Voice and Vulnerability in Composition Instruction: Approaches to Writing That Shape Student and Teacher

Voice and Vulnerability in Composition Instruction: Approaches to Writing That Shape Student and Teacher

Jason D. DeHart
Copyright: © 2022 |Pages: 17
DOI: 10.4018/978-1-6684-6213-3.ch011
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Abstract

This chapter explores the author's experiences in writing instruction, from a middle grades (6-8) context in the United States, to experiences in higher education. The author uses the first-person pronoun to indicate a closeness to the work and explores the topic through an initial vignette drawing from instruction with international writers in 2017, followed by an ethnodramatic response to instruction during the COVID-19 pandemic. The chapter concludes with implications and recommendations for practice as well as a final poetic reflection.
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A Flexible Language Experience Pre-Pandemic

My work in exploring and discovering stories has been punctuated with moments when I had the choice to take on a new challenge, or to stay in my zone of comfort. Chitiga et al.(2011) have noted the impact, particularly in this case for Millennials, in teaching outside of a relative sense of comfort. I contend that the benefits of expanding pedagogy across space and in new ways is of intergenerational benefit. Often, writing has been a way of navigating these opportunities. Some time has elapsed since the events of this vignette took place, but I have drawn upon notes and early drafts of what I conceived this story to be as I have composed this section.

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