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It contrasts Swartzlander, Pace, and Stamler’s concerns with Jeffrey Berman’s “Risky Writing,” arguing that both the understanding of trauma’s relation to language and the reading practices of teachers are oversimplified. The essay then critiques “bad reading” through Berman’s analysis of a student’s paired essays about baking and childhood molestation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lying-in-writing-or-the-vicissitudes-of-testimony/598763/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lying-in-writing-or-the-vicissitudes-of-testimony/598763.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"为什么要求学生写关于个人创伤会引发伦理争议？","Question",{"text":112,"@type":113},"争议集中在“自我披露”的伦理问题，尤其包括评分带来的风险、可能的再创伤（retraumatization），以及性别相关的影响。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Berman 对“Risky Writing”的核心主张是什么？",{"text":117,"@type":113},"Berman 认为学生围绕创伤的写作能够带来教育、美学与治疗层面的成就，并用这些结果为课堂写作中的自我披露价值辩护。",{"name":119,"@type":110,"acceptedAnswer":120},"文章如何反驳关于“写作内容越敏感越危险”的简单判断？",{"text":121,"@type":113},"文章指出教师往往只根据论文内容来推断学生是否在“写创伤”，但这种做法误解了创伤如何作用于语言与写作，因此在阅读与理解上会产生系统性偏差。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598763,1792230965,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Composition Forum 14.2, Fall 2005  \n[http://compositionforum.com/issue/14.2/](http://compositionforum.com/issue/14.2/)  \nLying in Writing or the Vicissitudes of Testimony  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)]  \nCarra Leah Hood  \nIn “Requiring Students to Write about Their Personal Lives,” which appeared in the 17 February 1993 issue of the Chronicle ofHigher Education , Susan Swartzlander, Diana Pace, and Virginia Lee Stamler note the contradiction between the “shockingly unprofessional” practice of asking students to write about their personal traumas in writing courses and the common occurrence of such assignments (B1) . They argue that this practice remains common because the debates about whether or not “personal writing helps students to develop the necessary academic skills” ignore the ethical concerns of requiring students’ self disclosures in writing for school (B1) . Most importantly, the authors point to ethical concerns with grading, retraumatization, and gender. It is their contention that attention to these concerns will convince a professor inclined to ask students to write about their personal traumas not to do so. For instance, any professor who might argue that “having students write on what they care about most and know best is the only way to get them to write well” would reconsider an assignment that could potentially retraumatize the student writer (B1) . A male professor might change his assignment after being apprised of the gender concerns such disclosures present to female students, the authors predict.  \nIn 2001, Jeffrey Berman published Risky Writing: SelfDisclosure and Self Transformation in the Classroom, his contribution to the debate about the value of students’ self disclosure in their writing courses. In this study, Berman argues that student writing about trauma leads to educational, aesthetic, and therapeutic achievements. His position highlights, first of all, at least one instance of a writing teacher dismissing the ethical concerns raised by Swartzlander, Pace and Stamler. Secondly, Berman’s analysis demonstrates superficial understanding of the relationship between writing, trauma, and recovery, a superficiality that is all too common in the debates about the appropriateness or inappropriateness of requiring students’ self disclosures in their writing courses.  \nIn an effort to restate the ethical issues embedded in essay assignments that ask students to explore traumas in their life, this essay conceptualizes the place of writing, and language use more generally, in recovery as much more complicated, much less controlled, much more diffuse, and much less significantly associated with particular writing assignments in school than Berman and even Swartzlander, Pace, and Stamler assume.  \nMissing the Point  \nThe debate about students’ self disclosure in their writing courses focuses on the content of students’essays. If students write essays about rape or incest, for example, teachers assume that they are writing their trauma. If students write essays about poverty or the death penalty, however, teachers might not make the same assumption. Significantly, if students write essays about shopping or financial planning, teachers will assume that their essays are most likely not about trauma. These latter topics are not risky, to use Berman’s term. Nor do they suggest that students are disclosing an emotional truth that they have never revealed before. Shopping and financial planning do not mark astudent as potentially in need of counseling; they seem safe topics, not the remnants of traumatic memory.  \nThese assumptions display a misunderstanding of the way that trauma works on language and in writing.  \nThey also display an overly simplified perception of the trauma survivor and the conditions for recovery. Finally, teachers who are guided by these assumptions, as Berman is, reveal themselves as bad rea","cbCairFXjVfAoDNm","https://ap.wps.com/l/cbCairFXjVfAoDNm","pdf",407605,12,"English","# Requiring Students to Write about Their Personal Lives\n## Ethical concerns and gender\n# Risky Writing and its arguments\n## Educational and therapeutic claims\n# Missing the Point\n## Content-based assumptions\n## Trauma’s effects on writing\n# Bad Reading in the Writing Classroom\n## Analysis of Diane’s essays","[{\"question\":\"为什么要求学生写关于个人创伤会引发伦理争议？\",\"answer\":\"争议集中在“自我披露”的伦理问题，尤其包括评分带来的风险、可能的再创伤（retraumatization），以及性别相关的影响。\"},{\"question\":\"Berman 对“Risky Writing”的核心主张是什么？\",\"answer\":\"Berman 认为学生围绕创伤的写作能够带来教育、美学与治疗层面的成就，并用这些结果为课堂写作中的自我披露价值辩护。\"},{\"question\":\"文章如何反驳关于“写作内容越敏感越危险”的简单判断？\",\"answer\":\"文章指出教师往往只根据论文内容来推断学生是否在“写创伤”，但这种做法误解了创伤如何作用于语言与写作，因此在阅读与理解上会产生系统性偏差。\"}]","Lying in Writing or the Vicissitudes of Testimony | PDF",1792087553]