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"Editor’s Introduction: Rhetoric and Composition Graduate Students Define Their Identities Against Dominant Narratives"

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Contents

The Authors

Our Exigence

Our Background and Process

Our Takeaways

References

References

Abasi, A. R.; Akbari, N., & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15(2), 102-117. https://doi.org/10.1016/j.jslw.2006.05.001

Ackerman, J. M. (1991). Reading, writing, and knowing: The role of disciplinary knowledge in comprehension and composing. Research in the Teaching of English, 25(2), 133-178.

Alvarez, S. P., Canagarajah, S., Lee, E., Lee, J. W., & Rabbi R. (2017). Translingual practice, ethnic identities, and voice in writing. In B. Horner & L. Tetreault (Eds.), Crossing divides: Exploring translingual pedagogies and programs (pp. 31-50). Utah State University Press.

Anderson, V., & Romano, S. (2005). Culture shock and the practice of profession: Training the next wave in rhetoric and composition. Hampton Press.

Angelova, M., & Riazantseva, A. (1999). “If you don't tell me, how can I know?”: A case study of four international students learning to write the U.S. way. Written Communication, 16(4), 491-525. https://doi.org/10.1177/0741088399016004004

Anson, C. M.. (1993). Teacher development in the program in composition. In L M. Lambert & S. L. Tice (Eds.), Preparing graduate students to teach. American Association of Higher Learning.

Ballif, M., Davis, D. D., & Mountford, R. M. (Eds.). (2008). Women's ways of making it in rhetoric and composition. Routledge.

Baniya, S., Doan, S., Johnson, G. P., Kumari, A., Larson, K., Schwarz, V. M., Diab, K., Grayson, M. L., Grijalva, R. M., Hassel, H., Hendrickson, B., Hubrig, A., Messina, C. M., & Ruiz, I. (2019). A Brief Dialogue with Members of the WPA-L Working Group and nextGEN Listserv. [Where We Are: Dialogue and Disciplinary Space]. Composition Studies, 47(2), 203-210. https://compositionstudiesjournal.files.wordpress.com/2020/01/whereweare_47.2.pdf

Berkenkotter, C.. Huckin, T. N., & Ackerman, J. (1988). Conventions, conversations and the writer: Case study of a student in a rhetoric Ph.D. program. Research in the Teaching of English, 22(1), 9-44. https://www.jstor.org/stable/40171130

Cox, A., Kumari, A., Manivannan, V., Olejnik, M., & Roundtree, S. V. (2019). Graduate students. In M. LaFrance & E. Wardle (Eds.), Building a twenty-first-century feminist ethos: Three dialogues for WPAs. [Symposium]. WPA: Writing Program Administration, 42(2), 1-24.

Elder, C. L., Schoen, M., & Skinnell, R. (2014). Strengthening graduate student preparation for WPA work. WPA: Writing Program Administration, 37(2), 13-35. http://associationdatabase.co/archives/37n2/37n2elder-schoen-skinnell.pdf

Flaherty, C. (2020, April 7). What about graduate students? Inside Higher Ed. https://www.insidehighered.com/news/2020/04/07/graduate-students-seek-time-degree-and-funding-extensions-during-covid-19

International Writing Centers Association. (2001). IWCA position statement on graduate student writing center administration. https://docs.google.com/document/d/183NtqscbcsHd4RQd1kEV43JaahQnhzAgaD5-AH6IT1I

Macrorie, K. (Ed.)(1963). Training graduate students as teachers. [Symposium]. College Composition and Communication (1963): 14.2, 76-78. https://www.jstor.org/stable/354999

Nyquist, J. (Ed.). (1991). Preparing the professoriate to teach: Selected readings in TA training. Kendall/Hunt.

Williams, C. S. (1949). Practice teaching by graduate students. College English Association Critic, 11(3), 6-7. https://www.jstor.org/stable/44419690

Writing Program Administrators Graduate Organization. (2019). Report on graduate student instructor labor conditions in writing programs. https://csal.colostate.edu/docs/cwpa/reports/wpago-gsi-2019.pdf

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Posted by xcheditor on May 17, 2021 in article, Issue 15.1

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