From week to week, students will teach the class through demo presentation or interactive lessons (whichever is feasible) a \u201ctextual practice\u201d. Options include coding in Processing or Python, encoding with XML or HTML, scholarly editing, composing with typewriters, crochet, needlepoint, cross stitch, knitting, tapestry, the art of tattooing, calligraphy, grave rubbings, letterpress, mimeograph, etc. Creativity in your presentation method is encouraged.<\/p>\n
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GOAL: The goal of this assignment is to present a textual practice and teach how it works, who uses it, and upon what concepts of authorship, writing, reading, and storage it operates.<\/p>\n
Due Dates: rolling according to the week that you are assigned. A day or so before your presentation day send an approximately 100 word simple description of your TP and why it is a TP. I\u2019ll add that to the page for that week.<\/p>\n
DEFINITIONS<\/strong><\/p>\n Text [a term that gains ascendancy in critical fields in the 1960s. a science of writing or grammatology (the science of the study of the politics of the systems of signification). A text is not the same as a book, a work, or for that matter an essay, a poem or a novel. Some of these are containers of material objects and some are forms\/genres\u2014nothing in and of themselves. A text signifies in more than one way (to varying degrees of explicitness) A critical reading should produce the signifying structure (see quote on xv of Derrida’s Of Grammatology<\/em>) A critique of the text does not ask, what does this statement mean? It asks,\u00a0 but where is it made from? What does it presuppose?]<\/p>\n Practice [ b) the actual application or use of an idea, belief, or method as opposed to the theory or principles of it; performance, execution, achievement, working, operation; activity or action considered as being the realization of or in contrast to theory c) the action or doing something; method of action or working (from the OED<\/em>)<\/p>\n Textual [Defining \u201ctextual\u201d is in large part the work of this semester. Derrida argues that writing aka inscription is fundamental to human being. He points out that though this is the case, western metaphysics privileges speech over writing as if one is present and real and the other (writing\/inscription) the lack of the former. This binary mis-logic accounts for a whole host of other binaries that privilege the first over the second term. Deconstruction seeks to \u201cput under erasure\u201d aka expose how these binaries are constructed, and are not inherent. Binaries distribute social and political power. Jerome McGann emphasizes a theory of writing and production as a material and social phenomenon. For McGann, textuality displaces the author as the ultimate authority on the meaning of a text. Hence, McGann\u2019s theory of textuality is in part a (deconstructionist) critique of power. Roland Barthes offers a theory of textuality that focuses on reading and interpretation. McGann follows Barthes in insisting on the importance of differentiating between the concepts of text (\u201ca methodological field\u201d) and work (a historically specific and spatially located object). Barthes is most interested in reading and interpretation that can free itself of doxa<\/em> or ideology so he celebrates the text that allows the reader to be active in the process of meaning making aka the writerly text. In other words, he proposes “text” as signifier the death of the authority of the author (to determine and limit the ultimate meaning of a text).<\/p>\n Time Limits: The presentation should take approximately 15 minutes. This does not include the demonstration, though you should not let demonstrations sprawl to the point of impinging on the time needed for discussion of the assigned reading. As your TP week approaches, write to Dr. Konkol to explain your proposed demo and how you will make it experiential\/hands-on, etc.<\/p>\n <\/p>\n Assignment: Teaching Presentation of a Textual Practice\u00a0(15 minutes) 20% From week to week, students will teach the class through demo presentation or interactive lessons (whichever is feasible) a \u201ctextual practice\u201d. Options include coding in Processing or Python, encoding with XML or HTML, scholarly editing, composing with typewriters, crochet, needlepoint, cross stitch, knitting, tapestry, the art … <\/p>\n\n\n
\n checklist<\/b><\/td>\n<\/tr>\n \n 1.\u00a0\u00a0\u00a0\u00a0 What material does the TP utilize?<\/td>\n<\/tr>\n \n 2.\u00a0\u00a0\u00a0\u00a0 What methods does the TP utilize? Can I relate these methods to the readings assigned this week?<\/td>\n<\/tr>\n \n 3.\u00a0\u00a0\u00a0\u00a0 What does this TP tell us about writing technology? Reading technology? What is the significance of the sameness or difference between writing\/reading technology in this textual practice?<\/td>\n<\/tr>\n \n 4.\u00a0\u00a0\u00a0\u00a0 When was it created and by whom? Used by whom?<\/td>\n<\/tr>\n \n 5.\u00a0\u00a0\u00a0\u00a0 What idea of the author is assumed by this TP? What idea of the reader is assumed by this TP?<\/td>\n<\/tr>\n \n 6.\u00a0\u00a0\u00a0\u00a0 How has the TP changed over time? Is the TP still in use?<\/td>\n<\/tr>\n \n 7.\u00a0\u00a0\u00a0\u00a0 How will I engage the class in a hands-on experiential demonstration?<\/td>\n<\/tr>\n \n 8.\u00a0\u00a0\u00a0\u00a0 Have I been creative and critical or have I reproduced the doxa on this TP (hint: doxa would be a faithful representation of what Wikipedia tells you about that TP)<\/td>\n<\/tr>\n \n 9.\u00a0\u00a0\u00a0\u00a0 From which critical and authoritative sources have I drawn?<\/td>\n<\/tr>\n \n Have I given Dr. Konkol a written outline of my presentation which includes a bibliography of works consulted and a written statement (should be concise and does not need to possess elaborate rhetorical flourish) that specifies answers to questions 1-6)?<\/td>\n<\/tr>\n \n Have I prepared my presentation by practicing it first? Have I timed myself?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"