ASECS 2009: March 28

So what were you up to on the third day of the conference?

GHW

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2 responses to “ASECS 2009: March 28

  1. Eighteenth-Century Media Culture – II: Media and the Market
    (Sponsored by SHARP)
    Panel XII.181.2

    Here are my (perhaps very) rough notes from Lisa Maruca‘s paper “Of Media and Markets: The English Print Trade and the Construction of Student Literacy.” Professor Maruca is the author of The Work of Print: Authorship and the English Text Trades, 1660-1760 (U of Washington P, 2008) as well as several other works concerning print culture, pedagogy, and intellectual property.

    1. Interesting emphasis upon the body of the student and its relationship to writing and reading.

    2. The technologies of c18 writing: students often required to make their own pens.

    3. E.Young’s distinction, in Conjectures on Original Composition (1759), between “learning” (which can be demonstrated through imitation and repetition) and “genius” (which cannot).

    4. Once the concept of native genius takes hold, imitatio loses its value as a pedagogical exercise.

    5. A shift to reading/writing as primary technologies of teaching/learning meant that the gesturing orator (and his body) are eliminated.

    6. Battledore (Temporary link from the OED): once merely a common term for a “hornbook” (Temporary link from the OED.) However, the late c18 use of the term referred instead to a print product, which rendered the earlier object obsolete.

    7. Interesting image of a printed battledore created to look very much like (to “remediate“) the earlier hornbook.

    8. One way they were marketed was to adults as cheap educational tools for children.

    9. “Battledores were meant for the eye, not the hand, and so they turned reading into a disembodied activity.”

    10. “Part of a longer history of media that we’re still embedded in.”

    11. Briefly addresses “the re-disciplining of English that’s taken place in last 20 years.”

    12. “Its division into 2 specialized areas of studies that seem to have little to do with each other: comp/rhet & literature”

    13. “Hugh Blair helped us get here.”

    14. “Handwriting is being taught less now.”

    15. “But new evidence from research in education and cognitive science suggests that kinesthetic movement in the brain helps young students learn.”

    16. “It also helps us understand our own environment as very multiple: pen, paper, paperclip, post-it note…”

    17. (References her talk at CWRL, lightheartedly pointing out that it’s important to push composition scholars to consider more than just the last 20 years of writing pedagogy It’s important to consider the long history of such pedagogy.)

    18. We now label student attempts at embracing authorship through “copy writing” as plagiarism .

    19. We must “remediate” and “embody” writing itself .

    20. We must think of ways to reinvigorate imitatio as the “lost art of writing with and through the body.”

  2. I went to roundtables all day. They do that on purpose, right? Scheduling tons of RTs for the last day seems like the only way to ensure no one passes out.

    Patricia Meyer Spacks RT included many charming anecdotes from Jerome McGann. Mazella RT sparked a really fascinating discussion about cynicism. And the “How Long is the 18th Century?” panel was totally delightful, full of fun, funny, interesting, thoughtful people. (Linda Troost’s “cap and trade” proposal was brilliant and hilarious.) It was a nice way to make the transition back to normal life.