Stories from First-Year Composition: Pedagogies that Foster Student Agency and Writing Identity

Contents 10 entries

1. 1
   Chapter 1. Double Standards and Sunshine: Exploring Expectations for Professional and Student Writing in FYC

   Doug Downs

   pp. 23-42 DOI: 10.37514/pra-b.2020.0308.2.01
2. 2
   Chapter 2. Teacher as Ally: Supporting LGBTQ Student Writers in the First-Year Composition Classroom

   Howa Furrow

   pp. 43-56 DOI: 10.37514/pra-b.2020.0308.2.02
3. 3
   Chapter 3. Three Student Voices on Technology in First-Year Composition

   Ann N. Amicucci

   pp. 57-69 DOI: 10.37514/pra-b.2020.0308.2.03
4. 4
   Chapter 4. Becoming a Person Who Writes

   Helen Collins Sitler

   pp. 71-90 DOI: 10.37514/pra-b.2020.0308.2.04
5. 5
   Chapter 5. Encouraging Potential in Liminal Space: Student Writer Reflection

   Martha Wilson Schaffer

   pp. 91-104 DOI: 10.37514/pra-b.2020.0308.2.05
6. 6
   Chapter 6. Teaching for Transfer in the First-Year Composition Course: Fostering the Development of Dispositions

   Jo-Anne Kerr

   pp. 105-119 DOI: 10.37514/pra-b.2020.0308.2.06
7. 7
   Chapter 7. Linguistic Socialization: More Than �regular talk,� �paraphrase and stuff�

   Brian D. Carpenter

   pp. 121-137 DOI: 10.37514/pra-b.2020.0308.2.07
8. 8
   Chapter 8. Design Into: Reflection as a Tool for Growth

   Angela Clark-Oates; Michelle Stuckey; Melissa Williamson; Duane Roen

   pp. 139-158 DOI: 10.37514/pra-b.2020.0308.2.08
9. 9
   Chapter 9. A Framework for Transfer: Students� Development of a �Theory of Writing�

   Kara Taczak; Liane Robertson; Kathleen Blake Yancey

   pp. 159-176 DOI: 10.37514/pra-b.2020.0308.2.09
10. 10
    Chapter 10. A Transition

    Ashley M. Ritter

    pp. 177-184 DOI: 10.37514/pra-b.2020.0308.2.10