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Final Case Study: Synthesis

Noel Studio Greenhouse, Director's Office, and Artwork

Noel Studio Greenhouse, Director’s Office, and Artwork


Pedagogically based on writing center philosophies, the Noel Studio is a multiliteracy center with a unique physical space and academic/administrative structure. Occupying 10,000 sq. ft of EKU Libraries’ main building, Crabbe Library, the Noel Studio provides both public and private spaces for consultants, students, and faculty to work.

Comprised of a core administrative staff of five (director, writing coordinator, research coordinator, technology associate, and administrative assistant) and a student staff of approximately forty-five (graduate assistants, undergraduate consultants, desk consultants, and writing fellows), the Noel Studio was created to support the various communication and research projects happening both in and outside of the classroom. To support that mission, the physical space of the Noel Studio contains the Greenhouse (a large, open space with a variety of computers and touch-screen monitors), the Invention Space (equipped with wall-to-wall white boards, a CopyCam, and creative materials), Breakout Spaces and Practice Rooms (small, reserveable rooms with a computer work station, large screen monitors, and recording capabilities), and a communal space that currently serves as an office for technology support.

The Noel Studio is a network of space, people, activity, ideologies, and ideologies that cannot be separated from one another. It is a complex system that impacts and is impacted by larger institutional networks. While at first glance the network-icity of the Noel Studio might appear to exist primarily in its administrative structure the complexity of the Noel Studio is reflected in many different ways.

For example, even though the Noel Studio replaced the existing writing center, it did not simply overtake the writing center’s philosophies, space, or budget. Instead, it became an interdisciplinary space in the main library, an interdisciplinary department under University Programs (UP), and an amalgamation of budget lines from UP, the English Department (graduate assistantships), SGA, and, most recently, an endowment from the initial donors, Ron and Sherry Lou Noel. The collaborative efforts to make the space a reality are seen in the artwork commissioned through LexArt and paid for through the fundraising efforts of the Friends of the Library, the physical structures and features (small and large rooms, glass walls, brightly colored walls and glass), and the upgrades that have been made over the last 3.5 years (more and larger whiteboards, more mobile furniture).

Recognizing the importance of supporting students’ composing practices, some institutions are investing in multiliteracy centers. As the first large-scale multiliteracy center, the Noel Studio has already served as a model for other universities investing in communication initiatives and support services. While many people have visited the Noel Studio for ideas and advice, it’s an often-acknowledged fact that there is no “ideal” organization or plan that fits every writing center or writing program. Instead, each situation is unique and complex in its own right, subject to a multitude of factors. The Noel Studio is not replicable, but using the Noel Studio as an object of study allows us to understand the different options we have for examining the complexity of any given writing program, answering Jackie Grutch McKinney’s (2013) call for writing centers to look beyond the traditional narrative to see and articulate the work we actually do. If we can better see and articulate this work and how our centers and programs exist as nodes within institutional and (inter)disciplinary networks, we can not only help others understand our nodual value, but we can also focus on the connections that strengthen our work and loosen connections that don’t.

Brief Literature Review

In his seminal article, The idea of a writing center, S. North (1984) defined writing centers as far more than fix-it-shops (p. 435) where faculty send their students for remediation. He cited frequent examples of faculty misunderstanding and the frustrations of framing the writing center as a remedial service. Critical of those who misunderstand and misrepresent writing center work, North challenged the field to clarify their services and work towards educating students and faculty to the real role of the writing center: “the object is to make sure that writers, and not necessarily their texts, are what get changed by instruction” (p. 438).

Since then, writing center scholarship has taken up the charge and sought to define the writing center in terms of praxis by investigating the politics of place and space (Nelson & Everts, 2001), the role of administrators as WPAs (Murphy and Stay, 2006), and how writing centers adapt to changes (Carpenter & Lee, 2013; Pemberton, 2003). At the foreground, however, has been a focus of the work that happens in a writing center–the pedagogical approach to both working with student writers and training consultants to do so.

In her recent book, Peripheral Visions on Writing Centers, J. G. McKinney (2013) critiques the narrative of writing centers that has emerged from these examinations. Three themes, she argues, arise as the tropes of the narrative:

  1. Writing centers are cozy homes
  2. Writing centers are iconoclastic
  3. Writing centers tutor (all students)

These themes, she argues are reductive and neglect the complexity of the work that happens within writing center spaces. While Mckinnery begins to trace the complexities of writing center work, she only touches on a deeper investigation. This synthesis, then, examines the Noel Studio primarily in terms of Prior et al.’s Cultural Historical Activity Theory (CHAT), positing that the rhetorical work of writing centers occurs in a much more complex system of activity than traditional rhetorical theories acknowledge. CHAT’s approach identifies levels of rhetorical activity that can be more fully understood by also considering the Noel Studio as labor and ecosystems constituted by social networks.

The Noel Studio as a Center of Rhetorical Activity

As a multiliteracy center, the Noel Studio functions as a center for rhetorical activity. Designed to support all communication projects, the Noel Studio’s mission considered writing, research, and oral communication as the three cornerstones of its rhetorical work. In their chapter, Studio pedagogy: A model for collaboration, innovation, and space design, Carpenter, Valley, Napier, and Apostel (2012) identify six foundational criteria for the Noel Studio’s multiliteracy approach:

1)    Critical and Creative Thinking: Consultants encourage students to engage in convergent (critical) and divergent (creative) thinking regarding, audience, purpose, context, and mode.

2)    Information Fluency: Consultant encourage student to think divergently and convergently about the ways in which students gather, evaluate, interpret, and integrate information into their communication products and practices.

3)    Integrative collaboration: Consultants encourage students to see their communication from multiple perspectives through the feedback process while incorporating insights offered from interactions within the space.

4)    Interactive: Consultants encourage students to think about the dynamics in their collaborative groups and how communication is enhanced through this social process. Consultants promote interaction by allowing students to project ideas in high- and low-tech ways.

5)    Visual: Consultants encourage students to think visually, embracing a design approach that allows students to actively participate with manipulatives and interactive resources

6)    Dynamic: Consultations change with students’ needs and expectations. That is, consultants adapt their methods of consulting.

These criteria, developed by the founding administrators of the Noel Studio, reflect both disciplinary and institutional ideologies. These reflections serve as the foundation for what Prior et al. describe as an expanded theory of rhetorical activity. Laminated chronotopes reflect the underlying ideology of the Noel Studio, as they are embodied, represented, and embedded in its rhetorical activity.

Laminated Chronotopes

Writing Center Ideology: Writing center policies and practices reflect their grounding in process pedagogy. Valuing such ideals as “HoCs over LoCs” (higher order concerns over lower order concerns), “meeting the writer where he’s at,” “minimal marking,” and “making better writers not better writing,” writing centers reflect composition theories that prioritize student reflection, student ownership, and collaboration. Students become better writers through discursive processes (the one-on-one interactions—these are important to writing center peeps…include them and explain why).

Inherent in this belief is the ideal that writing centers do not offer remedial services—rather, they support the growth of all writers in employing rhetorical strategies to develop effective communication. In addition to pedagogical strategies, writing centers also focus on space design as an important component in engaging students, resulting in what McKinney identifies as one of the tropes—writing centers are cozy homes. While the Noel Studio is not designed to be a “cozy home,” the importance of space design for the critical and creative processes of composing is one of its most important elements.

Institutional Ideology: Eastern Kentucky University is a regional university that offers undergraduate and graduate degrees in general and liberal arts programs, pre-professional and professional training in education and various other fields. Established as Eastern Kentucky State Normal School in 1906, EKU began as a school for teachers and that legacy is still visible in the school’s self-described identity as an institution with three primary priorities: instruction, scholarship, and service, but the institution still claims the primary function is teaching (EKU, n.d.).

Like most institutions of higher education, EKU values grades as representations of academic success and predictors of future success. For the institution, success is often defined in terms of retention and graduation rates and programs that can demonstrate direct contributions to retention and graduation through quantitative assessments are more likely to receive funding.

Functional Systems and Literate Activity

From these laminated chronotopes emerge what Prior et al. identify as functional systems. According to Prior et al., “mediated activity means that action and cognition are distributed over time and space, and among people, artifacts, and environments” (pp. 17-18)–or functional systems. These functional systems are tied together by “some array of current objectives, conscious or not” (p.19). The primary objective tying these functional systems together in the Noel Studio is to help students become more effective communicators. Other stated and unstated objectives include creating opportunities for the students who work as consultants, creating an open and creative work atmosphere, and maintaining knowledge and practices to support EKUs evolving communication climate.

And from the functional systems emerge literate activities. According to Prior et al., the “terms of the map of literate activity . . . are not intended to evoke a series of steps, but to signal a multidimensional model” (pp. 19-20). This map of literate activity includes production, representation, distribution, reception, socialization, activity, and ecology. At this level, activity is concrete and visible, encompassing the enactment of rhetorical moves—the actions that enable the work of the Noel Studio to manifest in students creating visible representations of their ideas.

While Prior et al. identify functional systems as ecologies, people, communities, artifacts, and practices, they fail to explain how these functional systems emerge and contribute to the rhetorical activity of the larger network. The ambiguity of these functional systems (and thereby, the literate activities of the functional systems), however, can be better understood by looking at how other theorists have defined these various systems.

Even though the objective of the Noel Studio situates it as a system of rhetorical activity, we cannot ignore its multiple identities. It also functions as a labor system, an ecosystem , and a social network system that operates within the larger economic and social biosphere of EKU. Examining the Noel Studio in terms of its functional systems and literate activities in terms of these other network theories allows us to understand how meaning is made and transformed, how the network grows, evolves, or dissolves, and where operations and connections breakdown (or have the potential to breakdown).

Ecologies: Spellman defines ecology as “the science that deals with the specific interactions that exist between organisms and their living and nonliving environments” (p. 5). The Cary Institute expands on that definition, explaining ecology not just as interactions but as systems: “The scientific study of the processes influencing the distribution and abundance of organisms, the interactions, among organisms, and the interactions between organisms and the transformation and flux of energy.” In the case of the Noel Studio, the “transformation and flux of energy and matter” is actually the transformation of students’ ideas into the creation of texts. In this sense, the staff, students, and physical environment of the Noel Studio interact to create visible representations of ideas.

Madison Middle visits the Noel Studio to work on their Google Sites for the Madison County Historical Society

Madison Middle visits the Noel Studio to work on their Google Sites for the Madison County Historical Society

This representation, or the transformation as the Cary Institute described it, is reliant on not only the affordances (Gibson) of the physical environment but also what Norman identifies as perceived affordances. The more the student and consultant are able to take advantage of the affordances of the environment, the more effective their visual representation.

For example, when a student comes in to work with a consultant, the consultant typically first chooses a spot in the Greenhouse. With no stationary technology in the Greenhouse, the student and consultant can engage in conversation with little distraction from technology. For this example, we’ll say that the student has not yet started to write the paper—she has the prompt and an idea for a topic, but she doesn’t know how to narrow it down or start to organize it. Once the student has explained this, the consultant will ask to see the prompt, the construction of which affords the direction for the student’s paper.

After coming to an agreement about what the student is supposed to do in the paper and that the consultation will focus on brainstorming, the consultant will take the student to the Invention Space. As the consultant is already familiar with the spaces and technologies, she recognizes that the Invention Space affords brainstorming activities. The large whiteboards, CopyCam, and multicolored dry erase markers allow both the student and the consultant to contribute and organize ideas as they become represented through words and images on the dry erase boards. Additionally, revision of ideas is afforded as the representations are easily erased or modified if/when they no longer signify the evolving ideas. Once the student is happy with the representation of her ideas, she and the consultant could use an outline to create an outline—a visible representation of the logical structure of the student’s intended communication. The CopyCam then affords saving, as the student can print a copy of the work, save it as a file on a jump drive, or upload it to the Noel Studio’s CopyCam website.

If time, or in follow-up consultations, the student and consultant would use other spaces and technology in the Noel Studio to proceed through the drafting and revision processes (many times students do so in the spaces without a consultant, too). Together, they might use the Media Wall to conduct research, draft, review, and revise. If it’s a presentation, the student might also use a Practice Room to rehearse the presentation, then move to another space to work through the writing process again.

In each situation, the interactions between the student, consultant, and the tools of the environment transform the student’s ideas as they become represented in the various texts she composes throughout the process. Her (and the consultant’a) ability to perceive the various affordances of the technology that she uses shapes what the final text will look like. Similarly, the constraints of the technology also force her to make decisions, shaping the final project. For instances, if the student’s project is a video that she will share with the class, her construction of the video is reliant not only on her technical skill but also on her ability to perceive what she can and cannot do with the video editing software that she chooses. She knows that she wants to lay down a music track over the images in the video—a rhetorical choice that Movie Maker, iMovie, and most other video-editing software afford—but if she can’t perceive the function of the software, she will have to revise her plan and make new rhetorical choices with the functions she can perceive.

Communities: In this ecosystem of rhetorical activity, growth and balance depend on the population diversity (Spellman) and the abundance of resources, both human and environmental. Considering different groups of students and faculty as the different populations or communities, the ecosystem of the Noel Studio only grows when there is representation from the diverse disciplines, social groups, and demographic groups that make up EKU. Before the Noel Studio opened in 2010, the EKU Writing Center operated in the basement of Case Annex—an old dorm that has been converted to office and classroom space. Isolated to one department (the English Department) in terms of staffing, funding, and use, the Writing Center did not grow. When the Writing Center Director reached out to a new population (EKU Libraries) to discuss a potential collaboration, the idea of the Noel Studio emerged. Discussions between the Writing Center Director and the then-Dean of Libraries prompted further outreach to representatives of other populations, including the Department of Communication, Information Technology, Institutional Effectiveness, and the Office of the Provost. As ideas for what the space could be expanded, these representatives realized the increasing diversity of populations and their interests would require a new physical space.

The increased diversity also increased access to resources, as the English Department would no longer be solely responsible for the full funding (it still contributes to staffing through graduate assistant lines). Working with EKU Libraries Advancement, this newly-formed group was able to secure funding from donors, EKU Libraries, the Provost’s Office, University Programs, and a state grant. Since opening in September 2010, the Noel Studio has continued to increase the population diversity, expanding the Noel Studio Advisory Committee to include representatives from additional communities, including the Office of Undergraduate Research and the Teaching and Learning Center. Additionally, there has been an increase in population diversity among student use and faculty collaborations as we now see every college, social group, and demographic group that constitute EKU represented in the Noel Studio.

The distribution of population diversity, however, is still imbalanced as many communities are under-represented. While the ecosystem does include representatives from the college of Justice and Safety, for example, they are few and far between. If we cannot increase the Justice and Safety community’s interactions with the Noel Studio, that connection may die off as students graduate. As those connections die off, the system becomes less dynamic and resources less distributed as potential sources of funding decrease. If this trend of losing involved communities grew, the Noel Studio as a system would not be able to revert to its previous system of the Writing Center, as the resources and space have already been reallocated within the English Department. As such, the continued existence of the Noel Studio is dependent on increasing and maintaining connections with EKU’s diverse communities.

People: In addition to systems of community, the Noel Studio contains multiple systems of people as well. The primary network of people is the personnel: the administrative staff (director, coordinators, administrative assistant, and technology associate), the consultants (consultants, desk consultants, writing fellows, and graduate assistants), and the students (undergraduate, graduate, and online). Institutional ideology is most predominantly reflected in this component of the functional system, as the personnel structure is hierarchical. The consultants are responsible for the work that most explicitly addresses the objective of the Noel Studio, while the coordinators are responsible for guiding and supervising that work, the AA and technology associate troubleshoot and problem-solve resources necessary for that work, and the director makes programmatic decisions that situates the work within the larger system of EKU.

A social group comprised of undergraduate consultants, research consultants, a desk consultant, and a writing fellow

A social group comprised of undergraduate consultants, research consultants, a desk consultant, and a writing fellow

Within the labor network of people, there are social networks that are formed at and between various levels. As Scott explains, “A social group . . . exists in a field: a social ‘space’ that comprises the group together with its surrounding environment” (p. 11). This surrounding environment is not necessarily the physical space of the ecosystem—rather the space of the social group is constructed by the paths between people and their attitudes. With a full staff of approximately 50 people, interpersonal relationships and social balance is important for establishing a positive working environment. It’s unreasonable to expect that all 50 members of the Noel Studio will have what Scott identifies as “positive” relationships with all other 49 members. As he explains, social subgroups tend to form among people who have aligned ways of thinking and objectives. These subgroupings are evident within the Noel Studio as consultants tend to converge into cliques along their identified roles (their niches): desk consultants, graduate assistances, research consultants, undergraduate consultants, and writing fellows. However, as Scott explains, each person has multiple relations outside of these networks.

Understanding the social networks of the Noel Studio allows us to understand how interpersonal conflicts arise and, potentially, can be resolved with and ever-increasing staff. Thus far, the Noel Studio has had little trouble with conflict which is potentially due to the aligned objectives created by pedagogical and institutional ideologies.

Artifacts:  The artifacts of the Noel Studio are the documents and tools used the employees use to assist in the daily work. The documents and tools used by the Noel Studio employees to assist in the daily work. These include the Records of Consultation, time sheets, handouts and resources, client reports, WCOnline, Google Docs, Outlook, and Facebook.

Spinuzzi explains that relationships, activity, and destabilization that occur can only be identified by examining the relationships of activity and genres (the tools of the work) at three different levels: the macroscopic, mesoscopic, and microscopic levels.  At the macroscopic level is the entire the activity system–the Noel Studio and its makeup (director, coordinators, consultants, desk consultants, etc) and the artifacts it use (Records of Consultation, WCOnline, the furniture, the technology) to achieve the goal of improving students’ communication skills. The mesoscopic level, reveals the actions each of the workers perform in order to achieve the goal and how the instruments mediate those actions. And microscopic level actions are operationalized behaviors.

The distribution of labor within the network is visible through the tools or artifacts that we use and create. For example, a student’s consultation is not only the labor of the consultant who works with him or her. In scheduling the appointment, either the student or a desk consultant uses WCOnline to mediate the scheduling process. When the student arrives, the desk consultant again uses WCOnline to fill out the heading on the RoC (the Record of Consultation) and then mediates the introduction to the consultant with whom the student will be working. At this point, the consultant uses the training that he or she received from the administrative staff (prior labor) to engage with the student. In working towards the goal of the improving student’s communication skills, the consultant and student exchange the labor load throughout the consultation, using both the RoC and the student’s communication product to mediate the exchange. After the consultation, the consultant returns the RoC to the desk consultant who again uses WCOnline to create a digital record of the consultation (the client report). Finally, the desk consultant passes along the RoC to the appropriate coordinator who reviews it and uses it to discuss the consultant’s success within the consultation.

Networks grow and emerge as workers create and modify genres and they dissolve as contradictions, discoordinations, and breakdowns go unnoticed or unaddressed. In the previous example, for instance, we might see a breakdown as the consultant distributes the copies of the RoC. If the consultant forgets to give the student the original, then the behavior is not operationalized and the Noel Studio will be inconsistent (and perhaps perceived as unreliable) in its processes. In response, if a coordinator or consultant notices this breakdown, he or she might develop fix–a new genre–that increases and strengthens the network.

Practices: Spellman emphasizes that each organism in an ecosystem has a specific role, or a niche, to fill. As such, “in order for the ecosystem to exist, a dynamic balance must be maintained among all biotic and abiotic factors—a concept known as homeostasis” (p. 15).The concept of balance is important for all ecosystems and the Noel Studio is no different. However, it is in the functional system of practices that the tension between writing center and institutional ideologies start to emerge. Because of writing center values of process pedagogy, forming “better writers not better papers,” and collaboration and authorship, writing centers (and the Noel Studio) have developed practices that prioritize global concerns over proofreading and editing, discussion over “correction,” and minimal marking. In contrast, because institutions value grades and assessment reporting, there is often institutional pressure to transform writing center practices to focus on product, local concerns, and editing.

These tensions are evident in every aspect of the consultation. From setting goals with students, to filling out the RoC, to having meaningful conversation to meeting faculty’s expectations, consultants try to balance the values they learn in training (and by which they are evaluated in terms of job performance) with the expectations of students, faculty, and higher administration. Despite valuing process and recognizing that students likely need to visit the Noel Studio multiple times for significant improvement in skills, consultants feel obligated to help every student move their project from whatever “grade” it is at to an “A” (as subjectively defined by every instructor at the institution). As consultants face pressure from students, coordinators face criticism from faculty whose ideas of what a writing center should do have, unfortunately, evolved little since North’s 1984 article.


This synthesis feels woefully incomplete. I’m not sure if my reasons for choosing my different theories are obvious, so I’ll try to make them explicit here.

I chose CHAT as the overall framework because it explains how activity emerges from rhetorical motivations that are situated in cultural and institutional ideologies. It explains how meaning is embedded in systems that then represent the meaning through the resulting activities. Additionally, it accounts for various types of representation and how context influences rhetorical activity.

Using Prior et al. as a framework, however, was problematic for a few reasons that I tried to address with the other theories. First, it didn’t offer any ways of establishing boundaries for analysis of rhetorical activity. Even though my OoS itself helped set boundaries, much of the action that impacts students’ communication skills occurs outside of the Noel Studio on an individual basis, but examining those influences wouldn’t help us understand the Noel Studio as a network better.

Using Spinuzzi, Scott, and Spellman to define the types of functional systems in terms of a labor network, a social network, and an ecosystem help set useful boundaries and address ways in which the system grows, evolves, and could, potentially dissolve. Finally, they helped explain how the literate activity manifests from the functional systems and laminated chronotopes and how individuals and groups both form complex networks. Additionally, while CHAT accounts for the impact of environment on the rhetorical activity, theories of distributed cognition (Gibson and Norman) explain how that impact happens. In short, each of the supplemental theories attempt to explain the how that Prior et al. neglect.


Carpenter, Valley, Apostel, & Napier. (2013). Studio Pedagogy: A Model for Collaboration, Innovation, and Space Design, (pp. 313-329) In Cases on higher education spaces: innovation, collaboration, and technology, (R. Carpenter, Ed.). Hershey, PA: IGI Global.

Carpenter, R. & Lee, S. (2013). Introduction: Navigating literacies in multimodal spaces. The Routlege reader on writing centers and new media, (xiv-xxvi). New York: Routlege.

Gibson, J. J. (1986). The theory of affordances. The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum Associates.

McKinney, J. G. (2103). Peripheral visions for writing centers. Boulder, CO: Utah State University P.

Murphy, C. & Stay, B.L. (2006). The writing center director’s resource guide. New York: Routlege.

Nelson, J. & Everts, K. (2001). The Politics of Writing Centers. Portsmouth, NH: Boynton/Cook-Heinemann.

Norman, D. (n.d.). Affordances and design, Retreived from

North, S. (1984). The idea of a writing center. College English, 46(5), 433-436. Retrieved from

Pemberton, M. (2003). The center will hold. Logan, UT: Utah State University Press.

Prior et al. (). Re-situating and re-mediating the canons: A cultural-historical remapping of rhetorical activity. Kairos, 11(3). Retrieved from

Spellman, F. R. (2008). Ecology for nonecologists. Lanham, MD: Government Institutes.

Spinuzzi, C. (2003). Tracing genres through organizations: A sociocultural approach to information design. Cambridge, MA: MIT Press. Retrieved from Kindle.




Mindmap #6: Getting a Little CHATty

In this week’s mindmap I found myself struggling to remember where things were to which I wanted to connect CHAT. I added a node for Prior et al. (representing the core text and the various operational representations included in the Kairos Remediating the Canons topic) and for CHAT, with its three basic areas of focus: literate activity occurring in functional systems within laminated chronotopes. I also connected CHAT to a theorized, but not especially effectively operationalized, theoretical construct.

Mindmap visualization

Mindmap #5: Getting a Little CHATty (and very crowded) – Popplet

At this point in the term, theoretical stances and their connections to one another are starting to blur in annoying, but also somewhat useful, ways. As time puts distance between my reading of theorists (like Bazerman and Foucault), I find that I’m able to pick up on general concepts within those theories rather than specific theoretical positions. I recognize the importance of recalling and applying specific theoretical positions, and I’m not suggesting I’ve lost the ability to do so (although it may take a little note reading to do it effectively). But in drawing connections among theorists and theories, I’ve found that having a general understanding of major concepts provides tools needed to more accurately draw connections.

For example, as I inserted CHAT into my mindmap, I immediately recognized that CHAT’s functional systems are roughly analogous to genre tracing’s activity system, so I drew a connecting line between those two aspects. CHAT sees the functional system as a social aspect of rhetoric in the same way genre tracing conceives of activity systems as consisting of social groups whose members are influenced by impulses toward centrifugal or centripetal change.

While I can’t always articulate the specific way(s) that theories match, understanding some of the major concepts provides a quick connectivity that can be tested and supported (or refuted) as needed. This has been useful to me, as I find myself too often sucked into trying to understand very specific aspects of theoretical stances (what is that historical a priori, after all, and does it relate in any way to the laminated chronotope?) rather than working to grasp a macro-view of the concepts as they work together to form the theory. I suppose I’m continually seeking to see theory operationalized or revealed in an OoS, and that only rarely happens (Spinuzzi being the delightful exception).

To date, I have found our theorists building upon one another.

  1. Bitzer and his respondents start working on the rhetorical situation.
  2. Foucault (see part 1 and part 2) examines in minute detail discursive formations to develop conceptions of statements, discourse, and archives of discourse.
  3. Bazerman, Miller, and Popham start examining the socially active aspects of rhetoric and start theorizing rhetorical systems.
  4. Rhetorical systems need to be assessed, so DWAE addresses some of the issues and questions surrounding our assessment of online networked discourse.
  5. Systems are the focus of Spinuzzi, who addresses the way genres work with and against one another within systems.
  6. And Prior et al. demonstrate that even our understanding of rhetorical systems needs to be questioned, problemetized, and expanded to address Bakhtinian time-space and its relationship to literate activities in those systems.

Each theory builds on the work of its predecessors in clear and specific ways, ways that are much easier to see as we travel farther away in time-space from Bitzer, Biesecker, and Vatz. I’m pretty sure hypertext theory is going to problematize this seemingly smooth (in hindsight) transition from theorist to theorist.

Problematizing theory is clearly the goal, both of this class and of scholars of rhetoric. It’s rather enjoyable, if sometimes wickedly selfish and self-immolative. Do we face the possibility that we’ll problematize ourselves out of defensible theories?

sad cat picture - no more theory

And blog about that new theory, too!

[Rock Inclusions: Might these be laminated chronotopes, too? Creative Commons licensed image from Flickr user Travis]