Another type of writing group with which I am familiar, from y creative-writing days, the more-or-less compulsory group within which one may be put as part of a class. I am glad that Spiegelman cops to the methodological issues involved with her study. The most salient one is that case studies are lousy for generalizing (p. 123). Having taken some pedagogy classes, it appears that owneership issues may be expressive of learning styles.
For instance, I would say that Edward is an assimilator. For him, authorship is an abstract concept and he does not haveto be connected to the "real world" to be an author. Texts are dependetn, on Edward's view, writing is created by an autonomous, isolationist act (p.125). The word is made manifest by the author (How's that for waxing biblically!!).
I would call the Franklin Writer's group, accomodators. Their style of writing pedagogy for their group is largely accomodator. As, Spiegelman says, "ownership was a dialectical process, an action. something cnstany engaged and neotiated" (p.127). Writing is an action, a sense of doing. This even seemed to be the case with Brian who expressed the most "ownership" over his work.
Andrew seems to be the most accomodator- like in that he acknowledges the intertextaulity of the group work.
I think some of this may refelct my own percpetion of writing. I prefer to work alone and writing is something I am as opposed to something I do. I think this is largely becuase I am an assimilator.
So. my questions for the week are:
Does learning style affect one's conception of authorship?
also
Can A group learning style be fostered as it appears the Franklin Writer's did in establishing an accomodationsist persepctive? Are writing groups inherently accomodationist?
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