Poetics of Scribal Culture in Inner-Biblical Oralities of Allusive Redaction-Echoes, and Stuff

My main research focus, when I can get to it, concerns literary allusion in the Bible (also called “inner-biblical interpretation,” or “inner-biblical exegesis”).

Insofar as I have a Big Idea, it mostly involves running around like Chicken Little and yelling that the field of biblical studies isn’t producing a coherent conversation about “inner-biblical allusion” because we quarantine ourselves (as we so often do) from the secular ancillary scholarship (in this case, on the poetics of literary allusion).

What disturbs and intrigues me recently is, I think that there is another scholarly context to which I’ll need to tether my continuing work in biblical allusion. You know it well, and most recently, it looks something like this.

Upside: maybe I get to blow the dust off my Akkadian again. Downside: Hier werden deutsche.

[Poetics of Scribal Culture in Inner-Biblical Oralities of Allusive Redaction-Echoes, and Stuff was written by G. Brooke Lester for Anumma.com and was originally posted on 2012/01/16. Except as noted, it is © 2012 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Learning to Code the Web with Code Year

On January 9th, I received my first unit of Code Year, a one-year, weekly lesson in Javascript programming offered freely by CodeAcademy. A short time later, the Boy and I were working through it together.

Javascript is the programming language on which most of the Web is built, and is one of the simplest coding languages to learn. And, just as natural human languages share most of their basic features with one another (nouns, verbs, adjectives, &c), the elements of Javascript are also used in other programming languages like Perl or Ruby.

Any of you who know me–or who see how rarely I’ve posted here lately–know that I am pretty extraordinarily busy these days. So why would I take ten minutes, a few evenings per week, to learn something of computer code?

How much of your work is accomplished on the Web or by means of some digital tools or other? Whatever percentage that is, remember that those environments and tools are the way they are because somebody decided that that is how they should be. Learning to code means learning what some alternative possibilities might look like. If we understand something of programming code, we begin to join that community of deciders.

If you are in the Humanities, you may well already be a “Digital Humanist“: do you ever use digital tools to accomplish Humanities research? Or, do you ask Humanities-questions about the growing digitalization of our information and our practices? You don’t have to code to be a digital humanist, but learning something of how the Web is coded may spark ideas for you about tools or processes that could improve your research and writing.

Do you have kids in school? If they even have “computer class,” that’s likely to mean, “Learning to use things made by Microsoft,” rather than “Learning to build cool things that don’t yet exist but could.” The weekly units in CodeYear are broken down into several short lessons, perfect for children’s lower stamina and shorter attention spans. (Okay, by day’s end, my own stamina and attention span are pretty well shot as well.) Sit together on the sofa for ten minutes in the evenings, and learn together the language used to create on the Web.

If you are interested, you can read what others are saying about Code Year, or about Code Academy. But I recommend you just jump right in and sign up for your weekly email lessons. Have fun, and tell me if you decide to get started learning to code.

[Learning to Code the Web with Code Year was written by G. Brooke Lester for Anumma.com and was originally posted on 2012/01/13. Except as noted, it is © 2012 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Letters of Reference Check List

So, one of the duties that feature heavily this time of year is “letters of reference”: for Ph.D programs, for scholarships, for employment. (The other duties you know also: students need help planning Winter or Spring courses; students struggling with current course work are looking for life lines; and grading for the current term, so well managed up to this point, has just now spun out of control.)

Sometimes it’s hard to write a good letter. Scratch that: it’s always hard to write a good letter, in the same way that it’s always hard to get to any of the housekeeping that fills itself in around course work, administration, office hours, and (hear my hollow laughter) scholarship. What tends to really make the difference is the student herself, by performing at a high level in the first place, by getting the request in to me nice and early, and by giving me lots of information instead of requiring me to make of the letter a whole new research project. It’s arithmetical: time not spent housekeeping a letter is time spent writing the letter.

Over time, I have developed a “check list” that I return to students who ask me for a letter of reference:

The Check List

  1. Whenever possible, please plan to have given me 30 days to write. If not, give me as much time as possible.
  2. If I have written a letter for you in the past, please remind me of this, telling me when that was and who it was for.
  3. Please include the full name and appropriate title for recipient of letter.
  4. Please include the full address for recipient.
  5. Please include any information materials about the program/scholarship/job/etc, unless that information available clearly on a web page (see next). This can be in electronic form or hard copy.
  6. If the scholarship provider, program, employer, etc. has a web presence, please include an URL for that web site.
  7. Please remind me what classes you’ve had with me, and what term(s) they took place. Or, remind me of our other ties. (Sorry, I really can remember, but if you save me these minutes, I’ll put them to better use for you working on the letter itself.)
  8. Please give me clear instructions for delivery: mail directly, return sealed to you, &c.
  9. Please include a portfolio of work you have done for me in the past. (This may not be necessary, I usually still have anything that we have exchanged in electronic format, but at least check with me about this). Material can be electronic or hard copy.
  10. Please offer me a few sentences on how I can really help you with this. What talking points would be helpful? What are the details of the impression you hope to convey? How does my letter contribute to your overall package?
  11. Always remember that a letter writer’s “stock in trade” is honesty. The very best way to secure good letters of reference is to distinguish yourself from your peers early and often in course work. Thanks.

The whole point is to be able to quickly organize the resources that will inform an interesting, positive, distinctive letter.

What do you think? If you teach, have you composed a similar check list? If you are a student, do you have any thoughts about these kinds of requirements?

[Letters of Reference Check List was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/11/17. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

THATCamp Pedagogy This Weekend (Picking My Feet Edition)

Have you ever been to Poughkeepsie?

I’m on my way this morning to THATCamp Pedagogy (ProfHacker post), an unconference on teaching and learning as an aspect of digital humanities (THATCamp home). The unconference is in Poughkeepsie NY, and is sponsored by Vassar College.

Besides the “unconference” sessions, there are planned “boot camps” on:

  • integrating digital projects into undergraduate courses;
  • teaching with Omeka;
  • the undergraduate’s voice in digital humanities;
  • “So Long, Lecture.”

I will plan to live-Tweet as opportunity allows. On Twitter, you can follow me for the weekend at @anummabrooke to see my Tweets alone, or follow the hashtag #THATCampedagogy (note the single “p”) to follow all Tweets on the unconference.

[Addendum: the hashtags actually used at the unconference have been #THATCamp and #pdgy]

Have you ever been to Poughkeepsie? (Not Safe For Work!)

[THATCamp Pedagogy This Weekend was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/10/14. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Biblical Scholars: Care to be Interviewed?

I have assigned my “Introduction to Old Testament” students to interview a “real biblical scholar.” Students will collaboratively come up with questions for their interviews during October, and conduct their interviews by phone or Skype in early November. They will then write a report on their interview.

Here is how I describe the report to them:

The student will have already prepared and refined a list of questions, independently and in collaboration with colleagues. She will have contacted the subject, arranged the interview, and held the interview, in accordance with instructions.

The report should demonstrate that the student asked questions appropriate to academic biblical studies, while also appropriately inviting the subject to reflect on “essential questions” related to the practice of academic biblical studies. The report should contain an introduction, a list of questions, and a body that communicates the subject’s responses to each question, and a conclusion. The report should show evidence that the interview has prompted the student to “step back” and reflect on her practice of biblical studies both for our course work and longer term.

I would like volunteers to either have a completed PhD, or else be ABD with a full-time academic job in biblical studies.

If you are interested, you can respond here in comments, or else email me at my work address: brooke dot mylastname at garrett dot edu.

Thanks!

[Biblical Scholars: Care to be Interviewed? was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/09/20. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

If You’re Happy and You Know It (biblical Hebrew songs, cont’d)

So, mostly what I’ve been doing is supporting my faculty colleagues in their transition from Blackboard to our new Moodle learning management system.

But, partly what I’ve been doing is continuing with the biblical Hebrew resources in my series, “A Foundation for Biblical Hebrew,” a series that uses communicative learning tools as a supplement to an elementary biblical Hebrew curriculum.

This is, “If You’re Happy and You Know It.” Some points I had to work through, and on which I welcome feedback:

  • I decided that being happy and knowing it was best expressed with perfect verbs joined by we-gam.
  • I decided to use the masculine plural pronoun suffixes; sorry, but there’s just no room in the song for a more up-to-date solution to the problem of gender inclusivity. In English, I usually use the feminine singular as the “representative human” (“each student must see to her own work”).
  • “Let your lives show it”: going with the jussive here, naturally, verb-subject.
  • For the commands, I abandon personal pronouns: “clap a palm”; “stomp a foot”; etc. Again, only so much room in the scansion. This—leaving pronominal suffixes off of body parts where they are the objects of verbs—accords well enough with biblical usage (Psa 47:1; cf. Isa 37:22; but Ezek 6:11).
  • Main learning points: body parts, the masculine plural imperative, the masculine plural pronominal suffixes -tem and -kem; the conditional particle ʾim.

Feedback encourages, as always.

[If You're Happy and You Know It (biblical Hebrew songs, cont'd) was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/09/12. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

The Wise Man Built His House Upon a Rock (Biblical Hebrew)

I’ve worked into biblical Hebrew the children’s song, “The Wise Man Built His House upon a Rock.” I happened to hear the Boy singing it one morning, and I found myself putting most of it into Hebrew while shaving.

I like it as an exercise for my students because it’s simple, and because the vocabulary is so well attested biblically: build, descend, ascend, fall; wise, house, rock. The choices I made about verb patterns could give rise to fruitful conversation about the qatal, yiqtol, and wayyiqtol. It’s good for me, too: I had initially been drawn to the Infinitive Absolute for the concurrent action of rain falling and floods rising, until my search for biblical parallels suggested I was on a wrong track. (I’d be on firmer ground if the two verbs shared a single agent.)

Another song I plan to put into biblical Hebrew is a version of “Head, Shoulders, Knees and Toes.” While not all of this vocabulary is biblically well-attested, it has value for communicative teaching of Hebrew: it uses words that have high “pay off” for daily usage. (So, I’d be open to songs that use body parts, colors, numbers up to thirty, and everyday objects.)

A third song I have planned is “If You’re Happy and You Know It.” A fourth is a surprise.

How about some revision of “I Know an Old Lady Who Swallowed a Fly,” with all biblically-attested animals? More advanced would be a revision of, “Hush, Little Baby (the Mockingbird song).”

What other simple children’s songs can you think of that might be put into biblical Hebrew? The song should be fairly short and simple. Ideally, they should EITHER 1) feature vocabulary that is biblically well-attested, OR 2) feature vocabulary that has high pay-off in terms of everyday nouns and concepts like body parts, colors, numerals, and so on.

[The Wise Man Built His House Upon a Rock (Biblical Hebrew) was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/07/05. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

MultiMarkdown and Me

MultiMarkdown: All I Never Knew I Wanted:

When I write, I want to write text files that are ready to be published either as word processing files or to the Web, with full formatting, while still already human-readable simply as text. And I didn’t even know how badly I wanted that until I discovered that it’s possible with Markdown. This is probably easier to show first, then tell.

As you can see, the *.txt file is human-readable, and I get the same formatting results whether I publish to *.rtf (for word processing) or to HTML (for web publishing as you’re reading it now). This is the point.

Results Explained:

These examples illustrate the gist of it. As a writer, this is what I gain from MultiMarkdown:

I get to create a human-readable document that can nonetheless be exported to the Web as HTML. Have you ever seen a page of text that is marked up for HTML, that is for web viewing? It’s a blizzard of tags that make the actual content unreadable. (You can see an example if you select, in your browser, View: Source or Page Source.) But with MultiMarkdown (or just Markdown: see below), I have a document that is prepared for the web, but which is also totally readable in plain text.

I get to create a human-readable document that can nonetheless be exported to a word processor as *.rtf (RTF). Have you ever seen a page of text that is marked up as *.rtf, for opening in Word or another word processor? It’s even worse than with HTML. (You can see an example if you take the RTF file linked above, change the suffix from *.rtf to *.txt, and open it in Apple’s TextEdit or in Microsoft Notepad.) But again, with MultiMarkdown, I have a document that is prepared for export as *.rtf to almost any word processor, but again which is also totally readable in plain text.

I get to write this file just once, and archive it as a single file, no matter whether I used it for word processing or web publishing. The same file, written in MultiMarkdown, can be exported as an *.rtf document, easily read in almost any word processor, or as HTML, easily read by any browser or pasted into a blog post or web site.

I get to compose this file in plain text, in any application that suits my stage in the writing process (collecting ideas, outlining, drafting, editing, publishing). It doesn’t feel like I am writing “markup,” it feels as much as possible like I am simply writing. The beauty of Markup is that most of it derives from email conventions: a line of white space between paragraphs, or asterisks surrounding a word or phrase to mark emphasis, or two asterisks for strong text. There are multiple ways (see below on Gruber’s Markdown) to write Web links that are wonderfully readable, completely unlike HTML web link markup.

I get to be sure that it will be readable in twenty years, without a word processor or web browser to render the formatting. Do you have any old files that you cannot read anymore because they only exist in an obsolete format like “AppleWorks”? The stuff I wrote during my Masters work can only be opened as plain text, and the text is entirely buried in obsolete markup and code. But the stuff I write today in Markdown is already human-readable in plain text, and will remain human-readable for as long as we have plain text.

This is the beauty of MultiMarkdown: plain text files, easily readable to the human eye, but already marked up for headers, sub-headers, ordered or unordered lists, emphasis, and footnotes…both for word processing via *.rtf or for web publishing via HTML. Yeah, it’s the writer’s holy grail.

What is MultiMarkdown?

John Gruber developed Markdown with the web-publishing end in view. Markdown allows almost any formatting one will need for most purposes: emphasis (usually italics), strong text (usually bold), paragraphing, lists, block quotes, hyperlinks to the web, and more. However, Gruber’s Markdown exporter only exports as HTML, because web-publishing is what Gruber has in mind.

Fletcher Penney developed MultiMarkdown as a supplement to, or extension of, Gruber’s Markdown. It accomplishes two things:

  • It exports Markdown as *.rtf rather than only as HTML. (It also exports to OPML, LaTex, and other formats that you may or may not know about or be interested in.)
  • It adds syntax for things like bibliography, footnotes, tables, and more.

So, MultiMarkdown incorporates all the features of Gruber’s Markdown, and extends the idea beyond web publishing to word processing. Note that you do have to install Fletcher’s MultiMarkdown script and support package in order to export MultiMarkdown plain text files as HTML, *.rtf, or other file formats.

My Workflow

I like this because I often don’t know where doodling, note-taking, and outlining might leave off and “writing” begin. I am learning to write in MultiMarkdown all the time, in every stage, because any of that stuff may, at some point, become part of the written piece. Composed in Markdown, anything I write is legible while I play around with it, and it won’t require additional formatting for word processors or for the Web once that writing sits in the final, published piece.

For example, this blog post was

  • begun as a note in NotationalVelocity,
  • moved into OmniOutliner while I played with structure and began some drafting,
  • imported via OPML into Scrivener for continued drafting and editing. From Scrivener I can compile it as HTML (as for this post in WordPress), or as *.rtf for word processing. I save it in Scrivener, but also compiled as plain text ( *.txt) for archiving.

At any of these stages I can compose freely in MultiMarkdown, working in whatever tools suits my present location and purposes, knowing that the result will be a human-readable plain text file formatted for word processing or for the Web.

What do you think? It can sound complicated, and there is a bit of a front-end learning curve (not much, for anyone who already habitually writes in “email style” paragraphing), but once learned, it is all simplicity itself. Can MultiMarkdown do for you what it does for me?

[MultiMarkdown and Me was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/05/02. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

RBoC: Not-Yet-End-of-Term Edition

End of term? Not even Spring Break yet! (Next week, insh’allah and the creek don’t rise).

I have in mind some writing on pseudonymity and nymity in blogging, on a recent Chronicle op piece about keeping quiet in faculty meetings, on ancient language “reading examinations,” and on “feeling like a writer.” This is what I’m doing instead:

  • Facilitating faculty training on our new Moodle learning management system (so long, Blackboard);
  • Arranging to offer similar training to our platoon of TAs;
  • Preparing biblical Greek reading exams for 2nd-year Greek students and Ph.D. candidates;
  • Catching up on a self-paced UWM online certification program in online teaching and learning;
  • Working up a couple of videos for our seminary admissions page;
  • Keeping up on quizzes, exams, and papers for Elementary Hebrew, Elementary Greek, and Intro to OT;
  • Experimenting with a couple of new productivity helps to organize the above and more;
  • Eat, sleep, you know. Maybe try for a haircut.

What do you find this week  among your RBoC?

[RBoC: Not-Yet-End-of-Term Edition was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/04/12. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Plagiarism Paralysis

I’ve want to write a post about plagiarism, with reference to an excellent series of educational “what-is-plagiarism?” posters that I recently discovered.

But, the company publishing the posters won’t return my emails asking for permission to reproduce them.

[Plagiarism Paralysis was written by G. Brooke Lester for Anumma.com and was originally posted on 2011/04/06. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

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