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Revising the essay: intellectual arenas and hybrid forms

30 Oct 2008-
TL;DR: The authors argue that the essay can serve as a productive heuristic for better confronting and understanding the literacy demands that complex, emerging new media forms demand, and argue that hybrid essays offer a particularly fruitful understanding of the essay, its goals, and its intellectual possibilities.
Abstract: This dissertation charts the theoretical, pedagogical, and rhetorical possibilities of the essay in order to argue for essay writing as a central intellectual pursuit within the university. Although the term "essay" has often functioned as a placeholder for many types of writing and has been used to promote narrow, sometimes formulaic, writing, I articulate the ways that the essay illustrates thinking on the page and fosters genuine intellectual activity. This study thereby enriches theoretical scholarship on the essay, offers pedagogies that support critical essay-writing, and contends that we imagine both students and scholars as connected through the shared "intellectual arena" the essay creates. I coin the term "essayistic impetus" - an epistemological drive toward critical and reflexive knowledge via thinking in and through writing - to define the essay's guiding principle. The theory of the essay I construct spans several types of materials, all of which have been under-theorized within scholarship on the essay in composition studies: theories of essayistic prose authored by Theodor Adorno and M.M. Bakhtin; new critical textbooks by Cleanth Brooks and Robert Penn Warren; the hybrid prose essays of Joan Didion and Gloria Anzaldua; the photographic essay After the Last Sky co-authored by Edward Said and Jean Mohr; and, finally, essay films by Chris Marker and Wong Kar-wai. The later chapters of the dissertation focus specifically on hybrid essays - essays which draw on multiple genres and discourses, formal structures, and media. I argue that hybrid essays offer a particularly fruitful understanding of the essay, its goals, and its intellectual possibilities. Since hybrid essays present a range of rhetorical strategies and styles of writing, they can assist students in strengthening their repertoires as both readers and writers capable of sustaining complex, dialogic, reflexive inquiries and projects. Reading and writing hybrid essays, I contend, aids students in developing greater generic, stylistic, and rhetorical awareness, strategies which they can then effectively deploy for their own diverse purposes. Finally, I argue that hybrid essays can serve as a productive heuristic for better confronting and understanding the literacy demands that complex, emerging new media forms demand.

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01 Oct 2006

1,866 citations

18 May 2015
TL;DR: The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks.
Abstract: This dissertation reports on a study of two widely used eleventh grade ELA textbooks for the opportunities they provide students to construct knowledge through writing Data included every writing task in both textbooks (158 tasks) as well as the corresponding texts Data analysis focused on (a) how cognitive demand, textual grist, and elaborated communication contribute to the rigor of a writing task, (b) how authentic the tasks are to the discipline of ELA, and (c) how writing tasks position students as intellectual authorities This study contributes a new approach to determine the quality of ELA writing tasks and a detailed assessment of the writing tasks in the most widely used ELA textbooks The findings from this study showed differences in the quality of ELA writing tasks types (text-based, non text-based, and creative writing), with text-based tasks ranking the highest quality for cognitively demanding work Findings also showed that textual grist and opportunities for elaboration in addition to cognitive demand are essential factors when determining the overall rigor of text-based writing tasks (ie, analyzing text-based ELA writing tasks for cognitive demand alone may inflate the rigor of the task) Further findings on writing task quality describe the level of disciplinary authenticity and intellectual authority contained in ELA textbook writing tasks and why these features are important in determining the quality of ELA writing tasks The findings from this study suggest the importance of using a disciplinary-specific theory of task quality, including a three-part model of rigor, disciplinary authenticity, and intellectual authority, to assess the quality of ELA writing tasks Additionally, this study provides suggestions for practitioners including how teachers might revise and supplement ELA textbook writing tasks in order to support student writing

10 citations


Cites background from "Revising the essay: intellectual ar..."

  • ...Further exploring the issue of novice writers being positioned as experts, Lockhart (2008) described how a student writer must choose whether to make visible his or her “achieved authority or the lack of authority” (p. 3) in terms of the ideas presented as well as the preferred genres of…...

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01 Jan 1996
TL;DR: An account of the influence of Cleanth Brooks, a literary critic and a survey of literary criticism in 20th-century America is given in this article, which explains how Brooks helped to steer literacy study away from historical and philological scholarhips by emphasizing the text's autonomy.
Abstract: An account of the influence of Cleanth Brooks, a literary critic, and a survey of literary criticism in 20th-century America. The book explains how Brooks helped to steer literacy study away from historical and philological scholarhips by emphasizing the text's autonomy.

8 citations

Book ChapterDOI
01 May 2012
TL;DR: The most famous controversies about literary value were the late twentieth-century canon wars, which increased the number and range of writings valued in teaching and scholarship, but these controversies did not really expand the literary canon: they dissolved it as mentioned in this paper.
Abstract: Over the past two centuries, the idea of literature has carried a lot of clout. Writers’ desires and ambitions have taken shape in relation to literature: writers who longed to be literary, did not care about being literary, or thumbed their noses at literature were all affected by it. Readers have quarreled about which works and authors were truly literary. Moreover, in the USA and many other nations, understandings of literature were institutionalized within the publishing industry and in secondary and higher education, and these institutional practices remained influential even when the terms of literary value began to be called into question. The most famous controversies about literary value were the late twentieth-century canon wars, which increased the number and range of writings valued in teaching and scholarship, but these controversies did not really expand the literary canon: they dissolved it. In place of a distinction between literary writings that are important to teach and study and subliterary or nonliterary writings that are not, most academics whose field of study is still institutionally identified as “literature” care about a wide variety of writings and print texts, including but not limited to traditional literary genres such as novels and poetry. Precisely because a strictly bounded conception of “literature” no longer adequately captures the ways in which serious readers value old and new works, we are now in a position to take stock of literature as a cultural phenomenon.

2 citations

References
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01 Jan 1984
TL;DR: In this article, the status of science, technology, and the arts, the significance of technocracy, and how the flow of information is controlled in the Western world are discussed.
Abstract: Many definitions of postmodernism focus on its nature as the aftermath of the modern industrial age when technology developed. This book extends that analysis to postmodernism by looking at the status of science, technology, and the arts, the significance of technocracy, and the way the flow of information is controlled in the Western world.

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01 Jan 1987
TL;DR: A certified borderlandsla frontera the new mestiza that has actually been created by still puzzled how you can get it? Well, simply read online or download by signing up in our website below.
Abstract: borderlandsla frontera the new mestiza by is just one of the very best seller books in the world? Have you had it? Not at all? Foolish of you. Now, you can get this fantastic book just below. Discover them is format of ppt, kindle, pdf, word, txt, rar, as well as zip. Just how? Just download and install or even review online in this website. Now, never ever late to read this borderlandsla frontera the new mestiza. Searching for the majority of sold book or reading resource worldwide? We offer them all in format kind as word, txt, kindle, pdf, zip, rar and also ppt. one of them is this certified borderlandsla frontera the new mestiza that has actually been created by Still puzzled how you can get it? Well, simply read online or download by signing up in our website below. Click them. This is really going to save you time and your money in something should think about. If you're seeking then search around for online. Without a doubt there are several these available and a lot of them have the freedom. However no doubt you receive what you spend on. An alternate way to get ideas would be to check another borderlandsla frontera the new mestiza. GO TO THE TECHNICAL WRITING FOR AN EXPANDED TYPE OF THIS BORDERLANDSLA FRONTERA THE NEW MESTIZA, ALONG WITH A CORRECTLY FORMATTED VERSION OF THE INSTANCE MANUAL PAGE ABOVE.

5,812 citations

Book
01 Jul 1983
TL;DR: In this article, the piedmont: textile mills and times of change, and the teaching of how to talk in Trackton and Roadville, are discussed, as well as the teachers as learners and the townspeople.
Abstract: Photographs, maps, figures, tables, texts Acknowledgments Prologue Note on transcriptions Part I. Ethnographer Learning: 1. The piedmont: textile mills and times of change 2. 'Gettin' on' in two communities 3. Learning how to talk in Trackton 4. Teaching how to talk in Roadville 5. Oral traditions 6. Literate traditions 7. The townspeople Part II. Ethnographer Doing: 8. Teachers as learners 9. Learners as ethnographers Epilogue Epilogue - 1996 Notes Bibliography Index.

4,564 citations

Journal ArticleDOI
01 Jun 1985-Language
TL;DR: In this article, the piedmont: textile mills and times of change, and the teaching of how to talk in Trackton and Roadville, are discussed, as well as the teachers as learners and the townspeople.
Abstract: Photographs, maps, figures, tables, texts Acknowledgments Prologue Note on transcriptions Part I. Ethnographer Learning: 1. The piedmont: textile mills and times of change 2. 'Gettin' on' in two communities 3. Learning how to talk in Trackton 4. Teaching how to talk in Roadville 5. Oral traditions 6. Literate traditions 7. The townspeople Part II. Ethnographer Doing: 8. Teachers as learners 9. Learners as ethnographers Epilogue Epilogue - 1996 Notes Bibliography Index.

4,208 citations

Journal ArticleDOI
TL;DR: In this paper, a conception of genre based on conventionalized social motives which are found in recurrent situation-types is proposed, and the thesis is that genre must be conceived in terms of rhetorical action rather than substance or form.
Abstract: This essay proposes a conception of genre based on conventionalized social motives which are found in recurrent situation‐types. The thesis is that genre must be conceived in terms of rhetorical action rather than substance or form.

2,796 citations