Reading Rebalance

⏳ Approximate reading time: 3 mins

A drizzly Sunday mid-February. Woke up to onomatopoeia percussing in downspouts out the window. “Good news. At least they’re not frozen solid any more.” I expected that feeding and watering the chickens first thing would be slipperier, which before I ventured out with the watering vessels detoured to listening karaoke-style to Paul Simon’s 1977 Slip Sliding Away and then to Little Richard’s 1957 recording, Slippin’ and Slidin’ (Peepin’ and Hidin’), an associative path unfolding from the difficult to track down Simon quotation in which he says, “I didn’t originate that title. It came from that Little Richard song Slippin’ and Slidin’,” slip sliding owing to slippin’ and slidin’. Mo crowed. By that point I was filling the water carriers and delighting in the chickenicity implied in Little Richard’s parenthetical, peeping and hiding. Moments later, imagine what a changed chore it was to find that each footfall held without trouble, a better than expected grip in the mud-ice-grass trivium.

Among the rewards of a sabbatical, aka research leave, aka duty off campus is that I have made it a point to reclaim studying; with a little bit more time than usual, studying fans out again. It is possible for these few months to chip away at a bigger writing project, to hold a scatterplot of meetings each week (usually with grad students), and, to lay out a mosaic of readings purposefully juxtaposed. Read for accidents, surprise angles. With a little bit of time, eclectic reading totters again; its balance otherwise, in entrained semesters, is prone to tilting heavily toward the necessary, pragmatic, and bureaucratic anchors for professional attention.

Past few days a rewarding zigzag has come from clicking along in PDFs of Meg Sweeney’s Mendings (2023), Roland Bathes’ Mourning Diary (1977), and Tim Ingold’s 1993 article, “The Temporality of the Landscape.” Sweeney’s book is helping me think about gone noting and about the personal-theoretical in familial memory work; it’s a marvelously visual book, too, and at 47k words helps me gain a feeling for the scope of my current project. Ingold is (maybe?) jogging some of the earliest motivations for worknets when I drafted that 2015 Composition Forum article and plotted its rationale using Lines: A Brief History (2007). I will have occasion early next month in Cleveland to say a few words (as “prespondent”) about worknets, about what I imagined they would activate in service of reading in service of research design beyond the typical ramp-ups to literature reviews. The gist of this is that worknets promote reading expectant of wider and weirder flight paths; literature reviews are prone to formulism, IMRAD-pleasing, over-torqued to function. Which is another way of saying a generous comparison will take more time and nuance; I tend to be nap time! with lit reviews. What was the last unforgettable lit review you read?

The Barthes reading is just because I hadn’t read it before. It’s a fast read because it amounts to 262 pages, 14k words or so, of translated notes, journal entries, and introspective asides. They’re diaristic, abrupt, reflective in a manner of ritualized self-noticing. How am I doing? How am I doing now? Richard Howard, translator of several Barthes books, wrote in the afterword about how the entries served as warm-ups, as RB would cut paper into quarter sheets, then type the date-stamped missives as an exercise, perhaps, to shift from the underlayment of private grief to a more readerly register—although, that said, Henriette is unavoidable in his other writing around that time, late 1970s, Camera Lucida and Roland Barthes by Roland Barthes.

I highlighted sixteen passages, some as small as words or even symbols, like the Φ on p. 177, with a footnote that RB used the phi as a symbol for photograph in Camera Lucida. The highlights glowed brighter in the second half as can be seen in this highlighted contact sheet, where just over half of the sixteen annotations landed on or after p. 200.

Figure 1. Highlighted contact sheet, or the sixteen annotated Mourning Diary pages.

Here are a few of the corresponding passages, which I will end with because the afternoon is a’slipping.


July 18, 1978

Each of us has his own rhythm of suffering.


August 18, 1978

To share the values of the silent dailiness (to manage the cooking, the cleaning, the clothes, the choice and something like the past of objects), this was my (silent) way of conversing with her. —And this is, her no longer being here, how I can still do it.


October 3, 1978

The profound modesty she had—that made her possess, not no belongings at all (no asceticism), but very few belongings—as if she wanted, at her death, that there would be no “getting rid of” what had belonged to her.


January 30, 1979

We don’t forget, but something vacant settles in us.

Collectanea 25.25 Microthemes-Slash-Felt

⏳ Approximate reading time: 5 mins

Microthemes

“One new approach that I incorporated was the use of microthemes. A microtheme is defined as ‘an essay so short that it can be typed on a single five-by-eight inch note card.’ There are four types of microtheme that I have used successfully. These are (1) summary writing, (2) supporting a thesis, (3) generating a thesis from provided data and (4) quandary posing. Each can be used to have students focus on a small segment of material and write short responses” (33).

—Janet D. Hartman. (1989). Writing to learn and communicate in a data structures course. Proceedings of the Twentieth SIGCSE Technical Symposium on Computer Science Education, 32–36. https://doi.org/10.1145/65293.71191

A reference to Hartman’s work on microthemes appears in Chapter 5, “Writing to Learn,” from Bazerman et al.’s 2005 collection, Reference Guide to Writing Across the Curriculum. As I followed this farther, I stumbled upon Trish Roberts-Miller’s 2020 blog entry, “Teaching with Microthemes.” Initially I’d been wondering about whether writing-to-learn bore even the smallest hints of drawing-to-learn, but so far I haven’t found anything connect them directly (over and above the “[blanking]-to-learn” phraseology). So, that’s it–microthemes widened to an etcetera, miniatures, the dinky heap of speck genres we have named as a way to patch wee scale pedagogical interactions and large scale genres.


Felt Sense

Figure 1. Think of it as a snowball.

F. sheds. A lot. A LOT–a lot. And so, what might these wool heaps become? From a 2009 Maker page and from elsewhere, we’re lint-rolling for ideas.

“But that hair! It gets everywhere. I’ve seen it floating around like snowdrifts under the couch, and of course it gets on every piece of clothing in the house! Grooming your dog is the best way to keep the hair from finding its way into your wardrobe permanently. The hair that you remove from the dog when you brush her can be put to crafty use! It can be felted, just like sheep’s wool. Well, not exactly like wool, but close enough! Don’t let the soft fibers go to waste. Use some pipe cleaners and a felting needle to create a replica of your pet, made from her fur!” –Brookelynn Morris


Methods of Placing

“Some methods of placing freshman writing before students are particularly interesting. Fifteen schools [out of 186 respondents] place themes on a bulletin board for student inspection. In nine schools, themes are returned and circulated in class for reading and comment. Three schools place themes which exemplify certain assignments on a reserve shelf in the library for use by students in the course. One school devotes the entire May issue of its alumni bulletin to the publication of freshman composition work. The yearbook, a printed anthology of themes used as a text, and a local newspaper are all used as media for the presentation of freshman writing.”

This, from the first CCC article, Edith Wells’ report on a survey of 400 colleges and universities’ first-year writing publications.

—Edith Wells. 1950. “College Publications of Freshman Writing.” College Composition and Communication 1.1.


Food Poisoning

Figure 2. “Easy Queasy.”

Stick Henge Update

Writing this week about branching indices in the morning and then in the afternoons, when the skies cooperate, piling sticks to hengiform monument. Stick Henge has three perimetering arc segments; each amounts to a cradle held vertical by hammer-set wooden posts. Two sets of posts are 3.5 feet tall; the third is seven feet tall. The twiggy offshed from the two black cherry trees and the catalpa have been piled into the cradles, along with a few branches from the red oak, though that one is harder to cut and slower to sculpt with. I thought I might be able to get Stick Henge finished by solstice, but Thursday’s work session convinced me that even as it is well begun and more than half done, not unlike a book project, the finishing shall be a Zeno’s paradox considering there is a slower-more to do and even after that another stick can always be placed atop.


5ives

What other microgenres can you think of? I am teaching two sections of ENGL3844: Writing and Digital Media this fall, and I think I might build the class around microgenres and digital circulation.


Somewhat of a Virgule

“I have been hailed by a slash, called into these questions (How has the slash between rhet/comp come to be and to mean? Will the slash between rhet/comp persist?) by a virgule, a solidus, a dia/critical mark (of sorts). It is not a task I take lightly, nor one that I find distasteful. I am somewhat of a virgule myself, poised on the cusp of a slightly disreputable figure. (I once bristled when an oh-so-proper official of the MLA requested that I remove a slash from the title of my already-accepted MLA conference presentation. Before the program went to print, you see. I said no. The slash was necessary, and it stayed. For once in my life, it was an either/or decision.) Such it is with rhetoric/composition—both doomed and/or fortunate to live with this aporetic virgule between them, listing like a slightly disfigured lightning bolt” (para. 1).

—Cynthia Haynes. (2003). “Rhetoric/Slash/Composition.” Enculturation 5.1. https://parlormultimedia.com/enculturation/5_1/index51.html #slash #virgule #punctuation


Serpents/Jungle Fowl

Unexpectedly, ill-advisedly, Betty briefly took an interest in doppelgänger Hisstilla. The encounter was short-lived, peaceful. I am convinced there are at least two black racers canvassing Wonder Hollow, this younger, smaller one at the front (east), and an older, larger one at the back (west).

Figure 3. Betty, Hisstilla; Histilla, Betty. 🫱🏿‍🫲🏽

About Collectanea

Collectanea is a series I’m trying out in Summer 2025 at Earth Wide Moth. Each entry accumulates throughout the week and is formed by gathering quotations, links, drawings, and miscellany. The title of the entry notes the week and year (the fourth in this series from Week 25 of 2025, or the Week of June 16). I open a tab, add a little of this or that most days. Why? Years ago my habitude toward serial composition and, thus, toward blogging, favored lighter, less formal, and more varied fragments; gradually, social media began to reel in many of these short form entries, recasting them as posts dropped a Facebook or Instagram or Twitter (while it lasted), albeit with dwindling ripple effect into the ad-addled and algorithm-ambivalent streams. This space, meanwhile, began to feel to me like it wanted more thoughtfully developed entries bearing the shape and length of what you might find on Medium or Substack. But, because I am drafting toward a book project most mornings, I don’t quite have reliable essayistic bandwidth for Earth Wide Moth this summer. Collectanea, if it goes according to my small bites chicken scratch plan, will be a release valve for the piling up of too many tabs open, functioning as a shareable, intermittent (weekly?) repository for small pieces cut and pasted from stuff I am reading, and also as a scrapbook for illustrations. -DM

The diverter pond’s liner experiment. #wonderhollow #rollcall