国际学生入学条件
Successful applicants must hold a bachelor's degree or the equivalent from an accredited institution in the United States or from a recognized university-level academic institution abroad and at least a B average (3.0 GPA) or its equivalent by the time they enroll. Some exceptional applicants with lower GPAs may be recommended for admission. The university-wide minimum TOEFL score required for consideration for graduate admission is 550 for the paper based test (PBT), and 85 for the internet based test (iBT). The university-wide minimum IELTS Academic Training exam score required for consideration for graduate admission is Band Score 7.
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雅思考试总分
7.0
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雅思考试指南
- 雅思总分:7
- 托福网考总分:85
- 托福笔试总分:550
- 其他语言考试:The minimum PTE Academic score required for graduate admission is Overall Score: 65.
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申请截止日期: 请与IDP顾问联系以获取详细信息。
课程简介
加州大学圣地亚哥分校的文学系结构复杂且与众不同,与传统的英语系或比较文学系不同,我们研究并训练学生在一个程序中研究多种语言的世界文学和文化。该系成立于1963年,代表了一群致力于研究和辩论跨国和跨学科问题的学者,评论家和作家的开创性尝试。相信当代学者“â€和未来â€â€的奖学金不再可以保留在传统的学科或国家范围内的信念,使在不同语言和文化领域工作的教师和学生聚集在一起。现在,五十年后的今天,我们发现情况比以往任何时候都更加重要。<br> <br>这种集中研究了中世纪晚期和现代早期的文化产物。尽管每个教
The Department of Literature at the University of California, San Diego has a complex and unusual structure in that unlike more traditional departments of English or Comparative Literature, we study and in turn train students to examine world literatures and cultures in multiple languages within a single program. This concentration investigates the cultural production of the late medieval and early modern periods. While each faculty member has specific projects and interests, it may be said that the group as a whole employs what has come to be called a cultural studies approach to literature. Relevant aspects of contemporary theories of literature, history, and culture are brought together in order to study societies of the past, an approach that also allows consideration of these paradigms within a range of different historical frameworks. Such an approach acknowledges both the continuity and the alterity of cultural formations of gender, sexuality, race, and class, thus challenging the limits of traditional periodization schemes. An emphasis is placed upon the historical conditions of possibility of texts and upon writing and performance as material practices, as well as upon the relationship between writing and other forms of symbolic production and exchange. We are concerned to historicize the present as well as the past, to explore the reciprocal pressures by which the past shapes the present and the present reshapes the past.
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