Wednesday, April 29, 2015

On April 23rd, EGSA hosted a great Dissertation Roundtable, facilitated by a wonderful group of men and women. As a group, we came up with a number of great tips for working on the dissertation. 

Dissertation Roundtable Topics for EGSA 2015

Graduate Students present:
Erin V, Sam, Allison, Haylie, Sreyoshi, Leigha, M, Liz M., Kim, Sukshma

24 Tips for Writing a Dissertation:

Category One: For Yourself as a Writer

  1. Get a writing group! Make it a group that will take the work seriously and will hold all members accountable.
    1. Things to consider when devising a writing group:
i. Decide as a group what the goals are
ii. Think of ways to incentivize the group members (reward system? etc)
iii. Make  goals that are realistic and  achievable (and that is decided as a group)
iv. If there is a supportive faculty member, have him/her facilitate a session occasionally
v. Make sure a habit is created!

  1. Find something that you are passionate about; this is your dissertation and it’ll be yours forever.

  1. Foster a Relationship with your advisor that works out for both parties. That being said, don’t be afraid to change your committee. As your work evolves, your needs may also change. Be open and honest with both yourself and committee members. They want to succeed.

  1. Make an annotated bibliography of everything that you read. The notes will save time in the long run.

  1. Know what kind of writer you are. Can you begin from the middle and work out? Do you have to start at the introduction and move forward?

  1. Also know that you WILL never be “finished” with researching. Know when to stop reading and start writing.

  1. Reread Anne Lamott’s Bird by Bird “Shitty First Drafts” and just write.

  1. Write in chunks, but write as often as you can in the week. Posts such as are useful in rethinking what “writing” means.

  1. Don’t try to wait until you know how it’s all going to fit together before you start writing. It’s not a 20 page seminar paper, it’s a multi-year project. You don’t need to have it all mapped out. It will change. Embrace that and put down on paper what you’re ready to put down in the moment. Having those drafts is what allows you to craft a cohesive argument later.

  1. Always be working towards a deadline. Set your own. Ask your committee for deadlines. Have an incentive in place for meeting it, anything from a conference to a weekend away to a haircut.

  1. Start writing with something that either:
    1. You are super passionate about and desperately want to start writing about
    2. Whatever may come the easiest to you
Either way, it’ll help get you motivated and set the pace for a good portion of your dissertation.

Category Two: For the Dissertation

  1. When organizing your dissertation and the chapters within it, it’ll be good to have thematic key terms, words that will help guide your work and keep your dissertation focused. The architecture of your chapter has its foundation in the key terms. Other metaphors: 1. Key terms are the string that connect the arguments in your chapters; and 2.) Key terms can serve as an anchor, so when you feel like you’re drifting, the key terms can reorient you.

  1. Decide on a filing system. Use it.

  1. Keep track of sources. If you read it. If you checked it out of the library but didn’t read it. Anything. You should probably use reference software.

  1. Use conferences/seminars/symposiums big & small, actively as jumping off platforms for your chapters. Include them in your dissertation timeline planning. So, if you plan to work on your Chapt.2 Jan-April 2016, submit a paper proposal for MLA 2016 that could potentially be part of your Chapt. 2. That ways you will get 6 pages done under some pressure and will already be in the groove for the rest of the chapter once you’re back with feedback from the MLA.

  1. Set regular hours for work so  you don’t feel guilty during your “Free Time.” Treat your dissertation like you would a job. Don’t compromise your writing time to do other tasks. Make your dissertation writing a selfish act.

  1. Follow productivity blogs, twitter feeds, etc to help you stay motivated. Don’t just make a “to-do” list, make a “to-done” list as well. When writing a “to-do” list, don’t write it in the abstract (write chapter one); make a manageable list that is broken down into tangible parts (summarize the plot of novel to segue into analysis)

  1. A dissertation need not be a ready-to-be published book of critical scholarship. Fabulous if it is but mostly it’s a FIRST STEP towards that. Helps to read blogs/ articles/books such as Demystifying Dissertation Writing by Peg Boyle Single to take the pressure off and create space to think and write and enjoy the process as best you can. It is not the end point of your scholastic output.

  1. The ETD format requires 1.25” margins on left and right and page numbers centered on the bottom of the page. MLA format requires that block quotes have to be indented by 1”. Doing this at the beginning will save formatting annoyances later. For complete formatting guidlines:

Category Three: For You as a Person

  1. Do not hesitate to get therapy! (Get therapy.)

  1. Know that you WILL have a moment when you ask yourself “what the hell am I doing? What the hell is this all for?” - embrace it so you can move past it

  1. Find a space where you can write. Find a space where you can read. Go to those spaces when you need to get things done. It’s a great signal to your brain.

  1. Do not give up sleep, food, family, friends, hobbies, fun. You may have to give them up sometimes to meet deadlines, but denying yourself these regularly will make everything harder in the long run.

  1. Twitter is another great resource for finding an academic community while dissertating. You can remote work with friends, follow people doing work in your field, and find lots of tips and articles on writing and productivity. Tweet lines from your work out into the twittersphere. Follow #dissertation.

    If you're interested in listening to the roundtable, click below to hear it recorded via Dropbox:

Monday, March 31, 2014

Omeka Workshop

Omeka Workshops

Please join the GWU English Graduate Digital Humanities Working Group on April 19 to learn about Omeka – a free and open source content management system for online digital collections. A favorite tool for digital humanists, Omeka allows scholars and professionals store and display scholarly collections and exhibitions. Dr. Patrick Murray-John, Web Developer and Assistant Research Professor at the Center for History and New Media at George Mason University, will be leading two Omeka workshops for graduate students and faculty who are interested in learning about this exciting platform. The event will begin at 10:30am on April 19th, 2014 in Rome 771. Space is limited, so please r.s.v.p to Tawnya Ravy ( to reserve a spot.
Co-sponsored by the GWU Digital Humanities Institute

Omeka Workshop

  Patrick Murray-John
  April 19, 2014
10:30am-2:30pm, Rome 771

Claudia Roth-Pierpont at GW

By Rachel Davidson
Claudia Roth-Pierpont
Image from: The New Yorker

Recently, The George Washington University program in Judaic Studies and the Department of English welcomed Roth Unbound author Claudia Roth-Pierpont as the fourth speaker for Professor Faye Moskowitz’ class, Jewish Lit Live. In an afternoon discussion for the JLL class and an evening reading open to the public, Roth-Pierpont (the name Roth is pure coincidence) discussed her new book, as well as two of Roth’s early works, Goodbye, Columbus and Portnoy’s Complaint. While Roth-Pierpont spent hundreds of hours in conversation with Roth, Roth ultimately had no say in the content of Roth Unbound and was not allowed to read it until its final publication.  Hearing Roth-Pierpont elaborate on the ways in which Philip Roth has been misunderstood by the Jewish and feminist communities was a valuable experience for anyone with interests in America’s dynamic social culture or the intentions of an author. 
Philip Roth’s writing is still relevant because of his unique voice, but Roth-Pierpont emphasized that Roth’s authorial voice should not be mistaken as his opinion.  She challenged us to forget what Roth the author is saying, and focus instead on what his characters are saying.  Roth-Pierpont described Roth’s capacity to build stories situated in the unique struggles of their times and how these complicated themes were often misinterpreted.  After the release of Portnoy’s Complaint, Roth was branded as a misogynist by many feminist critics and as an anti-Semite by many Jews.  As a self-identifying feminist herself, Roth-Pierpont found these accusations laughable and noted that Roth’s male characters are just as, if not more so, troubled than his female characters.  Roth did not invent the over-bearing, Jewish Mother trope, yet many Jews felt that it was dangerous to reveal the less than pleasant realities of Jewish families post World-War Two. In a story like “Eli The Fanatic”, Roth presents a situation in which assimilated Jews are more threatened by an orthodox Yeshivah than the gentile population, nodding to the latent insecurities concerning modernity present within the Jewish community.  These insecurities were reflected back onto Roth, and the misogynist and anti-Semite labels stuck.
            One label that Roth would not deny would be that of “Nixon-Hater”. In his 1971 political satire, Our Gang, Roth follows the story of Trick E. Dixon, a character who eventually runs his campaign in Hell. When Richard Nixon got word of this novel, he said, “’A lot of this can be turned to our advantage. ... I think the anti-Semitic thing can be, I hate to say it, but it can be very helpful to us’ to which his chief of staff adds, ‘There are a lot more anti-Semites than there are Jews, and the anti-Semites are with us generally and the Jews aren’t.’”[1] As this incredible exchange shows, Roth had established himself enough as a writer to be brought up in a conversation in the oval office as a threatening figure. Roth-Pierpont cited this as a moment where truth was stranger than fiction, but also a moment that further complicates Roth’s status as a Jewish writer.
            Roth-Pierpont suggested that anyone who takes the time to actually read Roth’s work would find a wide breadth of male and female, and Jewish and non-Jewish characters that make it impossible to make any overreaching argument about Roth’s personal opinions. She suggests that many early readers completely missed the tenderness of a character like Alex Portnoy because they were so fixated on his occasionally overwhelming sexuality. She revealed that Portnoy’s Complaint is the only book Roth occasionally regrets writing, but only because a topic as frivolous as masturbation overshadowed much of his later work.  While some early readers treated Portnoy’s Complaint how modern readers treat 50 Shades of Gray, Roth-Pierpont suggests that the book is really about fighting to break free from what society says you should be.           
At the age of 81, Roth has officially retired from his career as an author. When Roth-Pierpont was asked, “why now?” she explained that after a lifetime of writing character’s lives, Roth wanted to live his own life.  Describing Roth as an ultimately optimistic and life-affirming man, it seems fitting that days spent writing in isolation would not be the ideal way to spend time.  These insights into Roth’s life made for a though-provoking afternoon and evening, and definitely sparked my own interest in Roth’s extensive works.

[1] Kirsch, Adam. “Philip Roth: Claudia Roth Pierpont’s Biography is Fan Fiction.” The New Republic. January 8, 2014. Web. March 24, 2014.

Sunday, February 16, 2014

Interrogating Ground/s and Justice

By Theodora Danylevich

“From Rodney King to Trayvon Martin, from the birth of the racial republic to its late modern bio-political landscape, difficult dialogues and actions are necessary for progress— however evanescent, however staggered, and however long—to materialize.”
-- Neil Roberts, in his introduction to a special-issue Trayvon Martin symposium in Theory and Event (vol. 15, issue 3, 2012),

Wednesday February 5th would have been Trayvon Martin’s nineteenth birthday. On the evening of Wednesday January 29th, hosted by the American Studies department, the Critical Race Theory reading group held its first roundtable discussion, “On Whose Ground? Exploring the Trayvon Martin drama and the complex interplay of race and rights in America.” Sadness, anger, but not really very much shock so much as disappointment were the generally shared feelings with regard to the Zimmerman/Martin ruling that prompted the organization of this event, which was also framed by the question, “where do we go from here?” The roundtable was moderated by our department’s Dr. Jennifer James, and included as panelists Dr. Tony Lopez (English), Dr. Jennifer Christine Nash (American Studies), and Lyndsay Davis, a PhD Candidate in American Studies.

Image by  Favianna Rodriguez

Unpacking “stand your ground” laws:

Dr. Tony Lopez’s comments on the material and spatial elements that both allowed Zimmerman to get away with murder, and made Martin fundamentally unsafe set us up to consider the way in which “stand your ground” laws, especially as they are interpreted in Florida, shed light on some perhaps surprising contradictions in the ways that “public” and “private” come to signify with regard to spaces (and subjects). Both Dr. Jennifer Nash and Tony Lopez’s analyses pointed to “stand your ground” laws as a colonial technology. That is to say, a consideration of the raced and gendered bias and injustice built into the distribution of designations of “public” and “private,” and how they stand up in a court of law suggests that the “contradictions” are yet altogether logical when seen as part of a c/overtly recursive racist-colonial patriarchal structuring of the nation. Subjects that are commodified (slaves, wives) slip between private and public domains, particularly in the process of exchange. In a parallel motion, particularly in the context of excessively permissive “stand your ground” laws (where “home” extends to “home-like” spaces), questions of state power versus state actor lead to a blurring of the line between state and citizen; and by extension, between property and citizen. [As I write this synopsis/interpretation, I’m having trouble being certain that I’m laying this out properly. Comments invited.] In the context of the Zimmerman/Martin case, technological extensions of these discursive power structures include the gun, the “home-like” gated community, and the “home-like” car.

Questioning “justice,” and the fetishization of intent:

While nobody in the Zimmerman/Martin case has spent time in prison, in the context of the prison-industrial complex as a neoliberal placeholder for the commodification of subjects into state property, a young black man – particularly in a black hoody – is, as Jennifer James put it, always and only perceived to be on his way in or out of prison. Regarding a desire for justice, and the role of prison in this equation, Lindsay Davis, who works in and on prison abolition, posed the question: If one supports an agenda of prison abolition, how are we then to arrive at “justice” in the Zimmerman/Martin case, if not by imprisoning Zimmerman?

An undergraduate student brought up the slippery question of motivation or “intent” in the context of the case. This led to a very helpful explanation of what Tony Lopez called a fetishization of intent, which we should be wary of as something that the media loves to do but which is, in the final analysis, beside the point. Fetishizing intent in fact colludes with the underlying structural problems at work by creating a sensational distraction, and giving the public a target for cathexis. Tony referenced the film Fruitvale Station as an aesthetic critical response to such ideas about intention in the many scenes of Oscar Grant’s everyday life.

To further develop the problem of fetishizing intent, Dr. Melanie McAlister from American Studies noted that the vilification of Zimmerman as the exemplary horrible racist can lead to a covering-over of everyday racism, where small or unconsciously performed acts of racism can even become justified or self-justifying because, “look, how awful! I’m not like him (Zimmerman)!” This brings us back to the problem of how to achieve “justice,” then, if we are (a) seeking prison abolition and (b) seeking to avoid a covering-over of diffuse and pervasive modes of structural racism by indicting the exemplary instances of cases of lethal racist violence.

Image from :

Where do we go from here?

The question “where do we go from here?” feels at once strange and pressing. Strange because the time and place that “here” points to seems somehow so historically and legally overdetermined. Also pressing because this past year, which marked the fiftieth anniversary of the March on Washington not only gave us the Zimmerman/Martin ruling, but also the similarly structured and handled murders of Renisha McBride and Jonathan Ferrel, all of which bring into starkly ironic relief questions as to the nation’s progress on questions of racial and economic justice over the last half-century.

Also of importance to this question is the space and role of the academy, as a place where teaching and writing about racial violence can happen, and also a place that needs more, in terms of emotional support, and space for grief. Circling back to the feelings that prompted this roundtable, Jennifer James pointed out that we live in a culture that knows very well how to make a spectacle of suffering, but does not have ways that create space for grief, which makes the problem of having space for black grief overwhelming, because it would require so much.

If there were the beginnings of an answer to the “where do we go from here” question, it would seem that it lies with teaching about, generating awareness of, and most importantly, holding space for probing conversations that move us away from the “fetishization of intent” and toward an awareness of the embarrassing complicity with structural racism that we might participate in if we do not interrogate the terms of the rulings and assessments that our culture dishes out for us: to the point of the title of the roundtable, “On Whose Ground?”

Tuesday, February 4, 2014

Helen of The Wooster Group: A Face That May or May Not Have Launched a Thousand Ships

by Susan Koenig

Archaeology has always been a tricky field, relying upon reconstructions of the past to enable us to understand our present. Sometimes events written about by ancient people become myth as they fade, evidence of their existence being buried by a variety of elemental forces. One such event was the Trojan War. Until the late 19th Century, Troy was a fictional town, existing only in Homeric tradition. Then the ruins of the nine cities were found in modern-day Turkey, and, given the similarities between the landscape and how Troy is described by Homer, the site made Troy a possible reality as opposed to entirely legend. That being said, there is still debate in the field, as there always seems to be. There are a number of sites that could possibly be Troy, but many archaeologists agree that this site is the most likely candidate. Despite these lingering questions, there are now scholars asking not whether the Trojan War was a historical event, but how the actual Trojan War differs from portrayals of it in popular literature. One of the most famous of these literary portrayals is Shakespeare’s Troilus and Cressida.

Recently, The Wooster Group of New York staged a version of Troilus and Cressida which they renamed Cry, Trojans! Saturday, February 1st, a group of us from GW took the five-hour bus trip to New York City to see the show. It was the most thought-provoking theatre performance I’ve seen in a very long time. I found myself sitting there during the curtain call, trying to parse out what it was I’d just witnessed. One thing that captured my imagination – and that of many others, if our discussions after the show were any indication – was the representation of the women of the play. Shakespeare wrote three complex and varied characters in Cressida, Cassandra, and Helen. All three were wonderfully portrayed, but I found myself especially drawn to the portrayal of Helen.

Scene from Cry, Trojans! by The Wooster Group
Image from:

When The Wooster Group decided to take their 2012 production of Troilus and Cressida (originally done with the Royal Shakespeare Company performing the Greeks while The Wooster Group did the Trojans) and rework it into a standalone production, they decided to cut as many of the Grecian scenes as possible. As a result, Helen only appears in one scene (III.i).

When playing the Greeks, the actors wore black masks to differentiate the Greeks from the Trojans. Helen seemed entirely out of place, her mask the only one in a sea of Trojans. Immediately, she did not belong. Given the recent conversation where the Trojans debated returning her to the Greeks, it was even more striking how different she was.

Perhaps what set her apart most was her voice. Kate Valk portrayed the physical Helen, mouthing the lines, but Scott Shepherd did her speaking voice and Andrew Schneider sang for her. The three actors were so in sync that initially it seemed Valk’s voice was being electronically manipulated.  Upon further scanning the stage, however, Shepherd and Schneider became evident.

In the original 2012 co-production with the RSC, Scott Handy played Helen (and Ulysses). Knowing this, it’s easy to see why The Wooster Group chose to replace Valk’s voice with Shepherd’s and Schneider’s. They publicly acknowledge that they are working to recreate the RSC’s performance, as they did with their 2007 Hamlet, and this is a way to take that staging from the original and make it uniquely Wooster. However, it feels like there’s much more to their performance of Helen than simply emulating the 2012 production.

I, for one, can’t help but point out how puppet-like Kate Valk’s movements were, almost as if she were a marionette being twitched about the stage by these male voices. Helen herself comes from a line of myths revolving around women being used by men. Her mother, Leda, was either raped or seduced by Zeus, depending on which version of the myth you read.  Her involvement in the myth of the Trojan War is just as muddled. Indeed, we never know if Helen went with Paris willingly. Depending on the myth, Helen left or she was kidnapped. The one consensus seems to be that she was one of the few who survived the war. Valk’s movements and the displacement of Helen’s voice draw attention to the divide in the mythological Helen.

This also becomes intriguing when we examine that fact that archaeology now believes some version of the Trojan War actually occurred. George Washington University’s very own Eric Cline told Stefan Lovgren in National Geographic, “The archaeological and textual evidence indicates that a Trojan war or wars took place, and that Homer chose to write about one or more of them by making it into a great ten-year-long saga.” Given that he already altered much of the historic war(s), Homer added in a more compelling reason for the war’s initiation: Helen of Troy. Many archaeologists speculate that the Trojan War was actually fought for economic reasons, but an irksome trade fee is less exciting than a stolen or fleeing queen. If the mythic Helen never existed, whether or not the Trojan War did, then doesn’t The Wooster Group’s portrayal of her point to her Homeric origins and Shakespearean legacy as much as it points to their production with the RSC? She is a puppet in Homer’s, and thus Shakespeare’s, Trojan War as she is a puppet for Shepherd and Schneider.

Calling attention to the complexities of the character in the source mythology also draws our attention to the complexities of Shakespeare’s Helen of Troy. She is not the face that launched a thousand ships and burned the topless towers of Ilium. Rather, she is human, as are the Shakespearean versions of all these Greek and Trojan heroes. They are about as non-Epic as it is possible to get, and it seems that The Wooster Group is highly aware of this in their performance.

Works Cited
"History of the Trojan War." History of the Trojan War. Stanford University, n.d. Web. 31 Jan.     2014.
Korfmann, Manfred. "Was There a Trojan War?" Archaeology Magazine 57.3 (2004): n. pag.        Archaeology Magazine. Archaeological Institute of America, May-June 2004. Web. 01   Feb. 2014.

Lovgren, Stefan. "Is Troy True? The Evidence Behind Movie Myth." National Geographic.          National Geographic Society, 14 May 2004. Web. 01 Feb. 2014.

Tuesday, January 21, 2014

Don't forget to RSVP to Roderick Ferguson' plenary talk, "To 'Post' the Nation: Race, Gender, Sexuality, and the Not-Yet-Imagined."

The finalized schedule for EGSA's annual symposium, "Post-ing: A Symposium on What Comes After" is below. Don't forget to RSVP! We look forward to seeing you there!

Post-ing: A Symposium on What Comes After
February 7, 2014
The George Washington University
Rome Hall 771

RSVP NOW!  to:

Panels & Schedule:

9:30 – 10:00 am: Welcome & Breakfast

10:00 am – 11:00 am: “What Comes After the Conference Paper: A Series of Ignite Talks on ‘Post-ing’”
Leigha McReynolds, moderator

Emily Russell, George Washington University, “Phantasmic Affections”
Erin Vander Wall, George Washington University, “Monstrous Geographies”
Leigha McReynolds, George Washington University, “Mesmerized”
Lori Brister, George Washington University, “After Tourism” 

11:00 am – 12:00 pm: This Time is Out of Joint: Post-Temporal
Shyama Rajendran, moderator

Nora Alfaiz, George Washington University, “‘The Point Where the Imperfections of Memory Meet the Inadequacies of Documentation’: The Unstable and Unreliable Memories in The Sense of an Ending
John Polanin, Villanova University, “‘A wound that’s bled for a hundred years’:  The Ethics of a Post-Teleological Periodization in Warren Ellis and John Cassaday’s Planetary
Sukshma Vedere, George Washington University, “Translating Morals in Tales of Bidpai
Patrick Henry Thomas, George Washington University, “Detective Fiction and the Revision of National History:  Proving the Innocence of Richard III in Josephine Tey's The Daughter of Time

12:00 – 1:00 pm: Lunch (provided)

1:00 – 2: 00 pm: Post-Sexuality/Post-Queer
Maia Gil’Adi, moderator

Laura Christiansen, College of Staten Island, “Postfeminism, Retrosexism, and Shit Girls Say
Kimberly Pendleton, George Washington University, “Saving the Strip: Evangelical Outreach to the Contemporary Sex Industry” 
Lee Nevitt, “The Great Gay War: A Post-Queer Reading of Virginia Woolf and Ford Maddox Ford"

2:00 pm – 3:00 pm: Harrowing Transformations
Haylie Swenson and Alan Montroso, moderators

Samantha Vitale, George Washington University, “Time Traveling with Darwin: Anti-teleology in The Time Machine
M.W. Bychowski, George Washington University, “Quantum Medievalism: Merlin and the (Meta)physics of Superposition”
Alan S. Montroso, George Washington University, “Dead Birds/New Objects: Contact and Sympathy in Marie de France’s Yonec and LaĆ¼stic
Haylie Swenson, George Washington University, “On the Back of Whales”

3:00 – 3:30 pm: Coffee Break

3:30 – 4:30 pm: Losing Sight of Race: Past, Present, Future
Justin Mann and Molly Lewis, moderators

Justin Mann, George Washington University, “Against the Odds: Postracial America and The Hunger Games Controversy”
Jason Demeter, George Washington University, “Racial Profiling: Embodied Identity in the Performance Archive”
D. Gilson, George Washington University, “Temporal Disavowal from the American Dream: Occupy Wall Street, Hipster Bodies, and the White Rhetoric of Revolution”
Molly Lewis, George Washington University, “Modern Critical Race Theorists and their Preracial Middle Ages”

5:00 – 6:00 pm:      Keynote Speaker, Roderick Ferguson
“To ‘Post’ the Nation: Race, Gender, Sexuality, and the Not-Yet-Imagined” 
International Brotherhood of the Teamster, Gelman Library 702

6:00 – 7:00 pm: Reception, Rome Hall 771

Thursday, September 12, 2013

Rails Girls: Closing the Coding Gender Gap in Digital Humanities

By Tawnya Ravy

Hello GW English Grads! You may remember a few months ago a small contingent of GW Eng-Grads attending a weekend conference called ThatCamp (you can read about our adventures here) following our department’s first Digital Humanities graduate class (taught by Dr. Alex Huang). Well our Digital Humanities education continues with Rails Girls, a group that aims to give tools and a community to women who are interested in technology. We actually learned about the noble goals of Rails Girls (closing the coding gender gap) at ThatCamp in June. One of our questions at ThatCamp was “how can we learn how to code?” In addition to other resources (like Code Academy), Rails Girls was championed as an excellent opportunity to stretch our newbie skills with digital tools. We all applied for the Rails Girls event hosted at George Mason University on September 6-7. A few weeks after submitting our applications (basically consisting of information on our level of knowledge of coding), we received notice of acceptance to the event with instructions for setting up our computers in preparation for the event. The first night was simply a set-up party designed to help folks who wanted help setting up their laptops with the software, and to meet the organizers and other participants. The following day we began to code. Upon arriving in the research hall we were sorted to different tables named for different characters in Alice in Wonderland (in honor of the DH theme) where we met the others in our group and our table coaches. Right away we got a short tutorial on various simple commands and their meaning – we even learned our first coding joke: rm-fr (a command which strikes fear into the hearts of programmers). Then we were instructed to follow a set of exercises designed to teach us some basics called 100 Minutes of Ruby. For the next hour we had our coach chair-hopping to help us, soothe our initial frustration, and fill in the instructional gaps. Let me stress that many of us were complete newbies at all of this – I didn’t even know how to open a command line to start. By the end of the hour I understood some of the basic rules of this little universe, and only felt slightly overwhelmed. Then we switched to the Ruby guide for creating an app. This guide gave us line-by-line instructions on how to build an app that allowed us to open a twitter line, plot an address on a map, and much more (much of which I did not even get to by the end of the day). This is the part for me with the steepest learning curve. It was, however, very satisfying when it all worked the way it was supposed to. I was even able to fix a problem by myself after an hour of calling over my coach every few minutes. Finally we took a break for lunch which consisted of two amazing tacos from a food truck that was pulled up right to our building just for us. We all sat on the building steps, ate tacos, and talked about our Digital Humanities projects. After lunch we had a quick presentation on how web apps fit together in a Bentobox like model. The rest of the afternoon we had an option of either continuing with our apps and exploring the extra features or joining groups to discuss different digital tools for DH projects. For example, I joined the mapping tool table, but there were also tables for data-mining and collections. We discussed already established mapping tools like GoogleMaps, DIS, and Neatline, and then we engaged in a thought-exercise in how we would go about designing and building a map app of our own (for finding tacos appropriately enough). Soon enough it was time for the Rails Girls Reception at the campus inn bar. We all had “drink me” tickets for a free glass of wine or beer, and many of us stuck around to discuss our DH projects and coding ambitions. I met so many amazing women, had a wonderful learning experience, and came away with a great appreciation for programming. I fully intend on participating in another Rails Girls event and checking out Code Academy when I get a chance. Rails Girls also organizes Meet Up events and online forums to turn to for support and advice. Even if I never build an app from scratch, I can see how useful this instruction can be for me in developing and expanding my DH project. Do you have a favorite DH tool you wish you could manipulate? Wordpress? Omeka? Find out the kind of code they use and take advantage of these incredible opportunities to learn code and become a member of this vibrant community of techies.

Interested in exploring the digital humanities in your own scholarly work? Join us next at our inaugural GW Eng-Grad Digital Humanities Working Group on Wednesday September 18th 11:00am at The Corner Bakery. Hope to see you then!

Wednesday, August 21, 2013

2014 English Graduate Student Symposium


The George Washington UniversityFebruary 7, 2014

CFP deadline: September 01, 2013

Keynote speaker: Roderick A. Ferguson, Professor of Race and Critical Theory at the University of Minnesota and author of Aberrations in Black: Toward a Queer of Color Critique (2004) and, most recently, The Reorder of Things: The University and Its Pedagogies of Minority Difference (2012)

Recent scholarship has proposed that we are living in an era of posts: post-raciality, post-humanism, post-feminism, to name a few. However, as Neil Badmington reminds us, the post is always already intrinsically tied and haunted by that which it is post-in. To “post” is to reference and simultaneously repel the past which it is trying to think and exist beyond. Embracing this (im)possibility as a generative space of productivity, we hope to explore the potentialities that lie within those literary, historical, artistic and cultural productions that depict the desire of “post-ness.”

In this symposium on the “post,” and the future it suggests after the hyphen, we hope to explore the current focus in the academy on the desire to live and think beyond: beyond the body, beyond definitions of the canon and literary productions; and in a post- world: post-race, post-human. Therefore, the GWU EGSA board is proud to announce its Fourth Annual Graduate Student Symposium entitled Post-ing: A Symposium on What Comes After, taking place on February 7, 2014. We invite panels and papers that explore subject matters on race, space, nationality, humanism, queerness, disability/the body, and all things/subjects that explore the desire to exist beyond. Moreover, what are we trying so desperately to escape in our attempt to “post”? What type of painful processes must take place in order to exist beyond that which we are “post-ing”? What, indeed, comes after, if anything at all? In this symposium, we hope to further the conversation between presenters and participants across concentrations and disciplines through the intersections of current graduate student work that explores the notion of “post-ing.”

To encourage innovative dialogues, we welcome papers from diverse disciplines, including, but not limited to the following topics:

Animal Studies

Canon, disciplines, and interdisciplinary practices
Critical Race Studies and post-raciality
Cultural Studies
Cyborg Studies, artificial intelligence, and virtual reality
Digital Humanities
Disability Studies
Embodiments and identity
Gender Studies
Humanism, post-humanism, transhumanism and antihumanism
Queer Theory
Utopia and dystopia

Panel Submission Guidelines

The GWU EGSA board will be accepting panel submissions for our symposium first, then individual panel organizers will be accepting paper abstracts.
Please send your 300 word panel submissions, along with your contact information, to Maia Gil'Adi at by September 01, 2013. Please include the words “EGSA Panel Submissions” in the subject line of your e-mail.
Information on how to submit abstracts will be soon to follow.