Abstract

This article describes how contemporary psychoanalytic and poststructuralist theories inform my teaching of writing. It suggests that the psychological and academic challenges confronting freshmen recently placed in a new social/academic environment may be abated by a pedagogy that highlights a poststructuralist understanding of identity as multiple and performative.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 319-341
Launched on MUSE
2012-04-21
Open Access
No
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