1. In Process Pedagogy, Faigley argues that there are four competing theories of process. It is interesting that he uses the word "competing" even though later in the article practitioners typically borrowed from a variety of theories in order to teach. I am curious about the notion of "competing"theories implying that one is clearly better than the others versus a balance of two or more to find what is ultimately pedagogically effective?
2. In Bartholomae's article he quotes information regarding critical scholarship from Bove's book Intellectuals in Power: A Genealogy of Critical Humanism. In the following paragraph he mentions that the definition could be said to be "opposed to composition". I would love some clarification regarding this statement. I keep getting stuck on understanding Bove's definition as providing constructive criticism that would allow for growth in writing.
Tricia, In response to question one about competing theories I see this as a pattern with many of the scholars we have read this week. Personally when I am reading and trying to glean information that I can use in my own writing as well as my future classroom I do not think I can buy into just one of the theories. I see many aspects being able to converge and allow students and myself to become better writers. Like Fulkerson, in his piece “Composition Theory in the Eighties”, I see where if we assigned an ethnographic piece to students we may want to push the Expressivists Theory for authentic voice or Mimeticists for a more traditional technical delivery for something that is more research focused. Once I blended these two writing styles and it worked out okay—but that was earlier in my academic career. In the Faigley sense I feel it is more literally among teachers the hold tight to theory (expressive, cognitive, social, and Marxist) and usually do not deviate their teaching methods from that particular theory. I have worked with professors that blend these theories and others that hold fast to the ideals of one particular theory.
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