Moby-Dick: A Whale of a Handbook for Technical Writing Teachers

1981 ◽  
Vol 11 (3) ◽  
pp. 209-216 ◽  
Author(s):  
Deborah Kilgore

Moby-Dick is a classic of technical literature as well as a classic of American literature. But for the technical writing teacher, its relevance goes beyond this: Moby-Dick can also be a valuable teaching resource. It provides pertinent examples for teaching students the concepts of audience, purpose, research and sources, use of background experience, and thoroughness in compiling data. It also supplies ample models of technical definitions, descriptions, processes, and theories. Finally, Moby-Dick demonstrates the kind of energetic technical writing that is so needed today.

Tempo ◽  
1951 ◽  
pp. 6-8
Author(s):  
Ronald Mason

Melville's Billy Budd is the culmination of a lifetime's spiritual agony, and it is impossible to value this curious allegory at its true worth without studying it carefully in the light of its author's private despairs. It may be that the publicity that Britten's opera is sure to attract will focus the reluctant interest of the public at last upon a writer who for nearly a century (though he has been only sixty years dead) has been the dimmest of shadows for all but the occasional addict. In England his name is still the barest rumour. Moby Dick has had its boosts, Typee the popular reprintings owed to an entertaining travelogue; yet none of these temporary quirks of fortune has aroused more than the most cursory interest in the mind that created them. Projected into posterity as a crude adventurer who had lived among cannibals and hunted whales before turning these experiences into pleasurable adventure-stories, the richest and profoundest imagination in American literature still remains virtually unrecognised over half the English-speaking world. America is beginning to acknowledge him at last; but in this country indifference is still his lot. Some of his works, I am glad to say, are being reprinted and enjoyed again; but until he is accepted and appreciated as a coherent whole, the understanding given to isolated parts of his work will be at best partial and inadequate.


Author(s):  
Takayuki Tatsumi

In 1853 Commodore Matthew Perry opened not only the doors of a “double-bolted land” as Herman Melville called Japan in Moby-Dick (1851) but also the possibilities of modern literature. While it is a half-Chinook, half-Scot American called Ranald McDonald who smuggled himself into Japan in 1848 and became the first teacher of English in the country, Gerald Vizenor, a distinguished Native American novelist, completed a postmodern novel Hiroshima Bugi: Atomu 57 (2003), remixing Moby-Dick with Matsuo Basho’s haiku travelogue Narrow Road to the Far North, Lafcadio Hearn a.k.a. Koizumi Yakumo’s Glimpses of Unfamiliar Japan, and Ranald MacDonald’s Japan: Story of Adventure. After the opening of Japan, Fukuzawa Yukichi (1834–1901), one of the founding fathers of modern Japan, visited Europe and the United States of America, and decided to Westernize his own country. Being the first translator of Thomas Jefferson’s composed “The Declaration of Independence,” Fukuzawa published a million-selling An Encouragement of Learning (a series of seventeen pamphlets published from 1872 to 1876), in which the author emphasized the significance of sciences and the spirit of independence in the way comparable to Ralph Waldo Emerson’s “Self-Reliance” (1837) and “The American Scholar” (1841). While Professor Thomas Sergeant Perry, a great nephew of Commodore Perry, started teaching American literature in 1898 at Keio University, which Fukuzawa established, Yone Noguchi (Noguchi Yonejiro, 1875–1947), a great admirer of Edgar Allan Poe and Matsuo Basho, became famous as a cosmopolitan poet in the United States, receiving good reviews for the first collection of poems all written in English, Seen and Unseen (1896). It is highly plausible that his correspondence with Ezra Pound provided the latter with a key to promoting the poetics of imagism. Following the example of Noguchi, Nishiwaki Junzaburo (1894–1982), another cosmopolitan poet famous for the translation of T. S. Eliot’s The Waste Land, studied English literature and philology at Oxford University and published in 1925 the first volume of poetry Spectrum in London. Thus, Ezra Pound, who once admired Yone Noguchi in the 1910s, came to recommend Nishiwaki as the finalist for the Nobel Literary Prize in 1957. The year 1955 saw the first postwar climax of transpacific literary history. William Faulkner, a major American modernist and recent laureate of Nobel Prize in Literature, paid his first visit to Japan in the summer of 1955, giving a series of seminars in Nagano. Speculating on Japanese culture, he gave an insight into the literary affinity between Japan and the American South in an open letter entitled “To the Youth of Japan.” American as he is, Faulkner shares the memory of lost war with the postwar Japanese, for he came from Mississippi, part of the Deep South, the very defeated nation in the Civil War. Without this memory of lost war, Faulkner could not have developed his apocryphal imagination. Therefore, it is very natural that Faulkner’s visit to Japan invited quite a few major Japanese authors to develop their own apocryphal imagination, ending up with major works published in 1973, the year of Oil Shock, all inspired by Faulkner’s double novel The Wild Palms (1939): Endo Shusaku’s Catholic novel Upon the Dead Sea, Oe Kenzaburo’s nuclear novel The Flood Invades My Soul, and Komatsu Sakyo’s science fiction novel Japan Sinks. Noting that the year of 1973 also saw the publication of Thomas Pynchon’s Gravity’s Rainbow, we could well locate here the genesis of transpacific postmodern literature in the 21st century.


Prospects ◽  
1998 ◽  
Vol 23 ◽  
pp. 461-481 ◽  
Author(s):  
Timothy L. Parrish ◽  
Elizabeth A. Spiller

Seventy years after its publication, librarians at the New York Public Library catalogued Moby Dick with other books that explored the finer points of whaling. In making this bibliographic classification, librarians at this most American exemplar of that most American institution, the public lending library, read Melville's novel not as a great national epic but as an instance of the particular, the regional, the ethnic, the vocational. Given that American readers (not to mention critics of American literature) continue to be more interested in the particular than the epic, it is not surprising that Melville's successor, Cormac Mc-Carthy's epic Blood Meridian (1985), has failed to attract the critical attention it deserves. Writing resolutely against the contemporary grain, McCarthy treats American history and identity as if it were a continuous whole. Although revisionist, McCarthy's version of American history offers little comfort to those who would rewrite American history from the point of view of the peoples who were obliterated so that American history might fulfill its Destiny. Where a typical revisionist history might read Manifest Destiny as a story about Europeans and European values destroying local lands and cultures, McCarthy insists that this kind of history is fragmentary because it depends on a denial of the fact that we only arrive at such critical positions of moral superiority because we are the survivors and successors to this Destiny. His novel examines the burgeoning American empire of the mid-19th century not to indulge in the compensatory pleasures of self-accusation but to remind us of how particularizing versions of history necessarily deny how we have become to be who we are.


1980 ◽  
Vol 10 (4) ◽  
pp. 293-301 ◽  
Author(s):  
Jack Selzer

Because of doubts about the status of paragraphs after World War II and the influence of readability formulas which emphasize sentence length and word length, technical writing teachers and texts have not been concerned very much with stylistic matters, especially at the paragraph level. However, recent research advances in the fields of linguistics, discourse analysis, cognitive psychology, and readability all redirect our attention to matters beyond the sentence in technical writing. A familiarity with such advances—including an understanding of cohesion elements, the “given-new contract,” and tagmemics—can enable technical writing instructors to improve student writing.


1994 ◽  
Vol 24 (2) ◽  
pp. 197-206 ◽  
Author(s):  
Steven M. Gerson ◽  
Sharon J. Gerson

How can Technical Writing teachers better prepare students for their careers? Corporations suggest that they want employees who can work together on teams, solve problems, and communicate. This requirement is due to the changing nature of business which is no longer industrial, employing a top-down managerial hierarchy. Today's businesses focus on information and employ a horizontal management which leans heavily on the employee who works in inter-organizational teams. First, we show our students how writing is a problem-solving activity. Next, we emphasize this point by assigning numerous short and long team projects which require problem solving and communication.


2008 ◽  
Vol 31 (2) ◽  
pp. 126-152
Author(s):  
Reinaldo Silva

Contemporary Portuguese American literature written by Thomas Braga (1943-), Frank Gaspar (1946-), and Katherine Vaz (1955-) share a profusion of topics - with ethnic food being, perhaps, the most representative one. What these writers have in common is that their roots can be traced to Portugal's Atlantic islands - the Azores - and not to continental Portugal. They are native Americans and write in English, though their characters and themes are Portuguese American. Some of them lived close to the former New England whaling and fishing centers of New Bedford and Nantucket, which Herman Melville has immortalized in Moby-Dick and in his short story, “The 'Gees,” in The Piazza Tales. These seaports were renowned worldwide and eventually attracted Azorean harpooners. The Azorean background of Thomas Braga and Frank Gaspar helps us to understand why fish and seafood feature so extensively in their writings instead of dishes containing meat as is the case in the fiction of Katherine Vaz.


1976 ◽  
Vol 6 (3) ◽  
pp. 231-237 ◽  
Author(s):  
Wayne A. Losano

The author of this article has observed the needs of the manual writer from two viewpoints, that of the technical writing teacher and that of the consultant to industry. He offers several suggestions for helping the manual writer through attention to resource materials, planning of courses, organization, and style and mechanics.


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