{"id":6993,"date":"2006-07-05T17:00:05","date_gmt":"2006-07-05T17:00:05","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/05\/phelps-the-doma\/"},"modified":"2006-07-05T17:00:05","modified_gmt":"2006-07-05T17:00:05","slug":"phelps-the-doma","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/05\/phelps-the-doma\/","title":{"rendered":"Phelps, “The Domain of Composition”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

Phelps, Louise Wetherbee.
\n "The Domain of Composition." Rhetoric Review<\/i> 4 (1986):
\n 182-95.<\/p>\n

<\/p>\n

Phelps frames the field of composition studies by identifying its domain, a
\nterm she uses both as "a scene of action" and also "a space one controls."
\nTracing through each of these senses of "domain," Phelps accounts for the field
\nin 1986 by moving through three sections: I. Core; II. Margins; and, III.
\nVision. A disciplinary domain, according to Phelps, has these elements: "a group
\nof inquirers, a characteristic attitude toward phenomena, the objects of inquiry
\nthemselves, the means of inquiry, its purposes, and scenic factors" (2).
\nBecause written discourse is central to our work, compositionists themselves
\nbecome entangled with their research; teaching, after all, depends upon symbolic
\naction not only as an object of study, but as a kind of activity. Phelps
\nacknowledges the uses of "performance" to describe what happens when reading
\nwriting texts; she explains the tension between naturalistic views of language
\nview it as best left to its own developmental trajectories and, on the other
\nhand, school-directed approaches to literacy education that adopt "skill" as a
\nway to account for the "indeterminate and fluctuating" competencies that range
\nbetween experts and non-experts. She also points out that "some of the
\nlinguistic, cognitive, and social knowledge needed to coordinate [reading and
\nwriting] activities must be studied consciously before it can become tacit in
\nuse" (7). In discussing the margins or borders of composition studies with
\nother disciplines, Phelps calls for "syntopical research" (15). The core
\nof composition studies as she accounts for it here is oriented "to<\/i>
\nsymbolic interaction and from<\/i> development" (14). <\/p>\n

"My object is to push outward from the expanding conceptual core of the
\ndomain, defined in terms of symbolic action, to its margins, where composition
\nencounters other disciplines and recognizes its own limits" (2).<\/p>\n

"[Shoptalk] offers a vocabulary of distinctions among such concepts as
\ntechnique, skill, strategy, tactics, craft, art, know-how, and knowledge" (8).\n<\/p>\n

"Recent research has submitted this idea [production w\/o consideration of
\nreading or consumption] of writing to a critique and moves toward integrating
\nthe writer’s composing act into a more comprehensive notion of written discourse
\nas a complex social process by which discoursers co-construct meaning" (3). <\/p>\n

"That is to say, written discourse as symbolic action can only be understood
\necologically, in terms of its rich interactions among acts, meanings, and
\nreality, rather than by a reduction of its texture to ideal elements and rules"
\n(4). <\/p>\n

"event psychology" (17), "natural attitude" (6), "personal development" (9),
\n"keyed" (Goffman) (13), "literacy as a power to act in the world" (10), "a
\nnetwork of primary discourse acts" (13)<\/p>\n

\n
Related sources:<\/dt>\n
Burke, Language as Symbolic Action<\/i>, UCalifornia Press, 1968.<\/dd>\n
Vygotsky, Thought and Language<\/i>. Alex Kozulin, ed. Cambridge, Mass.: MIT Press, 1986.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Phelps, Louise Wetherbee. "The Domain of Composition." 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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":[]},{"id":6995,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/07\/lauer-compositi\/","url_meta":{"origin":6993,"position":1},"title":"Lauer, “Composition Studies: Dappled Discpline”","author":"Derek Mueller","date":"July 7, 2006","format":false,"excerpt":"Lauer, Janice. \"Composition Studies: Dappled Discipline.\" Rhetoric Review 3.1 (1984): 20-28. Lauer deals with the disciplinary of composition studies in this piece. She is particularly concerned with qualities of the discipline that should inform the planning of graduate programs in composition studies. Briefly she acknowledges pioneers of the field who,\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":7082,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/21\/fulkerson-four-1\/","url_meta":{"origin":6993,"position":2},"title":"Fulkerson, “Four Philosophies of Composition”","author":"Derek Mueller","date":"November 21, 2006","format":false,"excerpt":"Fulkerson, Richard. \"Four Philosophies of Composition.\" Composition in Four Keys: Inquiring into the Field. Barbara Gleason, Louise Wetherbee Phelps, and Mark Wiley, eds. Mountain View, Calif.: Mayfield, 1996. 551-555. In this brief piece, originally published in CCC 30 (1979), Fulkerson adapts a philosophical framework from M.H. Abrams's The Mirror and\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":7006,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/25\/foster-what-are\/","url_meta":{"origin":6993,"position":3},"title":"Foster, “What Are We Talking About…Composition”","author":"Derek Mueller","date":"July 25, 2006","format":false,"excerpt":"Foster, David. \"What Are We Talking About When We Talk About Composition?\" JAC 8 (1988): 30-40. Foster sets up a tension between scientistic and humanistic approaches to composition by giving a reading of three seminal texts: Beach and Bridwell's New Directions in Composition (1984), Hillocks's Research on Written Composition (1986),\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":7086,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/08\/provisional-bib\/","url_meta":{"origin":6993,"position":4},"title":"Provisional Bibliography","author":"Derek Mueller","date":"March 8, 2007","format":false,"excerpt":"Below the fold, a provisional bibliography for the dissertation prospectus. Anderson, Chris. The Long Tail. New York: Hyperion, 2006. Ball, Philip. Critical Mass. New York: Farrar, Straus and Giroux, 2004. Barabasi, Alberto-Laszlo. Linked. New York: Perseus, 2002. Bazerman, Charles. \"A Relationship between Reading and Writing: The Conversational Model.\" College English\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6997,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/08\/macrorie-uptaug\/","url_meta":{"origin":6993,"position":5},"title":"Macrorie, Uptaught","author":"Derek Mueller","date":"July 8, 2006","format":false,"excerpt":"*Macrorie, Ken. Uptaught. 1970. Innovators in Education Ser. Portsmouth, N.H.: Boynton\/Cook, 1996. Macrorie's Uptaught is a humorous, hard-edged critique of tendencies in formal education toward prescriptive, overdetermined, and algorithmic writing events. True to his expressivist orientations, Macrorie emphasizes freedom (an almost Elbovian \"Life is long; school is short\" strain), freewriting,\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,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6993","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=6993"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6993\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6993"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6993"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6993"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}