Writing and Reading Differently: Deconstruction and the Teaching of Composition and Literature

Abstract

This is first book to explore opportunities deconstruction opens up for teaching of both composition and literature. It is a unique and timely response to crucial issues facing teachers of composition and literature at all levels: high school, college, and university. critical rage (and likely to remain so), deconstruction is most controversial and arguably most promising critical-theoretical movement of recent decades. It has proven to be enormously influential as a strategy of textual analysis, thanks in large part to enterprise of such critics as J. Hillis Miller, Geoffrey H. Hartman, Barbara E. Johnson, and Gayatri Chakravorty Spivak, all of whom are contributors to this collection. The implications of deconstruction for teaching of both writing and reading are just now being explored, however. These groundbreaking essays exemplify and assess that potential. The scope of consideration is wide. The essays all discuss deconstruction, treat its pedagogical implications, and evaluate its impact upon teaching of composition and literature. In doing so, contributors address specific questions concerning the literary and the crisis in literary studies and offer a reasoned, balanced, and provocative account of usefulness of deconstruction in solving at least some of problems that beset profession.

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