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• W1546811877 abstract "This dissertation examines how nomenclature and act of naming shapes disciplinary identities for scholars and teachers of rhetoric and composition. The discipline is named differently by many of its members, sometimes called composition studies, writing studies, composition and rhetoric, rhetorical studies, or rhetoric and writing. The different conceptualizations of discipline invoked by names point to a sense that field is unstable, although this instability is not inherently negative. I argue that differences in how we articulate our understanding of discipline through names we choose for it show that disciplinary ground remains unstable and that our disciplinary identities continue to require further (re)defining. However, this disciplinary instability may be chief strength of rhetoric and composition, making it a field that adapts to changes in epistemological and institutional circumstances. The project, a contemporary disciplinary history, engages in metadisciplinary inquiry by focusing on development and progression of rhetoric and composition as an intellectual endeavor from mid-twentieth century to present. I rely on textual analysis of scholarly and curricular materials such as conference programs, academic journals, program descriptions, and dissertations; these sources enable me to examine how discipline is articulated in both implicit and explicit ways. Descriptions of doctoral programs, for instance, illustrate different methods of privileging certain perspectives of field, usually through core curriculum that program architects have agreed are vital training for incoming members of discipline. The multitude of disciplinary names suggests a lack of consensus among members of discipline regarding how boundaries of discipline are defined, generating what I call disciplinary identity discomfort, a revision of Massey's notion that our identities are in crisis. I posit that disciplines, and thus disciplinary identity, are formed by a tension between two forces: epistemological and institutional. Epistemological pressure is exerted within discipline by scholars whose work establishes or challenges boundaries of research deemed legible to other members of community. External groups, such as university administrations, accreditation organizations, and legislative bodies, exert institutional pressure that shapes disciplines as well. Institutional pressure is especially important to historical development of rhetoric and composition because of continuing perception of literacy in crisis, leading to popular and legislative calls for increased instruction in reading and writing (and to what Mike Rose calls the myth of transience). Decisions about institutional placement of rhetoric and composition (within English departments, independent writing programs, or communications departments, for instance) also inform disciplinary identity, as well as legislation about literacy or funding for research in humanities. A discipline is thus product of a complex interaction between scholars and teachers who attempt to create coherent, if varied, intellectual spaces for their work and social and political influences, both local and national." @default.
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• W1546811877 date "2013-01-01" @default.
• W1546811877 modified "2023-09-27" @default.
• W1546811877 title "Disciplinary Articulation in Rhetoric and Composition." @default.
• W1546811877 hasPublicationYear "2013" @default.
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