This article explores findings from a multiyear, multisite study of new college writing instructors. First, the authors describe the principles that guide new instructors’ teaching and reveal the number of resources that new instructors draw on beyond the pedagogy seminar. Second, they delineate how the kinds of classroom narratives these instructors choose to tell points to a range of understandings about what it means to teach writing. Finally, they argue that learning to teach writing is a complex process requiring sustained mentoring and support throughout the early years of teaching.

Research Article| January 01 2004 The Portfolio's Shifting Self: Possibilities for Assessing Student Learning Heidi Estrem Heidi Estrem Search for other works by this author on: This Site Google Pedagogy (2004) 4 (1): 125–127. https://doi.org/10.1215/15314200-4-1-125 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Heidi Estrem; The Portfolio's Shifting Self: Possibilities for Assessing Student Learning. Pedagogy 1 January 2004; 4 (1): 125–127. doi: https://doi.org/10.1215/15314200-4-1-125 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.

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.