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ERIC Number: ED424580
Record Type: RIE
Publication Date: 1998-Apr
Pages: 15
Abstractor: N/A
When Cyburgs (Cyborgs) Write.
Calderonello, Alice; Shaller, Deborah
In an extended conversation two female writing instructors discuss the kind of discourse available in the academy, the way educators are trained to deploy its conventions, and the different ways that voices are authorized. They cite Harraway as an academic writer who bridges the various post-structuralist discourses without ever losing sight of the ways in which gender (and race and class) affect discursive practices. They also note that a cursory pass through recent issues of the scholarly journals "College English" and "College Composition and Communication" suggests that many writing colleagues have been thinking about issues concerning the kind of discourse available in the academy. Peter Elbow has said that readers and writers have competing interests over who gets control of the text. Reed Way Dasenbrock weighs in with the following statement: "The scene of interpretation is not always governed by good will, but sometimes governed by a will to power in which interpretive authority is contested rather than granted." One of the instructors longs for a language that bridges more easily her life within and without the academy but also feels that the academy has a technology that needs translating on any number of occasions, and that particularly in the realm of metadiscourse there is a need for metaphors that help to describe and to understand discursive practices that seem transgressive. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (49th, Chicago, IL, April 1-4, 1998).