Abstract
This article examines the disjunction between, on the one hand, critical theory’s critique of the privileging of authorial intent in protocols of textual interpretation, and, on the other hand, continued obeisance to authorial intent in composition textbooks and pedagogy. By unpacking the implications of this disjunction, I show the limitations that the reification of authorial intent creates for composition pedagogy and student writing. I conclude by suggesting how bracketing authorial intent in the composition classroom might enhance composition pedagogy and student writing, while also challenging fundamental epistemologies of the field.
- Journal
- Composition Forum
- Published
- 2011
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related Articles
-
Computers and Composition Jun 2026Julie Townsend; Melanie Gagich
-
Computers and Composition Jun 2026“Article laundry” or “tutor in pocket?”: Multilingual writers’ generative AI-assisted writing in professional settings ↗Qianqian Zhang-Wu
-
Computers and Composition Jun 2026John R. Gallagher; Antonio Byrd
-
Computers and Composition Jun 2026Jessie Borgman; Amy Cicchino; Heidi Skurat Harris; Casey McArdle; Scott Warnock
-
Business and Professional Communication Quarterly Mar 2026Anna Krispin; Mark Pluymaekers; Dominik Mahr