Expository Writing 3.2: Summary, Logical Development, and Concision

Today’s plan:

  • A Quick intro to Logical Development
  • Summary Exercise
  • Concision: from sentences to characters
  • Homework

Logical Development and the Period

To start off today, I want to talk a bit about logical development by talking about the most basic grammatical unit: the period. Let’s think about the period rhetorically, by which I mean let’s ask what a period asks a reader to do.

I want to look at a sample paragraph from the proposals:

As society develops, more illnesses are discovered, technology and discoveries advance, and we continue into a more diverse and problematic world. Because of the sociological situations children are placed in, the unhealthy processed foods they eat, and lack of physical exercise, a lot of adolescents ranging from 13-19 experience increased feelings of depression. This causes them to be taken to the doctor and most often placed on antidepressant drugs. In this course, I want to research and studies already done to see if there is a positive correlation to adolescents taking antidepressant drugs and increased suicidal tendencies.

Summary: Getting a Handle on What “They Say,” My Magic Sentence

My heading here draws on Graff and Birkenstein’s They Say, I Say, a book that I have used a couple of times when teaching this book. Graff and Birkenstein provide a number of templates for formulating a summary. We can look at some of these templates, and pay special attention to the importance of verbs.

I have a special template for introducing a text in writing (whether academic or not). I call it the magic sentence, since it packs a lot of information into a small amount of words. I came up with this sentence while preparing high school students to take standardized exams, but I still use it myself. Here it is:

Shakespeare’s Renaissance tragedy Romeo and Juliet documents the titular characters’ intense love and foolhardy demise. Shakespeare’s play leads us to question both the sincerity of young love. 

I came up with this sentence while prepping high school students to take placement exams, hence the literary material. But the semantics of the sentence make it useful for virtually every kind of writing. I especially want to highlight the importance of the verbs in this sentence, because choosing the proper verb often reveals both our appraisal of the source and our thinking on the questions it raises. 

[Author]’s [time period] [genre] [title] [verb] [plot summary]. [Author] [verb] [theme/purpose]. 

Ok, so in reality I have two sentences here. But, when dealing with non-fiction works, they can often be combined into one:

[Author’s] [time period] [genre] [title] [verb] [purpose]. 

As I indicated above, it is the verb that is the silent star of the show here. Consider for a minute the following example:

Malcom Gladwell’s 2005 book Blink exposes how subconscious part of our brain think in ways we are not consciously aware. 

Exposes. How does the meaning of the sentence change if I use the verb:

  • suggests
  • argues
  • questions whether
  • supposes 
  • explicates
  • details
  • offers a theory of
  • explores

Each of these verb choices subtly alters the way I approach the work discussed. Exposes suggests something secret and perhaps mysterious is being uncovered. Suggests suggests that an amount of doubt surrounds the issue. Supposes implies that I am hostile or at least quite skeptical toward the idea. This subtle indicator allows my an opportunity to softly align or distance myself from the source I am using. Good authors do this all the time to subconsciously prepare readers for their arguments.

I’m going to ask you to read 538.com’s piece on Trump and Sanders and write a 3 to 5 sentence summary of the piece in Canvas. We’re aiming for objectivity here–try to summarize the piece without indicating whether you agree with it! Practice using my formula here for your first sentence.

After we review some summaries, we can turn to twitter.

Homework

This is your first week of writing with your communities (or, if you are working on an extended academic project, researching your topic). Per the syllabus, you should complete the Weekly Report Form via Google Docs that we created on Tuesday by 11:59pm Monday (so that I have links to everyone’s writing on Tuesday morning when I wake up).

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Expository Writing 3.1: Proposal Feedback

Today’s plan:

  • Proposal Feedback and grades
  • Quick Writing Workshop
  • Setting up the Google Docs for Weekly Writing

Proposal Feedback

Overall I thought the proposals were really strong and am excited by the range and quality of the topics this semester.

There’s a number of projects dealing with academic sources, and I wanted to provide those authors with a quick heuristic for writing academic summaries.

Quick Writing Workshop

I have a “quiz” on Canvas to focus on a few traditional writing topics:

  • Overuse of “I [verb]” syntax
  • Overuse of passive voice (subject / “to be”)
  • Concision
  • Readability

Google Doc Template

I’ve set up a Google Doc template for sending me weekly updates of your writing. Since you will all be writing in different places, it makes sense for you to give me a series of links. I will also ask you to write a few sentences describing that week’s writing–this can help me know what to look for. And, since I often won’t have time to comment on all the writing you do in a given week, this helps me prioritize where to invest my attention.

Homework

Please remember that Thursday’s class will meet over in CMC 209.

Read something. Write something.

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Rhetoric and Gaming 3.1: Baraka and Revolutionary Art

Today’s plan:

Baraka, the Revolutionary Theater, and Games and/as Critique

For my final answer to the question “what is art?” I want to discuss art that overtly or explicitly offers political commentary. Critical art is similar to the surrealist or (post)modern art we examined last class: except, with critical or revolutionary art, the question it attempts to engender is often quite clear. There is usually little guess work. A simple check for whether you are working with a critical, satiric, allegorical, revolutionary art/game: can you fill in the template: If we do not X, then Y (or, similarly, if we continue to do X, then Y).

Below I will address Baraka directly, but first I want to discuss a few other variations of this kind of art. The first that comes to mind for me is satire. Satire uses pointed hyperbole that both targets human flaws and offers solutions/remedies/improvements. This pedagogic dimension is what separates true satire from mere mockery–what separates SNL from Chapelle Show. There is often an underlying moral argument to satire, or at the very least, a moment in which the satirist pulls back the veil, the mask, to reveal the target of their outrage. Famous example: Jonathan Swift’s “A Modest Proposal,” in which Swift argues that the Irish economy could be boosted if poor Irish parents began selling their children to rich English kitchens. Swift:

I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection.

I have been assured by a very knowing American of my acquaintance in London, that a young healthy child well nursed is at a year old a most delicious, nourishing, and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricassee or a ragout.

I grant this food will be somewhat dear, and therefore very proper for landlords, who, as they have already devoured most of the parents, seem to have the best title to the children.

This epitomizes the satiric moment in which the artist drops the facade and drops the hammer. The purpose of satire is to pull us in, often with humor and distance, only to bring us incredibly close to a problem, and to see–or better yet–experience it from a different perspective. I would argue that Darfur is Dying asks us to see the problem of hunger and war from a different perspective; while the McDonalds Game or many of the games from Bogost’s studio Persuasive Games ask us to experience problems (what Bogost refers to as “procedural persuasion”).

Related to satire is allegory, a story which contains a poignant but (somewhat) “hidden” message. We tend to think of allegory and children’s stories, such as the tortoise and the hair or the ant and the grasshopper. But allegory can also work in more sophisticated ways: and I would argue that science fiction has become, principally, a medium that operates allegorically to critique 20th and 21st century politics. There is a long list of works here, from 1984 to Brave New World to F. 451 to something more contemporary like The Matrix or Battlestar Galactica. Most of these works expose pressing dangers to individuals under increasingly totalitarian or dehumanizing governments/economies. But they also explore our complicity in such systems, our desire for simplicity, our desire for a Father who orders and commands. Most of these allegories contain traces Immanuel Kant’s “A Question Concerning Enlightenment, which warns that most people want to be led, duped, controlled–only a select few can achieve or appreciate Enlightenment. This is a common theme of late 20th century art. I am unsure if this remains a theme in the 21st century.

Revolutionary Art

Of course, the “Revolutionary Theater” Baraka endorses isn’t so subtle–it is art that is confrontational, aggressive, assaulting. It often will attempt to shock, transgress, violate, disturb. At its worst, it is merely shock value–something gross or vile without insight (say, the film The Human Centipede). But at its best, it uses shock value, it generates abjection or disgust, in order to force us to reassess ideas, to motivate us to action, to rally us to a cause. Often, it pushes on the borders of obscenity, such as Aliaa Magda Elmahdy’s campaigns against Egyptian patriarchy and, more recently, ISIS’s sexual politics. But it can also operate more subtly, such as William Butler Yeats’ poem “Easter 1916.

I tend to categorize art in the Revolutionary category in two ways. First, there is the kind of art that works with its enemy, or at least on them. Think of the way To Kill a Mockingbird or Fredrick Douglass’s Narrative of a Slave work to mortify us. It is their everyday, common presentation of violence, rape, and terror that strikes us. Hard. Two quotes of particular importance:

“You never really understand a person until you consider things from his point of view–until you climb inside of his skin and walk around in it.”

“Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough.”

Baraka’s theater of destruction isn’t as much an attempt to get you to walk in his shoes as it is an attempt to crush you under the weight of his pain, outrage, frustration. It assaults you. Think here of Kate Chopin’s 1899 novel The Awakening, in which the protagonist Edna Pontellier would rather kill herself than live under the patriarchal expectations of 19th century Southern life.

While there are plenty of indie games that operate according to the Theater of Destruction, there aren’t too many mainstream games that do so. I might toy with the idea of Grand Theft Auto: San Andreas, if only because there is a strong attempt to contextualize the protagonist’s crimes as a result of the impoverished world and (especially) corrupt policemen and politicians that fill it. I am also curious about war games that critique the impulse/necessity towards/of war. And there is a long appreciation of the critical dimensions of Final Fantasy VII (its attack both on corporate capitalism and ecological disaster)

Other contemporary examples I would point to: The Chapelle Show. Although, as Katherine Zapos argues in her thesis on The Chapelle Show and satire:

I argue that using satire often has the unintended consequence of crossing the line between “sending up” a behavior and supporting it, essentially becoming that which it is trying to discount, though this is not to say that its intrinsic value is therefore completely negated.

A less confrontational, but perhaps more uncomfortable and profound example would be Eddie Murphy’s comedy Trading Places.

Another example from popular culture would be Rage Against the Machine.

What we don’t know keeps the contracts alive and movin’
They don’t got to burn the books they just remove’em,
While arms warehouses grow as large as the cells,
Rally around the family,
With a pocket full of shells.

But the video for “Sleep Now in the Fire” is probably a better example.

At some point I will want to show Ill Doctrine’s “How to tell somebody they sound racist” video.

Writing the Paper

I recognize for many of you, writing a paper isn’t an every day/week/semester activity. So I’ll try to provide some details here for what I am (and am not) looking for. First, the “am not.” Thanks StrongBad.

I’m looking for a response to Ebert’s claim that games cannot be art. The response should be written as if it would be posted online to a blog or online outlet (such as, say, Joystick, Gawker, Salon, etc). What follows below is not absolute insistence, more suggestion. You can argue (Chet) that games are not art yet, and tell me why. You can argue that a game created a moment that was amazing and artistic, even if the rest of it is dribble. This is your paper, “paint a happy tree.” Or an angry bird.

The paper could/should have the following parts:

  • An interesting title that doesn’t suck (perhaps using the MLA “joke-colon-paper topic” format.
  • An introduction that lays out the problem (in this case, Ebert’s claim that video games cannot be art)
  • A thesis (of sorts) that explains if we define art as X, then we can see that, contrary to Ebert, a number of games can be art. I examine Y, paying particular attention to how it.. Z
  • A definition of art. You can, of course, begin by stressing the difficulty of defining art. But you cannot excuse yourself from the task. You must offer a definition of art that mentions (either in support or contrast) two of the theorists/theories we have used in class. These mentions need to include summaries and specifics.
  • Introduce your game–give relevant contextual info (when was it made? Popularity? Genre?). Provide a plot summary for those who have not played.
  • Address theme: EVEN IF YOUR GAME DOESN’T HAVE AN ARTISTIC THEME. This might be a sentence, or several paragraphs (e.g., Though Resident Evil’s basic theme is fairly traditional, in the sense that a hero arrives to destroy an unquestionable evil and restore order, this does not make the game uninteresting. What is interesting about Resident Evil is the way in which it…).
  • Some kind of conclusion. Conclusions are tricky. They summarize your argument and return to the original premise (reminding us of the problem, Ebert’s dismissal, and suggesting to the reader what they might do next, or what lingering questions remains unanswered). DO NOT TELL ME THAT YOUR WHOLE PAPER IS MERELY ONE OPINION AND THAT AS A READER I AM ENTITLED TO MY OWN OPINION. I will fail any paper that does that. Your paper isn’t an opinion. It is an argument, an idea. Just because it might not be absolutely True doesn’t mean it is insignificant.
  • This paper does not need any kind of Works Cited or Reference list, but it does need to attribute sources. You can often do this in text (look above at the way I bring in names).
  • Magic Sentence

    Today I want to work on smoothing out the transitions into sources, and share what I call the “magic” sentence. I call this the magic sentence because it does so much for us in such a compact frame. Here it is:

    Shakespeare’s Renaissance tragedy Romeo and Juliet documents the titular characters’ intense love and foolhardy demise. Shakespeare’s play leads us to question both the sincerity of young love. 

    I came up with this sentence while prepping high school students to take placement exams, hence the literary material. But the semantics of the sentence make it useful for virtually every kind of writing. I especially want to highlight the importance of the verbs in this sentence, because choosing the proper verb often reveals both our appraisal of the source and our thinking on the questions it raises. 

    [Author]’s [time period] [genre] [title] [verb] [plot summary]. [Author] [verb] [theme/purpose]. 

    Ok, so in reality I have two sentences here. But, when dealing with non-fiction works, they can often be combined into one:

    [Author’s] [time period] [genre] [title] [verb] [purpose]. 

    As I indicated above, it is the verb that is the silent star of the show here. Consider for a minute the following example:

    Malcom Gladwell’s 2005 book Blink exposes how subconscious part of our brain think in ways we are not consciously aware. 

    Exposes. How does the meaning of the sentence change if I use the verb:

    • suggests
    • argues
    • questions whether
    • supposes 
    • explicates
    • details
    • offers a theory of
    • explores

    Each of these verb choices subtly alters the way I approach the work discussed. Exposes suggests something secret and perhaps mysterious is being uncovered. Suggests suggests that an amount of doubt surrounds the issue. Supposes implies that I am hostile or at least quite skeptical toward the idea. This subtle indicator allows my an opportunity to softly align or distance myself from the source I am using. Good authors do this all the time to subconsciously prepare readers for their arguments

    Homework

    Begin drafting your paper

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Summarizing an Academic Article

While most of you have chosen to pursue a public project, a few of you chose the academic research option. I wanted to put together a quick heuristic to help guide your research. What am I looking for in your weekly article reviews? To begin I think you want to divide these reviews into two sections: for simplicity’s sake let’s call these summary and response.

In the summary section, you will want to do a couple of things:

  • You will need to identify the article’s purpose: what did the researchers set out to explore?
  • Similarly, but different, you will need to identify the article’s results. Did they reach their goal?
  • You will want to identify the article’s methodology. What kind of study is it? Empirical? Experimental? Qualitative? Quantitative? Hermeneutic? Mixed-methods? How did the researchers collect their material? You will want to pay close attention to their methods.
  • You will want to pay attention to how they relate to previous scholarship. Every academic article will include some kind of literature review that positions the research in context of the field. With whom do the researchers identify? Who’s work are they continuing and building upon? This is important because it gives you a chance to identify other important sources.
  • Additionally, especially if you are working in the humanities, you want to identify the theoretical rationale for the study. This might seem like a part of the literature review, but it often isn’t. This is the writers/concepts that undergrid the research’s approach. For instance, in my dissertation I used Emmanuel Levinas’s concept of ethics to interpret and understand Wikipedia’s rules for negotiating conflicts, concluding that our 21st century world balances ethics against epistemology. Or, in my article on creativity (what in rhetorical theory we call invention) I compared the work of multimodal artist Maira Kalman to a number of contemporary rhetorical theorists. This is what I often call an article’s theoretical lens, the way of seeing it builds in order to examine something.
  • Above I mentioned results, but you also want to be able to distinguish results from conclusions. In the conclusion sections, authors often do one of two things (or, perhaps, both). First, they often make a recommendation for future study. What do we need to examine next? Second, they often make a recommendation for institutional, social, or political change. What do we need to do differently?

When addressing the questions above, you want to be as objective as possible. The goal is to write the summary in such a way that the original authors would read it and say “yes, that is exactly what we were trying to say.”

Once you have accomplished this, then you are credibly positioned to craft a response. A response doesn’t have to be negative; it isn’t necessarily a critique. Nor, however, is it a gushing testament of love and admiration. Rather, I think you want your response to pick up where the conclusion leaves off: responding to the pragmatic ramifications of the research you have read. Where does it take you/us?

As the semester progresses, what you really want to do is start comparing and contrasting these authors. Look for connections. Try to map them. Identify key terminology, shared terminology.

This post at the University of the Fraser Valley writing centre includes an example of a good first paragraph for a summary.

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Rhetoric and Gaming 2.2: Dali, Surrealism, and the Rhetorical Triangle

Today’s plan:

  • It’s Twitter Time
  • Write in your game journal
  • Discuss: Dali
  • Homework

Twitter

I’ve written an introduction to twitter to get us started.

Two Comments from the Game Journals

Regarding catharsis, someone wrote:

As far as this topic goes, the subject discussed in class over Aristotle’s opinions on catharsis struck me. The idea that we as people view what gives us negative emotions in order to purge ourselves of such emotions is an interesting concept, and as I think about it, I can think of examples from my own personal experiences in which I have used art of some form to relinquish myself of negative emotions. Listening to certain songs while angry, or writing something depressing while feeling sad provides an excellent outlet for these negative emotions.

However, I can also think of examples where catharsis did not work out in this manner. Such as being sad and watching movies such as “Up” and “Saving Mr. Banks” made me feel considerably worse and unable to watch those movies ever again, despite how much I ironically enjoyed them.

When it comes to catharsis, I’ve been torn. Sometimes, I think we can watch something sad and, rather than purging emotions, the work of art validates them. Sometimes, we just need to know that others have felt (and survived?) what we are experiencing. A part of me wonders what the Greek term was for purging in that passage, since Greek terms are quite slippery and often have a wide range of interpretations.

Making a case for mimesis

>According to Aristotle, mimesis is the process by which we learn to be. If we are products of our material conditions, then this means we are always engaged in a process of looking and learning. As a father, I am thinking particularly about my daughter, and the way that she mimics my wife and I’s behavior, and–even more so–the behavior she sees exemplified on television.

Aristotle’s theory of mimesis, we might say, highlights this tendency to be(come) as we see. And, he would argue–and I would vehemently agree–this isn’t a process reserved to children. Adults too learn behavior from role models throughout their lives. We are never finished products/personalities/selves, but are always in process, becoming otherwise.

Dali and Surrealism

First, a picture that many of you have seen:

Rockwell Girl at Mirror

Perhaps fewer will have seen Gene Pelham’s photo upon which Rockwell based the photo Here’s another worth considering:

And one of Dali’s:

And another Dali

:

Let’s compare:

What do we “need” to “appreciate” the second work, by Jackson Pollock as art?

And what of Marcel Duchamp’s sculpture, “The Fountain”?

I would suggest that the difference between Dali’s surrealism and Pollock’s postmodernism is that the latter is aimed at a smaller audience: the artistic community. Whereas, especially if we read Dali’s work, the former has a wider audience in mind. But do they both have the same purpose?

Homework

Game Journals (finish that game!)

Read Baraka’s “Revolutionary Theater”

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Expository Writing 2.1: The Proposal

Today’s plans:

  • Some Twitter stuff
  • The Proposal
  • Show me some research

Twitter

I want to make sure everyone has their accounts set up. I’ll ask you all to favorite a particular post, and then to follow everyone who has favorited that post. That way, we will all be following each other and will be able to see what everyone else posts.

The Proposal Project

Some nuts and bolts:

  • The proposal should be 500-750 words
  • The proposal should be draft in Google Docs and shared with me (insignificantwrangler at gmail dot com)
  • The title field of the proposal should include your last name. Example: Santos: Fantasy Football
  • The proposal should have three major sections: Project Description, Project Research, and Production Schedule
  • The Proposal is due Saturday, Sept. 5th at 11:59am. That’s noon people. I have to read all of these things by Tuesday’s class.

I want the proposal to have three basic sections. Each section should have its own heading. The first section should be a Project Description. In a few paragraphs, this section should give me an idea of what you want to write about this semester: the general topic, the people who are interested, your background in the topic, your expectations, etc. The second section should be Project Research. This section should give me concrete specifics about the community. Who are the important people writing on this subject? And/or, where are the important places people write about this subject? Make it clear what places you will be reading for ideas.LET ME MAKE THIS PERFECTLY CLEAR: NO MATTER WHAT THE SUBJECT, WRITING REQUIRES READING. WRITING IS RESPONSIVE. I DO NOT WANT TO READ ANYTHING THAT ISN’T A RESPONSE TO A SPECIFIC PIECE OF WRITING NO MATTER WHAT YOUR SUBJECT. This is also the section that should make clear where you plan to write.

Some ideas:

  • I’ve mentioned medium.com a few times in class. Medium is a publishing platform and writerly community. You can use the search field and the tags to find topics and conversations. Also, you can comment on articles Perhaps your proposal could include writing a longer essays on medium.com. You need to write 750 words a week, but in your Production Schedule you might indicate that you will take two weeks to publish a 1500 word essay on medium. If you are completely struggling for a topic, then you might want to specialize and simply follow a particular tag on medium–writing comments and response essays.
  • Another place for writing and community would be Reddit.com. Reddit has pre-established communities, though there isn’t set rules for writing in those communities (many are built around short posts, not longer pieces of writing). There are other spaces on the net too. Again, if you are struggling for a topic, then maybe you want to join metafilter, an old internet community in which smart people share interesting stuff. Or maybe you want to join slash.dot, a technology centric forum site to discuss a range of topics. And, of course, there’s also specific media sites, like espn.com forums or SBnation. Are you an avid reader? Then maybe Goodreads.com?
  • Podcasts. Because sometimes you want to listen to something and then write a response. Also, many popular podcasts have user forums. Check the iTunes store.
  • Instagram. When I was planning this site, I came across a really interesting Instagram account: carolinecalloway. Calloway has been writing an autobiography via photos and stories on Instagram. This is a bit of a different kind of project, since you wouldn’t be joining a community as much as trying to make one. But I could see a project in which every week you posted an image to instagram with 300+ words of writing. If all the images shared a common theme, then I think you would have a cool project. And I could see this working for SO many different kind of projects. Imagine if you made this all about comic books. Or imagine if you made this about Black Lives Matter. Or imagine if you made this about… One image. 400 words. A couple tags. Every week.
  • Twitter. Finally as you narrow down your proposal, you should identify 3-5 things on twitter that you can follow. This is both to find material to read (ideas) and to help broadcast your work and build an audience.

The final component of the proposal is your Production Schedule. This can be developed as a list or a table–but it should give me a week by week plan for what you might write. You should at least cover weeks 3, 4, 5, 6, and 7. Give me a sense of what you imagine you will be doing. Do you want to do 3 weeks of short writing and then one long piece on medium? Do you have an idea for a longer post/question you might make on reddit? Perhaps you want to spend a week telling a story about why you care about your topic? Perhaps you want to spend 3 week writing a 2000 word guide for people who are new to the activity, which you can then post to a bunch of different spaces in hopes of gaining feedback? Do you want to read a book on your subject and post a review to amazon.com? Are you going to try and write a post that asks other people what you might read?

Remember, as you imagine what you might do, that I expect you to be reading every week. It is very difficult to get above a C in this class if you don’t read, even if you are a talented and fluid writer.

A Final Thought

Let me reiterate my original idea for how this class works:

  • You find a community and write with people. WITH PEOPLE. Weeks 3-12.
  • We read two books about fan communities–how they form, operate, etc.
  • You write a final paper (weeks 12-16), probably 7 to 10 pages in length, that compares your experiences in a community to those theorized in the books.

But, let me be CLEAR, you have complete freedom to not do this. You have to write online for ten weeks. You have to read two books on fandom. But your final paper doesn’t have to compare your online writing experience to the books. You can do any kind of project you want, and at the end of the year we can figure out what your final paper should be.

My primary concern is that you do something that interests you.

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Rhetoric and Gaming 2.1 Tolstoy, Art, and Identification

Today’s plan:

  • Play This: Bad Paper
  • Art and Identification
  • Back to discussing games

Twitter

This semester I’ll be asking you to use twitter. This is for professional development and civic development. Today we will create accounts, and I’ll ask you to send out a couple of tweets. Using the course hashtag.

Tolstoy, Isocrates, Ethos, and Identification

For our last class, I asked you to read excerpts from Tolstoy’s 1896 essay “What is art?” The excerpted version is broken into aphorisms, or a series of short concise statements. I want to focus a bit of attention on the opening aphorism:

In order correctly to define art, it is necessary, first of all, to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life. Viewing it in this way we cannot fail to observe that art is one of the means of intercourse between man and man.

In our discussion of Aristotle, I suggested that art, and even a theory of art, is a response to problems. These can be universal problems–problems that every human, every where, at every time, faces. Or they can be particular problems–problems that arise at a particular time for particular reasons (often they are a mix of both–it isn’t necessarily an either or). For instance, the game we played at the beginning of class is clearly a response to what many have terms America’s culture of debt. But, thinking universally, we could say that it is a commentary on poverty and helplessness. And, if we are thinking Romantically (in Tolstoy’s words, if we are interested in the transfer of feelings), then the game attempts to recreate that feeling of hopelessness by locking you into a series of “can’t win” choices.

Back to Tolstoy: what does it mean if we argue that “a condition of human life is intercourse between [hu]man and [hu]man?”

Identification, Nationalism, and Art

I want to twist Tolstoy a bit away from his Romantic interest in the recreation of emotion to focus on his interest in uniting human beings. I am thinking particularly of his conclusion that:

Note that this Art is not, as the metaphysicians say, the manifestation of some mysterious idea of beauty or God; it is not, as the aesthetical physiologists say, a game in which man lets off his excess of stored-up energy; it is not the expression of man’s emotions by external signs; it is not the production of pleasing objects; and, above all, it is not pleasure; but it is a means of union among men, joining them together in the same feelings, and indispensable for the life and progress toward well-being of individuals and of humanity. (emphasis added)

And Tolstoy clarifies what might happen if art did not effect this union:

And if men lacked this other capacity of being infected by art, people might be almost more savage still, and, above all, more separated from, and more hostile to, one another

Thus, art contributes to our unification, our identification with each other, our sense of community and nationality. Art is the glue that commits us to write and maintain Rousseau’s social contract.

This theory of the social contract, and the idea of art as what unifies a group of individual savages into a civil “we” traces back Ancient Greece–specifically, to the rhetorician Isocrates (not to be confused with Plato’s teach Socrates–Isocrates was actually their rival). In his long mockery of Plato’s Apology, Isocrates argues for the cultivation of paideia, or for an education dedicated to producing the Ideal Greek citizen. For Isocrates, to be Greek wasn’t a matter of race, religion, or birth. Rather, it was a matter of “culture”–of accepting a particular set of values, of having the proper upbringing, of attaining a measure of class. Isocrates’s place in history is often debated–is he a progressive offering a democratic education? Or an elitist, conservative, reactionary prioritizing privilege and exclusion? This is not an easy question to answer–but his writing asks us to think about the political dimensions of art and education.

Regardless of how we answer that question, we can draw from Isocrates’s the idea that art cultivates ethos, one of the three primary rhetorical appeals. Let me explain: according to ancient Greek sophists and Aristotle, for a person to be persuasive, her speech needs to balance three dimensions (or appeals): logos, ethos, and pathos. Different occasions call for different appeals–one should probably not be too logical in a eulogy.

Quick test (all stats made up):

  • Don’t you realize people who smoke are 340% more likely to contract lung cancer?
  • Don’t you remember that Dr. Robinson emphatically argued that smoking is hazardous to your health?
  • Don’t you realize 9 out of 10 doctors condemn smoking?
  • Don’t you realize that if you keep smoking you’ll never meet your grandchildren?
  • Don’t you realize that LeBron James couldn’t play basketball if he smoked?
  • Don’t you realize what you could do with that 6 dollars a day if you weren’t smoking?

While we often use ethos to mean “credibility,” this is a pretty impoverished sense of the word. Yes, ethos is often an indication of whether we are willing to accept someone’s ideas, and thus whether we consider them credible. But it is also more complicated, since we will often only accept their ideas after they have proven that they are “one of us,” after their speech has exhibited the culture markers that indicate they are a member of “our” community (and not one of “them”).

Ah, the “them.” The dark underside of paideia, ethos, and identification. As a number of theorists have argued (including Kenneth Burke, Edward Said [pronounced SI-EED], Jacques Derrida, and Judith Butler), the “we” inevitably defines itself in contra-distinction to a “they.” The “they” often takes on villainous tones. “They” are the barbarians that threaten Isocrates’s Athens, barbarians who would storm the gates. Or, as Burke argued, wherever we find union, a bringing together, we will also find division. Or, as Derrida argued, every act of definition will necessarily exclude and marginalize (here I would highlight, in Derridean fashion, how terminate and determine share the same root, “term,” from the Latin “terminus,” which means “end,” “bound,” or “limit”). In the most blunt terms, Burke and Derrida would ask us how we determine who to terminate (and to encourage us to adopt more inclusive ways of identification that resist limits, or at least seek to expand them).

I have strayed quite far today from our purpose: what is art? Let me return to the question, to Tolstoy’s interest in unity, and to Burke et al’s caution toward the inevitable violence of division.

Great art, I propose, is art that shakes our identifications and points to the ways in which those identifications exclude. Simple art does the opposite and reinforces a narrow or established idea of what it means to be an American. Prime example: Frederick Douglas’s Narrative of the Life of Frederick Douglass, an American Slave or Harper Lee’s To Kill a Mockingbird. Both of these works expose us to the kinds of discrimination buried in our term citizen or American. They also work via pathos and empathy, asking us to stand in an/other’s shoes. A more contemporary example might be the now almost forgotten action film The Peacemaker, a film that has almost completely disappeared after 9/11. Or, I would argue, disappeared because of 9/11. Why? Because the film problematizes our traditional identifications of terms like “American,” “Patriot,” and, most importantly, “terrorist.” It is a film that works hard to make you identify with the terrorists, not to condone their violence, but rather to sympathize with their motives (and, as a great piece of art, it even problematizes this sympathy by demonstrating that “terrorists” aren’t some homogenous group, but themselves a group of heterogenous people each with their own motives and investments). After 9/11 I would argue that the audience for such a film is very small.

So, here’s what to think about and write in your game journal today: what identities exist in your game? Races? Genders? Nationalities? How are they portrayed? Are they complicated and heterogenous, or simple and homogenous? What kind of “us” does the game create? And what kind of “them” does it pit “us” against? Are “we” the GOOD GUYZ and “them” the BAD GUYZ? Or is it more complicated? How do you describe that complicated?

Super short re-cap: does this game try to make you feel uncomfortable? About what?

Talking About Games

We’ve got to nail down what games people are playing for the first project.

h2>Homework

  • Read the two short Dali pieces I distributed in class, “The Moral Position of Surrealism” and “Reality and Surreality”
  • Play the heck out of your game! Write about it in your journal!

At this point, I want you to invest as much time in playing your game as you can. For every hour you play, put time into the gaming journal, addressing the questions we have touched upon thus far. You should copy and paste these questions into the gaming journal and answer any that are relevant:

  • What is this game identifying as the “problem” of being human?
  • Who does this game think I am?
  • Where/when is the setting of this game? Is the setting important?
  • What emotions does this game engender?
  • What questions does this game want to ask?
  • What beautiful images does this game present?
  • What music does this game use?
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Socrates, Callicles, and a Reason for Long Speeches

So I have asked each of you to work from a single sentence. Now it is my turn to do the same. My sentence comes from the introductory moments of the Gorgias dialogue, when Socrates is laying down the rules. Gorgias agrees to these rules (much to McComiskey’s disbelief, as we will see in a few weeks), but notes:

There are some answers, Socrates, that must be given by way of long speeches. (449b)

I want to explicate what I feel is the significance of this line and, along the way, defend my argument that the Gorgias dialogue is the most rhetorical–even procedural–of any of Plato’s texts. I’m afraid that to do so will require a long speech. Or, at least, several shorter parts of other speeches spliced together to make (w)hole the logocentric, transcendental Idealism Plato opposes to cupcakes.

I begin pointing to Derrida and his reading of the Phaedrus in Dissemination. Derrida highlights how Plato’s King Thamus chides Theuth’s gift to humanity: writing. Rather than extending their memory, the king warns that

… it will introduce forgetfulness into the soul of those who learn it: they will not practice using their memory because they will put their trust in writing, which is external and depends on signs that belong to others, instead of trying to remember from the inside, completely on their own. You have not discovered a potion for remembering, but for reminding; you provide your students with the appearance of wisdom, not with its reality. Your invention will enable them to hear many things without being properly taught, and they will know nothing. And they will be difficult to get along with, since they will merely appear to be wise instead of really being so. (275a-b)

Derrida’s deconstructive reading of the passage focuses on dismantling the binary between speech and writing that underwrites (har) Thamus’ critique. Both speech and writing, Derrida suggests, are equally reliant upon the “external,” every signifier–whether spoken or written–reaches up toward a signified, the precise meaning of which expands beyond our grasp. Derrida’s reading hinges upon the dual meaning of the term pharmakon, which means both “cure” and “disease.” You cannot have meaning without the possibility of having other-than-meaning, for the very play (in terms of exchange, gift) that makes the former possible relies on the possibility of the latter play (in terms of mis(s)/take). Derrida drives home this point via the idea of speech, writing, meaning, and memory:

Memory therefore always already needs signs in order to recall the nonpresent, with which it is necessarily in relation. The movement of dialectics bears witness to this. Memory is thus contaminated by its first substitute: hypomnesis. But what Plato dreams of is a memory with no sign. That is, with no supplement. A mnene with no hypomnesis, no pharmakon. (133-134).

Before moving on from Derrida and his critique, I want to highlight an earlier passage from “Plato’s Pharmacy,” one in which Derrida addresses the threat writing poses to logos, dialectic, and the patriarchal Certainty is represents. He spends quite a bit of words playing with the idea of writing as an orphan, without father. What is the nature of this father, divinity, transcendental Truth (speaker)? Derrida speculates:

Now, about this father, this capital, this good, this origin of value and of appearing beings, it is not possible to speak simply or directly. First of all because it is no more possible to look them in the face than to stare at the sun. On the subject of this bedazzlement before the face of the sun, a rereading of the famous passage of the Republic VII is strongly recommended here.

I don’t have space for such a re-reading. Let me suggest that the transcendental nature of the Truth Plato describes here is troubled at the idea of a language we cannot control. This idea–of language as beyond our control, as Truth beyond our reach–is a central tenet of a kind of rhetoric that *I* (and not them) want to loosely and sloppily and supplementally label “sophist.”

So, to Kenneth Burke. To understand Socrates’ need for a long speech in response to Callicles’ resistance we must next turn to Kenneth Burke. Especially if we want to understand in what way the Gorgias is both rhetorical/procedural. First, let me conjure up Burke’s paradox of substance. Burke’s target isn’t Socrates, or Thamus, but rather Jon Locke. But while the target might be different, the charge is generally the same. Burke notes that etymologically “sub/stance” confers not what something is, but rather the context, what is external, that makes something possible (and Latour lovers can probably see how this puts us on a path to the “thing” and his networked ontology–but I get ahead of myself). However, in the philosophic tradition substance means something else–it speaks to the essence of a thing, to what is transcendentally intrinsic to it. He concludes:

Here obviously is a strategic moment, an alchemic moment, wherein momentous miracles of transformation can take place. For here the intrinsic and the extrinsic can change places. To tell what a thing is, you place it in terms of something else. This idea of locating, or placing, is implicit in our very word for definition itself: to define, or determine a thing, is to mark is boundaries, hence to use terms that posses, implicitly at least, contextual reference. We here take the pun seriously because we believe it to reveal an inevitable paradox of definition, an antimony that must endow the concept of substance with unresolvable ambiguity, and that will be discovered lurking beneath any vocabulary designed to treat of motivation by the deliberate outlawing of the wordsubtsance. (Grammar of Motives, 23-24)

Derrida insists that the play of the signifier is essential to life. To life! From a Derridean perspective a differant sense echoes in determine: terminate. To terminate the play of the signifier in an effort to contain or certify meaning is to terminate life. But we aren’t talking Derrida here, we are talking Burke–and Burke isn’t reading sub/stance critically here but rather constructively. Play becomes a resource for destabilizing terms in order to see otherwise (and here I would love to turn to his essay Terministic Screens both for its recognition of trained incapacity, or why our language/ways of seeing prevent us from seeing otherwise, and for the connection between how one approaches meaning and how one approaches humans, but unfortunately this speech is growing long enough without such a detour).

A second Burke passage. This one more straight-forward. The parlor metaphor.

Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.

This is here because Latour is going to use the word interminable.

Before we leave Burke, we can get closer to Vitanza and the threat of Callicles and Theuth’s gift by turning to the conclusion to Burke’s Permanence and Change. Here Burke is thinking about language and play. He is thinking about staring at the sun, at the transcendental divide between human and God, which if we listen read Derrida we hear see sub.stantively as the divide between signifier and signified, word and thought. Burke:

In these troubling antics [what, for concision, I might identify as substantively negotiating with others via “education, propaganda, or suasion”], we may even find it wise on occasion to adopt incongruous perspectives for the dwarfing of our impatience. We in cities rightly grow shrewd at appraising man-made institutions–but beyond these tiny concentration points or rhetoric and traffic, there lies the eternally unsolvable Enigma [THIS], the preposterous fact that both existence and nothingness are equally unthinkable. Our speculations may run the whole qualitative gamut, from play, trough reverence, even to an occasional shiver of cold metaphysical dread–for always the Eternal Enigma is there, right on the edges of our metropolitan bickerings, stretching outward to the interstellar infinity and inward to the depths of the mind. And in this staggering disproportion between man and no-man, there is no place for purley human boasts of grandeur, or for forgetting that men build their cultures by huddling together, nervously loquacious, at the edge of the abyss.

But what on Earth does any of this have to do with Callicles and long speeches. Let’s ask Latour.

No wait, let’s ask Nietzsche first.

Oh if there were more time! If this were truly interminable! But it isn’t. And so we can’t look at too much from Twilight of the Idols. But I cannot resist one passage from “What I Owe the Ancients”:

Please do not throw Plato at me. I am a complete skeptic about Plato, and I have never been able to join in the customary scholarly admiration for Plato the artist. The subtlest judges of taste among the ancients themselves are here on my side. Plato, it seems to me, throws all stylistic forms together and is thus a first-rate decadent in style: his responsibility is thus comparable to that of the Cynics, who invented the satura Menippea. To be attracted to the Platonic dialogue, this horribly self-satisfied and childish kind of dialectic, one must never have read good French writers — Fontenelle, for example. Plato is boring. In the end, my mistrust of Plato goes deep: he represents such an aberration from all the basic Greek instincts, is so moralistic, so pseudo-Christian (he already takes the concept of “the good” as the highest concept) that I would prefer the harsh phrase “higher swindle” or, if it sounds better, “idealism” for the whole phenomenon of Plato. We have paid dearly for the fact that this Athenian got his schooling from the Egyptians (or from the Jews in Egypt?). In that great calamity called Christianity, Plato represents that ambiguity and fascination, called an “ideal,” which made it possible for the nobler spirits of antiquity to misunderstand themselves and to set foot on the bridge leading to the Cross. And how much Plato there still is in the concept “church,” in the construction, system, and practice of the church!

But what misunderstanding? Latour will tell us. Latour will tell us of Socrates and Callicles what Nietzsche already told us of the difference between the historical/philosophical laborer and the true philosopher (see Beyond Good and Evil, section 211), namely that there is no will to truth beyond the will to power.

But first, one more preliminary nod to Victor Vitanza, who reading Derrida, Burke, and Nietzsche identifies in Isocrates (perhaps unfairly, perhaps–we will see in week six) King Thamus’ fear, the desire for Certainty, the violence of determination via identification: or, in other words, how far people are willing to go in order to construct an ethos that protects a [very specific articulation of] logos. For Vitanza, the way we approach the question of historiography–whether to uncover and reveal a lost past or to invent a future-perfect is already caught up in question(s) of speech and writing, essence and context, truth and power, short answers and long speeches.

My position is, especially in the next chapter, that we are not at home in our world/whirl of language. Any and every attempt to assume that we are has or will have created for human beings dangerous situations. (Negation, Subjectivity, and the History of Rhetoric 157).

Latour’s reading of the Gorgias dialogue begins by dismantling the difference between Socrates and Callicles and focuses on what they have in common: a disdain for the public, the people, democracy. Via Nietzsche we can see how both are fundamentally interested in power, even if they draw that power from a different “anchor.”

There is, to be sure, a big difference between the two anchors, but this should count in favor of the real anthropological Callicles [who will end up looking a lot like McComiskey’s take on Gorgias or Jarratt’s idea of a sophist], not Socrates. the good guy’s anchor is fastened in the ethereal afterworld of shadows and phantoms, whereas Callicles’ anchor is at least gripping the slid and resisting matter of the Body Politic. Which one of the two anchors is better secured? Incredible as it seems, Plato manages to make us believe that it is Socrates! (Pandora’s Hope 226).

Latour laments the shadow puppet version of Callicles Plato invents and imagines how else an actual sophist might have responded to Plato. That response is going to sound a bit like Burke, but–at the same time–a bit unlike Burke. Latour imagines how Callicles might respond to Socrates’ long speech at the end of the dialogue:

[…] because politics is not about the naked dead living in a world of phantoms and judged by half-existing sons of Zeus, but about clothed and living bodies assembled in the agora with their status and their friends, in the bright sun of Attica, and trying to decide, on the spot, in real time, what to do next.” But the straw Callicles, by now, through a happy coincidence, has been shut down by Plato. So much for the dialectical method and the appeal to “the community of free speech.” When the time of retribution has come, Socrates speaks alone in the much despised epideictic way. (Pandora’s Hope 227)

Latour continues on to suggest that what Socrates, and by extension all academics, needs to face is the demand to make a decision on the spot, in the wild, swimming in sub.stance and play and danger and facing the bright Sun of the unknown future that haunts the present and all the decisions we make. Kairos is Latour’s answer, both in Pandora’s Hope (see 242) and throughout the entirety of Politics of Nature. So, unlike Burke, the conversation *shouldn’t* be interminable.

But, to return to my opening, we ask why at the end of the dialogue, in the battle against Callicles/Nietzsche/democracy/power/uncertainty/etc does Socrates speak in that despised epideictic way? By now I hope this question rings rhetorical, or procedural. Can’t you, by now, answer it for yourself? Reading the Gorgias dialogue, Plato’s Socrates isn’t *proving* in the dialectical way, the superiority of dialectic. Because he can’t. Because he asks us to look at the Sun. What happens when we look at that Sun? Latour would suggest we all go blind–that any attention to the transcendental pulls us away from the problems and politics of this material world (and, hey look, I wrote a thing about this!). But I would argue that Latour asks the impossible when he asks human beings to simply ignore the question of the transcendental, of the beyond, of from where we come and go. And I think Plato’s on my side. And so, the Gorgias dialogue gives us two senses of what it means to stare at the Sun (not the son, but the Father says Derrida). Do we see the Light that leads us to higher truth, to the Good? Or do we see the abyss, turtles all the way down? The structure of the Gorgias dialogue is procedural because its lack of a dialectic conclusion, its devolving into a long speech, forces the audience to pick a side. To follow Socrates and his disinterested pursuit of timeless truths and happiness in the form of aestheticism? Or Callicles and his “hedonistic” enjoyment of a civic life spent wrestling the beast?

Whatever your choice, just be sure to render it in the form of a short answer.

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Historical Rhetorics 2. Gorgias and Phaedrus.

Week Two:

  • Issues with the grid; secondary source presentations (
  • Ballif and Enos on historiography
  • Gorgias and the Phaedrus
  • Break
  • Prepping the homework on Aristotle
  • Socrates, Callicles, and a Reason for Long Speeches

What can we do about the grid?

We have a bit of an issue with the secondary source presentations, as a few weeks have a big pile up:

  • Week Four (Aristotle): Hillen, Palmer
  • Week Six (Isocrates): Cannon, Blank,
  • Week Seven (Older Sophists): Phillips, Bolick
  • Week Eight (Vitanza and Jarratt): Ray, Loyer
  • Week Nine (McComiskey and Latour): Cannon, Phillips
  • Week Eleven (Cicero): Cass, Blank, Rea
  • Week Twelve (Quintilian): Walkup, Gourgoitis
  • Week Thirteen (Augustine): Zarlengo, Blank
  • Week Fourteen (Ong/Ramus): Palmer, Zarlengo
  • Week Fifteen (Grassi, Humanism): Cosgrove, Rea

Onto the Gorgias and the Phaedrus. I have stuff on these in the wikibook:

Finally, I have a thing to read. I am calling this thing Socrates, Callices, and a Reason for Long Speeches. This was written in a straight shot, so to speak, before class. So excuse the typos. And the logos.

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Expository Writing 1.2 / Twitter, Fandom Topics

On today’s agenda:

  • Talking about potential topics
  • Setting up Twitter accounts

Potential Fandom Topics

A few things up front: let me be clear–I don’t have an exact idea for what a good project in this course looks like. This course is an experiment. Like any experiment, it is based on solid theory and previous experience. I believe that if I give you the freedom to develop your own writing course, then you will come up with something that is both meaningful and productive. My role in all of this is to provide you feedback that helps intensify that meaning and productivity.

As I said in the first class, you could approach this class as an academic course. You could choose an academic discipline and integrate yourself into that community. You would put together a reading list (say an article a week), find some professional spaces in which people in that discipline congregate, follow a bunch of scholars on twitter and pay attention to what they discuss, etc.

You also have the freedom to do something more social or cultural. I would think the choice here is by and large determined by your future trajectory and where you see yourself in 3 to 5 years.

We will spend some time in class today looking at your write-ups on Canvas.

Talking Twitter

Last summer I wrote an introductory guide to Twitter for my students. Let’s look at it.

Here’s a more extensive look at Twitter, including some “how to” information.

Let’s send out a tweet!

Homework

For homework, I want you to start drafting your project proposal. The final proposal is a 600-1000 word document that is due before the start of next Thursday’s class. I will talk a bit more about the format of the proposal on Tuesday. Here’s what you should do over the weekend to prepare.

First, you should identify 2-5 places on the Internet that readily publish material on your topic and allow comments.

For each of these places, find one or two recent articles. Read them enough to provide one sentence summaries of them.

After this research, write a few sentences that identify the controversies of this community. What’s the disagreements? What keeps people writing?

Then try to think about something this community needs, something you could research (note: this might not be possible for every community).

Take a stroll down Google Scholar with your activity.

Finally, begin generating your own calendar. For weeks 3-10, imagine what you might read and write every week. Of course, I won’t hold you to this exact calendar–I want you to respond to what’s happening in your community and to have the freedom to follow any interesting lines of thought. But, you do need to prove to me that you can sustain the project for ten weeks.

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