多伦多都市大学 Duōlúnduō Dūshì Dàxué
CHS503 “Chinese Literary Traditions” - Winter 2023
Instructor: Dr. John Edward Stowe 司徒祥文
Class Meets on Mon. 1 – 2 pm in ENGLG05 and on Wed. 12 – 2 pm in VIC203
Office Hours are on Fridays in POD247E: 12-2 pm and by appointment.
Email: jstowe@torontomu.ca
Calendar Description
This course, taught in English, examines major Chinese literary traditions across multiple
genres, from the 11th century BCE up through the 19th century. Selections will be drawn
from ancient Confucian and Daoist sources, classic poetry from the Tang and Song
Dynasties, plays from the Yuan Dynasty, a novel plus autobiography from the Ming
Dynasty, and literature from the Qing Dynasty. The theme for the course is Chinese
women: how they are portrayed and why this way? No knowledge of Chinese is
necessary for this course.
Prerequisite: No requirements. This is an Upper Level Liberal Studies Elective course
Methods
The course consists of two meetings per week: one meets for two-hours; the other meets
for one-hour.
Learning Objectives
By the end of this course, students will . . .
 Be familiar with the most significant Chinese literary works
 Be able to discuss the most significant Chinese literary works
 Be able to ask relevant questions about various genres of Chinese literature
 Be able to write critically and knowledgeably about the literary and cultural
concepts expressed in this course as they relate to the specific period of the
Chinese civilization.
 Be able to discuss different perspectives and interpretations of Chinese literature.
Acknowledgement
Toronto is in the “Dish With One Spoon Territory.” The Dish With One Spoon is a treaty
between the Anishinaabe, Mississaugas and Haudenosaunee that bound them to share the
territory and protect the land. Subsequent Indigenous Nations and peoples, Europeans
and all newcomers have been invited into this treaty in the spirit of peace, friendship and
respect. The “Dish” or sometimes it is called the “Bowl” represents what is now southern
Ontario (from the Great Lakes to Quebec and from Lake Simcoe into the US). We all eat
out of the Dish – all of us that share this territory – with only one spoon. That means we
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have to share the responsibility of ensuring the dish is never empty; which includes,
taking care of the land and the creatures we share it with. Importantly, there are no knives
at the table, representing that we must keep the peace.
Respect and Manners
In order to collectively create a positive learning environment, it is essential that all of us
(instructor and students) create an environment that fosters mutual respect and
intellectual contributions. While course material may sometimes be challenging or
controversial, everyone in the class is expected to express their ideas in a thoughtful and
mutually respectful manner.
Course Requirements
This course is taught in person. However, if the flu season requires us to go virtual and
teach the course online, then we all must be prepared to do so with internet access, etc.
Therefore, students
- - may need access to a strong internet service.
- - Zoom will be used for in-class lectures and conversations during office hours.
- - Interacting in the new language is key. For this reason, the use of a camera is a
requirement for all courses offered by the Department of Languages, Literatures, and
Cultures. Please make sure your computer is equipped with a mic and webcam, ready to
use for synchronous classes (follow the camara/mic etiquette discussed in the first day of
class), for oral presentations, class discussions, and oral exams.
- - are required to be available to answer questions in Mandarin and interact with their
fellow classmates in break-out groups during the class period.
- - must be available on the day and at the time as scheduled on RAMSS.
- - If you have any questions, please contact me.
Required Textbooks
1) Mair, Victor H. The Shorter Columbia Anthology of Traditional Chinese Literature.
NY: Columbia UP, 2000. ISBN: 978-0-321-11999-3. Available on kindle, or
you may purchase a hard copy in TMU Bookstore. Many electronic readings are
online, and supplementary handouts are posted on D2L.
2) Cao, Xueqin 曹雪芹. Story of the Stone 《石頭記》, Vol. 1: The Golden Days. Trans.
David Hawkes. NY: Penguin Books, (1973) 1986. ISBN-13: 978-0140442939.
This text is required for the 6 Reading Responses (30%). Available on kindle.
3) Shen Fu 沈復. Six Records of a Life Adrift《浮生六記》. Trans. Graham Sanders:
Indianapolis, Indiana: Hackett, 2011. ISBN-13: 978-1-60384-198-6.
Available on kindle.
Helpful References
Egan, Susan Chan 陈毓贤 and Pai Hsien-yung 白先勇. A Companion to The Story of the
Stone: A Chapter-by-Chapter Guide. [“This guide is largely based on Bai
Xianyong xishuo honglou meng 白先勇細說 紅樓夢. Taipei: Shibao wenhua
chuban qiye gufen youxian gongsi, 2016 (standard character edition); 桂林:广西
师范大学出版社, 2017 (simplified character edition)”].
Idema, Wilt, and Beata Grant. The Red Brush: Writing Women of Imperial China.
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Cambridge, Mass.: Harvard University Asia Center, 2004. ISBN: 0-674-01393-X.
Idema, Wilt, and Lloyd Haft. A Guide to Chinese Literature. Ann Arbor, Michigan:
Center for Chinese Studies, (1985) 1997. ISBN: 0-89264-123-1.
Evaluation Scheme for Course Work
Due
Percent
 Four Reading Response Papers (500 words/each)
See D2L
40%
 An Essay on Chinese Poetry (1,000 words = 3-4 pages)
Mar. 1st
30%
th
 An Evaluation of Six Records of a Life Adrift (1,250 words) Mar. 24
15%
th
 An Enriched Student Learning Experience (750 words)
April 14
15%
Write 4 Response Papers [30% of the course grade] on Story of the Stone, the English
translation of 《 紅 樓夢 》 Dream of the Red Chamber by Professor David Hawkes.
Students can respond to or question the content of the English translation. Be sure to
explain your reasoning. Why did you focus on this word or this concept? Focus on as
many points as you wish in each paper.
Requirements for Response Papers
In total write 4 Response Papers. Focus on Chapters 1, 5, 8, 12, 15, 16, 23 or 25 of the
The Story of the Stone. Write about any of these chapters.
 For the title: Tell me which chapters you are going to focus on.
 Have a Topic Sentence (main point) for each paragraph, telling the reader what
you are going to talk about (the point you are making). Feel free to create a
“Whats App” of “discord” for the course and talk with each other about anything
in the course. Literature is interpretation with support for our viewpoints.
 Do not skip a space between paragraphs.
 Write in double space. In general, follow MLA format.
 No in-text citations or Work Cited page from our text book are required.
 Note: this is not a research paper. Do not use any outside sources.
 Do not use any Chinese characters.
Write each Response Paper [about 500+ words or 2+ pages] on 2-3 aspects of Chinese
literature [literary devices or techniques, etc.] that we have discussed (or will discuss) in
class. These Response papers are informal, and students may use the word “I.”
Tips for writing a Response Paper for this course:
For these Response Papers, there is no set focus. Focus on anything that you would like.
However, remember that the theme for the course is Chinese women: how they are
portrayed and why this way? However, no Response Paper is required to focus on
women. However, it is really hard not to when so much of Chinese writing does relate to
women – directly or indirectly, especially our first and last novel.
The Criteria for Evaluation of the Response Readings
These papers will be evaluated based on (1) following the guidelines on D2L and (2)
completion of the writing. Have fun writing about, reflecting upon, and questioning
Chinese literature.
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The Requirement for writing the in-class Essay on Chinese Poetry [30% of the course
grade] is on D2L. The structure and content for this essay will also be covered in class.
Do not write about the any poetry after 600 CE.
The Requirements for writing about Six Records of a Life Adrift [15% of the course
grade] is below. Write the paper at home; it is due on March 24th. Any paper received
after March 31st is considered late. Minus 5% (per day – including Saturday and Sunday)
will be taken off all late papers.
What is expected from this Evaluation:
 Read the English “translation” of Six Records of a Life Adrift translated by
University of Toronto Professor Graham Sanders.
 Do not write more than 1 paragraph (half a page) of summary.
 Have a clear interpretation of the book.
 Explain techniques/devices used in Chinese literature.
 Use Headings and the personal pronoun “I”.
 Answer the following questions:
◦ Was this book easy and enjoyable to read in English translation?
◦ Why or why not? Please explain.
◦ Be sure to give at least 5 examples from this English translation.
▪ No more than 2 examples from one chapter, e.g., (Record One and
Two).
▪ Would you suggest that a Canadian read this English translation of Six
Records of a Life Adrift to learn about Chinese literature?
▪ Why or why not?
 Follow standard MLA format for this Evaluaton:
▪ https://style.mla.org/app/uploads/sites/3/2020/01/Matthias_Prescriptionsof
LivingHistoricalHappiness.pdf
 You may use (Sanders 15) or (Record One) to indicate a certain page/reference.
 Do NOT use any outside sources, but feel free to chat with your classmates.
 Follow standard university writing practices: Times New Roman font, page
numbers, font size 12, and double space.
 Help at TMU:
◦ https://www.ryerson.ca/content/dam/tedrogersschool/success/resources/TRSM
-ASC_Tip-Sheet_Writing-course-paper.v02.pdf
◦ https://www.ryerson.ca/student-life-and-learning/learning-support/writingsupport/
The Requirements for the Enriched Student Learning Experience [15% of the course
grade]. Due: Wednesday, April 14th . . . with a grace period of one week. With 5% off for
each day late after April 21st. Requirements:
 Interview 5 people who are not Chinese and preferably represent different
generations) in any language.
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





o Ask them if they have read any Chinese literature.
o Also, ask them to explain what they liked or disliked about it.
o If you can’t find anyone who has read any Chinese literature, then ask 5
CHS503 classmates.
Listen to what others have said about Chinese literature.
Write an informal essay [4 pages or about 1000 words] on what you have
learned from others who have read Chinese literature in any language.
Demonstrate Critical Reading, Thinking, and Writing skills.
Learn about the different views about Chinese literature.
Focus on language, characterization, writing style, metaphor, satire, any aspects
which is common (or unique) to literature Chinese.
Have fun with this paper.
Grading the Enriched Student Learning Experience (15%) will be based on . . .
 The 5 interviews (in person or by zoom) with others. Interview as many people as
you wish but at least 5 people must not be Chinese (by self-identity),
 A summary of what they said about Chinese literature. Students may use direct
quotes or give a summary of their ideas..[20%],
 A demonstrated understanding of the literary devices and techniques/styles used
in Chinese literature [20%],
 Accurate English grammar and clarity of organization [10%],
 An evaluation of their understanding [20%],
 Either a political, social, historical, or cultural context [20%],
 Standard university writing practices [10%].
Tentative Course Outline
Week 1
Monday, Jan. 16th and Wednesday, Jan. 18th
Introduction to the course and the requirements
What is Chinese literature? When did it begin? How do Chinese write?
What is the role of Chinese characters in Chinese literature?
How does one read literature and Chinese literature in particular?
Why do people (who) revise a piece of writing? Think of the possibilities.
Jan. 22nd
Chinese New Year of the Black Water Rabbit (Yin) is on Sunday.
New Year’s Eve, Saturday, Jan. 21st is an important time to spend with
family and loved ones. 祝大家 兔年快乐 身体健康 全家安全
癸卯 Guǐ mǎo, Black Yin Water Rabbit.
Week 2
Monday, Jan. 23rd and Wednesday, Jan. 25th
The Earliest Chinese Writing:
Excerpts from (a) Oracle Bones, (b) Bronze Inscriptions,
(c) Book of Changes, and (d) The Confucian Analects
Read two pages (pp. 3-4) from the Oracle Bones and two pages from the
Bronze Inscriptions (pp. 4-5). Read eight pages (pp. 4-11) from the Book
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of Changes and four pages (pp. 17020) from The Confucian Analects from
our textbook or from the bilingual source: https://ctext.org/analects
Week 3
Monday, Jan. 30th and Wednesday, Feb. 1st
Early Chinese Thought: Laozi’s Daodejing (pp. 32-37)
On line bilingual (Chinese & English) text: http://ctext.org/dao-de-jing
Read eight sections from Laozi’s Daodejing [a total of 20 pages] from the
online primary sources in English translation.
Read Lieh Tzu (Liezi), pp. 37-38 … about the 愚公移山 “The Old Man
Moved the Mountain.”
Week 4
Monday, Feb. 6th and Wednesday, Feb. 8th
Classic Chinese Poetry: Selected The Book of Poems (pp. 52-57)
On line (Chinese English) bilingual text: http://ctext.org/book-of-poetry
Read six poems from The Book of Poems [a total of 15 pages].
Read 桃花源 “Peach Blossom Spring” by T’ao Ch’ien (Tao Qian = Tao
Yuanming) in our textbook (pp. 77-78). Also, read
http://afe.easia.columbia.edu/ps/china/taoqian_peachblossom.pdf and
https://eastasiastudent.net/china/classical/tao-yuanming-taohua-yuan/
Why not do all 3 Response Papers in advance, then you can spend more
time reading Six Records of a Life Adrift《浮生六記》.
Week 5
Monday, Feb. 13th and Wednesday, Feb. 15th
Classic Tang and Song Poetry (pp. 90-99)
Selected Readings from Li Bai, Du Fu and Wang Wei
Selected Readings from Su Shi (pp. 119-121, 158-160), Ouyang Xiu, and
others on line bilingual text: http://www.chinese-poem.com
Read 2 poems by each poet [Li Bai, Du Fu, Wang Wei Su Shi, and
Ouyang Xiu, for a total of 20 pages] from the online primary sources in
English translation. Other readings will be posted on D2L.
Feb. 18-24
Study Week for TMU students. University closed: No classes.
Week 6
Monday, Feb. 27th and Wednesday, March 1st
More examples of Chinese poetry will be introduced in class and posted
on D2L. Consider who writes poetry? Why? How does poetry evolve
over time? Do people still write poetry today? Is it in a new form?
Write an Essay on Chinese Poetry (about 1,000 words) in class on Mar.
1St. Note: This essay is on Chinese Poetry before the Tang dynasty.
Limit the writing of the essay to in-class discussed materials.
Only mention poetry before the Tang dynasty.
Week 7
Monday, March 6th and Wednesday, March 8th
Tales of the Strange 传奇傳奇 and Early Short Stories
Selected Readings: “The Story of Ying Ying” (pp. 507-517) and others
http://www.indiana.edu/~e251/10-E251-H237-Cui_Yingying-2011.pdf
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Other readings will be posted on D2L.
Read the original “Story of Ying Ying” [2 pages] plus a commentary on
the story (pp. 90-123) posted on D2L.
Week 8
Friday, March 13th and Wednesday, Mar. 15th
Drama - Yuan Dynasty Plays
Going from Story Telling to Script Writing to Performing a Play
Read the 感天動地竇娥冤 Injustice to Tou O (pp. 673-712).
Consider the relationship between Oral Story Telling, plays, and
then the Chinese novel.
Week 9
Monday, March 20th and Wednesday, Mar. 22rd
The Autobiography and its Place in Chinese Literature:
Read the Introduction (3 pages) and Chapter One: “Delight of Marriage”
in Fu Shen’s (沈復, 1763–1825) 浮生六記 Six Records of a Life Adrift
(pp. 35-51), based on the translation by the UofT Professor Graham
Sanders. Read Chapter Two: “Charms of Idleness” (Sanders 35-51)
How well does a male author portray female characters? How significant
is this Autobiographical writing in Chinese literature? Explain your
reasoning.
An Evaluation of Six Records of a Life Adrift (15%) is due on Friday,
March 24th with a one-week grace period. Only papers uploaded after
March 29th are considered late.
Week 10
Monday, March 27th and Wednesday, Mar. 30th
An Introduction to the Classic Historical Novel in Chinese literature
An overview of the Ming classic novel Three Kingdoms
Begin by reading the Afterward [pages 937-979] of Moss Roberts’ English
translation of Three Kingdoms in our course reader from the primary
sources in English translation. Next, read the online (Chinese English)
bilingual text: http://ctext.org/sanguo-yanyi/ch1
Monday, April 1st and Wednesday, April 6th
In class we will discuss the various interpretations of the Ming classic
Plum in the Golden Vase 金瓶梅, focusing on Professor’s Roy’s
interpretation. Literary devices, historical significance, and cultural
relevancy to the Chinese literary world will be explicated in class.
On line Chinese text: https://ctext.org/jinpingmei
See Handouts this novel on D2L.
Week 11
Week 12
Monday, April 8th and Wednesday, April 13th [Last day of class]
This week students are encouraged to relax a little and see how a
Classic Chinese novel is brought to the big screen. Please watch the
following Shaw Brother’s film: https://www.amazon.com/DreamChamber-Shaw-Brothers-Film/dp/B007UDB85G
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The one-hour movie is based on the five-volume Qing dynasty novel
Dream of the Red Chamber. Even though it is merely a very brief glance
at the novel, you may be able to connect the movie to your Response
Papers that you wrote at the beginning of the story. Also, you can focus
on the women in the movie.
The Enriched Student Learning Experience [15% of the course grade]
is due Wednesday, April 14th with a grace period of one week. With 5%
off for each day late after April 21st.
Modification to this outline will be discussed in class prior to implementation and a
written statement of revision will be provided to students. All assignments are due as the
instructor specifies.
Email – Only Ryerson/TMU e-mail accounts are to be used for communication between
faculty and students. Refer to https://www.torontomu.ca/senate/policies/pol157.pdf
Missed Classes and/or Evaluations
When possible, students are required to inform their instructors of any situation which
arises during the semester which may have an adverse effect upon their academic
performance and must request any consideration and accommodation according to the
relevant policies as far in advance as possible. Failure to do so may jeopardize any
academic appeals.
Health certificates – If a student misses the deadline for submitting an assignment, or
the date of an exam or other evaluation component for health reasons, they should notify
their instructor as soon as possible, and submit a TMU Student Health Certificate AND
an Academic Consideration Request form within 3 working days of the missed date. If
you are a full-time or part-time degree student, then you submit your forms to your own
program department or school.
Religious, Aboriginal and Spiritual observance – If a student needs accommodation
because of religious, Aboriginal or spiritual observance, they must submit a Request for
Accommodation of
Student Religious, Aboriginal and Spiritual Observance within the first 2 weeks of the
class or, for afinal examination, within 2 weeks of the posting of the examination
schedule. If the requested absence occurs within the first 2 weeks of classes, or the dates
are not known well in advance as they are linked to other conditions, these forms should
be submitted with as much lead time as possible in advance of the absence. Both
documents are available at
http://www.torontomu.ca/senate/forms/relobservforminstr.pdf
Academic Accommodation Support – Before the first graded work is due, students
registered with the Academic Accommodation Support office (AAS) should provide their
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instructors with an Academic Accommodation letter that describes their academic
accommodation plan.
Academic Integrity TMU’s Policy 60 (the Academic Integrity policy) applies to all
students at the University. Forms of academic misconduct include plagiarism, cheating,
supplying false information to the University, and other acts. The most common form of
academic misconduct is plagiarism – a serious academic offence, with potentially severe
penalties and other consequences. It is expected, therefore, that all examinations and
work submitted for evaluation and course credit will be the product of each student’s
individual effort (or an authorized group of students). Submitting the same work for
credit to more than one course, without instructor approval, can also be considered a form
of plagiarism.
Suspicions of Academic Misconduct may be referred to the Academic Integrity Office
(AIO). Students who are found to have committed academic misconduct will have a
Disciplinary Notation (DN) placed on their academic record (not on their transcript) and
will normally be assigned one or more of the following penalties:
 A grade reduction for the work, ranging up to an including a zero on the work
(minimum
penalty for graduate work is a zero on the work)
 A grade reduction in the course greater than a zero on the work. (Note that this
penalty can only be applied to course components worth 10% or less, and any
additional penalty cannot exceed 10% of the final course grade. Students must be
given prior notice that such a penalty will be assigned (e.g. in the course outline
or on the assignment handout)
 An F in the course
 More serious penalties up to and including expulsion from the University
The unauthorized use of intellectual property of others, including your professor, for
distribution, sale, or profit is expressly prohibited, in accordance with Policy 60 (Sections
2.8 and 2.10). Intellectual property includes, but is not limited to: Slides, Lecture notes,
Presentation materials used in and outside of class, Lab manuals, Course packs and
Exams. For more detailed information on these issues, please refer to the Academic
Integrity policy and to the Academic Integrity Office website.
University Policies
Students are required to adhere to all relevant university policies found in their
online course shell in D2L and/or on the Senate website.
Important Resources Available at Toronto Metropolitan University
● The Library provides research workshops and individual assistance. If the
University is open, there is a Research Help desk on the second floor of the
library, or students can use the Library's virtual research help service to speak
with a librarian.
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● Student Life and Learning Support offers group-based and individual help with
writing, math, study skills, and transition support, as well as resources and
checklists to support students as online learners.
● You can submit an Academic Consideration Request when an extenuating
circumstance has occurred that has significantly impacted your ability to fulfill an
academic requirement. You may always visit the Senate website and select the
blue radial button on the top right hand side entitled: Academic Consideration
Request (ACR) to submit this request.
Please note that the Provost/Vice President Academic and Dean's have approved a
COVID-19 statement for Winter 2023 related to academic consideration. This
statement is built into the Online Academic Consideration System and is on the
Senate website (www.torontomu.ca/senate):
Policy 167: Academic Consideration for Winter 2023 - one time only without
documentation for COVID-19: Students requesting academic consideration for
missed assessments due to cold or flu-like symptoms or to self-isolation
associated with COVID-19, may select COVID-19 as the reason and are not
required to provide supporting documentation one time per semester. For any
additional COVID-19 requests in the same semester, students will be required to
provide a health certificate for verification.
For Extenuating Circumstances, Policy 167: Academic Consideration allows for a
once per semester ACR request without supporting documentation if the absence
is less than 3 days in duration and is not for a final exam/final assessment.
Absences more than 3 days in duration and those that involve a final exam/final
assessment, require documentation. Students must notify their instructor once a
request for academic consideration is submitted. See Senate Policy 167:
Academic Consideration.
● TMU COVID-19 Information and Updates for Students summarizes the
variety of resources available to students during the pandemic.
● TMU COVID-19 Vaccination Policy Familiarize yourself with the tools you will
need to use for remote learning. The Remote Learning Guide for students includes
guides to completing quizzes or exams in D2L Brightspace, with or without
Respondus LockDown Browser and Monitor, using D2L Brightspace, joining
online meetings or lectures, and collaborating with the Google Suite.
● Information on Copyright for Faculty and students.
Accessibility
This course is accessible to students with disabilities. All students must have
access to D2L and be able to upload material as requested. If there is a lock-down
at the university or if we need to go virtual (teach via Zoom), then students will
need access to Zoom to complete the course.
For now, we are only teaching in person.
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Academic Accommodation Support
Academic Accommodation Support (AAS) is the university's disability services office.
AAS works directly with incoming and returning students looking for help with their
academic accommodations. AAS works with any student who requires academic
accommodation regardless of program or course load.
● Learn more about Academic Accommodation Support
● Learn how to register with AAS
Academic Accommodations (for students with disabilities) and Academic Consideration
(for students faced with extenuating circumstances that can include short-term health
issues) are governed by two different university policies. Learn more about Academic
Accommodations versus Academic Consideration and how to access each.
Wellbeing Support
At Toronto Metropolitan University, we recognize that things can come up throughout
the term that may interfere with a student’s ability to succeed in their coursework. These
circumstances are outside of one’s control and can have a serious impact on physical and
mental well-being. Seeking help can be a challenge, especially in those times of crisis.
If you are experiencing a mental health crisis, please call 911 and go to the nearest
hospital emergency room. You can also access these outside resources at anytime:
● Distress Line: 24/7 line for if you are in crisis, feeling suicidal or in need of
emotional support (phone: 416–408–4357)
● Good2Talk: 24/7-hour line for postsecondary students (phone: 1-866-925-5454)
● Keep.meSAFE: 24/7 access to confidential support through counsellors via
My SSP app or 1-844-451-9700
If non-crisis support is needed, you can access these campus resources:
● Centre for Student Development and Counselling: 416-979-5195 or email
csdc@torontomu.ca
● Consent Comes First – Office of Sexual Violence Support and Education: 416919-5000 ext 3596 or email osvse@torontomu.ca
● Medical Centre: call (416) 979-5070 to book an appointment
We encourage all Toronto Metropolitan University community members to access
available resources to ensure support is reachable. You can find more resources available
through the Toronto Metropolitan University Mental Health and Wellbeing website.
[Nov. 2022]
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