Writing, as all life is, is activity. When writing, humans are doing things, purposeful things, things that transform themselves, their relation to each other, and their relations to the material world. The reason for inquiring into writing is to understand what we are doing, to learn how to do it, to learn to do it better—and to help others do, learn, understand. Writing is a skilled, invented, learned, historically emerged sociocultural activity—not instinctual, not programmed directly into genes and stimuli-released hormones.
Abstracts are listed alphabetically by last name of author.
Scroll down the page or click on the alphabetic index below. Use your browser "back" button to return to the top of this page. Neighborhood gains rhetorical capacity because it is a material and discursive domain that operates isotopically and heterotopically.
Where we live, work and play have been codified and homogenized but in each location we find the capacity for reflection and engagement. To illustrate, I will draw from my on-going study of a first-tier urban neighborhood the first ring of sprawl in the early 20 th century that illustrates both the constructive and invasive designs of professional designers and how this locale has the capacity for resistance, accommodation, and vitality.
Al-Abdullah, Rita--Genre and New Media Literacy Competing definitions of genre characterize it variously as similar forms of discourse, audience, modes of thinking or rhetorical situations.
This poses a dilemma for theorists. According to Miller, a stable classifying concept of genre that is rhetorically valid must be devised for genre theory to serve as an explanatory principle to interpret and invent texts.
Miller ; believes the value of genre study resides in its emphasis on the social and historical dimension of rhetoric: According to Gunther Kress, literacy is currently being reconceptualized because it can no longer be limited to language as the primary means of communication since language alone cannot convey the meaning of a multimodal text.
A theory of literacy then must account for new media's multimodal discourse that can simultaneously engage the senses through sound, image, movement, color and graphics. He does so to validate the necessity of reconceptualizing what we consider to be text.
His aim is to broaden the concept of text, from thinking of text not just as print text, but rather the result of social action: This paper will address questions of genre, literacy and new media. Will the concept of genre have to be extended as Kress believes or are current conceptions sufficiently plastic to include new media texts and reconceived existing media texts?
What, then, are the current conceptions of genre? How might genre theory serve as an explanatory principle for new modes of text? The Politics of Resentment Criticism of criticism has appeared in U. On a national and global scale, t he censuring of dissent and criticism itself is clearly a political effort to shut down debate in various arenas of public discourse.
Recently, this national cultural politic has coincided with a discourse emerging in English Studies that echoes, to my ear, the national pattern. Though not meaning to equate the powers of national and global political machinery with scholarship in English Studies, I do want to foreground, for my argument, that criticism of criticism is appearing locally in English and globally at the same time.
Although divergent in their foci and analyses, these works converge in their proposal that critical pedagogy withdraw its critical agenda in order to affirm students' identities.
This politic is expressed in everyday and public venues; it always involves a displacement premised on the inability to speak or act directly; and it results in the expression of negative, emotionally loaded beliefs that are directed laterally or at subordinate groups.
While those voicing this position note the repeated expressions of resentment by working-class and middle-class students, they stop short of investigating its significance either for literacy instruction or the landscape in which the discourse circulates.
It is a mistake, I think, to over-emphasize the local plight of students while under-emphasizing the macro context and it material and discursive effects on students.
Masking, ignoring, or redirecting attention away from the politics of resentment in order to affirm students' subjectivity only re-inscribes regressive class and race relations in the long run, and misses the crucial work that this cultural politics indirectly performs for a variety of elite, corporate and government interests.
Ultimately, if inadvertently, this critique of the critical in composition classrooms becomes complicit with elitist, nationalist, and transnational capitalistic agendas and practices. The politics of resentment functions to displace attention from material conditions, including the new economy and work order attending changing national and global conditions, that are likely to impact our students and all of our lives.
In this paper, I illustrate the critique that this position offers and suggest what is troubling about it for literacy instruction. I then elaborate on the material conditions that have given rise to the politics of resentment and demonstrate its central function, which is to displace attention from, and thus stifle public debate over, class, gender and race formations.
Because anti-critical discourses and the cultural politics of resentment will likely define the social landscape and structures of emotions through which students read texts and the world, I argue that these discourses become the topics of literacy and rhetorical instruction.
Grammar Ideals, School Writing, and the University of California's Examination in Subject A This paper describes and analyzes attitudes towards student writing that emerge in policies and practices involving the University of California's Examination in Subject A.
This analysis of the historical legacy of the Examination in Subject A will be used to argue that the exam helps both to create and maintain a problematic and reductive view of writing as a set of isolable technical skills that are out there and that can be learned once and for all.Since Carolyn Miller’s Genre as Social Action, North American Rhetorical Genre Studies (RGS) has facilitated analysis of how typified rhetorical actions constitute the contexts and communities in which writers write.
In first-year writing (FYW). As Bawarshi suggests, in a translingual world, agency is located not in the final product, but in the writer’s choices as she negotiates “memory, emotion, [her] sense of self, available discursive and linguistic resources, embodied dispositions, [and] histories of engagement” (Bawarshi ) in her particular historical moment.
Apr 27, · Working in multiple scenes of scholarship, across asynchronous time and space, students will test out their theoretical findings by creating heuristics for theoretical lens-based readings of film.
In this manner, students will use what they learn, immediately, and in satisfying contexts. Vetter, Matthew A. “Teaching Wikipedia: Appalachian Rhetoric and the Encyclopedic Politics of Representation.” College English (): Print.
Matthew A. Vetter writes about a study in a junior-level rhetoric and writing course in which he used Wikipedia as a focus for the course and as a primary teaching tool ().
A THEORY OF LITERATE ACTION “A Theory of Literate Action makes a significant contribution to the field and enriches and deepens our perspectives on writing by drawing together such varied and wide-ranging approaches from social theory and the social sciences—from psychology, to phenomenology, to pragmatics—and demonstrating their relevance to writing studies.
The volume features seven articles addressing the intersections of theory and pedagogy in writing studies, and these articles cover a range of topics.