Here is the link to our Google Drive space where we started working with key terms during yesterday's class. After next week's class, I'll capture this document, turn it into a handout, and upload it to Canvas for our continued use.
The following concepts will still be relevant for us next week, and we will have a chance to discuss some of the terms we didn't get to discuss today, such as "critical pedagogy," "Current-Traditional," and "heteroglossia."
- audience
- cognitivism
- critical pedagogy
- Current-Traditional
- discourse
- expressivism
- heteroglossia
- pragmatism
- social constructivism
Our guiding questions remain the same:
- What role can cognitivism play in helping writers process ideas? In helping writers know what to write about?
- How much can expressivism determine how writers craft their public ethos -- whether on the page, or in the world?
- In crafting that public ethos, what identities or whose identities are being expressed?
- What becomes of the role of reader, writer, audience, or text when we begin to consider writing in these terms: expressive and cognitive vs. constructivist?
And here is how I'll excerpt our essays by Doug Hesse and Marguerite Helmers:
- For Hesse's "The Place of Creative Writing in Composition Studies," please read pp. 31-35, 45-50.
- For Helmers' "Media, Discourse, and Public Sphere," please read pp. 437-39, 448-54.
You are absolutely welcome and encouraged to read these two essays in their entirety, but I will only expect you to have read these segments. We'll read Walter Ong's essay and Ede and Lunsford's essay (both in Cross-Talk) in their entirety.
Have a great week,
-Prof. Graban
