Main | February 2006 »

January 31, 2006

Walt's posting

My response is in the extended entry.

The utterance, which is defined by the changes in speaker (or writer) at either end, and dependent for meaning on the previous utterances uttered or received by the utterer and those of the audience, is the smallest meaningful unit of language. There—done.
To a practicing rhetorician (or technical communicator) this is obvious, and an example of the importance of addressivity. In a field less concerned with the actions of the receivers of the utterance—such as linguistics, where the actions beyond the conversation are secondary to the structure of the utterances themselves—smaller units of meaning are essential. The sentence (which Bakhtin decries as being arbitrarily defined) depend on the word for meaning, and it seems the smallest for its constituents, letters, have no meaning other the sound they represent. Even then, Bakhtin’s argument could be applied by arguing for the syllable, which frequently carries meaning from the etymological roots—similar to the influence of previous utterances described by Bakhtin.
However, Bakhtin reverses the direction of meaning mandated by common sense (and as Mark Twain said, common sense is the most abundant resource in the world, for when asked if one has common sense, everyone will say “yes�). Meaning, we learn as children, comes from within the unit of speech. The meaning of words depends on the phonics that they comprise, and the meaning of a sentence depends on that of its constituent words.
Other theorists of language look inward. For example, Burke considers the tropes and contrasts the semantic and poetic meanings of words—the latter of which parallel’s Bakhtin, though still centers on the word. Aristotle, and centuries later, Perelman, thoroughly examine the components of arguments, another inward concept. Literary critics place the works in the context of the time, for example the Transcendentalists of the 19th century, but then return to the details, to the words and sentences.
To a modern rhetorician, however, the power of the word lies not in its durability, but in its mutability. Words move from field to field and language to language, continually acquiring new connotations and denotations. At a more basic level, two words might be spelled the same in two different languages, yet have completely unrelated meanings because of their independent evolution. The meaning depends not on the letters within them, but on the utterances that they themselves are within.
The utterances, here accepting Bakhtin’s definition as the content within the utterer’s turn, themselves still lack meaning. A post-structuralist (or would it be structuralist) argument might extend the meaninglessness of a word to imply the meaninglessness of a chain of words, and it would agree with Bakhtin. The meaning of the utterance cannot be understood without reference to those surrounding it.
As we move outward, especially in technical communication, we find the manuals serving purposes in organizations, and as such, need to meet the needs of those organizations. When I described the origin of the memo metaphor seen in emails, my students accepted it as obvious why you’d want to know the date, sender, recipient, and subject, and were delighted (ok, I’m exaggerating) to learn of its origin with the typewriter and the vertical file. Looking at language from this perspective moves us outward from the text to the reason why it exists. Our lives.

January 27, 2006

Dave's Bakhtin response (carry over from class)

I don't want to cut and past my Bakhtin response into this field because 1) it was in word and will end up in WordML on here and 2) it has a couple tables in it and will probably come out wrong. So, begin from the paper copies you all have or check out a pdf I put in my personal university space: http://tc.umn.edu/~kmiec004/ResponseWeek1.pdf

As you remember, I'm sure, I talked mostly in class last night about my disappointment with people who challenge structuralist by oversimplifying the systematic positions they take. Those of you who know me, also, know that my undergraduate exposure to physical science makes me think that the resources of probability, computational mathematics, and more abstract algebras and calculii (is that the plural?) make a modern reinterpretation of some discredited structural opinions at least worthy of argument.

Anyway, my response isn't really about that. It's about expanding my model to allow for B. and about two of the several problems I have with his assertion.

North American Genre Theorists

The North American Genre School (NAGS)—a brief history
Carol Berkenkotter

No one included in the above group would wish to think of themselves as belonging to a “ school�—we are far too diverse a group--however, Sonny Hyon, a doctoral student of John Swales coined the term her 1996 article, “Genre in three traditions: Implications for ESL� which appeared in TESOL Quarterly (pp. 693-722). Hyon had written a dissertation in which she compared the rhetorically-oriented genre analysts (e.g. Miller 1984; Bazerman, 1988; Devitt, 19 91; Myers, 1990; Berkenkotter and Huckin, 1995, Smart, 19xx, Freedman & Medway, 1994, etc.). Carolyn Miller’s 1984 article, “Genre as social action� in the Quarterly Journal of Speech, 70: 151-176, was seminal (germinal!) in being the uber text for the flurry of articles that followed by the above authors (I’ll bring copies of Miller, 1984 to class next week, but would encourage you to get it on your own as an “introduction� to the Genre Knowledge book.
The rhetorically-oriented NAGS was compared by Hyon to the genre analysts who mostly were applied linguists by training, and were interested in the pedagogical implications of academic genres for ESL and ESP training. This second group included John Swales, Vijay Bhatia, Ann Johns, Tony Dudley Evans, John Flowerdew, and Brian Paltridge. A third group of genre analysts—according to Hyon—were the Australian functional systemic linguists (FSP), trained by Michael Halliday to think about genre in relation to “registers� of different disciplinary spheres. This group of linguists were interested in direct applications of disciplinary genres as the basis of language learning, especially when it came to the language training of non-native speakers in elementary schools. This group included Gunter Kress (who has since moved away from Halliday’s views), J.R. Martin, Francis Christie, Paul Thiebault, and a group of linguists at the University of Sidney, who thought it would be possible to design an entire elementary school genre-based curriculum in which scientific genres would be as much a part of the curriculum and instruction as the narrative and personal experience genres that language arts teachers usually teach

Hyon’s categories have stuck; and genre theory (outside of literary theory) is commonly divided into the above three camps--; however, in actuality there is considerable overlap, since no researcher or theorist ever stays in the same place, and many who have been categorized as being in one group or the other have moved on to new interests, and new issues and problems which call for new approaches to genre studies. One of the most important of these is, I believe, the issue of multimodality. Most Americans are shifting from a print-based form of learning to alternative modes that include a semiotic array including graphics and visuals, streaming video, three dimensional objects in virtual reality, and interactive oral and written forms of communication. Thus genre theorists will have to develop new vocabularies and new tools for understanding and describing these emerging communicative forms. Cristina’s presentation last night hinted at this new vocabulary and new tools for analysis. . .

January 26, 2006

Generic Welcome Message

In order to post an entry, click on the _LOGIN HERE_ link on the right side of the blog. Use your x500 and your password to login.

After you have logged in, you are sent to the main page of the publishing platform Movable Type. In order to make an entry to the blog, click the blue box that says: “create a new entry on this weblog.� This box is next to the blog title. (Don’t click “create a new weblog� to make an entry.)

If you want to comment on someone’s entry, you can do this right from the blog homepage; you don’t have to login.