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Mentoring Peer Mentors: Mentor Education and Support in the Composition Program by ProQuest

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[...] WPAs, or other faculty, who want to increase the support and education their program provides mentors may face some resistance or reluctance to implement formal structures from people who would rather trust to a "natural progression" of mentoring relationships. [...] counterintuitive though it may seem, I would argue that the real magic in a mentoring program comes in attention to details, in attentiveness and planning, in learning and practicing and reflecting.

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									    Mentoring Peer Mentors: Mentor
    Education and Support in the
    Composition Program
         E. Shelley Reid



I  f you work in the field of composition and rhetoric, you have very likely
   participated in a mentoring program, as a teaching assistant (TA), faculty
member, or program director. After all, even fifteen years ago, Allene
Cooper and D. G. Kehl found that more than two-thirds of the composition
programs they surveyed incorporated a mentoring program for graduate
teaching assistants (27). Praise for such programs, both anecdotal and
research-supported (e.g., Williams), has continued to be strong enough
that Scott Miller et al. argue that mentoring “should become a given
in rhetoric and composition programs” (405). While faculty-to-faculty
mentoring in composition occurs both 
								
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