Abstract
Composition theory and pedagogy have variously understood writing as a noun or as a verb, a product or a process. This paper proposes a shift to theorizing writing as a gerund (writing g. ) and argues that this approach opens a space for more productive composition theory. A gerund orientation focuses attention on the virtual and affective qualities of the writing experience—what writing does to and with a writer. The study of writing g., or what this paper calls composition experience scholarship , frees composition scholarship from a pedagogic imperative while at the same time producing theory that has practical application.
- Journal
- Composition Forum
- Published
- 2014
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