Abstract of

First Person
Dealing With Troubled Writers: A Literacy Teacher's Dilemma

John Simmons

A movement in late 20th-century rhetorical theory asked teachers to encourage writing on personal topics as well as formal, impersonal ones. Thus, to traditional writing goals (pleasing, persuading, and instructing) the exorcism of often deep emotions was added.

This movement forced teachers to read and evaluate student writing in a more involved, intimate, and sympathetic manner. An almost inevitable result is the demand for teachers to witness writing that expresses anger, rebellion, the desire for retribution, and so on. Given the legal and professional limits on what teachers can do in dealing with such writing, the dilemma they face is the disturbing consequence. The author offers practical suggestions for teachers who see distressing and sometimes alarming patterns in a student“s writing.

Abstract from Simmons, J. (2007, September). Dealing With Troubled Writers: A Literacy Teacher's Dilemma. Journal of Adolescent & Adult Literacy, 51(1), 4–8. doi: 10.1598/JAAL.51.1.1