Turning the spotlight to international students’ internal negotiations: critical thinking in academic writing

The case study reported in this chapter explores how four Chinese and Vietnamese international students from two disciplines, Economics and Education, mediated their ways of displaying critical thinking in disciplinary writing at an Australian university. It draws on a modified version of Lillis’s (2001) heuristic and positioning theory (Harre´ & van Langenhove, 1999) for the interpretation of students’ writing practices within an institutional context. The study includes four talks around texts, which engage the students in an exploration of their practices in demonstrating their critical thinking in their first texts at the university, and four in-depth interviews six months later, which aim to examine how students negotiated their writing practices as they progressed through their course.

Drawing the line: Chinese calligraphy, cultural materialisms and the “remixing of remix"

Remix in writing has very different expressions, and is grounded in very different legal, philosophical and creative materialisms, in Western and Chinese cultures. The infringement of authors’ Intellectual Property Rights (IPRs) in China is not only an irritant for Chinese-Western commercial and legal relations. It also points to different formations of the creative and legal domains across global space, and serves to introduce notions of creativity and originality that are largely unfamiliar in the West. Calligraphy, as a pictorial and material mode of writing, comprises a practice of Chinese remix in which the apprentice traces the lines of the master’s work: repetition of Yun 韵 (‘composed body movements’) stimulates the expression of Qing 情 (‘feelings’). What appears from a distance to be slavish imitation actually involves a philosophy of learning (or more precisely, of ‘unlearnt learning’) that, bypassing plagiarism’s traps, effectively ‘remixes remix’ as a creative model no longer dependent on the familiar Western rationales for the legitimacy of remix as appropriation, homage and/or pastiche. To see this though, one has to deploy a Taoist rather than a Confucian framework in the analysis of calligraphic practices. The case of Kathy Acker, allied with the work of Gilles Deleuze, reveals a largely invisible lineage of Taoist-influenced remix in Western creative writing. In this way, calligraphy emerges as a model of remix relevant to all forms of writing—for all writing is material, whether calligraphic or not. Further, as Acker shows, the materiality of writing constantly replenishes its remixing with cultural elements that may not be otherwise visible.

Hydraulic economy and logographic writing in ancient China: factor of topography

Chinese civilisation is characterised by two distinctive features – a strong centralised administration and the system of logographic writing. This paper investigates nature’s powerful impacts on human development, in terms of organisation and communication in ancient China. It argues that ancient China’s topography played a crucial role in the formation of ancient Chinese civilisation and its hydraulic economy pushed the state stronger than society, hence a strong centralised government emerged.

A case study on critical reflection: a Chinese postgraduate in Australia

Critical reflection (CR) is at the core of postgraduate studies in c, and students from Asia in general, and from c in particular, often find the concept challenging when reading texts or applying it to written texts in English. This study reports on a case study of a Chinese postgraduate student in Australia. It explores the challenges and obstacles in terms of CR that she faced while completing her subjects in a TESOL program in Australia. These challenges were articulated in a semi-structured interview conducted with the student. Challenges include English language proficiency, lack of focus on writing in China where there is a lot of emphasis on memorisation, different systems of conceptualisation of topics in Chinese and English, and limited freedom of expression which is expressed as ‘authoritative’ control in the Chinese educational context.

Letter from Daniel Upton to James Savage, 1799 September 29

Daniel Upton wrote this letter from Machias, Maine on September 29, 1799; it is addressed to James Savage, who was then a freshman at Harvard College. In the letter, Upton advises Savage to study ardently, avoiding the temptation to procrastinate. He thanks Savage for having sent him a copy of "Mr. Lowell's oration" and sends greetings to a Mr. Holbrook and Mr. Jones. He also passes along the fond wishes of those in Machias who know Savage, including John Cooper and his wife, Phineas Bruce and his wife, and Hannah Bruce (Upton's future wife). Upton explains that he is writing the letter in a hurry because he is sending it on board with Captain Merryman, who is about to set sail, presumably for Boston.

[Letter from Thankful Smith to Mary Dunster, ca. 1767]

Handwritten one-page undated letter from Thankful Smith to Mary Dunster of Harwick, Mass. The letter is witnessed by Judith Smith, Elisha Parker, and Caleb Gannett. The short letter is playful and provides cryptic details about Smith's life. Though the letter is closed, "I remain your dutiful Parent," the author appears to be Thankful Smith writing to her sister Mary Dunster.

Letter from William Tudor to Thomas Handasyd Perkins,

One letter in which Tudor writes of his relief at the acquittal of his brother-in-law Charles Stewart at a court martial. He also discusses speculation and trade, his shares in silver mines at Bella Vista and Chanca, Peru, and the political climate. He additionally references his role in planning the monument at Bunker Hill in Charlestown, writing, "I had something to do in originating and preparing the way for the Bunker Hill monunument, a truly patriotic object, which I believed was a proper way to excite public enthusiasm."

Letter from James Winthrop to William Bentley, 1784 June 12

Two folio-sized leaves containing a two-and-a-half-page handwritten letter from Winthrop to Bentley discussing mythology, a reference to the writing of David Hoar, and miscellaneous news.

Letter from James Winthrop to William Bentley, 1811 May 13

Two folio-sized leaves containing a three-page handwritten letter from Winthrop to Bentley discussing Winthrop's attempts to print Chinese characters with moveable type. The document also has notes on books in Bentley's hand.

Letter from Samuel Willard, Cambridge, Massachusetts, to William Willard, Petersham, Massachusetts, September 6, 1799

This letter written to his father describes his arrival at Harvard, book expenses, and present financial situation; he also asks his father to build him a writing desk. Willard discusses the family of his uncle, Harvard president Joseph Willard, and his uncle’s health and issues with jaundice.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to Abigail Willard, Petersham, Massachusetts, May 1, 1801

Willard thanks his sister for writing to him and asks her to write as often as possible. He also mentions his cousin Sophia Chadwick, who has been living with President Willard.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to William Willard, Petersham, Massachusetts, October 16, 1801

Willard reports on President Willard’s travels and general well-being and asks his father to apologize to his sister for not writing to her often enough. He also tells his father that he is in debt, details his purchases, and asks for money.

Letter from Samuel Willard, Deerfield, Massachusetts, to Catherine Willard, Petersham, Massachusetts, July 28, 1808

Willard apologizes for not writing or visiting in a long time, discusses a problem with getting his sister Sophronia to visit in Deerfield, and writes: “I think I have a wife, who will do everything in her power to make me happy.”

Montague, Abigale, autographed letter signed to John Winthrop; Hadley, Mass., 1 side (2 pages), 1663 July 19

Correspondence about her seven-year-old daughter, who was suffering from inflammation and discharge from her eye, in which Montague requests Winthrop's advice on whether sarsaparilla root or English barley boiled with herbs would be an effective treatment. Montague adds a postscript about her own health, writing she has a "thick rotten fleame rising out of my stomach" but no cough.