Katie Denton

English 540

CCCC/RSA Proposal

Need a title….

In “Textbooks and the Evolution of the Discipline,” Robert Connors offers a compelling narrative of the changing nature of writing instruction in the nineteenth century.  Specifically, Connors traces the move textbooks make away from treatises and classical references towards instructive guidelines, activities, and questions to help guide composition instructors.  Composition-Rhetoric: Backgrounds, Theory and Pedagogy sets these changes against a matrix of societal change and an increasing interest in correctness.  While this framework offers an effective way to conceive of nineteenth century composition instruction as reflected in textbooks, many scholars have pointed out that texts alone cannot account for the instruction that happens in a classroom.

The problem of envisioning the changing nature of writing instruction in nineteenth century classrooms is further complicated by our contemporary notions of what constitutes sound writing instruction.  These biases tend to be reflected in our readings of nineteenth century textbooks.  We tend to become so focused on grammar instruction, an aspect of writing we currently consider minor, that we tend to have difficulty understanding nineteenth century writing instruction in context.

Connors offers sound methodology for identifying trends in writing instruction.  However, seeking out the words of the authors of nineteenth century textbooks can provide us with an even more well-rounded understanding and appreciation of how rhetoricians attempted to come to terms with writing and writing instruction as this topic area of rhetoric gained momentum in the nineteenth century.

For this presentation, I will examine John Genung’s Outlines of Rhetoric and Working Principles of Rhetoric.  These textbooks are of particular interest because each includes a preface and introduction written by Genung.  In these opening sections, Genung offers his perspective on writing and writing instruction and provides a rationale for the decisions he made as he created his texts.  Furthermore, since these books were written several years apart, we have the opportunity to map Genung’s evolving understanding of writing instruction and how this understanding is integrated into textbook design. 

The findings of this close reading of Genung provide further insight into how one rhetorician viewed writing and writing instruction.  Some of the insights offered by Genung, in his own words, suggest that pedagogical approaches to composition instruction are far more complicated and sometimes contrary to our understanding of nineteenth century writing instruction.  In presenting my methodology and findings, I hope to provide a framework for further study of other nineteenth century textbook authors.  Ultimately, studying writing instruction through the words of the authors themselves may enrich our understanding of how nineteenth century academics struggled with, and come to terms with, the evolving field of composition and composition instruction.