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“This Erstwhile Unreadable Text”: Deep Time, Multidisciplinarity And First-Year Writing Faculty Mentoring And Support, Denise K. Comer

Teaching/Writing: The Journal of Writing Teacher Education

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 …