Decluttering email and here’s a missive I received as a reminder: purpose, audience, context, then analysis and practice, genres and texts, circulation. But the second paragraph (ensuring background) complicates the first, or at the very least positions the first set of fundamentals in relief–sharp contrast!–with professional development and meaningful experiences sustaining instructors of all rank. Even when the purpose (para. 1) is lucid and visible and constantly tended, the eidos in the second paragraph requires resources that too easily ebb and flow with the changing tide of administrator mindset and fiscal-budgetary conditions. Not at all meaning to be vague or inconclusive with this, nor suggestive hint-hint wink-wink with this, nor anything much other than reminded that re-reading principles’ statements is measures affirming and measures yes, difficulties and challenges remain.
10. Sound writing instruction extends from a knowledge of theories of writing (including, but not limited to, those theories developed in the field of composition and rhetoric).
The most fundamental purpose of classes devoted specifically to writing instruction (such as first-year or advanced composition courses) is to engage students in study of and practice with purposes, audiences, and contexts for writing. In practice, this means that writers engage in supported analysis of these purposes, audiences, and contexts and through supported practice with genres and texts that circulate within and among them.
Institutions and programs emphasize this purpose by ensuring that instructors have background in and experience with theories of writing. Ideally, instructors have ongoing access to and support for professional development, including (but not limited to) attendance at local, regional, or national Composition and Rhetoric conferences. Institutions employing graduate students from outside of the discipline of Composition and Rhetoric to teach writing courses support development of this background knowledge by ensuring students receive sufficient grounding in and practice/mentoring with regard to key concepts associated with theories of writing.
Source: Principles for the Postsecondary Teaching of Writing
In her 1990 “A Personal Essay on Freshman English,” revised and published in 1998, Sharon Crowley writes,
In fact, I wager that Freshman English will continue to exist in its traditional form for a long time to come, despite the efforts of leftist composition teaches to alter its focus toward social change. I have several reasons for suspecting this. First, the traditional required course reassures taxpayers that their children are getting one final guaranteed dose of “correct” English. Second, Freshman English is a cheap way for university faculty to salve their guilt about their own teaching, which is discipline-centered and which forces students to accommodate to the discipline’s ways of knowing or to fail. Third, the emergence of composition studies has enabled a few writing teachers to do research, to publish professional discourse, to get grants, rank, and tenure, and thus to assume power in English departments and university politics. Freshman English is our daily bread. Newly enfranchised professionals will want to think twice before tampering with a sure thing. In short, I doubt whether it is possible to radicalize instruction in a course that is so thoroughly implicated in the maintenance of cultural and academic hierarchy. (235)
I suppose one of the worst things a novice, yet-untenured WPA can do during the first semester steering a large-scale writing program is to read every last word of Crowley’s Composition in the University, again. Another worst: to bring the new cohort of first-time writing teachers along on that reading. Worst meaning best, of course.
The repetitive and repressive curriculum of Freshman English is directly linked to its institutional status as a required introductory-level course. Freshman English is attached to a huge administrative enterprise on almost every college campus in the country. Its very size subjects its administrators, teachers, and students to unprofessional and unethical working practices on a scale that is replicated nowhere else in the academy. (229)
But that’s where we’re headed this afternoon in ENGL596. Crowley’s rationale for the get-rid-of-it polemic resonate still today, and what better than an encounter-cum–dissoi–logoi (if you’ll please forgive the Latin-Greek mix!) with Crowley’s well-defined, hard-set stance to resolve, for now, why and to what ends we are doing what we are doing.