Full Conference Program 1998

COCH/COSH

Full Conference Program for the Annual Meeting of COCH/COSH at the 1998 Congress of the Social Sciences and the Humanities, May 27 - 28, 1998 University of Ottawa in Ottawa, Ontario, Canada.

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In Memory of Elaine Nardocchio (1945-1998)
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[Brief Program]

WEDNESDAY,
MAY 27

Session 1.
9:00-10:30 am
Location: Morriset 219
Moving Research On-line I
Chair: Christian Vandendorpe (Lettres françaises, Université d'Ottawa)

Fabienne Baider (French, University of Toronto)
Sexism and Language: What can the Web teach us?

My research deals with collocations in French and my corpus consists essentially of computerized data. The collocations I am focusing on are adjectives + homme / femme. I have been defining the lexical fields of these two lexical items by targeting the adjectives with which they are collocated. I found that these lexical fields are themselves symbolic of the roles to which each gender is assigned in our Western society. I am presently working on computerized versions of texts written between the 15th and the 18th centuries. This time frame represents the period during which written French seems to have been defined. The French Academy has been working very hard all along to maintain a linguistic status quo, a status quo which is still alive today.

For this presentation, I intend to narrow my research in two ways. First I will focus on the period between 1440 and 1650 (leaving out the 18th century); second I will only consider adjectives whose meaning differs when used with the words femme and homme, such as in English an easy man vs. an easy woman. This restriction exemplifies the contrast in language usage when referring to men or to women; i.e., for the same adjective a different meaning applies when used with the word woman. My primary sources of data consist of computerized dictionaries such as by Firmin le Ver (15th century), computerized by Brian Merrilees, Nicot (16th century), computerized by T. R. Wooldridge, and by Bayle (17th century), on ARTFL. These primary sources allowed me to list the adjectives showing a differential meaning for femme and homme. For instance, fol femme in the 15th century means "prostitute" but fol homme is "a man who is not sensible." In order to check the information obtained from my lexicographic corpus, I am using computerized control texts and mainly the ARTFL database.

My findings are of two kinds:

1. Whatever the century, the adjectives used with the words femme and homme, with or without a differential meaning, will tend to describe her "lower" nature. This lower nature refers (i) to the woman's inferior nature and (ii) to her sexual nature: see fol femme, but also femme galante, i.e., une femme galante has been and still is a "courtisane" whereas un galant homme has been since the beginning of the 16th century "un homme du monde"; un homme galant "a courteous man." On the other hand, for the word homme, adjectives describe the male subject as a cultured being. Some cases in point are very common adjectives such as léger/e, facile, savante/e, grand/e, bon/ne, sage, honnete, gros/se.

2. Some women writers tend to use adjectives in a different way with the word femme (differently from male writers). Marguerite de Navarre vs. Rabelais, for example. Marguerite would use the adjective sage in the sense of "wise in making decisions" while at the time that adjective seems already to be used in the canon as a synonym for "pure" or "not frivilous" for a woman. This different usage between male and female authors continued on throughout the 17th century. Madame de Sévigné seems to be the only writer to use the adjective grand in a laudative sense for women. This was not the standard usage of the time and it is still not today's usage: grand homme is a "great man" but grande femme is a "tall woman." I would, of course, need more examples to draw stronger generalizations but ARTFL, which represents canonical French literature, does not contain enough texts written by women to draw definite conclusions. However, this database provides enough information to formulate questions and define some trends.

In conclusion, because male writers are prominently present in French literature, their way of using French is also the way which prevails in our everyday language. This paper is then suggesting that language, and namely French, is women's language because they are human beings; however it may not be entirely theirs because they are female.

References

Baider, Fabienne. Winter 1996. "Linguistics, Gender and Technology." Feminist Research Quarterly (University of Wisconsin).

Bayle, Pierre. Dictionnaire historique et critique. See <URL: http://humanities.uchicago.edu/ARTFL/projects/bayle/#ARTFL>.

Merrilees, Brian, William Edwards, and David Megginson. May 1996. "Editing and Concording the Dictionarius of Firmin Le Ver (1440." CCH Working Papers. <URL: http://www.epas.utoronto.ca:8080/epc/chwp/titles.html#Articles>.

Wooldridge, T. R. Jean Nicot's Thresor de la langue française (1606). <URL: http://humanities.uchicago.edu/forms_unrest/TLF.html>.

Pierre Kunstmann and France Martineau (Lettres françaises, Université d'Ottawa)
Chretien de Troyes sur le Web

Sur le site Web du Laboratoire de Français Ancien de l'Université d'Ottawa, notre groupe de recherche (P. Kunstmann et F. Martineau, U. d'Ottawa; A. Ogden et K. Uitti, U. Princeton) veut offrir, à titre gratuit et en toute liberté, un instrument de consultation et de recherche, puissant et nouveau, consacré à l'œuvre la plus achevée du plus célèbre romancier français du moyen âge, le Chevalier au Lion (ChL) de Chrétien de Troyes.

Capitalisant ce qui a déjà été accompli à Ottawa (le Dossier électronique du ChL, accessible actuellement sur le site de notre laboratoire) et nous inspirant de l'exemple du Projet Charrettede Princeton (portant sur un autre roman de Chrétien), nous préparons une présentation de tous les manuscrits du ChL, avec analyse et interprétation, qui constituera un ensemble de documents indispensable à toute critique future - à toute édition critique, à toute critique des éditions de cette œuvre. Notre but est de montrer à un public cultivé la lettre des textes, accompagnée d'une série d'index, d'une étude de la langue ainsi que d'un vocabulaire complet de chaque copie manuscrite.

Roda P. Roberts and Lucie Langlois (School of Translation and Interpretation, Université d'Ottawa)
The Use of the Web in Lexicographic Research

The interuniversity, pan-Canadian research project entitled officially “Comparative Lexicography of French and English in Canada” has as its primary objective the creation of a French-English, English-French dictionary that reflects Canadian usage. This project, informally called the Bilingual Canadian Dictionary Project (BCD), makes maximum use of computerized tools, both for research and for production. This presentation will discuss the role of the World Wide Web in this project.

Contrary to expectations, the WWW plays a relatively minor, supporting role in our project. It is used primarily for promotion purposes (we have a Web site) and for transmission and consultation of data between the three project centres (in Ottawa, Montreal, and Quebec). However, we use it sparingly for research for three main reasons.

First, the sheer quantity of documents available on the Web is daunting. A time-limited and budget-restricted project cannot afford to spend hours on end browsing the Web. So the BCD project limits Web consultation to situations where our specific documentation is insufficient for our needs. Second, although there is a vast amount of documentation on the Web, it is of unequal quality as far as style is concerned. Since a dictionary aims to represent characteristic usage, rather than usage peculiar to given writers, indiscriminate use of documents on the Web is dangerous. Third and perhaps most important is the fact that our research involves lexical units, not topics. Web browsers are inadequate for lexical research as they do not include concordance programs, which allow research on specific lexical units.

Given these disadvantages of the Web, the BCD project tends to use its own databases as a starting point. It is only when the information they provide is insufficient for our needs that we turn to the Web. We will conclude this presentation by showing how we use the Web for lexicographic research.

Session 2.
10:45 am -12:15 pm
Location: Morriset 219
Editing Correspondence
Joint Session by ACCUTE and COCH/COSH
Chair: Penelope J. Gurney (Ottawa)

Douglas Chambers (English, University of Toronto)
John Evelyn's Correspondence: Hypertext in the 17th and 20th Centuries

John Evelyn (1620-1706) is known today principally for his Diary, a lifelong record of his literary, political, and social activities in the principal circles of 17th-century society. His Letter Copybooks look like a straightforward transcription of the letters he sent. His preservation of them in the copybooks, however, is only part of a continuous process of revision that reflects his performance of himself as essayist and lecturer in the correspondence generally. This is especially the case in correspondence with such literary men as Cowley and Pepys. In most of these letters, Evelyn places himself within the epistolary tradition of the Romans and hence as much addresses Cicero, Seneca, and Pliny as his contemporaries. In so doing, he points to the overlaps in English between the two Latin genres "litterae" and "epistolae" and creates a genre in English that is not simply a matter of "communication".

Edward A. Heinemann (French, University of Toronto)
Notional Fields and the Usebase-assisted Creation of the Thematic Index to the Correspondence of Françoise de Graffigny

The proposed paper would describe preliminary methods and results in indexing Volume 1 (letters 1-144, 1718 to June 1739) of a projected fourteen volumes. The project, essentially a series of portraits of notional fields, derives from the coincidence of three developments: research into the esthetics of repetition in the Old French epic which is relying more and more on the UseBase component of TACT, a decade-long experiment with an undergraduate course in computer-assisted literary analysis, and the daunting prospect of compiling an index to several thousand letters.

After converting the typesetter's codes to a workable markup of the textbase, we have begun compiling references to individuals and to topics likely to merit inclusion in the final index to the complete correspondence. A set of references to individuals, that is the various abbreviations and pseudonyms used to disguise identities from any of the many unintended readers who might happen to pry into the letters before they reached their intended recipient, constitutes, in effect, a narrow instance of the notional field. More obviously thematic are areas like health and medicine, theatre, poetry and literature in general, personal finance, prices, censorship, clothing, transportation, etc.

Two sets of interests are at work. The Graffigny editors will decide on the topics included and on the presentation of the index. Our team, with a linguistic and literary perspective, is working on procedures for drawing the portrait of a notional field, so to speak, with the aid of UseBase.

The computer more or less dictates that the point of departure be a set of string searches; our function is attaching signifieds to signifiers (lemmatizing, separating homographs, separating meanings of polysemous words) after which we use the computer to keep an index to the signs we have identified. Working on furniture, for example, we have sorted the 62 occurrences of table and 4 of tables, first into the verb and the noun, and then the noun into the piece of furniture and the metonymy for a meal, as follows:

table.vb table| la| dessus
table.subst table -(table | la | dessus), tables
table.meuble @table.subst -@table.repas
table.repas (a, de) |>@table.subst, a | sa | >@table.subst, la
| >table | de | belinde, le | tems | de | la | >table, en |
pleine | >table

Although the notional field of furniture has not yet revealed any startling new insights, it may be of interest that Mme de Graffigny mentions a bidet in letters 36 (October 6, 1738) and 123 (April 28, 1739). Fanny Beaupre and Roger-Henri Guerrand, following the Tresor de la langue francaise, date the first attestation of the word in this sense to the end of 1739, where it is printed on the card of Remy Peverie, maitre tourneur in Paris (Le Confident des dames, le bidet du XVIIe au XXe siecle: histoire d'une intimite [Paris: La Decouverte, 1997], pp. 16-17). Judging from Mme de Graffigny's casual allusion to the object without any explanation of the word in these two letters, the object and the word were in fairly general usage in polite circles by 1738.

Working from the set of occurrences of words thus organized to describe the notional field and indexed in the textbase, we are constructing a thematic guide to the wealth of information about daily life in mid-eighteenth-century France found in this prolific correspondence.

Katharine Patterson (English, Simon Fraser University)
Mapping Anna Jameson's Associative Links with the Victorian Intellectual Community: The Computer-assisted Construction of a Network Profile

My paper will describe the construction of a visual network profile for the Victorian writer, Anna Brownell Jameson, using data held in a FileMaker Pro 4 relational database which is being derived primarily from her largely unpublished correspondence. Jameson's network profile is part of a larger project, that of mapping and describing the interconnections between and among women writing in England between roughly 1820 and 1870 for a study of the social construction of the Victorian woman writer. The database, when it is augmented with data drawn from other correspondences, will also function as a gateway to an epistolary corpus of the letters of Victorian women writers.

A network profile, a sociological method for recording visually an individual's interpersonal relationships, reveals how a person is connected to various social groups in a community. This profile or diagram is one way of ordering and viewing a personal correspondence which may run to at least several thousand letter texts written over a period of, say, fifty or sixty years, a vast and unwieldy textual body in which many, many more people are named than simply the addressees of the letters. When all the people with whom the letter writer had personal contact are recorded on a diagram, and the links between the individual's personal contacts are also drawn, then the individual profile shows quite vividly how various social groups are constructed and linked in a broader community. Particular groups can then be described and investigated by constructing profiles for selected individuals in them; overlaying the profiles clarifies the group profile still further as well as showing the lines of communication between groups in one or more communities.

Anna Jameson (1794-1860), along with Harriet Martineau and Mary Russell Mitford, was one of the first Victorian women writers to make a reputation as a multi-faceted professional writer rather than solely as a novelist or poet. Famous as the art historian whose works accompanied most Victorian travellers to Italy, she also wrote on a variety of subjects for the major journals, and was instrumental in the founding and development of the Englishwoman's Journal (1858), widely acknowledged as the first feminist periodical. She had intimate friendships with Elizabeth Barrett Browning, Lady Byron, Ottilie von Goethe, as well as friendships with Martineau, Mitford, and a large number of other less well-known writers, artists, and intellectuals on three continents. Jameson's network profile, therefore, not only documents the outlines of a female literary group, but also shows the associative links among the women in it, and between other groups such as their male literary peers, and various religious, political, and artistic groups in Great Britain, the United States, and on the Continent in the middle part of the nineteenth century.

Because so many names, with multiple variants, must be recorded for a profile, that information documented, and the links between individuals also recorded, my research assistant and I are creating a relational database using Filemaker Pro 4 to store and order the data. In my paper I shall discuss the challenges presented by working with a large, almost entirely unpublished correspondence, and the design of its complementary database; I shall also demonstrate the database's use in constructing the network profile.

12:45 - 1:30 pm
Location: Morriset 219
COCH/COSH General Meeting

Session 3.
1:45-3:15 pm
Location: Writing Centre
(Simard 0021)
Moving Teaching On-line I: French
Chair: Pierre Kunstmann (Lettres françaises, Université d'Ottawa)

Pascal Michelucci (Etudes françaises, University of Toronto)
Guide Pratique des études en français

Ma conférence vise à la présentation raisonnée du Grimoire, un ensemble de matériel pédagogique pour l'apprentissage de la langue et de la civilisation françaises. Je soulignerai plus particulièrement, par une visite d'illustration à travers ce site d'Internet, les principes cognitifs qui sous-tendent l'organisation et la présentation des contenus dans le site.

Au niveau de la navigation (redondances, tables des matières, menus, enchâssement des documents) et de la présentation du texte (formatages typographiques, listes, tableaux).

En ce qui concerne les avantages didactiques à passer du manuel de grammaire qui sert de référence/ressource à une grammaire pensée pour l'apprentissage, à la faveur des possibilités offertes par l'hypertextualité. Celle-ci résout heureusement les apories de la grammaire componentielle atomistique, en ouvrant vers une manifestation plus holiste de la langue en usage, en plus de la faire pratiquer dans le cadre de l'exercice des compétences réceptives en lecture (zapping, exemplification).

Au niveau de l'approche de la civilisation et de l'exploitation des ressources internautiques du domaine français dans lesquelles il est commode et pratique de puiser. L'hypertextualité met à la disposition de l'usager un ensemble de textes et d'images ad hoc pour l'appropriation des contenus, en plus de favoriser l'accès au sens immanent avec les renvois lexicaux d'usage.

Christian Vandendorpe (Lettres françaises, Université d'Ottawa)
Un cours de français écrit par ordinateur

Au cours de cet atelier, les participants prendront connaissance de la façon dont est organisé le cours de mise à niveau en français écrit de la Faculté des Arts (FRA 1710). Présentation du test informatisé (EPIGRAM), du parcours de l'étudiant et des logiciels de travail (Communication écrite, La Phrase simple). Réflexion sur les défis que présente la formule utilisée.

Session 4.
1:45-3:15 pm
Location: Morriset 219
Moving Teaching On-line II: English
Joint Session by ACCUTE and COCH/COSH
Chair: Geoffrey Rockwell (Humanities Computing, McMaster University)

Keith Lawson (English, Acadia University)
Teaching the Wired Student

This paper is composed of my observations and reflections on teaching a first-year composition course using notebook computers, a wired classroom, and a lot of material--found or created--on the World Wide Web.

I am interested in discussing the ways in which technology and the world wide web affected the class and the students. Broadly speaking, the technology put pressure on the course from two directions. First, it changed the class and the course material significantly, calling into question not only the type of material that needed to be taught, but also altering the dynamic of the class. Second, the technology and especially the web were a significant presence in the academic and non-academic experience of the students, predetermining their response to (their reading of) course material in hard-to-predict ways.

Alexandra Pett, Sabrina Reed, Jerre Paquette, and William Bunn (Mount Royal College)
Thresholds: New Ventures in Teaching Composition

Is it possible to teach composition to classes of 75 students? Will students' writing skills and ability to think and write critically improve demonstrably in a fifteen week course that involves the use of large classes, an open computer lab, a team of markers and lab monitors, and grammar software? How quickly will they learn Microsoft office, with its P-mail and attachments, the internet, and the word processing for windows' format? With these questions in mind and many more, five college instructors set out to question the assumption that students learn to write best in small classes, with one dedicated instructor who marks their essays.

To establish the context, we plan to discuss the rationales behind the project, including the need for a new computer lab for an English department that provides instruction for approximately 5,000 students each year, and formats that were not getting students to make substantial improvement in their writing.

The next step will be to take an inventory of some of the software we looked at to see if it would provide the answers to our need for interactivity among students in the class. One of the packages, Daedalus, offered excellent opportunities for students to learn brainstorming techniques but did not do enough to justify the expense. Norton Textra Connect proved cumbersome. Having established the basis for the pilot project, we will then talk about the software we eventually selected and the team based approach to designing a fifteen-week plan.

The most difficult part of this plan involved setting up groups and monitoring their activity in sending each other essays for on-line peer review. Mostly, students tried to avoid sending each other materials for commentary. They preferred in class discussion or, in some cases, found ways to get out of doing effective commentary of each other's writing. In part, this reluctance to do group work stemmed from the lecture presentations in the large lecture hall that set up a pattern of instructor to student connection.

On the other hand, the large class size led to increased group energy and multilayered communication. One of the most successful instructional strategies was the use of e-mail to involve students in talking to their instructors and getting feedback on their writing. As well, students tended to be more honest in giving their reactions to their reading in the e-mail than they did in face to face communication. For at least one member of the team, the e-mail opened up a whole new venture in teaching.

Since two professional evaluators from the college's department of institutional analysis were assigned to assemble data, the project received a lot of extensive analysis from those not involved in the teaching. Detailed course evaluations were set up to get students' reactions to the technology. Assessment also included students' views of the use of a team of five markers and the grammar software. Since the writing course also embraced a literature based approach and asked students to read extensively in an anthology called Thresholds, which gave us a course thesis statement, overall project evaluations had to take in content as well as process.

Even before the data emerged, we knew that the team approach allowed for greater objectivity in assessment. Having set grammar competency as an outcome that could be measurable using multiple choice questions (electronically scanned), the team insisted that students achieve a basic standard of correctness in sentencing in order to pass the course. Using a common diagnostic test at the beginning, a common mid-term and final exam, the team providing uniformity for five large sections. The cohesiveness also gave credibility to the course in basic composition which is important to student success in university today yet all too often ignored in the curriculum of English departments.

Patricia Rigg (Acadia University)
Strategies of Pedagogy in the Wired Classroom

Over the past few years, many of us have engaged in discussions about the influence of technology on pedagogy. I teach at a fully wired university with students and faculty using laptop computers in the classroom. The laptop program was instituted in September of 1996 with 365 students, and I was part of the pilot program, so this is my second year of teaching in the "wired" classroom. All first year students at my institution must now lease a laptop, and most of the faculty are either involved in the program now or anticipating moving into the electronic classroom in the next year.

In the classroom, I use an interactive program called NortonTextra Connect. It allows students to enter electronic group discussions, to engage in peer revision, and to post or submit work to me electronically. I can enter group discussions, monitor discussions electronically, grade submitted work electronically, and return it electronically as well. I use power point instead of a blackboard and the students type their notes on their laptops. My syllabus "evolves" as I make links to pertinent material during the term. I use Netscape frequently and, of course, email to continue discussions with students when necessary. This year I am engaged in a collaborative writing project with a class comparable to mine at Wake Forest University in North Carolina: a colleague at Wake Forest and I have devised a term long project in which we use Lotus Notes to connect our students electronically for peer revision. The project will culminate in a web page on which the students' work will be published.

All of these activities have entailed much time and effort, both on my part and on the part of my students. During the process, I have come to recognize the need to develop teaching strategies very different from those traditionally employed. In fact, although I began this whole process insisting that I would do what I had always done--teach English--and that only the medium through which I would teach would change, I have since decided that my assumptions were naïve. I realize that technology, as I experience it, brings about changes that are swift and that make many of the conventions of pedagogy inappropriate in this new setting. Since other members of the profession will inevitably have to deal with similar circumstance in the future, I would like to discuss some of the challenges I have faced.

I think there are several ways in which I could bring some fruitful discussion to the ACCUTE conference, but perhaps the most useful format for a discussion of this type might be a panel discussion of faculty like me who have used technology fairly extensively in their teaching. Ideally, the discussion would be preceded by a demonstration of this technology, complete with student assignments and course materials, to ensure that the focus of the presentation is pedagogy, with an understanding that the technology is in place and that we need practical means of dealing with some of the consequences of that reality. If a panel is not possible, I would be willing to offer a presentation myself.

Session 5.
3:30-5:15 pm
Location: Morriset 219
The Internet Shakespeare
Chair: Elizabeth Grove-White (English, University of Victoria)

Raymond Siemens (English, University of Alberta)
Annotating Shakespeare: Intertextuality, Semantic Patterns in Textual Structures, and the Hypertextual Navigation of Accumulated Knowledge

As Northrop Frye noted over a decade ago,

. . . three of the most seminal mechanical inventions ever devised, the alphabet, the printing press, and the book, have been in humanist hands for centuries. The prestige of humanists in the past came largely from the fact that they lived in a far more efficient technological world than most of their contemporaries. (7-8)

Rooted assumptions such as this, my paper examines one potential role of the new humanism -- particularly, that offered by the text-related computing practices residing at its core -- in the navigation of today's electronic knowledge-structures (including, and especially, the Internet), those academy-based and beyond.

Argument

Vannevar Bush's 1945 discussion of the problems, specifically that of management, associated with the gross accumulation of scientific knowledge has considerable relevance to the new humanist. Aside from being the oft-acknowledged source for the idea of hypertext -- that process of, in Bush's words, "building a trail of many items" -- the reference-point for Bush's own argument towards the memex bears a striking resemblance to the Wissenschaft period of humanistic knowledge-accumulation; of this period, Frye comments:

. . . its great scholars amassed an awesome amount of information. Its imaginative model was the assembly line, to which each scholar "contributed" something, except that the aim was not to produce a finite object like a motor car, but an indefinitely expanding body of knowledge. (4)

While few have explicitly followed Frye's examination of the problems associated with Wissenschaft-era accumulation, Winder has elaborated Frye's argument in the terms of the new humanist, concluding that in our own period, the neo-Wissenschaft era, "brings with it . . . issues of retrieval and reuse," the challenge for us being to be "as efficient at retrieving the information we produce as we are at stockpiling it" with the assistance of the computer, the "humanist's machine" (164-5).

The specifically-humanistic context into which Frye and Winder transpose the challenge presented by Bush is quite appropriate, and not only because of the way in which the hypertextual theory associated with the memex has been assimilated into a common understanding of what it is one means by "text"; it is also appropriate because of the way in which a new humanistic understanding of text can contribute, firstly, to the notion of hypertext as initially presented by Bush and practiced by others since and, secondly, to the problem of information management and navigation Bush articulated some fifty years ago.

In its exploration of the potential for hypertextual navigation offered by the new humanistic understanding of text, my argument analyzes a very traditional humanistic activity -- that of annotating a scholarly edition (in this case, one of Shakespeare's works), with all its varied aspects and inherent peculiarities -- examining, through that activity, the explicit foundations of intertextual relations and, further, the clues thereof that are offered to the humanist investigating the nature of semantic patterns in textual structures with the assistance of the computer. Urging that semantic patterns themselves operate, with machine facilitation, in ways akin to hypertextual links, the paper concludes with the suggestion that the act of "building a trail of many items" through our accumulated knowledge, as Bush proposed, is largely already completed: not by those manufacturing hypertextual structures today but, rather, by those who originated the very texts that makeup today's electronic knowledge-structures.

Works Cited

Bush, Vannevar. "As We May Think." <URL: http://www.isg.sfu.ca/~duchier/misc/vbush/>. Rptd. from Atlantic Monthly 176 (July, 1945): 101-108.

Frye, Northrop. "Literary and Mechanical Models." Keynote address presented at the at the Joint International Conference of the Association for Computers and the Humanities and the Association for Literary & Linguistic Computing, University of Toronto, Toronto, Ontario (June, 1989). 3-13 in Ian Lancashire, ed. in Research in Humanities Computing 1: Select Papers from the ALLC/ACH Conference. Oxford: Clarendon P, 1991.

Winder, William. "Texpert Systems." 159-66 [B.35 <URL: http://www.epas.utoronto.ca:8080/epc/chwp/winder2/>] in R.G. Siemens and William Winder, eds. Scholarly Discourse and Computing Technology: Perspectives on Pedagogy, Research, and Dissemination in the Humanities. [A special issue of] Text Technology 6.3 (1996) and Computing in the Humanities Working Papers (April 1997) <URL: http://www.epas.utoronto.ca:8080/epc/chwp/>.

Michael Best (English, University of Victoria)
Playing Many Parts: The Internet Shakespeare Editions as a Multiple Resource

A Shakespeare site on the Internet has the particular challenge -- and opportunity -- to make connections between the artifacts of an earlier age and the perception of those artifacts in the modern period. Shakespeare studies have a long tradition of both criticism and performance; a scholarly print edition of his plays will normally include an introduction that offers a history of the reception of the play both in literary criticism and stage tradition. The continuity of response to the plays since the Renaissance in these two activities provides an unusually complete record of changes in fashion and perception.

The capacity of the computer to archive large quantities of data and to create links of many kinds between materials of different media provides an opportunity for an Internet edition of Shakespeare to become a unique research resource by interrelating representations of the original texts and modern redactions of them to a range of historical and critical materials

A major aim of the Internet Shakespeare Editions is to provide the tools for scholars to make connections, both within Shakespeare's works and those of his contemporaries, and between the writings of the Renaissance and the performances of the present day. The purpose of this paper will be to discuss some strategies for collecting, organizing, and making accessible the daunting range of data that this endeavour makes relevant.

4:30-6:30 pm
Location: Book Fair
(Montpetit Hall) Rector's Reception

THURSDAY, MAY 28

Session 6.
9:00-10:30 am
Location: Morriset 219
The Use of Computing Technology in Renaissance Studies I
Joint Session by CSRS and COCH/COSH
Chair: John LePage (English, Malaspina University-College)

Raymond Siemens (University of Alberta)
The Use of Computing Technology in Renaissance Studies: A Brief Introduction to the CSRS and COCH/COSH Joint Sessions

Reflecting larger societal trends, the past several years have seen a rise in the importance of computing technology to our work; they have also seen an increased recognition of the body of scholarly approaches and tools, influenced by the electronic medium, that aid in one's teaching, study, and research. The New Humanism, Project Gutenberg, the Electronic Renaissance: nominal allusions abound that suggestively ally this late twentieth-century movement with the print-oriented technological revolution in the period of our study; urging that such comparison may not be ill-founded are a large number of valuable computing tools and resources available today to Renaissance academics (and, of course, far beyond this group). These sessions seek to explore ways in which computing technology has added and can add to the field of Renaissance studies.

William R. Bowen (University of Toronto)
Creating a Gateway to the Renaissance: The Iter Project

This presentation will focus on the present and the future of Iter, a project which began as a response to the need of scholars for a timely, comprehensive, and accessible database of articles and other scholarly writings on the Renaissance. Today Iter offers a substantial bibliography of journal articles and has started to create additional databases of resources pertaining to the period 1300 to 1700. Now, having established the standards and procedures for its online databases, Iter is ready to take the next step. By taking advantage of the Web environment, Iter will build active links not only between its own databases, but also to the texts themselves and to other online resources. In this way, Iter proposes to fulfil its promise as a gateway to the Renaissance, and, at the same time, to present a model for the future of online bibliographies and databases.

Susan Forscher Weiss and Ichiro Fujinaga (The Peabody Conservatory)
A Study of Early Music on CD-ROM

A team of professors and students from The Peabody Conservatory of Music and The Johns Hopkins University have joined together to produce a CD-ROM based multimedia learning environment for the study of Medieval and Renaissance Music. The proposed computing application will enhance the classroom experience through the incorporation of various media, including live performances of the music on instruments from the period, digitized images of scores and paintings, videos demonstrating performance techniques and well-written, comprehensive texts, all easily accessible through an intuitive and attractive user-interface.

The current available texts, anthologies and recordings are woefully inaccurate, inadequate, and uninspired. When students are limited to these materials many lose interest in the subject matter. The proposed application will allow the student to work at his or her own pace, to take an active role in the learning and discovery process and to delve more deeply into the rich sources of information concerning musical performance culture and history before 1700. Students will be able to explore music in civic settings, in aristocratic ones, in bourgeoisie environments, and in ecclesiastical settings, moving from area to area and making the connections between musical compositions, musicians, and styles within the overall social, historical and cultural fabric of a region and a particular time period (e.g. France, 16th Century). Through extensive research, our team has decided to use Macromedia's suite of authoring packages which includes Director 4.0, the most powerful and most cost-effective of packages on the market today.

For this demonstration we have selected as a prototype Music at Court-16th Century-France. We begin with a fairly well-known painting by the Master of Female Half-Lengths of three women making music--a vocal composition, "Jouissance vous donneray," by the 16th-Century Parisian composer Claudin de Sermisy. The student will soon see that there are as many as five extant versions of the painting with this piece as a part of the scene and that there are three times as many possibilities for performance. From here a student can click on the music itself to see original manuscripts scores and transcriptions of this piece as it exists in its various guises, as a chanson, or a composition for solo lute, or for solo keyboard. The student can learn about the chanson in general or as it applies to the oeuvre of Sermisy. Video and audio performance in as many as fifteen different combinations ranging from 4-voice a cappella version to voice and instrument and instrumental only are available, as is information on each of the instruments involved in the performances. Students can learn about performance practice of the period--including a chance to examine thorny issues of musica ficta-- about compositional process, about the composer, the place in which he lived and worked, his popularity as revealed in the paintings and in the many concordances and versions for this piece. In addition, students can learn about the role of women in the period, about Mary Magdalene, about dance and about a host of other musical and cultural aspects of life in the Sixteenth Century. We can follow Sermisy on his travels going with him to Italy as he accompanies his patron Francois I. We can follow the path of the piece as it is disseminated in manuscript and print during Sermisy's lifetime and after. The student will be given opportunities at each step to ask and answer questions, testing his knowledge on the way to becoming fluent in the musical language and vocabulary of the period.

Paul Dyck (University of Alberta), Jennifer Lewin (Yale University), and R. G. Siemens (University of Alberta)
The Janus-Face of Early Modern Literary Studies: Negotiating Boundaries

Now in its fourth year of publication, Early Modern Literary Studies (EMLS; http://purl.oclc.org/emls/emlshome.html) is, by many measures, successful. We have about 3,500 regular readers, have now served in excess of 1/4 of a million documents, are indexed by MLA, MHRA, and others, have a mirror site at Oxford, and are archived by the National Library. At this juncture, however, questions old and new need to be addressed.

From the beginning EMLS has needed to define its role as a new publication in a field characterized by established journals. Therein lay a dilemma: on one hand, the journal needed to take advantage of the electronic medium in order to justify using that medium; on the other hand, the journal needed to seem much like a print journal in order to establish its legitimacy as a scholarly resource. The answer in the beginning was to split EMLS into two distinct sections: the journal proper, and interactive EMLS. The journal "proper," which publishes only fully refereed material, continues to face the old question of the legitimacy of non-paper publishing--the stigma of the pixel as it were. Issues here include not only who is reading the journal, but also what credit is given to those who publish in it, as well as access to, and permanence and locatability of the journal.

The other section, interactive EMLS (iEMLS), faces a different set of questions, some old, and others evolving so quickly that they are difficult to identify. A key problem has been that, while the interactive section has had the responsibility to make the most of the electronic medium, its very separation from the refereed section of the journal implies its lesser importance. It is a loosely defined space, potentially exciting and even revolutionary, but also almost completely unrecognized in the system of symbolic capital that powers the academic enterprise. The effort required to fulfil even a fragment of the potential of interactive EMLS requires a commitment that may be completely unrewarded. Beyond this, though, lie questions of just what the section should be doing. While it once seemed natural for iEMLS to make available electronic versions of primary early modern English texts and to offer scholars a space in which to post their works in progress (in order to get comments from other readers), these functions have become less obviously useful.

The answer that the editors are now pursuing is to more closely relate the two parts of the journal, to keep the important distinction between refereed and non-refereed material, but to provide clear passageways through the barrier. The interactive section of the journal, we believe, can facilitate the useful, less formal publication of the processes that lie behind the products of our discipline that make up the refereed section. The key to integrating the two sections of the journal lies in making practical connections between process and product.

Session 7.
10:45 am -12:30 pm
Location: Morriset 219
The Use of Computing Technology in Renaissance Studies II
Joint Session by CSRS and COCH/COSH
Chair: Michael Best (English, University of Victoria)

Rebecca Bushnell (University of Pennsylvania)
Reinventing Rare Books: The "Virtual Furness Shakespeare Library" at the University of Pennsylvania

In the last ten years, many scholars have sought to strip away three hundred years of editing from early literary texts in order to consider them in their original printed forms and to analyze their transmission over the centuries. At the same time, these Renaissance scholars have directed their attention to many long neglected books and images, ranging from broadside ballads to conduct manuals, early maps to family portraits. The drive to read early modern books and unedited texts draws much of its energy from the "sociology of bibliography" and the new textual studies. In his influential essays on Bibliography and the Sociology of Texts, D.F. McKenzie argues persuasively that "the material forms of books, the non-verbal elements of the typographic notions within them, the very disposition of space itself, have an expressive function in conveying meaning" -- and that we lose this meaning if we read only modern edited editions. As Leah Marcus has written in Unediting the Renaissance "to an extent that few of us recognize, our standard editions are shaped by nineteenth-century or even earlier assumptions and ideologies ....'Unediting the Renaissance' is proposed not as a permanent condition, but as an activity that all readers should practice mentally even as they make use of edited texts. It requires a temporary abandonment of modern editions in favor of Renaissance editions that have not gathered centuries of editorial accretions around them." This rethinking of the English Renaissance has also revolutionized the teaching of Renaissance literature and culture at all levels. When a teacher uses unedited texts, original source materials, and the documents of theater history, students enjoy a more direct access to the cultural object. They have more freedom to draw their own maps of the culture, and to make their own decisions about interpretation.

This sea change in English Renaissance studies has not come without its problems. In the days when teachers and students all read and analyzed the same canonical poems and plays in cheap and easily available editions, few practical restrictions inhibited their work. Now, however, only scholars who have the good fortune, time, or funds to have access to major research libraries and rare book collections can pursue this study thoroughly. Further, using unedited texts and images creates problems for teachers: most undergraduates and high school students need a lot of help in construing an early modern text. We must seek new ways to make this new scholarship work, not just for a privileged few in research universities, but for scholars in all sorts of circumstances, and for college and high school teachers and students as well.

Internet technology and the World Wide Web offer a powerful means for disseminating these "raw materials" of English Renaissance culture to a world of students and teachers who lack access to them. While making these materials available for free on the Web, we can reach teachers and students all over the world and show them new ways to understand and use these materials when they study Shakespeare, Milton, or any of the canonical texts of this vital moment of European history. In a unique collaboration between the Department of English and the Department of Special Collections in Van Pelt, a group at the University of Pennsylvania has created a site on the World Wide Web that presents facsimile texts and images from the Penn's vast holdings of early printed materials relating to Shakespeare, theater history, and the early modern period, to which we plan to add explanatory texts and teaching exercises for using these materials. We believe that this project will help to both sustain and renew the study of the English Renaissance for a new generation of teachers and students at all levels.

At the heart of this project is a collection of materials for the study of English Renaissance culture drawn from the Special Collections Department (including the Furness Library) of Van Pelt Library. H.H. Furness, one of the foremost early editors of Shakespeare, built an extensive collection of materials on Shakespeare, with almost all of the English-language editions of his plays, including the first four folios, some early quartos, and other editions up to the present time. The Library also has a large archive of promptbooks, biographies, prints, photographs, letters, scrapbooks (with reviews and news reports about Shakespearean performances and performers), and playbills for the study of early stage history. In addition, the Library contains primary and secondary information about the history of the Renaissance in Europe, and draws on the other rare books from the Short Title Catalogue available in Special Collections.

Beginning in 1996, Rebecca Bushnell (from the English Department) and Michael Ryan (Director of Special Collections) have assembled an electronic archive of images and texts from the Furness [http:www.library.upenn.edu/etext/furness/]. The "Virtual Furness Library" contains images from important texts of the period: at this writing, these include texts and images from Holinshed's Chronicles (1577), Foxe's Book of Martyrs (1613), Heywood's Fair Maid of the West, and Helkiah Crooke's early anatomy book, Microcosmographia, as well as complete folio and quarto editions of King Lear, Nahum Tate's version of King Lear and Pope's edition of the play, and Benson's 1640 edition of Shakespeare's poems (all in facsimile versions). In the next few months we will be adding Cordelia's complaint from The Mirror for Magistrates and sections of Harsnett's Declaration of Egregious Popish Abuses, as well as a set of eighteenth and nineteenth century theatrical illustrations of King Lear.)

We are currently working to expand the Virtual Furness site significantly to create a site with both greater depth, breadth, and networking; and we will build an extensive teaching element into the site, so that it will be accessible and productive for all levels of teachers and students that can use the Web (as well as non-academic users). As such, this project will differ from all similar projects in providing texts and images on the World Wide Web, either currently operating or in preparation. At this time, many people are producing Shakespeare hypertext CD-ROMs and Shakespeare Web sites, as well as on- line sources for other Renaissance materials. Most of these materials, however, are presented as transcribed texts, rather than in facsimile form, and thus they lack the typographical and visual features of the early modern text and image. Second, most of these sites reproduce books or texts in isolation, and they are not designed by scholars and teachers for the teaching of the text. Our project will embed a pedagogical apparatus into the site, with explanatory materials and exercises (we will also include guidance on reading early modern type faces, the printing and form of early books, and resources on teaching performance and theater history).

Mark Feltham (University of Western Ontario) and William Barker (Memorial University)
The Web and the Book: Hypertext and Alciato's Emblematum liber

This paper considers our Web edition of Alciato's Emblematum liber in relation to hypertext and emblem books, and is a continuation of an earlier paper we wrote for the International Emblem Conference at Louvain in 1996. Here we concentrate on the benefits and limitations of the web and hypertext as modes for the representation of text that first appeared in book form.

Our project took its initial inspiration from an earlier project undertaken by a colleague in French emblem literature. In two seminal articles, David Graham describes his work on the emblems of Georgette de Montenay. There he argues that the physical form of the book impedes our reading of such complex textual and visual spaces as emblems: as he notes, the main index of emblems is Henkel and Schöne's Emblemata. Because this is a printed book, it is generally not independently indexable or annotatable by the reader, and the high cost of which presents an additional economic barrier to access, apart from the relative rarity of emblem books themselves. Moreover, emblematic material especially benefits from multimedia possibilities of hypertext, both because of its encyclopedic qualities and its combination of images and text. Graham, following Daniel Russell, argues that the process of reading an emblem involves a decoding of the references and hidden structures implicit therein, and that "such a form of reading is likely to be considerably expedited by the kinds of linking and random access that hypermedia technology can provide" (284).

There are, however, marked differences between Graham's notion of hypertextuality and the web as it is currently evolving. Graham's hypertext allows the reader to negotiate the referential and intertextual complexity of emblematic material by appending electronic notes to the text. Graham's hypertexts consist of files on one particular machine, accessible only from that machine: any one particular version of the texts and images on any one particular machine is open for manipulation, organization, and annotation by a particular reader. In contrast, the Alciato hypertext exists as a single collection of image and text files on the web server at Memorial University: it cannot be directly manipulated by those who access it. However, it is possible to download the files, and organize them using whatever means, electronic or otherwise, available. This limitation, relative to individual hypertext environments, is balanced by the main advantage of the web: inexpensive global access, the cost of which is generally absorbed by institutions such as universities.

Following Alciato, there are now several other websites devoted to emblematic material. Ideally, such sites should be truly interreferential, but such generally is not the case (though in our site we have undertaken to link internal files in the Glasgow project with internal files in our own, these links are far from subtle). Peter Shillingsburg characterizes two main positions regarding electronic text: "glowing enthusiasm for the universal electronic availability of otherwise rare of unique written works and . . . dismal fear of the proliferation of unstable and therefore unreliable texts" (30). Our motives for creating the Alciato hypertext derive most strongly from the first position; however, our current thinking about the project and its development is coloured by the second. As Shillingsburg suggests, there is a middle ground between these positions. Proceeding from Thomas Tanselle's distinction between works and texts of works, we consider our Alciato hypertext in terms of the distinguishing features of both the web and the book.

Robert Whalen (University of Toronto)
Herbertext: Computing The Temple

Mario A. DiCesare's recent edition of George Herbert's Temple reopens debate with respect to editing what is perhaps the 17th century's most famous devotional poet. Of the several sources necessarily involved in such a project, DiCesare argues for the primacy of the Bodleian MS Tanner 307, transcribed by the Ferrar's at Little Gidding from the 'little book', now lost, purported to have been authorized by Herbert from his deathbed. In doing so, DiCesare provides a long overdue alternative to F. E. Hutchinson's 1941 effort and its preference for the first edition of 1633. Both editors provide meticulously executed apparatuses, critical notes and commentary, accurately accounting for numerous variants among the several witnesses. However, in their shared aim of representing a finally integral George Herbert, both assign the earlier Williams MS (Jones B 62) a status of poetic immaturity, or at least the as-yet-not-fully-realized private content of what was nevertheless to become known publicly as Sacred Poems and Private Ejaculations. On the other hand, it is certainly understandable that W's candidacy is considerably limited by the absence of some 95 of the 169 poems constituting the first edition; and after all, DiCesare and Hutchinson each provide a full account of its variants in his respective apparatus. Nevertheless, one cannot help but regret that the only version of Herbert's verse bearing autograph evidence is literally, if critically, marginalized.

Having said this, I neither reject nor disparage the relative 'authority' of either Hutchinson's or DiCesare's very fine work; much less do I champion the Williams MS as a proletariat witness unjustly dwarfed by its historically more prominent successors. These observations are intended, rather, to justify the need for a representation of George Herbert's verse which allows lateral rather than hierarchical access to the several and varying documents accepted as witness to the poet's life, mind and art.

The aim of 'Herbertext' is twofold: Addressing the obstacles and methodological options involved in editing an electronic Temple, it explores recent efforts and theory concerned with the computer-based presentation of polysemous editions and speculates as to how such cyberpoetry might usefully influence the traditional edition-as-book. Hypertextual considerations aside, my proposal also anticipates the generation of a scholarly database and the attendant problems associated with application of a mark-up language and encoding hierarchy that will provide maximum flexibility for potential research initiatives.

It is hoped this paper provides the seed for a long-term project ultimately resulting in the production of an edition of The Temple that will constitute both a valuable research aid and a fresh perspective from which to evaluate and broaden our understanding of George Herbert's contribution to English letters.

Hilary J. Binda (Tufts University)
Hell and Hypertext Hath No Limits: Hypertextual Marlowe and Marlovian Hypertextuality

Marlowe's investigation of the process through which meaning is produced informs this reading of hypertextuality as that which names the simultaneously endless and bounded structure of the electronic text and of textuality more generally. Through a reading of Doctor Faustus and a consideration of the Web site, The Complete Works of Christopher Marlowe (produced by the Perseus Project at Tufts University), I will examine the ways in which electronic editing can facilitate a new kind of scholarship. The earliest extant texts of Doctor Faustus, the 1604 A text and the 1616 B text, present extremely complex editorial issues that our electronic site addresses more effectively than have previous print editions. By establishing links between the A and B texts -- both modernized and original spelling and punctuation -- as well as links between these texts and the "source" text, The English Faust Book, this electronic site enables a kind of reading that challenges the traditional mode of privileging one text as more authentically Marlovian and thereby debasing the other. As Leah Marcus has argued, this kind of side-by-side reading that attends to the potentially nonaccidental status of "accidental" variants "invests the 'author function' with a potential for dynamism and profligacy which it does not have in the Foucauldian paradigm or in the usual assumptions that guide editorial practice." Finally, I will situate electronic editing within the context of theories of hypertextuality and postmodernity: though we speak of hypertext's nonlinear, associative environment, it is the rigorous and linear structuring of the electronic text that, paradoxically, provides the condition for its instability. That is, the combination and recombination of the electronic text, a kind of textual autoeroticism perhaps, is enabled by its fixity, guaranteed in the end by the Aristotelian single hierarchy of TEI-conformant SGML.

Special Session, 8.
12:45-1:30 pm
Location: Morriset 219
Beyond TACT: Planning for the Next Generation of Text Tools

Co-Chairs: Geoffrey Rockwell (Humanities Computing, McMaster University) and Ian Lancashire (English, Toronto)
Panelists:

Edward A. Heinemann (Toronto)

Pierre Kunstmann (Ottawa)

Ian Lancashire, co-chair

Geoffrey Rockwell, co-chair

[From Geoffrey Rockwell]

Text-analysis tools have not evolved much since the development of TACT which was released in the 1980s to take into account the new guidelines for markup. Despite the lack of tools, scholars in the humanities have embarked on a number of projects to create electronic texts and to define markup standards for these texts. For example, the TEI (Text Encoding Initiative) proposed guidelines for scholarly markup of texts typical in the humanities, but we have few research tools capable of taking advantage of TEI markup. A number of electronic text projects are advancing on the assumption that there will be adequate tools soon after they have finished. Now that we have markup standards we need to start building the tools that take advantage of them.

To remedy the absence of research tools that can handle advanced markup the Princeton/Rutgers Center for Electronic Texts in the Humanities has convened two conferences to discuss the needs of the community and to initiate the design of future text-analysis tools. From these conferences has emerged a consensus that what is needed is a distributed collection of development projects aimed at producing modules adapted to particular needs that would become part of a larger set of tools. The idea is that if there are standards for the behaviour of tool modules then the humanities computing community can share the task of developing a set of tools that will work together and such a collection of modules could then be maintained and extended over time by the community. The IconTact project proposes to develop some of the fundamental research text-analysis tools needed for such a set of modules. We propose to do the following.

1.1 Create standards for a)text data types for modular text/data analysis software, and b)interprocess communication (including query language) among modules in such research software.

1.2 Create a foundation suite of modules that adhere to the standards proposed in 1.1 and can be used for the study of and visualization of electronic texts and data. These modules will be designed with the humanities, social science, and computer science research communities in mind.

1.3 Develop a computationally sound infrastructure on which these tools & modules can interact, be deployed, be maintained & scaled accordingly and with facility.

1.4 Create tools and documentation that allow others to easily build modules that adhere to the standards developed in 1.1 or to repurpose existing research software to work with the foundation suite.

1.5 Distribute and disseminate the developments in 1.1-4 so as to encourage the standardization of research tools in this area and to encourage the evolution of these tools.

The central idea is that if the standards are well designed, if there are good foundation tools, and if the standards and foundation tools are appropriately disseminated then the community can both share tools and the tools can evolve through community development. No one project will have to rebuild the whole suite, instead they can add to or replace modules as needed.

__________

With the sheer size and complexity of this enterprise, one critical component is the architecture of the deployment platform. Not only are the new paradigms of component software (promotes modularity) necessary for deployment, but also the most useful features arising from object-oriented approaches**, such as domain modeling[1], distributed component platforms[2], and others.

Consideration is also being given to the environment under which these text and data analysis tools will operate. (See reference[3], for example.) Successful data (and text) manipulation requires that the quality of the subject matter remain undiminished as is well-known in the data warehousing field[4,5]. To this end, attention to the details of the methodological framework[6] must be carefully crafted -- this is above and beyond the usual requirements of system robustness, reliability, scalability and security, which are always attendant to such enterprises.

From a strictly computer science viewpoint, this project offers much research into new and emerging areas of information systems, such as enterprise knowledge management[7], user-centred design and its operational infrastructure[8], performance support systems[9], distributed intelligent agents[10], human-factors considerations[11,12], and visualization under such topics as visual programming[13] and multi-media[14]. Finally the development of a close management structure, required for handling issues of co- design, collaborative programming[15], etc. which, in and of themselves, have become an area of recent concern in the Software Engineering community.

__________

** It is interesting to note that ontological object modeling has been derived from Bunge (Treatise on Basic Philosophy, Vol.3(1977), and Vol.4(1979), (Reidel, Boston, Mass.), and was applied to Object Analysis a decade later by Y.Wnd, "A Proposal for a Formal Model of Objects", in Object Oriented Concepts, Databases and Applications, W.Kim and F.Lechovsky, eds. (Addison-Wesley, Reading Mass., 1989).

References

1 J.Parsons and Y.Wand, "Using Objects for System's Analysis", Comm.A.C.M, 40#2 (December,1997) pp.104-110.

2 D.Krieger and R.Adler, "The Emergence of Distributed Component Platforms", IEEE Computer, 31#3 (March, 1998) pp.43-53.

3 P.Dourick, "Developing a Reflective Model of Collaborating Systems", ACM Trans.Comp.-Hum.Interaction, 2#1 (March, 1995) pp.40-63.

4 K.Orr, "Data Quality and Systems Theory", Comm.A.C.M, 41#2 (February,1998) pp.66-71.

5 T.Rediman, "The Impact of Poor Data Quality in a Typical Enterprise", Comm.A.C.M, 41#2 (February,1998) pp.79-82.

6 R.Fichman and C.Kemerer, "Object Technology and Reuse: Lessons from Early Adopters", IEEE Computer, 30#10 (October,1997) pp.47-59.

7 D.O'Leary, "Enterprise Knowledge Management", IEEE Computer, 31#3 (March,1998) pp.54-61.

8 P.Dowan and R.Choudhary, "Coupling the User Interfaces of a Multi-User Program", ACM Trans.Comp.-Hum.Interaction, 2#1 (March, 1995) pp.1-39.

9 W.F.S.Poehlman, W.J.Garland, A.A.Bokhari, R.J.Wilson, and C.W.Baetsen, "Performance Support Systems and Artificial Intelligent Considerations", Proc. International Nuclear Congress -- INC93, vol.3, on October 3-7, 1993, Toronto, Ontario, Canada, session C21, 8p.

10 B.Nardi, J.Miller and D.Wright, "Collaborative, Programmable Intelligent Agents", Comm.A.C.M, 41#3 (March,1998) pp.104-110.

11 P.DeTina, W.F.S.Poehlman and W.J.Garland, "Using a Cognitive Framework to Improve Human-Computer Interaction for Operators within a Complex Plant Environment", Proc.Computer-Based Human Support Systems: Technology, Methods and Future, June 25-29, 1995 Philadelphia, Pennsylvania, USA (ANS - Human Factors Division) p.17-23.

12 K.Holtzblatt and H.Bayer, "Requirements Gathering: The Human Factor", Comm.A.C.M, 38#5 (May, 1995) pp.31-32.

13 F.Modugno, "Graphical Representation of Programs in a Demonstrational Visual Shell", ACM Trans.Comp.- Hum.Interaction, 4#3 (September, 1997) pp.276-308.

14 F.Brun-Cotton and P.Wall, "Using Video to Re-Present the User", Comm.A.C.M, 38#5 (May, 1995) pp.61-71.

15 J.Nosek, "The Case for Collaborative Programming", Comm.A.C.M, 41#3 (March,1998) pp.105-108.

Session 9.
1:45-3:15 pm
Location: Morriset 219
Moving Research On-line II
Chair: Raymond Siemens (English, University of Alberta)

Rod Heimpel (French, University of Toronto)
Defining Publication in the Electronic Age

Resistance to electronic publishing can be attributed to several issues such as under-developed peer review procedures, copyright issues, encoding problems, lack of professional recognition and the lack of authoritative reference sources. However, even when these institutional and infrastructure problems are resolved to the satisfaction of the majority, I wonder if resistance will not persist. One reason for such resistance, now and in the future, is the lack of coherence among the uses of the word "publication" to refer to publication in its many forms.

Whereas words may be the building blocks of meaning in a shared system of signification, arbitrary meanings mapped onto sequences of sound and text, this does not mean that they escape the influence of the individual's experience. In short, beyond the pit and pendulum of connotation and denotation, words are the vehicle of our beliefs about the world. Metaphors, for example, reveal the very particular way in which language allows us to think about the world: metaphors exist because we accept or assume that one concept can be expressed in terms of another where one is real and fundamental and the other, it analogon, remains abstract and derivative.

Thus, in the case of publication, it is easy to see how some individual speakers with heavy conceptual investments in the notion of "publication on paper" would resist the extension or analogon "electronic publication." I will explore several examples, in French and English, where this may be the case. I will also explore some uses of the concept of publication which tend to push the limits. For example, files are no longer exported in popular word-processing software, but are rather published. Is the output of Microsoft Publisher really published? Does one publish a CD-ROM? Are chap-books publications? Are photocopies publications? Are webpages publications in any sense of the term? In what sense are messages sent to discussion groups published? Is the notion of a peer-reviewed electronic publication perhaps a misguided quest for metaphorical fit? In my paper, I want to suggest that publication is a term that one might best describe as overdetermined, overdetermined by the plethora of technical, institutional and lay meanings which define it. In attempting to sort out the play and interplay of these various forces as they pertain to the concept of publication, I will raise the question of whether finding an alternative lexicon to describe what is variously referred to as publication could provide a viable means of addressing resistance to the electronic medium.

Jean Sebastien (Comparative Literature, Université de Montréal)
Internet et postcolonialisme: mélange explosif pour les publications universitaires

L'intérêt pour la question du post-colonialisme dans les institutions universitaires d'Amérique du Nord et d'Europe a commencé à modifier les rapports de force entre centre et périphérie dans de nombreux champs disciplinaires. On constate ainsi une plus grande diffusion de quelques travaux réalisés dans le Sud par des éditeurs des pays du Nord. Mais alors que dans les pays riches la structure de diffusion de la recherche universitaire est profondément modifiée par l'autoroute de l'information, l'impact risque d'être sensiblement moins important dans les pays les plus pauvres. Et ceci n'est pas sans effet sur le rapport de force entre centre et périphérie dans la recherche universitaire.

Dans son acte de naissance, Internet était un média décentralisé. Cette caractéristique des réseaux ouvre à de nombreuses possibilités de communication horizontale (de citoyen à citoyen, de groupe à groupe). Bien sûr, elle n'appartient pas en propre à Internet. Au sein du milieu universitaire, il y a eu un effort constant pour maintenir ce type de communication par la publication de revues savantes autogérées envers et contre les grands éditeurs commerciaux. Le développement d'Internet a permis l'éclosion de nouvelles revues produites par et pour la communauté universitaire.

Mais le rêve de communication généralisée qui sous-tend les efforts de publication universitaire sous forme numérisée est-il possible pour les infopauvres? Le développement d'Internet n'échappe pas en effet aux logiques sociales et aux clivages entre riches et pauvres. Il est de nombreuses raisons qui expliquent ceci : le coût pour les producteurs de contenu bien sûr, mais aussi des raisons institutionnelles comme les systèmes de partage de profits entre les fournisseurs de service ou la dominance de la langue anglaise pour des personnes dont la langue maternelle n'est pas nécessairement l'une des langues laissées en place par les colons européens.

Dans tous les cas où les communications sont tarifées à la minute, il va de soi que la qualité de la connexion est de première importance. On imagine la différence de coût pour un chercheur du Nord et un chercheur du Sud qui téléchargent un article de même longueur dans un cas avec une liaison à haut débit, dans l'autre sur une ligne téléphonique instable a 200 caractères par seconde.

En terme institutionnel, il faut comprendre que les communications, particulièrement dans le continent africain, passent encore par les réseaux coloniaux. Une communication entre Dakar au Sénégal et Lusaka en Zambie transite par Londres. La répartition des profits est à l'avenant. Deux facteurs pourtant militent en faveur d'une diffusion soutenue, sous forme numérisée, de la recherche provenant des pays du Sud. Premièrement, Internet est à un point tournant en ce qui a trait au développement des contenus. Les difficultés de mise en place de modes de paiement électronique sûrs ont retardé la commercialisation des contenus et ouvrent un moment où il devient possible d'imposer par l'usage des contenus de recherche pertinents, disponibles sans frais pour l'usager (outre les frais de communications bien sur). Par ailleurs, l'intérêt pour la question du post-colonialisme dans les institutions universitaires du Nord ouvre un marché potentiel pour cette diffusion. Non seulement peut-on imaginer la diffusion de revues savantes mises sur pied pour la diffusion électronique, mais aussi la rediffusion sous forme numérique d'articles déjà publiés sur papier, de façon à élargir la diffusion de recherches que la publication originale a peu permis de faire connaître.

Gary Shawver (Medieval Studies, University of Toronto)
Moving Textual Research to the World Wide Web

At present, moving research on-line means moving it onto the World Wide Web. This new medium brings with it both great challenge and great promise. It also requires consideration of some new factors in the publication of research. One such factor is the portability of a research project over time. Ideally, any such project should be "technology proof," i.e. not dependent on any one, proprietary technology. The Web offers a largely non-proprietary, open means of publication for research. Another factor to be considered in the publication of research on-line is common to all scholarly projects. It is the accessibility of the project to its intended audience. In print culture, scholars publish to an audience with a certain intellectual tool-kit. This consists of a person's thinking skills, their knowledge of the subject, etc. On-line publication of research adds another dimension with which the author must be concerned. Such research will be viewed and used by an audience possessing very different intellectual, technical and technological tool-kits. (A "technical tool-kit" is the amount and kind of knowledge of the technology a person brings to a project. A "technological tool-kit" refers to the type of equipment and software used to access the research.) While all scholarly research by definition is intend for an audience possessing a fairly robust intellectual tool-kit, on-line research projects must not assume the same robustness in regard the technical and (most importantly) technological tool-kits of their audience.

Session 10.
3:30-5:00 pm
Location: Morriset 219
Computing the Modernist and Postmodernist Novel
Joint Session by ACCUTE and COCH/COSH
Chair: Michael Groden (English, University of Western Ontario)

Michael Groden (English, University of Western Ontario)
James Joyce's Ulysses in Hypermedia

James Joyce's Ulysses is an ideal literary work to present in computer-based hypermedia. Hypermedia opens up Ulysses in a way that was never possible before. For students and new readers, Ulysses promises to become less intimidating and more comprehensible and enjoyable to read, and for scholars the presentation in this new format will make Joyce's novel more fruitful and rewarding to study. Ulysses in hypermedia can also teach us a lot about the differences between presenting a text in print and on a screen and about the ways in which a text originally written for print changes when it is put into an electronic hypermedia environment.

Hypertext's capabilities for information storage and retrieval mean that an enormous amount of material about Ulysses can be brought together and made easily accessible via links or pull-down menus. This material includes definitions and annotations; criticism and commentary; analysis at the beginning level (plot summaries, basic-level discussion) and also advanced criticism and scholarship; the Odyssey in more than one translation and other sources for Ulysses; links to other parts of Ulysses; photographs, films, and videos; maps; oral pronunciation guides; recorded readings; etc. Combining all this material in one easily accessible place is an extremely useful and attractive aspect of the project.

Besides being a place to put all the previously existing material, however, the hypermedia environment can also be a place for newly written criticism, commentary, and analysis. (“Hypermedia” is “hypertext” plus other media). If this new material is written in hypertext, it will presumably be different both in form and also in content in some crucial and profound ways from criticism written in printed articles and books. By including original material of this kind in the project, I will test these assumptions. This new material will be written by more than one person, so that different approaches are represented (feminism, postcolonial, popular culture, poststructuralism, formalism, etc.). Also, and crucially, Ulysses itself will change in this new environment. Just how it will change can't be known yet, but it surely will differ.

The project's prototype is a beginning step towards the implementation of these ideas. My ACCUTE presentation will consist of a demonstration of the prototype, preceded by a brief introduction.

Carolyn Guertin (English, University of Alberta)
Gesturing toward the Visual: Virtual Reality, Hypertext, and Embodied Feminist Criticism

Feminist critics have been as slow to take up the tools of electronic scholarship as the academy has been at recognizing on-line criticism as a legitimate mode of investigation. Canadian experimental feminist authors and artists, however, are proving more likely to embrace the philosophy, if not necessarily the medium, of electronic possibilities. Through an examination of Nicole Brossard's use of Virtual Reality as a feminist discourse in her novel Baroque at Dawn (Baroque d'aube) and Catherine Richards' body-based, real time art explorations in her Virtual Reality installation pieces entitled The Virtual Body and Curiosity Cabinet, at the End of the Millennium, I will examine the potential for cutting edge hypertext feminist scholarship as a means of articulating Brossard's and Richards' visual aims of embodiment (not dis-embodiment that is so often argued to be the result of electronic mediums). By discussing how Brossard and Richards both use Virtual Reality as a feminine language, I will demonstrate how hypertext offers the potential for realizing embodiment within feminist scholarship itself.

Hypertext can make visible the visual links within and between these artists' works as they engage in finding ways to speak the unspeakable in radically different mediums. Hypertext, as a feminist tool, can speak visible possibilities, performing the nonlinear principles of the unspeakable--as realized metaphorically in both Brossard's fiction and Richards' video art--in ways that are impossible in conventional scholarship. In opposition to traditional, linear, "disembodied theorizing" (Greco), hypertext offers the potential for an embodied, participatory kind of scholarship that opens the door to the reader, inviting her to trace the virtual contours of thought for herself. Of course, examining the subversive potential inherent in hypertext thinking requires a new mode of thought--an ability to circle, go forward, look up, down and around, and backtrack within our scholarship and within our medium. It requires a relinquishment of authority by the critic to the reader: it requires a gift of choice. Feminist hypertext also poses new dangers to the critic; it tempts us to push the critical envelope further as we begin to tentatively venture out of the ivory tower and into the virtual world on-line and beyond.

Donald Theall (English, Trent University)
Joyce's Practice of Intertextuality: The Anticipation of Hypermedia and its Implications for Textual Analysis of Finnegans Wake

Abstract to come.

Dr. Elaine Frances Nardocchio, B.A. St. Francis Xavier University, M.A. Middlebury College, Ph.D. Université Laval, Associate Professor of French at McMaster University -- Born July 5, 1945 in Sydney, Nova Scotia, died peacefully at home, in Toronto, January 3, 1998, after a courageous and in many ways successful struggle against cancer. Survived by her husband Charles Jones and her son Gavin Nardocchio-Jones, as well as by her parents Anthony and Kay Nardocchio and her sisters Carolyn Ross and Patricia Barrington. Sincere thanks to friends, colleagues and health care professionals who helped in so many ways over a three-year period. Open, generous, outspoken and with considerable presence, she served as President of the Canadian Federation of the Humanities (now the Canadian Humanities and Social Sciences Federation) as well as exercising leadership in a wide range of organizations, from the North Toronto Soccer League to the Canadian Consortium for Computing in the Humanities and the PLURALT Interdisciplinary Research Group at McMaster University. Always striving to make a difference, she attended many academic gatherings and ornamented them with her passion and style. The videos that she made for her course on Quebec theatre will contribute to her teaching legacy as will those she made about her strategies for coping with cancer.

In lieu of flowers, donations may be made to the Elaine Nardocchio Memorial Fellowship, Dean of Humanities, McMaster University, Hamilton, Ontario L8S 4L9 or to the Wellspring Foundation, 81 Wellesley Street East, Toronto M4Y 1H6.

(Obituary published in the Globe and Mail and at the funeral service at Glenview Presbyterian Church in Toronto, both on January 6, 1998.)

WEDNESDAY, MAY 27
Session 1. 9:00-10:30 am Location: Morriset 219	*Moving Research On-line I* Chair: Christian Vandendorpe (Lettres françaises, Université d'Ottawa)
	Fabienne Baider (French, University of Toronto) Sexism and Language: What can the Web teach us? My research deals with collocations in French and my corpus consists essentially of computerized data. The collocations I am focusing on are adjectives + homme / femme. I have been defining the lexical fields of these two lexical items by targeting the adjectives with which they are collocated. I found that these lexical fields are themselves symbolic of the roles to which each gender is assigned in our Western society. I am presently working on computerized versions of texts written between the 15th and the 18th centuries. This time frame represents the period during which written French seems to have been defined. The French Academy has been working very hard all along to maintain a linguistic status quo, a status quo which is still alive today. For this presentation, I intend to narrow my research in two ways. First I will focus on the period between 1440 and 1650 (leaving out the 18th century); second I will only consider adjectives whose meaning differs when used with the words femme and homme, such as in English an easy man vs. an easy woman. This restriction exemplifies the contrast in language usage when referring to men or to women; i.e., for the same adjective a different meaning applies when used with the word woman. My primary sources of data consist of computerized dictionaries such as by Firmin le Ver (15th century), computerized by Brian Merrilees, Nicot (16th century), computerized by T. R. Wooldridge, and by Bayle (17th century), on ARTFL. These primary sources allowed me to list the adjectives showing a differential meaning for femme and homme. For instance, fol femme in the 15th century means "prostitute" but fol homme is "a man who is not sensible." In order to check the information obtained from my lexicographic corpus, I am using computerized control texts and mainly the ARTFL database. My findings are of two kinds: 1. Whatever the century, the adjectives used with the words femme and homme, with or without a differential meaning, will tend to describe her "lower" nature. This lower nature refers (i) to the woman's inferior nature and (ii) to her sexual nature: see fol femme, but also femme galante, i.e., une femme galante has been and still is a "courtisane" whereas un galant homme has been since the beginning of the 16th century "un homme du monde"; un homme galant "a courteous man." On the other hand, for the word homme, adjectives describe the male subject as a cultured being. Some cases in point are very common adjectives such as léger/e, facile, savante/e, grand/e, bon/ne, sage, honnete, gros/se. 2. Some women writers tend to use adjectives in a different way with the word femme (differently from male writers). Marguerite de Navarre vs. Rabelais, for example. Marguerite would use the adjective sage in the sense of "wise in making decisions" while at the time that adjective seems already to be used in the canon as a synonym for "pure" or "not frivilous" for a woman. This different usage between male and female authors continued on throughout the 17th century. Madame de Sévigné seems to be the only writer to use the adjective grand in a laudative sense for women. This was not the standard usage of the time and it is still not today's usage: grand homme is a "great man" but grande femme is a "tall woman." I would, of course, need more examples to draw stronger generalizations but ARTFL, which represents canonical French literature, does not contain enough texts written by women to draw definite conclusions. However, this database provides enough information to formulate questions and define some trends. In conclusion, because male writers are prominently present in French literature, their way of using French is also the way which prevails in our everyday language. This paper is then suggesting that language, and namely French, is women's language because they are human beings; however it may not be entirely theirs because they are female. References Baider, Fabienne. Winter 1996. "Linguistics, Gender and Technology." Feminist Research Quarterly (University of Wisconsin). Bayle, Pierre. Dictionnaire historique et critique. See <URL: http://humanities.uchicago.edu/ARTFL/projects/bayle/#ARTFL>. Merrilees, Brian, William Edwards, and David Megginson. May 1996. "Editing and Concording the Dictionarius of Firmin Le Ver (1440." CCH Working Papers. <URL: http://www.epas.utoronto.ca:8080/epc/chwp/titles.html#Articles>. Wooldridge, T. R. Jean Nicot's Thresor de la langue française (1606). <URL: http://humanities.uchicago.edu/forms_unrest/TLF.html>.
	Pierre Kunstmann and France Martineau (Lettres françaises, Université d'Ottawa) Chretien de Troyes sur le Web Sur le site Web du Laboratoire de Français Ancien de l'Université d'Ottawa, notre groupe de recherche (P. Kunstmann et F. Martineau, U. d'Ottawa; A. Ogden et K. Uitti, U. Princeton) veut offrir, à titre gratuit et en toute liberté, un instrument de consultation et de recherche, puissant et nouveau, consacré à l'œuvre la plus achevée du plus célèbre romancier français du moyen âge, le Chevalier au Lion (ChL) de Chrétien de Troyes. Capitalisant ce qui a déjà été accompli à Ottawa (le Dossier électronique du ChL, accessible actuellement sur le site de notre laboratoire) et nous inspirant de l'exemple du Projet Charrettede Princeton (portant sur un autre roman de Chrétien), nous préparons une présentation de tous les manuscrits du ChL, avec analyse et interprétation, qui constituera un ensemble de documents indispensable à toute critique future - à toute édition critique, à toute critique des éditions de cette œuvre. Notre but est de montrer à un public cultivé la lettre des textes, accompagnée d'une série d'index, d'une étude de la langue ainsi que d'un vocabulaire complet de chaque copie manuscrite.
	Roda P. Roberts and Lucie Langlois (School of Translation and Interpretation, Université d'Ottawa) The Use of the Web in Lexicographic Research The interuniversity, pan-Canadian research project entitled officially “Comparative Lexicography of French and English in Canada” has as its primary objective the creation of a French-English, English-French dictionary that reflects Canadian usage. This project, informally called the Bilingual Canadian Dictionary Project (BCD), makes maximum use of computerized tools, both for research and for production. This presentation will discuss the role of the World Wide Web in this project. Contrary to expectations, the WWW plays a relatively minor, supporting role in our project. It is used primarily for promotion purposes (we have a Web site) and for transmission and consultation of data between the three project centres (in Ottawa, Montreal, and Quebec). However, we use it sparingly for research for three main reasons. First, the sheer quantity of documents available on the Web is daunting. A time-limited and budget-restricted project cannot afford to spend hours on end browsing the Web. So the BCD project limits Web consultation to situations where our specific documentation is insufficient for our needs. Second, although there is a vast amount of documentation on the Web, it is of unequal quality as far as style is concerned. Since a dictionary aims to represent characteristic usage, rather than usage peculiar to given writers, indiscriminate use of documents on the Web is dangerous. Third and perhaps most important is the fact that our research involves lexical units, not topics. Web browsers are inadequate for lexical research as they do not include concordance programs, which allow research on specific lexical units. Given these disadvantages of the Web, the BCD project tends to use its own databases as a starting point. It is only when the information they provide is insufficient for our needs that we turn to the Web. We will conclude this presentation by showing how we use the Web for lexicographic research.
Session 2. 10:45 am -12:15 pm Location: Morriset 219	*Editing Correspondence* Joint Session by ACCUTE and COCH/COSH Chair: Penelope J. Gurney (Ottawa)
	Douglas Chambers (English, University of Toronto) John Evelyn's Correspondence: Hypertext in the 17th and 20th Centuries John Evelyn (1620-1706) is known today principally for his Diary, a lifelong record of his literary, political, and social activities in the principal circles of 17th-century society. His Letter Copybooks look like a straightforward transcription of the letters he sent. His preservation of them in the copybooks, however, is only part of a continuous process of revision that reflects his performance of himself as essayist and lecturer in the correspondence generally. This is especially the case in correspondence with such literary men as Cowley and Pepys. In most of these letters, Evelyn places himself within the epistolary tradition of the Romans and hence as much addresses Cicero, Seneca, and Pliny as his contemporaries. In so doing, he points to the overlaps in English between the two Latin genres "litterae" and "epistolae" and creates a genre in English that is not simply a matter of "communication".
	Edward A. Heinemann (French, University of Toronto) Notional Fields and the Usebase-assisted Creation of the Thematic Index to the Correspondence of Françoise de Graffigny The proposed paper would describe preliminary methods and results in indexing Volume 1 (letters 1-144, 1718 to June 1739) of a projected fourteen volumes. The project, essentially a series of portraits of notional fields, derives from the coincidence of three developments: research into the esthetics of repetition in the Old French epic which is relying more and more on the UseBase component of TACT, a decade-long experiment with an undergraduate course in computer-assisted literary analysis, and the daunting prospect of compiling an index to several thousand letters. After converting the typesetter's codes to a workable markup of the textbase, we have begun compiling references to individuals and to topics likely to merit inclusion in the final index to the complete correspondence. A set of references to individuals, that is the various abbreviations and pseudonyms used to disguise identities from any of the many unintended readers who might happen to pry into the letters before they reached their intended recipient, constitutes, in effect, a narrow instance of the notional field. More obviously thematic are areas like health and medicine, theatre, poetry and literature in general, personal finance, prices, censorship, clothing, transportation, etc. Two sets of interests are at work. The Graffigny editors will decide on the topics included and on the presentation of the index. Our team, with a linguistic and literary perspective, is working on procedures for drawing the portrait of a notional field, so to speak, with the aid of UseBase. The computer more or less dictates that the point of departure be a set of string searches; our function is attaching signifieds to signifiers (lemmatizing, separating homographs, separating meanings of polysemous words) after which we use the computer to keep an index to the signs we have identified. Working on furniture, for example, we have sorted the 62 occurrences of table and 4 of tables, first into the verb and the noun, and then the noun into the piece of furniture and the metonymy for a meal, as follows: table.vb table\| la\| dessus table.subst table -(table \| la \| dessus), tables table.meuble @table.subst -@table.repas table.repas (a, de) \|>@table.subst, a \| sa \| >@table.subst, la \| >table \| de \| belinde, le \| tems \| de \| la \| >table, en \| pleine \| >table Although the notional field of furniture has not yet revealed any startling new insights, it may be of interest that Mme de Graffigny mentions a bidet in letters 36 (October 6, 1738) and 123 (April 28, 1739). Fanny Beaupre and Roger-Henri Guerrand, following the Tresor de la langue francaise, date the first attestation of the word in this sense to the end of 1739, where it is printed on the card of Remy Peverie, maitre tourneur in Paris (Le Confident des dames, le bidet du XVIIe au XXe siecle: histoire d'une intimite [Paris: La Decouverte, 1997], pp. 16-17). Judging from Mme de Graffigny's casual allusion to the object without any explanation of the word in these two letters, the object and the word were in fairly general usage in polite circles by 1738. Working from the set of occurrences of words thus organized to describe the notional field and indexed in the textbase, we are constructing a thematic guide to the wealth of information about daily life in mid-eighteenth-century France found in this prolific correspondence.
	Katharine Patterson (English, Simon Fraser University) Mapping Anna Jameson's Associative Links with the Victorian Intellectual Community: The Computer-assisted Construction of a Network Profile My paper will describe the construction of a visual network profile for the Victorian writer, Anna Brownell Jameson, using data held in a FileMaker Pro 4 relational database which is being derived primarily from her largely unpublished correspondence. Jameson's network profile is part of a larger project, that of mapping and describing the interconnections between and among women writing in England between roughly 1820 and 1870 for a study of the social construction of the Victorian woman writer. The database, when it is augmented with data drawn from other correspondences, will also function as a gateway to an epistolary corpus of the letters of Victorian women writers. A network profile, a sociological method for recording visually an individual's interpersonal relationships, reveals how a person is connected to various social groups in a community. This profile or diagram is one way of ordering and viewing a personal correspondence which may run to at least several thousand letter texts written over a period of, say, fifty or sixty years, a vast and unwieldy textual body in which many, many more people are named than simply the addressees of the letters. When all the people with whom the letter writer had personal contact are recorded on a diagram, and the links between the individual's personal contacts are also drawn, then the individual profile shows quite vividly how various social groups are constructed and linked in a broader community. Particular groups can then be described and investigated by constructing profiles for selected individuals in them; overlaying the profiles clarifies the group profile still further as well as showing the lines of communication between groups in one or more communities. Anna Jameson (1794-1860), along with Harriet Martineau and Mary Russell Mitford, was one of the first Victorian women writers to make a reputation as a multi-faceted professional writer rather than solely as a novelist or poet. Famous as the art historian whose works accompanied most Victorian travellers to Italy, she also wrote on a variety of subjects for the major journals, and was instrumental in the founding and development of the Englishwoman's Journal (1858), widely acknowledged as the first feminist periodical. She had intimate friendships with Elizabeth Barrett Browning, Lady Byron, Ottilie von Goethe, as well as friendships with Martineau, Mitford, and a large number of other less well-known writers, artists, and intellectuals on three continents. Jameson's network profile, therefore, not only documents the outlines of a female literary group, but also shows the associative links among the women in it, and between other groups such as their male literary peers, and various religious, political, and artistic groups in Great Britain, the United States, and on the Continent in the middle part of the nineteenth century. Because so many names, with multiple variants, must be recorded for a profile, that information documented, and the links between individuals also recorded, my research assistant and I are creating a relational database using Filemaker Pro 4 to store and order the data. In my paper I shall discuss the challenges presented by working with a large, almost entirely unpublished correspondence, and the design of its complementary database; I shall also demonstrate the database's use in constructing the network profile.
12:45 - 1:30 pm Location: Morriset 219	*COCH/COSH General Meeting*
Session 3. 1:45-3:15 pm Location: Writing Centre (Simard 0021)	*Moving Teaching On-line I: French* Chair: Pierre Kunstmann (Lettres françaises, Université d'Ottawa)
	Pascal Michelucci (Etudes françaises, University of Toronto) Guide Pratique des études en français Ma conférence vise à la présentation raisonnée du Grimoire, un ensemble de matériel pédagogique pour l'apprentissage de la langue et de la civilisation françaises. Je soulignerai plus particulièrement, par une visite d'illustration à travers ce site d'Internet, les principes cognitifs qui sous-tendent l'organisation et la présentation des contenus dans le site. Au niveau de la navigation (redondances, tables des matières, menus, enchâssement des documents) et de la présentation du texte (formatages typographiques, listes, tableaux). En ce qui concerne les avantages didactiques à passer du manuel de grammaire qui sert de référence/ressource à une grammaire pensée pour l'apprentissage, à la faveur des possibilités offertes par l'hypertextualité. Celle-ci résout heureusement les apories de la grammaire componentielle atomistique, en ouvrant vers une manifestation plus holiste de la langue en usage, en plus de la faire pratiquer dans le cadre de l'exercice des compétences réceptives en lecture (zapping, exemplification). Au niveau de l'approche de la civilisation et de l'exploitation des ressources internautiques du domaine français dans lesquelles il est commode et pratique de puiser. L'hypertextualité met à la disposition de l'usager un ensemble de textes et d'images ad hoc pour l'appropriation des contenus, en plus de favoriser l'accès au sens immanent avec les renvois lexicaux d'usage.
	Christian Vandendorpe (Lettres françaises, Université d'Ottawa) Un cours de français écrit par ordinateur Au cours de cet atelier, les participants prendront connaissance de la façon dont est organisé le cours de mise à niveau en français écrit de la Faculté des Arts (FRA 1710). Présentation du test informatisé (EPIGRAM), du parcours de l'étudiant et des logiciels de travail (Communication écrite, La Phrase simple). Réflexion sur les défis que présente la formule utilisée.
Session 4. 1:45-3:15 pm Location: Morriset 219	*Moving Teaching On-line II: English* Joint Session by ACCUTE and COCH/COSH Chair: Geoffrey Rockwell (Humanities Computing, McMaster University)
	Keith Lawson (English, Acadia University) Teaching the Wired Student This paper is composed of my observations and reflections on teaching a first-year composition course using notebook computers, a wired classroom, and a lot of material--found or created--on the World Wide Web. I am interested in discussing the ways in which technology and the world wide web affected the class and the students. Broadly speaking, the technology put pressure on the course from two directions. First, it changed the class and the course material significantly, calling into question not only the type of material that needed to be taught, but also altering the dynamic of the class. Second, the technology and especially the web were a significant presence in the academic and non-academic experience of the students, predetermining their response to (their reading of) course material in hard-to-predict ways.
	Alexandra Pett, Sabrina Reed, Jerre Paquette, and William Bunn (Mount Royal College) Thresholds: New Ventures in Teaching Composition Is it possible to teach composition to classes of 75 students? Will students' writing skills and ability to think and write critically improve demonstrably in a fifteen week course that involves the use of large classes, an open computer lab, a team of markers and lab monitors, and grammar software? How quickly will they learn Microsoft office, with its P-mail and attachments, the internet, and the word processing for windows' format? With these questions in mind and many more, five college instructors set out to question the assumption that students learn to write best in small classes, with one dedicated instructor who marks their essays. To establish the context, we plan to discuss the rationales behind the project, including the need for a new computer lab for an English department that provides instruction for approximately 5,000 students each year, and formats that were not getting students to make substantial improvement in their writing. The next step will be to take an inventory of some of the software we looked at to see if it would provide the answers to our need for interactivity among students in the class. One of the packages, Daedalus, offered excellent opportunities for students to learn brainstorming techniques but did not do enough to justify the expense. Norton Textra Connect proved cumbersome. Having established the basis for the pilot project, we will then talk about the software we eventually selected and the team based approach to designing a fifteen-week plan. The most difficult part of this plan involved setting up groups and monitoring their activity in sending each other essays for on-line peer review. Mostly, students tried to avoid sending each other materials for commentary. They preferred in class discussion or, in some cases, found ways to get out of doing effective commentary of each other's writing. In part, this reluctance to do group work stemmed from the lecture presentations in the large lecture hall that set up a pattern of instructor to student connection. On the other hand, the large class size led to increased group energy and multilayered communication. One of the most successful instructional strategies was the use of e-mail to involve students in talking to their instructors and getting feedback on their writing. As well, students tended to be more honest in giving their reactions to their reading in the e-mail than they did in face to face communication. For at least one member of the team, the e-mail opened up a whole new venture in teaching. Since two professional evaluators from the college's department of institutional analysis were assigned to assemble data, the project received a lot of extensive analysis from those not involved in the teaching. Detailed course evaluations were set up to get students' reactions to the technology. Assessment also included students' views of the use of a team of five markers and the grammar software. Since the writing course also embraced a literature based approach and asked students to read extensively in an anthology called Thresholds, which gave us a course thesis statement, overall project evaluations had to take in content as well as process. Even before the data emerged, we knew that the team approach allowed for greater objectivity in assessment. Having set grammar competency as an outcome that could be measurable using multiple choice questions (electronically scanned), the team insisted that students achieve a basic standard of correctness in sentencing in order to pass the course. Using a common diagnostic test at the beginning, a common mid-term and final exam, the team providing uniformity for five large sections. The cohesiveness also gave credibility to the course in basic composition which is important to student success in university today yet all too often ignored in the curriculum of English departments.
	Patricia Rigg (Acadia University) Strategies of Pedagogy in the Wired Classroom Over the past few years, many of us have engaged in discussions about the influence of technology on pedagogy. I teach at a fully wired university with students and faculty using laptop computers in the classroom. The laptop program was instituted in September of 1996 with 365 students, and I was part of the pilot program, so this is my second year of teaching in the "wired" classroom. All first year students at my institution must now lease a laptop, and most of the faculty are either involved in the program now or anticipating moving into the electronic classroom in the next year. In the classroom, I use an interactive program called NortonTextra Connect. It allows students to enter electronic group discussions, to engage in peer revision, and to post or submit work to me electronically. I can enter group discussions, monitor discussions electronically, grade submitted work electronically, and return it electronically as well. I use power point instead of a blackboard and the students type their notes on their laptops. My syllabus "evolves" as I make links to pertinent material during the term. I use Netscape frequently and, of course, email to continue discussions with students when necessary. This year I am engaged in a collaborative writing project with a class comparable to mine at Wake Forest University in North Carolina: a colleague at Wake Forest and I have devised a term long project in which we use Lotus Notes to connect our students electronically for peer revision. The project will culminate in a web page on which the students' work will be published. All of these activities have entailed much time and effort, both on my part and on the part of my students. During the process, I have come to recognize the need to develop teaching strategies very different from those traditionally employed. In fact, although I began this whole process insisting that I would do what I had always done--teach English--and that only the medium through which I would teach would change, I have since decided that my assumptions were naïve. I realize that technology, as I experience it, brings about changes that are swift and that make many of the conventions of pedagogy inappropriate in this new setting. Since other members of the profession will inevitably have to deal with similar circumstance in the future, I would like to discuss some of the challenges I have faced. I think there are several ways in which I could bring some fruitful discussion to the ACCUTE conference, but perhaps the most useful format for a discussion of this type might be a panel discussion of faculty like me who have used technology fairly extensively in their teaching. Ideally, the discussion would be preceded by a demonstration of this technology, complete with student assignments and course materials, to ensure that the focus of the presentation is pedagogy, with an understanding that the technology is in place and that we need practical means of dealing with some of the consequences of that reality. If a panel is not possible, I would be willing to offer a presentation myself.
Session 5. 3:30-5:15 pm Location: Morriset 219	*The Internet Shakespeare* Chair: Elizabeth Grove-White (English, University of Victoria)
	Raymond Siemens (English, University of Alberta) Annotating Shakespeare: Intertextuality, Semantic Patterns in Textual Structures, and the Hypertextual Navigation of Accumulated Knowledge As Northrop Frye noted over a decade ago, . . . three of the most seminal mechanical inventions ever devised, the alphabet, the printing press, and the book, have been in humanist hands for centuries. The prestige of humanists in the past came largely from the fact that they lived in a far more efficient technological world than most of their contemporaries. (7-8) Rooted assumptions such as this, my paper examines one potential role of the new humanism -- particularly, that offered by the text-related computing practices residing at its core -- in the navigation of today's electronic knowledge-structures (including, and especially, the Internet), those academy-based and beyond. Argument Vannevar Bush's 1945 discussion of the problems, specifically that of management, associated with the gross accumulation of scientific knowledge has considerable relevance to the new humanist. Aside from being the oft-acknowledged source for the idea of hypertext -- that process of, in Bush's words, "building a trail of many items" -- the reference-point for Bush's own argument towards the memex bears a striking resemblance to the Wissenschaft period of humanistic knowledge-accumulation; of this period, Frye comments: . . . its great scholars amassed an awesome amount of information. Its imaginative model was the assembly line, to which each scholar "contributed" something, except that the aim was not to produce a finite object like a motor car, but an indefinitely expanding body of knowledge. (4) While few have explicitly followed Frye's examination of the problems associated with Wissenschaft-era accumulation, Winder has elaborated Frye's argument in the terms of the new humanist, concluding that in our own period, the neo-Wissenschaft era, "brings with it . . . issues of retrieval and reuse," the challenge for us being to be "as efficient at retrieving the information we produce as we are at stockpiling it" with the assistance of the computer, the "humanist's machine" (164-5). The specifically-humanistic context into which Frye and Winder transpose the challenge presented by Bush is quite appropriate, and not only because of the way in which the hypertextual theory associated with the memex has been assimilated into a common understanding of what it is one means by "text"; it is also appropriate because of the way in which a new humanistic understanding of text can contribute, firstly, to the notion of hypertext as initially presented by Bush and practiced by others since and, secondly, to the problem of information management and navigation Bush articulated some fifty years ago. In its exploration of the potential for hypertextual navigation offered by the new humanistic understanding of text, my argument analyzes a very traditional humanistic activity -- that of annotating a scholarly edition (in this case, one of Shakespeare's works), with all its varied aspects and inherent peculiarities -- examining, through that activity, the explicit foundations of intertextual relations and, further, the clues thereof that are offered to the humanist investigating the nature of semantic patterns in textual structures with the assistance of the computer. Urging that semantic patterns themselves operate, with machine facilitation, in ways akin to hypertextual links, the paper concludes with the suggestion that the act of "building a trail of many items" through our accumulated knowledge, as Bush proposed, is largely already completed: not by those manufacturing hypertextual structures today but, rather, by those who originated the very texts that makeup today's electronic knowledge-structures. Works Cited Bush, Vannevar. "As We May Think." <URL: http://www.isg.sfu.ca/~duchier/misc/vbush/>. Rptd. from Atlantic Monthly 176 (July, 1945): 101-108. Frye, Northrop. "Literary and Mechanical Models." Keynote address presented at the at the Joint International Conference of the Association for Computers and the Humanities and the Association for Literary & Linguistic Computing, University of Toronto, Toronto, Ontario (June, 1989). 3-13 in Ian Lancashire, ed. in Research in Humanities Computing 1: Select Papers from the ALLC/ACH Conference. Oxford: Clarendon P, 1991. Winder, William. "Texpert Systems." 159-66 [B.35 <URL: http://www.epas.utoronto.ca:8080/epc/chwp/winder2/>] in R.G. Siemens and William Winder, eds. Scholarly Discourse and Computing Technology: Perspectives on Pedagogy, Research, and Dissemination in the Humanities. [A special issue of] Text Technology 6.3 (1996) and Computing in the Humanities Working Papers (April 1997) <URL: http://www.epas.utoronto.ca:8080/epc/chwp/>.
	Michael Best (English, University of Victoria) Playing Many Parts: The Internet Shakespeare Editions as a Multiple Resource A Shakespeare site on the Internet has the particular challenge -- and opportunity -- to make connections between the artifacts of an earlier age and the perception of those artifacts in the modern period. Shakespeare studies have a long tradition of both criticism and performance; a scholarly print edition of his plays will normally include an introduction that offers a history of the reception of the play both in literary criticism and stage tradition. The continuity of response to the plays since the Renaissance in these two activities provides an unusually complete record of changes in fashion and perception. The capacity of the computer to archive large quantities of data and to create links of many kinds between materials of different media provides an opportunity for an Internet edition of Shakespeare to become a unique research resource by interrelating representations of the original texts and modern redactions of them to a range of historical and critical materials A major aim of the Internet Shakespeare Editions is to provide the tools for scholars to make connections, both within Shakespeare's works and those of his contemporaries, and between the writings of the Renaissance and the performances of the present day. The purpose of this paper will be to discuss some strategies for collecting, organizing, and making accessible the daunting range of data that this endeavour makes relevant.

4:30-6:30 pm Location: Book Fair (Montpetit Hall)	Rector's Reception

THURSDAY, MAY 28
Session 6. 9:00-10:30 am Location: Morriset 219	*The Use of Computing Technology in Renaissance Studies I* Joint Session by CSRS and COCH/COSH Chair: John LePage (English, Malaspina University-College)
	Raymond Siemens (University of Alberta) The Use of Computing Technology in Renaissance Studies: A Brief Introduction to the CSRS and COCH/COSH Joint Sessions Reflecting larger societal trends, the past several years have seen a rise in the importance of computing technology to our work; they have also seen an increased recognition of the body of scholarly approaches and tools, influenced by the electronic medium, that aid in one's teaching, study, and research. The New Humanism, Project Gutenberg, the Electronic Renaissance: nominal allusions abound that suggestively ally this late twentieth-century movement with the print-oriented technological revolution in the period of our study; urging that such comparison may not be ill-founded are a large number of valuable computing tools and resources available today to Renaissance academics (and, of course, far beyond this group). These sessions seek to explore ways in which computing technology has added and can add to the field of Renaissance studies.
	William R. Bowen (University of Toronto) Creating a Gateway to the Renaissance: The Iter Project This presentation will focus on the present and the future of Iter, a project which began as a response to the need of scholars for a timely, comprehensive, and accessible database of articles and other scholarly writings on the Renaissance. Today Iter offers a substantial bibliography of journal articles and has started to create additional databases of resources pertaining to the period 1300 to 1700. Now, having established the standards and procedures for its online databases, Iter is ready to take the next step. By taking advantage of the Web environment, Iter will build active links not only between its own databases, but also to the texts themselves and to other online resources. In this way, Iter proposes to fulfil its promise as a gateway to the Renaissance, and, at the same time, to present a model for the future of online bibliographies and databases.
	Susan Forscher Weiss and Ichiro Fujinaga (The Peabody Conservatory) A Study of Early Music on CD-ROM A team of professors and students from The Peabody Conservatory of Music and The Johns Hopkins University have joined together to produce a CD-ROM based multimedia learning environment for the study of Medieval and Renaissance Music. The proposed computing application will enhance the classroom experience through the incorporation of various media, including live performances of the music on instruments from the period, digitized images of scores and paintings, videos demonstrating performance techniques and well-written, comprehensive texts, all easily accessible through an intuitive and attractive user-interface. The current available texts, anthologies and recordings are woefully inaccurate, inadequate, and uninspired. When students are limited to these materials many lose interest in the subject matter. The proposed application will allow the student to work at his or her own pace, to take an active role in the learning and discovery process and to delve more deeply into the rich sources of information concerning musical performance culture and history before 1700. Students will be able to explore music in civic settings, in aristocratic ones, in bourgeoisie environments, and in ecclesiastical settings, moving from area to area and making the connections between musical compositions, musicians, and styles within the overall social, historical and cultural fabric of a region and a particular time period (e.g. France, 16th Century). Through extensive research, our team has decided to use Macromedia's suite of authoring packages which includes Director 4.0, the most powerful and most cost-effective of packages on the market today. For this demonstration we have selected as a prototype Music at Court-16th Century-France. We begin with a fairly well-known painting by the Master of Female Half-Lengths of three women making music--a vocal composition, "Jouissance vous donneray," by the 16th-Century Parisian composer Claudin de Sermisy. The student will soon see that there are as many as five extant versions of the painting with this piece as a part of the scene and that there are three times as many possibilities for performance. From here a student can click on the music itself to see original manuscripts scores and transcriptions of this piece as it exists in its various guises, as a chanson, or a composition for solo lute, or for solo keyboard. The student can learn about the chanson in general or as it applies to the oeuvre of Sermisy. Video and audio performance in as many as fifteen different combinations ranging from 4-voice a cappella version to voice and instrument and instrumental only are available, as is information on each of the instruments involved in the performances. Students can learn about performance practice of the period--including a chance to examine thorny issues of musica ficta-- about compositional process, about the composer, the place in which he lived and worked, his popularity as revealed in the paintings and in the many concordances and versions for this piece. In addition, students can learn about the role of women in the period, about Mary Magdalene, about dance and about a host of other musical and cultural aspects of life in the Sixteenth Century. We can follow Sermisy on his travels going with him to Italy as he accompanies his patron Francois I. We can follow the path of the piece as it is disseminated in manuscript and print during Sermisy's lifetime and after. The student will be given opportunities at each step to ask and answer questions, testing his knowledge on the way to becoming fluent in the musical language and vocabulary of the period.
	Paul Dyck (University of Alberta), Jennifer Lewin (Yale University), and R. G. Siemens (University of Alberta) The Janus-Face of Early Modern Literary Studies: Negotiating Boundaries Now in its fourth year of publication, Early Modern Literary Studies (EMLS; http://purl.oclc.org/emls/emlshome.html) is, by many measures, successful. We have about 3,500 regular readers, have now served in excess of 1/4 of a million documents, are indexed by MLA, MHRA, and others, have a mirror site at Oxford, and are archived by the National Library. At this juncture, however, questions old and new need to be addressed. From the beginning EMLS has needed to define its role as a new publication in a field characterized by established journals. Therein lay a dilemma: on one hand, the journal needed to take advantage of the electronic medium in order to justify using that medium; on the other hand, the journal needed to seem much like a print journal in order to establish its legitimacy as a scholarly resource. The answer in the beginning was to split EMLS into two distinct sections: the journal proper, and interactive EMLS. The journal "proper," which publishes only fully refereed material, continues to face the old question of the legitimacy of non-paper publishing--the stigma of the pixel as it were. Issues here include not only who is reading the journal, but also what credit is given to those who publish in it, as well as access to, and permanence and locatability of the journal. The other section, interactive EMLS (iEMLS), faces a different set of questions, some old, and others evolving so quickly that they are difficult to identify. A key problem has been that, while the interactive section has had the responsibility to make the most of the electronic medium, its very separation from the refereed section of the journal implies its lesser importance. It is a loosely defined space, potentially exciting and even revolutionary, but also almost completely unrecognized in the system of symbolic capital that powers the academic enterprise. The effort required to fulfil even a fragment of the potential of interactive EMLS requires a commitment that may be completely unrewarded. Beyond this, though, lie questions of just what the section should be doing. While it once seemed natural for iEMLS to make available electronic versions of primary early modern English texts and to offer scholars a space in which to post their works in progress (in order to get comments from other readers), these functions have become less obviously useful. The answer that the editors are now pursuing is to more closely relate the two parts of the journal, to keep the important distinction between refereed and non-refereed material, but to provide clear passageways through the barrier. The interactive section of the journal, we believe, can facilitate the useful, less formal publication of the processes that lie behind the products of our discipline that make up the refereed section. The key to integrating the two sections of the journal lies in making practical connections between process and product.
Session 7. 10:45 am -12:30 pm Location: Morriset 219	*The Use of Computing Technology in Renaissance Studies II* Joint Session by CSRS and COCH/COSH Chair: Michael Best (English, University of Victoria)
	Rebecca Bushnell (University of Pennsylvania) Reinventing Rare Books: The "Virtual Furness Shakespeare Library" at the University of Pennsylvania In the last ten years, many scholars have sought to strip away three hundred years of editing from early literary texts in order to consider them in their original printed forms and to analyze their transmission over the centuries. At the same time, these Renaissance scholars have directed their attention to many long neglected books and images, ranging from broadside ballads to conduct manuals, early maps to family portraits. The drive to read early modern books and unedited texts draws much of its energy from the "sociology of bibliography" and the new textual studies. In his influential essays on Bibliography and the Sociology of Texts, D.F. McKenzie argues persuasively that "the material forms of books, the non-verbal elements of the typographic notions within them, the very disposition of space itself, have an expressive function in conveying meaning" -- and that we lose this meaning if we read only modern edited editions. As Leah Marcus has written in Unediting the Renaissance "to an extent that few of us recognize, our standard editions are shaped by nineteenth-century or even earlier assumptions and ideologies ....'Unediting the Renaissance' is proposed not as a permanent condition, but as an activity that all readers should practice mentally even as they make use of edited texts. It requires a temporary abandonment of modern editions in favor of Renaissance editions that have not gathered centuries of editorial accretions around them." This rethinking of the English Renaissance has also revolutionized the teaching of Renaissance literature and culture at all levels. When a teacher uses unedited texts, original source materials, and the documents of theater history, students enjoy a more direct access to the cultural object. They have more freedom to draw their own maps of the culture, and to make their own decisions about interpretation. This sea change in English Renaissance studies has not come without its problems. In the days when teachers and students all read and analyzed the same canonical poems and plays in cheap and easily available editions, few practical restrictions inhibited their work. Now, however, only scholars who have the good fortune, time, or funds to have access to major research libraries and rare book collections can pursue this study thoroughly. Further, using unedited texts and images creates problems for teachers: most undergraduates and high school students need a lot of help in construing an early modern text. We must seek new ways to make this new scholarship work, not just for a privileged few in research universities, but for scholars in all sorts of circumstances, and for college and high school teachers and students as well. Internet technology and the World Wide Web offer a powerful means for disseminating these "raw materials" of English Renaissance culture to a world of students and teachers who lack access to them. While making these materials available for free on the Web, we can reach teachers and students all over the world and show them new ways to understand and use these materials when they study Shakespeare, Milton, or any of the canonical texts of this vital moment of European history. In a unique collaboration between the Department of English and the Department of Special Collections in Van Pelt, a group at the University of Pennsylvania has created a site on the World Wide Web that presents facsimile texts and images from the Penn's vast holdings of early printed materials relating to Shakespeare, theater history, and the early modern period, to which we plan to add explanatory texts and teaching exercises for using these materials. We believe that this project will help to both sustain and renew the study of the English Renaissance for a new generation of teachers and students at all levels. At the heart of this project is a collection of materials for the study of English Renaissance culture drawn from the Special Collections Department (including the Furness Library) of Van Pelt Library. H.H. Furness, one of the foremost early editors of Shakespeare, built an extensive collection of materials on Shakespeare, with almost all of the English-language editions of his plays, including the first four folios, some early quartos, and other editions up to the present time. The Library also has a large archive of promptbooks, biographies, prints, photographs, letters, scrapbooks (with reviews and news reports about Shakespearean performances and performers), and playbills for the study of early stage history. In addition, the Library contains primary and secondary information about the history of the Renaissance in Europe, and draws on the other rare books from the Short Title Catalogue available in Special Collections. Beginning in 1996, Rebecca Bushnell (from the English Department) and Michael Ryan (Director of Special Collections) have assembled an electronic archive of images and texts from the Furness [http:www.library.upenn.edu/etext/furness/]. The "Virtual Furness Library" contains images from important texts of the period: at this writing, these include texts and images from Holinshed's Chronicles (1577), Foxe's Book of Martyrs (1613), Heywood's Fair Maid of the West, and Helkiah Crooke's early anatomy book, Microcosmographia, as well as complete folio and quarto editions of King Lear, Nahum Tate's version of King Lear and Pope's edition of the play, and Benson's 1640 edition of Shakespeare's poems (all in facsimile versions). In the next few months we will be adding Cordelia's complaint from The Mirror for Magistrates and sections of Harsnett's Declaration of Egregious Popish Abuses, as well as a set of eighteenth and nineteenth century theatrical illustrations of King Lear.) We are currently working to expand the Virtual Furness site significantly to create a site with both greater depth, breadth, and networking; and we will build an extensive teaching element into the site, so that it will be accessible and productive for all levels of teachers and students that can use the Web (as well as non-academic users). As such, this project will differ from all similar projects in providing texts and images on the World Wide Web, either currently operating or in preparation. At this time, many people are producing Shakespeare hypertext CD-ROMs and Shakespeare Web sites, as well as on- line sources for other Renaissance materials. Most of these materials, however, are presented as transcribed texts, rather than in facsimile form, and thus they lack the typographical and visual features of the early modern text and image. Second, most of these sites reproduce books or texts in isolation, and they are not designed by scholars and teachers for the teaching of the text. Our project will embed a pedagogical apparatus into the site, with explanatory materials and exercises (we will also include guidance on reading early modern type faces, the printing and form of early books, and resources on teaching performance and theater history).
	Mark Feltham (University of Western Ontario) and William Barker (Memorial University) The Web and the Book: Hypertext and Alciato's Emblematum liber This paper considers our Web edition of Alciato's Emblematum liber in relation to hypertext and emblem books, and is a continuation of an earlier paper we wrote for the International Emblem Conference at Louvain in 1996. Here we concentrate on the benefits and limitations of the web and hypertext as modes for the representation of text that first appeared in book form. Our project took its initial inspiration from an earlier project undertaken by a colleague in French emblem literature. In two seminal articles, David Graham describes his work on the emblems of Georgette de Montenay. There he argues that the physical form of the book impedes our reading of such complex textual and visual spaces as emblems: as he notes, the main index of emblems is Henkel and Schöne's Emblemata. Because this is a printed book, it is generally not independently indexable or annotatable by the reader, and the high cost of which presents an additional economic barrier to access, apart from the relative rarity of emblem books themselves. Moreover, emblematic material especially benefits from multimedia possibilities of hypertext, both because of its encyclopedic qualities and its combination of images and text. Graham, following Daniel Russell, argues that the process of reading an emblem involves a decoding of the references and hidden structures implicit therein, and that "such a form of reading is likely to be considerably expedited by the kinds of linking and random access that hypermedia technology can provide" (284). There are, however, marked differences between Graham's notion of hypertextuality and the web as it is currently evolving. Graham's hypertext allows the reader to negotiate the referential and intertextual complexity of emblematic material by appending electronic notes to the text. Graham's hypertexts consist of files on one particular machine, accessible only from that machine: any one particular version of the texts and images on any one particular machine is open for manipulation, organization, and annotation by a particular reader. In contrast, the Alciato hypertext exists as a single collection of image and text files on the web server at Memorial University: it cannot be directly manipulated by those who access it. However, it is possible to download the files, and organize them using whatever means, electronic or otherwise, available. This limitation, relative to individual hypertext environments, is balanced by the main advantage of the web: inexpensive global access, the cost of which is generally absorbed by institutions such as universities. Following Alciato, there are now several other websites devoted to emblematic material. Ideally, such sites should be truly interreferential, but such generally is not the case (though in our site we have undertaken to link internal files in the Glasgow project with internal files in our own, these links are far from subtle). Peter Shillingsburg characterizes two main positions regarding electronic text: "glowing enthusiasm for the universal electronic availability of otherwise rare of unique written works and . . . dismal fear of the proliferation of unstable and therefore unreliable texts" (30). Our motives for creating the Alciato hypertext derive most strongly from the first position; however, our current thinking about the project and its development is coloured by the second. As Shillingsburg suggests, there is a middle ground between these positions. Proceeding from Thomas Tanselle's distinction between works and texts of works, we consider our Alciato hypertext in terms of the distinguishing features of both the web and the book.
	Robert Whalen (University of Toronto) Herbertext: Computing The Temple Mario A. DiCesare's recent edition of George Herbert's Temple reopens debate with respect to editing what is perhaps the 17th century's most famous devotional poet. Of the several sources necessarily involved in such a project, DiCesare argues for the primacy of the Bodleian MS Tanner 307, transcribed by the Ferrar's at Little Gidding from the 'little book', now lost, purported to have been authorized by Herbert from his deathbed. In doing so, DiCesare provides a long overdue alternative to F. E. Hutchinson's 1941 effort and its preference for the first edition of 1633. Both editors provide meticulously executed apparatuses, critical notes and commentary, accurately accounting for numerous variants among the several witnesses. However, in their shared aim of representing a finally integral George Herbert, both assign the earlier Williams MS (Jones B 62) a status of poetic immaturity, or at least the as-yet-not-fully-realized private content of what was nevertheless to become known publicly as Sacred Poems and Private Ejaculations. On the other hand, it is certainly understandable that W's candidacy is considerably limited by the absence of some 95 of the 169 poems constituting the first edition; and after all, DiCesare and Hutchinson each provide a full account of its variants in his respective apparatus. Nevertheless, one cannot help but regret that the only version of Herbert's verse bearing autograph evidence is literally, if critically, marginalized. Having said this, I neither reject nor disparage the relative 'authority' of either Hutchinson's or DiCesare's very fine work; much less do I champion the Williams MS as a proletariat witness unjustly dwarfed by its historically more prominent successors. These observations are intended, rather, to justify the need for a representation of George Herbert's verse which allows lateral rather than hierarchical access to the several and varying documents accepted as witness to the poet's life, mind and art. The aim of 'Herbertext' is twofold: Addressing the obstacles and methodological options involved in editing an electronic Temple, it explores recent efforts and theory concerned with the computer-based presentation of polysemous editions and speculates as to how such cyberpoetry might usefully influence the traditional edition-as-book. Hypertextual considerations aside, my proposal also anticipates the generation of a scholarly database and the attendant problems associated with application of a mark-up language and encoding hierarchy that will provide maximum flexibility for potential research initiatives. It is hoped this paper provides the seed for a long-term project ultimately resulting in the production of an edition of The Temple that will constitute both a valuable research aid and a fresh perspective from which to evaluate and broaden our understanding of George Herbert's contribution to English letters.
	Hilary J. Binda (Tufts University) Hell and Hypertext Hath No Limits: Hypertextual Marlowe and Marlovian Hypertextuality Marlowe's investigation of the process through which meaning is produced informs this reading of hypertextuality as that which names the simultaneously endless and bounded structure of the electronic text and of textuality more generally. Through a reading of Doctor Faustus and a consideration of the Web site, The Complete Works of Christopher Marlowe (produced by the Perseus Project at Tufts University), I will examine the ways in which electronic editing can facilitate a new kind of scholarship. The earliest extant texts of Doctor Faustus, the 1604 A text and the 1616 B text, present extremely complex editorial issues that our electronic site addresses more effectively than have previous print editions. By establishing links between the A and B texts -- both modernized and original spelling and punctuation -- as well as links between these texts and the "source" text, The English Faust Book, this electronic site enables a kind of reading that challenges the traditional mode of privileging one text as more authentically Marlovian and thereby debasing the other. As Leah Marcus has argued, this kind of side-by-side reading that attends to the potentially nonaccidental status of "accidental" variants "invests the 'author function' with a potential for dynamism and profligacy which it does not have in the Foucauldian paradigm or in the usual assumptions that guide editorial practice." Finally, I will situate electronic editing within the context of theories of hypertextuality and postmodernity: though we speak of hypertext's nonlinear, associative environment, it is the rigorous and linear structuring of the electronic text that, paradoxically, provides the condition for its instability. That is, the combination and recombination of the electronic text, a kind of textual autoeroticism perhaps, is enabled by its fixity, guaranteed in the end by the Aristotelian single hierarchy of TEI-conformant SGML.
Special Session, 8. 12:45-1:30 pm Location: Morriset 219	Beyond TACT: Planning for the Next Generation of Text Tools
	Co-Chairs: Geoffrey Rockwell (Humanities Computing, McMaster University) and Ian Lancashire (English, Toronto) Panelists: Edward A. Heinemann (Toronto) Pierre Kunstmann (Ottawa) Ian Lancashire, co-chair Geoffrey Rockwell, co-chair [From Geoffrey Rockwell] Text-analysis tools have not evolved much since the development of TACT which was released in the 1980s to take into account the new guidelines for markup. Despite the lack of tools, scholars in the humanities have embarked on a number of projects to create electronic texts and to define markup standards for these texts. For example, the TEI (Text Encoding Initiative) proposed guidelines for scholarly markup of texts typical in the humanities, but we have few research tools capable of taking advantage of TEI markup. A number of electronic text projects are advancing on the assumption that there will be adequate tools soon after they have finished. Now that we have markup standards we need to start building the tools that take advantage of them. To remedy the absence of research tools that can handle advanced markup the Princeton/Rutgers Center for Electronic Texts in the Humanities has convened two conferences to discuss the needs of the community and to initiate the design of future text-analysis tools. From these conferences has emerged a consensus that what is needed is a distributed collection of development projects aimed at producing modules adapted to particular needs that would become part of a larger set of tools. The idea is that if there are standards for the behaviour of tool modules then the humanities computing community can share the task of developing a set of tools that will work together and such a collection of modules could then be maintained and extended over time by the community. The IconTact project proposes to develop some of the fundamental research text-analysis tools needed for such a set of modules. We propose to do the following. 1.1 Create standards for a)text data types for modular text/data analysis software, and b)interprocess communication (including query language) among modules in such research software. 1.2 Create a foundation suite of modules that adhere to the standards proposed in 1.1 and can be used for the study of and visualization of electronic texts and data. These modules will be designed with the humanities, social science, and computer science research communities in mind. 1.3 Develop a computationally sound infrastructure on which these tools & modules can interact, be deployed, be maintained & scaled accordingly and with facility. 1.4 Create tools and documentation that allow others to easily build modules that adhere to the standards developed in 1.1 or to repurpose existing research software to work with the foundation suite. 1.5 Distribute and disseminate the developments in 1.1-4 so as to encourage the standardization of research tools in this area and to encourage the evolution of these tools. The central idea is that if the standards are well designed, if there are good foundation tools, and if the standards and foundation tools are appropriately disseminated then the community can both share tools and the tools can evolve through community development. No one project will have to rebuild the whole suite, instead they can add to or replace modules as needed. __________ With the sheer size and complexity of this enterprise, one critical component is the architecture of the deployment platform. Not only are the new paradigms of component software (promotes modularity) necessary for deployment, but also the most useful features arising from object-oriented approaches, such as domain modeling[1], distributed component platforms[2], and others. Consideration is also being given to the environment under which these text and data analysis tools will operate. (See reference[3], for example.) Successful data (and text) manipulation requires that the quality of the subject matter remain undiminished as is well-known in the data warehousing field[4,5]. To this end, attention to the details of the methodological framework[6] must be carefully crafted -- this is above and beyond the usual requirements of system robustness, reliability, scalability and security, which are always attendant to such enterprises. From a strictly computer science viewpoint, this project offers much research into new and emerging areas of information systems, such as enterprise knowledge management[7], user-centred design and its operational infrastructure[8], performance support systems[9], distributed intelligent agents[10], human-factors considerations[11,12], and visualization under such topics as visual programming[13] and multi-media[14]. Finally the development of a close management structure, required for handling issues of co- design, collaborative programming[15], etc. which, in and of themselves, have become an area of recent concern in the Software Engineering community. __________ It is interesting to note that ontological object modeling has been derived from Bunge (Treatise on Basic Philosophy, Vol.3(1977), and Vol.4(1979), (Reidel, Boston, Mass.), and was applied to Object Analysis a decade later by Y.Wnd, "A Proposal for a Formal Model of Objects", in Object Oriented Concepts, Databases and Applications, W.Kim and F.Lechovsky, eds. (Addison-Wesley, Reading Mass., 1989). References 1 J.Parsons and Y.Wand, "Using Objects for System's Analysis", Comm.A.C.M, 40#2 (December,1997) pp.104-110. 2 D.Krieger and R.Adler, "The Emergence of Distributed Component Platforms", IEEE Computer, 31#3 (March, 1998) pp.43-53. 3 P.Dourick, "Developing a Reflective Model of Collaborating Systems", ACM Trans.Comp.-Hum.Interaction, 2#1 (March, 1995) pp.40-63. 4 K.Orr, "Data Quality and Systems Theory", Comm.A.C.M, 41#2 (February,1998) pp.66-71. 5 T.Rediman, "The Impact of Poor Data Quality in a Typical Enterprise", Comm.A.C.M, 41#2 (February,1998) pp.79-82. 6 R.Fichman and C.Kemerer, "Object Technology and Reuse: Lessons from Early Adopters", IEEE Computer, 30#10 (October,1997) pp.47-59. 7 D.O'Leary, "Enterprise Knowledge Management", IEEE Computer, 31#3 (March,1998) pp.54-61. 8 P.Dowan and R.Choudhary, "Coupling the User Interfaces of a Multi-User Program", ACM Trans.Comp.-Hum.Interaction, 2#1 (March, 1995) pp.1-39. 9 W.F.S.Poehlman, W.J.Garland, A.A.Bokhari, R.J.Wilson, and C.W.Baetsen, "Performance Support Systems and Artificial Intelligent Considerations", Proc. International Nuclear Congress -- INC93, vol.3, on October 3-7, 1993, Toronto, Ontario, Canada, session C21, 8p. 10 B.Nardi, J.Miller and D.Wright, "Collaborative, Programmable Intelligent Agents", Comm.A.C.M, 41#3 (March,1998) pp.104-110. 11 P.DeTina, W.F.S.Poehlman and W.J.Garland, "Using a Cognitive Framework to Improve Human-Computer Interaction for Operators within a Complex Plant Environment", Proc.Computer-Based Human Support Systems: Technology, Methods and Future, June 25-29, 1995 Philadelphia, Pennsylvania, USA (ANS - Human Factors Division) p.17-23. 12 K.Holtzblatt and H.Bayer, "Requirements Gathering: The Human Factor", Comm.A.C.M, 38#5 (May, 1995) pp.31-32. 13 F.Modugno, "Graphical Representation of Programs in a Demonstrational Visual Shell", ACM Trans.Comp.- Hum.Interaction, 4#3 (September, 1997) pp.276-308. 14 F.Brun-Cotton and P.Wall, "Using Video to Re-Present the User", Comm.A.C.M, 38#5 (May, 1995) pp.61-71. 15 J.Nosek, "The Case for Collaborative Programming", Comm.A.C.M, 41#3 (March,1998) pp.105-108.
Session 9. 1:45-3:15 pm Location: Morriset 219	*Moving Research On-line II* Chair: Raymond Siemens (English, University of Alberta)
	Rod Heimpel (French, University of Toronto) Defining Publication in the Electronic Age Resistance to electronic publishing can be attributed to several issues such as under-developed peer review procedures, copyright issues, encoding problems, lack of professional recognition and the lack of authoritative reference sources. However, even when these institutional and infrastructure problems are resolved to the satisfaction of the majority, I wonder if resistance will not persist. One reason for such resistance, now and in the future, is the lack of coherence among the uses of the word "publication" to refer to publication in its many forms. Whereas words may be the building blocks of meaning in a shared system of signification, arbitrary meanings mapped onto sequences of sound and text, this does not mean that they escape the influence of the individual's experience. In short, beyond the pit and pendulum of connotation and denotation, words are the vehicle of our beliefs about the world. Metaphors, for example, reveal the very particular way in which language allows us to think about the world: metaphors exist because we accept or assume that one concept can be expressed in terms of another where one is real and fundamental and the other, it analogon, remains abstract and derivative. Thus, in the case of publication, it is easy to see how some individual speakers with heavy conceptual investments in the notion of "publication on paper" would resist the extension or analogon "electronic publication." I will explore several examples, in French and English, where this may be the case. I will also explore some uses of the concept of publication which tend to push the limits. For example, files are no longer exported in popular word-processing software, but are rather published. Is the output of Microsoft Publisher really published? Does one publish a CD-ROM? Are chap-books publications? Are photocopies publications? Are webpages publications in any sense of the term? In what sense are messages sent to discussion groups published? Is the notion of a peer-reviewed electronic publication perhaps a misguided quest for metaphorical fit? In my paper, I want to suggest that publication is a term that one might best describe as overdetermined, overdetermined by the plethora of technical, institutional and lay meanings which define it. In attempting to sort out the play and interplay of these various forces as they pertain to the concept of publication, I will raise the question of whether finding an alternative lexicon to describe what is variously referred to as publication could provide a viable means of addressing resistance to the electronic medium.
	Jean Sebastien (Comparative Literature, Université de Montréal) Internet et postcolonialisme: mélange explosif pour les publications universitaires L'intérêt pour la question du post-colonialisme dans les institutions universitaires d'Amérique du Nord et d'Europe a commencé à modifier les rapports de force entre centre et périphérie dans de nombreux champs disciplinaires. On constate ainsi une plus grande diffusion de quelques travaux réalisés dans le Sud par des éditeurs des pays du Nord. Mais alors que dans les pays riches la structure de diffusion de la recherche universitaire est profondément modifiée par l'autoroute de l'information, l'impact risque d'être sensiblement moins important dans les pays les plus pauvres. Et ceci n'est pas sans effet sur le rapport de force entre centre et périphérie dans la recherche universitaire. Dans son acte de naissance, Internet était un média décentralisé. Cette caractéristique des réseaux ouvre à de nombreuses possibilités de communication horizontale (de citoyen à citoyen, de groupe à groupe). Bien sûr, elle n'appartient pas en propre à Internet. Au sein du milieu universitaire, il y a eu un effort constant pour maintenir ce type de communication par la publication de revues savantes autogérées envers et contre les grands éditeurs commerciaux. Le développement d'Internet a permis l'éclosion de nouvelles revues produites par et pour la communauté universitaire. Mais le rêve de communication généralisée qui sous-tend les efforts de publication universitaire sous forme numérisée est-il possible pour les infopauvres? Le développement d'Internet n'échappe pas en effet aux logiques sociales et aux clivages entre riches et pauvres. Il est de nombreuses raisons qui expliquent ceci : le coût pour les producteurs de contenu bien sûr, mais aussi des raisons institutionnelles comme les systèmes de partage de profits entre les fournisseurs de service ou la dominance de la langue anglaise pour des personnes dont la langue maternelle n'est pas nécessairement l'une des langues laissées en place par les colons européens. Dans tous les cas où les communications sont tarifées à la minute, il va de soi que la qualité de la connexion est de première importance. On imagine la différence de coût pour un chercheur du Nord et un chercheur du Sud qui téléchargent un article de même longueur dans un cas avec une liaison à haut débit, dans l'autre sur une ligne téléphonique instable a 200 caractères par seconde. En terme institutionnel, il faut comprendre que les communications, particulièrement dans le continent africain, passent encore par les réseaux coloniaux. Une communication entre Dakar au Sénégal et Lusaka en Zambie transite par Londres. La répartition des profits est à l'avenant. Deux facteurs pourtant militent en faveur d'une diffusion soutenue, sous forme numérisée, de la recherche provenant des pays du Sud. Premièrement, Internet est à un point tournant en ce qui a trait au développement des contenus. Les difficultés de mise en place de modes de paiement électronique sûrs ont retardé la commercialisation des contenus et ouvrent un moment où il devient possible d'imposer par l'usage des contenus de recherche pertinents, disponibles sans frais pour l'usager (outre les frais de communications bien sur). Par ailleurs, l'intérêt pour la question du post-colonialisme dans les institutions universitaires du Nord ouvre un marché potentiel pour cette diffusion. Non seulement peut-on imaginer la diffusion de revues savantes mises sur pied pour la diffusion électronique, mais aussi la rediffusion sous forme numérique d'articles déjà publiés sur papier, de façon à élargir la diffusion de recherches que la publication originale a peu permis de faire connaître.
	Gary Shawver (Medieval Studies, University of Toronto) Moving Textual Research to the World Wide Web At present, moving research on-line means moving it onto the World Wide Web. This new medium brings with it both great challenge and great promise. It also requires consideration of some new factors in the publication of research. One such factor is the portability of a research project over time. Ideally, any such project should be "technology proof," i.e. not dependent on any one, proprietary technology. The Web offers a largely non-proprietary, open means of publication for research. Another factor to be considered in the publication of research on-line is common to all scholarly projects. It is the accessibility of the project to its intended audience. In print culture, scholars publish to an audience with a certain intellectual tool-kit. This consists of a person's thinking skills, their knowledge of the subject, etc. On-line publication of research adds another dimension with which the author must be concerned. Such research will be viewed and used by an audience possessing very different intellectual, technical and technological tool-kits. (A "technical tool-kit" is the amount and kind of knowledge of the technology a person brings to a project. A "technological tool-kit" refers to the type of equipment and software used to access the research.) While all scholarly research by definition is intend for an audience possessing a fairly robust intellectual tool-kit, on-line research projects must not assume the same robustness in regard the technical and (most importantly) technological tool-kits of their audience.
Session 10. 3:30-5:00 pm Location: Morriset 219	*Computing the Modernist and Postmodernist Novel* Joint Session by ACCUTE and COCH/COSH Chair: Michael Groden (English, University of Western Ontario)
	Michael Groden (English, University of Western Ontario) James Joyce's Ulysses in Hypermedia James Joyce's Ulysses is an ideal literary work to present in computer-based hypermedia. Hypermedia opens up Ulysses in a way that was never possible before. For students and new readers, Ulysses promises to become less intimidating and more comprehensible and enjoyable to read, and for scholars the presentation in this new format will make Joyce's novel more fruitful and rewarding to study. Ulysses in hypermedia can also teach us a lot about the differences between presenting a text in print and on a screen and about the ways in which a text originally written for print changes when it is put into an electronic hypermedia environment. Hypertext's capabilities for information storage and retrieval mean that an enormous amount of material about Ulysses can be brought together and made easily accessible via links or pull-down menus. This material includes definitions and annotations; criticism and commentary; analysis at the beginning level (plot summaries, basic-level discussion) and also advanced criticism and scholarship; the Odyssey in more than one translation and other sources for Ulysses; links to other parts of Ulysses; photographs, films, and videos; maps; oral pronunciation guides; recorded readings; etc. Combining all this material in one easily accessible place is an extremely useful and attractive aspect of the project. Besides being a place to put all the previously existing material, however, the hypermedia environment can also be a place for newly written criticism, commentary, and analysis. (“Hypermedia” is “hypertext” plus other media). If this new material is written in hypertext, it will presumably be different both in form and also in content in some crucial and profound ways from criticism written in printed articles and books. By including original material of this kind in the project, I will test these assumptions. This new material will be written by more than one person, so that different approaches are represented (feminism, postcolonial, popular culture, poststructuralism, formalism, etc.). Also, and crucially, Ulysses itself will change in this new environment. Just how it will change can't be known yet, but it surely will differ. The project's prototype is a beginning step towards the implementation of these ideas. My ACCUTE presentation will consist of a demonstration of the prototype, preceded by a brief introduction.
	Carolyn Guertin (English, University of Alberta) Gesturing toward the Visual: Virtual Reality, Hypertext, and Embodied Feminist Criticism Feminist critics have been as slow to take up the tools of electronic scholarship as the academy has been at recognizing on-line criticism as a legitimate mode of investigation. Canadian experimental feminist authors and artists, however, are proving more likely to embrace the philosophy, if not necessarily the medium, of electronic possibilities. Through an examination of Nicole Brossard's use of Virtual Reality as a feminist discourse in her novel Baroque at Dawn (Baroque d'aube) and Catherine Richards' body-based, real time art explorations in her Virtual Reality installation pieces entitled The Virtual Body and Curiosity Cabinet, at the End of the Millennium, I will examine the potential for cutting edge hypertext feminist scholarship as a means of articulating Brossard's and Richards' visual aims of embodiment (not dis-embodiment that is so often argued to be the result of electronic mediums). By discussing how Brossard and Richards both use Virtual Reality as a feminine language, I will demonstrate how hypertext offers the potential for realizing embodiment within feminist scholarship itself. Hypertext can make visible the visual links within and between these artists' works as they engage in finding ways to speak the unspeakable in radically different mediums. Hypertext, as a feminist tool, can speak visible possibilities, performing the nonlinear principles of the unspeakable--as realized metaphorically in both Brossard's fiction and Richards' video art--in ways that are impossible in conventional scholarship. In opposition to traditional, linear, "disembodied theorizing" (Greco), hypertext offers the potential for an embodied, participatory kind of scholarship that opens the door to the reader, inviting her to trace the virtual contours of thought for herself. Of course, examining the subversive potential inherent in hypertext thinking requires a new mode of thought--an ability to circle, go forward, look up, down and around, and backtrack within our scholarship and within our medium. It requires a relinquishment of authority by the critic to the reader: it requires a gift of choice. Feminist hypertext also poses new dangers to the critic; it tempts us to push the critical envelope further as we begin to tentatively venture out of the ivory tower and into the virtual world on-line and beyond.
	Donald Theall (English, Trent University) Joyce's Practice of Intertextuality: The Anticipation of Hypermedia and its Implications for Textual Analysis of Finnegans Wake Abstract to come.

Society for Digital Humanities Société pour l'étude des médias interactifs

Society for Digital Humanities
Société pour l'étude des médias interactifs