Freedom, Form, Function: Varieties of Academic Discourse

Bridwell-Bowles, Lillian

doi:10.2307/358869

Cited by 14 publications

(1 citation statement)

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“…What follows is a much shortened version of a rhetoric of alternate style I compiled for an essay "Preaching What We Practice as Professionals in Writing" (1997b Native, Other (1989). It is a rare CCCC Chair's address of the last few years that hasn't relied on personal testimony (see Bridwell-Bowles (1995), Gere (1994), andMcQuade (1992).…”

Section: R E S I S T I N G ( O R a M P L I F Y I N G ) Y O U R O W N mentioning

confidence: 99%

Under Construction: Working at the Intersections of Composition Theory, Research, and Practice

Farris¹,

Anson²

1999

College Composition and Communication

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A s a field of professional inquiry intertwined with the practice and teaching of its own subject, composition studies has enjoyed the steady pace of its own recent evolution. Few composition scholars twenty years ago would have imagined the rate at which the field is now developing, exploding beyond its boundaries, creating new alliances, and locating new sites for inquiry and knowledge production. These current transformations owe in part to the inevitable burgeoning of a theoretically interdisciplinary field with a strong orientation toward self-reflection. They also owe to unprecedented changes underway in higher education, changes pressured by shifts in the politics and economics of university administration, the advent of new technologies, population changes that affect student demographics, and the creation of alternative structures and contexts for teaching and learning.Composition, in seeking a disciplinary identity, is questioning the ways it creates and mediates knowledge and the ways in which that knowledge informs and is informed by various contexts for research and practice. This collection focuses on the ways in which composition reconsiders established dichotomies, examines new connections among areas of inquiry, and suggests avenues for inquiry that have transformative consequences for the sites of theory, research, and teaching.When we first proposed this volume of essays, we sought submissions that reconsidered the relationship among theory, research and practice, expecting that our focus would primarily be on the changing face of composition research. Our open call and invitation to individual scholars, however, resulted in very few reports of research studies, but rather in contributions that reflect the extent to which the theory/research/practice relationship now occupies our disciplinary thinking.Since the publication of Stephen North's The Making of Knowledge in Composition: Portrait of an Emerging Field (1987), the past decade has seen attention to research methodology largely displaced by conflict between theory and practice. This conflict, still rooted, one might argue, in the desire for a unified theory, often centers on the extent to which any theory employed by compositionists must grow, if not from research, then from practice, or at leasthave direct pedagogical implications. While North sought to recuperate the contributions of practitioners, his characterization of their knowledge as "lore" and their relationship to scholars as a power struggle has contributed to an anxious debate among compositionists. Joseph Harris (1994Harris ( , 1997, reflecting the view of many in the field, finds it necessary to declare that the composition classroom remains at the center of his concerns and that theory ("how knowledge gets made") only interests him insofar as it influences practice (x).On the other hand, Sidney Dobrin argues in his recent book, Constructing Knowledges, that "theory can exist without practical applications" (152). Our authors' reconsiderations, located all along this cont...

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Section: R E S I S T I N G ( O R a M P L I F Y I N G ) Y O U R O W N mentioning

confidence: 99%