In “Ways of Knowing, Doing, and Writing in the Disciplines,” Michael Carter proposes a reconception of disciplines at the university level. In doing so, writing in, out, and of the disciplines would be greatly affected (Carter). In the article, Carter establishes a system of definitions of writing, doing, and knowing. In a given field, writing is usually the medium of doing, which demonstrates knowing (Carter). Writing in the Disciplines (WID) faculty, Carter proposes, would teach students in their discipline how to write for their discipline. The only studies that may not benefit from Writing in the Disciplines faculty might be “nonwritten performances in art and design” (Carter 406).
Carter goes on to explain metagenres, systems of genres, and metadisciplines, groups of disciplines. These reconceptions highlight the similar ways of learning employed across disciplines, and namely, the importance of writing. According to Carter, the study of English literature uses genres that are “responses to academic situations that call for research from sources” (Carter 398). This metagenre includes the genre of the research paper, which Carter names an “academic genre, writing that is used to promote certain ways of knowing and doing without much pretense to practical application beyond the classroom” (Carter 400). Composition and creative writing work in the metagenre “responses to academic situations that call for performance” (Carter 400). This metagenre focuses on “enduring knowledge” and the “artifact” as evidence of that knowledge (Carter 401). It would seem that English composition is a part of both of the aforementioned metagenres. In this particular field, there is both research using outside sources and the betterment of the craft of writing. Carter's system of metagenres and metadisciplines highlight the similarities between the studies of English literature and language, composition, and creative writing. And, as both composition and creative writing require performance, a closer pedagogical relationship between the two disciplines seems appropriate.
The restructuring of the university by Carter’s prescription might altogether eliminate English composition. Carter proposes that WID faculty within disciplines teach their students how to write for their specific discipline. Carter writes, “It is not the writing professional who is telling them what counts as good writing in their fields. The faculty themselves are experts. And as experts, they also take responsibility for students’ writing in their disciplines” (Carter 408). Another major effect of the program is that the studies of English language and literature would be conceptually split. Even without this radical revision, Carter’s definitions and systems are engendered by teaching outcomes and allow us to see the disciplines in terms of doing instead of by declarative, static knowledge (Carter). Carter's article declares that “writing is not separate from but essential to [the] disciplines” (Carter 408).
Carter, Michael. "Ways of Knowing, Doing, and Writing in the Disciplines." College Composition and Communication. 58.3 (2007): 385-418. Print.
Carter goes on to explain metagenres, systems of genres, and metadisciplines, groups of disciplines. These reconceptions highlight the similar ways of learning employed across disciplines, and namely, the importance of writing. According to Carter, the study of English literature uses genres that are “responses to academic situations that call for research from sources” (Carter 398). This metagenre includes the genre of the research paper, which Carter names an “academic genre, writing that is used to promote certain ways of knowing and doing without much pretense to practical application beyond the classroom” (Carter 400). Composition and creative writing work in the metagenre “responses to academic situations that call for performance” (Carter 400). This metagenre focuses on “enduring knowledge” and the “artifact” as evidence of that knowledge (Carter 401). It would seem that English composition is a part of both of the aforementioned metagenres. In this particular field, there is both research using outside sources and the betterment of the craft of writing. Carter's system of metagenres and metadisciplines highlight the similarities between the studies of English literature and language, composition, and creative writing. And, as both composition and creative writing require performance, a closer pedagogical relationship between the two disciplines seems appropriate.
The restructuring of the university by Carter’s prescription might altogether eliminate English composition. Carter proposes that WID faculty within disciplines teach their students how to write for their specific discipline. Carter writes, “It is not the writing professional who is telling them what counts as good writing in their fields. The faculty themselves are experts. And as experts, they also take responsibility for students’ writing in their disciplines” (Carter 408). Another major effect of the program is that the studies of English language and literature would be conceptually split. Even without this radical revision, Carter’s definitions and systems are engendered by teaching outcomes and allow us to see the disciplines in terms of doing instead of by declarative, static knowledge (Carter). Carter's article declares that “writing is not separate from but essential to [the] disciplines” (Carter 408).
Carter, Michael. "Ways of Knowing, Doing, and Writing in the Disciplines." College Composition and Communication. 58.3 (2007): 385-418. Print.