1. Healthcare

February 2015
The Rise of China
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
1
2
3
Introductions
4
5
6
7
8
11
12
13
14
15
18
Thesis, Argument,
Introductions
19
Response paper
1.2 due
20
21
22
25
26
Conference Draft
1 Due
27
28
Elements of
Academic Writing
9
Close Reading
(Analysis)
10
Response Paper
1.1. Due
16
Presidents’ Day
(class cancelled)
17
23
24
(Mis)using Sources
Discovery Draft 1
Due
Analytical
Questions
Transferability:
Close Reading
March 2015
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
1
2
3
Draft Workshop
4
5
6
7
8
11
Transitions,
Roadmaps, and
Signposting
12
13
14
15
18
19
20
21
22
25
26
27
28
29
Unit 2 Starts!
Theoretical Lenses
Conference Week
9
10
16
17
Structuring
Paragraphs
Revised Essay 1
Due (this week)
Spring Break
Spring Break
23
24
Conclusions
Structuring Papers
Response Paper
2.1 Due
30
Transferability:
Research Papers
Across Disciplines
(Hoopes Prize)
Essay 2 Conference
Draft Due
31
Essay 2
Discovery Draft
Due
April 2015
Monday
Tuesday
Wednesday
Thursday
1
Friday
Saturday
Sunday
2
3
4
5
9
10
11
12
16
17
18
19
Draft Workshop
Conference Week
6
7
8
Incorporating
Secondary Sources
Unit 3 Begins!
Unit 2 Revisions
Due (this week)
13
14
Summary and
Paraphrase
15
Library Session
Preliminary
research due
Annotated
Bibliography Due
20
21
22
Structuring
Research Papers
23
Discovery Draft Due
27
28
29
30
Plagiarism
Course
Evaluations +
Style
Draft Workshop
Last Day of Classes!
24
25
26
Conference Draft
Due
Expos 20.192/20.193: The Rise of China
Monday/Wednesday 1-2 & 2-3, Sever 101
Preceptor: Sara A. Newland
Email: [email protected]
Office: 1 Bow Street, Room 236
January 29, 2015
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Course Description
If the 20th century was the “American Century,” will the 21st be (as the New York Times labeled
it in 2004) the “Chinese Century”? As the locus of global economic growth shifts to Asia, what
cultural and political changes will accompany this transformation—for those living in China as
well as those outside it? Does the rise of China represent a military threat, a competing set of
values, an opportunity, or some combination of the three? In this course, we will examine the
causes and consequences of China’s dramatic ascendance as a global power. Relying on sources
ranging from oral histories to Wikileaks cables, we will analyze both how China is changing and
how people across the globe understand China’s relevance to their own lives. We will begin by
reading oral histories and short fiction about entrepreneurs, factory workers, and rural-to-urban
migrants, focusing on the changes these di↵erent social groups have undergone in the reform
era. In Unit 2, we will read about Internet censorship, environmental activism, and the growing
Chinese middle class. We will use these examples as a test of modernization theory, which argues
that economic development sets in motion a process of social change that ultimately leads to
democratization. In the final unit, students will conduct original research on China’s rise in the
international political arena, drawing on Wikileaks cables as well as secondary literature. This
course will be especially useful for students with an interest in the social sciences or in China,
but will also include discussion of good writing practices across disciplines.
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2.1
Policies
Attendance
Because Expos has a shorter semester and fewer class hours than other courses, and because
instruction in Expos proceeds by sequential writing activities, your consistent attendance is
essential. If you are absent without medical excuse more than twice, you are eligible to be
officially excluded from the course and given a failing grade. On the occasion of your second
unexcused absence, you will receive a letter warning you of your situation. This letter will also
be sent to your Freshman Dean, so the College can give you whatever supervision and support
you need to complete the course.
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Only medical absences and absences for religious holidays can be excused. In the case of a
medical problem, you should contact your preceptor before class (or at least within 24 hours)
to explain. If you do not do so, you will be required to provide a note from UHS or another
medical official, or your Freshman Dean. Absences because of special events such as athletic
meets, debates, conferences, and concerts are not excusable absences. If such an event is very
important to you, you may decide to take one of your two allowable unexcused absences; but
again, you are expected to contact your preceptor beforehand if you will miss a class, or at least
within 24 hours. If you wish to attend an event that will put you over the two-absence limit,
you should contact your Freshman Dean and you must directly petition the Expository Writing
Senior Preceptor, who will grant such petitions only in extraordinary circumstances and only
when your work in the class has been exemplary.
Class begins promptly at seven minutes past the hour, and repeated lateness will be considered an unexcused absence.
2.2
Completion of Work
Because your Expos course is a planned sequence of writing, you must write all of the assigned
essays to pass the course, and you must write them within the schedule of the course—not in the
last few days of the semester after you have fallen behind. You will receive a letter reminding
you of these requirements, therefore, if you fail to submit at least a substantial draft of an essay
by the final due date in that essay unit. The letter will also specify the new date by which
you must submit the late work, and be copied to your Freshman Dean. If you fail to submit at
least a substantial draft of the essay by this new date, and you have not documented a medical
problem, you are eligible to be officially excluded from the course and given a failing grade.
2.3
Academic Honesty
Throughout the semester we’ll work on the proper use of sources, including how to cite and how
to avoid plagiarism. You should always feel free to ask me questions about this material. All
the work that you submit for this course must be your own, and that work should not make use
of outside sources unless that is explicitly part of the assignment. Any ideas or quotations that
you take from other sources must be cited appropriately, a skill we will practice throughout the
semester. Any student submitting plagiarized work is eligible to fail the course. Please note
that this policy also holds for “self plagiarism,” or copying work that you have written, in part
or in whole, for another course. If you have written a paper in another class that you would like
to use as the basis for one of your Expos 20 papers, you must speak with me first. The same
holds for turning in one of your Expos 20 papers in another course: you may not do so without
my express permission, as well as the permission of the other course’s instructor.
In this course, you will collaborate with other students in a number of ways: exchanging ideas,
reading each others’ work, and so on. Sometimes, this collaboration will be required. When it
is not, you are still welcome–and encouraged–to seek out feedback from, and provide feedback
to, your classmates. I also encourage you to meet with the tutors at the Writing Center. If your
ideas for a particular paper are heavily influenced by your conversations with a classmate or a
writing tutor, please cite the other student’s contribution in a footnote at the beginning of your
paper, as is conventional in academic writing. While I encourage you to exchange ideas with
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other students, all written work must be entirely your own.
2.4
Electronic Submission of Work
You will submit much of your work electronically this semester, generally via the dropbox
function on the course isite. You may submit your paper in .doc, .docx, or .rtf format. It is your
responsibility to ensure that your paper has uploaded correctly and can be opened and read. If
I cannot open your file, or if it is empty or incomplete, your paper will be counted as missing
and subject to the late work policy outlined below. If you have any concerns on this front, you
are always welcome to submit an additional paper copy to my mailbox.
2.5
Grading
I will grade only the final version of your essays, not the drafts or response papers. Course
grades will be determined as follows:
Essay 1
Essay 2
Essay 3
Participation
25%
30%
35%
10%
Grading will become more stringent as the semester progresses since I expect you to develop as
a thinker and writer. Please be advised that final grades are indeed final. I will not read or
grade a further revision of a revision.
2.6
Late Work
Late papers will be docked a third of a letter grade if they are turned in within 24 hours of the
deadline, two thirds of a letter grade if they are turned in 24–48 hours late, and a full letter
grade if they are turned in 48–72 hours late. Papers that are more than three days late will not
be accepted, and will receive a failing grade.
2.7
Electronic Devices
Our class time is short and the temptations of the Internet are strong. To ensure that our
meetings are focused and productive, I ask that you refrain from using a laptop, iPad, cell
phone, or any other device with a screen during class. If it is absolutely necessary that
you use an electronic device in class, please speak to me individually.
2.8
Email and Office Hours
Please feel free to contact me with questions, appointment requests, and the like at
[email protected]. I will respond to every email within 24 hours, and often sooner.
Do not wait until the last minute to email me about a paper; I receive many, many emails before
each paper deadline, and may not be able to send you an immediate response.
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Office hours are a great opportunity for you to get additional feedback on your work or just
continue a conversation that we began during class—please make use of them! My office hours
are Wednesdays from 4-5 and by appointment. If you are free during my regular office
hours, just drop by (no need to make an appointment). If you cannot meet on Wednesday
afternoons, please talk to me after class or email me to set up an appointment. Don’t wait
until the last minute to try to schedule a meeting—if you do, other students may have already
claimed all the available slots.
2.9
Extensions
There are two ways to earn extensions in this class. You may earn up to three 24-hour
extensions, which you may use separately or together at any point during the semester. Please
note that the privilege of an extension is contingent on your satisfactory performance in the
class. If you turn in one or more late or incomplete assignments, or if you are repeatedly late to
or absent from class, you may forfeit the extensions you have earned.
You may earn a 24-hour extension by:
1. Getting a perfect score on the name and syllabus quiz on Monday, February 9
2. Attending one or more of the China- or writing-related events listed in the “Boston Area
Events” folder on the iSite, and writing a half-page description of the content of the event
and its connection to something we have discussed or read about in class.
If you wish to use an extension, please email me before the assignment deadline to let me know.
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Schedule
Monday, February 2: Course overview
Tuesday, September 9:
Do:
1. Read the writer’s letter instructions posted in the Course Handouts – Unit 1 folder on the
isite. Then compose a writer’s letter and submit it to the isite dropbox by 11:59 p.m.
2. Sign up for an introductory meeting on the course isite.
3. Go to Gnomon Copy (1308 Massachusetts Avenue) to buy the course reader.
Wednesday, February 4: Introduction to academic writing
Read:
1. Steinfeld, Edward. Playing Our Game, Chapter 1: The Quiet Revolution [course reader]
2. “Elements of the Academic Essay” handout [distributed in class]
3. “Analytical Moves” handout [distributed in class]
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Do:
1. Jot down some notes to bring with you to class: Which analytical move(s) is Steinfeld
making in the chapter? Where exactly does he make them? Circle some places in the text
where he makes one of the analytical moves on the handout, and note which move you
think he’s making and why.
Unit One: A Citizen’s-Eye View of China’s Rise
Monday, February 9: Close reading (analysis); names and syllabus quiz
Read:
1. Sang, Ye. “A Hero for the Times: A Winner in the Economic Reforms,” in China Candid.
Berkeley: University of California Press, 2006. [course reader]
2. Sang, Ye. “Fringe-Dwellers: A Nonofficial Artist,” in China Candid. Berkeley: University
of California Press, 2006. [course reader]
3. Sang, Ye. “Chairman Mao’s Ark: One of the Floating Population,” in China Candid.
Berkeley: University of California Press, 2006. [course reader]
Do:
1. Annotate all three stories as you read: write short margin notes that draw connections
between di↵erent passages, note recurrent themes, or simply highlight passages that you
find particularly interesting.
2. Review your classmates’ names and study the course syllabus in preparation for the in-class
quiz.
Tuesday, February 10: Response paper 1.1 (2-3 analytical questions) due to the isite dropbox
by 11:59 p.m. Note: I strongly encourage you to read the analytical questions packet (assigned
reading for Wednesday, 2/11) before you complete this response paper.
Wednesday, February 11: Analytical questions
Read:
1. Zhu, Wen. “Wheels,” in I Love Dollars and Other Stories of China. New York: Columbia
University Press, 2007. [course reader]
2. Analytical Questions Packet [distributed in class]
Do:
1. Annotate “Wheels” (just as you did the oral histories we discussed on Monday).
Monday, February 16: Class Cancelled (Presidents’ Day)
Wednesday, February 18: Thesis, Argument, and Introductions
Read:
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1. Student writing packet (distributed in class on February 11)
Thursday, February 19: Response paper 1.2 due to the isite dropbox by 11:59 p.m.
Monday, February 23: (Mis)using Sources
Read:
1. “Harvard Guide to Using Sources,” (usingsources.fas.harvard.edu), sections entitled “Why
Use Sources?” “Avoiding Plagiarism,” “Integrating Sources,” and “Citing Sources” (focus
on on APA citation style). With the exception of “Citing Sources,” be sure to read all
subsections of each section.
Do:
1. Discovery draft (2-3 pages) due to the isite dropbox by 11:59 p.m.
Wednesday, February 25: Transferring skills beyond Expos: close reading
Read:
1. Activity instructions distributed on 2/23.
Thursday, February 26: Conference draft (4-6 pages) due to the isite dropbox
Monday, March 2: Draft Workshop
Read:
1. Two conference drafts (distributed via email)
Do:
1. Annotate both drafts according to the instructions on the “reading and taking notes on
each draft” handout (available on course website)
2. Write a reader’s letter to each of the authors whose papers are being workshopped according to the reader’s letter instructions (available on course website), and bring two
copies of each letter to class.
Monday, March 9–Thursday, March 12: Essay 1 revision rolling deadline
Your final Unit 1 essay is due at 11:59 p.m. seven days after your conference. In other words,
if your conference was on Monday, March 2, your revised essay and accompanying cover letter
are due Monday, March 9 at 11:59 p.m.
Unit Two: China’s Democratic Future?
Wednesday, March 4: Using theoretical lenses
Read:
1. Lipset, Seymour Martin, “Some Social Requisites of Democracy” (excerpts) [course reader.]
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Monday, March 9: China’s growing middle class; paragraph structure
Read:
1. Osnos, Evan. “The Grand Tour.” The New Yorker, 18 April 2011. [course reader]
2. Read, Ben. 2003. “Democratizing the Neighbourhood? New Private Housing and HomeOwner Self-Organization in Urban China.” pp. 31-34 and 43-59. [course reader]
Wednesday, March 11: Environmental activism; transitions, roadmaps, and signposting
Watch:
1. The Warriors of Qiugang (documentary, approx. 40 minutes long). Video is available
here: <http://e360.yale.edu/feature/the warriors of qiugang a chinese village
fights back/2358/>. There will be a showing of the film at 1 Bow Street, date and time
TBD. You can also watch the film on your own (online) if you’d prefer.
Do:
1. Take notes as you watch. Note the names of key people and places, moments in the film
that strike you as especially interesting, and connections to the Lipset text. Since you may
use evidence from this film in your paper, it will be helpful to you to think about specific
moments in the film that you may wish to refer back to.
March 16–22: Spring Break
Monday, March 23: The Internet in China; Writing Conclusions
Read:
1. Gary King, Jennifer Pan, and Margaret E. Roberts. 2013. “How Censorship in China
Allows Government Criticism but Silences Collective Expression.” American Political
Science Review 107(2): 326-340. [course reader]
2. Guobin Yang. 2003. “The Co-Evolution of the Internet and Civil Society in China.” Asian
Survey 43(3): 405-406 and 417-422. [course reader]
3. “Ending the Essay: Conclusions” [course reader]
Do:
1. As you read the King et al. and Yang articles, jot down some notes on the following
questions: What are some of the di↵erent purposes that each conclusion serves? In what
ways are the two conclusions similar to or di↵erent from each other? Do these conclusions
follow any of the tips for what to do (and what not to do!) that “Ending the Essay:
Conclusions” describes—and if so, which ones?
2. Response Paper 2.1 due to the iSite at 11:59 p.m.
Wednesday, March 25: Structuring papers
Read:
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1. Two theoretical lens essays by former students [distributed in class]
2. handout on reverse outlining [distributed in class]
Do:
1. Pick one of the papers you read for today and write a reverse outline of it. Make sure your
outline includes the main idea of each paragraph, the role that the paragraph plays in the
overall essay (counterargument, background information, etc.), and a brief description of
what connects each paragraph to one that follows.
Friday, March 27: Discovery Draft (3-4 pages) due to the dropbox at 11:59 p.m.
Monday, March 30: Writing beyond Expos: research papers across disciplines
PLEASE NOTE: Class meets in the Larsen Room in Lamont Library.
Read : Nothing!
Conference draft and cover letter due by 11:59 p.m. to the isite dropbox.
Wednesday, April 1: Essay 2 draft workshop
Read :
1. Two conference drafts (distributed via email)
Do:
1. Annotate both drafts according to the instructions on the “reading and taking notes on
each draft” handout (available on course website)
2. Write a reader’s letter to each of the authors whose papers are being workshopped according to the reader’s letter instructions (available on course website), and bring two
copies of each letter to class.
April 8–12: Unit 2 revisions due (7 days after your conference)
Unit 3: China’s Rise on the Global Stage
Monday, April 6: How threatening is the “China Threat”?
Read: DEBATE #1: Does China’s rise threaten the U.S.?
1. Mearsheimer, John. 2010. “The Gathering Storm” The Chinese Journal of International
Politics(3): 381-396. [course reader]
2. Christensen, Thomas. 2011.“The Advantages of an Assertive China” Foreign A↵airs 92(2):
54-67. [course reader]
Do:
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1. Prepare two “talking points”–one arguing that China’s rise does represent a threat to the
U.S., and one arguing that it doesn’t–for an in-class debate.
Wednesday, April 8: Nationalism in China; using secondary sources
Read: DEBATE #2: Domestic nationalism and China’s foreign policy
1. Weiss, Jessica. “Autocratic Signaling, Mass Audiences and Nationalist Protest in China,”
pp. 1-8 and 15-25. [course reader]
2. Osnos, Evan. “Angry Youth.” The New Yorker 28 July 2008. [course reader]
Do:
1. Circle three di↵erent places in “Autocratic Signaling...” where Weiss uses secondary
sources. Jot down some notes on the di↵erent purposes that these secondary sources
serve (setting up a counterargument, providing additional support for her argument, etc.).
Monday, April 13: “Soft Power”; Summary and Paraphrase
Read: DEBATE #3: “Soft power” and China’s role in the developing world
1. Kurlantzick, Joshua. 2007. Charm O↵ensive: How China’s Soft Power is Transforming
the World New Haven, CT: Yale University Press. Chapter 3. [course reader] Read pp.
37-51; the rest of the chapter is optional.
2. Lee, Ching Kwan. 2009. “Raw Encounters: Chinese Managers, African Workers and the
Politics of Casualization in Africa’s Chinese Enclaves.” The China Quarterly 199: 647-666.
[course reader] Read pp. 653-665; the rest of the article is optional.
Wednesday, April 15: Library Orientation
Read: “Locating Sources” and “Evaluating Sources” from The Harvard Guide to Using Sources,
<usingsources.fas.harvard.edu>
REMINDER: Class meets in Lamont, room TBD (Sara will send out the room number via email).
Sunday, April 19: Annotated bibliography due
Please turn in an annotated bibliography of at least three scholarly, secondary sources due to
the iSite by 11:59 p.m. For each source, please include the full citation in APA format, a brief
summary of the source’s main argument, an assessment of the quality of the source, and a short
description of the role that the source might play in your paper.
Monday, April 20: Plagiarism
Reading and instructions for today’s class will be distributed via email.
Wednesday, April 22: Structuring Research Papers
Read: Research paper packet (distributed in class on April 20)
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Thursday, April 23: Discovery draft (two sections of your research paper, or about four pages
total) due to the isite at 11:59 p.m.
Sunday, April 26: Conference draft (8-12 pages) and cover letter due to iSite at 11:59 p.m.
Monday, April 27: Course Evaluations; Writing with Style
Do: Bring your laptop to class. Also bring a printout of 1-2 paragraphs from your conference
draft that seem awkwardly written, wordy, or dull.
Wednesday, April 29: Essay 3 draft workshop and party!
Read :
1. Two conference drafts [distributed via email]
Do:
1. Write a reader’s letter to each of the authors whose papers are being workshopped according to the reader’s letter instructions (available on course iSite), and bring two copies
of each letter to class.
April 30–May 5: Unit 3 group conferences
May 7-12: Unit 3 revisions due (seven days after your conference, at 11:59 p.m.)
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