# data[].attributes.body
My office away from home...

# data[].attributes.body
Asher and I read one of Xanath Carazas' poems at the Sunset Dawn Festival

# data[].attributes.body
We visited Thailand over the winter holiday.

# data[].attributes.body
with Dieudonne and Jado

# data[].attributes.body
We visited a giant salamander farm here.

# data[].attributes.body
Lisa was a non-English major student who took the first on-line Comp I course we offered to NPU students.
I helped her with her application materials for graduate school. She will attend Stanford in the fall.

# data[].attributes.body
Here are the interactions from the second set of classes.

# data[].attributes.body
In the spring, Rebecca Kastendick, Farrell Jenab, and I created an activity in which our students wrote to each other.

# data[].attributes.headline
Freshman Intensive Oral Art Talk Presentations (Class 2)

# data[].attributes.subject
Freshman Intensive Oral Art Talk Presentations (Class 2)

# data[].attributes.headline
Freshman Intensive Oral Art Talk Presentations 

# data[].attributes.subject
Freshman Intensive Oral Art Talk Presentations 

# data[].attributes.headline
Arguments for the Best Place to Visit in Xi'an according to Sophomore Writing Class 2.

# data[].attributes.subject
Arguments for the Best Place to Visit in Xi'an according to Sophomore Writing Class 2.

# data[].attributes.headline
Arguments for the Best Place to Visit in Xi'an according to Sophomore Writing Class 1.

# data[].attributes.subject
Arguments for the Best Place to Visit in Xi'an according to Sophomore Writing Class 1.

# data[].attributes.body
Every teaching day, I rode the school bus for an hour. Then I got off in front of the cafeteria. This is what I would select to eat for breakfast.

# data[].attributes.body
Xue, Hongguo (Lucy) and I at the TV studio where we filmed our lessons on English writing.

# data[].attributes.body
Jeremy and I helped launch Sun Jing and Shao Lin's English language training school for children.

# data[].attributes.body
I was featured in an article about the English service at St. Francis Cathedral in Xi'an.

# data[].attributes.attachment_link.keywords[]
天主教 信德网 信德 新闻 教会 英文弥撒 西安 南堂 中西 文化 信德报

# data[].attributes.attachment_link.title
天主教信德网_陕西：西安南堂开设主日英文弥撒12周年 为中西文化交流搭建桥梁_中国天主教新闻网

# data[].attributes.attachment_link.description
信德网讯 2005年5月，应在西安蕉叶饭店工作的菲律宾青年要求，也为了让更多在西安工作、学习的国际友人能在异国他乡有一个共同的精神

# data[].attributes.headline
Just Because I'm Cute, Doesn't Mean You Can Touch Me! (The Feminist Protest)

# data[].attributes.subject
Just Because I'm Cute, Doesn't Mean You Can Touch Me! (The Feminist Protest)

# data[].attributes.body
I took part in a feminist protest against sexual harassment on the subway.

# data[].attributes.attachment_link.readable_text
A feminist activist from Guangzhou has said she will fight to stay after a campaign to raise awareness against sexual harassment on public transport provoked law enforcement officials to ask her to leave the city.

On May 1, Zhang Leilei invited volunteers from across the country to wear "I Am a Billboard" placard after she failed to convince the authorities in the southern Chinese city to allow advertisements against sexual harassment to be displayed at subway stations.

In a post on microblog platform Weibo, the 24-year-old feminist encouraged 100 volunteers to carry placards with anti-sexual harassment slogans and share pictures and videos of themselves at train stations, bus stations, and city landmarks. She told users she would use the social media content to encourage Guangzhou's transport authorities, as well as the state Ministry of Transport, to greenlight advertisements against sexual harassment on the subway and elsewhere. Within two days, she had people from 23 cities volunteering to wear her signs.

Women in more than 23 cities across China are participating in the 'I Am a Billboard' campaign to raise public awareness about sexual harassment.

On Wednesday, Guangzhou police officers ordered Zhang to call off the campaign and move out of the city for the rest of the year. Officers told Zhang there would be an important international conference in December, and that tight public security measures - similar to those surrounding the G-20 summit in Hangzhou last year - were in place leading up to the event.

Speaking to Sixth Tone over the weekend, Zhang said she felt angry, depressed, powerless, and disturbed about the results of her campaign, which she started in conjunction with a local feminist group, the Women Awakening Network.

"I don't know if I will be forced to move," Zhang told Sixth Tone. "It's important for me to have a place to stay."

Zhang announced her intention to suspend the campaign on Thursday. "I don't understand why it's so hard to display advertisements against sexual harassment," she posted on social media. "Why are we stopped even we use our own bodies as a medium for publishing the ad?" Her post has since been deleted on both Weibo and messaging app WeChat.

At present, Zhang's biggest concern is the 40,000 yuan ($5,800) in donations she raised over the past year with help from Guangzhou-based advocacy group F Feminist to rent billboard space for the awareness-raising ads. "I'm worried about my fund," she said. "I need to spend it; I don't want to let down the donors."

The young activist is less worried about the campaign itself surviving. "I withdrew from the campaign, but that doesn't mean others will do the same," Zhang said. "I still see people going out into the streets afterward. For me, knowing that there are more than 100 people willing to take action alongside me already means a lot."

Yang Yuewen, a social work student at a university in Shanghai, volunteered to prepare a survey that the placard holders could give out to passersby. She told Sixth Tone that of 26 so far, the majority held supportive attitudes toward the campaign.

Man Sanshun, a 20-year-old college student in Xi'an, in northwestern China's Shaanxi province, made her own placard, displaying the slogan "Temptation is no excuse; stop those wandering hands" using a color printer and received similar feedback. "There were people applauding us," she said. "I was getting positive energy."

Some volunteers had personal reasons for getting involved in the campaign. A university student surnamed Wei, who studies finance in the eastern province of Anhui, told Sixth Tone she was sexually harassed by a classmate's grandfather when she was 10 years old. "Even if this only draws one person's attention, then it's worth it," she said.

The issue of harassment is extremely sensitive in China, particularly among university students, more than one-third of whom have experienced unwanted sexual advances, according to a 2016 study. Students have also proved to be a vocal demographic, having pushed for awareness and action on harassment over the last few years by conducting their own studies, holding small-scale demonstrations, and collecting petitions.

A recent novel based on real-life events in the life of the Taiwanese author describes in disturbing detail how a teacher attempts to exploit a 13-year-old student. The writer killed herself in April, provoking a strong public reaction in mainland China.

Liu Ying, a 37-year-old former employee of a state-owned construction company, told Sixth Tone she experienced sexual harassment at work and was forced to leave after fighting to have the perpetrator held accountable. Liu collected more than 20 supporters' signatures when she displayed Zhang's placard on public buses in Shenyang, capital of northeastern Liaoning province.

"What happened to [Zhang] will only make me stronger and more determined to continue this kind of movement," she said.

Contributions: Lin Qiqing; editor: Sarah O'Meara.

(Header image: Members of a running club show solidarity for the 'I Am a Billboard' anti-harassment campaign at Fuzhou University, Fujian province, May 7, 2017. Courtesy of the Fuzhou running club)
End of the Line for Subway Ad Against Sexual Harassment
Beijing Student Maps Sexual Harassment on Campus Finally a Bus For Us, Chinese Women Say

# data[].attributes.attachment_link.title
Feminist Activist Ignores Police Advice to Leave City

# data[].attributes.attachment_link.description
A feminist activist from Guangzhou has said she will fight to stay after a campaign to raise awareness against sexual harassment on public transport provoked law enforcement officials to ask her to leave the city.

# data[].attributes.headline
Xiaodan Wang, Cata Wedman, Jeremy, Beth, and Asher Gulley

# data[].attributes.subject
Xiaodan Wang, Cata Wedman, Jeremy, Beth, and Asher Gulley

# data[].attributes.body
My reflections on the presentation on MLA 8 was published by the official blog of the National Council of Teachers of English

# data[].attributes.attachment_link.readable_text
(American Attitudes toward the New Version of the Popular Documentation Style)
This post is written by member Beth Gulley.
I'm spending my sabbatical year teaching in Xi'an, China. As part of my work here, the faculty invited me to present something at an international workshop on comparative language education. I wanted to speak on a topic important to US teachers that would have relevance to the Chinese and European audience. I remembered that before I left the United States in August, faculty were wrestling with the new MLA guidelines. While I am teaching writing to English majors here in China, research and documentation seem to be absent from the textbook and other teaching materials. Teaching documentation could be a meaningful topic. I resolved to find out how American teachers thought the transition to MLA 8 was going.

In February 2017, I sent a query out to the Conference of Basic Writing listserv, the TYCA listerv, the Kansas Association of Teachers of English (KATE) Facebook page, and the Comp I listserv at my own institution-Johnson County Community College. (These are NCTE affiliate groups except for my own college.) I invited colleagues to send me answers to four questions:

1) Are you teaching MLA 8 to your students? If so, what level of
students are you teaching it to?
2) How are students responding to the change? Is MLA 8 easier or
harder for them to use than MLA 7?
3) What advice would you give to someone who was teaching MLA 8
for the first time?
4) What is the value of teaching a documentation style?

Shortly after I posed the questions, I received responses from all four of the places I asked the questions. In all, I collected nineteen responses that I could use; plus, three people responded just to say hello to me. Of course, English teachers are the best people in the world, and they often engage in the conversation in meaningful ways that do not in any way follow directions. Everyone wanted to share advice and resources, most people shared what they thought the value of teaching documentation was, but some people did not answer the question about how students are responding to the change.

In response to question one-Are you teaching MLA 8?-fifteen people said yes. Two people said they were teaching APA instead. Two people said they were still teaching MLA 7. The most important thing to me is that no one in the United States said they don't believe in teaching documentation at all. The level of students learning MLA 8 included first-year composition students, basic writing students, English language learners, and high school students.

Fewer people responded directly to question two about students' responses to the change. Of the people who answered, eight said they thought MLA 8 was easier for students. One said MLA 8 was harder for students. Four people were not teaching MLA 8. Six people did not answer the question. The main reason people thought MLA 8 worked better for students was because MLA 8 is more forgiving. The idea of the containers seems to connect with students as well. It doesn't hurt that all the citation machines and writing center handouts were recently updated, too.

The richest part of the survey results were the answers to questions three and four. In fact, I was so honored and excited by the resources people shared with me that I built a website to house them so I could share them ( MLA 8: We Are Here, but Should We Have Come?). In addition to the resources that are already there, I would be happy to add new ones that people share with me. The resources included handouts, presentations, lesson plans, and templates. One of my favorite lesson plans asked students to translate a works cited page from MLA 7 into MLA 8 after finding the sources from the page. Another teacher made pads of the MLA Practice Template for her students to use while working on their research papers.

After going through the responses, I found excellent arguments for teaching a documentation style. Mainly, in doing so we teach the values of our discipline-importance of authors, the location in a text, precise language. We help students think about the rhetoric of the citation as a way to evaluate their sources. We teach them academic honesty, to be excellent in small things, to use their handbooks, and to be organized. The complete list is on the resources website.

In the United States, we universally teach students to document their sources, but in China, teachers seem more apt to expect students to figure out documentation on their own. Despite this fact, my presentation was well received. Thank you to everyone who shared with me.
Beth Gulley teaches composition and basic writing at Johnson County Community College. She is currently using her sabbatical to teach English in Xi'an, China.

# data[].attributes.attachment_link.title
MLA 8: We Are Here, But Should We Have Come? - Literacy & NCTE

# data[].attributes.attachment_link.description
(American Attitudes toward the New Version of the Popular Documentation Style) This post is written by member Beth Gulley. I'm spending my sabbatical year teaching in Xi'an, China. As part of my work here, the faculty invited me to present something at an international workshop on comparative language education.

# data[].attributes.headline
Active Learning Workshops I, II, and III.

# data[].attributes.subject
Active Learning Workshops I, II, and III.

# data[].attributes.body
I gave three Active Learning Workshops. I have posted the power point presentations here on my teaching blog.

The workshops included Group Work, CATs, and Using the Cellphone for Good and Not Evil.

# data[].attributes.attachment_link.readable_text
In the spring of 2017, I gave three lectures on active learning to the faculty at NWPU in Xi'an, China. Faculty from other colleges in the area were invited as well. This proved to be one of the most rewarding parts of my year in Xi'an. This is a photo taken after the first workshop. I have also included the power point presentations for all three sessions. If I ever go back to China, I hope it will be to offer more workshops like these.
Active Learning workshop Groupwork Active Learning Workshop Using Cellphones for Good and not Evil Classroom Assessment Techniques (CATS)

# data[].attributes.attachment_link.description
In the spring of 2017, I gave three lectures on active learning to the faculty at NWPU in Xi'an, China. Faculty from other colleges in the area were invited as well. This proved to be one of the most rewarding parts of my year in Xi'an.

# data[].attributes.body
This is the blog I wrote weekly while in China.
(https://ontheflyweb.wordpress.com)

# data[].attributes.attachment_link.readable_text
Asher and I signed up to run the Great Wall Half Marathon on May 1, 2017. However, we did not exactly train to run the Great Wall Half Marathon. In fact, we did not read enough about the race before we got there. I thought part of the race would lead us through a village before the assent onto the wall. When we picked up our packets, it was clear from the course map that there would be no running around in villages this year.

Monday morning as we rode past the easy part of the wall on our way to the race, we could see tourists climbing very steep stairs. A British woman in the rear of the bus began audibly swearing in terror. At the race start, girls in line for the toilet were discussing their race plans. One girl explained that the half marathon could take up to seven hours. On the spot, I decided that Asher and I needed to change our plan.

I caught up with the race director, and pulled on is sympathy until I convinced him to make an exception for Asher and I. We were allowed to drop down to the 5K. This was wonderful. Because we only ran the 5K, we actually enjoyed ourselves. The first kilometer was a steep incline, but it was not on stairs. The next kilometer and a half were a very steep incline up rickety stairs. (Oh yeah, the Great Wall is really just a gigantic staircase.) Before we knew it, we reached our turnaround, and we got to run down the rickety stairs and then down the steep slope to the finish.

Low and behold, we finished 5th. Then we got to sit and enjoy the mountain setting until most of the 10 Kers finished at about hour 3. It was quite an adventure, and it was the only race I have run since Psycho Summer at WYCO last year. It was wonderful to put on a race bib and line up at the starting line with runners from around the world.

# data[].attributes.attachment_link.title
Great Wall of China Marathon Race Report

# data[].attributes.attachment_link.description
Asher and I signed up to run the Great Wall Half Marathon on May 1, 2017. However, we did not exactly train to run the Great Wall Half Marathon. In fact, we did not read enough about the race befor...

# data[].attributes.body
Presentation to faculty from multiple colleges from across disciplines.

# data[].attributes.headline
MLA 8: We Are Here, But Should We Have Come?

# data[].attributes.subject
MLA 8: We Are Here, But Should We Have Come?

# data[].attributes.body
Presentation for the 2017 International Workshop on Comparative Studies of Language Research and Education between China and the West.

# data[].attributes.body
Sophomore Writing, Freshman Pronunciation, and Senior Public Speaking