Lacan, Transference, and Writing Instruction

Abstract

Why is it that students seem to improve their texts so often, and desire to improve them more, when they're given nondirective feedback? Why do teacherless writing groups (where the writer gets conflicting responses from readers instead of teacherly direction) lead to more writing? How can Donald Murray (Writer 173) claim to get effective revision from writers in conferences lasting only five minutes? Stereotype of a Donald Murray conference: