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Teaching Writing Teachers Writing: Difficulty, Exploration, and Critical Reflection [Excerpt]

E. Shelley Reid
College Composition and Communication
Vol. 61, No. 2 (DECEMBER 2009), p. 376
Stable URL: http://www.jstor.org/stable/40593456
Page Count: 1
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Abstract

As they prepare to teach writing, new teachers should respond to writing assignments that we deliberately design to be difficult, exploratory, or critically reflective, so that they may better develop flexibility and engagement as learners, teachers, and theorists in the field of writing instruction.

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