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Wendy Bishop. Places to Stand: The Reflective Writer-Teacher-Writer in Composition.

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Bishop, Wendy. "Places to Stand: The Reflective Writer-Teacher-Writer in Composition." CCC 51.1 (1999): 9-31.

Abstract:

Bishop exposes the tendency of "social epistemic hardliners" (12) to essentialize and oversimplify expressivist writers, theorists and teachers. She examines the many "personas" of the "teacher-writer, writer-teacher" (13), and calls for "more writing about our writing" (29) that includes dialogic interaction between expressivist and social constructionist methods and methodologies rather than placing them in opposition to one another.

Robert P. Yagelski. The Ambivalence of Reflection: Critical Pedagogies, Identity, and the Writing Teacher.

Yagelski, Robert P. "The Ambivalence of Reflection: Critical Pedagogies, Identity, and the Writing Teacher." CCC 51.1 (1999): 32-50.

Abstract:

Yagelski examines the self-doubt of teachers struggling to be sensitive and empowering. This "reflective practice" in teaching that has become "an essential part of being an effective writing teacher" (34) offers the opportunity to use the doubt to gain insight into the teacher-student relationship, institutional teacher identity, and the generative results of a writing class where the needs and abilities of the student are at the center of the teaching.

Nancy Welch. Playing with Reality: Writing Centers after the Mirror Stage.

Welch, Nancy. "Playing with Reality: Writing Centers after the Mirror Stage." CCC 51.1 (1999): 51-69.

Abstract:

Between the daily reality and theoretical visions of writing center work, Welch points to disharmonies that perpetuate the opinion in the field for centers to "get real" and abandon high ideals and theories to teach "practical writing." Using Lacan and psychoanalytical theories of object-relation development, Welch juxtaposes these arguments to pursue the practical with the potential for productive investigation and change in the gap between theory and practice, unsettling current ideas about students and writing.