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Writing American Subjects: Race, Composition, and the Daily Themes Assignment for English 12 at Harvard, 1886--1887

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Writing American Subjects: Race, Composition, and the Daily Themes Assignment for English 12 at Harvard, 1886--1887 University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Fall 2004 Writing American subjects: Race, composition, and the daily themes assignment for English 12 at Harvard, 1886--1887 Amy A. Zenger University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Zenger, Amy A., "Writing American subjects: Race, composition, and the daily themes assignment for English 12 at Harvard, 1886--1887" (2004). Doctoral Dissertations. 241. https://scholars.unh.edu/dissertation/241 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. WRITING AMERICAN SUBJECTS: RACE, COMPOSITION, AND THE DAILY THEMES ASSIGNMENT FOR ENGLISH 12 AT HARVARD, 1886-87. BY AMY A. ZENGER B. A. Art, Portland State University, 1994 M. A. English, Portland State University, 1997 Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English September, 2004 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3144759 Copyright 2004 by Zenger, Amy A. All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. ® UMI UMI Microform 3144759 Copyright 2005 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ALL RIGHTS RESERVED ©2004 AMY A. ZENGER Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This dissertation has been examined and approved. j Q. 'O I Dissertation Director Thomas R. Newkirk, Professor of English John Richard Ernest, Associate Professor of English Paul Kei Matsuda, Assistant Professor of English ula ML Salvio, Associate Professor of Education ''O s tS iS l- Sarah Way Sherman, Associate Professor of English AIL 1 , Zoo L-f Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS A discussion in my high school biology class explored this question about identity: given that all of the cells of the human body are replaced over a period of seven years, could you still claim to be the same person after the seven years are over? I thought of this discussion recently, as 1 looked back on my time in the graduate program in composition at UNH. So many deep changes have occurred— especially the loss of Bob Connors and the departure of Cinthia Gannett and Pat Sullivan—that the program from which I am graduating is very different from the one that I entered. In spite of all the changes, though, there has been a very clear “through line” in all of the work I have done as a compositionist: Thomas Newkirk. I first encountered Tom from afar when I studied with Sherrie Gradin, one of his first doctoral students; read his books (Nuts and Bolts, and More Than Stories)', and attended a conference presentation, which I still recall distinctly, years after the details of that conference and many subsequent ones have blurred into oblivion. The pleasure and admiration I felt then for Tom’s thinking, his skill as a writer and researcher, and his great sense of humor have only gotten stronger as I have known him as a teacher, administrator, and, finally, as the chair of my dissertation committee. His coaching through the research process has been a great gift to me. He knows the rare art of pushing firmly when the ideas are not clear, but also allowing room at the same time— room that truly let me find my own way. His unwavering support made it possible for me to have the deep intellectual satisfaction of pursuing this research project, an experience I treasure. I can repeat that cliche of acknowledgement pages with heartfelt sincerity: Tom made the finest parts of this work possible, but its faults are certainly my own. I would also particularly like to thank Paula Salvio, whose intellectual boldness and generous friendship have meant so much to me here. Paula introduced me to innovative ways of imagining authority, textuality, and literacy. Her work in performative theory, and her theorizing of the nature of the classroom space were eye opening, and deepened my sense of what it means for me to be a teacher, personally and professionally. Discussions and readings from her classes are a resource that I return to again and again, finding new realizations each time; they have been a great underlying resource for this study. It is a pleasure for me to also thank the other members of my dissertation committee: John Ernest, Sarah Way Sherman, and Paul Kei Matsuda. John has been instrumental in developing the initial idea and the form of this project. He graciously welcomed me when I showed up on his doorstep, looking for guidance. Our conversations, and the readings to which he has introduced me, form the basis of my learning about race. Over the years I’ve seen many, many other students who have similarly gravitated to his kindness, his insight, iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. and his intellectual and moral acuity. His contributions both to me and to the university are remarkable. Sarah kindly agreed to sit on the committee to fill an opening left by the departure of an earlier member. My acquaintance with her since then has only made me regret that I did not meet her much sooner. The breadth of her knowledge of nineteenth-century American culture, the careful attention she brought to each chapter I wrote, and the sensitivity of her observations and critiques has made her the most wonderful reader I could have hoped for. Finally, Paul Matsuda’s work I the history of composition and in 12 writing, and his thorough approach to scholarship has challenged me to think through my ideas and to write more carefully. I would also like to acknowledge the members of what I have come to think of as my “unofficial committee”: Cinthia Gannett, John Brereton, and Kate Tirabassi. Drawn together by friendship, a love of writing, and a number of different projects, the work that we have done together to create a writing archive at UNH, in writing center and WAC workshops, and in collaborating on articles has proceeded like one long, ever-changing, inspiring and sustaining conversation. They have all contributed to the dissertation through their commentary and discussion, and to my well being through the time we spend together. What could be better than this? Mary Hallet, Bronwyn Williams, and Dot Kasik, who were seasoned graduate students when I first arrived, have been my most valued mentors, heroes, and friends, roles that they continue to play for me as we become colleagues and add on other kinds of connections. I also thank many other graduate friends and readers: Joyce Rain Anderson, Christopher Dean, Avy Trager, Christina Ortmeier-Hooper, Michelle Cox, Freda Hauser, Heidi Kaufman, Elisabeth Ellington, Danny Wouters (and Manda), and Elizabeth Andersen (and Tulip). I thank Donna Melillo for her spiritual support. Finally, I thank some of the writers I have worked with and from whom I have learned so much: Melinda Salazar, Anneliese Mueller, Kathleen Sims, Crystal Lariviere, Jeff Skowronek, Liz Caffrey, and Peter Guguei. The daily themes and other archival materials quoted in this dissertation are used with permission of the Harvard University Archives. I thank the staff of the Harvard University Archives and Widener Imaging Services for their excellent help during this research. I am grateful to the UNH Graduate School for supporting my work with a Dissertation Year Fellowship, which gave me the precious commodity of free time, and made it possible for the writing to finally happen. I also thank the UNH Graduate School for awarding me Graduate Assistantships in the Writing Across the Curriculum Program during two eventful and instructive years, 2001-2003. I would also like to proclaim my appreciation for the personable and absolutely dependable staff of the Dimond Library, who have come to know me very well in the past year. Last, but far from least, I thank the members of my family, who have loved me through all of my accomplishments and failures, and I thank Stephen Link, my wise, tolerant, loving, funny, and open-to-adventure companion in life. This work, and all of the work i do, always belongs in some sense to them, as well. v Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGEMENTS.................... :.............. ...iv ABSTRACT................... ,ix CHAPTER PAGE I. LEARNING HOW TO READ: THEORIZING WHITENESS IN THE HISTORY OF COMPOSITION ............... ...1 Introduction: Where is “Race” in the History of Composition?.............................. 1 Critical White Theory and Composition History....................................... .5 Race is a historical formation. ......................................... ......8 Race is a system .......... 12 Race is linked to epistemology. ................... ........................ ................................. .14 Design of this Study .................. .21 Initial Research Questions ..............
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