00 Archivo – Reiss, Julia – Métodos A

Student´s name : Reiss, Julia

Title of the paper : Analysis of the use of time and space in Richard L. Pryll’s Hypertext “Lies

Abstract :

Richard L. Pryll’s hypertext short story “Lies” has been analysed under the point of view of “Time” and “Space”, which in both cases I have found to be correlated with the leitmotif of journal writing. I have added a brief introduction into content and structure of the story, which is designed to help in understanding the basic concepts of this hypertext.

My three ideas about literary criticism applied to the story are:

1.      Feminism: The story is narrated from a male first person narrator, who talks about sex and women all the time. Bell hooks and Maxine Hong Kingston would have torn it into pieces. It could e.g. be interpretated under the topic of the “male gaze”.

2.      Structuralism: Pryll himself has stated that he wanted to stress structure before content. He makes use of the binary “truth”-“lies” structure and the nodes are in themselves structured in terms of parataxis, re-using words and phrases, etc. Moreover the notion of “lies”, establishing facts, where there are no facts, and meanings, where there are no meanings, ties in with the discussion about signifier and signified and would ultimately lean itself to a discussion of

3.      Poststructuralism: and the question what happens if the signified disappears, leaving the signifier pitted like an apple or like a red-haired imaginary beauty named Gabriella.


Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Julia Reiss
Universitat de València Press

00 Archivo – Lucrecia Blaisse, Ana – Métodos A

Student’s name:  Ana Lucrecia Blaisse
Title of the paper:  How many do we speak in a week?

Author: Kenneth Goldsmith (1961-) Foto

Text: Soliloquy


Abstract:  In this paper I begin with the author’s biography. He is also one of the most important members of the Poetry Foundation. A blog abut him is included in this paper, too.  Soliloquy is a collage of words, thoughts and ideas that appear together. A soliloquy is a monologue, but in this case it is also a dialogue. I have also included a summary about the text and the topics that are in Soliloquy.   The characters are not well defined. The story is set in New York in 1996.  This is a post-modern and homosexual story, so I include a text about queer theory(1) , (2) , (3) in order to analyse this aspect of the text. To conclude, I add a personal opinion about the story itself.  There are also a critic about Goldsmith and I also include some opinions about his poetry. I have found an interesting link about other works of Kenneth and Jonathan Zorn in the UbuWeb.

Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Ana Lucrecia Blaisse
Universitat de València Press

00 Archivo – Fernandez, Charlotte Marie – Métodos A

Student’s name : Fernandez, Charlotte Marie 

Title of the paper : The aspect of time in “Brutal Myths”

Author or topic : “Brutal Myths“, by Sonya Rapoport

Abstract : I’ve worked on the aspect of Time in the hypertext Brutal Myths, by Sonya Rapoport and Marie-José Sat. 
Since Time is a pretty important facet of this work, I tried to answer the question : how was Time exploited in Brutal Myths ?
My analysis consist of a short Introduction, in which I quickly present the hypertext. 
My study of the time time exploitation in the first part of Brutal Myths had to be divided in two parts (Part 1Part 2), since it is so important in the development of the text.
Then I tried to see how Time was exploited in Destroying Myths in order to refute the argumentation presented int the first part of Brutal Myths.
Follows a short comparative study of the two introductions to the two different tesis of the hypertext.
Finally, my conclusion on Brutal Myths is that Time is one of the most important point of the hypertext.

Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Charlotte Fernandez
Universitat de València Press

00 Archivo – Ferrando Gabarda, Maria Amparo – Métodos A

Student´s name : Ferrando Gabarda, Maria Amparo.

Title of the paper :  “The Social Construction of the American Daguerreotype PortraitAuthor or topic : Mattison, Ben.

Abstract : “The Social Construction of the American Daguerreotype Portrait” is a thorough analysis of the daguerreotype, which was a revolution in the photography field. Therefore, this is a non-fiction hypertext. 

    The daguerreotype was the forerunner of the modern photography. The focus of my study is the space, in which locations takes place the phenomenon. United States is on the spotlight since the author concentrates his critique on that area, but Paris is also important due to Louis Daguerre, who built up such movement. Ben Mattison makes mention of other localities such as New York (within the United States) orEngland. A place is important for knowing where something is started, but not only for that but because the culture that that place is concerned too.

    His site, in my humble opinion, has a clear and classic structure.



Academic year 2008/2009

© a.r.e.a./Dr.Vicente Forés López

© Maria Amparo Ferrando Gabarda


Universitat de València Press

00 Archivo – Tornero Rubio, Marta – Métodos A

Student´s name: Tornero Rubio, Marta

Title of the paper: “The Interview”

Author or topic: Eisen, Adrienne


In this literary essay we will try to summarize the main ideas of the work by Adrienne Eisen from the deconstructivist point of view. As some of the readers may not have been educated in the concepts that we will be using for the description, there will be an approach to these from the blog page. You can read what Deconstruction is, very briefly but clear enoughthe aims of the method; the reflections that anybody could come across while studying about this subject and, quite relevant to understand the structure of our review, an schematized guide to the steps we could take in our analysis. Browsing the page you can find more articles related to its importance and other concepts linked to Deconstruction.

After presenting the method of our literary review, we can work into the hypertext we have selected: “The Interview”, by Adrienne Eisen by doing an overview of her hypertext and subsequently an immersion in each of the nodescontaining a story. After having read the evaluation you can inspect the highlighted keywords and, if interested, read my commentary upon the subject. You can also have a general view of the CONTENTS, that facilitates the navigation.


Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López 
©Marta Tornero Rubio
Universitat de València Press 

00 Archivo – Blatt, Katrin – Métodos A

Student´s name : Blatt, Katrin

Title of the paper : “Datafeeds” – Narrative Techniques


Author or topic : Deena Larsen


Abstract :  This paper analyzes the hypertext “Datafeeds” by Deena Larsen. The first part is a summary of the plot with also briefly analyzing the structure of the hypertext. The second part is an analysis of anarrative technique Deena Larsen uses. The attempt is made to analyze and explain the use of time and space. On this occasion focus is mainly laid on the three different dimensions in the story. The last part is aconclusion with my personal opinion about the story.


Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Katrin Blatt
Universitat de València Press

00 Archivo – Bendix, Karla – Métodos A


Student´s name : Bendix, Karla

Title of the paper : “The Glass Snail” by Milorad Pavic – Narrative Technique and Structure

Author or topic : Milorad Pavic

Abstract : This paper analyzes Milorad Pavic´s hypertext “The Glass Snail”. Chapter one gives a brief introduction to the story and summarizes its plot, followed by an analysis of the main characters. The attempt is made to examine their nature, their longings, and what they have in common. Closest attention is paid to the idea of loneliness, that repeatedly appears in the story. Chapter three focuses on the narrative technique. What kind of narrative tools does Milorad Pavic use? What is he famous for? In chapter four these narrative techniques are then applied on his story The Glass Snail”. It examines the structure and the linking in the hypertext. Finally, chapter five analyzes the essential features of Postmodern Literature in The Glass Snail, based on the article „Elements of Milorad Pavic´s Postmodern Poetics“ by Jasmina Mihajlovic.

Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Karla Bendix
Universitat de València Press

00 Archivo – Descalzo Conde, Diana – Métodos Grupo A


Student´s name: Descalzo Conde, Diana

Title of the paper: The narrative tools of “In the changing Room                                              

Author or topic: Jackie Craven  

Abstract: Jackie Craven is an authoress who likes writing about travelling and home-design. This hypertext I have chosen has nothing to do with these topics; it is something different, a story, or different stories told through eight different characters, where the important thing is their feelings and sensations. So in this second paper, we can find an analysis of it through the narrative tools that the authoress has used to develop the story and to create a special atmosphere to read it. What we are able to see in this webpage, moreover, is a summary of every story including the description of every character along the telling of the plot that composes every short story and the relationship between them. Finally we can see the conclusion reached after having read this at the same time disconcerting and curious hypertext trying to find out what the authoress wanted to create through the stylistic aspects used in it.


Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Diana Descalzo Conde
Universitat de València Press

00 Archivo – Pérez Lizandra Victoria – Grupo B

Student´s name : Pérez Lizandra Victoria


Title of the paper : Arbor Erecta, spatial context

Author or topic : Sonya Rapoport


Abstract : The aim of this paper is to study the space where the text Arbor Erecta  takes place through each of the references given in the text.

The introduction explains what the text is about, its organization and there are also three links that take us to a biography of the author, a biography of the protagonist, James Green, an some information of the Pandanus tree, which is vital in this text as we will see.

I have mentioned the spatial references and there is also a personal conclusion and a bibliography.


Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Victoria Pérez Lizandra
Universitat de València Press

00 Archivo – Ferrer Ros, Amparo – Grupo B

Student´s name: Ferrer Ros, Amparo


Title of the paper: “Cutting Edges”

Author: Nestvold, Ruth



Abstract:  My analysis of that hyper fiction story is to be from the point of view of Tools, so I show the literary resources that have been used to write the story, including the plot, and the lay-out make it. Besides, you can see what the main theme is, the description of thecharacters involving in the story, the plot that are surrounding them, and my personal way of reading it. Moreover, I show you theauthor’s answer  that she so kindly has sent to me in response to my e-mail. In summary, you can see also my conclusion about this new type of making literature.


Academic year 2005/2006
© a.r.e.a./Dr.Vicente Forés López
©  Ferrer Ros, Amparo
Universitat de València Press

00 Archivo – Soler Morera, Cynthia – Grupo B

Student´s name: Soler Morera, Cynthia

Title of the paper: “Something different”

Author or topic: Peyton, Sara

Abstract: It’s my first time that I have to do this kind of activity, so as I have never done it before I don’t know how good it will be. I have chosen the spatial part of this hypertext called “Fields of Night”. On the other hand I have found some information about Sara Peyton, and some opinions about this hypertext.

Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Soler Morera, Cynthia
Universitat de València Press

00 Archivo – Pino James, Nicolás – Grupo B

Student´s name : Pino James, Nicolás

Title of the paper : Past, future, no present

Author or topic : Eisen, Adrienne

Real name: Roston, Adrienne (1966)

Abstract : Time, story, action, space and progress towards where? Some of these are the main elements to build up a text, but a Hypertext is even more complicated than this and this is what Adrienne Eisen will show us. Let me show you how time, story, action and space interact. Let me show you how hypertextual-patterns are made from the point of view of the Time and let me show you the author’s thoughts. The line so-called either progress or linearity, shatters into very small pieces that we are in charge of putting them together again.

I will lead you through this paper, in which a timeline of Six Sex Scenes has been tried to make. I will lead you through my personal experiences of reading this hypertext. The most important time references have been collected. There is a personal conclusion as well if you want look at it

Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Nicolás Pino James
Universitat de València Press

00 Archivo – Llorca Iturriaga, Ángela – Grupo B

Stud“A millenary hypertext” by Petit, M.R. (Marianne Rodriguez Petit , born in 1964)

Abstract : Fairy Tales, traditional stories, “rondallas” or however we call these stories that have reached us by word of mouth and generation after generation, have always excited the imagination of children and adults and, have become part of the imaginary masses.

And now we find to our surprise, that one of those stories has been adapted to the hypertext format, without losing, in any moment, the capacity to stimulate the imagination of the reader.

From the Grimm Brothers to M.R. Petit, there is only one little step, which shows, once again, the incredible capacity of popular stories to be adapted into any format. Time, space, the physical and psychological characterization of the characters in The Grimm Tale are amazingly schematical, only a few small brush-strokes are more than sufficient to obtain the desired effect which is merely to make people have fun, and at the same time, teach us some lessons that form part of our deepest traditions.

My work will consist of developing the spaces and scenes where the action of this hypertext takes place,

trying to place the story in the correct context.

And, to conclude I shall put forward my personal modest opinion about this hypertextual version of

The Story of the Youth Who Went Forth to Learn What Fear Was (Juan sin miedo).

I also would like to share with you my correspondence with the author.

Academic year 2008/2009
© a.r.e.a./Dr.Vicente Forés López
© Llorca Iturriaga, Ángela
Universitat de València Press

00 in memoriam Rafa Cruz

in memoriam Rafa Cruz.
15.12.2008 – 12/15/2008

WWW – Universitat de València Press – MMM

logo - MMM


literary research environment

for scribes & scholars & site designers and sievers


IIIXM – M gestual mito 1.000.000 galáctico homo erectus antecesor
IIIM – M oral rito 100.000 años homo sapiens sapiens
M-I manuscrito tradición 20.000 leguas Faraon – Inca – Azteca – Masai
I-XIV palimpsesto costumbre milenio Gengis – Ming- Tao – Zulú
XV libro – biblia hábito-disfraz siglo Gutenberg
XVI teatro escena década Shakespeare
XVII novela capítulo año Cervantes
XVIII revistas artículo mes Daniel Defoe
XIX prensa columna día Charles Dickens
XX guión reportaje hora radio – cine- tv
XXI página web fichero minuto – segundo – tiempo real internet – iPhone – TDT –
XXII módulo item tiempo virtual – nanosegundo archivo – back up
individual dual social histórico
aquí cama casa ciudad
monólogo diálogo debate netizen
blog e-mail chat website
poesía teatro cine internet
subjetivo objetivo abstracto universal
masturbación coito orgía eros
infancia pubertad fecundidad madurez
pasado presente futuro eterno
scribe scholar site designer siever
manuscrito – diario libro artículo guión
monoteísmo (cat-mus-jud) hinduísmo animismo budismo – zen –
aniversario – cumpleaños décadas siglos milenios
tragedia melodrama comedia humor
palimpsesto impreso digital holístico
siever &  filtrador
net avatar  de
Módulos Multi Media
Dr. Vicente Forés
e-mail: fores@uv.es
Webmaster :
José Saiz Molina
© Copyright 2008 by Dr. Vicente Forés
Valencia, 04/12/2008

00 In-Text Citations: The Basics

Source: ONLINE! © 2003 by Bedford / St. Martin’ , [visited 1.12.2008] <http://www.bedfordstmartins.com/online/cite5.html>

This chapter’s guidelines for citing Internet sources are based on two sources: the MLA Handbook for Writers of Research Papers (2003) by Joseph Gibaldi. The MLA Handbook advises that you acknowledge sources “by keying brief parenthetical citations in your text to an alphabetical list of works that appears at the end of the paper” (142). Widely used by writers in literature, language studies, and other fields in the humanities, the MLA style of documentation allows writers to keep texts “as readable and as free of disruptions as possible” (143).

The MLA Handbook provides information about the purposes of research; suggestions for choosing topics; recommendations for using libraries; guidance for composing outlines, drafts, notes, and bibliographies; and advice on spelling, punctuation, abbreviations, and other stylistic matters. It also presents a style for documenting sources and gives directions for citing print sources in the text and preparing a list of Works Cited. Thorough acquaintance with the MLA Handbook will, as its author promises, “help you become a writer whose work deserves serious consideration” (xv). This chapter follows the conventions of MLA citation style.

The MLA Handbook gives guidelines for making in-text references to print sources. The following section shows how you can apply the same principles to citing online sources in your text.

1. Link an in-text citation of an Internet source to a corresponding entry in the Works Cited.

According to the MLA Handbook, each text reference to an outside source must point clearly to a specific entry in the list of Works Cited. The essential elements of an in-text citation are the author’s name (or the document’s title, if no author is identified) and a page reference or other information showing where in a source cited material appears.

Create an in-text reference to an Internet source by using a signal phrase, a parenthetical citation, or both a previewing sentence and a parenthetical citation.

Box 5.1
Using italics and underlining in MLA style
The MLA Handbook provides the following advice for the use of italics and underlining in word-processed texts intended for print-only publication:

    Many word-processing programs and computer printers permit the reproduction of italic type. In material that will be graded, edited or typeset, however, the type style of every letter and punctuation mark must be easily recognizable. Italic type is sometimes not distinctive enough for this purpose, and you can avoid ambiguity by using underlining when you intend italics. If you wish to use italics rather than underlining, check your instructor’s or editor’s preferences. (94)

However, when composing in HTML, don’t substitute underlining for italics, because underlining in HTML indicates that the underlined text is an active hypertext link. (All HTML editing programs automatically underline any text linked to another hypertext or Web site.)

When composing Web documents, use italics for titles, for emphasis, and for words, letters, and numbers referred to as such. When you write with programs such as email that don’t allow italics, type an underscore mark _like this_ before and after text you would otherwise italicize or underline.

Using a signal phrase To introduce cited material consisting of a short quotation, paraphrase, or summary, use either a signal phrase set off by a comma or a signal verb with a that clause, as in the following examples. (See 4e for a discussion of signal phrases and verbs.)

Here are the Works Cited entries for these two sources:

Landsburg, Steven E. “Who Shall Inherit the Earth?” Slate 1 May 1997. 1 Oct. 1999 < http://www.slate.com/Economics/97-05-01/ Economics.asp>.
Mitchell, Jason P. Letter. “PMLA Letter.” Home page. 10 May 1997. 1 Nov. 1999 <http://sunset.backbone.olemiss.edu/~jmitchel/pmla.htm>.

Using a parenthetical citation To identify the source of a quotation, paraphrase, or summary, place the author’s last name in parentheses after the cited material.

“Parents know in advance, and with near certainty, that they will be addicted to their children” (Landsburg).

In response to Victor Brombert’s 1990 MLA presidential address on the “politics of critical language,” one correspondent suggests that “some literary scholars envy the scientists their wonderful jargon with its certainty and precision and thus wish to emulate it by creating formidably technical-sounding words of their own” (Mitchell).

Here are the Works Cited entries for these sources:

Landsburg, Steven E. “Who Shall Inherit the Earth?” Slate 1 May 1997. 1 Oct. 1999 <http://www.slate.com/Economics/97-05-01/ Economics.asp>.

Mitchell, Jason P. “PMLA Letter.” Home page. 10 May 1997. 1 Nov. 1999 <http://sunset.backbone.olemiss.edu/~jmitchel/pmla.htm>.

Using a previewing sentence and a parenthetical citation To introduce and identify the source of a long quotation (one comprising more than four lines in your essay or research paper), use a previewing sentence that ends in a colon. By briefly announcing the content of an extended quotation, a previewing sentence tells readers what to look for in the quotation. Indent the block quotation ten spaces (or two paragraph indents) from the left margin. At the end of the block quotation, cite the source in parentheses after the final punctuation mark.

That the heroic and historically important deeds of previously unknown women should be included in history books is evident from the following notice:

    Event: April 26, 1777, Sybil Ludington.
    On the night of April 26, 1777, Sybil Ludington, age 16, rode through towns in New York and Connecticut to warn that the Redcoats were coming. . . to Danbury, CT. All very Paul Reverish, except Sybil completed HER ride, and SHE thus gathered enough volunteers to help beat back the British the next day. Her ride was twice the distance of Revere’s. No poet immortalized (and faked) her accomplishments, but at least her hometown was renamed after her. However, recently the National Rifle Association established a Sybil Ludington women’s “freedom” award for meritorious service in furthering the purposes of the NRA as well as use of firearms in competition or in actual life-threatening situations although Sybil never fired a gun. (Stuber)

Here is the Works Cited entry:

Stuber, Irene. “April 26, 1996: Episode 638.” Women of Achievement and Herstory: A Frequently-Appearing Newsletter. 3 May 1996. 11 Dec. 1997 <http://www.academic.marist.edu/woa/ index.htm>.
2. Substitute Internet text divisions for page numbers.

The examples in 5a-1 assume that an Internet source has no internal divisions (pages, parts, chapters, headings, sections, subsections). The MLA Handbook, however, requires that you identify the location of any cited information as precisely as possible in parentheses. Because Internet sources are rarely marked with page numbers, you will not always be able to show exactly where cited material comes from. If a source has internal divisions, use these instead of page numbers in your citation. Be sure to use divisions inherent in the document and not those provided by your browsing software.

A text reference to a source with divisions may appear in the text along with the author’s name or be placed in parentheses after a quotation, paraphrase, or summary.

As TyAnna Herrington notes in her Introduction, “Nicholas Negroponte’s Being Digital provides another welcome not only into an age of technological ubiquity, but into a way of ‘being’ with technology.”

“Negroponte’s uncomplicated, personal tone fools the reader into a sense that his theses are simplistic” (Herrington “Introduction”).

Here is the Works Cited entry:

Herrington, TyAnna K. “Being Is Believing.” Rev. of Being Digital, by Nicholas Negroponte. Kairos: A Journal for Teaching Writing in Webbed Environments 1.1 (1996) at “Reviews.” 24 May 1996 <http://english.ttu.edu/kairos/1.1>.
3. Use source-reflective statements to show where cited material ends.

The MLA practice of parenthetical page-number citation lets you indicate precisely where information from a printed source ends. Many Internet sources, however, appear as single screens, and MLA style does not require parenthetical page citations for one-page works. By analogy, a single-screen document cited in text needs no page citation. To let your readers know where your use of an Internet source with no text divisions ends, use a source-reflective statement.

Source-reflective statements give you an opportunity to assert your authorial voice. Writers use source-reflective statements to provide editorial comment, clarification, qualification, amplification, dissent, agreement, and so on. In the following example, the absence of a source-reflective statement creates uncertainty as to where use of an Internet source ends.

According to TyAnna Herrington, Nicholas Negroponte has the ability to make complex technological issues understandably simple. For those who are not techno-philes, this is a blessing; it allows them to apprehend the real significance of digital technology without feeling that such ideas are too difficult to consider.

In the next example, the writer has added a source-reflective statement to show that use of the source has ended.

Here is the Works Cited entry:

Herrington, TyAnna K. “Being Is Believing.” Rev. of Being Digital, by Nicholas Negroponte. Kairos: A Journal for Teaching Writing in Webbed Environments 1.1 (1996) at “Reviews.” 24 May 1996 <http://english.ttu.edu/kairos/1.1>.

For updates to MLA citation style, consult the MLA’s Web site <http://www.mla.org>

When using MLA style, place a list of cited sources, arranged alphabetically, after the text of your essay and any explanatory notes. The MLA Handbook recommends that you “draft the [Works Cited] section in advance, so that you will know what information to give in parenthetical references as you write” (144). Doing this makes in-text citation of sources easier by giving you an idea of what in-text reference options will work best for each citation.

Referring to print sources, the MLA Handbook gives the following general models for Works Cited entries:

Box 5.2
Using hypertext to document sources on the Web
The hypertext environment of the World Wide Web doesn�t just alter the way you do research, it also lets you document sources in a new way�by using hypertext links. Electronic journals published on the Web are already replacing traditional notes, Works Cited listings, appendixes, and other supporting text with links to the documents being cited. To read more about hypertext documentation, see Chapter 10 of this book. For an example of how it works, look at the format of Andrew Harnack and Eugene Kleppinger, “Beyond the MLA Handbook: Documenting Electronic Sources on the Internet” in Kairos: A Journal for Teaching Writing in Webbed Environments 1.2 (1996) at <http://english.ttu.edu/kairos/1.2/ inbox/mla.html> or any essay published in Kairos at <http://english.ttu. edu/kairos>.

The MLA Handbook also presents numerous variations that accommodate a variety of print sources (e.g., a multivolume work, an editorial). For detailed information on creating a Works Cited list, see Chapter 4 of the MLA Handbook, “Documentation: Preparing the List of Works Cited.”

For writers creating in-text citations and Works Cited lists for online sources, the MLA Handbook provides the following general recommendations:

  • Download or print any online material you plan to use, in case it becomes inaccessible online later.
  • Don’t introduce a hyphen at the break of a URL between two lines.
  • If you must divide a URL between two lines, break it only after a slash.1

Section 4.9 of the MLA Handbook includes models for numerous types of online sources (e.g., an online book, an advertisement, a multidisc publication). The following models for Works Cited entries, based on the recommendations of the MLA Handbook, cover the types of sources most often cited by student and professional writers.

1. World Wide Web site

When you document sources from the World Wide Web, the MLA suggests that your Works Cited entries contain as many items from the following list as are relevant and available:

  • Name of the author, editor, compiler, or translator (if available and relevant), alphabetized by last name and followed by any appropriate abbreviations, such as ed.
  • Title of a poem, short story, article, or other short work within a scholarly project, database, or periodical, in quotation marks
  • Title of a book, in italics or underlined
  • Name of the editor, compiler, or translator of a book (if applicable and if not cited earlier), preceded by any appropriate abbreviation, such as ed.
  • Publication information for any print version
  • Title of the scholarly project, database, periodical, or professional or personal site (in italics or underlined), or, for a professional or personal site with no title, a description such as home page2
  • Name of the editor of a scholarly project or database (if known)
  • Version number (if not part of the title) or, for a journal, the volume, issue, or other identifying number
  • Date of electronic publication or posting or latest update, whichever is most recent (if known)
  • Name of any institution or organization sponsoring or associated with the Web site
  • Date you accessed the source
  • URL (in angle brackets) Although no single entry will contain all fourteen items of information, all Works Cited entries for Web sources contain the following basic information: Online document
    Author’s name (last name first). Document title. Date of Internet publication. Date of access <URL>.

  • 00 Paul Virilio in Obama’s America

    1000 Days of Theory: td067
    Date Published: 10/30/2008
    Arthur and Marilouise Kroker, Editors

    1000 DAYS OF THEORY: Event-Scene

    City of Transformation

    Paul Virilio in Obama’s America

    Arthur and Marilouise Kroker

    It is surely the fate of every engaged political theory to be overcome by the history that it thought it was only describing. So too, Paul Virilio. His writings have captured brilliantly these twilight times in which we live: The Aesthetics of Disappearance, The Information Bomb, War and Cinema, Speed and Politics — less writing in the traditional sense than an uncanny shamanistic summoning forth of the demonology of speed which inscribes society. A prophet of the wired future, Paul Virilio’s thought always invokes the doubled meaning of apocalypse — cataclysm and remembrance.

    Cataclysm because all his writings trace the history of the technological death- instinct moving at the speed of light. And remembrance because Virilio is that rarity in contemporary culture, a thinker whose ethical dissent marks the first glimmerings of a fateful implosion of that festival of seduction, facination,terror, and boredom we have come to know as digital culture. A self-described “atheist of technology,” his motto is “obey and resist.”

    00 Content Delivery in the ‘Blogosphere’


    Content Delivery in the ‘Blogosphere’

    The interest in new media for teaching and learning has highlighted the potential of innovative software and hardware for education. This has included laptops, handhelds, wireless systems and Web-based learning environments. Most recently, however, this interest has focused on blogs and blogging.

    Weblogs, or blogs, are Web pages often likened to online personal journals. They are noted for being the “unedited, published voice of the people” (Winer 2003). Winer provides a more technical definition, suggesting that a Weblog is “a hierarchy of text, images, media objects and data, arranged chronologically, that can be viewed in an HTML browser.” Blogging is writing your thoughts into your blog, and the “blogosphere,” a term coined by William Quick (2001), is the “intellectual cyberspace” that bloggers (i.e., those who blog) occupy.

    While a few educators have already started using blogs in the classroom, more have focused on the potential of blogging in teaching and learning (Shachtman 2002; Embrey 2002). For instance, some claim that blogs may further democratize the Internet, addressing some of the concerns under girding the digital divide (Carroll 2003). In this article, we will describe the pedagogy behind blogs. We will address the reasons why blogs should be used as one of many teaching and learning tools, as well as describe the potential benefits of blogs for educators. Drawing on our own research and teaching, we will conclude with specific strategies for using blogs in the classroom.

    The Pedagogy Behind Blogs

    Current educational research and theory have demonstrated the importance of social interaction in teaching and learning. Drawing on Vygotsky’s educational theory (1978), educators highlight the “knowledge construction” processes of the learner and suggest that “meaning making” develops through the social process of language use over time. As such, knowledge construction is discursive, relational and conversational in nature. Therefore, as students appropriate and transform knowledge, they must have authentic opportunities for publication of knowledge.

    Through publication, teachers “can infer the process by which students transform meanings and strategies appropriated within the social domain, making those strategies their own” (Gavelek and Raphael 1996). It makes material accessible for subsequent reflection and analysis, allowing students to revisit and revise their artifacts; thus, enriching the learning experience (Krajcik et al. 1994; Olson 1994). Publication also offers the opportunity for feedback, which, in turn, scaffolds a learner in his or her quest for knowledge construction.

    Blogs are useful teaching and learning tools because they provide a space for students to reflect and publish their thoughts and understandings. And because blogs can be commented on, they provide opportunities for feedback and potential scaffolding of new ideas. Blogs also feature hyperlinks, which help students begin to understand the relational and contextual basis of knowledge, knowledge construction and meaning making.

    00 Sexing the Machine


    sexing the machine

    [Women and technology, illustration by Bart Nagel]

    Three digital women debate
    gender, technology and the Net

    1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1



    Laura Miller, a senior editor at the Internet magazine Salon

    Sadie Plant, a lecturer in cultural studies at the University of Birmingham and author of “Zeroes and Ones: The Matrix of Women and Machines” (Doubleday, 224 pages, $23.95)

    Ellen Ullman, a software engineer and consultant since 1978 and the author of “Close to the Machine: Technophilia and Its Discontents” (City Lights Books, 189 pages, $21.95 — October 1997)

    >>>Este debate realizado por tres de las más destacadas voces femeninas de la teoría no sólo es altamente recomendable más bien es imprescindible y de lectura obligatoria.>>>

    00 When Blogging Goes Bad: A Cautionary Tale About Blogs, Emailing Lists, Discussion, and Interaction


    Essay or Blog? Your reading choices

    This issue of the order of the piece was debated by readers in the review process in what I thought were interesting ways. To me, the most interesting objection to the reverse ordering of things was that it did not reflect the “episodic” nature of blogs. At first, I agreed completely with this critique. But as I revised and as I thought about it more, I began to believe that there was a good reason to present a “blog” order reading option, one beyond just a “gimmick.” My thoughts and practices about using blogs to teach have changed quite a bit in the time I started this essay (which was in June 2003) to now (late August 2004). The beginning of the essay and the “bad example” I discuss reflects where I was in my use of blogs in the classroom almost two years ago, while the concluding sections about how I’m using blogs currently is based on what I have been and will be doing in the near future. The beginning of the text is about the past, and the end of the text is about the present– just like a blog.

    In the end, I’ve set the “default” reading approach for the text is as a linear essay. But readers are also welcome to consider it more as a blog, or some combination of the two by selecting the different links in the right column.

    © Steven D. Kraus