Please enable JavaScript.

Coggle requires JavaScript to display documents.

Histories of Composition Round Up, Douglas 1976: composition as a sort of…

- - - - Kynard 2013: there are different kinds of teaching and teachers
      - Crowley 1998: "rhetoric slaves" (haven't read)
      - Miller 1993: sad woman in basement: comp teachers support lit teachers' individualism
      - Miller 1993: comp is like the nursemaid, not the mother; can't participate fully in the world you socialize students into
      - Miller 1993: Also the adjunct as scapegoat
    - - Connors 1997: shift from liberal arts to German-style research universities
      - Crowley 1998 agrees about specialization/German stuff
      - Berlin 1996: university shifts from liberal arts to "corporate capitalism"
      - Kynard 2013: Influence of Black Freedom Movements on Universities (HBCUs and open-access at CUNY also)
    - - Kynard 2013: FYC provides a good place for us to see how education is racialized
      - Crowley 1998: FYC enabled the creation of English studies
      - Masters 2004 FYC is a set of practices and expectations, not a course
    - - Current-traditional
        
        Crowley 1998: current-traditional is conservative
        
        Connors 1997: renames "composition-rhetoric"
        
        Ede 2004 points out people are still doing it
        
        Berlin 1987 sees this as empirical/pseudoscientific approach
      - Process
        
        Miller 1993: process is designed for teaching values (contentless)
        
        Crowley 1998: process is "liberal"
        
        Crowley 1998: process is a paradigm shift in terms of invention and student-centeredness
      - Cognitive
        
        Berlin 1987
      - Modes
        
        Connors 1997
      - Expressionism
        
        Berlin 1987 sees this as a "subjective" counterpart to more "objective" process pedagogies in the 1960s/1970s
        
        Harris 1997: traces this from tensions at Dartmouth, calls it "growth"
      - WIDWAC
        
        Crowley 1998 doesn't like this either (too specialized)
      - Comms model
        
        Berlin 1987
        
        Connors 1997
      - Writing Studies
        
        Harris 1997 is so so about this
      - Neoclassical rhetoric
        
        Crowley 1998
        
        Miller 1993 (dislikes)
        
        Connors 1997
        
        Douglas 1976 (comp is debased rhetoric)
      - Teaching Literature in Comp
        
        Crowley 1998: lit in composition reinforces lit's dominance (toad in garden)
        
        Connors 1997
        
        Masters 2004
      - Social constructivist/ epistemic/ language-creates-realities
        
        Berlin 1996 "social-epistemic"
        
        Harris 1997 warns against overuse of "community"--how would anyone join the academic discourse community anyway?
        
        Miller 1993: social constructivist approaches still fail to include real-world consequences/contextual writin
      - Pre-college/not real college
        
        Masters 2004 "priority"
      - Public
        
        Miller 1993: removal of real writing contexts
        
        Connors 1997 change from agonistic to irenic
        
        Connors 1997: assignments become more personal and less objective
        
        Crowley 1998: pre civil war rhet comp was more public
        
        Berlin 1987
      - Skills focused
        
        Harker 2015: skills approaches ignore the complexity of literacy
        
        Harris 1997 "error": we should find a "middle ground" and do translanguaging
        
        Miller 1993: mechanical correction as a way of imposing order on the student body
        
        Kynard 2013: looks at racialization of "correct" language via Smitherman and Shaughnessy
        
        Connors 1997: grammar is a function of teacher overwork
        
        Rose 1985: the "language of exclusion" suggests we judge writing by # of errors
  - - - Crowley 1998
      - Miller 1993
      - Kynard 2013
    - - Connors 1997
      - Berlin 1987 and 1996
      - Harris 1997
      - Harker 2015
    - - Rose 1985
      - Ede 2004
    - - Masters 2004
      - Skinnell 2016 (he wants to change how we see comp, not what goes on inside it)
  - - - Miller 1993: composition constructs students as blank slates for socialization
      - Crowley 1998: composition disciplines student subjectivity
      - Masters 2004: paradox of individuality (students should be authentic but conform to rules)
      - Kynard 2013: Black student protest as a "new literacy"
      - Miller 1993: students as a body disciplined by composition, to make people into "students"
    - - Gatekeeping/meritocracy/socialization into the middle class
        
        Crowley 1998: composition as a site of discipline
        
        Douglas 1976 (Harvard meritocracy)
        
        Miller 1993
        
        Berlin 1996
        
        Masters 2004 "Instrumentality"--comp is expected to do lib ed for the rest of the university
      - Composition is locally defined/diverse
        
        Ede 2004: composition is so diversely situated that we should be careful generalizing
        
        Kynard 2013
        
        Skinnell 2016
      - Composition is literature's 'other'
        
        Berlin 1996: ideology of the aesthetic
        
        Miller 1993: carnival model
        
        Berlin 1996: poetic and rhetoric binary in English
        
        Crowley 1998: rise of aesthetics/pedagogy of taste destroyed rhetoric; we need to get rid of humanism
        
        Crowley 1998: Crowley 1998: both lit and comp are Arnoldian/humanist but comp is for the "lower orders"
        
        Berlin 1987: literature needs composition as a "devalued" text
      - Composition is an empty subject
        
        Crowley 1998: composition is vulnerable to ideological shifts over time
        
        Masters 2004: comp is pre-college and has to find a subject "before" itself ("priority")
        
        Miller 1993: under process, comp is deliberately subject-less in order to inculcate values
        
        Skinnell 2016: comp's emptiness gives it institutional power
      - Composition as a response to crisis/should be temporary
        
        Harker 2015: composition responds to myths of literacy crises
        
        Masters 2004 agrees and calls this "efficiency"--comp needs to be tinkered with to be "perfect"
        
        Rose 1985 "myth of transience"
      - Composition is a site of liberal education/value inculcation
        
        Miller 1993: literature replaces classics (Eagleton) but composition was also part of middle-class indoctrination
        
        Berlin 1987: "liberal culture"
        
        Masters 2004 "transmission" by osmosis
        
        Harker 2015: strong theories of literacy suggest comp can "save the world"
      - Composition is institutionally important
        
        Skinnell 2016
- - - - Rose 1985
      - Connors 1997
      - Harris 1997
      - Masters 2004
    - - Kynard 2013 (mix)
      - Berlin 1987 and 1996
      - Miller 1993 (mix)
      - Harker 2015
      - Skinnell 2016
    - - Crowley 1998
      - Ede 2004
      - Miller 1993 (mix)
  - - - Kynard 2013
      - Harker 2015
    - - Connors 1997
      - Masters 2004 (inductive)
    - - Ede 2004
      - Berlin 1996
      - Skinnell 2016
    - - Rose 1985
      - Miller 1993
      - Crowley 1998
    - - Ede 2004: theory is practice
      - Harris 1997
  - - - Harker 2015 (softer): consider literacy!
      - Miller 1993: composition must pay more attention to power
      - Crowley 1998 we must abolish FYC and become scholars
      - Kynard 2013: we must revise our histories
      - Rose 1985: Let's stop talking about composition this way
      - Skinnell 2016: We must separate "institutional" composition from its content
    - - Masters 2004 (focus on the local)
      - Kynard 2013: "teaching interludes"
      - Harris 1997
    - - Connors 1997
      - Crowley 1998: comp is invisible
      - Ede 2004: costs as well as benefits to comp's legitimacy
      - Berlin 1987 and 1996
    - - Ede 2004 critiques Miller/Crowley: we should be more careful describing how others are caught up in ideology
      - Miller 1993 critiques neoclassical histories and "naturalistic" (teaching-focused) ones for ignoring politics
      - Kynard 2013: other histories ignore the role of Black Freedom Movements
      - Ede also suggests we should be wary of progress narratives/"ideologies of the new"
      - Masters 2004 critiques earlier histories for being too general/broad and not using archival evidence from specific colleges
      - Harker 2015: reexamining debates over compulsory composition using literacy studies
      - Skinnell 2016: critiques Connors: composition isn't there to solve social/intellectual problems but was a response to institutional problems
      - Skinnell 2016 also critiques Miller and Rose: composition may be departmentally/ideologically devalued but it is a valuable institutional concession. See it as flexible, not marginalized.
  - - - Ede 2004
      - Miller 1993
      - Berlin 1987 and 1996
      - Connors 1997
      - Harker 2015
      - Crowley 1998
    - - Masters 2004
      - Kynard 2013
      - Skinnell 2016
    - - Connors 1997
      - Berlin 1987
    - - Rose 1985
      - Branson 2022
    - - Crowley 1998
      - Kynard 2013
      - Harris 1997
      - Ede 2004
    - - Miller 1993
      - Rose 1985
      - Masters 2004
      - Skinnell 2015