Abstract
This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how composition students and their instructors can write about painful experiences in ways that allow for healing while fostering the critical thinking and inquiry skills our writing classrooms are expected to teach.
- Journal
- Composition Forum
- Published
- 2016
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- Open Access
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