Tag Archives: genres

Latour & Spinuzzi Together Again: Reading Notes Post part I

I suspect that the following video has been sourced in others’ posts (I  spotted it on Daniel’s after posting), but I found it packaged Latour‘s sometimes rambling / sometimes ranting first half. I must admit, his critique of the Activity Theorists and Sociologists made me laugh at times — he’s clearly quite secure in his position as critic — but by the time I made it through the 2nd half of the book, I found his posturing a bit disconcerting, especially having just read Spinuzzi‘s chapter on Networks  encouraging common ground.

Latour‘s work seems to be both theoretical as well as application — given his  examples of “how it works” embedded throughout the text. But I actually found our second reading for the week, Spinuzzi‘s chapter “How Are Networks Theorized?,” to be a helpful translator for Latour’s book, written as it is to be an overview of the tensions between Activity Theorists and Actor-Network Theory proponents. Indeed, I’m finding myself drawn more and more to both Foucault and Spinuzzi’s ways of translating theory to real-world frames (certainly no surprise, given their alliances), all the while thinking of how much it seems we’re still grappling with genres — only this time, the theories themselves are the genres. This struck me especially when reading about the “contradictions” versus “alliances” Spinuzzi writes about in his “Network” article. The attempt by Latour to categorize ANT and AT by examining their conventions of practice and reference certainly reminds me of genre theory, and Latour’s and Spinuzzi’s insistence that we trace the contradictions and conflicts as a way of truly understanding the activity / actor node theorizing priorities, certainly echoes the advantages of genre tracing (Spinuzzi again).

But Latour’s attention to science as part of his argument really appeals to me, given my background. So much so, that when I found the following RSA – TED video, I thought to myself, “THIS captures so much of our discussion over the past few weeks.”

More thoughts on Spinuzzi’s Network Chapter and Latour’s 2nd half in Part II.


CHAT Reading Notes: Feb. 18th

 “Given the collaborative and integrated nature of this week’s assigned readings, I’m opting to treat them all in one post.”

The addition this week of the Kairos publication on canon reform, Re-situating and re-mediating the canons: A cultural-historical remapping of rhetorical activity, extended many of the frameworks I’ve been applying thus far to our class conversations as well as my OoS. (Even more, as it pertains to teaching composition.) Coming on the heels of an operationalized theory (Spinuzzi), the authors and researchers involved with the creation of this collaborative work — itself the very epitome of a network — evoked a strong link to the Rhetorical Situation theorists we began with (Bitzer, Vatz, Biesecker). However, I think I imagined Foucault’s most throughout these readings. This seemed especially pronounced in the introductory section as the authors argued that “classical canons have always represented only a partial map of rhetorical activity” (Prior et al., “Introduction”). Even in the construction of this node-based composition, Foucault “speaks” to me. After all, this text resists in multiple ways the homogeneity of linearities that Foucault argued were germane to a book-based literacy and culture (with which Wysocki and Johnson-Eilola concur).

As I annotated the text, I remarked how appropriate it seemed that the “Mapping Page” – or the “Start Here” node – serves as the main navigation hub, yet the nature of the web text allows the reader to enter at many other points, driven not by a directed funneling of cultural convention or theoretical bias, but by reader-centered agency. Even so… it also occurred to me that the authors may have also purposely built in familiar rhetorical structures in their decision to place each node / design the overall structural image of the page, possibly creating some of the latent system (a “back door,” of sorts) to the type of navigation system assumptions we text- / book-based readers / scholars might operate under. For example, the introductory text is located in the upper left corner of the web page, which for Western readers signals the “starting point.” This despite the rhetorical choice of situating the “core text” (made especially visually relevant by it’s stand-out choice of red as the color, along with it’s circular shape differentiating it from the rest of the articles (all square).

Map Overlay: ESRI, 2008; Geoscience Australia, 2008

Map Overlay: ESRI, 2008; Geoscience Australia, 2008

Perhaps, just as it seems Shipka and Chewning were doing in their visual construction of their research text and Prior et al. suggest by offering multiple versions of the “Core Text,” these authors are creating a “mapping overlay” for us, using both the canon of rhetorical tradition as well as their remapped and reconceptualized view of rhetorical activity. While I do not believe they intend to suggest a 1:1 trade, the layout does seem that the same logic is at work, the same understanding (Foucault’s rules) of how knowledge sharing works for readers. In other words, I wondered if this is a means of foregrounding the multimodal levels of this network of ideas in a way that makes the invisible structures — whether the gaps or the traces –- (Foucault) more visible? Reviewing my Foucault notes, I discovered a statement that captures my sense of these two rhetorical activity theories existing within the same plane. Foucault is writing of objects, but might we see the concept of rhetorical canon / rhetorical activity an object of analysis as well? Of course, this is precisely what Prior et al. seem to be doing in their proof of concept. Foucault writes that “[b]y deriving in this way the contradiction between two theses from a certain domain of objects, from its delimitations and divisions, one does not discover a point of conciliation…. One defines the locus in which it takes place; it reveals the place where the two branches of the alternative join; it localizes the divergence and the place where the two discourses are juxtaposed” (152). At the same time, I imagine Foucault would see the traditional rhetorical canon as every bit a “traditional history of ideas” (166), a force of sorts that hides or resists the types of “discontinuities, ruptures, gaps, [and] entirely new forms” (167) which Prior et al. propose as necessary to the transformative effects of technology and multimodalities. Through this juxtaposition of theories, the Prior et al. collaborative text (could we even refer to this as an “event”?) seems familiar as a “redistributions” (Foucault 5) of the familiar nodes of rhetorical activity.

The authors’ definition of CHAT is based on activity theory, so it is no surprise (but a delightful discovery) that the “Core Text” offers not one but three activities of reading and knowledge making by presenting what at first glance seems to be the same text delivered through three forms: PDF, Audio, and HTML. I took the time to review all three forms, and found that the Audio version provides the “motives” (Miller 152; Bazerman 309) behind the rhetorical activity, narrating as he does the “traces” of the creative context that are lost in the PDF and HTML versions: his daughter crying, music, sounds of nature outside.

"You Are Here"

“You Are Here”

Place, then, becomes part of the discourse – a reference to the book Cognition in the Wilda very relevant concept to analyzing multimodal and networked spaces of work and creativity. His design magnifies his point about the limits of the traditional canonical elements of invention, arrangement, style, memory, and delivery, and addresses his question, “What mediations, what kinds of detours, might delivery of a text involve?” (Prior, “Core Text: PDF” 6). This approach offers us what I might call a more “open” means of applying a sense of reading and/or texts as engaged with a system of networks, a map which demands we consider a complete “remap the territory” (Prior, “Core Text: PDF” 17) that we call rhetorical activity instead of a “retrofit,” in large part due to the binary framing pattern of speaker / audience on which the original canon was built. Given the complications and multiple possibilities for identifying just the act of “reading,” what Prior refers to as “lamination” (“multiple frames or fields co-exist[ing] in any situated act”), such thinking carries considerable weight for our work with networks.

Prior’s “Remaking IO” builds out from here, providing a case study in which such a remapped canon might apply to multimedia tests. However, I did wonder once again: are we still relying on the basic “genetic” elements of a traditional canon – the way we refer to language, text, author, reader, reception all seems to suggest that there is a multi-dimensionality here which may still rely on much of the same knowledge base. I was reminded of the 3-D chess set in Star Trek. The pieces in this 3-D game are the same, as is the goal, but the board has changed and therefore requires us to re-see the connections and possibilities from a very different sense of motion (potential energy of nodes once again – activity theory). With the new “board,” some new moves are now accommodated, and the flow of activity has been altered – or has it merely been expanded? This is the image I think of when I read Prior’s explanation of remapping and lamination.

Moving on to Van Ittersum’s Data Palace, dealing with another canonical element – memory – provides a pivotal tool for applying this concept. Van Ittersum writes that one goal of CHAT is to “direct our attention” to new nodes of activity, expanding our approach to rhetorical activity to incorporate systems terms – the role of the culture (the laminated layer offered by cultural-historical theory) AND the individual (the rhetorical canon’s binary core). Van Ittersum’s work points to an experiment that may impact the way I explore MOOCs in terms of seeing this a system of transfer and navigation, along with tools of memory (like using digital tools to maintain our note-taking records, for example), to see online activity as the means to “mobiliz[e] information within complex systems of tools, environments, situations, and people” – which in every way describes online classroom spaces like MOOCs.

Karen Lunsford’s work on “Remediating Science” in terms of socialization was a fascinating look at the “other” directional flow of this networked means of understanding rhetorical activity, one that rests heavily on cultural-historical theories of genres, I think, when that genre is both the text as well as the delivery / medium. Lunsford demonstrates that while conventions and rules (Foucault, Bitzer, Vatz, Biesecker, etc.) may inform the discourse community’s knowledge framework (i.e., what should a journal article look like), the digital system of publication itself “informs, shapes, and itself evolves thanks to the need to remediate a standard means of discursive practice – sharing of knowledge, a publication” when that publication moves to a digital space (Lunsford). She refers to the negotiations among those involved as an attempt at “alignment” of all the activity taking place (or being forced forward) between nodes – the researchers, journal editors, discourse community members, peer reviewers, publishers. CHAT, then, successfully “direct[s] attention” to ways in which the rhetorical activity of a science journal editor “is situated in concrete interactions” (Prior et al., “What is CHAT?”), framing the ways these nodes function and interact to “co-construct” this culture’s “material, formal, and social practices” (Lunsford).

Finally, as I pointed out in my MindMap blog commentary for this week, the project of Jody Shipka/ Bill Chewning in “Live Composition” modeled for me what Prior et al. refer to as “images of rhetorical activity” (“Introduction”).  The purpose of this article seemed to be to demonstrate how applying views made possible by varying network activities (audio narration, text-mediated narration, image-mediated narration), as well as moves to “recontextualize” the event (the act of narrating) and the composition activity at the center of the analysis, cause us to “pay attention” to the nodes of production as well as the text being produced (the artifact). The synchronization of each of these nodes creates yet another distinctive “remediation” of the narrative event, demonstrating and making visible (Foucault) the complexity of this human activity in ways that a traditional process model might not capture in such a degree.

The article is multifaceted, and at times seems to be approaching the text from multiple entry points. The introduction sets the stage to begin “rais[ing] questions about whom and how many people are recognized as active participants in the production of a process narrative” (Shipka and Chewning). Each iteration privileges different information and lenses, whether the student voice, the teacher’s curricular designs, the researcher, or the reader’s response / interaction.  Further, just as the CHAT lens is designed to do, the authors point to “the importance of attending to what participates in the production and reception” of this narrative. Their attention to the types of “mediations …[and] kinds of detours” that might be produced through these means are also under scrutiny (Shipka and Chewning).

At the forefront of my mind as I was navigating (not “reading”) this text, I found myself recalling the importance of Foucault’s attention to the “here/not here” of trace as part of conceptualizing discourse and history. In addition, I was reminded of Spinuzzi’s comments on disruption/innovation via “resistance…and chaos” (20) –- both in the way the authors describe their motivation behind the classroom activity at the center of this piece, as well as in the very design of the delivery.

Such disruptions were also part of my experience as a reader of Shipka and Chewning’s rhetorical activities in the form of their article’s design and flow. For “Telling 4,” I found myself at an impass when the .wmv file refused to play on my Mac. So in order to “participate” in the telling, I had to circumvent this software issue. Perhaps this was an intentional move on the authors’ part, to select a non-universal media player, as a way to suggest (draw our attention to) the barriers, borders, or limitations of the network’s reach? Or perhaps this was simply a glitch, with no rhetorical meaning intended at all. Yet, because we are using the CHAT theory to explore the canon as an activity, rather than static nodes or rule systems, such an event or deviation certainly must become part of the analysis – a continued lamination of parts (Prior, “CHAT”) in this complex human activity of discourse and discourse analysis.

Reading Bibliography:

Lunsford, Karen J.  Karen J. Lunsford: Remediating Science: A Case Study of Socialization. In Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity. Kairos 11.3 (2007). Web. 14 Feb. 2014.

Prior, Paul. “Remaking IO, remaking rhetoric: Semiotic remediation as situated rhetorical practice.” In Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity. Kairos 11.3 (2007). Web. 14 Feb. 2014.

Prior, Prior, Janine Solberg, Patrick Berry, Hannah Bellwoar, Bill Chewning, Karen J. Lunsford, Liz Rohan, Kevin Roozen, Mary P. Sheridan-Rabideau, Jody Shipka, Derek Van Ittersum, and Joyce Walker. Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity. Kairos 11.3 (2007). Web. 14 Feb. 2014.

“Introduction + Navigation”

“What is CHAT?”

“Core Text”

Shipka, Jody and Bill Chewning.Live Composition: Four Variations of a Telling.” In Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity. Kairos 11.3 (2007). Web. 14 Feb. 2014.

Van Ittersum, Derek. “Data-Palace: Modern Memory Work In Digital Environments.” In Re-situating and Re-mediating the Canons: A Cultural-Historical Remapping of Rhetorical Activity. Kairos 11.3 (2007). Web. 14 Feb. 2014.


Genre Readings & Applications: Miller, Bazerman, Popham, & Digital Assessment

ggraphic Substance over Form

Substance Over Form

The readings this week on Genre Theory (listed below in the Works Cited section) represented a bit of a paradigm shift from the more intense theoretical frameworks of Foucault and Biesecker. And yet… I found myself making both of them a touchstone reference again and again. The concepts of difference and trace, as well as disruptions, etc. returned to mind repeatedly as I read about Miller’s and Bazerman’s attempts to define genre “as a stable classifying subject” (Miller, “Genre” 151), not as a system which derives its definition by focusing on / creating a set of classifying characteristics — in essence, an object. Rather, the works by Miller and Bazerman insist that the most productive and rhetorically viable way to approach the concept of genre is much the same as Foucault and Biesecker — it’s all about the activity, the connections, and the relationships.

The  Miller and Bazerman article sets provide both vocabularic underpinnings as well as ways to apply “conceptual and analytic tools” (Bazerman, “Speech Acts” 309). Miller situates the concept of genre as a “stable classifying concept” that is not to be applied as a static form but “on the action it is used to accomplish” (“Genre” 151). This emphasis aligns her with what we’ve read of Foucault, Bitzer, as well as Bazerman, and the turn toward “social action” as the motivating interpretive force behind genre as a tool of analysis. Miller’s “Rhetorical Community” article extends this basic primer by reconsidering her use of the concept of “hierarchy” (68). She reframes her earlier use of the term by applying a new set of concepts: pragmatic or action, syntactic or form, and semantic or what she calls the substance “of our cultural life” (68). She also creates a link with Foucault when she presents genres as “cultural artifact[s]” that can change as cultures evolve (69). Thus, a genre can represent relationships and activities, not simply assessing an inventory of formative characteristics.

Bazerman‘s article on “Speech Acts” adds a considerable collection of terms to our vocabulary list, contributing such terms as ilocutionary, perlocutionary, and locutionary as analytical concepts that can be used to examine speech acts. “Locutionary” refers to “what was literally stated” — the facts (314). “Ilocutionary” refers to the intended act response of the discursive action (314). “Perlocutionary” then refers to the “actual effect” of the action (315). He establishes a hierarchy into which we can place the relationships between genres, facts, and speech acts — creating a system of nodes, a network that might represent (to Bazerman) “systems of human activity” via discourse (319). In order, this hierarchy builds from “social facts” (312) to “speech acts” (what “words mean and do”) (313), to genres (316) and genre sets (318), on to genre systems (318). These concepts are likely some of the most relevant to our current discussions, as they provide a means of making connections between  disciplines or communities in applied situations, to which Popham refers in her article “Forms as Boundary Genres.” Briefly:

  • Genre set  – “a collection of types of texts someone in a particular role is likely to produce” (318)
  • Genre system –  “several genre sets of people working together in an organized way, plus the patterned relations in the production, flow, and use of these documents” (318)
  • System of Activity – a means to “identify a framework which organizes their work, attention, and accomplishment” (319)

These terms provide us with a means to apply a genre theory as an activity-based (rather than form-based) means to focus “on what people are doing and how texts help [them] do it, rather than on texts as ends in themselves” (319).

In “Systems of Genres,” Bazerman then uses these concepts in an illustrative application of patent forms and the system in which they function to make and shape discursive meaning. His reference to the dangers of allowing our understanding of genres as merely “sediment[ing] into forms” (80) becomes clearer as he walks us through the history of patent systems and their associated texts, demonstrating as he does the activity / formative powers of the genre forms upon the culture and history impacted by this system, creating an understanding of genres as a textual variation of a “speech act” that exists “precisely where langue and parole meet” as an active node site of action (88).

The practical application of genre theory continues in Popham‘s article, which provides the clearest sense yet of how texts (or genres and the communities that use them) can locate a boundary of action — not of object. Her practical analysis of the way medical forms create a boundary space between the medical, scientific, and business communities provides an interesting example of how genre theory, combined with theories of networks and rhetorical situations as we’ve explored thus far, can be successfully applied to real world situations as a means of illuminating those “gaps” or traces to which Foucault refers.

Finally, the online text,  Digital Writing Assessment and Evaluation: Forward, Preface, and Afterword, situates our studies within the discipline of higher education and specifically writing studies. In the ancillary chapters, the authors provide the rhetorical situation our field finds itself in: in the midst of the current debate over machine-scoring essays, as well as “what writing is and what it means to write” (Lunsford “Forward”). The emphasis of this work is primarily on “developing … appropriate forms of assessment and evaluation” for digital / multimodal writing (Lunsford), and in doing so situates itself squarely in the midst of our discussion of genre theory and, thanks to the emphasis on digital spaces, network, mechanical, and rhetorical situation theories as well. In short, this collection brings the theory home for those of us engaged in scholarship in English Studies.


Works Cited

Bazerman, Charles. “Speech Acts, Genres, and Activity Sysems; How Texts Organize Activity and People.” What Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices. Mahway, NJ: Lawrence Erlbaum, 2004. 309-339. Print.

Bazerman, Charles. “Systems of Genre and the Enactment of Social Intentions.” Genre and the New Rhetoric. Eds. Aviva Freddman and Peter Medway. Great Britain: Burgess Science Press, 1994.  79-101. Print.

Bourelle, Tiffany, Sherry Rankins-Robertson, Andrew Bourelle, and Duane Roen. “Assessing Learning in Redesigned Online First-Year Composition Courses.” Digital Writing Assessment and Evaluation.  Eds. Heidi A. McKee and Danielle Nicole DeVoss. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web. 2 Feb. 2014.

McKee, Heidi A., and Dànielle Nicole DeVoss DeVoss, Eds. Digital Writing Assessment & Evaluation. Logan, UT: Computers and Composition Digital Press/Utah State University Press, 2013. Web. 2 Feb. 2014.

Miller, Carolyn. “Genre As Social Action.” Quarterly Journal of Speech 70 (1984): 151-167. Print.

Miller – “Rhetorical Community: The Cultural Basis of Genre.”  Genre and the New Rhetoric. Eds. Aviva Freddman and Peter Medway. Great Britain: Burgess Science Press, 1994.  67-78. Print.

Popham, Susan.  “Forms as Boundary Genres in Medicine, Science, and Business.” Journal of Business and Technical Communication 19.3 (2005). 297-303. Print.

MindMap #3: Things Could Get Messy Before Long

This week’s mind map exercise illustrates some overlap potential, but I have a sneaking suspicion that the organic nature of this network of ideas is developing a mind of its own.

Mind Map 3

Mind Map #3: Feb. 2nd

My early efforts at mind mapping these connections are relying largely on key concepts of individual authors or activities. I notice, however, that the temptation is to begin arcing into mini-narratives – hardly suited to the limited space of this particular “genre.” There is simply so MUCH content to sift through, and trying to work within the rules of 2-D spatial limitations (design / color choices, creating sufficient white space, using concise terminology) is clearly becoming part of this network map’s constitution.

Based on our conversations of last week, Foucault’s thinking took on more clarity, enough that I was able to begin thinking through some possible connections — the basis of several of the new popplet entries. One of the more significant emerging threads is the possible connections between Foucault’s idea of Trace, the seen / not-seen in-between  that has the power to define a discourse with as much (some like Bazerman might say more) power as the more traditional visible features (like grammar rules). So I began to wonder — in discussions of genre — whether we can see the Trace as Activity or as Bazerman puts it “enactment of social intentions” (“Systems of Genres” 75)? Bazerman and Foucault both comment on the reciprocal nature of the discourse (or genre) and the participants in same — Bazerman alludes to this on a cultural scale on pg. 325 of his “Speech Acts” article — in creative, connective, shaping powers. What might this mean on a disciplinary scale (I’m thinking of the current debates about online teaching and digital writing)?

Finally, thinking of the “master narratives” comment made in our last class, I began to wonder if past discussions of genre within English Studies (as an end it itself, typified by structural components or features alone rather than the alternative tools of analysis put forth this week by Miller, Bazerman, and Popham) constitute a Master Narrative of our discipline — if dominant theories created static, inflexible nodes. With the added layer of genre theory as described by Miller and Bazerman (and the scholars they cite) as well as Foucault’s archaeology, archives, and trace, can we now reflect upon our own discourse community’s history as one which performed through a model of  “history of ideas”? And are we now moving confidently toward the more flexible  “archaeologies of knowledge” thanks to interdisciplinary foci? But how do we navigate the presence of embedded inflexible nodes (such as theories and competing disciplines within our field — linguistics, composition, literary studies — that tend to foster a discourse of homogeneity (Foucault)? How do we “disrupt” the boundaries and structures in productive ways on a disciplinary as well as on a classroom scale? Certainly some unfinished thinking here, but as Foucault might say, understanding “discursive formation” is all about seeing it as a “space of multiple dissensions” (156) where analysis of the structure is not about the objects, but the tensions created by the activity, functions, relationships, and gaps.

2014 "Mimi and Eunice"

2014 “Mimi and Eunice”