Pond Patching, Cusp Gones

As springtimes bloom, 2025 has been like no other, January through April telling it like yo, hey, kapow. I’ve traveled a little bit because I am teaching only online, two sections of technical writing: to Fort Lauderdale for Try This workshops, to San Diego for Is.’s spring break, to Georgia for a few days visiting with my longtime friend and mentor and former college coach. Here at home, February delivered intense storms, the ice that brought down as crashingly as crystal chandeliers from vaulted ceilings coniferous tree tops, the rain less than a week later that flooded and washed out parts of the driveway. There went the gravel. Closely following storms of the year or decade or century on rural parcels are new, unplanned-for workloads, some of which I have handled smartly by hiring out, much as we could afford, and some of which I have shouldered to the dull everyday drumbeat of two or three hour blocks. For storm cleanup, the outdoor labors meant hauling brush, cutting and clearing limb snarls, the brambled imbroglios that if you are not careful will shred you with thorny surprises. Wear eye protection. Go slowly. I’m not complaining but recounting what has been. Close calls. Blood-drawing cuts and pokes. Even tallied a slip and fall, the third time in three years for a bona fide tumble, as a small, perfectly round piece of wood rolled from beneath my footfall and planted me, heavy as a stone, on my back.

I roofed the older chickens’ run, framing it and fastening corrugated metal over the top, then built on those beginner lessons to wrap in Tyvec and corrugated metal a few corners of the upper shed where particle board sheeting was naked to the elements. The front shed has the same issue, exposed sections on the back side whose composite materials are aging, flaking. I’ve spent a couple of outdoor working sessions this week wrapping sections, fitting and affixing furring strips, readying it for the corrugated metal that will come next, possibly this weekend. I am optimistic that the metal will be the easy part, except for one especially complicated corner piece I will need to cut so it wraps around the gutter and juts with an acute angle with a neat tuck under the eaves. The metal work is easy except for the hard parts. The sharp edges, they cut too.

Figure 1. After round two of patching the pond, a rinse of the rubber gloves.

And then there is the pond, which is truly more like a diverter-fed estuary whose waters detour from the creek only to accumulate and, albeit pooled and slowed to a trickle, return to it again. The pond’s concrete retaining wall is cracking and aging, upheaved by moisture. When doesn’t water win? I started with skim coatings of hydraulic cement, mixing the slurry in a five gallon bucket. But in one section of the pond, the original blocks were split, so I branched out to other kinds of cement, picked up a mixing tub and masonry hoe, cut braces to hold the cement in place, and gave it my best attempt. This was all new to me, this so-called formwork, and it was achingly evident right away that hand-mixing cement is top-five among the heaviest of multimodal composing practices (right up there with shoeing horses and stacking boulders). On Monday I hand mixed six bags of Quikrete, filled the ad hoc form, reinforced the corners. Now, it cures. A post-preservationist would second guess my attempt, a brazen postponement of the retaining wall’s inevitable collapse, instead, musing, “something there is that loves a wall enough to let it crumble completely.”

Repairs of this sort–exposed particle board on the shed, fractured pond retaining wall–are ‘cusp gones’; they are almosts, though not quite in the same way Barthes wrote about photographs of his mother in Camera Lucida, the image teasing at life, at vitality. Repairs to these weathered structures extend and renew a once-built thing; repairs of this sort traverse time, a paratemporal practice (beyond/around, protective) not unlike mending, not unlike retouching artifacts Least Recently Used (LRUs). Call it maintenance, familiarly. This is home ownership, too, and the care accorded to living in a place, but it is also etched with a variety of mindfulness differently circumscribed in relation to time. I mean that mindfulness oftentimes fixates on the present, on now; but this paratemporal practice is a function of stewardship and distributed cognition (writ expansively, as corporeally and as worlding). This practice follows the beckoning of cusp gones, involves us in their somehow carrying on. As such, it extends gone-noting, summoning from attention and repair, in tandem, recomposing in palliative patches with purpose.

To end here leaves off not quite having sketched the outline. I sought to recount these outdoor projects and to suggest through them a variant of mindfulness less preoccupied with the present and more attuned to a blend of attention and repair at that hazy, disappearing contrail where a gone goes dormant. For in the many references to Paul Klee’s 1920 Angelus Novus, mascot of modernity ‘progressing’ while looking backward at the wreckages, harms, and atrocities, we ask when we cannot sleep at night, ‘to where or to when is the angel of history directing its attention now?’, a heavy game of imagining looking together, imagining being in this together, with cherubim and fictions, with pond walls and old sheds, I Spy.

Join Us in Ypsilanti on March 23

EMU’s First-year Writing Program invites you to join us in Ypsilanti on Friday, March 23, for the 2018 Winter Colloquium. Dr. Melanie Yergeau  will present  at 10:30 a.m., “Black Mirror Meets the Classroom: Neurodiversity and Social Robots.” After lunch, at 1 p.m., she will lead a writing pedagogy workshop, “Disability, Access, and Multimodal Pedagogies.” For more information, contact Derek Mueller, Dir. of the First-year Writing Program,  at dmuelle4@emich.edu, or Rachel Gramer, Associate Dir. of the First-year Writing Program, at rgramer@emich.edu.

Promotional flier for Dr. Melanie Yergeau's presentation and workshop at EMU on March 23, 2018.
Promotional flier for Dr. Melanie Yergeau’s presentation and workshop at Eastern Michigan University’s Pray-Harrold Hall, Room 219, on Friday, March 23, 2018. Free and open to the public. The presentation, titled “Black Mirror Meets the Classroom” is at 10:30 a.m.; the teaching workshop, titled “Disability, Access, and Multimodal Pedagogies,” is set for 1 p.m.

Kress – Literacy in the New Media Age (2003) II

In Literacy in the New Media Age, Gunther Kress settles into a gradual
progression from long-held presumptions about alphabetic literacy to an
increasingly hybridized and "multimodal" literacy based on the screen. The
screen’s proclivity for combining images and text has profound consequences,
Kress argues, for the temporal/sequential logics of letter, word and clause as
units of meaning. Kress contends that syntactic complexity is compromised
as the frenetic reading pathways of the screen condition readers and writers to
mixed-mode framings that, in turn, impact how they read and write.
Contrary to my expectations, Kress is none too sour on this trend; in fact, his
movement through dense sociolinguistic explanations of literacy, genre and
punctuation as framing are impressively nuanced. Yet, very little of the
first two-thirds of the book is explicit about the ways in which new writing
technologies are entangled in the shifts he describes, and in this sense, I find
Kress to be frustrating in how patiently he advances his back-analysis on
traditional alphabetic literacy (replicated in formal Western schooling)–while
the matter at hand–screens as a site of particular kinds of changed
writing activity–hovers as a given. This book is far more about
"Literacy" than about "the New Media Age;" it inches toward actual discussions
of interfaces, and finally, near the end of chapter eight, offers a screen-shot
of a web page with eleven (by Kress’s count) "entry-points" for reading.
Kress’s point with the screenshot: "’reading’ is now a distinctively different
activity to what it was in the era of the traditional page" (138).

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Kress – Literacy in the New Media Age (2003)

I’m just eight pages into Gunther Kress’ Literacy in the New Media Age.
I’ve read the chunk before the preface (what is this thing, a superpreface, an
antepreface, pre-preface?): "The Futures of Literacy: Modes, Logics and
Affordances." This much is clear: image and text function according to
distinctive logics. With text, word follows word. It’s sequentiality
involves a distinctive commitment, both for writers and readers, to paths
and naming. Text inheres time, whereas image inheres space, Kress tells
us. Image involves a kind of commitment to location, and while Kress hints at
the importance of perceptual paths for readers of images, that point doesn’t get
extended early on. Next, Kress discusses media and affordances; these few
lines are a sample of what he’s got going here:

1. Multimodality is made easy, usual, ‘natural,’ by these technologies. (5)
2. The new technologies have changed unidirectionality into bidirectionality.
(6) (i.e. with the email, you can send and receive)
3. Writing is becoming ‘assembling according to designs’ in ways which are
overt, and much more far-reaching, than they were previously. (6)
4. The affordances and the organisations of the screen are coming to (re)shape
the organisation of the page. (6)
5. It is possible to see writing becoming subordinated to the logic of the
visual in many or all of its uses. (7)

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