Information Technology Reference
In-Depth Information
Ta b l e 1 .
Differences in practice between literary theorists and computer scientists
Task
Literary Theorist
Computer Scientist
Read Natural
Language Texts
Close analysis of style, rhetor-
ical
Quick extraction of core con-
cepts and utility of text to gen-
erate an instrumentalizable un-
derstanding. Style and other ex-
plicit rhetorical structures are
devalued.
structure,
and
implicit
meanings
to
generate
an
interpretation.
Read Program-
ming Language
Te x t s
No existing practice (this is an
enormous oversight of the hu-
manities)
Develop detailed understand-
ing of how the text works so
its parts can be appropriated for
new text production
Write Natural
Language Texts
This is the primary form of
text production. Texts are most
often analyses of other texts.
This writing employs deliberate
use of rhetorical devices to per-
suade the reader. Stylistic inno-
vation is rewarded.
This is a secondary form of
text production. Texts are most
often analyses and documen-
tation of programs. This writ-
ing employs unconscious use of
rhetorical devices to persuade
the reader. Stylistic innovation
is discouraged.
Wr i te
Program-
ming Language
Te x t s
No existing practice (programs
are texts which can generate
texts - they are the realization
of post-structuralism's dream of
the autonomous self-replicating
text, yet literary theorists do not
study or write programs)
This is the primary form of
text production. This form of
writing creates machines, and,
in some cases, machines which
can make machines.
Discussing
and Presenting
Wo r k
Speech as a rhetorical art form
(the speech is itself an arti-
fact). Innovation, complexity,
elegance, and cleverness are val-
ued.
Speech as an instrumental
means to facilitate the creation
of artifacts. Simplicity, lack of
ornament, and perspicacity are
valued. Present simple slides
and a demonstration of the
work. Talk is improvised based
on slides.
Complex
texts
are
read
from paper.
schedule. Within the loose framework of the group's goals, members would
suggest texts to read that they would be willing to lead sessions on, then the
group would collectively decide on the semester's syllabus and schedule. The
