Recent theoretical and technological developments, including concepts of networking elaborated by Bruno Latour, enable composition studies to take an empiricist turn toward issues of identity. More specifically, these developments help the field more strongly connect the figure of the writing-subject to the experiences of actual writers. In this…

Examines literary theory's displacing of "method" in the New Historicist criticism. Argues that Stephen Greenblatt and Lee Paterson imply that no objective historical truth is possible and as a result do not give methodology its due weight in their criticism. Questions the theory of "truth" advanced in this vein of literary…

Takes issue with Reed Way Dasenbrock's criticism of literary theory and the terms under which literary interpretation and discussion take place. Presents Dasenbrock's reply, which discusses his understanding of certain terms (evidence, truth, debate), his description of the problem, and the logical contradictions he finds internal to…

Focuses on attitudes toward ideology in the three rhetorics that have emerged as most conspicuous in classroom practices today: (1) cognitive psychology, represented by Linda Flower; (2) expressionism, represented by Peter Elbow and Donald Murray; and (3) social-epistemic, represented by Ira Shor in CRITICAL TEACHING AND EVERYDAY LIFE. (JAD)

Argues for a revision of relativism in literary interpretation that supports, rather than undermines, efforts to explore the possibility of judgments of relative plausibility. Illustrates norms of interpretation and canons of evidence with examples drawn from interpretations of Shakespearean plays. Allays fears that any form of relativism…

Provides discussion and critical analysis of the modern system of the "professional" and how this system goes about constructing "knowledge." Describes a growing aversion among academics to the culture of specialization. Argues that the current deconstruction of the disciplines was inevitable. Suggests the creation of a…

Examines the connection between the fields of English instruction and philosophy. Questions the feasibility of philosophical categories in today's classrooms, and proposes a "postneopragmatism" for teachers. Argues that teachers cannot let philosophy and theory intimidate them. (HB)

Examines the deliberations prior to the Challenger disaster from the perspective of three major approaches in recent scholarship in rhetoric as applied to technical communications: positivism, postmodernistic social constructionism, and classical Aristotelianism. Champions an approach based on Aristotle's "Rhetoric." (HB)

Explains antifoundationalism which holds that there is no necessary nor self-evident knowledge. Notes that in rejecting the existence of absolute truth, antifoundationalism retains no ability to offer alternatives to foundationalist schemes for cultural literacy. Argues that foundationalism's critics must identify nonfoundational authority for…

Attempts to show how each of three influential critical theories--deconstructionism, reader response criticism, and authorial intention--implies a particular view of how literary discourse is or should be processed and indicates that each view is in part justified, but not to the extent claimed by the critics themselves. (CRH)

Discusses the "crisis in representation" experienced in the humanities since the 1960s. Considers the relationship of academic knowledge to political power in terms of an ongoing struggle for representation. Recognizes higher education as a leading agent in redistributing access to representation in the public sphere. (HB)

Argues that the use of evidentials illuminates differences between arguments written by experienced academic writers and those written by student writers. Reveals differences in the epistemological stance underlying both groups. Analyzes discursive examples by both groups. (HB)

Urges the use of new developments in structuralist and poststructuralist theory as the basis for a new practice in the teaching of composition. (CRH)

An instructor and her student offer complementary perspectives on what happened in a classroom in which reading Toni Morrison opened up nearly intractable resistances to a making and sharing of knowledge in which no one was allowed to take refuge in what Catherine Fox calls "whiteliness" and assume a position outside of others' knowing…