Composition Theory for the Postmodern Classroom

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Composition Theory for the Postmodern Classroom is a collection of the most outstanding articles published in the Journal of Advanced Composition over the last decade. Together these essays represent the breadth and strength of composition scholarship that has fruitfully engaged with critical theory in its many manifestations. In drawing on the critical discourses of philosophers, feminists, literary theorists, African Americanists, cultural theorists, and others, these compositionists have enriched discourse in the field, broadened intellectual conceptions of the multiple roles and functions of discourse, and opened up an infinite number of questions and new possibilities for composition theory and pedagogy.
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About the author

Gary A. Olson is Professor of English and teaches in the graduate program in rhetoric and composition at the University of South Florida. He is the author of Philosophy, Rhetoric, Literary Criticism: (Inter)views. Olson served as editor of the Journal of Advanced Composition from 1985-1994.

Sidney I. Dobrin teaches composition, technical writing, and professional writing for graduate students at the University of South Florida, where he serves as Associate Editor of JAC.

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Additional Information

Publisher
SUNY Press
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Pages
360
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ISBN
9781438415055
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Best For
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Language
English
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Genres
Language Arts & Disciplines / Composition & Creative Writing
Language Arts & Disciplines / Rhetoric
Language Arts & Disciplines / Study & Teaching
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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Drawing on more than three decades of experience as a scholar, teacher, and administrator, Gary A. Olson, a keen observer of higher education and a monthly columnist for the Chronicle of Higher Education, explores the intricacies of life in academe. These meditations, which appeared as columns in the Chronicle over a six-year span, explore a rich tapestry of subjects from the craft of academic administration to how institutions are reforming their operations. Also included are topics germane to faculty and their work, such as how to network within your discipline, how to report faculty accomplishments accurately, how to navigate the tenure and promotion system, and how to create a culture of recognition and reward for faculty, staff, and students.

Many academics become preoccupied with the intricacies of their own disciplines and are not always cognizant of how other parts of their institutions work. Most go through their careers with an incomplete (and in some cases completely wrong) understanding of many aspects of academic life. Olson’s essays shed light on the complex workings of our academic institutions and provide answers to important questions about the modern university: What are the limits of academic freedom? Exactly what is “shared governance?” Why are many universities reorganizing their academic units? What are successful ways to recruit first-rate faculty and staff? Witty, incisive, and entertaining, this book is for anyone interested in academic life and a must read for new professors and new administrators.
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