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• W1520297767 abstract "In ProfessionalAcademic Writing, Susan PeckMacDonald makes the observation that recent debates in rhetoric and composition about whether to initiate students into disciplinary practices or resist current practices have frequently been framed in terms of accommodation versus resistance, and adds that these may be destructive dichotomies for us to be working particularly given the lack of close rhetorical and linguistic scrutiny we have spent on describing the nature, variation, or effects of textual practices in the humanities and social sciences (17). When a field finds itself trapped in a particular dichotomy, it's time to re examine research methods and agendas. I will be arguing that while, as Peck MacDonald notes, there is always a need for more close rhetorical and linguistic scrutiny of texts in the humanities and social sciences, there is an accompanying need for a reassessment of the kinds of linguistic scrutiny that have traditionally been employed and the kinds of texts that have been examined if further reification of the accommodation/resistance dichotomy is to be avoided. Accounts of disciplinary writing have too often begun with the goal of observing a student's socialization or into a discipline. I offer that it is in part the design and methods of the initiation study which help preserve the accom modation/resistance dichotomy in debates over whether or not to initiate students?if not the concept of initiation itself. Such studies concern themselves with how a subject learns or doesn't learn the discourse of what is generally posited as a community, whether that community be the academy, or a particular discipline, or a particular classroom. Yet because the inquiry stops at or before the point at which the subject exhibits knowledge of the new discourse, questions about how the subject uses or doesn't use this knowledge in various subsequent contexts are left unanswered. Outcomes of initiating or socializing a student into a particular discourse are assumed rather than explored and so we are left with the theoretical either/or situation; either the student resists, or the student accommodates the new discourse." @default.
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• W1520297767 date "1997-01-01" @default.
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• W1520297767 title "Catching Up with Professor Nate: The Problem with Sociolinguistics in Composition Research." @default.
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