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**Was locked out of word press and was not able to post this yesterday prior to class**

Article 4: We’re ALL Teachers of English- by Caren J. Town

Wow- what a new concept: high school teachers and college educators working together in order to bridge the academic gap between these two institutions. Wait, I think Scholes might have written a little something about this same topic in much greater depth. Ahh… Yes a little piece called “The Rise and Fall of English Studies”. High schools and colleges have existed for hundreds of years. Now, why has it taken US-people in this field-to realize that a disconnect does in fact exist and that it needs to be addressed- not only for students, but for their educators as well. The government is heavily involved in high school curriculum standards and decisions and of course has its hands in Education curriculums and colleges and universities. They have made arbitrary standardized tests that are designed to gauge a student’s knowledge in one way—as mentioned on pages 55 and 56 by Caren J. Town in her article “We are ALL Teachers of English” –yet these same students, less than a year later or so are expected to evaluate and value texts  in a very different way. The texts are to be appreciated for their artistic and rhetorical value on the college level and the basic mechanics of composition are the primary focus the twelve years preceeding college admission. So here is the first disconnect, the bigger issue becomes that in the past we have assumed a certain responsibility of familes to produce their children to be educated citizens and now that responsibility is falling with greater weight on the education system in America. Later in Part III of Transforming English Studies, the article in Chapter 8 follows up on this point by basically saying that society now depends on the schools to produce educated citizens. Less responsibility at home, means greater responsibility for schools and educators, but nothing has changed about the educational system that has existed since the beginning of time. These articles in Transforming English Studies are all helpful, but they seem to lack the answers. They are all pointing out fairly relevant issues, but what are we supposed to do with this knowledge. Not to mention that these are not huge contributions to the subject, we have heard very similar, if not the same identical arguments from more established scholars in greater detail with, at times, further research to back up their clams. These issues seem potentially hazardous to the current system if these same students who are missing out on the elementary level are passing through their college years, appreciating English in a very different way and then become educators of the field and must now teach in a way they have not experienced their discipline in over four years, in many cases, longer. The ideas in Caren J. Town’s article make sense, but they focus mainly on Southern Georgia and hardly serve to advance the discussion of the breakdown of English as a discipline.

Academic Study Plan

            So, here I am once again, attempting to figure out what my plan for my life is. Things have been so hectic in my day to day life recently, that I have not really had the opportunity to stop and think much about what exactly it is that I intend to do over the next few years or so.  I need to figure out how my academic life with mesh with the rest of my goals and aspirations and decide what it is that I truly want from Kutztown University.

            The next two years, roughly estimating, may look much like this semester turned out. I had been struggling to juggle my intensive in-patient treatment, which has just as of late become intensive out-patient treatment for my eating disorder with my desire to continue my education in the path of obtaining my masters degree. Part of me truly wants to simply earn a Master of Arts in English, but I am fairly certain that my intention is to teach, so it will need to be a Master of Arts in Secondary Education in English in order to do just that.

            I love school and I enjoy children a great deal, however, I am terrified by the thought of investing the time, energy, and funds into completion of  my masters and this ending in a result of not liking my chosen career. There is no sure way for me to know if I will be content as a secondary education instructor or if part of me will yearn to pursue other endeavors.

            I do not even know who my advisor is or supposed to be. I have spoken with my peers to attempt to assemble some idea of classes for next semester, but I certainly have no idea what I am doing. I definitely need some assistance and motivation to explore who my advisor is and contact them as soon as possible to get the ball rolling for next semester. I am a Professional Credit student and as I understand it, I need to apply for acceptance into the Secondary Education Masters Program, but I do not even know what that entails. As far as I know, I will need to get three letters of recommendation, take the Praxis I, and complete the written application. If I decide on a Master of Arts in English, I will need a letter of intent and complete the Graduate Records Exam for admission.

            For now, I simply need to find out who my advisor is or should be and sit down one-on-one with them and develop a plan for my academic future. I had had several email correspondence with Dr. Chernakoff, but I believe I need to meet with someone in the Secondary Education department at Kutztown University. I may not know the answer for sometime as to whether or not I will make a suitable teacher. In the meantime however, I need to determine who my advisor is, explore my educational options and work toward completion of that plan, one step at a time.

Berlin: Complete Review

Dr. Mahoney–

Uploaded the final on Berlin’s review to the Media center. Will bring hard copies of review and personal study tonight so less printing for you. Either way, electronic copies are the same as hard copy.

Thanks,

Complete book report.

This Transforming English Studies, at least Part 1 which I read, is pretty good stuff. Chapter Two’s account of the workplace realities faced by three idealistic SUNY-Albany graduates in their individual attempts to introduce reform is sobering. The essay has the earnest overtones of a how-to or self-help manual. The authors introduce the concept of “con/fusion”, the coinage signifying (is it okay to use that “s” word?) that curricular reform is an ongoing struggle (albeit a positive one) in pursuit of evolving vision, not the one-time transformational result that North’s definition of “fusion” might imply. Questioning unexamined assumptions, listening carefully, seizing the opportunity to introduce change through other efforts in progress, working collegially and not individually– such things characterized the successes of these three teachers. It was refreshing to read a from-the-ground example of how institutional change can get started, if not accomplished, though much of what is presented here as being novel or a breakthrough method for making progress sometimes seems to me fairly obvious considerations in dealing with any established bureaucratic or managerial hierarchy. A paramount need the essay stresses is The direct participation of the student in any reforming efforts is paramount, the essay emphasizes, with the teacher serving as catalyst. In this sense, it is an echo of Berlin.

I also enjoyed Susan Burt’s discussion of the sociolinguistic aspects of the global spread of English, and the many implications this has, such as the language’s use in political resistance. Burt stresses the benefit that comes from having so many (metaphorical) immigrants/disciplines under the English Studies umbrella, a position I fully agree with.

Personal Study Plan

Hi Dr.M,
I just uploaded a copy of my personal study plan to the media library (my first time trying this on the blog)… it should be there, but just in case, I emailed you one, too.
Joe

Prison Literacy

Lee–I saw this in the New York Times. You had mentioned this as an area of interest.

http://cityroom.blogs.nytimes.com/2009/11/16/college-ivy-sprouts-at-a-connecticut-prison/

OK…turns out this is more complicated than it needs to be.  So, here’s  the deal for Wednesday:

Read ANY three (3) articles from the book, Transforming English Studies. On Wednesday evening, we will proceed through the book chapter by chapter.  If the article you chose is in that chapter, will help lead discussion.

That’s probably the easiest thing to do.  Cool?

Below (possibly) are my book review and personal study plan. Better late than never I suppose. In terms of choosing sections of Transforming English Studies I think I’d be most interested in exploring Part IV on Kairotic Approaches, that is, unless it’s the longest chapter in which case I don’t want any part of it. I’m kidding…I think.

mahoney6

mahoney 7

is no choice. Whereever you have a gap to fill is okay by me: just let me know.

I just read my mail now, sorry for the delay– I have been out all day long.

Joe

Conference Proposals

Here are four I found that I might like:

7th Annual Tolkien at UVM Conference: Tolkien in the Classroom
Polluted Places/Impure Spaces
Turning Points and Transformations
Aurthurian Legend at the 2010 PCA/ACA Conference

As far as the reading, I’ve said it before and I’ll say it again: I would much rather read Unit 4! Happy Monday everyone!

Conference Proposals

Here are three topics I found interesting:

1. Experiencing Trauma, Exploring Aesthetics

2. War and the Body

3.  ‘Fighting Religion’: Expressions of Violence and Resistance

As far as the conference proposals go, honestly I really loved the one you pulled up as an example several weeks ago – our villains, ourselves.  im pretty sure that conference deadline is over, but id still like to write for it as of now unless something more interesting comes my way. I want to take the tack of exploring female villains in particular and contrasting them with other female characters in the same story/plot/film  as a reflection of society’s dictates for gender roles.

In terms of a reading section – honestly, I dont really have a preference, put me where ever you need a spot filled; Im easily excitable, and Id rather just know as soon as possible so I can put as much work into that particular section as I can  :)

Sequel…

I hope this does not seem to be like a sequel to my earlier posts.  For the presentations on Wednesday, I would like to choose Chapter I : Negotiation and Collaboration, and Chapter II: Discplinary Enactment, as my runners-up.

Quick recovery Kevin, and grow strong.

Book Review

Martin Kimathi Kariithi 

Dr. Mahoney

ENG 502                                                                                        

November 18, 2009

 

  Berlin, James. A. 2003. Rhetorics, Poetics, and Cultures: Refiguring College English Studies. West Lafayette, Indiana. Parlor Press. $34.25.

  It seems that the waters of the big sea of English Studies have never been calm. There have always been storms and turbulence as the trend swings from shore to shore in an effort to find calm. Experts are always coming up with new and varying ideas of what it is and what it ought to be as well as how it ought to be taught. It is not a wonder therefore to find some current arguments burrowing from earlier arguments, as well as expert perspectives rhyming together. In Rhetorics, Poetics, and Cultures: Refiguring College English Studies, Berlin successfully situates rhetoric as the epicenter of English studies, shows how it is connected to both the social, economic and political affairs of the day, and most importantly how best teachers, as agents of change in the society, can productively teach – and learn together with their students – to change not only the boring classroom situation but the society at large.

            A book so easy to read and navigate the two hundred and twenty pages, reading through Rhetorics, Poetics, and Cultures can be likened to driving a three-gear car for it is truncated into three distinct parts. In part one, titled “Historical Background”, Berlin takes us through the past and present of English studies before suggesting some proposals that can be applied to address the crisis afflicting the field. The importance of politics in English comes to the fore when he says, “…I hope to demonstrate, protests against the political involvement of English studies are as futile as protests against death and taxes. Indeed, given the democratic political commitment of the United States, it is as impossible for us to separate literary and rhetorical texts from political life as it was for the citizens of ancient Athens.” (xiii).

            Berlin does not set forth in his book to show that rhetoric is superior to cultural studies. Instead, he endeavors to show how they are interconnected and how they can help in improving the overall situation of the English studies. “In short, we in rhetoric are convinced that our colleagues in theory and cultural studies have as much to learn from us as we have to learn from them. At the same time, we wish to join forces with these colleagues in working for revised conceptions of reading, writing, and teaching and, finally, for new models of English studies.”(xvii). Berlin, therefore seeks a common ground where theory and practice converge to modify the English studies. To do this, he advocates for a new approach to teaching of English where the materials of the course are organized around textual interpretation and production and consumption is not privileged over production. Teacher and student should in this case strive to accumulate the cultural competence necessary for them to not only situate the texts they read but also to decode the messages contained within them because, “What is important is the way texts are interpreted and used, not the texts themselves.”(13). It is not easy for the teachers because much of the effort will come from their side as Berlin observes:

           “English teachers are the bankers, the keepers and dispensers, of certain portions of this cultural capital. Their value to society is defined in terms of the investment and production of this cultural capital. Since this capital has been located almost exclusively in literary texts, it is small wonder that attempts to challenge the rhetoric-poetic binary in which the value of these texts resides is resisted. Surrendering this hierarchy of texts means questioning claims to preeminence and power both within and outside the classroom, challenging the very bases of professional self-respect. Changing English studies along lines recommended here will thus require reformulation of every figuration of cultural capital on which our discipline is based.”(16-17)

             In a brief but adequate way, Berlin also takes us through an account of where the English departments came from. He traces the emergence of English from the economic, social and political switch, changing the liberal arts colleges into research universities, and the society changing from being the entrepreneurial to corporate capitalism. This made it come to a point where one’s level of education determined one’s success in life. As a result, women started being involved in education too. And with one thing leading to the next, English became the universal mode of instruction.

 Shifting into second gear “The Post Modern Predicament”, Berlin introduces the reader to an academic realm that is daily metamorphosing hence the change from traditional approaches to English studies. To aptly demonstrate this, he takes us through Fordism, with its overproduction of labor and thus strikes and protests, to Post-Fordism, which is nothing but Fordism with improved technology in both transport and communication. He shows us how English departments have recently changed in order to be in tandem with the Post-Fordism theory of producing graduates, but not any longer promising upward mobility due to the internationalization of business in the fact that most of the tasks can now be better performed by technology. This book partly seeks to demonstrate that colleges can better prepare graduates who can fit in the current highly-changing technology environment by displaying “…good work habits and attitude; and an understanding of American economic and social life…learning how to learn and learning how to behave (quoted in Blitz and Kurlbert 1992, 9). (52) He is for the idea that colleges, in preparing graduates, should adjust to the configuration of the job market and also listen to the advice of the employers.

            According to Berlin, education should help produce citizens who are intelligent, articulate and responsible, “…who understand their obligation and their right to insist that economic, social and political power be exerted in the best interest of the community”. Rhetorics, Poetics, and Cultures  insists that English studies has a key role in the democratic educational endeavor because, “It is after all, the only discipline required of all the students in the schools, even including in most states four years in high school. The college English department prepares the teachers who staff these English classrooms, so that its influence always extends far beyond its own hallways.”(57)

            English language should not be taken as a “…set of transparent signifiers that records an externally present thing-in-itself, a simple signaling device that stands for and corresponds to the separate realities that lend it meaning. Language is instead a pluralistic and complex system of signification that constructs realities rather than simply presenting or reflecting them.”(61). By this, Berlin wants the reader to focus on how, by use of language, students can manufacture meaning in both their written and spoken English. And that is where rhetoric comes in as “…the study of the effects of language in the conduct of human affairs.” (72).Through a detailed discussion of the difference between ‘difference’ and differance’, Berlin ultimately proves to the reader that meaning is always determined after the struggle between the signifier and the signified. It is what is achieved after successful persuasion that gives rhetoric.

            The book also focuses on the issue of situating the reader, as well as the writer. In what he calls “social epistemic”, Berlin argues that the reader is a product of the society much as the work of art and its writer are. Therefore, the reading should be interpreted in context, as the writing should too, because both acts are important to each other. “writing and reading are thus both acts of textual interpretation and construction and both are central to social-epistemic rhetoric.” (91). In reading and interpreting texts, according to Berlin’s argument, we should be forming meanings and know that the language used in the text is forming us as we are forming it. The task of the English class ergo, is to supply a mechanism of decoding the messages of the text and interpreting them in ways that they can help solve the daily life challenges.

            As a good teacher himself, Berlin takes the reader through the classroom to show him how the social-epistemic theory works in preparing citizens for a participatory democracy. He argues that if English teachers and students situate themselves appropriately in regard to the texts they are reading, they can form discourses that can in turn “…form individuals as active agents of change, social creatures who acting together can alter the economic, social and political conditions of their historical experience.” (106). Here, Berlin is advocating for a democratic classroom in which ideas and opinions are shared  and challenged as students are able to actively participate in the learning process instead of just being  passive consumers and ultimately they are able to experience the world. This experiencing of the world is two fold for it is not only from the individual student’s point of view but also from the writer’s. And when students are able to experience texts this way, then it becomes easy and interesting for them to even create their own. They become inspired after learning the textual environments that created the texts they read and how they are contextually located to resolve either real or imagined problems. However, for this to happen, the classroom has to be democratized with the teacher assuming the role of a guide rather than an authority, and the students becoming active participants in the whole learning process.

            In the democratic classroom, Berlin takes his reader through the importance of inter-textuality in English studies. Students are able to compare and contrast various texts as well as analyze them. A good example is the use of television films to teach. It gives students an opportunity to see the society through a different lens as presented by the artist, and hence their ability to use them to understand their society, sometimes in better ways than they had done before, since they are taught to not only analyze these films in terms of what they include, but also in terms of what they omit.  The two films that Berlin presents to his readers: Roseanne and Family Ties  are apt in juxtaposing two completely different families for the students to compare and contrast them in order to understand societies in which these characters come from and what significance they have on their over all life.

            As stated earlier, Berlin’s book, like a three-gear-power car, is fun to drive, yet so scary at first. It is a book not only to be read but also to be practiced. Just like it is not enough to buy a car; one has to drive it. However, trying at once to put into practice everything Berlin advocates for is tantamount to starting the car and attempting to take off on gear three! The results could be disastrous if not catastrophic. Berlin, the expert, professionally prescribes one approach at a time, sometimes even going back and forth before advancing. “After all,” he says, “a primary goal of our efforts as workers in English studies is to prepare young people to be better participants in democratic economic, political, and cultural arrangements. Our work is to fathom possibilities for language and living heretofore unimagined.”(188). So, for the skeptical reader, Berlin is saying it is true the task is not as simple as it sounds, but with patience and perseverance, it is do-able.

Personal tudy Plan

Martin Kimathi Kariithi  

Dr. Mahoney

ENG 502

November 18 2009                                                                           

 

Personal Study Plan

 

            I personally feel I have gained immensely from this course thus far, that I would not hesitate to imbibe more of it, although at a much slower pace this time round. It has shaped and formed my perspective of understanding of English studies in general, to the extent that I now, more than ever before, feel more of an insider in the field rather than an outsider and I can jump into a discussion at any time to throw in my contribution. I should hurry to point out here though, that there is still a lot more that I need to know. And, that, I am committed to knowing by further reading and learning.

            After going through the course with Dr. Mahoney at Kutztown University, I feel fired up to go back to the classroom once more so that I can have a chance to put into practice some of the strategies I have so far  learned in this course. I can’t wait to see my own students benefiting from this course as I have done. For what else would be its merit if its usefulness is not passed on?

            I am anxiously waiting to see myself in class with my students as we together engage in this enjoyable – though sometimes frustrating – endeavor of teaching. To help my students be active participants of the works of art they read in class rather than just passive consumers of the same. To ‘mid-wife’ my students, as they ‘produce’ their own textual works, with the aim of producing as good texts as those that they read, if not better ones. Here, the untaught curriculum of politics becomes very crucial because the ultimate goal is that of producing responsible citizens who can then go out in the society and help transform it politically as they try to address the ever-emerging challenges of the day-to-day life. Personally, I find it difficult to not talk of teaching, and especially the teaching of Literature, being political when our institutions of learning are structured, centered and managed around the concept of power and authority. The management and running of most of these institutions is purely political. And as a result, it trickles down to the teaching process. As state agents, learning institutions are to a large extent, political establishments and mainly carry out their business as per the dictates of the powers that be. Hence it would be less than honest for me to say that my teaching will not be politicized at all – as it was and ever shall be. Amen.

            On my studies, I am still contemplating on how I will take a ‘sabbatical leave’ of not less than twenty and four moons from active academic work, to spend some quality time with my family. Having been “an absentee husband and father” for close to two calendar years, it is only sane and fair that I reunite with my young family, watch closely my daughter grow, learn from her as much as she learns from me and at least make  a difference as a present and living dad instead of a ‘prodigal’ one. As much as I would want to have a Ph.D, not immediately after I get a Masters in Education, and a two year unrecognized diploma in “Running a Family Across the Ocean.” No mistake. It was by choice. Sacrifice. The sacrifice that a grain of wheat has to make, of being buried into the ground so that it can grow roots and the stem may shoot up to later give the new grains. This was my personal sacrifice for myself, my wife and our firstborn and tentative last born daughter who represents our posterity, and the society at large.

            During my two year ‘sabbatical leave’ from active academics, I intend to try my feeble hands on a crazy novel whose ideas are scattered everywhere among my few earthly possessions and in my mind and facebook account, and still others that this course and others have partly helped form, as I collect and collate them to harmonize them into something artistic/novel-like. This will be one of the things that will ultimately quench my thirst of wanting to create something that transcends time and lasts longer than my life – for generations to come and much more as it would be an honor to more than a dozen of my peers who have tirelessly suggested that I try gather some of my thoughts into some publishable pages, however clumsy. So without much ado, God willing, or Inshallah, as Muslims say, I will embark on this endeavor and keep my fingers crossed at ninety degrees to get a cooperating publisher who will be willing enough to publish ME.

            Afterwards, I will seek to pursue a second Masters degree in Swahili, before tossing a coin to determine which Ph.D. I should go for after that: either in Literature or in Swahili. All this, though will come to pass cetiris paribus, meaning holding all factors constant. Should anything change, as it always does, blame me not. Instead, blame the human limitedness to foresee the future. And, when years later you hear or see a D and R in front of my surname, know that most, if not all of what you have just read, went as planned or rather the wind blew towards the direction I was headed and I got a Ph.D in either Literature or Swahili and it is me: Dr. Kariithi. Though –like Dr. Mahoney – I would be more comfortable if we called each other by our familiar names.

 

Hi Kevin,

Sorry to hear that your bronchitis has kept you down for longer than you expected.  I know how draining that can be.  Good to know that you’re now on the mend and looking forward to Wednesday.  So am I.

I thought I should post this to our blog even though I’ve been staying in touch via email.  You may have needed to give your email account a rest as well. I don’t check mine when I’m sick.  Plus I’ve changed my preferences since looking the book over more closely.

Here are my preferences for our group presentations:

1) Part IV: Kairotic Approaches (I would like to present on chapter 13, (Re)defining the Humanistic…. , if that works for other members of my group)

2) Part II: Disciplinary Enactment  (I would like to present on chapter 7, Transforming Fragmentation into Possibility)

3) Part III: Curricular Design (I would like to present on chapter 9, A Socially Constructed View of Reading and Writing)

4) Part I:  Negotiation and Collaboration ( I would like to present on chapter 2, Making Trouble Elsewhere)

Would it be possible to meet with you in your office this Wednesday at 5:30 pm?

Take good care, Lee

 

 

 

NOTE: I will post updates to this post as people decide which parts they would like to represent.  Also, given that we have such a quick turn-a-round, your presentations do not need to be super formal.  I will post general guidelines later tonight or tomorrow.

*****************

I’m sorry that it’s taken me this long to post this message.  I got seriously taken out of the game by bronchitis.

So, here’s the deal.  Below are the titles of each of the units from the book Transforming English Studies: New Voices in an Emerging Genre.  I would like each of you to choose one (1) of the units that you would be interested in presenting on this Wednesday.  Ideally, there will be equal numbers of people representing each of the units.  However, we don’t live in an ideal world.  So, I’ll ask you to rank your top two units: 1 being the unit you most prefer, 2 being the runner-up.  Post your preferences as a comment to this post.

Remember, even though you should read as much of the text as you can, you will only be responsible for closely reading your unit.  Furthermore, since you will be presenting as a “group” you and your group members can decide to divvy up the articles.  Let’s make this as painless as possible :-) .  I’ll put the groups together tomorrow and post the results here.

Unit Titles:

  • Part I: Negotiation and Collaboration
  • Part II: Disciplinary Enactment
  • Part III: Curricular Design
    • Jill
    • Adrianne
    • Mary Ellen
  • Part IV: Kairotic Approaches

I’m looking forward to class on Wednesday!

Hi All,
here are some topics that caught my interest:

—Cultures of Migration: Local Cosmopolitanisms

—The 60s: The culture, the movement,  and the summer of love
—Post Colonial Italy: The Colonial Past in Contemporary Italy
—Collecting and Collections: Objects, Practices, and the Fate of Things
—-Considering Deneuve
—-Glossator: Practice and Theory of the Commentary

I have no idea why the fonts are irregular. Tired of trying to regularize it….

1.) Did I miss the assigning of group work? If so, could someone let me know if I am in their group? I am reading the intro to Transforming English Studies, and have time to read my section tomorrow. The “Curricular Design” holds interest. Actually, many of the chapters (essays) look interesting and will probably read through the book–on break.

2.) My three choices for proposals:

English Studies & Social Justice–PCEA Annual Conference (4/8/10-4/10/10) Bethlehem, PA. Most practical choice. Possible paper: Eminent Domain and Gentrification: Decaying Black Communities in August Wilson’s Century Cycle

New Directions in Critical Theory: Borders, Power, Community–April 30-May 12,  Tuscon, AZ. Possible paper: Elizabeth Bishop’s “Questions of Travel”: Exile and Otherness in Paradise

Craft Critique Culture Conference: The Fringe, Or All Things Peripheral (April 2-4, 2010–Iowa City, IA) Possible paper: Literacy Auto-enthnography: People and Place (mixed media)

3.) As we are considering proposals, I’ve been mediatating on virtual gaming this week because “Call of Duty” had the largest grossing entertainment opening of $300 million. According to my students and teenage sons’ friends, the graphics “suck” the player in. War as play (thinking Sharon Olds’ ”Rite of Passage”  has been a part of social construction for boys, however, how do these games redefine psychological boundaries? The creator’s of XBox 360 are promoting the next generation of gaming at youtube: http://www.youtube.com/watch?v=HluWsMlfj68, Project Natal with “Milo” as its protype spokesboy. Thinking about this in not just blurred boundaries, but seamlessness between virtual and real and its affects upon an English studies curriculum if we are to be teaching critical literacy.  I’m kind of thinking the norming of “dropping out of reality.” Isn’t it the new acid trip?

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