Find in Library

A writing teacher reflects on her professional experiences in the U.S. and in Canada. This personal narrative focuses on the incongruencies the practitioner notices between faculty representation and program recognition in her roles first as a Limited Term Appointment Assistant Professor of Composition and Professional Writing at a Canadian university, and next as a tenure-track instructor of writing at an American college. Programmatic differences are attributed to the historic visibility of American First-Year Composition, greater numbers of faculty, and the increased allocation of resources to program development and faculty support.