Disability justice advocates have long argued that everybody has different access needs. Yet, despite stated commitments to accessibility, writing pedagogy often relies on a one-size-fits-all approach to the writing process that prioritizes efficiency while disincentivizing traces of struggle, misfitting, or friction. My current research focuses on the friction we experience in the process of composing our written texts, our teaching personas, and our identities. As writers and teachers, where, when, how, and why do we get stuck? When we compose, how does the friction we encounter shape our process, compositions, and selves? And, in light of these insights, how might we re-imagine writing pedagogy to be more accessible for both disabled writers and teachers? I argue that we should encourage writers to map and negotiate with the friction they experience in the writing process—in part by identifying what I’m calling “stuck points.” Abigail H. Long is a 2025-2026 Humanities Center Dissertation Fellow at Syracuse University. She is a Ph.D. Candidate in Composition and Cultural Rhetoric and holds a Certificate of Advanced Studies in Women’s and Gender Studies.
- Tags
-