{"id":6075,"date":"2004-04-26T22:37:10","date_gmt":"2004-04-26T22:37:10","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/"},"modified":"2004-04-26T22:37:10","modified_gmt":"2004-04-26T22:37:10","slug":"fitzgerald-2002","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/","title":{"rendered":"Fitzgerald, 2002, “A Rediscovered Tradition”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

 Fitzgerald,
\nKathryn. "A Rediscovered Tradition: European Pedagogy and Composition in
\nNineteenth-Century Midwestern Normal Schools." CCC<\/i> 53 (2001): 224-250. <\/p>\n

Big Idea
\n<\/b>Midwestern normal schools at the turn of the nineteenth century were fertile
\nsites for promising pedagogical mixing which brought together student-centered
\nEuropean practices (attributed to Heinrick Pestalozzi and John Frederick Herbart)
\nwith the populace-serving, democratizing missions of normal schools. 
\nFitzgerald’s historical account of the Oshkosh conference of 1900 elaborates
\nthese forces through descriptions and analysis of the archival gems pointing
\nback to the important work of the normal composition teachers of the era. 
\nPestalozzian and Herbartian pedagogies generally favored student-centered rather
\nthan content-centered approaches.  As a result, the normal schools in
\nWisconsin served as a stage for these pre-Dewey practices to foment toward
\nefficacy, while shrugging off strict adherence to textbook lessons, adopting a
\nmore compassionate, respectful view of students’ linguistic competence and
\npreferring demonstrations of understanding–often in the form of writing and
\nstudents teaching to other students–over rote memorization and recitation.
\nFitzgerald’s essay ends with a plug for the study of teaching practices in
\ncontemporary and historical contexts (quartered by regionalism and
\ninstitutionality).  She also emphasizes–at the end–the role of teaching
\nin the curriculum as vocational\/professional\/normal schools have been subsumed
\ninto grand research conglomerates where pedagogy is relegated to servile rank
\nand often viewed as a necessary but unpleasant burden. <\/p>\n

<\/p>\n

Terms of Import<\/b>
\nnormal schools <\/i>– Vocational\/professional colleges premised on access,
\nthey often served wider segments of the population than the more selective,
\ncostly private academic institutions.  Many of the normal schools grew into
\nstate universities.
\nPestalozzian pedagogy<\/i> – grew out from "Rousseau’s educational
\nromanticism" to become best known for the "object lesson" or that
\nwhich proceeded with teaching that trusted the child’s curiosity and
\n"intuitive powers based on experience and reason."
\nHerbartian pedagogy <\/i>– adds emphasis on getting to know students,
\nsituating teaching in the swell of social forces, diversely demonstrable
\naptitudes, customized learning ventures, and curricular shifting as contrasted
\nagainst rigid, content-fixed plans
\n1900 Oshkosh conference – a four-day state-wide meeting of faculty from the
\nWisconsin normal schools where they "discussed and debated their aims,
\nphilosophies, and methods in terms of their unique mission of providing free
\neducation to prospective teachers of students in free common schools"
\n(234).<\/p>\n

Monday Morning<\/b>
\n     Fitzgerald’s essay is nicely historical.  I read
\nit with a feeling of resistance that I want to explore just a bit–in
\nfairness.  Historicizing the legacy of practical pedagogy is useful, and I
\noften see my own contribution to the academy as a teacher.  In a historical
\ncontext, I suppose it works to set up the tensional relationship between normal
\nschools and the Ivy elites (private, academic, economically affluent).  But
\nin contemporary contexts, the us-themisms start to feel like a rub–the sort
\nthat makes a blister but never a callus.  Okay, and now I’m off
\ntrack.  I keep having the impression that we’re too quick to distinguish
\ntheory from practice, elite from popular, and complexity from accessibility,
\nthat the binaries ought to be more fully explained if they’re necessary.  I
\nread Fitzgerald’s essay and took from it a worthwhile understanding of the
\ncontrast between certain sets of institutions.  The influence of a European
\npedagogical tradition applies smartly, forms a thick share of the trunk supports
\nour sense of important, historical connections merging then spreading into much
\nbranchier field these days.  But there’s a side of this argument that
\nsounds just a bit anti-intellectual, just a bit quotidian for the way it hedges
\nthe critique at the expense of the Eastern private elites.  I oughta back
\nout of this by acknowledging that this is a tension in my<\/i> reading of the
\nessay that probably says a whole lot more about me<\/i> than about the
\nessay.  I’m not trying to argue that Fitzgerald’s essay falls short; heck,
\nit’s incredibly smart and carefully worked.  And it’s a Braddock
\nwinner. 
\n     Somewhere (I can’t pinpoint it precisely–it’s mostly
\nin my head, I think), there’s a faintly dismissive din in historical research
\nthat uses a dominant form, such as theory, which is often labeled elitist for
\nits complexity, for its aspiration to think hard about how we think, to assign
\nnames, to produce the cultural capital of the university, theory gets used as a
\npush-off from which practitioners seek to be defined as an alternate.  But
\ntheory and practice aren’t so easily separated.  And maybe, along those
\nsame lines, I have this uncomfortable feeling about an unexplained us-them
\nbecause I want to know what’s happening at the hyphen. What action is at the
\nhyphen? Historically?  Presently?
\n     I’ve made it far enough into these notes to leave off
\nat a place where, when I’m scratching my head over the Wisconsin normal schools
\nand historical infusions from European pedagogical traditions, I’ll be able to
\nfind my place. <\/p>\n

Passages Passages
\n<\/b>"Current historical research into alternate sites of writing
\ninstruction will give compositionists multiple options for identifying with as
\nwell as against our past" (245).<\/p>\n

"I have pointed out that the conditions of the normal schools differ
\nsignificantly from those of the institutions where composition originated in two
\nrespects.  The first is the aims of the institutions–the normal schools
\nwere intended to be inclusive, democratic institutions that focused on
\nprofessional rather than academic preparation.  The second is the
\nintellectual traditions upon which composition faculty drew–normal school
\nfaculties had access to European pedagogical theories as well as composition
\ntextbooks" (244).<\/p>\n

"By 1900 the changes in psychological thinking were no longer confined
\nto Europeans like Pestalozzi and Herbart, for Americans like John Dewey, William
\nJames, and Stanley Hall were beginning their work on theories of learning and
\ndevelopment that would render faculty psychology obsolete and begin to frame
\neducational theory for the next century" (241).<\/p>\n

"While they shared with Pestalozian pedagogy the fundamental concept of
\nplacing the child and his\/her interest, rather than the subject matter, at the
\ncenter of education, Herbartians had more in common with later
\nsocio-psychological views of the educational process than with Romantic concepts
\nof individual development" (233).<\/p>\n

"However, as noted above, the normal school, in a time of high-stakes
\ncontestation over the financial base, student populations , and objectives of
\nvarious institutions of higher education, was almost certainly the most
\ncontested site of all.  The conflict over the objectives and scope of the
\nnormal schools was heightened in part because of the very different social and
\nintellectual traditions and allegiances from which they emerged" (229). <\/p>\n

"Herbst, Borrowman, and Salvatori together with a few others limn a
\ncomplex tale of the contested scene of the nineteenth-century normal schools,
\nwhich finally resulted in the political supremacy of liberal education over
\nvocational\/technical education, the intellectual dominance of research and
\ntheory over pedagogy and practice, and the marginalization of teacher education
\nto schools of education in universities" (227).<\/p>\n

"Although this brief summary doesn’t begin to suggest the wealth of
\nmaterial composition historians have uncovered, it does point up the elitist,
\nundemocratic aspects of the field’s past that disturb many contemporary
\ncompositionists, who see their aim as extending the opportunities available
\nthrough education to all social classes by introducing students to discourses of
\npower" (225).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span> Fitzgerald, Kathryn. "A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools." CCC 53 (2001): 224-250. Big Idea Midwestern normal schools at the turn of the nineteenth century were fertile sites for promising pedagogical mixing which brought together student-centered European practices (attributed to Heinrick Pestalozzi and John Frederick Herbart) with the populace-serving, democratizing…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[215,218,217,216],"class_list":["post-6075","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-fitzgerald","tag-history","tag-normal","tag-tradition"],"yoast_head":"\nFitzgerald, 2002, "A Rediscovered Tradition" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Fitzgerald, 2002, "A Rediscovered Tradition" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 mins Fitzgerald, Kathryn. "A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools." CCC 53 (2001): 224-250. Big Idea Midwestern normal schools at the turn of the nineteenth century were fertile sites for promising pedagogical mixing which brought together student-centered European practices (attributed to Heinrick Pestalozzi and John Frederick Herbart) with the populace-serving, democratizing...\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/\" \/>\n<meta property=\"og:site_name\" content=\"Earth Wide Moth\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/derek.mueller\" \/>\n<meta property=\"article:author\" content=\"https:\/\/www.facebook.com\/derek.mueller\" \/>\n<meta property=\"article:published_time\" content=\"2004-04-26T22:37:10+00:00\" \/>\n<meta name=\"author\" content=\"Derek Mueller\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Derek Mueller\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/\"},\"author\":{\"name\":\"Derek Mueller\",\"@id\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/#\\\/schema\\\/person\\\/66fc5e80a62f53057760790b1cfeb24b\"},\"headline\":\"Fitzgerald, 2002, “A Rediscovered Tradition”\",\"datePublished\":\"2004-04-26T22:37:10+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/\"},\"wordCount\":1257,\"publisher\":{\"@id\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/#\\\/schema\\\/person\\\/66fc5e80a62f53057760790b1cfeb24b\"},\"keywords\":[\"Fitzgerald\",\"history\",\"normal\",\"tradition\"],\"articleSection\":[\"Reading Notes\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/\",\"url\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/\",\"name\":\"Fitzgerald, 2002, \\\"A Rediscovered Tradition\\\" - Earth Wide Moth\",\"isPartOf\":{\"@id\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/#website\"},\"datePublished\":\"2004-04-26T22:37:10+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/2004\\\/04\\\/26\\\/fitzgerald-2002\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Fitzgerald, 2002, “A Rediscovered Tradition”\"}]},{\"@type\":\"WebSite\",\"@id\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/#website\",\"url\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/\",\"name\":\"Earth Wide Moth\",\"description\":\"\",\"publisher\":{\"@id\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/#\\\/schema\\\/person\\\/66fc5e80a62f53057760790b1cfeb24b\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":[\"Person\",\"Organization\"],\"@id\":\"http:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/#\\\/schema\\\/person\\\/66fc5e80a62f53057760790b1cfeb24b\",\"name\":\"Derek Mueller\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/i0.wp.com\\\/www.earthwidemoth.com\\\/blog\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/cropped-bmartwork.png?fit=1220%2C480\",\"url\":\"https:\\\/\\\/i0.wp.com\\\/www.earthwidemoth.com\\\/blog\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/cropped-bmartwork.png?fit=1220%2C480\",\"contentUrl\":\"https:\\\/\\\/i0.wp.com\\\/www.earthwidemoth.com\\\/blog\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/cropped-bmartwork.png?fit=1220%2C480\",\"width\":1220,\"height\":480,\"caption\":\"Derek Mueller\"},\"logo\":{\"@id\":\"https:\\\/\\\/i0.wp.com\\\/www.earthwidemoth.com\\\/blog\\\/wp-content\\\/uploads\\\/2023\\\/04\\\/cropped-bmartwork.png?fit=1220%2C480\"},\"sameAs\":[\"http:\\\/\\\/www.derekmueller.net\\\/\",\"https:\\\/\\\/www.facebook.com\\\/derek.mueller\",\"https:\\\/\\\/www.instagram.com\\\/dereknmueller\\\/\",\"https:\\\/\\\/www.youtube.com\\\/user\\\/dnmueller\"],\"url\":\"https:\\\/\\\/www.earthwidemoth.com\\\/blog\\\/author\\\/dmueller\\\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Fitzgerald, 2002, \"A Rediscovered Tradition\" - Earth Wide Moth","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/","og_locale":"en_US","og_type":"article","og_title":"Fitzgerald, 2002, \"A Rediscovered Tradition\" - Earth Wide Moth","og_description":"\u23f3 Approximate reading time: 4 mins Fitzgerald, Kathryn. "A Rediscovered Tradition: European Pedagogy and Composition in Nineteenth-Century Midwestern Normal Schools." CCC 53 (2001): 224-250. Big Idea Midwestern normal schools at the turn of the nineteenth century were fertile sites for promising pedagogical mixing which brought together student-centered European practices (attributed to Heinrick Pestalozzi and John Frederick Herbart) with the populace-serving, democratizing...","og_url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/","og_site_name":"Earth Wide Moth","article_publisher":"https:\/\/www.facebook.com\/derek.mueller","article_author":"https:\/\/www.facebook.com\/derek.mueller","article_published_time":"2004-04-26T22:37:10+00:00","author":"Derek Mueller","twitter_card":"summary_large_image","twitter_misc":{"Written by":"Derek Mueller","Est. reading time":"6 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/#article","isPartOf":{"@id":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/"},"author":{"name":"Derek Mueller","@id":"http:\/\/www.earthwidemoth.com\/blog\/#\/schema\/person\/66fc5e80a62f53057760790b1cfeb24b"},"headline":"Fitzgerald, 2002, “A Rediscovered Tradition”","datePublished":"2004-04-26T22:37:10+00:00","mainEntityOfPage":{"@id":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/"},"wordCount":1257,"publisher":{"@id":"http:\/\/www.earthwidemoth.com\/blog\/#\/schema\/person\/66fc5e80a62f53057760790b1cfeb24b"},"keywords":["Fitzgerald","history","normal","tradition"],"articleSection":["Reading Notes"],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/","url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/","name":"Fitzgerald, 2002, \"A Rediscovered Tradition\" - Earth Wide Moth","isPartOf":{"@id":"http:\/\/www.earthwidemoth.com\/blog\/#website"},"datePublished":"2004-04-26T22:37:10+00:00","breadcrumb":{"@id":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/26\/fitzgerald-2002\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"http:\/\/www.earthwidemoth.com\/blog\/"},{"@type":"ListItem","position":2,"name":"Fitzgerald, 2002, “A Rediscovered Tradition”"}]},{"@type":"WebSite","@id":"http:\/\/www.earthwidemoth.com\/blog\/#website","url":"http:\/\/www.earthwidemoth.com\/blog\/","name":"Earth Wide Moth","description":"","publisher":{"@id":"http:\/\/www.earthwidemoth.com\/blog\/#\/schema\/person\/66fc5e80a62f53057760790b1cfeb24b"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"http:\/\/www.earthwidemoth.com\/blog\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":["Person","Organization"],"@id":"http:\/\/www.earthwidemoth.com\/blog\/#\/schema\/person\/66fc5e80a62f53057760790b1cfeb24b","name":"Derek Mueller","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/wp-content\/uploads\/2023\/04\/cropped-bmartwork.png?fit=1220%2C480","url":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/wp-content\/uploads\/2023\/04\/cropped-bmartwork.png?fit=1220%2C480","contentUrl":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/wp-content\/uploads\/2023\/04\/cropped-bmartwork.png?fit=1220%2C480","width":1220,"height":480,"caption":"Derek Mueller"},"logo":{"@id":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/wp-content\/uploads\/2023\/04\/cropped-bmartwork.png?fit=1220%2C480"},"sameAs":["http:\/\/www.derekmueller.net\/","https:\/\/www.facebook.com\/derek.mueller","https:\/\/www.instagram.com\/dereknmueller\/","https:\/\/www.youtube.com\/user\/dnmueller"],"url":"https:\/\/www.earthwidemoth.com\/blog\/author\/dmueller\/"}]}},"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7tdGk-1zZ","jetpack-related-posts":[{"id":7124,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/02\/16\/regan-type-norm\/","url_meta":{"origin":6075,"position":0},"title":"Regan, “Type Normal Like the Rest of Us”","author":"Derek Mueller","date":"February 16, 2008","format":false,"excerpt":"Regan, Alison. \"'Type Normal Like the Rest of Us': Writing, Power, and Homophobia in the Networked Composition Classroom.\" Computers and Composition 9.4 (Nov 1993): 11-23. <http:\/\/computersandcomposition.osu.edu\/archives\/v10\/10_4_html\/10_4_2_Regan.html> Regan accounts for her own move away from traditional interaction toward networked classrooms in the late 1980s and early 1990s, noting that she looked\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7083,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/22\/fulkerson-compo\/","url_meta":{"origin":6075,"position":1},"title":"Fulkerson, “Composition at the Turn of the Twenty-First Century”","author":"Derek Mueller","date":"November 22, 2006","format":false,"excerpt":"Fulkerson, Richard. \"Summary and Critique: Composition at the Turn of the Twenty-first Century.\" CCC 56.4 (2005): 654-687. Fulkerson's ten-year follow-up to earlier reports on the condition of composition studies concludes with premonitions about the field's disunity and the \"new theory wars\" (681). As a \"map [of] a large and complicated\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"Fulkerson Grid - Composition's Pedagogical Quandary","src":"https:\/\/i0.wp.com\/static.flickr.com\/111\/303929124_222ba3b5e7.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":7019,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/24\/emig-the-tacit\/","url_meta":{"origin":6075,"position":2},"title":"Emig, “The Tacit Tradition”","author":"Derek Mueller","date":"August 24, 2006","format":false,"excerpt":"Emig, Janet. \"The Tacit Tradition: The Inevitability of a Multi-Disciplinary Approach to Writing Research.\" (1977). The Web of Meaning. Dixie Goswami and Maureen Butler, eds. Upper Montclair, N.J.: Boynton\/Cook, 1983. 145-156. Preconditions to disciplinarity: 1. agreement in esteemed scholars attached to seminal works (an active in-group: Graves, King, Kinneavy, Britton,\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7024,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/29\/miller-textual\/","url_meta":{"origin":6075,"position":3},"title":"Miller, Textual Carnivals","author":"Derek Mueller","date":"August 29, 2006","format":false,"excerpt":"Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois Univ. Press, 1991. Susan Miller's award-winning \"study\" hinges on program-data gathered from an exhaustive national survey while following an extended metaphor, the medieval carnival, to account for the lowly, grotesque, and stigmatized conditions of composition studies relative to literary\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6168,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/10\/14\/stale-art\/","url_meta":{"origin":6075,"position":4},"title":"Stale Art","author":"Derek Mueller","date":"October 14, 2004","format":false,"excerpt":"On my mind--Emig citing Jakobovits.\u00a0 Any guesses when Jakobovits likened composition to stale art?: The linguist Leon A. Jakobovits suggests that \"stale art\" is algorithmic--that is, it is produced by a known algorithm, \"defined as a computational device that specifies the order and nature of the steps to be followed\u2026","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6403,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/09\/10\/we-are-coming-l\/","url_meta":{"origin":6075,"position":5},"title":"“We Are Coming” – Logan (1999)","author":"Derek Mueller","date":"September 10, 2005","format":false,"excerpt":"In 691 (Method~ologies) this week we're considering historical methods and reading for such methods specifically through the Shirley Wilson Logan's work in \"We Are Coming\": The Persuasive Discourse of Nineteenth-Century Black Women.\u00a0 In the preface, Logan speaks briefly to her method: \"Since rhetorical analysis requires an understanding of the formal\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/img\/logan.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6075","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6075"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6075\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6075"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6075"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6075"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}