《写文化》与当代民族志写作

《写文化》引人注目的特点是对民族志修辞性的关注,这体现了当代人类学的"文学转向"。通过梳理当代民族志的新近进展,可以发现当代民族志存在着多种体裁,包括诗歌、小说、戏剧等形式。《写文化》之后,"多点民族志"、女性主义民族志、数字民族志等民族志分支蓬勃发展。"多点民族志"在更广阔的文化背景下展现了人或事物的文化变迁。以《女性写文化》为代表,当代人类学界全面反思性别本质主义,并建构女性主义民族志的经典谱系。超媒体、数字视频、社交网站、博客等新媒体则为数字时代的"写文化"提供了新的民族志形式与研究手段。

民族志的转身——读《写文化:民族志的诗学与政治学》

本文通过对《写文化:民族志的诗学与政治学》一书的研读,结合《萨摩亚人的成年》一书及其所引发的米德-弗里曼之争,对20世纪60年代掀起的有关民族志写作的质疑和争论进行分析。本书及同派观点主要是采用后现代主义的反思人类学的视角,对传统民族志的真实性和科学性表示质疑,认为人类学家在民族志中缺少与当地人的对话,更多表达了研究者的主观观念。基于以上批评,他们提出了发展实验民族志的倡导。本文作者通过研读与分析相关文献,并结合中国人类学田野研究的相关材料,认为人类学的再研究也将会是民族志发展的关键路径。

《写文化:民族志的诗学和政治学》

《写文化：民族志的诗学和政治学》一书被喻为后现代人类学的代表作之一,在当今的人类学界产生了巨大的影响。本书选取了1984年4月在美国新墨西哥州圣塔菲的美洲研究所召开的一个高级研讨会上的论文,这次会议主要是10位学者（主要是人类学者）讨论了＂the making of ethnographic texts＂（民族志文本的写作）这个议题,他们一起反思了文化人类学的过去和将来,通过对不同时期经典民族志作品的写作的分析,

民族志写作的困惑与前景——基于《写文化:民族志的诗学与政治学》一书的思考

《写文化:民族志的诗学与政治学》(以下称为《写文化》)一书问世以来,在人类学界引起了巨大反响,其影响波及诸多人文学科。该书以其犀利的语言和批判性的后现代风格对传统民族志进行了反思,基于对该书的一些思考,本文拟在厘清"民族志"、"民族志诗学"等几个重要概念的基础上,从"民族志文本与文学文本的关系"、"民族志的科学表述与伦理问题"等方面进一步探讨民族志写作的困惑与前景,以期为民族志写作的进一步发展提供助益。

民族志写作的困惑与前景——基于《写文化:民族志的诗学与政治学》一书的思考

《写文化:民族志的诗学与政治学》(以下称为《写文化》)一书问世以来,在人类学界引起了巨大反响,其影响波及诸多人文学科。该书以其犀利的语言和批判性的后现代风格对传统民族志进行了反思。文章拟在厘清"民族志"、"民族志诗学"等几个重要概念的基础上,从"民族志文本与文学文本的关系"、"民族志的科学表述与伦理问题"等方面进一步探讨民族志写作的困惑与前景,以期为民族志写作的进一步发展提供助益。

《写文化--民族志的诗学与政治学》误译举例

高丙中、吴晓黎、李霞等译《写文化——民族志的诗学与政治学》是美国人类学家詹姆斯·克利福德与乔治·E·马库斯编辑的一本论文集,原题为Writing Culture:The Poetics and Politics of Ethnography。这本书在我国人类学界较有影响。但是,译本中也出现了一些错误,个别错误性质严重。对这个汉译本中的错误进行分析和批评,有助于更好地发挥这本名著在我国人类学研究中的作用。

后现代语境下的“写文化”与“写文化之后”

80年代，人类学曾经出现了一个引人注目的“写文化”大论争，其代表就是《写文化：民族志的诗学和政治学》与《作为文化批评的人类学：一个人文学科的实验时代》。其核心问题就是民族志写作中的修辞、叙事的政治和策略等，对传统民族志提出反思和挑战。之后，一些人类学家鉴于“写文化”基本只是提出问题，却没有提供答案，于1998年结集出版了《写文化之后：当代人类学的认识论和实践》，试图提出一些可能的方案。反观“写文化”和“写文化之后”，我们可以看到一些对人类学理论和实践发展具有深刻意义的方面。

Social and Cultural Transformations in Republican China

This article discusses four major transformations that took place in China during the Republican period from 1912 to 1949. The imperial institution fell and was replaced by a republican form of government. Changes in the writing style took place. The new colloquial style pulled people away from the idea of searching the past for answers to future questions. Popular culture changed. Men abandoned the queue and long gown, women forgot about footbinding. New technologies brought new ways of life to most Chinese and, surprisingly, many of the despotic warlords adopted telegraphs, railroads, and automobiles. By the 1950s, China had changed, but in a manner very similar to the rest of the world. In that sense China in the Republican period was in the mainstream of modern change.

A Genre-based Approach to the Writing of the Introduction Section of an ESL/EFL Academic Paper

For many years, the lack of English for Specific Purposes （ESP） classes and training has led to many difficulties in Chinese college students＇ writing English academic papers. This paper is designed to offer genre-based methods to Chinese teachers of English concemiug teaching the college-level writing of the introduction for academic papers. It argues that genre-based teaching approaches can teach students to write in terms of move structures or conventional sections of academic papers （Swales, 1990） and its underlying motivation which not only makes students aware of the stylistic features of introductions but provides them with the strategies to reproduce these features in their own writing. The teaching approaches proposed in this paper include modes for teachers to present the findings of generic analysis of research article introductions as well as task-based activities for students＇ practice.

An Approach to Teaching CET-4 Writing

English writing is gaining great attention and emphasis in Zhongkai University of Agriculture and Technology syllabus, and having an important role to play in learning and communicating. However, of the five items of CET-4 （listening, reading, vocabulary, cloze and writing）, writing remains the most difficult. Some new methods and activities are needed to maximize the efficiency of traditional methods and keep students interested in this course. This paper provides a step-by-step description of an integrated approach and activities in a writing course for non-English major students, which combines reading with writing and makes teaching writing become an integrated and interesting process.

Cultural and Academic Meetings in the Writing Classroom： China and the West

With growing numbers of Chinese students entering Western universities, cultural understanding is of increasing importance, not least in higher education. Without a good understanding of the academic conventions of Western universities, Chinese students, and undergraduates in particular, are at a disadvantage in the multi-cultural classroom. Lack of knowledge of structural influences on higher education, including teacher-student relations, reference management practices, and assessment procedures, are likely to lead to failure and disappointment. This paper, which is based on writing workshops conducted at Beijing University and in Sweden （Kristianstad University and Linnaeus University） in 2014, focuses primarily on writing practices and conventions because written texts are the main means of assessment in higher education. Addressing four key problems encountered by Chinese undergraduate writers in Western universities, namely lack of familiarity with the structure of academic papers, lack of focus on relevant issues, copying and pasting without giving proper reference, and inadequate understanding and mastery of the conventions of academic English, this paper argues for greater awareness of cultural differences between the Chinese and Western systems of education. Not until this has been achieved can Chinese students realize their full potential at Western universities.

In the Non-target Language Environment Immersion Teaching Design of the Chinese Writing Course

At the intermediate and advanced stage of the international Chinese education, Chinese writing is one of the important skill courses, one of the difficulties of learning Chinese. For a long time, because its acquisition is so difficult, but it cannot get rid of the inefficiencies and a lack of attraction of the traditional pen and paper training, it has become one of the teaching problems to be solved urgently in teaching research community. In the non-target language environment, the use of limited time and space in the classroom to training students＇ Chinese writing skill is an important task of the intermediate and advanced Chinese teaching. At the cultural environment in Westem Europe, learners＇ awareness of democracy and freedom are very strong, they are active, rich in their thinking, the interesting, challenging, and immersive of training activities are more attractive to students Immersion teaching design of the Chinese writing course is such a lively, fun, and interactive new design. This paper discusses the design method and a characteristic of immersion teaching Chinese writing course in the non-target language environment, analyzes its design basis and practice principles, and puts forward some suggestions on the application of this type of design.

Research and Discussion on the Stereotyped Writing Criticism Genre during Late Ming and Early Qing Dynasties

In this paper, we conduct research on the stereotyped writing criticism genre during the late Ming and early Qing dynasties. Eightpartessay writing is a comprehensive strong style, its four topics from the fi ve classics, and its basic form is gradually formed in the evolutionof the core imperial examination in China. Review especially on origin, teachers not only with the righteousness that try post poems strategy isso far producing precious examination style also with basic prose. Although some scholars also mentioned as this period literature genre thatpresents regional features mainly by the local cultural history environment, family relations, economic basis and other factors, but ignores theliterature community in the form of the regional literature genre has played important role in the general process. Under this basis, this paperproposes the novel ideals on the corresponding issues that will help understand and analyzes the characteristics of stereotyped writing more.

Understanding Good Language Learners’ Writing Strategy Use in the Chinese EFL Context: A Sociocultural Perspective

Strategy studies have been a well-established field in second language writing research and this article investigates English as a foreign language （EFL） learners＇ writing strategy use from a sociocultural perspective. Unlike the traditional focus on internal cognitive mechanisms in writing strategy studies, this sociocultural approach highlights the dialectic relationship between cognition and the sociocultural context and the importance of mediating resources in strategy use. Six proficient English majors from a Chinese university participated in the study, and data about their writing experience were collected through interviews. The findings showed that the participants used four types of writing strategies： artifact-mediated, rule-mediated, community-mediated, and role-mediated strategies. Other features of their strategy use include the diversity of mediating resources, idiosyncratic use of these resources, and the common goal to enhance their language knowledge and writing ability. Drawing on these findings, it is suggested that teachers can reconfigure the sociocultural context of writing activities to help students enhance their strategy use and possible ways include artifact manipulation and community construction.

Developing Students’ Critical Thinking and Discourse Level Writing Skill Through Teachers’ Questions: A Sociocultural Approach

The present study adopts a quantitative design to explore the effects of pre-designed teachers' questions as the mediation tool to scaffold the development of students' critical thinking and their discourse level writing skills in English from a sociocultural perspective. The participants were 39 sophomores from two classes. The results showed that:(1) teachers' questions targeting specific critical thinking skill in the classroom and in after-class conferences, as well as in written homework feedback were effective;(2) students backslid a little while internalizing teachers' questions concerning critical thinking;(3) students improved reliably in terms of local and global coherence in their written production with the help of teachers' questions. The findings indicate that teachers' questions facilitate students' development of critical thinking and enhance their discourse level writing skill.

Yan’an Writings by Writers from Abroad(1934-1949)

In the 1930s and 1940s,foreign writers gathered in Yan’an drew the curtain back on recognition of China’s international image through their writings on the“red Mecca.”The international perspective on the image of Yan’an was shaped by the combined efforts of Yan’an writings by foreign writers and journalists in the interlocking cultural context of history and society.With revolutionary individual consciousness and high artistic creativity,the Yan’an narration of foreign writers had striking shared characteristics:a real sense of presence and a realistic significance beyond their times.Their discovery of the revolutionary power generated by the Chinese people and their calling for and shaping of“heroes of the masses”and their pursuit of“the character of the people”represented the spiritual dimension of their Yan’an writings,a dimension that was distinct from that of local writers.The foreign writers’creative practice and the creative experience of local writers refracted off each other,juxtaposing mirror images of Yan’an at home and abroad and promoting the modernity and cosmopolitanism of Yan’an literature in the intertextuality between reality and literature.Together with local writers,writers from abroad participated in the creation of Chinese revolutionary history and culture,bringing their personal discourse into the discourse of China’s new era and completing the restatement of their cultural identity.The global identity of Yan’an went through a difficult process of historical self-creation,breaking through the limitations of its international image and realizing the self-proving nature of modern Chinese history.