This chapter explores editing as a form of dialogue in the academy, where creative and professional writing teachers perform various editorial roles. One goal is to help students to learn the art of respectful and insightful conversation, which facilitates editing, preparing them for further study or for careers in a mercurial employment environment where editing, as a generic and transferable skill, is valued. Teaching genres such as the conventional and experimental essay can work towards that goal. During the second half of the 20th century, the essay has morphed in academia into risky and transgressive forms alongside the standard academic template. Both provide students with texts they can imitate but also can reveal how work is constructed. Teachers can give students freedom to experiment, which illuminates editing practice while ensuring that they grasp disciplinary discourses. Editing in a generic sense can be understood as a form of dialogue that occurs on several levels within a community of practice, with the goal of producing a finished piece of writing. Teachers situate themselves at various points along a dialogic continuum, functioning as information hubs and as models of editing expertise, forging mutually beneficial relationships with individuals and with class groups.
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- Editing as Dialogue in the Academy
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