JAC: A Journal of Composition Theory, Volume 24, Number 2, 2004 Page: 447
261-512 p. : ill. (some col.), ports. ; 22 cm.View a full description of this periodical.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
The Rhetoric of Trauma:
Teaching about the Holocaust and Postmodern
Affect in an Advanced Composition Course
Robert D. Samuels
Like many other teachers of composition, I believe that students often
write better ifthey are dealing with an engaging subject matter, and if they
have developed critical thinking skills. However, I have also found that
some of the most important and interesting topics often serve to reduce-
and, at times, block-critical analysis. For example, in teaching several
writing courses on the topic of "The Holocaust and Popular Culture," I
have encountered strong student resistances to analyzing issues concern-
ing historical trauma, especially when these issues are presented through
popular culture productions. Students often insist that movies and televi-
sion programs should be just enjoyed and not analyzed; however, what do
we do in a cultural situation where many people get their knowledge of
history from the mass media? If we think that history still matters, and
students need a historical perspective, then we must teach critical media
literacy at the same time that we teach about historical events.
One place to begin the analysis of why people resist thinking about
historical and personal traumas is in the recent development of "trauma
studies." For instance, Cathy Caruth's important work Unclaimed Expe-
riences: Trauma, Narrative, and History, posits that postmodern theories
of subjectivity and representation, which problematize our notions of
historical reference, may work to undermine our efforts to take an ethical
stance in relation to traumatic experiences (10). However, Caruth affirms
that the very nature of trauma replicates many aspects of postmodern
culture and theory: "Trauma describes an overwhelming experience of
sudden or catastrophic events in which the response to the event occurs
in the often delayed, uncontrollable repetitive appearance of hallucina-jac 24.2 (2004)
Upcoming Pages
Here’s what’s next.
Search Inside
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
Association of Teachers of Advanced Composition (U.S.). JAC: A Journal of Composition Theory, Volume 24, Number 2, 2004, periodical, 2004; (https://digital.library.unt.edu/ark:/67531/metadc28644/m1/193/: accessed April 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .