east asian history essay topics

Asian History Research Paper Topics

Embark on an enlightening journey through the rich tapestry of Asian history research paper topics with this comprehensive guide. Designed primarily for history students assigned with writing research papers, this resource provides a wealth of information. The guide starts with an extensive list of 100 thought-provoking Asian history research paper topics, structured into ten well-defined categories. The guide further aids students in choosing an apt Asian history research paper topic and offers practical tips on writing a compelling research paper in this field. As an added benefit, the page introduces the high-quality writing services provided by iResearchNet, giving students the opportunity to commission custom Asian history research papers on any chosen topic.

100 Asian History Research Paper Topics

Understanding Asian history is a vast undertaking, given its rich and diverse past. To facilitate this, we’ve divided the study into ten categories, each with ten topics. The aim is to offer an extensive selection of Asian history research paper topics that will captivate your interest and further the academic discourse in this field.

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Ancient Asian Civilizations

• Role of the River Valley Civilizations in Shaping Asia
• Influence of the Maurya Empire in India
• Development and Impact of the Qin Dynasty in China
• Spread of Buddhism Across Asia
• Influence of the Silk Road on Ancient Asian Civilizations
• Architectural Marvels of Ancient Khmer
• Emergence and Development of Feudal Japan
• Indus Valley Civilization: An In-Depth Study
• Rise, Rule, and Influence of the Persian Empire
• Comprehensive Study of the Harappan Civilization

Medieval Asian Societies

• Cultural and Political Influence of the Tang Dynasty
• Expansion and Influence of the Mongolian Empire
• Role of Buddhism in Shaping Medieval Asian Societies
• Influence of the Ottoman Empire on Medieval Asia
• Trade and Commerce in the Medieval Malacca Sultanate
• Cultural Renaissance Under the Guptas in India
• Samurai Culture of Medieval Japan
• Spread of Islam in Southeast Asia
• Role of the Byzantine Empire in Shaping Medieval Asia
• Role of Medieval Asian Women in Society

Colonialism and Imperialism in Asia

• Impact of British Colonial Rule in India
• Dutch Colonial Influence in Southeast Asia
• 19th Century Imperialism: The Scramble for Asia
• Role of Colonialism in the Modernization of Japan
• Impact of French Indochina on Vietnam’s History
• Causes and Consequences of American Imperialism in the Philippines
• Consequences of Opium Wars in China
• Analysis of the Japanese Occupation of Korea
• Comparative Study of Colonial Architecture in Asia
• Causes and Impact of the Partition of India

Conflicts and Wars in Asian History

• Role of Asia in World War I
• Broad Overview of Asia in World War II
• Causes and Implications of the Korean War
• International Relations and Consequences of the Vietnam War
• Impact of the Cold War on Asia
• Implications of the Chinese Civil War
• Historical Analysis of the Arab-Israeli Conflict
• Causes and Impact of the Indo-Pak Wars
• Detailed Study of the Afghan Civil War
• Historical Investigation of the Cambodian Genocide

Cultural and Religious Histories of Asia

• Evolution of Buddhism in Asia
• Role of Confucianism in Shaping Asian Societies
• Spread and Influence of Islam in Asia
• Development and Influence of Shintoism in Japan
• Cultural Study of Asian Folklore and Mythology
• Impact of Christianity in Asia
• Role of Hinduism in Shaping the Indian Subcontinent
• Comparative Study of Cultural Traditions and Rituals Across Asia
• Evolution of Asian Literature Throughout History
• Influence of Asian Philosophy on Society and Politics

Economic History of Asia

• Evolution of Trade in Ancient Asia
• Economic Impact of the Silk Road
• Rise and Development of the Asian Tigers
• Economic Reforms in Post-Mao China
• Economic Consequences of the Partition of India
• Role of Japan in Post-War Global Economy
• Asian Financial Crisis of 1997: Causes and Consequences
• Impact of Globalization on Asian Economies
• Role of the Asian Infrastructure Investment Bank
• Economic History of the Middle East: Oil and Beyond

History of Asian Diplomacy

• Sino-Soviet Split: Causes and Global Impact
• Japan-US Relations After WWII
• The Formation and Role of ASEAN
• India-China Relations: From Panchsheel to Border Disputes
• Impact of the Palestinian-Israeli Conflict on Middle Eastern Diplomacy
• Role of the United Nations in Korean War
• Diplomatic History of the Taiwan Strait
• Cold War Diplomacy in Asia
• History of Nuclear Diplomacy in South Asia
• Rise of China: A Shift in Global Diplomacy

Social History of Asia

• Caste System in India: Historical Evolution and Contemporary Issues
• Role of Women in Asian Societies: A Historical Overview
• Influence of Confucianism on East Asian Social Structures
• Impact of Colonialism on Social Hierarchies in Asia
• Social Consequences of the Chinese Cultural Revolution
• Social Reform Movements in 19th Century India
• Demographic Changes in Asia: Historical Causes and Effects
• History of the LGBTQ+ Movement in Asia
• Role of Social Media in Contemporary Asian Society
• Social History of Healthcare in Asia

Environmental History of Asia

• History of Agriculture in Asia
• Deforestation and Urban Development in Asia: A Historical Perspective
• Impact of Climate Change on Ancient Asian Civilizations
• History of Natural Disasters in Asia and their Social Implications
• Role of the Asian Monsoons in Agricultural and Economic Development
• Environmental Consequences of Industrialization in Asia
• Historical Relationship Between Asian Societies and their Rivers
• The Aral Sea Disaster: Causes and Consequences
• Environmental Movements in Asia: A Historical Overview
• Historical Analysis of Pollution in Major Asian Cities

Science and Technology in Asian History

• History of Science During the Islamic Golden Age
• Role of Astronomy in Ancient Asian Civilizations
• Technological Innovations of the Tang and Song Dynasties
• History of Medicine in Ancient Asia
• Role of Gunpowder in Asian and Global History
• Japan’s Technological Revolution in the Post-War Era
• History of Nuclear Technology in Asia
• Space Race in Asia: Comparative Study of India, China, and Japan
• Impact of Information Technology Boom on India’s Economy
• The Rise of Biotechnology in Asia

These topics offer a broad and versatile field of exploration. Each is a window into a unique aspect of Asian history, illuminating the richness and diversity of this continent. Delve into these topics, contribute to the academic discourse, and deepen our collective understanding of Asia’s past.

Asian History and the Range of Research Paper Topics it Offers

Asian history is an epic tapestry of civilizations, wars, empires, innovations, culture, and transformations. It spans from the cradle of ancient civilizations to the vibrant, technology-driven societies of today, unfolding a myriad of research possibilities. When undertaking an academic exploration of this subject, one should understand that Asian history is not just the story of the East but is an integral part of the global narrative. Herein, we delve into the vast and rich field of Asian history and the numerous research paper topics it provides.

Asia, the largest and most populous continent, is home to numerous countries each with its unique history. The region has witnessed the rise and fall of great empires like the Maurya and Gupta in India, the Qin and Han in China, the Khmer Empire in Cambodia, the Mongol Empire spanning most of the continent, and the Ottoman Empire that left an indelible mark on the Middle East. Researching these historical periods and empires allows one to dive deep into the political, cultural, and social aspects that have shaped the Asian landscape.

In the realm of politics and diplomacy, Asia presents a fascinating range of research topics. The Sino-Soviet split, the complex India-China relations, the Japanese diplomacy in the post-WWII era, and the ongoing Palestinian-Israeli conflict offer a treasure trove of diplomatic history. Furthermore, the formation of cooperative political entities such as the Association of Southeast Asian Nations (ASEAN) provides a different angle of diplomatic relations, fostering economic growth, social progress, and cultural development among its member states.

Colonialism and imperialism have played a significant role in shaping modern Asia. From the British rule in India to the French in Indochina and the Dutch in Southeast Asia, Western powers significantly influenced the political, economic, and social structures of these regions. In East Asia, Japan’s rapid modernization and its own imperial ambitions offer a contrasting study in Asian colonial history. Research topics in this category could explore the implications of these foreign rules, the struggles for independence, and the lasting effects on contemporary Asian societies.

Asia has been the birthplace of many of the world’s major religions, which have greatly influenced the history and development of their societies. From Hinduism and Buddhism in India to Confucianism and Taoism in China and Shintoism in Japan, religious beliefs and philosophies have shaped cultural norms, legal codes, political structures, and social practices in various Asian societies. The spread of Islam across Asia, especially in Southeast and Central Asia, has also led to significant cultural and political changes. Researching religious history will help in understanding the deep-rooted customs and traditions of Asian societies.

The sphere of social history in Asia is equally rich and diverse. The caste system in India, the social impact of the Chinese Cultural Revolution, women’s roles in various Asian societies, and the history of the LGBTQ+ movement in Asia all make for intriguing research topics. These themes offer insights into the everyday life of the people, their struggles, societal changes, and transformations.

Asian history also offers extensive opportunities for economic research. From ancient trade routes like the Silk Road to the economic miracles of the “Asian Tigers” (Hong Kong, Singapore, South Korea, and Taiwan), Asia’s economic history has been dynamic and varied. The recent rise of China and India as global economic powers also provides fertile ground for research.

Environmental history is an increasingly relevant field of study. Researching the history of agriculture, deforestation, urban development, and the impact of climate change on ancient civilizations can offer important insights. The relationship between societies and their environment, such as the importance of monsoons for agriculture and its effects on the economy, can be explored.

Lastly, the scientific and technological contributions of Asia offer an array of engaging topics. The innovations during China’s Tang and Song dynasties, the technological revolution in post-war Japan, the role of science in the Islamic Golden Age, or India’s recent strides in space exploration all contribute to this diverse field of study.

In essence, the study of Asian history presents a broad spectrum of engaging and enlightening research paper topics. This variety is what makes Asian history a fascinating area of study and ensures that every research endeavor contributes to a more comprehensive understanding of the global historical narrative.

Choosing Asian History Research Paper Topics

Choosing a compelling and engaging research topic is crucial for any successful research paper. In the realm of Asian history, the possibilities are vast, spanning thousands of years and encompassing diverse cultures, civilizations, and events. To help you navigate this rich landscape and select a research topic that captures your interest and meets the requirements of your assignment, we provide expert advice and valuable tips. Whether you are exploring ancient civilizations, examining political movements, or analyzing cultural exchanges, these tips will guide you in selecting an Asian history research paper topic that is both intriguing and academically rigorous.

• Delve into Specific Regions or Countries : One effective approach is to focus your research on specific regions or countries within Asia. For example, you could investigate the history of China’s Ming Dynasty, the rise and fall of the Khmer Empire in Cambodia, or the influence of the Gupta Empire in India. By narrowing your scope, you can delve deeper into the historical context, events, and cultural developments of a particular region, providing a more focused and nuanced research paper.
• Explore Time Periods or Historical Events : Another strategy is to explore specific time periods or pivotal historical events in Asian history. For instance, you may choose to examine the impact of the Silk Road during the Han Dynasty, the Mongol invasions and their consequences, or the Japanese Meiji Restoration. By selecting a particular time period or event, you can analyze its significance, causes, and consequences, shedding light on the broader historical narrative.
• Investigate Cultural and Artistic Developments : Asian history is rich with cultural and artistic achievements that have shaped civilizations and societies. Consider exploring topics such as the development of Chinese calligraphy, the symbolism in Indian temple architecture, or the influence of Zen Buddhism on Japanese art. By examining cultural and artistic developments, you can uncover the profound ways in which creativity and expression have influenced Asian history.
• Examine Political Systems and Power Structures : The political landscape of Asia has witnessed the rise and fall of dynasties, the establishment of empires, and the formation of modern nation-states. To gain insights into the dynamics of power and governance, you may choose to examine topics such as the governance structure of the Maurya Empire, the feudal system in feudal Japan, or the political ideologies of Mao Zedong in China. Exploring political systems will allow you to analyze the complexities of Asian governance throughout history.
• Study Social Movements and Revolution : Asia has been a hotbed of social movements and revolutions that have challenged existing power structures and shaped the course of history. You can explore topics such as the Indian independence movement led by Mahatma Gandhi, the Tiananmen Square protests in China, or the feminist movement in South Korea. By studying social movements and revolutions, you can analyze the motivations, strategies, and consequences of these transformative events.
• Analyze Economic and Trade Patterns : Asia has long been a hub of economic activity and global trade. Investigate topics such as the economic impact of the Hanseatic League on maritime trade in Southeast Asia, the development of the Silk Road as a trade route, or the modern economic rise of countries like Japan and South Korea. By examining economic and trade patterns, you can explore the intricate connections between Asian societies and the wider world.
• Investigate Colonialism and Post-Colonialism : The impact of European colonialism in Asia and subsequent struggles for independence have left indelible marks on the region’s history. You may choose to explore topics such as the British Raj in India, the Dutch colonial presence in Indonesia, or the legacy of French colonial rule in Vietnam. By investigating colonialism and post-colonialism, you can analyze the complexities of power dynamics, cultural exchange, and nationalism in Asian history.
• Explore Religious and Philosophical Traditions : Asia is home to diverse religious and philosophical traditions that have profoundly influenced societies and shaped historical events. Consider exploring topics such as the spread of Buddhism along the Silk Road, the impact of Confucianism on Chinese society, or the development of Hinduism in ancient India. By examining religious and philosophical traditions, you can gain a deeper understanding of the spiritual and intellectual dimensions of Asian history.
• Examine Gender and Society in Asian History : The role of gender in Asian societies has undergone significant transformations throughout history. You may choose to investigate topics such as the status of women in ancient Mesopotamia, the role of geishas in traditional Japanese society, or the feminist movement in modern India. By examining gender and society, you can analyze the social constructs, power dynamics, and cultural norms that have shaped the lives of individuals in Asia.
• Consider Comparative Approaches : Comparative research offers valuable insights into the connections and interactions between different regions or cultures within Asia, as well as between Asia and other parts of the world. You may choose to compare topics such as the political systems of ancient Greece and ancient India, the impact of Islam on societies in Central Asia and Southeast Asia, or the cultural exchanges between China and the Roman Empire along the Silk Road. By adopting a comparative approach, you can explore the similarities, differences, and influences that have shaped Asian history.

Selecting an engaging and relevant research topic is crucial for a successful Asian history research paper. By delving into specific regions, time periods, cultural developments, political systems, social movements, economic patterns, colonial legacies, religious traditions, gender dynamics, and comparative approaches, you can explore the fascinating and diverse aspects of Asian history. Remember to consider your interests, the requirements of your assignment, and the available resources when choosing your topic. By following these expert tips, you will embark on a rewarding journey of exploration and analysis in the realm of Asian history research.

How to Write an Asian History Research Paper

Writing a research paper on Asian history offers a wonderful opportunity to delve into the rich and captivating narratives of the past. Whether you are exploring the ancient civilizations of China, the dynasties of India, or the cultural developments in Japan, it is important to approach your research paper with a well-structured and thoughtful plan. In this section, we will provide you with valuable guidance and practical tips to help you navigate the process of writing an engaging and comprehensive Asian history research paper.

• Choose a Focused and Manageable Topic : Selecting a focused and manageable topic is the first step in writing a successful research paper. Consider the scope of your assignment and identify a specific aspect or theme within Asian history that piques your interest. Avoid broad or generic topics that may be too overwhelming to cover in-depth. By narrowing your focus, you can provide a more detailed analysis and ensure that your research paper remains coherent.
• Conduct In-Depth Research : Thorough and comprehensive research is essential for any historical research paper. Consult a variety of reputable sources, including scholarly books, academic journals, primary documents, and reliable online resources. Look for credible and authoritative sources that provide well-researched information on your chosen topic. Take detailed notes during your research to keep track of key findings, important quotes, and relevant sources.
• Develop a Strong Thesis Statement : A clear and concise thesis statement is the foundation of your research paper. It should convey the main argument or purpose of your paper and guide your research and analysis. Formulate a thesis statement that is specific, arguable, and supported by evidence. Your thesis statement will provide direction for your paper and help you stay focused throughout the writing process.
• Create an Outline : An outline is a valuable tool that helps you organize your ideas and structure your research paper. Start by identifying the main sections or themes of your paper and then break them down into subtopics or supporting arguments. Arrange your ideas in a logical order and ensure that each section flows smoothly into the next. The outline will serve as a roadmap for your writing and help you maintain coherence and clarity.
• Analyze Primary and Secondary Sources : When writing an Asian history research paper, it is important to analyze both primary and secondary sources. Primary sources include original documents, artifacts, or firsthand accounts from the time period you are studying. Secondary sources are scholarly works that interpret and analyze primary sources. By examining a combination of primary and secondary sources, you can provide a well-rounded and nuanced analysis of your chosen topic.
• Use Proper Citation and Referencing : Accurate citation and referencing are essential in academic writing. Use the appropriate citation style (such as APA, MLA, Chicago/Turabian, or Harvard) as specified by your instructor. Cite your sources within the text and include a comprehensive bibliography or reference list at the end of your paper. This not only acknowledges the contributions of other scholars but also strengthens the credibility and integrity of your research.
• Craft a Compelling Introduction : The introduction sets the tone for your research paper and captures the reader’s attention. Start with a strong opening sentence or hook that engages the reader and introduces the importance of your topic. Provide some background information to contextualize your research and clearly state your thesis statement. Preview the main points or arguments that you will present in the body of your paper.
• Develop Coherent Paragraphs : Each paragraph in your research paper should focus on a single idea or argument and contribute to the overall coherence and flow of your paper. Start each paragraph with a clear topic sentence that encapsulates the main point of that paragraph. Support your arguments with evidence, examples, and analysis. Ensure that your paragraphs transition smoothly from one to the next, maintaining a logical and cohesive structure.
• Provide Strong Evidence and Analysis : Support your arguments and thesis statement with strong evidence and thoughtful analysis. Use quotes, statistics, examples, and historical facts to bolster your claims. Analyze the significance of the evidence and explain how it supports your argument or contributes to your overall understanding of the topic. Avoid excessive use of direct quotations and ensure that your own voice and analysis shine through.
• Craft a Cohesive Conclusion : The conclusion of your research paper should summarize your main arguments and restate your thesis statement in a concise manner. Review the key points you have discussed in the body of your paper and highlight the significance of your findings. Avoid introducing new information or arguments in the conclusion. End with a strong closing statement that leaves a lasting impression on the reader.

Writing an Asian history research paper requires careful planning, thorough research, and thoughtful analysis. By selecting a focused topic, conducting in-depth research, developing a strong thesis statement, and following a structured writing process, you can create a compelling and academically rigorous research paper. Remember to cite your sources accurately, provide strong evidence, and maintain coherence and clarity throughout your paper. With these tips in mind, you are well-equipped to embark on your journey of exploring the fascinating realms of Asian history through the written word.

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• Custom Formatting : We understand the importance of adhering to specific formatting styles as required by your institution. Our writers are proficient in various citation styles, including APA, MLA, Chicago/Turabian, and Harvard. They meticulously format your research paper, ensuring that in-text citations, references, and bibliographies are accurate and follow the prescribed style guidelines.
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East Asian History: Japan and Korea Essay

Several factors influence the formation of the unique cultural space with a certain worldview inherent in a given people, attitude to the world, and national character. At the same time, the experience accumulated over centuries plays a significant role. The national culture is considered to be formed under the influence of specific natural and climatic conditions, in the context of a unique cultural and historical development, and under the influence of various religions and teachings. Japanese and Korean cultures are no exception, and the uniqueness goes back to the peculiarities of their geographical location and method of production. The influence of Confucianism, as well as the specifics of the historical path, has determined the nature of the development of these countries.

Modern Korean and Japanese cultures have significant popularity all over the world. First of all, Japan is famous for its exceptional visual art, which is reflected in manga and anime. Korea also transmits its unique experience of forming the pop music scene and television to the whole world. All these factors certainly have their historical prerequisites. Therefore, to begin with, we can consider the unique path of the formation of modern art in Japan.

Kaiga painting, which in Japanese means a picture or drawing, played a considerable role in forming the culture of medieval Japan. Japanese painting is considered the most ancient type of painting in the country, characterized by various forms and solutions. The history of manga originates from scrolls dating back to the XII century (Rankin-Brown 77). However, whether these scrolls were manga or not is still a matter of debate – experts believe that they first laid the foundations for reading from right to left. Other authors attribute the origins of the manga closer to the XVIII century (Rankin-Brown 78). Historians and writers dealing with art history have described two main processes that have influenced modern manga. Their views differed in time: some scientists paid particular attention to the cultural and historical events following the Second World War, which began in East Asia at a bridge near Beijing in 1937 (Holcombe 2). At the same time, other scientists described the role of the pre-war period – the Meiji period and the pre-revolutionary period-in Japanese culture and art.

Historical facts show that with the rare qualities of borrowing and perceiving the culture and art of China and other peoples, the main thing for Koreans was not blind imitation and copying of other people’s achievements, but the genuine development of this culture and its enrichment with their national spirit. It is necessary to consider the ability of the Korean people to perceive the spiritual and material achievements of neighboring countries from the point of view of their readiness to absorb all the best that has been accumulated by universal culture and to multiply their own experience, enriching the treasury of their national values. The events of the new and recent history stages, when European and American culture comes to replace Chinese influence, also testify to this.

The formation and development of national culture determine the fate of any society. Korean culture developed on the periphery of the Confucian cultural complex. It is based on a cultural tradition borrowed from China. Since the XIX century, the influence of European culture has been felt in the country (Oh and Wonho 24). However, it is a mistake to believe that Koreans blindly copied other people’s achievements. Their culture is undoubtedly self-sufficient and original. Cultural borrowings were conditioned by practical needs and corresponded to national conditions. They were transformed and became an integral part of the Korean culture itself.

The dictatorial regime did not allow the pop industry to develop until the 90s: censorship and the imposition of traditional values affected the growth rate of popularity of South Korean pop culture. The only trajectory of music development was television, where only two channels were broadcast. This led to a monopoly on music. The reason that modern K-pop groups rely on dancing, appearance, fashion, and choreography is partly due to the long-term promotion of the music industry only through television. Thus, it can be concluded that the individual experience of Japan and Korea, consisting in the fact that they tried to adhere to tradition but at the same time absorbed Western values, helped these countries to create unique cultures.

Works Cited

Holcombe, Charles. A History of East Asia: From the Origins of Civilization to the Twenty-First Century. Cambridge University Press, 2016.

Oh, Ingyu, and Wonho Jang. “From Globalization to Glocalization: Configuring Korean Pop Culture to Meet Glocal Demands.” Culture and Empathy: International Journal of Sociology, Psychology, and Cultural Studies , vol. 23, 2020, pp. 23-42. Web.

Rankin-Brown, Maria. “From Samurai to Manga: The Function of Manga to Shape and Reflect Japanese Identity.” Japanese Studies Review , vol. 16, 2017, pp. 75-92. Web.

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IvyPanda. (2022, November 5). East Asian History: Japan and Korea. https://ivypanda.com/essays/east-asian-history-japan-and-korea/

"East Asian History: Japan and Korea." IvyPanda , 5 Nov. 2022, ivypanda.com/essays/east-asian-history-japan-and-korea/.

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IvyPanda . 2022. "East Asian History: Japan and Korea." November 5, 2022. https://ivypanda.com/essays/east-asian-history-japan-and-korea/.

1. IvyPanda . "East Asian History: Japan and Korea." November 5, 2022. https://ivypanda.com/essays/east-asian-history-japan-and-korea/.

Bibliography

IvyPanda . "East Asian History: Japan and Korea." November 5, 2022. https://ivypanda.com/essays/east-asian-history-japan-and-korea/.

EAST4530 – Topics in East Asian Culture and History

Course description, course content, learning outcome, prerequisites, examination, schedule, syllabus and examination date.

• Spring 2019
• Spring 2018
• Spring 2017
• Spring 2016
• Spring 2015
• Autumn 2013
• Autumn 2012

This course focuses on one or more central topics in the field of East Asian culture and history. Such topics may include literature, film, cartoons and other artistic expressions, history and historiography, thought, philosophy and religion.

East Asia is a region with strong historical and cultural links but also with many historical and cultural traits particular to each of the East Asian cultures and regions (Chinese, Japanese, Korean and Tibetan). You are encouraged to approach the study of East Asia comparatively across Japan, Korea, China and/or Tibet.

During the course, you will study topics in the context of major theoretical approaches relevant to the analysis of East Asian culture and history. The course includes reading, analysis and discussion of East Asian sources in English translations. Training in essay writing and oral presentation is an integrated part of the course.

• You will learn to identify, summarize, and analyze sources directly relevant to the study of key topics in the field of East Asian culture and history.
• Through teacher guided writing of an essay you will learn to present academic knowledge in a written form.
• Through class presentations and discussions you will learn to present and debate academic knowledge.

Students who are admitted to study programmes at UiO must each semester register which courses and exams they wish to sign up for in Studentweb .

If you are not already enrolled as a student at UiO, please see our information about admission requirements and procedures .

Formal prerequisite knowledge

Please see the admission requirements defined by one of the relevant programme options, East Asian Culture and History , Chinese Society and Politics or Modern Japan.

The course is taught through a combination of lectures and seminars organised as 10 classes of 2 hours each throughout the semester. The detailed schedule will be updated before semesterstart.

Obligatory activity

• Active participation and at least 80 per cent attendance in class is required. 
• An oral presentation related to their final essay. Within a given deadline before their presentation the students need to submit an outline of their paper including a bibliography. The draft is to be submitted in Canvas within a given deadline.

An approved draft is only valid for one semester.

In accordance with the Faculty's guidelines, all compulsory tuition activities are prerequisites for being allowed to sit for the final examination.  In the event of illness, you must submit documentation showing that your illness has prevented you from participation in the activity in question.  Contact the student advisor  the same day as the activity is taking place. Documentation must be submitted to the student advisor within three working days.

A preliminary draft of the final essay must be approved by the teacher in order to take the exam (see "Teaching").

The exam consists of an essay of 10 pages (2300 characters per page (excluding spaces), plus bibliography) on a subject approved by the teacher.

The essay is to be submitted in Inspera within the given deadline.

Grading guidelines

Submit assignments in Inspera

You submit your assignment in the digital examination system Inspera. Read about how to submit assignments in Inspera.

Use of sources and citation

You should familiarize yourself with the rules that apply to the use of sources and citations . If you violate the rules, you may be suspected of cheating/attempted cheating .

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No examination support material is allowed.

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The examination text is given in English, and you submit your response in English.

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Grades are awarded on a scale from A to F, where A is the best grade and F is a fail. Read more about the grading system .

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It is possible to take the exam up to 3 times. If you withdraw from the exam after the deadline or during the exam, this will be counted as an examination attempt.

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Application form, deadline and requirements for special examination arrangements .

The course is subject to continuous evaluation. At regular intervals we also ask students to participate in a more comprehensive evaluation.

Periodic evaluation Autumn 2012

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Practical information about studying for a Master's degree at IKOS.

Facts about this course

Offered on an infrequent basis

Department of Culture Studies and Oriental Languages

East Asian History: A Library Research Tutorial

What do you want to learn more about, take action.

• Find Academic Sources
• Evaluate your Topic
• Reading (and Citing) your Sources
• Primary Sources

First, think about what kind of topic you want to explore.  Wikipedia provides a good summary of topics related to East Asian History, including, for example, United States relations in the region as a whole and with specific countries.

• East Asia - United States Relations
• North Korea
• Internment of Japanese Americans

As you review Wikipedia articles that interest you, keep a list of key terminology, people, places, and events that you can use later when you search for academic sources, like books and peer-reviewed journal articles.

You can also search academic reference works for overview articles written by scholars on a wide range of topics. Use Credo Reference (link below)to search across our entire collection of digital, specialized encyclopedias.

• Credo Reference This link opens in a new window Credo allows you to search across over 650 encyclopedias, dictionaries, and reference handbooks written by experts. Most entries not only describe the people, events, and concepts relevant to your research, but also include a list of citations to sources you may want to use in your research. more... less... Abbreviation: credo Vendor: Credo Reference Subjects: *General / Multi-Subject Type: Encyclopedias & Dictionaries, Images, Streaming Video

Browse these reference sources or do some preliminary searching on your own to find a topic that excites you.

As you review Wikipedia or academic reference articles that interest you, keep a list of key terminology, people, places, and events that you can use later when you search for academic sources, like books and peer-reviewed journal articles.

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Best 80 Asian Studies Topics For Your Essay

Writing different types of essays is an inevitable part of any educational process. Students are required to create papers in different areas for dozens of subjects. Some topics might appear to be incredibly easy, while others will make you brainstorm for hours. Research paper topics on Asia are among the most difficult types of assignments you are likely to get during your studies. In case you are searching for modern China research topics or need to discover more Japanese culture ideas for easy-to-write and shiny research topics, this post is right for you. Discover the best hints on how to compose essays about Asia and pick up the best topic for your needs in a blink of an eye.

How to Write Papers About Asia

The most important thing you need to know is that essays about Asia should have a classical structure. This means you need to come up with a catching introduction, content-rich main part, and a brief conclusion. However, creating an essay on any of the Asian studies topics has some particular features. Below is a list of hints on how to make your process of writing easier.

• Choose a preferred country to write about. Asia is very big and has lots of countries. You can hardly write an essay about Asia using general facts - the regions are incredibly diverse. It is better to focus on one country or diaspora.
• Meet the requirements offered by the professor. The most common mistake of many students when writing an essay is being too creative. Asian topics might be incredibly inspiring but it is important to follow the essay writing rules.
• Stick to the chosen topic. Asian culture, history, and traditions are very exciting. However, it is necessary to avoid wordiness and follow the chosen topic.

Top Asian Topics For A Perfect Essay

Choosing a topic for your essay is one of the most challenging steps of creating an academic paper. To make your job easier, we’ve collected the best topics for your essay and split them into different categories. Just pick up the most interesting category and choose a topic that suits you most.

Asia General Topics and Asian American Research Topics

These are topics that are not focused on facts about a particular Asian region. The good news is that it is possible to create an astonishing essay with no need to dive into the world of China, Japan, or another Asian country. For example, Asian American concepts and research topics are collected in this category.

• Politics In Modern Asia
• Cultural Trends In Modern Asia
• Asian Leadership Roles
• The Economy Of Asian Countries And Their Way To Success
• Transformations Of Asian Economies
• Managing A Business In Asian Countries
• Starting A Business In Asian Countries
• Top Governors In Asia
• The Most Remarkable Asian People
• Sports In Asia
• Asian Environmental Problems
• Family Traditions In Asia
• Asian Cultural Diversity
• Ecology In Asia
• Social Life In Asian Countries
• The Benefits Of Asian Education
• Education Systems In Asia
• Technological Revolution In Asia
• Asian Economic Problems And Their Solutions
• The Future Of Asian It Industry

China and Inner Asia Topics

In case you are interested in Chinese culture, traditions, and modern tendencies, modern China research topics might be a perfect fit for your essay. The fact is that Chinese history, traditions, customs, literature, financial system, economy, and other related topics are easy to write about.

• Chinese Literature
• Modern Chinese History
• The Most Remarkable Chinese Traditions And Customs
• Human Rights In China
• The Economy Of China: Modern World
• China And Environmental Protection
• Chinese Political Leaders
• Famous Chinese Sportsmen
• The Wildlife In China
• Chinese Philosophy
• Chinese Financial System
• Chinese Filmmaking Industry
• Modern Trends In Chinese Fashion
• The Development Of It Sector In China
• Employment And The Rights Of Employees In China
• Early Chinese Literature
• Women In China
• Chinese Buddhist Philosophy And Literature
• Traditional Chinese Kinds Of Sports
• The Role Of Mao Zedong In The Chinese History

Northeast Asia Essay Topics

The topics from this category are related to such countries as Japan, South Korea, Taiwan, Mongolia, and North Korea. These are countries with exceptionally rich traditions and have lots of particular features you can cover in your essay. For example, in case you need to create an academic paper on one of the Japanese culture research topics, this list is right for you.

• Japan And Imperialism
• Japanese Economic “Miracle”
• Culture And Traditions In Japan
• Modern Trends In Japanese Culture
• The Political Regime Of North Korea
• The Two Worlds: South And North Korea
• South Korea Since 1945
• The History Of North Korea
• Human Rights In North Korea
• The Role Of Japan In International Trade
• Japanese Immigration Paradox
• The Medical System In Japan
• Japan And The Kyoto Protocol
• Education In Japan
• Modern Japanese Television
• The Challenges Of Japanese Society
• Theater In Japan
• Nagasaki And Hiroshima In Postwar Japan
• Japanese Employment Model
• Religion In Japan

South Asia Topics For Your Essay

The topics from this category are related to India, Pakistan, Bangladesh, Afghanistan, Sri Lanka, Bhutan, Nepal, and the Maldives. The countries are all incredibly diverse and totally different. Exploring the new worlds might appear to be really exciting!

• Caste System In India
• The Economy Of India: The Prospects
• The Rights Of Women In India
• India In A World History
• Religion In Bhutan
• The Development Of Tourism Industry In Sri Lanka
• Afghanistan After 1981
• The Problems Of Educational System In Pakistan
• Wars In South Asian Countries
• Bangladesh: From Earliest Times To The Present

Southeast Asia Essay Topics

Indonesia, Malaysia, Brunei, Burma, Cambodia, the Philippines, Timor-Leste, Laos, Thailand, Vietnam, and Singapore are all southeast countries. Most of them have amazing economic potential you can describe in your academic paper. By the way, it is better to choose one country than right about the southeast as a whole.

• Caste System
• The Philippines: The Culture And Heritage
• Indonesia: From Prehistory To Present Times
• Tourism In Vietnam
• The Economic Situation In Singapore
• Malaysian Political Leaders And Their Role In The Country’s History
• Family Values In Indonesia
• Traditions In Laos
• The Economic Role Of Brunei In The Modern World
• Human Rights In Cambodia
• Religions In Thailand

Hints For Creating A Great Essay On Asian Topics

When you need to create an academic paper on one of the Asian topics, you need to keep lots of facts and parameters in mind. These are the most important things you need to do when creating a top-notch essay on one of the topics:

• Do advanced research. Most students are not familiar with the detailed info about Asian countries. In case you are one of them, get ready to do detailed research on the chosen topic. You will need to pick up the most powerful facts and ideas, as well as compose your thoughts in a correct and concise way.
• Create an excellent introduction. The beginning of your essay is your key to success. Therefore, think twice before writing an introduction and add a hook to make it more polished.
• Write a well-structured main part. The paragraphs of your essay should be precise and contain only relevant information on your topic. Avoid being too wordy or come up with too many facts.
• Sharpen your paper with a polished conclusion. This part of your essay is also incredibly important - make sure it corresponds with the introduction.
• Proofread. It is necessary to proofread your paper to avoid any mistakes and typos. This simple trick will also help you improve the structure of your essay and modify it according to all the necessary requirements.
• Format. Don’t forget to format your essay according to the requirements offered at college.

There is nothing new that most learners find completing all these tasks amazingly difficult. However, we can help you cope with all these issues at once. Feel free to order a research paper on any topic and get an astonishing essay easily and quickly. Top-notch quality and original papers guaranteed to all the customers. Completing all your academic assignments has never been easier!

REFERENCES:

• Writing advice: Understanding essay topics
• How to avoid plagiarism in your essay
• Books about Asian culture
• Facts about Asian Americans
• China: history overview
• Japanese history and traditions
• Writing all in one center

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About the Department

The Department of East Asian Studies at UCI brings both theoretical sophistication and scholarly rigor to the study of the literatures and cultures of East Asia.

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Cross-Currents: East Asian History and Culture Review

The journal offers its readers up-to-date research findings, emerging trends, and cutting-edge perspectives concerning East Asian history and culture from scholars in both English-speaking and Asian language-speaking academic communities. The journal seeks to balance issues traditionally addressed by Western humanities and social science journals with issues of immediate concern to scholars in China, Japan, Korea, and Vietnam.  Cross-Currents includes material from the sixteenth century to the present day that have significant implications for current models of understanding East Asian history and culture.

Cross-Currents is indexed in the Emerging Sources Citation Index (ESCI), Scopus, the Bibliography of Asian Studies, and Project MUSE.

Print Issues available for purchase:

8#1, 2019 includes special sections on Diasporic Art and Korean Identity , guest edited by Hijoo Son and Jooyeon Rhee.

Special Section, Air-Water-Land-Human: Interdisciplinary Approaches to Health and Environment in East Asia , guest edited by Ruth Rogaski.

If East Asia has been defined by particular ideas about the intertwining of humans and the environment, it also gives us a reality in which humans and the environment are frequently at odds. Philosophies may have preached the harmony of the macrocosm and human microcosm, but this did not stop people from exploiting and harming the environment for centuries with catastrophic impact on human health (Elvin 2008; Perdue 1987; Totman 1989). The advent of capitalist development and its accompanying neoliberal philosophies have accelerated these processes to unimaginable effect. Indeed, it is impossible to think about East Asia today without touching on destructive links between humans and the environment, whether manifest in the nuclear catastrophe at Fukushima, cancer villages in Sichuan, or bird flu pandemics emerging from Vietnam (Walker 2010; Lora-Wainwright 2013a; Porter forthcoming 2019). Historian Brett Walker’s observation about Japan holds true for all of East Asia: scholars “can no longer be content to ruminate on Japan’s exquisite harmony with nature” but must instead “explain how it has contributed to regional ecological collapse and global climate change” (Walker 2013, xiii).

Also available online in Project MUSE!

Other recent back issues:

7#2 Recent Research on North and South Korea

Writing Revolution Across Northeast Asia, guest edited by Steven S. Lee

7#1 Binding Maritime China: Control, Evasion, and Interloping, guest editors Eugenio Menegon, Philip Thai, and Xing Hang

6#2 Maps and Their Contexts: Reflections on Cartography and Culture in Premodern East Asia, guest edited by Robert Goree

Naming Modernity: Rebranding and Neologisms during China’s Interwar Global Moment in Eastern Asia, guest edited by Anna Belogurova

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East Asian History

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Welcome to East Asian History in its new electronic form. East Asian History is an international refereed journal publishing scholarly research on all aspects of historical studies in East Asia. This new online format enables authors to include sound and film files and photomedia within their articles, enlarging the journal’s scope into fields of historical documentation, such as cinema or music history, previously limited by print publishing.

East Asian History was published in print from 1991 to 2008 (issues 1-36), and was edited by Geremie R. Barmé (to 2007), and Benjamin Penny (from 2007). The journal’s predecessor, Papers on Far Eastern History , was published by The Australian National University’s Research School of Pacific and Asian Studies from 1970 to 1990. When Papers on Far Eastern History became East Asian History the new journal employed an original and striking format that the new online version of the journal has adapted and developed in the new medium.

East Asian History will be published twice each year. Articles published in the journal are submitted to double-blind peer review unless otherwise stated. Final selection of papers is at the discretion of the editor.

To cite this journal, please use page numbers from the PDF versions.

East Asian History Australian Centre on China in the World ANU College of Asia and the Pacific Building 188 Fellows Lane ANU ACT 0200 [email protected]

Related sites

China Heritage Project The China Journal The Journal of Pacific History

Issue No. 44, June 2021

Editor's Preface   

Svetlana Rimsky-Korsakoff Dyer: Bibliography

Two Dungan Migrations: The Migrations of the Chinese Muslims from China to Russia

 _________

Full Issue 44  Download PDF (1.5MB )

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Home AAS Publications Key Issues in Asian Studies

KEY ISSUES IN ASIAN STUDIES books are designed for use in undergraduate humanities and social science courses, as well as by advanced high-school students and teachers, and will appeal to anyone with an interest in Asia. Books in the series complement the AAS teaching journal, Education About Asia , and serve as vital educational materials that are both accessible and affordable for classroom use. Key Issues books tackle broad subjects or major cultural and historical themes in an introductory but compelling, jargon-free style appropriate for survey courses, written to encourage classroom debate and discussion.

Download PDF teaching resources to enable you to easily integrate Key Issues books into your classroom.

QUESTIONS/SUGGESTIONS: If you have questions about Key Issues in Asian Studies —or have suggestions for topics that would be useful in your teaching—please contact AAS Publications Manager, Jon Wilson at jwilson@asianstudies.org .

POTENTIAL AUTHORS: VIEW THE CALL FOR PROPOSALS AND AUTHOR GUIDELINES .

The following Key Issues in Asian Studies titles, written by leading teachers/scholars in their fields are now available, with more exciting titles in the works:

East and Inner Asia

• Chinese Literature: An Introduction (Ihor Pidhainy)
• The Mongol Empire in World History (Helen Hundley)
• Modern Chinese History (David Kenley)
• Traditional China in Asian and World History (Tansen Sen and Victor Mair)
• Political Rights in Post-Mao China (Merle Goldman)

Northeast Asia

• Japanese Government and Politics (Lauren McKee)
• Shinto in the History and Culture of Japan (Ronald S. Green)
• Japanese Popular Culture and Globalization (William M. Tsutsui)
• Japan and Imperialism, 1853–1945 (James L. Huffman)
• Japanese Literature: From Murasaki to Murakami (Marvin Marcus)
• Japan Since 1945 (Paul E. Dunscomb)
• East Asian Societies (W. Lawrence Neuman)
• Understanding East Asia’s Economic “Miracles” (Zhiqun Zhu)
• Confucius in East Asia (Jeffrey L. Richey)
• Korea in World History (Donald N. Clark)
• Zen Past and Present (Eric Cunningham)
• Global India ca 100 CE: South Asia in Early World History (Richard H. Davis)
• Caste in India (Diane Mines)

Southeast Asia

• Indonesia: History, Heritage, Culture (Kathleen M. Adams)
• The Philippines: From Earliest Times to the Present (Damon L. Woods)
• The Story of Việt Nam: From Prehistory to the Present (Shelton Woods)

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Note to Senior Thesis Writers:

§ This is a minimum schedule of thesis deadlines. The deadlines marked with asterisks for the  Thesis Advisor Form  signed by the faculty advisor, the  thesis proposal ,  and the  completed thesis  are absolute. The other deadlines are only indicative and can be adapted according to your needs, as long as you do not fall behind the schedule. In particular, if you do not turn in the first chapter draft by the end of the fall semester, you may receive an  unsatisfactory grade  for that term.

§ **If you are a  secondary concentrator  or  joint honors in East Asian History , you are responsible for following the schedule and deadlines set by the primary concentration or the concentration listed first in your transcript.

§ Please see the schedule of  EAS 99 thesis writer meetings  below. This tutorial is required of primary concentrators. Secondary and joint concentrators are also strongly encouraged to attend all meetings, which will provide valuable guidance on thesis research and writing in East Asian Studies. If you have problems meeting these deadlines or questions about the schedule, you should contact the EAS Coordinator ( [email protected] ); the Director of Undergraduate Studies, Shigehisa Kuriyama ( [email protected] ); and the Assistant Director of Undergraduate Studies for Seniors, Amy Zhang ( [email protected] ).

Click here for the EAS Concentrators' Live Calendar .

EAS 99 Thesis Writer Meetings:   Meeting Dates TBD via doodle poll.

First meeting:  last week of September Second meeting: First or Second week of November Third meeting:  TBA (maybe early February)

To keep up-to-date on EASTD 99 meetings and communications, check the Canvas course site regularly.

Thesis-writing is a serious, yet rewarding challenge. It demands time and devotion and gives back knowledge and self-satisfaction. These guidelines are intended to help you navigate your way through an often complicated process with the least amount of difficulty. Because East Asian Studies concentrators write theses on a great variety of topics, these guidelines are not intended to cover all research and writing contingencies. They do, however, indicate minimum concentration expectations and give advice based on the accumulated experience of your predecessors.

Joint Theses

EAS has always encouraged interested students to pursue joint concentrations. Because EAS has many joint concentrators, a number of you will be submitting theses to two departments. Remember that you are responsible for fulfilling all the expectations of both concentrations. Be sure that you understand both the substantive and format requirements of the other department so that you are not unpleasantly surprised at the end of a long project.

If your primary field is EAS, follow these guidelines. If your secondary field is EAS, follow the guidelines of the primary field, but consult with the EAS Director of Undergraduate Studies, and your EAS TF if available. To the extent possible, we will endeavor to provide a teaching fellow affiliated with the EAS program to help you prepare the thesis. The Director of Undergraduate Studies of the primary field consults with the Director of Undergraduate Studies of the secondary field on readers and on the departmental honors recommendation.

EASTD 99 is normally taken for two semesters; if, however, you decide not to continue with your thesis work, you can receive credit for one term of EAS 99, with the grade based on the work submitted during the fall term. The spring grade for EAS 99 is the letter grade equivalent of the Latin grade awarded you by your readers and the EAS Tutorial Committee. Please follow the deadlines on the thesis schedule. Failure to submit the bibliography and chapter drafts on time may result in an unsatisfactory grade for EAS 99.

Ideally, you will have decided on your topic during the junior year and done additional research during the summer. Some of you may still have only a foggy notion of a topic. Often choosing the topic and approach are the most difficult parts of the thesis process, but you must propose a topic and locate an advisor (as well as submit the Thesis Advisor Form ) by the time your study card is due in the fall of your senior year. The EAS Director of Undergraduate Studies and Assistant DUS for Seniors will help you through this process.

The importance of your relationships with your faculty advisor and graduate student tutor cannot be overstated. You should meet regularly with both to keep them apprised of your progress. Both will have important insight into the thesis-writing process. Faculty advisors are expected to meet with you at least every other week over the course of the year. It is your responsibility to contact the advisor to schedule these meetings. You should make the most of the time available by setting, at the beginning of the semester, a schedule of meetings with your advisor and making sure you have progress to report when you do meet. You should meet with your tutor every week. It is required that you keep to the agreed schedule of meetings. Any problems that arise in these relationships should be brought to the attention of either the Director of Undergraduate Studies or the Assistant DUS for Seniors as early as possible.

The Writing of the Thesis

By the time you come to write the thesis you will have pursued courses in some area of East Asian Studies for a year or more. Besides your tutorial work, you should also have taken upper division undergraduate courses to familiarize yourself with various methodological approaches and chosen one (or more) as your focus. In broad terms, social science theses are expected to apply one of the social science methodologies (for example, Anthropology, Economics, Government, some types of History, and Sociology) to a particular problem in East Asian studies.  The focus here is on careful analysis of your data and command of relevant secondary literature. Humanities theses are expected to undertake an analysis of some topic in the East Asian humanities (for example, some types of history, literature, philosophy, and/or religious studies) that is based on a solid knowledge of the cultural background relevant to the topic.

East Asian Language

Prior to the class of 2014, Humanities track primary concentrators and language track secondary concentrators were expected to use materials in an East Asian language for their theses. There is currently no formal requirement to make use of sources in East Asian languages. However, thesis writers are strongly encouraged to use such sources to the best of their ability.

The extent to which you use the language and the type of sources you use will depend on your language level and the type of thesis you are writing. There is wide variation. It is very important to consult with your advisor and tutor very early on how best to use your language skills. If you are only in the third year of a language, you should choose a topic for which there is a substantial body of Western-language material. You may also choose a topic centered around interviews.

Students whose language level is beyond third year level may do a translation thesis. A translation thesis consists of a substantial original translation accompanied by a substantial analysis of the translated text. Consult with the Director of Undergraduate Studies if you are interested in a translation thesis. We do not recommend an extended translation unless you are an advanced language student; translation well done consumes great amounts of time, and departmental standards are high. 

An EAS thesis generally runs about 80-120 pages, with a minimum of 60. However,  substance  is the critical issue. An overly lengthy thesis is sometimes a sign of an insufficiently cogent argument.

Writing well requires persistence and revision. We strongly recommend that you discuss your thesis-writing concerns with the staff of the Writing Center (617-495-1655), and when available, the EALC Department Writing Fellow. Everyone can benefit from editorial assistance. Be thoughtful.  Avoid getting stuck in simple derivative description. The two most common complaints from thesis readers are poor writing and inadequate analysis.

It is not always clear how or when to cite. You must avoid plagiarism; it will not be excused by either the Department or the University. You must avoid claiming the work of others as your own, but introducing and discussing the views of others—properly attributed—is an important part of many theses. Often the most interesting type of note is a content note, not just a bibliographic reference. The point is to convey information succinctly. If you have any questions, consult your advisor or tutor. Please see the Handbook for Students for more information regarding the University's statement on plagiarism:

All homework assignments, projects, lab reports, papers and examinations submitted to a course are expected to be the student's own work. Students should always take great care to distinguish their own ideas and knowledge from information derived from sources. The term "sources" includes not only published primary and secondary material, but also information and opinions gained directly from other people.

The responsibility for learning the proper forms of citation lies with the individual student. Quotations must be placed properly within quotation marks and must be cited fully. In addition, all paraphrased material must be acknowledged completely. Whenever ideas or facts are derived from a student's reading and research or from a student's own writings, the sources must be indicated.

A computer program written to satisfy a course requirement is, like a paper, expected to be the original work of the student submitting it. Copying a program from another student or any other source is a form of academic dishonesty; so is deriving a program substantially from the work of another.

The amount of collaboration with others that is permitted in the completion of assignments can vary, depending upon the policy set by the head of the course. Students must assume that collaboration in the completion of assignments is prohibited unless explicitly permitted by the instructor. Students must acknowledge any collaboration and its extent in all submitted work. Students are expected to be familiar with the booklet entitled Writing with Sources, available in the office of the Allston Burr Senior Tutor or Assistant Dean of First-Year Students. Students who are in any doubt about the preparation of academic work should consult their instructor and Allston Burr Senior Tutor or Assistant Dean of First-Year Students before the work is prepared or submitted. Students who, for whatever reason, submit work either not their own or without clear attribution to its sources will be subject to disciplinary action, and ordinarily required to withdraw from the College.

You may elect to use footnotes (which are handy for the reader), chapter endnotes, or endnotes. In some cases, parenthetical documentation may be appropriate. See the MLA Handbook for Writers of Research Papers ; Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations ; or the East Asian Studies Writing Guide for samples, choose the form you prefer. Whichever system you decide to use, please be consistent in its application. Interviews should also be cited. Include a bibliography.

Romanization

Capitalization in romanization is different than from English. In romanized titles, capitalize only the first word and proper nouns.

For Chinese, use either Wade-Giles or pinyin. You may choose one or the other, depending on the type of sources you are using, but do not use both systems in the same text. Also, make sure to use all diacritics as prescribed by either system.

For Japanese, use macrons (ō or ū) except in well-known place names (Tokyo) or anglicized words (shogun). Follow the Kenkyusha dictionary romanization system. Be consistent.

For Korean, use the McCune-Reischauer romanization.

Click here  for a sample of the format for your title page. You may choose to have an acknowledgements page to thank those who have helped you.

Leave 1.75 inches as a left margin to allow for binding. On the top, right, and bottom, leave 1 inch. Page numbers should be 0.5 inches from the top or bottom of the page. They may be centered at the bottom or placed in the upper right hand corner.

Final draft

Submit the final draft of your thesis to your advisor and tutor no less than three weeks in advance of the final deadline. Their comments will provide the basis of your final revision. This is a critical stage. Make sure that your writing is clear, that you have eliminated redundancies, and that your argument is coherent. Proofread very carefully. If you are sloppy, your readers may not take your thesis seriously, and there is a good chance that your grade will drop.

As of Spring 2022, EAS requires only digital submission of senior theses. All concentrators, whether primary or secondary,  must submit a digital copy of your thesis paper, in .doc or .docx format, to [email protected] , or hand it in to the EAS Program Coordinator on a flash drive. If your file includes complex formatting or embedded objects, such as diagrams or charts, you may wish to also submit a PDF copy in case of formatting changes occurring during the file transfer. Your file(s) must be received by the EAS office by 2pm on the day of your thesis deadline.  Always store copies of your thesis work in the cloud or on an external hard drive in case of a technological mishap.  Computer or internet problems are not accepted as an excuse for late submission. In fairness to all students, there will be no exceptions or extensions.

The date of your submission deadline is determined by your department of primary concentration. If your primary concentration is in a department other than EAS, you must submit electronic copies to BOTH departments by your primary department's deadline. If you are primary EAS with a secondary in another department, in addition to following EAS submission guidelines, you should also confirm with the Undergraduate Coordinator for your secondary department when and how to submit your work to them.

The EAS Office will print and bind a copy of your thesis to retain for our records. It will be kept in the office and may be shown to future concentrators as an example. 

Circumstances allowing, refreshments will be provided on the afternoon of the day theses are due. Please join us as we congratulate you on the completion of your thesis!

Readers and Honors

Each thesis will be read by two readers. In the case of concentrators solely in EAS, we will choose two readers from among the Harvard faculty and in some cases from among experts at other universities affiliated with the Asian studies centers at Harvard. Occasionally there is a major discrepancy in grades between the two readers, in which case the department will solicit a third reading. In cases of joint concentrators, each concentration will choose one thesis reader. In cases of major discrepancy, the Directors of Undergraduate Studies will consult and normally a third reader will be selected from the primary concentration. Each reader will grade your thesis individually. These grades will be submitted to the EAS Thesis Committee, which will determine your final thesis grade and your second-semester EAS 99 grade.

EAS faculty advisors do not grade the theses of their advisees, and they are not given the copies of the completed thesis. Thus, as a courtesy, please remember to provide your advisor a copy of the completed thesis.

We will inform you of your thesis grade, and the overall recommendation for your graduation level of honors in the concentration, as soon as they have been determined by the Committee. Although you will finish your thesis in April, it will take the Department five to six weeks to evaluate your work. This is one of the busiest times of the year; please do not try to obtain information in advance.

As you already know, one of the prime motivations for writing a thesis is to secure some level of honors. Although the concentration does not believe that this is sufficient justification for writing a thesis, it does recognize that there is a great deal of curiosity among the students concerning this topic. Unfortunately, there is no way to predict either the level of honors a student is likely to receive nor even whether a student will receive honors at all. This results from two facts: first, honors recommendations are evaluated within the department for each individual student as part of an entire class; second, the University administration adjusts cutoff points each year, so the Department cannot assume that the University will adopt our recommendations.

We can, however, describe the procedure by which honors are awarded. The EAS Tutorial Committee meets each year after all senior thesis grades are collected. It then votes for each eligible student an honors recommendation based on the student's concentration grades, thesis grade, and overall record. At this point, about mid-May, we will notify each student of both the thesis grade and honors recommendation, and we will provide you with copies of your graders' written comments. This recommendation is then submitted to the University which, based on the student's overall record and that year's cutoff points, makes the final determination on whether honors will be granted and the appropriate level.

The criteria for evaluating thesis grades are as follows:

Highest Honors

A Highest Honors thesis is a work of the highest honor. It is a contribution to knowledge, though it need not be an important contribution. It reveals a promise of high intellectual attainments, both in selection of problems and facts for consideration, and in the manner in which conclusions are drawn from these facts. A Highest Honors thesis includes—potentially at least—the makings of a publishable article. The writer's use of sources and data is judicious. The thesis is well-written and proofread. The arguments are concise and logically organized, and the allocation of space appropriate. A Highest Honors is not equivalent to just any A, but the sort given by teachers who reserve them for exceptional merit. A Highest Honors minus is a near miss at a Highest Honors and is also equivalent to an A of unusual quality.

High Honors

A High Honors level thesis is a work worthy of great honor. It clearly demonstrates the capacity for a high level of achievement, is carried through carefully, and represents substantial industry. A High Honors Plus thesis achieves a similar level of quality to a Highest Honors in some respects, though it falls short in others; it is equivalent to the usual type of A. A High Honors thesis is equivalent to an A-. For a High Honors Minus, the results achieved may not be quite as successful due to an unhappy choice of topic or approach; it is also equivalent to an A-.

As is appropriate for a grade with honors, an Honors level thesis shows serious thought and effort in its general approach, if not in every detail. An Honors Plus is equivalent to a B+, an Honors to a B, and an Honors Minus to a B-. The Honors thesis represents achievement beyond just the satisfactory completion of a task. It is, however, to be differentiated from the High Honors in the difficulty of the subject handled, the substantial nature of the project, and the success with which the subject is digested. When expressed in numerical equivalents, the interval between a High Honors Minus and an Honors plus is double that between the other intervals on the grading scale.

No Distinction

Not all theses automatically deserve honors. Nevertheless, a grade of no distinction (C, D, or E) should be reserved only for those circumstances when the thesis is hastily constructed, a mere summary of existing material, or is poorly thought through. The high standards EAS applies to theses must clearly be violated for a thesis to merit a grade of no distinction.

Frequently Asked Thesis Questions, Answered by Past Senior Thesis Writers

What is something you wish you knew when you started the thesis-writing process.

Hillary McLauchlin ‘20: The importance of building in time to spend with my friends, even in the thick of the process. Having to leave campus due to COVID-19 right after finishing my thesis made me realize how important that is.

Derek Woo ‘21: I wish I’d known not to be too attached to my initial idea. I was biased initially in my research and as a result had a superficial understanding of the historiography. As a consequence, I ended up pivoting pretty late in the process. I had to shift my thesis argument sometime in January or early February, about six weeks before the thesis submission deadline. If I was more open-minded earlier on, that would have helped a lot with the stress!

How should I approach choosing a topic?

Hillary: In the brainstorming phase, I put a lot of pressure on myself and got bogged down in finding “the perfect honors thesis topic.” I ended up changing my topic in November of senior year to one I was really excited about, and the process went much more smoothly and enjoyably. You don’t already have to be an expert; this is your chance to really learn about something new. It helps to think of it as more of a learning experience than a high-pressure, get-the-highest-grade situation.

How should I manage my time during the thesis process?

Chihiro Ishikawa ‘21: Writing takes a lot more time than you think. Especially If you’re looking into human subjects-based research, know that IRB reviews can take a lot of time, literally months. So if you have a project in mind in Junior spring, make sure to take care of the IRB things quickly to save yourself stress later.

In hindsight, I probably should have allocated +2 more days for each step to get things done. Especially when you’re juggling your thesis with your last semester of senior year, be realistic about the things you can do during stressful periods. My editing phase was pretty rushed toward the last few weeks.

Alex Zhang ‘20: I’d say my beginning process was easier than the end, because I’d already taken courses on the topic I wanted to pursue and had written a couple of research papers related to my topic. I also had the benefit of studying abroad my Junior spring in China, which was where I was doing fieldwork, so I ended up having about six months to do that. The main issue I ran into was balancing my thesis with other personal commitments and stress factors. 

How can I stay organized while planning and conducting fieldwork?

Alex: I created a master document which summarized what I already knew through research papers, a rough timeline of where I wanted to go (concerts, festivals), and a list of interlocutors. Having that to guide my thinking was really useful. One of my friends had a spreadsheet with all of her participants; I wish I had done something more like that for keeping track of my interviews. I’d also carry a field recorder all the time and put everything on a backup hard drive. It’s all about data management.

Hillary: There’s so much to consider in terms of both ethical data management and organization. I didn’t use any citation management software as an undergraduate, and ended up having a few frenzied days toward the end where I was JUST editing citations. I’m now (in grad school) trying to incorporate preset coding softwares where the information is all kept in one place and you can do some cool statistical analysis. I wish I’d spent a little more time developing those skills as an undergraduate.

Chihiro: I was doing human subjects research, so I was hoping to use NVivo and even took a Python seminar, because I was doing web-based analysis. But it really helps to start by going to a seminar or to Harvard Library resources. I ended up not using NVivo because my participants are very sensitive and didn’t want things to be stored online. I was extra-careful about handling my data because of ethical data management concerns. But I think NVivo is a good start, or you could reach out to people in your department for resource suggestions, or previous thesis writers for other kinds of tools. TFs also can be really helpful since they’re grad students going through similar processes, but with more experience under their belt.

Should I start writing as I’m conducting my fieldwork?

Alex: I thought I would try, but it didn’t work out because I was so overwhelmed by how much there was to do. When you’re in the field it might be better to immerse yourself than to worry too much about what’s ahead. 

How do I connect with interview/research participants, especially if I can’t travel internationally for research?

Chihiro: I wanted to have a more in-person ethnographic experience, but due to COVID I had to convert everything to online. But one optimistic thing I found was that Zoom interviews are very helpful in letting you connect with any person regardless of location. 

I would advise being really proactive when you’re recruiting participants. Use research stipends to encourage participation, write concise e-mails, choose participants with a mutual acquaintance--all these things will make them more likely to connect with you.

How can I get the most out of working with my advisors and peers?  

Chihiro: I had a lovely thesis advisor and departmental advisor, and we set a weekly time to meet. That was great because I could hold myself accountable and had to try and produce something every week, which gives you the habit of constantly thinking about your writing and getting things done. Note-taking is good--write down any tips your advisors have. 

Derek: In my experience, advisors were by far the most valuable resource in this process. I changed one of my graduate advisors after the first semester. If you stumble upon someone who’s more related to what you’re working on (or your research changes), you do have the option to find a more suitable person. 

And it’s really helpful to have a good relationship with your advisor. I was cramming the two weeks before the deadline and would be sending updated drafts and revisions to mine once a day, and the next morning she would give me suggestions. That went on for about ten days and I thought that was so generous. Advisors don’t have to do this, but when they do, you should value it. Foster a good relationship and communication with them.  

What should I do if I’m feeling overwhelmed or struggling with the thesis process?

Chihiro: I made it clear to my advisors if I thought they weren’t being attentive to me--you shouldn’t be afraid to reach out. Be honest if you’re unmotivated, if you’re feeling unproductive or stressed out. It helps for your advisors to know what you’re going through. I would sometimes just talk to my graduate advisor, and that helped.

Patrick Chimenti (Graduate Thesis Advisor): Don’t feel intimidated about reaching out to your tutor/faculty adviser when you are struggling; we are here to help! It is understandable to feel trepidation in reaching out to a mentor when you’re struggling with the worry that you might disappoint them, or that this will somehow lower their opinion of you, but I guarantee that they will vastly prefer knowing that you’re having trouble as soon as possible, rather than waiting to find out during the next scheduled meeting. The sooner we know, the sooner we can help you, so do not be shy about reaching out!

I am writing a joint thesis in two departments–how do I choose a topic that incorporates both?

Chihiro: Make sure it’s a doable theme. For joint concentrators, it has to combine two fields in a natural way. Since I was working on social justice in East Asia, it fell into place very naturally for me. But I know a few previous students dropped their joint concentrations because the themes didn’t click no matter how hard they tried. 

When working with advisors from two different departments, make sure you’re working on different things with each that are suited to their field. It’s important to know the strengths of your own advisors to make it the most productive time for both of you.

Hillary: For me, settling on a topic was one of the hardest parts. I think I went through fifteen topics before reaching the final one. I started keeping this note page with all of my ideas throughout sophomore and junior year, and my finished thesis actually ended up incorporating some of those at the end. It’s interesting to see how reflecting on topics in courses might come back up, even subconsciously. If you do keep that list, you might look back and see that the first idea you had ended up being very important in the finished product.

How do I choose a thesis advisor? Does it have to be a faculty member I already know?

Alex: I had taken one or two courses with Professor Li (my advisor). My general philosophy, though, was less about long-standing relationships and more about exploring subject matter that was interesting to me. My reason for picking Professor Li was that I had read her undergraduate thesis and been very inspired. She had a very unique style of writing; it was a very personal approach that resonated with me. I figured there was no way I was going to write a perfect thesis, so it was more about producing a work that would help me sum up something personal.

Chihiro: Even if you choose a professor you don’t know, be brave and send that e-mail. I know it’s really daunting, but it’s worth it in the end! I don’t think it’s all about your comfort level with that person, though that is a factor–lean towards professors you think will be academically the most helpful. And the EAS Coordinator can also make faculty introductions on your behalf.

How important was your training in East Asian languages to your thesis work?

Chihiro: I speak fluent Japanese, but I don’t speak Korean, so I hired a translator/interpreter and she helped me translate e-mails and reach out to people she knew. Her live-translating in the interviews was also very helpful, especially since the subjects knew her personally. If you don’t have the linguistic ability, reach out to someone who does!

Alex: Even with a relatively native proficiency in Chinese, I’m a little rusty, so a lot of times in interviews it was very apparent that I was a foreigner. It helped to be transparent about my limitations and ask for patience during interviews. In a sense, that actually grants you more legitimacy–just being honest and sincere about where you’re coming from.

Derek: I think this is also where your advisors can be helpful. I’m Korean, but nowhere near fluent, so I had my advisors double-check my translations of primary sources for integrity. I would strongly recommend looking for primary sources in the language you’re studying, and most advisors and professors will tell you the same thing. 

Hillary: I was taking Mandarin and working with films originally in Mandarin, but I guess I had it easy in that there were a lot of high-quality translations available. But if a translation or connotation didn’t feel quite right, I could get insight from my language study experience and my advisors. It made me feel more comfortable engaging with the primary sources even when I did have the translations to rely on.

As a grad student who’s worked with undergraduate thesis writers, what insight/advice would you most like to share?

Jonathan Thumas (Assistant Director of Undergraduate Studies for Seniors): I think I’ve learned a lot too, helping bring these thesis projects to fruition. One thing I’ve found is that you don’t take into account how much time it takes to write. Trying to write a little bit every day; just having a steady pace helps so much. Don’t beat yourself up if all you can manage is part of a paragraph in a single day. For me, writing is where the thinking happens, so any day spent writing--or trying to--is a day well spent. 

Also, take advantage of the many resources available--faculty, colleagues, fellow students. One of the most helpful things is finding ways to present your work in progress in low-stakes environments, whether in study groups with your friends or in meetings with your advisors. This can really help when you sit down to write those ideas, as a way of digesting them beforehand.

Patrick Chimenti (Graduate Thesis Advisor): Seconding Jon's point, gradual progress day-by-day is the name of the game. Even if you can only manage a few basic lines each session, these will add up over time, and writing is indeed thinking. So the sooner you can put words to paper, the better. In my case, even if I only manage a few lines in a writing session, knowing what I have written down already and what I have yet to say gets me thinking (largely unconsciously) about how best to phrase or organize my next section. Consider that this passive thinking/processing in your off-time is just as important as your active thinking in the writing stage, and you need to make time for both.  

How did the thesis inform your college experience overall?

Alex: College is such a small part of the beginning of your life. So many of the things I worried about in college, I don’t even remember now. In your 20s, you experience such a shift in your worldview; it really does emphasize how important it is to be open-minded and not so hard on yourself when you’re going through a process like writing a thesis.

Hillary: Senior fall can be quite busy and full of different future-oriented commitments. Finishing classes, applying for grad school, looking for jobs--it hits all at once, and I wish I had made more time to enjoy campus and spend time with friends. If you can, find ways to make the process fun and a way to explore new things.

Would you do it all again?

Hillary: I guess I AM doing it again right now! I’m working on my second thesis in a year. There are points, like in January of your senior year, where you really regret doing it sometimes. But ultimately, I’m really glad I did. During those difficult times, I had a thesis buddy with similar deadlines I could work with on the weekend, and that was, I think, what got me through. You won’t regret it in the end--it’s so rewarding, even if you don’t end up wanting to go into academia. I was surprised how many recruiters and potential employers would ask about it and be interested to hear about my thesis topic.

Chihiro: I will inevitably be doing it again for a Master’s thesis! I’m still not over the senior thesis fatigue, but when I finished my thesis it was just so rewarding. I got to meet so many people and learned so much from each one. It was one of the best experiences of my life. All of the tough moments were due not just to the thesis itself, but also external things like the pandemic, getting up at 2am for online classes from Tokyo, time management… I think those are all fixable things I’ll be sure to keep in mind when I do my Master’s thesis. Having that is really precious because there’s this thick, tangible project you can say you’ve done, and you’ll feel so proud. And if you’re going for a Master’s or PhD, you’ll have a platform you can expand on, so it’ll definitely help you in the future.

Alex: I plan to return to China; I’ve been spending a lot of time thinking about the future. I would definitely do it again and probably will; I’m planning to apply to grad school in a couple of years. The process itself was extremely transformative.

Derek: I think overall it was worth it. You really learn how to make a strong and convincing argument, which is a good skill to have both inside and outside academia. I really didn’t enjoy the thesis writing process until the last quarter of it, when everything started to click--and once that happened, it was very, very enjoyable for me. If I could do it again, I would, just because of that.

Still have questions? Feel free to reach out to [email protected] or to your Assistant Director of Undergraduate Studies any time.

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Writing Resources

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Yale University “Quick Guide on Citation Style for Chinese, Japanese and Korean Sources”

Princeton University, “A Guide to Independent Work in East Asian Studies”

Why I Chose East Asian Studies

May 1, 2022.

I had never taken a Korean history class before my junior year of high school. Before, I had my heart set on being an English  major, but a particularly difficult sophomore year English class left me feeling lost and confused about what I wanted to do with the rest of my academic career.

I knew I liked History , but I hadn’t really thought about it as a major before because I found European history dense and uninteresting while American history felt distant and unengaging. Unfortunately for me, it just so happened that these were the two areas my history classes primarily focused on. 

So I gave Korean history a shot and fell in love. Korea is interesting in that it lies between China and Japan, two nations with their own rich histories, and that the intersection of the three nations is omnipresent in any era of history you study. This is captured at the heart of the East Asian Studies Department , where there is less of a divide between the three nations but an emphasis on where they interact with each other. 

So I applied to Princeton as an East Asian Studies concentrator, and although I had brief moments where I considered what it would be like to major in something else, I held firm and eventually declared EAS. 

The department and its small size (there are only seven people in my class!) allow me to explore the different ways I want to study East Asia, which is by expanding my language skills, taking classes in politics and public policy in addition to history and culture. 

For anyone else looking to study other regions and cultures, I would recommend going in after getting rid of all preconceived notions and stereotypes of the region you are studying. Allowing yourself to start anew gives you more room for growth, and there’s something weirdly freeing about the fact that you don’t really know a lot about this particular region.  

At this point in my academic career at Princeton, I have no idea where my interests in East Asia will take me. I originally had my heart set on studying the resonance of colonial history in modern-day South Korea, but after taking classes on Chinese history (" China's Frontiers ," and " Everyday Life in Mao's China ") the crossroads between Korea and China seem too interesting to ignore, and after writing a paper in one of my classes on the lives of women in the Mao Zedong era of China, I have also become more interested in studying the position of gender within East Asia.

What I do know, however, is that I love the East Asian Studies department. I love that it’s small, that I get individualized attention from my professors, and even the building where it’s housed, Jones Hall , is beautiful. I’ve felt at home here since my first-year fall, and I am excited to see what the future will bring. 

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• East Asian Art History

East Asian Art History - Essay Example

• Subject: History
• Type: Essay
• Level: Undergraduate
• Pages: 5 (1250 words)
• Downloads: 2
• Author: yoshiko66

Extract of sample "East Asian Art History"

Modern society has embraced the art of mask. Research has been done on it and a wide range of uses found. China has become a hub of this art. Masks are a cultural event celebrated all over China nowadays (Scott, 2009). To some Chinese communities these masks have become a form of god. They are worshipped because of their uniqueness and awesome appearance. They are seen as a means of communication between people and gods. They have been used as a means to seek for blessings from gods. They are also used to protect people from evil spirits.

They are believed to be a form of charm in many Chinese communities. They symbolize holiness and godliness. In modern days, there are many cultural festivals involving masks that are held (Desai, 2007). People wearing masks are seen dancing and celebrating along the streets. The first mask in this art is called ‘Funerary Mask of a Young Woman’. This mask is from Liao Dynasty (907 – 1125), Northern China. Quran community founded Liao Dynasty. This community was the minority in Chinese population around 10th century in North of China (Scott, 2009).

The majority of Chinese population was called the Han Chinese. They had a widespread culture. This was of high quality in all areas. Some of the areas it produced quality art work include writing, painting, and ruling among others. This community tended to ignore other communities especially the nomads. Nomads like Quran or Ruzhens always changed their location from time to time. It was difficult to develop and establish a good economic and cultural lifestyle. Despite this, the Liao Dynasty managed to develop a culture to some extent.

They came up with the mask. Its surface is covered with gold. Gold is a very expensive and luxurious material to date. During that time, it was even more valuable. People that were buried in gold were considered to be very rich or belong to a very high status in the society (Scott, 2009). At the bottom of the mask, a neck

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US-skepticism and transnational conspiracy in the 2024 Taiwanese presidential election

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Taiwan has one of the highest freedom of speech indexes while it also encounters the largest amount of foreign interference due to its contentious history with China. Because of the large influx of misinformation, Taiwan has taken a public crowdsourcing approach to combatting misinformation, using both fact-checking ChatBots and public dataset called CoFacts. Combining CoFacts with large-language models (LLM), we investigated misinformation across three platforms (Line, PTT, and Facebook) during the 2024 Taiwanese presidential election. We found that most misinformation appears within China-friendly political groups and attacks US-Taiwan relations through visual media like images and videos. A considerable proportion of misinformation does not question U.S. foreign policy directly. Rather, it exaggerates domestic issues in the United States to create a sense of declining U.S. state capacity. Curiously, we found misinformation rhetoric that references conspiracy groups in the West.

Program in Quantitative Social Science, Dartmouth College, USA

Department of Political Science, University of Nevada Las Vegas, USA

Department of Computer Science, Barnard College, USA

Research Questions

• What are the misinformation narratives surrounding the election in Taiwan and how do they target international relations with the United States?
• What geographical or temporal patterns emerge from misinformation data?
• Who are the targets of these misinformation narratives and through what modalities?

Essay Summary

• We leveraged a dataset of 41,291 labeled articles from Line, 911,510 posts from Facebook, and 2,005,972 posts and comments from PTT to understand misinformation dynamics through topic modeling and network analysis.
• The primary form of misinformation is narratives that attack international relations with the United States (henceforth referred to as US-skepticism), specifically referencing the economy, health policy, the threat of war through Ukraine, and other U.S. domestic issues.
• Temporal and spatial evidence suggests VPN-based coordination, focused on U.S. issues and addresses.
• Misinformation is most common among pan-Blue and ROC identity groups on social media and is spread through visual media. These groups share many themes with conspiracy groups in Western countries.
• Our study shows the prevalence of misinformation strategies using visual media and fake news websites. It also highlights how crowdsourcing and advances in large-language models can be used to identify misinformation in cross-platform workflows.

Implications

According to Freedom House, Taiwan has one of the highest indices for free speech in Asia (Freedom House, 2022). Additionally, due to its contentious history with China, it receives significant foreign interference and misinformation, especially during its presidential elections. Due to the large influx of dis- and misinformation, Taiwan has developed many strategies to counter misleading narratives, including fact-checking ChatBots on its most popular chatroom app (Chang et al., 2020). Under this information environment, the 2024 Taiwanese presidential election emerged as one of the most divisive elections in Taiwan’s history, featuring at one point a doubling of presidential candidates in a typically two-party race, from two to four. As such, Taiwan is regarded as a “canary for disinformation” against elections in 2024, as a first indicator to how foreign interference may take place in other democracies (Welch, 2024).

In this paper, we study the misinformation ecosystem in Taiwan starting a year prior to the election. First, our findings highlight the interaction between misinformation and international relations. As was reported in The Economist and The New York Times , a considerable portion of the misinformation spread in Taiwan before the 2024 election is about US-skepticism, which aims at undermining the reputation of the United States among Taiwanese people (“China is flooding Taiwan with disinformation,” 2023; Hsu, Chien, and Myers, 2023). This phenomenon is significant because it does not target specific candidates or parties in the election but may indirectly influence the vote choice between pro- and anti-U.S. parties. Given the US-China global competition and the Russia-Ukraine ongoing conflict, the reputation of the United States is crucial for the strength and reliability of democratic allies (Cohen, 2003). Hence, it is not surprising that misinformation about the United States may propagate globally and influence elections across democracies. However, our findings surprisingly show that US-skepticism also includes a considerable number of attacks on U.S. domestic politics. Such content does not question the U.S. foreign policy but undermines the perceived reliability and state capacity of the United States. Here, s tate capacity is defined as whether a state is capable of mobilizing its resources to realize its goal, which is conceptually different from motivation and trust.

US-skepticism is commonly characterized as mistrusting the motivations of the United States, as illustrated in the Latin American context due to long histories of political influence (see dependency theory; Galeano, 1997), but our findings suggest that perceived U.S. state capacity is also an important narrative. As most foreign disinformation arises from China, this indicates a greater trend where authoritarian countries turn to sharp power tactics to distort information and defame global competitors rather than winning hearts and minds through soft power. Sharp power refers to the ways in which authoritarian regimes project their influence abroad to pierce, penetrate, or perforate the informational environments in targeted countries (Walker, 2018). In Taiwan’s case, China may not be able to tell China’s story well, but can still influence Taiwanese voters by making them believe that the United States is declining. Our findings suggest that future work analyzing the topics and keywords of misinformation in elections outside the United States should also consider the US-skepticism as one latent category, not just the politicians and countries as is common with electoral misinformation (Tenove et al., 2018). These findings are corroborated by narratives identified by a recent report including drug issues, race relations, and urban decay (Microsoft Threat Intelligence, 2024).

Additionally, our research investigates both misinformation and conspiracy theories, which are closely related. Whereas misinformation is broadly described as “false or inaccurate information” (Jerit & Zhao, 2020), a conspiracy theory is the belief that harmful events are caused by a powerful, often secretive, group. In particular, conspiracy communities often coalesce around activities of “truth-seeking,” embodying a contrarian view toward commonly held beliefs (Enders et al., 2022; Harambam, 2020; Konkes & Lester, 2017). Our findings also provide evidence of transnational similarities between conspiracy groups in Taiwan and the United States. Whereas the domestic context has been explored (Chen et al., 2023; Jerit & Zhao, 2020), the intersection of partisanship and conspiracy groups as conduits for cross-national misinformation flow deserves further investigation.

Second, our findings reemphasize that an IP address is not a reliable criterion for attributing foreign intervention.  Previous studies on Chinese cyber armies show that they use a VPN for their activities on Twitter (now X) (Wang et al., 2020) and Facebook (Frenkel, 2023). Commonly known as the Reddit of Taiwan, PTT is a public forum in Taiwan that by default contains the IP address of the poster. Our analysis of PTT located a group of accounts with US IP addresses that have the same activity pattern as other Taiwan-based accounts. Therefore, it is likely that these accounts use VPN to hide their geolocation. Our results provide additional evidence that this VPN strategy also appears on secondary and localized social media platforms. Our results suggest that the analysis of the originating location of misinformation should not be based entirely on IP addresses.

Third, our findings show that text is far from the only format used in the spread of misinformation. A considerable amount of misinformation identified on Facebook is spread through links (47%), videos (21%), and photos (15%). These items may echo each other’s content or even feature cross-platform flow. Proper tools are needed to extract and juxtapose content from different types of media so that researchers can have a holistic analysis of the spread and development of misinformation (Tucker et al., 2018). Such tools are urgent since mainstream social media has adopted and highly encouraged short videos—a crucial area for researchers to assess how misinformation spreads across platforms in the upcoming year of elections. This understanding is also important for fact-check agencies because they must prepare for collecting and reviewing information on various topics found in multiple media types across platforms. Crowdsourcing, data science, expert inputs, and international collaboration are all needed to deal with multi-format misinformation environments.

With prior studies showing that the aggregated fact checks (known as wisdom of the crowds) perform on par with expert ratings (see Arechar et al., 2023; Martel et al., 2023), our case study also evidences how crowdsourcing and LLM approaches can not only quickly fact-check but also summarize larger narrative trends. In Taiwan, this takes form of the CoFacts open dataset, which we use to identify misinformation narratives. CoFacts is a project initiated by g0v (pronounced “gov zero”), a civic hacktivism community in Taiwan that started in 2012. CoFacts started as a fact-checking ChatBot that circumvents the closed nature of chatroom apps, where users can forward suspicious messages or integrate the ChatBot into private rooms. These narratives are then sent to a database. Individual narratives are subsequently reviewed by more than 2,000 volunteers, including teachers, doctors, students, engineers, and retirees (Haime, 2022). As a citizen-initiated project, it is not affiliated with any government entity or party.

Crucially, these reviews provide valuable labels that are used to train AI models and fine-tune LLMs. The dataset is available open source on the popular deep-learning platform HuggingFace. Just as AI and automation can be used to spread misinformation (Chang, 2023; Chang & Ferrara, 2022; Ferrara et al., 2020; Monaco & Woolley, 2022), it can also help combat “fake news” through human-AI collaboration.

Finding 1: The primary form of misinformation  is narratives that attack international relations with the United States (henceforth referred to as US-skepticism), specifically referencing the economy, health policy, the threat of war through Ukraine, and other U.S. domestic issues.

The status quo between China and Taiwan is marked by Taiwan’s self-identification as a sovereign state, which is in contrast to China’s view of Taiwan as part of its territory under the “One China” policy. As brief context, China has claimed Taiwan as its territory since 1949, but the United States has helped maintain the status quo and peace after the outbreak of the Korean War in 1950. After democratization in 1987, Taiwan’s politics have been dominated by a clear blue-green division. The blue camp is led by Kuomintang (Nationalist Party, KMT hereafter), the founding party of the Republic of China (ROC, the formal name of Taiwan’s government based on its constitution) who was defeated by the People’s Republic of China (PRC) and retreated to Taiwan in 1949. The green camp is led by the Democratic Progressive Party (DPP), which pursues revising the ROC Constitution and changing the country’s name to Taiwan. The political cleavage between the blue and green camps is dictated by Taiwan’s relationship with the PRC and the United States. The blue camp’s position is that the PRC and ROC are under civil war but belong to the same Chinese nation, and thus the blue camp appreciates military support from the United States while enhancing economic and cultural cooperation with the PRC. The green camp believes that the necessary conditions for Taiwan to be free and independent are to stand firmly with the United States and maintain distance from the PRC. After 2020, the two major camps’ insufficient attention to domestic and social issues caused the rise of nonpartisans and a third party, the Taiwan People’s Party (TPP or the white camp), which strategically avoids discussing foreign policies. In the 2024 election, the ruling DPP party (green) was reelected with 40% of votes for the third consecutive presidency (from 2016 to 2028), while KMT (blue) and TPP (white) received 33% and 26% of votes, respectively.

The U.S. “One China” policy since 1979 indicates that the United States opposes any change to the status quo unless it is solved peacefully. This has motivated the PRC to persuade Taiwanese citizens to support unification using misinformation targeted at China-friendly political groups, as the cost of unification would be greatly reduced if sufficient Taiwanese citizens opposed U.S. military intervention. This history between the United States and Taiwan serves as the foundation of US-skepticism. In the literature, US-skepticism in Taiwan is composed of two key psychological elements: trust and motivation (Wu & Lin, 2019; Wu, 2023). First, many Taiwanese no longer trust the United States after the United States switched diplomatic ties from Taiwan (ROC) to the PRC in 1979. Many blue-camp supporters doubt the commitment of the United States to send troops should China invade, per the Taiwan Relations Act (Wu & Lin, 2019). Second, Taiwanese citizens question Taiwan’s role as a proxy in a potential war with China instead of sincerely protecting democracy and human rights in Taiwan (Wu, 2023).

The CoFacts dataset contains 140,314 articles submitted by Line users, which are then fact-checked by volunteers as rumor (47%), not a rumor (21%), not an article (19%), and opinion (13%). Here, rumor is synonymous with misinformation. Using the CoFacts dataset, we trained a BERTopic model to identify 34 forms of misinformation and then ranked them by their overlap with the word “elections” in Mandarin Chinese (George & Sumathy, 2023; Nguyen et al., 2020). Table 1 shows the top nine narratives.

Many of these narratives are directly related to political parties or the democratic process. For instance, the highest-ranked topic is attacking the incumbent party (the DPP) at 18.1%, which contains 2,371 total posts. The subsequent misinformation topics focus on policy issues and specific narratives—international relations, issues of marriage and birth rate, vaccines, nuclear energy, biometrics, egg imports, and the war in Ukraine. These are known cleavage issues and overlap with the eight central concerns during the election cycle—economic prosperity, cross-strait affairs, wealth distribution, political corruption, national security, social reform/stability, and environmental protection (Achen & Wang, 2017; Achen & Wang, 2019; Chang & Fang, 2023).

We focus on the third type of misinformation, which is the relationship between Taiwan, the United States, and China. US-skepticism is not only the largest at 10,826 individual posts, but one flagged by journalists, policymakers, and politicians as one of the most crucial themes. This is a relatively new phenomenon in terms of proportion, which aims to sow distrust toward the United States (“China is flooding Taiwan with disinformation,” 2023). In contrast, questioning the fairness of process (i.e. ballot numbers) and policy positions (i.e. gay marriage) are common during elections. However, US-skeptical misinformation diverges in that there is no explicit political candidate or party targeted. By sampling the topic articles within this category and validating using an LLM-summarizer through the ChatGPT API, we identified three specific narratives:

(a) The United States and the threat of war: Ukraine intersects frequently in this topic, with videos of direct military actions. Example: “Did you hear former USA military strategist Jack Keane say the Ukrainian war is an investment. The USA spends just $66,000,000,000 and can make Ukraine and Russia fight…  Keane then mentions Taiwan is the same, where Taiwanese citizens are an ‘investment’ for Americans to fight a cheap war. The USA is cold and calculating, without any actual intent to help Taiwan!”

(b) Economic atrophy due to fiscal actions by the United States: These narratives focus on domestic policy issues in Taiwan such as minimum wage and housing costs. Example: “The USA printed 4 trillion dollars and bought stocks everywhere in the world, including Taiwan, and caused inflation and depressed wages. Be prepared!”

(c) Vaccine supply and the United States: While some narratives focus on the efficacy of vaccines, several describe the United States intentionally limiting supply during the pandemic. Example: “Taiwanese Dr. Lin is a leading scientist at Moderna, yet sells domestically at $39 per two doses, $50 to Israel. Taiwan must bid at least $60! The United States clearly does not value Taiwan.”

These narratives reveal a new element to US-skepticism: state capacity. As previously mentioned, state capacity is defined as whether a state is capable of mobilizing its resources to realize its goal. The Ukraine war and vaccine supply narratives both question the United States’ motivations in foreign policies and perceived trustworthiness. Meanwhile, the economic atrophy narrative is based on the United States’ domestic budgetary deficit and downstream impact on Taiwanese economy. These narratives frame U.S. state capacity as declining and imply that the United States could no longer realize any other commitment due to its lack of resources and capacity. The goal of such a narrative is to lower the Taiwanese audience’s belief that the United States will help. But such a narrative does not include keywords of its target group (e.g., Taiwan) nor the PCR’s goal (e.g., unification) and only works through framing and priming as an example of sharp power. 

The specific focus of misinformation narratives related to the United States is composed of Ukraine (28.8%), the economy and fiscal policies (33.1%), technology (25.2%), and vaccine supply (9.9%). Misinformation related to state capacity takes up approximately 52.4%, more than half of all narratives (see Figure A1, part a in the Appendix). In all narratives, political parties are only referenced 27.8% of the time with the DPP the primary target (26.2%), which is almost half of the proportion for state capacity. China is only mentioned in tandem with the United States in 38.4% of the posts (see Figure A1, part b in the Appendix).

Finding 2: Temporal and spatial evidence suggests VPN-based coordination, focused on U.S. issues and addresses.

Once we identified the top misinformation narratives using Line, we investigated information operations or coordination. Line is one of Taiwan’s most popular communication apps featuring chatrooms (similar to WhatsApp), with 83% usage. One limitation of Line is that although we can analyze message content, Line chatrooms can be seen as conversations behind “closed doors”—platforms cannot impose content moderation and researchers have no access to the users themselves nor to the private chatroom in which users engage with misinformation (Chang et al., 2020). PTT, on the other hand, provides a public forum-like environment in which users can interact. Figure 1 shows the co-occurrence network of users who post comments under the same forum. Each circle (node) represents a user who posts on PTT. If two users make mutual comments on more than 200 posts, then they are connected (form a tie). Intuitively, this means if two users are connected or “close” to each other by mutual connections, then they are likely coordinating or have extremely similar behaviors. The placement of the users reflects this and is determined by their connections.

Using the Louvain algorithm (Traag, 2015), a common method to identify communities on social networks, five communities emerged from our dataset. Each community is colored separately, with clear clusters, except for teal which is more integrated. In particular, the yellow cluster is significantly separate from the others. This means they share significant activity amongst their own community, but less so with other communities. This suggests premeditated coordination rather than organic discussion, as the users would have to target the same post with high frequency. Prior studies have shown analyzing temporal patterns can provide insight into information operations. Specifically, overseas content farms often follow a regular cadence, posting content before peak hours in Taiwan on Twitter (Wang et al., 2020) and YouTube (Hsu & Lin, 2023).

To better understand the temporal dynamics on PTT, we plotted the distribution of posts and comments over a 24-hour period. Specifically, we focused on the top two countries by volume—Taiwan and the United States. Figure 2, part a shows the time of posting. Taiwan’s activity increases from 6 in the morning until it peaks at noon (when people are on lunch break), then steadily declines into the night. In contrast, posts from the United States peak at midnight and 8 a.m. Taipei time, which corresponds to around noon and 8 p.m. in New York, respectively. This provides an organic baseline as to when we might expect people to post.

However, in Figure 2, part b, while the distribution for Taiwan (blue) remains unchanged, the peak for the United States (orange) occurs at the same time as Taiwan. One explanation is that users are responding to posts in Taiwan. The second is that users in Asia—potentially China—are using a VPN to appear as if they are in the United States. This coincides with a report by Meta Platforms that found large numbers of CCP-operated Facebook accounts and subsequently removed them (Frenkel, 2023).

The more curious issue is when considering the activity of the yellow group from Figure 1, the temporal pattern (green) shows a sharp increase in activity at 10 a.m., which then coincides with both the peaks for Taiwan (12) and the United States (22). The sudden burst of activity is consistent with prior findings on content farms from China, where posting behavior occurs when content farm workers clock in regularly for work (Wang et al., 2020). While it is difficult to prove the authenticity of these accounts, the structural and temporal aspects suggest coordination. Figure A2 in the appendix shows further evidence of coordination through the frequency distribution of counts for co-occurring posts. For the US-based group, a distribution akin to a power law appears, commonly found within social systems (Adamic & Huberman, 2000; Chang et al., 2023; Clauset et al., 2009). In contrast, the coordinated group features a significantly heavier tail, with a secondary, “unnatural,” peak at around 15 co-occurrences.

To better understand the content of these groups, Table A1 shows the summary of comments of each group and the originating post, using a large-language model for abstractive summarization (see Methods). We report the top points for comments and posts in Table A1. The coordinated community focuses on businessman Terry Gou, who considered running as a blue-leaning independent. The comments attack the incumbent DPP and their stance toward foreign policy. One popular post features President Tsai’s controversial meeting with Kevin McCarthy, then the Speaker of the U.S. House of Representatives. When a journalist asked McCarthy if he would “invite President Tsai to Congress… or… Washington,” McCarthy replied, “I don’t have any invitation out there right now. Today we were able to meet her as she transits through America, I thought that was very productive.” While this was positively framed, the title of the post itself was translated as “McCarthy will not invite Tsai to the United States” (Doomdied, 2023). This takes on a common tactic in misinformation where statements are intentionally distorted to produce negative framings of a particular candidate.

Comments from U.S. IP addresses between 11 a.m. and 2 p.m. focus on the potential alliance between the KMT and TPP. These posts are KMT-leaning with criticism toward both Lai and Ko, who are two oppositional candidates to the KMT. Some users argue that while the Chinese Communist Party (CCP) is a negative force, the United States is not automatically a positive force, as the United States does not explicitly support Taiwan’s international recognition or economic integration. In general, both posts and comments express that Taiwan should not rely too heavily on either China or the United States. This echoes the element of trust in the US-skepticism from the historical experience between ROC and the United States.

Both the U.S.-based and coordinated groups appear as blue-leaning audiences. What differentiates the first and second case is clear evidence of misinformation in the former through inaccurate framing. While US-skepticism may be a valid political stance, if the ambient information environment contains inaccurate information, then the democratic deliberative process is at risk. The case of US-skepticism is also one where stance and truth-value are often conflated, which may influence the process of voter deliberation.

Finding 3: Misinformation is most common among pan-Blue and ROC identity groups on social media and is spread through visual media. These groups share themes with conspiracy groups in Western countries.

Lastly, we considered the groups in which misinformation is common and the way misinformation is delivered. To do so, we queried CrowdTangle using the titles and links from the CoFacts dataset specific to US-Taiwan relations. This yielded 4,632 posts from public groups. Table 2 shows the groups ranked by the total number of misinformation articles identified.

There are two themes to these groups. First, they are often pan-Blue media outlets ( CTI News ), politician support groups ( Wang Yo-Zeng Support Group ), and ROC national identity groups ( I’m an ROC Fan ). The second type is somewhat unexpected but extremely interesting; it consists of groups that espouse freedom of speech ( Support CTI News and Free Speech ) and truth-seeking ( Truth Engineering Taiwan Graduate School ), topics often regarded as conspiracies. These topics are reminiscent of those in the West, such as the rhetoric around “fake news” and “truthers,” and paint a transnational picture of how misinformation coalesces. The second largest group is Trump for the World , which supports a politician known to court conspiracy theory groups such as QAnon. These groups also serve as the “capacity” element of US-skepticism, implying that the United States is in trouble for its domestic issues and is not a reliable partner to Taiwan. Furthermore, these groups have sizable followings—ranging from 8,279 to 43,481. We show the mean, as the total number of members fluctuated over our one-year period.

Lastly, we found that the majority of misinformation contains some form of multimedia, such as video (36%) or photos (15%), as shown in Figure 3, part a. Only 1% is a direct status. This may be due to CrowdTangle not surfacing results from normal users, but the ratio of multimedia to text is quite high. This aligns with extant studies showing the growth of multimodal misinformation (Micallef et al., 2022) and also user behavior in algorithm optimization (Chang et al., 2022; Dhanesh et al., 2022; Pulley, 2020)—posts with multimedia tend to do better than posts with only text.

Moreover, 47% contain a URL. Figure 3, part b shows one of the top domains containing misinformation (beyondnews852.com) after filtering out common domains such as YouTube. The site is named “Beyond News Net” and is visually formatted like a legitimate news site to increase the perceived credibility of information (Flanagin & Metzger, 2007; Wölker & Powell, 2021). The ability to rapidly generate legitimate-looking news sites as a tactic for misinformation may become a challenge for both media literacy and technical approaches to fight misinformation.

We utilized three unique misinformation datasets—Line, Facebook, and PTT—with dates between 01/12/2023 and 11/10/2023. The CoFacts dataset includes 140,193 received messages, 96,432 that have been labeled as misinformation, facts, opinion, or not relevant. Of this, 41,564 entries are misinformation. The CoFacts dataset is not only methodologically useful but exemplifies a crowd-sourced approach to fact-checking misinformation as an actual platform intervention. Moreover, it is public and transparent, allowing for replicability. Using a subset of articles and posts containing misinformation, we trained a topic model using BERTopic (Grootendorst, 2022). On a high level, using BERTopic involves five steps: 1) extract embeddings using a sentence transformer, 2) reduce dimensionality, 3) cluster reduced embeddings, 4) tokenize topics, and 5) create topic representation.

We conducted several trials, experimenting with parameters such as different sentence transformer models and minimum cluster sizes for the HDBSCAN clustering algorithm. The model used to extract topics for this paper utilized paraphrase-multilingual-MiniLM-L12-v2 for our sentence embedding model (Reimers & Gurevych, 2019), had a minimum cluster size of 80 for the clustering algorithm, and used tokenize_zh for our tokenizer. Our model yielded 34 topics. We also trained a model based on latent-Dirichlet allocation (LDA) (Blei et al., 2003), but found the BERTopic results to be more interpretable. We then labeled all messages to indicate whether they included reference to the election or not, and ranked the topics by their election-related percentage to measure electoral salience. For our subsequent analysis, we focused on topic 3 (see Table 1), which captures general discourse about the relations between the United States, China, and Taiwan.

The Facebook dataset was extracted using CrowdTangle. We queried posts containing links and headlines from topic 3. We also cross-sectioned these links and headlines with a general election-based dataset with 911,510 posts. This yielded a total of 4,632 of posts shared on public Facebook groups and 227,125 engagements. Due to privacy concerns, it is not possible to obtain private posts from users on their own Facebook timelines, private groups, or messages. However, public groups are a good proxy for general discourse, in addition to providing ethnic or partisan affiliations via their group name (Chang & Fang, 2023). In other words, while CoFacts provides the misinformation narratives, Facebook public groups give insight into the targets of misinformation.

Lastly, we scraped PTT using Selenium. Commonly known as the Reddit of Taiwan, PTT is unique in that it contains the IP address of the poster, though this could be shrouded by proxy farms or VPNs. First, we scraped all posts that contained reference to the United States and the election, which yielded 22,576 posts and 1,983,396 comments, all with IP addresses, addresses provided by PTT, and the time of posting. We expanded the scope of this analysis as we were interested in the general discourse directly related to the United States, and the geospatial and temporal patterns that arose. 

Due to the large amount of data, there are three general approaches we could have taken—local extractive summarization with LLMs, local abstractive summarization with LLMs, and server-based abstractive summarization (such as ChatGPT). Local extractive summarization is a method that embeds each of the input sentences and then outputs five of the most representative sentences. However, this approach is often too coarse, as it returns sentences with the highest centrality but does not summarize general themes across all the different comments or posts. On the other hand, abstractive summarization works by considering the entire context by ingesting many documents and then summarizing across them. This provides a more generalized characterization of key themes. However, the input size is the primary bottleneck as large-language models can only ingest so many tokens (or words), which also need to be held in memory—the case for our project, as we are summarizing more than 10,000 posts.

To circumvent these issues, we sampled the maximum number of posts or comments that could fit within 16,000 tokens and then made a query call using the ChatGPT API. This provided a summary based on a probabilistic sample of the posts and comments.

• / Elections

Cite this Essay

Chang, H. C. H., Wang, A. H. E., & Fang Y. S. (2024). US-skepticism and transnational conspiracy in the 2024 Taiwanese presidential election. Harvard Kennedy School (HKS) Misinformation Review . https://doi.org/10.37016/mr-2020-144

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No funding has been received to conduct this research.

Competing Interests

The authors declare no competing interests.

No human subjects were included in this study.

This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided that the original author and source are properly credited.

Data Availability

All materials needed to replicate this study are available via the Harvard Dataverse: https://doi.org/10.7910/DVN/5SPGDY . The Cofacts database is available on HuggingFace and Facebook via CrowdTangle per regulation of Meta Platforms.

Acknowledgements

H. C. would like to thank Brendan Nyhan, Sharanya Majumder, John Carey, and Adrian Rauschfleish for their comments. H. C. would like to thank the Dartmouth Burke Research Initiation Award.

All authors contributed equally.