Beyond Postprocess by Sidney I. Dobrin, J. A. Rice, Michael Vastola

By Sidney I. Dobrin, J. A. Rice, Michael Vastola

Beyond Postprocess offers a energetic, provocative dialogue of postprocess idea in its modern profile. Fueled by way of anything like a primary refusal to determine writing as self-evident, reducible, and simply explicable, the participants reconsider postprocess, suggesting that there's no simply outlined second or process which may be known as postprocess. as a substitute, each one contribution to this assortment offers a special and demanding instance of what paintings past postprocess may be.

for the reason that postprocess thought in writing stories first challenged conventional conceptions of writing and the topic who writes, advancements there have persevered to push theorists of writing in a couple of promising theoretical instructions. areas for writing have arisen that appreciably adjust ideological notions of house, rational considering, highbrow estate and politics, and epistemologies; and new media, electronic, and visible rhetorics have more and more complex the scene, as well.

participants to Beyond Postprocess re-evaluate writing and writing experiences via posthumanism, ecology, new media, materiality, multimodal and electronic writing, institutional critique, and postpedagogy. throughout the vigorous and provocative personality of those essays, past Postprocess goals to supply a severe web site for not anything lower than the huge reevaluation of what it potential to review writing at the present time. Its polyvocal issues and conclusions make investments the quantity with a special capability to explain no longer what that box of research will be, yet what it has the potential to create. The critical function of Beyond Postprocess is to unharness this inventive power.

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What can and should change, I think, is the philosophy that directs the material practices teachers, students, and others associate with writing and accountability in educational settings. To elaborate this claim, I will first characterize briefly how we have been talking and thinking about writing in the classroom prior to our engagement with postprocess theory, and second, explain how postprocess theory changes that conversation. In doing so, I will argue for a philosophical approach to the practices of teaching and evaluating writing that complements postprocess theory and reenvisions our obligations toward educational accountability.

In short, the very messiness of the writing processes examined by researchers (which in itself suggested something very “postprocess” about the nature of writing) clearly yielded to rubrics for teaching that very process, the so-called process paradigm. It is true that the “process movement” compelled teachers to consider elements in the writing situation that go beyond the structure of the text, such as the individual writer and his or her cultural and social context, the readers a writer hoped to reach, the way the writer went about writing, the setting in which the writing was read, and so on.

Profession, as I am conceiving it, involves more than this summative judgment: it is a willful commitment to “rebuilding, reforming the world” that author and reader “share together” (Couture 1998, 131). This is intentionally different than the act of persuading another to accept one’s argument. It is rather a commitment on the part of the author to stand behind what is said or written as a pledge to make a better world by saying it, however that better world may be defined, whether “better” means something so mundane as to propose an easier way to change a light bulb or something as grand as a plan for universal healthcare.

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