Walking around the room and looking at your work - it looks like you are in good shape. For Monday - finish up.
Send me an email with your map + the lexia for your text.
For Blog 7: Post the following:
- a short introductory statement or “abstract” to characterize what your text “does”
- any instructions or suggestions for readers to have a successful experience
- a link to a readable/playable version of your hypertext
Based on what I have seen so far I am really looking forward to Monday when we read through your finished projects. If you get stuck - send me an email - or stop by the writing center. I will pretty much be there so long as the University is not snowed closed.
Have a good weekend and see you Monday.
Wednesday, February 24, 2010
Monday, February 22, 2010
February 22
You gave presentations on your plans for your web sites - and they look great. Wednesday will be a workshop. I strongly suggest that you work as far as you can - to a place where you are stuck - or would like to do something more elegant but don't know how. Then in class you can network and hopefully someone will have your answer.
No blog.
Just keep working on your projects.
See you Wednesday.
No blog.
Just keep working on your projects.
See you Wednesday.
Wednesday, February 17, 2010
Wednesday, February 17
Tonight you spoke up for the texts from the Electronic Literature Collection that you wanted to review. We looked over the assignment sheet (posted on this blog, on the Somestory site, and as an attachment)to review the expectations for the assignment, and you spoke up for the following pieces.
Ryan = Nio
John= Bad Machine
Yvonne = Faith
Sam = Red Ridinghood
Nic = All Roads
Lisa = Dawn
Justine = Storyland
Ania and Melissa - let me know.
We discussed Disappearing Rain - noting how the exhaustively clear navigation both eliminated the frustrations and ambiguities we experienced reading some of the other hypertexts, and (as observed both by the class and critics) seemed to make this work almost like print text - in that it could be read clearly from beginning to end with little doubt about how the pieces fit together.
We then summed up the structure of the texts we've read so far:
12 Blue presents a home page with links to eight pages, each of which have 12 links. There are also links embedded within the texts on the 12 linked pages that take the reader deeper, and may cross to one of the other eight pages (in limited ways).
FAQ about Hypertext, like Disappearing Rain, allows the reader full access to all available links. In contrast to Disappearing Rain, some features that gives this text increased electronic literariness is that it parodies both an existing electronic genre, and critical traditions for discussing those genres.
The Jew's Daughter is not really a hypertext - but a flash document that gives the illusion of a linked text. The structure is pretty much linear/overlapping, though the reader has freedom (as in a print text) to read forward and back by screen.
Disappearing Rain is an example of networked fiction, in that the story connects the reader to the internet itself both in its plotline and in its form (though since the work is old - most of the links are broken).
We then walked through the main features of google.sites, and you did some more thinking about how you were going to create your hypertext piece. Again, we reviewed the assignment requirements.
For Monday:
Do some work on your hypertext! Keep the requirements of the assignment in mind as you work. In class you will have some time to talk about your project - and to work on it - so be sure to save it some place you can open it in class.
Blog 6: Post a map of your site (so far) and your brainstormy writing/plans for how you are going to use this structure to create your piece. The more you post - the more your classmates and I can give you feedback on.
I will be reading/providing feedback for blogs by the end of the week - meaning if Blogs 3, 4 & 5 are not posted by Thursday night you probably will not be getting credit.
Have a great weekend and it sounds like you have some great ideas for your projects! See you Monday.
Ryan = Nio
John= Bad Machine
Yvonne = Faith
Sam = Red Ridinghood
Nic = All Roads
Lisa = Dawn
Justine = Storyland
Ania and Melissa - let me know.
We discussed Disappearing Rain - noting how the exhaustively clear navigation both eliminated the frustrations and ambiguities we experienced reading some of the other hypertexts, and (as observed both by the class and critics) seemed to make this work almost like print text - in that it could be read clearly from beginning to end with little doubt about how the pieces fit together.
We then summed up the structure of the texts we've read so far:
12 Blue presents a home page with links to eight pages, each of which have 12 links. There are also links embedded within the texts on the 12 linked pages that take the reader deeper, and may cross to one of the other eight pages (in limited ways).
FAQ about Hypertext, like Disappearing Rain, allows the reader full access to all available links. In contrast to Disappearing Rain, some features that gives this text increased electronic literariness is that it parodies both an existing electronic genre, and critical traditions for discussing those genres.
The Jew's Daughter is not really a hypertext - but a flash document that gives the illusion of a linked text. The structure is pretty much linear/overlapping, though the reader has freedom (as in a print text) to read forward and back by screen.
Disappearing Rain is an example of networked fiction, in that the story connects the reader to the internet itself both in its plotline and in its form (though since the work is old - most of the links are broken).
We then walked through the main features of google.sites, and you did some more thinking about how you were going to create your hypertext piece. Again, we reviewed the assignment requirements.
For Monday:
Do some work on your hypertext! Keep the requirements of the assignment in mind as you work. In class you will have some time to talk about your project - and to work on it - so be sure to save it some place you can open it in class.
Blog 6: Post a map of your site (so far) and your brainstormy writing/plans for how you are going to use this structure to create your piece. The more you post - the more your classmates and I can give you feedback on.
I will be reading/providing feedback for blogs by the end of the week - meaning if Blogs 3, 4 & 5 are not posted by Thursday night you probably will not be getting credit.
Have a great weekend and it sounds like you have some great ideas for your projects! See you Monday.
Thursday, February 11, 2010
For Monday
The Electronic Literature Collection is back online- so finish reading through the possibilities, post your three choices retroactively (as Blog 3).
Also - keep working on your idea/concept for your hypertext piece and post your writing to your blog. You might begin to map out scenes or think about how many links you will have and how you will use them. Remember - this is primarily a hypertext piece - like we have been reading so far - which means it is texty and that the users primary interaction will be through choosing links. The more writing you have the farther along you will be when we get to the "doing" part.
We missed the introduction to google.sites I had planned for Wednesday = and we miss class Monday (I had planned a long weekend for you to mess around) but that's OK - you will have a long weekend to mess around with it next weekend.
Meanwhile and for class Wednesday:
Read Disappearing Rain. http://www.deenalarsen.net/rain/ We are reading this work as an example of hypertext - and to think about some of the issues of networked fiction (see Larson's discussion with "unsolved mysteries" about linking their site to her story ).
Update Blog 3 & 4.
Most important: look around the SomeoneStory site on google.sites. You are encouraged to experiment - add links - edit - or even create your own site. If you want some directions you can click the help button, or check out http://www.steegle.com/Home. The "How to" and "FAQ" links may be useful. In many ways using software is like reading electronic literature - you just have to spend some time with it.
I realize you have not had any instructions - and if experimenting is beyond your expertise - don't worry, we will work on it in class next Wednesday. The original plan was that I would walk you through the tools and then ask you to experiment - just see what you can do.
Blog 5: Post your experiences with google.sites - tell me what kind of help you are going to need. This way we can have a more productive class on Wednesday.
Have a great weekend and Happy Valentine's Day!
Also - keep working on your idea/concept for your hypertext piece and post your writing to your blog. You might begin to map out scenes or think about how many links you will have and how you will use them. Remember - this is primarily a hypertext piece - like we have been reading so far - which means it is texty and that the users primary interaction will be through choosing links. The more writing you have the farther along you will be when we get to the "doing" part.
We missed the introduction to google.sites I had planned for Wednesday = and we miss class Monday (I had planned a long weekend for you to mess around) but that's OK - you will have a long weekend to mess around with it next weekend.
Meanwhile and for class Wednesday:
Read Disappearing Rain. http://www.deenalarsen.net/rain/ We are reading this work as an example of hypertext - and to think about some of the issues of networked fiction (see Larson's discussion with "unsolved mysteries" about linking their site to her story ).
Update Blog 3 & 4.
Most important: look around the SomeoneStory site on google.sites. You are encouraged to experiment - add links - edit - or even create your own site. If you want some directions you can click the help button, or check out http://www.steegle.com/Home. The "How to" and "FAQ" links may be useful. In many ways using software is like reading electronic literature - you just have to spend some time with it.
I realize you have not had any instructions - and if experimenting is beyond your expertise - don't worry, we will work on it in class next Wednesday. The original plan was that I would walk you through the tools and then ask you to experiment - just see what you can do.
Blog 5: Post your experiences with google.sites - tell me what kind of help you are going to need. This way we can have a more productive class on Wednesday.
Have a great weekend and Happy Valentine's Day!
Monday, February 8, 2010
Class February 8
Well - we DIDN'T make a complete list of who wanted to review which text from the ELC Vol 1 - because it wasn't available all weekend. Hopefully you were able to link from my blog to browse TJD.
I have Wednesday marked as the date for making decisions about which text you want to review - but at this point it seems like we should wait to Monday. So far - Ryan has spoken up for NOI, Sam is probably going to go with Little Red Ridinghood - and Nic is interested in the interactive pieces = Galatea, All Roads, and Savoir-Faire - though he has not made a commitment.
We spent most of the class talking about TJD. I talked about antecedents in Film and Literature (see my post) and worked through a reading of the text as writing about itself and you (the reader) and your experience of reading. So - ok - it doesn't work 100% but there are some sections of the text where that is definitely what is going on. Check out screen 402 for the list of scenes (not that it will do you all that much good), mess around with right clicking and "playing" and "rewinding" the text. See if you can figure out any more layers to this text and we will pick up the discussion on Wednesday.
We spent the last part of class brainstorming "structures" that might go with your ideas for a hypertext project.
Blog 4: Post some brainstorming for the thematic / conceptual focus for your hypertext.
In class you will do some experimenting with using google.sites to create hypertext.
I have Wednesday marked as the date for making decisions about which text you want to review - but at this point it seems like we should wait to Monday. So far - Ryan has spoken up for NOI, Sam is probably going to go with Little Red Ridinghood - and Nic is interested in the interactive pieces = Galatea, All Roads, and Savoir-Faire - though he has not made a commitment.
We spent most of the class talking about TJD. I talked about antecedents in Film and Literature (see my post) and worked through a reading of the text as writing about itself and you (the reader) and your experience of reading. So - ok - it doesn't work 100% but there are some sections of the text where that is definitely what is going on. Check out screen 402 for the list of scenes (not that it will do you all that much good), mess around with right clicking and "playing" and "rewinding" the text. See if you can figure out any more layers to this text and we will pick up the discussion on Wednesday.
We spent the last part of class brainstorming "structures" that might go with your ideas for a hypertext project.
Blog 4: Post some brainstorming for the thematic / conceptual focus for your hypertext.
In class you will do some experimenting with using google.sites to create hypertext.
Project 1: Hypertext
Project 1: Literary Hypertext
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with literary hypertexts; to experiment with composing practices for creating hypertexts; to use navigation tools, images, sounds, and text to create a literary hypertext; and to design and publish a literary hypertext
Description of assignment: create a literary hypertext where navigation is a significant component of the readers’ “reading” experience . You may use google.sites, frontpage, dreamweaver, storyspace or any composing tool which allows you to create a text with sufficient links to generate a layered, multifaceted reading experience. Your text may (but is not required to ) include: images, sounds, animations, networked links, and interactive elements.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable hypertext linked to or embedded in your blog
- a list of the lexia associated with the text
- a schematic or “map” of the hypertext as a whole
Criteria for grade: The hypertext itself will have:
- a navigation system of sufficient complexity to generate multiple paths for reading;
- a thematic, symbolic, narrative, or conceptual focus that allows for a “literary” reading;
- navigation that is integral to the text’s theme/focus
- lexia that are creative, well written, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Important dates:
Wed Feb 10 (Blog 4): Thematic / conceptual focus for your hypertext
W Feb 17: plan for short project 1
M Feb 22 (Blog 6) : Brainstorming text for Project 1 + story map
M&W Feb 22-24: in-class workshops + experimenting with online display
M Mar 1 (Blog 7) Due: Short Project 1
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with literary hypertexts; to experiment with composing practices for creating hypertexts; to use navigation tools, images, sounds, and text to create a literary hypertext; and to design and publish a literary hypertext
Description of assignment: create a literary hypertext where navigation is a significant component of the readers’ “reading” experience . You may use google.sites, frontpage, dreamweaver, storyspace or any composing tool which allows you to create a text with sufficient links to generate a layered, multifaceted reading experience. Your text may (but is not required to ) include: images, sounds, animations, networked links, and interactive elements.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable hypertext linked to or embedded in your blog
- a list of the lexia associated with the text
- a schematic or “map” of the hypertext as a whole
Criteria for grade: The hypertext itself will have:
- a navigation system of sufficient complexity to generate multiple paths for reading;
- a thematic, symbolic, narrative, or conceptual focus that allows for a “literary” reading;
- navigation that is integral to the text’s theme/focus
- lexia that are creative, well written, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Important dates:
Wed Feb 10 (Blog 4): Thematic / conceptual focus for your hypertext
W Feb 17: plan for short project 1
M Feb 22 (Blog 6) : Brainstorming text for Project 1 + story map
M&W Feb 22-24: in-class workshops + experimenting with online display
M Mar 1 (Blog 7) Due: Short Project 1
Review Assignment
Assignment: Review one work from The Electronic Literature Collection: Volume 1
Purpose: to explore a broad range of electronic literature texts; to develop critical approaches suitable for responding to electronic texts; and to . Although there will not be rigid requirements about which students review which texts from which genre - the hope is that as a class we will cover representative texts from as many genres as possible. Because of this, during the preliminary stages of the project you are encouraged to identify several texts you would like to review, preferably texts from different genres. This way, when we identify your final choice of text to review, we can arrange it so that no two presentations are on the same text, and we have presentations to represent work from as many different genres as possible.
Description of assignment: Develop a review of one piece from The Electronic Literature Collection: Volume 1. You will present your review both as an interactive discussion with classmates, and as a written piece posted on your blog. Your review should characterize the piece in terms of literary traditions, identify its genre as a work of electronic literature, characterize the reader’s experience of the text, and provide your response and evaluation of the text.
Criteria for grade:
• identification of the text’s genre + discussion of the literary traditions the text draws from
• descriptions of the important textual elements including navigation design, visuals, sound, interactive features, movement, layering effects, network connections, and so on
• analysis of how textual elements create an overall effect (or not); this discussion will be based on your descriptions of textual elements
• narration of how the text is experienced including an assessment of the overall effect/feeling of reading the work
• references to what other reviewers/critics have written about your piece or genre
Form: Class presentation and blog post. The post to your blog should include the text of your presentation to the class, a link to your text, links to appropriate references, and any other visuals or links that will facilitate your discussion of the text.
Important Dates:
Feb 3: discuss assignment sheet
February 10: in class=> identify the work you will review.
Conferences for draft reviews by appointment
March 24 – April 12: Presentations
April 29: Post final draft for review
Purpose: to explore a broad range of electronic literature texts; to develop critical approaches suitable for responding to electronic texts; and to . Although there will not be rigid requirements about which students review which texts from which genre - the hope is that as a class we will cover representative texts from as many genres as possible. Because of this, during the preliminary stages of the project you are encouraged to identify several texts you would like to review, preferably texts from different genres. This way, when we identify your final choice of text to review, we can arrange it so that no two presentations are on the same text, and we have presentations to represent work from as many different genres as possible.
Description of assignment: Develop a review of one piece from The Electronic Literature Collection: Volume 1. You will present your review both as an interactive discussion with classmates, and as a written piece posted on your blog. Your review should characterize the piece in terms of literary traditions, identify its genre as a work of electronic literature, characterize the reader’s experience of the text, and provide your response and evaluation of the text.
Criteria for grade:
• identification of the text’s genre + discussion of the literary traditions the text draws from
• descriptions of the important textual elements including navigation design, visuals, sound, interactive features, movement, layering effects, network connections, and so on
• analysis of how textual elements create an overall effect (or not); this discussion will be based on your descriptions of textual elements
• narration of how the text is experienced including an assessment of the overall effect/feeling of reading the work
• references to what other reviewers/critics have written about your piece or genre
Form: Class presentation and blog post. The post to your blog should include the text of your presentation to the class, a link to your text, links to appropriate references, and any other visuals or links that will facilitate your discussion of the text.
Important Dates:
Feb 3: discuss assignment sheet
February 10: in class=> identify the work you will review.
Conferences for draft reviews by appointment
March 24 – April 12: Presentations
April 29: Post final draft for review
Sunday, February 7, 2010
The Jew's Daughter, her advocates and her relatives
If you felt frustrated about not being able to find the "meaning" or "story" in Twelve Blue, I am guessing that The Jew's Daughter is not a "good read" for you.
As a way to think about how to "read" TJD, you might take a look at Lori Emerson's "My Digital Dickinson" in Vol 17.2 of The Emily Dickinson Journal (available through Project Muse on the Kean Library databases). Emerson suggests that digital reading strategies (such as those demanded by TJD) are pervasive and that they are changing the way we read texts in general.
Or you might consider TJD's ideology and focus are descendants of movements from both print (the Nouveau Roman) and film (French New Wave or Le Nouvelle Vague).
In the Nouveau Roman, writers such as Claude Simon, Michel Butor, Alain Robbe-Grillet more or less ditched traditional narrative lines and characters and devoted themselves to creating works that explore context, effects of time and space, and the form of the "novel" itself. (For example, see Michael Delahoyde's discussion of Robbe-Grillet's Jealousy.
Within film, the French New wave movement also moved away from standard story forms. According to Craig Phillips discussion of New Wave on Green Cine, the form favored:
"jump cuts: a non-naturalistic edit, usually a section of a continuous shot that is removed unexpectedly, illogically; shooting on location; natural lighting; improvised dialogue and plotting; direct sound recording; long takes" and other representational innovations that created a different "reality" that what was being set forward by Hollywood. These new film-making techniques placed new demands on viewers and were the impetus for new interpretive conventions = conventions for going with the flow and making the kind of local, particular interpretations that fit with postmodern texts and readings.
You might also take a look at screen 402 - for a summary of events. You might also mess around with "playing" the text - as opposed to reading it. It goes way too fast (and I don't know about your computer but mine things that is a lot to process all at one time) but for me it gave me a quick overview of the "shape" of the text.
Confession: Even on this second read - I come away with images and ideas - but I have a really hard time remembering the text(words) that engendered those ideas. And taking notes feels like it is the wrong way to track a text that "flows". . . so let me know what you are coming up with.
As a way to think about how to "read" TJD, you might take a look at Lori Emerson's "My Digital Dickinson" in Vol 17.2 of The Emily Dickinson Journal (available through Project Muse on the Kean Library databases). Emerson suggests that digital reading strategies (such as those demanded by TJD) are pervasive and that they are changing the way we read texts in general.
Or you might consider TJD's ideology and focus are descendants of movements from both print (the Nouveau Roman) and film (French New Wave or Le Nouvelle Vague).
In the Nouveau Roman, writers such as Claude Simon, Michel Butor, Alain Robbe-Grillet more or less ditched traditional narrative lines and characters and devoted themselves to creating works that explore context, effects of time and space, and the form of the "novel" itself. (For example, see Michael Delahoyde's discussion of Robbe-Grillet's Jealousy.
Within film, the French New wave movement also moved away from standard story forms. According to Craig Phillips discussion of New Wave on Green Cine, the form favored:
"jump cuts: a non-naturalistic edit, usually a section of a continuous shot that is removed unexpectedly, illogically; shooting on location; natural lighting; improvised dialogue and plotting; direct sound recording; long takes" and other representational innovations that created a different "reality" that what was being set forward by Hollywood. These new film-making techniques placed new demands on viewers and were the impetus for new interpretive conventions = conventions for going with the flow and making the kind of local, particular interpretations that fit with postmodern texts and readings.
You might also take a look at screen 402 - for a summary of events. You might also mess around with "playing" the text - as opposed to reading it. It goes way too fast (and I don't know about your computer but mine things that is a lot to process all at one time) but for me it gave me a quick overview of the "shape" of the text.
Confession: Even on this second read - I come away with images and ideas - but I have a really hard time remembering the text(words) that engendered those ideas. And taking notes feels like it is the wrong way to track a text that "flows". . . so let me know what you are coming up with.
Wednesday, February 3, 2010
Class Wednesday February 3
So FAQ about Hypertext was generally a better read for the class than Twelve Blue. Interesting. I'm glad you liked it.
I will be reading your blogs over the weekend and providing you some feedback by email.
Your reading assignment is to spend some time with The Jew's Daughter. As I said - it is long - so you don't have to read the whole way through. Go as far as you get (though try to read far enough so you can finish it for next Wednesday)and we will talk about themes, reading strategies, and storylines on Monday.
Blog 3: write about some of the pieces you have been reading in EL1 and list three possibilities for the review assignment.
I will re-post the assignment sheets as .rtfs. I think the problem was that they were word 2007 (docx).
Good class tonight and see you on Monday.
I will be reading your blogs over the weekend and providing you some feedback by email.
Your reading assignment is to spend some time with The Jew's Daughter. As I said - it is long - so you don't have to read the whole way through. Go as far as you get (though try to read far enough so you can finish it for next Wednesday)and we will talk about themes, reading strategies, and storylines on Monday.
Blog 3: write about some of the pieces you have been reading in EL1 and list three possibilities for the review assignment.
I will re-post the assignment sheets as .rtfs. I think the problem was that they were word 2007 (docx).
Good class tonight and see you on Monday.
Questions and a theory
Questions:
If we read FAQ about Hypertext as narrative - what do we come up with?
If we read this as a conceptual statement - what is the concept?
How does the "experience" of this text contribute to its meaning?
If we try to read this as parody, what is it parodying?
Theory:
FAQ about Hypertext may well be best appreciated by lit crit nerds who read journals such as: Criticism, The Journal of Popular Culture, and Diaspora
If we read FAQ about Hypertext as narrative - what do we come up with?
If we read this as a conceptual statement - what is the concept?
How does the "experience" of this text contribute to its meaning?
If we try to read this as parody, what is it parodying?
Theory:
FAQ about Hypertext may well be best appreciated by lit crit nerds who read journals such as: Criticism, The Journal of Popular Culture, and Diaspora
Monday, February 1, 2010
February 1
Twelve Blue = a reading experience; a "story"; a conceptual exploration.
Themes: reading v flowing + there are no minor characters(from the antithesis of water screen); multiple paths/multiple meanings (from Route 9 screen); self-reference about how to read this hypertext (in the "look out" screen) and. . .
Character, plot and relationships: we mostly figured that out - but there was some confusion - and each of us had information that the rest of us did not have.
Reading strategies: for the story, for the configuration, to follow a particular thread, random, to get an overall flow (for fun). . . and combinations and variations on these.
Assessment: OK - but not great literature?
In the class discussion I forgot to direct you to the critical/review articles (at the bottom of the last post). These articles give you an idea of how writers talk about these pieces.
Hypertext assignment: At the end of class we took a look at the assignment sheet for the hypertext assignment. If you have questions - bring them to class or post them on your blog. As I said in class, this is an English class - not a Technology class - so if you can plan your site - we will work together to get it onto the screen. What is important for you to do now is to do some brainstorming, freewriting, talking to friends about ideas for a hypertext project. Try to plan something that you could not do as a paper (non-hyperlinked) text. The link structure needs to be essential to your meaning or the experience of your work.
For Wednesday, we will continue reading examples of hyperlinked texts - and talking about the kind of "writing" you will do for Project 1.
Read: Frequently Asked Questions about Hypertext
Blog 2: What does "FAQ about Hypertext?" do? What is it about? What information do you have to be familiar with to "get" it?
Also - continue reading around in the ELC Vol 1 and come to class to talk about some of the pieces that interest you. In class we will discuss the "review" assignment (due during the last weeks of class).
Thanks for the good class and see you Wednesday.
Themes: reading v flowing + there are no minor characters(from the antithesis of water screen); multiple paths/multiple meanings (from Route 9 screen); self-reference about how to read this hypertext (in the "look out" screen) and. . .
Character, plot and relationships: we mostly figured that out - but there was some confusion - and each of us had information that the rest of us did not have.
Reading strategies: for the story, for the configuration, to follow a particular thread, random, to get an overall flow (for fun). . . and combinations and variations on these.
Assessment: OK - but not great literature?
In the class discussion I forgot to direct you to the critical/review articles (at the bottom of the last post). These articles give you an idea of how writers talk about these pieces.
Hypertext assignment: At the end of class we took a look at the assignment sheet for the hypertext assignment. If you have questions - bring them to class or post them on your blog. As I said in class, this is an English class - not a Technology class - so if you can plan your site - we will work together to get it onto the screen. What is important for you to do now is to do some brainstorming, freewriting, talking to friends about ideas for a hypertext project. Try to plan something that you could not do as a paper (non-hyperlinked) text. The link structure needs to be essential to your meaning or the experience of your work.
For Wednesday, we will continue reading examples of hyperlinked texts - and talking about the kind of "writing" you will do for Project 1.
Read: Frequently Asked Questions about Hypertext
Blog 2: What does "FAQ about Hypertext?" do? What is it about? What information do you have to be familiar with to "get" it?
Also - continue reading around in the ELC Vol 1 and come to class to talk about some of the pieces that interest you. In class we will discuss the "review" assignment (due during the last weeks of class).
Thanks for the good class and see you Wednesday.
talking about 12 Blue
the antithesis of water
She was was making a quilt of the river, it was the antithesis of science. Twelve feet long and eight feet wide, the covering for a giantess.
"But who would ever use it?" Samantha asked.
"Basketball players?" her mother offered. They laughed together.
"I need it long so I can get the flow I wish."
"So it's not for using, it's for flowing," Samantha said.
"Exactly," Lisle said, clapping with delight. She was a good daughter, the best.
They believed each other's stories and knew they were not minor characters.
"It's a quilt for swimmers then."
"Night swimmers," Lisle said, "We are all night swimmers."
Even the retrovirus, she thought.
Look Out
Look out. A lookout. Looking out for you. Her outlook.
What you did was you kept a picture of the space, whether a pool or the segment of water beyond the beach in front of your station, in your mind. You saw the whole thing but you saw it in motion and changing how it usually changed and you looked for changes that weren't the way it usually was, a still point where there had been movement, movement where there was stillness, something slipping away or flailing, a smooth silent space where moments before the water churned. You refreshed the picture every few seconds or so but without ever really looking. It was like sometimes how you can drive home and get there before you realize you don't remember driving there at all.
Look out. Her outlook.
Like the girlfriend who didn't know the sign for drowned.
Reviews/criticism of 12 Blue
http://journals.tdl.org/jodi/article/viewArticle/115/114
Postmodern Culture
Volume 8, Number 1, September 1997
http://www.cwrl.utexas.edu/currents/fall01/enns/enns.html
Don't Believe the Hype: Rereading Michael Joyce's Afternoon andTwelve Blue
by Anthony Enns (2001 in Currents in Electronic Literature)
She was was making a quilt of the river, it was the antithesis of science. Twelve feet long and eight feet wide, the covering for a giantess.
"But who would ever use it?" Samantha asked.
"Basketball players?" her mother offered. They laughed together.
"I need it long so I can get the flow I wish."
"So it's not for using, it's for flowing," Samantha said.
"Exactly," Lisle said, clapping with delight. She was a good daughter, the best.
They believed each other's stories and knew they were not minor characters.
"It's a quilt for swimmers then."
"Night swimmers," Lisle said, "We are all night swimmers."
Even the retrovirus, she thought.
Look Out
Look out. A lookout. Looking out for you. Her outlook.
What you did was you kept a picture of the space, whether a pool or the segment of water beyond the beach in front of your station, in your mind. You saw the whole thing but you saw it in motion and changing how it usually changed and you looked for changes that weren't the way it usually was, a still point where there had been movement, movement where there was stillness, something slipping away or flailing, a smooth silent space where moments before the water churned. You refreshed the picture every few seconds or so but without ever really looking. It was like sometimes how you can drive home and get there before you realize you don't remember driving there at all.
Look out. Her outlook.
Like the girlfriend who didn't know the sign for drowned.
Reviews/criticism of 12 Blue
http://journals.tdl.org/jodi/article/viewArticle/115/114
Postmodern Culture
Volume 8, Number 1, September 1997
http://www.cwrl.utexas.edu/currents/fall01/enns/enns.html
Don't Believe the Hype: Rereading Michael Joyce's Afternoon andTwelve Blue
by Anthony Enns (2001 in Currents in Electronic Literature)
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