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Changing of Knowledge in Composition

Changing of Knowledge in Composition

- Contemporary Perspectives

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Beskrivelse: 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 1980s-the years ... Læs mere

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 1... Læs mere

Produktdetaljer:

Sprog:
Engelsk
ISBN-13:
9780874218213
Sideantal:
335
Udgivet:
16-04-2010
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Forlagets beskrivelse
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 1980s-the 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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