rather, he doesn't like it because he thinks it makes claims for benefits that cannot be scientifically substantiated and so leaves academe open to all sorts of meddling criticism

hat use-value the curriculum may ultimately have for them in their particular contexts

As a result, students will begin to see rhetoric as an adaptive process that requires a proliferation of methods at every instant. Instead of pre-ordained processes or methods, students would “start with experience, generalize a pattern or schema from that experience, turn that pattern on future experience, and then adapt the pattern to devise a new schema

Hawk’s emphasis on ecology and immersion promises to counter-act such hyper-disciplinarity and ossification.

s. It is no surprise then that institutionalized writing is steadily moving away from the essay as the universal proving ground for student writers, and towards teaching to write effectively in a variety of genres students can expect to work in as they leave college for the workforce. This shift from writing as a single, universal skill to writing as multiple and genre-based is both potentially liberating and potentially disenfranchising.

Instead of a pedagogy of heuristics, which presupposes interiority, Hawk argues for the importance of “ecology and immersion,” in which students gain a greater understanding of their rhetorical presence as multivalent, existing from moment to moment, in connection with other bodies and technologies

Hawk further argues that as the proliferation of communication technologies continue to fracture our understanding of what is good and effective writing, it no longer makes sense to teach texts as if they are strictly the product of a dialectic between writer and audience.

nanarrativeofdefeat,

howtodevelopanationalpoliticalmovementonthebasisofacitystra-tegyandpolitics.