OVERVIEW: Part of what Writing Studies Pedagogy is always interested in, regardless of what angle they come at it from, is helping students to develop strong habits as writers. This is very difficult. The classroom discourages authentic engagement in this work. The job of the classroom is to prepare students to be able to write without a teacher forcing them to do it (Peter Elbow wrote a whole book called, in fact Writing Without Teachers) in a space where they are forced to write by teachers.
Thus, invention and revision, two parts of the writing process that should be self-directed, are frequently only ever teacher-focused and teacher-driven. But, the idea is, if we as teachers of writing craft invention and revision in ways that students see as valuable, they will, with some effort and a lot of time-on-task, transfer these skills to other classes, other occasions for writing beyond the classroom. This is the idea behind threshold concepts. I think that, certainly, we can all recall the moment when we realized that, like it or not, good writing happens in revision in particular.
WHAT TO POST: The readings this week consider the history and practice of both invention and revision in Composition Pedagogy. In your reading response, you may elect to focus on one or the other or both. Consider how one or both of these skills are taught such that students of writing actually move past that threshold and adopt skills that make them stronger writers--you are welcome to talk about the possibilities and impossibilities that are suggested by the readings.