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

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Sommers REFERENCES Bauerlein, M. (2008, March 14). Eight reasons why this is the dumbest generation. Retrieved from Boston.com Web site: http://www.boston.com/lifestyle/gallery/dumbestgeneration/ Bishop, W. (1997). Elements of alternate style: Essays on writing and revision. Portsmouth, NH: Heinemann. Bishop, W. (2002). Steal this assignment: The radical revision. In C. Moore & P. O’Neill (Eds.), Practice in context (pp. 205-222). Urbana, IL: NCTE. Costello, L. A. (2011). The new art of revision: Research papers, blogs, and the first-year writing classroom. Teaching English in the Two-Year College, 39(2), 151-167. DeJoy, N. C. (2004). Process this: Undergraduate writing in composition studies. Logan, UT: Utah University Press. Fulwiler, T. (1993). A lesson in revision. In W. Bishop (Ed.), The subject is writing: Essays by teaches and students (pp. 132-149). Portsmouth, NH: Boynton/ Cook-Heinemann. Fulwiler, T. (1992). Provocative revision. The Writing Center Journal, 12(2), 190- 204. Fulwiler, T. (1982). Teaching teachers to teach revision. In R. A. Sudol (Ed.), Revising: New essays for teachers of writing (pp. 100-108). Urbana, IL: ERIC/ NCTE. Haven, C. (2009). The new literacy: Stanford study finds richness and complexity in students’ writing. Stnanford Report, 12 October. Retrieved from http:// news.stanford.edu/news/2009/october12/lunsford-writing-research-101209. html Korn, K. H. (1997). Distorting the mirror: Radical revision and writers’ shifting perspectives.In W. Bishop (Ed.), Elements of alternate style: Essays on writing and revision (pp. 88-95). Portsmouth, NH: Boynton/Cook Publishers-Heinemann. Korn, K. H. & Bishop, W. (1997). Two instances of the radical revision assignment. In W. Bishop (Ed.), Elements of alternate style: Essays on writing and revision (pp. 172-174). Portsmouth, NH: Boynton/Cook Publishers-Heinemann. Lunsford, A. (n.d.) Our semi-literate youth? Not so fast. Retrieved from Stanford University Web site: Retrieved from https://ssw.stanford.edu/sites/default/ files/OPED_Our_Semi-Literate_Youth.pdf Murray, D. M. (1991). The craft of revision. Ft. Worth, TX: Holt, Rinehart, and Winston. Newkirk, T. (1997). The performance of self in student writing. Portsmouth, NH: Boynton/Cook Publishers-Heinemann. 302
Revisiting Radical Revision Nowacek, R. S. (2011). Agents of integration: Understanding transfer as a rhetorical act. Carbondale and Edwardsville, IL: Southern Illinois University Press. Reither, J. A. (1985). Writing knowing: Toward redefining the writing process. College English, 47(6), 620-628. Sommers, J. (2011). Reflection revisited: The class collage. Journal of Basic Writing, 30(1), 99-129. Sommers, N. (1980). Strategies of student writers and experienced adult writers. College Composition and Communication, 31(4), 278-388. Tobin, L. (1994). Introduction: How the writing process was born—and other conversion narratives. In L. Tobin & T. Newkirk (Eds.), Taking stock: The writing process movement in the 90s (pp. 1-14). Portsmouth, NH: Boynton/ Cook Publishers-Heinemann. Welch, N. (1997). Getting restless: Rethinking revision in writing instruction. Portsmouth, NH: Boynton/Cook Publishers-Heinemann Yagelski, R. P. (1994). Who’s afraid of subjectivity? The composing process and postmodernism or A student of Donald Murray enters the age of postmodernism. In L. Tobin & T. Newkirk (Eds.), Taking stock: The writing process movement in the 90s (pp. 203-217). Portsmouth, NH: Boynton/Cook Publishers-Heinemann. APPENDIX: RADICAL REVISION ASSIGNMENT SHEET ASSIGNMENT #2 (RADICAL REVISION) What’s Expected? For this assignment, please produce a radical revision of Paper #1. This revision will count as a separate assignment. For example, let’s suppose that for paper #1 I’ve written an essay about my most influential teacher, my high school 11th grade English teacher. I could continue to work on that paper (Assignment #1), telling some new stories about my experiences that show the reader why I hold the opinion that I do. For Assignment #2, however, I might transform that essay into an editorial for the journal that I edit in hopes that it would influence teachers, I might build on it by interviewing some of my old classmates to see what they think about our old teacher, I could limit my topic by focusing entirely on a single interaction I’d had with my teacher as I wrote a major term paper, or I could switch the essay into a third-person description of his teaching prowess. Any one of those four papers would be sufficiently different to count as a radical revision while still being recognizably about the same specific topic, my old English teacher, so I’d now have two different papers on a closely related 303
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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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PLACE-BASED GENRE WRITING AS CRITIC
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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 315 and 316: CONTRIBUTORS Jean Bessette is an As
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Critical Expressivism- Theory and Practice in the Composition Classroom, 2014a

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