Rhetoric

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Weblog Authorship and Agency in "the Unfolding Action of a Discourse"

Here's my submission for Computers & Writing 2005, which is part of a panel on authorship-intellectual property-collaboration-open source, tap tap: and all that jazz! :)

Recent critiques of authorship have yielded the following insights. First, authors do not exist outside a social and historical context; social and material conditions enable and constrain authorship. Authors are, historically speaking, usually men, usually white, and usually economically privileged enough to afford the leisure time it takes to write. Second, a text is not the product of a sole author. Barthes argues that texts consist of "multiple writings, drawn from many cultures and entering into mutual relations of dialogue, parody, contestation." The field of composition has moved from the understanding
of authorship as a solitary act resulting in a product owned by an individual to an understanding of authorship as a weaving together of other texts the writer has read and voices he or she has heard in conversation. Lunsford (1999) takes up these critiques of authorship and calls for new ways of thinking "a view of agency as residing in what
Susan West defines as the "unfolding action of a discourse; in the knowing and telling of the attentive rhetor/responder rather than in static original ideas" (as cited in Lunsford, 1999, p. 185-186). Lunsford argues for "owning up" rather than owning, agency in
"answerability," and a view of self as always in relation to others.

This presenter will bring these ideas to bear on weblogging communities and practices. Weblogs emerged pari passu with the rise of open source and publicly licensed software, the backlash against the tightening of copyright restrictions in the 1990s, and the popularity of peer-to-peer networks. This influence can be seen in the widespread use of Creative Commons licenses on weblogs and in the rhetorical practices of weblogging, which take place in a network and for an audience who is invited to respond. Weblogging communities value accountability, exchange in the form of comments or trackbacks, and authority as situated in the connections one makes among discourses and the selecting and interpreting of content.

Takeaway Prep for Weblogs and Writing Pedagogy Presentation

I'm still preparing for Friday's presentation, and starting to stress about it, as I have several other deadlines this week. Clay's marvelous suggestion to put all projects in a spreadsheet is working wonders for me; I am a machine right now, knockin' it all out. Eh, not exactly, but I know I need to be making progress on this presentation, so here are some items I'm planning on including in the takeaway. I'm planning on doing ~100-word annotations of them, but one step at a time. These are some of the pieces on teaching with weblogs and wikis that have stood out in my mind over the last couple of years. In no particular order:

Weblogs

Falling out of love ... by premmell at Kairosnews

Moving to the Public: Weblogs in the Writing Classroom by Charles Lowe and Terra Williams

Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs by Kevin Brooks, Cindy Nichols, and Sybil Priebe

A Course About Weblogs

(this) Space by Austin Lingerfelt

When Blogging Goes Bad: A Cautionary Tale About Blogs, Email Lists, Discussion, and Interaction by Steven D. Krause

Wikis

Wiki by Matt Barton

Embrace the Wiki Way! by Matt Barton

My Brilliant Failure: Wikis in Classrooms by Heather James

Posts on Kairosnews about Wikis

TeachingWiki

And, just for my own edification, a crash course on Writing Across the Curriculum:

Purdue's WAC handout

WAC links

I think the information on WAC will help me to create better "If your objective is ______, weblogs and/or wikis can help fulfill it by doing _____" statements. Any other thoughts? Your comments on my last post about this were very helpful!

Intellectual Property Links for Compositionists

Several of us are working on revamping the blog for CCCC-IP, and part of what we want to do is to have a nice big portal of resources on authorship, intellectual property, copyright, public domain, open content, open source, and collaboration for people in composition. For my part, I'd like the CCCC-IP portal to be the best, most comprehensive IP portal on the entire interweb. We're eventually going to divide it into subcategories, but here are the links I've thrown together for now, in no particular order:

Arete and This Public Address also have a portal with some IP links that I'll have to check out. (NOTE: I will be adding links to this entry and reorganizing the links as I see fit.) We also need links to campus IP policies for instructors (for distance ed, etc.), more articles (esp. on theories of authorship, e.g. Foucault, Barthes, etc.), collections of public domain content, material on libraries and IP, articles on open-access scholarship, anything you think is appropriate. Please comment! Even just pasting in URLs would be great.

Push It, Grab It, and Dialectic

Am I the only one who sometimes thinks it would be fun to use Salt'n'Pepa's "Push It" and L'Trimm's "Grab It" to introduce students to dialectic? I wonder if it's crossed Jeff's mind before...the lyrics are a little risqué, and I don't know if I'd really bring the songs into class, but if any of you would like to try it, be my guest, and let me know how it goes. :) As you probably recall, the argument in "Push It" is simply, "Push it real good." But in the lesser-known rebuttal to "Push It," L'Trimm instructs us to "Grab it like [we] want it." The first few lines are as follows:

You say you want to push it but your pushing is through

Let's push you aside and show you what to do

You got to grab it, grab it like you want it

And then later in the song: "So take a lesson, and I hope you learn/That if you push it, it might not return." Listen to the songs, and please share your thoughts. Be sure to listen to "Push It" first, then "Grab It".

Mary Lay Schuster on Material Rhetoric and Midwifery

I've been meaning to blog this for weeks. I recently attended a thought-provoking talk given by my adviser, Mary Lay Schuster, in the monthly "Rhetoric Parlor" series of colloquia we have in our department, titled "A Different Place to Birth: A Material Rhetorical Analysis of BabyHaven, a Free-Standing Baby Center." Schuster has been doing research on midwifery for years now. She has done analyses of the legal status of midwifery practices after Roe v. Wade and insightful Foucaultian/feminist critiques of the tension between the knowledge systems of the medical establishment and midwifery, which, according to cultural norms, is situated as an alternative knowledge system placing more authority in "embodied knowledge." I'll be quick to point out, however, as Schuster would, that there's always overlap and a degree of cooperation between the two systems (for example, some physicians supply midwives with pitocin and other materials on the sly). Her most recent work, on which this talk was based, centers on material rhetoric as an analytical tool for analyzing spaces, in this case a birthing center. In spring 2003, she taught a seminar on gender and the rhetoric of science and technology, in which we read a lot about material rhetoric and the body, including Rhetorical Bodies, a collection of essays edited by Jack Selzer and Sharon Crowley, and Feminism and the Body, a collection of essays edited by Londa Schiebinger, both of which I'd highly recommend if you're at all interested in this stuff. These texts, particularly the former, which contains Carole Blair's essay, "Contemporary US Memorial Sites as Exemplars of Rhetoric's Materiality," inform her work.

Schuster started out by defining key terms. She explained the difference between direct-entry midwives and nurse-midwives. Direct-entry midwives are not formally schooled but do apprenticeships under other midwives, whereas nurse-midwives work under the supervision of physicians. She also cited a definition of material rhetoric from Barbara Dixon's essay in Rhetorical Bodies material rhetoric is a space where "multiple discourses and multiple material practices collude and collide." She invoked Blair's five-question theoretical framework for studying material sites as rhetoric:

  1. What is the significance of the text’s material existence?
  2. What are the apparatuses and degrees of durability displayed by the text?
  3. What are the text’s modes or possibilities of reproduction or preservation?
  4. What does the text do to (or with, or against) other texts?
  5. How does the text act on people?” (p. 23)

Other assumptions that guided her thinking included the study of mind and body in relation and the assumption that cultural norms mediate the body and the ways the self experiences the body. We experience cultural inscriptions and natural sensations simultaneously. To further describe her thinking, she reviewed two models of birth with their own particular sets of norms: the medical model, in which birth is managed and the laboring body is perceived as "risky" and in need of control in the form of objects such as fetal heart monitors and procedures such as epidurals, and the midwifery model, in which labor and birth are not so pathologized, and medical objects are hidden from view (at least in the case of BabyHaven), except the oxygen tank, which is too large to hide. Simply put, the medical model often assumes something will go wrong, and the midwifery model assumes that nothing will go wrong but are prepared for medical emergencies should they arise.

Schuster provided excerpts from the interviews she had done with women who had given birth at the birthing center, and while there's no way I can do her presentation justice, I'll point to a few of Schuster's key interpretations. She articulated the problem of balancing her observations with those of her participants. As a result, her interpretation of the space was influenced by her participants' accounts of their experiences in the space. One pattern she noticed was "materializing privacy." The physical space of the center (the text, according to Blair's framework), acts on people by helping to create the perception of privacy. The positive experience of privacy, created by the homelike decor, locking of doors during a birth, and closing of curtains, enabled the women to relax and better cope with pain. One tangible benefit of the material rhetoric of BabyHaven is that the women don't require drugs to cope with pain. Specific objects at the center, such as the large tub of water in the room and the birthing ball, also enhanced the women's experience of birth. The tub made women feel in control and helped them avoid pushing too soon. To use Blair's term, BabyHaven, considered as a text, has several consequences, including contributing to the resistance of the medical hegemonic norm that the laboring body is in need of control. BabyHaven rewrites cultural assumptions about where the laboring body can be safe; Schuster makes this point in reference to the tub, which physicians rarely allow laboring women to use because of the perceived risk of infection or, it could be argued, the perceived jeopardy of the laboring body and fetus. Finally, BabyHaven helps to create a positive experience of privacy in which women can bond with babies differently and more easily. It was an excellent presentation, and Schuster will be publishing an article based on this study soon. When it comes out, I'll post the citation here.

The Cluetrain Manifesto and Business and Technical Writing Classes

Okay, I've been thinking about this for months now, so I might as well blog about it. Here's my question: Does anyone teaching business writing and/or technical writing assign The Cluetrain Manifesto: The End of Business as Usual? Based on what I know, my guess would be that either very few teachers assign it, or no one does. (If I'm wrong, please tell me; please set me straight.) So who cares, you might ask. Why are you sweatin' it, Clancy?

For me, it's about the disconnect between the way writing is taught and the way writing is, especially when it comes to business and technical writing. The Cluetrain Manifesto has been called "the most important book about communication written in the last 30 years." Many bloggers and other webby cognoscenti divide the world into pre-Cluetrain and post-Cluetrain. I'm not trying to say that Cluetrain should be treated as some sort of tech comm Bible or anything, but clearly it's a very important book worth at least reading and discussing in business and technical writing classes. I know it's not written by academic rhetoricians, but I think it ought to be assigned. I've been thinking about writing a review of it and sending it to the Journal of Business and Technical Communication. (Of course, if someone has already reviewed it for that journal, I'm going to feel like a real heel...a pleasantly surprised heel, though.) Consider some of the "95 Theses":

Blogging and Writing Pedagogy

Today the director of the Center for Writing asked me to give a brief talk on weblogs in writing pedagogy as part of a panel presentation in the Teaching With Writing series. I agreed, of course, but with several questions about the proper approach to take. The talk is only about 10 minutes, and they want me to offer practical ways the instructors in the audience can integrate blogging into their writing courses (or other courses that incorporate writing), which is of course an understandable request, but here's what frustrates me: So often these workshops only scratch the surface. It ends up being a 90-minute discussion of what a weblog is. I'd rather talk about the many issues involved in teaching with weblogs, some of which have been addressed in impressive detail on the Blogging SIG list, including:

  • Having students keep individual blogs v. one community blog for the class, or several small-group blogs: advantages and disadvantages of each
  • Privacy for the students (if real names are used, people can find the students via Google)
  • Requiring weblog posts, or offering the option of keeping a print journal instead
  • The possible feeling on the part of the instructor of being "exposed" if students complain about the class on the blog
  • Outside participation: the fact that anyone outside the class can read the blog and leave comments (and they do)
  • Assessing weblog posts
  • Creating weblog post prompts (and the question of whether there should be prompts, or if the students should have the option to deviate from the prompt topic to a topic of his or her choice)
  • Avoiding "forced blogging"
  • Integrating the weblog into class discussion

Sigh. There's no way I'll be able to cover all of that. It's too bad there can't be workshops for intermediate to advanced techies with some experience using the particular technology on which the workshop centers. I'm one of those people who goes to every workshop I possibly can -- offered through the Center for Writing, my department, or the Center for Teaching and Learning Services, especially the workshops on instructional technology, but others too, and the ones on technology are always the same: the most basic preliminary definition and exploration of a new technology. I leave not knowing anything I didn't already know. I realize it's necessary to make sure no one is lost or confused, and there's not enough time to get into major issues, but I'd still like to see it happen. So, any suggestions for me as I prepare this talk? If you were composing such a talk, what would you cover? If you're new to blogging as it intersects with writing pedagogy, what do you want to know? If it's old hat to you, what would you have appreciated hearing as a newbie?

Research Methods and Wikipedia

I'm fully aware of the extent to which I'm showing my geekiness here, but lately I've been noticing that Wikipedia doesn't have many entries on qualitative research methods. If I were teaching a graduate course in research methods, I'd assign 1000-2000 word articles on the following topics -- and more as I think of them -- to be written for submission to Wikipedia (this assignment could be collaborative):

For the past few weeks, I've been following Clay's book reviews with interest, as he's rereading texts on methods in preparation for his Spring 2005 research methods class. I hope he'll consider having his students write articles for Wikipedia. Besides being helpful for the students, it would put information and knowledge into the commons and benefit others.

Edited to link to Clay's course description and to add that Wikipedia does have decent entries on case study and ethnography.

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