Kinneavy-- "Expressive Discourse"

James Kinneavy—“Expressive Discourse”

(p. 372-86)

In this fascinating and insightful essay, Kinneavy argues that all discourse (whether intentionally by speakers or not), is grounded in expressive components. Discussing the important work of existentialists and phenomenologists in relation to expressionism, Kinneavy states that the failure of English scholars to acknowledge the value of expressionism “is certainly a symptom, if not an effect, of the impersonality of the university machines of the present day” (374).  Perhaps more clearly stated, by failing to acknowledge the purpose and value of expressionism in the classroom, students are unable to fully understand the connection between writing  and themselves.

As Kinneavy notes,  the formation of phenomenology is a result of the conflict between empiricist and idealism schools of philosophy (375).  More importantly however, it acts to explain the nature and being of the self in addition to the role of the self among others, thus effectively smoothing the gap between both schools.  In terms of writing, this enables speakers to not only express themselves, but also acknowledge a greater world outside of their selves.

I found myself most interested by the discussion of the three dimensions the self is composed of; the Being-for-Itself, the Being-for-Others, and the Being-in-the-World. These three dimensions mark the development, epistemology, and awareness of the self that individuals undergo in order to form their view of the world.  Additionally, these three dimensions have a distinctive element of time connected to them that is reflective of intellectual and personal development.  We often have our students reflect on their progression as a writer, but we don’t ask them to reflect enough on their three dimensions of being.

Another interesting point in this particular selection is Kinneavy’s connection between expressionism and the realization of “the presence of a goal to be achieved”( 379).  To know of a goal is to provide motivation to act, and to act with others to achieve goals and projects. With this in mind, expression can certainly assist students with “doing more” with writing.  “Doing more” with writing has been one of my primary occupations with teaching so far, as I believe that writing is very much a purposeful act grounded in social interactions (as I’m sure everyone else does).  This semester for example, I decided to do a proposal unit in order to demonstrate to my students that writing is in fact an active act that delivers real world change.

Language, as the ultimate act of expression and tool through which the three dimensions are realized, is also a source of freedom and therefore choice. It is not a surprise then, that Kinneavy connects Sartre’s principles of love and reciprocity with rhetorical principles.