Revolution Lullabye

February 3, 2009

Peeples, Rosinski, and Strickland, Chronos and Kairos, Strategies and Tactics

Peeples, Timothy, Paula Rosinski, and Michael Strickland. Chronos and Kairos, Strategies and Tactics: The Case of Constructing Elon University’s Professional Writing and Rhetoric Concentration. Composition Studies 35.1 (Spring 2007) 57-76.

Using two scenarios (discussions on new faculty hires and acquiring space), the authors show how the complementary perspectives of chronos/strategy and kairos/tactic work as a theoretical framework for describing how programs are designed, developed, and enacted. Their theory draws on both the ancient Greek notions of time (chronos and kairos) and de Certeau’s terms to describe the space from which a person acts (strategy (one’s own, independent) and tactic (undefined, opportunity-driven.)) Their piece attempts to bring case-study story-telling, a method often used by administrators to explain program design due to the very local, contextual nature of program creation, up to a theoretical level by introducing rhetorical terms that can describe common techniques and methods faculty use to carve out their own institutional spaces through majors, minors, and concentrations.

Quotable Quotes

“What we find most powerful about this framework is the way it emphasizes the rhetorical, productive, compositional nature of program development; we write and re-write our programs. As a heuristic framework, the combination of chronos/kairos and strategy/tactic helps with the ongoing inventional process of program development….gives us a way to move beyond situated awareness and toward applying rhetorical analytical skills to our own efforts at program development.” (58)

Notable Notes

emphasis on tactics is not often talked and theorized about in journals, giving a space for it here. Kairos is a key component in the development of programs.

our action – strategy and tactics – form our social realities and our discourse (58)

we need to be more deliberate and conscious of what courses of action we are taking to develop programs, to be aware of the moves that are available to us.

January 28, 2009

Griffin, Teaching Writing in All Disciplines

Griffin, C. Williams, ed. Teaching Writing in All Disciplines. San Francisco: Jossey-Bass Inc., 1982.

This edited collection centers around the early writing-across-the-curriculum movement in composition and serves as a guide to teachers as to how they might implement writing-for-learning assignments and initiatives in their own classrooms and in their institutions. The collection contains a balance of more practically-oriented pieces (about how different assignments can help students learn math by writing about it, how teachers can respond to all the writing they’re now asking their students to do, and what kinds of mixed reactions teachers and students give to WAC initiatives) and more theoretical essays, like Fulwiler’s “Writing: An Act of Cognition,” which argues that since language makes meaning, we need to ask our students to use and produce writing in order to understand and learn, not just to communicate what they already know. One of the last essays of the collection, by Maimon, likens the WAC movement as a move back to ancient rhetorical training, a grounding in rhetoric that was required for students going into all fields.

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