November 20, 2007
Why Writing is Major for Your Major
Writing is an integral part of our lives here at Case, creating the environment that we live in, preserving the history of our surroundings, and helping to project the future of the city. More importantly, however, writing helps to define us as individuals, allowing us to express our ideas and engage in a dialogue with others. This is especially important as we move forward and declare a major area of study. As classes become smaller and topics more complex, the expectations placed on our writing will consequently become more intense and focused. Chemistry students will need to write up lab reports, while English majors will turn their efforts towards in-depth literary analysis. While these majors seem to have fairly identifiable writing components, I found myself wondering how writing is incorporated into another major, with less obvious writing roles: political science. Seeking information, I did what any other freshman with a question would do: I went straight to my R.A., Allison Lansell. Allison is pre-law, triple majoring in political science, psychology, and sociology. While I chose to focus the discussion on political science, these three subjects all focus on communication and interactions with people, and thus, I learned, are integrally tied to writing.
For her political science classes, Allison must do writing assignments which ask her to demonstrate her comprehension of the subject, while also helping her to practice writing tasks that she might encounter as a professional in the field. She said that her writing usually expands on the class reading, requiring her to question and apply theories, and think about the topic in-depth. Research assignments also require her to carefully hunt through other people’s writing, gleaning useful information that she may reorganize and contextualize to support her stance on a topic. For certain classes, she also writes “memos.” Memo format consists of a concise, one to two page paper in which the writer conveys as much relevant information as possible on the topic, editing out any “extra stuff.” Allison stressed that when writing memos, it is important that the information be conveyed accurately. When information is taken out of its original context, the author must present it in a way so that it retains the same meaning. Thus, certain principles emerged as central to successful writing within the major: the ability to read and summarize others’ ideas, the ability to recognize and provide context for those ideas, and the ability to write concisely and accurately.
But why are these writing skills relevant for political science students? As my discussion with Allison continued, I learned that the writing that Allison has done at Case has helped to prepare her for a summer internship with the Federal Trade Commission, which required her to use the same writing techniques. Often, she would be asked to find information on a topic and synthesize it into a brief report to be used for presentations later that day. Thus, the ability to effectively summarize various studies played a critical role in her ability to do this. Allison also spent time in the advertising department dealing with written claims, scouring the web for examples of false advertising (which is not only misleading for readers, but can also have very serious legal implications.) In addition, she also spent time looking for adults misrepresenting themselves in order to gain access to children’s chatrooms. As she looked for traces of their writing, her computer meanwhile tracked her moves through its own virtual written record. As she is looking to pursue a career in law, Allison knows the importance of being held accountable for one’s writing.
Allison’s experiences demonstrate that writing plays a central role in the study of political science, providing a forum in which to exchange and examine ideas. It allows information to be passed from one person to another without requiring a personal interview or conversation. Additionally, briefs and “memos” allow ideas to be shared around one’s own schedule, and referenced as needed. Writing also serves an important role in maintaining records of actions that have occurred in the past, providing important documentation. The subtle implications of writing are brought to light, as scholars search for meaning and truth in documents. The political science department states on their website that their mission is, “to provide information about and analysis of the political world… craft theory and gather data to understand policy choices and political conflicts.” Provide information… craft theory… gather data… understand choices… all goals that are effectively accomplished in communication through writing.
*Learn more about Political Science at Case Western Reserve Unviersity through written statements on their website (and think how writing is necessary to successfully achieve their departmental goals) :
http://www.case.edu/artsci/posc/
**Another kind of writing in that one might encounter in the political realm: the political cartoon. Although not as formal as the memos written by poli sci majors, this form of writing uses satire to comment on the political state of affairs (thus contributing to the discourse)
(image courtesy of http://www.louisiana101.com/ideas_regan_political-cartoons.jpg)
November 13, 2007
Archiving: Writing to Preserve Writing
Have you ever wondered where you could find gardening tips from the 1490s? Or where you might learn how people pruned roses in the 1800s? Odds are, you probably have not, unless you happen to be a fanatic gardener. Nevertheless, this information may be found at the Eleanor Squire Library. This library, housed by the Cleveland Botanical Gardens, is a special library containing over 17,000 volumes of written information regarding horticulture. (http://www.cbgarden.org/Learn/Library.html) With such an extensive collection on this topic, one might wonder how the books are organized and kept track of. This is where the resident librarian, Mr. Gary Esmonde, steps in. Along with the support of the Botanical Garden staff, Mr. Esmonde manages the collection. He has also been working to update the archive, deciding what to preserve and why, while simultaneously “weeding out” unnecessary materials. How does he accomplish this task? Writing plays a critical role in the process. Writing preserves the meaning of the works by making them “accessible” both literally and metaphorically, helping to secure their places in the historical and educational realms.
In order to understand how people archive, it is important to examine why people archive. Archiving serves two main purposes: to provide a historical record of events related to a specific topic or institution, and to create a store of information to be used for research and educational purposes. The Cleveland Orchestra, for example, keeps track of agendas from past meetings, financial records, and other institutional documents that might need to be privately referenced (according to a special presentation given on Monday for some of the SAGES students). Similarly, the Cleveland Botanical Gardens has decided to create an archive which would include documents regarding the founding of their institution. Archiving provides a collective written history which may be learned from, allowing past actions to be examined and to influence future decision-making.
In a more general sense, archiving also extends the life of past writings, by making these writings available for future audiences to view. According to Graff and Birkenstein in They Say/I Say, all writing is part of an ongoing conversation. Without an audience to read a piece of writing, however, the author is carrying on a conversation with himself. After all, in order for a piece of writing to be read, it must be located. Archivists help to ensure that written works are not forgotten by labeling and storing them so that they may be located by interested readers. Thus, archiving is essential in helping to maintain the meaning of a work, allowing it to be accessed and evaluated for years to come.
Perhaps the importance of archiving can best be seen by examining what happens when writing is mismanaged. Without carefully labeled and maintained records of collections, artifacts may be lost or impossible to find. In other cases, without the proper paperwork, the caretaker may not know what the collections contain. When artifacts are stored in boxes, no one can view them, and thus they lose their value as a teaching tool for others. One example of this occurred at the Botanical Gardens, when workers sorting through boxes came across a series of pictures of Victorian rose gardens. According to Mr. Edmonde, although one professor at Case inquired about these pictures, they cannot be used for public display without first being properly classified and accounted for. Art and composition are meant to enlighten an audience, but a cardboard box is not a good audience!
Consequently, writing is essential in maintaining an effective archive. One of the most obvious ways that it is used is to create labels for archived materials. The archivist at the Botanical Gardens mentioned that he must create “signage” that instructs browsers as to the books that may be found on each shelf, as well as stickers for individual boxes housing old magazines. Furthermore, the Eleanor Squire Library utilizes the Library of Congress system to categorize books, based on the topic of the work. Converting from the old cataloguing system to this one has required a great deal of writing, as the books must be individually re-labeled and accounted for within the database. (This project is a lengthy one, and has been taking place since December 2003!) These labels are examples of writing that helps to distinguish between materials as one physically navigates the collection.
Writing is also used to create ways for one to navigate the collection on paper. A “pathfinder,” for example, explains the organization of the materials in writing. It serves as a sort of map to the archives, allowing one to identify the location of the specific book that they are looking for, without having to blindly hunt it down. Additionally, online databases including a written description of each book’s title, author, and subject, providing assistance as individuals attempt to search for these works. At the Botanical Gardens, Mr. Edmonde also stated that databases connecting libraries through writing are “great resources,” which make written works more accessible to a larger audience. Thus, writing helps archivists to more efficiently organize and keep track of the materials in the collection, while aiding those who would read them. Written descriptions of the collections help to explain artifacts and to put them in context, presenting them in a user-friendly way to be viewed and understood by the audiences of today.
The writing done by archivists thus plays a crucial role in helping artifacts to maintain their value, while allowing them to be utilized for years to come – which is, after all, one’s hope in saving anything. Right?
Link for Kelvin Smith Library's collections: an online database serving as a virtual "archive" which describes the written works stored there http://library.case.edu/ksl/collections/
*Many thanks to the professionals of the surrounding University Circle Institutions for their assistance with this entry
*Pictures courtesy of:
http://www.mooseyscountrygarden.com/gardening-books/gardening-books.jpg and http://www.nurserysite.com/clubs/peninsular/bauer/ images/Tournament_of_Roses_JPG.jpg
October 05, 2007
The "Composition" of Cleveland: Writing the City's Past and Future
What distinguishes Cleveland from other major American cities? The waterfront area? The second largest theater district in the country? The fact that our stadium is called “The Q”? The Cleveland Browns? The unpredictable weather? While these are all distinct aspects of Cleveland, they do not provide a comprehensive idea of the city. To discover what really composes Cleveland, we must move beyond these superficial observations, and instead focus on the greater picture. Writing plays a key role in helping us to do just that. Examining records of important events and issues that have shaped the city gives us insights regarding why and how Cleveland came to be, while the written plans provide us with a glimpse of the city’s official policies and goals. Thus, writing help define Cleveland’s identity in two ways: by preserving the city’s historical past, and by creating its vision for the future.
Walking down Euclid Avenue, we see sights typical of an American city: the “golden arches” of a McDonald’s sign, the signature green, black, and white Starbucks insignia, and the words “now hiring” scrawled on a sign in a shop window. While presenting us with a picture of the city today, these images fail to convey any information about this busy roadway’s origins. At a lecture last week entitled “Cleveland and Sprawl,” author and historian Robert Bruegmann briefly touched the history of Euclid Avenue, mentioning that it was previously one of the richest avenues in the world, lined with expansive mansions. This intrigued me, as I realized that even though I have lived in Cleveland for a considerable amount of time, I am relatively ignorant of the city’s background. I did not have any idea that the street I cross on my way to class used to be called Millionaire’s Row, nor that it was once home to famous figures such as John D. Rockefeller and Amasa Stone. Fascinated, I searched online, and learned that road originally followed the Lake Shore Indian Trail, and was named Buffalo Road. (http://wiki.case.edu/Euclid_Avenue) Without written accounts of the city’s history, however, I would have never known that the route I walk everyday was probably once part of John Rockefeller’s backyard!
It is thus through writing that accounts of the city’s background such as this one are preserved. Historical documents, such as the letters and journals kept at the Western Reserve Historical Society, provide a means through which we may encounter the “firsthand” perspective of individuals who inhabited Cleveland long before us. These sources, along with old newspapers, help us to learn about the city’s origins, as well as issues and concerns that the city faced. These writings not only teach us about what shaped Cleveland, but can also allow today’s city leaders to look back and learn from past mistakes as they work to shape the city’s future. Dated photographs, marked with written captions, also reveal glimpses of the city as it formerly existed, and document the city’s evolution over time. In addition to these documents which academically mark the city’s history, the writing that appears on signs and plaques physically marks the city’s historical features. Little Italy, for example, has a sign marking it as a “historical district,” thus serving as a reminder of the area’s ethnic roots, while informing current citizens of its past.
While writing helps to define Cleveland by its past, it also serves a unique role in molding its future. The administration’s vision for the city is prepared as an official written document. This “comprehensive plan” lays out long-term goals and serves as a guide for all the decisions affecting the city such as building, renovation, and even trash collection. It may be viewed by visiting the city’s official website, www.city.cleveland.oh.us. The current plan, called the 2020 Citywide Plan, emphasizes building connections among people and communities, and focuses on projects such as improving transportation. Hence, the heavy road construction that we encounter everyday while crossing Euclid Avenue is the result of a policy dictated in a single written document. If this seems striking, consider the fact that the direction in which the entire city is moving is grounded in the same composition! Thus, writing plays an integral role in composing Cleveland’s identity, by reminding us of the city’s historical roots while framing the city’s future.
To view the 2020 Citywide Plan:
http://planning.city.cleveland.oh.us/cwp/cpc.html#
*Photo courtesy of rentacomputer.com (http://www.rentacomputer.com/images/cleveland)
September 28, 2007
Blog Four: Writing in the Physical and Virtual Realms
This week, I turn my attention from the writing that we wear on ourselves to the writing that informs and defines us as students at the university. A walk around the Case campus reveals that we are quite literally surrounded by writing; it is visible on flyers, plaques, and even the ground beneath our feet! What is less obvious at first glance is the writing which takes place online, adding a second dimension to the Case community. The university’s presence is not limited to the physical boundaries of University Circle, then, but is extended into the virtual realm. The writing that exists within the two realms is, however, substantially different, and plays two distinct roles in the life of the student.
The writing which dots the physical landscape of the university serves a very functional purpose, conveying messages to us about the surrounding environment. Writing on statues, benches, and buildings tell us of the university’s history. By simply reading the words which mark the “Kelvin Smith Library”, one learns that a certain individual named Kelvin Smith played an important role in this history. (By further, one learns more of his role.) Similarly, the writing which denotes “Mather Quad” speaks of ties between Case campus and the former women’s college. In addition to informing us of the past, writing on campus also informs us of the future by advertising upcoming events and opportunities for students. From flyers announcing the freshman class barbeque to sidewalk chalk notes promoting Greek Life activities, writing plays a vital role in communicating information to the student body as a whole. The last role of writing around campus, and perhaps the most basic one, is that of directing us. Just as writing helps to put the university on the map, writing helps to map out the university for us. Signs in the Millis Science Center guide visitors to Schmitt auditorium, while words sprayed on the walkways point lost freshman to important buildings such as “Thwing”, “Wade”, and “Strosacker.” Writing around the Case campus thus speaks to a public audience, and serves a practical purpose in the lives of the students.
In contrast, the writing that takes place in the virtual context is more personal, and allows us to respond to our environment. A number of websites exist which allow students to create virtual identities and voice their opinions. One such site, ratemyprofessors.com, allows students to do exactly as the title suggests: to “rate” their professors in a number of areas, from clarity to helpfulness. Whereas in the “real” university, professors use writing to grade and give feedback regarding students’ work, in this “virtual” setting students use writing to grade and give feedback regarding their professors. The reason that this kind of expression is possible is the second reason that the virtual university is different than the real one: a difference in audience. Whereas writing around the physical campus is composed with a broad, public audience in mind, writing online tends to be written for a smaller, more select audience. The fact that reader is not visible fosters a sense of “privacy” and divide, allowing the writer to share thoughts that might otherwise be withheld. Certain sites allow the writer to essentially “choose” their audience, which enhances this feeling. An example is Facebook.com, which allows the user to control who may see their personal profile, as well as which parts of their profile are displayed. Thus, the writer may manipulate both their audience and identity, which leads to the third discrepancy between the real and virtual realms.
Writing in the virtual context allows us to portray ourselves as we would like, thus allowing us to express ourselves while creating (or reinventing) our identity. We may select what we say about our lives, activities, and passions, as well as what we do not say about them. The name of one popular networking site, MySpace.com, suggests the freedom in this process, as each user works to create “MySpace” and thus “MyIndentity” in the virtual world. Websites such as SecondLife.com take this idea a step farther by allowing users to write their own existence as they create a character (which may or may not resemble themselves.) This creates a unique environment in which one is free to be open and honest, while also having the freedom to experiment to explore the virtual setting.
While writing is essential to both the physical and virtual life of the university, it takes on dramatically different roles in each. Yet each is equally valid, as one serves functionally to instruct us, and the other form serves us in a personal way, allowing us to react to our surroundings, as we simultaneously create our own self.
September 21, 2007
What Does Your T-Shirt "Say" About You?
In my last posting, I spoke of the way that writing in our environment plays a role in our lives as students, as well as the way in which it serves as an outlet for expression. Now, I turn my focus to an even more personal form of writing − the writing that we display on ourselves through our clothing. Looking around the university, one can view an assortment of phrases prominently displayed on students’ t-shirts, sweatshirts, and in some cases, sweatpants. But why do people wear choose to wear these sayings on themselves? And to what extent are these messages noticed by others? These are questions which I sought to answer through a series of short interviews with twenty freshmen at the university. In selecting participants, I interviewed ten males and ten females, making an effort to choose a random, representative sample from each group so that generalizations might be applied to the student population as a whole. While some variety existed, their answers were strikingly similar in certain crucial areas. The students’ answers point to the fact that not only can the message one conveys through their clothing make a statement about the individual, but it can also influence the way in which one is judged by his or her peers.
The first question which interviewees were asked to respond to was whether they wore clothing that displayed some form of writing. An overwhelming majority or 95% answered affirmatively. The nature of the writing fell into common categories such as name brands and logos, sports teams, school and club-themed writings, personal interests, and humorous sayings. When asked why they chose to display these messages, the responses began to differ. Some students stated an interest in personal expression, through shirts which advertised their favorite products, commemorated favorite vacations, or made quirky statements (such as “I Love Carbs” and “Pale is the New Tan.”) Others said that they wore messages in support of a group which they were affiliated with, or a team which they supported. (Swim team t-shirts and football jerseys both fell into this category.) Yet a third category of students either failed to cite a particular reason for displaying messages, or cited reasons of convenience in choosing the clothing, such as “because the university gave me a free t-shirt.” The majority of students, however, stated that they felt the message on their clothing represented them in some way (75%), with 70% of males and 80% of females agreeing. But does an active audience exist for these representative writings?
The second half of the interviews sought to explore the effect which these clothing messages have on the viewer. The results were astonishing. Of the twenty students interviewed, all twenty responded that they did indeed read the writing on others’ clothing, regardless of whether they themselves thought their own clothing was representative. Furthermore, 75% felt that the writing on others’ clothing revealed something about that person, while 80% stated that there were circumstances in which they would judge others based on that writing. While women were twenty percent more likely to pass such judgment, the majority of men agreed that the message one displays could lead them to stereotype or make negative assumptions about the individual’s personality. Women highlighted sexually suggestive text as being especially unattractive, and also mentioned the use of brand names (such as “Abercrombie and Fitch”) as factors by which they might categorize an individual, labeling them as “preppy” or even “fake.”
If these interviews are indeed reflective of the student population, then it is evident that the messages that we display on our bodies become extremely personal. Not only is clothing a medium in which we display our affiliation a group or idea, but it becomes one through which we consciously or unconsciously portray part of ourselves to the world. Other individuals in the world do pick up on these cues. It is essential, then, that we stop and consider whether we are sending a message which represents us in a way we would authentically desire to be perceived. For as one interviewee put it, the message on your shirt must represent you “if you care enough to wear it around all day.” Right?
Data Gathered from the Interviews:
Female Responses: Download file
Male Responses: Download file
*Video Clip from "Office Space" which further illustrates the way in which what we wear sends a message to others around us:
**Video clip courtesy of YouTube.com
**Calvin and Hobbes comic by Bill Watterson, courtesy of Jyte.com
September 14, 2007
Blog Assignment Two: Writing in the Residence Halls
Everyday at the university, we are bombarded with hundreds, if not thousands, of words fighting for our attention. They come in the form of signs, pamphlets, posters, and sticky notes; flyers, bulletins and dry-erase boards, all vying to be read. View image Writing does not end in the classroom, then, but touches our personal lives. One might ask, but what purpose does this writing serve? What types of writing are we viewing on a daily basis? And how are we contributing to this linguistic environment ourselves? These are important questions to explore, since the words that we interact with in a daily, personal way help to shape us. We are being influenced both by formal writing directed towards us as students, as well as by the informal writing which we use to communicate ideas amongst ourselves. The writing surrounding us “at home” thus defines us, both as part of a larger student body and as unique individuals.
As students living in the residence halls, we encounter writing posted for the good of the larger community. These formal writings may perform basic functions, such as designating which restroom is for “Men” and which is for “Women.” They might also clarify the method for performing a basic function, such as “Washing Your Clothes in 4 Easy Steps!” View image
Given the temperamental nature of the elevator in Storrs House, residents may have found the emergency instructions on the inside door to be similarly helpful. In addition to instructing us on what to do, there are several writings warning us what not to do. In My Freshman Year, Rebekah Nathan observes that during her residential experience, “The biggest category of displays… dealt with psychological and physical health, as well as threats to health,” thus noting these warnings’ prominence throughout the halls. This is not unique; in Storrs House a bulletin board is dedicated to marijuana, alcohol, and other addictions. The bathroom stalls have even become a source of information on sexual assault and prevention, thanks to a large poster strategically placed there by the university. We are surrounded by formal writings which seek to promote our safety and well-being, and which further define us as students in a larger community.
There are also more personal types of writing directed towards us as members of the residential community. Individual halls post rules to encourage cooperation and consideration among inhabitants, which we are expected to follow. Bulletin boards and flyers inform us of upcoming meetings and events, encouraging us to get involved in campus life. These messages help define us as part of an active student body, and invite our response. Perhaps most intriguing, however, are the messages on the walls of Storrs ’ fourth floor. Printed from postsecret.com, they are anonymous secrets. Some are amusing, while others are thought-provoking. They all, however, speak to a sense of community by reminding us that whatever our secret may be, we are not alone in having one. Eventually, fourth floor residents may respond with their own secrets. Surrounding messages can thus speak to us on an official or on an emotional level while working to foster a closer community. View image
If messages directed towards us help to define our community, then the way in which we contribute our own messages helps to define us as individuals. Whether by responding to an intramural sign-up sheet, leaving a sticky note on someone’s door, or scribbling our cell number and “call me” on the dry erase board, these are ways we say, “I am here, and this is want to express.” While the methods and style of our writing varies, we write to communicate ideas, and to define our space. This carries on the theme presented in They Say/I Say by Graff and Birkenstein. The formal writings directed at us in the residence halls tell us what “They Say” we should be aware of as students, while our informal contributions allow us to respond to our environment with what “We Say,” thus personally engaging in a written dialogue in our own lives.
Examples of Student Expression in the Residence Halls:
Dry-Erase Boards-
"inside jokes" View image and messages View image
Community Boards - View image
Notes on Student's Desk; Personal Inspirations - View image
August 31, 2007
Blog Assignment One: Academic Integrity
It has been said that cheating is “on the rise” in high schools. New technology, such as camera phones, text messaging, and the Internet have undoubtedly helped to make sharing information much easier. Policies and procedures have been tightened in an effort to stop this “outbreak” of cheating. Having taken a myriad of tests over the past year, I can attest that merely possessing a cell phone is enough to disqualify you from any standardized exam. I do not believe, however, that the solution is as simple as “buckling down” on testing security. The issues surrounding academic integrity are complex, and to fully understand them one needs to look at both how the school and the students are responding to this issue.
How is this being addressed at the high school level? Based on my experiences, the schools seem to be responding in a few ways. The first is by externally motivating students to uphold the academic code of honor. By distributing written copies of the code and reading it to the class, the administration lays out its expectations. Consequences for failing to meet these standards might range from a lowered grade to possible expulsion. Certain websites which identify plagiarized work can also help to discourage cheating. This provides further external motivation to uphold the code. For example, “turnitin.com”, a website used by several of my teachers, requires students to submit papers online. Once submitted, the site highlights sections of the paper matching other texts, allowing teachers to identify copied work. Thus, by setting out clear expectations and enforcing consequences, schools relay the message that “cheating is bad”.
The second part of the message is that “cheating is wrong”. In addition to relying on external motivation, the school appeals to students’ inner consciences, as well. Many teachers reinforce this by explaining that plagiarism is a form of stealing and is morally wrong. They teach that cheating does not merely break a written school code, but also breaches an unwritten ethical code. In an effort to reduce plagiarism, instructors often teach the proper method for creating a works cited page. There are also numerous resources on the web for reference; my high school, for example, had links leading to templates for writing a bibliography. By teaching them to cite their sources, and reinforcing the importance of doing so, schools are actively empowering students to pursue academic integrity.
So, what else can be done to stop cheating in the schools? I believe nothing. That is not to say that schools should condone cheating, but rather, that it ultimately becomes the student’s responsibility to practice scholastic integrity. Whether using an in-text citation in a biology paper, quoting Dickens in an English essay, or naming the biography used for a history report, students must reference the sources that they have drawn from. This idea is not just constrained to formal writing, but should be applied to all areas of writing in education. Glancing at what someone has written on their math test or copying someone’s French homework is claiming someone else’s work as one’s own. This is still plagiarism. Thus, it is critical that while working collaboratively, students strive to maintain academic integrity, honesty, and excellence in every area of learning.