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Un/Commonplaces: Redirecting Research and Curricula in Rhetoric and Writing Studies

Un/Commonplaces: Redirecting Research and Curricula in Rhetoric and Writing Studies

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Published by Brian J. McNely
Dissertation project of Brian J. McNely, Ph.D.

Un/Commonplaces is guided by a broad and fundamental question of inquiry regarding writing and disciplinary research: how can some of the predominant ways that our discipline has approached writing be retheorized to better approximate the complexity of contemporary rhetorical knowledge work? A corollary inquiry explores the resonances with English Studies that persist—and seeks to uncover how they persist—in our field. I argue that we can negotiate such issues by tracing and troubling some of our core disciplinary commonplaces, those commonsense notions and practices too frequently and easily adopted from English Studies and perpetuated within the often tumultuous and hegemonic relationship between our disciplines. I ground my research in these commonplaces, tracing their adoption and proliferation, while arguing that their long term effects have been and continue to be potentially stifling to knowledge work in our field.

Specifically, this project examines commonplace notions of text and intertextuality, the idea that “writing is recursive,” the disciplinary identification and preoccupation with composition rather than writing, and the historical privileging of pedagogy over (and often in lieu of) curriculum development. In tracing these commonplaces, I also work to establish new directions for our research that are sometimes grounded in our own, often overlooked disciplinary theory, while also moving outside of the humanities in search of cross-disciplinary collaboration.
Dissertation project of Brian J. McNely, Ph.D.

Un/Commonplaces is guided by a broad and fundamental question of inquiry regarding writing and disciplinary research: how can some of the predominant ways that our discipline has approached writing be retheorized to better approximate the complexity of contemporary rhetorical knowledge work? A corollary inquiry explores the resonances with English Studies that persist—and seeks to uncover how they persist—in our field. I argue that we can negotiate such issues by tracing and troubling some of our core disciplinary commonplaces, those commonsense notions and practices too frequently and easily adopted from English Studies and perpetuated within the often tumultuous and hegemonic relationship between our disciplines. I ground my research in these commonplaces, tracing their adoption and proliferation, while arguing that their long term effects have been and continue to be potentially stifling to knowledge work in our field.

Specifically, this project examines commonplace notions of text and intertextuality, the idea that “writing is recursive,” the disciplinary identification and preoccupation with composition rather than writing, and the historical privileging of pedagogy over (and often in lieu of) curriculum development. In tracing these commonplaces, I also work to establish new directions for our research that are sometimes grounded in our own, often overlooked disciplinary theory, while also moving outside of the humanities in search of cross-disciplinary collaboration.

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Categories:Types, Research
Published by: Brian J. McNely on Jun 25, 2009
Copyright:Attribution Non-commercial

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05/11/2014

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 UN/COMMONPLACES: REDIRECTING RESEARCH AND CURRICULA IN RHETORICAND WRITING STUDIESBRIAN JEREMY MCNELYDepartment of EnglishAPPROVED:______________________________Helen Foster, Ph.D., Chair______________________________Carlos Salinas, Ph.D.______________________________Robert Nachtmann, Ph.D._______________________Patricia D. Witherspoon, Ph.D.Dean of the Graduate School
 
 Copyright ©ByBrian J. McNely2009
 
 UN/COMMONPLACES: REDIRECTING RESEARCH AND CURRICULA IN RHETORICAND WRITING STUDIESbyBRIAN JEREMY MCNELY, B.A., M.A.DISSERTATIONPresented to the Faculty of the Graduate School of The University of Texas at El Pasoin Partial Fulfillmentof the Requirementsfor the Degree of DOCTOR OF PHILOSOPHYDepartment of English, Rhetoric and Writing Studies ProgramTHE UNIVERSITY OF TEXAS AT EL PASOAugust 2009

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