During a series of writing workshops at a shelter for young homeless people in Copenhagen, I examined to what extent the literary practice of student-driven imitation with its emphasis on self-governance and a dialogical approach can engage marginalized learners in reading and writing. I found that studentdriven imitation had the potential to engage different kinds of writers and that they adopted the practice with ease and confidence. In addition, I experienced that the residents’ preferred genre was poetry and that they generally sought a neutral space with low attention to social status, characterized by dialogue and a homely feel. This space is comparable to Oldenburg’s third place, and I suggest that poetry is a textual marker of this space. Reading, however, is free. —Quintilian (X.I.19)
Lee, Jessica Nalani. “Transforming Ethos: Place and the Material in Rhetoric and Writing.” Community Literacy Journal, vol. 15, no. 1, 2021, pp. 175–79, doi:10.25148/clj.15.1.009375.