{"id":7014,"date":"2006-08-10T22:23:58","date_gmt":"2006-08-10T22:23:58","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/08\/10\/ohmann-english\/"},"modified":"2006-08-10T22:23:58","modified_gmt":"2006-08-10T22:23:58","slug":"ohmann-english","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/10\/ohmann-english\/","title":{"rendered":"Ohmann, English in America<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

\n Ohmann, Richard M. English in America<\/i>. 1976. New York: Oxford Univ.
\n Press, 1996.<\/p>\n

<\/p>\n

Ohmann offers a cross-section of the discipline writ large, the profession,
\nand institutional pressures bearing on English Studies in 1976.  English in
\nAmerica might be read as a series of standalone essays; their integration is
\nloose and casual.  Ohmann’s primary ambition with the series of essays is
\nto articulate a politically-inflected variety of English Studies as an afront to
\nformalist, structuralist and New Critical trends in the field.  Throughout
\nthe book and more pointedly at the very end, Ohmann expresses his strong
\npreference for the political dimensions of English Studies. <\/p>\n

EIA was reprinted in 1995.  This turn alone raises questions about the
\nways projects get recycled or revisited for something like a twenty-year
\nanniversary.  Ohmann adds a new preface and conclusion, but the bulk of the
\nproject matches its former version from 1976.  The "radical view" mentioned
\nin the subtitle, "A Radical View of the Profession," is probably a whole lot
\nless radical in 2006 (even 1995) than it was taken to be in 1976.  In the
\nintro to the 1995 edition, Ohmann lists a few of the events since the first
\nedition that have transformed (or influenced, at the least) English studies:
\nvocational education, literacy crisis (1975), back to basics, excellence (1983),
\nand cultural conservatism. <\/p>\n

Ohmann, in accounting for the state of working in English, ca. 1965, leads
\nwith distinctions between the humanities and the sciences.  He also
\nemphasizes teaching, noting that the cultural aspirations and professional
\naspirations are "somewhat at odds" (17). <\/p>\n

Because Ohmann contends that "English classrooms are the front line of
\nculture," he urges a politically infused curriculum the leads to "unmasking,"
\nempowerment, and a service to society. After his introduction, he gives readings
\nof the constraining force of MLA (re: Vietnam and radicalism in leadership), AP
\nEnglish testing ("Be docile" (56).), and the ideology-free myth of New Critical
\nor related objective approaches to close reading (to what degree is English
\nstudies a cultural engine (status quo) rather than a countercultural engine?).<\/p>\n

The latter sections include a chapter by Wallace Douglas in which he gives a
\nreading of Edward Tyrell Channing as a way to make sense of the emergence of
\nmodern composition studies (as Channing’s lectures signal "a nearly final stage
\nin the long devolution of classical rhetoric" (99).  Chapter six covers
\n"Freshman Composition and Administered Thought."  It’s basically a reading
\nof the role of textbooks in promulgating what Sirc would call "bread only"
\ncomposition.  <\/p>\n

In chapter ten, "Culture, Knowledge, and Machines," Ohmann presents a history
\nof Taylorism and related forces of cultural mechanization that rival the mission
\nand aims of English studies. <\/p>\n

Keywords: "parlor socialism" (xv), "unmasking" (xvi), "legitimacy crisis"
\n(xx), "Fordism" (xxxviii), "hegemonic confrontation" (xlviii), comp as
\n"notoriously ineffective"(94), "technostructure" (272), "vanity of educators"
\n(303)<\/p>\n

Technology<\/b> defined (ref. John McDermott): "systems of rationalized
\ncontrol over large groups of men, events, and machines by small groups of
\ntechnically skilled men operating through organizational hierarchy" (49).
\nTechnology, or "technostructure" (the range of technological knowledge
\nimplicated in a complex process) is again addressed in chapter ten (272).<\/p>\n

"The paradox resolves itself around the machine, of course: metaphorically
\nspeaking, the machine feeds on knowledge and puts out consumer goods. That is
\nwhat technology means<\/b>" (274).<\/p>\n

"In spite of my appropriately skeptical unpacking of the social relations
\nmystified by such terms as ‘technology,’ ‘knowledge,’ ‘need,’ and ‘problem,’ I
\nsometimes reverted, myself, to the old mystifications" (xxv). Reflecting on the
\nearlier edition, Ohmann acknowledges the problem of the life of terms<\/i>.<\/p>\n

"Within a profession, rituals and assumptions like those I examined in
\nEnglish in America<\/i> reproduce its own hierarchies and proclaim the
\nlegitimacy–the objectivity–of its ranking and sifting" (xxvii).<\/p>\n

"I imagine that composition will continue to grow in relation to literature,
\nas a portion of our work, a process aided by the professionalization of comp
\nduring the past two decades.  But not just comp in a general way: I would
\nexpect our concrete labor to slide toward recognizably practical, vocational
\nkinds of writing instruction, as it has been doing: witness the sharp increase
\nof courses and programs in technical, business, and professional writing"
\n(xliii).<\/p>\n

"What an unsatisfactory state we have achieved, from the point of view I am
\nurging upon you, when most of what we write drops quickly into a permanent
\nnon-circulating file, unassimilated, and even unread except by a corps of
\nspecialist colleagues and by unusually diligent committees on promotion and
\ntenure" (13).<\/p>\n

"What I wish to note here is simply how comfortable this ideology is for the
\nprofessors who have risen to the height of their careers and who, therefore,
\noccupy ideal positions for inculcating ideology in younger aspirants to these
\nsame heights; and how comfortable it is to maintain the reputations of their
\nuniversities; and so confirm their own wealth and power" (37).<\/p>\n

"In America we use technology and production to shut out social ills, and so
\nto evade politics at whatever the cost" (80).  Here, Ohmann offers one of
\nhis overtly divisive stances toward what he calls technology and production. 
\n^What is the legacy or lifespan of this attitude?<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Ohmann, Richard M. English in America. 1976. New York: Oxford Univ. 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