Download Across Property Lines: Textual Ownership in Writing Groups by Candace Spigelman PDF

By Candace Spigelman

Candace Spigelman investigates the dynamics of possession in small crew writing workshops, basing her findings on case reports regarding teams: a five-member inventive writing staff assembly per thirty days at an area Philadelphia espresso bar and a four-member college-level writing team assembly of their composition school room. She explores the connection among specific notions of highbrow estate inside of every one crew in addition to the effectiveness of writing teams that include those notions. Addressing the negotiations among the private and non-private domain names of writing inside those teams, she discovers that for either the devoted writers and the rookies, “values linked to textual possession play a vital position in writing staff performance.”

           

Spigelman discusses textual possession, highbrow estate, and writing crew approaches after which stories theories in relation to authorship and information making. After introducing the members in each one workforce, discussing their texts, and describing their workshop classes, she examines the writers’ avowed and implied ideals approximately changing principles and retaining person estate rights.

           

Spigelman stresses the required stress among person and social facets of writing practices: She argues for the necessity to foster extra collaborative job between pupil writers via replicating the strategies of writers operating in nonacademic settings but in addition contends that every one writers has to be allowed to visualize their person service provider and authority as they compose. 

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Extra info for Across Property Lines: Textual Ownership in Writing Groups

Example text

Although they may solicit reactions and response from group members, they conceive of the written text as exclusively their own. 14 Or they may acknowledge the in®uences of published writers on their work but not perceive the in®uence of fellow group members. And, of course, in composition classes, the text that was “public” during the class meeting becomes the writer’s private property for the purposes of evaluation and assessment. Although theories relating to the social construction of knowledge challenge traditional assumptions about private and personal forms of meaning-making activity, my research shows that these traditional assumptions cannot be ignored, since they serve an important function in the production of texts.

All of the members were college graduates; several had graduate degrees. Fay was a professional ¤ction writer, while Doug, Ellen, and Brenda wrote non¤ction prose in their professional lives. Writing in different genres, from science ¤ction to psychological thrillers to young adult romance, the Franklin members composed novels, short stories, and news articles. They differed too in their expectations for publishing their creative work: some of the writers intended to submit their manuscripts upon revision, while others had more modest publishing plans.

For professional and aspiring writers who meet voluntarily in groups, issues of ownership appear to be noncontroversial. Members of self-sponsored writing groups have personal motivation for sharing their writing with others. According to Gere, such groups “depend upon members who are willing to give away, temporarily at least, authority over their own writing, indicating that they respect and trust each other enough to surrender their language to one another’s crucial scrutiny” (101). Gere describes a “natural af¤nity,” or set of common interests, among individuals that positively contributes to their willingness to share ownership of their manuscripts.

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