{"id":7008,"date":"2006-07-27T15:14:19","date_gmt":"2006-07-27T15:14:19","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/swearingen-rc-a\/"},"modified":"2006-07-27T15:14:19","modified_gmt":"2006-07-27T15:14:19","slug":"swearingen-rc-a","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/swearingen-rc-a\/","title":{"rendered":"Swearingen, “R&C as a Coherent Intellectual Discipline”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

Swearingen,
\n C. Jan. "Rhetoric and Composition as a Coherent Intellectual Discipline."
\n Olson 12-22. [A]<\/p>\n

<\/p>\n

The creation of graduate programs<\/b> in rhetoric and composition between
\n1975-1985 marked a sea change for the field; following this initial point,
\nSwearingen notes several of the earliest conditions that enabled the firming up
\nof the discipline<\/b>: PRE\/TEXT<\/i>, RSQ<\/i>, Young, Becker and Pike’s
\nwork, an MLA division, JAC<\/i>, Rhetoric Review<\/i>, and so on: "It is
\nimpossible to estimate how crucial these developments have been to the
\nredefinition of graduate programs and to reforms of rhetoric and composition
\ncourses in the undergraduate curriculum" (13). Overall, this piece lays out the
\ntheoretical terrain of English studies<\/b> and the ties of rhetoric and
\ncomposition to critical theory and sociolinguistics influences. <\/p>\n

The remainder of Swearingen’s article is divided into four sections:<\/p>\n

A Developing Discipline <\/b>(13): Situates rhetoric and composition in
\nEnglish studies; notes anti-theoretical moments or turns away from theory
\n(comparison to lurching of a loon trying to get off the ground); new growth in
\ndoctoral programs and edited collections "attempt[ing] to define the conceptual,
\nphilosophical, and aesthetic bases for new composition theories" (14). "Various
\nintellectual streams merged" in the scholarship (14).
\n"The shorter recent history of the hegemony of critical theory marks a point of
\nattempted, or wished-for, conjunction, with both rhetoric and literature
\nclaiming a closer, earlier tie to high theory<\/b>. The more theory is agreed
\nupon, however tacitly, as the lingua fracta of citizenship, the more composition
\nfeels defined out; many compositionists once again feel themselves strangers in
\nthe land they have helped create–or in some cases emigrants by choice" (16).<\/p>\n

Paradoxes of Postmodernism<\/b> (16): Accounts for the peak of
\npostmodernism in the late 1980s and the resurgence of "ludic reconstructionism"
\npursued by "feminists, compositionists, and proponents of ethnic diversity in
\nlanguage practices" (17). Suggests theory as a stressor for many compositionists
\n(18).
\n"Many current studies of identity politics<\/b> (and curricula based upon
\nthem) can be traced at some point to the knowledge-identity topos in postmodern
\nrhetorical and composition theory" (17). <\/p>\n

The Prospects of Foundationless Critique<\/b> (18): New rhetorics are
\nsolidified in the field, along with Russian linguistics influences.
\nCitizen-based models also take hold (Freire, Marx). The result of so many
\ntheories is a problem of incompatibility. Swearingen explains the nuances of
\neach theory’s inward instabilities and dissensus (on citizenship…good citizens
\nvs. social change; on Bakhtin’s "inner speech" and agency).<\/p>\n

The Return to the (Socio)Linguistic Turn<\/b>: (20): Lays out the paradox
\nof language standards and variants of English, noting that "[t]he practical
\ndifficulties that have emerged out of anti-foundationalist social critique
\nmodels affect the implementation of tolerance- and diversity-based language
\npedagogies" (21).
\n"It is not too early to observe an institutional consequence of strained
\nrelationships between rhetorical theory and composition practice" (21). [e.g.,
\nBrodkey and the curriculum fiasco at Texas]<\/p>\n

The final point emphasizes a history that should lead to something better
\nthan the labor crisis we continue to face because of theoretically inclined
\nfaculty (tipping to rhetoric and critical theory) tend to distance themselves
\nfrom writing programs. <\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Swearingen, C. Jan. "Rhetoric and Composition as a Coherent Intellectual Discipline." Olson 12-22. 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The margins of my copy bear out busy strings of alternating yesses and questions; I suppose I'll focus this entry on a couple of the questions. Any time I come\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":6995,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/07\/lauer-compositi\/","url_meta":{"origin":7008,"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. 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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":7586,"url":"https:\/\/www.earthwidemoth.com\/blog\/2016\/12\/29\/the-most-fundamental-purpose\/","url_meta":{"origin":7008,"position":4},"title":"The Most Fundamental Purpose","author":"Derek Mueller","date":"December 29, 2016","format":false,"excerpt":"Decluttering email and here's a missive I received as a reminder: purpose, audience, context, then analysis and practice, genres and texts, circulation. But the second paragraph (ensuring background) complicates the first, or at the very least positions\u00a0the first set of fundamentals in relief--sharp contrast!--with professional development and meaningful experiences sustaining\u2026","rel":"","context":"In "Writing Program Adhocracy"","block_context":{"text":"Writing Program Adhocracy","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_program\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7036,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/08\/carlton-comp-as\/","url_meta":{"origin":7008,"position":5},"title":"Carlton, “Comp as a Postdisciplinary Formation”","author":"Derek Mueller","date":"September 8, 2006","format":false,"excerpt":"Carlton, Susan Brown. \"Composition as a Postdisciplinary Formation.\" Rhetoric Review 14.1 (1995) 78-87. Carlton levels a complicated argument about whether or not composition ought to be framed as a discipline. 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