Abstracts - Faculdade de Letras da Universidade de Lisboa

JOSHUA G. IDDINGS, PURDUE UNIVERSITYWRITING THEORY AND PEDAGOGY IN SYSTEMIC FUNCTIONAL LINGUISTICS ANDU. S. RHETORIC AND COMPOSITION: NEGOTIATING BOUNDARIES AND BUILDINGBRIDGESEvidence of recent work in language-based pedagogy completed in the educationalcontext in the United States (Brisk, de Oliveira, Fang, Gebhard, Hong, Schleppegrell)suggests that Systemic Functional Linguistics (SFL) is becoming more and moreutilized in a relatively new cultural context. Because of its application in this newsituational context, different adjustments to SFL theory have been proposed (e.g.,Fang and Schleppegrell’s (2008) reworking of the SFL metalanguage). With regardsto writing pedagogy particularly, SFL scholars in the U. S. are up against differentlongstanding traditions in the area of Rhetoric and Composition (R/C), specificallythe “process” approach to writing (e.g., Elbow, Mills, Murray). However, manyscholars in the discipline of R/C in the U. S. have claimed that the field ofcomposition is, at least at a theoretical level, in a “post-process” period (e.g., Kent,McComiskey). In the spirit of the ISFC 38 conference theme, this paper will exploreways in which bridges can be made between the post-process period in R/C and theSFL literature. This paper will also discuss the commonalities and discrepanciesbetween the two approaches to writing education and suggest ways in which wemight come to a mutual understanding of writing pedagogy practices.ReferencesElbow, P. (1968). A method for teaching writing. College English, 30(2), 115-125.Fang, Z., & Schleppegrell, M. J. (2008). Reading in secondary content areas: A language-basedpedagogy. Ann Arbor, MI: The University of Michigan Press.Kent, T. (Ed.). (1999). Post-process theory: Beyond the writing process paradigm. Carbondale:SIUP.McComiskey, B. (2000). The post-process movement in composition studies. In R. Wallace, A.Jackson, & S. L. Wallace (Eds.), Reforming college composition: Writing the wrongs (pp. 37-53).Westport, CT: Greenwood.Mills, B. (1953). Writing as process. College English, 15, 19-26.Murray, D. M. (1969). Finding your own voice. College Composition and Communication, 20,118-123.---. (2003). Teaching writing as process not product. In V. Villanueva (Ed.), Cross-Talk in CompTheory (2 nd ed., pp. 3-6). Urbana, IL: NCTE.PAPER SESSION 7E - ROOM 5 - THURSDAY, 28 JULYISFC38 Book of Abstracts Page 103 Lisbon, July 2011