{"id":7024,"date":"2006-08-29T09:11:51","date_gmt":"2006-08-29T09:11:51","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/08\/29\/miller-textual\/"},"modified":"2006-08-29T09:11:51","modified_gmt":"2006-08-29T09:11:51","slug":"miller-textual","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/29\/miller-textual\/","title":{"rendered":"Miller, Textual Carnivals<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

Miller,
\n Susan. Textual Carnivals: The Politics of Composition<\/i>. Carbondale:
\n Southern Illinois Univ. Press, 1991.<\/p>\n

<\/p>\n

Susan Miller’s award-winning "study" hinges on program-data gathered from an
\nexhaustive national survey while following an extended metaphor, the medieval
\ncarnival, to account for the lowly, grotesque, and stigmatized conditions of
\ncomposition studies relative to literary studies in English departments.
\nThe gist of Miller’s work is that there are alternatives (even if they’re
\nlimited to equal footing with literature or separatism). The "problematics
\nof marginalization" (13) for composition, according to Miller, stem from a
\nvariety of sources, including its proximity to more powerful literary traditions
\nthat benefit from elevated cultural status: "An official history of English
\nwould preferably exclude the ‘low,’ along with any mention of anxieties about
\npotential textual failure or even what we might call textual rehearsals" (21).<\/p>\n

In the opening section, a short "story" of composition, Miller attributes
\ncomp’s grim status to the invisibility of writing<\/b> (20; relative to
\nliterary pursuits, teaching writing ranked low), the American-nationalistic
\nrise of the literary<\/b> that tipped toward "man of distinguished letters" myths
\nrather than valuing populist ventures, and neoclassical continuity<\/b>, which
\naccounts for efforts to dignify composition studies by embroidering it with a
\ntradition of classical rhetoric (comp as a continuation, a revival of the golden
\nage of rhet; 35). Chapter two situates writing instruction in its more visible
\ncontexts, emphasizing its entanglement with the literary curriculum, its
\nemphases on "mechanical correctness" akin to "cleanliness" (57), and tracing
\nthrough textbooks and course descriptions (66) for patterns and tendencies.\n<\/p>\n

Section two includes a chapter on the subject of composition, with "subject"
\ndoubly referring to students and body of knowledge, prevalent images of teachers
\n(sad women in the basement) and the administrative considerations of money and
\nmanagement (bread and circuits). The final section considers the matter of
\nreading evidence, of accepting as drearily representative of both composition’s
\ntradition and its downtrodden status (which certainly has improved in the
\nfifteen years since Miller published TC<\/i>). <\/p>\n

Terms: "new narrative" (1), oscillation (3), magnitude of composition (5), "problematics
\nof marginalization" (13), "subject" of composition (84), linguistic propriety
\n(89), "paradigm" of process (94; 105), underlife (112), stigma and Goffman
\n(128), "the rotating bottom" [syn. part-time faculty] (145), "hegemonic desires"
\n( 178)<\/p>\n

"Process and product are, then, a politically diversionary pair, for they
\nwork together to help us avoid confronting the social and institutional
\nconsequences that a piece of writing may or may not have" (10).<\/p>\n

"I have been arguing that composition was not established as a failed set of
\npractices or a diminution and debasement of classical rhetoric, but as a
\nconsciously selected menu to test students’ knowledge of graphic conventions, to
\ncertify their propriety, and to socialize them into good academic manners" (66).\n<\/p>\n

"Extrapolating from Stallybrass and White, we can see that process research
\nafter Shaughnessy has turned up yet another ambivalently transgressive aspect of
\nthe carnivalesque. It has, that is, assured the intellectual placement of
\ncomposition outside the recognized, incorporated ‘city’ that it originally
\ncompleted and has thereby assured that the field will be identified with foreign
\nmethodological languages whose origins are uncertain and whose purposes and
\ndesires are consequently suspect" (117).<\/p>\n

"One of the chief characteristics of composition, at least of composition
\nperceived as teaching, has been that it fills the time that others take to build
\ntheories" (121).<\/p>\n

Other considerations: magnitude of composition (five million involved as
\nteachers or students in 1991; 165,000 sections nationwide); ill-suitedness of
\nprocess "paradigm" as a singular justification for composition studies and
\nadvanced training (riffs on NWP, 119); matters of women and professionalization
\n"Sad Women" chapter; Writing (technologies): 27-28, 107, 114.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Miller, Susan. Textual Carnivals: The Politics of Composition. Carbondale: Southern Illinois Univ. Press, 1991.<\/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":[174],"tags":[1142,266,625,178,1018,1143,238,928,218,1068,255,1069,1144,909,1022,143,1145,443,417,216,140],"class_list":["post-7024","post","type-post","status-publish","format-standard","hentry","category-writing_technol","tag-attitude","tag-authority","tag-carnival","tag-composition","tag-english","tag-finances","tag-hegemony","tag-hierarchy","tag-history","tag-ideology","tag-literacy","tag-literature","tag-marginalization","tag-politics","tag-programs","tag-research","tag-status","tag-text","tag-theory","tag-tradition","tag-writing"],"yoast_head":"\nMiller, Textual Carnivals - 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=\"http:\/\/www.earthwidemoth.com\/blog\/2006\/08\/29\/miller-textual\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Miller, Textual Carnivals - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 2 minsMiller, Susan. 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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":7008,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/swearingen-rc-a\/","url_meta":{"origin":7024,"position":1},"title":"Swearingen, “R&C as a Coherent Intellectual Discipline”","author":"Derek Mueller","date":"July 27, 2006","format":false,"excerpt":"Swearingen, C. Jan. \"Rhetoric and Composition as a Coherent Intellectual Discipline.\" Olson 12-22. [A] The creation of graduate programs in rhetoric and composition between 1975-1985 marked a sea change for the field; following this initial point, Swearingen notes several of the earliest conditions that enabled the firming up of the\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":7036,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/08\/carlton-comp-as\/","url_meta":{"origin":7024,"position":2},"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. 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":7084,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/23\/sirc-english-co-1\/","url_meta":{"origin":7024,"position":3},"title":"Sirc, English Composition as a Happening","author":"Derek Mueller","date":"November 23, 2006","format":false,"excerpt":"Sirc, Geoffrey. English Composition as a Happening. Logan, Utah: Utah State University Press, 2002. How do we make the classroom a happening space, a space \"no one wants to leave\"? In English Composition as a Happening, Sirc winds through a series of statements--a gallery crawl--contrasting, allegorically, Modern Composition studies and\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"Space","src":"https:\/\/i0.wp.com\/static.flickr.com\/29\/44408880_569c2e59ea_m.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":6972,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/07\/31\/call-cccarnival\/","url_meta":{"origin":7024,"position":4},"title":"Call: CCCarnival","author":"Derek Mueller","date":"July 31, 2008","format":false,"excerpt":"\u00a0First posted July 14, 2008. Related entries: Splitting Images Kopelson's \"Sp(l)itting Images\" more thoughts on rhet\/comp disciplinary futures Response to Karen Kopelson's \"Sp(l)itting Images; or, Back to the Future of (Rhetoric and?) Composition\" New Echo, New Narcissus Pedagogy of Rhet\/Comp Job Market Imperatives Carnival on Kopelson: The Pedagogical Imperative and\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.earthwidemoth.com\/blog\/img\/carnival.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":7083,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/22\/fulkerson-compo\/","url_meta":{"origin":7024,"position":5},"title":"Fulkerson, “Composition at the Turn of the Twenty-First Century”","author":"Derek Mueller","date":"November 22, 2006","format":false,"excerpt":"Fulkerson, Richard. \"Summary and Critique: Composition at the Turn of the Twenty-first Century.\" CCC 56.4 (2005): 654-687. Fulkerson's ten-year follow-up to earlier reports on the condition of composition studies concludes with premonitions about the field's disunity and the \"new theory wars\" (681). As a \"map [of] a large and complicated\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"Fulkerson Grid - Composition's Pedagogical Quandary","src":"https:\/\/i0.wp.com\/static.flickr.com\/111\/303929124_222ba3b5e7.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7024","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=7024"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7024\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7024"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7024"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7024"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}