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

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Contributors Thomas Newkirk is a Professor of English at the University of New Hampshire, where he teaches writing and directs the New Hampshire Literacy Institutes, a program for teachers now in its 33 rd year. He has written on literacy at all levels, most recently, The Art of Slow Reading (2012, Portsmouth, NH: Heinemann). Derek Owens is Vice Provost of Undergraduate Education at St. John’s University, where he directs the Institute for Writing Studies. He is author of Memory’s Wake, Composition and Sustainability (Teaching for a Threatened Generation), and Resisting Writings (And the Boundaries of Composition). Anthony Petruzzi received his Ph.D. in Rhetoric and Composition from the University of Connecticut. He was the Director of the Writing Assessment Program at UMASS Boston, where he taught courses in Rhetoric and Composition. A former Fulbright Scholar in Turin Italy, Dr. Petruzzi is the author of several articles in Hermeneutics, Rhetoric and Composition, and Writing Assessment. Lea Povozhaev earned her Ph.D. in 2014 from Kent State University. She researches medical rhetoric, and her scholarship appears in Rhetoric Review. Her memoir When Russia Came to Stay was published in 2012. Currently, her work with narrative weds her passion for writing and healing and its various manifestations in her creative, spiritual, and academic writing. Tara Roeder is an Associate Professor with the Institute for Writing Studies at St. John’s University. She earned her doctorate in English from the CUNY Graduate Center in 2014. Her research focuses on feminist theory and women’s memoir; non-oedipal psychoanalytic theory and pedagogy; and queer theory and pedagogy. Hannah J. Rule is an Assistant Professor of Rhetoric and Composition at University of South Carolina where she teaches courses in first-year writing and writing pedagogy. Her research, which focuses on the sensory and material dimensions of writing and reading processes, has appeared in Composition Forum and Computers and Composition Online. Sheri Rysdam is Assistant Professor of Basic Composition at Utah Valley University. In addition to her scholarship on strategies for teacher response to student writing, her publications are on the rhetoric of political economy, issues surrounding contingent faculty, and the impact of social class in the composition classroom. David Seitz is a Professor of Composition and Rhetoric at Wright State University, where he teaches writing courses, rhetorical theory, composition and literacy studies, and ethnography. He has published Elements of Literacy with Julie Lindquist, and Who Can Afford Critical Consciousness?: Practicing a Pedagogy of 306
Contributors Humility, in addition to articles in Pedagogy, College English, and Composition Studies and other book chapters. Jeff Sommers is an Associate Professor of English at West Chester University. He is editor of Teaching English in the Two-Year College and 2012 winner of NC- TE’s Nell Braddock Service Award. Scott Wagar received his Ph.D. in Composition and Rhetoric from Miami University, where he teaches courses in rhetoric and writing. His research examines composition theory and pedagogy as well as the rhetoric of contemporary spirituality. Chris Warnick is an Associate Professor at the College of Charleston, where he teaches courses in first-year writing, writing in the disciplines, and literacy studies. His research has appeared in The Journal of Basic Writing and Across the Disciplines, and he is among the founding editors of the journal Literacy in Composition Studies. Maja Wilson is the author of Rethinking Rubrics in Writing Assessment (2006, Portsmouth, NH: Heinemann) which won the 2007 James Britton Award. She has taught high school English, college composition, and literacy methods courses for pre-service and practicing teachers. 307
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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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Place-Based Genre Writing as Critic
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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: CONTRIBUTORS Jean Bessette is an As
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