Abstract
The writing process has helped define students as autonomous writers within the composition classroom. Yet, our writing identities are not stable and shift throughout the writing process. I argue that composition instructors should enhance students’ awareness to their own dynamic, writing subjectivities through a more expansive view of rhetorical invention, using posthumanism as a lens for composition pedagogy. This article presents a pedagogical practice utilizing concept maps and reflective prompts that help students recognize their ecological, writing landscapes. By tracking the human and non-human elements in their writer’s network, students can learn that writers operate within fluid, writing situations that continuously impact their writerly identities.
- Journal
- Composition Forum
- Published
- 2021
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