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last.updated 9.9.07

Composition Theory–Holistically

Purpose

The formal discipline of composition studies–a field that studies writing and the teaching of writing in academic contexts–is fairly new. Yet, the discipline's conversation has evolved over this time creating the foundation for various pedagogical practices and setting up philosophical divisions among instructors. With today's class you will be introduced to the discipline's conversation and be given the opportunity to think about where you might position yourself within this conversation.

Before Class

• Read Soven, Chapter 8 (197-240)
• Read Berlin, "Rhetoric and Ideology in the Writing Classroom" [College English, 50.5]
• Submit PAB entry #1 to the Blackboard Discussion Board by the beginning of class

Readings & Discussion

• What questions do you have about about Soven's and/or Berlin's writing?
• Would you characterize Soven's work, as more theoretical or more practical? How does she support her work? What about Berlin?
• What is Berlin's argument? To help establish his argument, we will need to define ideology, current traditional, and material condition.
• In what ways is the teaching of writing ideological?
• What are the differences between the rhetoric of cognitive psychology, the expressionist rhetoric, and social epistemic rhetoric? How do these correspond to the approaches Soven describes? Which rhetoric(s) does your own teaching philosophy resonate with?