{"id":6995,"date":"2006-07-07T20:02:38","date_gmt":"2006-07-07T20:02:38","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/07\/lauer-compositi\/"},"modified":"2006-07-07T20:02:38","modified_gmt":"2006-07-07T20:02:38","slug":"lauer-compositi","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/07\/lauer-compositi\/","title":{"rendered":"Lauer, “Composition Studies: Dappled Discpline”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

Lauer,
\n Janice. "Composition Studies: Dappled Discipline." Rhetoric
\n Review<\/i> 3.1 (1984): 20-28. <\/p>\n

<\/p>\n

Lauer deals with the disciplinary of composition studies in this piece.
\nShe is particularly concerned with qualities of the discipline that should
\ninform the planning of graduate programs in composition studies. Briefly
\nshe acknowledges pioneers of the field who, in the 1960s, balanced teaching
\nresponsibilities with the problems of how best to pursue training (of themselves
\nand others). This led to deeper investigations of the nature of writing
\nand, as well, how best to teach it. Lauer notes that not only did these
\nearly scholars in composition studies seek answers to early theoretical
\nquestions about teaching, they also too risks in venturing into other
\ndisciplinary areas to inform their questions. Lauer goes on to explain
\nthat the interdisciplinary theoretical influences were complemented by an early
\ncommitment to multimodality in methods (ranging from linguistic and
\nhermeneutical work to empirical studies and so on). Compositionists
\nrecognized early on the value in a wide range of methods to get at answers to
\nthe persistent questions that concerned them. <\/p>\n

To account for the stages of the field’s development, Lauer relied on
\nHabermas’s levels for consensus: everyday communication, warrant-testing,
\nwarrant-establishing, self-reflection on the nature, function, and purpose of
\nknowledge itself (^apply this to C&W). Notably, two audiences also enter
\ninto consideration: 1.) the epistemic court of experts and 2.) the general
\npopulation. She adds a third audience: teachers of writing who are not
\ninformed about scholarship and who do not contribute to it. Lauer contends
\nthat one problem with the emergence of the field is that arguments are made to
\nthe wrong audiences (textbooks contribute to this problem) (24). <\/p>\n

Lauer calls multimodality a "mixed blessing" (25). It tends to be unkind for
\nnewcomers, requiring them to become acquainted with a wide range of methods and
\ntheoretical orientations. Modes also recruit interested specialists which
\nleads, in turn, to "narrower and narrower circles" (25). [Close to Fulkerson’s
\nconcern.] Multimodality does, however, "cultivate a fruitful reciprocity among
\nmodes. On the other hand, it becomes very difficult to keep fresh with
\nwork in other fields. Returning the questions of disciplinarity and
\ntraining to graduate programs, Lauer notes Winterowd’s contention that "English
\nstudies as a whole are responsible for literacy." (27).<\/p>\n

"At its deepest level, a discipline has a special set of phenomena to study,
\na characteristic mode or modes of inquiry, its own history of development, its
\ntheoretical ancestors and assumptions, its evolving body of knowledge, and its
\nown epistemic courts by which knowledge gains that status" (20). ^Consider
\nmatching these criteria up with Phelps in "Domain of Composition."<\/p>\n

"From the start, then, this field has been marked by its multimodality and
\nuse of starting points from a variety of disciplines, all marshaled to
\ninvestigate a unique set of pressing problems" (22).<\/p>\n

"Composition studies suffers from this problem which is exacerbated by some
\nof its journals which, for historical reasons, have build readerships too
\ndiverse to warrant argumentative exchange at the cutting edge of the field"
\n(24). ^This applies to listservs, too, no?<\/p>\n

"The field sustains itself through a lifeline connected to the composition
\nclassroom where many of its problems for research are generated and to which its
\ntheory returns for implementation and testing" (28).<\/p>\n

Terms: "epistemic court" (22), "presuppositions of consensus" (23), tone of
\ncomposition studies (27), bibliographic starting points (20)<\/p>\n

\n
Related sources: <\/dt>\n
Habermas, "Theories of Truth," trans. Richard Grabau.<\/dd>\n
Kinneavy, James. A Theory of Discourse<\/i>. New York: Norton, 1980.<\/dd>\n
Young, Becker, and Pike. Rhetoric: Discovery and Change<\/i>. New York: Harcourt Brace Jovanovich, 1970. <\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Lauer, Janice. "Composition Studies: Dappled Discipline." 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Carlton levels a complicated argument about whether or not composition ought to be framed as a discipline. She begins with North's concerns about a preponderance of lore and multiple, contending methods from The Making of Knowledge in\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":7095,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/06\/09\/lauer-heuristic\/","url_meta":{"origin":6995,"position":1},"title":"Lauer, "Heuristics and Composition"","author":"Derek Mueller","date":"June 9, 2007","format":false,"excerpt":"Lauer, Janice. \"Heuristics and Composition.\" CCC 21.5 (1970): 396-404. Lauer formulates a centrifugal gesture, urging compositionists to turn to psychology and other fields presently discussing invention in such a way that would aid in \"the creation of a potent contemporary rhetoric\" (397). At just four pages with an eight-page bibliography,\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":7097,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/06\/11\/lauerberthoff-c\/","url_meta":{"origin":6995,"position":2},"title":"Lauer-Berthoff, "Counterstatement" and "Response"","author":"Derek Mueller","date":"June 11, 2007","format":false,"excerpt":"Lauer, Janice. \"Response to Ann E. Berthoff, 'The Problem of Problem Solving.'\" CCC 23.2 (1972): 208-210. Berthoff, Ann E. \"Response to Janice Lauer, 'Counterstatement.'\" CCC 23.5 (1972): 414-416. Lauer's \"Heuristics and Composition\" | Berthoff's \"The Problem of Problem Solving\" Lauer's counterstatement to Berthoff ends with a call for tolerance and\u2026","rel":"","context":"In \"aleatory\"","block_context":{"text":"aleatory","link":"https:\/\/www.earthwidemoth.com\/blog\/tag\/aleatory\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6585,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/11\/out-comes\/","url_meta":{"origin":6995,"position":3},"title":"Out Comes","author":"Derek Mueller","date":"July 11, 2006","format":false,"excerpt":"As much as anything else, I wanted to gather together the full (re-released!) collection of interchange on \"computer literacy\" section of the WPA Outcomes Statement on technology. Why? Just so I'd have it, evidence of the watershed moment. 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In reply to Janice Lauer's \"Heuristics and Composition,\" a brief essay and 200-item bibliography of research in psychology, Berthoff presents a polemical critique of \"problem-solving\" and of the singling out of psychological or political matters as relates to\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":7094,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/05\/30\/maureen-dalygog\/","url_meta":{"origin":6995,"position":5},"title":"Daly-Goggin, Authoring A Discipline.","author":"Derek Mueller","date":"May 30, 2007","format":false,"excerpt":"Daly-Goggin, Maureen. Authoring A Discipline: Scholarly Journals and the Post-World War II Emergence of Rhetoric and Composition. Mahwah, N.J.: Lawrence Erlbaum, 2000. Searchable text available in Google Book Search. Daly-Goggin presents a study of nine major journals in rhetoric an composition over 40 years as evidence of the discipline's emergence:\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":[]}],"jetpack_likes_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6995","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=6995"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6995\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6995"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6995"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6995"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}