We spoke this week about the importance of voice, and we also alluded to the quest for equity in education. I and grateful for the chance to think together about why the concept of voice is at once elusive but also so critical when thinking about writing. It was an important moment for all of us to have the chance to discuss what makes up a “voice” as the writer develops. “Voice” is framed by Elbow as a rhetorical tool – a writing skill that needs to be considered (applied or withheld) depending on the writing context. Is the goal of teaching writing to develop the self by honing voice? Or is voice a misleading metaphor? Perhaps we do not really write, …for we are ultimately written by culture? When facing these tensions around the concept of voice in writing, Elbow points out the problem of either/or thinking which often leads to a “compromise” mandate. (And compromise often becomes a problematic way of understanding the complexity of perspective. The result is often a watered-down middle-of-the-road take away). Elbow thoughtfully favors both/and thinking. Thinking that might instead include two opposing perspectives in relief, standing side by side for us to apprehend in stark contrast, in order for us to gather a more profound understanding of why there might be such distinct/disparate perspectives. (With our current political-rhetorical landscape in mind, what a timely reflection to have at this point, no?). ….So what does a deeper dive into modes of thinking have to do with the construction of voice in writing? The voice-as-self verses the voice-as-role debate illuminates that “voice” is indeed the perfect lens or metaphor for language as both material and historical. It is interesting to note that Elbow always defines voice from an auditory/aural perspective. This prompts us to think further about the embodiment of language. For we know things in our bodies. How do we give that kind of knowledge “voice”….in writing? …and in our lives? What other ways can we claim “voice” (….other then through the polished act of writing text)?
Your to-do list:
-Garcia, A. (2016). How Remix Culture Informs Student Writing and Creativity. School Library Journal. Retrieved at https://www.slj.com/?detailStory=how-remix-culture-informs-student-writing-creativity
-Brannon, Lil and C.H. Knoblauch. “On Students’ Rights to Their Own Texts: A Model of Teacher Response.” College Composition and Communication. 33.2 (1982), 157-166.
Blog #6 Due before 10/25 – a reflection blog on Gianna’s reading selections and please share your #whyiwrite poem or your #iamfrom
