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ERIC Number: ED451537
Record Type: Non-Journal
Publication Date: 2001-Mar-14
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Postmodern Rhetorical Situations.
Coleman, Lisa Hill
Teachers of composition are modernists because the teaching of composition has been, and continues to be, a modernist enterprise in American colleges and universities. The question explored in this paper is, why? Why do practitioners of composition remain mired in the modern? Since the 1980s writing teachers have had a sense as a profession that the term "postmodernism" was important, but the more that was learned about the implications of postmodernism to the profession, the less writing teachers were able institutionally to accommodate it. The paper considers a number of reasons why theory has not simply "trickled down" to practice. Its claim is that by taking a cue from the deconstructive tactics of G. Spivak and J. Butler and by borrowing the modern (postmodern) subject that has been posited here, writing teachers may move themselves and their students through L. Bitzer's rhetorical situation, past Pratt's contact zone, on to the postmodern "pagus," and beyond. The paper turns to teaching, not just theorizing, wanting to keep in mind an attitude toward teaching, a "letting learn": what the author/instructor does in her class is link together a number of tactics that might make "letting learn" possible. From a postmodern perspective, the hope is that at some future-anterior time the instructor and her students will have learned not just to think differently but to act and ultimately react differently. The paper then describes some of the instructor's teaching tactics. Cites 21 works. (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A