{"id":7092,"date":"2007-05-03T22:38:55","date_gmt":"2007-05-03T22:38:55","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/05\/03\/pemberton-model\/"},"modified":"2007-05-03T22:38:55","modified_gmt":"2007-05-03T22:38:55","slug":"pemberton-model","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/05\/03\/pemberton-model\/","title":{"rendered":"Pemberton, “Modeling Theory and Composing Process Models.”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

Pemberton, Michael A. "Modeling Theory and Composing Process Models." CCC
\n<\/i>44.1 (1993): 40-58.<\/p>\n

<\/p>\n

Pemberton examines models<\/b> in composition studies by taking into
\naccount Flower and Hayes’ cognitive process model of writing and its mixed
\nreception. In one sense, then, this essay is an account of uptake<\/b>.
\nBut there’re more. Pemberton opens up many generative, provocative
\nquestions about the status of modeling in rhetoric and composition. He
\nworks through a stasis of definition<\/b> (what are models?) and explains some
\nof the givens<\/b> (models simplify) and assumptions<\/b> (models are
\nmechanistic and positivistic; they are "partial isomorphs" of any complex
\nphenomena) that have inhibited the production and circulation of models in the
\nfield. <\/p>\n

To demonstrate the range of possible critiques of models, Pemberton cites
\nDuhem, who argued against models because they weren’t positivistic enough; on
\nthe other end of a spectrum, he refers to critics of Flower and Hayes’ models
\nwho disclaimed them because they were too positivistic. This would
\nindicate a full range of critical and evaluative treatments that is not
\nexplicitly tied to the activity of inventing models. Such critiques,
\nperhaps, are more common when models are scarce<\/b> or when their persuasive
\nviability is undermined by their hybridity<\/b> (as they often mix the
\ndiscursive and non-discursive, the visual and the abstract, bridge the
\ntheoretical and its basis in data). <\/p>\n

The essay is divided into seven sections: Opening, Models as Conceptual
\nFrameworks<\/b> (42), What Constitutes<\/b> a Model? (44), Models as
\nSimplifications<\/b> (47), Models as Misleading Representations<\/b> (48),
\nImplications<\/b> for Theory and Composition Discourse (52), Conclusions<\/b>
\n(54). Even though this is a follow-up to Flower and Hayes’ model
\n(addressing, very generally: what has come of the modeling of writing behaviors
\nin the wake of Flower and Hayes?), it expands well beyond that moment by adding
\na layer (turning to the meta of modeling practices, modeling theory).
\nWhere models are treated as critical frameworks, Pemberton provides the
\nfollowing illustration:<\/p>\n

Local<———————————————->Global
\nData – – – Models – – – Theories – – – Paradigms<\/p>\n

His point with this is that each of the elements are "hierarchical,"
\n"interdependent," and "contiguous." Of course, even as they potentially bridge
\ndata and theories, models (when they are scarce and monumental, as with Flower
\nand Hayes’) are easy targets for critique. Simplification and
\nmisrepresentation are hazards (and exceedingly common bases for critique), as
\nPemberton rightly points out, but these should not prevent us from learning to
\nmake models, from using models to persuade and to mobilize<\/b> (as Latour<\/b>
\nmentions).<\/p>\n

Returns: terminological confusion related to "models" (44b), subject<\/i>
\nand source<\/i> for a model as relates to Kuhn’s ‘preferred analogy<\/b>‘
\n(45b), the principle of selection<\/b> (research is always reductive<\/b>
\nand limiting (48)) (46b), Emig’s inquiry paradigm<\/b> (model as… or
\nmethod as…) (54c).<\/p>\n

Also work through Berthoff’s critique of reductionism. How can visual
\nmodels be abstract? General vs. abstract \/\/ study vs. sting (Barthes)…power
\nof expansion<\/b> and third meaning? (47b)<\/p>\n

Pemberton ends the essay with a series of questions that, should we take up
\nthe work of modeling, we ought to sort through, address, etc.<\/p>\n

Phrases: positivism (40), composing processes (41), paradigms (41), empirical
\nscholarship (41), theory-building (41), modeling theory (42), conceptual
\nframeworks (42), distillation of data (44), ‘possibility’ proofs (45), Kuhn’s
\n‘preferred analogy’ (45), partial isomorphs (45), mechanistic (46),
\nsimplifications (47), incompleteness (53).<\/p>\n

"To Duhem, meaningful understanding was intimately linked to scientific
\nrigor, mathematical exactitude, and representational precision; since models
\nwere simplifications, their descriptions were unreliable and their utility
\nquestionable at best. In an age when positivism had not yet been
\nsupplanted as the dominant ideology guiding scientific inquiry, Duhem criticized
\nmodels for their failure to be positivistic enough<\/i>" (40)."<\/p>\n

"Comparatively little attention has been paid, however, to the issue of
\nmodeling<\/i> in composition studies, despite its central role in the
\ninterpretation of research data and the sheer number of models which exist to
\ndescribe writing behaviors" (42).<\/p>\n

"Before we can accurately interpret, evaluate, or employ any model of
\ncomposing processes–or fully understand how several such models can coexist–we
\nmust be thoroughly informed with the knowledge of exactly what a model is, how
\nit can be used effectively, and what its limitations are" (42).
\nSignificant here is Pemberton’s mention of thresholds for coexisting models.
\nHow many can we have? Why not x+1? How many are too many? When they are
\ndynamic and abundant rather than static and scarce, how is their intervention
\n(or bridging between data and theory) different? <\/p>\n

"The interdependence of these conceptual frameworks is reciprocal, operating
\nin both a ‘bottom-up’ and ‘top-down’ fashion" (42). <\/p>\n

"The terms ‘subject’ and ‘source’ can therefore be used to characterize the
\nnature of the modeling relationship. We can assert, for instance, that any
\nsubject we wish to model–be it a tangible artifact or an intangible
\nprocess–has a finite set of properties whose precise number is bounded, in
\npart, by our ability to perceive and identify them" (45). Finitude?<\/p>\n

"In addition, the model itself–or more properly speaking, the preferred
\nanalogy which is used to shape the model–will embody a number of intrinsic
\nproperties that do not properly belong to the subject being modeled" (45). See
\nWood, The Power of Maps<\/i>, c. 5 and Monmonier, How to Lie with Maps<\/i>,
\non generalization (rel. to abstraction).<\/p>\n

"We must be careful, therefore, to guard against the urge to dismiss,
\npreemptively, the value of a model merely because it contains imperfections"
\n(46).<\/p>\n

"The moment we decide what we want to investigate and how we want to conduct
\nour research, we automatically delimit our field of inquiry and define its
\nboundaries" (48).<\/p>\n

"As I have already discussed the nature of such critiques, I will not belabor
\nthe issue further than to reiterate the point that incompleteness is an
\nunavoidable epistemological weakness common to all models and all methods of
\ndata collection" (53).<\/p>\n

"Researchers need to address questions such as: What are my methodological
\nassumptions? What factors are likely to be included or excluded by my mode of
\ninquiry? What assumptions shape the way I make my observations and interpret
\ndata? How are my representations likely to simplify writing processes, and how
\nare they likely to misinterpret them? How to the epistemic tenets which ground
\nmy model compare with or connect to the tenets that ground the models of
\nothers?" (55).<\/p>\n

Related reading:
\nBlack, Max. Models and Metaphors<\/i>. Ithaca: Cornell UP, 1962.
\nEmig, Janet. "Inquiry Paradigms and Writing." CCC<\/i> 33 (Feb. 1982): 64-75.
\nLauer, Janice. "Heuristics and Composition." CCC<\/i> 23 (Dec. 1970): 396-404.<\/p><\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>Pemberton, Michael A. "Modeling Theory and Composing Process Models." 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For protocol studies, the scale is the solitary writer who is given a specific (if dull) writing task,\u2026","rel":"","context":"In "Models"","block_context":{"text":"Models","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/models\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7086,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/08\/provisional-bib\/","url_meta":{"origin":7092,"position":3},"title":"Provisional Bibliography","author":"Derek Mueller","date":"March 8, 2007","format":false,"excerpt":"Below the fold, a provisional bibliography for the dissertation prospectus. Anderson, Chris. The Long Tail. New York: Hyperion, 2006. Ball, Philip. Critical Mass. New York: Farrar, Straus and Giroux, 2004. Barabasi, Alberto-Laszlo. Linked. New York: Perseus, 2002. Bazerman, Charles. \"A Relationship between Reading and Writing: The Conversational Model.\" College English\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7109,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/08\/21\/flower-scriver\/","url_meta":{"origin":7092,"position":4},"title":"Flower, Scriver, Stratman, Carey, and Hayes, "Cognitive Process in Revision"","author":"Derek Mueller","date":"August 21, 2007","format":false,"excerpt":"Flower, Linda S., Karen A. Scriver, James F. Stratman, Linda Carey, and John R. Hayes. \"Cognitive Processes in Revision.\" Advances in Applied Psycholinguistics. Sheldon Rosenberg ed. New York: Cambridge, 1987. 176-240. 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[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":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7092","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=7092"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7092\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7092"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7092"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7092"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}