Rough Theory

Theory In The Rough

Monthly Archives: October 2006

And Speaking of Grammar…

My reading group continues to struggle with its current project – putting together an appropriate reading list on Chomsky’s linguistic theory. Part of our problem is the signal-to-noise ratio generated by Chomsky’s political writings, which of course attract a great deal of commentary that is not directly useful for our current goal. As one reading group member observes: “Clearly hunting down Chomsky links can take you to unexpected and murky corners of the Internet.” And in one of those corners, they uncovered this:

Chomsky action figure comic

[Note: image copyright @2005 Jeffrey Weston, www.PostmodernHaircut.com]

Semicolonoscopy

I’m noticing that; even in otherwise excellent essays my students are very creative with their use of; semicolons.

Semicolons are apparently something like the all-purpose punctuator – flexible, versatile, possessed of a certain je ne sais quoi apparently lacking in the commas, colons and full stops they so readily displace. Does anyone have any theories as to why semicolons are so appealing to students? Are they becoming like “whom” – something students toss in because they want to elevate a sentence by making it look like it contains “grammar”?

In any event, students who want to learn how to use semicolons properly, rather than just using them as random adornments within academic text, might check out the following interactive online resources:

Interactive exercises from Purdue’s always helpful OWL resource;

– Little, Brown Handbook’s semicolon exercises; and

– The Blue Book’s semicolon quiz.

Students can find interactive grammar exercises on other topics at the following sites:

Purdue’s OWL

The Little, Brown Handbook

Grammar Bytes!

Note that RMIT students can obtain more personalised assistance with grammar, as well as with more complex elements of academic writing, from the university’s Learning Skills Unit.

Theoretical Fragments

I don’t quite have a complete post on either of the following points, but thought I’d toss them up as free associations for the day…

(1) Thinking What We Know

One of my recurrent struggles, in writing about social theory, is communicating how someone’s formal theoretical system often doesn’t “allow” them to think things that, in practice, they “know” are true.

My recent conference paper, for example, gestured at some of the problems that derive from trying to define capitalism in terms of the institutions of the market and private property: my argument is that, once you accept this definition, you lose the ability to explain theoretically certain things about capitalism that many people assume are true – e.g., that capitalism is global in scope, or that the rise of capitalism and the rise of “modernity” are intrinsically bound together in some meaningful way. The market and private property are not appropriate concepts to enable us to ground these sorts of insights or intuitions into capitalism – they are simultaneously too expansive in their historical scope (“markets” of various kinds have existed well back into history) and too narrow (private property has been suspended or diminished in importance at various points in recent history without this undermining other trends that we would regard as “capitalist”).

It may, of course, be the case that the definition is correct – that capitalism should be defined in terms of the market and private property – and that it is our historical intuitions that are wrong: perhaps we shouldn’t be trying to capture the “globalness” of our contemporary history, or the distinctiveness of modernity, via a concept such as capitalism.

I am interested, though, in the issue of how we could ground these sorts of historical intuitions – what kinds of theoretical concepts might make it possible to grasp and make sense of these sorts of historical insights. I am also interested in preventing the sorts of conceptual mistakes that I think sometimes occur when people move, often without realising it, from what their theoretical categories logically allow them to say, into broader claims that are grounded on historical intuitions that cannot be grasped within their theoretical system.

I find it very difficult, though, in practice to convince someone that a theoretical system in fact does not ground insights that are historically plausible for other reasons. I find myself in situations where, for example, I will note that the common definition of capitalism can’t really make sense of the mid-20th century as capitalist, where my interlocutor will respond, e.g., that of course they know that the mid-20th century is capitalist – what gives me the impression they aren’t aware of this, etc. I’m trying to work out a better vocabulary for expressing that my critical target is the logical implications of the theoretical categories, rather than the historical awareness of the theorist…

(2) How Do We Value Labour?

I’ve recently been playing with alternative definitions of capitalism, trying to stumble across a good vocabulary for describing what I suspect is best understood in terms of a long-term, unintended pattern of social practice – a pattern that can be (and, historically, has been) replicated via a range of concrete social institutions, and that therefore should not be defined in terms of any specific configuration of concrete social institutions.

In recent papers, I’ve been toying with describing this long-term pattern of social practice in terms of “growth”. For many reasons, though, I’m not particularly enamoured of this term – among other things, it troubles me to use a “fashionable” term of critique (not because I have some principled objection to fashionable concepts, but because fashionable concepts tend to become freighted with a blurry range of meanings, increasing the chances for someone to read extraneous content into what I’m trying to communicate – and my concepts are fuzzy enough as it is, without loading them with a range of unintended meanings…), and I’m finding that, in practice, some readers are inclined (not unreasonably) to interpret my references to “growth” in terms of quantitative expansion – of stuff, of population – and thus to assume that I’m making some kind of argument about the psychological consequences of exposing humans to quantitatively more and more, e.g., wealth, population, etc. – when what I’m actually after are the qualitative dimensions of the pattern: a better understanding of how our perceptions and thoughts are shaped in specific qualitative directions through our practical exposure to this dimension of our historical experience.

Ironically, I’ve gotten myself into this situation by trying to avoid speaking in terms that I thought would be even more freighted – specifically, to avoid what might otherwise be a tempting move to reappropriate and reinterpret the phrase “labour theory of value”. This move would be tempting because, I suspect, one useful way to describe the long-term pattern of social practice that characterises capitalism would be in terms of social pressures and incentives to reconstitute the expenditure of human labour, regardless of how high productivity or material wealth becomes. From this standpoint, one can then examine particular institutional configurations of capitalism to, e.g., identify the feedback loops and incentives that, in a particular context, help to perpetuate this pattern – but one can also abstract from concrete feedback loops and incentives, recognising that it is theoretically possible to transform a wide range of social institutions and practices while retaining “capitalism” – as long as capitalism is understood in terms of the underlying pattern of practice…

I’m by no means the only person who has suggested that the “labour theory of value” might mean something like this. But the overwhelmingly more common interpretation of the phrase “labour theory of value” sees the term as a claim about how, in spite of appearances, labour inputs have some determining role in the creation of material wealth or in setting the prices of goods – and that then sees critique as a process of “unmasking” these misleading appearances, in order to reveal the true social centrality of the working classes. It would be something of an understatement to say that I find such claims empirically problematic and, in any event, I am not generally trying to construct an “unmasking” or debunking critique – I therefore regard this conventional vision of the labour theory of value as beside the point for my work, and have avoided using the term to prevent my claims from being distorted by the conceptual gravitational field exerted by this much older and better known theoretical tradition.

Still, the question remains as to whether, in trying to avoid the particular historical freighting of terms like “labour theory of value”, I’ve fallen into an even more loaded terrain by invoking the fashionable, but fuzzy and ill-defined, notion of “growth”…

Reading Group Notes

I’ve been meaning to write an update on my reading group but, as we’ve spent these first several weeks getting to know one another and working out what we want to do in a more structured way, we’ve also been reading a bit randomly and, in some weeks, more lightly than we plan to do once the term is over. I do have plans to write something more elaborate on Wittgenstein’s Philosophical Investigations, but am currently in negotiation with another person who has not been able to attend the reading group (you know who you are… ;-P) about whether this could productively be written as an online discussion, rather than as one of my theoretical monologues. I’ll use this negotation (and my immense ignorance of Wittgenstein, of course) as an excuse not to preempt my discussion of that text.

Wittgenstein aside, the reading group has done a bit of a random tour through a few lighter texts of some relevance to linguistics – a very broad focus on which we’ve settled for the moment because one of our members is currently doing a PhD on the semantic web, and is interested in the intellectual history of some of the issues that arise in this research, while the rest of us feel a somewhat less targeted sense of guilt for not knowing more about the field… ;-P We took a very quick look at Saussure’s Course in General Linguistics – a text with which I think we were all relatively familiar and comfortable (also the text that seemed most enjoyable to my fellow passengers on the train during my commute, judging from the number of people who were evidently reading over my shoulder in transit – my guess is that they were looking at the pictures – which, given what the pictures are, suggests that most people must find train transport during peak hour remarkably dull…), and a few pieces from Whorf, which were also fairly straight-forward texts to discuss.

We then took a week out from our normal routine because I was away at the conference, and returned to have a special “dueling supervisors” session, since we each have supervisors who have written recent books on globalisation, and wanted to see how their works compared…

This week, we took a look at a couple of texts from Chomsky – chosen for their easy availability on short notice (we had a shorter than usual gap between meetings), rather than for their conceptual centrality to Chomsky’s linguistic theory. These included:

– a piece published in Language, vol 31, no 1, (Jan-Mar 1955), pp. 36-45, titled “Logical Syntax and Semantics: Their Linguistic Relevance“. To my very untrained eye, this piece followed a sort of navigating-scylla-and-charybdis strategy: fending off simplified artificial language approaches to linguistics, on the one hand, while also rejecting something like distributional empiricist approaches, on the other.

– a “Review of Skinner’s Verbal Behavior“, republished with a new intro in Jakobovits and Miron’s edited volume Readings in the Psychology of Language (1967). I enjoyed this piece much for the same reasons that I also enjoyed re-reading Weber’s “Science as a Vocation” with the group a few weeks back: because it offers some wonderful criticisms of forms of dubious academic argument that also trouble me when I occasionally run across them in other works. In this piece, Chomsky’s focus is on Skinner – but his critiques resonate more widely, cautioning all researchers to be very precise about how thoroughly their grand claims are grounded in underlying data. Among the dubious techniques Chomsky criticises are what he sees as Skinner’s tendency to conflate the very specific and well-defined meaning that terms might have within the context of a laboratory experiement, with the terms’ much broader and fuzzier commonsense meaning. This conflation can work to suggest a far wider scope and power for a theory than the underlying laboratory data actually support – a risk inherent, in Chomsky’s words, when “a term borrowed from the laboratory is used with the full vagueness of the ordinary vocabulary”. Chomsky also criticises another pet peave of mine: the tendency to declare a problem solved when, in fact, the theorist has simply given the old problem a new name – an approach that, Chomsky argues, merely “perpetuates the mystery under a new title”.

This doesn’t quite count as reading, but we also enjoyed the YouTube footage of the “Justice vs. Power” debate between Chomsky and Foucault in 1974. (Although, I have to admit, every time I read or see Foucault in an interview context, I’m always struck by the contrast between what he says about his work, and what he actually seems to do in his work. My fellow reading group members are arguing that I am not adequately appreciating the constraints of the sound bite format – and they may well have the correct view of the situation…) The YouTube footage can be found here:

Part One
Part Two

Having dabbled a bit with Chomsky, the group has now found a bit of a focus for itself over the next couple of weeks. We have a few questions we’re trying to answer – and are in search of some appropriate readings to move us in the right direction. We are currently looking for:

– more information about the contemporary consensus/contestation over Chomsky’s concepts, particularly relating to how Chomsky’s generative/transformative grammar concepts intersect with empirical research findings; and

– a series of readings that will give us some decent “touchstones” in the intellectual history of 20th century linguistics – we are thinking here about primary texts, but wouldn’t be averse to being pointed to some good secondary materials. We are particularly interested in getting a better sense of an “insider’s” view of the field – major schools of thought, contestations, consensus.

If anyone can offer suggestions, they would be most appreciated.

Wide Margins for Error

In the latest round of marking, I’ve noticed that one of my students has submitted an essay with these almost ludicrously wide margins. It’s a good essay, and comfortably long enough for the assignment, so I don’t believe they were trying to make their work look longer than it is – my guess is that they’re trying to provide more room for my comments, which have a tendency to scrawl around the borders and dwindle to illegibility when the margins are small. Wide margins as an iatrogenic consequence of a pedagogical – or, in this case, feedback – style…

This round of marking has also gotten me thinking about random patterns in student assessment: you occasionally get these long runs of papers at a similar level of quality – this time around, my marking started with a very long run of papers that had really struggled with the assignment; last time, my marking started with a series of excellent papers. I know from experience that, as you move through the bulk of the marking, the results eventually begin to distribute more normally. Nevertheless, it’s hard to prevent some anxiety when you hit these long runs at the beginning – was the assignment massively too easy? much too difficult? There’s a strong temptation to search for meaning in the data before the picture is complete…

On a more administrative note: the site is open again for comments, but may still be periodically up and down for the next little bit. If anyone notices any odd issues, feel free to post about them here.

Marking Blind

Whenever possible, I blind mark student assessments, so that I have no idea whose paper I am marking. This also has the side effect that I rarely remember what particular students have made in my course, since I just quickly transfer all the marks into a spreadsheet at the end, and grades tend to blur together. I occasionally guess that I must have given someone a bad mark from how they, e.g., won’t make eye contact and hurry along when they pass me in the hallway… Absent such social clues, though, I generally don’t know whether someone was a “good” student, in terms of their formal assessment performance. I do, of course, remember things like how well someone engaged with the material in the classroom, but this never correlates strictly with marks in the course.

Some students, of course, have such a strong and individual voice in their written work that it is essentially impossible not to recognise whose work I’m grading. These students tend to be on the better end, since finding your “voice” in academic work is fairly difficult to achieve, so I’m not generally too worried about recognising who they are as I’m grading. And in courses like Research Stratgies, we spend so much class time discussing students’ work before they submit assessable material, that it’s essentially impossible to disguise authorship.

When I can blind mark successfully, though, I tend to get strong reactions from students who do well on an assessment or two, and then suddenly receive a poor mark. The reaction isn’t always negative – I’ve occasionally had students admit to having concluded that, after I gave them a high mark on multiple assessments, I must now think they are an “HD” student, and would therefore give them a high mark regardless of what they turned in. They might wince at the low mark, but still seem strangely pleased that I noticed that the work hadn’t been up to par…

Not all students share this view: I’ve had a number of students feel that early high marks were a sort of promise of what they would make in the course, and who therefore feel very betrayed by a sudden low grade. Sometimes there is a substantive objection – i.e., the student feels that they did a similar kind of work across two assessments, but received a very different grade – and then we need to work through why a strategy that might have been appropriate to one assessment, might not work for another (I’ve been tending recently to mix assessment types, on the theory that this would give students a greater chance of having at least one assessment draw on skills in which a student has a relative strength. I may drop this strategy, though, as on balance I think it may be causing more work for all students, as they have to readjust to new assessment styles as well as learn new content, and I suspect it particularly disadvantages students who, as a matter of temperament or skill, need multiple opportunities to practice and perfect their work within the constant structure of a particular assessment style…).

Sometimes, though, the objection to a sudden low mark does not involve a contestation about the quality of the work, but about something more like the social compact involved in marking – the student’s expectation that, since they have demonstrated their abilities to me, they should therefore receive a mark for the course that is indicative of their potential, even if they occasionally fail to live up to this potential in an individual assignment. Blind marking renders this impossible – forcing students to demonstrate their skillls on each assessment if they want a high mark for the course.

I generally do design in some failsafes to protect students from truly cataclysmic assessments – I usually offer some option to revise and resubmit, or I count the best x of y marks, or similar. In my experience, though, students rarely avail themselves of the failsafe options, and the existence of failsafes doesn’t seem to mitigate reactions to poor marks…

Overheard in a University Coffee Shop IV: On the Bright Side

Student One: So, did you like the script?

== long pause ==

Student Two: Well… it was…

Student One: Dark?

Student Two: Well… I thought it was…

Student One: Too dark?

Student Two: No… uh… average…

== long pause ==

Overheard in the Library: Location, Location

Disconsolate student talking into mobile phone: “The task is at home… And I am at school.”

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