Abstract

Abstract This essay suggests that our understanding of writing workshop pedagogy has been limited by a divide between composition and creative writing, and by the ways we've narrated this pedagogy in our respective fields, leaving us with little knowledge of what actually happens in writing workshops. To open new possibilities within workshop pedagogy, the author argues, we need to tell our workshop stories differently: not as method or myth, but as a complex classroom scene.

Journal
Pedagogy
Published
2024-04-01
DOI
10.1215/15314200-11030792
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