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2018
Volume 76, Issue 2
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

This article shares three focal participant profiles from a national study on graduate student writing pedagogy in rhetoric, composition, and writing studies. Working toward a more linguistically just discipline, this research explores how we might teach graduate students disciplinary genre expectations while centering their embodied ways of composing.

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2024-12-01
2026-06-06
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