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!!

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