Carpentry

This week we read “Carpentry” from Alien Phenomenology, or What It’s Like to Be a Thing by Ian Bogost (I almost typed Alien Bogost…) and “Composing the Carpenter’s Workshop” by James J. Brown Jr. and Nathaniel Rivers, which have left my brain in a state of

in a good way! (gif shoutout to the Rhetoric of Craft Collaborative) Having read Bogost before with the Optatio Reading Group at EMU, it was a lot to think about. I took interest in his “Carpentry” chapter before, even making attempts to work with it, but I feel like this revisiting in the context of a seminar on rhetorics of craft, and in relation to the Rivers and Brown piece, brought new possibility to the work (that I would like to turn into a project…) While I don’t see carpentry as synonymous with craft, there’s a relation there that I am deeply curious about (in relation to rhetoric and composition).

Bogost begins his carpentry chapter by calling attention to the dominance of writing as the work of philosophers, which I would extend to academics, by explaining that its unquestioned dominance comes from convention (89); “writing is only one form of being. The long-standing assumption that we relate to the world only through language is a particularly fetid, if still baffingly popular, opinion. But so long as we pay attention to only language, we underwrite our ignorance of everything else” (90). This is reminiscent of conversations we’ve had about craft  and it’s difficulty communicating knowledge – the knowledge that is embodied in making something doesn’t necessarily render well to written accounts, thus the struggle in legitimizing craftsmanship (making objects) as valuable. Bogost defines carpentry as the “practice of constructing artifacts as a philosophical practice” (92) that “entail making things that explain how things make their world” (93). He borrows carpentry from woodcraft (perhaps a bit too easily) and extends it to any material – “to do carpentry is to make anything, but to make it in earnest, with one’s own hands” (93), and combines it with the philosophical sense of “the carpentry of things” (from Graham Harman and Alphonso Lingis) that refers to “how things fashion one another and the world at large” (93). To Bogost, making things (with things) remakes us in the making by opening a “non-human, alien perspective onto everyday activity” (106) (maybe this is where his use of carpentry becomes odd). This is his work toward representing practice as theory – moving beyond putting theory into practice (111).

While I think there are some issues with how Bogost utilizes carpentry (even though it is smartly done), I see this chapter as material potential for situating rhetoric and composition in objects, which Rivers and Brown take up.

Rivers and Brown look at how rhetoric and composition (“R/C”) have taken up ecologies in scholarship that have focused on human to human relationships or human to world relationships, as compared to object oriented ontology’s consideration of ecology. But by highlighting the work of Collin Gifford Brooke, Marilyn Cooper, Jenny Edbauer, and Jody Shipka, they demonstrate “that R/C can be hospitable to various projects that take up the agency and existence of objects” (1). They state “the composition classroom presents a promising space for what we call, by way of Ian Bogost, rhetorical carpentry. The field’s recent focus on ecology is one that is mostly concerned with making and with production. This is in keeping with R/C’s long tradition of focusing on rhetorical invention (1)”. Building from Bogost’s carpentry, which they summarize as both a description of how objects make one another and a practice of doing philosophy (2), they extend carpentry one step further “suggesting that such making can be undertaken in an effort to do rhetoric” (2). In doing rhetorical carpentry, we would be engaged with “how we might ‘construct objects (and conversations among objects) in order to demonstrate approximations of the strange, alien conversations happening around us’” (quoting Brown) (2). Rivers and Brown carefully work to show R/C as not only a hospitable space for carpentry, but a vital space –

“The field’s interest in ecologies of writing and its pedagogical commitment to making strongly indicates that it can be yet another place to explore how objects carpenter one another and the world. An ecological approach to rhetoric and writing can fold together the work of making and relating, while keeping in place the withdrawn actuality of all objects” (3).

material scraps

audience as object (working from Graham Harman’s Guerilla Metaphysics) because “rhetoric is always speculative” (3) – shifting our scale to “in media res, in the middle of the thing and things” (3)

what this looks like/does in the composition classroom: While I can say that my pedagogy is an attempt at employing this theory as methodology, I have much room to improve. Rivers and Brown end their article with a description of a classroom as carpenter’s workshop from the view of an outside observer – “Part of what throws visitors and colleagues alike is that the class is not about the objects; the objects under composition are part of the class (they are what the students work on, of course), but, more importantly, the objects are also what the students work with” (5). I realize in the FYC classroom I inherit certain burdens (not all necessarily negative) about what I am expected to engage with in terms of textual materiality. But what I keep returning to is what makes the concept of working with/against objects in making material texts that account for and acknowledge their ecological situatedness so alien? What keeps us lingering in the theorizing about something that they are not doing in earnest?

“This range of compositions enacted ecologically introduces students to a multiplicity of composing skills, moves them to many scholarly activities across campus, weaves in an object-oriented approach, and positions rhetoric not simply as humans changing the minds of other humans, but as the work of relations, relations that remain strange and sometimes strained” (6) [bold emphasis my own] The idea of the alien or made strange-d classroom is something I’m thinking about…”rhetorical carpentry is focused on how we might “construct objects (and conversations among objects) in order to demonstrate approximations of the strange, alien conversations happening around us” (2)

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