• Exercises in Style

    Author(s):
    Collin Brooke
    Editor(s):
    Annette Vee
    Date:
    2020
    Item Type:
    Course Material or learning objects
    Tag(s):
    DPiH, DPiH Iteration, DPih Course Material or learning objects, Practice, Scaffolded, Digital pedagogy, Composition
    Permanent URL:
    http://dx.doi.org/10.17613/9575-bj72
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Collin Brooke’s undergraduate writing course was explicitly modeled on Queneau’s Exercises in Style. Students began by designing a scenario that echoed Queneau’s encounter on the Paris Métro and then each week rewrote it according to different constraints, always sharing and discussing their work, and sometimes working on one another’s scenarios. Although the exercises don’t explicitly feature digital approaches, Brooke designed them to be “procedural in a way that’s analogous to iterating code, just the product is different.” Brooke says, “my favorite thing about iteration is that offers a path out of the Scylla-Charybdis of either revising toward perfection or ‘taking risks’” (“Iteration”). This resource models the Queneau approach to iteration and could be easily adapted to digital platforms.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    Attribution-NonCommercial
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