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ERIC Number: ED408577
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
A Post-It-Note Pedagogy: Investigating the "petit recit" in an Emergent Model of the Writing Process.
Noble, Michael
Perhaps writing is equated with process. But, there are too many complicating factors that make it difficult to evaluate the success or failure of prewriting and drafting assignments--the process and the value of each step is different for each individual. By teaching students to recognize the cultural contingencies of textuality, the status of the student essay as a neutral "product" is undermined because of the heterogeneity and multiplicity of social, sexual, historical, and economic interactions that are not always visible in the writing process. Teaching against the process benefits students because it performs the dual function of pulling out what they already know about writing while simultaneously critiquing the process that for many students has become too "cliched." Writing can be experienced as an "emergence," as in the open model developed by Chris Langton, a complexity theorist engaged at the Santa Fe Institute which observes complexity in a range of disciplines. Post-It Notes can be used as a means of demonstrating the function of the chaotic in creativity, placed in books, on the periphery of a computer screen, on papers being written, to signify hunches and potentialities rather than ordered ideas. As a critique of process, Post-Its (the "petit recits"--the little narrative) achieve a reprocessing and a remembering that is non-linear because they maintain presence through their instability and because their material ontology prevents assimilation into the evolving meta-structures. (Contains 11 references.) (CR)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A