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PERSPECTIVES ON WRITING
Series Editor, Susan H. McLeod
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As Spigelman and Grobman describe in their Introduction to On Location, the strength—and concurrent complexity—of CBT lies in large part to the variety of instructional support systems that can constitute its theory and practice, the way these instructional genres mix and begin to blur as they are called upon in different settings and by different participants to form the instructional hybrid that is CBT. The authors draw on Charles Bazerman and Anis Bawarshi to expand the notion of genre from purely a means of textual categorization to a metaphorical conceptualization of genre as location. In Bazerman’s terms genres are “environments for learning. They are locations within which meaning is constructed” (qtd. in Spigelman and Grobman 2). For Bawarshi, “genres do not just help us define and organize texts; they also help us define and organize kinds of situations and social actions, situations and actions that the genres, through their use, rhetorically make possible” (qtd. in Spigelman and Grobman 2). Rather than practice in the center, or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to realize as fully as possible the myriad possible means of connecting. For CBT, genre as location opens to the imagination visions of communicative roads interconnecting locations, communication roads that can be free-flowing or grindingly congested, locations where people inhabit spaces and make rhetorical and discursive moves in sometimes
smooth, sometimes frictional ways. For Spigelman and Grobman, this leads to two significant features: a new generic form emerges from this generic blending, “but it also enacts the play of differences among those parent features” (4; emphasis added). This generic play of differences—between parent forms, between participants acting within and upon this ever-blurring, context-based instructional practice—makes CBT such a compelling location for continued rhetorical and pedagogical investigation.
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