Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection

E. Shelley Reid

doi:10.58680/ccc20099485

College Composition and Communication Dec 2009

Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection

E. Shelley Reid

Abstract

As they prepare to teach writing, new teachers should respond to writing assignments that we deliberately design to be difficult, exploratory, or critically reflective, so that they may better develop flexibility and engagement as learners, teachers, and theorists in the field of writing instruction.

Journal: College Composition and Communication
Published: 2009-12-01
DOI: 10.58680/ccc20099485
CompPile: Search in CompPile ↗
Open Access: Closed
Topics: writing pedagogy teacher development
Export: BibTeX RIS

Citation Context

Cited by in this index (3)

Reed et al. (2024)

Embracing Wobble: Mentoring Graduate Instructors in Big Composition

College Composition and Communication
Brewer et al. (2022)

Naming What We Don’t Know: Graduate Instructors and Declarative Knowledge about…

College Composition and Communication
Boyle et al. (2015)

e.pluribus plures: DMAC and its Keywords

Computers and Composition

References (0)

No references on file for this article.

CrossRef global citation count: 11 View in citation network → Build reading path →

Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection

Abstract

Citation Context

Cited by in this index (3)

References (0)

Related Articles