Preparation for Next Week

1. Study "A Disappearing Part of Traditional Taiwanese Culture--Professional Funeral Mourners: A Case Study of a Family Funeral Business." (17 pages)
2. Quiz on the vocabulary of the thesis.
3. Give the outline of the thesis.
4. If you have time, keep reading articles related to your topic.http://www.slideshare.net/yuying/w9-evaluating-sources-and-note-taking-presentation/

Here is a piece of new information about research strategies issued by New York University. Why not get inside and take a look! http://classweb.gmu.edu/nccwg/researchstrat.htm

Group Links

Class 212
12 and 23: http://chabe-project.blogspot.com/2008/10/introduction-61112.html
20 and 33: http://mypaper.pchome.com.tw/news/ding_click
5, 10, 34: http://611051034.blogspot.com/
39 and 42: http://www.wretch.cc/blog/slhs&category_id=0
31, 36, and 38: http://blog.yam.com/sskc61138
3 and 13: http://tw.myblog.yahoo.com/jw!pJzkbqCFERkuECKzD2xDrih4
Jing 14, Caroline 25 and Coco 26: http://afl-research.blogspot.com/
Sophie 19 and Cathy 24: http://mypaper.pchome.com.tw/news/19s24c
1, 2 and 7: http://ts00528654.blogspot.com/
29, 32, and 37: http://blog.xuite.net/superteamya/12
22 and 28 http://www.wretch.cc/blog/belong2228
9, 30, and 40 http://www.sxxkschool.blogspot.com/
41 and 27 http://tw.myblog.yahoo.com/jw!9Z59NjGTEU.9jCIJ4Vgitg--/
15周宜樺,18邱于珊, and21柳姿瑜
http://www.wretch.cc/blog/ocean0876


Class 306
2 and 6: http://www.wretch.cc/blog/cheungzhang/20982576
22 and 24: http://www.wretch.cc/blog/wht080705
28 and 29: http://tw.myblog.yahoo.com/project-writing
35 and 39: http://slhs3539306.pixnet.net/blog
16 and 38: http://slhs536.pixnet.net/blog
40 and 41: http://okok123q.blogspot.com/
10 and 19: http://www.wretch.cc/blog/a861032
14: http://www.wretch.cc/blog/PWBS
15 and 17: http://www.mtv.com.tw/blogs/greenblue
32: http://mypaper.pchome.com.tw/news/dish53632
3, 6, and 7 http://tw.myblog.yahoo.com/jw!AnWuMriHAxJ1Ow_jRfz4YHpruA--
25, 26 and 34 http://www.wretch.cc/blog/tml206207
9 and 20 http://tw.myblog.yahoo.com/projectwriting-zone
Bei-Bei: http://bethbe306projectwriting.blogspot.com/


I appreciate that you give me your English names, so that I do not call you numbers.

Sample of Working Bibliography for a Research Paper (excerpt)

Reference: http://www.slideshare.net/yuying/slideshows

Topic: Linguistic nativism, national identity, and English language policy in Taiwan
Title: My Tongue, Your Tongue: English as a Taiwanese Language
Main thesis: Taiwan’s democratic reforms require that a new definition of what it means to be “Taiwanese” serve as the basis of a new language policy with a Taiwanese variety of English at its center, which erases the artificial distinction between “native speaker” and “nonnative speaker.”
Key words: language policy, multiculturalism, national identity, nativism

Working bibliography
1. Coulmas, F. (Ed.). (1981). A festschrift for native speaker. The Hague: Mouton.
The most relevant articles in this anthology are the ones that cast suspicion on the theoreti­cal assumption that the native speaker is a reliable guide to linguistic per­form­ance in a sec­ond language. Jacob Mey’s article (“Right or wrong, my na­tive speaker”) sati­rizes this assump­tion, saying that the “Native Speaker is the fi­nal crite­rion of mat­ters lin­guistic: his ver­dict settles all linguistic dis­putes.... He is above all laws: he is the Law himself” (p. 70). In his introduction, Florian Coulmas gives a critical histori­cal survey of the “universal accep­tance of the na­tive speaker” in theoretical and ap­plied linguistics research (p. 2).

2. Figueroa, E. (1984). Language policy in Taiwan: The politics of Guoyu. Unpublished mas­ter’s the­sis, University of Hawaii, Honolulu.
Although written prior to the official formation of the DPP, this thesis provides rele­vant histori­cal information about the ideological forces that shaped the Mandarin-only lan­guage pol­icy that was in effect in the Republic of China and whose effect is still felt in Taiwan to­day. Figueroa perceptively anticipated many of the current problems in relation to national iden­tity and ethnicity in Taiwan, as is evident when she ob­serves that almost half of the origi­nal KMT leader­ship, including Chiang Kai-shek, “came from Southern di­alectal re­gions where the [non-Mandarin] vernacular predomi­nated and ‘guoyu’ wasn’t likely to make much of a dent” (p. 14).

3. Kowal, K. (2002, November). English spoken here. Taipei Review, 52, 30–35.
This somewhat optimistic article discusses current language attitudes, language pol­icy, and na­tional identity in the wake of the DPP’s 2000 victory and efforts to pro­mote English in Taiwan. It argues that “[i]n many respects, Mandarin is a leg­acy of Tai­wan’s Republican past” (p. 31). Elsewhere, it says that “English and Mandarin are both ‘Taiwanized’ and have be­come ‘Taiwanese’ languages” (p. 33), and that the English used in Taiwan “need not be re­garded primarily as a foreign language” (p. 35). This language can serve as “an ideologi­cal buffer” as Taiwan defines itself as a sover­eign state independent from China (p. 35).
Wachman, A. (1994). Taiwan: National identity and democratization. Armonk, NY: M. E. Sharpe.
This comprehensive analysis of Taiwan’s national identity question was pre­pared in the pe­riod between the lifting of martial law in 1987 and the DPP’s vic­tory in the 2000 presiden­tial election. Wachman argues that “[t]o consider mat­ters of identity, one must depart the world of facts and enter a realm of sentiment and beliefs” (p. 28). This is relevant because it calls attention to the com­plex of emotions that is often irra­tional and susceptible to biases to­ward “for­eigners” in Taiwan: “the convictions peo­ple have about their own identity are not necessarily consistent with reason. Identities are driven by emotion…” (p. 28).

4. Wu, C. S. (2003, November 22). Quality English teachers [Letter to the editor]. Taipei Times, p. 8.
This short letter, written by a local academic and published in a widely read daily English news­paper in Taiwan, is relevant be­cause it illustrates the popular old confla­tion of nativ­ism, nationality and “foreignness.” The author argues that “re­verse discrimina­tion” is tak­ing place in “foreign language education” in Taiwan today. “Native speakers of English are hired, regardless of their profes­sional training” while “[t]alented and well-trained local teach­ers don’t even get interviewed.” Wu’s stereo­type of one particular group of “native speak­ers” is evi­dent in the statement, “[m]any American teachers know that and take advan­tage of it.” I italicize Wu’s assumption-laden terms here.

(Author: Dr. Kowal, K.)

Start Working on Your Blog

You've learned how to write an introduction of a research paper. You've also started reading articles related to your topic. So, it is time to enrich your blog! Class, do not forget to put all the stuff you did on your blog. I will grade it every other week and see if your blog has any change. Then, right after the midterm, you are moving further--you are going to write annotated bibliography. It is great to see your progress!

Tools That You Can Use in Writing

In the past, I use thesaurus dictionaries in writing, but nowadays I tend to use corpus which contains the function of web concordancer to find right words. Here are the tools you may try.
http://www.americancorpus.org/x.asp?L=e&co=anc&c=olbalbpjo&e=yuying@mail.ntust.edu.tw http://www.edict.com.hk/vlc/
http://www.natcorp.ox.ac.uk/
http://llrc.eng.ntnu.edu.tw/English/search/