Abstract
After years of writing, teaching, and overseeing a writing center, I have become more and more convinced of the importance of paying attention to how writers feel about their writing -the affective dimension -as well as what they think about it. Textbooks deal with writers' feelings pretty incidentally, if at all. The call to study the affective dimension has been made before (McLeod), and it has been studied (see, for instance, Brand), but nearly all the attention has gone to negative feelings. Not much has been written about positive feelings, about times when writers feel good about their writing -and what that has to do with the final product. In this essay I will consider what possibilities there might be for identifying and making use of positive feelings, especially in the writing center.
- Journal
- Writing Center Journal
- Published
- 1995
- DOI
- 10.7771/2832-9414.1291
- 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
-
The Peer Review Sep 2025The Writing Center as a Rebel Space: Stories of Tutoring and Writing with Attention Deficit Hyperactivity Disorder ↗Ghada Seifeddine
-
The Peer Review Sep 2025Moving Against the Grain: Combining Writing Center Theory and In-House Editing Services to Create a Graduate Writing Center ↗Brian Harrell; Brook Wyers; Craig Theissen
-
Reflections: A Journal of Community-Engaged Writing and Rhetoric Aug 2025Saurabh Anand
-
Pedagogy Apr 2025modern rhetorical theory rhetorical criticism african american rhetorics cultural rhetorics first-year composition writing pedagogy basic writing graduate education two-year college teacher development writing centers technical communication professional writing labor and working conditions digital rhetoric multimodality social media literacy studies race and writing gender and writing community literacy literary studies editorial matter
-
The Peer Review Apr 2025Teaching through Ambiguity: How Students’ Use and Perceptions of GAI Inform a Writing Center’s Response ↗Matthew Fledderjohann; Emily Perkins