Literary Criticism--OGLR

While I will always go to the MLA first when conducting research, the OGLR indicates this is not the best way to start (248). Certainly the MLA database is the largest online index aiding one in conducting literary research, I find it interesting that the OGLR advises that "it isn't the best way to start." This section of the OGLR, and of course many of the chapters in this book provide so many avenues by which to look for articles/essays and key information, I find that this is an excellent course to take at the very beginning of the MA program as it will help in conducting research in other classes as well.

The Scholar in Society -- Bruce Robbins

Evolution - everything changes. Are there any absolutes? Reading Robbins essay “The Scholar in Society” I felt a tinge of sorrow and elation. Robbins asserts that the role of the scholar is to seek and exact change in the world, and at the same time accomplish this weighty goal with as much enthusiasm as possible. Furthermore the scholar is to create an atmosphere in which students find value and worth within the subject so that work being studied is significant and relevant. He states plainly “scholars seeking both to interpret and to change the wider world, also have to seek a wider social legitimation” (325). It appears the goals often circumvent the role of the scholar. In other words while scholars work toward educating students seeking higher education they face surmountable odds in which to do so. For example, Robbins discusses the downward trend of those seeking positions in universities due to the increase in adjunct positions. This I find a bit disheartening. In fact, I find that the overwhelming enthusiasm of the professors to be the locus of the university itself. Would it not that the professor engage the student in a global conversation there would be no change -- no need for reformation of any kind. For her/his part, the scholar provides the very pulse and heartbeat of the university.

Translation Studies

Interestingly, I was just having a conversation along the lines of translations and the “correctness” or “incorrectness” that often accompanies various translated texts. In the course of the conversation, a colleague mentioned that the reader would never know the actual content of the text, unless he/she knew the originating language. I, on the other hand, disagreed with this line of thinking because translators are trained in this educational field and apply their knowledge toward precise interpretation and translation methods. However, now that I have read through Lawrence Venuti’s essay “Translation Studies” my beliefs have been altered - to some degree. Certainly, there is an exactness to translation, but according to Venuti translation takes on an altogether form or approach that allows for some “alteredness” (if there is such a word.) Venuti talks about “shifts” within the text that appear to in some ways change the text. Well, for example, how many versions of the Bible do we actually have? The numerous translations alter the meanings, in my opinion. Venuti includes an example of how this works on page 297, which I found quite interesting. Sure, Christians will state that the overall message remains the same, but does it really? The example Venuti uses is the difference between the words “kiss” and “handshake” - which to me are entirely different. A kiss in no way resembles a handshake! It would seem that translation studies requires precision in a way that many of us (or maybe it’s just me) are not fully appreciative of. After reading this essay, I found that I wanted to go to a few of some old essays that I had read from Gloria Anzaldua that were written in Spanish and translated into English -- just for to get an idea of whether there had been a “shift” or “assuming” stance within the text. Interesting stuff.

“Ain’t so / Is Not” -- A Fable

Although “They Say, I Say” indicates that college students should write colloquially, I’m not so sure that is absolutely true. Sure, we are to express our opinions and present our own voice as the speaker within the essay; however, when it comes to collegiate writing there really doesn’t seem to be room for the “Ain’t so / Is Not” factor. For example, when we use first person pronouns in our writings, it seems as though our papers come back with circles and check marks that indicate these little bad boys should be left out of the paper, and in their place, we should use the old familiar “one may think” phrase. While I believe that using a more conversational way of writing is more engaging and certainly more entertaining, I’m not so convinced that in reality it actually works. Take for instance, this weeks readings from ISMLL, “Race and Ethnicity” and “Migrations, Diasporas, and Borders,” while these titles appeal to me, the actual essay fell rather flat. I was rather disappointed in the body of the work because both essays really didn’t answer the “so what” question, nor did the work use what “I Say, They Say” call for -- the use of conversational writing. The topics of both essays deal with culture, double consciousness, identity, race, gender, ethnicity, and so forth; however, I found myself rereading the same sentence -- talk about distraction!! Both essays failed to grab my attention, which has something to do with the way the authors chose to write the essay. If both Warren and Friedman had written in the “Ain’t So / Is Not” fashion, the essays would have been enjoyable as well as informative. Nonetheless, while both essays had pertinent information I just think it “ain’t so” wonderfully written - gosh darnit!!

Cultural Studies - Cause and Effect

Reading ahead is always a great way to gain further understanding of a previous text. I just finished reading Michael Holquist’s essay, “Comparative Literature” which is interesting in retrospect. Jean Franco’s essay “Cultural Studies” posits that “it is quite possible that in the future; certain projects and interests of cultural studies will scatter to be absorbed into ancillary fields” (222). That is to say, the borders of this discipline is rather broad leading to the “dumping” or “wind tunnel” effect as that of comparative literature. While cultural studies is certainly a singular discipline whereby students engage in portions of differing cultural and social interests, it is important to understand its origin. Comparative literature offers a germane foundation point. At its inception cultural studies, fundamentally formulated as a subaltern discipline from world literature or comparative literature. The ever changing focuses in which to study literature is producing variants such as “transculturation and hybridity” (239) which aids students to create meaning of individual texts where it may have been otherwise difficult. Instead of maintaining the status quo, the idea is to challenge the standard curriculum by incorporating the various disciplines such as Queer studies, Feminist, Cognitive Poetics, Marxist Criticism, Literary Pragmatics, etc. enabling the engagement of thought toward perspectives and understanding of others. Moreover, cultural studies is the branch within the field of English that provides a fundamental basis whereby systems of literature began to take shape. In other words, cultural studies provides an avenue by which to explore other worlds by sinking ones teeth into the meat of the book.

Sommer, Hopper, Byrnes -- Similarity/Difference

The use of Spanglish as a known and viable language is accepted within its Hispano community, but is it considered a sort of slang, a type of codification among its ethnic participants? What about those not within the community -- Anglos who use the words “rancho,” “bronco,” “burrito,”or “incommunicado,” does this, then, represent a sort of “Anglonish?” In the essay “Language, Culture, and Society,” Donna Sommer suggests “Nuyoricans prefer to understand Spanglish as the syncopation between languages, a disruptive and risky rhythm. -- Victor Hernandez Cruz writes, “Spanish and English constantly breaking into each other like ocean waves.” The rhythm of such a language sounds exciting and fresh for those who are privy to enter the conversation. Central to Sommer’s argument is Gloria Anzaldúa’s argument of shifting perceptions -- a code switching of languages that Latinos/Latinas experience at a great price -- the feeling of acceptance in an less than accepting world. The similarity of this rationale is found equally in Chomsky’s theory of the “little black box” discussed in “Linguistics” by Paul Hopper. Hopper discusses Chomsky’s theory that that children acquire language innately (or have some prior linguistic knowledge). This theory then is debated in the essay by Heidi Byrnes “Language Acquisition and Language Learning” where she includes the subject of input/output and this affects the nature of language development. Language then is a result of the particpants involvement and is no longer innate. How one acquires a language may be controversial and experts disagree as to the ideologies toward acquisition; however, languages once acquired should not be looked upon as lowbrow -- such as the use of Spanglish.

Textual Scholarship -- Whole / Parts

The debate of authorial intent becomes this rather huge albatross weighing heavily on the backs of those explicating any given work of literature. It is in the process of extrapolating the work that the entanglement of “the critics say…” and “the author meant…” becomes almost patina-like in that the layers are obscured for the reader. Interestingly, in the essay “Textual Scholarship” Leah Marcus, Professor of English at Vanderbilt asks the question, “When revision is prompted by editorial pressure, does that mean it does not encode the author’s intent?” (149) This inquiry summons a disparate move between editor and author, and in addition calls into question the marketing strategies toward book sales. Either readers believe the author’s voice has merit and is fully valued as a whole or it becomes a sort of sub rosa in that it is unknowable and therefore, critics must then lead the reader toward understanding.

Perhaps dividing a particular piece of literature into parts determines it’s whole. In an effort to grasp authorial intent the reader may desire a moiety of critique with a larger portion of author ideology. However, on the one hand how can the reader actually know what the author intended, unless the author is queried. And on the other hand, what if the author is deceased -- what then? Roland Barthe, French literary critic theorized this ideology and developed the essay “Death of the Author” wherein he argues that an authors intent is irrelevant. A huge debate ensues -- the whole and the parts -- the author’s intent or the critics lament?

The Oxford Guide - Useful tools

Comparing bibliographies is essential in research. Mann discusses the use of this technique as zeroing in on the “best sources quickly” (13). Obviously, someone else has already made the trip to the library, scouted out the experts, posted those sources in the bibliography and made it all the more easier toward one’s own research. These types of quick and easy methods are useful tools for any student attempting to complete a research project. The Oxford Guide to Library Research provides useful information toward narrowing down the specific scope of entry. Mann provides a full range of suggestions and options either through electronic media or in-person library usage that specifically aims at successful research. I had no idea as to the number of specialized encyclopedias -- what a treasure!

The section on word choice proved to be informative. In fact, after our recent scavenger hunt (library assignment) I found it interesting that it took more time to look information up using the on-line system then to physically search for the book. Attempting to search for the right word to keystroke onto the keypad was confusing just as Mann indicated. Those little “red books” (Library of Congress Subject Headings) are truly useful in cases like this.

Jarratt/Bartholomae/Bernstein - A comparison

One of the great things about being an English Literature major is that I keep meeting old friends through the process of reading. Discovering that through the inundation of required reading the very practice of it produces memory jogs of perhaps what may have been forgotten souls. As I read through Jarratt’s essay “Rhetoric” I kept asking myself “where have I seen this before?” and I attempted to connect-the-dots so to speak. On page 74 Jarratt discusses public vs. private discourse as intimate and isolated settings, which is very reminiscent of Habermas’s account of the bourgeois debating public ideas in private settings such as the coffee houses. Later in the essay Jarratt cites Habermas, but I found it interesting that by having some foreknowledge of the authors helped me to understand the essay more fully. Throughout Jarratt’s essay a student of literature can readily identify the authors, theorists, poets that are referred to. However, when I read through the essay by Bartholomae I felt as though it were a manifesto of some sort -- a series of lists and recommendations (like something we might see in The Oxford Guide to Library Research) -- the essay did not fully engage me as a reader. On the other hand, I did find that Bernstein’s essay on “Poetics” (although filled with lists as well) did offer insightful information on poetry as a process and a freedom from having to absorb the rules of writing. Bernstein creates more of an Aristotelian way of thinking by allowing the poets to creatively write rather than deal with the minutia of extrapolation. Plato would be appalled by the reverence given to the poet.

They Say I Say

Using templates to enter into the conversation of academic writing is a concept I have never attempted; however, it does offer strategic ways of developing the thought process of the argument. Graff offers key components that will enable the writer to successfully “map some of the voices” (9) within the particular argument, and yet at the same time exact one’s own voice. Interestingly, the suggestion of stating one’s own ideas in academic writing has not always been the case. Until recently students have been urged to delineate the argument devoid of individual opinion. This relatively new idea of bringing “I” into the conversation promotes easier access into the conversation as does the use of templates in academic writing. As I read through the section “Ways of Responding” (8) the templates act as chess pieces -- situated to promote critical thinking skills and help the writer to develop the argument. Although some writers may disagree with the use of templates, I believe these tools are useful in the process of concision. The more cohesive the text, the easier it is for the reader to engage; therefore, Graff’s advocacy of the writer’s template proves worthy while maintaining the individual voice of the writer. It may appear that the template is “training-wheels” for the novice writer; however, if the method has been proven to work, which according to Graff it does, then I’ll ask for the banana seat as well!!

Test

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