{"id":6501,"date":"2006-02-07T21:25:03","date_gmt":"2006-02-07T21:25:03","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/02\/07\/in-search-of\/"},"modified":"2006-02-07T21:25:03","modified_gmt":"2006-02-07T21:25:03","slug":"in-search-of","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/07\/in-search-of\/","title":{"rendered":"In Search Of"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>

We capped our discussions of Smit’s The End of Composition Studies<\/i>
\n(2004) and
\nCosgrove and Barta-Smith’s In Search of Eloquence<\/i> (2004) in 712 this afternoon.
\nSmit opens for us with six chapters leading down the skeptic’s
\ninfinite regress into complandia’s hopeless abyss before turning to his
\nrecommendations for reform. His plans for a refurbished curriculum aren’t
\nas despairing as his account of the impossibility of teaching writing. No
\nscreeching demons, no ravenous hellhounds. In fact, the curriculum pretty well matches with
\nWriting Across the Curriculum efforts. Smit turns out to be a proponent
\nof a first-year course called "Introduction to Writing as a Social Practice"
\n(185). Upper division instructors would share responsibility for teaching the
\ncourse; "They must," Smit contends, "be part of a broad university-wide program
\nthat introduces all novice writers ‘slowly but steadily and systematically’ to
\nnew genres and social contexts, a program that encourages students to develop
\ntheir ‘structural, rhetorical, stylistic facility’ over time (Rose 112)" (188).
\nThe second tier of Smit’s curriculum involves discipline-specific courses
\nemphasizing writing, and the third tier involves "writing outside the classroom"
\n(190). I’m sure I’ll sound glib in characterizing it so flatly, but much
\nof it sounds, well, familiar enough. A more radical turn, however, comes
\nin Smit’s proposal for graduate training:<\/p>\n

<\/p>\n

Contrary then to current practice, I would propose that graduate programs
\n in composition studies be organized in order to promote the training of
\n compositionists as writers of particular kinds of discourse, as scholars of
\n particular discourse communities, and as specialists in pedagogy…. In fact,
\n I think it would be helpful if we abolished the expression ‘writing
\n instructor’ and replaced it with a title that includes the kind of discourse
\n the instructor teaches: newspaper editorial instructor, for example; or
\n biology lab report instructor. (195)<\/p><\/blockquote>\n

Smit pushes dual-specializations, the combination of advanced studies in
\nwriting and rhetoric with advanced studies in the discourses of particular
\nfields. The individual<\/i>, according to this model, bridges the
\nexpanses between distinctive disciplinary forms of expertise and writing genres
\n(in and out of school settings). In sharp contrast to Smit’s model of WAC,
\nCosgrove and Barta-Smith approach WAC by enlisting their colleagues, involving them in ongoing
\nconversations about their perceptions of the writing done in their field of
\nexpertise, both in and out of school. Their model values conversation; it is clearly more
\ncooperative, more networked, than Smit’s: <\/p>\n

Each of the moves we see ourselves and our colleagues making in order to
\n perpetuate our discourse–the mutual moldings of common meaning, the
\n affirmations, the restatements, the discoveries or sharings of common
\n experience or knowledge–seem born out of a desire to stretch, rather than
\n eliminate, the confines of the knowledge and language bequeathed to us by our
\n disciplines. (61)<\/p><\/blockquote>\n

The conversational methods used by Cosgrove and Barta-Smith are
\ntime-intensive, and they depend on shared respect, cross-disciplinary
\naccountability, and recognition of the knowledge and insight folks from
\ndifferent areas have to offer each other. Their model is ambitious, and it
\nmight be impossible to implement at larger institutions (although they carry 4:4
\nloads at Slippery Rock, where they held the conversations, conducted the study).
\nYet because it emphasizes conversations about attitudes and understandings of
\nwriting held by specific faculty in other fields and also seeks to integrate
\nthose perspectives with the work of teaching lower division writing courses, it
\nbears greater promise, I’d say, than beefed up training for graduate students in
\ncomposition and rhetoric. Cosgrove and Barta-Smith’s connective, institution-wide "search"
\nmakes composition’s future appear much brighter than does a notion of added
\ntraining for islanded instructors (of somediscourse).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>We capped our discussions of Smit’s The End of Composition Studies (2004) and Cosgrove and Barta-Smith’s In Search of Eloquence (2004) in 712 this afternoon. Smit opens for us with six chapters leading down the skeptic’s infinite regress into complandia’s hopeless abyss before turning to his recommendations for reform. His plans for a refurbished curriculum…<\/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":[178,403,1973,185,538,540,140],"class_list":["post-6501","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-composition","tag-disciplinarity","tag-grad-school","tag-rhetoric","tag-smit","tag-training","tag-writing"],"yoast_head":"\nIn Search Of - 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\/2006\/02\/07\/in-search-of\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"In Search Of - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 2 minsWe capped our discussions of Smit’s The End of Composition Studies (2004) and Cosgrove and Barta-Smith’s In Search of Eloquence (2004) in 712 this afternoon. 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The title of David Smit's The End of Composition Studies invokes an endism that one might take to suggest to the demise of the discipline of writing studies.\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6482,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/01\/12\/jacing-around-w\/","url_meta":{"origin":6501,"position":1},"title":"Bibliometrics JACing","author":"Derek Mueller","date":"January 12, 2006","format":false,"excerpt":"I got caught up reading the Moretti Event over at The Valve, but I still have a minute to post a few notes about something I was thinking about earlier today.\u00a0 I read the introduction to David Smit's The End of Composition Studies yesterday; there, he has this to say\u2026","rel":"","context":"In "Methods"","block_context":{"text":"Methods","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/method\/"},"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":6501,"position":2},"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":6700,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/20\/carnival-trimbu\/","url_meta":{"origin":6501,"position":3},"title":"Carnival: Trimbur and Writing Studies","author":"Derek Mueller","date":"February 20, 2007","format":false,"excerpt":"Following Donna's renewed call for the late February Trimbur carnival, here are a couple of floats in response to \"Changing the Question: Should Writing Be Studied?\" from Composition Studies 31.1 (2003). For now I'll try to keep it to just two or three ideas. I've heard passing mention of \"writing\u2026","rel":"","context":"In "Academe"","block_context":{"text":"Academe","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/academe\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6008,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/02\/07\/why-your-blogot\/","url_meta":{"origin":6501,"position":4},"title":"Why Your Blogotopia Must Flourish","author":"Derek Mueller","date":"February 7, 2004","format":false,"excerpt":"A recent query on the WPA-list (hey, anybody can sign up...they didn't ask for credentials) reminded me that weblogs aren't yet a widespread or widely embraced phenom in teaching composition or other disciplines. I forget that blogs are new-ish, that their potential for writing across the curriculum, for bridging academic\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":6485,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/01\/16\/lugging-around-1\/","url_meta":{"origin":6501,"position":5},"title":"Lugging Around","author":"Derek Mueller","date":"January 16, 2006","format":false,"excerpt":"Like Krista, I start back to classes tomorrow for the final semester of coursework.\u00a0 The following selections fill the docket, in no particular order; they're the ones I'll be hefting around in the coming months. GEO781: Seminar in Cartography: Web Mapping and Cybercartography Mapping Hacks, Erle, Gibson, and Walsh. 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