Theorizing Composition

A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies Mary Lynch Kennedy. Dobrin, Sidney I. Constructing Knowledges: The Politics of Theory-Building and Pedagogy in Composition. Albany, NY: State U of New ...

Author: Mary Lynch Kennedy

Publisher: Greenwood Publishing Group

ISBN: 9780313299278

Category: Language Arts & Disciplines

Page: 405

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The last 25 years have witnessed extraordinary growth in the field variously known as composition studies or as rhetoric and composition. What was noticeable about the field in its infancy was a preoccupation with practice, a lack of emphasis on theory, and an exclusive reliance on writing as a process. As its disciplinary status has grown, composition studies has expanded its focus, reconceptualized the writing process, and embraced a wide range of contemporary critical perspectives. This reference book is a guide to the numerous theories that now form the foundation for composition studies.

The Function of Theory in Composition Studies

Rather, it was an assertion of a relation between critical theory and composition practice. These forms of composition theory, of which Hairston's and Berlin's were only the most visible and persuasive examples, remain the predominant ...

Author: Raul Sanchez

Publisher: SUNY Press

ISBN: 9780791483152

Category: Language Arts & Disciplines

Page: 133

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Offers an extended critique of key assumptions in composition theory and a new paradigm for thinking about writing in an increasingly globalized and textualized world. How can theory improve our knowledge of writing? Raúl Sánchez answers this question by examining dominant theoretical trends in composition studies over the last fifteen years, citing their common origins in a narrow, representational metatheory of writing. He argues that this adherence actually leads the field away from its objects of study: writing and the writing subject. Through this extended critique, he elaborates an alternative metatheory, one that restores writing to the conceptual center of composition studies by emphasizing its generative—rather than its representational—characteristics, particularly in increasingly networked and textualized cultures. Raúl Sánchez is Associate Professor of English at the University of Florida.

Methods and Methodology in Composition Research

We have avoided issues that constrain theorizing in other fields , especially the question of explaining a slippery ... After the creation of a paradigm for composition studies , its theory writing has not resulted in practical ...

Author: Gesa Kirsch

Publisher: SIU Press

ISBN: 0809317273

Category: Language Arts & Disciplines

Page: 354

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In original essays, fourteen nationally known scholars examine the practical, philosophical, and epistemological implications of a variety of research traditions. Included are discussions of historical, theoretical, and feminist scholarship; case-study and ethnographic research; text and conversation analysis; and cognitive, experimental, and descriptive research. Issues that cross methodological boundaries, such as the nature of collaborative research and writing, methodological pluralism, the classification and coding of research data, and the politics of composition research, are also examined. Contributors reflect on their own research practices, and so reflect the current state of composition research itself.

Composition in the University

They did not do this, I think, because they were less interested in theorizing composition than they were in dissociating Pre-writing from current-traditional composition instruction, which they referred to as the "knowledge of ...

Author: Sharon Crowley

Publisher: University of Pittsburgh Pre

ISBN: 0822971909

Category: Language Arts & Disciplines

Page: 306

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Composition in the University examines the required introductory course in composition within American colleges and universities. Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place. Composition in the University examines the required introductory course in composition within American colleges and universities. According to Sharon Crowley, the required composition course has never been conceived in the way that other introductory courses have been--as an introduction to the principles and practices of a field of study. Rather it has been constructed throughout much of its history as a site from which larger educational and ideological agendas could be advanced, and such agendas have not always served the interests of students or teachers, even though they are usually touted as programs of study that students "need." If there is a master narrative of the history of composition, it is told in the institutional attitude that has governed administration, design, and staffing of the course from its beginnings--the attitude that the universal requirement is in place in order to construct docile academic subjects. Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. She examines historical attempts to reconfigure the required course in nonhumanist terms, such as the advent of communications studies during the 1940s. Crowley devotes two essays to this phenomenon, concentrating on the furor caused by the adoption of a communications program at the University of Iowa. Composition in the University concludes with a pair of essays that argue against maintenance of the universal requirement. In the last of these, Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place. Crowley presents her findings in a series of essays because she feels the history of the required composition course cannot easily be understood as a coherent narrative since understandings of the purpose of the required course have altered rapidly from decade to decade, sometimes in shockingly sudden and erratic fashion. The essays in this book are informed by Crowley's long career of teaching composition, administering a composition program, and training teachers of the required introductory course. The book also draw on experience she gained while working with committees formed by the Conference on College Composition and Communication toward implementation of the Wyoming Resolution, an attempt to better the working conditions of post-secondary teachers of writing.

Postcomposition

composition studies, to explain pedagogies, particularly pedagogies of writing. ... Postcomposition navigates along the same course as post-theory, working to demand more of composition studies, of theory, and specifically of ...

Author: Sidney I Dobrin

Publisher: SIU Press

ISBN: 9780809387885

Category: Language Arts & Disciplines

Page: 248

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Leading a burgeoning self-critical moment in composition studies and writing program administration, Postcomposition is a fundamental reconsideration of the field that attempts to shift the focus away from pedagogy and writing subjects and toward writing itself. In this forceful and reasoned critique of many of the primary tenets and widely accepted institutional structures of composition studies, Sidney I. Dobrin delivers a series of shocks to the system meant to disrupt the pedagogical imperative and move beyond the existing limits of the discipline. Dobrin evaluates the current state of composition studies, underscoring the difference between composition and writing and arguing that the field's focus on the administration of writing students and its historically imposed prohibition on theory greatly limit what can be understood about writing. Instead he envisions a more significant approach to writing, one that questions the field's conservative allegiance to subject and administration and reconsiders writing as spatial and ecological. Using concepts from ecocomposition, spatial theory, network theory, complexity theory, and systems theory, Postcomposition lays the groundwork for a networked theory of writing, and advocates the abandonment of administration as a useful part of the field. He also challenges the usefulness of rhetoric in writing studies, showing how writing exceeds rhetoric. Postcomposition is a detailed consideration of how posthumanism affects the field's understanding of subjectivity. It also tears at the seams of the "contingent labor problem." As he articulates his own frustrations with the conservatism of composition studies and builds on previous critiques of the discipline, Dobrin stages a courageous-and inevitably polemical-intellectual challenge to the entrenched ideas and assumptions that have defined composition studies.

Teaching L2 Composition

Theorizing composition: A critical sourcebook of theory and scholarship in contemporary composition studies. Westport, CT: Greenwood. Kent, T. (Ed.). (1999). Post-process theory: Beyond the writing-process paradigm.

Author: Dana R. Ferris

Publisher: Routledge

ISBN: 9781136696657

Category: Foreign Language Study

Page: 443

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This theory-to-practice text presents pedagogical approaches to teaching L2 composition in the framework of current theoretical perspectives on L2 writing processes, practices, and writers and provides an array of hands-on, practical examples, materials, and tasks.

Handbook of Autoethnography

Paradigm debates, turf wars, and the conduct of sociocognitive inquiry in composition. ... Social construction, language, and the authority of knowledge: A bibliographic essay. ... A framework for a cognitive theory of writing.

Author: Stacy Holman Jones

Publisher: Routledge

ISBN: 9781315427805

Category: Psychology

Page: 736

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In this definitive reference volume, almost fifty leading thinkers and practitioners of autoethnographic research—from four continents and a dozen disciplines—comprehensively cover its vision, opportunities and challenges. Chapters address the theory, history, and ethics of autoethnographic practice, representational and writing issues, the personal and relational concerns of the autoethnographer, and the link between researcher and social justice. A set of 13 exemplars show the use of these principles in action. Autoethnography is one of the most popularly practiced forms of qualitative research over the past 20 years, and this volume captures all its essential elements for graduate students and practicing researchers.

Theorizing the Future of Science Education Research

The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates. Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K–12 science contexts.

Author: Vaughan Prain

Publisher: Springer Nature

ISBN: 9783030240134

Category: Science

Page: 196

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This book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.

Theorizing and Analyzing Language Teacher Agency

Kill, M. (2006) Acknowledging the rough edges of resistance: Negotiation of identities for first year composition. College Composition and Communication 58 (2), 213–235. Kockelman, P. (2007) Agency: The relation between meaning, power, ...

Author: Hayriye Kayi-Aydar

Publisher: Multilingual Matters

ISBN: 9781788923934

Category: Education

Page:

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This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.

Cognitive Theory and Documentary Film

Cognitive theory, in these essays, contributes to our understanding of how they ... In Richard D. Johnson-Sheehan, “Sophistic Rhetoric,” Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition ...

Author: Catalin Brylla

Publisher: Springer

ISBN: 9783319903323

Category: Performing Arts

Page: 343

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This groundbreaking edited collection is the first major study to explore the intersection between cognitive theory and documentary film studies, focusing on a variety of formats, such as first-person, wildlife, animated and slow TV documentary, as well as docudrama and web videos. Documentaries play an increasingly significant role in informing our cognitive and emotional understanding of today’s mass-mediated society, and this collection seeks to illuminate their production, exhibition, and reception. Taking an interdisciplinary approach, the essays draw on the latest research in film studies, the neurosciences, cultural studies, cognitive psychology, social psychology, and the philosophy of mind. With a foreword by documentary studies pioneer Bill Nichols and contributions from both theorists and practitioners, this volume firmly demonstrates that cognitive theory represents a valuable tool not only for film scholars but also for filmmakers and practice-led researchers.

The Beginnings of European Theorizing Reflexivity in the Archaic Age

Like Rousseau in his Essay on the Origin of Languages, Wood theorized that Homer was an illiterate, mnemonic oral poet operating ... he dated the oral composition to around 950 BC and the written facsimile to the time of Peisistratus; ...

Author: Barry Sandywell

Publisher: Routledge

ISBN: 9781134853557

Category: Philosophy

Page: 448

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First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Theorizing Modernisms

Essays in Critical Theory Steve Giles ... This generates the massivity of Composition, lifting, or 'abstracting', the facet planes out of their fluid interrelation to produce the desired stability and stillness.

Author: Steve Giles

Publisher: Routledge

ISBN: 9781134900244

Category: Literary Criticism

Page: 200

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At a time when postmodernism seems to have achieved a dominant position in cultural and critical theory, the contributors to this volume present a much needed corrective to the misleading images of modernism which have dominated recent debate. Theorizing Modernisms includes an account of European modernism, and analysis of the work of Apollinaire and Aberti, Wyndham Lewis and Mike Johnson, and Kert Schwitters. Steve Giles provides a much needed overview of the relationship between modernism and the avant-garde, postmodernism and modernity.

Ecology Writing Theory and New Media

In “Towarda Theoryof Theory forComposition Studies” Zebroski developsa formof ecological approachesto writing inorder toprovide theoretical possibilities for composition studies. Zebroski arguesthat composition studies can no longer ...

Author: Sidney I. Dobrin

Publisher: Routledge

ISBN: 9781136482427

Category: Language Arts & Disciplines

Page: 220

View: 833

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Moving beyond ecocomposition, this book galvanizes conversations in ecology and writing not with an eye toward homogenization, but with an agenda of firmly establishing the significance of writing research that intersects with ecology. It looks to establish ecological writing studies not just as a legitimate or important form of writing research, but as paramount to the future of writing studies and writing theory. Complex ecologies, writing studies, and new-media/post-media converge to highlight network theories, systems theories, and posthumanist theories as central in the shaping of writing theory, and this study embraces work in these areas as essential to the development of ecological theories of writing. Contributors address ecological theories of writing by way of diverse and promising avenues, united by the underlying commitment to better understand how ecological methodologies might help better inform our understanding of writing and might provoke new theories of writing. Ecology, Writing Theory, and New Media fuels future theoretical conversations about ecology and writing and will be of interest to those who are interested in theories of writing and the function of writing.

Composition As a Human Science

turn" in composition wherein its own reasoning, its own discourse, its own knowledge became reflexive, critical, and thus newly problematic. When theory becomes its own object it can no longer be presented as product, ...

Author: Louise Wetherbee Phelps

Publisher: Oxford University Press

ISBN: 0195361822

Category: Language Arts & Disciplines

Page:

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This groundbreaking collection of essays is one of the first works to reflect directly and systematically on the conceptual and ethical basis for composition studies as a new discipline of written language. Phelps articulates a philosophy of composition generous enough to accommodate all the strands of current work without being overly eclectic--an open framework subject to modification and addition as the field develops. She draws on wide reading in the humanities and social sciences--including cognitive science, linguistics, literary theory, education, philosophy, hermeneutics, rhetoric, and psychology--to define the contribution and place of composition studies within the larger intellectual and cultural community. The book will therefore interest theorists and scholars in a wide variety of fields.

Alternative Rhetorics

... with Barbara on a definition of the term " deconstruction " in Mary Kennedy's Theorizing Composition ( Greenwood , 1999 ) , and with Duane on a chapter on audience in Evaluating Writing ( National Council of Teachers of English ...

Author: Laura Gray-Rosendale

Publisher: SUNY Press

ISBN: 0791449734

Category: Language Arts & Disciplines

Page: 269

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Challenges the traditional rhetorical canon.

Theorizing Histories of Rhetoric

In the fall of 1989, hailing an audience from both communication studies and rhetoric and composition, Victor I. Vitanza hosted a richly productive conference that centered on theoretical and methodological issues attendant to the ...

Author: Michelle Ballif

Publisher: SIU Press

ISBN: 9780809332113

Category: Language Arts & Disciplines

Page: 238

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During the decades of the 1980s and 1990s, historians of rhetoric, composition, and communication vociferously theorized historiographical motivations and methodologies for writing histories in their fields. After this fertile period of rich, contested, and impassioned theorization, scholars busily undertook the composition of numerous historical works, complicating master narratives and recovering silenced voices and rhetorical practices. Yet, though historians in these fields have gone about the business of writing histories, the discussion of theorization has been quiet. In this welcome volume, fifteen scholars consider, once again, the theory of historiography, asking difficult questions about the purposes and methodologies of writing histories of rhetoric, broadly defined, and questioning what it means, what it should mean, what it could mean to write histories of rhetoric, composition, and communication. Normal.dotm 0 0 1 264 1508 SIU Press 12 3 1851 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} The topics addressed include the privileging of the literary and the textual over material artifacts as prime sources of evidence in the study of classical rhetoric, the use of rhetorical hermeneutics as a methodology for interpreting past practices, the investigation of feminist methodologies that do not fit into the dominant modes of feminist historiographical work and the examination of archives with a queer eye to better construct nondiscriminatory narratives. Contributors also explore the value of approaching historiography through the lenses of jazz improvisation and complexity theory, and the historiographical method of writing the future in ways that refigure our relationships to time and to ourselves. Consistently thoughtful and carefully argued, these essays successfully revive the discussion of historiography in rhetoric, inspiring fresh avenues of exploration in the field.

City Comp

She has co-writ- ten articles with various colleagues for Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies, The Relevance of English, and By Any Other Name: Writing Groups ...

Author: Bruce McComiskey

Publisher: SUNY Press

ISBN: 9780791487723

Category: Language Arts & Disciplines

Page: 248

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An exploration of the diverse ways that writing is taught in some unique urban settings.

The Routledge Handbook of Language and Professional Communication

Genre theory:Australian andNorth Americanapproaches, in M.L. Kennedy(ed.), Theorizing Composition: A Critical Sourcebook ofTheory and Scholarship inContemporary Composition Studies(pp. 136147), Westport,CT:Greenwood Press.

Author: Vijay Bhatia

Publisher: Routledge

ISBN: 9781317916420

Category: Language Arts & Disciplines

Page: 584

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The Routledge Handbook of Language and Professional Communication provides a broad coverage of the key areas where language and professional communication intersect and gives a comprehensive account of the field. The four main sections of the Handbook cover: Approaches to Professional Communication Practice Acquisition of Professional Competence Views from the Professions This invaluable reference book incorporates not only an historical view of the field, but also looks to possible future developments. Contributions from international scholars and practitioners, focusing on specific issues, explore the major approaches to professional communication and bring into focus recent research. This is the first handbook of language and professional communication to account for both pedagogic and practitioner perspectives and as such is an essential reference for postgraduate students and those researching and working in the areas of applied linguistics and professional communication.

Crossing Borderlands

Feminism and Composition Studies. Ed. Susan C.jarratt and Lynn Worsham. New York: MCA, 21-44. Brinton, Alan. “Situation in the Theory of Rhetoric.” Philosophy and Rhetoric 14 (1981): 234-48Brodkey, Linda. Writing Permitted in Designated ...

Author: Andrea A. Lunsford

Publisher: University of Pittsburgh Pre

ISBN: 9780822972532

Category: Language Arts & Disciplines

Page: 288

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On the surface, postcolonial studies and composition studies appear to have little in common. However, they share a strikingly similar goal: to provide power to the words and actions of those who have been marginalized or oppressed. Postcolonial studies accomplishes this goal by opening a space for the voices of “others” in traditional views of history and literature. Composition studies strives to empower students by providing equal access to higher education and validation for their writing. For two fields that have so much in common, very little dialogue exists between them. Crossing Borderlands attempts to establish such an exchange in the hopes of creating a productive “borderland” where they can work together to realize common goals.

College Writing and Beyond

In Theorizing Composition: A Critical Sourcebook of Theory and Scholarship in Contemporary Composition Studies, edited by Mary Lunch Kennedy, 364– 371. Westport, CT: Greenwood Press, 1998. Haswell, Richard H. Gaining Ground in College ...

Author: Anne Beaufort

Publisher: University Press of Colorado

ISBN: 9781457174865

Category: Language Arts & Disciplines

Page: 232

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Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings. In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it. Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.