Abstract
In “Discourse as Framework,” Monty lays out the scholarly and methodological foundations for the book, with particular emphasis on how identifications across Writing Center Studies (WCS) have been constructed through representations of place and space. This framework makes use of a contextualist research paradigm to identify appropriate strands of critical discourse analysis. These strands are further defined with elements of ecocomposition, social justice pedagogy, and theories from Writing Across the Curriculum and Writing in the Disciplines. The methodology is designed to build theory that will help WCS stakeholders to assess their own discursive practices. This chapter closes with a redefining of the parameters of the terms “rhetoric” and “discourse.”
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alsup, J. (2011). Seeking connection: An English educator speaks across a disciplinary contact zone. English Education, 34(1), 31–49.
Applebaum, B. (2003). Social justice, democratic education and the silencing of words that wound. Journal of Moral Education, 32(2), 151–162.
Ball, K. (2009). Prairies and potential spaces: Placing experience within rural landscapes. In D. R. Powell & J. P. Tassoni (Eds.), Composing other spaces (pp. 17–36). Cresskill, NJ: Hampton Press.
Bawarshi, A. (2001). The ecology of genre. In C. Weisser & S. Dobrin (Eds.), Ecocomposition: Theoretical and pedagogical approaches (pp. 69–80). Albany, NY: State University of New York Press.
Bazerman, C. (1991). Review: The second stage in writing across the curriculum. College English, 53(2), 209–212.
Bazerman, C. (2011). The disciplined interdisciplinarity of writing studies. Research in the Teaching of English, 46(1), 8–21.
Bergmann, L. S., & Conrad-Salvo, T. (2007). Dialogue and collaboration: Writing lab applied tutoring techniques to relations with other writing programs. In W. Macauley & N. Maurillo (Eds.), Marginal words marginal work? Tutoring the academy in the work of writing centers (pp. 183–196). Cresskill, NJ: Hampton Press.
Bickford, C. (2007). Inside looking out: Trading immediate autonomy for long-term centrality. In W. Macauley & N. Maurillo (Eds.), Marginal words marginal work? Tutoring the academy in the work of writing centers (pp. 135–150). Cresskill, NJ: Hampton Press.
Blakely, B., & Pagnac, S. (2012). Pausing in the whirlwind: A campus place-based curriculum in a multimodal foundation communication course. WPA: Writing Program Administration, 35(2), 11–37.
Blommaert, J., & Bulcaen, C. (2000). Critical discourse analysis. Annual Review of Anthropology, 29, 447–466.
Burke, K. (1950). A Rhetoric of Motives. Berkeley, CA: University of California Press.
Carino, P. (1995). Early writing centers: Toward a history. The Writing Center Journal, 15(2), 103–115.
Carino, P., & Enders, D. (2001). Does frequency of visits to the writing center increase student satisfaction? A Statistical correlation study—or story. The Writing Center Journal, 22(1), 83–103.
Carrol, L. A. (2002). Rehearsing new roles: How college students develop as writers. Studies in writing and rhetoric. Carbondale, IL: Southern Illinois University Press.
Cooper, M. (1986). The ecology of writing. College English, 48(4), 364–375.
Cooper, M. (1994). Really useful knowledge: A cultural studies agenda for writing centers. The Writing Center Journal, 14(2), 97–111.
Corbett, S. (2011). Using case study multi-methods to investigate close(r) collaboration: Course-based tutoring and the directive/nondirective instructional continuum. The Writing Center Journal, 31(1), 55–81.
De Beaugrande, R. (2004). Critical discourse analysis from the perspective of ecologism. Critical Discourse Studies, 1(1), 113–145.
Dobrin, S. (2001). Writing takes place. In C. Weisser & S. Dobrin (Eds.), Ecocomposition: Theoretical and pedagogical approaches (pp. 11–26). Albany, NY: State University of New York Press.
Dobrin, S. (2011). Postcomposition. Carbondale, IL: Southern Illinois University Press.
Dolmage, J. (2009). Mapping composition: Inviting disability in the front door. In D. R. Powell & J. P. Tassoni (Eds.), Composing other spaces (pp. 121–144). Cresskill, NJ: Hampton Press.
Driscoll, D. L., & Perdue, S. W. (2012). Theory, lore, and more: An analysis of RAD research in The Writing Center Journal, 1980–2009. The Writing Center Journal, 32(1), 11–39.
Ede, L. (1996). Writing centers and the politics of location: A response to Terrance Riley and Stephen M North. Writing Center Journal, 16(2), 111–130.
Ede, L. (2004). Situating composition: Composition studies and the politics of location. Carbondale, IL: Southern Illinois University Press.
Ede, L., & Lunsford, A. (2000). Some millennial thoughts about the future of writing centers. The Writing Center Journal, 20(2), 33–38.
Fairclough, N. (2001). The discourse of new labour: Critical discourse analysis. In M. Wetherell, S. Taylor, & S. Yates (Eds.), Discourse as data: A guide for analysis (pp. 229–266). Thousand Oaks, CA: Sage.
Fairclough, N. (2010). Critical discourse analysis: The critical study of language (2nd ed.). Harlow, UK: Pearson.
Ferry, C. (1998). Theory, research, practice, work. In C. Farris & C. M. Anson (Eds.), Under Construction: Working at the Intersections of Composition Theory, Research, and Practice (pp. 11–18). Logan, UT: Utah State University Press.
Fosen, C. (2009). Inside, outside, alongside: Geographies of a writing workshop. In D. R. Powell & J. P. Tassoni (Eds.), Composing other spaces (pp. 162–184). Cresskill, NJ: Hampton Press.
Fuller, S. (1991). Disciplinary boundaries in the rhetoric of the social sciences. Poetics Today, 12(2), 301–325.
Gaviely-Nuri, D. (2012). Cultural approach to CDA. Critical Discourse Studies, 9(1), 77–85.
Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses. London, UK: Taylor & Francis.
Geller, A. E., Condon, F., & Carroll, M. (2011). The everyday writing center and the production of new knowledge in antiracist theory and practice. In L. Greenfield & K. Rowan (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change (pp. 101–123). Logan, UT: Utah State University Press.
Gladstein, J. (2007). Quietly creating an identity for a writing center. In W. Macauley & N. Maurillo (Eds.), Marginal words marginal work? Tutoring the academy in the work of writing centers (pp. 211–244). Cresskill, NJ: Hampton Press.
Grego, R., & Thompson, N. (2008). Teaching/writing in thirdspaces. Carbondale, IL: Southern Illinois University Press.
Grimm, N., Wysocki, A., & Cooper, M. (1998). Rewriting praxis (and redefining texts) in composition research. In C. Farris & C. M. Anderson (Eds.), Under construction: Working at the intersections of composition theory, research, and practice (pp. 250–281). Logan, UT: Utah State University Press.
Guerrero, C. H. (2010). Is English the key to access the wonders of the modern world? A critical discourse analysis. Documentos de Investigación, 29(2), 294–313.
Hara, N. (2009). Communities of practice: Fostering peer-to-peer learning and informal knowledge sharing in the work place. Berlin, Germany: Springer.
Harris, M. (2000). Preparing to sit at the head table: Maintaining writing center viability in the twenty-first century. The Writing Center Journal, 20(2), 13–21.
Harris, M. (2007). Writing ourselves into writing instruction: Beyond sound bytes, tours, reports, orientations and brochures. In W. Macauley & N. Maurillo (Eds.), Marginal words marginal work? Tutoring the academy in the work of writing centers (pp. 75–84). Cresskill, NJ: Hampton Press.
Hawk, B. (2007). A counter-history of composition: Toward methodologies of complexity. Pittsburgh, PA: University of Pittsburgh Press.
Hearn, M. (2008). Developing a critical discourse: Michel Foucault and the cult of solidarity. Critical Discourse Studies, 5(1), 21–34.
Huckin, T. (1992). Context-sensitive text analysis. In G. Kirsch & P. A. Sullivan (Eds.), Methods and methodology in composition research (pp. 84–104). Carbondale, IL: Southern Illinois university Press.
Huckin, T. (2002). Critical discourse analysis and the discourse of condescension. In E. Barton & G. Stygall (Eds.), Discourse studies in composition (pp. 155–176). New York, NY: Hampton Press.
Ingberg, A. (1995). A comment on “ ‘contact zones’ and English studies”. College English, 57(5), 599–602.
Ingram, A. (2001). Service learning and ecocomposition: Developing sustainable practices through inter- and extradisciplinarity. In W. Macauley & N. Maurillo (Eds.), Ecocomposition: Theoretical and pedagogical approaches (pp. 209–233). Albany, NY: State University of New York Press.
Johanek, C. (2000). Composing research: A contextualist paradigm for rhetoric and composition. Logan, UT: Utah State University Press.
Keller, C. (2001). The ecology of writerly voice: Authorship, ethos, and persona. In W. Macauley & N. Maurillo (Eds.), Ecocomposition: Theoretical and pedagogical approaches (pp. 193–208). Albany, NY: State University of New York Press.
Kettle, M. (2005). Critical discourse analysis and hybrid texts: Analysing English as a second language (ESL). Melbourne Studies in Education, 46(2), 87–105.
Kinkead, J. (1997). Documenting evaluation in WAC programs: Theories, issues, and strategies for teachers. In K. B. Yancey & B. Huot (Eds.), Assessing writing across the curriculum: Diverse approaches and practices (pp. 37–50). Westport, CT: Greenwood Publishing Group, Inc.
Knodt, E. (2009). Teaching in the ‘contact zone’: Writing assignments to counter resistance to multicultural readings. Journal of Teaching Writing, 17(1 & 2), 74–87.
Liggett, S., Jordan, K., & Price, S. (2011). Mapping knowledge-making in writing center research: A taxonomy of methodologies. The Writing Center Journal, 31(2), 50–88.
Martínez, D. F. (2007). From theory to method: A methodological approach within critical discourse analysis. Critical Discourse Studies, 4(2), 125–140.
Mautner, G. (2009). Checks and balances: How corpus linguistics can contribute to CDA. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (2nd ed., pp. 122–143). Los Angeles, CA: Sage.
Mendez Newman, B. (2003). Centering in the borderlands: Lessons from Hispanic student writers. The Writing Center Journal, 23(2), 43–62.
Miller, R. (1994). Fault lines in the contact zone. College English, 56(4), 389–408.
Montessori, N. M. (2011). The design of a theoretical, methodological, analytical framework to analyse hegemony in discourse. Critical Discourse Studies, 8(3), 169–181.
Mullin, J. (2001). Writing centers and WAC. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs (pp. 179–199). Urbana, IL: National Council of Teachers of English.
Nagelhout, E. (2009). Commuting genre: First-year composition through a postsuburban lens. In D. R. Powell & J. P. Tassoni (Eds.), Composing other spaces (pp. 145–159). Cresskill, NJ: Hampton Press.
Nicolas, M. (2007). Why there is no “happy ever after”: A look at the stories and images that sustain us. In W. Macauley & N. Maurillo (Eds.), Marginal words marginal work? Tutoring the academy in the work of writing centers (pp. 1–18). Cresskill, NJ: Hampton Press.
Norgaard, R. (1999). Negotiating expertise in ‘disciplinary contact zones’. Learning and Language Across the Disciplines, 3(2), 44–63.
North, S. (1984). The idea of a writing center. College English, 46(5), 433–446.
Owens, D. (2007). Two centers, not one. In W. Macauley & N. Maurillo (Eds.), Marginal words marginal work? Tutoring the academy in the work of writing centers (pp. 151–167). Cresskill, NJ: Hampton Press.
Pennycook, A. (2007). Global Englishes and transcultural flows. Abington, OH: Routledge. Kindle Edition.
Plevin, A. (2001). The Liberatory positioning of place in ecocomposition: Reconsidering Paulo Freire. In W. Maccauley & N. Maurillo (Eds.), Ecocomposition: Theoretical and pedagogical approaches (pp. 147–162). Albany, NY: State University of New York Press.
Poole, B. (2010). Commitment and criticality: Fairclough’s critical discourse analysis evaluated. International Journal of Applied Linguistics, 20(2), 137–155.
Pratt, M. L. (1991). Arts of the contact zone. Reprinted from Profession, 91. Modern Language Association, 1–6.
Reynolds, N. (2004). Geographies of writing: Inhabiting places and encountering difference. Carbondale, IL: Southern Illinois University Press.
Rickert, T. (2013). Ambient rhetoric: The attunements of rhetorical being. Pittsburgh, PA: University of Pittsburgh Press.
Riley, T. (1994). The unpromising future of writing centers. The Writing Center Journal, 15(1), 20–34.
Spitzmüller, J., & Warnke, I. H. (2011). Discourse as a ‘linguistic object’: Methodical and methodological delimitations. Critical Discourse Studies, 8(2), 75–94.
Trinklein, M. J. (2010). True stories of Texlahoma, Transylvania, and other states that never made it. Philadelphia, PA: Quirk Books.
van Dijk, T. (1996). Discourse, power, and access. In C. R. Caldas-Coulthard & M. Coulthard (Eds.), Readings in critical discourse analysis (pp. 84–104). London, UK: Routledge.
van Dijk, T. (1998). Opinions and ideologies in the press. In A. Bell & P. Garrett (Eds.), Approaches to media discourse (pp. 21–63). Oxford, UK: Blackwell.
van Dijk, T. (2001). Critical discourse analysis. In D. Tannen, D. Schiffrin, & H. Hamilton (Eds.), Handbook of discourse analysis (pp. 352–371). Oxford: Blackwell.
van Dijk, T. A. (2009). Critical discourse studies: A sociocognitive approach. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (2nd ed., pp. 62–86). Los Angeles, CA: Sage.
West, T. R. (2002). Signs of struggle: The rhetorical politics of cultural difference. Albany, NY: SUNY.
Widdowson, H. G. (1998). Review article: The theory and practice of critical discourse analysis. Applied Linguistics, 19(1), 136–151.
Wilkey, C., & Dreese, D. (2007). Institutionalizing ethical collaboration across difference in writing centers. In W. J. Macauley & N. Maurillo (Eds.), Marginal words, marginal work? Tutoring the academy in the work of writing centers (pp. 169–82). Cresskill, NJ: Hampton Press.
Williams, J. D., & Takaku, S. (2011). Help seeking, self-efficacy, and writing performance among college students. Journal of Writing Research, 3(1), 1–18.
Winsor, D. A. (1992). What counts as writing? An argument from engineers’ practice. Journal of Advanced Composition, 12(2), 337–347.
Wodak, R. (1999). Critical discourse analysis at the end of the 20th Century. Research on Language & Social Interaction, 32(1–2), 185–193.
Wolff, W. I. (2013). Interactivity and the invisible: What counts as writing in the age of Web 2.0. Computers and Composition, 30(3), 211–225.
Zawacki, T. M. (2007). Expanding the center: A Narrative about resources, roles, and the right tutors. In W. Macauley & N. Maurillo (Eds.), Marginal words marginal work? Tutoring the academy in the work of writing centers (pp. 257–264). Cresskill, NJ: Hampton Press.
Author information
Authors and Affiliations
Copyright information
© 2016 The Editor(s) (if applicable) and The Author(s)
About this chapter
Cite this chapter
Monty, R.W. (2016). Discourse as Framework. In: The Writing Center as Cultural and Interdisciplinary Contact Zone. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-54094-2_2
Download citation
DOI: https://doi.org/10.1057/978-1-137-54094-2_2
Published:
Publisher Name: Palgrave Pivot, London
Print ISBN: 978-1-137-54093-5
Online ISBN: 978-1-137-54094-2
eBook Packages: Social SciencesSocial Sciences (R0)