Liveblogging at the Social Computing Symposium 6

Good discussions following the third lightning round session: I would say the third set of presentations were the ones that stimulated the richest slate of follow-up conversations.

One cool concrete idea that came out of Julian Dibbell’s presentation was something like a machinima-centric “news service” that offered reportage on interesting, cool or compelling moments and events in virtual worlds.

Great discussion led by Tom Coates, one of the people I’ve found most compelling here, about the problems involved in aggregating individual action into collective or systematic results through social software. We’re supposed to receive the notes from that session via email, and I’m waiting with some eagerness for them, as there was a lot of ground covered in the conversation.

Addition: there was a group discussing failure (of devices, of software, of virtual communities or entities). This is such a crucial topic, not just in the context of this meeting. I would love to see a conference or workshop on failure in history, or relatedly, on things that never were but could have been. Philosophers who write on causation pay attention to failure or non-occurance, but in other fields, arguments about causation always seem to me to lack any attention, empirical or theoretical, to failure.

Further addition Another group discussed the contention that social network analysis is useless because it reduces the actual complexity of social relations and because it produces accounts of social relations that don’t seem to accurately represent lived experience when showed to the people represented by such analysis. My thought about that is a bit of “And did you guys talk about the problem of dogs biting men?” Sure, there’s people who go crazy with analytic concepts and mistake them for ontology, but that’s a basic problem in all academic work. Mostly I would say that people who talk about networks are very clear that networks are an abstraction of lived experience, not a mimesis of it.

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Liveblogging at the Social Computing Symposium 5

Julian Dibbell asks, “What is the place of games in social spaces, in virtual community? What difference does a game make?” He points to something that I think is really important, what he calls an authenticity problem: it is still hard to explain to people who haven’t used or experienced a particular social computing application what is attractive or important about those experiences. He points to cases where you get hit coming AND going, because people who are heavily invested as users in a given virtual space tend to really dislike attempts by scholars or researchers to describe or represent that virtual space to outsiders. Ah, I like his major point especially: how do you describe to outsiders the ludic, imaginary, fictional, narrative moments that really create communities, or I would say, equally are the things you remember most? How do you tell people about what’s funny about Leroy Jenkins, or what was moving about a particular quest? We can do that as literary critics describing a key moment in a novel: why can’t we do it about imaginative or fictive moments in virtual spaces? Is that a problem with our descriptive or analytic language? Is it that most people reading literary criticism know what a novel is?

Fernanda Viegas talks about the bureaucratic processes behind Wikipedia, behind what gets an article onto the Wikipedia front page as the featured article. The process behind the hood at Wikipedia is very interesting, and she really sets it out very well. Increasingly, she notes, peer review processes at Wikipedia are becoming deeply self-referential to the emergent culture of Wikipedia, its accumulative meta-standards. This semester I’ve really found myself thinking about Wikipedia. What’s amazing about it the more I use it is the depth and usefulness of articles on popular culture: if I want to know about even the most obscure comic book characters or cartoons that I can think of, there’s going to be something on Wikipedia. What is dissatisfying about it are the articles that get whipsawed every day between partisans of some kind, and a layer of absent theoretical or conceptual terms where I’d love to be able to direct students to.

Kyle Brinkman talks about MySpace. Can I make a confession? I’ve only looked at MySpace two or three times; I know it mostly through Danah Boyd’s blog and some general blogger chatter. I readily understand what’s interesting and important about MySpace, but this is actually one of those moments that Julian Dibbell was talking about in his presentation. I have a hard time explaining what’s happening inside the space of World of Warcraft to someone who hasn’t played it; I have a hard time appreciating or connecting to what’s happening inside the space of MySpace when someone who knows that social space well tries to describe it to me. Danah’s work helps me with that because she uses the analytic language of anthropology. Maybe that’s the language we’re reaching for, I suppose, though in line with my established criticism of anthropological writing, I almost wonder if what we really need is something more like compelling travel writing. (Which Julian’s writing often seems like to me.)

Judith Donath talks about interface design for social interaction online. She mentions that signalling theory in biology has been useful for her in thinking about design. She observes that organisms try to have visible signals that communicate hidden qualities (“I am dangerous”; “I am a good mate”; “Don’t come into my territory”). My thought about this: this is a great thing to think about it, but it actually complicates the design problem she’s talking about, because animal signalling contains immense amounts of deception or misinformation. (Butterflies saying with their wings, “I am actually an owl”; praying mantis saying “I am a stick, it’s ok to land right here”) and so on. Any interface that lets people communicate valuable hidden attributes about themselves in an online environment is of necessity going to have to allow people miscommunicate or lie about the same attributes, the two things come bundled together. The analogy is really useful, but it doesn’t actually solve the design problem.

(Sideline comment: you could have a drinking game at a social computing meeting where you have to take a drink every time Erving Goffman is mentioned, but if you did, everyone would be blotto one hour in.)

Scott Golder talks about “socialist computing”, just a play on words, what he’s actually talking about is software and technologies that could facilitate shared ownership of online products and transactions. He points to the possibility of microloans from one person to another person facilitated through an online market, pointing to something called Prosper. He mentions Netflix as well. An example that occurs to me is it would be useful if a large group of people dispersed across a region could rent a storage unit, pool libraries, and share the group library through an online interface. Obviously one barrier to that would be the difficulty of knowing what co-owners were doing at any moment, and protecting a resource which wasn’t onsite or physically present from disappearing without the knowledge of other owners.

Karrie Karahalios talks about the use of audio in social computing and new media. She reminds me of the issue of audio in virtual worlds and computer games: who relies on audio cues and who doesn’t? I noticed that my fellow World of Warcraft players here don’t really rely much on audio cues from the environment, where I really do: the sound of an arrow or a rogue stealth-reveal is to me a vastly more important piece of information about my environment in many cases than visual tools like the radar or the landscape around. Karahalios points out the density of signal or information that is within voice: tone, emotional state, spontaneity. Oh, my god: she’s showing a tool for communicating real-time feedback from a faculty meeting, where participants were rating during a conversation which comments they wanted to hear more of and which they wanted to hear less of, basically a kind of “conversation market” where people were bidding on the value of comments or voices. She says that made people really angry. I would SO like to try something like that in a faculty meeting at Swarthmore, but yeah, it could be incredibly explosive. This talk is kind of a revelation: she’s travelling over tons of creative landscapes, tools, applications. This is where I really fall in love with social and information technologies, it’s first and foremost an aesthetic domain for me, a site for profound creativity. I can’t do that kind of invention myself but oh how I love it when I see it.

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Liveblogging at the Social Computing Symposium 4

Next session doesn’t begin for a while, but I’m thinking here at breakfast about how this meeting accelerates my sensation of being a misfit toy in academia. I mean, in the context of my everyday practice, I think quite a few of my immediate colleagues see me as the technologically literate, digitally oriented person, to an extreme degree. I get to a meeting like this and the extent to which I’m actually quite hidebound and inexperienced in my use of tools becomes evident. I don’t think I’m atypical in that respect: a lot of research in information technology use has shown that people tend to learn and adopt technologies in a haphazard rather than systematic manner. It isn’t just use but cultures of use. I can’t imagine being at a meeting of historians or anthropologists where everyone would start their mornings sitting in the conference room with laptops open, reading email, liveblogging, checking their RSS feeds, and having conversation in the meantime, unless that meeting was explicitly for “blogging historians” or some such. I like working like this (it’s a huge improvement over gathering in a panel and listening to four people read papers for twenty minutes each, and taking a few written notes that I’ll proceed to lose or forget), but it makes me wonder whether if I spent more time in these kinds of gatherings, I wouldn’t start to feel a progressive sense of alienation due to the relative simplicity of my technological habits.

It’s not as if this constellation of people and their cultures of technology use come without their own problems. I’ve already mentioned the interesting problem of backchannel conversations, which professors in all fields had better come to some conclusions about as classrooms get wireless access. There’s also a very evident low-level tension at certain moments between theoretical or analytic approaches to social computing and people who are invested in applications and design. Sometimes you’re at a point where both groups are in a zone of mutual confusion or interest, other moments where they’re ships passing in the night, and occasionally points where each constituency is actively aggravating the other. There is no professional world without its unproductive cleavages and missed opportunities.

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Liveblogging at the Social Computing Symposium 3

From an afternoon session on mobile and pervasive social computing.

Rich Ling suggests that mobile computing or communication creates social cohesion better than other computer-mediated communication. I don’t really buy that, for a variety of reasons. Perhaps partly because I don’t think it’s more or less, it’s different kinds of sociality that we’re talking about.

Dina Mehta talks about mobile phone usage in India. She observes that mobile phones are the primary gate to the Internet for many, which is one of the issues about mobile usage that really unnerves me. It absolutely is not the way I think about mobile technology: cellular usage is something I came to very late, and it’s a profoundly specialized technology in my own usage. The US market in general had slower penetration than elsewhere in the world. She pointed out something important: it’s a gateway in India because it’s the cheapest way to access the Internet, just as US local phone rates were an important precondition of Internet access through modems and then broadband here. But the consequences are non-trivial: there is just a big difference between what you can deliver over a desktop or laptop on one hand and a mobile phone on the other. I don’t think I’m just wedded to my own usage habits: I think there are reasons to prefer delivery of the Internet over computers as opposed to mobile phones.

Daniel Pargman speaks to pervasive, location-based games. I’m definitely convinced, despite my earlier skepticism about some mobile computing or communication, that this is a huge area of potential innovation, especially for massively multiplayer-style games.

Cathy Beaton makes a really powerful presentation on the ways that mobile technologies in classrooms have powerful levelling effects for students and teachers with varying ability, talents and/or disabilities.

Howard Rheingold focuses on the issues we were talking about at lunch, the use of wireless technologies in classrooms. He observes on the side that universities seem to have meetings about everything (welcome to the Terrordome, Howard) but that oddly, something that has a huge impact on instruction (the installation of wireless in classroom buildings) just sort of seems to have happened without meetings where he is, and I suspect similarly without meetings at many universities and colleges. He also talks about the use of mobile computing to coordinate collective action problems in novel ways, a familiar but important topic that is one of my favorite things to just sit around and speculate about.

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Liveblogging at the Social Computing Symposium 2

So now we’re proposing sessions. One interesting thing was someone suggested a discussion on the ethics of using IRC backchannels during a conferencing session. I do have to say that it’s slightly weird to be hearing reports of what’s happening in the backchannel (I’m not using it myself at the moment).

Some other very cool suggestions: the portability of reputation capital across virtual spaces, designing virtual worlds to enhance possibilities for spectatorship and spectacle, and looking at emergent evolution of markets. We also had a good discussion of sovereignty and player self-governance.

Afterwards, I also had a great conversation with Howard Rheingold about the use of technology in instruction: as always, he’s thinking miles ahead of the worlds I normally operate in. One thing I think would be cool is if there were easy-to-use real-time polls or quizzes you could use in a wireless classroom that let you know whether or not the students really understood a key concept you were trying to teach, to get instant and anonymous feedback. (Students generally don’t like to volunteer that they don’t understand a concept, for obvious reasons.)

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Liveblogging: Social Computing Symposium

Thanks to the amazing Liz Lawley, I’m here at the 2006 Social Computing Symposium. So I’m going to try something I haven’t done before, and post up notes here on sessions.

Right at the outset one thing that makes me happy and yet also curiously, productively uneasy, is just to be in a room where I have few connections to the ongoing work of many of the people in attendance. To see the working sociology of other groups and other professions is worth the price of admission in its own right. I was especially interested to overhear some of the Microsoft follks talking about ethnographic fieldwork in the context of their social computing research. It pains me a little because the social worlds of the anthropologists that I know overlap almost not at all with that kind of ethnographic and anthropological work, which seems a huge missed opportunity (mostly for the folks in my own circles rather than vice-versa).

Danah Boyd coordinated an interesting icebreaker game where people threw secrets into a big box and then we passed them around. It was an interesting demonstration of a lot of things about networks and social interaction. One thing that was fascinating was to watch the ecosystem of secrets as they passed around, which secrets propagated best, which ones people were most eager to get rid of.

I was presenting in the first lightning round. I don’t use PowerPoint often, and it shows: a presentation that worked well on my own machine at home had text overlaps into the pictures on the local laptop. Oh well. It was very interesting to have limit my presentation to five minutes: I don’t think I’ve ever had to squeeze what I do into that tight a time constraint before. A good exercise. Liz said afterwards that there was a lot of backchannel IRC chat during the presentation, which is another trippy thing from my perspective. I’m so rarely in conferencing contexts where anything like that kind of instant response is happening. I feel like I want to take a month in a small group of faculty to think about technology use in new ways, and practice new routines and habits.

Constance Steinkuhler presented before me: her work is simply amazing in so many respects, as much for the way it reconfigures scholarship on pedagogy as it circulates in virtual words research.

Nic Ducheneaut spoke about indirect sociality in virtual worlds, and I especially liked his suggestion about enhancing spectator experiences. One of the things I really did love about Star Wars: Galaxies was the original implementation of entertainers (though not so much the forced interdependencies that came with them). Think about all the contexts where people watch frapped movies of gameplay.

Andy Phelps made an important point about how clumsy and inflexible tools for moving large social groups like guilds from game to game.

Dan Hunter made me feel good about my n00bish PowerPointing skills when a QuickTime slide he had set up didn’t play on the PC laptop we were working from. But the points he made about scarcity as the key feature of virtual economies in persistent worlds, which I agree is an underappreciated precursor to economic behavior and property claims. Dan observed that the consequence is that property is real, and thus the economy of virtual worlds is real. I agree, but then the interesting question is, “What would a virtual world without scarcity look like?” Yes, I know, it wouldn’t be fun but that’s an interesting commentary on utopian imaginations of the social, if I were going to run in a different direction with the idea. It’s curious in a sense that virtual worlds don’t play with utopian narratives, for the most part.

Clay Shirky is a really good presenter in this format. A side note: I think I want to start working with my undergraduates (and myself) on getting better at this kind of format for communication of information. He spoke to the difference between productive and participatory value as a way to understand why gold farming and similar behaviors pollute or break the magic circle of virtual worlds.

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Professor Kingsfield and Mr. Wilton

Swarthmore doesn’t require teaching evaluations, which usually irks the accreditation teams when they show up here for their regular inspection.

Most of the time I hand out an evaluation that I’ve designed myself. (Occasionally I run out of time in the last class, and return rates on evaluations that don’t get fillled out in class are so miniscule as to make it not worth the effort to hand them out.) The evaluation form I use asks students to discuss the materials used in the class, my pedagogical management of lecture and discussion, and the fairness and usefulness of the assignments and of any assistance I provided for those assignments. I also ask students whether they found the course more or less difficult than the average class, and how they would evaluate the amount of effort they put in to the course.

These evaluations return information that’s very useful to me in revising particular courses and in refining my pedagogy. I wouldn’t mind sharing them or putting them on file if we decided to start doing that, as long as other evaluations were roughly similar in form. Though we have other ways of collecting evaluative information about faculty teaching: when we collect student feedback that is pertinent to tenure and promotion, we do it by asking a large number of students to write letters.

In comparison, evaluations at large institutions that are entirely numerical are informationally impoverished. It’s one reason that I’m ok with Swarthmore not requiring evaluations, or bowing down to what the accreditors want. They always say they’re not trying to impose standardized procedures, but that’s where we’ll end up if we start trying to accomodate them too much.

It’s not just that trying to judge the difference between a “7” and an “8” strikes me as far less satisfying than comparing two substantial comments from thoughtful students. It’s also that what I hear back from my students often leaves me in a quandry. Over time, for example, I’ve heard consistently from one group of students who are consistently a bit frustrated with the degree to which I intervene in classroom discussions, direct and redirect them. They want me to loosen up a bit, let things flow more spontaneously, encourage more debate between students. Then I hear from another group of students who are intensely appreciative of the fact that I keep discussion under a fairly tight rein, make sure that certain themes and issues are touched upon, work to build up from comments made by students. I sometimes hear from a smaller third group that wants me to tell students who say dubious things that they’re stupid or wrong, who get frustrated with what they perceive as excessive even-handedness.

None of that is information available in a quantitative evaluation. Nor does a nuanced evaluation of the kind I use tell me what I should do about that information. I’d resent an administrator looking over my shoulder telling me how to react to these comments, because each group is asking for something that contradicts the desires of the other group. Looking back on more than a decade of teaching, I’d say that sometimes I’ve erred too far in one or another of these directions. So sometimes I listen to what I’m hearing back and trying to nudge my teaching in the next semester back towards a happy medium. Other times, I understand what the students are speaking to, but in my judgement, I end up feeling I’ve been doing the right thing. I’ve listened to much looser discussions run by some of my colleagues in their courses, and those make me unhappy much of the time. They sometimes sound like the kind of bull sessions that you don’t have to pay $50,000/year to have. I’ve seen discussions run far more tightly, with numerous strong corrections of student comments from the professor, and that’s not to my taste either.

The deeper problem here is all assessment of teaching. I tend to react negatively to educational jargon or standardized forms of assessment because I think teaching is less a technique and more an art. Some faculty can teach classes in a way that I simply can’t: virtuoso performances of emotionally intense, tightly-written lectures, or calling students up on the carpet in an imperious Professor Kingsfield fashion. These are beautiful styles of teaching when they’re done well.

Some people can be shambolically Socratic, slyly pushing students to think, with every class completely different from the next, a description that fits the best teacher I’ve ever had, my senior year AP English teacher in high school, Mr. Wilton. The students from the two junior year honors English classes had to write an essay for him, which he used to winnow the class to about 20 students. The first day of class, he announced that everyone in the course would receive an “A” no matter what, and that if a student wanted to twiddle their thumbs in the back of the room or not read what he assigned, it was no skin off his nose. He only had time for the students who were going to love literature, have some passion for what he offered. That was the pedagogical equivalent of the Allied liberation of Paris from Nazi rule as far as I was concerned.

For the students who need a particular approach, finding the right teacher is heaven. A mismatch of needs is hell. But it’s up to artful teachers and self-knowing students to choreograph that dance. Administrators wielding standardized Scan-Tron evaluations just get in the way.

The real problem is how to identify teaching which is just lacking in craft or art. Teaching is like popular culture: even the worst of it attracts its own devotees. I can remember one professor I had as an undergraduate who I thought was simply awful by any standard: boring, plodding, soul-deadening, pedantic. My opinion appeared to be broadly shared by other students in the class, based on numerous conversations. But then I found out a friend of mine thought he was both a good teacher and a sweet person. Somehow he’d catalyzed her interests in English literature. I tend to think that this was more a compliment to her own imagination than any credit to him. Academia’s critics tend to assume that bad teaching is everywhere in higher education. I think it’s not exactly rare, but it can be awfully hard to put your finger on it once you get beyond the fatal sins of failing to show up to teach, over-the-top abusiveness, or complete inability to explain any concepts.

If someone knows an evaluation system that’s sensitive to nuance, open to teaching as an art, and yet helps to identify bad teaching in a fairly reliable way, I’d love to hear about it. I doubt such a beast can exist. If the choice is between heavy-handed standardization and nothing, I’d choose nothing.

Posted in Academia | 9 Comments

One More Dog On the Pile

I…can’t…help…myself.

Wii?

Posted in Games and Gaming | 5 Comments

Kaavya Viswanathan, Christopher Paolini, and Remixing

The first few examples that I read of Kaavya Viswanathan’s alleged plagiarism, I thought, “Well, that’s not so bad, or that a bit ambiguous.” Then I saw more and more examples and the ambiguity went away. Nor, like just about everyone else, do I find the claim of unconscious borrowing plausible given the extent of the similarities.

However, Amardeep Singh points towards some useful essays at Slate on the issue. The point about the packaging of Viswanathan seems especially important. This is a young woman who was recognized by adults around her as a precociously capable writer, and as a consequence pulled into a venture that I suspect just put too much pressure on her to produce what she wasn’t able to produce. (Like some other commentators, I can’t help but notice that her paraphrases of Megan McCafferty are in quite a few cases real improvements of the passages in question.)

The marketing and packaging of Viswanathan reminds me a little of the hype around Christopher Paolini, the author of Eragon and Eldest, where a good portion of the marketing hook for his first book was that it had been written by a home-schooled teenager and originally self-published before making it to the big time.

The reason I’m especially reminded of Paolini is that no passages or specific content in Paolini are plagiarized, and yet his book is in every respect unoriginal.

Lawrence Lessig spoke here last weekend. I love Lessig’s work, and I love Lessig’s tireless devotion to the cause of copyright reform and free culture. A number of things in his presentation vaguely frustrated me, however. One of them was his promotion of “remix culture” and an associated argument that there is no distinction between what we consider to be original work and what many of us would regard as a “remix”.

On one level, that’s absolutely right. He showed a lot of examples of visual media where the remixes were inspired, entertaining, and emotionally engaging. Some of the examples were especially powerful political commentaries or deviously subversive satires. (Though I have to say, if I never see or hear “The Grey Album” again in this context, I’ll be a happy man.) Lessig noted that print media is also full of remixes, except that we don’t tend to think of them as such. Sure. A footnote is a remix, an allusion is a remix. All representations in fiction are reconfigurations of what we already know, one more strand in a dense intertextual web.

On another level, I think he’s wrong, and I think many people feel intuitively that such a view is wrong.

It’s easy to break out plagiarism from a conception of remixing. The sin of plagiarism is not that it remixes but that it fails to give credit for doing so, fails to acknowledge highly specific reuses of words and phrases and images from another work. If Viswanathan had her protagonist reading Megan McCafferty’s books within the fiction, and then saying, “Opal Mehta thought, ‘Ohmigod, my life is just like that'”, we’ll all be talking about how clever her metafictional command of chick-lit was.

However, I don’t think Lessig leaves me any grounds for seeing a relation between the active plagiarism of Viswanathan and the derivative character of Paolini’s writing, as one example. If all creativity is essentially remixing, then what do we mean by originality?

George Martin’s fantasy novels feel original to me. That’s partly just because he got his template from the Wars of the Roses rather than Norse mythology a la Tolkien. Martin’s is an original borrowing. This is really a kind of consumerist assessment, e.g., I’m bored with the old stuff, give me some new stuff. In that sense, to say an author is original is to say that they have looked over an entire genre or system of expressive culture and seen an opportunity for novelty, found some old stuff in the cultural attic for playing dress-up.

Sometimes saying something is original is just a comment on a clever juxtaposition or twist in the remix. Inverting the protagonists and antagonists in a familiar story. Changing the gender or identity of the archetypical figures. Setting a well-known narrative in a completely new context.

Sometimes it’s just a matter of voice and craft. Paolini’s work comes off as derivative partly because his writing is so terrible just in terms of its craftwork. The cleverest Photoshop remixes stand out sometimes just because the person is so amazingly good with Photoshop that they create what feels like a wholly original image, something we’ve never seen before.

I don’t want to let go of originality as something more than just a well-done remix, however. To some extent, I feel like Lessig is breezing past a difference that matters at a deep emotional level that is difficult to articulate. If I sit down to write a fantasy novel, and I have some characters named hobbits, and I write, “Their faces were as a rule good-natured rather than beautiful, broad, bright-eyed, red-cheeked, with mouths apt to laughter, and to eating and drinking.”, then I’ve plagiarized (and infringed on trademark).

If my fantasy novel has characters called Small Folk who live in well-furnished holes in the ground, smoke pipes, like to eat and are leery of adventures but who have reddish skin and speak in a pseudo-US Southern accent, I’m just derivative. That particular remix is just as dissatisfying as the unambiguous case of plagiarism: it doesn’t matter if it’s not technically a crime. What Visawathan did is worse than what Paolini did, but there’s a kind of distant family resemblance. Not all remixes are created equal. Perhaps if this remix is done exceptionally, exceedingly well in craft terms, it could actually be richly satisfying in its own right, but the odds are against it.

If I have characters called tokoloshe who live in well-furnished holes in the ground, smoke pipes and are hedonists, but have an intricate system of matrilineal kinship, warily watch from the boundaries a mythical struggle between pastoralists, cultivators and hunter-gatherer Big Men, but then join with the Big Men to fight the distant menace of the Burgher King, my remix would be more an allusion. It might be horrible or it might be clever: it depends on my craftwork. But there wouldn’t be anything derivative about it.

On the other hand, if I write a fantasy novel about a race of Memories hunted by the Eternal Tyrant, captured and reforged into his Throne of Sorrowful Anamnesis, giving the Tyrant control over truth and falsehood, and about how one Memory sets out across a dangerous landscape in a lonely quest to find the lost Mind from which it was originally born, then I’m doing something that seems to me closer to what we mean by original. Again, what I’m doing may well suck: originality doesn’t mean a guarantee of quality. Nor is what I’m doing without a lot of referentiality: memory, tyranny, the misuse of truth by power, the quest of the hero with a thousand faces, these only have meaning to us because we’ve encountered them in other contexts. It doesn’t mean my story won’t remind the reader of other stories.

Neither is this last narrative a remix in the way other remixes are. There’s a difference between visualizing a character like Sebulba in The Phantom Menace (he’s Anakin’s rival in the podrace) and sitting down with some software later on to stick a cat-like head on Sebulba’s body. There is primary and secondary originality. There are “remixes” of general ideas, archetypes, visions, referents, the things that we know at a very broad and human level, and then there are remixes which are specifically derived out of a specific work of antecedent culture. The second kind are not necessarily inferior, but they may have a lower ceiling of potential creative accomplishment.

Posted in Intellectual Property, Popular Culture | 11 Comments

Editor, Edit Thyself!

For whatever reason, I’ve been really focused this semester on commenting on the writing style of my students. Maybe because I’m seeing more students who have a handle on building their essay around an argument or a strong analytic perspective this semester, for whatever reason. That issue is normally what I spend more time working on.

I’ve been toying with picking out some of the worst passages from my blog and using them as demonstrations of how to edit more carefully when you make a second or third pass at an essay, maybe even making a Flash-based presentation that I can stick up in my sidebar.

Here’s an example I came up with.

From “The Shape of the Gordian Knot: Advocacy and the Classroom”:

Original passage.
Some in the Penn State administration have made it clear that they don’t care for the particular protest: words like “unfortunate” pop up. At the same time, they’ve been clear in saying that the College Republicans have a right to do and say whatever they like. The ACTA piece infers that one of the administrators “wishes” he could suppress them. I dislike that kind of telepathic mode of interpretation. What they concretely say is that some people will find this protest offensive, that civility in a college community should include consideration for what other people find offensive. They also say that students and faculty and others can say whatever they like.

Edited passage
Some in the Penn State administration have made it clear that they don’t care for the particular protest. words like “unfortunate” pop up. At the same time, they’ve been clear in saying said that the College Republicans have a right to do and say whatever they like. The ACTA piece infers that one of the administrators “wishes” he could suppress them. I dislike that kind of telepathic mode of interpretation. What They concretely say is add that some people will find this protest offensive, that civility in a college community should include consideration for what other people find offensive. They also say that students and faculty and others can say whatever they like.

Explanation of edits
Compresses the points made and removes unnecessary qualifiers and intensifiers. The “telepathic” dig, while valid, is the sort of point that should be made in a different piece: it is a good example of a person being so in love with a particular thought that they can’t bear to leave it out even when it’s not necessary to the point at hand.

——————————————————–

One of the things I might be able to do with a series on editing is explain how a tone develops over time in something like a blog, or in analytic papers. I overqualify and temporize in many entries in order to keep from sounding too harsh or polemical because that’s part of the impression I want to convey through in this weblog. It might not be wrong to choose a style appropriate to a communicative goal, but it is dangerous when it starts to become a habit.

Posted in Academia, Blogging | 24 Comments