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2018
Volume 78, Issue 4
  • ISSN: 0010-0994
  • E-ISSN: 2161-8178

Abstract

In this essay, I argue that contemporary efforts to advocate for job security for teaching-track faculty in English studies, especially in composition, can be enhanced by identifying and reconfiguring two types of negative affects: those circulating around the “affective labor” required to teach writing and those circulating around the educational spaces in which such labor typically occurs. After defining my terms, I begin analyzing the impact of these two types of negative affect on calls for teaching-track job security. I then use Grego and Thompson’s “studio” model of basic writing as an example of teaching work that can be used to generate and circulate positive affects regarding the “affective-labor-in-space” performed by writing teachers. Finally, I articulate three premises designed to help articulate and emplace positive affects regarding teaching-track composition work such that possibilities for job security are enhanced.

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/content/journals/10.58680/ce201628217
2016-03-01
2025-02-09
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http://instance.metastore.ingenta.com/content/journals/10.58680/ce201628217
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  • Article Type: Research Article
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