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ERIC Number: ED380815
Record Type: Non-Journal
Publication Date: 1994-Dec
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Letting the Boundaries Draw Themselves: What Theory and Practice Have Been Trying To Tell Us.
Ostrom, Hans; Bishop, Wendy
Two colleagues in the field of composition studies speak to each other during a panel discussion titled, "Writing, Rhetoric, and 'Creative' Writing: Refiguring the Undergrduate Curriculum." The first respondent posits that academic department boundaries are out of date; they block the way to many useful collaborations. The same can be said about genres and genre boundaries. The boundaries were convenient in their moment. However, to put this in Derridean terms, reader-writer-teachers respond to genres by wanting to supplement them with something "different"--"dee-fer-aunt." One reason many regard departmentalism as an affliction is that departments are, to a degree, based on textual genres, which are illusory, contingent, enforced but unenforceable. If genre is "social action," could it not also be social inaction? Often the genre-training of college students is a way of quieting them, universalizing them, con-forming them, domesticating them. When educators are disappointed in students' writing, perhaps it is because they are genre-trained. In response, the second respondent argues that boundaries can create intellectual inaction--theory and practice together produce stereoscopic vision; writing and reading are partners; all writing is creative if it is allowed context, and all students are writers if they are allowed an existence in context, the complicated matrix of their lives. Contains three references. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A