Feeling Like a Writer: Composing & Publishing Writer’s Memos in a University-Adjacent Writing Group for Low-Income Adults.
In this article, I describe a pedagogical practice that I argue can augment community publishing’s potential to help adult undergraduate students’ writerly confidence to help them feel like writers and build affirming relationships with wider audiences: writer’s memos. Because writer’s memos are opp...
| Publicado en: | Community Literacy Journal Vol. 19; no. 2; pp. 49 - 65 |
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| Formato: | Artículo |
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Community Literacy Journal
Spring/Summer2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=189923259&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 189923259 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15559734 95BQ jtl: Community Literacy Journal issn: 15559734 maglogo: N pubinfo: dt: Spring/Summer2025 vid: 19 iid: 2 pid: 58269 pub: Community Literacy Journal artinfo: ui: 189923259 ppf: 49 ppct: 16 formats: fmt: @attributes: type: P size: 646KB tig: atl: Feeling Like a Writer: Composing & Publishing Writer’s Memos in a University-Adjacent Writing Group for Low-Income Adults. aug: au: Kelenyi, Gabrielle Isabel affil: Assistant Professor of English at Lafayette College in Easton, PA. PhD in Composition and Rhetoric at University of Wisconsin-Madison. su: Social change Self-confidence Poor people Annotations Social marginality Persuasion (Rhetoric) Authorship collaboration Interpersonal relations sug: subj: Social change Self-confidence Poor people Annotations Social marginality Persuasion (Rhetoric) Authorship collaboration Interpersonal relations keyword: community publishing writer’s memos writerly self-efficacy ab: In this article, I describe a pedagogical practice that I argue can augment community publishing’s potential to help adult undergraduate students’ writerly confidence to help them feel like writers and build affirming relationships with wider audiences: writer’s memos. Because writer’s memos are opportunities for writers to demonstrate and build their rhetorical awareness and skills, they serve as mechanisms for building (and act as living representations of) one’s writerly self-efficacy. However, other than Community Literacy Journal’s Coda Section, which asks for reflections to accompany the creative work it publishes, the use of writer’s memos in community publishing for marginalized individuals has not been widely adopted or explored. Data from semi-structured interviews and collaborative field texts suggest that including writer’s memos in community publishing efforts can have positive implications for writers themselves and reader-writer relationships in community writing. Writer’s memos can help build meaningful and affirming relationships across difference between readers and writers: they can showcase how writers and readers can work together to revise socially constructed notions of who gets to read and be read, thereby enacting social change via community publishing. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Community Literacy Journal is the property of Community Literacy Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Community Literacy Journal holder: Community Literacy Journal dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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