Mapping “Landscape Lit”

I had mixed feelings about Moretti’s Graphs Maps Trees after I first read it; upon a second reading, they are just as mixed. For one thing, I don’t believe he makes–or intends to make–arguments so much as offer personal thoughts and suggestions about the various methods he demonstrates to model analyses of literary history. Which is perfectly fine, as long as I remember to read it with that in mind. Most theorizing about literary or any other kind of history-writing works much harder to convince the reader, so it’s easy to forget that Moretti is taking a different approach, or assume that he is trying to convince. So I’m offering a more personal reflection on it because this is the model Moretti uses.The book’s three chapters are essentially three different demonstrations of his hobby–a version of lit-crit show and tell.  It’s hard to respond very critically when it seemed he was never out to prove anything.This is not to say I don’t enjoy Moretti’s approach. If anything, the provisional and breezy nature of his presentation is really refreshing.

In the chapter “Maps,” the results of his experiments hardly seem replicable; they depend upon particular texts in a single genre and an esoteric collection of claims in the realms of science and philosophy. Moretti’s use of geography and geometry to analyze form in regional literature does, nevertheless, open up his reading of the texts he’s working with. His maps are as much visual abstractions of narrative form as they are diagrams that illustrate “social geography,”or that plot out specific elements of the narrative.  By creating abstractions of rural/regional narrative, he takes mapping this genre to a level that previous critics of the genre, such as John Barrell, had not thought to go. However, I was never particularly wowed by this move. While it seems very smart and possibly quite useful, it doesn’t challenge me to approach the genre all that differently than before. Now I would simply read more carefully and with more attention to space and its relation to social relationships and plot.

The idea I find most provocative–because it had never before occurred to me–is Moretti’s final statement in the chapter, that there is “a direct, almost tangible relationship between social conflict and literary form.” This is an extension of his earlier riff on form and the internal and external forces that create it. But really he goes out on a limb with such a broad claim, because he’s only shown that it applies to the texts he’s been working with. Furthermore, it’s unclear whether, by “form”, he means genre or the shape of an individual narrative or collection of narratives; and whether, by “conflict,” he means strife within the world of the narrative or in that of the author. So, my question is, if we use maps to plot social geography and narrative arc in any other works of regional “landscape lit,” do you think this claim would still be be supported? Conversely, does this technique reveal such relationships in a way no other approaches can?

Hyperedition or archive?

I am a huge fan of digital humanities projects like McGann’s Rossetti archive, the William Blake archive, and others (I remember my excitement when the Blake archive was launched). Aesthetically, they’ve come a long way since 1997, and we now have the ability to create digital documents that look similar to the originals through better OCR technology and markdown. But the premise and the general operating procedure are the same now as then.

McGann’s intention was to promote hyperediting and hypertext in this essay, so perhaps it wasn’t the venue to approach these things more critically. Nevertheless, as a [former] literary scholar they raised some questions for me and I’m curious how other people in the class would respond. These pertain mostly to his discussion of individual hyperedited texts, rather than entire archives.

First of all, there is a strange irony in the idea that the most complete way to present a complex textual object, with sequential content and visual components, is as an immaterial, hyperedited set of files. His use of Emily Dickinson’s work as an example is interesting because, if anything, the handwritten, “made space” of her poems would seem to be best encountered on the physical page, perhaps in facsimile. If scholars want to get as close to what they believe to be the “author’s intent,” how can they justify an electronic edition that can only be experienced visually on a screen? Doesn’t that, in effect, completely efface whatever we can know of the author’s intent? (Considering that document markdown wasn’t yet possible in 1997, this particular example is even less convincing. I imagine it would have only been possible to present a static image of the page alongside the transcribed text.)

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Correction: CUNY DH Lightning Talks, 11/7, 6pm (NOT 6:30pm)

The information in my earlier post was incorrect. I have since been told the Lightning Talks event starts at 6pm (NOT 6:30pm). Steve wants as many of you as possible to attend, so he’s planning to let class out early this Monday to accommodate the earlier start time.

It’s a great opportunity to see the range of projects being undertaken by GC students, and to see practical applications of some tools you’ll be exposed to in ITP Core 2. So plan to attend Monday’s Lightning Talks!!

CUNY DH Lightning Talks, 11/7, 6:30-8:30pm

Hi all,

The DH Lightning Talks event is this coming Monday. We moved that night’s skills lab so you could attend. If you are currently working on a project, consider signing up to give a talk. This from the organizers:

“The GC Digital Initiatives is organizing a second annual CUNY Digital Humanities Initiative event on November 7th at 6:30 – 8:30 PM in rooms 9202-9205 at The Graduate Center. The CUNY Digital Humanities Initiative is one opportunity to collect and to share the digital humanities efforts of graduate students, faculty, and staff across CUNY’s campuses. We welcome projects of all size, orientation, and perspective, and hope that through this community-building exercise, we can continue to foster a community of practice throughout our unique institution.

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Beginner’s Guide to Twine

For those interested in creating their own games, here is a guide to making Twine games by a literature professor at SDSU.Twine is a tool to make interactive, non-linear stories. No coding chops are required; although some knowledge of HTML and CSS is helpful. Twine has a large community of women developers, and trans people are well represented too. To get an idea of what Twine can be like, see “Top free games tagged LGBT and Twine.”

twinetutorial

response to Bass- Engines of Inquiry

sorry for this super-delayed blog guys….


Bass stresses in various forms that students is a vital body in the pedagogical circuit, that students learn better actively and collectively, rather than being a passive receiver. And to better facilitate students’ caliber, Bass unfolds the following aspects of learning where technology can help: distributive and dialogic learning, public accountability, authentic tasks, and reflective and critical thinking.

One intriguing point Bass brings up briefly is that when approaching a technology-based environment, some educators have difficulties to prioritize, may that be time, material coverage, or control. Bass lists out several features in ways critical thinking can be enhanced in a technology-based setting. However not only we need to ask our students to think critically, but rather us as educators to enable critical thinking before we even step into curriculum building. This interesting dilemma reminded me some of the classrooms I have been where the instructor’s’ enthusiasm for the subject resulted in a journey through every little subject-related anecdotes the instructor has hoarded over the span of years. Because of the convenience technology brings us, we are at a time in which accessing information has never been easier before, how do we use technology, not just as a tool and a device to gain access, but also to filter? As Bass points out later, “technology is merely a prop” to transfer something far more valuable. That is something for us to think about.

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For your viewing pleasure

I discovered these two films last spring while doing some research. They’re entertaining, but also extremely relevant to this week’s readings – especially Dewey, in my opinion.  This is what the progressive education he was advocating for in the late 30s might have looked like.

If you have a chance to watch these, I think you’ll be pleasantly surprised. I’m very curious how others in the class would characterize the pedagogical methods in these films. Both are examples of active learning, but do they follow Dewey’s guidelines for carefully-shaped experiential education? How do they differ (if they do) from his model? Do you think they would be equally effective, or is efficacy determined by the context and educational goals being set?

School: A Film About Progressive Education (1939, short documentary on Hessian Hills School)

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