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Supporting the professional development of graduate teaching assistants (GTAs) is a strategic necessity for both English studies and higher education. At many academic institutions, GTAs represent a significant proportion of instructional staff for first-year composition courses (Young and Bippus 116). These courses serve a crucial institutional mission as an academic entry point for the majority of undergraduate students and have been closely linked with student retention, graduation rates, and academic performance (Garrett, Bridgewater, and Feinstein; Holmes and Busser). Based on a recent national study, Amy Cicchino found most rhetoric and composition programs offer intensive, but condensed, GTA training programs that typically include a preservice orientation, semester-long teaching proseminar, and peer or faculty mentorship (93). Yet, time is a significant constraint—most programs take place over a single semester or academic year and end just as GTAs gain enough teaching experience and confidence to become more interested in composition theory and professional development (Obermark, Brewer, and Halasek; Reid).

Preview this article: A Distinct Rhetoric: Autistic University Students’ Lived Experiences of Academic Acculturation and Writing Development, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/86/2/collegeenglish32759-1.gif

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Preview this article: Remember Then Recommend: Critically Engaging Spell Checker Algorithms and Other Text Recommender Systems as Memory Infrastructures, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/86/1/collegeenglish32661-1.gif

Preview this article: Redeeming Disagreement: Lessons Learned from Literary Criticism, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/86/1/collegeenglish32660-1.gif

Preview this article: Review Essay: Administrative Cookbooks: The Evolving Genre of How-To Academic Leadership, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/86/1/collegeenglish32662-1.gif

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Preview this article: And Gladly Teach: Cultivating Learning Community in an Asynchronous Online Advanced Writing Course for Multilingual International Students, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/6/collegeenglish32619-1.gif

Preview this article: Writing the Central Role of Captions in Live Performances, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/6/collegeenglish32618-1.gif

Preview this article: Apples and Oranges: Toward a Comparative Rhetoric of Writing Instruction and Research in the United States, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/5/collegeenglish32559-1.gif

Preview this article: White Clubwomen in the Progressive Era South and Ideological Framings of Education: Lessons for the Present, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/5/collegeenglish32561-1.gif

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Preview this article: Guided Reading: The Influence of Visual Design on Writing with Sources, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/5/collegeenglish32560-1.gif

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Preview this article: "Oh No She Did NOT Bring Her Ass Up in Here with That!" Racial Memory, Radical Reparative Justice, and Black Feminist Pedagogical Futures, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/4/collegeenglish32458-1.gif

Preview this article: Review Essay: On Embodiment, Recognition, and Writing Centers: A Review, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/4/collegeenglish32460-1.gif

Preview this article: Review Essay: Abject, Afuerx, and Anxious in Young Adult Literature, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/4/collegeenglish32459-1.gif

Preview this article: Bag Lady: Unpacking Black Women’s Experiences in African American Literature and Black Popular Music Using bell hooks’s Healing Practice and Teaching Praxis, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/3/collegeenglish32377-1.gif

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Preview this article: Bibliographic Essay: Reading, Researching, Teaching, and Writing with hooks: A Queer Literacy Sponsorship, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/3/collegeenglish32376-1.gif

Preview this article: Poetry: On Loving Black Women,All Up & Through These Institutions, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/3/collegeenglish32373-1.gif

Preview this article: Engaging bell hooks in Dalit Literature: Imagining Trans-Caste Communities, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/3/collegeenglish32381-1.gif

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Preview this article: Love, Community, and Quakertown: Guidance from bell hooks on Teaching Counterstories, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/3/collegeenglish32382-1.gif

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The label “slave narrative” is a damaging misnomer that leads to critical distortions and misrepresentations. These important texts were written by free men and women, not slaves, who had emancipated themselves from America’s slave system, and they function as testimonials of self-determination that document their escape from enslavement and help to enact their own freedom. The label slave narrative, which emerged in the late 1930s during the Federal Writers Project, exemplifies “anagrammatical blackness,” as theorized by Christina Sharpe. The term perpetuates a reductive framework that de-centers the writers’ accomplishments and sustains the afterlives of slavery.

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Preview this article: Playing with Perspective: Examining the Role of Ethos, Empathy, and Environmental Storytelling in Video Game-Based Writing Projects, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/2/collegeenglish32209-1.gif

Preview this article: And Gladly Teach: Drawn by Hand: Community College Students as Graphic Novelists, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/85/1/collegeenglish32101-1.gif

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