Friday, meet Wednesday. Wednesday, meet Friday.
Oh… you two know each other? Good.
November 6th will be our first and last official Wednesday-Friday class mash-up. Most of the Wednesday night students will be attending the Friday 4-6:50 section (so people can attend the Russell Banks reading on 11/4). I’m super excited to get the two sections together!
It will be a post-process rumble in the jungle! (Or, just a bigger class meeting with a bigger variety of voices… which is cool too) See you all then. 
Required Readings
Breuch, Lee-Ann M. Kastman. “Post-process ‘Pedagogy’: A Philosophical Exercise.” JAC 22.1 (2002): 119-150.
Heard, Matthew. “What Should We Do with Postprocess Theory?.” Pedagogy 8.2 (2008): 283-304.
Arroyo, Sarah J. “Playing to the Tune of Electracy: From Post-Process to a Pedagogy Otherwise.” JAC (2005): 683-715.
Questions to Consider
● In many ways, postmodernism is more a response to — or perhaps an extension of — modernism. Postmodernism responded to the crisis of modernism, and now postmodernism is experiencing a crisis of its own. In what ways might we see post-process as a extension of process? And, in what ways does post process respond to a crisis in process? Can we predict a crisis of post-process yet to come, and what might it look like?
● In Postcomposition, Sid Dobrin argues that composition is bigger than teaching, and post process presents an opportunity to start treating it that way. Those within and outside of the discipline “cast the classroom and the classroom compositionists as heroic figures and construe research as useful only if it reports on or has application to classroom practice” (9). Dobrin rejects this notion, rejects the idea that all theory must have practical — or pedagogical — implications. He draws on Doug Hesse’s foreword tThe End of Composition Studies in making a distinction between “writing” and “composition.”
“The two are not synonymous. The former term is the larger and, mostly loftier. We call people who publish books and articles writers (or authors), reserving composer for musical production. Except for daily snooty usages (one’s “composing a text” is rather akin to one’s “penning a letter”), written composition belongs almost strictly to the college freshman classroom.”
~ Hesse qtd in Smith, The End of Composition Studies, ix
The central thesis to Dobrin’s text is that postprocess presents an opportunity break free of the mistaken understanding of composition as “student subjects performing […] often only as academic performance.” Instead, Dobrin argues, “Writing is a phenomenon that requires the attention of intellectual and scholarly inquiry and speculation beyond composition. Writing is more than composition (studies)” (2).
Is postprocess the moment for such a split? What might be the benefits of separating writing from composition? What might be the drawbacks? Who are the stakeholders and what is at stake?
Recommended Readings
Yood, Jessica. “A History of Pedagogy in Complexity: Reality Checks for Writing Studies.” Enculturation 16 (2013).
Whicker, John H. “Narratives, Metaphors, & Power-Moves: The History, Meanings, & Implications of ‘Post-Process.'” JAC 31.3/4 (2011): 497–531.
Lynch, Paul. “Unprincipled Pedagogy Casuistry and Postprocess Teaching.” Pedagogy 11.2 (2011): 257–283.
Brooks, Ronald Clark. “Historicizing Critiques of Procedural Knowledge: Richard Weaver, Maxine Hairston, & Post-Process Theory.” College Composition and Communication 61.1 (2009): 90-106.
Yood, Jessica. “Present-Process: The Composition of Change.” Journal of Basic Writing (CUNY) 24.2 (2005): 4–25.
Kessler, Kate. “Composing for Delivery.” The English Journal 95.2 (2005): 89–96.
Matsuda, Paul Kei. “Process and Post-Process: A Discursive History.” Journal of Second Language Writing 12.1 (2003): 65–83.
Hyland, Ken. “Genre-Based Pedagogies: A Social Response to Process.” Journal of Second Language Writing 12.1 (2003): 17–29.
Atkinson, Dwight. “L2 Writing in the Post-Process Era: Introduction.” Journal of Second Language Writing 12.1 (2003): 3–15.
Kent, Thomas. “Principled Pedagogy: A Reply to Lee-Ann M. Kastman Breuch.” JAC 22.2 (2002): 428–433.
Fulkerson, Richard. “Of Pre-and Post-Process: Reviews and Ruminations.” Composition Studies 29.2 (2001): 93-119.
Olson, Gary A. “Toward a Post-Process Composition: Abandoning the Rhetoric of Assertion.” Post Process Theory: Beyond the Writing-Process Paradigm. Ed. Thomas Kent. SIU Press, 1999. 7-15.
Dobrin, Sidney I. “Paralogic Hermeneutic Theories, Power, and the Possibility for Liberating Pedagogies.” Post Process Theory: Beyond the Writing-Process Paradigm. Ed. Thomas Kent. SIU Press, 1999. 132-148.
