Pedagogy Jan 2024

Affective Habit Ecologies of Writing and Trauma-Informed Composition Pedagogy

D. T. Spitzer-Hanks

Abstract

AbstractWriting is both affective and ecological. Consequently, effective writing instructors need a deep understanding of writing's affective and ecological aspects, making composition one of the most complex and challenging areas of pedagogical endeavor. This claim is especially true in institutions whose product-oriented epistemologies make writing potentially traumatizing for many student writers. To assist writing teachers in meeting student writers’ needs, this article draws on a diverse body of research to explain writing affect, its role in ecological processes of composition within early collegiate humanities curricula, the relation of writing affect to writers’ identities, and the impact collegiate corporatization may have on composition instruction. Subsequently, this article describes approaches for making writing pedagogy more process oriented, trauma informed, and equity centered.

Journal
Pedagogy
Published
2024-01-01
DOI
10.1215/15314200-10862968
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Open Access
Closed
Topics
first-year composition writing pedagogy race and writing affect and writing
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