The changing of knowledge in composition : contemporary perspectives / edited by Lance Massey, Richard C. Gebhardt.
Lance Massey and Richard Gebhardt offer in this collection many signs that composition again faces a moment of precariousness, even as it did in the 1980sthe years of the great divorce from literary studies. The contours of writing in the university again are rapidly changing, making the objects of...
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Logan, Utah :
Utah State University Press,
©2011.
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| 245 | 0 | 4 | |a The changing of knowledge in composition : |b contemporary perspectives / |c edited by Lance Massey, Richard C. Gebhardt. |
| 260 | |a Logan, Utah : |b Utah State University Press, |c ©2011. | ||
| 300 | |a 1 online resource (335 pages) | ||
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| 337 | |a computer |b c |2 rdamedia. | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a The significance of North's The making of knowledge in composition for graduate education / Edward M. White -- The world according to North-and beyond: the changing geography of composition studies / Lynn Z. Bloom -- The epistemic paradoxes of "lore": from The making of knowledge in composition to the present (almost) / Richard Fulkerson -- Philosophies of invention twenty years after The making of knowledge in composition / Kelly Pender -- Making knowledge, shaping history: critical consciousness and the historical impulse in composition studies / Erica Frisicaro-Pawlowski -- Makers of knowledge in writing centers: practicioners, scholars, and researchers at work / Sarah Liggett, Kerri Jordan, and Steve Price -- Rhetoric, racism, and the remaking of knowledge-making in composition / Victor Villanueva -- Undergraduate researchers as makers of knowledge in composition in the writing studies major / Joyce Kinkead -- Pedagogy, lore, and the making of being / Matthew Jackson -- Practice as inquiry, Stephen M. North's teaching and contemporary public policy / Patricia A. Dunn -- On the place of writing in higher education (and why it doesn't include composition) / Stephen M. North -- Stephen North's The making of knowledge in composition and the future of composition studies "without paradigm hope" / David Smit -- Are we there yet? The making of a discipline in composition / Kristine Hansen -- Coordinating citations and the cartography of knowledge: finding true North in five scholarly journals / Brad E. Lucas and Drew M. Loewe -- Making space in composition studies: discursive ecologies as inquiry / Patricia Webb Boyd -- The (dis)order of composition: insights from the rhetoric and reception of The making of knowledge in composition / Lance Massey. | |
| 520 | |a Lance Massey and Richard Gebhardt offer in this collection many signs that composition again faces a moment of precariousness, even as it did in the 1980sthe years of the great divorce from literary studies. The contours of writing in the university again are rapidly changing, making the objects of scholarship in composition again unstable. Composition is poised to move not from modern to postmodern but from process to postprocess, from a service-oriented "field" to a research-driven "discipline." Some would say we are already there. Momentum is building to replace "composition" and the pedagogical imperative long implied in that term with a "writing studies" model devoted to the study of composition as a fundamental tool of, and force within, all areas of human activity. Appropriately, contributors here use Stephen M. North's 1987 book The Making of Knowledge in Composition to frame and background their discussion, as they look at both the present state of the field and its potential futures. As in North's volume, The Changing of Knowledge in Composition describes a body of research and pedagogy brimming with conflicting claims, methodologies, and politics, and with little consensus regarding the proper subjects and modes of inquiry. The deep ambivalence within the field itself is evident in this collection. Contributors here envision composition both as retaining its commitment to broad-based, generalized writing instruction and as heading toward content-based vertical writing programs in departments and programs of writing studies. They both challenge and affirm composition's pedagogical heritage. And they sound both sanguine and pessimistic notes about composition's future. | ||
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| 700 | 1 | |a Massey, Lance, |d 1969- | |
| 700 | 1 | |a Gebhardt, Richard C. | |
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