{"id":7039,"date":"2006-09-09T12:59:44","date_gmt":"2006-09-09T12:59:44","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/09\/09\/trimbur-essayis\/"},"modified":"2006-09-09T12:59:44","modified_gmt":"2006-09-09T12:59:44","slug":"trimbur-essayis","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/09\/trimbur-essayis\/","title":{"rendered":"Trimbur, “Essayist Literacy and the Rhetoric of Deproduction”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

Trimbur, John.
\n "Essayist Literacy and the Rhetoric of Deproduction." Rhetoric
\n Review<\/i> 9.1 (1990): 72-86.<\/p>\n

<\/p>\n

Trimbur works through an indictment of the "monological regime of silence and
\nfacticity" implicit (albeit with paradoxes and contradictions) in essayist
\nliteracy (72). Consider the difference between literacy studies’ framing of
\nessayist literacy (text as "self-sufficient vehicle of communication, a
\nnon-indexical account that supplies the contexts necessary for interpretation
\nwithin the text itself" (73)) and that of composition studies (essayist text
\ninvolving a "self-revelatory stance, flexible style, and conversational tone"
\n(72)). The former, Trimbur explains, manifests (infests?) schooling through
\ntextbooks and consequently sustains a prevailing mythology tying the essay to
\nnatural modes of communication which make use of direct, factual language rather
\nthan figurative or abstract representations. <\/p>\n

Trimbur historicizes the (causal?) precedents of the banality of essayist
\nprose in its presumed rhetorical vacancy. The ubiquity of essayist literacy has
\nideological implications reproduced through systems of schooling. Trimbur
\nintroduces what he terms a rhetoric of deproduction, which anticipates that
\nessayist literacy inheres an arhetoricity: the text is merely to be decoded
\n(treated as authoritative; read in school for comprehension only); traces of
\nauthorship and persuasive effects are removed.<\/p>\n

"Our students read essayist prose, that is, in an undifferentiated<\/b>
\nway, much as they would read a newspaper or their textbook in a sociology or
\nmicrobiology course, for comprehension<\/b>, to extract meaning and
\ninformation" (72).<\/p>\n

"My argument is that the ideal text of essayist literacy results not from
\ninherent or ‘natural’ properties of literacy per se but from the fact that
\nessayist literacy positions readers and writers to treat written texts as if
\nthey were transparent reflections<\/b> of the natural order of things<\/b>"
\n(75).<\/p>\n

"Text<\/b>, as Olson defines it in opposition to utterance<\/b>, is
\nmonological<\/b>; It has the capacity to speak for itself<\/b>" (77).<\/p>\n

"In other words, the rise of essayist literacy involves the historical
\nstruggle for a cognitive order to replace the personalism<\/b> of traditional
\nauthority with a new method of verification based upon empirical evidence<\/b>"
\n(79).<\/p>\n

"The discourse of essayist literacy thus codifies the apparent artlessness
\nof the plain style<\/b> into a systematic concealment<\/b> of the social
\nprocesses of producing and using texts. Texts<\/b> appear to stand alone<\/b>
\nand to speak for themselves because they have been, as it were,
\ndeproductionized<\/b>" (81).<\/p>\n

"The transformation of statements into fact-like entities in contemporary
\nscientific discourse employs and extends the rhetoric of deproduction<\/b> we
\nsaw at work earlier in the formation of essayist literacy" (82).<\/p>\n

"Like the scientific essay<\/b>, textbooks<\/b> result from a larger set
\nof historical pressures to create a public sphere of universal reason<\/b> and
\ncivic discourse<\/b>" (83).<\/p>\n

"These gestures<\/b> [giving quizzes and referring to the text], moreover,
\nare disciplinary<\/b> in character: They connect our students’ reading of
\ntexts to the teacher’s gaze<\/b> and in subtle ways reinforce the culture of
\nsilence in the classroom by positing a moment of semantic closure<\/b> when
\nstudents comprehend what the text means and there is nothing further to be
\nsaid<\/b>" (85).<\/p>\n

* Enlightenment "natural order of things" (73), ideal text of essayist
\nliteracy as given (74), frictionless prose (80), <\/p>\n

\n
Related sources:<\/dt>\n
Foucault, Michel. The Archaeology of Knowledge<\/i>. New York: Harper,
\n 1972.<\/dd>\n
Latour, Bruno, and Steve Woolgar. Laboratory Life: The Social
\n Construction of Scientific Fact<\/i>. London: Sage, 1979.<\/dd>\n
Olson, David R. "From Utterance to Text: The Bias of Language in Speaking
\n and Writing." Harvard Educational Review<\/i> 47 (1977): 257-81.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Trimbur, John. "Essayist Literacy and the Rhetoric of Deproduction." Rhetoric Review 9.1 (1990): 72-86.<\/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":[266,919,1250,1052,1053,1251,1252,218,255,1253,1007,327,185,951,819,443,1070,1254],"class_list":["post-7039","post","type-post","status-publish","format-standard","hentry","category-writing_technol","tag-authority","tag-comprehension","tag-contradiction","tag-deproduction","tag-essay","tag-essayist","tag-fact","tag-history","tag-literacy","tag-monological","tag-natural","tag-reading","tag-rhetoric","tag-school","tag-subjectivity","tag-text","tag-textbooks","tag-utterance"],"yoast_head":"\nTrimbur, "Essayist Literacy and the Rhetoric of Deproduction" - 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=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/09\/trimbur-essayis\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Trimbur, "Essayist Literacy and the Rhetoric of Deproduction" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 2 minsTrimbur, John. 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Trimbur opens with a lucid, concise account of the distinction between process and post-process movements.\u00a0 \"Process,\" he writes, becomes a given with the ubiquity of its foci: cognition, voice, conversation.\u00a0 Post-process, rather than accepting as transparent 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":6700,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/20\/carnival-trimbu\/","url_meta":{"origin":7039,"position":1},"title":"Carnival: Trimbur and Writing Studies","author":"Derek Mueller","date":"February 20, 2007","format":false,"excerpt":"Following Donna's renewed call for the late February Trimbur carnival, here are a couple of floats in response to \"Changing the Question: Should Writing Be Studied?\" from Composition Studies 31.1 (2003). 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":7044,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/13\/yancey-made-not\/","url_meta":{"origin":7039,"position":2},"title":"Yancey, “Made Not Only in Words”","author":"Derek Mueller","date":"September 13, 2006","format":false,"excerpt":"Yancey, Kathleen Blake. \"Made Not Only in Words: Composition in a New Key.\" CCC 56.2 (2004): 297-328. Yancey repeatedly points out to the 2004 CCCC audience in San Antonio that \"we have a moment\" primed for composition in a new key. This new composition involved expanded notions of writing brought\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":7094,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/05\/30\/maureen-dalygog\/","url_meta":{"origin":7039,"position":3},"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":[]},{"id":7040,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/09\/trimbur-composi\/","url_meta":{"origin":7039,"position":4},"title":"Trimbur, “Composition and the Circulation of Writing”","author":"Derek Mueller","date":"September 9, 2006","format":false,"excerpt":"Trimbur, John. \"Composition and the Circulation of Writing.\" CCC 52.2 (2000): 188-219. Trimbur makes his purposes clear before working through a somewhat long and complicated argument about renewing attention to circulation and thereby recuperating the classical canon of delivery in the context of composition studies. The problem is that delivery\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":7069,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/05\/george-from-ana\/","url_meta":{"origin":7039,"position":5},"title":"George, “From Analysis to Design”","author":"Derek Mueller","date":"November 5, 2006","format":false,"excerpt":"George, Diana. \"From Analysis to Design: Visual Communication in the Teaching of Writing.\" CCC 54.1 (2002): 11-39. In this oft-cited essay, Diana George accounts for the vexed relationship between composition studies and visuality or visual studies. Only in rare cases does one find imaginative curricula that engage with visuality as\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"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\/7039","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=7039"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7039\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7039"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7039"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7039"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}