A Century After the Divorce: Challenges to a Rapprochement Between
                    Speech Communication and English

Mountford, Roxanne

doi:10.4135/9781412982795.n22

Cited by 8 publications

(20 citation statements)

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“…Historically, these disciplinary divides have caused theoretical scholarship to be separated from and privileged over scholarship on pedagogy (Leff & Lunsford, 2004;Zarefsky, 2004). Scholarship with a more traditional, humanist approach is often separated from and privileged over that which examines the social utility and practical application of rhetorical theory (George & Trimbur, 1999;Mountford, 2009). Furthermore, rhetoricians are experiencing "an erosion of their influence" (Mountford, 2009, p. 407) even within their long-standing disciplinary homes of English and speech communication.…”

Section: Final Thoughtsmentioning

confidence: 99%

“…Next was the Wingspread Conference in January 1970, which had the laudable goal of "finding a suitable definition of rhetoric and a common goal for future study suitable for interdisciplinary alliances" (Mountford, 2009, p. 407). Although the conference's proceedings, titled The Prospect of Rhetoric, were optimistic about this newfound interdisciplinary mission (Mountford, 2009), Thomas O. Sloane (2010) claims that "it is less visionary or prophetic about the future of rhetoric than it is diagnostic of its present condition.…”

Section: Final Thoughtsmentioning

confidence: 99%

“…Most of these past efforts for reunification of rhetorical traditions have focused on the idea of education and pedagogy as the rhetorician's "birthright" (Hauser, 2004, p. 52). Accordingly, they framed the rhetorician's responsibility and contribution to society in terms of educating our students and preparing them with the rhetorical skill required for civic life (Geisler, 2004;Hauser, 2004;Leff & Lunsford, 2004;Mountford, 2009;The Mt. Oread Manifesto, 2014;Rood, 2016).…”

Section: Final Thoughtsmentioning

confidence: 99%

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Chapter 1: What Are We Really Teaching? Revisiting Technical and Professional Communication�s Pedagogical Training

Doan

2022

Assembling Critical Components: A Framework for Sustaining Technical and Professional Communication

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Section: Final Thoughtsmentioning

confidence: 99%

Section: Final Thoughtsmentioning

confidence: 99%

Section: Final Thoughtsmentioning

confidence: 99%

See 1 more Smart Citation

Chapter 1: What Are We Really Teaching? Revisiting Technical and Professional Communication�s Pedagogical Training

Doan

2022

Assembling Critical Components: A Framework for Sustaining Technical and Professional Communication

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“…The other interesting trend in FYW pedagogy comes primarily from our colleagues in Rhetoric and Speech Communication, where thought leaders such as Roxanne Mountford and William Keith have been spearheading a rapprochement between composition and speech (Mount Oread Manifesto, 2014;Mountford, 2009). In this version of the first year communication course, writing and communication merge (as in the Mountford-supervised effort at the University of Kentucky), acknowledging on one hand the common root of the two disciplines (composition and speech) in Rhetoric, and on the other hand their disciplinary separation from English and Literary Studies.…”

Section: Rhetorical Educationmentioning

confidence: 99%

Chapter 1. Coming into Being: The Writing Department at Grand Valley State University in its 13th Year

Royer

Schendel

2016

A Minefield of Dreams: Triumphs and Travails of Independent Writing Programs

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Maidthere is still time for the general public to wake up and stop the forces destroying the great public universities. Yet, while that battle is being waged at the national political macro-level, folks in Writing Studies can still work at their own local and disciplinary micro-levels. The title of this volume is apt. All of higher education, if not all of society, has become a minefield. Still, if we pay attention to the narratives related here, Writing Studies faculty, no matter where they are organizationally located, can continue to teach their students successfully. However, they must pay attention. It is imperative that they define themselves as Writing Studies, and carefully educate all their constituencies both inside and outside their institutions who they are and what they do. They should be defined positively as Writing Studies and not negatively as "not English." I also think, and again this is shown in the chapters in this collection, that Writing Studies faculty need to be both flexible and pragmatic.The reality is that higher education does need to change-though not in the ways that we seem to be moving. We, and all of society, would be better served if higher education were not seen as being separate from the rest of society but more fully integrated into it. Writing Studies, especially when it is independent and controls its own destiny, is positioned to help be a part of that change. As the authors in this collection have stated, we can't always get exactly what we want. However, we can, when we take chances and are willing to do some things differently, positively impact the perceptions which surround our field and even more importantly improve the education of our students.In this introduction we have considered the relatively brief history of the evolution of independent writing programs and departments, along with the issues that have been raised (primarily) in the literature on writing program administration. Our first observation is the dominance of the "separation narrative" in this literature, particularly after 1990 when most independent programs and departments began to separate from their home departments. (Of course, we recognize that a number of independent departments existed before this date. However, before this time, generally speaking, they were likely anomalies; following this they may be considered to be part of a disciplinary trend.) A second observation, drawn largely from the work of James Berlin, is that institutional and disciplinary issues that have led to separation have a long and complex history connected to the evolution of the American professional university. As the university continues to evolve there is not a single trend, but many. Liberal arts with former (usually English) departments. Thus, Jennifer Johnson examines how composition and literature TA training in an independent writing program matters significantly in mitigating disciplinary divides. A very different TA story comes from W. Brock MacDonald, Margaret Procter, and Andrea L. Williams, who describe ...

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“…This abbreviated history is a broad-strokes version that ignores nuances at the macro level and exceptions at the local levels. (Those who are interested in exploring those nuances might look to Mountford's (2009), "After the divorce:…”

Section: The Freshman Writing Coursementioning

confidence: 99%

The ground beneath our feet

Gilchrist¹

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A Century After the Divorce: Challenges to a Rapprochement Between Speech Communication and English

Cited by 8 publications

References 0 publications

Chapter 1: What Are We Really Teaching? Revisiting Technical and Professional Communication�s Pedagogical Training

Chapter 1: What Are We Really Teaching? Revisiting Technical and Professional Communication�s Pedagogical Training

Chapter 1. Coming into Being: The Writing Department at Grand Valley State University in its 13th Year

The ground beneath our feet

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