The Perfectionist Call of Intelligibility: Secondary English, Creative Writing, and Moral Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article puts forward moral-philosophical arguments for re-building and re-thinking secondary-level (high-school equivalent) English studies around creative writing practices. I take it that when educators and policy makers talk about such entities as the "well-rounded learner," what we have, or should have, in mind is moral agents whose capacities for moral dialogue, judgement, and discourse are increased as a result of their formal educational experiences. In its current form, secondary English is built mainly, though not exclusively, around reading assessment; around, that is, demonstration of students' "comprehension" of texts. There is little or no sense that the tradition and practice of literary criticism upon which this type of assessment is based is a writerly tradition. By making writing practices central to what it is to do English in the secondary classroom, I argue that we stand a better chance at helping students develop their capacities for self-expression, for articulating their developing webs of belief and for scrutinizing those webs of belief. I thus wish to think about English and Creative Writing Studies in light of Cavell’s moral perfectionism, and to conceive of it as an arts-practical subject and a mode by which one might, in Baldacchino’s sense, undergo a process of "unlearning." My arguments are tailored to the English educational context.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.005 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it