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Learning to Write, Program Design, and the Radical Implications of Context

Learning to Write, Program Design, and the Radical Implications of Context R e v i e w s Learning to Write, Program Design, and the Radical Implications of Context The End of Composition Studies. By David W. Smit. Carbondale: Southern Illinois University Press, 2004. Lance Massey Pedagog y’s readers are familiar with the various disciplinary tensions within composition studies: Are we humanists or social scientists (or both)? Should research be “empirical” or “situated?” Should we even continue to teach first- year composition? This last question invokes what has come to be known as the “new abolitionist” debate in composition (Connors 1995; Goggin and Miller 2000; Brooks 2002). New abolitionists like Sharon Crowley (1998) have issued a “challenge” to composition’s “sacred cow, the universally required first-year composition course, because of . . . terrible employment conditions,” composition’s “service requirement,” and how “the requirement patently misrepresents the needs of students” (Brooks 2002: 27). Echoing new abolitionists, David W. Smit argues in The End of Composition Studies that composition and English need fundamental change in the face of disciplinary and professional crises. Moreover, he implicitly challenges claims by defend- ers of first-year composition that the course as currently conceived can, in fact, be a productive site of instruction, change, and resistance (Roemer, Schulz, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Learning to Write, Program Design, and the Radical Implications of Context

Massey, Lance
Pedagogy , Volume 6 (1) – Jan 1, 2006
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Copyright
© 2006 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-6-1-179
Publisher site
See Article on Publisher Site

Abstract

R e v i e w s Learning to Write, Program Design, and the Radical Implications of Context The End of Composition Studies. By David W. Smit. Carbondale: Southern Illinois University Press, 2004. Lance Massey Pedagog y’s readers are familiar with the various disciplinary tensions within composition studies: Are we humanists or social scientists (or both)? Should research be “empirical” or “situated?” Should we even continue to teach first- year composition? This last question invokes what has come to be known as the “new abolitionist” debate in composition (Connors 1995; Goggin and Miller 2000; Brooks 2002). New abolitionists like Sharon Crowley (1998) have issued a “challenge” to composition’s “sacred cow, the universally required first-year composition course, because of . . . terrible employment conditions,” composition’s “service requirement,” and how “the requirement patently misrepresents the needs of students” (Brooks 2002: 27). Echoing new abolitionists, David W. Smit argues in The End of Composition Studies that composition and English need fundamental change in the face of disciplinary and professional crises. Moreover, he implicitly challenges claims by defend- ers of first-year composition that the course as currently conceived can, in fact, be a productive site of instruction, change, and resistance (Roemer, Schulz,

Journal

Pedagogy – Duke University Press

Published: Jan 1, 2006

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