“This Erstwhile Unreadable Text”: Multidisciplinarity and First-Year Writing Faculty Teaching Mentoring and Support

Journal Article (Academic Article)

Despite the otherwise rich multidisciplinary terrain of writing studies, the strategies most often used with first-year writing teacher teaching mentoring and support tend to remain discordantly anchored to a comparatively narrow version of writing pedagogy. I argue in this article that infusing a multidisciplinary dimension into first-year writing faculty teaching mentoring and support will enrich the ways faculty and students think, write, and talk about first-year writing. This article provides specific strategies for infusing multidisciplinary dimensions into first-year writing faculty teaching mentoring and support. Such a move is vital across nearly all contexts of first-year writing, not only where first-year writing has overtly multidisciplinary features, but also where first-year writing exists more firmly in English departments.

Duke Authors

Cited Authors

  • Comer, DK

Published Date

  • January 2014

Published In

  • Teaching/Writing