To build on the legacy of reader-response theory, English studies needs to destabilize the foundational binary separation of reading and writing by creating stronger intradisciplinary relations between composition and literary studies. English studies professors can do so by foregrounding the hybridity and performativity of the texts they teach and study.
Building Intradisciplinarity in English Studies through Textual Hybridity and Performance
Stephen Sutherland has taught composition and literature in English departments at four universities (two of them public and two private), in the Expository Writing Program at Harvard University, and in the writing department at Loyola University Maryland. His scholarship, which is devoted to reading-writing connections, image-text relationships, revision, citation, and the trope of immigration, has appeared in WAC Journal, Writing on the Edge, JAC, Reader, Pedagogy, and elsewhere.
Stephen Sutherland; Building Intradisciplinarity in English Studies through Textual Hybridity and Performance. Pedagogy 1 April 2020; 20 (2): 257–270. doi: https://doi.org/10.1215/15314200-8091869
Download citation file: