Suchergebnisse

"Race Writing in the Internet Age" argues that the intensified forms of global economic integration made possible by Internet technologies have defined contemporary "postrace" narratives—narratives that, in turn, both formally embody and thematically challenge the racial ideologies that subtend this integration. The Japanese coders, South Asian hackers, "cyber coolies," African-American app designers, Korean- and Taiwanese-American social media addicts, and Nigerian "yahoo boys" who populate the contemporary American novel elaborate key contradictions between the "postracial" world of social technology and the global wage differentials that attend and make possible the Internet itself. In novels by Teju Cole, Bharati Mukherjee, Ruth Ozeki, Ed Park, Ishmael Reed, Gary Shteyngart, Colson Whitehead, and others, race disappears into a colorblind Web run through apparently abstract software algorithms, only to reappear in the wage gap between developed and undeveloped nations. However, these novels do not simply construct race in accordance with capitalist imperatives: they also sublimate technology into form, in ways that must change inherited understandings of the contemporary novel's relation to the information and communication technologies alongside which it came of age. Reading the "postrace" novel in light of new interdisciplinary research on the cultural implications of software systems and computer code, fresh interest in formalist analysis, and ongoing work on global political economy, "Race Writing in the Internet Age" discovers a range of contemporary writers turning to algorithmic forms—computational techniques for market forecasting, models of viral transmission and social networking, the underlying principles of Web browsing and search—as a way of illustrating race's reconfiguration within the tech-integrated global market.

In the final throws of writing a doctoral thesis the struggle was to find a structure for presenting the vast amounts of literature that had to be integrated and synthesised to form a coherent whole and linking psychology and music, the basis for my thesis. As a systems theorist and adherent to social constructionist views, the metaphor plays an important role in constructing realities, and the framework that came to mind for structuring and presenting my thesis was that of the concerto from the Western classical music genre. In this paper I will explain how this metaphor was used for organising and structuring my research and presenting a systems paradigm as a coherent whole.

Like. Share. Comment. Subscribe. Embed. Upload. Check in. The commands of the modern online world relentlessly prompt participation and encourage collaboration, connecting people in ways not possible even five years ago. This connectedness no doubt influences college writing courses in both form and content, creating possibilities for investigating new forms of writing and student participation. In this innovative volume, Sarah J. Arroyo argues for a "participatory composition," inspired by the culture of online video sharing and framed by theorist Gregory Ulmer's concept of electracy. Electracy, according to Ulmer, "is to digital media what literacy is to alphabetic writing." Although electracy can be compared to digital literacy, it is not something shut on and off with the power buttons on computers or mobile devices. Rather, electracy encompasses the cultural, institutional, pedagogical, and ideological implications inherent in the transition from a culture of print literacy to a culture saturated with electronic media, regardless of the presence of actual machines. Arroyo explores the apparatus of electracy in many of its manifestations while focusing on the participatory practices found in online video culture, particularly on YouTube. Chapters are devoted to questions of subjectivity, definition, authorship, and pedagogy. Utilizing theory and incorporating practical examples from YouTube, classrooms, and other social sites, Arroyo presents accessible and practical approaches for writing instruction. Additionally, she outlines the concept of participatory composition by highlighting how it manifests in online video culture, offers student examples of engagement with the concept, and advocates participatory approaches throughout the book. Arroyo presents accessible and practical possibilities for teaching and learning that will benefit

One aspect of international relations which interested Martin Wight particularly was the functioning of what are called systems of states. That has also been an area of my especial interest since the late 50s. It was the focus of the discussions of the British Committee on the Theory of International Politics. The committee was organized in the late fifties to bring, together people from different disciplines, practitioners as well as scholars. Herbert Butterfield and Martin were the founders and guiding spirits of the early years of the committee, and I was one of the original members. It was a collective enterprise: members submitted papers which left as questions those points on which the author did not feel certain of the answers. Martin told me that the most stimulating and interesting work he did during the 60s was writing papers for the committee and taking part in its discussions.

This essay argues that a demand to be written on is intrinsic to architectural constructs. Beginning with the debates that surrounded the renovation of the Berlin Reichstag and the decision to preserve the graffiti left on it by conquering Soviet soldiers in 1945, wall writing is shown to be a profoundly unstable medium that fractures the historicity of its host surfaces even as it highlights their authority as systems of protection or exclusion. In Brassaï's photographs of the streets of modernist Paris, graffiti is understood as a uniquely auto-exhibitive discourse, a script that constantly exposes the limits of writing. In Walter Benjamin's study of Bertolt Brecht's poetry, this lapidary style is characterized as a kind of ex-scription that counters the formative, singularizing force of inscription with a trace logic that disarticulates the very schemas of surface and display that appear to ground it. Benjamin continues this discussion in his Arcades Project , revealing architecture and poetry to be two dimensions of a broader dynamic in which any sentence is a gesture toward the wall it will mark, if not render ephemeral, while any wall is a gesture toward the sentence that it will put on display and thereby potentially evacuate of its expressive or performative power.

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 "European Research Network on Learning to Write Effectively", funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project. ; Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 "European Research Network on Learning to Write Effectively" durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt. ; At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 "European Research Network on Learning to Write Effectively", funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.

What are the conditions needed for our nation to bridge cultural and racial divides? By "writing beyond race," noted cultural critic bell hooks models the constructive ways scholars, activists, and readers can challenge and change systems of domination.In the spirit of previous classics like Outlaw Culture and Reel to Real, this new collection of compelling essays interrogates contemporary cultural notions of race, gender, and class. From the films Precious and Crash to recent biographies of Malcolm X and Henrietta Lacks, hooks offers provocative insights into the way race is being talked abou

This book assesses the impact of writing on human societies, both in the Ancient Near East and in twentieth-century Africa, and highlights some general features of social systems that have been influenced by this major change in the mode of communication. Such features are central to any attempt at the theoretical definition of human society and such constituent phenomena as religious and legal systems, and in this study Professor Goody explores the role of a specific mechanism, the introduction of writing and the development of a written tradition, in the explanation of some important social differences and similarities. Goody argues that a shift of emphasis from productive to certain communicative processes is essential to account adequately for major changes in human societies. Whilst there have been previous descussions of the effect of literacy upon social organisation, no study has hitherto presented the general synthesis developed here

This is an important, critical analysis of Derrida's theory of writing, based upon close readings of key texts ranging from his stringent critique of structuralist criticism to his sympathetic and dialogical analysis of Freud's scriptural models. It reveals a dimension of Derrida's thinking which, although consistently present in his works, has been neglected in favour of those 'deconstructionist' clichés used in much recent literary criticism. Christopher Johnson highlights the special character of Derrida's philosophy that comes from the fertilising contact that Derrida has had with contemporary natural science and with systems theory. In addition, he shows how Derrida's philosophy of system and writing rejoins an atomist and materialist tradition repressed by centuries of idealist metaphysics. This study casts fresh light on an exacting set of intellectual issues facing philosophy and critical theory today

This article gives a brief description and critique of the analysis of power developed by Talcott Parsons in some of his recent works. Parsons's discussion of power is largely directed towards meeting what he sees as major flaws in the `traditional' view of power as embodied in `coercion theory' (or `zero-sum' theory). But his treatment of power is at least as partisan as the view which he wishes to replace. Parsons deals with the main points at issue between integration and coercion theory simply by setting most of them aside as of little importance, or by ignoring them altogether. While his new conceptualization of power makes his treatment of the subject more consistent with his general social theory, it draws his position even further away from coercion theory. In conclusion, I try to show that both Parsons and Dahrendorf wrongly imply that the main focus of the division between integration and coercion theory centres around the integrative function of `common value-systems'. The main issues which separate the two perspectives in fact concern the social processes whereby such value-systems are formed, and how value-consensus is maintained in societies.

"Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them", Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner's competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive ...

Writing as Material Practice grapples with the issue of writing as a form of material culture in its ancient and more recent manifestations, and in the contexts of production and consumption. Fifteen case studies explore the artefactual nature of writing — the ways in which materials, techniques, colour, scale, orientation and visibility inform the creation of inscribed objects and spaces, as well as structure subsequent engagement, perception and meaning making. Covering a temporal span of some 5000 years, from c.3200 BCE to the present day, and ranging in spatial context from the Americas to the Near East, the chapters in this volume bring a variety of perspectives which contribute to both specific and broader questions of writing materialities.
The authors also aim to place past graphical systems in their social contexts so they can be understood in relation to the people who created and attributed meaning to writing and associated symbolic modes through a diverse array of individual and wider social practices.
(DOI: http://dx.doi.org/10.5334/bai)