Index of Presentations for English 5011 (EIU, Spring 1999)

Date / Presenters

Discussion Question & Reading Assignment

Feb. 9, 1999

Anita Beaman, "The Struggle for Power over Knowledge"

Question

Although North and Petraglia explore different issues in the field of composition studies, both writers are concerned with what North calls the "struggle for power over knowledge." In your opinion, what is most at stake in the discussion about the "struggle for power over knowledge"? (what does this "struggle" regard? why is it important/not important?) While your discussion should in general refer to both writers, feel free to focus on one writer for the sake of your argument.

North, The Making of Knowledge (pp. 317-60)
Petraglia, "Interrupting the Conversation" (pp. 313-28 in Comp Theory)

Feb. 23, 1999

Jula, "Placement of The Cognitive Self in
Writing Discourse"

Christy Shannon, The Phaedrus

Question

In a famous passage near the end of the Phaedrus (p, 140), Socrates tells a story about Theuth and Thamus and the invention of writing. In what ways does this fable help us understand the larger discussion about writing, rhetoric, and knowledge in the Phaedrus? In what ways does Thomas Kent’s article ("The Production of Discourse") challenge or support the discussion of writing and rhetoric in the Phaedrus?

Plato, Phaedrus
Thomas Kent, "The Production of Discourse" (pp. 295-308 in Comp Theory)

March 2, 1999

Amy Fijalkiewicz, "The Facilitating Process of Composition"

Matt McKinney, "The Dichotomies Raised
in Harris’s A Teaching Subject"

Question

Joseph Harris organizes his book around five key words--growth, voice, process, error, and community--words that thematize his exploration of the practices and theories of composition as a teaching subject. In which of the areas do you find that you most agree with Harris's conclusions? In which do you disagree?

Harris, A Teaching Subject
Kinneavy, "The Process of Writing" (in Comp Theory)

March 9, 1999

Kelly Satterwhite

Jeff Pietruszynski, "The Power of Writing"

Question

In one of Michael Kleine's sections of the collaborative essay "An Ethics of Teaching Writing," he argues that "There is no sanctuary, no protected context" for the writer and teacher of writing. "Writing is potentially harmful, both to the world and to the writer" (99). He later adds that writing teachers and students "need to come to terms with the myth that free speech is protected as a right that can be exercised without fear of retaliation. . . . free speech is not a given for the speaker or writer: it is more a process that begins in the knowledge that its use, its exercise, might bring harm to the user" (103).

Do you agree with the conclusions that Kleine and Moore have drawn from their experience? If not, why not? If so, what are some of the implications for the writing classroom?

Moore and Kleine, "Toward an Ethics of Teaching Writing in a Hazardous Context--The University" (in Comp Theory)

March 23, 1999

Shannon Thomas, "Kay Makes Juice Out of Apple"

Wei Gao, "Integration of Computers into Education: A Double-Edged Sword?"

Question

Kay and Apple present very different and informed perspectives on the integration of computers into education. Comment on what you think are the strengths and weaknesses of each writer's argument. Speculate also on how these arguments connect with our on-going discussion about knowledge, power, and the teaching of writing.

A. Kay, "Computers, Networks and Education"
M. Apple, "The New Technology: Is it Part of the Solution or Part of the Problem in Education?"