Composition Studies, April 1st, 2004
A few years ago, a colleague of mine, Alison, and I learned we shared a belief in the potential for students to use memory to compose personal essays and to view themselves as meaning makers. We met a few times to talk informally about teaching writing and the canon of memory, and I observed class meetings where Alison tried to bring attention to memory in the context of a personal essay assignment. An example of what I identify as a problem of definition took place when I observed Alison's students discuss the following prompt in response to Patricia Hampl's essay "Memory and Imagination:" "F...
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