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Who Speaks for Writing confronts a range of current debates about stewardship in writing studies in the 21st century.
In recent years, writing studies has become more and more institutionalized in departments, programs, and majors. Specializations within the discipline have proliferated as have moments of collaboration. These circumstances make an exploration and understanding of the stakes in this burgeoning field important.
The authors represent a broad range of expertise and specialization in the field, and they seek to answer questions not only about the current ownership of writing studies but also about the theoretical and practical applications of this ownership. Their chapters offer new directions for composition theorists, teachers, and administrators for the 21st century.
Sommario
Contents: Ethna Dempsey Lay/Jennifer Rich: Redrawing the Lines: Stewardship and Writing Studies - Douglas Hesse: Who Speaks for Writing? Expertise, Ownership, and Stewardship - Scott Stevens: Who Stole Our Subject? - Mary R. Boland: Disciplinary Ownership, Academic Freedom and the Corporate University - Lisa DeTora: Owning Our Limits: Composition and the Discourse of Science - Trudy Smoke: Starting the Conversation: Who Speaks for Writing in the University? - Carole Clark Papper: «We Have a Voice!»: Cultural Change, Social Media, and Composition - Paul G. Cook: Disciplinarity, Identity Crises, and the Teaching of Writing - Letizia Guglielmo: Classroom Interventions: Feminist Pedagogy and Interruption - Brian Gogan: Revising Ownership in the Critical Classroom: Writing, Rhetoric, and the Wager of Reciprocity - Frank Gaughan: Learning to Live with a Mess: Fake Writing and the Desire for Certainty - Daisy Miller: Composition Battlefields: Teaching Writing at the United States Military Academy - Risa Gorelick: Food for Thought: Argument Writing in a Fast Food Nation - Christina Sassi-Lehner: Blueprints for Writing: Using Architecture, Literature, and History in Freshman Composition to Help Students Develop Their Authorial Voice - Stephanie Oppenheim: «I Couldn't Relate to It»: Virginia Woolf and the Limits of Autobiographical Reading in the Community College Classroom.
Info autore
Jennifer Rich is Associate Professor of Writing Studies and Composition at Hofstra University. She has published widely in rhetoric, film theory, and Shakespearean studies. Her most recent work, «Blindness and Insight: Disrupting the Authorial Ethos in Virginia Woolf ¿s Three Guineas,» appeared in Rhetoric Review. Her article, «Shock Corridors: The New Rhetoric of Horror in Gus Van Sant¿s Elephant» will be forthcoming in the Journal of Popular Culture. She is currently working on a book-length consideration of the rhetoric of memorials.
Ethna D. Lay is Assistant Professor of Writing Studies and Composition at Hofstra University. Her current book project, Sequels of Literacy: When the Essay Is the Gloss, is a study of the new literacy and new media practices of contemporary American students.
Riassunto
Confronts a range of debates about stewardship in writing studies in the 21st century. In this book, the authors represent a broad range of expertise and specialization in the field, and they seek to answer questions not only about the current ownership of writing studies but also about the theoretical and practical applications of this ownership.
