By Candace Spigelman
Candace Spigelman investigates the dynamics of possession in small crew writing workshops, basing her findings on case reports regarding teams: a five-member inventive writing team assembly per 30 days at an area Philadelphia espresso bar and a four-member college-level writing workforce assembly of their composition lecture room. She explores the connection among specific notions of highbrow estate inside each one team in addition to the effectiveness of writing teams that include those notions. Addressing the negotiations among the private and non-private domain names of writing inside of those teams, she discovers that for either the devoted writers and the newbies, values linked to textual possession play a vital position in writing crew performance.”
Spigelman discusses textual possession, highbrow estate, and writing team strategies after which stories theories in relation to authorship and information making. After introducing the members in every one team, discussing their texts, and describing their workshop periods, she examines the writers’ avowed and implied ideals approximately changing rules and holding person estate rights.
Spigelman stresses the mandatory stress among person and social elements of writing practices: She argues for the necessity to foster extra collaborative job between scholar writers through replicating the methods of writers operating in nonacademic settings but additionally contends that every one writers needs to be allowed to visualize their person corporation and authority as they compose.
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Additional info for Across Property Lines: Textual Ownership in Writing Groups
In voluntary writing groups, members place their work in the public arena, trusting that fellow writers will not “steal” their plots or characters. Ethical behavior appears to be part of an unspoken code among writers who sustain enduring groups; writers who are overly fearful of textual theft generally do not join or remain in writing groups. At the same time, members assume that their manifold experiences, including their reading and discus- The Dialectics of Textual Ownership sion of members’ manuscripts, will in®uence their thinking and writing.
I didn’t even pause on the technical stuff because I felt that he [the main character] would talk that way. I see Stephanie’s point, but it didn’t mess me up in that regard, because I’m used to skimming through that stuff, but I didn’t feel like I was lost. Stephanie: I’ve been skimming through it also, and I’m used to doing that, too. But I feel that if it’s good enough writing, everything should be important. So I shouldn’t be able to skim through a whole paragraph and not need to read that. Ellen: The reason it didn’t bother me is that it wasn’t actual medical science that they were discussing.
Like a family, members of the group seemed to have taken on complementary roles that allowed them to address various aspects of any manuscript without undue repetition. Fay’s comments often focused on the overall frame or structure of the story; Stephanie addressed discrepancies in details and pressed writers to provide additional information; Ellen monitored the relationship between real life and the ¤ctional world created in the text; Brenda offered immediate reader reactions. While Doug’s colleagues characterized him as the most demanding and critical member of the group, from an outsider’s perspective, all the members were equally supportive and demanding.