Revolution Lullabye

May 28, 2009

Johnson-Eilola and Sebler, Plagiarism, Originality, Assemblage

Johnson-Eilola, Johndan and Stuart A. Selber. “Plagiarism, Originality, Assemblage.” Computers and Composition 24 (2007): 375-403.

Johnson-Eilola and Selber argue for a problem-solving view of writing as assemblage rather than a performance and product-oriented understanding of composing. They place the concept of assemblage in conversation with discussions of plagiarism and originality, both which would undervalue and even criminalize assemblage (remix, collage) writing. They show how practices of assemblage are common in other fields and contexts, like website design, architecture, blogging, and institutional and workplace writing. Writing as assemblage, a postmodern understanding of creativity, limits the ethical and legal panic over plagiarism and the sloppy, unnecessary paraphrasing and allows students to use all available resources (and acknowledge those sources) to make their argument and solve problems.

Quotable Quotes

“If we take away that hierarchy, we remove the impulse for students to lie about it. If a piece of the assemblage is valued primarily for its function rather than its place in a hierarcy, students are no longer pushed so hard to hide the citations for their sources” (400). – students are afraid to have too much of their text in quotes or cited because then it doesn’t look like their original thought is in there (even though they selected, assembled.)

“By untangling the academic function from the legal function [of citation and paraphrase], we open up assemblages and remixes to examination in terms of our academic and pedagogical goals” (399).

“What if we put the emphasis on problem-solving, originality be damned?” (380).

“creating assemblages requires the same rhetorical sophistication as any text” (391).

Notable Notes

Christopher Alexander pattern language – these design patterns are “an ongoing conversation between local and global” and “The possible rhetorical moves of a pattern language are a reservoir, drawn on by an architect to address problems in specific contexts, remixed into an assemblage. The assemblage works at the intersection of principle and concrete.” (395).

selection, choice, local context

change in assessment practices to question whether the assemblage solves problems (instead of the Romantic understanding of single original author)

students are taught this hierarchy – others’ work and words can only be used as support and are secondary to their own original thoughts

21st century remix culture is all around us

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February 3, 2009

Phelps, Matching Form to Function in Writing Program Design

Phelps, Louise Wetherbee. “Matching Form to Function in Writing Program Design.” Talk. Michigan State University. 7 November 2002.

A writing program needs to be designed so that it finds a home between the two, often conflicting functions of writing programs: 1. the horizontally-structured undergraduate writing program that serves all departments across the university and 2. the departmental, research-oriented faculty core that provide the theoretical foundations for the pedagogical work being done. In order to do this, a writing program must be independent, controlled at a high administrative level (a department cannot effectively run a university-wide program), recognize alternate forms of scholarship by its faculty; and resist calcifying as a traditional department, because that will squelch moves towards experimentation and context-driven negotiation and redefinition. A writing program must have some flexibility because it is a dynamic entity, always changing shape and focus to meet the changing demands and circumstances of the institution and its students. This doesn’t mean that it shouldn’t be defined, however; it just must be conceived broadly as an unique part of the institution that is always growing and experimenting, both in the classroom and in its structure and organization.

Quotable Quotes

“A university writing faculty must have a core research faculty to authorize its teaching mission” (4)

“The political effectivity of a writing program rests on its ability to be accepted and integrated within the intellectual mainstream of a university” (5) – importance of full-time, researching faculty to lead the program

“There is a fundmental mismatch between the needs, goals, and nontraditional functions of writing programs and the available forms and structures in higher education institutions for organizing and implementing them. For that reason, writing programs are a valuable irritant and provocation to examine how systmeic features of academic life can impede desired innovations” (7).

A writing program design must somehow find a way structurally to reconcile needs, features, and functions that gravitate toward one of these two poles—the complex structure and broad horizon of the whole system versus the human-size community for living and learning; the decentered, loosely coupled network and the focused core; the generalist, distributed instructional mission and the expertise that grounds it and finds its source and expression in scholarship and advanced teaching.” (11)

Notable Notes

writing program as enterprise to recognize the intellectual and programmatic nature of it (4)

expertise and generalist functions

writing programs as Pluto – are they really a discipline (is it really a planet?)

connective tissue that holds the university together (8)

importance of locating a writing program – placing it high enough administratively to have the resources and flexibility it needs.

Christopher Alexander – growing whole, design

January 12, 2009

Alexander, Ishikawa, & Silverstein, A Pattern Language

Alexander, Christopher, Sara Ishikawa, and Murray Silverstein. A Pattern Language: Towns, Buildings, Construction. New York: Oxford UP, 1977.

This architectural guide is the second book of a larger work that attempts to define a theory and language for constructing spaces that allow for optimal human happiness and well-being. Alexander et al wrote this book in response to the increasingly unpoetic architectural decisions of the mid-twentieth century, which resulted in large, sprawling buildings and cities that had no elegance or life. The authors present 253 patterns, design problems and their solutions, in the book’s three different sections: towns, buildings, and construction. “Towns” describes how larger, global spaces of cities, countryside, communities, and neighborhoods can be organized; “Buildings” details the attributes that should be considered when constructing spaces and places of work, life, and recreation; “Construction” explains the type of materials and structures that should be used in buildings. Alexander’s patterns contain similiar themes that on the surface might seem contradictorary: harmonious but heterogeneous, complicated and compressed but simple and open. All the patterns are shaped around the rhythm of human life and call for balance, diversity, and specific boundaries. The patterns are further organized by asterisk marks: those that are followed by two are patterns that Alexander believes are universally deep, true, and sound; those with one he is less sure of their universaility, and those with none suggest at patterns that seems to make sense but is not engrained in the soul of human existence. These patterns are not supposed to be the foundation of some master society plan; rather, a society based on this pattern language can only emerge organically from the bottom up, as each individual designer follows the patterns to design their own space, big or small (3).

Quotable Quotes

“No pattern is an isolated entity” – a whole theme about the problem of isolation (of old people, of homes, of workplaces, of shopping areas, of little kid sleeping areas. Human beings, it seems, should be in communication with each other and interact with one another. Human life is a network.)

“This is a fundamental view of the world. It says that when you build a thing, you cannot merely build that thing in isolation, but must also repair the world around it, and within it, so that the larger world at that one place becomes more coherent, more whole; and the thing which you make takes its place in the web of nature, as you make it” (xiii).

“Many of the patterns here are archetypal – so deep, so deeply rooted in the nature of tihngs, that it seems likely that they will be a part of human nature, and human action, as much in five hundred years, as they are today” (xvii)

It is a language “which can make people feel alive and human” (xvii)

Compressing patterns is “the only way of using a pattern language to make buildings which are poems” (xliv)

“The suburb is an obsolete and contradictory form of human settlement” (30).

“The full cycle of life [needs to be] represented and balanced in each community” (145).

“People need an identifiable spatial unit to belong to” (81)

“No one stage in the life cycle is self-sufficient” (189)

Notable Notes

Each of the patterns works in concert with the others. They are organized by general magnitude -the large ones are completed by the smaller ones, the smaller ones compliment the larger ones. (xii)

There are many pattern languages; every society and culture will form its own

It is a network: create structure, embellish structures, embellish embellishments.

The goal is to make a space that resonates a poem: put together the patterns so they are dense, overlapping, and compressed, so that the space becomes meaningful, illuminated, economical, and profound.

Importance of the life cycle and interaction with all people: the old, the young, men, women

Patterns like child caves, four-story limit, row houses, still water, grave sites, roof garden, old age cottage, fruit trees, etc.

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