ABSTRACT
Writing pedagogy begins with teachers and students sharing attention while considering a text being composed. Some writing pedagogy simply points out errors, grammatical and syntactical, without an eye for helping a student develop authorial intent. The following chapter argues that editorial work can restore an important feature of writing instruction when instructors evaluate and grade projects alongside students. Shared presence encourages a student to learn from the teacher’s posture and intonation, which mediates teacher-student relationships while emphasizing the student’s authorial volition. Such editorial work also invites dialogic encounters around the craft of writing, enhancing trust in respective roles and casting writing as a discursively conducted enterprise of learning mediated by the mutuality enjoyed by two people working side by side.
