Papers by Cinthia Gannett
College English, Jul 1, 2011
Recherches en didactiques, 2013
La recherche-action, connue sous des noms differents et pratiquee dans de nombreuses traditions n... more La recherche-action, connue sous des noms differents et pratiquee dans de nombreuses traditions nationales et internationales a differents niveaux d'enseignement et contextes disciplinaires, s'est, au cours des dernieres decennies, developpee dans un processus potentiellement transformateur. Elle se distingue d'une approche plus traditionnelle de la recherche en sciences sociales a travers ses positions et engagements epistemologiques differents et ses paradigmes et hypotheses methodologiques mixtes. Apres de nombreuses annees de succes dans les ecoles primaires et secondaires, la recherche-action sur l'ecrit se deplace vers les universites. Les engagements sociaux, epistemologiques, ontologiques et materiels de la recherche-action permettent des types et des niveaux tres differents de transformation des connaissances. La recherche-action deplace souvent les lieux, les sujets et les objectifs les plus courants de la recherche, et, selon le type de projet de recherche, remet en question les conceptions privilegiees telles que l'objectivite, la validite, la generalisation, ainsi que la division commune entre les connaissances « pures » et « appliquees ». Elle peut egalement contester la hierarchie des positions entre « chercheur » et « enseignant », en reconnaissant l'enseignant en tant que chercheur, et encourage la construction des recherche-action est tres prometteuse pour la divulgation de la construction des connaissances dans le domaine de l'analyse de la litteracie universitaire, mais aussi fait face a des critiques et des defis considerables. Le projet presente ici est la premiere concernant la recherche-action dans le domaine de l'ecrit universitaire dans les universites de cinq pays differents, ou il commence a avoir un impact significatif.
Journal of Academic Writing, Sep 1, 2011
Given the diversity of types of writing instructors in US and UK tertiary education and the range... more Given the diversity of types of writing instructors in US and UK tertiary education and the range of their scholarly backgrounds, the likelihood is that most instructors have not participated in research in composition theory or pedagogy, rhetoric, academic literacies, or writing studies. The four projects reported here highlight the research opportunities and capacities of this diverse group, reflecting different types and levels of teacher or practitioner inquiry that involves teachers in studying significant questions arising from their own contexts. The article offers a brief history of practitioner inquiry research in its various forms and traditions; presents the projects themselves, including their aims and framing; and offers specific recommendations for the future of this invaluable form of inquiry. Definitions of action research vary greatly. The term in its broadest sense refers to research conducted in a field setting with those actually involved in that field, often along with an 'outsider', into the study of questions influenced by practitioners, rather than solely by 'experts' (Noffke 1996: 2). At the end of the day as teachers, we are often left wondering: Are we doing enough? How do we know? These are the essential questions that occupy the hearts and minds of so many of us as we walk into our classrooms (Goswami, Lewis and Rutherford 2009: 2). Teacher research just isn't like other forms of research, in part because there is no blueprint for how to do it (Goswami, Lewis and Rutherford 2009: 1). The Setting Although much public attention is given to whether university students develop strong writing competences at university, the fact remains that much of the introduction and socialization into tertiary-level writing is done by non-permanent, or non-tenure track faculty, either part-or full-time. In the US and the UK, this is either through direct instruction, or through support by academic staff in writing centres and WAC/WID 1 programs (Russell 2003: vii). This arguably less secure cohort of faculty is likely to have academic training in literature, creative writing, teaching English as a Foreign Language, linguistics, or any number of related fields, but not much scholarly expertise in composition 1 WAC refers to Writing Across the Curriculum; WID refers to Writing in the Disciplines.
Presses universitaires du Septentrion eBooks, 2009
Brereton, John; Donahue, Christiane; Gannett, Cinthia; Lillis, Theresa and Scott, Mary (2009). La... more Brereton, John; Donahue, Christiane; Gannett, Cinthia; Lillis, Theresa and Scott, Mary (2009). La circulation de perspectives socioculturelles états-uniennes et britanniques : traitments de l'écrit dans le supérieur. In: Daunay, Bertrand; Delcambre, Isabelle and Reuter, Yves ...
The relation between reading andriting is important. because tacit and possibly unwarranted assum... more The relation between reading andriting is important. because tacit and possibly unwarranted assumptions underlie the thebries and pedagogies which govern these processes. These assumptions are challenged by the claims that: (1) reading and .
This groundbreaking collection explores the important ways Jesuits have employed rhetoric, the an... more This groundbreaking collection explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education—that is, constructing “a more usable past” and a viable future for eloquentia perfecta, the Jesuits’ chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience. Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as “contemplatives in action,” preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century. Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage
HAL (Le Centre pour la Communication Scientifique Directe), 2011
... Tim is still reading Panetti's The Extraordinary Origins of Everyday Things and Moll... more ... Tim is still reading Panetti's The Extraordinary Origins of Everyday Things and Molly and I ex-plored Nick Bantock's Sabine's Notebook last night, snug in our sleeping bags, using the flashlight ... President Clinton shops under the glare of the media and the White House tree is up. ...
Le Centre pour la Communication Scientifique Directe - HAL - Inria, 2011
Le Centre pour la Communication Scientifique Directe - HAL - SHS, 2007
Journal of Academic Writing, 2011
Given the diversity of types of writing instructors in US and UK tertiary education and the range... more Given the diversity of types of writing instructors in US and UK tertiary education and the range of their scholarly backgrounds, the likelihood is that most instructors have not participated in research in composition theory or pedagogy, rhetoric, academic literacies, or writing studies. The four projects reported here highlight the research opportunities and capacities of this diverse group, reflecting different types and levels of teacher or practitioner inquiry that involves teachers in studying significant questions arising from their own contexts. The article offers a brief history of practitioner inquiry research in its various forms and traditions; presents the projects themselves, including their aims and framing; and offers specific recommendations for the future of this invaluable form of inquiry. Definitions of action research vary greatly. The term in its broadest sense refers to research conducted in a field setting with those actually involved in that field, often along with an 'outsider', into the study of questions influenced by practitioners, rather than solely by 'experts' (Noffke 1996: 2). At the end of the day as teachers, we are often left wondering: Are we doing enough? How do we know? These are the essential questions that occupy the hearts and minds of so many of us as we walk into our classrooms (Goswami, Lewis and Rutherford 2009: 2). Teacher research just isn't like other forms of research, in part because there is no blueprint for how to do it (Goswami, Lewis and Rutherford 2009: 1). The Setting Although much public attention is given to whether university students develop strong writing competences at university, the fact remains that much of the introduction and socialization into tertiary-level writing is done by non-permanent, or non-tenure track faculty, either part-or full-time. In the US and the UK, this is either through direct instruction, or through support by academic staff in writing centres and WAC/WID 1 programs (Russell 2003: vii). This arguably less secure cohort of faculty is likely to have academic training in literature, creative writing, teaching English as a Foreign Language, linguistics, or any number of related fields, but not much scholarly expertise in composition 1 WAC refers to Writing Across the Curriculum; WID refers to Writing in the Disciplines.
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture, 2010
This review essay places Local Histories in the context of recent books and studies examining the... more This review essay places Local Histories in the context of recent books and studies examining the wide variety of composition and rhetoric courses and pedagogical practices that existed in nineteenth-century America. The book has two general foci as represented in its split title: Local Histories , or microhistories of institutions, curricula, and figures; and Reading the Archives of Composition, an
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 2010
ABSTRACT
Didactique du français, le socioculturel en question, 2009
Brereton, John; Donahue, Christiane; Gannett, Cinthia; Lillis, Theresa and Scott, Mary (2009). La... more Brereton, John; Donahue, Christiane; Gannett, Cinthia; Lillis, Theresa and Scott, Mary (2009). La circulation de perspectives socioculturelles états-uniennes et britanniques : traitments de l'écrit dans le supérieur. In: Daunay, Bertrand; Delcambre, Isabelle and Reuter, Yves ...
Journal of Jesuit Studies, 2016
This collection of thoughtful essays on the role of rhetoric in Jesuit colleges and universities ... more This collection of thoughtful essays on the role of rhetoric in Jesuit colleges and universities from their origins to the present arises from the editors' interest in rhetorical traditions and from current conversations among Jesuits and their collaborators on pedagogy, educational renewal, and the order's efforts to update the historical missions and ministries of the Society of Jesus. From the sixteenth century until roughly the mid-twentieth century the required study of rhetoric in Jesuit schools aimed at that singular endowment of the well educated individual-eloquentia perfecta, that harmonious union of eloquence and wisdom, "that blend of verbal facility and ethical action" (39). This work reviews the privileged status rhetoric once enjoyed but has since lost, and assesses the relevance and place of rhetoric in Jesuit education today. Divided in three parts, these twenty-five essays (with foreword, preface, and introduction) examine the Jesuit rhetorical tradition in Europe and parts of North America before the suppression of the Society of Jesus (1773) and from its restoration (1814) to the present. They probe critically the curricula of some Jesuit universities today for surviving elements of that tradition, whether in various pedagogical methods, in courses on rhetoric, in writing centers and programs for writing and speaking across the curriculum. The essays make the reader aware that the idea of eloquentia perfecta in today's academic milieu is not one grasped easily by many non-Jesuit faculty, nor one that all faculty have been eager to embrace. At the same time, most contributors (eighteen of whom are not Jesuits) seem to appreciate the pedagogical value of this educational ideal and labor to "infuse the Jesuit curriculum with a reimagined notion of rhetoric, aligned with both historical heritage and modern embodiments" (296). Part one delves into the Jesuit idea of eloquentia perfecta as codified in the Ratio studiorum of 1599, which states that "perfect eloquence […] includes two most important subjects, oratory and poetics ([with primary attention] […] given to oratory)" and "consist[s] in […] rules for speaking, for style, and for scholarly learning." Cicero's works on rhetoric and Aristotle's Rhetoric and Poetics provide rules for speaking; Cicero's style is particularly recommended; "scholarly learning should come from cultural history based on authoritative writers" (Claude Pavur, trans. The Ratio studiorum: The Official Plan for Jesuit Education [St. Louis: Institute of Jesuit Sources, 2005], 155-56). The Ratio also prescribes pedagogical procedures for instructing Jesuit and non-Jesuit
Curriculum Inquiry, 1994
This book explores the gendered historical and social contexts and discursive traditions that hav... more This book explores the gendered historical and social contexts and discursive traditions that have characterized journals and diaries in Time, Space, and Gender in the Nineteenth-Century British Diary This book explores the gendered historical and social contexts and discursive traditions that have characterized journals and diaries in academic discourse. Queen Victoria's journals-Wikipedia, the free encyclopedia Diaries and Journals of Literary Women from Fanny Burney to Virginia. Woolf by Gender and the Journal: Diaries and Academic Discourse by Cinthia.
Given the diversity of types of writing instructors in US and UK tertiary education and the range... more Given the diversity of types of writing instructors in US and UK tertiary education and the range of their scholarly backgrounds, the likelihood is that most instructors have not participated in research in composition theory or pedagogy, rhetoric, academic literacies, or writing studies. The four projects reported here highlight the research opportunities and capacities of this diverse group, reflecting different types and levels of teacher or practitioner inquiry that involves teachers in studying significant questions arising from their own contexts. The article offers a brief history of practitioner inquiry research in its various forms and traditions; presents the projects themselves, including their aims and framing; and offers specific recommendations for the future of this invaluable form of inquiry. Definitions of action research vary greatly. The term in its broadest sense refers to research conducted in a field setting with those actually involved in that field, often alo...
Since journals were introduced into the composition curriculum in the 1960's, they have becom... more Since journals were introduced into the composition curriculum in the 1960's, they have become increasingly important components both of writing and writing across the curriculum courses. Yet the available literature shows we know little about the historical and social contexts of journal and diary keeping. This dissertation looks at the ways gender informs our students' attitudes toward and experience with journal keeping in both academic and nonacademic settings. Using three men's and three women's journals as the focal point of my discussion, I find striking sex differences both in the quantity and in the "qualities" of the journals they wrote. These patterned differences, I claim, are linked with centuriesold gendered traditions of journal and diary keeping, and are consonant with other larger gendered patterns in discourse, which in large part, are a consequence of the dominant/muted and public/private relationships men and women have held with regard ...
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Papers by Cinthia Gannett