{"id":7044,"date":"2006-09-13T08:23:02","date_gmt":"2006-09-13T08:23:02","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/09\/13\/yancey-made-not\/"},"modified":"2006-09-13T08:23:02","modified_gmt":"2006-09-13T08:23:02","slug":"yancey-made-not","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/13\/yancey-made-not\/","title":{"rendered":"Yancey, “Made Not Only in Words”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>\n

Yancey,
\n Kathleen Blake. "Made Not Only in Words: Composition in a New Key."
\n CCC<\/i> 56.2 (2004): 297-328.<\/p>\n

<\/p>\n

Yancey repeatedly points out to the 2004 CCCC audience in San Antonio that
\n"we have a moment" primed for composition in a new key. This new
\ncomposition involved expanded notions of writing brought about with rapidly
\nchanging digital technologies. Yancey’s pastiche text celebrates contributions
\nfrom past chairs while establishing composition in a new key relative to four
\naspects or considerations:<\/p>\n

Quartets:
\n1. Writing outside of school; electracy as a legitimate third literacy;
\n2. Disciplinary background; FYC as raison de etre<\/i>;
\n3. Programmatic change (new curriculum, renewed WAC, writing majors);
\n4. Curricular control and assessment.<\/p>\n

Yancey explains that the new model of composition is anchored by the
\ncirculation of writing, the canons of rhetoric (which are co-operating, not
\ndiscrete), and the deicity of technology (312). She also notes that much of what
\ncame about conceptually with process has gone unquestioned and that we should
\nwonder why writing for teacher<\/i> continues to prevail. <\/p>\n

"At this moment, we need to focus on three changes: Develop a new
\ncurriculum<\/b>; revisit and revise our writing-across-the-curriculum efforts<\/b>;
\nand develop a major<\/b> in composition and rhetoric" (308).<\/p>\n

"Never before has the proliferation of writings outside the academy<\/b> so
\ncounterpointed the compositions inside. Never before have the technologies of
\nwriting<\/b> contributed so quickly to the creation of new genres<\/b>" (298).<\/p>\n

"And I repeat: like the members of the newly developed reading public, the
\nmembers of the writing public have learned–in this case, to write, to think
\ntogether, to organize, and to act within these forums–largely without
\ninstruction<\/b> and, more to the point here, largely without our<\/i>
\ninstruction" (301).<\/p>\n

"Relevant to literacy specifically, we can record other tremors, specifically
\nthose associated with the screen<\/b>, and in that focus, they return us to
\nquestions around what it means to write<\/b>" (304).<\/p>\n

"What should be the future shape of composition?<\/b> Questioning the role
\nof technology in composition programs–shall we teach print, digital,
\ncomposition, communication, or all of the above?–continues to confounds us"
\n(306).<\/p>\n

"Thinking in terms of circulation<\/b>, in other words, enables students to
\nunderstand the epistemology<\/b>, the conventions<\/b>, and the integrity<\/b>
\nof different fields and their genres" (313).<\/p>\n

"This new composition<\/b> includes rhetoric<\/b> and is about
\nliteracy<\/b>. New composition includes the literacy of print<\/b>: it adds on
\nto it and brings the notions of practice and activity and circulation and media
\nand screen and networking to our conceptions of process. It will require a new
\nexpertise of us as it does of our students. And ultimately, new composition may
\nrequire a new site for learning for all of us" (320).<\/p>\n

"These are structural changes–global, educational, technological. Like
\nseismic tremors, these signal a re-formation in process, and because we exist on
\nthe borders of our own tectonic plates–rhetoric, composition and communication,
\nprocess, activity, service and social justice–we are at the very center of
\nthose tremors<\/b>. (321)<\/p>\n

Terms: "reading circles" (300), "writing circles" (301), digital morphing
\n(307d), transfer (315), deicity (318).<\/p>\n

\n
Related sources:<\/dt>\n
McLuhan, Marshall. Understanding Media: The Extensions of Man<\/i>.
\n 1964. Cambridge: MIT P, 1994.<\/dd>\n
Prior, Paul, and Jody Shipka. “Chronotopic Laminations: Tracing the
\n Contours of Literate Activity.” Writing Selves, Writing Societies: Research
\n from Activity Perspectives<\/i>. Ed. Charles Bazerman and David Russell. Fort
\n Collins, CO: The WAC Clearinghouse, and Mind, Culture, and Activity, 180–238.
\n 1 June 2004 <http:\/\/wac.colostate.edu\/books\/selves_societies\/prior<\/a>>.<\/dd>\n
Trimbur, John. “Composition and the Circulation of Writing.” CCC<\/i>
\n 52.2 (2000): 188–219.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Yancey, Kathleen Blake. "Made Not Only in Words: Composition in a New Key." 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