A Journey Through Crip Time and Kairotic Space: Four Months in ENG401

My twelve-week journey through ENG401: Disability Writing and Rhetoric has felt too short, and as my rhetorical skills grow stronger the more I write and study in class, the end of the quarter also draws closer—yet I know that opportunities to apply what I have learned will readily appear as I complete my English Literature degree at Western. Out of everything, I am the most grateful for the rhetorical and discursive terminology and strategy I have learned this quarter in ENG401: such as metis methodology, or the concept of an utterance, or the templates we received October 22nd for reliably articulating theses of academic research papers. So, I’ve taken time alone with my course journal, the piece of writing I am most proud of from any of my classes this quarter, to measure my academic growth as a writer, rhetor, and as a student of disability studies over the last four months. Below, each month I’ve spent in the course has one quote from the prompted journal entries which kicked off each class meeting ascribed to it. I hope that each quote demonstrates in detail my academic position at that time, and each month’s associated motif captures my feelings towards the processes of the course, which I have labeled as Gathering, Observing, Analyzing, and Connecting.

September: Gathering

“Simi Linton’s deconstruction of words as something we understand, but also something we feel—or do not feel—about, inspired me to reconsider the words I use on paper vs. in common speech”

  • Session three, 9/27/21

In September, classes had just begun and I had so much ableist rhetoric and language to unlearn, it was hard to keep my journals free of unintentional yet offensive language towards the disability community. However, my quote demonstrates a close reading of the assigned text, and a resonance with the personal, which is evidence of my willingness to grow as I gathered knowledge and gained familiarity with course concepts (like the social model of disability or passing), earning experience as a rhetor at the same time. At this stage, I was still grappling with the language I needed to make direct and accurate claims about assigned readings.

October: Observing

“In America, the body is taught from the perspective of nondisability, homogeneity, and thought of as one coherent system that cannot function otherwise. This frame of thought approaches disability as a deviation from the ‘true’, otherwise nondisabled self.”

  • Session seven, 10/06/21

October is when I began to gain confidence in my knowledge of rhetorical situations and appropriate disability studies language. In my quote, words such as “nondisability”, “frame of thought”, and “deviation” are such demonstrations of improved rhetorical vocabulary and comfort with DS terminology. By session seven, I was using this more advanced language to make specific assertions about assigned texts, but rarely was able to go a level deeper into analysis.

November: Analyzing

“[viewing] Conference spaces as kairotic spaces put emphasis on their dynamism in joining spontaneity with professionalism.”

  • Session twenty, 11/05/21

In November, class meetings fully expected our engagement in, and development of, analyses of rhetorical situations: from the perspective of the exigence, audience, and constraints, with selected authors of course texts frequently being compared to one another through creative avenues of discourse. My quote shows that by the twentieth class meeting, I was able to develop unique claims about rhetorical concepts and how they interact with real-life scenarios, further proof of my growth as a writer, reader, and rhetor.

December: Connecting

“While [one classmate]’s project focused on communication and coping within relationship categories, [another classmate] was concerned with bringing to light an uncentered issue. So in that way, both sought to educate with their projects.

  • Session twenty-nine, 12/01/21

Decemberwhen the course drew to a close! While my quote relates to a peer review and workshop of ENG401’s major project drafts, I feel that it shows my ability to connect metadiscourses within the realm of disability studies. One student’s paper takes an interdisciplinary angle of political science and disability studies, and the other a psychological approach. As of now, I have experience in comparing two things which at face value might seem different. Ease in forming connections with others, and connecting the directions students have taken their final projects back to the content of the syllabus has been the result of my time in ENG401, and I feel this has made me a better writer by any standard.

In truth, the construction of this blog post relies to a moderate extent on skills and strategies I have learned in ENG401. I hope that my course journey provides encouragement in pursuing that which appears difficult, but is manageable with proper organization and assistance. More than anything, I want to thank my professor and classmates for a memorable quarter!

10 thoughts on “A Journey Through Crip Time and Kairotic Space: Four Months in ENG401

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