338 Matching Annotations
  1. Oct 2020
    1. The popularity of the conspiracy theories listed above has real consequences forthe political system

      Here the authors acknowledge the dangerous conspiracy theories and highlights that angle of the state of knowledge (the problems with these unreasonable theories)

    2. The current standard academic account of conspiracy theories thus usually avoidsany pejorative connotation in their definition

      expanding more on the state of knowledge - academic work on conspiracy theories that acknowledge these issues with terminology

    3. .2

      the authors clarify the definition of conspiracy theory and emphasize that just because something is a conspiracy doesn't mean it's false - we need to not use that term to label anything we don't like as fake

    4. Thus, to offer an explanation of an eventby positing that it results from a conspiracy of several individuals isipso factotoadvance a conspiracy theory (see Basham, 2001; Coady, 2006, 2012; Dentith, 2014;Jane and Fleming, 2014; Pigden, 2007).

      another angle of the state of knowledge

    Annotators

    1. he basic elements of contemporary right-wing

      notice how he began by saying that paranoid style doesn't require you to be either left wing or right wing, but here he is clearly identifying the right wing as much more likely to indulge in it. So far this seems somewhat contradictory - in an academic essay, this would be a logical problem.

    2. modern radical right finds conspiracy to be betrayal from onhigh.

      the words in this paragraph are Hofstadr conveying the paranoid style of those who believe in the conpisracies - he himself doesn't believe in the "treasonous plots" etc

    3. The spokesmen of those earlier movements felt that they stood for causes and personal types that were still in possession of their country—that they were fending off threats to a still established way of life. But the modern right wing, as Daniel Bell has put it, feels dispossessed: America has been largely taken away from them and their kind, though they are determined to try to repossess it and to prevent the final destructive act of subversion. The old American virtues have already been eaten away by cosmopolitans and intellectuals;

      The distinction here is subtle, because these motivations are very similar. He is saying that in the 19th century there wasn't a real dissolution of the American way of life, and the conspiracizing was a way of standing up for and reinforcing the "established way of life." But he says for the right wing in the 1960s, their way of life is being taken away from them (or they feel that - again, this is something similar to the attitudes now) -- there is no stable way of life for them right now.

    4. It is an ascertained fact,” wrote another Protestant militant,that Jesuits are prowling about all parts of the United States in every possible disguise, expressly to ascertain the advantageous situations and modes to disseminate Poper

      This is a common strategy in the modern spreading of conspiracies as well - stating unproven allegations as fact, with nothing to back it up. People often use memes to do this, citing statistics or "facts" in the meme but with no actual source. Stating that something "is an ascertained fact" is a rhetorically powerful and ballsy move - it is harder to challenge someone who states their views in this way.

    5. Moreover, we need not dismiss out of hand as totally parochial or mean-spirited the desire of Yankee Americans to maintain an ethnically and religiously homogeneous society

      It seems that the ethnocentrism is a key feature of what gives conspiracizing energy, so I'm not sure I agree with him here.

    6. the same frame of mind, but a different villain

      most of these conspiracies have a fairly ethnocentric view of what "American" and "American values" mean, and a different villain arises to threaten them. Many conspiracy theories entail a threat to national identity in some way, and because of this, many of them are also driven by implicit racism and/or anti-Semitism.

    7. Masonry was accused of constituting a separate system of loyalty, a separate imperiumwithin the framework of federal and state governments

      Modern version: "Deep state"

    8. promote the U.N. when we know that it is an instrument of the Soviet Communist conspiracy.”

      Nowadays this particular of thinking usually sounds something like: "The UN is a globalist cabal".

    9. a folk movement of considerable power, and the rural enthusiasts who provided its real impetus believed in it wholeheartedly.

      Like many other conspiracy theories (Qanon, anyone?), this one was driven by people in the lower socioeconomic classes. Many are "grass roots" panics that grow out of a need to feel control over something. If you do not have much power, influence, or money, controlling something - even if it is something abstract like truth - is appealing, and makes you feel less powerless.

    10. But whereas the panic of the 1790s was confined mainly to New England and linked to an ultraconservative point of view, the later anti-Masonic movement affected many parts of the northern United States, and was intimately linked with popular democracy and rural egalitarianism

      as he noted earlier, paranoid style thinking and conspiracizing can occur on the political left and the political right

    11. I begin

      As he begins, you will notice that many sections begin with low level details (examples, anecdotes) rather than leading with high levels. This is a common strategy in speeches. If you are listening to someone give a paper rather than reading it, it can be harder to absorb and process the high-level (abstract concepts). It is easier to do so aurally if you first hear a low level example. This is one way in which a published, peer-reviewed academic piece will differ from a speech given by an academic.

    12. I do not propose to try to trace the variations of the paranoid style that can be found in all these movements, but will confine myself to a few leading episodes in our past history in which the style emerged in full and archetypal splendor.

      Here is his thesis - this is a thesis for an expository essay. He is explaining a particular phenomenon. Expository essays may have elements of argument to them as well, but they are mainly a synthesis of information (remember the definition from your textbook) -- they bring together different kinds of information from different sources and use them to illustrate a particular phenomenon or draw a conclusion.

    13. These quotations give the keynote of the style

      The rest of this paragraph gives examples of conspiracizing from the first half of the 20th century. We could think of new ones! Note some of the common words used in paranoid conspiracy language (you will find these words in contemporary conspiracy texts as well): cabal, plotting, extinction, infectious, treachery, artifice, secret

    14. . But nothing really prevents a sound program or demand from being advocated in the paranoid style. Style has more to do with the way inwhich ideas are believed than with the truth or falsity of their content.

      Clarifying/defining his terms

    15. t is the use of paranoid modes of expression by more or less normal people that makes the phenomenon significant.

      Paranoid style among normal people

    16. But behind this I believe there is a style of mind that is far from new and that is not necessarily right-wing. I call it the paranoid style simply because no other word adequately evokes the sense of heated exaggeration, suspiciousness, and conspiratorial fantasy that I have in mind. In using the expression “paranoid style” Iam not speaking in a clinical sense

      Clarifying/defining his terms

    17. This essay was adapted from the Herbert Spencer Lecture, delivered at Oxford University in November 1963

      Our interpretation of this essay should be framed by two things: its time of composition (1963), and its genre (a speech). This is therefore not an academic essay, in the conventional sense

    1. The concepts of representation; the virtues of doubt, dissent, and humility; and the concept of a depersonalized constitutional order are all very abstract ideas

      high level ideas

    2. We ask our stone-age brains to sort, categorize, parse, and prioritize torrential data streams it never evolved to juggle

      our attention now is increasingly divided -- evolutionarily, we are not prepared for this

    3. .

      The sections of the essay (Brain Revolution, Habits of Mind, Modern Man, Literacy and Populism, Concrete Thinking ) echo the main concepts he has introduced here: physiological changes, inidvidual changes, and social/political/historical changes. The final section, Concrete Thinking, is about the risk of losing our deep literacy skills, the ones that we have developed over centuries

    4. Literacy as a cultural achievement changed society because it enabled humans to learn from predecessors long-since deceased and to teach those who come long after

      literacy as connecting us to history and to those who came before -- giving us our own context

    5. Our gadgets create exhaustion, isolation, loneliness, and depression, which track with the rise of suicide rates in younger age cohorts. In a few extreme cases, when isolation sharply diminishes the influence of peer standards of acceptable conduct, it can lead to violent anti-social behavior

      fairly strident claims -- maybe a source would be good?

    6. A sadder and more troubling knock-on effect also reveals itself:

      he uses the former paragraph as a foundation and extends the conclusion - I think this is a bit of a stretch

    7. We know that prolonged and repetitive exposure to digital devices changes the way we think and behave in part because it changes us physically

      Great example of a high level topic sentence

    8. suffer from an attenuated capability to comprehend and use abstract reasonin

      It is worse to be unable to think in abstractions than it is to have a short attention span

    9. doubt that so-called multitasking is merely the ability to get many things done quickly and poorly. And no one doubts that heavy screen use has destroyed attention spans

      generalizations - but they are very reasonable generalizations based upon research that others have done

    10. According to Wolf, we are losing what she calls "deep literacy" or "deep reading." This does not include decoding written symbols, writing one's name, or making lists. Deep literacy is what happens when a reader engages with an extended piece of writing in such a way as to anticipate an author's direction and meaning, and engages what one already knows in a dialectical process with the text.

      key point of his essay - but is it clear how his essay will be distinct from Wolf's book?

    Annotators

    1. is pointed out

      Here is the reporting phrase - but it is in passive voice. This sentence could be turned around to say "Sagan describes....and then points out..." -- something like that.

    2. e equates this to the possibility of experts hiding behind a façade of positivity and knowing to conceal facts for monetary gains

      connecting the high-level point in the Santa section to the high level point in the next section, about medicines and advertisements. Great connection between too sections (the transition is actually accomplished in the reporting phrase -- "He equates this to...)

    3. This misapplication of critical thinking is exemplified in the tobacco industry and their manipulations of evidence

      Do not introduce a new topic at the end of the paragraph - use the beginning of the new paragraph to transition.

    4. Due to the existence of logical fallacies, the guidelines Sagan provides includes concepts to learn about to avoid in the process of critical thinking.

      His description of the kit spends one paragraph on the rules to follow and one paragraph on logical fallacies - what to do, what not to do. This makes organizational sense. This sentence could, however, be made a bit more concise and clear. Example: "Sagan's guidelines also include a list of logical fallacies, which are practices to avoid in critical thinking." Note how my revision still uses many of the key words of the original (the most important Legos), but I've rearranged the structure.

    5. are the means with which to be able to

      there's a grammatical hiccup here, and I'm highlighting it because if you find yourself writing phrases that look visually like this one - that have many words that are 1-4 letters long - that can mean there is a grammatical problem or that your sentence is very wordy. It means you are using a lot of articles, transitions, and conjunctives rather than important words - words that "carry their own weight" so to speak.

    6. For this reason

      this is a really nice transition, because "this reason" has a clear "this" --> it is the catastrophe he referred to at the end of the previous paragraph. He uses that memorable concept to introduce the "why" of the baloney detection kit

    7. Sagan compares the idea of religion to the world by comparing how a child’s belief in fictional characters is detrimental to their prosperity in adulthood.

      Very nice succinct summary of what Sagan is doing in this stage of the essay. The writer doesn't get bogged down in the details.

    8. Through the image of a woman at her husband’s grave, Sagan explainsthat emotions are not laughable as they are what make people human

      there's a high level idea illustrated by a low level example here - balance

    9. Sagan emphasizes the importance of disallowing emotional biases from influencing acquired information as the key theme in his argument

      this is essentially his argument - the high-level concept. This could be pared down a bit -- you could probably remove "acquired" and "as the key theme in his argument" and the meaning would be the same.

    Annotators

    1. Sagan reflects back on his own personal experiences and uses this as a way to educate others and provides a guide to distinguish truth from distorted reality

      nice conclusion

    2. Can you confirm the facts? Is the source reliable? Are the claims verifiable? Are there various hypothesis? Is it measurable? Does it make sense?

      don't just list these as question. Try to encapsulate them in a high level idea.

    3. agan describes the connection between smokers and cancer patients, and the dangers of the substances within cigarettes, however, the Tobacco industry claims that the correlation between the statistics to simply be a “casual relationship”. In addition to this, Sagan also points out how some believe that by switching to a low tar cigarette, they have made the decision to switch to a “healthy” alternative. To explain the growth of customers in the Tobacco industry, Sagan reports that “part of the success of the tobacco industry in purveying this brew of addictive poisons can be attributed to widespread unfamiliarity with baloney detection, critical thinking, and the scientific method” (8). With this example, the author concludes that lack of knowledge and ignorance

      this example is from the ending, and you've brought it up to the beginning - you must summarize in order

    4. advertisements simply do not provide the required knowledge to their customers for it to be considered reliable

      confusing sentence - what is "it"? If it = knowledge, then this sentence has circular logic

    5. he author begins the article by sharing a personal experience of loss and grief

      nice topic sentence, but can you identify here why he does this? what is the point of doing it?

    Annotators

  2. learn-ca-central-1-prod-fleet01-xythos.content.blackboardcdn.com learn-ca-central-1-prod-fleet01-xythos.content.blackboardcdn.com
    1. It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse”

      as the argument is fully launched - after the opening anecdotes and intro information - the author begins to use more conventional topic sentences, like this one (although he doesn't use them throughout). Topic sentences are more consistently used in academic writing, where opening a paragraph with a sentence fragment or a quotation isn't done (see p122 of the textbook)

    2. research habits, conducted by scholars from University College London,

      reference to a study in general, but no names and no citation. This is common practice in non-academic works, to lend them credibility. It is not expected that full, official citations will be provided or that most of the article will use peer-reviewed sources. The lack of source citations in this way does not make the article or argument bad.

    3. Anecdotes alone don’t prove much.

      Oh, here he acknowledges the problem with anecdotal evidence. This might make readers see him as more credible.

    4. I’m not the only one

      Demonstrating patterns by using additional anecdotes - is this a good way to show patterns? Perhaps not - but is it an effective strategy in an non-academic piece? Likely so. These examples are memorable.

    5. For me, as for others, the Net is becoming a universal medium

      This paragraph begins to connect the personal anecdote to broader social patterns, using general sources (but not focused academic sources - the reference to McLuhan is very general, and Clive Thompson wrote for Wired not for an academic journal).

    6. "Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end ofStanley Kubrick’s2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “ brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.”.I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy. My mind would get caught up in the narrative or the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration often starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online, searching and surfing and sometimes adding to the great databases of the Internet. The Web has been a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes. A few Google searches, some quick clicks on hyperlinks, and I’ve got the telltale fact or pithy quote I was after. Even when I’m not working, I’m as likely as not to be foraging in the Web’s info-thickets—reading and writing e-mails, scanning headlines and blog posts, watching videos and listening to podcasts, or just tripping from link to link to link. (Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them.)

      First two paragraphs are anecdotal and personal - this is one clear sign that we are reading a non-academic (ie, popular) piece.

    1. He says this change is because of all the time he spends online. As a writer, he finds the Web a valuable tool, but he thinks it's having a bad effect on his concentration. He says "Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski." He refers to a 5-year study in the UK, which found that people visiting their sites "exhibited 'a form of skimming activity,' hopping from one source to another and rarely returning to any source they'd already visited."Carr admits that we, as a culture, read a lot more because of the Web, but laments that "our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged." And he highlights a quote from an essay by the

      Note in these paragraphs (and in others, but this is my example) the different reporting verbs Batson uses: says, finds, thinks, refers, admits, laments, highlights. These are all good - although I would suggest that "says" is the least effective, particularly if you are writing in an academic genre.

    2. This article is about one skill that he believes is being eroded, that of reading:

      Here Batson identifies the high-level idea that he thinks Carr's article is really about: the erosion of literacy. So he has given himself a clear focus in this response. However, if you disagree that Batson is accurately representing Carr's main message, then you might challenge the effectiveness of Batson's response here. If Batson misrepresents the argument, then his response to the argument will not be an effective one.

    3. Nicholas Carr is an important voice today in pointing to the nervousness that many people have about technology. He recently publishedTheBigSwitch;RewiringtheWorld,fromEdisontoGoogle, which is in its seventh printing. His blog is well worth reading regularly:http://www.roughtype.com/.His views are carefully constructed and researched. He is a skilled writer and is widely read.

      He acknowledges Carr's strengths and does not personally attack him (called an ad hominem attack - one of the logical fallacies Carl Sagan describes)

    4. Like other critics, he sees change as loss and not as gain. But, his own criticism is superficial and misses the humanizing impact of Web 2.0

      See "Disagreeing" in "Three Ways to Respond" . Is Batson using a good technique here?

    Annotators

    1. Mathinvites the development of an interpretivemodel more flexible than those currently afforded by theories of patriarchy

      go back to the beginning, where they highlight the fact that Welsh literature is not "mainstream" and doesn't effect mainstream culture of the time

    2. One would think that if the FourthBranch wished to condemn Gwydion and Gilfaethwy’s couplings it wouldhave them give birth to monsters, not champions.

      This is key -- and note how the author has presented textual evidence for this before explaining the conclusion.

    3. As animals, Gwydion and Gilfaethwyare not visibly hybrid or monstrous, as is more usual in medieval instancesof hybridity and monstrosity; confusion thus stems from the fact that theyare “conceptual hybrid[s]” (Mills 2003, 30) representing a “mixture ofroles, genders and body parts unresponsive to any singular framework ofunderstanding” (31).

      This is an important point. And one that brings us back to ambiguity.

    4. The text clearly regardsthe punishment as appropriate and satisfactory since its completion allowsthe brothers to resume their former role(s) at Math’s court

      Important point here: note how the author describes THE TEXT as presenting this punishment as appropriate, using evidence from the text to support that assertion. It's not the author of this article claiming knowledge of the Mabinogion's author's intentions. Nor is the author of the article arguing that THEY think it's an appropriate punishment.

    5. Shame is emphasized in Goewin’s andMath’s statements concerning the rape and its punishment: in her formalaccusation, Goewin herself draws attention to Math’s shame as a resultof her rape; as Math begins to punish his nephews, he tells them that hisshame cannot be compensated, later concluding they have suffered “greatshame” by bearing each other’s children

      p52 - Goewin refers to the shame brought upon Math by her assault - rather than her own experience of assault. The focus is on the attack on Math's masculinity and Math's body, not G's

    6. Aranrhodcan be seen as deceptive, confused, or innocent, lacking knowledge of herown body.

      Is Aranrhod actually in control of her body? Does she know her body?

    7. Math’s irresolvable lin-guistic ambiguities are better addressed by allowing multiple meanings tocoexist, to hover together in one’s mind, even as they generate tension

      This is important - acknowledge ambiguities! Sometimes it is the tension between meanings that is the point.

    8. ambiguous phrase in this passage describes the position of Math’s feet,which areymlyc croth morwyn(literally, in the fold of the womb of avirgin). The nouncroth, often translated as “lap,” has the base meaning“womb,” “uterus,” or “belly.”7Also, the word that tends to be translatedas “in the fold of,”ymlyc, is a compound ofyn(in) +plyc(fold, curve),which can mean either “in a fold or curve” or simply “within.” Further,the standard Welsh reference dictionaryGeiriadur Prifysgol Cymru, de-murring on the point of the ambiguity, cites this passage both in its entryforcrothand in a subentry forplyg, whereplycrothis defined as “groin,lap; (lower) abdomen, pubic hair.”8Since Middle Welsh had another, lessambiguous word for lap,arfet, and this word appears later in the sametext (Williams 1951, 90), the ambiguity may be intentional.9The phraseymlyc croth morwynconnotes varying degrees of intimate contact with themorwyn(virgin), from the more innocent “in the fold/curve of a virgin’sbelly” or “in the lap of a virgin” to the decidedly risque ́ “in the groin/pubic hair of a virgin” or even “within the womb of a virgin” whosehymen remains magically intact.

      Linguistic ambiguity about the woman's body and Math's place with regard to it

    9. Goewin, Gilfaethwy’s brother Gwydion provokesa war with a neighboring territory to help Gilfaethwy attain his love object.While Math is engaged in this war, Gwydion and Gilfaethwy travel backto his court and Gilfaethwy rapes Goewin in Math’s bed.

      Note how physical and sexual conquest/assault are aligned in this tale. The attack on Math is about a challenge to his property. The assault on Goewin even happens in Math's bed.

    10. The normative nature of such critical tools as psychoanalysis (seeSilverman 1992, 33–37) and queer theory (see Gopinath 2005), however,poses difficulties for theoretical readings of medieval Welsh texts. As alinguistically and culturally distinct population within Britain, the medievalWelsh occupied a marginal position in relation to those who shaped thepolitical and intellectual climate of the period; in the later Middle Ages,the Anglo-Normans constructed the Welsh as colonial others partly byexploiting Welsh cultural difference.4This marginality complicates anyattempt to read medieval Welsh literature through critical theory or evenscholarship in other disciplines of medieval studies.

      This means that Wales' status as something that diverts from what we understand of medieval cultural norms in Britain makes it hard to use "normal" theoretical frameworks to understand it - the Welsh were very different from "mainstream" culture, which is often the culture-type used in theoretical framings of literary texts.

    Annotators

    1. p56: "Even when you point out features or qualities of an artistic work that others have not noticed, you are implicitly disagreeing with what those intepreters have said by pointing out that they missed or overlooked something that, in your view, is important."

    Annotators

    1. media commentators publically discussed“Birtherism”—thebelief that by virtue ofjus soli(birthright by soil) and/orjus sanguinis(birthright by parents’nationality), Obama is disqualified from Presidential office. For many, such questioningrepresents a color-blind approach to legal consistency and gate keeping. For others, it reeksof racial profiling in which people of color face persistent questioning of their social belonging.

      Identifying the fact that different positions exist. Expressing these as polar opposites can function as the formal, academic version of the trigger (see p.113 in your textbook). It makes us think through the issue! The trigger in the critical thinking process shouldn't make you land automatically on one side or the other (with some exceptions - there is no need to "critically think" through a position that is demonstrably false)

    2. Rather, racial inequality and“otherness”remain endemic to the very concept and practice of citizenship and national order (Goldberg1993;Mills1997).

      This paragraph and the next show where the author will be landing with regard to the opposing positions above, but note that the position is carefully framed and uses credible sources to support it. There are no flippant or broad-brush claims about racism without research to support it. (see p.115 in textbook - this is what you want to look for in credible research).

    3. Most scholars now agree that US citizenship was racialized from the onset (Du Bois 1935;Foner1988; Glenn2011 ). However, the capricious demand for, and subjective scrutiny of,citizenship documentation is a point less emphasized

      Identifying first consensus, then narrowing in on disagreements or areas less discussed/agreed upon. We are still looking this pattern of identifying agree/disagree

    4. we have yet to interrogate how dominant understandings of race andcivic belonging guide the public interpretation of this debate

      The essay doesn't propose to simply answer Yes or No to the two positions cited above - instead, it will explore the reasons behind this conflict.

    Annotators

  3. Sep 2020
    1. That you reveal this vision to mankind

      From Britt Maze's "Mental Container" article: "The verb onwrigan, "disclose," whose core meaning ("uncover") has to do with physical exposure, is found again and again in poetic contexts that de scribe the act of bringing something out of the concealment of the private mind and into plain view. The morphology of the word, with its negative prefix, implies the prior but hidden existence of the thing revealed"

    2. And decorated me with gold and silver.(OE 78) Now you may understand, dear warrior

      From Peter Orton's "Object Personification" article: "Whereas the Riddles challenge the reader to pierce the surface-meaning to discover the underlying base-object, in the Dream it is the significance of the object which is veiled rather than its actual identity. The cross is fully described by the visionary; but it clearly means more to him than a mere description of its appearance can convey, and the function of the cross’s narrative is to make this meaning clear, not to conceal its identity.”

    3. And then I saw the Lord of all mankindHasten with eager zeal that He might mountUpon me.

      Active - Christ is nailed to the cross, but he accepts it eagerly. Bravery, courage

    Annotators

    1. .

      he's introduced his main concepts: expertise, elitism, democracy -- how is he using them? how do they fit together? What are the related high level ideas?

    2. t assuredly does not mean that “everyone’s opinion about anything is as good as anyone else’s.

      having a healthy democracy = respecting different forms of expertise

    3. I never thought those were particularly controversial statements. As it turns out, they’re plenty controversial.

      then shocks the reader by showing that the assumed thing agreed upon is actually not agreed upon by OTHERS.

      us vs them mentality cultivated here -- he is presenting others (not the readers) as not understanding expertise the way the reader does

    4. I am (or at least think I am) an expert. Not on everything, but in a particular area of human knowledge, specifically social science and public policy.

      opens assuming reader's agreement - strategy to get the reader on board

    5. Worse, it’s dangerous. The death of expertise is a rejection not only of knowledge, but of the ways in which we gain knowledge and learn about things.

      connection to conspiracy thinking - where is our shared foundation for knowledge? What do we accept as credible?

    6. But democracy, asIwroteinanessayaboutC.S.LewisandtheSnowdenaffair, denotes a system of government, not an actual state of equality.

      he defines democracy and defines the misunderstanding of it

    7. sure signs of dreadful “elitism,” and an obvious effort to use credentials to stifle the dialogue required by a “real” democracy

      reason people feel this way? Misunderstanding of elitism, of democracy, of specialization of knowledge. IMPORTANCE OF DEMOCRACY

    Annotators

    1. then the language inDreamof mounting anddismounting could refer to mounting a steed, and the commands thatChrist issues to the Cross would be like a rider whispering into the earof a horse (293–94). Whether or not North's reading is fully valid, it atleast suggests ways that the Cross could share some traits withanimals.

      this compromises the plant/animal binary, just as the Cross bleeding compromises the object/human binary

    2. However, Haraway's“articulation”is an alternative to representation.

      "articulation" is, in Haraway's use, a way of moving past the easy binaries we are used to - civilization and nature, human and animal, etc

    Annotators

    1. himself as not part of that same category; other humans, to the dreamer,as not aware of God’s knowledge in the waythat he is.

      the rest of this is my explanation of my analysis

    2. The dreamer’s reference to “humankind sleeping in their beds”while a dream vision came to him(lines 2-3

      Here's my evidence, integrated into my sentence

    Annotators

    1. Yes, I said “Western civilization”: that paternalistic, racist, ethnocentric approach to knowledge that created the nuclear bomb, the Edsel, and New Coke, but which also keeps diabetics alive, lands mammoth airliners in the dark, and writes documents like the Charter of the United Nations.

      Tone?