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Positions the “career arc” metaphor as limiting and argues that lifecycle theorizing better reflects varied RCWS experiences across different career phases and environments. Motivated by workforce instability and disrupted institutional contexts, the study analyzes survey data from 419 self-identified RCWS participants, focusing on activities, phases, and typical labor across the full career span, including retirement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/disciplinary-lifecycling-a-generative-framework-for-career-trajectories-in-rhetoric-composition-and-writing-studies/599256/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/disciplinary-lifecycling-a-generative-framework-for-career-trajectories-in-rhetoric-composition-and-writing-studies/599256.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article identify with the “career arc” metaphor in RCWS?","Question",{"text":112,"@type":113},"It argues that the “career arc” metaphor consistently haunts and constrains how careers in RCWS are envisioned, making it less able to represent the field’s real experiences across different environments and phases.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article propose rethinking career trajectories?",{"text":117,"@type":113},"It theorizes disciplinary lifecycle as an alternative, emphasizing typified but underrepresented phases in scholarship and career development discourse and enabling individuals to recognize and enact disciplinary development.",{"name":119,"@type":110,"acceptedAnswer":120},"What data and participants does the lifecycle survey use?",{"text":121,"@type":113},"The lifecycle survey collects quantitative and qualitative responses from 419 participants who self-identified as affiliated with RCWS, including a multi-part question where individuals trace and describe phases of their RCWS careers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599256,1792210728,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Articles  \nDisciplinary Lifecycling: A Generative Framework for Career Trajectories in Rhetoric, Composition, and Writing Studies  \nLaurie A. Pinkert and Lauren Marshall Bowen  \nIn this article, we theorize the disciplinary lifecycle as an alternative to the limited metaphor of the “career arc.” We argue that theorizing career trajectories as lifecycles resonates more fully with the experiences that are common to careers in rhetoric, composition, and writing studies (RCWS), thereby providing more possibilities for individuals to recognize and enact their disciplinary development across varying environments and in different phases of their careers. Further, we call for the field to better acknowledge the changing environments for disciplinary work by making visible typified but underrepresented phases in our scholarship and career development discourse.  \nDisciplinary Identities and Labor Realities in Rhetoric, Composition, and Writing Studies  \nShaken by the COVID-19 pandemic and the worst recession in the United States since 2008 (Irwin), higher education has undergone major financial and philosophical changes, with more expected in the months and years ahead. Amid hiring freezes, staffing cuts, and furloughs; the suspension of doctoral admissions; the suspension of research and travel funding; and other disruptions to business as usual, career advisor Karen Kelsky has gone so far as to suggest that higher education is preparing for “an extinction event . . . fora whole traditional mode of operations in higher education.” To be sure, the“spaces of action” (Henkel 157) in which disciplinary activities are conventionally performed were already changing, but many have now been eliminated—perhaps permanently. What does this seismic shift in an already-precarious institutional context mean for those who do, and who someday will, develop disciplinary expertise in rhetoric, composition, and writing studies? Although no one can offer a crystal-ball view into the future, we can begin to imagine what the ongoing shifts in our landscape mean for the ways we claim and support disciplinary identification with rhetoric, composition, and writing studies (abbreviated as RCWS) .  \nComposition Studies 49.1 (2021): 16–41  \nIn this article, we examine open-ended comments from various selfidentified members of the field who responded to a large-scale survey of their activities and career timelines.1 This survey was prompted by a collaboration between the CCCC Cross Generational Task Force and the CCCC SIG (now a Standing Group) for Senior, Late Career, and Retired Scholars. Responding to a call from task force member Louise Wetherbee Phelps in 2017, we became part ofan interinstitutional, intergenerational research team eager to better understand intellectual and practical labor within the field of RCWS throughout the career, including into retirement. We wondered what activities were typical ofthose in RCWS, what kinds of preparation individuals received for their various activities, and how specific activities mapped onto timelines of experience.  \nThrough explaining, questioning, rejecting, qualifying, or otherwise attempting to shape our reading of their career trajectories, survey respondents prompted us to challenge the prevailing metaphor of the career arc, which consistently haunts and constrains ways of envisioning a career in RCWS. In this article, we illustrate three facets of the career arc that make it especially problematic for RCWS and articulate possibilities for “disciplinary lifecycling”as a generative frame for theorizing, enacting, and supporting more comprehensive notions of disciplinary development throughout one’s career and beyond.  \nActivities, Phases, and Lifecycles  \nOur lifecycle survey collected a range of quantitative and qualitative responses from 419 participants who self-identified as affiliated with RCWS. In this article, we focus on responses to a multi-part question, in which individuals traced and described va","cbCaitz8Aa68mg6L","https://ap.wps.com/l/cbCaitz8Aa68mg6L","pdf",562430,26,"English","# Disciplinary Lifecycling: A Generative Framework for Career Trajectories in RCWS\n## Disciplinary Identities and Labor Realities in RCWS\n## Activities, Phases, and Lifecycles","[{\"question\":\"What problem does the article identify with the “career arc” metaphor in RCWS?\",\"answer\":\"It argues that the “career arc” metaphor consistently haunts and constrains how careers in RCWS are envisioned, making it less able to represent the field’s real experiences across different environments and phases.\"},{\"question\":\"How does the article propose rethinking career trajectories?\",\"answer\":\"It theorizes disciplinary lifecycle as an alternative, emphasizing typified but underrepresented phases in scholarship and career development discourse and enabling individuals to recognize and enact disciplinary development.\"},{\"question\":\"What data and participants does the lifecycle survey use?\",\"answer\":\"The lifecycle survey collects quantitative and qualitative responses from 419 participants who self-identified as affiliated with RCWS, including a multi-part question where individuals trace and describe phases of their RCWS careers.\"}]","Disciplinary Lifecycling - A Generative Framework for Career Trajectories in Rhetoric, Composition, and Writing Studies | PDF",1792088436,66]