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Abstract

As educators, we confront the challenge of cultivating a deeper understanding of writing in an age obsessed with utilitarianism, instant gratification, and pragmatism. Students come into our classrooms inundated with these messages of utility and often find subjects within the humanities, especially first year writing, boring and unhelpful. Especially with the rise of generative artificial intelligence (AI) use in our classrooms and society at large, we as pedagogues have our work cut out for us. I propose a pedagogical approach that bridges students' interests with essential writing skills by integrating Taylor Swift's music into the composition classroom. Swift's evolution as an artist provides a rich tapestry for exploring metacognition, responsibility, openness, and persistence—the foundational habits of mind outlined in the Framework for Success in Postsecondary Writing.

Through Swift's music, students engage in reflective writing exercises that illuminate their own identity construction and evolving beliefs over time. By examining Swift's lyrical revisions and strategic decision-making in her career, students learn the importance of taking ownership of their words and actions while remaining open to new ideas and perspectives. This approach not only enhances student engagement and creativity but also fosters a deeper understanding of writing as a lifelong practice that enriches personal and collective experiences.

Ultimately, this article contends that writing's purpose extends beyond pragmatic ends; it is a vehicle for personal discovery, intellectual growth, and social change. By embracing writing as a transformative process, educators can empower students to navigate complexities, challenge assumptions, and cultivate the habits of mind necessary for success in academia and beyond.

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