海外华人文化 Chinese cultures abroad WWW VL

• Page 1: Getting started
• Page 2: Online discussion
• Page 3: Interim self-evaluation
• Page 4: Abstract or excerpt
• Page 5: Due date
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Page 1:

Getting started. Do the following:

1) If you are reading a hard (paper) copy of this assignment, get on a computer, and go to the Web.

2) Choose a Chinese diaspora website from two of the following geographic groupings:

a) Hawai‘i b) Transregional c) Southeast Asia d) Canada & U.S. - continental

In your two chosen groupings, select only from among the numbered websites whose titles and links are boxed.

Online articles linked to introductory paragraphs preceding each geographic section are not eligible for this assignment, although reading them may be helpful to you in writing your paper. Websites already evaluated by ASAN 320C students may not be evaluated unless you request and receive permission. However, if two of your choices meet the above criteria and you wish to evaluate an additional website, then these restrictions do not apply to you. Depending on the argument that you make, other exceptions will be made on a case-by-case basis.

If you discover an Overseas Chinese website elsewhere that you believe should be included in one of the four geographic groupings above, please let me know!

Page 2:

Online discussion. Each student will be assigned to a group. During the first two weeks after Spring Break (Monday, 28 March - Sunday, 10 April 2005), your group will submit at least one comment about a designated Overseas Chinese website from North America. [Students from similar classes at other universities may also be participating in this exercise.] This year (2005), that website is the Historical Chinese Language Materials in British Columbia: An Electronic Inventory.

You will e-mail your comments to the China320-L@hawaii.edu network. One person from each group will post the group's evaluation after making sure that the summary reflects the range of views in your group.

In addition, individual students are free to post your own comments, as well. During the second and third week of April, designated group leaders will comment on the comments. [NOTE: Examples of students' comments will be found in the Transregional, Southeast Asia, Japan, South Pacific, Hawai‘i, Canada, U.S. - continental, Europe and Africa sections of the Chinese Cultures Abroad WWW Virtual Library.]

Scope and contents of your paper. Aside from an informative title and an introductory paragraph giving an overview, your paper will summarize and discuss the following issues and in the manner outlined below:

1) For each of your two chosen websites, compare the challenges and opportunities facing Chinese in the community sponsoring — or discussed in — your chosen website. 2) What are their most important personal and social values? 3) How well have they adjusted to change? 4) In what ways, do values evident in your chosen websites differ from traditional Chinese values? Choose examples that support your claims. In developing your answers to Items #2, #3 and #4, above, refer to assigned any or all of the following previous course activities if they are helpful in developing your explanation: 1) Readings, 2) videos, 3) field trip to the China exhibit (Honolulu Academy of Art), 6) guest speakers, 5) in-class discussions, 6) your family heritage, 7) other observations, and 8) your reflections on all of these. 5) Meet the Web author! Test your assessment by e-mailing the webmaster of one of your two chosen websites and learning that person's reactions to your best question. 6) Select an online comment from the China320-L@hawaii.edu network about any of your chosen websites with which you agree — or disagree — the most. Then, respond to it with fairness. 7) One or two concise paragraphs will summarize what your paper has accomplished.

Page 3:

Interim self-evaluation. No later than Friday, 22 April 2005, submit an individual progress report, preferably by e-mailing me.

Your progress report may take any of the following formats: a) a short summary of what you have done and what you plan to do, b) an outline, c) a rough draft, or d) a combination of two or more of the above formats.

And if you wish, you may also request an individual conference. And in some cases, I will suggest this option as a way of keeping small problems from developing into huge difficulties.

Exchanging drafts, brief oral presentations, peer evaluations. Beginning in the last week of April and continuing in the first week of May, students will share nearly-final drafts with one another. The purpose of this stage is to insure that the final drafts are the result of your best possible effort.

Separate instructions will be given for this part of your project.

Abstract or excerpt. There are three alternatives here, as follows.

In 100 words or less, succinctly summarize features of your chosen website most likely to be useful to college students. If you notice significant shortcomings and problems, draw attention to them. But wait until you are satisfied that you have completed your final draft of the paper before doing the abstract. Your abstract will be published on this website.

Or after completing your final draft, highlight sentences and phrases in your paper that will users learn what they need to know about the websites you have evaluated.

Or if you choose not to include an abstract, then I will excerpt what I judge to be the "best" (most interesting, insightful, gracefully expressed) sentence or paragraph from your paper

Under all three alternatives above, you will be given full "author credit" for each abstract or excerpt published on this website.

Page 4:

Resources. In addition to your two chosen websites, the handouts, videos, presentations and class discussions, refer to any other book or journal, video, online source or personal experiences that help you to elaborate your point of view. Cite (reference) sources that you are quoting or summarizing.

Basic presentation & stylistic criteria:
• Papers should be typed or word processed in a readable twelve-point font with one-inch margins at the top, bottom, left and right. The paper should be double-spaced and stapled or paper-clipped together. No folders or binders, please.

• Numbering all your pages makes it easier for me to make comments and suggestions.

• To prevent tragedies, type your name in the header for pages 2 and subsequently in your document.

• Follow guidelines for effective college-level writing. If you need to remind yourself, consult your syllabus, pages 20-21. And you may find it helpful to download my writing analysis grid.

• Consider the questions asked on my online web page "Are Web sources credible?" This will help you refine your critical thinking skills and your sensitivity to strengths and weaknesses of online sources.

That web page is a revision of my earlier article "The World Wide Web Demands World-Class Thinking Skills," Teaching for Success [Pentronics Publishing], vol. 13, no. 6 (September 2001), p. 3. A later version appeared as "Student Guide: Evaluating Internet Resources," The Kapi‘o Newspress [Kapi‘olani Community College], volume 38, issue 1 (19 August 2004), p. 2.

• Minimum length: It is difficult to imagine a textured, interesting, convincing, well-argued or outstanding treatment (discussion) less than six pages. But focus on your message — not on the number of words.

• In-text parenthetical referencing (author date: page) with a reference list of works cited at the end is the preferred system of citation in Asian Studies 320c. However, you may use footnotes or any other citation system, provided you cite all the facts of publication for each source.

• Regardless of the system you choose for citing sources in the body of your paper, the last page of your paper must be a reference list of sources quoted or summarized.

Page 5:

Due date: If you wish, you may turn in a hard copy of your final draft at the final meeting of our class on Wednesday, 4 May 2005.

Otherwise, your paper is due no later than 11:45 a.m., Friday, 13 May 2005. You may leave it in my Moore Hall mailbox on any working day from 8:00 a.m. until 4:30 p.m. before the deadline.

Or bring your paper to our regular classroom during 9:45 - 11:45 a.m. on that Friday morning. That is the scheduled final exam period.

Late papers submitted during the first 48 hours after the deadline has expired will incur a 20-point deduction. Papers turned in later than that will incur an additional 10-point deduction.

This paper is worth 100 points.

Created, January 2005; last modified, 26 February 2007.

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