Saturday, February 09, 2019

Position: Northeastern University Assistant or Associate Teaching Professor of Multilingual Writing

You can apply through the NU HR portal:

The English Department Writing Program of Northeastern University seeks to fill one benefits-eligible, full-time, non-tenure track position for Assistant or Associate Teaching Professor of Multilingual Writing, beginning in the 2019 fall semester. The Northeastern Writing Program, recipient of the CCCC Certificate of Writing Program Excellence, serves multilingual undergraduates and graduate students through coursework, the Northeastern Writing Center, writing groups, and various workshops and outreach efforts. The Teaching Professor of Multilingual Writing will teach two courses per semester aimed at speakers of other languages, work for the equivalent of one course per semester in the Northeastern University Writing Center, and lead program-wide efforts to support Northeastern’s large multilingual undergraduate and graduate student population. Reporting to the Director of the Writing Program and working closely with writing program administration, the successful candidate will work with both students and faculty to coordinate and enhance existing multilingual writing support resources, and build writing faculty capacity around multilingual writing pedagogy. The ideal candidate is an innovative, dedicated teacher who is knowledgeable of teaching and assessment strategies for supporting multilingual writers. There is an established promotion ladder from Assistant to Associate to Full Teaching Professor and opportunity for multi-year contracts. The standard appointment for teaching professors is six courses per year (80%), with service (10%) and professional development (10%) responsibilities.

● Work individually in the Writing Center with undergraduate and graduate multilingual students across the curriculum on academic and professionally oriented writing tasks.
● Plan and conduct training around multilingual writing pedagogy and support for NU Writing Center consultants and Writing Program instructors, whether through workshops, online modules and materials, or presentations.
● Work individually with NU Writing Center consultants and Writing Program instructors in support of individual students and multilingual pedagogies.
● Work closely with the NU Writing Program Director and Writing Program administrators (Writing Center Director, Director of First-Year Writing, Director of Advanced Writing in the Disciplines), supporting ongoing programs and helping to create new initiatives to support multilingual writers.
● Serve on the Writing Program Committee (policy body for the NU Writing Program)
● Participate in writing-related assessment initiatives.
● Perform additional duties as assigned.

● Ph.D. or Ed.D degree in relevant discipline (e.g., Rhetoric and/or Composition Studies, English, Applied Linguistics, Second Language Acquisition, Language and Literacy) required.
● Teaching experience with emphasis on college-level writing in English required.
● Experience teaching writing and/or advanced language acquisition in English to students one-on-one and/or classroom settings recommended.
● Experience facilitating student and faculty workshops.
● Interest or experience working collaboratively with staff, such as advisors, student affairs or admissions professionals, in support of multilingual students.
● Ability to work as a member of a diverse community.

Additional Information   
The College of Social Sciences and Humanities is a leader in the Experiential Liberal Arts ( Founded in 1898, Northeastern University is a dynamic and highly selective urban research university in the center of Boston. Grounded in its signature co-op program, Northeastern provides unprecedented global experiential learning opportunities. The College is strongly committed to fostering excellence through diversity and enthusiastically welcomes nominations and applications from members of groups that have been, and continue to be, underrepresented in academia.

Review of applications begins immediately and will continue until the position is filled.

For information about the Writing Program, please see For information about employment at Northeastern University, see To apply, go to the Faculty Positions site at the College of Social Sciences and Humanities website: Northeastern University is an Equal Opportunity, Affirmative Action Educational Institution and Employer and a Title IX University. We encourage applications from women and underrepresented groups. Northeastern University is an E-Verify Employer.

Initial applications should consist of a letter of interest; a curriculum vita; and a brief (1-2 page) statement of teaching philosophy, including a description of training and experience in teaching writing. Please note any background or training with ESL students, writing in the disciplines, online teaching, community engagement, or digital media. Applications received by March 22 can be assured the fullest review.

Mya Poe, Ph.D.
Associate Professor of English
Director of the Writing Program
415 Holmes Hall
Northeastern University 
Boston, MA 02115

Saturday, January 26, 2019

GHK in the McCarran Committee hearings

I've been skimming around in the online volumes from the hearings before the Subcommittee to Investigate the Administration of the Internal Security Act and Other Internal Security Laws of the Committee on the Judiciary, United States Senate, Eighty-second Congress, first-[second] session (a.k.a., the McCarran hearings on the Institute of Pacific Relations). George H. Kerr shows up in there, in the form of correspondence from 1942 between Kerr and William L. Holland of the IPR. They're discussing Andrew Grajdanzev's IPR-sponsored book, Formosa Today. Go to p. 393.

Wednesday, December 19, 2018

Another new book in the former native speaker's library

Davidson, James W. The Island of Formosa, Past and Present. 1903. Taipei: Southern Materials Center, 2008.

This is a beautifully produced reprint edition of Davidson's impressive 1903 book, complete with color illustrations and maps. (Not like the print-on-demand reprints available through some online bookstores. I made the mistake of buying a print-on-demand facsimile of Japanese Rule in Formosa a couple of years ago, and it was terrible--missing all of the illustrations, for one thing.) This particular book has been on my radar for years, but I couldn't bear to part with the money for it. I finally decided, though, to get it on this trip to Taiwan, and I think it was worth it. (Of course, it's also available online for free, if you don't want to pay for it.) I'm looking forward to reading it, though I have tons of work to do for the upcoming semester. (*Sigh*)

P.S. Japanese Rule in Formosa is also available online for free! Wish I had known that before I bought it...

Sunday, December 16, 2018

My Introduction to Formosa Betrayed is finally out

The 2018 edition of George H. Kerr's Formosa Betrayed, published by Camphor Press, is now available:
Formosa Betrayed is a detailed, impassioned account of Chinese Nationalist (KMT) misrule that remains the most important English-language book ever written about Taiwan. 
Author George H. Kerr lived in Taiwan in the late 1930s, when the island was a colony of Japan. During the war, he worked for the U.S. Navy as a Taiwan expert. From 1945 to 1947, Kerr served as vice consul of the U.S. diplomatic mission in Taipei, where he was an eyewitness to the February 28 Massacre and the subsequent mass arrests and executions. 
As well as chronicling KMT repression during the early years of the White Terror, Kerr documents widespread corruption, showing how the island was systematically looted. The “betrayed” in the title refers not only to the crushing disappointment Taiwanese felt when they realized KMT rule was worse than that of the Japanese but also to the culpability of the American government. The United States was in large part responsible for handing Taiwan over to the Nationalists and helping them maintain their grip on power. 
Formosa Betrayed has served as a foundational text for generations of Taiwanese democracy and independence activists. It had an explosive effect among overseas Taiwanese students; for many, the book was their first encounter in print with their country’s dark, forbidden history. A 1974 Chinese-language translation increased its impact still more. It is a powerful classic that has withstood the test of time, a must-read book that will change the way you look at Taiwan. 
In this definitive edition Kerr scholar Jonathan Benda has added a detailed, thoroughly-researched introduction as well as a biographical sketch of the author.
"Kerr scholar"... that sounds nice, though I prefer "Kerrologist," or, as Henk Vynckier once labeled my fellow Kerr enthusiasts and me, "Kerrdashian."

I mentioned back in January that my interest in Kerr started back around 2007 when I discovered the three volumes of Kerr's correspondence and other writings that Professor Su Yao-tsung and his team edited based on the Taipei 228 Memorial Museum Kerr collection. I encourage anyone with a historical interest in Kerr to take a look at those books or even arrange to see the original documents in the museum. (It's a bit of an effort to do the latter, but it's worth the effort.)

Anyway, I don't have a financial interest in whether or not you buy it, but I hope that people who haven't yet read Formosa Betrayed (or even those who have) will consider buying the book!

Thursday, December 06, 2018

Meditations on the fate of a scholarly article

I started this post back in October, but haven't gotten around to publishing it until now, at the end of the semester. I should note that I don't mean to sound whiny (or whingey--still don't know what the difference is between those two words). 

In my Advanced Interdisciplinary Writing sections, we're working on literature reviews. This project often finds me up late at night or, in the case of today (10/31), up early in the morning (woke up at 2:30) thinking about what goes into literature reviews. In this case, I'm thinking about the scholarly articles that are mined for what they can contribute to the students' reviews. Students are required to use only 10-15 sources, which, considering the hundreds of sources I've seen reviewed in some of the sample literature reviews I've asked them to look at, isn't that much. Still, I have some criteria for the kinds of sources they choose: peer-reviewed articles published within the last five years, preferably found via the library's databases (rather than through Google). I introduced them to the Web of Science, as well, which I think some of them used to find their articles. (Some of them, alas, are still finding sources through Google--not even Google Scholar--which perhaps I should "outlaw" in future classes.)

As we've been writing and talking about how to use sources in our literature reviews, I've been thinking about the different ways that scholarship gets used (or not used), and I think I want to share with students a personal example:

Someone who came across my list of publications on recently asked me for a copy of an article I wrote that was published in 2013, "Google translate in the EFL classroom: Taboo or teaching tool?" (I hate my titles). As I was responding to the request, I read through the article again, recalling (or, rather, wondering) how I wrote it and where and how I found the sources that I cited in it. I generally like the paper, but as I lamented to my wife, it hasn't gotten much mileage in terms of citations. While I was saying that to her, I checked out the article on Google Scholar and to my surprise found that there were three sources that had cited it, most impressively (to me, anyway) in the ACTFL-sponsored journal, Foreign Language Annals. Eager to find out what people were saying about my paper, I quickly downloaded the article, entitled, "Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate."

My paper was mentioned twice in the literature review--the first time as one-third of a multiple in-text citation ("multiple researchers have suggested...") and the second as a "see also." I don't blame the authors of the article for this; in fact, I'm grateful that my paper got any mention, considering the conditions of scholarly writing these days. But, as I plan to tell students, my paper was almost 10 years in the making if you consider the origins of it in these blogposts from 2005 and 2007. I went on to write a paper about this topic that I presented at the 2011 Conference on College Composition and Communication. There I was invited to contribute to a special issue of Writing & Pedagogy on technology and writing, and then, in the middle of proofreading my dissertation and organizing a move from Taiwan to Boston to start a new job, I put together a small study to see students' reactions to using Google Translate as part of their writing/translation process. (The scope of the CCCC paper was a lot more limited.) Then the peer-review process (being invited to contribute a paper doesn't necessarily guarantee you'll be published) and finally the joy of seeing my work published.

I'm sure my experience is not unique--as I said above, considering how much academic writing gets published every year, I'm sure some people would be happy if their article got a "see also." (It's better than being ignored, or worse, plagiarized, both of which have happened to me.) But what I want to tell students about the experience of finding that citation and then seeing how my paper was being used is that it was probably the equivalent of the feeling you have when you get a "B" on a writing project--grateful for the attention, but not particularly excited.

(Update, 12/6/18) Well, I related this experience to my students, who listened patiently. No one really responded, though, and I don't think it comforted those who got Bs to hear me say I understood. Ah well...

Friday, November 09, 2018

My son, the philosopher

My four-year-old, looking at a black and white picture of people:
Blackberries, strawberries, blueberries. They lost their colors. Without their colors, they're not yummy anymore.

Sunday, September 30, 2018

Edward Paine on the legacy of the UNRRA--words

This comes from a history of the United Nations Relief and Rehabilitation Administration (UNRRA) Taiwan Regional Office that Edward Paine, Reports Officer and Economic Analyst for UNRRA, China Mission, was drafting after 1947. It's an undated typescript found in the George H. Kerr collection in the Taipei 228 Memorial Museum (GK-002-0006-045). It can also be found in Su, Yao-tsung (蘇瑤崇), ed., Collected Documents of the United Nations Relief and Rehabilitation Administration in Taiwan (Taipei: Taipei 228 Memorial Museum, 2006), pp. 342-344.*
UNRRA will not soon be forgotten by the world because it is erecting for itself an imperishable and gigantic monument in paper. This is no discredit to the Administration. In China, at least, words, paper words and vocal words, big words, little words, red words, pink words, honeyed words, bitter words, recriminatory words, damning words, words, words, words, constitute UNRRA almost wholly and completely. They are of the essence and there is no doubt but that a large number of them have been fragrant.

In assessing the value of these words one has to set up several categories. One category is for words which meant nothing to begin with. This is a large group. Then there are the words which meant something at the time but which in the long run, historically speaking, mean nothing. There are also the words which meant nothing to begin with but which have a historical, a research value and those, a very small number, which both have and will be valuable. [342||343]

Those words having to do with work accomplished by UNRRA will be, oddly enough, among the least important because an all-over view will undoubtedly show that relatively little has been accomplished. The most valuable words will be those to be gleaned from tons of documents which will indicate the reasons why UNRRA has not succeeded to a greater extent than it has. They will be those which are now being written in looking back over what has been done. They will be those words which as yet have not been written and which quite probably will not be written unless some person or organization cares to make an audit, an impersonal, unbiased audit of what has occurred and why.

Such an audit might raise an eyebrow over the fact that at least sixty percent of the correspondence between the Taiwan Region and China Office has concerned administrative details. The audit would probably discover that this Region is not unique, that at least sixty percent of the time and work of the whole China Mission has been so consumed and expended. This is understandable in the nature of UNRRA but it is probably equally true that some excellent lessons can be learned from a study of the records.

Such an audit might well take a hint from the tons of documents which have been collected in a hit or miss fashion because there was no clear-cut idea of what was desired in the way of information. Much of these data are valuable, or at least may become so to someone digging through the files for material for a MA or PhD and possibly to others. However, it would seem that it has been an awful price to pay for a few degrees; especially if, as has been irrationally true of UNRRA, other organizations ignore that material which is available and send special men into the field to re-collect the same thing.
Except for this latter fact, that UNRRA has often paid no attention to the material in its own files in HQ and has sent additional men out to duplicate the information when it was needed and, even worse, has often taken the opinions of outsiders not particularly [343||344] qualified especially if their information happened to come in the form of the printed word, in a newspaper, little criticism can justifiably be leveled at UNRRA’s methods of obtaining information.

Greater men than an organization such as UNRRA will ever attract would have had to have been given broad scope in planning in order to successfully anticipate and order collected all the many types of data which the Administration has required. Better people in general than UNRRA has found would have had to be hired to carry these orders out. Time would have had to be commanded to stand still, holding changing conditions in a state of suspended animation. This letter would have been hardly less possible than the other paramount requirement, that the basic concept under which UNRRA has been made to work in China, as an advisory rather than an operating agency, be changed.

This is not an apology for UNRRA’s word-mountain; it is not an excuse; it is an admission that more has been expended than value received and a general exposition of why this is a fact. It is an analysis in retrospect, a post-game rehash, it is, I’ll admit, a somewhat defensive question “Knowing only what was known when UNRRA was started, could you have done better?”. More important it is the posing of a vital query “Will you, in the future, profit by the example which is UNRRA, which is embodied almost entirely in words?”
*As Talk Taiwan notes, Kerr made use of this history in his chapter on "The UNRRA-CNRRA Story" in Formosa Betrayed. (Unfortunately, Talk Taiwan repeats the unsubstantiated story that Chiang Kai-shek bought the copyright to Formosa Betrayed after it was published.)