modern challenges.

Readings in translation and discussion of texts of Middle Eastern and Indian origin. The Qur'an, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhi's Autobiography.

An introduction to the language of classical and modern Arabic literature.

Prerequisite: MDES W1210-W1211 or the equivalent. A continuation of the study of the language of contemporary writing.

The course traces the development of Israeli literature since its inception in the 1940s to the end of the twentieth century. It ponders the why and the how of its separation from the earlier Hebrew literature, focuses the new issues it tackled and the new themes and forms in which these issues were expressed. Both major poets (Alterman, Amicahi, Zach, Ravikovich et al.), and major novelists (Yizhar, Shamir, Oz, Yehoshua, Shabtai, et al.) will be discussed. Texts can be read in the original Hebrew or in English translations.

Through reading and writing, students will review Arabic Grammar concepts within the context of linguistic functions such as narration, description, comparison, etc. For example, within the function of narration, students will focus on verb tenses, word order, and adverbials. Based on error analysis in the past twelve years that the Arabic Program has been using Al-Kitaab, emphasis will be placed on common and frequent grammatical errors. Within these linguistic functions and based on error analysis, the course will review the following main concepts: Types of sentence and sentence/clause structure.The Verb system, pattern meanings and verb complementation.Quadriliteral verb patterns and derivations.Weak Verbs derivations, conjugation, tense frames and negation.Case endings.Types of noun and participle: Noun of time, place, instance, stance, instrument, active and passive participles.Types of construct phrase: al-iDafa.Types of Adverbials and verb complements: Hal, Tamyiz, Maf'ul mutlaq, Maf'ul li'ajlihi, adverbs of time, frequency, place and manner.The number system and countable nouns.Types of maa.Diptotes, al-mamnu' min-aSSarf.

This course responds to the sweeping winds of change in the Arab region, covering a great amount of archival and media material including documentaries, films, narratives, poetry and songs. It substantiates and synthesizes its analysis with a theoretical frame that makes use of Arab intellectual thought in translation, along with legacies of popular revolutions and liberation movements in the Arab region and in the three continents, along with readings of significance in the literature of World War I and II. The course initiates its discussion with experts' speculations on the difference between the deliberate 'creative chaos' as part of an imperial strategy, and popular revolutions that swept some autocratic and dictatorial regimes. To reach a better understanding of this difference, the course will explore the rites of passage through which these movements grow and authenticate their presence before finding the right medium or occasion to burst out in a volcanic fashion. The course explores: memory, the changing role of the elite, youth movements, people's leadership, the changing lexicon, conceptualization of nationhood, social media and solidarity, regional specifics and common concerns, and the rise of a new poetics as a confederation of semiotics, rhetoric and expressive devices. In their presentations and research students are encouraged to participate in archival material gathering, analysis of required texts and active participation in roundtable discussions.

Prerequisites: MDES W1310-W1311 or the equivalent.

A continuation of the study of reading, writing and speaking of Armenian.

An introduction to Bengali, a major language of northeast India and Bangladesh.

Prerequisite: BENG W1101-W1102 or the instructor's permission.

This is an introductory course for which no prior knowledge is required. Equal emphasis is given to listening, speaking, reading, writing and grammar. Daily homework includes grammar exercises, short answers, reading, or paragraph writing. Frequent vocabulary and grammar quizzes.

Prerequisites: Prerequisite: MDES W1511 or the equivalent.

Equal emphasis is given to listening, speaking, reading and writing. Regular categories of the Hebrew verb, prepositions, and basic syntax are taught systematically. Vocabulary building. Daily homework includes grammar exercises, short answers, reading, or short compositions. Frequent vocabulary and grammar quizzes.

Prerequisites: For students who acquired basic knowledge of the language in Hebrew School, and received appropriate scores on the placement test.

Equal emphasis is given to listening, speaking, reading and writing. Regular Hebrew verbs, prepositions, and syntax are taught systematically. Vocabulary building. Daily homework includes grammar exercises, short answers, reading, listening to web-casts, or short compositions. Frequent vocabulary and grammar quizzes.

Hebrew for Heritage Speakers I forms part of a year-long sequence with Hebrew for Heritage Speakers II. The course is intended for those who have developed basic speaking and listening skills through exposure to Hebrew at home or in day-school programs but do not use Hebrew as their dominant language and have not reached the level required for exemption from the Columbia language requirement. Heritage speakers differ in the degree of their fluency, but their vocabulary is often limited to topics in daily life and many lack skills in reading and writing to match their ability to converse. The course focuses on grammar and vocabulary enrichment, exposing students to a variety of cultural and social topics in daily life and beyond. By the end of the semester students are able to read and discuss simple texts and write about a variety of topics. Successful completion of the year-long sequence prepares students to enroll in third-year modern Hebrew.

The course traces the development of Israeli literature since its inception in the 1940s to the end of the twentieth century. It ponders the why and the how of its separation from the earlier Hebrew literature, focuses the new issues it tackled and the new themes and forms in which these issues were expressed. Both major poets (Alterman, Amicahi, Zach, Ravikovich et al.), and major novelists (Yizhar, Shamir, Oz, Yehoshua, Shabtai, et al.) will be discussed. Texts can be read in the original Hebrew or in English translations.

Prerequisites: Hebrew W1513 or W1515 or the instructor's permission. Students are expected to have basic familiarity with regular and irregular verbs in five categories of the Hebrew verb system: Pa'al, Pi'el, Hif'il, Hitpa'el and Nif'al.

The course focuses on vocabulary building and on development of reading skills, using adapted literary and journalistic texts with and without vowels. Verb categories of Pu'al and Huf'al are taught systematically. Other verb forms are reviewed in context. A weekly hour is devoted to practice in conversation. Daily homework includes reading, short answers, compositions, listening to web-casts, and giving short oral presentations via voice e-mail. Frequent vocabulary quizzes.

Prerequisites: MDES W4511 or MDES W1515 or MDES W1516 or the instructor's permission. Students are expected to have a good familiarity with the Hebrew verb system, and the ability to read a text without vowels.

This is an advanced course focusing on the development of reading skills using authentic, un-adapted literary, journalistic and academic texts. Verb forms are reviewed in context. In addition to the texts read by the whole class, each student completes two independent reading projects in areas of his/her interest. A weekly hour is devoted to practice in conversation. Daily homework includes reading, composition, listening to web-casts, or giving short oral presentations via voice e-mail. Frequent vocabulary quizzes. Two five page term reports on the independent readings.

This is an accelerated course for students of South Asian origin who already possess a knowledge of basic vocabulary and limited speaking and listening skills in Hindi. They may not have sufficient skills in reading and writing but are able to converse on familiar topics such as: self, family, likes, dislikes and immediate surroundings. This course will focus on developing knowledge of the basic grammar of Hindi and vocabulary enrichment by exposing students to a variety of cultural and social topics related to aspects of daily life; and formal and informal registers. Students will be able to read and discuss simple texts and write about a variety of everyday topics by the end of the semester.

An introduction to the most widely spoken language of South Asia. Along with an understanding of the grammar, the course offers practice in listening and speaking. The Hindi (Devanagari) script is used for reading and writing.

Prerequisites: MDES W1610-W1611 or the instructor's permission.

Continuing practice in listening, speaking, and grammatical understanding. Along with the Hindi (Devanagari) script, the Urdu (Perso-Arabic) script is taught in the class; both scripts are used for reading and writing.

Prerequisites: MDES W1613 or the instructor's permission.

Conducted largely in Hindi. Includes reading and discussion of selected literary, social science, historical, and/or journalistic texts. Since the content changes each term, the course may be repeated for credit.

Prerequisites: Two years of Hindi-Urdu, or permission of the instructor.

This course introduces a range of modern Hindi-Urdu literary texts and trends. From the late nineteenth century Hindi and Urdu authors experimented with genres like the short story and novel, which had been imported through colonial contact, creating a rich array of new (and sometimes hybrid) literary offerings. In this course we read select authors from the canon of modern fiction, while also touching on the most salient literary historical and cultural currents taking place in the world outside the texts. Students will also be exposed to select works of secondary literature and a few genres and poets of historical importance. Students develop their skills in reading, writing, speaking and listening, as well as working with advanced grammar topics and learning new idioms. While it is preferred that all students develop their skills in both Hindi and Urdu scripts, students who know only one script may also be admitted to the course with the permission of the instructor.

This is a third year (or fifth semester) course in the Hindi-Urdu program that aims to continue building upon the existing listening, speaking, reading, writing and cultural skills in Hindi and Urdu. Students will be expected to expand their vocabulary, enhance their structural accuracy and develop their cultural appropriateness through their enthusiastic participation in classroom activities and immersing themselves in the speech community outside. The objective of the course is to strengthen students' language skills and to go beyond them to understand and describe situations and people, understand and discuss short stories, news items and events. Writing in the target language will be emphasized throughout as a support skill to enable students to use their diverse vocabulary and grammatical structures. This course will prepare students for "Advanced Hindi-Urdu II" which will be offered in the spring semester.

Prerequisites: MDES W4630 or the instructor's permission.

Conducted largely in Urdu. Includes reading and discussion of selected literary, social science, historical, and/or journalistic texts. Since the content changes each term, the course may be repeated for credit.

An introduction to the spoken and written language of contemporary Iran.

Prerequisite: MDES W1710-W1711 or the equivalent. A general review of the essentials of grammar; practice in spoken and written Persian; Arabic elements in Persian; selected readings emphasizing Iranian life and culture; materials from Tajikistan and Afghanistan, Indari.

Same course as Persian W1710, on a noncredit basis.

Same course as Persian W1712, on a noncredit basis.

An introduction to Punjabi, a major language of northern India and Pakistan. Beginning with the study of the Gurmukhi script, the course offers an intensive study of the speaking, reading, and writing of the language.

Prerequisites: PUNJ W1101-W1102 or the instructor's permission.

Further develops a student's writing, reading, and oral skills in Punjabi, a major language of northern India and Pakistan.

The same course as Punjabi W1101, on a noncredit basis.

Prerequisites: Punjabi W1101-W1102 or instructor's permission.

The same course as Punjabi W1201, on a noncredit basis.

An introduction to classical Sanskrit. Grammar and reading of texts.

Reading and grammatical analysis of a literary text, chosen from the dramatic and narrative tradition.

Prerequisites: Two years of Sanskrit or instructor permission

The two levels of advanced Sanskrit are typically given in alternate years. In 2011-12, kavya and alankarasastra will be offered; in 2013-14, mimamsa and nyaya. Additional courses, including Introduction to Panini and Introduction to the Literary Prakrits, are also available periodically. Final examinations will be required of all students in the first year of Advanced Sanskrit. In the second year, students are required to prepare a research project in lieu of the examination. This may be a research paper, a book or articles review, a bibliographical study, a translation, or whatever will advance the student's research capabilities.

Introduces students to the basic grammatical and syntactical skills required to function adequately in a Tamil-speaking environment. Of particular interest to students planning to conduct scholarly research or fieldwork in that region of the world. Introduces students to the rich culture of the Indian subcontinent where Tamil is spoken.

Prerequisites: TAML W1101-W1102 or the instructor's permission.

Further develops students' written and oral proficiency in order to allow them to function adequately in a Tamil-speaking environment. Of particular interest to students planning to conduct scholarly research or fieldwork in a Tamil-speaking context. Develops the students' appreciation for the rich culture of the Indian subcontinent where Tamil is spoken.

The same course as Tamil W1101, on a noncredit basis.

Prerequisites: Tamil W1101-W1102 or instructor's permission.

The same course as Tamil W1201, on a noncredit basis.

Turkey today is a nation of seventy three million people occupying a space on the globe that is squarely in the middle of East and West. The Turkish economy has been one of the world's top performers during the past five years and contemporary Turks are increasingly connected to their peers and the outside world. The result has been an explosion of creative energy in art, music and especially in Turkish film which is in the vanguard of the many societal debates, including the role of Islam, women's rights, economic and social justice, and the question of whether or not Turkey is of the East or the West, to name a few. This course will examine a series of Turkish films in an effort to explore the many issues and debates in Turkish society. It will aim to strip away the constructed artifice of the directors and examine the social and political debates that underlie these works. To do so the course will also involve a series of readings that will examine film and film criticism as well as those that will supply a contemporary and historical background of Turkey.Discussion Section Required.

Prerequisites: Two years of modern Turkish.

Prerequisites: Elementary Ottoman Turkish.

The History of the Jewish Enlightenment (Haskala) in 19th century Europe and the development of Zionism through the current "peace process" between the state of Israel and the Arab states and the Palestinian national movement. Provides a historical overview of the Zionist-Palestinian conflict to familiarize undergraduates with the background of the current situation.

The course, based on Zionist texts of various kinds, will offer a view of Zionism as a cultural revolution aimed at redefining Judaism and the Jewish Identity.

This is an advanced undergraduate/graduate history seminar course over thirteen weeks, designed to introduce upper level students to the study of Muslims in colonial India in the nineteenth century. Although dealing with this period, the main focus of this course will be on social, religious and political developments, inspired by, and affecting, India's Muslims in the second half of the century.

India is the world´s largest film-producing nation, releasing over 900 films every year. Nearly 90 percent of these films belong to the Hindi language Indian popular cinema. Bombay cinema, or "Bollywood," is an exceptional industry, holding its own against Hollywood´s expansion into markets like India. This course provides a historical and thematic introduction to the wide panorama of Indian popular films that constitute an Indian national cinema. Starting with the period following independence in 1947, the course considers the cultural backgrounds of Hindi popular cinema. Moving through the decades, it explores the various genres within this cinema and their thematic concerns. Through the screening of 14 films and accompanying readings and class discussions, the course addresses questions like: What is the aesthetic appeal of Bombay cinema? How did Hindi language cinema assume the position of "national" cinema, both within the subcontinent and beyond? How do these "song and dance" movies challenge our commonplace perceptions of narrative forms? What role do phenomena like globalization, communalism, diaspora, neo-liberal economic policy, consumerism, and transnationalism play in the evolution of Hindi popular cinema and its genres over the decades? What are the origins and implications of the term "Bollywood"?

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Prerequisites: No prior knowledge of Arabic language is required.

This course questions the popular assumption that the tales of the Thousand and One Nights lack any Islamic content and that their fantastic or erotic dimensions are the only dynamic narrative components behind the vogue. This collection is read against a number of contemporaneous writings (in English translation), including al-Hamadan's Manama, to discuss issues that relate to market inspectorships, economy, social order, marginal groups like the mad, the use of public space including the hammed, and the position on fate, destiny, time, afterlife, sex and love. The course takes its starting point from classical Arabic narratives, poetry and epistolary art and follows up the growth of this repository as it conveys, reveals, or debates Islamic tenets and jurists' stand. The course aspires to provide students with a solid and wide range of information and knowledge on Islamic culture since the emergence of the Islamic center in Baghdad (b. 762). Students are expected to develop a critical method and insightful analysis in dealing with the text, its contemporaneous works from among the belletristic tradition and popular lore, its adaptations, and use and misuse in Arabic culture since the ninth century.

This course questions the whole idea of Arab modernity which is usually associated with the nahda or Arab awakening at the turn of the nineteenth century. Through close analysis of texts, poetry, narrative, travelogue and memoirs, it argues that the bane of modernity is its subordination to a Western ideal that minimizes or even negates its engagement with Islamic and Arab tradition. The nation state and through codification processes and as led by the intelligentsia forged a social program that is no less divested of tradition and rural culture. Only after 1967, the unsettling experience of total bankruptcy, that intellectuals question the dichotomies of science versus religion and the myth of progress versus tradition. New writings take to the street where they find substance and faith that has been ignored for long under cultural dependency. These works receive due attention in relation to theoretical studies that increase readers' critical insight. PS. No prior knowledge of Arabic language is required.

There are many approaches to the study of genocide. While the historian's methods often rely upon an examination of the archive, both for official documentation and eyewitness testimony, this is not the only approach that is worthy of undertaking. Genocide is a highly complex human phenomenon that engenders complex responses on the part of individuals - both by those who were directly affected by the violence and those in the generations that followed. Literature and the arts - both visual and performing - have tried to make sense of this most evil of crimes. In the case of the Armenian Genocide, a genocide that soon vanished in the general public consciousness and was often called, "Forgotten Genocide," response has the complicating factor of Turkish denial. Historians attempt to respond to the state sponsored denial of the Genocide through evidential refutation; artists create works of art that generate new meaning for audiences and readers. While we may search for answers in these works, they often raise new and often troubling questions. It is often remarked that art is about memory. We will use art to explore the memories of the Armenian Genocide.

This course approaches the phenomenon of princely India from a range of perspectives. Students learn about the political and cultural practices of specific courts that played a major role in Indian history such as the Guptas, Vijayanagarm and the Mughals, while also being exposed to aspects of Indian courtly life more generally. Topics include, among others, literature, art, architecture, intellectual practices, music and the science of erotics (Kamasutra). While the emphasis is on Indian court culture as seen from within India, cross cultural perspectives are also introduced. For instance, why were Sanskrit literature and Indian architecture emulated far afield in Southeast Asia in the first millenium? And how was Indian court culture perceived by Europeans in the early modern and colonial periods? The course concludes with some reflections on the legacy of Mughals and maharajas in postcolonial India.

The seminar on fiction and politics in Israeli Literature examines correlations between political attitudes and development of Israeli fiction since the 1970's.

The course will survey the development of Israeli Literature within three time sections and along the evolving process of its three main genres. The time sections are those a) the birth of Israeli literature in the aftermath of the 1948 War (the 1950s); b)the maturation of Israeli literature during the 1960s and 1970s; c) Israeli Literature in the era of the peace process and the Intifadas (1980s and 1990s). The genres are those of lyrical poetry, prose fiction (mainly novels), and drama. The course will also follow the crystallization of three sets of Israeli poetics: the conservative (realistic) one, the modernist, and the post-modernist ones. All texts will be available in English translations. Participation does not depend on former knowledge of Hebrew or Israeli literature.

Readings in translation and discussion of texts of Middle Eastern and Indian origin. The Qur'an, Islamic philosophy, Sufi poetry, the Upanishads, Buddhist sutras, the Bhagavad Gita, Indian epics and drama, and Gandhi's Autobiography.

An introduction to the language of classical and modern Arabic literature.

Prerequisite: MDES W1210-W1211 or the equivalent. A continuation of the study of the language of contemporary writing.

Prerequisites: MDES W4212

Through reading a full novel, Rachid Daif's Dear Mr Kawabata,students will be able to increase their fluency and accuracy in Arabic while working on reading and being exposed to the main themes in modern Arabic literature, acquiring a sense of literary style as well as literary analytical terminology and concepts. The novel will be divided into twelve parts that the students will read in detail, writing critical pieces, engaging in discussion, and having assignments which will expand their vocabulary, manipulation of advanced grammar concepts, and employment of stylistic devices in their writing. The course works with all four skills (listening, speaking, reading and writing). Arabic is the language of instruction.

Prerequisites: MDES W4212

Through reading excerpts from thirteen essential works, starting with Jabarti's history of the French Campaign in Egypt to a chapter from al-Qur'an, students will be able to increase their fluency and accuracy in Arabic while working on reading text and being exposed to the main themes in Classical Arabic literature, acquire a sense of literary style over a period of fourteen centuries as well as literary analytical terminology and concepts. The texts are selections from essential works that the students will read in detail, write critical pieces, engage in discussion and have assignments which will expand their vocabulary, manipulation of advanced grammar concepts, and employing stylistic devices in their writing. This course will enable students to start doing research in classical Arabic sources and complements MEALAC's graduate seminar Readings in Classical Arabic. The course works with all four skills (listening, speaking, reading and writing). Arabic is the language of instruction.

This course responds to the sweeping winds of change in the Arab region, covering a great amount of archival and media material including documentaries, films, narratives, poetry and songs. It substantiates and synthesizes its analysis with a theoretical frame that makes use of Arab intellectual thought in translation, along with legacies of popular revolutions and liberation movements in the Arab region and in the three continents, along with readings of significance in the literature of World War I and II. The course initiates its discussion with experts' speculations on the difference between the deliberate 'creative chaos' as part of an imperial strategy, and popular revolutions that swept some autocratic and dictatorial regimes. To reach a better understanding of this difference, the course will explore the rites of passage through which these movements grow and authenticate their presence before finding the right medium or occasion to burst out in a volcanic fashion. The course explores: memory, the changing role of the elite, youth movements, people's leadership, the changing lexicon, conceptualization of nationhood, social media and solidarity, regional specifics and common concerns, and the rise of a new poetics as a confederation of semiotics, rhetoric and expressive devices. In their presentations and research students are encouraged to participate in archival material gathering, analysis of required texts and active participation in roundtable discussions.

Prerequisites: MDES W1310-W1311 or the equivalent.

A continuation of the study of reading, writing and speaking of Armenian.

An introduction to Bengali, a major language of northeast India and Bangladesh.

Prerequisite: BENG W1101-W1102 or the instructor's permission.

Prerequisite: MDES W1510, or the equivalent, based on performance on the placement test. Continued introduction to Hebrew, with equal emphasis on all languages skills. (See MDES W1510.)

Prerequisites: MDES W1512

Equal emphasis is given to all language skills. Irregular categories of the Hebrew verb, prepositions and syntax are taught systematically. Vocabulary building. Daily homework includes grammar exercises, short answers, reading, or writing short compositions. Frequent vocabulary and grammar quizzes. (Students completing this course fulfill Columbia College and Barnard language requirement.)

Prerequisites: W1514

Equal emphasis is given to all languages skills. Irregular Hebrew verbs, prepositions and syntax are taught systematically. Vocabulary building. Daily homework includes grammar exercises, reading, short answers, short compositions or listening to web-casts. Frequent vocabulary and grammar quizzes. (Students completing this course fulfill Columbia College and Barnard language requirement.)

Prerequisites: For students who acquired knowledge of the language in Hebrew school, and who received appropriate scores on the placement test.

This course offers an intensive review of the Hebrew verb system in one semester. (Students completing this course fulfill Columbia College and Barnard language requirement.)

Prerequisites: MDES W4510 or MDES W1515 or the instructor's permission.

Focus on transition from basic language towards authentic Hebrew, through reading of un-adapted literary and journalistic texts without vowels. Vocabulary building. Grammar is reviewed in context. A weekly hour is devoted to practice in conversation. Daily homework includes reading, short answers, short compositions, listening to web-casts, or giving short oral presentations via voice e-mail. Frequent vocabulary quizzes.

Prerequisites: MDES W4512 or MDES W1516 or MDES W1515, or the instructor's permission. Students must have a good familiarity with the Hebrew verb system, and the ability to read a text without vowels.

This is an advanced course focusing on development of reading comprehension in literary, journalistic and academic texts. In addition to the texts read by the whole class, each student completes two independent reading projects in his/her area of interest. A weekly hour is devoted to practice in conversation. Daily homework includes reading, compositions, listening to web-casts, or short oral presentations via voice e-mail. Frequent vocabulary quizzes. Two five page reports on the independent reading material.

This is an accelerated course for students of South Asian origin who already possess a knowledge of basic vocabulary and limited speaking and listening skills in Hindi. They may not have sufficient skills in reading and writing but are able to converse on familiar topics such as: self, family, likes, dislikes and immediate surroundings. This course will focus on developing knowledge of the basic grammar of Hindi and vocabulary enrichment by exposing students to a variety of cultural and social topics related to aspects of daily life; and formal and informal registers. Students will be able to read and discuss simple texts and write about a variety of everyday topics by the end of the semester.

An introduction to the most widely spoken language of South Asia. Along with an understanding of the grammar, the course offers practice in listening and speaking. The Hindi (Devanagari) script is used for reading and writing.

Prerequisites: MDES W1610-W1611 or the instructor's permission.

Continuing practice in listening, speaking, and grammatical understanding. Along with the Hindi (Devanagari) script, the Urdu (Perso-Arabic) script is taught in the class; both scripts are used for reading and writing.

Prerequisites: MDES W1613 or the instructor's permission.

Conducted largely in Hindi. Includes reading and discussion of selected literary, social science, historical, and/or journalistic texts. Since the content changes each term, the course may be repeated for credit.

Prerequisites: Completion of Intermediate Hindi-Urdu or consent of instructor.

A review and overview of the shared Khari Boli grammar, of both scripts, and of the linguistic and literary history of Hindi-Urdu. The course will solidify your knowledge, introduce you to new resources, and prepare you to do scholarly work in either script. Students will have a chance to plan and conduct a number of 'TBA' class hours according to their own interests; these classes are usually very enjoyable.

Prerequisites: MDES W4630 or the instructor's permission.

Conducted largely in Urdu. Includes reading and discussion of selected literary, social science, historical, and/or journalistic texts. Since the content changes each term, the course may be repeated for credit.

An introduction to the spoken and written language of contemporary Iran.

Prerequisite: MDES W1710-W1711 or the equivalent. A general review of the essentials of grammar; practice in spoken and written Persian; Arabic elements in Persian; selected readings emphasizing Iranian life and culture; materials from Tajikistan and Afghanistan, Indari.

The same course as Persian W1711, on a noncredit basis.

The same course as Persian W1713, on a noncredit basis.

An introduction to Punjabi, a major language of northern India and Pakistan. Beginning with the study of the Gurmukhi script, the course offers an intensive study of the speaking, reading, and writing of the language.

Prerequisites: PUNJ W1101-W1102 or the instructor's permission.

Further develops a student's writing, reading, and oral skills in Punjabi, a major language of northern India and Pakistan.

The same course as Punjabi W1102, on a noncredit basis.

Prerequisites: Punjabi W1101-W1102 or instructor's permission.

The same course as Punjabi W1202, on a noncredit basis.

An introduction to classical Sanskrit. Grammar and reading of texts.

Reading and grammatical analysis of a literary text, chosen from the dramatic and narrative tradition.

Prerequisites: Two years of Sanskrit or instructor permission

The two levels of advanced Sanskrit are typically given in alternate years. In 2011-12, kavya and alankarasastra will be offered; in 2013-14, mimamsa and nyaya. Additional courses, including Introduction to Panini and Introduction to the Literary Prakrits, are also available periodically. Final examinations will be required of all students in the first year of Advanced Sanskrit. In the second year, students are required to prepare a research project in lieu of the examination. This may be a research paper, a book or articles review, a bibliographical study, a translation, or whatever will advance the student's research capabilities.

Introduces students to the basic grammatical and syntactical skills required to function adequately in a Tamil-speaking environment. Of particular interest to students planning to conduct scholarly research or fieldwork in that region of the world. Introduces students to the rich culture of the Indian subcontinent where Tamil is spoken.

Prerequisites: TAML W1101-W1102 or the instructor's permission.

Further develops students' written and oral proficiency in order to allow them to function adequately in a Tamil-speaking environment. Of particular interest to students planning to conduct scholarly research or fieldwork in a Tamil-speaking context. Develops the students' appreciation for the rich culture of the Indian subcontinent where Tamil is spoken.

The same course as Tamil W1102, on a noncredit basis.

Prerequisites: Tamil W1101-W1102 or instructor's permission.

The same course as Tamil W1202, on a noncredit basis.

Turkey today is a nation of seventy three million people occupying a space on the globe that is squarely in the middle of East and West. The Turkish economy has been one of the world's top performers during the past five years and contemporary Turks are increasingly connected to their peers and the outside world. The result has been an explosion of creative energy in art, music and especially in Turkish film which is in the vanguard of the many societal debates, including the role of Islam, women's rights, economic and social justice, and the question of whether or not Turkey is of the East or the West, to name a few. This course will examine a series of Turkish films in an effort to explore the many issues and debates in Turkish society. It will aim to strip away the constructed artifice of the directors and examine the social and political debates that underlie these works. To do so the course will also involve a series of readings that will examine film and film criticism as well as those that will supply a contemporary and historical background of Turkey.Discussion Section Required.

Prerequisites: Two years of modern Turkish.

Prerequisites: Elementary Ottoman Turkish.