On Authority in the Study of Writing

Mortensen, Peter; Kirsch, Gesa E.

doi:10.2307/358390

Cited by 12 publications

(3 citation statements)

References 18 publications

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“…Individualism is often promoted and celebrated through the construction of single‐authored texts as opposed to collaborative or communitarian constructions (Lewison & Heffernan, 2008). Kearns (2009) notes two possible reasons for silencing presenting writers—first, overconfident writers might argue with other participants instead of listening to critique, and second, all writers benefit from hearing readers' responses to the text on its own, without writerly explanation. Chavez (2021), however, reminds us that high‐stakes silenced author workshopping engenders perfectionism severe enough to prevent writers from productively drafting.…”

Section: Conceptions Of Writing Workhopmentioning

confidence: 99%

“…Focusing on textual flaws results in participants who isolate what is ‘wrong’ with writing rather than developing understandings about composition approaches (cf. Kearns, 2009).…”

Section: Conceptions Of Writing Workhopmentioning

confidence: 99%

“…Additionally, writing workshop texts most often feature white authors, amplifying white students' worldviews and perspectives while erasing those of Black, Indigenous and people of colour (BIPOC) students. Their voices are then further eroded through critique that replicates the aesthetic normativity of those same predominantly white model texts (Johnson & Sullivan, 2020; Kamler, 2001; Kearns, 2009; Lensmire, 1994). In response, Chavez advocates for a radical reshaping of writing workshop using humanising and community‐centred principles.…”

Section: Introductionmentioning

confidence: 99%

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Enacting anti‐racist writing workshop pedagogies in an online, drop‐in writing club for youth

Silva,

Raymond,

Brikiatis

et al. 2023

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This article documents the authors' modification and implementation of anti‐racist writing workshop (ARWW) practices in the context of an online, drop‐in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white‐normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white‐identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de‐centre whiteness? This question has become increasingly important as politicians in the United States restrict anti‐racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi‐structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling.

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Section: Conceptions Of Writing Workhopmentioning

confidence: 99%

“…Focusing on textual flaws results in participants who isolate what is ‘wrong’ with writing rather than developing understandings about composition approaches (cf. Kearns, 2009).…”

Section: Conceptions Of Writing Workhopmentioning

confidence: 99%