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Blog #2 contextual research

Grafton & TimelineJS Analysis

Blog # 2

Through reading Grafton’s Introduction, I learned that the two modes of representation are chronology and geography. These two modes immensely help clarify historical events, but they also obscure events. With regards to determining all there is to know about a certain event, these two modes help immensely because we know exactly WHEN and WHERE that particular event happened. With this, we can make deductions or inferences about why that said event occurred.

Timelines are actually less than 250 years old (Grafton 14). All they really are is a way of visualizing the numbers that we use to record our history, but they can also restrict our outlook on life. Grafton says “The timeline seems among the most inescapable metaphors we have” (Grafton 14). It makes time way more linear than it has to be and almost completely removes the flexibility of our concept of time. It has been hard to come to terms with these ideas and modes of representation, but I have done it successfully. By telling us a one-way story, they have told us a chronology of our perception of the world, but have also erased our opportunity to perceive time as a story.

This concept is actually extremely relevant to my group’s project. We were assigned the Bethlehem memoirs to transcribe an analyze. Other groups’ assignments were the memoir of one person, but we had several different writers to transcribe. So as other groups would have one coherent timeline for all of their events, we had 4 or 5 separate, overlaying timelines.

With this in mind, conceptualizing the complex relationship between ideas and modes of representation was near impossible. We were just given seemingly unrelated transcriptions with no background. We had to use different sources to get a deeper understanding of what we read. For example, Professor Faull gave me a book titled “A Tale of Two Plantations”, which depicted the lives of slaves in the Mesopotamian slave plantation in Jamaica, and how the Moravian missionaries brought the Gospel to them.

 

Viewing the timeline as a rigid linearity would be ineffective, as there are multiple stories going on at once. Grafton says that our idea of time “is so wrapped up with the metaphor of the line that taking them apart seems virtually impossible” (Grafton 13). The key here is flexibility, and being able to perceive several chronologies at once. TimeLine JS made this flexible view possible by stacking the different events on top of each other as they occurred.

Overall, using TimeLine JS made analyzing these events easier in that it gave a way to compare the events throughout time. This has given a deeper meaning to all of our separate work; it has integrated everything we’ve worked for together.

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Blog #2

Blog #2: On Distant Reading

As I previously mentioned in Assignment 1, the Memoir of Harriett Lees was about the life of a woman, Harriett Lees. Lees died on January 17th, 1842 at age thirty and was very sick with a bad cough and lung inflammation up until her death. Faith, the Saviour and the Church were extremely important to her because she was brought up learning the principles of the Church of England. She was born on February 11th, 1811 at the Woodford cum Membris in Northampton county. She often cited the Bible and was very moved by spirituality. Lees lost her brother which was extremely devastating to her. She would go to church often to talk with and pray to him and knew that they would soon be reunited. She was often sick and suffered from bad coughs and lung issues. Specifically, in the spring of 1837, she suffered from lung inflammation and was told to go to Lemington to try the water there, and it helped her temporarily. Lees was married on June 4, 1838 to 13th Brother William Lees of Leominster. After she got married, she was admitted to be a member of the Brn’s Church and became a regular at the Church. The following December, Lees had a son, but became sick again not much later. Near her death, she lost her sister which was devastating to her and caused a lot of anxiety. She continued to work for the church as long as she could and often attended services when she was well enough to do so. She gave birth to a second son and seemed to be feeling well after she had him, but that did not last very long. She continued to decline and was worried how this would effect her baby, but she continued to look to her Saviour for help and support. She stuck with her faith, even until the end and helped those in need as much as she could. She passed away leaving behind a husband, siblings, children, and friends.

The research question Paige and I came up with based off our interest in Harriett Lees’ life was: what is the typical language of a married sister in the Moravian Church?

I believe that using Voyant was very helpful in answering our research question. Voyant highlighted the key terms in the memoir of Harriett Lees which gave us insight on what her life was like and what was important to her. I saw how important the Savior was to her based on how frequently the word “Saviour” was used. I also realized how the women in the choir referred to one another as sister because I saw that the word “sister” was used many times and I was able to see the context it was presented in. After visualizing the data with Voyant, I wanted to learn more about the Moravians and came up with new questions. I want to know what a typical life is of a married sister in the Moravian Church and then I want to be able to compare it to the life of an unmarried woman from the same time period and location and see the differences. These questions that emerged through my use of Voyant stem from Johanna Drucker’s definition of visualization in the Whitley readings. She defined visualization as a tool that can provoke or inspire many questions instead of just answering one specific question.

After putting the text into Voyant, I learned that the Harriett Lees Memoir has 2,099 total words and 731 unique word forms. I find this very interesting because a high percentage of words used were not used more than once showing me that Lees was well-versed and most likely well-educated. Each sentence averaged about 80.7 words, which is also very high and affirms the idea of Lees being educated as a high average sentence length symbolizes a high education level. Another piece of data that Voyant provided me with was that the five most frequently used words (excluding stop words) in Lees’ memoir were: sister, time, savior, great, strength. I feel that because Lees used these words so often, they must have been ideas or things that were of much importance to her, which goes along with my idea that she looked toward her Saviour for strength. The word “sister” was very prevalent because that is what she was referred to by others and what women in the Church referred to one another as. Also because the text is a memoir and she went through major events in her life, it makes sense that “time” was a frequently used word.

In order to get the distinctive words and their collocates from the Harriett Lees memoir, I uploaded the Memoir of Br John Willey into Voyant. I found that the distinctive words in the Lees memoir were: tho, fit, partner, oh, and lees. Out of these five words, “partner” is the most important for my research because it answers the question we proposed. A married Moravian women most often used the word “partner” which makes complete sense. It was used in the context of discussing the relationship between Harriett Lees and her husband. They were very supportive of one another and stood by each other in difficult times. Voyant allowed me to partake in distant reading, a concept from the Whitley reading. Instead of closely reading every text, I looked at the patterns that emerged when comparing the two texts. It made seeing connections easier.

The visualizations I made from Voyant allow me to practice spatial reading, another concept from the Whitley reading. Spatial reading is transforming text into forms that takes advantage of visual perception instead of just using typical sequential reading. It uses patterns and creates “concept shapes.”Here are links to the visualizations I created from the memoir as well as screenshots of the visualizations themselves:

https://voyant-tools.org/?corpus=67f7a00f90e4fa7174f62b6c28f39208&query=sister&query=time&query=saviour&mode=corpus&view=CollocatesGraph

https://voyant-tools.org/?corpus=67f7a00f90e4fa7174f62b6c28f39208&view=TextualArc

https://voyant-tools.org/?corpus=67f7a00f90e4fa7174f62b6c28f39208&query=strength&view=TermsBerry

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Assignment #1

Assignment #1

Working with these old memoirs from the Moravian lives projects was very interesting and surprisingly fun.  Being able to read something that was written so long ago was something I have never done, and it was really engaging.  As I read about John Wiley’s life, I was able to imagine his life and almost grow attached to what I was writing down and feel like what I was doing was really important.  Even though reading the piece was engaging and interesting, it presented some challenges. To be able to create a digital text, we had to be able to read what the document said and write down exactly what was written, even if the punctuation or spelling was wrong.  The words were faded and the way that people wrote in the past was a lot different from how people write today. From the way they wrote cursive the their word choice, it was hard to be able to read it at times. Letters like F, T and L were sometimes hard to distinguish, as well as two words close together without a space.  Also, words were misspelled which presented a whole new challenge. We had to type out the misspelling and then correct it, but at times the misspelling was hard to make out what word they were trying to say. Luckily for the John Wiley memoirs, the archivist that had the documents were able to send our group clearer images of the original copies which was a game changer for being able to transcribe.  The help of the professors and also the students that came in to help us was also monumental for being able to transcribe, because their eyes have been trained to read these old documents. We then had to tag different parts of the text and point out a person’s name, dates, places, misspellings, and other things of that nature.

John Wiley Memoir

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Assignment #1

Assignment #1

I never thought that just transcribing a document would make you understand the story of the person that wrote the it. While writing, the only thing you focus on is what each individual words is, and nothing about the author. For five pages, I struggled to read cursive because I have not seen the style in years. I had to look over the cheat sheets for cursive letters once we started because I just could not remember what some of the letters looked like. In the moment, you don’t really care what the person is saying, you are just trying to figure out what each word is. After finishing my five pages, with lots of question marks, I then had to go back and get help from others. Sometimes, it is just about asking the right person. Some people might know a lot more cursive than others. For example, in our group Meg Koczur remembered her cursive very well so I would ask her for help a lot. Then once you are finally done nitpicking words, you can reread your work to double check everything. Once you get to this point is when you really begin to feel a connection with the author. It is so interesting that none of these documents have never been written so we are the first ones to actually read it. They are just simple documents in which people talk about experiences they had. In Elizabeth Grundy’s work, some of the times she was just talking about some of her dreams. It just made me overjoyed to be able to read about somebody else’s life. Coming into this class, I did not really know what to expect from digital humanities, but this really changed my mind for the better.

 

https://docs.google.com/document/d/1Nv-N7N0rR6puaTNT2_QHv_918cxgYppQjCQikAxSNqQ/edit?usp=sharing