College Composition and Communication Feb 2012

At a Mirror, Darkly: The Imagined Undergraduate Writers of Ten Novice Composition Instructors

Dylan B. Dryer

Abstract

While reading a series of undergraduate essay drafts, ten newly appointed graduate teaching assistants consistently projected their own anxieties about academic writing onto the authors of the papers, with two exceptions: the students were imagined neither to have the teachers’ compositional agency nor to feel their ambivalence about the academic writing conventions in question. Suggestions for repurposing the intellectual work of the TA-training practicum follow.

Journal
College Composition and Communication
Published
2012-02-01
DOI
10.58680/ccc201218445
CompPile
Open Access
Closed
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Citation context

Cited by in this index (5)

  1. Lee (2026)
    The Dynamics Between the Biographical Factors, Professional Identities, and Tea…
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  2. Boville et al. (2025)
    “Why Is It Like This?” Graduate Student Learning Outcomes for the Future of Lit…
    College English
  3. Lawson et al. (2024)
    Ecologies, bodies, and OWI teacher preparation: reflecting on a practicum for g…
    Computers and Composition
  4. Reed et al. (2024)
    Embracing Wobble: Mentoring Graduate Instructors in Big Composition
    College Composition and Communication
  5. Coad (2017)
    “That’s My Face to the Whole Field!”: Graduate Students’ Professional Identity-…
    Computers and Composition

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