Revolution Lullabye

March 9, 2009

Wysocki, The Sticky Embrace of Beauty

Wysocki, Anne Frances. “The Sticky Embrace of Beauty: On Some Formal Problems in Teaching about the Visual Aspects of Texts.” In Writing New Media. Eds. Anne Frances Wysocki, et al. Logan, UT: Utah State UP, 2004. 147-198.

Wyscoki argues for an alternative understanding of beauty, aesthetic, and form that is grounded in the local and the particular rather than universal generalities and maxims that visual designers use for composing images and texts, universal rules that were developed first through Kant’s philosophy. Kant believed that the judgment of beauty is inherent and universal, happening when a person sees and appreciates its structure in terms of its formal relations. This allows the object (or body) deemed beautiful to be made abstract and distanced, a dangerous ethical situation. Wysocki, seeing this tension, argues that composition teachers, instead of just teaching students about design by instructing them in general, accepted rules for visual arrangment, should question the social and cultural practices that deem something efficient, pleasing, or visual, analyzing and creating to make what we take for granted unfamiliar to us so that we might appreciate and understand its particularities. In this way, she shows how form is rhetorical, informed and mediated by choices grounded in history and cultural context.

Quotable Quotes

How can we teach visual communication in such a way “That form does not override content, so that form is, in fact, understood as itself part of content, so that, finally, I better understand how to support students (and myself) be generously and questioningly recipricoal in our designings” (144)

“Form is itself always a set of structuring principles, with different forms growing out of and reproducing different but specific values” (159).

“If we believe that to be human is to be tied to place and time and messiness and complexity, then, by so abstracting us, this desire dehumanizes us and our work and how we see each other. This is dangerous.” (169)

“The web of social and cultural practices in which we move give us the words and concepts, as well as the tastes, for understanding what we sense” (171).

Notable Notes

Kant Critique of Judgment

The New Yorker Peek advertisement – woman’s body

design elements aren’t neutral – design values can’t just be looked at analytically….ours are grounded in industrializaiton, standardization, linear, order, efficiency (Nazi memos)

assignments ask students to learn design principles deductively by gathering designs. Also, redesigning web sites and textbooks

reciprocal relationship – we need “approaches that see form as this kind of recognition, tying us to others and to our times and places” (170)

February 9, 2009

Hult, The Scholarship of Administration

Hult, Christine. “The Scholarship of Administration.” In Resituating Writing: Constructing and Administering Writing Programs. Eds. Joseph Janangelo and Kristine Hansen. Portsmouth, NH: Heinemann, 1995. 119-131.

Hult, a longtime member of the Council of Writing Program Administrators and an editor for WPA, argues two things: higher education needs to acknowledge and reward the work of WPAs as scholarship of administration and WPAs need to do a better job of convincing the academy of the scholarly nature of their work. She points out that WPAs do all four kinds of scholarship outlined by Boyer: application, integration, teaching, and discovery. This work is not service; it is intellectual scholarship because the writing and administrative work that WPAs do is rhetorical in nature, informed by disciplinary knowledge, and “published” (and has an impact) on a broad audience. To increase recognition of their work, WPAs should forward department chairs and deans important documents that they create, include administrative work under the “scholarship” section of their tenure and promotion cases instead of under “service,” and work to create an administrative portfolio that highlights their work, much like a teaching portfolio.

Quotable Quotes

“As WPAs, we shouldn’t succumb to the myth of the superhuman professor. Rather we should consciously direct our career paths in the best interest of both ourselves and our campus communities” (127) – can’t be a super-duper researcher, teacher, and administrator all at once

How to achieve recognition: “through agressive public relations, thoughtful publication, and careful documentation of our work” (130) to create systems to evaluate and reward WPA work.

The scholarship of administration: “The systematic, theory-based production and oversight of a dynamic program” – akin to music, theater, dance (126).

Notable Notes

Scholarship of application – creating programs, syllabi, training teachers, WPA is often the only composition scholar leading a teaching staff of non-specialists (different from a department chair administering over faculty)

Scholarship of integration – reading across disciplines, running WAC programs, incorporating technology in writing curriculum

Scholarship of discovery – published or not, informal and formal reseach into the program, working to keep programs reflective of the work in the field

Scholarship of teaching – evaluations, syllabi, course development

Section of the development and history of the journal WPA

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