The Glorious Plagiarism, Trash Aesthetics, and Ecological Entropy of Cryptic Cut-Ups from Minutes to Go
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Defining and Avoiding Plagiarism: the WPA Statement on Best Practices Council of Writing Program Administrators ( January 2003
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices Council of Writing Program Administrators (http://www.wpacouncil.org), January 2003. Plagiarism has always concerned teachers and administrators, who want students’ work to represent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities. This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning. What Is Plagiarism? In instructional settings, plagiarism is a multifaceted and ethically complex problem. However, if any definition of plagiarism is to be helpful to administrators, faculty, and students, it needs to be as simple and direct as possible within the context for which it is intended. Definition: In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers. -
LIT 3003: the Forms of Narrative - Narrating the Ineffable Section 025F
LIT 3003: The Forms of Narrative - Narrating the Ineffable Section 025F Instructor:Cristina Ruiz-Poveda Email:[email protected] Meetings:MTWRF Period 5 (2-3:15pm) at TUR 2350 Office hours:MW 3:15-4 pm, and by appointment at TUR 4415 "Whereof one cannot speak, thereof one must be silent." From Ludwig Wittgenstein’sTractatus The Tao that can be spoken is not the eternal Tao The name that can be named is not the eternal name From Lao Tzu’sTao Те С hing Course description: Storytelling is such an inherent part of human experience that we often overlook how narratives, even those which may be foundational to our world views, are articulated. This course serves as an introduction to narrative forms, as well as a critical exploration of the potentialnarratology of —the theory of narrative—to analyze stories of ineffable experiences. How do narratives convey elusive existential and spiritual concepts? Are there shared formal and procedural traits of such narratives? In this class, we will learn the foundations of narratology, so as critically analyze how different narrative media (literature, visual culture, film, etc.) represent intense but seemingly incommunicable human experiences. These stories will serve as a vehicle to explore the limits of storytelling and to analyze narrative strategies at those limits. Students will also experiment with different forms of narrative through creative activities. Please note: this is not a course in religion or religious art history. This course is a survey of narratology: it offers theoretical tools to analytically understand narrativesabout profound existential concerns and transcendental experiences. Course goals and outcomes:by the end of the semester you should be able to.. -
THE DESERT in MODERN LITERATURE and PHILOSOPHY Crosscurrents
The Desert in Modern Literature and Philosophy Desert The in Modern Literature CROSSCURRENTS Series Editor: Christopher Watkin This series explores the development of European thought through engagements with the arts, humanities, social sciences and sciences. ‘xxxxxxxx’ xxxxxxx xxxxxxxx xxxxxxxx Aidan Tynan xxxxxxx The Desert in Modern AIDAN TYNAN AIDAN Literature and Cover image: xxxxxx Philosophy Cover design: www.paulsmithdesign.com ISBN 978-1-4744-4335-7 Edinburgh Wasteland Aesthetics AIDAN TYNAN edinburghuniversitypress.com THE DESERT IN MODERN LITERATURE AND PHILOSOPHY Crosscurrents Exploring the development of European thought through engagements with the arts, humanities, social sciences and sciences Series Editor Christopher Watkin, Monash University Editorial Advisory Board Andrew Benjamin Martin Crowley Simon Critchley Frederiek Depoortere Oliver Feltham Patrick ffrench Christopher Fynsk Kevin Hart Emma Wilson Titles available in the series Difficult Atheism: Post-Theological Thinking in Alain Badiou, Jean-Luc Nancy and Quentin Meillassoux Christopher Watkin Politics of the Gift: Exchanges in Poststructuralism Gerald Moore Unfinished Worlds: Hermeneutics, Aesthetics and Gadamer Nicholas Davey The Figure of This World: Agamben and the Question of Political Ontology Mathew Abbott The Becoming of the Body: Contemporary Women’s Writing in French Amaleena Damlé Philosophy, Animality and the Life Sciences Wahida Khandker The Event Universe: The Revisionary Metaphysics of Alfred North Whitehead Leemon B. McHenry Sublime Art: Towards -
American Beat Yogi
Linda T. Klausner Masters Thesis: Literature, Culture, and Media Professor Eva Haettner-Aurelius 22 Apr 2011 American Beat Yogi: An Exploration of the Hindu and Indian Cultural Themes in Allen Ginsberg Klausner ii Table of Contents Preface iii A Note on the Mechanics of Writing v Introduction 1 Chapter 1: Early Life, Poetic Vision, and Critical Perspectives 10 Chapter 2: In India 21 Chapter 3: The Change 53 Chapter 4: After India 79 Conclusion 105 Sources 120 Appendix I. Selected Glossary of Hindi and Sanskrit Words 128 Appendix II. Descriptions of Prominent Hindu Deities 130 Klausner iii Preface I am grateful for the opportunity to have been able to live in Banaras for researching and writing this paper. It has provided me an invaluable look at the living India that Ginsberg writes about, and enabled me to see many facets that would otherwise have been impossible to discover. In the spirit of research and my deep passion for the subject, I braved temperatures nearing 50º Celsius. Not weather particularly conducive to thesis-writing, but what I was able to discover and experience empowers me to do it again in a heartbeat. Since the first draft, I contracted a mosquito-borne tropical illness called Dengue Fever, for which there is no vaccine. I left India for a season to recover, and returned to complete this study. The universe guided me to some amazing mentors, including Anand Prabhu Barat at the literature department of Banaras Hindu University, who specializes in the Eastern spiritual themes of the Beat Generation. She and Ginsberg had corresponded, and he sent her several works including Allen Ginsberg: Collected Works, 1947 – 1980. -
Rethinking Pauline Hopkins
Rethinking Pauline Hopkins: Plagiarism, Appropriation, and African American Cultural Production Downloaded from https://academic.oup.com/alh/article/30/4/e3/5099108 by guest on 29 September 2021 Introduction, pp. e4–e8 By Richard Yarborough The Practice of Plagiarism in a Changing Context pp. e9–e13 By JoAnn Pavletich Black Livingstone: Pauline Hopkins, Of One Blood, and the Archives of Colonialism, pp. e14–e20 By Ira Dworkin Appropriating Tropes of Womanhood and Literary Passing in Pauline Hopkins’s Hagar’s Daughter, pp. e21–e27 By Lauren Dembowitz Introduction Richard Yarborough* Downloaded from https://academic.oup.com/alh/article/30/4/e3/5099108 by guest on 29 September 2021 I recall first encountering Pauline Hopkins in graduate school in the mid-1970s. Conducting research on her work entailed tolerat- ing the eyestrain brought on by microfilm and barely legible photo- copies of the Colored American Magazine. I also vividly remember the appearance of the 1978 reprint edition of her novel Contending Forces (1900) in Southern Illinois University Press’s Lost American Fiction series. I experienced both gratification at the long-overdue attention the novel was garnering and also no little distress upon reading Gwendolyn Brooks’s afterword to the text. While acknowl- edging our “inevitable indebtedness” to Hopkins, Brooks renders this brutal judgment: “Often doth the brainwashed slave revere the modes and idolatries of the master. And Pauline Hopkins consis- tently proves herself a continuing slave, despite little bursts of righ- teous heat, throughout Contending Forces” (409, 404–405). This view of the novel as a limited, compromised achievement reflects the all-too-common lack at the time of a nuanced, informed engage- ment with much post-Reconstruction African American literature broadly and with that produced by African American women in particular. -
Countercultural Reflections: the Beat Generation and Occupy Wall Street in Comparative Perspective
Countercultural Reflections: The Beat Generation and Occupy Wall Street in Comparative Perspective. Name: Anita Schmale Student number: 3341623 MA Thesis, American Studies Program, Utrecht University Supervisor: Dr. Joes Segal Date of submission: 25 July 2013 Word Count: 19,892 Table of Contents 1. Introduction 1 2. Identifying the Beat Generation and Occupy Wall Street 7 2.1 Beat Generation 7 2.2 Occupy Wall Street 16 3. Expressions of Countercultural Ideas 26 3.1 Expressions of the Beat Generation 26 3.2 Expressions of Occupy Wall Street 31 4. Theories of Social Movements 35 4.1 Tilly & Tarrow 36 4.1.1 Beat Generation 38 4.1.2 Occupy Wall Street 43 4.1.3 Assessing the Theory 45 4.2 Klaus Eder 46 4.2.1 Beat Generation 49 4.2.2 Occupy Wall Street 52 4.2.3 Assessing the Theory 53 4.3 Gene Sharp 54 4.3.1 Beat Generation 57 4.3.2 Occupy Wall Street 60 4.3.3 Assessing the Theory 62 5. Conclusion 63 Works Cited 71 1. Introduction On September 18, 2011, one day after the so-called “Day of Rage”, The New York Times reports that a group of protesters gathered around the New York Stock Exchange and occupied Wall Street (Moynihan, “Protesters” par. 1). According to the newspaper, the protesters had been planning “September 17” for months and were aiming to occupy Wall Street “as an expression of anger over a financial system that they say favors the rich and powerful at the expense of ordinary citizens” (Moynihan, “Protesters” par. -
Seeing Human Intelligence in Artificial Creations
Journal of Artificial General Intelligence 6(1) 5-20, 2015 Submitted 2015-05-17 DOI: 10.1515/jagi-2015-0002 Accepted 2015-11-19 Unnatural Selection: Seeing Human Intelligence in Artificial Creations Tony Veale [email protected] School of Computer Science University College Dublin Belfield, Dublin D4, Ireland Editor: Tarek R. Besold, Kai-Uwe Kuhnberger,¨ Tony Veale Abstract As generative AI systems grow in sophistication, so too do our expectations of their outputs. For as automated systems acculturate themselves to ever larger sets of inspiring human examples, the more we expect them to produce human-quality outputs, and the greater our disappointment when they fall short. While our generative systems must embody some sense of what constitutes human creativity if their efforts are to be valued as creative by human judges, computers are not human, and need not go so far as to actively pretend to be human to be seen as creative. As discomfiting objects that reside at the boundary of two seemingly disjoint categories, creative machines arouse our sense of the uncanny, or what Freud memorably called the Unheimlich. Like a ventriloquist’s doll that finds its own voice, computers are free to blend the human and the non-human, to surprise us with their knowledge of our world and to discomfit with their detached, other-worldly perspectives on it. Nowhere is our embrace of the unnatural and the uncanny more evident than in the popularity of Twitterbots, automatic text generators on Twitter that are followed by humans precisely because they are non-human, and because their outputs so often seem meaningful yet unnatural. -
Rethinking Mimesis
Rethinking Mimesis Rethinking Mimesis: Concepts and Practices of Literary Representation Edited by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi Rethinking Mimesis: Concepts and Practices of Literary Representation, Edited by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi Layout: Jari Käkelä This book first published 2012 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2012 by Saija Isomaa, Sari Kivistö, Pirjo Lyytikäinen, Sanna Nyqvist, Merja Polvinen and Riikka Rossi and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-3901-9, ISBN (13): 978-1-4438-3901-3 Table of ConTenTs Introduction: Rethinking Mimesis The Editors...........................................................................................vii I Concepts of Mimesis Aristotelian Mimesis between Theory and Practice Stephen Halliwell....................................................................................3 Rethinking Aristotle’s poiêtikê technê Humberto Brito.....................................................................................25 Paul Ricœur and -
1 the Beat Generation the Beats Were a Criticism of American Complacency Under the Ike-Nixon Regime, an Expression of New Forms
The Beat Generation The Beats were a criticism of American complacency under the Ike-Nixon regime, an expression of new forms of prose, and poetry and an exploration of consciousness, which joined the dissent of existing Bohemias [...] to produce a distinct style of literature and living, based on disaffiliation, poverty, anarchic individualism and communal living. A relaxation of 'square' (puritan, middle-class, respectable) attitudes towards sex, drugs, religion and art became the opposing uniformity of 'beat' -Eric Monstram: The Penguin Companion to Literature The “Beat Generation” is viewed as an influential cultural revolution or a literary movement that emerged in the late 1940’s in the aftermath of World War II. The Beat movement was made up of a broad geographical range, from New York City to San Francisco. At first the majority of the “beats” lived in Greenwich Village, New York. They usually hung out together in coffeehouses, jazz bars, and in Washington Square Park, sharing ideas, creating works of art -especially poetry, listening to music and having wild parties. The poetry and novels they wrote were always about their own life experiences and hence biographical. The autobiographical fiction novels of Jack Kerouac and his fellow Beat writers show that without a specific philosophy, the Beat Generation sought to redefine the American Dream and reject middle class values through the pursuit of kicks and escape from convention. Over View In the Beat Book edited by Ann Waldman, the origin of the phrase is traced back to Jack Kerouac’s conversation with John Clellon Holmes in 1948: 1 They were discussing the nature of generations, recollecting the glamour of the Lost Generation, and Kerouac said, "Ah, this is nothing but a beat generation." They talked about whether it was a "found generation" (as Kerouac sometimes called it), an "angelic generation", or some other epithet. -
1 Playing Around at Being a Poet Sinclair Beiles And
Playing Around at Being a Poet Sinclair Beiles and the Problem of Context Shortly after the death of Sinclair Beiles, Alan Finlay writes in his editorial for the online poetry journal donga : Beiles pissed a lot of people off and lived that archetypal bohemian existence – both tragedy and farce – that would have already made it into American biography. Perhaps his output of quality was limited. Perhaps not. A definitive Beiles biography and review of his work has yet to be written. (Finlay, 2001: 1) He also notes that “what fascinates me most about Beiles is how – if at all – we are going to contextualise him in the South African poetry landscape(s)” (2001: 1). The problem of context shadows Beiles and his poetry, not only in South Africa but elsewhere as well. One might begin to examine it by attempting to situate his life in relation to a social and historical background. Beiles grew up in Johannesburg, where his parents moved from Uganda when he was a child. He studied at Wits University, completing a BA with anthropology as his major. Shortly afterwards, he travelled to Europe. Various reasons have been suggested for this, mostly by Beiles himself, including a scandalous affair which embarrassed his family, and trouble caused by something he wrote about the Dutch Reformed Church. Either way, Europe was not an unusual destination for a young man interested in poetry at that time. When Beiles left South Africa in 1953 he was 23 years old; his first anthology, Ashes of Experience, was published in 1969. The years in between were formative to Beiles’s writing. -
Paul Bowles and Brion Gysin on the Changing Spaces Of
Lamenting Concrete and Coke: Paul Bowles and Brion Gysin on the Changing Spaces of Postcolonial Morocco Of all the many expatriate writers to pass through Tangier during the twilight of the colonial era in Morocco – whose ranks include Tennessee Williams, Truman Capote, William S. Burroughs, Allen Ginsberg, and Joe Orton, among others – Paul Bowles and Brion Gysin took up residency the longest and made the greatest efforts to engage with the indigenous culture. Bowles, best known for his existentially toned novel The Sheltering Sky, lived in and engaged with the culture, events, and space of the Maghreb, particularly Morocco, with only short interruptions for over fifty years, from 1947 until his death in 1999. Gysin, most famous for the “cut up” experimental writing technique he pioneered with William Burroughs, was attracted to Tangier by the presence of Bowles and lived there for twenty-three years altogether1. The Morocco that Bowles and Gysin initially encountered was in the twilight stages of a half century of colonial rule. At the 1906 Algeciras Conference the European powers decided that France and Spain would assumer administrative control of Morocco; in 1912 the French pressured the sultan to sign the Treaty of Fez, which established a protectorate, placing all executive power in the country, outside of the Spanish zones to 1 the north and southwest1, in the hands of the French2. Since the nineteenth century an international administration had been in place in Tangier, initially to manage public works; and in 1924 the Statute of Tangier extended the role and powers of this administration, granting each European state and the USA a share of the city’s management3. -
Allen Ginsberg
Beat poetry and the twentieth century: Allen Ginsberg Haidee Kotze Beat poetry and the twentieth century: Allen Ginsberg Haidee Kotze B.A., B.A. Hons Dissertation submitted in fulfilment of the requirements for the degree Magister Artium in the Department of English at the Potchefstroorn-u-n-LvAr~itv fnr r.hri~ti::~n l-linh"' r Education I -_F'OTCHEFSTROOMSE UNIVEF:Sirt::n VIR CHO \I~:ttt:YH \'''"•:,¥} 1999 -04-2 1 ~~§.~}/ Supervisor: Mr. J.-L. Kruger Vanderbijlpark November 1998 Acknowledgements I would like to thank the following people and institutions: • My supervisor, Jan-Louis Kruger, for his expertise, empathy and constant support. • Edward, for his love, patience and motivation. • My parents and family, for their continued encouragement and involvement throughout my academic career. • Vernon, for his friendship and compassion. • All my friends, colleagues and lecturers whose interest in this study contributed to it in various ways. • San Geldenhuys, Lizette Marais, Yvonne Engelbrecht and Christelle Oosthuizen of the Ferdinand Postma Library (Vaal Triangle Campus), for their helpful, enthusiastic and prompt assistance. • The Centre for Science Development (HSRC South Africa), for financial assistance. Opinions expressed and conclusions arrived at are not necessarily to be attributed to the Centre for Science Development. • Sentrachem, for the additional financial support which made this study possible. Table of contents 1. Introduction: statement of problem, aims and methods ...... .. ................................. 1 1.1 Contextualisation