Abstract

Abstract Sound doctoral pedagogy, in addition to other forms of professionalization in PhD work, is essential in nurturing future generations of scholars in composition and rhetoric. Using the comprehensive exam as a focal point, this article identifies absences and contradictions in the field's approach to evaluating the competency of doctoral students.

Journal
Rhetoric Review
Published
2003-10-01
DOI
10.1207/s15327981rr2204_4
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Cited by in this index (1)

  1. Rhetoric Review

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