Thinking through Theory: Vygotskian Perspectives on the Teaching of Writing
Zebroski, James Thomas. Thinking through Theory: Vygotskian Perspectives on the Teaching of Writing. Portsmouth: Boynton/Cook, 1994. Print.
SummaryZebroski links Vygotsky to the composition field. His early chapters look at the use of themed composition courses as a way to link the teaching of writing with meaningful writing. "When Words Fail" (chapter five) examines the fight against theory within Zebroski's teaching seminar course. "ComposingTexts" (intro to part two) begins his focus on composition theory and practice, specifically the notion of writing within a Vygotskian theory. In "A Vygotskian Theory of Writing" (chapter six), Zebroski highlights Vygotskian thought, which he says has not received enough attention in composition studies. Overall, he explores and critiques Vygotsky's work by grappling with applying theory to practice. The book concludes with Zebroski's critique of poststructuralist theory.
ResponseZebroski defines theory as a vision, activity reflective process, and reflection on experience and on action (126). He adds that theory involves "bringing the unconscious to consciousness" (128). I love this approach to thinking about theory, as it has always seemed like a complex, loaded, scary word. Thinking about theory as a reflection and ideas brings the idea of doing theory to a manageable level of understanding.
Vygotsky's belief that "individual consciousness needs always to be viewed as both a social and an individual creation" (157) brings about the idea of writing as a social act. This reminds me of a mix of expressivism and social constructionist theories in composition theory. Connections/QuestionsIn addition to Vygotsky, Zebroski also connects Bakhtin to composition scholarship. Further, Zebroski explains Bakhtin's concept of heteroglossia as quarrel.
Zebroski explores the structure of thinking and writing and calls them opposite. Vygotsky also focuses on the concepts of inner speech and consciousness; he spends much time exploring how inner speech connects to thought and speech. Zebroski's views also sound similar to Horkheimer and Adorno’s ideas of speech and writing as different acts. In what ways can theory assist our teaching (120)? Beyond traditional composition theory ideas, what other theorists are worthy of inviting into our teaching? |
Key Quotes
"Composing can be seen as the intersection of context, text, self, and society" (5).
"I want my students to consider the possibility that writing might be more than an isolated activity that we rarely do, unless our boss (or teacher) insists on it" (92).
Nothing makes me angrier than the trivialization of writing, making it a mere skill or a mere discourse or a mere subject position or a pass for entering some job or career or discourse community" (117).
"Theory ... generated among other things ideas about what I might do in class ... Theory could help the writing teacher think through curriculum" (120).
To teach the modes, then, we may need to first teach "group processes rather than solely focusing on texts" (159).
Advanced writing courses for him are "as much a composing act as composing a text" (105).
“Teaching is less about passing on some ideas and practices that I value than about valuing and in that valuing, generating an energy that students sense, that pushes them to generate their own energies” (136).
“Thus in Vygotskian theory, inner, 'private' 'self' is shown to be related to the most public aspects of community life and to be related to the most public aspects of community life and to that community’s sense of Self” (169).
“Concretely, do we teach writing as an art or as a since, or is the very asking of this question and the very splitting of the whole into such dualistic categories the problem itself?” (171)
"I want my students to consider the possibility that writing might be more than an isolated activity that we rarely do, unless our boss (or teacher) insists on it" (92).
Nothing makes me angrier than the trivialization of writing, making it a mere skill or a mere discourse or a mere subject position or a pass for entering some job or career or discourse community" (117).
"Theory ... generated among other things ideas about what I might do in class ... Theory could help the writing teacher think through curriculum" (120).
To teach the modes, then, we may need to first teach "group processes rather than solely focusing on texts" (159).
Advanced writing courses for him are "as much a composing act as composing a text" (105).
“Teaching is less about passing on some ideas and practices that I value than about valuing and in that valuing, generating an energy that students sense, that pushes them to generate their own energies” (136).
“Thus in Vygotskian theory, inner, 'private' 'self' is shown to be related to the most public aspects of community life and to be related to the most public aspects of community life and to that community’s sense of Self” (169).
“Concretely, do we teach writing as an art or as a since, or is the very asking of this question and the very splitting of the whole into such dualistic categories the problem itself?” (171)