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

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Warnick Russell, D. R. (2006). Historical Studies of Composition. In P. Smagorinsky (Ed.), Research in Composition: Multiple Perspectives on Two Decades of Change. New York: Teachers College Press. Tiernan, D. (1969, June 10). Houston, four others join Bramhall, ASCRC. The Pitt News Microfilm. 200
REREADING ROMANTICISM, REREADING EXPRESSIVISM: REVISING “VOICE” THROUGH WORDSWORTH’S PREFACES Hannah J. Rule University of South Carolina To take up the idea of critical expressivism is to insist upon complexity, contradiction, revision, and expansion, rather than reduction, dismissal, and simplification. Being critically expressivist too then involves a stance toward how we shape disciplinary histories. Current-traditional, expressivist, social constructionist—these are meant to signal broad and sure shifts in the foundations of writing pedagogy and disciplinarity. While these camps might render a telos or progress narrative, they at the same time inevitably diminish practice and concepts. There is imprecision in monolithic terms—expressivism, social constructionism, the personal, the social, romanticism—because, as Peter Elbow writes in this volume, these broad terms conceal their multiplicity. Equally unproductive, the terms are often wielded as weapons, as instruments of reduction and dismissal. As this essay works to point out, pedagogies and rhetorics are deemed untenable because they are labeled romantic or expressivist, or romantic-expressivist. This essay works to complicate these alliances. Over time, composition scholars have found both resonance and dissonance with romanticism. While some have found romantic influence a reason to dismiss certain practices or pedagogies, still others have drawn upon the romantic period to invigorate our conceptions of expressivism. Finding the British romantic period a productive historical site, in this essay I suggest that nuance can be brought to understanding how expressivism, through romanticism, might understand language as “personal.” Through the canonical text on language in the Romantic period, Wordsworth’s Prefaces to Lyrical Ballads and theories of language circulating in the romantic period, I offer a means of seeing romantic—and by extension, expressive—language and expression in a novel way. Establishing connections between Wordsworth’s Prefaces and the work of Peter Elbow make it possible to understand that language emanates not from the radically isolated individual (as the most familiar cultural understandings of romanticism would have it), but from immersion in the physical world. Understanding DOI: https://doi.org/10.37514/PER-B.2014.0575.2.13 201
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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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Wagar to genre conventions, and so
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Wagar on texts with which students
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Wagar stood as intertwined. There i
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Wagar fered here. I’m pointing ou
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Wagar Burke, K. (1969). A rhetoric
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Page 174 and 175: Wilson The troubling origins of sta
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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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