Bibliographic record
Abstract
I have undergone trauma of too many undergraduate creative writing teachers, too many books on craft of stories. Though I am sure all of them have been well intentioned, I am still distressed. In my own writing, time-honored of traditional story have served as shackles confining my creativity. When writing my stories, I have always felt compelled stay one point of view, include that essential epiphany, make story's length substantial, have a linear, causal plot, and see actual events of my story perfunctorily correspond with points on Gustav Freytag's plot structure pyramid. As an artist, I want have entitlement be liberated and limitless my work, yet so many writing courses, anthologies, and craft books, these seemingly indisputable story regulations prevail. After studying numerous authors who defy conventional story standards, I have come realize that option break traditional is always there. And rule breaking or not, experimental stories typically succeed achieving ends similar conventional pieces: concentrated emotional impacts, examinations of universal themes, and fulfillments of implicit contracts between writer and reader. Edgar Allen Poe provided a footing for stories that paved way for future writers of His review of Nathaniel Hawthorne's TwiceTold Tales (1842) is viewed as his theory of fiction. In it he states that special goal of writer of a piece of prose is to create a concentrated emotional impact. This impact, presupposing that writing is of high quality, results directly from succinctness of narrative, which Poe says and should be read a single sitting of perhaps no more than two hours. (1) If early aim, then, of a piece of was achieve aforementioned concentrated emotional impact, manner which writer gets there is of no consequence. In anthology Anti-Story, Philip Stevick states that early part of twentieth century, short challenge[d] received notions of time and space, continuity and coherence, artistic illusion and psychological process just as powerfully and successfully as longer [did]. It puzzle[d] and trouble[d] its readers with its artistic audacity. And it include[d] some of most extraordinary art of our time, as passionate its craftsmanship, as controlled its structure, as penetrating its vision as any art of any kind. But then a kind of fatigue over[took] form, changing into perhaps most conservative art of mid-century, during nineteen-fifties probably single mode of artistic expression most self-imitative. (2) This period can be pinpointed as source of that stifled me and many other creative writing students before and after me. Stevick goes on say how disturbing and ultimately tiresome it is to find so many patterned and rather obvious symbols these English and American works of half century. He points out how few distinct voices there are be found and how in an age which every other art continued extend its own possibilities, became rather predictable and formulaic. (3) Many writers, however, by 1960s, felt liberated try new techniques after torrent of anti-stories. (4) John Gardner refers rules of fiction this way: the search for aesthetic absolutes is a misapplication of writer's energy. When one begins be persuaded that certain things must never be done and that certain other things must always be done, one has entered into first stage of aesthetic arthritis, disease that ends up pedantic rigidity and atrophy of institution. Every true work of art--and thus every attempt at art (since things meant be similar must submit one standard)--must be judged primarily, though not exclusively, by its own laws. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".