“[Gordon] Lish’s engagement with theory was every bit as revisionary as his editing of Carver and others. As he readily admits, ‘if I read a philosopher, and he’s not interested in what I’m interested in, I’ll revise what he’s said… bend it and change it, to make it come out my way’. In the classroom, Lish revised theoretical concepts into provisional models for literary composition. True to the spirit of the program era, his teaching prioritized practical over propositional knowledge, converting conceptual ‘knowing that’ into the creative know-how of craft.”
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