Revolution Lullabye

December 30, 2010

Phelps, Fitting the Institution That’s There

Phelps, Louise Wetherbee. “Fitting the Institution That’s There.” National Conference of Teachers of English, Los Angeles, November 1987.

In this 1987 NCTE presentation, Phelps describes how program design is an extension of process theory and argues for WPAs to define and see program construction as a design problem. Phelps explains how starting an independent writing program from the ground up involves working in and through chaos. She points out that writing program design has a “human element,” and that WPAs must design programs, balance costs and plan long-term goals always with the thinking of how changes and systems will affect the people working in them. She uses the first two years of the Syracuse Writing Program to explain her theory of writing program design.

Notes and Quotes

“But if teachers are taking such active roles in the Proqram, we need a model of program administration that empowers them to act on their ideas. For this reason among others we are designing a collaborative, entrepeneurial, decentralized administrative structure, cultivating leaders among the faculty of teaching assistants and part-time instructors, trying to diffuse authority and responsibility throughout the Program. Besides the intellectual and ethical justification, we need a much more professional, committed, expert faculty if we are to move the Program out into the university at large, working with other faculty, not to mention the reforms we are undertaking within our own course responsibilities.” (4)

January 28, 2009

Tate, Teaching Composition

This blog entry is a comparison of the table of contents across two editions of Gary Tate’s bibliographic essay collection, Teaching Composition. I’m looking at a couple of these composition guides intended for beginning composition teachers and/or entering graduate students in the field to see how they change over different editions and to correlate the publication dates with major movements and trends in the history of composition pedagogy. I see the table of contents and the terms that the chapter titles use as a map that can suggest these transformations in how we view the field of composition and its pedagogy.

Tate’s collection pulls together bibliographic essays that scan the literature written about different parts of the field. Each is written by an “expert,” and it’s interesting to see what constituted different areas and specialties in the field in 1976 and in 1987. There hasn’t been an edition published since, probably due to the sheer number of articles, books, reviews, and other scholarship published in rhetoric and composition since 1987. Plus, there are more databases and other ways of finding relevant scholarship now that weren’t in place in the 1970s and 1980s.

Tate, Gary, ed. Teaching Composition: Ten Bibliographic Essays. Forth Worth: Texas Christian UP, 1976.

Young, “Invention: A Topical Survey”
Larson, “Structure and Form in Non-fiction Prose”
Corbett, “Approaches to the Study of Style”
D’Angelo, “Modes of Discourse”
Shaughnessy, “Basic Writing”
Comprone, “The Uses of Media in Teaching Composition”
Winterowd, “Linguistics and Composition”
Korder, “A Rhetorical Analysis of Writing”
Kinneavy/Kline, “Composition and Related Fields”
Giannasi, “Dialects and Composition”

Tate, Gary, ed. Teaching Composition: Twelve Bibliographical Essays. Fort Worth: Texas Christian UP, 1987.

Richard Young, “Recent Developments in Rhetorical Invention”
Richard Larson, “Structrue and Form in Non-narrative Prose”
Edward P.J. Corbett, “Approaches to the Study of Style”
Frank D’Angelo, “Aims, Modes, and Forms of Discourse”
Richard Lloyd-Jones, “Tests of Writing Ability”
Mina P. Shaughnessy, “Basic Writing”
Andrea Lunsford, “Basic Writing Update”
Jennifer Giannasi, “Language Varieties and Composition”
W. Ross Winterowd, “Litearcy, Linguistics, and Rhetoric”
Joseph Comprone, “Liteary Theory and Composition”
Jim Corder, “Studying Rhetoric and Literature”
James Kinneavy, “Writing across the Curriculum”
Hugh Burns, “Computers and Composition”

Some things I notice: “dialects” turns into “language varieties;” the “basic writing update;” Winterowd’s chapter now includes literacy and rhetoric in the title; “media” becomes specifically computers; addition of writing across the curriculum as an area of interest and research; introduction of the term “rhetoric” in two of the chapter titles; “modes” of discourse becomes “aims, modes, and forms”; new chapter on assessment with “tests of writing ability.”

What these might suggest: turn away from linguistics and toward rhetoric; beginning of interests in cultural studies and the rhetorical practices of minority groups; seeing composition as an administrative force in the academy (with both chapters on WAC and assessment); move away from traditional notions of style, arrangement, and structural form to a more social approach to the teaching of writing; lots of growth in the reseach in basic writing and literacy.

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