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

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Seitz midst of global and technological change. I would also suggest that because the project allowed Katie to demonstrate the strengths of this fellowship community, she was probably more willing to reveal dissent in the church with regard to change as well. Moreover, Katie clearly chooses these genres, in her words, “to serve as keys to participate in the actions of a community,” and she analyzes these rhetorical choices very well in her cover letter. Finally, I believe this teaching approach follows in an expressive tradition because it’s about mediating identity and addressing places as communities, however flawed, and recognizing a range of agency within these communities. This pedagogy also draws on assumptions of critical teaching in that students must examine power relations within local communities and their relations to larger global influences. Genre writings can mediate academic and public rhetorics tied to place and community, thereby creating a dialectical space. The students’ interview papers mediated an academic analysis with the interviewee’s voice, which spoke from a collective rhetoric of place and community often tied to the student’s sense of self. The students’ genre writings translated academic insights of cultural, historical and socio-economic analysis into genres and voices of public rhetorics, often situated in place and community. And finally, their cover letters translated the implicit rhetorical analysis behind the creation of their genre writings into explicit demonstrations of analytical choices and use of secondary sources. In these ways, genre writings can act as a mediating force between the cultures and communities outside and within academe as students analyze place and change from academic perspectives, and then re-integrate those perspectives into the language and genres of public communities. In this sense, my use of the term “translate” is only partially accurate because when we move between these public and academic rhetorics, there is no direct correspondence of meanings— just as when I plug in a French phrase into a digital translator, I will not receive an absolutely English equivalent. So while I do see the process as a kind of partially accurate set of translations, the term mediation suggests a more dynamic fluidity that often takes place. In the process of this project, students gained experience mediating identities, communities, genres, and rhetorical assumptions and strategies—rhetorical experience that can hopefully serve them well in their communications outside the classroom, in their dealings with academic writing, and possibly well into their future lives. REFERENCES Bawarshi, A., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. West Lafayette, IN: Parlor Press and Fort Collins, CO: 258
Place-Based Genre Writing as Critical Expressivist Practice The WAC Clearinghouse. Bazerman, C. (1997). The life of genre, the life in the classroom. In W. Bishop & H. Ostrom (Eds.), Genre and writing: Issues, arguments, alternatives (pp. 19-26). Portsmouth NH: Boynton,. Brooke, R. (2006). Migratory and regional identity. In B. Williams (Ed.) Identity papers: Literacy and power in higher education (pp. 141-153). Logan, UT. Utah State University Press. Brooke, R. (2003). Introduction. In R. Brooke (Ed.). Rural voices: Place conscious education and the teaching of writing (pp. 1-20). New York: Teachers College Press. Bullock, Ri. (2009). Norton field guide to writing. New York: W.W. Norton. Davis, R. L. & Shadle, M. (2007). Teaching multiwriting: Researching and composing with multiple genres, media, disciplines and cultures. Carbondale, IL: Southern Illinois University Press. Devitt, A., Bawarshi, A., & Reiff, M. J. (2004). Scenes of writing: Strategies for composing with genres. New York: Longman. Devitt, A., Bawarshi, A., & Reiff, M. J. (2003). Materiality and Genre in the Study of Discourse Communities. College English, 65(5), 541-558. Freadman, A. (2002). Uptake. In R. Coe, L. Lingard, & T. Teslenko (Eds.), The rhetoric and ideology of genre: Strategies of stability and change (pp. 39-53). Cresskill, NJ: Hampton. Gruenwald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3-12. Hogg, C. (2007). Beyond agrarianism: Toward a critical pedagogy of place. In K. Donehower, C. Hogg, & E. Schell (Eds.), Rural literacies (pp. 120-154). Carbondale, IL: Southern Illinois Press. Johnson-Eilola, J. (2004). The database and the essay: Understanding composition as articulation. In A. Wysocki (Ed.), Writing new media. Theory and applications for expanding the teaching of composition (pp. 199-236). Logan, UT: Utah State University Press. Johnson, C. & Moneysmith, J. (2005). Multiple genres, multiple voices: Teaching argument in composition and literature. Portsmouth, NH. Lindquist, J. (2006). ATL 150: Mapping community spaces. Retrieved from Michigan State University Web site: https://www.koofers.com/michigan-state-university-msu/atl/150/ Mack, N. (2006). Ethical representation of working-class lives: Multiple genres, voices, and identities. Pedagogy, 6, 53-78. Mack, N. (2002). The ins, outs, and in-betweens of multigenre writing. English Journal, 92(2), 91-98. Miller, C. R. (1994). Genre as social action. In A. Freedman & P. Medway 259
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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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THE (UN)KNOWABLE SELF AND OTHERS: C
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The (Un)Knowable Self and Others cr
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The (Un)Knowable Self and Others se
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The (Un)Knowable Self and Others ad
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The (Un)Knowable Self and Others De
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The (Un)Knowable Self and Others pe
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SECTION 3: HISTORIES
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Wilson The troubling origins of sta
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Wilson 166 Psychology therefore mea
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Wilson them the free water would co
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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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Page 299 and 300: REVISITING RADICAL REVISION Jeff So
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Page 303 and 304: A NEW PATH: RECONCILING POST-PROCES
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Page 307 and 308: Revisiting Radical Revision I also
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Page 313 and 314: Revisiting Radical Revision Nowacek
Page 315 and 316: CONTRIBUTORS Jean Bessette is an As
Page 317: Contributors Humility, in addition
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