Revolution Lullabye

March 28, 2009

Kress, Design and Transformation

Kress, Gunther. “Design and Transformation: New Theories of Meaning.” In Multiliteracies. Cope and Kalantzis.  London: Routledge, 2000. 153-161.

Kress explains the importance in literacy pedagogy of teaching students to be designers, not just users, of the many linguistic and discursive resources available to them. Creativity in the Western world has been stunted due to the overwhelming domination of written literacies, a domination which has surpressed synaesthesia, the process by which one form of meaning is transformed into another form, a process increasingly necessary for students to know due to the rapid proliferation of 21st century digital technologies.

Quotable Quotes

synaesthesia – “the transduction of meaning from one semiotic mode to another semiotic mode” (159).

“The single, exclusive, and intensive focus on written language has dampened the full development of all kinds of human potential, throguh all the sensorial possibilities of human bodies, in all kinds of respects, cognitively and affectively, in two-and three-dimensional representation.” (157).

“A semiotic theory which does not have an account of change at its core is both simply inadequate and implausible in the present period” (155).

“Design is thus both about the best, the most apt representation of my interest; and about the best means of deploying available resources in a complex ensemble.” (158).

Notable Notes

emphasis on design (the future) over critique (the past); critique is part of the chain in the process of design but should not be the only goal.

language resources are always being transformed to fit the present needs and circumstances of both the individual and society.

problem with language theories that describe language as separate in terms of form and meaning

no one mode of meaning-making can dominate

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.

February 16, 2008

Welch, Kathleen E. “Ideology and Freshman Textbook Production: The Place of Theory in Writing Pedagogy.”

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Welch, Kathleen E. “Ideology and Freshman Textbook Production: The Place of Theory in Writing Pedagogy.” CCC 38.3 (Oct 1987): 269-282. 

Welch argues both that freshman composition textbooks do not reflect current research and theories in the field of composition and that instead, the theories that drive most freshman composition textbooks are based in Cicero’s five classical canons and Alexander Bain’s modes of discourse. Welch argues that the antiquated theories presented in the textbooks are written for instructors more so than students; textbooks both train new teachers and reinforce the current-traditionalist beliefs of veteran teachers. Welch advocates a pedagogy that favors written student texts over a textbook. By using student texts, an instructor can more effectively teach the importance of the context of whole discourses, which is difficult to do with the short excerpts used in textbooks.

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