Bits Creating Bonds: Lore as a Form of History in Creating Writing and Composition Pedagogy Public Deposited

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  • March 21, 2019
  • Sandick, Phil
    • Affiliation: College of Arts and Sciences, Department of English and Comparative Literature
  • This dissertation develops around a series of related arguments about lore: the role lore played in the disciplinary histories of both composition and creative writing, the longstanding yet diminishing dependence on lore in creative writing pedagogy, the distributed network created from tidbits of author testimony that helps students form social bonds, and finally, the mode by which contemporary students are situated through new media to be bricoleurs—or bricolores—of the array of conventional wisdom regarding how writing is “done, learned, and taught.” The canon of creative writing craft books and author interviews constitutes a major source of creative writing’s rich mythography. The House of Lore is largely comprised of and informed by these tidbits, and, through pedagogical dissemination, these fragments of writing advice, reflections on writing processes, and ruminations on “the writing life” are passed down through the generations. These fragments have a profoundly historical charge, and actually contain within thems a record of how creative works come into existence. When these fragments subsequently become part of individual student narratives of learning, apprentice writers in turn have the ability to form strong and meaningful bonds with mentors, fellow students, as well as with creative writing’s past. Lore’s potential for productive value might be elucidated if we can refocus our attention on the relational and history-specific contexts that shape these new encounters. All—teachers and students alike—who come in contact with these pedagogical fragments recombine/remake/remix them to meet new needs in what we can begin to think of as “Lore 2.0.” These tidbits can fuel further rhetorical invention, as well as create social bonds. Through the theoretical lens of Actor-network theory, we may better visualize and understand contemporary student learning narratives with respect to writing, both in first-year composition and creative writing.
Date of publication
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Rights statement
  • In Copyright
  • Kenan, Randall
  • Matchinske, Megan
  • Taylor, Todd
  • Anderson, Daniel
  • Jack, Jordynn
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2017

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