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 the geologic concept of deep time offers a way of infusing a multidisciplinary dimension into first-year writing faculty teaching mentoring and support that will enrich the ways faculty and students think, write, and talk about first-year writing. This article discusses deep-time pedagogy, providing 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 (as in my program), but also where first-year writing programs are housed in English departments.
Comer, Denise K.
"“This Erstwhile Unreadable Text”: Deep Time, Multidisciplinarity and First-Year Writing Faculty Mentoring and Support,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 3
, Article 5.
Available at: https://scholarworks.wmich.edu/wte/vol3/iss1/5