Publication Date

2021

Abstract

This article addresses writing instructor preparation with a focus on challenges new instructors may face in classroom settings. Drawing on their writing center training, the contributors discuss strategies for better serving English as a Second Language (ESL) and American Sign Language (ASL) students, and explore the transformative experience of working alongside a composition professor as a Course-Embedded Consultant (CEC). The contributors address practical issues and offer solutions, including ways to better engage different populations of students. Ultimately, the contributors illustrate how treating students as partners in their writing teacher training can make instructor preparation more effective, providing new insights on CECs and on methods of engaging all students in the classroom.

Author Biography

Rachel Hampton is a graduate student at Eastern Kentucky University. She works there as a graduate assistant and consultant in the writing center, the Noel Studio for Academic Creativity. She is dedicated to her English studies and hopes to return to her home area in Appalachia to become a professor of English.

Cailin Wile is a graduate student in the English MA program at EKU. She works as a consultant in the Noel Studio for Academic Creativity, and is interested in the study of language and the ways in which it changes over time.

Erin Presley is an Associate Professor in the Department of English at Eastern Kentucky University. She teaches courses in Rhetoric and Composition and Appalachian Studies, and her research explores the natural overlap between those two areas of study.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Graduate Students as Partners in their Writing Instructor Training

This article addresses writing instructor preparation with a focus on challenges new instructors may face in classroom settings. Drawing on their writing center training, the contributors discuss strategies for better serving English as a Second Language (ESL) and American Sign Language (ASL) students, and explore the transformative experience of working alongside a composition professor as a Course-Embedded Consultant (CEC). The contributors address practical issues and offer solutions, including ways to better engage different populations of students. Ultimately, the contributors illustrate how treating students as partners in their writing teacher training can make instructor preparation more effective, providing new insights on CECs and on methods of engaging all students in the classroom.