“…For some researchers, this means seeking “to recover the tools of rhetoric in discussing the material effects of language in the conduct of human affairs” (Berlin 2003:xvii). For others, cultural rhetorics encourages a “practical and theoretical preoccupation with making sense of the political dynamics of cultural conversations at specific historical moments” (Mailloux 2002:98). An aim of such inquiry, posits Powell, is to tell new stories in the service of a “decolonized, multivocal knowledge world” (Powell 2012:403).…”
Social movements seeking to dismantle white supremacy within academia cast long-running debates over writing instruction in a new light. This conversation approaches these critiques as an opportunity for pedagogical reinvention. I put forward new theory that centers the social performance and psychological rewards of authenticity. I first review two essential literatures on writing instruction in sociology: (1) writing in the disciplines and (2) cultural rhetorics. This twinned review focuses on the values that inform curriculum design and how these biases and ideals shape instructors’ perceptions of student writing. I then apply research on authenticity to reflect on the self-formative challenges today’s undergraduates encounter and how these obstacles shape their relationship to learning. I argue that centering authenticity in writing instruction can help the discipline achieve its inclusive ideals because it enhances students’ sense of belonging in the discipline.
“…For some researchers, this means seeking “to recover the tools of rhetoric in discussing the material effects of language in the conduct of human affairs” (Berlin 2003:xvii). For others, cultural rhetorics encourages a “practical and theoretical preoccupation with making sense of the political dynamics of cultural conversations at specific historical moments” (Mailloux 2002:98). An aim of such inquiry, posits Powell, is to tell new stories in the service of a “decolonized, multivocal knowledge world” (Powell 2012:403).…”
Social movements seeking to dismantle white supremacy within academia cast long-running debates over writing instruction in a new light. This conversation approaches these critiques as an opportunity for pedagogical reinvention. I put forward new theory that centers the social performance and psychological rewards of authenticity. I first review two essential literatures on writing instruction in sociology: (1) writing in the disciplines and (2) cultural rhetorics. This twinned review focuses on the values that inform curriculum design and how these biases and ideals shape instructors’ perceptions of student writing. I then apply research on authenticity to reflect on the self-formative challenges today’s undergraduates encounter and how these obstacles shape their relationship to learning. I argue that centering authenticity in writing instruction can help the discipline achieve its inclusive ideals because it enhances students’ sense of belonging in the discipline.
“…Texts have rhetorical features, originate in and propel social action, and are designed material objects; these qualities provide the primary means of relationship between text and rhetoric-as-use. Stephen Mailloux (2002) clarifies this relationship both in terms of rhetoric as analytic method and productive art:…”
Eyman, Douglas.Digital rhetoric : theory, method, practice / Douglas Eyman. pages cm. -(Digital humanities) Includes bibliographical references and index.
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