Abstract

Students entering first-year composition often discover self-inquiry for the first time, enabling them to examine their identities when opportunities are created to do so. The experiences of two traditional first-year college students are examined to better understand the power that writing instructors and writing courses hold.

Journal
Teaching English in the Two-Year College
Published
2023-09-01
DOI
10.58680/tetyc202332717
CompPile
Open Access
Closed
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