{"id":6699,"date":"2007-02-19T23:00:29","date_gmt":"2007-02-19T23:00:29","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/02\/19\/cmon-pokey\/"},"modified":"2007-02-19T23:00:29","modified_gmt":"2007-02-19T23:00:29","slug":"cmon-pokey","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/19\/cmon-pokey\/","title":{"rendered":"C’mon, Pokey"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>

I finally got around to reading Lindsay Waters’ CHE<\/i> diatribe against
\nMoretti’s work on abstract models and literary studies. I know, it took me
\nlong enough. Collin
\nmentioned<\/a>
\nthe article, titled
\n
\n"Time For Reading,"<\/a> almost two weeks ago, and The Valve<\/i>‘s Bill Benzon
\nposted
\n
\nhis thoughts<\/a> on Waters last Tuesday. Rather than sum up the other
\nentries here, I’ll put the links in place and move along to a couple of my
\nreactions.<\/p>\n

<\/p>\n

Waters is unapologetic in his call for this so-called "new movement," a call
\nhe ends with pronounced enthusiasm for "slow reading." I have, in times
\npast, characterized myself as a slow reader (though not<\/i> during
\npreparations for qualifying exams), and it’s not unusual to hear one or two of
\nthe students in my classes describe themselves as slow readers. But it
\nseems to me that we have a couple of different conceptions of "slow" rustling
\naround in these labels. There’s the slow<\/i> that is deliberately, even
\nskillfully, plodding and careful–a slow<\/i> is akin to the savory
\nswish-swish during wine tasting or a leisurely pace for Sunday drives in the
\ncountry. It’s not the same slow<\/i> as a 1975 El Camino winding through
\na mountain pass in second gear or, as is more clearly connected to Waters’ focal
\nconcern, the slow<\/i> disparagingly assigned to the child who finds it
\ndifficult to read lines of words efficiently enough. <\/p>\n

Waters compares the literacy crisis affecting school-aged children with the
\nlabors of English professors. It’s connected, I suppose, but it’s just as
\neasily disconnected. What I mean is that I’m not sure the younger ranks
\nare introduced sufficiently to differentiated reading methods. Much early
\nreading instruction is, for good and bad, bent on a fairly stabilized, normative
\npace. Many of us have struggled with it, and still many more will.
\nTaken to matters of professionalization and specialization in academia, slow
\nreading is a rare luxury. And just how slow would Waters have us read?<\/p>\n

A significant distinction here is that Waters emphasizes slow reading as a
\npreferable (i.e., humanistic) counterpart to Moretti’s distant reading.
\nBut slow and distant refer to different intervals, right?, one going the
\ndimension of time and the other going the dimension of space. Of course,
\nin much the same way I am tempted to complicate the slow in "slow reading," so
\nam I interested in spreading out all of the cards in the deck of "distant
\nreading." Moretti says very little (er…nothing) about "fast reading."
\nHe is content to pursue, instead, the questions provoked by abstract modeling:<\/p>\n

Quantification poses the problem, then, and form offers the solution. But
\n\tlet me add: if you are lucky. Because the asymmetry of quantitative
\n\texplanandum<\/i> and a qualitative explanans<\/i> leaves you often with a
\n\tperfectly clear problem–and no idea of a solution. In ‘Planet Hollywood’,
\n\tfor instance, it turned out that absolutely all<\/i> Italian box office
\n\thits of the sample decade were comedies; why that was so, however, was
\n\tcompletely unclear. I felt I had to say something, so I presented an
\n\t‘explanation’, and NLR<\/i> indulgently printed it; but it was silly of
\n\tme, because the most interesting aspect of those data was that I had
\n\tfound a problem for which I had absolutely no solution<\/i>. And
\n\tproblems without a solution are exactly what we need in a field like ours,
\n\twhere we are used to asking only those questions for which we already have
\n\tan answer. (Graphs<\/i> 26)<\/p><\/blockquote>\n

Waters, plainly enough, sees a problem (illiteracy) and solution (slow
\nreading), whereas Moretti’s focal problem isn’t illiteracy but rather the
\n"specific form[s] of knowledge" wrought by distant reading. What are they? What
\nunanswerable questions will they open us onto? And what are the limits of
\nwhat we will know<\/a>?
\nNo doubt, we need need to re-think slow reading, close reading, and especially
\ndistant reading as more than monolithic activities; we should reverse their
\nconceptual reduction, and see them as complements, plural and constantly in
\nplay.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>I finally got around to reading Lindsay Waters’ CHE diatribe against Moretti’s work on abstract models and literary studies. I know, it took me long enough. Collin mentioned the article, titled "Time For Reading," almost two weeks ago, and The Valve‘s Bill Benzon posted his thoughts on Waters last Tuesday. Rather than sum up the…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[16],"tags":[622,128,470,808,144,141,561,327,621],"class_list":["post-6699","post","type-post","status-publish","format-standard","hentry","category-distances","tag-abstract","tag-close-reading","tag-dissertation","tag-distant-reading","tag-methods","tag-models","tag-moretti","tag-reading","tag-slow-reading"],"yoast_head":"\nC'mon, Pokey - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/19\/cmon-pokey\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"C'mon, Pokey - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsI finally got around to reading Lindsay Waters’ CHE diatribe against Moretti’s work on abstract models and literary studies. 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The reading, on the other hand, moves in a backward direction, filing through influences\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7314,"url":"https:\/\/www.earthwidemoth.com\/blog\/2011\/01\/09\/missing-cultura\/","url_meta":{"origin":6699,"position":1},"title":"Missing: Cultural Criticism","author":"Derek Mueller","date":"January 9, 2011","format":false,"excerpt":"Alan Liu's MLA 2011 paper, \"Where is Cultural Criticism in the Digital Humanities?\" arrived this morning in Google Reader. Basically, Liu introduces the 4Humanities advocacy initiative and then argues that a lack of cultural criticism in digital humanities may thwart the growth of this emerging field. 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Virilio anticipates an ominous shift wrought by the interval of light as it proliferates in \"teletopical technologies\" that allow for speedier transmissions. \"Act[ing] over distance\" is,\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7092,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/05\/03\/pemberton-model\/","url_meta":{"origin":6699,"position":5},"title":"Pemberton, “Modeling Theory and Composing Process Models.”","author":"Derek Mueller","date":"May 3, 2007","format":false,"excerpt":"Pemberton, Michael A. \"Modeling Theory and Composing Process Models.\" CCC 44.1 (1993): 40-58. Pemberton examines models in composition studies by taking into account Flower and Hayes' cognitive process model of writing and its mixed reception. In one sense, then, this essay is an account of uptake. 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