Authoring A Discipline: Scholarly Journals and the Post-world War Ii Emergence of Rhetoric and Composition
... But first I want to fold North's narrative into a broader classification of scholarly efforts in the 1980s and early 1990s to deal with disciplinarity-with the emergence, formation, and stabilization of the field we call rhetoric and composition/writing studies-a broader classification I will refer to as discipliniography, the writing of the discipline. In Authoring a Discipline, a study of nine scholarly journals in RCWS from 1950, Maureen Daly Goggin (2000 referred to journal editors and article authors as discipliniographers-as those who produced the field with their scholarship. Authoring a Discipline is a periodic history of the development of key journals over a 40-year period; I will discuss Goggin's work in greater depth in Chapter Four. ...
... • journals (not limited to the original nine studied by Maureen Daly Goggin [2000], but also those newer journals and others whose operations have slowed or halted altogether); • graduate and undergraduate course descriptions and syllabi; • monographs and edited collections; • dissertations and theses; • conference proceedings; • textbooks (this one is the patterning device most often studied); • conference keynote addresses; ...
... Graphing and the methods of quantification at their foundation have precedents in RCWS. For example, Maureen Daly Goggin's (2000) well-known history of the field, Authoring A Discipline: Scholarly Journals and the Post-World War II Emergence of Rhetoric and Composition, presented eight graphs, each designed to render apprehensible some data set aggregated manually from 9 ...
... Se utilizó el modelo Create-A-Research-Space (CARS) (SWALES, 1990;FEAK, 2004), como forma de esquematizar las movidas retóricas en las que aparecen las citas al definir comunitariamente un problema de investigación, se analizaron las motivaciones de cada cita utilizando una versión adaptada de la taxonomía de Erikson y Erlandson (2014), con una validación externa por un par experto, y se calculó un índice numérico en base al total citas cada mil palabras por sección. Como variables emergentes, durante el análisis se agregaron la identificación de dispositivos de intertextualidad no marcada (BAZERMAN, 2004b), de introducciones epistémicas o anecdóticas (MACDONALD, 1994) y de la naturaleza empírica, descriptiva o testimonial del artículo (GOGGIN, 2000). Todas las categorías utilizadas se explicarán en la sección de resultados. ...
... Por último, presentaremos la incidencia de introducciones anecdóticas en investigaciones no empíricas, de acuerdo la definición de Goggin de investigación empírica, descriptiva y testimonial, basada en sus propios análisis históricos de revistas académicas estadounidenses sobre escritura (GOGGIN, 2000). Una tendencia claramente identificable es que todas las introducciones epistémicas de la muestra aparecen en artículos de investigación empírica y, por el contrario, todos los artículos testimoniales o descriptivos de la muestra tienen introducciones no epistémicas. ...
... En relación con lo anterior, el Artículo 9, por ejemplo, representa un caso particular, ya que se trata de un informe sobre una intervención en escritura, pero que utiliza métodos empíricos y ofrece un sistema descriptivo replicable. En general, la alta incidencia de investigaciones no empíricas puede considerarse una señal de que el campo se encuentra aún en desarrollo en términos disciplinares (GOGGIN, 2000). ...
En el presente capítulo se da cuenta de algunos resultados de dos estudios complementarios sobre la intertextualidad en la investigación en escritura, uno
predominantemente cuantitativo y otro cualitativo, que apuntan a reconstruir las orientaciones intelectuales, filiaciones y opciones epistemológicas del campo en países de América Latina hispanohablante, con el objetivo de describir las dinámicas de intercambio y los usos particulares de las fuentes citadas en artículos de investigación reciente del campo.
... Although this work does not attempt a comprehensive historical account of the ield, tracing milestones, causal explanations and future perspectives serves the function of dating and historicizing the emergence of the ield's activities. Moreover, by identifying the ield's foundational events, people and forces, we can get valuable insights on its current formation (Goggin, 2000). As a matter of fact, in the diferent "causes" identiied by scholars for the emergence of the topic, key information for understanding diferential epistemologies or current disciplinary disputes might be found. ...
... Milestones such as the founding of programs and networks are usually understood as tokens of disciplinarity. Toulmin (1972) mentions, among others, the establishment of professional associations and scientiic journals, a topic also referred by Becher (1989) and Goggin (2000). In fact, there are some previous studies in Latin America that seek to link the emergence and current state of disciplinary ields with their discourses, scholarly journals and institutions (Vallejos Llobet, 2005 for Physics or Ciapuscio, 2007, for Linguistics, both in Argentina). ...
... So far, there seems to be a perception of the unitary development of a hybrid, interdisciplinary ield with certain milestones of a common history. However, the informants did not mention some of the traits that we presented as characteristics of institutional consolidation of a discipline: a specialized journal and speciic doctoral programs (Goggin, 2000;Jacobs, 2013). Although we did not speciically ask about journals in the interview protocol, the previous stage of this research has shown that surveyed scholars were not able to identify a speciic journal devoted to Higher Education reading and writing studies in the region (Bazerman et al., 2016). ...
Los estudios sobre lectura y escritura en educación superior cuentan con al menos dos décadas de desarrollo en Latinoamérica. Sin embargo, aún son escasas las investigaciones sistemáticas sobre la configuración de este espacio disciplinar. Con el propósito de llenar este vacío, el presente artículo identifica continuidades y contrastes locales e históricos a partir de un conjunto de variables (autores, idiomas, focos, temas, orientaciones, niveles, áreas, géneros y tipos). Para ello, un equipo internacional analizó cualitativa y cuantitativamente 81 artículos sobre el tema aparecidos en los últimos 15 años en cuatro revistas de Argentina, Brasil, Chile y Colombia consideradas líderes por la propia comunidad experta. Los resultados muestran una mayoría de artículos interesados en la investigación empírica de la escritura, en la formación de grado y el área de las Humanidades y las Ciencias Sociales, con foco en el artículo de investigación, con autores internacionales pero publicados en español y portugués. Históricamente, desapareció la lectura como competencia aislada y crecieron los enfoques híbridos y con mayor claridad epistemológica. Los contrastes regionales indican que la lectura y escritura son mayormente consideradas procesos educativos situados en la revista colombiana y discursos especializados en la argentina y chilena, con la brasileña entre medio. Además, los corpora brasileño y colombiano favorecen dinámicas de intercambio local mientras que los de Argentina y Chile presentan más autores internacionales. Esta reflexión disciplinar sobre los estudios de la lectura y la escritura en Latinoamérica resulta de importancia científica, educativa y política para su visibilización, validación, institucionalización y expansión.
... Although this work does not attempt a comprehensive historical account of the ield, tracing milestones, causal explanations and future perspectives serves the function of dating and historicizing the emergence of the ield's activities. Moreover, by identifying the ield's foundational events, people and forces, we can get valuable insights on its current formation (Goggin, 2000). As a matter of fact, in the diferent "causes" identiied by scholars for the emergence of the topic, key information for understanding diferential epistemologies or current disciplinary disputes might be found. ...
... Milestones such as the founding of programs and networks are usually understood as tokens of disciplinarity. Toulmin (1972) mentions, among others, the establishment of professional associations and scientiic journals, a topic also referred by Becher (1989) and Goggin (2000). In fact, there are some previous studies in Latin America that seek to link the emergence and current state of disciplinary ields with their discourses, scholarly journals and institutions (Vallejos Llobet, 2005 for Physics or Ciapuscio, 2007, for Linguistics, both in Argentina). ...
... So far, there seems to be a perception of the unitary development of a hybrid, interdisciplinary ield with certain milestones of a common history. However, the informants did not mention some of the traits that we presented as characteristics of institutional consolidation of a discipline: a specialized journal and speciic doctoral programs (Goggin, 2000;Jacobs, 2013). Although we did not speciically ask about journals in the interview protocol, the previous stage of this research has shown that surveyed scholars were not able to identify a speciic journal devoted to Higher Education reading and writing studies in the region (Bazerman et al., 2016). ...
This paper aims to understand the initial milestones, causes, academic activities, theoretical foundations and disciplines involved in the scholarly development of Higher Education reading and writing studies in Latin America. Eight academic leaders from Argentina, Chile, Colombia, and México were interviewed in order to learn their perspectives on this development. Findings reveal that the main founding milestones are conferences starting by the 2000's decade; the UNESCO Chair is the current main academic network that congregates scholars interested in this topic; the reasons for the field's emergence are related to the increasing growth in college enrolments. Overall, a growing interdisciplinary field can be observed, but its disciplinary identity is still diffuse, given the ongoing jurisdictional disputes.
... Emerging interdisciplinary fields are characterized by the need to analyze and establish limits, which has been described as boundary work (Klein, 1996;, that is, efforts to claim the disciplinary legitimacy of an emerging field through histories, genealogies, ethnographies, bibliometric studies, and others. For Maureen Goggin (2000), one of the main historians of the archive of academic journals on the discipline of American rhetoric and composition this type of work fulfills the function of legitimizing intellectual communities to secure them a place in academia. ...
... Overall, the panoramic view offered by this chapter on the disciplinary development of reading and writing studies in higher education contributes to the collective construction of meaning in our daily work as academics. As Goggin (2000) states, a more robust definition and identity of the discipline helps to promote its institutionalization, professionalization, and influence on public policies. In other words, its impact ranges from dimensions such as the awarding of scholarships, academic positions, and research funds, to governmental or institutional decisions on initiatives and policies for teaching reading and writing in higher education. ...
... Emerging interdisciplinary fields are characterized by the need to analyze and establish limits, which has been described as boundary work (Klein, 1996;, that is, efforts to claim the disciplinary legitimacy of an emerging field through histories, genealogies, ethnographies, bibliometric studies, and others. For Maureen Goggin (2000), one of the main historians of the archive of academic journals on the discipline of American rhetoric and composition this type of work fulfills the function of legitimizing intellectual communities to secure them a place in academia. ...
... Overall, the panoramic view offered by this chapter on the disciplinary development of reading and writing studies in higher education contributes to the collective construction of meaning in our daily work as academics. As Goggin (2000) states, a more robust definition and identity of the discipline helps to promote its institutionalization, professionalization, and influence on public policies. In other words, its impact ranges from dimensions such as the awarding of scholarships, academic positions, and research funds, to governmental or institutional decisions on initiatives and policies for teaching reading and writing in higher education. ...
This chapter traces twenty years of literacy and language research in Latin America
in order to show the pioneering role of the ILEES organization in cohering
the differing goals and focuses of writing research across the Southern Hemisphere.
The panoramic view offered by this chapter helps to illuminate a more
robust and interdisciplinary definition (and identity) of the institutionalization and professionalization of reading and writing research in Latin America. By giving more shape and form to this growing disciplinary community, the authors are able to present a clearer understanding of the configuration of reading and writing studies in Latin America, and in doing so, offer important considerations that strengthen its future scope.
... Emerging interdisciplinary fields are characterized by the need to analyze and establish limits, which has been described as boundary work (Klein, 1996;, that is, efforts to claim the disciplinary legitimacy of an emerging field through histories, genealogies, ethnographies, bibliometric studies, and others. For Maureen Goggin (2000), one of the main historians of the archive of academic journals on the discipline of American rhetoric and composition this type of work fulfills the function of legitimizing intellectual communities to secure them a place in academia. ...
... Overall, the panoramic view offered by this chapter on the disciplinary development of reading and writing studies in higher education contributes to the collective construction of meaning in our daily work as academics. As Goggin (2000) states, a more robust definition and identity of the discipline helps to promote its institutionalization, professionalization, and influence on public policies. In other words, its impact ranges from dimensions such as the awarding of scholarships, academic positions, and research funds, to governmental or institutional decisions on initiatives and policies for teaching reading and writing in higher education. ...
Writing As a Human Activity offers a collection of original essays that attempt to account for Charles Bazerman’s shaping influence on the field of writing studies. Through scholarly engagement with his ideas, the 16 chapters—written by authors from Asia, Europe, North America, and South America—address Bazerman’s foundational scholarship on academic and scientific writing, genre theory, activity theory, writing research, writing across the curriculum, writing pedagogy, the sociology of knowledge, new media and technology, and international aspects of writing. Collectively, the authors use Bazerman’s work as a touchstone to consider contemporary contexts of writing as a human activity.
... In addition, overemphasis on publication as the primary means for assessing the literacy practices of HE students has shifted the function of writing from the primary task of transmitting knowledge to the older task of demonstrating knowledge; and as a result, has put the status of writing in ambiguity; and raised doubts on its disciplinary status (Goggin, 2000). Even worse is the narrow-minded look at EAP programs. ...
... This could be due to the ever-broadening gap between research ideal and utility ideal in the country. Normally, these goals follow a cyclical pattern of development (Goggin, 2000), and both seek to graft solutions to the present problems for the benefits of society. In this sense, there is a balance between the two in the developed countries, and both goals are followed equally; so that, not only are these countries pioneers in the research topics but the current problems of the academic world also are their problems in the authentic world. ...
The problem of plagiarism has been a hot issue of concern to the academic community in recent years. In this study, we probed the factors which overtly or covertly lead to plagiarism growth among graduate students of agricultural sciences in Iran. To this end, we investigated the perceptions of 187 graduate students in the field of agricultural sciences towards the nature of plagiarism, different forms of plagiarism, and the underlying motives for plagiarism through a questionnaire. Academic literacies model was adopted as a reference point to uncover those injustices in the educational sector deterring literacy development. The results revealed that plagiarism grows hand in hand with deviation from scientific values and devaluation of science, marketization of science and violations of academic commitments, and politicization of science and alienation from the universal standards. The findings could provide useful implications for revisiting and reforming the educational policies in general and English for Academic Purposes (EAP) programs in particular.
... This might be brought on by the widening gap between the research ideal and the utility ideal in the nation. Both of these objectives typically develop in a cyclic paradigm for the benefit of society (Goggin, 2000). In this sense, both objectives are equally pursued in developed nations, and as a result, these nations are not only forerunners in terms of research topics, but also in terms of the problems that are currently plaguing the academic community as well as those that are plaguing their real-world counterparts. ...
In recent years, the issue of plagiarism has received a lot of attention from the academic world. The factors that overtly or covertly contribute to the growth of plagiarism among graduate TEFL students in Iran were investigated in this study. In order to accomplish this, the researchers conducted a semi-structured interview with 20 graduate students studying English language teaching to ascertain their perceptions of the underlying causes of plagiarism. Based on the data collected from the content analysis procedure, the main causes of plagiarism among TEFL students include 'low English proficiency', 'lack of time', 'lack of support from the instructor', 'lack of interest in the topic, 'laziness or a lack of motivation', and 'the use of science as a market for money making. The current study is of high significance since it has vital implications for academics teaching in higher education, TEFL university students, curriculum developers, and EAP/ESP specialists.
... While we also offer a one-hour weekly practicum on the nuts and bolts of lesson planning and responding to student writing, by contrast, ENGL 5010 focuses on the scholarly traditions that inform contemporary writing studies. I've been teaching the course for well over a decade, and over the years the seminar's core readings have included two or three disciplinary histories (Berlin, 2003;Goggin, 2010;Harris, 2012;Hawk, 2007;Miller, 1991;Ruiz, 2016); anthologized journal articles (Miller, 2009;Roen et al., 2002;Villanueva & Arola, 2011); and pedagogically focused guides (Bean, 2011;Inoue, 2015;Milner & Milner, 2007). So, while there is a decided focus on pedagogy in the course, unlike a traditional practicum that focuses on classroom routines, the seminar is scholarly at its core. ...
This assignment aims to help nascent scholars break into print and develop scholarly connections between their own areas of interest and the subfield of rhetoric, composition, and writing studies (RC&WS). Drawing on advice from Ballif et al. (2008), students in my graduate seminar write a publication quality book review of a recently published monograph in RC&WS. After a series of priming activities, students engage in a structured peer review that follows guidelines I developed as book review editor at Composition Studies.
... Moreover, in the more than twenty years since its publication, the landscape of academic publishing in writing studies has vastly changed. Maureen Goggin's (2000) Authoring a Discipline: Scholarly Journals and the Post-World War II Emergence of Rhetoric and Composition recounts a history of the field's development Copyrighted material Not for distribution through its scholarly journals and their editors, but the book's scope does not include practical advice for writing studies scholars trying to publish in these journals. Some articles and book chapters provide editing perspectives about specific subfields within writing studies, such as George Hayhoe's (2010) "Editing a Technical Journal" in Avon Murphy's edited collection New Perspectives on Technical Editing, but what has been missing in the field is a compilation centered entirely on the perspective of editors across the spectrum of writing studies. ...
... Perhaps the most critical effort to further expand the domain of composition came when a group of scholars headed by Phelps, building on her earlier work (1986,1995) and that of others (Goggin, 2000), argued that "a clear record of scholarly achievement, added to sixty years of institutional labor" should guarantee R&C "a secure place in the marketplace [emphasis added] of disciplines" (Phelps & Ackerman, 2010a, p. 182). Much like when the government uses laws related to eminent domain to take private land for public projects, these scholars began using our government's system of codifying domains in the strategic "Visibility Project" in order to expand composition's domain within the academy. ...
Since 1985, the field of professional communication has grown in size and reputation while maintaining a space within its primary disciplinary home of the English department. This article relies on historical evidence to examine how a field that was once evenly divided between business communication and technical communication is now technical communication-centric, almost to the exclusion of business communication. The authors pose questions about the field of professional communication and how faculty who consider business communication to be their primary discipline (regardless of their disciplinary home) might play a role in future discussions related to disciplinarity and domains of knowledge.
... Like other genres, BRs differ with respect to their prototypicality (Swales 1990). Thus, while reviews have received some attention (Becher 1989;Diani 2009;Goggin 2000;Groom 2009;Hyland 2004;Junqueira 2013;Shaw 2009), there has hardly been any full-fledged diachronic study of the genre of reviews in applied linguistics journals except for Giannoni's study of four monographs in applied linguistics for evaluative acts (2009). Reviews deserve further study and, in particular, BRs in well-established applied linguistics journals deserve further exploration as they usually determine the publication norms adopted in the field. ...
Given the significance of Book Reviews (BRs) and the fact that little has been devoted to the study of this genre, the current study investigated the macrostructure as well as the politeness features of a sample of BRs, representing two periods of time (1980-1990/2000-2010), in
applied linguistics. The main purpose of this analysis was to identify the macrostructures and
the politeness strategies in the "closing evaluation" section of BRs. The dataset consisted of
80 BRs (40 extracted from the journals published in the 1980s and 40 derived from the
journals published in the 2000s). The findings demonstrated no major quantitative differences
between the moves exploited in the BRs, except for move 3. Further, positive politeness
strategies, characteristic of the "closing evaluation" section, revealed no significant
differences deployed in the two groups of BRs, and negative politeness strategies were absent,
indicating the non-alignment of these latter strategies to BRs. The analysis of BRs can
contribute to both the schema theory and discourse analysis. The study may provide a
valuable framework for a comprehensive book review analysis.
... Like many in the first wave of tenure-line hires in composition, I was denied tenure at USC. Accepting the offer to develop a new writing program at Syracuse University meant, I thought, giving up a scholarly identity formed through the philosophical poetics of "discipliniography"-"writing a discipline" (Goggin 2000)-for a more prosaic identity as a writing program administrator (WPA), reinventing myself in new roles as an institutional actor, member of a teaching community, program developer, leader of a faculty. Instead, the three strands of my identity work wove new forms and meanings when resituated in a matrix of programmatic practice. ...
... As sites of institutionalized discourse, academic journals may allow us to trace how issues of gender in the Middle East are translated from global understandings into local contexts. Journals serve as a gatekeepers, "direct[ing] future practices by accepting some and rejecting others" (Goggin, 2000). Allowing us to trace discourse strands and narratives through historical contexts, journals document conversations while simultaneously adding to them, as they direct conversations in institutionalized contexts. ...
This article is a feminist history of Al-Raida, a Lebanese feminist journal launched in 1976 by the Institute for Women’s Studies in the Arab World at the Lebanese American University. The article outlines the journal’s role in the foundation of modern Lebanese feminist discourse, and in particular traces the dominant strand of discourse on development during the journal’s first decade. By situating this strand within both dominant and local historical contexts, the article analyzes the ways in which the journal positioned arguments for development, presented research studies, and employed methodologies in order to forge solutions to Arab women’s issues while maintaining international visibility through the use of normative and transnational language.
As the discipline of rhetoric and composition engages archival studies, we must not only theorize and narrate primary-source research, but also build archival exhibits. Describing our effort to construct a digital exhibit of primary source material relevant to the history of writing instruction at the University of Texas at Austin 1975–1995 (RhetCompUTX, rhetcomputx.dwrl.utexas.edu), we explain how this project speaks to current historiographic debates about the status and the shape of the discipline. We argue that, to make the shift towards an institutional-material perspective, historians and scholars in rhetoric and composition will need to build our own archives of primary-source material, archives that feature four types of items: items relevant to classroom practice, items documenting the institutional circumstances, items recording the disciplinary conversation, and items capturing the political situation. RhetCompUTX not only features all four types of items, but also encourages the user to see the relations among these layers of practice. By describing this exhibit, by summarizing its argument, and by explaining how we described and assembled its items, we encourage other researchers to build similar archival exhibits and to move towards institutional-material historiography.
A 1969 English 101 class at the University of Wisconsin, where linguists used ESL pedagogy to teach Black American students, has dense connections to the Dartmouth Conference. This work recovers a matrix of related linguists who did not disclose their interest in defining who qualifies as a native English speaker.
Critical language awareness offers one approach to communal justicing, an iterative and collective process that can address inequities in the disciplinary infrastructure of Writing Studies. We demonstrate justicing in the field’s pasts, policies, and publications; offer a model of communal revision; and invite readers to become agents of communal justicing.
This essay introduces the archive created by the Rhetoric Society of America (RSA)’s Oral History Initiative. The archive consists of 21 audio interviews recorded at the 2018 RSA conference, transcripts of those interviews, and miscellaneous supplementary materials. Recorded on the occasion of RSA’s fiftieth anniversary, the interviews feature long-time RSA members, past and present officers and board members, and those who were otherwise a part of key moments in the society’s history. The essay’s authors explore the contents of the interviews, emphasizing three key terms frequently invoked by the interviewees themselves: interdisciplinarity, intimacy, and inclusivity. The authors also provide instructions for accessing the archival materials and invite readers to make use of them.
Journal publications are key yet privileged sites of power in the field. Because editorial practices largely determine whose voices are foregrounded in disciplinary conversations, we propose strategies for approaching editorial work as inclusion activism. Inclusion activism is an intentional effort to ensure participation, access, and leadership opportunities to people with diverse perspectives, bodies, and knowledge-making approaches at all career stages. We detail strategies to support inclusion activism, as well as ways editors might inspire broader collective action in the field. Such measures enlarge the kinds of claims the field can make and on whose behalf.
Though it has been insufficiently noticed, Kenneth Burke spoke at the first meeting of the Conference on College Composition and Communication in Chicago on March 25, 1950. Archival sources reveal that his remarks—“Rhetoric—Old and New”—drew from his recently completed A Rhetoric of Motives and from another volume, The War of Words, that he intended to publish separately. Burke sought to restore instruction in rhetoric to composition courses, explained his newly developed concept of “identification,” and later saw the published version of his remarks mysteriously missing from the first issue of College Composition and Communication.
Drawing on theories of counterpublics, online communication, and affect, this dissertation argues that the Writing Program Administrators Listserv (WPA-L) functions as an important site of disciplinary knowledge-making and theory-building for the field of Composition and Rhetoric. The dissertation examines the WPA-L as a discursive space in which members of the discipline build community, debate pressing issues, and strategize how best to advocate for their individual and collective interests. At the same time that these qualities reveal how the listserv functions as counterpublic space for the discipline at large, the dissertation argues that sub-disciplinary counterpublics made up of individuals marginalized within the field (graduate students, part-time and contingent faculty, two-year college specialists) can make use of the democratic nature of this digital platform to speak back to more powerful segments of the field. Thus, I argue that the WPA-L, gives voice to individuals not often afforded access to speak in more traditionally-authorized platforms of knowledge-making like peer-reviewed journals and monographs. In crafting this argument, I investigate the rhetorical moves employed by listserv participants in the three most active WPA-L threads of 2015 (examining a total of 180 listserv email messages). The dissertation concludes by reflecting on how the WPA-L embodies many qualities valued in the pedagogical theories of the field of Composition and Rhetoric. Advisor: Shari Stenberg
In “Little Rooms,” Monty introduces an argument for a new way of thinking about writing center studies (WCS) as a discursive and rhetorical discipline. Using a central metaphor of cell theory, this identification is grounded in the amalgamated system of cultural and disciplinary contact zones negotiated by and through local writing centers. It is then expanded to account for the network of disciplinary methods and feedback, and in doing so, redefines disciplinarity as a function of those varied interactions. This argument is made through a series of critical analyses of disciplinary discourses, artifacts that work individually and collectively to create writing center place and space.
As creative writing studies develops, it will draw upon previous scholarship in articles published in flagship journals like New Writing. This study examines the first nine years of New Writing articles and finds that use of citations increases over this period, and authors cite a core group of scholars frequently, building an academic canon. Additionally, some articles demonstrate an awareness of a scholarly community through sentence-subjects. Overall, it appears that creative writing studies articles in New Writing are invoking the influence of those scholars who came before.
This article seeks to characterize the discourse community represented by the biennial conferences of the European Association for the Teaching of Academic Writing (EATAW). Drawing on information from EATAW's conference programs, the authors define the topical emphases of the 565 standard presentation abstracts (SPAs) accepted for the first six conferences, identify some of the community's dominant research practices and common methods of presentation, and track the changing international distribution of presenters over time. We conclude that the EATAW discourse community, true to its name, has remained focused primarily on pedagogy and on pragmatic research aimed at improving teaching practices. Working in a multilingual context, EATAW teachers/researchers tend towards an 'internationalist perspective' (Horner and Trimbur 2002: 624), one that is attentive to linguistic and cultural differences and favours empirical research as a means of identifying diverse student needs. This perspective, along with a tendency toward cross-institutional and international research partnerships, stands in contrast to the perspective of the Conference on College Composition and Communication (CCCC) the conference which best represents the American composition tradition.
Malcolm Gladwell's bestselling book The Tipping Point caught the attention of people in many disciplines, causing them to look at all kinds of natural and social phenomena differently. Briefly, a tipping point comes when one or more seemingly minor changes in the external environment produce a dramatic change in the existence or behavior of a few key people, a change that spreads quickly to others. Tipping points are explained mathematically as the point when a steady-state equilibrium is disrupted, followed rapidly by a chain of events that can be difficult to manage. Nationally, Americans are about to reach a tipping point in the demographics of the student popu-lation in college composition courses—in fact, many institutions of higher education have already reached such a point—and that point will have pro-found implications for the way writing programs are conceived, designed, and staffed. This article outlines the nature of this demographic shift and how professionals can prepare for it by using tested principles of instruc-tional design. Then, by reviewing the information that is available on main-stream composition programs, we attempt to infer the ways those programs will likely need to change to meet the needs of a rapidly changing student population. Finally, we outline issues regarding curriculum for first-year composition, materials and practices for teacher development, and writing program location—issues that we believe writing program administrators must begin to consider, debate, and decide now, if we want to be ready for the near future.
In the Visibility Project, professional organizations have worked to gain recognition for the disciplinarity of writing and rhetoric studies through representation of the field in the information codes and databases of higher education. We report success in two important cases: recognition as an "emerging field" in the National Research Council's taxonomy of research disciplines; and the assignment of a code series to rhetoric and composition/writing studies in the federal Classification of Instructional Programs (CIP). We analyze the rhetorical strategies and implications of each case and call for continuing efforts to develop and implement a "digital strategy" for handling data about the field and its representation in information networks.
Following the launching of Sputnik in 1957, Congress passed the National Defense Education Act of 1958 that primarily funded research for the teaching of science, foreign language, and math. English was omitted, but in 1961, due to persuading from the National Council of Teachers of English (NCTE), Congress funded a program that established institutes and centers for research for the teaching of English.
In my research I argue that in order to secure federal funding, the NCTE altered its formal mission to accommodate popular educational rhetoric. Ironically, after achieving federal funding for curricula research one outcome was a recommendation for the teaching of English to shift its focus back to as it was in earlier eras.
This dissertation uniquely applies public policy literature and theory to educational history to demonstrate the contribution of the NCTE in affecting educational policy. Additionally, the few secondary sources have generally neglected the NCTE's political maneuvering during this period. Finally, though it is not a blueprint, it contributes to a greater understanding of the reasons behind educational policy change and serves to highlight the role of professional educational associations in the shaping of federal educational policy.
This dissertation centers on the value of work in the institution and composition and rhetoric in the same vane as texts such as Evan Watkin's --Work Time-- and Ernest Boyer's --Scholarship Reconsidered--. The major difference between this project and the others is that I choose the writing center as the site through which I examine academic work. The project is specifically attentive to the hierarchy of research, teaching, and service. It examines how the hierarchy plays out in the center and how writing center workers interpret and apply the hierarchy. While in many instances, the writing centers conform to it, they also resist it and revise it to suit their needs. The institution and composition and rhetoric can learn from and apply their acts of resistance to strengthen higher education as a whole. Dissertation (AuD)--University of Arizona, Tucson, Arizona, 2005.
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