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dc.contributor.advisorTate, Gary
dc.contributor.authorVandenberg, Peter Johnen_US
dc.date.accessioned2019-10-11T15:10:29Z
dc.date.available2019-10-11T15:10:29Z
dc.date.created1993en_US
dc.date.issued1993en_US
dc.identifieraleph-610949en_US
dc.identifierMicrofilm Diss. 603.en_US
dc.identifier.urihttps://repository.tcu.edu/handle/116099117/32679
dc.description.abstractThis study argues that the contemporary field of composition studies has been constructed and is maintained through a relatively static arrangement of professional publication criteria; journal publication defines professional boundaries, poses appropriate questions, and determines who is competent to answer. Current textual debates in the field are products of written scholarship itself; any answers can be visualized only through a lens ground(ed) in the present professional order of scholarly publishing in composition. Understanding composition studies as a profession rather than a discipline foregrounds the shared meta-ideology that motivates, potentializes, and authorizes compositionists of competing domain-specific epistemologies, methodologies, and conceptions of value. Adoption of late nineteenth-century criteria for professional "success" has necessitated a reinscription in composition of the institutional procedure whereby knowledge is commodified and exchanged within a limited market controlled by a hierarchy of productivity. The professionalization of the field has led to the marginalization or devaluation of composition teachers and teaching within the context of composition studies itself. Situating the research/teaching binary within the economic system that contains it demonstrates the economic advantage that accrues to the publicists--editors, peer reviewers, and publishing authors--who trade in the marketable currency of text-based products and the disadvantaged condition of the vast majority of writing teachers who are neither producers nor consumers. This study also examines the practice of editing in composition, focusing on the normative influence of editorial decisions, including the selection of peer reviewers and the ironic preservation of formalistic concerns. It engages contemporary editing theory in its own terms, deconstructing the principal oral metaphors--"conversation," "dialogue"--used to refer to the publishing enterprise. Also considered are proposals for editorial reform and alternatives to the current publication model.
dc.format.extentiv, 168 leavesen_US
dc.format.mediumFormat: Printen_US
dc.language.isoengen_US
dc.relation.ispartofTexas Christian University dissertationen_US
dc.relation.ispartofAS38.V373en_US
dc.subject.lcshEnglish language--Composition and exercises--Study and teachingen_US
dc.subject.lcshEditing--Study and teachingen_US
dc.subject.lcshScholarly periodicalsen_US
dc.subject.lcshAcademic writingen_US
dc.titleThe politics of knowledge dissemination: academic journals in composition studiesen_US
dc.typeTexten_US
etd.degree.departmentDepartment of English
etd.degree.levelDoctoral
local.collegeAddRan College of Liberal Arts
local.departmentEnglish
local.academicunitDepartment of English
dc.type.genreDissertation
local.subjectareaEnglish
dc.identifier.callnumberMain Stacks: AS38 .V373 (Regular Loan)
dc.identifier.callnumberSpecial Collections: AS38 .V373 (Non-Circulating)
etd.degree.nameDoctor of Philosophy
etd.degree.grantorTexas Christian University


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