{"id":6997,"date":"2006-07-08T20:00:19","date_gmt":"2006-07-08T20:00:19","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/macrorie-uptaug\/"},"modified":"2006-07-08T20:00:19","modified_gmt":"2006-07-08T20:00:19","slug":"macrorie-uptaug","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/macrorie-uptaug\/","title":{"rendered":"Macrorie, Uptaught<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

*Macrorie,
\n Ken. Uptaught<\/i>. 1970. Innovators in Education Ser. Portsmouth,
\n N.H.: Boynton\/Cook, 1996.<\/p>\n

<\/p>\n

Macrorie’s Uptaught<\/i> is a humorous, hard-edged critique of tendencies
\nin formal education toward prescriptive, overdetermined, and algorithmic writing
\nevents. True to his expressivist orientations, Macrorie emphasizes freedom (an
\nalmost Elbovian "Life is long; school is short" strain), freewriting, voice and
\ntheir antitheses: oppression, constraint and stale discourses of schooling.
\nI’m most interested in Macrorie’s treatment of a computer system, Percival, as a
\ntrope for all that’s wrong with education. The villainous computer system
\nis used to score essays based on textual features, and this scenario functions
\nrather like a set of bookends holding together the middle of his critique.
\nAlgorithmic text analysis is emblematic of all that’s wrong with the
\ninstitutionalization of writing in college. He boldly criticizes such
\nprojects (and associated thinking), but this also comes off as a critique of
\ntechnology.<\/p>\n

"They figured the theme graded by a teacher would carry a large number of
\nthese characteristics: a variety of sentence structures, frequent long sentences
\n(with dependent clauses and other clearly realized relationships), a title (many
\npapers did not carry titles), frequent paragraphing, few apostrophes, few
\nspelling errors, many connective words, many commas and parentheses marks.
\nThe computer could read the papers for these mechanical traits" (4). Here,
\nMacrorie lists the traits the computer system could identify, and he’s right: it
\ncould. But he doesn’t inquire into the possible benefits or uses or
\ncomputationally assisted reading because it is the enemy. The mechanistic
\nassociation, to be fair, is convenient to his larger set of proclamations about
\nthe dire state of college-level writing instruction.<\/p>\n

"It was not nice to look at Johnny’s carefully prepared dead body of a theme,
\ncleaned of all the dirt of the street and the lines of experience around the
\neyes, inflated with abstract, pedantic words, depersonalized with
\npseudo-objective phrases that rendered it like every other corpse submitted to
\nthe teacher" (7). This connects with a couple of issues: Phelps in "Domain
\nof Composition" on natural attitude, the idea of circulation in composition as
\n"submitting" a paper (or corpse!), and the general displeasure in it all–for
\neveryone involved.<\/p>\n

Notably, Uptaught<\/i> is part of an "innovators" series. And this
\nbrings up questions about what’s involved with being an innovator. What
\ndoes it mean, in other words, to be an innovator in composition and rhetoric,
\nand who are our innovators now? On what grounds? <\/p>\n

"This dehydrated manner of producing writing that is never read is the
\ncontribution of the English teacher to the total university. I know. For
\nseventeen years I talked and responded like Percival. Then something
\nhappened in my class that showed me I had been an automaton sending out subtle
\nmessages I was unaware of. The students read them well: they were to
\nbecome automatons too" (8). This, another illustration of Macrorie’s complaint
\nwith automaton teaching and learning.<\/p>\n

\n
Related sources:<\/dt>\n
Page, E. B. & Paulus, D. H. (1968). The analysis of essays by computer.
\nWashington, D. C: U.S. Department of Health, Education, and Welfare, Office of
\nEducation, Bureau of Research. <\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>*Macrorie, Ken. Uptaught. 1970. Innovators in Education Ser. 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Macrorie was, among other things, an innovator, a teacher well-known for parodying the most \"dehydrated\" approaches to English Studies, for railing against mechanical prose, for cracking jokes on hyper-cantankerous pedagogies and their perpetrators.\u2026","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6147,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/09\/05\/its-both-a-pres\/","url_meta":{"origin":6997,"position":1},"title":"It’s Both A Pressure and Privilege To Be Here","author":"Derek Mueller","date":"September 5, 2004","format":false,"excerpt":"Ken MaCrorie's Uptaught is funny as hell. We have about seventy pages of it excerpted for Tuesday's Curriculum and Pedagogy session.\u00a0 It's particularly interesting for how he pits Percival the computer as essay-reader against the robotic, mechanistic professorate.\u00a0 MaCrorie (of I Search notoriety) comes around to a method of spurring\u2026","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7258,"url":"https:\/\/www.earthwidemoth.com\/blog\/2010\/06\/04\/i-search-and-qu\/","url_meta":{"origin":6997,"position":2},"title":"I-Search and Quantified Self","author":"Derek Mueller","date":"June 4, 2010","format":false,"excerpt":"I am 70-percent committed to a plan for ENGL326: Research Writing this fall revolving around research networks. 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In this brief piece, originally published in CCC 30 (1979), Fulkerson adapts a philosophical framework from M.H. Abrams's The Mirror and\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7033,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/04\/hawisher-et-al\/","url_meta":{"origin":6997,"position":5},"title":"Hawisher et. al., Computers and the Teaching of Writing","author":"Derek Mueller","date":"September 4, 2006","format":false,"excerpt":"Hawisher, Gail E., Cynthia L. Selfe, Paul LeBlanc, and Charles Moran. Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History. New Directions in Computers and Composition Ser. Norwoord, N.J.: Ablex, 1996. 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