Culture Shock and the Practice of Profession
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Title: Culture Shock and the Practice of Profession
Sub-title: Training the Next Wave I Rhetoric and Composition
Author(s): Virginia Anderson, Susan Romano
Editor(s): Indiana Univ Southeast, Univ of New Mexico
Publish Date: 2005
|This collection steps into the long-standing debate about how doctoral programs should prepare students for the profession. It places in conversation a new mix of voices: seasoned professionals reinventing PhD programs, graduate students who are the targets of this reinvention, and newly-minted PhDs caught between assumptions nurtured by the graduate experience and the realities of the postgraduate world.|
The book’s contributors explore both the conceptual and practical specifics of a refocused training—conceptual in foregrounding the probability that disciplinary knowledge will go unrecognized and that the majority of hiring institutions have poorly conceived ideas of who a rhet/comp person is; and practical in addressing how to go about reinventing a professional identity at the very moment when it feels most established. The essays build a compelling argument that endowing students with a stable identity as rhet/comp professionals is less crucial than preparing them to adopt myriad and shifting professional personas that position them for active rhetorical practice.
Contents: Introduction, Virginia Anderson and Susan Romano. BEING (OUT) THERE: WHAT WE GOT AND HOW IT SERVED. Learning Discipline; Emotional Labor, Disciplinary Grammar, and Pragmatic Education, Lisa Langstraat and Julie Lindquist. An Experimental PhD Program: Problems and Possibilities, Ann Green and Alexander Reid. Start State, End State: Trajectories of Graduate Study for and by Technical Communicators, Brenda Orbell and Denise Tillery. Changing Praxis/Changing Students: Online Graduate Education, Patricia Webb. Forty-Minute Drive to the Main Campus: Teaching For and From Rhetoric and Composition’s Invisible Borderland, John Tassoni. Oh, No, They Can’t Take That Away From Me: Reflections on Academic Freedom and the Status of Composition, Scott Stevens. MODELS AND FRAMEWORKS FOR CHANGE. The WPA Apprenticeship Learning to Be Good Citizens Of/For Our Institutions, Jennifer Morrison and Tim Peeples. Beyond “Winging It”: The Place of Writing Program Administration in Rhetoric and Composition Graduate Programs, Shirley Rose and Irwin Weiser. Preparing Future Faculty Programs: The Place of Practice in Doctoral Work, Debra Jacobs and Greg Gilberson. Inviting Students Into Composition Studies With a New Instructional Genre, Sheryl Fontaine and Susan Hunter. From Graduate Student to Writing Administrator: Substantive Training for a Sustainable Future, Julie A. Eckerle, Karen Rowan, and Shevaun Watson. It’s a Two-Way Street: White Faculty “Mentoring” African-American Graduate Students in Composition and Rhetoric, Terry Carter, Christy Friend, Rose Metts, and Nancy Thompson. Isolation, Adoption, Diffusion: Mapping the Relationship Between Technology and Graduate Programs in Rhetoric and Composition, Collin Gifford Brooks and Paul Bender. VISIONS LIGHT AND DARK. At Work in the Field, Danika M. Brown and Thomas P. Miller. What Schools of Education Can Offer the Teaching of Writing, Charles Bazerman, Danielle Fouquette, Chris Johnston, Francien Rohrbacher, and René Augstín De los Santos. New Scripts for Rhetorical Education: Alternative Learning Environments and the Master/Apprentice Model, James Sosnoski and Beth Burmester. Administrating Ourselves to Death: Historiography and the Ethics of WPA Narratives, Dana Harrington and Heather Shearer. Articulation, Liminal Space, and the Place of Rhetoric and Composition in English: A Case for the Hybrid Graduate Student, Michael Moghtader. Afterword, Lester Faigley. Author Index. Subject Index.