No wonder hardly anyone reads this blog

Mingle² - Online Dating

Isn't a G rating the kiss of death for a movie? Maybe I need to throw in a few gratuitous expletives, like "Daggone it!" or "Great day in the morning!"

via

Another idea for RSA: Rhetorical Agency for the "Orphan of Asia"

Here's another timely topic for the upcoming Rhetoric Society conference. It's another one I am interested in, but don't have time right now to explore.

Earlier this month, Michael Turton wrote a post about the U.S. government's response to a teleconference between Taiwan President Chen Shui-bian and members of the National Press Club. This teleconference was (predictably) denounced by the PRC, and U.S. government officials avoided the event. According to a Taipei Times article that Turton quotes, "at least one [U.S. State Department] official charg[ed] that Chen's appearance violated the US ban on Taiwanese presidents visiting Washington". Turton comments,

In other words, officials within the US State Department -- thankfully not the whole State Department -- decided to take the exact position that Beijing had advanced: that pixels containing Chen Shui-bian's image should not be allowed to re-assemble themselves on digital screens inside the territory of the United States, especially when accompanied by audio.

The Taipei Times article also notes that no one from the State Department attended the teleconference.

This made me think of a question that Cheryl Geisler noted was raised by Joshua Gunn in a discussion of rhetorical agency at a meeting of the Alliance of Rhetoric Societies: "Under the impact of digital technologies, we have the ability to be in virtual places beyond our physical reach--how does this affect agency?"

The answer in this case seems to be "not a whole lot", but I'd be interested in hearing the views of those who have studied rhetorical agency (particularly in digital environments) in more depth than I have.

Your assignment, should you choose to accept it

I was recently reminded that Robert Oliver, author of Communication in Ancient China and India (1971), worked as a publicizer of and ghostwriter for Syngman Rhee, Korea's first (through third) post-WWII president. Oliver wrote quite a few pamphlets and books about Korea and Rhee (Korea's Fight for Freedom, Why War Came in Korea, The Truth about Korea, Syngman Rhee: The Man Behind the Myth, etc.). He also gave a lot of speeches about Korea that have been published in various issues of Vital Speeches of the Day. Rhee, a strong anti-Communist, left office in 1960 after protests regarding the 1960 election and was exiled in Hawai'i.

This got me to thinking about the possible relationships between Oliver's work as a scholar of rhetoric (particularly intercultural rhetoric) and his Cold War-era rhetorical work for Rhee. I haven't seen anyone in the field of rhetoric write about Oliver's work on Korea--no dissertations, book chapters, or even articles. Goodwin Berquist has a little to say about Oliver's Korea period in "The Rhetorical Travels of Robert T. Oliver", but it's not a critical article. Oliver himself mentions his work with Rhee in his memoir The Way It Was--All the Way, but it doesn't appear that anyone else has taken up this topic.

But I don't really have time to work on this topic. So I'm passing it out to whoever wants to work on it, assuming no one has thought of this topic before. If anyone picks it up, I'd be grateful to hear about it. It might make a good paper for the RSA 2008 conference that's focusing on the responsibilities of rhetoric. Might even make a good dissertation topic.

[Update, 6/21/07: There's an article about ghostwriting from the Journal of Business Ethics that mentions Oliver and cites a 1991 book chapter in which Oliver is interviewed. Surprisingly, our library has that book...]

[Korea] [rhetoric] [Robert Oliver] [Syngman Rhee]

CFP: Rhetoric Society of America, 2008

RSA 2008: Call for Proposals

The Responsibilities of Rhetoric

Seattle, the location of RSA 2008, by virtue of its identity and its imagery compels us to meditate together on the macroforces that are currently shaping our discipline and our democracy.

Seattle means coffee and Boeing and the Port--all of them symbols of the international, globalized market economy and its attendant perils. Seattle means Microsoft and Amazon.com --megacorporations produced by and producing new (and sometimes vexing) communications technologies and practices. Seattle means "metronatural" life: REI (Recreation Equipment Inc.) and bicycles, eco-consciousness and the just-launched Puget Sound Partnership, urban spaces surrounded by Elliott Bay and Mt. Rainier--all of it a reminder of ecological challenges that must be negotiated through rhetoric. And Seattle means multiculturalism: the polyglot citizens who gather at Pike Place Market or Starbucks are African American and native American, Anglo and Asian, Latino and mestizo, native and immigrant.

Let us come together in Seattle, therefore, to consider The Responsibilities of Rhetoric. How can the study and practice of rhetoric contribute to social progress? What does rhetoric offer as means of understanding and coping with globalization, particularly at a time when "global" is associated with "terror" and "exploitation"? What do rhetorical studies have to offer in a presidential election year when political discourses and popular fundamentalisms are polarizing, confrontational, divisive? How do new media affect civic participation and the conduct of argument half a century after The New Rhetoric, The Uses of Argument, and The Rhetoric of Motives? How can rhetorical studies contribute to scientific exchange, technology transfer, and risk management--all in the interest of public and disciplinary good, and particularly on environmental issues? In a nation suspicious of difference, concerned with security, and newly armed with snooping technologies, can rhetorical pedagogies nevertheless protect civil liberties, sustain civic cooperation, and promote understanding and identification? And how can our professional society be sure that our scholarly methodologies and assumptions are themselves highly ethical?

While participants are invited to present their current research on all the topics that fall within the domain of rhetorical studies, the Program Committee will especially appreciate proposals that engage with The Responsibilities of Rhetoric.

Proposals for sessions and individual presentations – due by September 15, 2007 – must be submitted electronically: directions will be posted here shortly. There you will also find information (and regular updates) on housing, registration, special features, and other aspects of RSA 2008.

I should probably try to go--my first RSA presentation was in 1998 and my most recent one was in 2002...

Kang-i Sun Chang's new book on living through the White Terror

A while back I reviewed Kang-i Sun Chang's (孫康宜) book 走出白色恐怖 (Farewell to the White Terror). At least one commenter mentioned interest in an English version of the book.

Now I see that the author has published an English version of this book--Journey Through the White Terror: A Daughter's Memoir, published by National Taiwan University Press.

She also has a new edition of the Chinese book out. Unfortunately, neither book appears to be available through Amazon.

The end of an era?

Got this in my e-mail today:

二、停止電話撥接上網服務(計中)
由於本校電話撥接上網（Remote Dial In Service）使用率極低，而且此項上網設備維護及零件更新不易，故2007年6月1日起計中停止電話撥接上網服務，原使用者請改以學校寬頻、無線（WiFi）、或各網路ISP公司ADSL上網，不便之處敬請見諒。

It's basically saying that they're shutting down Tunghai's dial-in Internet service because it's not being used very much.

A reminder to myself not to count on e-mail for communicating with students

This showed up in my inbox yesterday:

您的信件
收件者: s94xxxx@thu.edu.tw
主旨: FENM Reminder
傳送時間: 06/09/06 06:55:05 PM

在 05/20/07 10:59:11 PM 被讀取。

It basically means that the e-mail I sent out to a student last June was just read by that student yesterday. Hmmm...

My boring dream & Susan's exciting defense

I dreamt that I was at a literature conference in England and that the whole Q & A part of one session was devoted to someone reading a list of the bookstores where a new up-and-coming scholar would be having book-signings. I got up and started walking to the door, muttering to myself, "I gotta get out of this dream! It's so boring!"

On a completely different note, I am 100% sure that Susan's diss. defense will be illuminating, exciting, and just generally wonderful. I wish I could be there. I know I wouldn't want to leave!

[Update: HRH Dr Susan informs us that her defense was indeed a success. As I predicted. (Ahem.) Congratulations! Can I call you "HRH" for short?]

Machine-translated student writing

I mentioned a while back what appeared to be the beginnings of a trend in using translation software to complete English writing assignments. More and more, I'm (literally) having to translate students' writing into Chinese to be able to understand what they're talking about. I've been grading student-written plays the last few days (for a first-year English program-wide student play assignment that I find of dubious value in the first place). I keep coming across sentences like this (credit for those of you who can figure out the correct Mandarin or Taiwanese meaning):

• "Eat smoke."
• "(Disguises shy)" (stage direction)
  
• "Usually work overtime and all do not go home, the daughter-in-law comes after him to also eat a few bitter."
• "Lazy have to say with you."
• "If you go the speech..." (this last one is tricky)

I'm thinking about how I can combat deal with this apparent increase in the use of machine translation. I'm thinking that one possible approach is to try to work with students to help them use the translators to get meaningful English sentences (rather than trying to think of ways to stop students from using them). But I don't know... Ideas?

[Update: I talked to my students about this situation. They laughed at the examples (the "If you go the speech" one was hard to figure out even for them). Some of them expressed frustration at the idea of starting out by writing in English rather than writing in Chinese and translating. They said they felt they wouldn't be able to say anything if they started out using English. (I don't think that's true, but I admit it would probably take them longer to work out their ideas in English.) On the other hand, when I was working with them and I pointed out particular sentences, they were able to come up with decent-sounding English sentences that more-or-less conveyed their meaning (like, "I don't want to talk to you!" instead of "Lazy have to say with you"). So it's not like they're not capable of putting together a script in English. It's more a matter of how they go about this process.]

Not again...

I remember checking CNN's website 8 years ago (almost to the day) and feeling sick when I read about the shootings at Columbine. Now this happens at Virginia Tech...

What sixth graders were reading about fifty years ago

I'm almost finished a revision of what has felt like an interminable chapter--and for part of that translated the following lesson from the sixth grade, second semester Guoyu textbook published in late 1956. Thought I'd post it to give a sense of what sixth-graders in Taiwan were reading in their Chinese classes about 50 years ago.

Air Force Martyr Yan Haiwen

On the morning of August 17, 1937, in the blue and cloudless skies above the Jiangsu-Shanghai area, a Chinese bomber was surrounded by the enemy's antiaircraft shells and was clearly in great danger. Because of the concentration of the enemy’s antiaircraft guns, countless shells burst around this plane, bringing heavy smoke and blocking its movement. Suddenly, black smoke burst from the plane's tail; then a tiny dot jumped from the plane's cockpit, becoming a beautiful parachute, perfectly round and white, which floated down.

There was immediate commotion among the enemy, and the enemy soldiers climbed from their trenches; a clamor coming from their mouths, they headed over to where the parachute landed.

A Chinese pilot appeared in front of them.

Young--not much more than twenty--he stood on a piece of high ground.

Dozens of enemy soldiers began to surround him. Although he was only one man, he showed not a trace of fear, and in his hand he held a handgun, raising it imposingly.

An enemy officer ran over to him, trying to persuade him to surrender. He used his gun to reply to this great insult: bang, bang, bang--the gun sounded three times, and that officer and two enemy soldiers fell. There was a clamor among the rest of the enemy soldiers, and they dropped back. From behind, a Type 38 rifle sounded, and hundreds of enemy soldiers holding weapons once again surrounded him.

At this point, he only had one bullet left. He looked around him--the enemy was everywhere, a turbulent yellow wave. Above was the fatherland's beautiful blue sky; underneath, the fragrant grass of the fatherland. This young soldier's heart felt great pain; his hot blood rushed upwards, and when the enemy was no more than fifty meters away, standing on the field of the fatherland he raised his gun to his temple and fired, a young warrior who finally died for the fatherland.

The enemy, honoring his bravery, buried him and set up a memorial for him that said: "The Grave of Yan Haiwen, a Brave Soldier for China."

Exercises:

Speaking: How did China's Air Force defeat the enemy? Why did the martyr Yan Haiwen have to jump out in a parachute? How did he appear to the enemy? How did he treat the enemy? Why did the enemy bury him and set up a memorial for him? Who was China's enemy at that time? Now what enemies do we have?

Writing Characters: Listen and write the following words and phrases:
轟炸機 (bomber), 高射礮 (antiaircraft gun), 渾圓 (perfectly round), 騷動 (commotion), 亂嚷 (clamor), 威風凜凜 (imposing, or awe-inspiring), 洶湧 (turbulent), 殉職 (die at one’s post)

Composition: Write a narrative about bombing the enemy country.

The story of Yan Haiwen has shown up in at least one movie (1977's 筧橋英烈傳 "Heroes of the Eastern Skies"), which I haven't yet seen.

This textbook includes another martyr tale--a two-part story about Wu Feng, who was said to have sacrificed himself in order to persuade Aborigines to stop headhunting. That the Guoyu textbook of that time contains violent tales of martyrs isn't particularly surprising, considering the government's project of trying to condition young people to be willing to sacrifice themselves for the cause of retaking the mainland. I was surprised, however, by the composition exercise that asks students to write about bombing an enemy country. I'd really be interested in seeing what sixth-graders came up with in response to that kind of prompt. (Doubt I'll ever run across anything like that, though.)

I'm also curious about how long this story of Yan Haiwen was used in elementary school language textbooks. I haven't seen any earlier Guoyu textbooks from Republican China, so I'm not sure if this story was retained from that time. And it would be interesting to see when it went "out of fashion", too.

(Source: Guomin xuexiao Guoyu keben gaoji disi ce 國民學校國語課本高級第四冊--this was the textbook for second-semester sixth-graders, published in December 1956)

Another reason I gotta get this diss. done

I woke up early this morning, then fell asleep again and dreamed that I was at a used book sale at a university in the States. I got the idea to look through some old hymnals from the late nineteenth and early twentieth centuries to see if I could find the tune to the Shansi Hymn that used to be sung on Shansi Day at Oberlin College. (That was the day they would announce which Oberlin graduates would be representatives to China.) The hymn, written by Herbert A. Youtz, was sung to the tune of "No. 541" in some mysterious hymnal which I haven't yet found. So I was looking through old hymnals for "No. 541" to see if the tune would fit the lyrics.

Meanwhile, Nicolas Cage was standing a few yards away looking at an old art book and talking to the seller about an oddity in something that the book said about an artist's life. I was going through hymnals, some of which didn't go up to 541, some of which skipped 541 (went from 540 to 542), then I came to one that had 541. I was having trouble singing the Shansi Hymn to the tune of 541 because I'm not very good at sight-reading, and Nicolas Cage said to me, "I didn't know you were interested in old hymnals, Jon."

"Oh, I'm trying to find the tune that fits a hymn that they used to sing on Shansi Day in the early 1900s, Nic."

"Oh," he said.

"But I'm not very good at sight reading, so I can't tell if this hymn fits the words."

"Oh, well give me a few lines and I'll try," he said. (He's quite the Renaissance man, you know.)

So I reeled off a few lines to the hymn:

Founded on the blood of martyrs,
See the walls of Shansi stand
Witness to a great devotion,
Tomb of an heroic band.

From the death of her slain Master,
Grows the Living Church today;
Through self-sacrifice of heroes
Comes the power of God alway.

So there Nicolas Cage and I were, digging through old hymnals, trying to find a hymn that would fit the lyrics to the Shansi Hymn. Then I suddenly felt I should wake up.

"But I want to stay asleep and see if Nicolas Cage and I find the right hymn," I said.

"Give it up, Jon," I said. "It's just a dream. Even if you find the hymnal, it might not be real."

"Oh--yeah. I guess so." So I woke up.

[Update, 6/26/07: Nic Cage never got back to me on this, but the amazing team of Ken Grossi (of the Oberlin Archives) and Mary Louise Van Dyke (Oberlin Library's resident hymnologist) solved the mystery of Tune No. 541 for me. From Ken's e-mail to me:

The title of the hymnal is "Church Hymns and Tunes," edited by Rev. Herbert B. Turner, D.D. and William F. Biddle (New York: A.S. Barnes and Company, 1909). The book contains an Austrian Hymn 8.7.8.7.D. with the Tune No. 541 at the top of the page. Mary Louise concluded that the tune for this song was also used for the words of the song on the Shansi Day Program (by Herbert Alden Youtz).

There you have it. I should be getting a copy of the tune in a few days, after which I'll let all you who are waiting with bated breath know what exactly "Austrian Hymn 8.7.8.7.D is. Oh! the supsense!]

[Update 2, same date: That was quick! The tune turns out to be by Haydn; Hymn 541, "Glorious Things of Thee are Spoken". Here's the tune (sorry, it's not a link to my singing...)]

A big piece of real estate

The Taichung City Government's website reports here that a Hong Kong investor, Richard Li, is interested in developing the old Shuinan Airport. We heard about this on the TV news earlier (though they focused more on how a city councilwoman was trying to act as a matchmaker between Li and the mayor's daughter Hu Ting-Ting).

Shuinan Airport

The TV news was suggesting that the redevelopment might result in a rise in the cost of housing in Taichung. But the story on the website mentions some problems with the Ministry of National Defense that might slow down the redevelopment of the airport. Anyone heard anything more about this?

Oysters coming home to roost

(Don't ask me what that title's supposed to mean--I have no idea!)

My colleague and fellow disser-commiserator John just sent me a copy of the original short story "A Pail of Oysters" that Vern Sneider published in the Antioch Review in 1950. (The novel, about which I've written three posts, was published in 1953.)

I haven't had time to read the story yet--I'm too busy fighting my way through a dissertation chapter that I want to finish before the end of the month--but I notice it seems a lot more focused on Li Liu and his family. There doesn't appear to be any Didi, Precious Jade, or Ralph Barton in this story. Hmmm... (More later...)

And thanks, John!

Back from Oberlin

Had a nice time in Oberlin, despite all the warnings we got prior to going about the terrible weather in the Cleveland area.

(Saw this igloo on Oberlin's campus on Tuesday. By Wednesday it had mostly melted away.)

Got some good productive time in at Oberlin's Archives, thanks to the kind help of Roland Baumann, Ken Grossi, and Tammy Martin (and their assistants). Thanks, all!

We had dinner Monday night with our friend ERG, who came to Oberlin to visit. Had a great time with him!

We also got some needed shopping in. (It's nice to be able to buy shoes in a place where the clerks don't keep reminding you that you have big feet...)

I read three books on the flight there and back. On the way over, I read From Evangelicalism to Progressivism at Oberlin College, 1866-1917 by John Barnard (available for free online at OSU's Knowledge Bank). On the way back, helped by a 3-hour delay on the runway due to a heavy crosswind, I read The Kite Runner by Khaled Hosseini and Ordeal by Slander by Owen Lattimore. Good books! (See, I don't just buy 'em...)

But now it's back to work. Classes begin March 1, so I have syllabi to write and a few days to get some quality dissertating time in. So... talk to y'all later...

[Update: And now I can see what we just missed, weather-wise...]

But I still love you, Internet...

Here's one reason why...

"And you know, I don't even feel any withdrawal symptoms..." (he said, his lips trembling...)

Our home has been without Internet service for the past few days (lousy phone company), but we haven't had time to call them to find out what's wrong. And we don't miss it that much, either. So the former native Chinese speaker and I decided tonight that we're going to cancel our ADSL service at home. And I feel pretty good about it, actually. (But I wonder if I'll start to gain weight...)

Or maybe I'll just make my own donuts...

I would be remiss not to mention this...

Dunkin' Donuts has arrived in Taiwan. (And I just went to Mr. Mister Donut for the first time last Sunday. I'm so out of style.)

It sounds like the Taiwan stores will also offer the ham, egg, and cheese breakfast bagels that helped me face those awful Syracuse winters...

Update: Thanks to Heather's comment and the wonder that is YouTube, I now present...

Weekend trip

We had some time off yesterday, so we took the High-Speed Rail (HSR) to Taipei yesterday. We could only get a one-way trip, and we could only get seats on the 7 o'clock train. But that turned out to be OK.

People like to take pictures when the train is coming. Here's one guy trying to fit in his family and the train. I love that photographer's pose. Looks like he's in training for the next Matrix movie....

The trip was smooth and quick--we left right at 7:00 and arrived in Banqiao (or "Banciao", as they write it) 53 minutes and 25 seconds later. (In contrast, the bus we took from Taipei to Taichung last night took about 2 hours--and I think the driver was speeding the whole way.)

We spent the morning at the Taipei 228 Memorial Museum. Quite a sobering experience. (There's also a "virtual museum" that contains a lot of the pictures that are on display at the museum. Unfortunately, it's only available in Chinese.)

Coming back to Taichung, we felt kind of jealous of Taipei's MRT system, though we know how much people in Taipei suffered during the construction of the subway. But we're hoping to see something like it in Taichung one of these days...