Revolution Lullabye

November 11, 2010

Yood, Revising the Dream

Yood, Jessica. “Revising the Dream: Graduate Students, Independent Writing Programs, and the Future of English Studies.” In A Field of Dreams: Independent Writing Programs and the Future of Composition Studies. Ed. Peggy O’Neill, Angela Crow, and Larry W. Burton. Logan: Utah State UP, 2002. 170-185. Print.

Yood uses reception theory – the idea that different constituencies in a single system process and understand change in different ways – to explain how the construction of an independent writing program has a different effect on graduate student identities and their perceptions of the field than it has on full-time faculty in the program. She uses her experiences and those of fellow graduate students at SUNY Stony Brook during the removal of composition from the English Department into an independent Program in Writing and Rhetoric, a move that was opposed by several writing faculty and English PhD graduate students because how it would fracture their integrated studies and research in literature and composition, reading and writing.  She shows the effect of the departmental split – which questioned the relationship between literature and composition – on her dissertation writing process and the dissertations of two of her fellow students, showing how they are reshaping knowledge and synthesizing what the discipline(s) of English Studies are about.

Notes and Quotes

Uses Niklas Luhmann (systems theorist) and E. Doyle McCarthy (1996) for theoretical framework: sociology of knowledge, systems theory.

“Our historical moment is characterized by a level of complexity that makes observing, recording, theorizing, or narrativizing especially difficult” (171). How to we understand change? How to we express that change?

“In order to understand how knowledge is made in a transforming cultural and disciplinary matrix, we need a dynamic reception-response approach that integrates experience and observation” (172).

Uses Farris and Anson to detail the shift in the mid-1990s in composition: PhD programs started, tenure-track jobs created, WAC programs, writing centers, technology programs.


April 25, 2009

Varnum, Fencing with Words

Varnum, Robin. Fencing with Words: A History of Writing Instruction at Amherst College during the Era of Theodore Baird, 1938-1966. Urbana: NCTE, 1996.

Varnum presents a counternarrative to the mainstream history of 20th century composition instruction through her archival investigation of the Amherst freshman writing program directed by Theodore Baird from 1938 to 1966. Her history, unlike other histories written in the field, has three distinct differences: first, she spends much time looking at how outside social and political forces (institutional, national, and global) affected the pedagogy in Amherst’s writing courses; second, she depends on the archives of the program (assignments, student papers, memos, reports, as well as interviews) instead of textbooks and journals to sketch a picture of what was happening in the classrooms; and third, she brings to light a much-misunderstood era of American composition, one that is usually conflated and simplified to be “current-traditional.” Baird’s first-year writing courses were designed by the entire team of teachers (everyone used the same collaboratively-written assignment sequence), and student writing, not textbooks, were the centerpiece of the course. Baird believed that writing was a process of self-discovery, a process through which unexpressible (and unknown) truths could be expressed. Varnum’s history does not sugarcoat or reify Baird’s administration or pedagogy, pointing out that his high-priest attitude was decidedly masculine and top-down, perceived by some students and fellow faculty to be a bully who ran a “boot camp” course.

Quotable Quotes

“The tendancy among composition historians has been to look at practice in the classroom, or at the materials and ideas presented there, without acknowledging the larger forces that created the classroom itself” (7).

Notable Notes

great model for dissertation

Baird’s constant metaphor of running orders through chaos (taken from The Education of Henry Adams and science, philosophy, Burke, Richards that he read)

the Amherst course was taken by all freshman at the same time with the same assignments so that each assignment was a campus-wide event.

focused on conflict, constant questioning and revision

saw student writer as individual who possessed his own voice, the goal was to free that voice and the imagination; break them of writing what he dubbed “the Perfect Theme” (41) influenced heavily by The Education of Henry Adams

Baird’s ideal was to create a community of teachers

all the work that went into teaching and planning the course (assignments were re-invented each year) took away the time the instructors and professors could do their own research

how do policies and politics outside the classroom affect what is being taught?

impact of WWII, GI Bill, co-education, change in American university system, Civil Rights, move towards general education requirements

Varnum interviews professors who taught with Baird, 7 alumni of the program, looks at student papers, essay contest winners, uses letters she writes to Baird and recieves from him, assignment sequences (in appendix)

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