• Écrire dans un monde en mutation — Mutation de l'acte d'écrire
  • Programmes, visions et orientations pour l'étude et l'enseignement de la rédaction

  • Saskatoon (Saskatchewan) Canada, 27-29 mai 2007

Conférenciers invités

    La conférence recevra des conférenciers de renommée internationale œuvrant dans les domaines des thèmes et des objectifs de la rencontre


    Conférenciers invités


    Changes in Writing—Writing Change

    Jour 1, Mai 27
    9 h - 10 h
    Salle AGRI 5C61

    Dr. Janet Giltrow
    Professor, Department of English, University of British Columbia, Canada

    Janet Giltrow is a Professor in the English Department at the University of British Columbia. She is editor of Academic Reading, 2nd ed, principal author of Introduction to Academic Writing, and author of Academic Writing: writing and reading in the disciplines, 3rd ed, as well as many articles and book chapters on literary and non-literary stylistics, ideologies of language, writing in the disciplines, and genre theory.

    Method in Madness: Imagining Language in Professional and Workplace Writing

    Reflecting on his methodologies as a “literary man,” Kenneth Burke (1954) diagnosed himself with “’occupational psychosis’”—a predisposition, we might say, to privilege certain images of language and attitudes towards it. Does study of professional and workplace writing show any signs of having its own “occupational psychosis”? Novice/expert studies, for example, may privilege an image of smooth successions and untroubled recruitments. And research collaborations in the workplace may indemnify rather than question prevailing practice: Freedman and Medway (1994) criticised early studies of workplace genres on these grounds. Equally, though, researchers’ “occupational” proximity to humanities traditions and critical theory may habituate them to suspicions of hegemony in workplace and professional genres (e.g., Coe et al. 2002). This presentation’s central example of “occupational psychosis” will be the applications of genre theory by theorists and researchers in Computer-Mediated-Communication: applications which veer towards a new formalism and an image of language as design and surveillance; applications possibly attributable to researchers’ disciplinary position in organisational communications. Without prescribing specific methodologies, this presentation will conclude by offering alternative images of language available from research into the professional and technical writing of an 18th-century trader for the Hudson’s Bay Company.

    Burke, Kenneth  1954 “Prologue,” Permanence and Change: An Anatomy of Purpose. Los Altos, Calif.: Hermes.

    Coe, Richard, Lorelei Lingard, and Tatiana Teslenko  2002 “Genre as Action, Strategy, and Difference: An Introduction” The Rhetoric and Ideology of Genre  Cresskill, NJ: Hampton

    Freedman, Aviva and Peter Medway  1994 “Locating Genre Studies: Antecedents and Prospects” Genre and the New Rhetoric London: Taylor & Francis


    Rethinking the Teaching of Writing for Change

    Jour 2, Mai 28
    9 h - 10 h
    Salle AGRI 5C61

    Dr. Charles Bazerman
    Professor of Education, University of California, Santa Barbara, USA

    Charles Bazerman is interested in the social dynamics of writing, rhetorical theory, and the rhetoric of knowledge production and use.  His recent books include two volumes of his essays translated into Portuguese, a coauthored Reference guide to Writing across the Curriculum,  a co-edited methods book on textual analysis with Paul Prior, What Writing Does and How It Does It, and a collection of essays co-edited with David Russell on writing and activity theory, Writing Selves/Writing Societies, (available at, and. The Languages of Edison's of Edison's Light, won the American Association of Publisher's award for the best scholarly book of 1999 in the History of Science and Technology.  Previous books include Constructing Experience, Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science, Textual Dynamics of the Professions, The Informed Writer: Using Sources in the Disciplines, and Involved: Writing For College, Writing for Your Self.  He is currently editing the Handbook of Research on Writing and the Reference Guides to Rhetoric and Composition. For more information, please see Professor Bazerman's web site at

    Electrons are Cheap, Society is Dear

    While the most visible impacts of new communicative technologies may be in the expressive potential of multimedia, hypertext, and greater design control at the desktop, the most significant changes may be in the changing activities and communities facilitated by these affordances and by the changing economics (of both money and time) these bring to communicative endeavors. Thus beyond providing students with facility in design tools and multi-media rhetoric, we need to provide them with analytic tools to understand the changing social and activity environments they will be speaking to and the ways in which communications will serve to facilitate transformed work, citizenship, and personal relations.  I will draw on historical examples to explore the ways in which changing technologies, economics, and conditions of writing and communication influenced professional, educational, and social relations, framing particular settings and motives for the writing done and the set of skills needed by successful writers.  I will then consider currently emergent forms of knowledge and inscription work and the changing social relations they are part of.  Understanding the potentials of what designed communication can accomplish in these evolving activity systems will lead to the most creative and fundamentally effective inscriptions.

    Toward New Agendas, Visions, and Directions for the Study and Teaching of Writing

    Jour 3, Mai 29
    9 h - 10 h
    Salle  AGRI 2E25

    Dr. Michele Knobel, Professor of Education, Montclair State University, & Dr. Colin Lankshear, Professor of Education, James Cook University, Australia

    Michele Knobel is a Professor of Education at Montclair State University (USA), where she co-ordinates the graduate and undergraduate literacy programs. Colin Lankshear is Professor of Education at James Cook University, Australia and a Visiting Scholar at McGill University in Montreal, Canada. Their current research agenda focuses on new literacies and other social practices involving digital technologies under emerging conditions of Web 2.0, and the philosophy and conduct of teacher research. Their recent books include A Handbook for Teacher Research (2004), New Literacies: Everyday Practices and Classroom Learning (2nd edition, 2006), and A New Literacies Sampler (2007/in press).

    Leu, D., Coiro, J., Knobel, M and Lankshear, C. (2007). The Handbook of New Literacies Research. Mahwah, NJ: Erlbaum.

    Knobel, M., Thomas, A., and Lankshear, C. (2007) Digital Literacies. New York: Peter Lang Publishing.

    The New Textpertise: Proficiency and Recognition in Writing Practices in the Age of Web 2.0

    This paper draws on recent research and scholarship from sociocultural studies of new literacies and learning (Gee 2003, 2004; Lankshear and Knobel 2003, 2006, 2007), sociology of the internet (Castells 2003; Gillmor 2004), sociolinguistics (Kress 2003), and the economics and sociology of knowledge cultures (Peters and Besley 2006; Lankshear, Peters and Knobel 2001) to theorize contemporary changes impacting the practices of writing. It argues that the social relations of production and mediation of texts and the linguistic range that texts of diverse kinds must traverse under conditions of escalating globalization challenge conventional norms of proficiency. Burgeoning affinity spaces (Gee 2004; Johnson 2005) privilege FAQs, guides, ‘walkthroughs’ and other DIY support mechanisms for writers undermine traditional models of expertise characteristic of ‘bookspace’ (Lankshear and Knobel 2006). So do emerging business approaches to problem solving and performance evaluation, like 'crowd sourcing' and 'ratings systems'. Web sites serving diverse language and discourse communities increasingly threaten conventional norms of generic correctness and stylistic competence. These and other similar trends have profound implications for institutionalized teaching and credentialing of writing and for preserving professional norms and status.


    Castells, M. (2003). The Internet Galaxy: Reflections on the Internet, Business and Society. New York: Oxford University Press.

    Gee, J. (2003). What Video Games Have To Teach Us About Learning and Literacy. New York: Palgrave.

    Gee, J. (2004). Situated Language and Learning: A Critique of Traditional Schooling. London: Routledge.

    Gillmor, D. (2004). We the Media. Sebastopol, CA: O’Reilly Media Inc.

    Johnson, S. (2005). Everything Bad is Good For You: How Today's Popular Culture Is Actually Making Us Smarter. New York: Riverhead.

    Kress, G. (2003). Literacy in the New Media Age. London: Routledge.

    Lankshear, C. and Knobel, M. (2003). The ratings game: From eBay to Plastic. Chapter 6 of their New Literacies: Changing Knowledge and Classroom Learning. Buckingham and Philadelphia: Open University Press.

    Lankshear, C. and Knobel, M. (2006). New Literacies>: Everyday Practices and Classroom Learning. 2nd edition. Maidenhead and New York: Open University Press.

    Lankshear, C., Peters, M. and Knobel, M. (2001). Information, knowledge and learning: Some issues facing epistemology and education in a digital age. In M. Lea and Nicoll, K. (eds) Distributed Learning: Social and Cultural Approaches to Practice. London: Routledge.


© 2006 Association canadienne des professeurs de rédaction technique et scientifique
Dernière modification: 2007-04-02