The project Andrea Greenbaum attempts in EmancipatoryMovements in Composition is both worthwhile and ambitious. The project is worthwhile because introducing newcomers, particularly graduate students, to the multiple disciplines that have been incorporated into critical pedagogy in the last decade can be daunting, and there is certainly room in the field for a text that names and organizes them. The project is ambitious because it attempts to do this in a mere one hundred pages, with additional pages devoted to an appended syllabus, notes, and citations. Greenbaum opens her book with a personal narrative of the Passover story, drawing from it the lesson that "human beings need to experience oppression-even if it is relived only mythically-in order to understand our social responsibility to counter and resist those forces that seek to dominate, repress, and disempower individuals" (xi), setting the polemical tone she maintains through the rest of the work. She organizes the book around what she identifies as four key approaches to critical pedagogy for the writing classroom: neosophistic rhetoric, cultural studies, feminist studies, and postcolonial studies, examining each for what they offer writing teachers seeking to enact critical pedagogy in their classrooms. Her first two chapters offer a brief historical development of sophistic rhetoric and cultural studies approaches. Greenbaum begins with the reclamation of a sophistic rhetoric, drawing particularly on Susan Jarratt, Thomas Kent, John Poulakos, Sharon Crowley, and a handful of others. She proposes that this neosophistic rhetoric contributes to a "rhetoric of possibility" by drawing attention to the indeterminacy of language, an empowering shift from a logos privileged in Western philosophy to a mythos that invites disruptive stoof the frontier is reconstrued as a collabo ative zone of cultur l and linguistic contact, "a historical moment of meeting, clashing, and cooperating ulticultura encounters" (66).
安德里亚·格林鲍姆(Andrea Greenbaum)在《作曲中的解放运动》(emancipation movements in Composition)中所尝试的项目是值得的，也是雄心勃勃的。这个项目是值得的，因为向新来者，特别是研究生，介绍过去十年被纳入批判性教育学的多个学科是令人望而生畏的，在这个领域当然有空间来命名和组织这些学科。这个项目是雄心勃勃的，因为它试图在仅仅100页的篇幅内做到这一点，另外的篇幅专门用于附加的教学大纲、注释和引文。格林鲍姆以她对逾越节故事的个人叙述作为本书的开篇，从中吸取教训:“人类需要经历压迫——即使只是在神话中重演——以便理解我们对抗和抵制那些试图统治、压制和剥夺个人权力的力量的社会责任”(11)，这奠定了她在余下的作品中始终坚持的辩论基调。她围绕写作课堂的批判性教学法的四种关键方法组织了这本书:新哲学修辞学，文化研究，女权主义研究和后殖民研究，检查了它们为写作教师提供的东西，这些教师试图在课堂上实施批判性教学法。她的前两章简要介绍了诡辩修辞学和文化研究方法的历史发展。格林鲍姆以一种诡辩的修辞开始，特别引用了苏珊·贾拉特、托马斯·肯特、约翰·普拉克斯、莎伦·克劳利和其他一些人。她提出，这种新诡辩的修辞学通过关注语言的不确定性，促成了一种“可能性的修辞学”，一种从西方哲学中特权的逻各斯到一种神话的授权转变，这种转变邀请了破坏性的边界，被重新解释为文化和语言接触的合作区域，“一个文化相遇、冲突和合作的历史时刻”(66)。
{"title":"Emancipatory Movements in Composition: The Rhetoric of Possibility","authors":"A. Greenbaum","doi":"10.2307/3594226","DOIUrl":"https://doi.org/10.2307/3594226","url":null,"abstract":"The project Andrea Greenbaum attempts in EmancipatoryMovements in Composition is both worthwhile and ambitious. The project is worthwhile because introducing newcomers, particularly graduate students, to the multiple disciplines that have been incorporated into critical pedagogy in the last decade can be daunting, and there is certainly room in the field for a text that names and organizes them. The project is ambitious because it attempts to do this in a mere one hundred pages, with additional pages devoted to an appended syllabus, notes, and citations. Greenbaum opens her book with a personal narrative of the Passover story, drawing from it the lesson that \"human beings need to experience oppression-even if it is relived only mythically-in order to understand our social responsibility to counter and resist those forces that seek to dominate, repress, and disempower individuals\" (xi), setting the polemical tone she maintains through the rest of the work. She organizes the book around what she identifies as four key approaches to critical pedagogy for the writing classroom: neosophistic rhetoric, cultural studies, feminist studies, and postcolonial studies, examining each for what they offer writing teachers seeking to enact critical pedagogy in their classrooms. Her first two chapters offer a brief historical development of sophistic rhetoric and cultural studies approaches. Greenbaum begins with the reclamation of a sophistic rhetoric, drawing particularly on Susan Jarratt, Thomas Kent, John Poulakos, Sharon Crowley, and a handful of others. She proposes that this neosophistic rhetoric contributes to a \"rhetoric of possibility\" by drawing attention to the indeterminacy of language, an empowering shift from a logos privileged in Western philosophy to a mythos that invites disruptive stoof the frontier is reconstrued as a collabo ative zone of cultur l and linguistic contact, \"a historical moment of meeting, clashing, and cooperating ulticultura encounters\" (66).","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"369"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"\"Nothing Educates Us like a Shock\": The Integrated Rhetoric of Melvin B. Tolson.","authors":"David M. Gold","doi":"10.2307/3594216","DOIUrl":"https://doi.org/10.2307/3594216","url":null,"abstract":"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"226-253"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of "academic" and "personal" writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.
{"title":"Composition As Experience: John Dewey on Creative Expression and the Origins of\"Mind\"","authors":"Nathan Crick","doi":"10.2307/3594217","DOIUrl":"https://doi.org/10.2307/3594217","url":null,"abstract":"Although the Bartholomae/Elbow debate is often framed as a modern conflict between the advocates of \"academic\" and \"personal\" writing, it is more appropriately viewed as the most recent manifestation of the historical clash between expressivism and constructivism. However, both sides of this conflict, which split over whether to see writing as a product of the mind or of an external discourse, rest upon a dualist assumption that the primary task of language is to provide linguistic representations of a transcendental ego. This essay first draws from the work of Richard Rorty and John Dewey in order to critique the dualist legacy of the expressivist/constructivist debate and then explicates Dewey's views on mind, language, and experience in order to reconstruct a pragmatic philosophy of communication and a progressive composition pedagogy.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"254"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it. R ecent years have seen the publication of longitudinal studies of writing, some of those studies explicitly linked to developmental theories. We're thinking, for instance, of Richard Haswell's Gaining Ground in College (1991), Marilyn Sternglass's Time to Know Them (1997), and Anne Beaufort's Writing in the Real World (1999). In 2000, we also published a longitudinal study that used the word development in its title: Persons in Process: Four Stories of Writing and Personal Development in College. Although we use this word, we did not situate the study in relation to developmental scholarship on writing or cognition. That was neither our purpose nor study design. Given that we focused on four individual students-not large numbers, as did Haswell and Sternglass
{"title":"Writing Development in the College Years: By Whose Definition?.","authors":"M. Curtis, Anne J. Herrington","doi":"10.2307/3594200","DOIUrl":"https://doi.org/10.2307/3594200","url":null,"abstract":"Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it. R ecent years have seen the publication of longitudinal studies of writing, some of those studies explicitly linked to developmental theories. We're thinking, for instance, of Richard Haswell's Gaining Ground in College (1991), Marilyn Sternglass's Time to Know Them (1997), and Anne Beaufort's Writing in the Real World (1999). In 2000, we also published a longitudinal study that used the word development in its title: Persons in Process: Four Stories of Writing and Personal Development in College. Although we use this word, we did not situate the study in relation to developmental scholarship on writing or cognition. That was neither our purpose nor study design. Given that we focused on four individual students-not large numbers, as did Haswell and Sternglass","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"69-90"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jasper Neel, "Reclaiming Our Theoretical Heritage" C. Jan Swearingen, "Rhetoric and Composition as a Coherent Intellectual Discipline" Gary A. Olson, "The Death of Composition as an Intellectual Discipline" Charles Bazerman, "The Case for Writing Studies as a Major Discipline" Susan Miller, "Writing Studies as a Mode of Inquiry" Susan Wells, "Claiming the Archive for Rhetoric and Composition" Susan C. Jarratt, "New Dispositions for Historical Studies in Rhetoric" Gary A. Olson, "Ideological Critique in Rhetoric and Composition" Tom Fox, "Working Against the State" Lynn Worsham, "Coming to Terms" Keith Gilyard, "Holdin' It Down" Steven Mailloux, "From Segregated Schools to Dimpled Chads" Thomas Kent, "Paralogic Rhetoric" Barbara Couture, "Writing and Truth" Victor J. Vitanza, "Seeing in Third Sophistic Ways" Sharon Crowley, "Body Studies in Rhetoric and Composition" John Trimbur, "Delivering the Message" Cynthia L. Selfe and Richard J. Selfe, "The Intelligent Work of Computers and Composition Studies" William A. Covino, "The Eternal Return of Magic-Rhetoric"
{"title":"Rhetoric and composition as intellectual work","authors":"Gary A. Olson","doi":"10.2307/3594205","DOIUrl":"https://doi.org/10.2307/3594205","url":null,"abstract":"Jasper Neel, \"Reclaiming Our Theoretical Heritage\" C. Jan Swearingen, \"Rhetoric and Composition as a Coherent Intellectual Discipline\" Gary A. Olson, \"The Death of Composition as an Intellectual Discipline\" Charles Bazerman, \"The Case for Writing Studies as a Major Discipline\" Susan Miller, \"Writing Studies as a Mode of Inquiry\" Susan Wells, \"Claiming the Archive for Rhetoric and Composition\" Susan C. Jarratt, \"New Dispositions for Historical Studies in Rhetoric\" Gary A. Olson, \"Ideological Critique in Rhetoric and Composition\" Tom Fox, \"Working Against the State\" Lynn Worsham, \"Coming to Terms\" Keith Gilyard, \"Holdin' It Down\" Steven Mailloux, \"From Segregated Schools to Dimpled Chads\" Thomas Kent, \"Paralogic Rhetoric\" Barbara Couture, \"Writing and Truth\" Victor J. Vitanza, \"Seeing in Third Sophistic Ways\" Sharon Crowley, \"Body Studies in Rhetoric and Composition\" John Trimbur, \"Delivering the Message\" Cynthia L. Selfe and Richard J. Selfe, \"The Intelligent Work of Computers and Composition Studies\" William A. Covino, \"The Eternal Return of Magic-Rhetoric\"","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"172"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article focuses on Latino students' difficulties with higher education because of double construction of identity from and toward the Anglo mainstream in the U.S. It addresses other perception, the potential problems Latino students, Mexican American, encounter in higher education based on how others perceive their individual and group identity. It also addresses self-perception, the contradictory expectations that Mexican Americans have of the mainstream in higher education. It presents the discussion in a letter format that primarily speaks to audiences outside the mainstream.
{"title":"Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education","authors":"Nancy G. Barrón","doi":"10.2307/3594198","DOIUrl":"https://doi.org/10.2307/3594198","url":null,"abstract":"The article focuses on Latino students' difficulties with higher education because of double construction of identity from and toward the Anglo mainstream in the U.S. It addresses other perception, the potential problems Latino students, Mexican American, encounter in higher education based on how others perceive their individual and group identity. It also addresses self-perception, the contradictory expectations that Mexican Americans have of the mainstream in higher education. It presents the discussion in a letter format that primarily speaks to audiences outside the mainstream.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"11-37"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.
{"title":"Education as Translation: Students Transforming Notions of Narrative and Self","authors":"A. Cook‐Sather","doi":"10.2307/3594201","DOIUrl":"https://doi.org/10.2307/3594201","url":null,"abstract":"In this article the author explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. She defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"91-114"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today's classroom and larger cultural climate, overtly politicized "critical" composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the "radical resignification" of power as well as to the neglected rhetorical concept of metis, or "cunning," to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.
{"title":"Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered As a Composition Pedagogy for Student Resistance","authors":"Karen L. Kopelson","doi":"10.2307/3594203","DOIUrl":"https://doi.org/10.2307/3594203","url":null,"abstract":"In today's classroom and larger cultural climate, overtly politicized \"critical\" composition pedagogies may only exacerbate student resistance to issues and identities of difference, especially if the teacher is marked or read as different her/himself. I therefore suggest that the marginalized teacher-subject look to contemporary theoretical notions of the \"radical resignification\" of power as well as to the neglected rhetorical concept of metis, or \"cunning,\" to engage difference more efficaciously, if more sneakily. Specifically, I argue that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"115"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69176051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.
{"title":"Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge","authors":"L. Flower","doi":"10.2307/3594199","DOIUrl":"https://doi.org/10.2307/3594199","url":null,"abstract":"Intercultural rhetoric, like the project of empowerment, is the site of competing agendas for not only how to talk across difference but to what end. The practice of community-based intercultural inquiry proposed here goes beyond a willingness to embrace conflicting voices to an active search for the silent resources of situated knowledge in an effort to build a collaboratively transformed understanding.","PeriodicalId":47107,"journal":{"name":"COLLEGE COMPOSITION AND COMMUNICATION","volume":"55 1","pages":"38-68"},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/3594199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69175891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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