Writing With, Through, and Beyond the Text: An Ecology of Language
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Writing With, Through, and Beyond the Text: An Ecology of Language elaborates an understanding of writing, its influences on our interpretations of experience and identity, and its potential for enabling individuals to learn about and connect to the world beyond themselves. Rather than considering writing a process, the author describes it as a system, an ecology that engages the individual in a variety of socially constituted and interacting systems. The book examines the pedagogical and curricular implications of this approach to writing, considering what it means to write and teach writing in ways that understand and acknowledge the ecological character of writing. This is an illuminating text for a wide audience of faculty, professionals, and graduate students in English, writing, education, and women's studies/feminist theory.
second of which is accented. If one reads the line aloud scanning it to discover the iambic emphases, and then reads it aloud as it would normally be spoken, the differences become clear. An edge of panic runs the line of stone. With the first reading, the over emphasis on the stressed syllables makes the line seem awkward and unpleasant to hear while on 31 WritingWith,Through, and Beyond the Text the second, the rhythm slips into the background giving a sense of coherence to a more
otherwise," I see the group interactions as an important aspect to my writing. While writers always draw from the heteroglossia, struggle against centripetal forces and rely on the richness of intertexuality, it is when we can focus on our writing in the company of others that we are more conscious of these processes. When reading to others, seeing our audience respond and participating in interpretations and collective practices, the potential for these productive processes seems greater. In
read about Kate as a child rolled up in a blanket, trying to be invisible so her mother will not see her and punish her yet again for spilling milk across the floor. I remember the image of Emily Carr in the tall grass watching the tiny bug life about her feet and knowing she was safe from anyone's view in the house. Women watching while remaining hidden. I have an image of Edna hiding among the thick draperies of her dining room. May 18,1999: My reading and journaling continue: How did I first
someone else's." While we are less conscious of this process when we write autobiographically, when writing from someone else's perspective, we realize how the words are only partially our own. As the women wrote from the perspective of those in the pictures, they became more aware of how our writing voices are shaped and how they can be constructed and changed or reimagined. Finally, the shift in forms also raised their awareness of how structures contribute to meaning. For instance, writing
Hollway, W. (1984). Gender difference and the production of subjectivity. In J. Henriques, W. Hollway, C Urwin, C. Venn, & V. Walkerdine (Eds.), Changing the subject: Psychology, social relations and subjectivity (pp. 227-253). London: Metheun. Hollway, W. (1989). Subjectivity and method in psychology: Gender, meaning and science. London: Sage. hooks, b. (1999). Remembered rapture: The writer at work. New York: Henry Holt and Company. Hughes, T. (1967). Poetry in the making. London: Faber &