This article explores how one writing initiative—ESQ’s “The Year in Conferences”—draws on the best practices of the writing classroom to train emerging PhDs in new ways to contribute to a profession that values depth and precision by developing a greater degree of collaboration.
Augusta Rohrbach; Journal Space 2.0: Teaching through Editing. Pedagogy 1 January 2015; 15 (1): 71–80. doi: https://doi.org/10.1215/15314200-2799196
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