Abstract

Drawing on the notion that revision involves the performance of a writer’s identity in a conversation with herself, this article argues for conceptualizing revision as ecstasis and ventriloquism. By using the metaphor of ventriloquism to translate theory into heuristics for teaching revision, it enacts an underlying argument that pedagogy is metaphor. In doing so, it offers four practical strategies for teaching students to revise.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 27-51
Launched on MUSE
2013-12-13
Open Access
No
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