Heroes and Bandits in Chinese History and Fiction

History 338

Thurs. 1:00-4:00 (KJ 107) Thomas A. Wilson (Office: KJ 128)

¥ photocopies

e electronic reserve on Burke Library home page (under ÒreservesÓ)

* on reserve in Burke Library

× background or supplementary reading

à JSTOR

I. The Problem of History and (vs.?) Fiction 9/9

¥ Hayden White, ÒTheValue of Narrativity in the Representation of Reality,Ó The Content of the Form: Narrative Discourse and Historical Representation, 1-25

à Gabrielle Spiegel, ÒGenealogy: Form and Function in Medieval Historical Narrative,Ó History and Theory 22 (Feb. 1983) 1: 43-53

à Michael Nylan and Mark Csikszentmihalyi, ÒConstructing Lineages and Inventing Traditions through Exemplary Figures in Early China,Ó TÕoung Pao 84 (2003): 59-99

II. Experimental Reading in History and Fiction 9/16

Wu Tzu-hsu/Wu Zixu (6th century BC)

ÒBiography of Wu Tzu-hsu,Ó Records of the Historian, 16-29

¥ ÒWu Tzu-hsu,Ó Tun-huang Popular Narratives, 123-165

à David Johnson, ÒEpic and History in Early China: The Matter of Wu Tzu-hsu,Ó Journal of Asian Studies 15 (Feb. 1981) 2:255-271

× Charles Hucker, ChinaÕs Imperial Past, 21-47

Friday, first essay due: the problem of narrative and history 9/17

III. Studies on Loyalty and Dissent 9/23

ChÕŸ Yuan/Qu Yuan (338?-278 bc) & Chia I

e ÒBiographies of ChÕŸ Yuan [Qu Yuan] and Master Chia,Ó Records of the Grand Historian of China 1:499-516

¥ Qu Yuan, ÒLi sao On Encountering Trouble,Ó The Songs of the South, 67-78

* Laurence Schneider, A Madman of ChÕu, 1-47

IV. Ancient Chinese Historians 10/7

A. Ssu-ma ChÕien/Sima Qian

¥ ÒBiography of Ssu-ma ChÕien,Ó Ssu-ma ChÕien, Grand Historian of China, 42-69

* Durrant, The Cloudy Mirror, 1-27

¥ Michael Nylan, ÒSima Qian: A True Historian?,Ó Early China 23 (1998)

× Burton Watson, Early Chinese Literature, 92-103

B. Pan Ku/Ban Gu (32-92) & Pan Chao/Ban Zhao (d. ca. 116)

¥ Lynn Swann, Pan Chao: Foremost Woman Scholar of China, First Century A.D., 40-73, 82-99

× Watson, Early Chinese Literature, 103-119

V. Hagiography 10/14

Confucius/Kongzi

¥ ÒConfucius,Ó Selections from Records of the Historian (tr. Yang), 1-27

¥ ÒPictures of the SageÕs LifeÓ

¥ Zhu Weizheng, ÒThe Confucius of History and the History of Confucius,Ó Coming Out of the Middle Ages, 63-80

¥ Thomas Wilson, ÒRitualizing Confucius/Kongzi: The Family and State Cults of the Sage of Culture in Imperial China,Ó On Sacred Grounds, 43-94

¥ Lionel Jensen, ÒThe Genesis of Kongzi in Ancient Narrative: The Figural as Historical,Ó On Sacred Grounds, 175-221

Friday, second essay due: morality and judgment in historical writing 10/15

VI. Emperors and Would-be Kings 10/21

ÒThe Basic Annals of Hsiang YŸ [233-202 BC],Ó Records of the Historian, 68-104

¥ ÒHegemon King says Farewell to his Queen,Ó Eight Chinese Plays from the 13th Century to the Present, 111-37

ÒThe Basic Annals of Emperor Kao-tsu [Liu Pang (247-195 bc)],Ó Records of the Historian, 105-148

¥ ÒThe Five Emperors, Basic Annals,Ó The Grand ScribeÕs Records, 1-18

× Hucker, ChinaÕs Imperial Past, 121-133

VII. Knights and Assassins 10/28

A. Wandering Knights

¥ ÒWandering Knights,Ó Records of the Grand Historian of China 2:452-461

¥ ÒWandering Knights,Ó Courtier and Commoner in Ancient China: Selections from the History of the Former Han, 222-246

* James Liu, ÒThe Historical Knight-Errant,Ó The Chinese Knight-Errant (CR 4529.C6 L5), 1-44

B. Assassins

¥ Ching KÕo in ÒThe Assassin-Retainers,Ó Records of the Historian (Watson trans.), 55-67

¥ "The First Emperor of Ch'in, Basic Annals," The Grand Scribe's Records, 127-177

Alternative translations:

ÒThe Assassin-Retainers,Ó The Grand ScribeÕs Records (Nienhauser trans.), 319-334

ÒThe Assassins,Ó Records of the Historian (Yang Hsien-yi trans.), 385-402

VIII. Film 11/4

ÒThe Emperor and the Assassin,Ó 荊軻刺秦王 Chen Kaige, dir. (1999, 163 mins.)

Heroes is a better film; use both or just Zhang YimouÕs film

IX. Student presentations 11/11-18

topics selected by students in consultation with professor

Friday, third essay due 11/19

X. The Three Kingdoms (A.D. 221-280)

A. Historical fiction 12/2

Luo Guanzhong, Three Kingdoms: A Historical Novel(Moss Roberts, trans.)

* Liu, An Introduction to Chinese Literature, 195-212

à Prasenjit Duara, ÒSuperscribing Symbols: The Myth of Guandi, Chinese God of War,Ó Journal of Asian Studies (Nov. 1988),778-795

¥ Yang, ÒFrom History to FictionÐThe Popular Image of Kuan YŸ,Ó Renditions (Spring 1981), 67-79

B. Opera 12/9

¥ ÒThe Battle of ChÕang-pan PÕo,Ó Famous Chinese Plays (895.1208 A72f), 25-37

¥ ÒBeating the Drum and Cursing TsÕao TsÕao,Ó Famous Chinese Plays, 39-52

¥ ÒThe Capture and Release of TsÕao TsÕao,Ó Famous Chinese Plays, 132-151

¥ ÒThe Meeting of the League of Heroes,Ó Famous Chinese Plays, 201-210

¥ ÒThe Yellow Crane Tower,Ó Famous Chinese Plays, 230-251

last essay due: the Three Kingdoms and history in fiction 12/10

Course requirements

Each student is expected to read the assignments very carefully and to participate in class discussions with great enthusiasm.

Papers: There are four essay assignments (5-8 pp.) based on the sources listed in the syllabus. My expectations for these papers are high: cogent prose and thoughtful analysis of the texts. The essays are due in my mailbox in the history office (do not send via campus mail) by noon on the assigned date. Please arrange your study schedule so that you have enough time to write and print out your essays in a timely manner. Revisions: Any paper that receives a grade lower than CÐ may be revised; the final grade is the average of the original and revised grades.

Grading criteria: A ÒgoodÓ (i.e., B) essay is clearly written and logically sound. An ÒexcellentÓ (i.e., A) essay presents a compelling argument for a thoughtful and imaginative interpretation of the sources that is evident only upon thoroughly re-reading the sources and careful reflection upon the problems raised. A compelling argument requires (1) a clear formulation of a problem, (2) analysis of the texts under scrutiny, and (3) a scrupulous use and citation of supporting evidence from the texts. A thoughtful interpretation requires digging beneath the surface meaning of the texts to a subtler understanding of their connections to broader contexts. A ÒproseÓ grade of CÐ (i.e., slightly less than ÒsatisfactoryÓ) is assigned to grammatically correct but informal and stylistically weak writing; and D+ or below for repeated infractions of basic rules of writing, depending upon frequency and egregiousness of such errors.

An important part of a writing assignment is to formulate an interesting and original topic or theme. Rather than summarize the content of your sources, develop an argument or a thesis based on your own interpretation of the sources. Be sure to develop your ideas fully. State your most important ideas clearly, explicate key points fully, and document you argument carefully. DonÕt assume that any major point you want to make is self-evident. If you quote a passage from the sources, provide enough information so that your reader does not need to consult the source for further clarification. In using evidence to support your argument, donÕt assume that the facts speak for themselves. A thorough understanding of a text requires reading, reflection, and re-reading. A well written paper requires editing, self-critique, and re-writing.

Documentation: You must cite all sources of information used, even if you donÕt quote a source directly. If you do not cite the sources from which you derive information, or on which you base your description of an event, or interpretation of an idea, etc., the implication is that the idea is your own, or that it is based on your own primary research. Failure to cite such sources is plagiarism. Be sure to cite exact page numbers of any source from which you quote directly, although it is rarely necessary to cite the same source more than once in the same paragraph. Use proper citation forms (i.e., footnotes, end notes, in-text parenthetical notes) as described in the Hamilton College Style Sheet. Be consistent in the citation format used.

An interpretive essay might include a critical examination of ideas about a political practice, certain social relations (gender, ideological), or cultural, philosophical values. You need to describe such practices, put them in historical perspective, and critically assess prevailing attitudes toward them. An interpretive essay might also entail a critical examination of the perspective, sensibilities, values, etc. of the author of a particular text. Think about what the author is trying to say. Also think about what the author is trying to conceal from the reader. Raise your own criticisms and reflect on how you think the author might respond to them. Engage in a dialogue or argument with the author through the text. DonÕt be a passive reader by allowing the text to divulge its meaning at its own leisureÉ turn up the bright light and interrogate it; ask your questions.

Grading criteria for class participation: ÒExcellentÓ (A range): frequent participation that demonstrates thorough understanding of the readings by using concrete examples with critical assessment of the sources. ÒGoodÓ (B range): consistent participation showing sound grasp of the readings by using concrete examples with occasional critical assessment of the sources. ÒSatisfactoryÓ (C range): participation that shows an understanding of the readings. ÒPoorÓ (D range): infrequent to rare participation that suggests hasty or inattentive reading of the sources.

Course grading criteria

regular class participation: 20%

essay assignments: 20% each = 80%