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The first ""final"" version of a never-ending project, a bibliography of conceptual literature - not just appropriation-based conceptualism, but also relatively ""rigorous"" forms of flarf, concrete poetry and so on. Like the editors of the anthology ""I'll Drown My Book: Conceptual Writing by Women,"" I consider a more inclusive definition. At least in my version (and I invite other people to continue it if they can/want to), there are more than a thousand books and hundreds of authors included from different countries, nationalities, genders - as different as it is possible for now, of course. Authors are sorted alphabetically, books by the same author chronologically. More about the process and about my views on conceptualism can be found in the opening of the book. For free PDF check http: //khora-impex.com/. P.S. The file of v1.0 did not make it through Lulu printers, sorry to those of you who ordered it. This (sadly, b&w) version contains corrections and additions.
Charles Bernstein has described conceptual "poetry pregnant with thought." Against Expression, the premier anthology of conceptual writing, presents work that is by turns thoughtful, funny, provocative, and disturbing. Editors Craig Dworkin and Kenneth Goldsmith chart the trajectory of the conceptual aesthetic from early precursors such as Samuel Beckett and Marcel Duchamp through major avant-garde groups of the past century, including Dada, Oulipo, Fluxus, and language poetry, to name just a few. The works of more than a hundred writers from Aasprong to Zykov demonstrate a remarkable variety of new ways of thinking about the nature of texts, information, and art, using found, appropriated, and randomly generated texts to explore the possibilities of non-expressive language. --Book Jacket.
Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.
"Architectures of Possibility" theorizes and questions the often unconscious assumptions behind such traditional writing gestures as temporality, scene, and characterization; offers various suggestions for generating writing that resists, rethinks, and challenges authors to push their work into self-aware and surprising territory.
An examination of a series of diverse, radical, and experimental international works from the 1950s to the present. What is a literary work? In Literature’s Elsewheres, Annette Gilbert tackles this question by deploying an extended concept of literature, examining a series of diverse, radical, experimental works from the 1950s to the present that occupy the liminal zone between art and literature. These works—by American Artist, Allison Parrish, Natalie Czech, Stephanie Syjuco, Fiona Banner, Elfriede Jelinek, Dan Graham, Robert Barry, George Brecht, and others—represent a pluralized literary practice that imagines a different literature emerging from its elsewheres. Investigating a work’s coming into being—its transition from “text” to “work” as a social object and pragmatic category of literary communication—Gilbert probes the assumptions and foundations that underpin literature, including the ideologies and power structures that prop it up. She offers a snapshot from a period of recent literary and art history when such central concepts as originality and authorship were questioned and experimental literary practices ranged from concrete poetry and Oulipo to conceptual writing and appropriation literature. She examines works that are dematerialized, site-specific, unique copies of other works, and institutional critiques. Considering the inequalities, exclusions, and privileges inscribed in literature, she documents the power of experimental literature to attack these norms and challenges the field’s canonical geographic boundaries by examining artists with roots in North and South America, East Asia, and Western and Eastern Europe. The cross-pollination of literary and art criticism enriches both fields. With Literature’s Elsewheres, Gilbert explores what art can’t see about the literary and what literature has overlooked in the arts.
This reference handbook surveys research on the central issue associated with the teaching of unprepared writers. Though basic writing has only been recognized as a distinct area of teaching and research since 1975, the existing bibliographic texts already seem limited due to their age or lack of annotation. This volume provides current and extensive bibliographic essays and will help to define this new field of study for teachers and researchers. Following an introduction that summarizes the origins and significant texts in basic writing, the book is divided into three sections, Social Science Perspectives, Linguistic Perspectives, and Pedagogical Perspectives. The first section, which contains three essays, views the field through the lens of social, psychological, and political issues. The second section, also containing three essays, examines contributions made from studies of grammar, dialects, and second-language acquisition. The third section, in its four essays, focuses on the design, development, administration, and evaluation of basic writing courses, the use of computers in basic writing classrooms, the role of the writing lab, and the preparation of basic writing teachers. An appendix that reviews current textbooks for basic writing courses is also included, as well as an index. This book will be a valuable resource for teachers of basic writing, in education courses and workshops that train teachers and tutors, and in fields such as linguistics, technical writing, and Teaching English as a Second Language. It will also be an important addition to public and university libraries and many education programs.
In This Is Not a Copy, Kaja Marczewska identifies a characteristic 'copy-paste' tendency in contemporary culture-a shift in attitude that allows reproduction and plagiarizing to become a norm in cultural production. This inclination can be observed in literature and non-literary forms of writing at an unprecedented level, as experiments with text redefine the nature of creativity. Responding to these transformations, Marczewska argues that we must radically rethink our conceptions of artistic practice and proposes a move away from the familiar categories of copying and originality, creativity and plagiarism in favour of the notion of iteration. Developing the new concept of the Iterative Turn, This Is Not a Copy identifies and theorizes the turn toward ubiquitous iteration as a condition of text-based creative practices as they emerge in response to contemporary technologies. Conceiving of writing as iterative invites us to address a set of new, critical questions about contemporary culture. Combining discussion of literature, experimental and electronic writing, mainstream and independent publishing with debates in 20th- and 21st-century art, contemporary media culture, transforming technologies and copyright laws, This Is Not a Copy offers a timely and urgently needed argument, introducing a unique new perspective on practices that permeate our contemporary culture.
The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.