Perhaps I have been reluctant to theorize about the classroom situation because I failed to take what I already knew to be the case into account: that the classroom, as we traditionally inhabit it, is not where writing happens; indeed, we can even see this empirically -- most writing happens wherever our students go to write -- outside the classroom or “in” the classroom on their phones when they are supposed to be listening to your well-planned lecture on Aristotle's rhetoric. The "moment of inscription" at this time in history is not modeled on a student, with a pen, sitting at a blank sheet of paper with a passage to interpret or a theme to write on. Rather, the model might be a man sitting in a coffee shop, reading a PDF of a text, pausing every once in awhile to re-write phrases from the text in the margins and checking facebook to see if anyone’s commented on his post about said book and if so responding with his own text and boggling back and forth between a conversation about David Lynch – the logic of the AND – parataxis – but an AND that does not come after but rather disperses our attention, distributes our cognition, but for that matter, makes it more than reader, text, writer – texts abound and crash into conversations, music on the earphones, sounds of the espresso machine—all of this environment contributing the moment(s) of inscription – a whole “ecology” of which our minds are but a part. And yeah,
maybe it won’t all come out ordered into coherent paragraphs
with citations in their proper place and the text edited for grammar,
but invention will have taken place on the edge of chaos—
or within the chaos saturating every atom.