Document Type

Contribution to Books

Publication Date



As a discipline with academic roots in pedagogy (Harris 1996), composition studies has fostered increasingly visible and structured programs to mentor new writing instructors. Several recent essay collections compile examples of programs, thoughtfully theorized approaches, and careful explorations of how to best support and nurture new instructors of first-year writing (see, for example, Pytlik and Liggett 2002; Ward and Perry 2002). It is now common that new college writing teaching assistants (TAs) participate in at least one pedagogy seminar designed to guide them through their initial teaching experience and provide an introduction to composition studies (see Dobrin 2005). Additionally, individual accounts of new instructors like those by Wendy Bishop (1990), Elizabeth Rankin (1994), and Sally Barr Ebest (2005) help provide a rich context for further research on the pedagogical development of new writing instructors.

Copyright Statement

This document was originally published by Parlor Press in The Best of the Independent Rhetoric and Composition Journals 2013. Copyright restrictions may apply. © 2013 by Parlor Press. Used by permission.