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

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THE ECONOMY OF EXPRESSIVISM AND ITS LEGACY OF LOW/NO-STAKES WRITING Sheri Rysdam Utah Valley University Nothing makes evident the inextricable link between writing and the social quite like teaching college writing. The ways in which differences in expectations and outcomes can sometimes be attributed to social class are often easily ignored by educators and administrators. Used purposefully, however, expressivism can be a pedagogical approach that helps support poor and working class students who otherwise are often told that they are “underprepared” or not ready to fully participate in college. Though the popularity of expressivist composition pedagogy as an overarching pedagogical theory has been out of favor by some for well over a decade, the value of an important component of expressivist pedagogy—the practice of low-stakes freewriting—remains. Consequently expressivist pedagogy can help struggling students find success in the writing classroom. That expressivism has the potential to help support poor and working class students might come as a surprise to some, given the predominant arguments against it—namely that it is classist, favoring an upper and middle class aesthetic. Linda Adler-Kassner, for example, writes that expressivism is about “the achievement of individual success and satisfaction” (1998, p. 211). She continues, stating that “expressivists implied that writing would help students unearth their genuine selves” and could “fulfill their own needs and desires for self-understanding” (1998, p. 218). However, Adler-Kassner also admits that expressivism risks taking for granted a familiarity with what we might describe as middle class academic discourses where students are commonly afforded the luxury of experimenting with self-exploration and discovery. Students who are not already familiar with such educational environments may not feel they can afford to “find” themselves. For them, finding a job might be more important that finding one’s “self.” Nevertheless, done well, expressivism has the potential to forge intellectual connections between the personal, political, and economic. To invoke an economic metaphor, we might imagine that expressivism has a certain laissez-faire quality to it. In a more conventional, current-traditional classroom, teacher intervention might be compared to government regulation, and the proliferation of student writing seen as equivalent to capital gain. But DOI: https://doi.org/10.37514/PER-B.2014.0575.2.17 281
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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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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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Page 303 and 304: A NEW PATH: RECONCILING POST-PROCES
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