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Disciplinarity, Canonicity, and Authorship

Presentation for WRIT 8500: American Authorship Graduate Seminar, 20 April 2010
by

Cheryl Read

on 20 April 2010

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Transcript of Disciplinarity, Canonicity, and Authorship

What Should We Teach? Why Should We Teach It? The Canon Disciplinarity, Canonicity, and Authorship canonical revision canonical vs. noncanonical syllabus provides access "No one has access to the canon as a totality. This fact is true in the trivial sense that no one ever reads every canonical work; no one can, because the works invoked as canonical change continually according to many different occasions of judgment or contestation. What this means is that the canon is never other than an imaginary list; it never appears as a complete and uncontested list in any particular time and place, not even in the form of the omnibus anthology, which remains a selection from a larger list which does not itself appear anywhere in the anthology's table of contents. In this context, the distinction between the canonical and the noncanonical can be seen not as the form in which judgments are actually made about individual works, but as an effect of the syllabus as an institutional instrument, the fact that works not included on a given syllabus appear to have no status at all." (Guillory30) Canonicity is a result of (Bloom 19):
•Dominant social groups
•Institutions of education
•Traditions of criticism
•Late-coming authors
•Advertising and propaganda
•Genre preferences
Disciplinarity Organizing knowledge Emerging disciplines Hierarchies English as a discipline(?) Exclusion & Selection
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