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

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Wilson Watson, J. (I) (1928). The psychological care of infant and child. New York: W.W. Norton. Watson, J, & MacDougall, W. (1929). The battle of behaviorism. New York: W.W. Norton. Wendell, B. (1891). English composition: Eight lectures given at the Lowell Institute. New York: Charles Scribner’s Sons. Yerkes, R. [Letter to John. B. Watson.] Yale University Archives (Robert Mearns Yerkes papers, Box 51, Folder 986), New Haven, CT. 188
EXPRESSIVE PEDAGOGIES IN THE UNIVERSITY OF PITTSBURGH’S ALTERNATIVE CURRICULUM PROGRAM, 1973-1979 Chris Warnick College of Charleston James Berlin’s account of 1960s-era expressive pedagogy is over twenty years old, but it continues to inform scholarship in composition and rhetoric. Despite the critical reappraisal of Berlin’s histories in the wake of the field’s archival turn, some scholars continue to cite Berlin’s taxonomy of rhetoric and pedagogy, and the place of expressive pedagogy within it, to analyze the field’s history and future. In describing what he sees as a dearth of archival histories on twentieth century writing instruction, David R. Russell observes that Berlin’s “book remains the most-cited treatment of the 20 th century” (2006, p. 258). Richard Fulkerson draws extensively on Berlin’s tripartite classification of the field in “Composition at the Turn of the Twenty-First Century. Using overblown rhetoric similar to that Maja Wilson observes in Berlin’s critique of expressivism (see her contribution in this volume), Fulkerson concludes “that expressivism, despite numerous poundings by the cannons of postmodernism and resulting eulogies, is, in fact, quietly expanding its region of command” (2005, p. 655). But as Karen Surman Paley and others have pointed out, Berlin’s conclusions about expressivism rest on evidence found in textbooks and published research and ignore actual classroom practice. According to Paley it is unfortunate that Berlin … does not seem to have tested his theoretical conclusions against actual “expressionist” classroom practice. If he had, he might have seen a range of pedagogies, some more overtly sociopolitical than others, depending on the comfort level and belief system of the teacher. (2001, p. 22) This essay takes up Paley’s call to research “actual ‘expressionist’ classroom practice” by examining materials from an experimental first-year program at the University of Pittsburgh known as the Alternative Curriculum, which ran from 1973 to 1979. 1 While the Alternative Curriculum archive provides an DOI: https://doi.org/10.37514/PER-B.2014.0575.2.12 189
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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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Owens as risky and problematic. We
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Owens things); to give utterance to
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Owens What’s my own personal, pri
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Owens idyllic childhood my mother,
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PAST-WRITING: NEGOTIATING THE COMPL
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econstructions based on subsequent
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Past-Writing that produces, rather
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Past-Writing to understand her expe
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Past-Writing inquiry into her own p
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Past-Writing has the potential to b
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REFERENCES Past-Writing Adler-Kassn
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ESSAI—A METAPHOR: WRITING TO SHOW
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Essai—A Metaphor Deweyian philoso
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Essai—A Metaphor non-foundational
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Essai—A Metaphor proposed by Newk
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Essai—A Metaphor pleasurable, the
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Essai—A Metaphor Light, G. (2002)
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COMMUNICATION AS SOCIAL ACTION: CRI
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Communication as Social Action be a
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Communication as Social Action then
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Communication as Social Action inte
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Communication as Social Action Dani
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Communication as Social Action to g
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Communication as Social Action towa
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Communication as Social Action REFE
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Collins and balances of the social.
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Collins * An expressivist classroom
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Collins Mary Rose O’Reilly asks h
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Collins Elbow, P. (2002). Exploring
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Wagar NONVIOLENCE, THE PERSONAL, AN
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Wagar family violence, a friend’s
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Wagar sympathetically encounter the
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Page 156 and 157: Wagar Burke, K. (1969). A rhetoric
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Page 174 and 175: Wilson The troubling origins of sta
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Page 180 and 181: Wilson Psychology as the behavioris
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Page 186 and 187: Wilson A mental process is a proces
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Page 194 and 195: Wilson In Emig’s view, the super-
Page 196 and 197: Wilson Dewey, J. (1891). Psychology
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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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Critical Expressivism- Theory and Practice in the Composition Classroom, 2014a

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