Brie’s Task 5: Twine

Hi Brie,

I really enjoyed your Twine project, and like Matt, I found it both fun and engaging. The way you crafted the narrative paths made me curious to explore all the different options, and I appreciate how you integrated the readings into your work.

Matt’s reflections on the strengths and limitations of hypertext, particularly the idea that not everyone will explore every path, really got me thinking. When I was working on my own Twine project, I faced a similar challenge. I wanted to create a narrative that felt meaningful no matter which path the player took, but it’s always a bit of a balancing act to ensure that all the potential choices and outcomes feel equally satisfying. I think Matt’s point about the conflict in pedagogy—between allowing students to explore freely and guiding them toward specific learning outcomes—also applies to how we approach storytelling in Twine. For my project, I ended up blending some linear elements with the non-linear structure to guide the player while still allowing for exploration, and it sounds like that’s something you were mindful of as well.

As for whether we should fully embrace non-linear text or continue using linear formats, I agree with Carol that it really depends on the context and the goals of the task at hand. I believe it’s about finding the right balance—using non-linear mediums to foster creativity and engagement, while also recognizing the need for structured, linear content when it comes to building certain skills.

Thanks for sharing your Twine and sparking such a thoughtful discussion!

 

Julia’s Task 6: An Emoji Story

Hi Julia,

Initially, I had some difficulty understanding the emojis, but once I realized they represented characters from “Inside Out 2,” it all made sense! (I have only seen the trailer.) Your approach to using emojis to capture the emotional journey of the characters is interesting since I was expecting to decipher a synopsis. Your use of emojis is neat because it conveys the movie/plot without giving a complicated plotline. You describe characters symbolically, and the plot is somewhat self-explanatory. This was different from my approach, where I tried to convey a linear sequence of events. This made me realize how digital writing allows users to interpret things differently depending on how we prioritize different aspects of storytelling.

Thanks for sharing your creative process and insights!

 

Duncan’s Task 7: Mode-Bending

 

Shannon’s Task 9: Network Assignment Using Golden Record Curation Quiz Data

Hi Shannon,

Thanks for your analysis! It’s good to know that I wasn’t the only one feeling a bit lost with all the data and trying to make sense of something if not everything.

I also noticed that how the most selected tracks really brought people together into tight clusters, especially with the top six tracks, and the less popular tracks had such sparse connections. It really shows how some tracks, probably because of their familiarity or cultural significance, seem to resonate more broadly, while others reflect more personal, niche tastes, in my opinion.

I agree that it’s difficult to make any assumptions due to the lack of demographic data in the nodes. I wondered too if our backgrounds—like being from English-speaking countries or just being more familiar with Western culture—played a big role in why tracks like “Johnny B. Goode” and “Melancholy Blues” were so popular. But as you mentioned, without that specific data, it’s tough to nail down exactly why certain tracks stood out more than others. It definitely adds another layer of complexity to understanding the choices we made.

 

Lachelle’s Task 12: Speculative Futures

Hi Lachelle,

I really enjoyed how you presented your story through different modes! Your backstory is so well-developed, and I can definitely see myself using it as part of my grade 10 English class during our dystopia unit—it’s that good!

I have to commend you on your bravery in experimenting with VEED! I also gave it a shot, and after a few frustrating attempts, I realized that while AI tools have come a long way, they still have some limitations when it comes to fully capturing our speculative visions. Plus, I wasn’t quite ready to pay for premium features just to make those final tweaks. I ended up switching to iMovie for my trailer, and I’m pretty happy with how it turned out.

Anyway, you did a fantastic job with your story! Thanks for sharing it—it was both inspiring and thought-provoking.

 

 

Final Project

Access my project here

 

Reflection:

As Dobson states, “So begins the paradox that whereas digital literacy constitutes an entirely new medium for reading and writing, it is but a further extension of what writing first made of language.” (2009) I kept going back to this statement as I was finding ways to make my idea work. This paradoxical nature of digital literacy – being both revolutionary and an extension of traditional writing – guided my approach. While the medium of presentation was new, the core goal of effectively communicating ideas remained consistent. This insight helped me navigate the technical challenges and conceptualize how to blend different modes and think outside the box from my stance.

Redesigning the “What’s in Your Bag” task by changing its semiotic mode was indeed challenging. Inspired by the New London Group’s multiliteracies framework, I tried to embrace this in my redesign by moving beyond merely recording audio and incorporating visual and audio elements to create a more dynamic and interactive experience.

The biggest challenge wasn’t transforming the written language into audio, but rather how to effectively display the audio. Initially, I tried using coding to create an interactive experience, but it proved too complex for my current skill level. Instead, I used Canva to create a multimodal presentation slide where clicking on an item plays the sound it makes, aligning with the New London Group’s principles of multiliteracies and the iterative nature of design.

Using Canva turned out to be a practical choice for creating a multimodal presentation. I utilized its features to blend visual and auditory elements, aiming to visually incorporate the audio. Each item in my bag was depicted with an image linked to a corresponding sound effect. I realized that selecting appropriate sounds also involves my cultural identity, as it may reflect my interpretation of each item, which might be stereotypical or unorthodox to some.

Despite the benefits, there were challenges in this mode-bending exercise. The technical limitations with coding led me to choose Canva as a more feasible alternative. Even with Canva’s user-friendly features, effectively combining multimodal elements still demanded time and experimentation. Additionally, finding a way to display the presentation on my blog without requiring users to click on a link was another challenge that I couldn’t solve without learning to code properly.

Redesigning the “What’s in Your Bag” task using Canva was a valuable exercise in applying the principles of multiliteracies and mode-bending. It required me to acquire new skills, experiment, and be creative. It was enjoyable to explore the potential of integrating different modes of representation to create a more engaging and accessible learning experience.

References:

Dobson, T., & Willinsky, J. (2009). Digital literacy Download Digital literacy. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 286-312). Cambridge University Press.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. (Links to an external site.) Harvard Educational Review 66(1), 60-92.

Prompt:

Describe or narrate a scenario about a pill found a generation into a future in which ‘progress’ has continued. Your description should address issues related to the court system and elicit feelings of dread.

Title of the story: Reborn

Backstory: In the year 2050, most jobs were taken over by AI, leaving only less desirable and stressful jobs. Ironically, people also did not want to do these remaining jobs, preferring remote work or avoiding work altogether. Since the early 2020s, with the rise of remote jobs and a general aversion to undesirable work, a significant labor shortage in necessary jobs became a major issue for the government.

One of the most controversial innovations was the introduction of the “Memory Erasure Pill,” a pharmaceutical breakthrough intended to revolutionize the world. Unable to wait for public approval, the government began using the pill on select criminals who had no visitors and were convicted of first-degree murder. Instead of the death penalty and costly imprisonment, the government proposed this so-called humane solution to handle severe criminals and the job shortage.

The Memory Erasure Pill is a small, white tablet developed by a consortium of scientists and legal experts. When ingested, the pill wipes the consumer’s memories, effectively erasing their identity. After a few trials, President Richardson provided evidence to convince the nation that using the pill on criminals with the worst charges was a humane and practical solution to the labor shortage. Seven years of successful administration of the Memory Erasure Pill followed.

Story:

It is the year 2057. The main character wakes up one morning in a room with no memory of her past or her name. She steps out into what seems like a communal area, observing people engaged in ordinary activities. A man with a name badge that says “Gideon” approaches her. He tells the main character that she signed up for a government experiment to cure her terminal brain tumor because she was poor and couldn’t afford treatment. He claims she was on the verge of death but was reborn through a brain surgery. In reality, she was injected with the Memory Erasure Pill.

Gideon informs her that her name is Aileen Warner and that her purpose is to fulfill the duties assigned by the government and help other citizens. She will be provided with food, shelter, and basic necessities but must work 14 hours a day and volunteer at a local senior community on weekends. She has been assigned to work in a factory where the labor is intensive, and she is among a few others like her.

One day, while working, a heavy object falls on Aileen, knocking her unconscious. During her unconscious state, she experiences vivid dreams of people and places that seem strangely familiar. These disorienting and faint memory fragments trouble her deeply. Upon regaining consciousness, Aileen reports the incident to Gideon, expressing concerns about what she believes to be side effects of the pill, mentioning the familiar visions she had while unconscious.

Outside the “prison” walls, controversy arises: If a criminal’s memory is completely erased, are they still considered a criminal, or a new person? Why must they do all the dirty and intensive labor? What ethical dilemmas arise from erasing someone’s identity, even for criminals?

Back to Aileen, agents make her unconscious and take her to a lab to inject the pill again. Despite the second injection, Aileen’s dreams become more vivid, and she starts to remember things vaguely. She begins to question and resist the control imposed on her, seeking answers to the truth. She discovers evidence of her former life and the government’s role in the memory erasure. Aileen and a group of her housemates plan an escape to reclaim their identities and expose the government’s practices. The escape leads to a confrontation with government agents, revealing the extent of the Memory Erasure Pill’s side effects and the ethical breaches involved. The survivors of the escape attempt to reintegrate into society, but they learn that they were first-degree murderers and are now wanted fugitives…

 

Click the link to view the movie trailer: https://youtu.be/z6QxJq02rVw

Emoji Explained…

 

Reflection:

Translating a story into emojis required me to consider the unique qualities of digital writing. I started with the title, which was a great challenge. Capturing the essence of the title in a few emojis was important, as it serves as the first point of connection for anyone trying to guess the work. I had to decide whether to

1. translate the title literally, using emojis that directly represent the words in the title;

2. find a metaphorical meaning, using emojis that capture the deeper or symbolic meaning of the title; or

3. use physical images, selecting emojis that visually depict elements of the title in a way that readers can easily understand.

I chose the last option since the title was a proper noun, and a literal or metaphorical translation might not clearly convey the specific name to the readers. I figured a visual representation would make the title more recognizable and comprehensible.

The process of translating a title into emojis mirrors the broader challenges of translating traditional writing into digital writing. Just as I had to decide whether to use literal, metaphorical, or visual representations for the title, digital authors must consider how to effectively convey information in a medium that blends text, images, and interactivity. Bolter notes that “electronic text takes on shapes that Web designers and other digital authors deem appropriate to the computer’s capacity to structure and present information” (2001). This requires digital writers to think beyond traditional linear text and leverage the multimedia capabilities of digital platforms to enhance comprehension and engagement. The challenge of making a proper noun recognizable through emojis parallels the challenge of making content engaging and understandable in digital formats, highlighting the evolving nature of writing in the digital age.

For my synopsis, I focused on representing key plot points and character traits with emojis that fit the plot diagram. I referenced IMDb’s summary of the movie and added some missing parts since it was the briefest summary I could find. I had to consider the audience that would decipher my emojis and decided to rely more on ideas and major plot points rather than syllables or individual words. Emojis are a visual language, so capturing the essence of the story through recognizable symbols was more effective than trying to represent every single word. This aligns with what Bolter (2001) highlights about how electronic writing combines the best attributes of various forms of writing: the precision of print, the adaptability of handwriting, and the visual richness of hieroglyphics. This makes electronic writing a versatile and powerful medium in the digital age.

Overall, this exercise has shown me the complexities and creative potential of digital writing. Translating a story into emojis is not just a fun activity but a profound way to explore how meaning is constructed and conveyed in modern digital contexts. It has expanded my understanding of how we can use visual elements to enhance storytelling and make it accessible and engaging for diverse audiences.

Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of printLinks to an external site. (2nd ed). Lawrence Erlbaum Associates.

HTML version of my Twine story:  You Can Choose.html

Reflection:

Playing around with Twine was fascinating and rewarding, especially when my attempts to add a new HTML worked after pressing Test From Here. The more I worked on Twine, the more I realized the importance of developing a solid narrative. When choosing my story, I was inspired by a game app that often appears as an ad, where a character faces life dilemmas, such as deciding what to do when discovering a cheating spouse. So I decided to create a high school version, where players shape the protagonist’s journey through significant choices in three different stages: teenage hood, career path, and relationships.

To make the story engaging, I focused on three distinct personality archetypes for Carolyn: the Overachiever, the Social Butterfly, and the Rebel. Each personality type influences how she interacts with others and makes decisions. This approach allows players to empathize with her and feel more engaged by creating a scenario that feels personal.

Writing the story in the second person point of view was a deliberate choice to make the experience more immersive. This style helps players feel directly involved in Carolyn’s journey, making decisions that shape her path. Changing the language style was also important to ensure players don’t feel like they are reading a book; hypertext stories are meant to be interactive, so I avoided lengthy texts per click.

What’s more important is thoroughly developing story elements such as characters, conflict, and plot. Developing side characters was essential for creating a rich narrative. Although I couldn’t develop all characters in depth (like Carolyn’s mom or other characters I could’ve added), I focused on making interactions based on Carolyn’s personality type to add depth and uniqueness to each scene. Things like adding dialogues and actions helped show character traits and conflicts, making the storytelling more vivid.

Experimenting with interactive elements like link-reveal macros was crucial in keeping players engaged and making the screens less dull. I used different elements, such as italicizing Carolyn’s inner thoughts or changing the font colour to enhance the experience.

This project has allowed me to utilize my storytelling skills and my ability to create interactive, player-driven narratives. I find Twine to be an excellent resource to share with my students, as it’s a great tool to help them develop new media and storytelling skills. I will certainly be using it in my classes to foster creativity and narrative development.

 

 

 

 

Unscripted story: 

I’m going to talk about my story of becoming an educator I guess it starts pretty early in my life I started tutoring young kids at the age of well in grade 8 actually no not in grade 8 maybe in grade 10 I started tutoring like Junior kids like in grade six even though that was 2 years after I had arrived in Canada like started learning English I taught basic stuff but I really enjoyed teaching others about what I had learned so I started tutoring and in grade 10 actually in the same year I meant I met a teacher that I really looked up to and I wanted to become like her I mean like I want it I visioned myself my future as you know doing something similar to what she was doing she was my ell teacher and she also taught Japanese which I was also studying in my high school and I think I signed up to be a peer tutor working with ell students who are mostly International who are international students even though I was on El student myself I had just graduated from the program not graduated completed the yellow program I thought I would be an ideal person to become a peer tutor because I knew the situation better than anybody else I mean like better than someone who didn’t go through the program similarly fast forward similarly I wanted to become a teacher because I felt that I was a lonely child from an immigrant family who had no guidance whatsoever in life and in education so I had to find things out myself from scratch most of the times my mom wasn’t very knowledgeable about what’s going on in terms of schooling Etc she took really good care of us me and my brother but in terms of education and planning my career and future education I didn’t really have anyone helping me so I wanted to become a teacher who’s like a mentor to those who are in similar situations like I was going through in my high school as well as post-secondary so I I took education program specializing in English and ell it wasn’t very easy for me due to you know my shortcomings and Etc and you know teaching english to native speakers as an immigrant is not an easy thing I had to go through a lot of trouble a lot of studying obviously a lot of hardships some discrimination but my first job I was offered not offered I did a lot of research and a lot of interviews and the first job that I finally got after a year and a half of trying trying and applying an interviewing finally like I got a full-time job teaching at a high school an internal a private high school mostly composed of international students it was a boarding school I had an ideal the most ideal job that I wanted I was teaching literature to your students I really enjoyed 2 years of my life being able to use all the languages that I speak like Korean japanese and obviously English interrupting with students who loved me and vice versa however due to some philosophical differences between the school Founders and myself I wanted to transfer to a Catholic School and a position opened up I was referred to by a priest and I called the job and right now I’m teaching I was hired to teach Els students just like what I was doing but I also have to teach English but eventually right now I’m teaching English as well as religion and took on some other positions I mean like other position called campus mystery campus minister but i’m happy where I am at right now even though I really miss teaching LOL program teaching in the real program but it’s something that’s always you know in my mind if there is an opportunity you know if an opportunity opens up it’s something that I always wanted something that I’m always willing to do yeah so it’s been 8 years of teaching and you know I still look forward to what’s to come in my prayer as a teacher and I wish to look for opportunities to improve and develop my self as a teacher and that’s it

 

Analysis:

The scripted text deviates from the conventions of written English in several ways. I used Speechnotes to dictate my story, and the website prompts the user to dictate punctuation marks, which I didn’t realize until I finished recording. Therefore, the script lacks punctuation marks, resulting in a single run-on sentence and proper nouns not being capitalized. Additionally, the script includes fillers and repeated words like “I mean like,” “you know,” and “etc.,” which are more common in spoken language. I also noticed that the script includes misinterpretations or mishearing of words, such as “ell” or “lol” instead of “ELL.” Lastly, the absence of clear sentence boundaries and paragraph structure makes it difficult for readers in terms of readability.

Contextually, the text has several issues that affect its clarity and coherence. Having read the raw script, I noticed that there are things I would not have said or done if I were writing the story. The story lacks transitions between different parts, making it difficult to follow the progression from one event to another for someone unfamiliar with the story. I missed out on some details that would help with comprehension and transitioning into the next part of the story. Also, there are parts I should have expanded more on and elements that I would not have included if I had the opportunity to proofread my work.

In considering the differences between oral and written language patterns, I noticed that oral storytelling allows for spontaneity and personal voice. When illustrating my journey, although it wasn’t my first time talking about my path to becoming a teacher, I believe the way I tell my story conveys emotions that are raw and genuine, not manipulated as they might be in writing. However, oral storytelling can also result in structural and contextual issues when transcribed directly into text. For instance, oral language often includes fillers, informal phrases, and relies heavily on vocal intonation and pauses, which do not translate well into written form. Written language, on the other hand, requires careful attention to grammar, punctuation, and structure for better clarity and coherence.

Context-wise, written language demands a clear organization of ideas and detailed descriptions to ensure that the reader can easily follow the narrative. Oral storytelling can afford to be more flexible with its structure because the storyteller can adjust based on immediate feedback and engagement from the listener, even though in this case, I didn’t have any audience. In contrast, written storytelling lacks this interactive element and must be meticulously crafted to maintain engagement and understanding.

Lastly, oral storytelling often relies on the speaker’s tone, gestures, and facial expressions to convey meaning and emotion, which are lost in written text. Therefore, written language must compensate for these elements through precise word choice, descriptive language, and a well-structured narrative.

Conclusion:

Although a direct transcription of oral language into text can result in confusion and a lack of coherence, written form often misses the spontaneity and personal touch of oral storytelling. This task has reminded me of the importance of understanding and adapting to the differences between oral and written language patterns. For tech users that rely on speech-to-text tools, it is crucial to be mindful of these differences and not rely solely on one method to communicate or write.

In some cultures, such as Chinese, the complexity of the language has led to young people forgetting Chinese characters because they rely on speech-to-text functions and auto-generated word completion to send texts and type. Relying heavily on speech-to-text functions can degenerate writing skills and a deeper understanding of what written language can offer. This highlights the necessity for a balanced approach, integrating both oral and written methods to maintain and enhance literacy level.

Analysis of the Clusters and Connections

In analyzing a network visualization created from the Golden Record Curation Quiz data, I made several observations using Palladio.

Top 3 Most Selected Tracks:

• 7 people picked all three top tracks.
• 6 people picked both “Melancholy Blues” and “JohnnyB. Goode”.
• There are participants who picked only one of the top three tracks.

Top 6 Most Selected Tracks:

• Strong clustering observed among those who picked all six top tracks.
• No participants chose only one of the top six tracks, indicating shared preferences among participants.

Top 6 Least Selected Tracks:

• Sparse connections between these tracks, often linked by one or two individuals.
• Minimal clustering, with only isolated connections between tracks.
• The sparse connections among the least popular tracks indicate that these choices are more individualized and less influenced by mainstream preferences. This suggests a diversity of musical tastes and potentially niche interests among participants.

 

Top 10 Most Selected Tracks:

Reflection:

Interestingly, despite being the top 10 most selected tracks, participants who chose any of these tracks do not form distinct clusters and appear evenly dispersed in the network visualization. I think the absence of distinct clusters suggests that these tracks appeal to a wide range of participants, which reflects an inclusive and diverse set of musical preferences.

To explain, the lack of distinct clusters among participants who chose the top 10 tracks suggests a widespread and evenly distributed appreciation for not only the top most selected pieces among my colleagues, but for the rest of the tracks. The even dispersion of participants who selected the top 10 tracks indicates that these pieces resonate broadly across diverse groups, likely due to their cultural significance, emotional depth, and musical complexity. This clearly affirms the Golden Global Records that truly that the selection appropriately represents the general audience’s preferences.

Visualization Limitations

The network visualization captures the selections made by participants but does not explicitly provide insight into the reasons behind these choices. Assumptions can be made that most participants are English-speaking residents from English-speaking countries with bachelor’s degrees involved in education, suggesting a familiarity with Western culture and possibly considering diversity and popularity in their selections. However, participants come from diverse cultural backgrounds and have individual preferences, which means the analysis might miss nuanced motivations behind their choices. Additionally, the assumption that the number of connections equates to the strength of preferences might not always be accurate. For instance, familiarity with a track might drive selection more than genuine preference. For example, a well-known song like “Johnny B. Goode” might be chosen frequently due to its recognizability rather than it being the participants’ top favourite. This highlights the need for a nuanced interpretation of the data, considering both familiarity and genuine preference factors in participants’ music choices.

Political Implications

Again, the even distribution of participants across the top 10 tracks suggests these selections are widely accepted and appreciated, indicating cultural homogeneity in musical tastes. However, it also reflects the diversity of the tracks themselves, which come from various cultural backgrounds and genres.

Moreover, the lack of clustering around popular tracks highlights the challenge of representing minority tastes within a broadly appealing selection. This underscores the importance of including a wide range of musical pieces to capture the full spectrum of participant preferences, and I think the full list of Golden Records Curation successfully captures it within their capacity considering limited resources and time period.

Conclusion

Having picked 7 out of the 10 most selected tracks myself, I found it useful to use my own selections as a reference point for interpreting the data. This personal baseline helped me to contextualize the broader patterns observed in the network visualization. As in many other anthropological studies, data—especially text visualized—can provide numerous interpretations to help understand patterns and implications. Overall, this assignment offers an interesting approach to comprehending data through visualization and what can be implied in terms of humanity’s cultural and social dynamics for a topic as universal as music.

 

Lera Boroditsky’s approach to understanding how languages shape the way we think provides some relatable points as someone who is bilingual. As a 1.5 generation immigrant, I often ponder the impact of my multilingual experiences. Boroditsky’s talk provides answers to some of my personal questions.

1. Learning a New Way to Talk and Think

[18:22] Dr. Boroditsky mentions: “When you teach people to talk a new way, you are teaching them to think a new way and that language can change how people think by changing how they talk.”

As a multilingual learner, I can relate to this. Every time I picked up a new language, it helped me widen my perception of the world by merging different cultural aspects. Learning Japanese, for instance, required me to adapt to its unique structures and politeness levels, which, in turn, made me more adaptable and fluid in different social situations.

2 & 3. Memory and Attention Shaped by Language & Gendered Languages

[24:11] Dr. Boroditsky says, “Kids who are learning Spanish or French as their first language very early on started finding voices that are appropriate to the grammatical gender in their language”

[30:45] Dr. Boroditsky mentions that linguistic structures can shape memory and attention.

The first time I was introduced to gender assignment to certain nouns was when sitting in French 101 class as an elective course in my first year university. Korean does not use grammatical gender, so my cognitive process when thinking in Korean does not involve gendered attributes for objects. I had a hard time grasping the concept and had a hard time remembering why certain nouns have certain gender assignment.

In English, cultural personifications influence my perceptions. For instance, referring to a ship as “she” or thinking of the Earth as “Mother Earth” subtly impacts how I perceive and describe these entities.

For example, gendered languages, where nouns have genders, influence how speakers think about objects and people, often assigning gender-specific attributes to them.

As a multilingual speaker of Korean and English, with a background in Japanese, I’ve observed firsthand how language shapes thought and memory. Korean does not use grammatical gender, so my cognitive process when thinking in Korean does not involve gendered attributes for objects. However, using English, I notice that cultural personifications still influence my perceptions. For example, referring to a ship as “she” or thinking of the Earth as “Mother Earth” subtly impacts how I perceive and describe these entities.

By understanding how different languages influence perception and memory, I can better appreciate the cognitive flexibility required to navigate multiple linguistic and cultural frameworks. This awareness enhances my ability to adapt my thinking and communication style to different contexts, enriching my interactions and understanding of the world.

4&5. Multiple Ways to Describe Events in English

[29:31] Dr. Boroditsky mentions that “in English, we don’t strongly distinguish between things that are accidents and things that are intentional.”

She provides the example of English speakers saying, “I broke my arm,” which does not imply intent. In many other languages, this construction would suggest intentionality. Instead, they would use a phrase indicating that the arm broke on its own or that it happened to the person without direct intention, such as “The arm broke.”

Unlike Korean and Japanese, English sentences almost always begin with a subject. For example, in English, you say, “I put the garbage away.” In Korean and Japanese, it would be awkward to explicitly say “I” unless you are intentionally revealing who performed the action. The subject “I” is often omitted because it is implied, which would not make sense in English without the subject.

Moreover, [30:33] Dr. Boroditsky discusses the difference between how English and Spanish handle accidental verses intentional actions. She explains that English lacks in “distinguishing between accidents and intentional actions” in its grammar; however, Spanish makes this distinction more explicitly and often mentions the agent when the action is intentional. The difference in language structure can influence what [30:53] “people attend to and remember when they witness events themselves.”

“Spanish is only talking about who did it when it’s intentional when it’s accidental less so you’re less likely to mention that someone did something you more likely just to talk about the outcome so does that make a difference for the kinds of things that people attend to and remember when they witneess events themselves

From what I understand, the necessity of stating the subject in English can lead to a more individualistic expression, emphasizing the role of the self in actions and events. This linguistic structure highlights the individual as the agent of action, which aligns with Western cultural values that often emphasize individual responsibility and agency.

In contrast, the omission of the subject in Korean and Japanese reflects a more collectivistic or context-dependent approach, where the focus is on the action or event itself rather than the individual performing it. In these languages, it is common to omit the subject if it is implied or understood from the context, thus shifting the emphasis from the individual to the collective action or outcome.

Again, going back to the vase example, in Japanese, passive constructions like “The vase was broken” (花瓶が壊れた) are common and often used to mitigate direct blame. This linguistic choice supports the cultural emphasis on solidarity and maintaining group harmony by focusing on the event itself rather than singling out an individual, which helps prevent conflict and preserve relationships within the group. Such constructions can diffuse potential conflicts by not explicitly pointing fingers at anyone, thereby maintaining social harmony.

6. Linguistic Diversity and Cognitive Flexibility

[45:00] Dr. Boroditsky mentions: “There are so many languages and they differ so much. This linguistic diversity is a real testament to the ingenuity in the sophistication and the flexibility of the human mind. We’re able to invent not one perspective on the world but thousands, and many more because we’re constantly changing the language, inventing language, moving into new directions.”

Overall, this quote sums up my belief that each language offers a unique way of seeing and describing the world. As the number of multilingual speakers rises, more people develop multiple perspectives, enhancing their understanding and interaction with the world in diverse ways. On a personal level, each language I speak offers a distinct lens through which I perceive and interpret the world. This diversity in language has shaped my cognitive flexibility and broadened my understanding of different cultures and perspectives.

By learning multiple languages, I’ve gained insights into various cultural contexts and ways of thinking, which has enriched my cognitive processes and problem-solving abilities. For instance, speaking Korean, English, and Japanese allows me to switch between different cultural norms and communication styles, enhancing my adaptability and empathy.

Linguistic diversity does not merely represent a variety of communication tools but also signifies the myriad ways humans can conceptualize and engage with the world. This flexibility in thought is crucial in a globalized society where cross-cultural interactions are increasingly common.

 

Boroditsky, L. (2017, May). How the languages we speak shape the ways we think [Video]. YouTube. SAR School for Advanced Research. https://www.youtube.com/watch?v=iGuuHwbuQOg&ab_channel=SARSchoolforAdvancedResearch

This task feels overwhelming, as I feel responsible for representing the human race to aliens. I am amazed at how one even begins to select different modes of expression, including music, to describe the human world. Initially, I wouldn’t know where to start. Upon reviewing the list, I noticed a particular emphasis on certain regions and their musical traditions, especially Western classical music (e.g., Bach, Beethoven, Mozart) and European musical heritage. Despite these limitations, the record is a remarkable effort to capture a broad spectrum of human musical expression and cultural heritage. If I were to select 10 music pieces from the list, I would choose one song for each continent and four songs that reflect the diversity and complexity of human emotions.

1. Africa

Senegal, percussion, recorded by Charles Duvelle. 2:08

2. Asia

India, raga, “Jaat Kahan Ho,” sung by Surshri Kesar Bai Kerkar. 3:30

3. Australia/Oceania

Australia, Aborigine songs, “Morning Star” and “Devil Bird,” recorded by Sandra LeBrun Holmes. 1:26

4. Europe

Bach, Brandenburg Concerto No. 2 in F. First Movement, Munich Bach Orchestra, Karl Richter, conductor. 4:40

5. North America

“Johnny B. Goode,” written and performed by Chuck Berry. 2:38

6. South America

Peru, panpipes and drum, collected by Casa de la Cultura, Lima. 0:52

7. Joy and Happiness

Mexico, “El Cascabel,” performed by Lorenzo Barcelata and the Mariachi México. 3:14

8. Melancholy and Sorrow

“Melancholy Blues,” performed by Louis Armstrong and his Hot Seven. 3:05

9. Complexity and Multifacetedness

Stravinsky, Rite of Spring, Sacrificial Dance, Columbia Symphony Orchestra, Igor Stravinsky, conductor. 4:35

10. Strength and Resilience

Beethoven, Fifth Symphony, First Movement, the Philharmonia Orchestra, Otto Klemperer, conductor. 7:20

 

I chose to select music based on six continents and the remaining selections to describe various human emotions to ensure a comprehensive representation of both cultural diversity and the complexity of human experience. I wanted to include a wide geographical spectrum by selecting one song from each continent.

In addition to geographic diversity, I wanted to capture a range of human emotions through music. I believe the four aspects of human emotions, namely Joy/Happiness, sorrow, strength and weakness (in this case, how complicated humans are) can showcase a glimpse of the human world to those who may attempt to understand us.