Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

中文翻译：

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“我们感到电”：高中写作课上的写作

根据高中创意写作课产生的数据，本文介绍了课堂研究项目的经验和时刻，这些项目是通过响应式教学法的理论视角考虑的。使用后定性方法，该分析解决了两个框架问题：将注意力转向写作课中展开的关系如何阐明可响应教学法的一些可能性？当写作教学强调“成为”（而不是产品/成就）时，什么成为可能？在回答第一个问题时，将注意力转向阶级语境中展开的关系，使概念化写作的新方法成为可能：作为跟随能量的写作；写作即创作；和写作作为生产/穿越边界。综合考虑，这些相互交织的实践促成了写作即成为的响应式教学法。在回答问题二时，写作的可响应教学法将教学重点从受控结果转移到联系的情感体验上。这项研究表明，我们有可能重新考虑我们对写作教学的承诺（仅）是一个过程，并（也）将其想象为一种让学生体验与他人相处的活力和快乐的方式。