Revolution Lullabye

November 19, 2010

Cushman, Vertical Writing Programs in Departments of Rhetoric and Writing

Cushman, Ellen. “Vertical Writing Programs in Departments of Rhetoric and Writing.” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future. Ed. Lynn Z. Bloom, Donald A. Daiker, and Edward M. White. Carbondale, IL: Southern Illinois University Press, 2003. 121-128. Print.

Cushman distinguishes between composition (tied to the history and the problems of the required first-year course) and writing (a broader understanding that suggests the teaching of writing practices and histories and theories inside and outside of the university.) She argues for the field to embrace the term writing and use it to develop vertical curricula which could counteract the troubling labor, identity and institutional problems that seem to plague composition studies. Cushman, following others like Crowley and Porter et al (institutional critique), points out that implementing vertical writing programs is difficult because 1. there aren’t enough PhDs to staff these programs, 2. current faculty in English don’t pull their weight in teaching first-year writing, and 3. the attitude that writing is a contentless course is a difficult prejudice to overcome. Cushman argues that composition and rhetoric scholars, in order to gain the leverage to establish vertical writing curricula, need to “tap into the cachet that writing has in many university administrations” by going outside the English department and even outside the university, partnering with business, government, and community members, who highly value strong writing skills.

Notes and Quotes

“Writing will be taught in the vertical curriculum by fully enfranchised teachers only if our colleagues in literature understand and appreciate that writing, a practice, is also a knowledge base. A social capital. A profession.” (123).

vertical writing curricula won’t solve the labor issue.

Cushman is arguing for “vertical writing programs to be taugth in writing departments by fully enfranchised writing professors. We can no longer trust literature professors to do the right thing when deciding where composition will be taught and who will teach it” (125).

She’s at Colorado University, Denver

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