I also hope to address certain questions which are specifically pertinent to composition teachers: that is, what composition teachers ask students to do is to create, to compose – or, to produce, to generate. Yet, how does the space we allow (or deny) for this creation in some way contribute to or foster what is generated out of it? While so many scholars have (and understandably so) focused on the content of lessons, fewer have chosen to focus on (or even acknowledge) the other rhetorical elements (space being among these) which also contribute to the inventive processes that our students undergo.
I draw upon the foundational groundwork laid out by Bartholomae in “Inventing the University” as well as theoretical concepts laid out by Friedrich Nietzsche, Gilles Deleuze, and Michel Foucault. Through these authors, the paper is an attempt to trace connections between how traditional concepts of imagination and invention have emerged through place, and to use these connections in a way that offers yet another generative view of how place not only contributes to generation, but might be manipulated (or, at the very least, addressed as a viable contributing factor) to classroom composition.
Bartholomae, David. “Inventing the University.” When a Writer Can’t Write: Studies in
Writer’s Block and Other Composing-Process Problems. NY: The Guilford P, 1985. 134-165.
Deleuze, Gilles and Felix Guattari. A Thousand Plateaus: Capitalism and
Schizophrenia. The University of Minnesota Press, 1987.
Foucault, Michel. The Order of Things: An Archeology of the Human Sciences. New
York: Vintage, 1973
Nietzsche, Friedrich. “On Truth and Lies in a Nonmoral Sense.” CreateSpace
Independent Publishing Platform, 2012.
Warnock, Mary. Imagination. Berkeley: U California P, 1978.