41 Matching Annotations
  1. Jan 2018
    1. materialexpression

      Is material expression another way of saying describing an object?

    2. object'svisualandphysicaleffectinwords

      Relating to Maguire, where he says use things you can drop on your feet. Meaning physical things, realistic things.

    3. Descriptionanddeduction,reallyprocessesofenablement,makeitpossibletodeferandhencetocontroltheinterferenceofbiasandassumptioninrecognizingwhatanobjectis.

      You mustn't give details in a bias way but rather describe in a way that readers can make their own inferences from what you see and not what you think.

    4. inadditiontoactiveverbs,narrativestructureandmeaningfultransitions

      He is not only emphasizing active verbs, but also using good structure as well. Which also reminds readers that description is not the only thing that can make a good paper.

    5. Page 11 really delves into the meat of the publication. This section about how students learn about the interconnectedness of objects and history and culture is not talked about in "Material Culture." While the connectedness of history and objects is dived into in "Material Culture" there is nothing in it about students which makes "Essays in Material Culture" a unique source of information for that topic.

    6. http://www.jstor.org/stable/1180761 This journal article Mind in Matter: An Introduction to Material Culture Theory and Method by Jules David Prown helps explain Prown's method of material culture analysis in full detail beyond what is found in this collection of essays. Looking at the process in a more detailed and outlined way. Being able to use the steps (description, deduction, speculation, research, and interpretive analysis) and understand what each step entails through a primary source is helpful to really make the most of the process and analyze an item with a process you understand completely. https://youtu.be/B9gN63kLw3U This youtube video helps explain the steps of Prownian Analysis by seeing it applied in a demonstration. Being able to see the process applied in real time is immensely helpful in simplifying the process and being able to apply it to an object being studied. http://www.engineeringthepast.com/prownian-analysis/ This website suggests that taking notes on a commonly found household items and using the Prownian Analysis steps to familiarize yourself with the process and be able to understand and practice the process. It later explains steps that can help you expand your initial Prownian Analysis. It suggests writing a short paragraph on each step to expand the details of what has been written for each step. The last step suggested in the article is to find other sources, blogs and articles that could assist as outside information. Overall, this article is very helpful in understanding Prownian Analysis and how to apply it.

    7. The additional text "Material Culture" by Sophie Woodward defines and starts to explain what material culture is. The work goes into brief detail about how there is a cultural effect on items. It makes the point that an object, it's physical properties, the material it's made with, and what makes them central to understanding culture and social relations. This work also challenges the belief that a physical item is separate from their cultural association. For example, in Christianity (although this is not universal to every sect of Christianity, Jehovah's Witnesses being an example of a religion that rejects symbols of worship) the cross is a well known symbol. At it's base, it is a cross shape possibly made out of wood. That is what it is at base level. However, the cross is culturally accepted as a symbol of Christianity and the sacrifice of Jesus Christ. This is the cultural association that goes along with this artifact. It argues that material properties should not be overlooked when looking at the meaning if an item, but instead are central to the meaning the item possesses. Items also produce an effect on humans. We see this in the real world example of precious family heirlooms or the idea of "prized possessions." The article "Prized Possessions found at http://www.businesspsych.org/articles/113.html illustrates this point by giving an example of a widow who is attached to a home that she lived in with her husband, even though this home may not be practical for a woman living alone. It supports the idea that people become attached and have emotional connections and responses to physical items. It also goes to explain a brief history on the roots of Material Culture in Anthropology and Archeology. Material Culture in itself however is merging the two worlds of items and artifacts and examining how they affect culture and the relationship between people and things. “Obo.” Material Culture - Anthropology - Oxford Bibliographies, 4 Jan. 2018, www.oxfordbibliographies.com/view/document/obo-9780199766567/obo-9780199766567-0085.xml.

    8. taxonomy- the branch of science concerned with classification, especially of organisms; systematics.

    9. Like "Material Culture" this paragraph details the importance of observing the physical item in detail to be able to grasp a better meaning. While "Material Culture" explains the "why" of observing an object on a physical level, or the importance in doing so, "Essays in Material Culture" describes how to describe and observe an object on a physical level in a body of writing.

    10. This is very reminiscent of the fourth chapter in the textbook "Images with Messages" by Paul Martin Lester. This chapter focuses on semiotics (the study of signs) and the types of signs, more specifically, it is reminiscent of the section on symbolic signs. This details that humans attach values and ideology to items. This section of "Essays in Material Culture" goes into the types of object metaphors humans give to objects, complimenting what is taught in this textbook.

      Lester, Paul Martin. Visual communication: images with messages. Wadsworth/Cengage Learning, 2014.

    11. Both passages talk about the physical object as important to study. "Material Culture" challenges the idea that the physical item is somehow separate or less important than the meaning behind the object. It states that material properties are key to the meaning behind the item. "Essays in Material Culture" seems to imply that there are steps to observing an object and that finding cultural significance is a more complex step. These two ideas are complimentary and help paint a full picture of the importance of studying both the physical object, and its cultural significance.

    12. This passage begins to explain something that "Material Culture" does not go into detail about. It begins talking about the connection between studying material culture and studying history and learning about history. "Material Culture begins to talk about the history of the study of material culture in the last section of the passage but it does not talk about what is learned about history from studying material culture. "Material Culture" talks about the start of the study in the 19th and 20th centuries and how central it is to anthropology but does not begin to talk about the impact it has on the knowledge of history through studying significant cultural artifacts.

    13. The idea that "only some of culture takes material form" is one that could be shared with the source "Material Culture" but is not specified in that piece of writing. "Material Culture" places emphasis on the meaning humans give to material items in a cultural sense and does not offer this type of disclaimer. However, both dive into defining what the study of material culture is. By definition, material culture is "The physical objects that belong to or were created by a group (http://sociologydictionary.org/material-culture/)." Both documents, while differing slightly in how detailed they are in explaining whether or not all items possess a level of cultural influence, explain this definition of material culture in their beginning and explain what the study of this is.

    14. Etymological- relating to the origin and historical development of words and their meaning

    15. Pedagogic- relating to teaching.

    16. Howdoestheobjectmakeonefeel?Specifically,whatinorabouttheobjectbringsthosefeelingsout?Asthesewillbe,toacertainextentatleast,personalresponses,thechallenge-beyondrecognizingandarticulating-istoaccountforthemmaterially.Thepointistobegintorecognizethewaysinwhichtheobjecthascreateditseffect.Thesemoreemotionaldeductionsserveasabridgetospeculationaboutmeaning

      Feelings bring out a more in depth view into the material.

    17. Ratherthansayingwhatavisualimagemeans,descriptiontellsushouranimagehasopeneditselfuptoaninterpretation.”

      Telling what it means tells only your **interpretation of the image. While describing the image givs room for others to form their own interpretations.

    18. Onlyactiveverbsanddescriptiveprosecastinanactivevoiceservetoestablishcauseandagency

      Using verbs that are descriptive, which gives a more in depth meaning to it.

    19. Thisiswhythewordswechooseinsayingwhatweseehavesuchfarreachingimportance.Itisoutofourparaphraseofwhatweseethatallinterpretationgrows.Speakingofpictures,forwhichwemightSubstituteobjects,MichaelBaxandallhasnoted:“Wedonotexplainpictures:weexplainremarksaboutpictures-orrather,weexplainpicturesonlyinsofaraswehaveconsideredthemundersomeverbaldescriptionorspecification...Everyevolvedexplanationofapictureincludesorimpliesanelaboratedescriptionofthatpicture.”Descriptionprovidesthebridgebetweentherealmofthematerialandthatofconceptsandideas

      The way describe things that we see gives a deeper intell on what is being portrayed. Our descriptions give an idea of the connection between the picture and the worldly view on it.

    20. Asthelistofobjectsstudiedoverthecourseoftimeinasingleuniversityseminarattests,thepossibilitiesarevirtuallylimitless-especiallyconsideringthatnotwoindividualswillreadagivenobjectinthesameway.Sohowtochoose?

      There are numerous ways to seeing things. Since everyone is different, people will see something and have two completely different aspects on that thing.

    21. totheseobjects'culturalsignificance;attentionnotjusttowhattheymightbesaidtosignifybut,asimportantly,tohowtheymightbesaidtosignify;totheirgerundialmeaning(activeverbform:tobringmeaningintobeing),totheuaytheymean,bothphenomenologicallyandmetaphorically

      Its not merely about what is being said to describe something meaningful, but digging deeper into the how it is said. What the significance of the way its said and how that is impactful to the piece.

    22. Materialculturebeginswithaworldofobjectsbuttakesplaceinaworldofwords.Whilewework“with”materialobjects,i.e.refer"to"them,themediuminwhichweworkasculturalhistoriansislanguage.

      Material culture is our worlds abundant interaction with objects. This is significant to the text because material culture is everywhere, and we use these objects to observe and formulate words associated with the objects in the material world. Building a better understanding of the language we use. ![]https://images.pexels.com/photos/374894/pexels-photo-374894.jpeg?w=1260&h=750&auto=compress&cs=tinysrgb()

    23. Aresearchprospectus

      a formal proposal of a research project developed to convince a reader. It's significant because it gives you a clear insight into what about your object you should be interpreting. Which is a very important feature of this document.

    24. Themoreself-consciousonebecomes,themorecomplexone’srelationshiptoanobjectbecomes

      Does having a more complex relationship to and object improve ones language?

    25. Themoreself-consciousonebecomes,themorecomplexone’srelationshiptoanobjectbecomes

      How does one become more self-conscious?

    26. Composingandrevisinganobjective-as-possibledescriptionfreesonetomovefromanarrowfocusontheobjectitselftoafocusontherelationshipbetweentheobjectandoneselfasitsperceiver.

      The supplemental text states that people who believe in the maker movement have embraced a "naively apolitical, techno-economic, capitalist utopia" by believing that 3D printing won't be used by corporations. According to the main text these people must "move from a narrow focus on the object itself to focus on the relationship between the object and oneself." Both readings believe that this "narrow focus" must be changed.

    27. “fusionofvisualanalysisandverbalexpression.”

      The main text agrees with the supplemental text, by stating that visual analysis and verbal expression go hand in hand. Since the supplemental text is concerning 3D printing of objects and the main text regards using objects to expand language both texts are a fusion of visual analysis and verbal expression.

    28. nominative,forthemostpart)

      What is nominative language?

    29. Technicallyaccuratelanguage(nominative,forthemostpart

      What is considered technically accurate language?

    30. Theyconstituteasortofpedagogicsampler,ananthologyofessaysinthestrictlyetymologicalsense:experimentsinorelaborationsofarigorouslypractical(asopposedtopurelytheoretical)approachtounderstandingthings.

      The supplemental text I am applying is "3D print your way to freedom". This text unlike the "Hallman" text is an online news article discussing the affects of 3D printing on both society and the economy. Whereas Hallman's is an anthology of essays, used to help build a better understanding of things.

    31. Prowngoesontosuggestthat“themostpersistentobjectmetaphorsexpressiveofbelief”seemembeddedinpolarities

      Both my primary and supplemental text mention polarity. The Hallman text mentions them in object metaphors in the same way my supplemental text uses the expression of makers and takers as a metaphor for what is to come with the use of 3D printing.

    1. they themselves can finally see what they are talking about.

      Not only will readers be able to visualize the analysis, but also the writer. Which is kind of ironic, but true when you actually think about it. The idea that you as the writer can actually see what you have thought was to only get a point across to others, you also did that for yourself in an unconscious way.

    2. They start to write with good examples, though they don't think of them as examples, but as objects.

      This is where Haltman and Maguire tie in together as i stated before. Rather than the word example, they turn into descriptions.

    3. writing with things you can drop on your foot

      I believe this is a great way at looking at things as far as being descriptive. Using actually objects, things that your audience can actually visualize in their head while reading. This will allow readers to be more engaged because they can relate more.

    4. A writer uses abstract words because his thoughts are cloudy; the habit of using them clouds his thoughts still further; he may end by concealing his meaning not only from his readers but also from himself.

      This definitely goes hand in hand with Haltmans stance on not creating a bias essay.

    5. abstractions are what you get when you pull back from (or abstract from) concrete reality -- from the world of thing

      These are things that are below the surface. Things that are easily skimmed over, but could be valuable if people actually take a deeper look into describing them.

    6. the giving of examples as a skill

      Although in Haltman's text he doesnt exactly say examples, they both give the idea to be descriptive, use examples. They obviously both feel like thiese are the steps to creating a great paper.

    7. The Secret to Good Writing: It's About Objects, Not Ideas

      The title alone will grasp a readers attention. Even those who know how to write well will read this article, because there is always room for improvement.

    8. abstract ideas derive from objects.

      Relating back to the Haltman text, where he also beieves in description of the object. He makes it a point to saying that objects is where your best ideas will come from, without actually focusing on the idea..

    9. Like the teachers at New Dorp, I believe in conscious skill instruction and over the years have made my own list of missing skills.

      Similar to the Haltman text, where he gave instructions on his idea of "missing skills"

    10. many students show up in a freshman comp class believing they can't write, and their opinion is valid. They don't realize that it's because they lack certain skills that were common among college freshmen 40 years ago.

      Many students lack the fundamentals, which is why the criteria in high school should be alternated. Things that were in the criteria back then aren't in the high school agenda now. Which makes it more difficult for students to write a goodItalic** paper.