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| | [No title] |
 | | The old college attempted to produce students who were capable of interacting successfully in oral, face-to-face interactions among the powerful family networks (in "literary" discussions) and in public meetings (speeches, debates, sermons) where their power would be exerted, the boundaries drawn. |
| | In the old college, literature was constructed in the eighteenth-century belle-lettres sense of important texts from any social practice of the upper class, and was a means of forming the speaking and writing student, not the object of the professor's activity, as it would become in the new professional discipline of English. |
| | Yet because composition was constructed as "remedial"—teaching students a skill that should have learned in secondary school or before and not developing involvement with social practices that used written discourses—English, like high-status scientific and social scientific disciplines, could separate its own high-status, purified, study (reception) from its low-status teaching (production), the "service" course of composition. |
| www.public.iastate.edu /~drrussel/papers/Russell%20Discip%20English%20RTF (11035 words) |
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