[Teaching_Composition] Asao's Post--Defining Ownership

Kate McKinney teaching_composition@mailman.eppg.com
Tue, 10 Apr 2007 18:51:51 +0000


I agree with the need to apply more effective metaphors (metaphors more 
effective than "ownership")...

I think it's a question of tool-dom. Writing is an intellectual tool like, 
say, calculus. (A versatile, un-onwable tool). For some people, it is much 
easier and/or more gratifying (makes more sense!) to learn calculus as 
applied to physics--learn the tool by using it in its intellectual milieu. 
Many intro-level Physics teachers are good calculus teachers. If ONLY as 
many of the teachers in all of the disciplines that require writing were 
effective writing teachers.......

--Kate McKinney
Graduate TA English 101
NCSU


>From: "Russ Hunt" <hunt@stu.ca>
>Reply-To: teaching_composition@mailman.eppg.com
>To: teaching_composition@mailman.eppg.com
>Subject: Re: [Teaching_Composition] Asao's Post--Defining Ownership
>Date: Tue, 10 Apr 2007 14:18:44 -0300
>
>I've been unable to follow this as closely as I'd have liked,
>but this question seems to me pretty central.
>
> > How do we reconcile the concept of text ownership with the
> > notion of text (genre) as social action, and with the idea
> > that writing has the social role--through generic structure
> > and rhetorical functions-- to act as a mediator of social
> > relationships, and therefore belongs to the social group in
> > which it performs its actions ?
>
>I'd argue that using "ownership" as a metaphor for what we're
>talking about runs some pretty serious rhetorical risks.
>
>What culture is it that says you can only be sure you own
>something when you succeed in giving it away?
>
>-- Russ
>
>St. Thomas University
>http://www.stu.ca/~hunt/
>
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