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10/07/15 Brooke, Collin. Lingua Fracta: Toward a Rhetoric of New Media. Cresskill: Hampton Press, 2009. "This project recasts two of our more venerable frames from classical rhetoric, the canons and the trivium, setting them almost as axes along which to plot a rhetorical approach to technology. A revised trivium, I argue, can help us to map out differently scaled ecologies (code, practice, culture), and the canons provide a rich articulation of ecologies of practice. This framework is particularly useful in the case of interfaces, those imperfectly bounded encounters where users, technologies, and contexts intersect. Instead of describing a process that culminates in the production of a textual object, the trivium and canons help us envision a discursive space that is ongoing--one that is shaped both by the intentions of individual users and contextual constraints" (200) Scalability (40), ecology of practice "one scale at which we might examine new media...and which is embedded in an even more generalized ecology" (45); most important changes in new media are in eco of practice (47); "practice implies conscious, directed activity" (49) and "those practices that may be unintended" Great chapter on delivery as performance rather than transmission 10/7/15 Keller, Christopher J. and Christian R. Weisser, eds. The Locations of Composition. Albany: SUNY Press, 2007. The collection presents place space and location, material/immaterial, as figures useful the disciplinary questions in composition studies. While the editors establish some senses of their animating figures they generally leave place, space, location open to the collection's contributors. "places are located and relational"; "consider the place's position in relation to others" (3); "places are bounded areas endowed with human meaning" (3) Again, Dobrin pushes violence (30): "composition is in need of spatial disruption" (31) Public writing turn: marked by Weisser's 2002 collection, Moving Beyond Aca Discourse Gary Olson's declaration that acad discourse is over (2002) Devitt's chapter, "Transferability and Genres" 215-228. Establishes clearly the genre approach and communicates clearly why writing teachers can't be fully blamed for a student's challenges in writing across the curriculum. Copy and use in WAC/WID training. Really terrific. Reynold's chapter, "Cultural Geography and Images of Place" 251-266. "The emphasis on place, the influence of postmodernism notwithstanding, makes geography very much a seeing discipline, whose premises and proofs, methodologies and conclusions, stem from visual evidence....For contemporary research in geography, a reliance on visual evidence is particularly difficult to avoid or resist because of the wide availability of images, cameras, surveillance systems, and the like" (252) Visual data is crucial to our understandings of place and space in part because images, like public spaces, can be commodified, a process that intensified with the expanse of modern cities and the singular images with which they became associated: New York = the Statue of Liberty, or San Francisco = the Golden Gate Bridge" (252) Kress: "The visual is dominant as a way of knowing in a number of contexts. Gunther Kress writes about the 'spatial-simultaneous logic of the visual (1999, 68) and argues that written language 'is being displaced from its hitherto unchallenged central position in the semiotic landscape' and that the visual is taking over many of the functions of written language' (68)" (253) Explores the visual rhetoric of Harvard's 2002 video "Shaped by Writing: The Undergraduate Experience"--a video which attempts to dislodge spatial specificity from its student comments, but can't escape its own location. Reynolds' point: "The field of composition needs more longitudinal studies and more videos featuring student writers; in fact, the best response to the film is for campuses to make their own videos about writing: 100 such videos, each from a different place, might give composition teachers alternative representations of the work of writing, of the messiness and the confusion and the ways in which student writers are shaped by the place, the institution, as much as they are by acts of writing" (264-5) 10/7/15 Mathieu, Paula. Tactics of Hope: The Public Turn in Composition. Portsmouth: Boyton Cook, 2005.
Again, 2002 as the 'start' of the public turn, links to CCCC community literacy, but also the "real world" (1); place-based, web publishing, community literacy, community publishing, service learning (8) Derek Owens, Composition & Sustainability "tacit assumptions underlying much university work in the streets outside of campus" (x); "a need to understand the politics and dynamics of place--as well as time--are paramount" (xi) street as spatial metaphor specificity not stability tactical orientation: situationally responsive (go to support the positive, not fix a problem); offer a range of ethical and proactive concerns
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1/06/16 2016 MLA panel on Graduate Writing Pedagogies, discussion page.
10/7/15 Peter Vandenberg and Jennifer Clary-Lemon. "Looking for Location Where it Can't be Found: Possibilities for Graduate Pedagogy in Rhetoric and Composition." The Locations of Composition. Christopher J. Keller and Christian R. Weisser, eds. Albany: SUNY Press, 2007. 91-105. "Community based graduate education encourages future teacher-scholars to view themselves in relation to the world around them by engaging a space beyond the classroom" (102) "At the graduate level, academic acheivement typically follows the capacity to write one's way into a "hyperreality," a conceptual or transcendent "where" whose authority in some measure derives from the perception of being cut loose from place and time. Canonical modeling implicitly proposes that both student and evaluating faculty member are located not 'in place' but within a virtual reality populated by generalizations" (95) "We must find ways to get graduate student bodies out into those localized publics--not for the purpose of revealing the other to a disciplined gaze, but to allow an estimation of the limits of the scholarly perspective through the approximation of a perspective marked by difference" (99) Graduate Writing Across the Disciplines, Introduction Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, and Trixie Smith 9/24/15 Churchland, Patricia. Touching a Nerve: The Self as Brain. New York: Norton, 2013.
"Lately I think about my brain in more intimate terms-- as me" (11). Churchland works to dismantle clingy notions of soul, heaven, and morality chipping particularly fiercely at dualism. Neurophil: "works at the interface between philosophy's grand old questions about choice and learning and morality and the gathering wisdom about the nature of nervous systems" (20) On those that would argue that neuroscience can't possibly tell the full story of self: "The great advantage of nay-saying is that it leaves lots of time for golf" (60) Reading a couple of articles today about the pervasive culture and practice of busyness. This comes on the heels of a Chronicle article about the number of hours worked by those in academia, but indeed the scourge of busyness pervades more than just academic culture. Here is Hannah Rosin's write up in Slate which focuses on Bridget Schulte's book Overwhelmed: Work, Love, and Play when No One Has Time.
Just so much YES to this article and this sentiment. The performance of busyness most likely operates as a grab at social currency (though it could be other things: unjustly or unfairly distributed responsibilities, social and emotional pressures and challenges, etc.). But in general, most talk about our lives in terms of "the overwhelm"---now even our students.Why is this? Or why this illusion? The point is we can stop talking about being busy and that just in itself will make us less busy. This is a toxic cultural impulse, and one we need to help spare our students from especially. Being a Better Reader Online |
Dr. Hannah J. Rule
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