Critical Expressivism- Theory and Practice in the Composition Classroom, 2014a

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Boyd But some writing matters more than others. Part of our responsibility as teachers is to make sure the writing we have them do and the discussions we have them participate in matter. It is also our responsibility to help them see how they matter and to realize that they won’t matter to every student in the same way. We can’t assume that they should see the world the way we do and that they should take the stances we do—i.e. take on our political views or political agendas. But we do face a collective sort problem—i.e. a view that someone else somewhere else should fix the problems that plague us. In “You Don’t Know Where You’re Going until You’re on the Way There: Why Public ‘Work’ Matters,” Paul Markham summarizes it well. He argues that we must “re-imagine citizenship for the twenty-first century” (2011, p. 4). Challenging the “customer service mentality” where we wait for someone else to serve us and fix our problems “requires more than policy change alone—it requires a cultural change, a new civic imagination. This new kind of everyday politics emphasizes the creative role of citizens and their ability to solve a wide variety of complex public problems” (Markham, 2011, p. 4). That emphasis on “a new civic imagination” and “the creative role of citizens” is something that there is an urgent need for. However, there is certainly not one path to fulfilling that need. And there is definitely not one political agenda that will achieve that goal. Likewise, there is not one writing method or approach that best prepares students to learn the kind of creative problem solving that sort of citizenship will/does require. Valuing individual experiences and situating them in larger social contexts—larger social narratives—will, however, be a crucial part of it. And critical expresssivism can be an important part of that process, as I have argued. Critical expressivism can, thus, be an important part of the story of now. Ganz writes: “In a story of now, we are the protagonists and it is our choices that shape the outcome” (2008, p. 13). The choice/action does not need to be huge/ monumental, but it must be specific and hold a vision. When making choices, Ganz points out, “It can begin by getting that number of people to show up at a meeting that you committed to do. You can win a ‘small’ victory that shows change is possible. A small victory can become a source of hope if it is interpreted as part of a greater vision” (Ganz, 2008, p. 13). What we need is small steps and new stories to tell about those steps—exactly what this article has allowed me to do, to consider: what do I want for my students? For our classrooms? For our educational institutions? For our communities? For our nation? While hope may seem like a vague and abstract concept, Ganz insists that “it is a strategy—a credible vision of how to get from here to there” (2008, p. 13). We all have that hope. This collection has allowed me (us?) to make a space for vision and hope in our academic pursuits. The story of now—the hope of critical expressivism. 120
Communication as Social Action REFERENCES Berlin, J. (2009). Rhetoric and ideology in the writing class. In S. Miller (Ed.), The Norton book of composition studies (pp. 667-684). New York: W. W. Norton. Danielewicz, J. (2008). Personal genres, public voices. College Composition and Communication, 59(3), 420-450. Fishman, S., & McCarthy, L. P. (1992). Is expressivism dead? Reconsidering its romantic roots and its relation to social constructivism. College English, 54(6), 647-661. Freedman, D. P. (2001). Life work through teaching and scholarship. In D. Holdstein & D. Bleich (Eds.), Personal efects: The social character of scholarly writing (pp. 199-219). Logan, UT: Utah State Press. Ganz, M. (2008). What is public narrative? Retrieved from New England Grassroots Environmental Fund Web site: http://wearesole.com/What_is_Public_ Narrative.pdf Gradin, S. (1995). Romancing rhetorics: Social expressivism on the teaching of writing. Pourtsmouth, NH: Heinemann. Hekman, S. (2010). Private Selves, public identities: Reconsidering identity politics. Penn State Press. Judd, D. (2003). Critical realism and composition theory. New York: Routledge. Markham, P. (2011). You don’t know where you’re going until you’re on your way there: Why public “work” matters. Journal for Civic Commitment, 17, 1-17. North, S. (1987). The making of knowledge in composition: A portrait of an emerging discipline. Pourtsmouth, NH: Heinemann. O’Donnell, T. (1996). Politics and ordinary language: A defense of expressivist rhetorics. College English, 58(4), 423-439. Paley, K. S. (2001). The social construction of “expressivist” pedagogy.” In D. Holdstein & D. Bleich (Eds.), Personal effects: The social character of scholarly writing (pp. 178-198). Logan, UT: Utah State Press. Shields, C. M. & Mohan, E. J. (2008). High-quality education for all students: Putting social justice at its heart. Teacher Development, 12(4), 289-300. Warnock, T. (2003). Bringing over yonder over here: A personal look at expressivist rhetoric asi action. In T. Enos, K. Miller, & J. McCracken (Eds.), Beyond postprocess and postmodernism: Essays on the spaciousness of rhetoric (pp. 203-216). Mahwah, NJ: Lawrence/Erlbaum Press. 121
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CRITICAL EXPRESSIVISM THEORY AND PR
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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Acknowledgments Many thanks to Matt
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Contents The (Un)Knowable Self and
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PREFACE: YES, I KNOW THAT EXPRESSIV
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Preface James J. Sosnoski labels th
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RE-IMAGINING EXPRESSIVISM: AN INTRO
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Re-Imagining Expressivism connected
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Re-Imagining Expressivism the pract
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“PERSONAL WRITING” AND “EXPRE
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“Personal Writing” and “Expre
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SELFHOOD AND THE PERSONAL ESSAY: A
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Selfhood and the Personal Essay the
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Selfhood and the Personal Essay the
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Selfhood and the Personal Essay to
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Selfhood and the Personal Essay A c
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Selfhood and the Personal Essay It
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Selfhood and the Personal Essay wou
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Selfhood and the Personal Essay sub
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Selfhood and the Personal Essay But
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Selfhood and the Personal Essay to
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Selfhood and the Personal Essay Orw
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Mack devices that taxonomies are cu
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Mack I respect Robillard’s distin
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Mack sense of it. Perhaps the very
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Mack groups. This unit took longer
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Mack As part of the final portfolio
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Mack they are embedded in that most
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Mack Payne, R. (1996). A framework
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Page 89 and 90: PAST-WRITING: NEGOTIATING THE COMPL
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Page 101 and 102: REFERENCES Past-Writing Adler-Kassn
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Page 117 and 118: COMMUNICATION AS SOCIAL ACTION: CRI
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Page 134 and 135: Collins and balances of the social.
Page 136 and 137: Collins * An expressivist classroom
Page 138 and 139: Collins Mary Rose O’Reilly asks h
Page 140 and 141: Collins Elbow, P. (2002). Exploring
Page 142 and 143: Wagar NONVIOLENCE, THE PERSONAL, AN
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Wilson Psychology as the behavioris
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Wilson is incapable of recognizing
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Wilson to sell—prestige to sell
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Wilson A mental process is a proces
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Wilson Elbow didn’t just introspe
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Wilson nap, daydream, and try not
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Wilson is social; that different te
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Wilson In Emig’s view, the super-
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Wilson Dewey, J. (1891). Psychology
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Wilson Watson, J. (I) (1928). The p
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Warnick incomplete picture of class
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Warnick runs counter to Berlin’s
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Warnick a set of writing activities
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Warnick seeing something (or yourse
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Warnick in feeling like that for a
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Warnick Russell, D. R. (2006). Hist
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Rule romantic-expressivist language
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Rule undermine certain schools of c
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Rule and thinking processes in thei
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Rule physical experience with these
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Rule through physiological sensatio
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Rule writer’s “word-hoards” i
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Rule meaning are connected to incho
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Rule Berlin, J. A. (1987). Rhetoric
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EMERSON’S PRAGMATIC CALL FOR CRIT
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Emerson’s Pragmatic Call for Crit
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PLACE-BASED GENRE WRITING AS CRITIC
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Place-Based Genre Writing as Critic
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MULTICULTURAL CRITICAL PEDAGOGY IN
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Multicultural Critical Pedagogy in
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THE ECONOMY OF EXPRESSIVISM AND ITS
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The Economy of Expressivism and Its
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REVISITING RADICAL REVISION Jeff So
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Revisiting Radical Revision this ot
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A NEW PATH: RECONCILING POST-PROCES
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Revisiting Radical Revision work to
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Revisiting Radical Revision I also
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Revisiting Radical Revision facing
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Revisiting Radical Revision NOTES 1
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Revisiting Radical Revision Nowacek
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CONTRIBUTORS Jean Bessette is an As
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Contributors Humility, in addition
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