Calendar

Engl 621 Seminar: Theories of ContextDavid R. RussellSpring 04

O=on-line | OL=ISU E-Reserve | P=ISU Bookstore

J 13 / Introduction: Lecture on classical and renaissance sources of two tradtions: Plato, Aristotle, Descartes / Isocrates, Vico
J 15 / BACKGROUND: THEORIES THAT DON’T THEORIZE CONTEXT
• Introduction to the Shannon-Weaver (“Engineering”) model of communication, 1947 Mick Underwood, (web only)
• Brief Excerpts from Warren Weaver’s Introduction to: Claude Shannon’s The Mathematical Theory of Communication (web only)
• Critiques of the Shannon-Weaver model (and all conduit models) (web only)
• Linda Flower and John R. Hayes, “A Cognitive Process Theory of Writing,” CCC, 32 (December1981). / O
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J 20 / US RHETORIC AND ‘SITUATION'
• Bitzer, Lloyd F. The rhetorical situation 1968. Journal of Philosophy and Rhetoric 01.1 1-14
• Vatz, Richard E. The myth of the rhetorical situation 1973. Journal of Philosophy and Rhetoric 06.3 154-161
• Consigny, Scott Rhetoric and its situations 1974. Journal of Philosophy and Rhetoric 07.3 175-186 / OL
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J 22 / SOCIAL CONSTRUCTION AND ‘DISCOURSE COMMUNITY’
• Kenneth A. Bruffee, Social Construction, Language, and the Authority of Knowledge: A Bibliographical Essay.College English, Vol. 48, No. 8. (Dec., 1986), pp. 773-790.
•Bartholomae, David. "Inventing the University." Journal of Basic Writing 5 (1986): 4-23.
• Harris, Joseph (1989). 'The Idea of Community in the Study of Writing'. College Composition and Communication 40: 11-22. (ISU computers only)
OR IF YOU PREFER, SUBSTITUTE FOR BARTH. & HARRIS:
• Lucille McCarthy. "A Stranger in Strange Lands: A College Student Writing Across the Curriculum." Research in the Teaching of English21 (1987). pp. 233-265.
• OPTIONAL: Borg, Eric. (2003) Discourse Community. ELT Journal. 57/4 pp. 398-400.
• Olsen, Leslie A. (1993). Research on Discourse Communities: An Overview.Writing in the Workplace: New Research Perspectives.Carbondale: SIU P. 181-194. / OL
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J 27 / MARXISM
• Marx, K. from Economico-Philosophical Manuscripts of 1844: Alienated Labour and Private Property and Communism; The Theses on Feurbach,. Division of Labour
• OPTIONAL: Marx, K. (1867). Capital (chapters 1.1; 1.2; 7.1; 7.2; 13, 14, 15.1; and 15.4) available at: / O
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J 29 / US PRAGMATISM
o Dewey, John. Democracy & Education, Chs. 1 & 2
• Mead, George Herbert. Mind Self and Societyfrom the Standpoint of a Social Behaviorist (Edited by Charles W. Morris). Chicago: U of Chicago P (1934):
Section 33The Social Foundations and Functions of Thought & Communication
Section 34The Community and the Institution / O
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F 3 / VYGOTSKY AND CULTURAL-HISTORICAL ACTIVITY THEORY
• o Vygotsky, L. (1930/1978) Mind in Society. Harvard U. Press.. Chapters 1, 2, 3, 4, 6.
•OPTIONAL: Slick introduction to Cultural-Historical Activity Theory.
~BKGND: Socio-Cultural Theory Site / O
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F 5 / • Engeström, Y (1987). Learning by Expanding(chapter 2 from page 29 to page 91; all of chapter 3)
• OPTIONAL: Slick introduction to Activity Systems / O
F 10 / NORTH AMERICAN GENRE THEORY
• "Genre as Social Action." Quarterly Journal of Speech 70 (May 1984): 151–167.
• Charles Bazerman. "The Life of Genre, the Life in the Classroom." Genre and Writing. Ed. W. Bishop and H. Ostrom. Boynton/Cook, 1997: 19-26 / O
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F 12 / NORTH AMERICAN GENRE THEORY: GENRE SYSTEMS
• Charles Bazerman. "Systems of Genre and the Enactment of Social Intentions." Genre and the New Rhetoric. Ed. Freedman and Medway. Taylor and Francis, 1994.
o Russell, David R. Rethinking Genre in School and Society: An Activity Theory Analysis WC 14 (1997): 504-554. / OL
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F 17 / • Bawarshi, A. S. (2003). Genre and the invention of the writer : reconsidering the place of invention in composition. Logan, Utah State University Press. Chap. 4 Constructing Desire. 78-111
(note: available free online by following the login procedure at: (on library computers only) and then accessing from anywhere at / OP
F 19 / BAKHTIN
• Bakhtin, Michael. From The Problem of Speech Genres / OL
F 24 / • Miller, Carolyn R. "Rhetorical Community: The Cultural Basis of Genre." Genre and the New Rhetoric. Ed. Aviva Freedman and Peter Medway. Taylor and Francis, 1994. 67–78.
o Paul Prior. Writing/Disciplinarity. Erlbaum 1998. "A Microhistory of Mediated Authorship and Disciplinary Enculturation." 215-244 / O
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M 2 S / SYSTEMIC-FUNCTIONAL LINGUISTICS (AUSTRALIAN GENRE THEORY)
TBA
Some notes on Systemic-Fu#4C2C0
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M 4 S / SITUATED COGNITION AND THE PROBLEM OF ‘TRANSFER’
•:Engeström, Y. (2003). 'Conceptualizing transfer: From standard notions to developmental perspectives. Between school and work: New perspectives on transfer and boundary-crossing. Y. Engeström, Engeström, R. & Kerosuo, H. Amsterdam, Pergamon: 19-38. Overview of theories & research on transfer, 1902-2002
• Brown, John Seely, Allan Collins and Paul DuguidSituated Cognition and the Culture of LearningEducational Researcher; v18 n1, pp. 32-42, Jan-Feb 1989.
o Lave, J. (1996). Teaching, as Learning, in Practice. In Mind, Culture and Activity, Vol.3 (3), (pp.149-16). / OL
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M 9 / SITUATED COGNITION, AT AND ‘TRANSFER’
o Patrick Dias et al. Worlds Apart: Acting and Writing in Academic and Workplace Contexts . Erlbaum,1998. Chapters 3 and 4 (pp. 47-81). (note: available free online by following the login procedure at: (on library computers only) and then accessing from anywhere through / OP
M11 / o Patrick Dias et al. Worlds Apart: Acting and Writing in Academic and Workplace Contexts . Erlbaum,1998. Chapters 6, 7 and 11 / OP
M 15-17
M 23 / COMPUTER-MEDIATED CONTEXTS
• Bonnie Nardi. "Studying Context." Context and Consciousness. Ed. B. Nardi. Cambridge MA: MIT, 1996. pp. 69-102.
• Spinuzzi, C. Compound Mediation in Software Development: Using Genre Ecologies to Study Textual Artifacts. Writing Selves/Writing Societies: Research from Activity Perspectives. Perspectives on Writing. Ed. Bazerman, Charles, and Russell, David. 2002. Fort Collins, Colorado: The WAC Clearinghouse and Mind, Culture, and Activity.pdf / OL
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M25 4C / WORKSHOP ON PAPER PROPOSALS
A 1 / FOUCAULT
TBA
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Brief! Introduction.
Super intro to media theorists.
A 6 / CRITICAL DISCOURSE ANALYSIS
• Myers, Greg. "Out of the Laboratory and Down to the Bay: Writing in Science and Technology Studies," Written Communication 13 (1996): 4-43.

PAPER PROPOSALS DUE

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A 8 / UK CULTURAL STUDIES: HALL’S ARTICULATION THEORY
TBA
A 13 / US CULTURAL STUDIES: CONTACT ZONE
o Pratt, Mary Louise. "Arts of the Contact Zone" Profession 1991. 33-40
o Miller, Richard. "Fault Lines inthe Contact Zone" College English, Vol. 56, No. 4. (Apr., 1994), pp. 389-408. (ISU computers only) / O
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A 15 / BOURDIEU’S THEORY OF PRACTICE (REFLEXIVE SOCIOLOGY)
o Bourdieu, Pierre. from Language and Symbolic Power.
~Editor's Introduction (John B. Thompson)
~"On Symbolic Power”
Pierre Bourdieu link page / P
A 20 / o Bourdieu, Pierre. from Language and Symbolic Power.
~"Social Space and the Genesis of Classes”
o Schryer, C. E. (2000). Walking a fine line writing negative letters in an insurance company. Journal of Business and Technical Communication, 14, 445-497. (pdf) / P
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A 22 / • Porter, James E., Patricia Sullivan, Stuart Blythe, Jeffrey T. Grabill, and Libby Miles. "Institutional Critique: A Rhetorical Methodology for Change." College Composition and Communication 51 (2000): 610-642. (ISU computers only) / O
A 27 / SEMINAR PRESENTATIONS
A 29 / SEMINAR PRESENTATIONS
M ? / FINAL PERIOD. SEMINAR PRESENTATIONS

• Bernstein, B. B. (2000). Pedagogy, symbolic control, and identity : theory, research, critique. Lanham, Md., Rowman & Littlefield.

o Cole, Michael. from Cultural Psychology. Ch. 5.

Hall / D? in tech comm. Journal?

Bakhtin (Internet Encyclopedia of Philosophy)

• Wenger, Etienne

Perkins, David N. and Salomon, Gavriel (September 2, 1992). Transfer of Learning: Contribution to the International Encyclopedia of Education, Second Edition Oxford, England: Pergamon Press

• Halliday & Hasan *??? Martin?

• Gunther Kress. Genre as Social Process." The Powers of Literacy. Ed. B. Cope and M. Kalantzis. University of Pttsburgh press, 1993. pp. 22-37.

• Frances Christie. "Curriculum Genres." The Powers of Literacy. Ed. B. Cope and M. Kalantzis. University of Pttsburgh press, 1993. pp. 154-178.

Martin in Cope and Kalantzis.

Devitt on Tax Accounting

• Hall, Stuart.

• ?Gramsci?

• DYER?*

Trimbur & George

Engl 621

David R. Russell

English

251 Ross

294-4724

NOTES FROM SP 00

Here are some important notes from my class's assessment (oral) on the last nite:

More continuity between the schooling half and the AT workplaces half.

Workshopping two weeks earlier.

Perhaps have a 10 p. paper due midterm, ahen expand or reshape or drop.

Short response papers early [Have them do them as conference proposals, and use the Swalesian intro!!! Could then choose one for their paper.

In general tghe students want more feedback

Mandate writing and/or office visits.

Survey of class expertise in key topics, and their comfort level, then have class discussion leaders chosen on the basis of that. Students can also lead discussions in small groups and report back.

Want more room to say, "I don't understand this" Peer support (see e-mail below)

Like the readings overall, and the amount of reading was right.

Like theoretical strands drawn through.

Loved the speakers (but want them less serendipidous, if possible)

Want e-mail started earlier and threads started.

One student could read ahead and lead an e-mail thread. (but not too much. One message required per week?)

Want some collaborative creative thing, like:

Create a utopian vision and write it up, perhaps collaboratively, for an audience (a conference?)

Would mitigate the depression they felt on the critical pedagogy/theory parts.

THIS EVALUATION WENT VERY WELL. THEY HAD A GREAT DEAL OF TRUST AND WERE VERY FRANK. (then they filled out the official form--perhaps they got out all the bad in the discussion. We'll see!) Anyway, it was a wonderful, if difficult 10 minutes.

TWO WEEKS LATER 5.8.00

I THINK THEY SHOULD DO THREE ABSTRACTS FOR A CONFERENCE PRESENTATION, ONE EVERY TWO WEEKS, WHICH THEY WOULD WORKSHOP IN SMALL GROUPS (3). THEN WRITE ONE OF THE THREE INTO A CONFERENCE PRES (3000 WDS) AT WEEK 7 OR 8--COMPLETE WITH OVERHEADS, TO HELP THEM ORGANIZE IT. THEN THE LONGER PAPER AT THE END WE WOULD DO AS I DID IT THIS SEMESTER, ONLY THE PROPOSAL WOULD INCLUDE AN ABSTRACT.

GIVE THEM THE SWALESIAN MOVES ON A HANDOUT (PERHAPS ON A WEB PAGE). THEN HAVE THEM LABEL THE PARTS OF THEIR ABSTRACTS ACCORDING TO THE SWALESIAN MOVES (E.G., 1A, 3B, ETC.) TO HELP THEM DO THIS, GIVE THEM EXAMPLES OF SOME OF MY SUCCESSFUL PROPOSALS, AND PERHAPS GET THE PROPOSALS AND PAPERS OF SOME OF MY COLLEAGUES. MAYBE PUT THESE ON THE WEB AS WELL, LABELED WITH THE MOVE NUMBER/LETTERS TOO!

THEN GIVE THEM A REVIEWER'S GUIDE SHEET LIKE THE ONES FROM JOURNALS (OR THE VERY ONES FROM JOURNALS) AND HAVE THEM WRITE A REVIEW OF THE TWO PROPOSALS, THE CONFERENCE PAPER, AND THE FINAL PAPER.

I COULD THEN SEND AN EMAIL TO RPC FACULTY AND GRAD STUDENTS EXPLAINING WHAT WE DID AND PROPOSING IT AS A TOOL FOR PREPARING CONFERENCE PROPOSALS (AND BY IMPLICATION, TEACHING AND TAKING THEIR GRAD COURSE).