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Abstract

This essay illustrates three theoretical concepts for the pre-service writing classroom learned from Wendy Bishop and Diane Holt-Reynolds: teachers of writing should be writers themselves; testimonials from writers should shape pre-service writing curricula; and content knowledge and the ability to teach content knowledge are discreet skill sets. Three practical assignments are presented to articulate these theoretical concepts in the pre-service writing classroom: Digital Poetry, Qualitative Interview Study, and Embedded Research.

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