Insufficient attention has been directed to first year and first generation developmental writing students whose courses involve embedded peer and near-peer tutors. This article explores the learning communities and learning and teaching identities mutually constructed by one professor of developmental composition and two Writing Fellows who are secondary English education majors through working together with our population, and how relationship dynamics impacted identities and curricular choices.
Gilman, Sharlene; Beck, Paxton; and Zola, Nancy
"Influential Fellows: A Professor and Writing Fellows Reflect On Identities, Feedback, and Communities,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 8:
1, Article 6.
Available at: https://scholarworks.wmich.edu/wte/vol8/iss1/6