Revision or Editing

by Dr Davis on April 3, 2016

Rebecka Scott, Abilene Christian U
“Holistic Revision Instead of Afterthought Editing”

connecting rhetoric, composition, and WC theories to editing and publishing

incorporation of scaffolding and peer review, becoming increasingly aware of writing process

would not recognize term re-writing
instead revision and editing separated in classroom
useful for helping explain: re-envision

creates inconsistencies
also we ignore editing as a recursive process

many comp students do not understand rewriting as a complex stage of writing

initial steps of evaluation

writing considered linear. Writing still linear. Comp studies, though, it is recursive.

Rhetoric for Writing Teachers, Lindemann
Not separate stages. Instead, the writers are prewriting, writing, and editing during the experience.
Defines rewriting as including revising and editing. These tasks are separate but equally relevant for rewriting. (RS includes proofreading)
Wants to draw rewriting back into the end. Revision isn’t the last stage of composing.

Lack of connection between revision and editing. More space given to revision than editing.
Revision supersedes term rewriting.
Editing = final check for formatting


Looked at various freshman composition textbooks on topic.

Rewriting is part of the writing process.
Revising
Editing
proofreading

Books don’t show how they are cyclical. Books don’t even use language consistency.

Emphasis of one over the other in classroom can influence students.
Students are most concerned with grammar.
Organization and syntax matter.
Essentially the same act with a different focus.
Limited research on best way to teach these.

Initial steps:
Realign by evaluating language we use
Engage in discussion of recursive
Editing as a purposeful task of rewriting

Evaluate the purpose of rewriting as presented in textbook
Rewriting may be one element of the text that can be supplemented

Being aware of what may be lacking in our textbooks is essential for success.

Have language discussion even if confusing for students.
Part of the recursive writing.

Students are not receiving consistent presentation.

Many profs avoid. Students are unfamiliar with terms and have negative experiences.
These discussions can lead to better understanding.

Give adequate time to editing, revision, and rewriting.
This re-enforces that revising, editing, and proofreading are unimportant and part of the end-process only.

Notes from CCTE 2016: Teaching Strategies

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Re-Envisioning Revision

by Dr Davis on April 2, 2016

Amy Clements, St. Edward’s U
“Re-envisioning Revision”

Art of Prestige, UMass Press

4 decades since Peter Elbow proposed a teacher-less writing class
to remedy the fact that teacher = “only one person and not very typical”

re-enforcing validity of voice

peer review is a quandary because different recommendations
How heavily as instructors should we intervene?
My solution came from publishing word. Teach classes in revising and editing and an advanced editing class.
Rhetorically sound argument to defend edits.

Should not be reserved for English majors.
Be willing to accept ambiguity.
Versatility to adapt to varying audiences including varying instructors.

As motivations of editors are discussed, students develop.
Writing prof job =/= various styles
Instead 1. Language is a revolving reflection of users.
2. Those who can easily access multiple styles have more access to audiences.


Word choice.
Send students to dictionary. Which ones?

Equip them to debate use in language.

Brian Henderson corrected “comprised of” in more than 40,000 wikipedia articles.

Grammar Girl on LinkedIn:
When you have a colon, do you capitalize what comes after?
Issue of style. Doesn’t want a style guide preference. What’s the rule?
Consistency.
What is the “I learned in school” style called?

Demystifying motivations and processes of editors (and writers), we can extend community of editors well beyond class rosters

Notes from CCTE 2016: Teaching Strategies

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Owning the Grammar

by Dr Davis on April 1, 2016

Troy White, East Texas Baptist U
“Take Ownership of Your Commas”

surveying comp classes many students use punctuation so I won’t say they are wrong…
not a positive aspect—negative goal

Many good writers use punctuation to accomplish rhetorical effects.

Want students to take ownership. If students are willing to argue over punctuation, they have taken ownership. I want them to talk more and to argue with me about it.

Because they don’t mostly take ownership, two concurrent ideas.

Trade negative goals (not get in trouble) for positive goals.
What can punctuation do for your goals?
What are you trying to accomplish?
Talk about clarity and freshness as two goals.
Clarity = precise, concise (few words as possible), right pacing, move on and slow down as necessary
Fresh = develop voice, talking on paper, take risks (humor), establishing contrasts within the paper, use different lengths of sentences and different punctuation

1. Talk about positive goals.
2. Self-examination

Examine
a. What am I actually doing?
b. What do I think I am doing?
c. What do I want to make happen?

How can I help my students self-examine?
Looked at my own writing.
Started to look at my punctuation.
Tend to think of punctuation as elocution (how speak), make it sound a certain way. Think of it like music. They are telling me I pause at certain places. Punctuation tells me how to musically express the thing I am reading on the paper.
Tend to think of heavy pauses (end sentence) and the lighter pauses (parentheses, commas) and middle (semi-colon, dashes).
How do I pause? That’s what I think I am doing. What am I actually doing?
Not a scientific person, but I wanted to figure out what is going on.
Recorded, show wave forms, recorded reading sentences…
Read famous sentences with changes in grammar. Read it that way.
Couldn’t get to my standard.
Set metronome. 4-count base. For the first. 93 beats per minute.

How was I going to analyze? 93 beats a minute.
One beat.
One beat in 1/8s. (tried with 1/16s, but too short)

Conclusions:
Average pause grouping were heavy, medium, light
Colon—which I thought was middle, in speaking I placed in heavy group… This is just for me. One surprise.
Punctuation range, which I had not thought of before, that it is sometimes longer and sometimes shorter. Period from 7-10. In the same sentence, semi-colon would be shorter than period. But if they weren’t in same sentence, that varied.
Semi-colon had a long pause, but didn’t vary as much. IN my own mind, a colon is less open to interpretation. Another surprise.

Notes from CCTE 2016: Teaching Strategies

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Retention

by Dr Davis on March 27, 2016

Karen Svendsen Werner, McLennan CC
“Seeking Retention Improvement in FYC 1”

first semester taught at CC, shocked at # of empty seats
sick children
parole judge
chronic CC problem = low retention rates
grad rate, after 3 years, 21%
grad rate, after 6 years, 39%

complex of issues could place more responsibility on FYC profs
–political promises
–WSJ “prehire assessments” 26% in 2001 to 57% in 2015
–Ft Worth Star Telegram “to improve bottom line” tests given often contain language competency

orientation activities/approaches
spending time on certain activities increases retention (time)
behavioral expectations explained
college technology access practiced (email, Canvas, type up and print)
1-2 students in class of 25 always seem to be trying to catch up
usually help retain students during 1st month
evaluate resources and access student resources
tutoring, counseling, veterans
originally NOT successful—worksheet, scavenger hunt, reps talk
choice over efficiency –I preferred efficiency. Students want choice. Choices and consequences. “If you choose, x… experience has shown, y…”
Direct approach (efficiency) did not work for students from generational poverty.
“continuity of care” needed, too—walk the student from class to the person they need to talk to –LOWEST level students need a hand off, feel too overwhelmed by system and expectations
Orientation document—
KEY is developing choices ahead of time (tell them what the obstacles will be and possible helps)
Lack of time available outside of class—include a description and schedule
Transportation—main way, options if not working
Other responsibilities—
Absences
Lack of goals
Why are they in English 111, English 112, English 326? Ask the students that first day.
Make sure students have a degree plan and know why they are here.

Lack of connections/relationships
Be a part of an organization.
Academic difficulties
Emotional stress
Scavenger hunt—so they know WHERE the things are (5-7 things have to get sigs)
Then they can choose from a list of options, so that they go to the one they are most likely to need.

Tasks on technology
Including drop by my office

Writing Center Visit
The very lowest students, the ones you wonder how they got in… I require every person to go to the Writing Center for the first essay.
This helps them feel less overwhelmed. –This is the handoff “continuation of care.”
Had to actually be tutored to stick.

from CCTE 2016: Teaching Strategies

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Vulgate Lancelot

by Dr Davis on March 26, 2016

Speaker: Kalyn Prince, Abilene Christian U
“Lancelot: A Man After David’s Own Heart”

written at time of Crusades
Lancelot = David (not Christ)
During this time, Christian story dominated

Vulgate’s cycle’s rhetorical situation is search for the holy grail.
Romance may have been intended to be a cautionary tale to note that the French court should look to David’s and Lancelot’s kingdoms and see disasters to avoid.

Authors unknown

Context of cycle most important.
Cycle = cautionary tale of government control


Authors may have used the Vulgate Cycle to argue about what the government was doing.
Lancelot = noblest knight
David = “man after God’s own heart” (I Sam. 13:14)
Both were better than the man selected by God to rule: Arthur, Saul.
Lancelot and David are constantly out in the world making a difference.


Lancelot does not succeed at Holy Grail, but his son Galahad does.
David cannot build temple, but Solomon can.

Similarities between David and Lancelot AND Philip II.
Seemed to receive from God, have holy mission.
Dominions were expanded and lived in Golden Times.

from CCTE 2016 Literature 5 Biblical Themes

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Creation Song as Fantasy World Building

by Dr Davis on March 25, 2016

Speaker: Parker Gordon, Abilene Christian University
“Mythopoeiophony: The Creation Song as Fantasy World Building”

part of larger research is exploring way that lit crit has appropriated musical terms
continue that
myth-o-pee-ah-phony
mythopoeiophony = song of creation

gravitational waves proved
2 black holes produced sound
kind of like a chirp
chirp rises to a middle C
which proves that there is sound out there in the universe.

Music is a language
As audible music exists as sound, waves, movement.
Movement of universe produces these sounds.
Classical philosophers called this the music of the spheres.

Movement, friction and water = ringing (on glass)

Author as creator (Narnia and God)
Author as sub-creator (Tolkien and fairy tales)

Initial conflict is point where reconciliation can come.
Create a perfect world.

Literary manifestations of music as …
Music’s connection to physical world
Nature evokes sound through motion
“big bang theory” = sound
“God spoke” = sound

Tolkien and Lewis describe worlds as “good” in beginning.
Song as method of creating (rather than depicting creation)
Shows how conflict enters into this perfect world.

Laws of vibration and laws of string theory

from CCTE 2016 Literature 5 Biblical Themes

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King Arthur Holy Days: French Vulgate

by Dr Davis on March 23, 2016

Speaker: Mark Patterson, Abilene Christian University
“Holidays and Holy Days: The Significance of the Pagan/Christian Calendar in the French Vulgate Account of King Arthur and His Round Table”

legend of King Arthur, 1400 years
continues to inspire

Christian v pagan
Interpret tales during 6th Century when Arthur existed.
Prevalence of skepticism means no one has done it

French Vulgate offers info we need.

Circle in stone, Kay’s knighting, Arthur and his father holding court.
Story of Merlin in old French Vulgate cycle.
Merlin mentions Christian holidays.
Inclusion of holidays indicates importance of date to Welsh/French/pagans.

Christians will not understand the Holy Days from pagan POV.

Symbolism of round table
Round table = middle of the year
Beltane, etc.
Shape of table = Celtic significance

52 seats
one kept empty
52 seats = number of weeks in the year
Arthur’s Round Table arrangement
Arthur has 13. Himself and 12 knights.
This is how many lunar months there are.
Round table = calendar.

“on that Whitsunday the king was of a mind to wear his crown.”
Parallels his son’s coronation on Whitsuntide.

Arthur often interpreted as Christ-figure.

Merlin story doesn’t say when born.
Arthur known to be born in late December.

Pre-date Christianity Samhain, Yule, Winter Solstice

Arthur is Christ-figure, so part of sun-son wordplay.

Uther = Holy Ghost

from CCTE 2016 Literature 5 Biblical Themes

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Ender’s Game: Love, Goodness

by Dr Davis on March 21, 2016

Speaker: Brent Gibson, U of Mary Hardin-Baylor (since 1999)
“Goodness, Innocence, and Love in Ender’s Game”

best authors know each story has a message of its own.
Some authors want to tell and interpret their story.
Problem when interpreter is not as strong as storytelling.
Places in text where author loses control of the text = misspeaking

Card’s interpretation problematic.
Ender Wiggin as a good person who loves his enemies.
Ender = Christ-figure
BUT Ender is not good, not innocent, and does not love his enemies. Plus, he doesn’t have to save the world.
Disparity between what said about Ender and what Ender does.

Barbara Johnson critiques Billy Budd “discrepancy btw character and action”


Love = feeling? Totally disconnected from actions.

Far from Aristotle’s definition and of Christian love.

Mt. 5:44 Jesus says “love your enemies.” Giving life for enemies is highest form of love.

Empathy followed by destruction.

Is he innocent?
To be innocent is to not know.
Ender does know.
Ender doesn’t know that he is committing genocide.
Ender did know that he was being called to commit genocide. Kill or be killed, said the generals.
“The real decision is inevitable. If one of us has to be destroyed, …”
Ender’s response makes clear he is committed. “As for me, I am in favor of surviving.”

What kind of person is Ender?
How do you read all the descriptions of Ender as good?

Goodness = virtue (Aristotle)? Ender doesn’t meet this.
Goodness related to intention? Ender doesn’t meet this.

Ender’s actions Nietschian

Notes from CCTE 2016: Literature 5 Biblical Themes

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Orientalism and Edwin Drood

by Dr Davis on March 19, 2016

Speaker: Jasa Rosseau, Dallas Baptist U
“Charles Dickens’ The Mystery of Edwin Drood through the Lens of Orientalism”

Indian sepoys attacked British army because made the Hindus create sacrilege by breaking their religious rules.
This made the empire-building of Britain become heroic, patriotic.
Patriotic plays and shows became common.
Fell in love with India because of the shows/plays.
Orientalism = coming to terms with love of India but based on its place in British empire

Predatory
Imperialistic tendencies
Clear difference between British and other
Foreigner = hunter

Dickens shows that predators are really those who choose vices of Orientalism rather than virtues of British.

Immediate disparity in England (and Jasper’s desires) between England and other

English cathedral tower and Arabic images in dreams

Addiction to opium would have immediately cast him as villain.

Collins says that Brit villains often had lustrous hair and moustaches, but having dark hair means he could have come from India.


Contender for villain:
Neville Landless and Helena (sister), landless orphans


Violence and thievery often given nobility b/c Dickens found injustice in poverty.

Hunter and hunted. Ambiguity.
Questions who is the real predator?

Maybe some of England’s problems due to hunting of England’s prey.

Notes from CCTE 2016.

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Loyalty “Cuthwch and Olwen”

by Dr Davis on March 16, 2016

Tracee Roe, Abilene Christian University speaker
“Conflicting Loyalty in ‘Cuthwch and Olwen’”

oldest known Welsh tale written

Post-colonial dissonance
Welsh against the Norman control

Women all related to Cuthwch’s
Mother
Aunt
Step-mother
Future bride

State of Wales = state of family
Broken, but attempting to heal

Seen in history of Wales
Tribal houses that vied for power through violent take-overs
Small family houses ruled folks

Ruling powers’ emphasis on family (unity and leadership)
Beginning and ending… Ala Leon Jones
Revealed in the Welsh language: interchangeability of words for prophecy and history

Arthur’s power is reliant on past ruler
Storyteller reaches for a non-existent history where country was united under family.

Arthur’s family is strengthened and kingdom has peace.
Only in destruction of last era that new era can begin and peace is possible.

Welsh community … women unite
“Curse your kingdom unless you help me” = emphasis on women, once sterilized, family and tribal line continuance will end

post-colonial ideas are shown in the family and focused on women
conflicting roles of women: family and marriage, pivotal roles Davies, “Writing”


Appearance given in detail. Wealth of detail.

Inherent contrast between flower/Olwen and the power of water/red
Power and submission co-exist amiably in Olwen.
Duality within colonized people. Conflicting loyalties.
Ability to navigate loyalty and betrayal.

story ends focusing on happiness/strength after marriage
coming from destruction and disaster before marriage

Notes from CCTE 2016: Literature 3: Post-Colonial

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