Reading (Playing, Navigating) Hypertext

Jackson Pollock/ the medium is the message?

Hypertext literally means “over text.” The connotation is a text that is somehow over-stimulated in being a text. In digital terms, it means an electronic text that has a linking mechanism in which a reader has some agency in going to related texts and choosing from multiple pathways through a text. The world wide web is basically a massive hypertext.

Luminous Airplanes is a hypertext–calling itself a “hyperromance” or hypernovel. Actually, we are reading the digital extension of a print book titled Luminous Airplanes; the digital version picks up from the print version and in some way (I think?) forwards and extends it. Before the reader gets too far into the reading experience, we are confronted by choices and challenges as a reader. How should we proceed? Which path should we take? There is a story here: there is a narrative, there is a narrator, an initial event or conflict that seems to motivate things (a given, a problem, with the response being the writing of this narrative). What might be different for some is that this narrative–and the reader of this narrative–is never merely background or taken for granted. There is an interest in the reader’s participation. This is where the linking mechanism comes in. We have choices to make. But it should also be noted that this sort of literary experience–a narrator talking about the book we are reading, the reader in some form participating in the book as though it is being written with us–is not new to digital literature. This is a quality of postmodern literature that predates digital hypertext. Digital hypertext–we can call it with an ear to Birkerts, the fate of literature in the electronic age–extends, through digital means, a desire to write and read stories or texts in which the medium is the message. A postmodern book (like McLuhan’s) makes the reader mindful that she is reading a book. La Farge takes it a step or two further by extending his book into digital space: we can read about Luminous Airplanes (the book)–and even buy the book online–while we read Luminous Airplanes (the hypertext).

I think of the painter Jackson Pollock as an analogy–not only for how La Farge operates and what his artistic interests are, but also for how we as readers engage with this work.

We have choices to make. By the second “page” of the narrative, we have multiple choices, choices that suggest we are in some way participating in the writing/rewriting of the very story we are reading.  And by the third page, we are invited to “get lost” in the text–which, we learn, exists in multiple formats. (Think back to the multiple layers of texts in Frankenstein). But even that isn’t exactly the case, since we have a choice to navigate by way of a map–rather than go in the direction of pages, we can get rid of the “book” analogy entirely and follow a map that exists “outside of time and space.” One of the critical terms we will encounter for understanding the effects of digital hypertext is immersion and immersive text. It is no accident that Luminous Airplanes has a page titled “Immersive Text” and has its readers think about this concept while reading. And there is intertextuality (something now more familiar to us as readers), which in the case of the reference to “Rip Van Winkle,” suggests how the dismembering (and remembering) of various pieces of the story is also a theme within the story. In this way, the medium is part of the message.

The author Paul La Farge talks about immersive text in this short video interview found on his webpage.

This isn’t how we traditionally think of reading. But perhaps we need to find alternative verbs and participles for the activity we are doing. Perhaps it is better to borrow from other activities: navigating, playing, exploring, browsing, gaming. What else, what other analogies come to mind? And–my question for us to take up as we evaluate this literature critically: are these analogies for our reading completely beyond what we think literature and reading should entail?

 

Some other hypertext reading experiences you might consider….

“The Museum” by Adam Kenney, a hypertext novella that plays upon the idea of navigating story as an analogy for navigating a space such as a museum.

Emily Short, First Draft of the Revolution

  • Links and Doubles. Note the ways this text from the beginning plays with the idea of a fluid text in which writing is doubled and linked. Have you read other texts–including texts that are not digital–in which the experience of reading is doubled or linked in some way? Unlike some hypertexts (following the logic of nonlinearity), this one does have an end.
  • Participation. The reader’s invitation to rewrite this text while reading it. Participating as a reader, but also as a writer–for example, asking for more information. Think about ways Joseph Harris’ Rewriting provides insight. Or Janet Murray on immersion. Or McLuhan.
  • Author’s Statement. For further reading on this text, see the author’s description and overview here.

Electronic Literature Collection [we will be reading from this collection next]

  • Stretchtext: Spastext[Stir Fry Text]  Material metaphor: focusing on writing, on the role of the reader.
    • Another of the Stir Fry Texts, Correspondence–identifies the real materiality of language that the writers are interested in; think Jackson Pollock with painting. What are the paintings “about”? Some art critics would say: about painting, the paint, the painter’s (and viewer’s) interaction with this medium.

Some critical links

  • Birkerts’s concern with hypertext as too much fluid process, the loss of authorial product, seems an obvious connection to most if not all of these hypertexts. Yet they also suggest to me an implication of fluid process that SB doesn’t address, one that I would consider to be a valuable and crucial aspect of literary reading, deep and otherwise: the reading is dynamic, it moves.
  • For a contrasting view of hypertext as valuable, if still messy, in its process, consider Shelley Jackson’s discussion of her own hypertext, Patchwork Girl.
  • Rhetorical Devices for Hypertext

Here is a platform called Twine that we can use to create a hypertext–that is, a non-linear, linked narrative, poem, essay or other sort of literary work you might conceive. In other words, a narrative that we might treat more like a game. [Thanks to Aaron for pointing me to this site]

Some help with how to create links in Twine.

Is playing with a text, as a writer and/or a reader, analogous to writing and reading a text? In what ways is playing comparable to writing and reading? Would you argue that these activities, playing and writing/reading, should remain distinct?

Some stories/games created with Twine:

“Howling Dogs” by Porpentine.

First Draft of the Revolution by Emily Short and Liza Daly

For links/discussion of other literary games, see Aaron’s post on The Museum.

 

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Is Google Making Us Stupid?

Is Google Making Us Stupid?

Image via Wikipedia

So, is Google making us stupid?

Sven Birkerts, years before Google emerges, says yes: the web is trapping us in a world of shallowness, a web that erodes language, flattens historical perspective, and destroys privacy. I suggest Carr’s essay, “Is Google Making Us Stupid?,” offers some updating of Birkerts’ concerns, but also some possibility for counter-argument. For our purposes, I would emphasize that Carr’s rhetoric (how he writes and presents his argument) is, at any rate, stronger than Birkerts in key places. It is more effective in what it does, how it develops and complicates the argument–even as it makes a similar claim for a dramatic shift in how we read in the electronic age.

The scene from the end of 2001: A Space Odyssey: the one discussed in the article “Is Google Making Us Stupid?” The computer HAL being dismantled by Dave.

The article also refers to Plato’s “Phaedrus,” part of the section that opens up counter-argument. It reminds us that various technological changes stretch far back–and that writing was once the “Google” of ancient Greece. You will recall that McLuhan also refers to this famous dialogue, as does Birkerts and Joseph Harris and Dennis Baron.

Does my ability, or my desire, to access these ideas from the essay–I might call them, to use a loaded term, these links–in digital form, from the same screen with which I read the essay, constitute deep or shallow reading? Perhaps the problem is we need some different terms to describe what I am doing.

Think back to The Medium is the Massage and our discussion of the way that this print book extends or mediates the traditional book, one could say “hypermediates” the conventional form of an argument.   Is this also something to fear–or does this return us to something more crucial and fantastic in storytelling or literature? Would lots more types of books like The Medium is the Massage make us stupid?

Carr has turned his article into a book titled The Shallows. Here is a review from the NY Times.

Some additional links to consider–and return to as you develop your argument for the third writing project:

A recent argument that cites Carr, but offers a more interested, hopeful vision for the ways digital reading is creating and influencing fragmentary readers and writers. “Fragmentary: Writing in a Digital Age”

A review of, and argument with, Carr’s book The Shallows (the book that emerges from his Google article).

A NY Times review of some new children’s books that blend print and digital; the reviewer suggests it as an updating of the Choose Your Own Adventure series.

Lanier, “Does a Digital Classroom Enfeeble the Mind”

“Inside the Google Books Algorithm”

Gibson, article in Wired on writing as cut and paste remixing.

Harris’s chapter on “Remixing” refers to the scholar Kathleen Fitzpatrick and the digital versioning of her later print book Planned Obsolescence. See it here. Does this type of reading counter Carr, or provide further evidence for his concerns?

And here is Birkerts himself writing in response to Carr’s book The Shallows.

As you can see, we are participating in a critical conversation with lots of forwarding and countering going on.


McLuhan: The Message of the Medium

English: Marshall McLuhan, Quentin Fiore: The ...

English: Marshall McLuhan, Quentin Fiore: The Medium is the Massage (Spread from the book, page 34-35, original photo: Peter Moore) Published in 2001 by Ginko Press Inc., Corte Madera, CA, USA.

The essay “Wikipedia and the Death of the Expert” and Sven Birkerts’ counter to this argument, “The Room and the Elephant,” both focus on the ideas of Marshall McLuhan. [The links above provide  digital versions of these two articles that include some of my annotations]

In Understanding Media, Marshall McLuhan (author of The Medium is the Massage) defines media  as  “the extensions of man.” Contrary to someone like Sven Birkerts, who neglects the medium of the book and tends to view media only as the new, the electronic, McLuhan understands that a medium (or a technology) is anything that extends the capability of a human who uses it. Thus any and all forms of communication tools are media, starting with language itself: writing, pencil, book, printing press, variety of computer mediated forms of writing and language. And in this book he extends this notion of extension: literally any tool that can be considered an extension: clothing, wheels, houses. Thus, in The Medium is the Massage, McLuhan writes about the “technology of the alphabet.”

McLuhan highlights for me the ways that Birkerts neglects to define and consider and reflect upon and understand the mediated nature of new media (instead of generalizing, too quickly brushing them off). And though he does do a better job being more deliberate and reflective regarding the media of print (all the reading and writing he discusses), there is still this problem. He gets, I think, the medium of print wrong. Consider this paragraph from McLuhan that evokes Birkerts’ senses of passivity vs. activity, except it locates the passive not with television but with the technology of literacy.

Western man acquired from the technology of literacy the power to act without reacting. The advantages of fragmenting himself in this way are seen in the case of the surgeon who would be quite helpless if he were to become humanly involved in his operation. We acquired the art of carrying out the most dangerous social operations with complete detachment. But our detachment was a posture of noninvolvement. In the electric age, when our central nervous system is technologically extended to involve us in the whole of mankind and to incorporate the whole of mankind in us, we necessarily participate, in depth, in the consequences of our every action. It is no longer possible to adopt the aloof and dissociated role of the literate Westerner. [Understanding Media, 4]

I see a good bit of Birkerts in this image of detachment. Ironically, McLuhan gives us to imagine this scenario at home: parent yelling at child to put down that book, stop being so lazy, and get on the internet and do something real. Or in the case of Walter Benjamin, whom Birkerts will cite: we see that mediation–the changes in the technological reproduction of art, writing–enables readers to become writers.

All emphasize that the traditional relationship between readers and writers is changed by technology. Must that change necessarily be for the worse? McLuhan’s understanding of the involvement that the “environment” created by electronic media, in contrast with the detachment of print media, suggests a contrasting vision to that of Birkerts.

For a brief history of early printing.

For the audio recording that accompanies The Medium is the Massage.

A documentary film about McLuhan and his argument in The Medium is the Massage.

Some things to consider as we also engage with the Print Shop at the Literary House and think further about the machinery of writing.


Project 2: review

Once again, here are some examples (from previous writers in the class) of elements that we focused on in developing the second writing project, particularly in focusing on the forwarding of a literary text and the close reading its implications/complications as a way to support and extend your argument.

Remember my thesis about how best to learn and develop as writers: by giving more time to reflect on our writing, especially after we have finished a project. Take time now, before we get into the third project, to explore some of these samples. I also recommend taking your final version of the project into the Writing Center and getting some additional feedback on elements on your to-do list.

  • Development/Close Reading
    • Allison’s essay, particularly this body paragraph; notice how she invites the reader (using metacommentary: it is fitting to pause) to slow down to do some close reading. She focuses on the poem “Mutability”:
      • Although it is easy to see how the stanzas included in the novel relate to what is going on, there are subtler references to a “bigger picture” present in the novel, parallels to which can be found in the poetic stanzas that Shelley chose not to include. While the second half of the poem gives insight into the large impact that one thought can have on the entire scope of a lifetime, the first half puts humans on a much smaller scale, comparing them to “clouds that veil the midnight moon” that float through the sky and soon “are lost forever.” Percy Shelley compares humans to a musical instrument “whose fragile frame no second motion brings one mood or modulation like the last.” What Mary Shelley is communicating – through her husband’s words, no less – is that human life is a volatile and fleeting thing. Here it is fitting to pause and analyze the context of this poem’s placement within the events of the novel. Victor Frankenstein has just scaled a massive, desolate mountain and is contemplating man’s susceptibility to impulses and flighty desires. He essentially concludes that with the higher intelligence of mankind there is a great danger, and this danger stems from our uniquely human ability to “feel, conceive, or reason; laugh or weep; embrace fond woe, or cast our cares away.” Both Victor’s conclusion and the poem are a meditation on the flightiness and triviality of human lives and, by contrast, the extent to which these lives can be impacted through seemingly harmless decisions. The two halves of this poem are two conflicting views on a topic of immense depth, which is quite fitting for a poem entitled “Mutability.” While most readers will only experience the part of the poem found in the novel, it is important that one understands the significance that can be found by reading the entire text.
    • Allyson shows (in the first two body paragraphs) the effective use of keywords from the quotation as a basis for the interpretation or extension. Her argument is extended from the language she quotes.
  • Arrangement and Coherence
    • One of the ways we grasped this in the revision workshop: the importance of using keywords of our argument and signposts for where the argument is, where it is going, especially in places such as topic sentences. David presents a good example (third body paragraph) of how as simple a word such as “this” can do this.
    • Rachel’s project provides a strong example of how the keywords of the argument move the reader through the body paragraphs, extending from topic sentences into the close reading of the passages she forwards.
  • Argument set-up [reviewing Clarity and Complexity]
    • Sara sets up her problem with her thesis as response, effectively signaled with transition words:
      • In the novel Frankenstein by Mary Shelley, the author uses different texts to illustrate her main points, as many authors sometimes do. Unlike the novel’s intricate uses of eloquent language and the intertextual weaving being used, many people tend to think of Frankenstein as a simple horror story—a mad scientist creates a monster that is portrayed as a mindless killing machine, which escapes and terrorizes everything in its path. However, there is a more complex story suggested by the intertext Genesis—a complexity that I read as important to illustrate my belief that the creature Frankenstein created was not a monster at all. Mary Shelley uses Genesis to show the pain and suffering and loneliness the creature went through that ultimately spurns his actions, some being violent and hateful. Nevertheless, this is human nature, and based on how the creature is treated, he has the capacity for both good and evil.
    • Good example from Robbie of setting up the given/conventional view–starting generally, then moving in toward the more specific reading/argument that the thesis signals.
  • Conclusion
    • Jacob: A good example of raising implications at the end that both reiterate the complications of the argument, but reach out beyond the essay, to new ways of thinking with this information–thus answering the all-important So What?
    • Xavier’s project offers a good example of concluding the argument, then moving out toward some larger implications for the reader to consider.
      • Hollywood would have one believe that Frankenstein is just another simple monster horror story. But, upon further analysis, it is noticeable that Mary Shelley had a deeper meaning for her story. The story, using comparisons from John Milton’s Paradise Lost as well as other inter texts, develops a complicated picture of humans and our struggle with God from the beginning of time. Putting a monstrous, yet humanistic creature was an interesting choice. The monster in Frankenstein shows the best and worst of mankind. In this aspect, it represents all that humans are. And I think that Shelley wants us to realize that God wants the best for us; for us to strive for perfection, even though He knows we will never fully attain it. Though Victor dies before he gets his revenge, the monster comes to realize the error of his ways. This novel shows us that we are more than our mistakes and that we can overcome them. We all make mistakes; it is how we overcome them that defines who we are.
  • Citation format: for a reminder of MLA citation format (including the listing of works cited needed at the end of your essay), consult the Purdue OWL here.

Reading and Writing in An Electronic Age

What happens when writing enters the electronic age? We turn to that question, and turn into a critical exploration of the problem as raised by Sven Birkerts and a range of other critical writers/thinkers we will be exploring over the remaining weeks of the term. Do we lose something that writing, particularly literary writing, has or should represent? Do we gain something in the process?

In her book Writing Machines, the critic Katherine Hayles, a scholar who studies writing and new forms of media, argues for something she calls “media specific analysis.”  She emphasizes a simple point: the medium matters in whatever text we are reading–and so recognizing and understanding the differences among media should matter as well. A book is not a film is not a website–though these days, all three may interact in significant ways, as we will see exploring examples of “hypertext” literature. You might look (if you haven’t already) at The Medium is the Massage, the text we will turn to shortly. Hayles writes of “material metaphors,” symbolic moments in a text when the image or idea in the text (in verbal or visual form) reflects something of the material basis of the text. In other words, the medium. In other words, the subject of our reading or viewing turns into the object of our reading/viewing as well.

This critical focus on thinking critically about a medium–be it writing, film, computer, etc–owes something to a well-known media theorist from the 1960s, Marshall McLuhan. For some useful background on McLuhan and one of his signature concepts, “the medium is the message,” browse this wikipedia entry. [by the way, as you may or may not realize, Wikipedia is a digital remediation of the print encyclopedia].

As an example of McLuhan’s assertion that the content of every medium is the medium itself–i.e., the real message lies in how any message is conveyed (its mediation) not what the content or message is–we could take this Wikipedia entry. MM would argue that the real effect on those who read this entry comes through the way the ideas (in this case, some background, initial description of ideas, further links and resources) are conveyed and not the ideas by themselves. There is no idea apart from its medium for MM. And so the nature of a wiki–its ways of conveying content, of linking, of the kinds of writing and reading experiences it emphasizes and enforces, is the message.

He also distinguishes two types of experiences we can have with a communication medium: hot (or high definition) such as film–where our attention needs to be focused, absorbed; and cool (or low definition) where the active participation of the viewer/participant is more crucial to the experience, such as with a book (turning the page, re-reading, etc).

The phrase ‘remediation’ comes from the authors Jay Bolter and Richard Grusin who build upon McLuhan to argue, further, that every new medium builds upon, repurposes and remediates an earlier and existing medium. Thus the medium is the message also implies that there is no new media apart from ‘old’ media. Bolter and Grusin take this even further (which is to say, take our new media all the way back to MM’s older view) in suggesting that the content of every new medium is the act of remediation itself: how the new medium relates to and reuses the old.

So film reinvents (or remediates) the writing of a book. But a book also reinvents the presentation of a film. When we will read (browse, play, view?) some literary texts developed for electronic environments, we will encounter both, and more. But the problem, the question we will continue to explore, is the one we forward from Birkerts: when books and reading enter into the electronic age, do we lose something in the process?


Pathos of Editing: stitching a more fluid essay

http://www.exophagy.com Frankenstein (1910 film)

Image via Wikipedia

In addition to being a poor reader and reviser, Victor Frankenstein, Shelley’s stand-in for the creative artist, the writer, the one who toils in the workshop of filthy creation, appears to be a bad editor. Think of it: if he had taken a bit more time to consider the presentation of his creation, the work that he had stitched together from parts (as any creative work is), might he have saved himself some heartache?

This editing workshop focuses on how we control and create the fluidity (often called ‘flow’ by you) of an essay that is not naturally or originally there. It is made, not born. And one key place we control and create this fluidity is through control of our sentences.

  • Sentence Variation:
    1. look at your sentence length: hit return at the end of each sentence in one or more paragraphs: turn your prose into poetry; the point is to bring out the buried voiced (the origins of poetry, of writing) of your sentences.
    2. we are after variation: not all long/complex; not all short and sharp–a fluid movement between the two.
      1. think both Hypotaxis and Parataxis.
      • Close-Up
        • Experiment with using the power of shifting to a short, sharply focused sentence as a way to highlight your thesis statement. It is like moving in for a dramatic close-up on your critical vision. It can tell your read: pay attention to these keywords and ideas throughout the essay–a way to provide the thread the reader takes with them.
      • Sentence Combining: fluidity and variety in sentence style derives from a more specific grasp of the kinds of sentences and sentence parts we have at hand. You can combine shorter, simpler sentences in several ways, including compounding and subordinating. For more practice, visit the Sentence-Combining page of Guide to Grammar and Writing.
  • Transitions
    • between sentences within a paragraph (the point from above), and between paragraphs. Look at the transition sentence (the first sentence of the next paragraph). Work on weaving the reader’s path (or the thread of your thesis) into the next paragraph.
      • use transition signals (think of the way we need to do this with a speech or public presentation): “Yet another example of this irony of dark creation is evident in the creation scene.” Or by contrast: “Unlike the darkness of creation we see with Victor, the creature presents a vision of light…”
  • Weave your quotationinto the paragraph: quotations need to be effective, not just accurate.
    • remember to provide context/introduce the quotation (don’t throw quotations at the reader)
    • leave the page number for the parenthetical citation; don’t introduce the quotation with the page number.
  • Meta-Commentary.
    • We will be returning to this in later workshops. For now, think about places where you can add in a sentence that will help clarify things for your reader by letting the reader know what you are thinking.
      • “in other words”; “By irony of dark creation I mean…”; “Let me reiterate the point made earlier:….”; “What do I mean by …?”
      • also think of transition words: however, although, despite, that or this [point, idea]
  • Specificity.
    • Edit out phrases that leave things the argument or idea or specific reference vague. Sometimes this is a matter of selecting stronger verbs and more complex nouns; sometimes, this is a matter of substituting for some of the pronouns we use too frequently (it, he, she) or too loosely (this, without a reference to what this is: this idea of creation…). It is also a matter of editing for more specific verbs. Consider, as one tool for getting a better grasp on the implications of words (as well as relations, synonyms), using Wordnik.
    • For a good poetic example of specificity that matters for an argument, read Robert Pinsky’s “Shirt.”

Reverse Outlining: Three-Act Thesis Template

English 101 | Professor Meehan

Three-Act Thesis: Revision Strategy | Writing Project #2

Read and respond to the draft by filling in the structure below with specific information from the essay.

Act 1: Introduction/Set UP

Given:

Critical Problem:

Response/Thesis:

 

Act 2: Complications/Examples/Evidence for your thesis [for this size essay, around 2-4, also known as supporting paragraphs]

Complication #1:

[Passage that is forwarded]

 

Keywords/ideas that relate back to the thesis [how the writer is extending the passage and argument]:

 

 

Complication #2:

[Passage that is forwarded]

 

Keywords/ideas that relate back to the thesis [how the writer is extending the passage and argument]:

 

 

 

Complication #3:

[Passage that is forwarded]

 

Keywords/ideas that relate back to the thesis [how the writer is extending the passage and argument]:

 

 

Complication #4:

[Passage that is forwarded]

 

Keywords/ideas that relate back to the thesis [how the writer is extending the passage and argument]:

 

 

 

 

Act 3: Conclusion

Climax: final answer to question/solving of problem—where writer reinforces the thesis:

 

 

 

Resolution: What’s next—where this argument leaves the reader; larger implications reader might take from this argument and apply elsewhere.