“First, I do not sit down at my desk to put into verse something that is already clear in my mind. If it were clear in my mind, I should have no incentive or need to write about it. We do not write in order to be understood; we write in order to understand.”

“I do not sit down at my desk to put into verse something that is already clear in my mind. If it were clear in my mind, I should have no incentive or need to write about it.... We do not write in order to be understood; we write in order to understand.”

“I understood at once, I am not living, but actively dying. I am smoking, living unhealthily. I’m shutting down. I need to go the other way, inside. And it was so clear to me what I was doing. It was suddenly perfectly clear. I understood, I need to write. Live here, in my words, and my head. I need to go inside, that’s all. No big, complicated, difficult thing. I just need to go in reverse. And not worry about what to write about, but just write. Or, if I’m going to worry about what to write, then do this worrying on paper, so at least I’m writing and will have a record of the anxiety.”

“I made up my mind long ago to follow one cardinal rule in all my writing—to be clear. I have given up all thought of writing poetically or symbolically or experimentally, or in any of the other modes that might (if I were good enough) get me a Pulitzer prize. I would write merely clearly and in this way establish a warm relationship between myself and my readers, and the professional critics—Well, they can do whatever they wish.”

“Does doing something old with new technology mean that I’m teaching with technology and that I’m doing so in a way as to really improve the reading and writing skills of the students in my classroom?” (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the...”

“The very first thing I tell my new students on the first day of a workshop is that good writing is about telling the truth. We are a species that needs and wants to understand who we are. Sheep lice do not seem to share this longing, which is one reason they write so very little. But we do. We have so much we want to say and figure out.”