[Teaching_Composition] Rhetorical analysis of scientific research
report
Irvin Peckham
teaching_composition@mailman.eppg.com
Sat, 7 Oct 2006 09:28:38 -0500
--0__=09BBF893DFDF6C9F8f9e8a93df938690918c09BBF893DFDF6C9F
Content-type: text/plain; charset=US-ASCII
Sucked in again when I should be doing other things.
I think Hairston has been used as a strawperson or a wedge issue by people
who want to use the writing classroom to urge students toward
sociopolitical positiong which which most of us would probably align
ourselves. It's always useful to go back to her original statement that
caused such an uproar. I would like to do that this morning but i really
need to respond to some student writing. the outcry (i remember a session
with John Schilb in particular at the 4cs) repositioning Hairston as
imagining that writing instuction could be class neutral has been one of
the more enduring myths by activists teachers (let me use that phrase for
want of a better one right now). She was quite clear that she was arguing
about degrees of activism, not an on/off choice. Her dominant concern in
that article was that reading and arguing about politics in the classroom
would displace what we had learned about effective writing instruction,
e.g., that we would shortchange process strategies so that we would have
more time to engage students in the reading and arguments. She was of
course contextualizing that concern within previous discussions about
writing teachers (graduate students and lit people) using the firstyear
classroom as a place to have students read & write about literature. I
think the history of the 90s and certainly if one looks at many of the
theoretical articles in our major journals might suggest that her concern
was not entirely unfounded. There is a certain irony in a pedagogy that
began as a student-centered movement (from Dewey through Freire) evovled
into one that regularly concerns itself with student resistance. Even
Will's thoughtful tactic described below reveals traces of that discussion.
I might note that my son, now a successful 27-year-old engineer in Kansas
City endured (that is the way he would have put it) one semester of the
required rhetoric course at Iowa. The teacher had his class read the sorts
of postmodern essays we are all familiar with--and to him, it was general
nonsense. None of the essays had anything to do with what he would be
doing--he knew he was going into engineering (he had been building bikes
since he was five, I think).
He has become a very fine young man. He thinks carefully. He has to write
many documents in which rhetoric is subversively practiced. I remember one
in which he buried a qualified admission of error in a dependent clause in
a ten-page analysis of a road that flooded when it shouldn't have (and
caused several million dollars of damage). This dependent clause occured
in about page 6. That dependent clause was in fact the focus of the issue.
Now if the rhetoric class had taken up an issue like that as evidenced by a
real engineering document--and even explored the ethics of using rhetoric
to bury that admission of guilt--my son would have been all ears. And that
kind of course would have been built around the interests of the students,
not the interests of the teacher (i.e., student rather than
teacher-centered).
================================
Irvin Peckham
Louisiana State University
Director of the University Writing Program
http://members.cox.net/ipeckham
================================
|---------+------------------------------------------->
| | "Thelin,William" |
| | <wthelin@uakron.edu> |
| | Sent by: |
| | teaching_composition-admin@mailm|
| | an.eppg.com |
| | |
| | |
| | 10/06/2006 03:11 PM |
| | Please respond to |
| | teaching_composition |
|---------+------------------------------------------->
>------------------------------------------------------------------------------------------------------------------------------------|
| |
| To: <teaching_composition@mailman.eppg.com> |
| cc: (bcc: Irvin Peckham/ipeckh1/LSU) |
| Subject: RE: [Teaching_Composition] Rhetorical analysis of scientific research report |
>------------------------------------------------------------------------------------------------------------------------------------|
My thanks to Will and to Chris for commenting about their classroom
projects. There is much value in studying the rhetorical construction of
arguments. I was wondering if one or both of you could comment about the
politics of rhetoric in such a class. At some point, wouldn't the students
reach conclusions that are political? How do you avoid framing rhetorical
questions in such a way as to not point to a certain outcome? I ask
because back in the late '80's, early '90's, Maxine Hairston started her
crusade against politics in the classroom by attacking a proposed course at
the University of Texas at Austin. These experimental sections of English
composition were going to ask student to analyze the rhetoric of (I
believe) Supreme Court decisions concerning race and gender. Lester
Faigley's Fragments of Rationality summarizes this conflict rather well,
but I unfortunately do not have the page numbers in front of me.
Hairston's actions led to the suspension and eventual cancelling of the
proposed syllabus, and she extended her critique to all composition
instructors who, in her view, were promoting ideology in the classroom.
Hairston contended that students must determine the content of courses, and
that such reading material would intimidate students. Hairston also felt
the student would be indoctrinated into leftist politics taking such an
approach to race and gender. I'm wondering how advocates of her stance
would react to the two of your classroom projects. Is taking the
rhetorical approach you're suggesting an acceptable way to look at both
mundane and controversial topics? Or is any type of assignment that
assumes content inappropriate? Or is it only race, class, gender,
sexuality, and hierarchy, among other cultural and social issues, that are
taboo content in the composition classroom? If it is simply the
introduction of reading and analysis to a writing course, the
disagreement's substance is an old argument between expressivists and
social constructionists/social-epistemics. If, however, we are simply
suppressing particular topics because instructors with political
commitments might give students a fresh, critical view to consider/account
for in their writing, we are marking one set of politics as unacceptable
and masking the other set--the one aligned with the status quo--under the
guise of neutrality and concern for students' freedom of expression. Your
insights, Chris and Will, would be much welcome, as would others.
Bill
________________________________
From: teaching_composition-admin@mailman.eppg.com on behalf of
William-Jennings@uiowa.edu
Sent: Fri 10/6/2006 2:28 PM
To: teaching_composition@mailman.eppg.com
Subject: [Teaching_Composition] Rhetorical analysis of scientific research
report
In a slightly different vein, I've used three different reports about
a small plane crash:
1) a newspaper account, including the quoting of an 'eye witness';
2) an excerpt from one of the survivor's testimony in a civil case;
3) the official NTSB report.
Others have done similar analysis assignments with traffic accidents,
structural failures (the hotel walkway in Kansas City), etc.
One could do this with the failure of a business as well...Enron or a
dot com fizzle?
The point isn't to tweak interest through allure of grisly outcomes,
but to see how the language of 'witness', 'testimony', and 'report'
each work to alter perception of an event more commonly associated
with 'grisly'.
Many of my students argue that their pursuit of specific academic
discipline
(various sciences, engineering, business, etc.) is being delayed by
having
to take a 'rhetoric' course.... This sort of exercise & assignment
doesn't
always solve those complaints, but it does offer a different entry
point into
text, context, and subtext.
-Will Jennings
University of Iowa
_______________________________________________
Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com
http://mailman.eppg.com/mailman/listinfo/teaching_composition
To unsubscribe, please visit
http://mailman.eppg.com/mailman/listinfo/teaching_composition and update
your information.
(See attached file: winmail.dat)
--0__=09BBF893DFDF6C9F8f9e8a93df938690918c09BBF893DFDF6C9F
Content-type: application/octet-stream;
name="winmail.dat"
Content-Disposition: attachment; filename="winmail.dat"
Content-transfer-encoding: base64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=
--0__=09BBF893DFDF6C9F8f9e8a93df938690918c09BBF893DFDF6C9F--