{"id":6079,"date":"2004-05-02T12:57:25","date_gmt":"2004-05-02T12:57:25","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/05\/02\/muchiri-1996-im\/"},"modified":"2004-05-02T12:57:25","modified_gmt":"2004-05-02T12:57:25","slug":"muchiri-1996-im","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/05\/02\/muchiri-1996-im\/","title":{"rendered":"Muchiri, 1996, “Importing Composition”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 5<\/span> mins<\/span><\/span>

 Muchiri,
\nMary, et al. “Importing Composition: Teaching and Researching Academic Writing
\nBeyond North America.” On Writing Research: The Braddock Essays, 1975-1998<\/i>.
\nEd. Lisa Ede. New York: Bedford St. Martin’s, 1999. 352-371. <\/p>\n

Big Idea
\n<\/b>     Four university composition instructors
\ncollaborated on this article, "Importing Composition," to address the
\nglobal reach of research and prevalent assumptions disseminating from the capital centers of knowledge in the field.  Composition research often suffers a narrowed utility when it makes its way into the variously removed, distant contexts.  Muchiri’s group sets composition in the US against trends in English Language Teaching (ELT) abroad, where writing pedagogies are (almost always) combined with communication studies, where content reigns superior to personal narrative, where examinations hold greater assessment value than coursework, and where limited institutional resources make one-on-one mentoring and extensive essay-marking impractical. The project seeks to stir further conversations on these matters.  Other key issues are the political and institutional pressures proliferating a "dullness of correction and compliance"–the idea that students might not be willing to take risks because they fear failure or rebuke; Kenyan and Nigerian students often align into note-sharing groups whose solidarity is often seen as a form of resistance to the teacher’s authority; the field’s research map as a geography marked by "distant and powerful research centers"; and composition research’s assumption that students have multiple chances and plenty of time to move toward proficiencies.<\/p>\n

Terms of Export<\/b>
\n
\nL1<\/i> – primary language; L1 studies are language studies in one’s primary,
\nnative language
\n
\nEnglish for Academic Purposes (EAP),
\nEnglish for Specific Purposes (ESP) <\/i> – academic categories commonly
\nused to name departments responsible for teaching practical communications in
\nEnglish aimed at mobilizing students’ progression toward advanced study
\ndependent on basic English literacy and "immediate needs."  
\n
\nEnglish Language Teaching (ELT)<\/i> – Unlike L1, ELT sets out to work with
\nstudents who come at English as a second, third or fourth language
\n
\nmwakenya<\/i> (Kiswahili, pro-democracy movement),
\nNondo<\/i> (Kiswahili, crowbar),
\nKombora<\/i> (Kiswahili, missile),
\nEcowas<\/i> (Economic Community of West African States)–vernacular terms shared
\namong students to name their systems of group resistance to institutional
\nforces.  Such resistance takes the form of note-sharing and
\ncollaboration–collaboration that might be characterized as cheating in a
\nrigidly individualistic assessment system\n<\/p>\n

<\/p>\n

Monday Morning<\/b>
\n    Near the end of the essay, the project turns to the
\nclearly economic metaphor of import\/export.  They note that throughout its
\ndraft stages, they preferred the term "export," but in the end, they
\nswitched to "import" because they didn’t see research in composition
\nas being fairly characterized by a neocolonial label or a term that suggests
\nmultinational monopoly.  It seems like an interesting turn; maybe all
\nresearch is export<\/i>–a produced knowledge-construct, delivered.  The
\nfarther and longer (in time) it travels, the greater its purported value and
\nfirmer its stance as essential(!) and centering. Their final set of
\nquestions–built up on the import\/export logic–go, \n<\/p>\n

\n Imagine you could pack something of the world of composition, just enough
\n to fit in a small box that would fit under an airline seat.  It is not
\n for foreign aid, or for trade, both of which an be exploitive; let us think of
\n it as barter. What would you pack in this box; what is essential in the
\n composition enterprise?  That’s the fun part.  Now here comes the
\n hard part: Where would you send it?  And even harder: What would you
\n expect to get in return? (370)\n<\/p><\/blockquote>\n

     I don’t know where I’d send it, but a laptop with satellite
\nwifi, loaded up with a blogging account strikes me as having greater
\ncompositional potential than anything else I can come up with.  (Shameful
\nthat I’d consider sending it to myself–if for only a brief, irresponsible
\nmoment…hehe.) 
\n     I thought the essay might have done better to
\ncomplicate the language demographics of North America.  In places, it seems
\nto gloss over linguistic diversities in North America and the deep challenges
\nthey present to composition teachers and researchers.  With something like
\n45 million US citizens (what, 13-15%) in homes where English is not the everyday
\nlanguage of the family, this becomes slightly more complex than a broad-strokes
\ndepiction of the US (even all of N. America!) as linguistically
\nhomogenous.  Of course, I come at this article after a year of teaching
\nmostly international students in on-campus courses, and mostly domestic US
\nstudents in online classes while they travel abroad.  So I wished for some acknowledgement
\nof the cross-flow of compositional trade (if we must call it something like
\nthis…following the commerce metaphor).  In the fall, I taught a class
\ncalled Reading and Culture for International Students<\/i> on campus. 
\nThey were from Kosrae, Indonesia, Nigeria, Kenya, Mexico, Brazil, Morocco,
\nand Nepal.  It was an advanced ESL course, but the cultural interplay
\nwas magnificent.  This semester, in an on-campus section of second-semester
\nFY composition, students were from Northern Ireland, Tanzania, Poland, Kenya,
\nand Somalia.  Meanwhile, in a current intro to humanities course, I am
\nworking with native English speaking students who are in Korea, Uzbekistan,
\nGermany, a classified location in the British Indian Ocean Territory and twelve
\ndifferent US states. I feel like my experience has distorted my sense of
\nstill-standing boundaries that place an embargo on increasingly globalized
\nunderstanding and interaction.
\n     One other intriguing side to this project is its
\ninsistence on opening a discussion.  It’s a discussion that I haven’t
\nlooked for, but it’s also a discussion that I’m not certain advanced much after
\nthis article showed up in CCC<\/i> in 1995. Composition research continues to
\ncenter on N. American contexts, yes?  Where has this discussion gone? 
\nWhose work is guiding it?  How badly do teachers in other parts of the
\nworld need the comparatively well-established, well-funded research efforts in
\nthe US?  \n<\/p>\n

Passages Passages
\n<\/b>"The purpose of this paper is to open a discussion of what happens to
\nthe published literature on composition in these new [internationalized]
\ncontexts. […] Composition research makes assumptions about students, teachers,
\nlanguage, and universities.  Some of the assumptions from US research are
\nrefreshing in these new contexts; some have to be questioned, and some seem
\nbizarre" (353). <\/p>\n

"While there is no composition industry outside the US and Canada, that
\nis not to say that there is no interest or research in academic writing. 
\nBut most studies are done to support programs for students whose first language
\nis not English–the idea of teaching English to English speakers (L1, or first
\nlanguage, students) is seen as rather odd" (353). <\/p>\n

"Another way in which the journey is different is that university
\nattendance remains in most countries in the world the privilege of a tiny
\nminority.  It is easy to forget in the US just what a difference this makes
\nto students.  Students in these countries may come to university bearing
\nnot just the hopes of their family, but the hopes of an entire village, for whom
\nthey will become an important link to the worlds of government and business. The
\npressure to succeed, or at least to survive, is enormous" (355). <\/p>\n

"But composition teachers, too, regularly express annoyance with the
\ndullness and correctness of run-of-the-mill essays they receive.  The
\nannoyance arises when the dullness seems to arise from a rejection of academic
\nchallenges.  Are we saying that such dullness is (horrible thought) a
\ncultural university? No, we suspect that a very similar dullness may have quite
\ndifferent social causes.  The fear of failure in North American university
\nmay not be so great (of course we cannot say). Certainly the fear of political
\npersecution should be less. Essays may be dull because the university means too
\nlittle to the student, or because it means too much.  Can we tell the
\ndifference between the dullness of boredom, and the dullness of linguistic
\nlimitation, and the dullness of fear?" (356).<\/p>\n

"For monolingulas in the US, ideas like ‘speech community’ or
\n‘code-switching’ or ‘register’ have to be painstakingly established as
\nabstractions and illustrated with data.  In Africa, as in all multilingual
\ncountries, people to sociolinguistics on every streetcorner.  Someone in
\nNairobi market who switches from English to Kiswahili to Gikuyu in the course of
\nbuying a kiondo<\/i> (a bag) is changing footing, and knows just what is going
\non" (364).<\/p>\n

"Lest the composition researchers get too complacent, one should look
\nfor places where composition is difficult to transplant, and ask if these
\ndifficulties don’t sometimes arise closer to home.  We have mentioned the
\ndull errorlessness of the prose, and wondered how it related to similarly
\ndepressing prose in North American students, perhaps seeing a variety of causes,
\nnot all of them matters of laziness or lack of imagination.  We have
\nmentioned apparently absurd arguments from authority in essays, vague reliance
\non consensus, uncritical use of written sources, treatment of teachers as
\nparents, invocation of religious belief, all of which can be dismissed as simply
\nconformist, but all of which may be valued differently from other
\nperspectives.  North American teachers develop ways of dismissing some
\nkinds of resistance to their reforming message as not worthy, while other kinds
\nof resistance are to be promoted as progressive" (370).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 5<\/span> mins<\/span><\/span> Muchiri, Mary, et al. “Importing Composition: Teaching and Researching Academic Writing Beyond North America.” On Writing Research: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford St. Martin’s, 1999. 352-371. Big Idea      Four university composition instructors collaborated on this article, "Importing Composition," to address the global reach of research and prevalent assumptions disseminating…<\/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":[178,220,219],"class_list":["post-6079","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-composition","tag-global","tag-muchiri"],"yoast_head":"\nMuchiri, 1996, "Importing Composition" - 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\/05\/02\/muchiri-1996-im\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Muchiri, 1996, "Importing Composition" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 5 mins Muchiri, Mary, et al. “Importing Composition: Teaching and Researching Academic Writing Beyond North America.” On Writing Research: The Braddock Essays, 1975-1998. 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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":7031,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/03\/moran-computers\/","url_meta":{"origin":6079,"position":2},"title":"Moran, “Computers and Composition 1983-2002”","author":"Derek Mueller","date":"September 3, 2006","format":false,"excerpt":"Moran, Charles. \"Computers and Composition 1983-2002: What We Have Hoped For.'\" Computers and Composition. 20 (2003): 343-358. Charlie Moran, writing from the perspective of an insider, synthesizes twenty years of Computers and Composition (1983-2002) scholarship by identifying trends in what was hoped for. Addressing participant's in Barton's discourses of technology\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":7033,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/04\/hawisher-et-al\/","url_meta":{"origin":6079,"position":3},"title":"Hawisher et. al., Computers and the Teaching of Writing","author":"Derek Mueller","date":"September 4, 2006","format":false,"excerpt":"Hawisher, Gail E., Cynthia L. Selfe, Paul LeBlanc, and Charles Moran. Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History. New Directions in Computers and Composition Ser. Norwoord, N.J.: Ablex, 1996. Computers and the Teaching of Writing is a layered history, pulling together selected pieces of\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":7044,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/13\/yancey-made-not\/","url_meta":{"origin":6079,"position":4},"title":"Yancey, “Made Not Only in Words”","author":"Derek Mueller","date":"September 13, 2006","format":false,"excerpt":"Yancey, Kathleen Blake. \"Made Not Only in Words: Composition in a New Key.\" CCC 56.2 (2004): 297-328. Yancey repeatedly points out to the 2004 CCCC audience in San Antonio that \"we have a moment\" primed for composition in a new key. This new composition involved expanded notions of writing brought\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":7010,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/olson-the-death\/","url_meta":{"origin":6079,"position":5},"title":"Olson, “The Death of Composition as an Intellectual Discipline”","author":"Derek Mueller","date":"July 27, 2006","format":false,"excerpt":"Olson, Gary. \"The Death of Composition as an Intellectual Discipline.\" Olson 23-31. Olson begins with a glaring critique of the perceived split between high-theory elites who avoid \"the problems of the classroom\" and those who would see composition as centrally concerned with \"self-reflection about the teaching of writing or about\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":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6079","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=6079"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6079\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6079"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6079"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6079"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}