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- W1032060732 abstract "Composition theory and pedagogy have variously understood writing as a noun or as a verb, a product or a process. This paper proposes a shift to theorizing writing as a gerund (writing g.) and argues that this approach opens a space for more productive composition theory. A gerund orientation focuses attention on the virtual and affective qualities of the writing experience—what writing does to and with a writer. The study of writing g., or what this paper calls composition experience scholarship, frees composition scholarship from a pedagogic imperative while at the same time producing theory that has practical application. Binaries seem unavoidable in composition: philosophy/rhetoric, theory/practice, and product/process, to name a few. Composition inherited the first two dualisms from its rhetorical roots, as vividly captured in the agonistic debates between the philosopher Socrates (roughly representing theory) and what we might call the applied rhetoricians, the Sophists (representing practice). Two millennia later, participants in the Dartmouth Conference articulated the process/product dualism, updating the theory/practice split for a fledgling—and in many ways applied—academic field. Today these two binaries remain highly relevant (and I argue related) ventures, as the privileging of either term in each pair has consequences for composition's disciplinary identity. Traditional composition scholarship tends to reduce the theory/practice binary to a distinction between theory and teaching and makes it largely a question of precedent—which term should inform the other? The process/product split also concerns teaching—how we teach and how we justify composition as discipline. In other words, both binaries imply teaching, ensuring that pedagogy remains central to the field's very identity." @default.
- W1032060732 created "2016-06-24" @default.
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- W1032060732 date "2014-01-01" @default.
- W1032060732 modified "2023-09-27" @default.
- W1032060732 title "Beyond Pedagogy: Theorizing Without Teachers" @default.
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