JAC: A Journal of Composition Theory, Volume 28, Numbers 3 & 4, 2008 Page: 476
391-836, [2] p. : ill. ; 22 cm.View a full description of this periodical.
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476
I am also drawing on Krista Ratcliffe's notion of "rhetorical listen-
ing." By imagining teachers' writing as significant to Lunsford and Ede's
call for scholarly reflection, I use listening as a "trope for interpretive
invention" (17), "eavesdropping" on Lunsford and Ede as well as others
to show how professionalization in college composition scholarship
"circumscribe[s] its reach and potential" (Ratcliffe 1 1 1) fordialogue with
the knowledge-making of high school writing teachers. Specifically, I
show how the relationship of scholars' to teachers' writing challenges
composition's commitments to feminist principles of research and
teaching.
Before going further, I acknowledge this argument may sound like
another episode in what Chris Gallagher calls the middle-class "psycho-
drama" of composition talking about itself(75). I am not, however, trying
to stir up "disciplinary guilt" (78) by calling the relationship of teachers'
to scholars' writing a feminist issue. Like Gallagher, I am arguing for
professional practice in composition that is broader than disciplinary
practice (89).5 I find the NCTE collection carrying out the professional
practice that Gallagher describes: it "creates settings for dialogue, col-
laborative knowledge-building, and collective action [among composi-
tion scholars and high school writing teachers]" (90)-or rather, it tries.
My effort in this essay is not to discourage the model of professionalism
enacted in the NCTE collection. Indeed, my hope is that highlighting
tensions between the experiences ofdisciplinarity invited by the texts and
the professionalism envisioned by the collection will help us confront
those moments when disciplinary practice would seem to preclude the
sort of professionalism Gallagher describes.6 This essay, in other words,
is an appreciative critique.
Before looking closely at the texts, I want to situate my concern-
relationships between the disciplinarities of teachers' and scholars'
writing-within ongoing discussions in composition. In this essay, I refer
mostly to the discipline's negotiation between pedagogical and profes-
sional identities.7 Studies of this issue, however-with a few excep-
tions8-are concerned with the pedagogical and professional identifica-
tions of college scholars' writing and do not consider relationships
between the disciplinarity of high school teachers' writing and that of
college scholars. My purpose in this essay is to turn attention to thejac
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Association of Teachers of Advanced Composition (U.S.). JAC: A Journal of Composition Theory, Volume 28, Numbers 3 & 4, 2008, periodical, 2008; (https://digital.library.unt.edu/ark:/67531/metadc268404/m1/88/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .