Voice of Authority: Theorizing Creative Writing Pedagogy

College Composition and Communication Jun 2009

Voice of Authority: Theorizing Creative Writing Pedagogy

Rosalie Morales Kearns

Abstract

Creative writing workshops typically feature a gag rule and emphasize purported flaws. This structure limits students’ meaningful engagement with each other’s work; positions the author as inherently flawed; and positions other participants as authority figures, passing judgment without articulating their aesthetic standards. I propose an alternative structure in which authors lead discussion; the work is treated not as inherently flawed but as “in process”; and discussants articulate their expectations about “good” writing rather than allowing them to function as unspoken norms.

Journal: College Composition and Communication
Published: 2009-06-01
DOI: 10.58680/ccc20097197
Open Access: Closed
Topics: writing pedagogy voice and style creative writing

Citation Context

Cited by in this index (4)

Luckert (2024)

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Naga et al. (2018)

Negotiating Cultural Difference in Creative Writing Workshops

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Hedengren (2016)

The Writing Teacher Who Writes

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Bunn (2016)

Reimagining Workshop

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