Dr. Dongming Zhang holds a Ph.D. from Cornell University in East Asian Literature, a M.A. from University of Colorado in Asian Studies, and a B.A. from Beijing University in Chinese language and literature. Dr. Zhang has taught Chinese language and literature at various prestigious institutions, such as Cornell University, Middlebury College, and Furman University. He also has a wealth of experience directing Chinese language immersion programs. He served as program director for the State Department's Critical Language Scholarships Institute during the summers of 2008 and 2009. He also served as head professor for the State Department's StarTalk Program at Furman during the summers of 2011 and 2012. Student feedback from these programs was extremely positive, as were outside assessments.

Experience in Asia

Dr. Zhang holds a B.A. from Beijing University in Chinese language and literature. He taught Chinese language and literature at various immersion programs in China, including: Middlebury School in China (Hangzhou, 2008), the State Department's Critical Language Scholarships Institute in China (Suzhou, 2008 & 2009), and Furman University Fall Semester Study Away program in China (Suzhou, 2009 & 2010).

Name Title Description

CHN-110

Elementary Chinese I

Introduction to the sound system and grammatical structures necessary to develop listening and speaking skills in Mandarin Chinese. Initial reading and writing exercises with basic Chinese characters. An appreciation of Chinese culture underlies the orientation of the course

CHN-120

Elementary Chinese II

Continuation of work on the sound system and grammatical structures necessary to develop listening and speaking skills in Mandarin Chineses, including reading and writing exercises with basic Chinese characters. An appreciation of Chineses culture underlies the orientation of the course

CHN-201

Intermediate Chinese I

Continuation of development of proficiency in listening and speaking, while expanding reading and writing skills, using materials of a literary or cultural nature. Includes a review of grammar.

CHN-245

Twentieth Century Chinese Lit

The development of modern Chinese literature in all genres. Through the study of the most representative works in English translation this course considers the relationship between literature and society in twentieth century China

CHN-246

Chinese Popular Fiction

Introduction to twentieth century Chinese popular fiction and to the critical theories informing their study. Detailed readings of selected works -such as romance, martial arts, and detective fiction- that occupied a conspicuous place in discussions during the twentieth century. Investigation of how authors rewrite themes of traditional domestic fiction and Western literary works into a discourse on transforming modern storytelling. Texts will be discussed in terms of past and present reception, characterization, structure, genre, and the cultural/historical context.

CHN-470

Chinese Studies Thesis

Guided research, translation, and writing on a topic in a field of Chinese Studies in which the student has had previous course work. The student will propose a thesis project to a faculty member in the field of Chinese Studies who by approving it becomes the thesis advisor.

FYS-1183

Commercial Culture in China

The course examines Chinese people's views towards business at various historical moments. Beginning with ancient times, the course presents the fundamental doctrines (the schools of the Confucianism, Taoism, and Buddhism) that dominated business practices in Chinese culture over the last two thousand years. The next part of the course outlines the transformation of Chinese approaches to scientific thinking that accompanied cross cultural contact with the West. The final part of the course maps out the construction of modern commercial culture in China, showing how Chinese ideology is reflected in the daily practice and economic life of China.

In addition to preparing students to highlight intersections between a cultural/literary text and the issues surrounding it, the emphasis of my teaching lies in pulling out intriguing readings in the classroom through discussion with students. My ultimate principle of reading, both as a critic and as a teacher, is to make a text simple without simplifying the text—both through textual analysis. Rather than insisting on a uni-vocal meaning on a literary or cultural text, I believe that meaning is generated in the process of reading and rereading of which classroom practice in the university represents an essential component.

Education
Ph.D.
Cornell University
M.A.
University of Colorado at Boulder
B.A.
Peking University

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