This article explores how contemplative writing pedagogy that integrates the practice of mindfulness, or moment-to-moment attention, into writing instruction can help students consciously and adeptly deploy their attention and construct a more responsible ethos. Mindful writers develop awareness of their own and others’ materiality and become more reflective digital citizens.
Teaching Attention Literacy: A Case for Mindfulness in the Composition Classroom
Christy I. Wenger is associate professor of rhetoric and composition at Shepherd University in Shepherdstown, West Virginia, where she serves as the director of writing and rhetoric. She is the author of Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy, and her articles appear in English Teaching: Practice and Critique, JAEPL: The Journal for the Assembly for Expanded Perspectives on Learning, and WPA: Writing Program Administration. She has published several chapters in collections such as Women’s Ethos: Intersections of Rhetorics and Feminisms (2016). Christy serves on the board of the Assembly for Expanded Perspectives on Learning and is “Connecting” editor for JAEPL.
Christy I. Wenger; Teaching Attention Literacy: A Case for Mindfulness in the Composition Classroom. Pedagogy 1 January 2019; 19 (1): 53–78. doi: https://doi.org/10.1215/15314200-7173752
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