lhis 215 autumn 2015 final project description the final project has two phases 1. phase one: beginning work 2nd may, submit online by evening 7th may: in phase one, decide which topic on which you will work and begin work on the following pieces submit by 7th may (1) your question and a brief thesis statement (2) an annotated list of sources, in which you list and briefly describe your primary and secondary sources.* obviously, the sources should include articles or books we have read this semester (list with some text). in class 8th may, we will work on sources and drafts. come prepared to share your work with other people and to give suggestions to your colleagues. posting a response on the course site to help one of your colleagues out is also useful 3. phase three: submit by 11th may. the final draft of your essay the final draft of your essay should be 6 to 8 double spaced pages in times 12, cambria 12, or helvetica 11, normal kerning and margins remember that essays without citations in text and works cited page will be returned summarily with a failing grade **remember the distinction between primary and secondary sources? if not, look it up! grading and brief warnings rubric for evaluation: argument about theme / question 10 work with primary source example 10 use of secondary sources 5 writing 5 process 5 (for a total of 35 points) explore, experiment, enjoy. these questions can send you to the mfa, the library, MIT’s visualizing cultures website, kanopy, or youtube. the most important consideration is how you work through a theme (laying it out through secondary sources, working it out with primary source) remember that your work should include primary source and secondary source material that we read in class. other material should only appear if it is from (1) secondary sources in peer reviewed academic journals (2) primary sources from course links or other reputable primary source collections to repeat the above. essays without proper citations will be given a failing grade not meeting the deadlines for the phases of the project will lead to reduction or a zero for process grade essays without close engagement with primary source material will not receive credit for the work with primary source example grade question one, in which saturated potentials muddle the science of the possible zhang hongtu, “soy sauce mao drawing” soy sauce on rice paper mounted on pages of the red book and sealed with epoxy resin. 31x 23.5 inches, united states 1994 (zhang hongtu 2001) untitled Three years ago the music stopped Freed fingers drew circles on a glass surface A small patch of sky Cut out by the window Talked But no longer emitted sound Words dispersed outside the window Looking at them they turned into apples Sounds slowly penetrated fruit (Duo Duo 2002 [1995]) First think about the historical context and meaning of the above primary sources. How might they engage in nostalgia for the past? Political Resist ...

1. lhis 215 autumn 2015 final project
description
the final project has two phases
1. phase one: beginning work 2nd may, submit online by
evening 7th may:
in phase one, decide which topic on which you will work and
begin work on the following pieces
submit by 7th may
(1) your question and a brief thesis statement
(2) an annotated list of sources, in which you list and briefly
describe your primary and secondary sources.* obviously, the
sources should include articles or books we have read this
semester (list with some text).
in class 8th may, we will work on sources and drafts. come
prepared to share your work with other people and to give
suggestions to your colleagues. posting a response on the course
site to help one of your colleagues out is also useful
3. phase three: submit by 11th may. the final draft of your essay
the final draft of your essay should be 6 to 8 double spaced
pages in times 12, cambria 12, or helvetica 11, normal kerning
and margins
remember that essays without citations in text and works cited

2. page will be returned summarily with a failing grade
**remember the distinction between primary and secondary
sources? if not, look it up!
grading and brief warnings
rubric for evaluation:
argument about theme / question 10
work with primary source example 10
use of secondary sources 5
writing 5
process 5
(for a total of 35 points)
explore, experiment, enjoy. these questions can send you to the
mfa, the library, MIT’s visualizing cultures website, kanopy, or
youtube. the most important consideration is how you work
through a theme (laying it out through secondary sources,
working it out with primary source)
remember that your work should include primary source and
secondary source material that we read in class. other material
should only appear if it is from (1) secondary sources in peer
reviewed academic journals (2) primary sources from course
links or other reputable primary source collections
to repeat the above. essays without proper citations will be
given a failing grade
not meeting the deadlines for the phases of the project will lead
to reduction or a zero for process grade
essays without close engagement with primary source material
will not receive credit for the work with primary source

3. example grade
question one, in which saturated potentials muddle the science
of the possible
zhang hongtu, “soy sauce mao drawing”
soy sauce on rice paper mounted on pages of the red book and
sealed with epoxy resin.
31x 23.5 inches, united states 1994 (zhang hongtu 2001)
untitled
Three years ago the music stopped
Freed fingers drew circles on a glass surface
A small patch of sky
Cut out by the window
Talked
But no longer emitted sound
Words dispersed outside the window
Looking at them they turned into apples
Sounds slowly penetrated fruit
(Duo Duo 2002 [1995])
First think about the historical context and meaning of the
above primary sources. How might they engage in nostalgia for
the past? Political Resistance? What metaphors do they employ?
How might the metaphors be connected to context? Resonate
with or resemble other primary sources?
Now, focus on one of the meanings or metaphors that you have
thought about. Making that meaning or metaphor the topic of
your essay, think of one other primary source from our course

4. this semester that might illuminate your topic. For example, if
your topic is "resistance" think about another primary source in
which resistance is disguised or oblique. Write an essay in
which you describe the context of your sources, interpret your
sources, and show how they illuminate your topic.
hint: it could be something about the critical power of nostalgia,
whether if it really is resistance if it doesn't have an explicit
ideology, the role of artists in complicating our view of history,
or something else that you see in the above primary sources
one of our favorite theorists in this regard is weller (1994). look
at the last two or three paragraphs of this link to a chapter of
weller's _chaos and control_, for example
question two, in which sampled motifs remix tradition
“confuses the ear.” reworked religious iconography in
Taiwanese hip hop. Image courtesy nongli cultural creation
studio
go to the museum of fine arts
as you face the museum’s main entrance on huntington, look
toward the lawn in front of the left side of the main building.
there, you will find a sculpture that resembles a large rock.
continue into the museum and visit the following locations:
1. the exhibit on chinese furniture. in this exhibit, look more
closely at the sculptures that most resemble the one that you
saw outside. reading the notes on the sculptures will be
useful

5. 2. go to the linde family wing and enter the exhibit called
“seeking stillness.” there you will find a room with sculptures
like the ones you have seen, one in reflective metal. look at the
sculpture and take some time to learn about how it was made.
Compare and contrast the two sculptures: How do they resemble
each other? How are they different? How might they have
different contexts or meanings? With that in mind, think of an
example from our reading, viewing, and listening so far.
To what extent have East Asian artistic, philosophical, or
political thought and movements identified with yet reworked
the past? How have these
responses, revisions, or inventions of tradition positioned East
Asia internationally? Remember to illustrate your essay with
useful context from secondary source material and to work
carefully through a primary source example.
**hint: there is a concept that we learned that advocates
something like this remixing. you might wonder in thinking
about the question how the pieces you look at exemplify,
challenge, or challenge that concept
hint: itʼs more important for you to work through the case that
you choose than deal at length with the material above
question three: in which found objects resonate with a theme
send off for takasago giutai (indigenous volunteers) in taitung,
ca. 1943. photograph courtesy meijin misak

6. think of two contrasting primary sources we have looked at in
this course. they may be from different countries in east asia or
from different decades
the primary sources may include visual art or music, eyewitness
accounts, a letter, pieces of creative writing, lectures we have
looked at or read in this course. these two primary sources will
serve as an example of the theme that you will develop.
alternately, you may begin with one of the below themes then
choose the example
for your essay, make sure that you write a short description of
the pieces (what is it? when was it made / written / produced?
where was is made? any other pertinent information?).
chose a theme to bring your examples together:
1. gender
2. hybridity
3. nationalism
4. art and revolution / politics
5. democratization
to create the essay, show how one of your primary sources
exemplifies the topic through reference to secondary sources
that outline the historical context. for your essay, make sure
that you write a short description of the pieces (what is it? when
was it made / written / produced? where was is made? any other
pertinent information?). also discuss in relationship to the
theme
something about historical memory--for inspiration...
send off for takasago giutai (indigenous volunteers) in taitung,
ca. 1943

7. a piece of popular culture--from the work of the taiwanese death
metal band, chthonic
Seagulls open their wings, flying ever further
Calling to me as I cross the ocean
Each brilliant shaft of blood red sunlight
Sends off the young men in search of glory
Worn uniforms, worn skin
Blood soaked army insignia impressed in the soul
Accompanying the white clouds, blue sky above me
The memory of battle flags flying
Our ancestors' souls are held in bondage
The glory of tattooed faces has dimmed
Seagulls open their wings, flying ever further
Calling to me as I cross the ocean
Each brilliant shaft of blood red sunlight
Sends off the young men in search of glory
My devastated soul leads me Our ancestors' souls are held in
bondage
Sun's explosion lights the sky The glory of tattooed faces has
dimmed
Worn uniforms, worn skin
Blood soaked army insignia at peace in the soul
Accompanying the white clouds, blue sky above me
The memory of battle flags flying
As the gale blows in the harbor
The men embark for battle
Their imposing spirit shakes Takao
And imponges on our future

8. You sent me off at the harbor
Teary eyes watching the reflection of my boat
Wait for me to return in triumph
To complete our unfinished dreams
--Chthonic, "Imperial Army" (Chthonic 2011)
link to video of above song at youtube
(yes, click on me)
BIBLIOGRAPHY
Chthonic 2011. "Huang Jun [Takao]" music video, Taiwan.
4:20. available online at http://www.youtube.com/watch?v=c3t-
0MIy-fc last accessed 3 December 2015.
Duo Duo. 2002. The Boy who Catches Wasps: Poetry of Duo
Duo, tr. Gregory B. Lee. Brookline, MA: Zephyr Press.
Hatfield, DJ W., n.d. “Keepin’ It Real in Taipei: Hip Hop as
Historical Practice” article
presented at the annual meetings of the International
Conference for the Study of Popular Music,
U.S. / Canada joint meetings, spring 2005.
Zhang Hongtu, 2001. Material Mao. Multimedia installation
mounted at the Bronx Museum of Arts,
1995. Images and reviews available at momao.com
Weller, Robert 1994. Resistance, Chaos, and Control in China:
Taiping Rebels, Taiwanese Ghosts, and Tiananmen. Seattle:
University of Washington Press.

9. ©2018 BETELNUT GRRRRLS COOPERATIVE / MINOR
MIGRANES
THIS EXAM BROUGHT TO YOU BY MISSING MAO:
COMRADE, WHERE'S MY MEMORY?
Writing Project #2:
Problem Analysis
While some policies are usually well intended, some policies do
not work as expected because of the ways in which they are
designed, phrased or implemented. The same policy may also
affect different people in different ways, and some policies that
are helpful for some people may not be well received by others.
People who are affected by these policies might respond in a
number of ways: some may accept the policies as they are and
abide by them regardless of how they feel about them, while
others might try to change them by persuading those in power to
change or abolish the policies--or at least change the ways they
are implemented.
Why People Write Problem AnalysesProblem analyses show up
in lots of kinds of writing, including white papers, briefs, root-
cause reports, and some literature reviews. Many of the
scholarly reports you’ll write in college will include at least
sections of problem analysis. This type of writing is so
prevalent because controversies—that is, issues on which
reasonable people disagree—are inherently complex. In the heat
of the controversy, it is often difficult to determine the details
underneath who the key players are and how their positions
relate to one another. When that’s the case, writing offers a
dispassionate way of making those relationships visible to
readers and explaining why those relationships matter.
Assignment

10. For this assignment, you will craft a document that maps
stakeholders’ positions in order to show the complexity of a
policy issue or controversy specific to language, writing,
literacy, or a related topic. More specifically, this assignment
puts you in the shoes of an advisor for an individual or group
who needs to make a decision on a controversial issue (this
controversial issue can be one that was identified while working
on WP1). Ultimately, you will choose a policy issue or area of
controversy that interests you to analyze on the basis of
different stakeholder positions. In total, your analysis should
include five sources and three stakeholder positions.
Your goal here is to design your analysis to help the reader
understand the stakeholders’ positions. Keeping this in mind,
you will develop this analysis in order to make the complexity
the issue or controversy accessible to your readers. It is
absolutely necessary that you include textual support to
illustrate the key points you make. Consider that a stakeholder
is anyone with a particular interest—or stake—in the matter at
hand. So all stakeholders are involved in and care about that
issue. But different stakeholders come to the issue from
different perspectives; likewise, what they’re trying to protect
is likely different, as are their reasons for getting involved.
Figuring what’s at stake and to whom on a given issue is the
point of this assignment. So rather than arguing your position,
you’ll be building an argument to convince readers to take
seriously your analysis of this contested terrain so that they can
make an informed decision down the road. In this way, your
analysis will be a coherent and compelling argument in its own
right.
Audience
The primary audience for this writing project will depend on the
issue that you have chosen to address in your proposal, so you
will need to do some research to determine who the
“stakeholders” are. In other words, who would be affected if the
issue on which you are writing were to be put into practice or
adopted? Who has the power to take action? Who is it that you

11. need to persuade? Depending on the nature of the issue, you
may need to reach one particular person or multiple groups.
Getting StartedFirst do some preliminary research on your own
to choose a controversial policy issue at the local level. Think
about an issue that you or your peers recognize as problematic
and examine it in-depth by asking yourself questions such as:
What is the issue? Why is it an issue? Who is affected? How
might the issue be solved? Who might be involved in coming up
with, or implementing, a solution? Some examples of these
topics “videogames and their influence,” “immigration in the
21st century,” “the value(s) of higher education in a changing
economy” and “choices for a sustainable world.” Your topic
must be cleared with me. Choosing a topic on your own will
require you to do more research, but it will also allow you to
work on something you may be truly interested in.
Once you have chosen a problem to address, you will need to
find sources that are in conversation with this topic. Then, you
will need to skim through these sources and locate at least five
that represent three different stakeholder positions on this issue.
All of these five sources will need to be found through the
WOU library database. Though you should have a variety of
reputable sources including academic publications, newspaper
editorials and/or other public arguments are great places to hear
from stakeholders. Also, keep in mind that each source you
choose MUST have an author. In total, your analysis should
include five sources and three stakeholder positions.
Figuring Out What to Say
When processing this work, consider the following:
· What’s the backstory? Why have stakeholders been drawn to
this controversy?
· Identify the stakeholders. Who is arguing on this topic? On
what bases do they establish their credibility and
trustworthiness or ethos? (Note stakeholders likely do this in
different ways. Your job for this paper is to identify patterns in
and across the set of stakeholders’ arguments, and to interpret

12. for readers what these patterns illuminate about the controversy
itself.
· Analyze the relationship among the stakeholders. That is, how
are stakeholders grouped in this controversy? What alliances do
they form across positions to forge or suggest common ground?
What efforts do they (or perhaps just some of them) make to
distinguish themselves from other stakeholders? What’s at stake
in this work? That is, why does this jockeying or positioning
matter? To whom?
· What are the sources of the controversy? That is, about what
do the stakeholders disagree most? e.g. Is a source of
disagreement over how to define or frame the problem Over
who is responsible for causing it or solving it? Over worth or
values?
Now take a step back and review your responses to the above
questions. What patterns do you see across your responses?
What do these patterns suggest about the stakeholders’ relations
to one another and about the controversy itself?
Learning Objectives
In this project, you will learn to:
· use argumentative strategies to persuade a particular audience
· respond appropriately to different kinds of rhetorical
situations
· use stasis theory to conduct critical analysis of an issue
· understand the relationships among language, knowledge, and
power
· conduct inquiry-based research and writing
· identify the kind of ideological work a text undertakes and
how it serves to persuade readers to accept a particular account
of a specific concept or strategy as effective
Paper Format:
Your essay should have one-inch margins (top, bottom, right,
left), be double-spaced (without the extra 10 pt. spacing
between lines), use the Times New Roman font throughout,

13. including in the header and footer for wherever you paginate,
and have a 12-point print size. Paginate each page except the
first in the top right corner. Your title should be at the top of
your first page (one inch from the top), centered, with your first
paragraph double-spaced below it. Do not italicize, bold print,
or place your own title under quotation marks. Your essay
should also be at least 1200 words or 4-5 pages long.
Also, use MLA parenthetical citation of quotations from the
readings you include in your essay. Failure to do so constitutes
plagiarism, which is no bueno. Also, there should be no free-
standing quotations, so set up each quotation with your own
words. For instance: In “The Cult of Ethnicity,” Schlesinger
states, “The new American nationality was inescapably English
in language, ideas and institutions” (63). If a quotation is longer
than four of your one-inch margined lines, indent it one-inch on
the left (not on the right) and set it up like a shorter quotation,
with your own words. (Five sources minimum & three
stakeholders).