Chinese Rhetoric and Writing - An Introduction for Language Teachers, 2012a

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Chapter 9 paragraph. This was acutely uncomfortable for Kirkpatrick, as the political as advisor would often ask him to read the paragraph on behalf of the poor worker who was unable to. The modern literature course in which Kirkpatrick was enrolled was assessed by an end- of- course assignment, comprising a short dissertation of twentythousand Chinese characters. Choice of author and topic was limited to those approved by the authorities. The title of Kirkpatrick’s dissertation was “The Effect of his Hometown upon Lu Xun’s Short Stories.” As recalled earlier in the introduction to this book, the dissertation was returned with the instruction to add more references to authority in order to bolster the argument. In the context, it was clear that “authority” meant Chairman Mao himself. Kirkpatrick then spent the next two weeks or so plowing through Mao’s works looking for apposite quotes which could then be interspersed at appropriate points through the dissertation. Once the arguments presented in the dissertation had been buttressed—or, more accurately framed—by quotes from Mao, the dissertation was passed. The importance attached to finding the apposite quote in order to justify one’s position is nicely captured in an account given by Schoenals (24–5). In July 1972, the Communist Party’s major propaganda organ, the People’s Daily newspaper, published an article in which it stated that, “there has to be praise as well as criticism, although there should mainly be praise.” A secretary of Yao Wenyuan, a member of the infamous Gang of Four, then phoned the People’s Daily office to ask for the reference. Schoenals quotes the person who had written the People’s Daily article: [I felt that] the passage might create a major problem, because I honestly could not think what the scriptural basis for this statement might be.... I discovered that Lin Biao of all people had remarked in 1964—in his “Instructions to the Entire Army on Organization Work”—that “in dealing with soldiers, there has to be praise as well as criticism, although there should mainly be praise.” At the time [in 1972] the entire Party was in the midst of the anti-Lin Biao rectification campaign, but here was I—an editor with the People’s Daily—propagating the point of view of Lin Biao. Outrageous! Was this not tantamount to disseminating Lin Biao’s remnant poison? I became even more nervous. The author of the article alerted other people in the People’s Daily office to his problem and they joined in a frantic search for the original reference. The author continues the story: 168
Party Politics, the Cultural Revolution and Charter 08 Just before lunch, a Comrade came running into the office… mad with joy, saying: “We are saved! I’ve got a reference. In his 1964 “Conversation at the Spring Festival,” Chairman Mao said exactly the same thing.” Everyone was as if relieved of a heavy burden. All that needed to be done now was to use the quote from Mao as a reference, and then pass on a report to those on high. The concern, if not downright panic, felt by the author of the People’s Daily article at not being able to find the reference and then discovering that it had been said by the discredited Lin Biao serves to remind us just how difficult life was for intellectuals during the Cultural Revolution. It was not a time for academic writing. It was a time of an extremely confrontational style (Lu Xing, Revolution 192ff). As we mentioned at the beginning of the chapter, we shall not here discuss this in any detail (see Lu Xing Rhetoric of the Chinese Cultural Revolution for an in-depth study), but as Lu Xing herself points out, this confrontational and aggressive style is still seen today. As an example she cites the official language used to attack the Falun Gong. She quotes one of the people she interviewed: The language used to attack Falun Gong is exactly the same language as that used to attack “cow ghosts and snake spirits” during the Cultural Revolution. On hearing such language, I felt like the Cultural Revolution had returned. (196) This confrontational style has spread to the language of the dissidents. Xing Lu quotes another of her interviewees: There is definitely a trace of the cultural-revolutionary style, even in the writings of political dissidents.... The language they use to attack the CCP is very similar to the Red Guard style. They use Mao’s style of verbal aggression to condemn Mao. (196) Here are two translated excerpts from Mao which show his confrontational and direct style. I am hated by many, especially comrade Pang Dehuai, his hatred is so intense that he wished me dead. My policy with Pang Dehuai is such: You don’t touch me, I don’t touch you; 169
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CHINESE RHETORIC AND WRITING AN INT
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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CHINESE RHETORIC AND WRITING: AN IN
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Introduction that there are more sp
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Introduction in Beijing, where he a
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Introduction Chapter 1 also demonst
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Introduction common, along with the
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12
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Chapter 1 called various branches o
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Chapter 1 plea, or speech, into eit
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Chapter 1 the temple and the hall,
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Chapter 1 were used to successively
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Chapter 1 from Emperor to subject,
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Chapter 1 getting confused, who soa
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Chapter 1 similarities of the advic
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Chapter 1 to create an environment
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2 THE LITERARY BACKGROUND AND RHETO
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Literary Background and Rhetorical
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3 THE RULES OF WRITING 9 IN MEDIEVA
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The Rules of Writing In Medieval Ch
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Chapter 4 we shall argue, using con
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Chapter 4 The baguwen has been call
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Chapter 4 The Baguwen: A Traditiona
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Chapter 4 Way at the right time; th
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Chapter 4 pianwen and guwen styles.
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Chapter 4 he has written himself in
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Chapter 4 Links between a computer
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Chapter 4 What is of greatest inter
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5 SHUYUAN AND CHINESE WRITING TRAIN
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Shuyuan and Chinese Writing Trainin
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6 PRINCIPLES OF SEQUENCING AND RHET
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Principles of Sequencing and Rhetor
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Page 212 and 213: Conclusion BECAUSE x n +THEREFORE x
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Works Cited Yang, Ling, and David C
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NOTES This chronological division
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Chinese Rhetoric and Writing (biogr
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Chinese Rhetoric and Writing - An Introduction for Language Teachers, 2012a

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