Reither, James A. “Writing and Knowing: Toward Redefining the Writing Process.” The Writing Teacher’s Sourcebook. 162-169.
In order to have students write from a discourse community, Reither argues, they must learn how to belong to that discourse community’s knowledge community. Good writing depends on learning how to acquire information through research and inquiry, and writing teachers need to make reading and thinking heuristics more central in their teaching and highlight the social nature of knowledge-making, acting as a co-investigator with their students.
“We need to bring curiosity, the ability to conduct productive inquiry, and an obligation for substantive knowing into our model of the process of writing. To do that, we need to find ways to immerse writing students in academic knowledge/discourse communities so they can write from within those communities” (166).
“Academic writing, reading, and inquiry are inspearably linked” (166)
“Because we routinely put our students in arhetorical situations in which they can only write out of ignorance” (167).
Writing is not “a self-contained process that evolves essentially out of a relationship between writers and their emerging texts” (163).
“Writing is, in fact, one of those processes which, in its use, creates and constitutes its own contexts” (163).
calls for the return of statis theory
knowledge community and discourse community
WAC can immerse students in a discipline and a discourse community, learn scholarship and literature
curiosity and productive inquiry