Clifford & Ervin, "The Ethics of Process"
Clifford and Ervin explore how they each came to consider themselves post-process. For Clifford, process was powerful because of its parallels to Rosenblatt’s reader-response theories: “meaning was not some reified entity found in the hidden interstices of poems but something for which readers and writers negotiated themselves” (181). Eventually, however, he felt that process didn’t deal fully enough with the idea of writers as socially and historically situated. For Ervin, process became a way to project her own ethical contradictions onto her students. For example, while she encouraged her students to “complete” the process by publishing their essays, she found herself unable to compose a letter to the editor. In a post-process praxis, she has found herself better able to integrate her ethical concerns with her teaching of writing. She no longer requires drafts, for example, which she used to use as a plagiarism-check, but instead has students engage in community service writing projects.
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