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Writing Workshops in the Public Turn.

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Title: Writing Workshops in the Public Turn.
Authors: Lesh, Charles N.
Source: Composition Studies. Fall2019, Vol. 47 Issue 2, p87-107. 21p.
Subject Terms: *Qualitative research, *Academic discourse, *Classrooms, Technological innovations, Public spaces
Abstract: In this article, I model an approach to writing workshops grounded in collaborative design and a sensitivity to the multiple writing locations and identities that students inhabit within and outside the classroom. In redirecting our attention to the potential of designing workshops with students as an enactment of their own writerly ecologies, I situate the workshop as a location for the public work of Composition: protopublic spaces in which writers design, experiment with, and reflect on various forms of circulation and publicity. I ground this discussion in a teacher-research study conducted in an upper-level writing course focused on the specious distinctions between workshops inside and outside classroom walls. This article describes how this pedagogy took shape, explores findings from my research, and examines the value of spatial multiplicity and collaborative design in academic writing workshops. [ABSTRACT FROM AUTHOR]
Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: In this article, I model an approach to writing workshops grounded in collaborative design and a sensitivity to the multiple writing locations and identities that students inhabit within and outside the classroom. In redirecting our attention to the potential of designing workshops with students as an enactment of their own writerly ecologies, I situate the workshop as a location for the public work of Composition: protopublic spaces in which writers design, experiment with, and reflect on various forms of circulation and publicity. I ground this discussion in a teacher-research study conducted in an upper-level writing course focused on the specious distinctions between workshops inside and outside classroom walls. This article describes how this pedagogy took shape, explores findings from my research, and examines the value of spatial multiplicity and collaborative design in academic writing workshops. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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