Voice and Vulnerability in Composition Instruction

Abstract

This chapter explores the author's experiences in writing instruction, from a middle grades (6-8) context in the United States, to experiences in higher education. The author uses the first-person pronoun to indicate a closeness to the work and explores the topic through an initial vignette drawing from instruction with international writers in 2017, followed by an ethnodramatic response to instruction during the COVID-19 pandemic. The chapter concludes with implications and recommendations for practice as well as a final poetic reflection.