This article explores how composition courses might address contemporary capitalism's strain on students' time resources through a classroom practice of temporal awareness. The piece discusses two related dimensions of this approach. The first involves incorporating students' considerations of time into course content; the second, rooted in teacher inquiry, asks writing instructors to examine how time mediates the pedagogical relationships developed within their courses.
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Jeanne Marie Rose; Writing Time: Composing in an Accelerated World. Pedagogy 1 January 2012; 12 (1): 45–67. doi: https://doi.org/10.1215/15314200-1416522
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