Wednesday, June 20, 2012

Raul Sanchez "Outside the Text: Retheorizing Empiricism and Identity"

I had a chance to read Raul Sanchez’ “Outside the Text: Retheorizing Empiricism and Identity” the other day and want to summarize some of his ideas, as well as discuss my conversation with my friend Jake.  Sanchez posits that composition studies has traditionally differentiated between the writer and the subject “the latter remains a figure with which to theorize systematically, while the former is encounterd materially and individually” (234) ― with the field focusing on the former.  But he argues that, because of “recent and emerging technologies” (234), the distinction is withering.  Theories of the subject, particularly in the 1980s and 90s, positioned the subject as an abstract phenomenon: “agents, texts, and contexts are interconnected” as Sanchez remarks “and are all, in fact, participants in thoroughgoing textuality” (235).  But new technologies (I would imagine he means new media writing apparatuses, although he alludes to “nodes,” “networks,” and “clouds”) have engendered the discourse of the subject to become a materiality, one in which Sanchez hopes can be susceptible to empirical research and pedagogy.  Such a reconfiguring, or rather retheorizing, of the discourse of the subject will provide composition studies with a writing-subject figure, as well as a way to explore a “complex relationship between agency and textuality” (235).  This retheorizing also redefines identity, which Sanchez argues, “names an aspect of the idea of traffic between textuality and the ‘outside’ of texuality, the aspect with which composition studies historically is most concerned: agency” (235).

Sanchez believes that composition studies’ deployment of modernist and postmodernist frameworks are necessary and useful in understanding the writer and writing, but also posits that these frameworks need to extend further in terms of developing a writer-subject and the study of writing.  These two texts (I’m calling them texts) can be explored by appropriating empiricism. Since we already “look at texts ― graphic, filmic, electronic, or otherwise ― in systematic ways,” (238) as Sanchez contends, and hence we engage with empirical methods through which to understand the inside and outside of texts, resistance to empiricism is unproductive. Rather, a redeployment of empiricism in composition studies (or writing studies, as Sanchez highlights, which is where comp. studies is headed) will be fruitful Sanchez also identifies the opposition, likely from a postmodernist, to his argument: reimagining empiricism as the “old and familiar idea of strategic essentialism” (238). But Sanchez seeks ways to understand the systems that give texts the function of representations. It is here where I feel Sanchez is calling for a reenvisioning of structuralism, as he sees identity as an “event” of and in textuality (Raul might be frowning now as I’m attempting to cast his theory into a category). 

Sanchez also argues for what he calls neo-empirical theory: the act of writing, which is an “identity-based cultural activity” (240), produces identity as a rhetorical act (rather than a philosophical concept) (240). This theory, as Sanchez says Satya Mohanty articulates, suggests that experience ― as a way to process information, rather than an ontology ― is “mutable or plastic.” 

Sanchez’ theory does appear to contrast with Barthes’ theoretical concept signifiance, a term that suggests the subject is positioned as a “loss”, a “disappearance” (in other words, is deconstructed) during production, enunciation, symbolization (and in our case, writing) (Stephen Heath’s Note, 10). Of course, Barthes connects this moment of deconstruct to jouissance (an English translation is difficult because of the range of meaning in jouissance), but what’s interesting is that while both Sanchez and Barthes see identity and the act of writing as a process, each scholar differs in the content of the subject in the process: the former scholar does not suggest a sense of “loss” in the subject or act of writing, but (I believe) implies that a production produces identity ; the latter scholar suggests that in the act of writing, or speech, or language production, the subject is subjected to a deconstruction, a “loss.”  I’d like to think more about both these scholars' positions and as I will read Barthes in the next couple of days, I plan to return to some of these ideas in another post.

Identity, as Sanchez argues, “is a function of social and historical relations and interactions; it is not an epistemological or ontological concept.  It is a rhetorical action-an event” (241). Shortly after this claim, Sanchez brings his argument back to emerging technologies.  Such apparatuses offer events, and, as Sanchez remarks, an event or “eventiness” may be better understood “as a function, one that can emerge at once within and as the discourse of identity: at the level of bodies, whether utterly material or thoroughly discursive” (243), I conceptualized an event as a process, but also wondered where the particular moments in which events materialize are.  Sanchez suggests that events take place in the act of writing; and that this act of writing is identity.  In other words, Sanchez’ theoretical position is that identity and acts of writing are both events, which would complicate simplistic notions of experience as constructions of identity or objectivistic, or essentialist, approaches to identity.

I’ve summarized and cited much of Sanchez’ article for the purposes of my own understanding. I think Raul’s article will fit nicely with Sid’s Writing Technologies course in the fall.  I’d possibly like to explore more of the writing-subject (or, as Raul articulates in the end of his article, writingsubject), in particular with a certain technological apparatus.  Ultimately, Sanchez seeks a new methodology in considering what happens in the act of writing in relationship to technology, and so I’d like to work with this methodology and see what arises.  

Jake and I also spoke a couple of days ago about the piece and I wish I had written more notes, but here are some basic ideas.  Jake highlighted the point that Raul was saying that postmodernism and postmodernists are still caught in epistemological concepts.  Jake also underscored a key line from the piece, “Rather than retheorize the question, postmodern composition theory simply set it [the writer] aside on the grounds that it was too ideologically loaded with bad epistemological assumptions” (242). Hence, the reason why Raul encourages scholars to consider the limitations of postmodernism and move beyond its theoretical framework.

Jake also highlighted Raul’s primarily interest is in agency.  Early in the piece, Raul remarks, “More than ever, the study of writing needs a working and timely theory of writing, of which a crucial component would be a newly theorized writing-subject.  This theory of writing would try to explain how texts are made, distributed, received, and redistributed in contemporary systems” (236). When Jake brought up the point that Raul may be attempting to identify an agency outside of the text (or maybe I misunderstood Jake), I think Raul, and other scholars, would hit a wall and develop a flawed position.  Agency outside of a text would mean that the agent exists outside the text and any historical and spatial moment. But cultural, economic and political factors always constitute agents and agency, as texts move with, against, work off, destroy, produce, and transform each other and evoke and disseminate meanings. The only kind of agency that would exist outside a text would have to be a God-figure or some kind of omnipotence.  Yet, I still conceive of texts as symbiotic. I know Raul wants to move away from epistemological and ontological concepts, but I’m not sure one could propose an agency outside a text without some considerations of these philosophical branches. In other words, Derrida’s famous remark, “there is nothing outside the text” continues to ring true. (Btw, it is quite possible that Raul is NOT trying to identify an agency outside the text; in fact, I think, and Raul alludes several times, he concurs with Derrida’s idea of texts and the “outside.” Jake and I, or maybe just I, may be completely wrong in reading Raul’s argument).

I wonder though if Raul is trying to articulate an agency more along the lines of invention, but invention in the sense of an inconceivable agency now, but materialized in the process in the future. Just a last thought.  


Barthes, Roland. Image Music Text. Trans. Stephen Heath. New York: Hill and Wang, 1977. Print.
Sánchez, Raúl. “Outside the Text: Retheorizing Empiricism and Identity.” College English 74.3 (2012): 234-246.

3 comments:

  1. Phil,

    I think that the question of the "outside" of the text is precisely that-- a question because its that "outside" (again, in quotation marks to signify that perhaps its not "outside" in the sense of a God figure or an objective reality) -- the outside in a sense that allows for agency. I would think of the "outside" as not someone or something that is purely outside, but rather that that there is an excess for which the "text" cannot account -- a force (an agency, a writer). I think that the other move to consider is that the move to the "outside" may have something to do with reframing the question of the writer in terms of a new-empiricism. Its through acknowledging that identity is an EVENT. An EVENT is "outside" the text in the sense that there emerges something through the event? (perhaps this is what you are getting at by "invention"). If we treat identity as a text rather than as an event, we cannot (?) account for the specific identity created at the "moment of inscription," a moment that introduces a radical contingency and one that we can observe, empirically some things that are not "outside" the text, but, perhaps, are in "excess" of the text (another way to reframe the "outside") -- We might ask, as well, if we are saying "outside the text" in a theoretical fashion (an ontological claim?). Instead, we could also take the "outside" of the text to consider the text of the writer -- that, not matter how much it needs qualification, there are material, empirical events and contingencies that take place during the moment of inscription and that these events are motivated by "external" factors -- the conditions at that partticular moment of inscription --which includes a WRITER (at the same time as this 'person' occupies the position of the subject, a subject formed by the the "texts" inscribed upon him or her). But if we are to be empiricists we cannot simply talk about these abstract conditions, but also the immediate environment at the moment of inscription.

    This is how I read it anyway. I could be wrong. I really wish I were down there so we can ask Raul about it personally this summer.

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  2. An interesting point you make about an excess that the “text” does not account for. When I mentioned “invention,” I imagined a kind of disruption of a current order, something that hinders the trajectory of a “text.” Now, I’m unsure yet if the invention is the process that disrupts or the product that disrupts (or maybe both or only one by choice, which would probably depend on how one would choose to consider invention for their own ideological position). So, event/identity/the act of writing is an invention (requiring some agent) as it modifies, and possibly radically, particular structures at a historical and spatial conjunction.
    I think you make a great point there about empiricists ought to talk about “the immediate environment at the moment of inscription.” I think this is the main point that Raul suggests (although I find it ironic that he doesn’t discuss or use an example of an immediate environment if he so desires to shift away from abstract conditions). For example, let’s take writing as the inscription with a pen (I know this is already problematic). I’m going to use my example in my other post (Barthes The Photographic image): in 1102 last semester, we had students do visual maps, where they had to design a visual representation of their research sources. The idea was to have students demonstrate the complexity of weaving together sources, as well as aid students in organizing their papers. I thought it was an interesting assignment. As a way for students to begin thinking visually about their research and their research paper, on one my lectures days, I showed the video on Ken Robinson’s paper on “Changing Education Paradigms” (http://www.youtube.com/watch?v=zDZFcDGpL4U). After the ten minute video, I busted out colored pencils and sheets of paper and asked students, with their five annotations from their annotated bibliography, to represent visually the conversation of their sources, as well as their own position around their topic. Students seemed to really enjoy the activity and many mentioned it gave them a different way of thinking about their topic and argument. Now, is the immediate environment ― Section XXXX ENC1102 in CBD 105 (versus abstract concepts such as the academic writing classroom in a higher educational institution) ― disrupted because I, as an 1102 UWP instructor who is required to have students produce X number of words and complete X number of writing assignments, have offered students to inscribe something that does not fit with the UWP’s agenda (and would actually be a larger disruption if I had every assignment that counts toward the Gordon Rule as such)? And let’s say I hadn’t had students write annotations; rather, they simply inscribed in whatever way worked best for them (i.e. visual or audio or whatever other than written words) their research sources. Do you think this visual composing would be a kind of “event”? Would we be able to have an empirical approach to writing here? (obviously, we have to talk more with Raul)

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  3. The way you frame this "disruption" could be figured as an eventive eruption of what Raul is calling "identity"; In other words, one could make the argument that a visual representation of sources is a disruption of 1102 protocol, which is usually focused on WORDS rather than the construction of IMAGES. In this sense, you allow for students to take on a different 'identity'. The question becomes: Are they really taking on a different identity or are they becoming a) a different writer, but not a differen subject or b) a different subject, but not a different writer. Going back to Raul's article, he is trying to figure out how we can think of the writer-subject, and not just one or the other.

    The way you frame this "resistance" sounds a lot like the struggle for a different "subject" position, a subversion of a particular ideological/institutional formation. But in this exercise, although they may be thinking about the annotated bibs in a "different" "visual" way, they maintain the docile student subject-- responding to a teacher assignment--no? So could we not make the argument that, yes, this is a creative and more "visual" way of getting a point across (indeed, I would argue that the UWP and the books associated with it encourage techniques outside of the presentation of abstract concepts and terminology -- witness the fact that many instructors do not "quiz" their students on writing terminology as if it was supposed to be a shared vocabulary-- I'm actually thinking about doing this when I start teaching again) -- AND YET -- it remains you giving an example and saying "here, imitate this with your own material." Fundamentally, this is the same move we make when we give them an essay from WOR or the Allyn and Bacon. Furthermore, since it was an in-class activity, it becomes a heuristic rather than evaluative device. That is, when you are evaluating their papers, you most likely won't be evaluating these sketches. You see how already the activity is starting to be in service of a traditional student subject position? I would argue this is one reason why Raul DOESN'T give an example. Remember, at the end of the article, he remains skeptical about the possibility of what he is talking about.

    That said, we could make the argument that, empirically, you are changing the student as a WRITER; but again, the activity is in service of textual connections and a textual assignment. That is, the lesson seems to be (from what you've said) in service of understanding writing as written text rather than visual inscription. Put another way, the creative activity is subordinated to the "main" assignment, which asserts that academic writing is textually based, although visuals can help facilitate that writing.

    Going back to my earlier statement about "imitation." One might ask a very important question: Can asking students to imitate a style or a process with their own 'content' ever constitute an event of writing and an event of identity? How might Raul's conception of identity as event differ from the logic of Bartholomae and Petrosky, who maintain that such imitation is the key to being able to talk back to the text? Can that ever establish 'identity' in the evental sense that Raul is gesturing towards?

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