Main Article Content
The purpose of the present study is to examine the resources available to writing teachers for responding to grammatical issues in student writing. The study analyzes two sets of data: (1) the position statements issued by the Conference on College Composition and Communication, the Council of Writing Program Administrators, and the National Council of Teachers of English; and (2) the bestselling writing teacher preparation materials. The results are discussed through the theoretical lens of communities of practice (Wenger, 1998) in order to portray how the field of Composition Studies—as a community of practice—models responding to linguistically diverse L1, L2, or international students. The results show that the expectations set by the position statements are not met by the writing teacher preparation materials, thus lacking resources for teachers to respond to students rhetorically and in the context of writing. Based on these findings, I discuss implications for responding practices and propose future avenues for research on preparing teachers to respond to student writing.
How to Cite
Crnkovic Padon, D. (2019). Responding to Writing Fluency: An Analysis of Writing Teacher Preparation Materials. Journal of Response to Writing, 5(2). Retrieved from https://journalrw.org/index.php/jrw/article/view/121
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