Writing Center

Cross-disciplinary analysis, Spring 2021

Cross-Disciplinary Analysis

Whether we write about neuroscience or politics, electrical engineering or comparative literature, there are certain common factors which nearly always distinguish “good” writing. Nowhere is this more apparent than in essays which bridge the gap between more than one discipline. In her R3 on the works of Vincent Van Gogh, Maya Chande uses “the quantitative world of statistical and mathematical thinking to giv[e] valuable insights on the very qualitative world of art and artists”, as she says in her commentary, while editor Malka Himelhoch shows us how Chande’s clear analysis grounds the discussion, and gives it more weight than it might otherwise have had. In her R3 for the “Gamification” writing seminar, author Theresa Lim uses both qualitative and quantitative measures to analyze the use (and misuse) of gamification in MyFitnessPal; in her commentary on Lim’s piece, editor Meigan Clark then shows us how this analysis allows Lim to make important contributions to the scholarly conversation.

— Isabella Khan, ’21

Spring 2021, The basics

The Basics

As writers, every one of us has had to learn to mediate between the rules of good writing we learned in high school, and the more sophisticated structures required in college essays. For this year’s issue of Tortoise, we wanted to showcase some of the ways Princeton students have done just that. In Kennedy Casey’s psychology paper, the focus is her conclusion; in her commentary on Casey’s work, editor Annabelle Duval draws our attention to the relationship between evidence and motive in the construction of this concluding section. In Jojo Deep’s Writing Seminar essay on conspiracies, the focus is on his “hook”, and how it works to create an effective introduction; in his commentary on Deep’s essay, editor Alex Charles uses Lexicon terms to explain exactly why Deep’s hook is so effective.

— Isabella Khan, ’21

Spring 2021

Editor’s Note

The theme of this year’s issue of the Tortoise is, as the title says, the so-called hidden lexicon. What is meant by this? As Writing Center fellows, the other editors and I usually tend to discuss the characteristics of good (and bad) writing in terms of the “lexicon terms” we are taught in Writing Seminar — motive, thesis, orienting, and so on. In many ways, we do this for practical reasons. By having a single set of terms by which we can refer to the parts of an essay, writing fellows avoid confusion, and make it so that a student can have a consistent experience no matter which fellow or professor he or she is speaking to.

In some ways, however, this lexicon also adds a new layer of complexity to the already-difficult task of writing a clean essay. All the editors remember quite clearly how the first time we encountered “motive” in writing seminar, we had no idea what it meant. Was it a research question? What about the so-called “motive layer cake”, and how could you be sure that the particular version (or versions) we chose to lean on for our essay would yield an arguable thesis? At the time, I was certainly confused, and after three years as a writing fellow, I don’t think I am alone in this.

The previous issues of Tortoise all provide excellent examples of the various lexicon terms. Our goal in this issue was to connect the lexicon terms back to the some of the more familiar — though possibly, more ambiguous — phrases and ideas which arise we write essays. The pieces we selected — mostly excerpts, with one full-length essay by Cassandra James, ’23— are varied in both subject matter and depth, from Writing Center papers to Junior independent work. We hope that together with the commentaries by the authors, editors, and in some case, professors for whom the paper was written, these pieces will not only showcase the variety and quality of student writing at Princeton, while also providing inspiration and guidance for future essays.

— Isabella Khan, ’21

News

Tortoise Tuesday: Orienting in “Babylon Berlin”

As a PTL project, I’ve finally started properly studying German, and by that I mean watching Babylon Berlin. I’m a diligent student, so I’ve already made it through most of the third and final season. The show, which follows detectives investigating political conspiracies and crimes in late 1920s Germany, gives a fascinating (and, as far as I can tell, fairly accurate) view of the Weimar Republic, but it’s also an excellent example of orienting evidence—in this case, physical evidence in the detectives’ investigations.

Just like in a good paper, pieces of evidence that will be important later in the show are introduced early on, left alone until a point in the structure where they become relevant, and then fully analyzed to demonstrate their relationship to the overarching thesis (or plot). Early in season three, for example, I knew there had to be a reason for the huge bottle of insulin a diabetic character keeps on hand. Sure enough, in the climactic episode, the main characters narrowly escape a hypoglycemic coma after the villain injects them both with a lethal dose of insulin. (The fact that this is one of the series’ more realistic plot twists says a lot about the show.) That the bottle was introduced—oriented—and defined in an early episode makes it easy for the viewer to understand its role when it reappears later. It also avoids the necessity of orienting and defining at the same time that the piece of evidence is actually being used (analyzed, in a writing context), which could come across as clumsy and poorly planned. Instead, the bottle is already in the back of the viewer’s mind, and when its purpose in the show becomes clear, everything falls neatly into place.

When I’m reading other students’ essays at the Writing Center, people sometimes say they’re concerned that orienting a source but not fully unpacking it until later in the paper might lead their reader to think they’re just doing a bad job of analyzing the material. Actually, I find it very helpful as a reader when sources are briefly introduced and key terms are succinctly defined at the start of a paper, so I have some idea of the analysis that’s coming. It would have seemed (even more?) ridiculous if the bad guy in Babylon Berlin had whipped out a bottle of insulin with no previous orienting, as if the show’s writers had thought of this plot development while they were writing but then hadn’t bothered to go back to earlier episodes and adequately set up their plot (thesis). Just setting up the sources that you’re planning to use and trusting your reader to understand that you’ll come back to them later is orienting enough, and it usually won’t kill you.

— Ro van Wingerden, ’21

Spring 2021, Thesis

Monstrous Consumption and Resistance in The Vegetarian and “Eight Bites”

In a Tortoiseshell: In her final paper for a class called Interdisciplinary Studies in the Humanities: Ancient Plots, Modern Twists, Paige Allen examines two texts, a novel and a short story, to explore the intersection between consumption, humanity, and monstrosity in the context of restrictive eating. As she orients her reader to the central ideas of her argument in this introduction, she explains the ways consumption habits have a long cultural history of being linked to “human nature.” The claim of this essay, that the texts in question present instances of something Paige calls “resistant monstrosity,” is a strong example of the lexicon term thesis. Continue reading

Spring 2021, The basics

Limits of the “blowfish effect”: Exemplar variability outweighs atypicality to support basic-level generalization during word learning

In a Tortoiseshell: In the concluding section of  her final project for Cognitive Psychology, Kennedy Casey adeptly discusses her research on generalization during word learning. She clearly summarizes her findings and their limitations, while also defining her contribution to the scholarly conversation and calling attention to her global motive.  Continue reading

Non-textual sources, Spring 2021

The Feminized Male Lead Dancer: How Chinese TikTok Dances are Redefining Gender Roles

In a Tortoiseshell: In her essay, Julia Zhou uses an unconventional primary source to argue that while male-led Chinese TikTok dances engage in gender subversion, they do so by operating within an artistic framework that welcomes innovation. To help readers engage with her analysis, Julia carefully describes key choreographic techniques, then orients readers to the significance of each technique. Having made the dances legible to her readers, she then engages in a rewarding close reading of their choreography.

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Evidence, Spring 2021

The Futile Female Fight

In a Tortoiseshell: In a paper for the Humanities Sequence, Noori Zubieta strikes a balance between carefully working through her evidence, orienting her reader, and building to a nuanced thesis in a close reading of a passage in Ovid’s Metamorphoses.

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Excerpt / Noori Zubieta

           Ovid draws a parallel between the fight of Diana’s troop for their virginity to the forest around Callisto. While Diana is associated with the moon, the menstrual cycle, female protection, and maidenship, her brother Apollo is her opposite: associated with the sun, maleness, and sexual tension. In this light, Apollo and the “sun” at their zenith (417) signify a trapping heat and sexual danger1, and Diana and the moon consequently at their nadir mean a lack of protection for Callisto. So, just as Diana “overcome by the heat of her brother … enters the cool of a wood” later on (454-5), Callisto here escapes the danger for “a forest whose trees no axe had deflowered” (417). The implicit analogy likens “deflower[ing]” (417) by an axe, literally the exploitation of natural resources, to figurative rape; both exploitation and rape entail loss of beauty, and Callisto indeed loses her beauty in the transformations following her rape (pp. xxx, Introduction). Sex is the female battleground2; the violence inflicted upon the trees will have the effect of deflowering, just as the violence inflicted upon Callisto will. In fact, Diana’s troop in Metamorphoses does not merely hunt but fight for their virginity as “soldier[s]” (414).

           The virgin forest is a wild space, not yet subjugated by mortals, and Callisto feels safe here. The word “here” (419) emphasizes that only when in the forest does Callisto feel secure; in the sacrosanct forest, she is comfortable exposing herself. She is vulnerable, having “removed” (419) and “loosened” (419) her weapons, having “laid herself down” (420), and “lying exhausted and unprotected” (422). She thinks she is away from the male gaze, trusting the forest as a refuge and stripping herself of her protections. Jove takes her resting vulnerability as an invitation to prey upon her. However, in giving so much attention to the environment and Callisto’s feeling of safety there, Ovid has the reader identify with Callisto, the disempowered victim, rather than with Jove.

           Ovid acknowledges Jove’s intrusion into her ambit of safety. The verb “spied” (422) connotes invasion and violation of privacy, and even Jove recognizes his actions to come as a “‘betrayal’” (423), attempting to downplay it with the adjective “‘tiny’” (423). However, he only thinks of the sin against Juno and not how it will affect Callisto because, once again, the reader sees immortals’ ignorance of their potential to completely overwhelm mortals. All the same, Jove acts “at once” (425) without any moral qualms. Even his certainty that Juno will “‘never’” (423) find out is contradicted by the addition of an “‘if she does’” clause (424); Jove’s rhetoric is more self-justificatory than anything. He derives excitement from the deception, bubbling with an exclamation of “‘oh yes’” (424).

           In a single move, Jove violates Callisto’s refuge in the forest, her relationship with Diana, and her identity all at once. After the rape, Callisto “detest[s] the forests and woodlands which knew her secret” (438-9); her haven has become a symbol of her rape—in which she is trapped after Juno transforms her into a bear. Jove cruelly adopts the persona of Diana, a god of Callisto’s same gender whom she respects, in the rape, and after the trauma, it is Diana who will expel Callisto from her troop. Most importantly though, Callisto will have almost fully lost her identity because of Jove. Once he has departed, she “almost forg[e]t[s] to recover her quiver and arrows and even the bow she had hung on a tree” (439-40). Not only does Callisto lose her pledge of virginity and her beauty (pp. xxx, Introduction), but she no longer retains her soldierliness either.


Author Commentary / Noori Zubieta

           This excerpt comes from my third of four close-reading papers for the HUM Sequence. While I really struggled for the first such paper, I found myself getting into a routine by this one. I first looked for a few potential passages to analyze and, as usual, found myself attracted to passages that explored issues of gender. In my first reading of the Metamorphoses, the language “a forest whose tree no axe had deflowered” (418) intrigued me, and at my HUM mentor Sydney Bebon’s behest, I decided to trust that instinct.

           In the HUM Sequence, I benefited from many professors’ ideas on how to approach close-reading ancient texts with a modern lens; all urged me to be unafraid reading with a more feminist lens even if the times of the text’s writing would not have accepted a feminist perspective. Thus, I examined each word, noticing the careful identity Ovid constructs and then destroys for Callisto. I took out a pen and wrote down all my observations on word choice, metaphors, imagery, and the like; by the end of the exercise, the page was full of blue arrows, circles, and notes. This detailed approach ultimately greatly aided my writing. Once I finally opened the Google doc, the process was rapid, and I found myself loving the work. When I later consulted with professors Baraz and Feeney for feedback on my thesis, I was pleased to hear that, for the first time, my analysis was becoming sufficiently sophisticated.

           Throughout the Sequence, I struggled with whether my impulse towards gender-oriented passages was legitimate. I did not necessarily hear the same inclination from other students, and I wondered whether I was just taking the easy way out. However, I think that it was my genuine interest in the theme that allowed me to inspect the text so closely.


Editor Commentary / Annabelle Duval

           Close reading, a particular sub-category of analysis, requires imagination and careful attention to the details of a text — diction, repetition, shifts in tone, imagery, and other literary devices. While close-reading, one must first notice these striking details, then find patterns, contrasts and connections throughout the passage. At the same time, one’s reader must understand the context of the passage, and these details may require orientation to explain their relevance. Then comes the challenge of showing how these details build to a thesis. The writer finds themself asking why do these patterns and specific features of the text matter, what can they tell us about the larger importance of the text, and how are they different from what we’ve seen before?

           In Noori’s essay on a short passage from Ovid’s Metamorphoses, she deftly focuses on individual word choice while simultaneously connecting this one scene to larger ideas about mythology. First she orients the reader by providing necessary background on the associations of the different gods present in the passage. Noori then draws a parallel between the goddess Diana and Callisto, a soldier in Diana’s troop. She also introduces the similarity between the female sex and nature, both described as violated and exploited in this scene. At this point, Noori dives into the bulk of her close reading. She explains word-by-word how Ovid transforms a place of refuge — the forest — into a reminder of Callisto’s rape. Importantly, word choice is not Noori’s only area of focus; she looks at syntax, imagery, tone, and symbolism. She further highlights how Ovid’s authorial choices may influence which characters the reader identifies with. Throughout her analysis, Noori takes time to weave in additional pieces of orienting information so that a reader new to Ovid can understand the mechanics of the scene she discusses. These aspects of Noori’s analysis mean that any reader, regardless of their familiarity with Ovid, can pick up her essay and understand her view of how the details of this text may have larger implications about the relationships between sex, nature, power, and exploitation.

           Ultimately, any close reading is one person’s interpretation of a passage. Another writer analyzing the same scene could draw different conclusions about the author’s choices and their effects. But, the best close readings are strongly rooted in textual evidence, offer up carefully explained insights, and introduce the audience to arguments they might not have considered upon an initial reading of the passage. In her analysis, Noori carefully works through the text to achieve all three of these close reading goals.


Professor Commentary / Yelena Baraz, Classics Department

           For this paper Noori chose a rich and challenging passage from Ovid, the moment when the nymph Callisto, feeling safe, becomes vulnerable to the gaze and then the violence of Jupiter. Here Noori performs an exemplary close reading, carefully tracking how the poet’s language in the description of space foreshadows Callisto’s rape and transformation. Noori draws out the parallels between the forest as a natural environment vulnerable to human violence and the god’s perception of the nymph’s sexual availability. She further explores how the reader is invited to identify in the passage, an important question for understanding Ovid’s insistence on representing rape: Noori shows that Jupiter’s intrusion is unwanted and destructive, destroying his victim’s identity. The paper shows how careful attention to language, imagery, and tone can produce a close reading that opens up an important perspective on the big-picture questions the text raises.


Footnotes

  1. An additional element of danger stems from the “midday” (417), traditionally seen as a perilous time in ancient Greco-Roman culture. ↩︎
  2. Further evidence for sex as a war occurs during the rape: “fought” (436), “match” (436), and “victory” (437). ↩︎

Work Cited

Ovid. Metamorphoses. Trans. David Raeburn. London: Penguin Group, 2004. Print. All in-text citations are assumed to be Book 2 unless otherwise specified.

Narrative, Spring 2021

Agents of Change: Hollywood Agents and Gatekeeping

In a Tortoiseshell: In her Junior Paper, Jacy Duan explores the role of Hollywood agents in perpetuating a lack of racial diversity among actors. She carried out seven interviews with agents, which she draws on here in order to explore whether agents recognize their role as gatekeepers controlling the presence (or lack) of diversity in the industry. Jacy establishes a strong motive in her introduction and then weaves together the individual opinions of the agents into a broader narrative about diversity in Hollywood. Jacy’s treatment of narrative ensures that her argument is both accessible and engaging.

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Evidence, Spring 2021

Searching Inside a Cut: Ethnography as a Lens to Examine Emergent Relationalities

In a Tortoiseshell: In her essay, Ariadni Kertsikof weaves together evidence from several ethnographic works to argue that ethnography allows us to discover truths about the world through attending to relationships. The following excerpt focuses on the importance of relationships in Savannah Shange’s ethnography Progressive Dystopia. Through exceptional source orientation, Ariadni contextualizes her evidence in light of Shange’s argument. She then selects and summarizes a specific example from Shange’s work, effectively illustrating not only the author’s point but her own.

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