From a national study on graduate student writing pedagogy in Rhetoric, Composition, and Writing Studies, 203 participant responses show the value of faculty mentorship, learning to write outside of coursework, and the importance of understanding rhetorical genre systems. Participants largely report not having taken a course on writing in graduate school. This article concludes that more should be done in coursework to mediate the needs of graduate student writers.

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.