Developing a Ludic Identity in Writing: Play as a Means of Reflection

Abstract

Writing is commonly taught through a process-based approach which opens up possibilities for productive, interdisciplinary work that takes a similar approach. Play and games are one such approach and can improve how we approach the teaching of writing. Through active reflection, the similarities between writing and playing games are shown through their awareness of and interaction with audience; their embodied forms of praxis; and their development of complex, situated ecologies. Fostering the lusory attitude found in play as a basis for problem-solving in writing is one way to help students reflect on their own identity, agency, and argument.