Critical Expressivism

Description

Critical Expressivism is an ambitious attempt to re-appropriate intelletual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, “As far as I can tell, the term ‘expressivist’ was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit.” The editors and contributors to this collection invite readers to join them in a new conversation, one informed by “a belief that the term expressivism continues to have a vitally important function in our field.”

Informations

• Publié par: Parlor Press, LLC
• Date de parution: 15 avril 2015
• Nombre de lectures: 0
• EAN13: 9781602356542
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

PERSPECTIVES ON WRITING
Series Editor, Susan H. McLeod
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.
Recent Books in the Series
Sarah Allen, Beyond Argument: Essaying as a Practice of (Ex)Change (2015)
Steven J. Corbett, Beyond Dichotomy: Synergizing Writing Center and Classroom Pedagogies (2015)
Christy I. Wenger, Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy (2015)
Terry Myers Zawacki and Michelle Cox, WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices , (2014)
Charles Bazerman, A Rhetoric of Literate Action: Literate Action Volume 1 (2013)
Charles Bazerman, A Theory of Literate Action: Literate Action Volume 2 (2013)
Katherine V. Wills and Rich Rice (Eds.), ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios (2013)
Mike Duncan and Star Medzerian Vanguri (Eds.), The Centrality of Style (2013)
Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha (Eds.), Writing Programs Worldwide: Profiles of Academic Writing in Many Places (2012)
Andy Kirkpatrick and Zhichang Xu, Chinese Rhetoric and Writing: An Introduction for Language Teachers (2012)
Doreen Starke-Meyerring, Anthony Paré, Natasha Artemeva, Miriam Horne, and Larissa Yousoubova (Eds.), Writing in Knowledge Societies (2011)
Martine Courant Rife, Shaun Slattery, and Dànielle Nicole DeVoss (Eds.), Copy(write): Intellectual Property in the Writing Classroom (2011)


CRITICAL EXPRESSIVISM: THEORY AND PRACTICE IN THE COMPOSITION CLASSROOM

Edited by Tara Roeder and Roseanne Gatto
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina


The WAC Clearinghouse, Fort Collins, Colorado 80523-1052
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2015 by Tara Roeder and Roseanne Gatto. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Critical expressivism : theory and practice in the composition classroom / edited by Tara Roeder and Roseanne Gatto.
pages cm. -- (Perspectives on writing)
Includes bibliographical references.
ISBN 978-1-60235-651-1 (pbk. : acid-free paper) -- ISBN 978-1-60235-652-8 (hardcover : acid-free paper)
1. English language--Rhetoric--Study and teaching. 2. English language--Composition and exercises--Study and teaching 3. Expressivism (Ethics) 4. Authorship--Study and teaching. I. Roeder, Tara, 1980- editor. II. Gatto, Roseanne, 1975- editor.
PE1404.C748 2015
808’.04207--dc23
2015006807
Copyeditor: Don Donahue
Designer: Tara Reeser
Series Editor: Susan H. McLeod
This book is printed on acid-free paper.
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at http://wac.colostate.edu.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paperback, cloth, and Adobe eBook formats from Parlor Press at http://www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or email [e-mail].


In memory of Anthony Petruzzi


Acknowledgments
Many thanks to Matthew T. Bird.
We are tremendously grateful for your time, knowledge, and patience.


Contents
Preface: Yes, I Know That Expressivism Is Out of Vogue,But …
Lizbeth Bryant
Re-Imagining Expressivism: An Introduction
Tara Roeder and Roseanne Gatto
Section One: Critical Self-Construction
“Personal Writing” and “Expressivism” as Problem Terms
Peter Elbow
Selfhood and the Personal Essay: A Pragmatic Defense
Thomas Newkirk
Critical Memoir and Identity Formation: Being, Belonging, Becoming
Nancy Mack
Critical Expressivism’s Alchemical Challenge
Derek Owens
Past-Writing: Negotiating the Complexity of Experience and Memory
Jean Bessette
Essai—A Metaphor: Writing to Show Thinking
Lea Povozhaev
Section Two: Personal Writing and Social Change
Communication as Social Action: Critical Expressivist Pedagogies in the Writing Classroom
Patricia Webb Boyd
From the Personal to the Social
Daniel F. Collins
“Is it Possible to Teach Writing So That People Stop Killing Each Other?” Nonviolence, Composition, and Critical Expressivism
Scott Wagar
The (Un)Knowable Self and Others: Critical Empathy and Expressivism
Eric Leake
Section 3: Histories
John Watson Is to Introspectionism as James Berlin Is to Expressivism (And Other Analogies You Won’t Find on the SAT)
Maja Wilson
Expressive Pedagogies in the University of Pittsburgh’s Alternative Curriculum Program, 1973-1979
Chris Warnick
Rereading Romanticism, Rereading Expressivism: Revising “Voice” through Wordsworth’s Prefaces
Hannah J. Rule
Emerson’s Pragmatic Call for Critical Conscience: Double Consciousness, Cognition, and Human Nature
Anthony Petruzzi *
Section Four: Pedagogies
Place-Based Genre Writing as Critical Expressivist Practice
David Seitz
Multicultural Critical Pedagogy in the Community-Based Classroom: A Motivation for Foregrounding the Personal
Kim M. Davis
The Economy of Expressivism and Its Legacy of Low/No-Stakes Writing
Sheri Rysdam
Revisiting Radical Revision
Jeff Sommers
Contributors


Preface: Yes, I Know That Expressivism Is Out of Vogue, But …
Lizbeth Bryant
Purdue University Calumet
Critical Expressivism: Theory and Practice in the Composition Classroom offers those of us with “Yes-But” syndrome a solution. I was reminded of this syndrome in a webinar in which Richard Johnson-Sheehan claims, “I think Chuck [Paine] and I are still process people despite some of the theoretical arguments for post-process. We still believe we are teaching students a writing process, and in a sense, genres guide us from the beginning of the process to the end.” Johnson-Sheehan and Paine explain and justify their decision to teach writing as a process with a “yes-but” approach: Yes, I know that in our growth as a discipline we have moved from a focus on writing as a process to the social and cultural factors that impact language in our electronic worlds, but I still teach writing as a process and assist my students with developing their processes.
Johnson-Sheehan, a scholar in rhetoric and composition, admits in 2012 that he knows this approach to writing has been trashed by scholars who have controlled our meta-narrative, but admits that he sees a need for it. I have faced the same struggle to justify how I teach writing and what I study. Colleagues have asked, “Liz, how can you still focus on teaching expressivism and voice when there are new theories to study?” That’s simple—I build new theories and practices into my meta-narrative of Composition Studies. This either/or epistemology doesn’t work.
But, composition scholarship leads us to believe that we “are” one or the other. In our scholarship one cannot “be” both/and because the significant scholars in our field have said that a social epistemic view of writing precludes an Expressive and Cognitive view of writing. However, as I work with the myriad of writers in my classes from first-year writing to graduate thesis writing, I experience writers thinking and composing in various paradigms. Havier from East Chicago struggles with translating his mixture of black dialect and Spanglish into Standard American English. When Paul asks me if he should include a piece of research and a quote in his report, I ask him to see his writing situation from the cognitive paradigm: “Does your audience need this information to understand and be convinced of your position?” Charmaine struggles to write the findings from her original research into the final drafts of her thesis. She asks, “Can I really tell philosophy professors how I think they should teach writing?” To assure her that this is what she is supposed to do, I draw on M. M. Bakhtin’s idea of writing as a conversation that she can join, and how voice has both expressive as well as social dimensions.
As a teacher and writer, I use various theoretica