[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599173-105":59,"doc-detail-599173-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","self-authorship-and-faculty-writers-trajectories-of-becoming","Self-Authorship and Faculty Writers’ Trajectories of Becoming","","Faculty writing support in composition studies often overlooks the needs and experiences involved in writerly development. Drawing on an interview-based longitudinal study and the developmental construct of self-authorship, the article identifies epistemological, interpersonal, and intrapersonal dimensions of becoming as faculty writers. It critiques behavior-focused productivity advice and calls for inclusive support strategies that recognize complex developmental trajectories and improve access to scholarly knowledge production.",{"@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/self-authorship-and-faculty-writers-trajectories-of-becoming/599173/",{"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/self-authorship-and-faculty-writers-trajectories-of-becoming/599173.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article argue that faculty writing support often fails faculty writers?","Question",{"text":112,"@type":113},"It argues that institutional approaches to improving scholarly productivity neglect key components of writerly development, limiting access to the academic enterprise.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What dimensions of faculty writer development does the study emphasize?",{"text":117,"@type":113},"It reveals epistemological, interpersonal, and intrapersonal dimensions, interpreted through the framework of self-authorship.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article respond to behavior-focused advice manuals?",{"text":121,"@type":113},"It critiques advice that emphasizes short-term behavior over long-term processes, arguing such approaches risk an exclusive focus that misaligns with how writing development actually works.","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},599173,1792144299,{"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":19,"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  \nSelf-Authorship and Faculty Writers’ Trajectories of Becoming  \nSandra L. Tarabochia  \nWriting researchers know relatively little about the needs and experiences of faculty writers. As a result, institutional approaches to improving scholarly productivity fail to account for vital components of writerly development and in doing so limit access to the academic enterprise. Drawing on an interview-based longitudinal study of faculty writers and the construct of selfauthorship from the field of human development, this article reveals epistemological, interpersonal and intrapersonal dimensions of faculty writer development. Invoking Paul Prior, I call for inclusive support strategies that acknowledge and sponsor faculty writers’ complex trajectories of becoming.  \nInKrhisn2e0J1o7harticnsonleurg“WesrritieandgerbsyofthCeoBoomposkit,ioWnriStitundgiesBteyoobned“thpreeseBnokan,d”persuasive in current conversations about scholarly writing” especially as they relate to graduate student and faculty writers (57). Although writing researchers regularly draw on disciplinary knowledge to inform decisions about undergraduate writing curriculum, pedagogy and assessment, we have “paid virtually no attention to faculty writers” (65) . As a result, Johnson argues, popular approaches to supporting faculty writers do not always align with our disciplinary expertise about writing and writer development.  \nByway of example, Johnson critiques writing advice manuals, such as Paul Silvia’s How to Write a Lot and Wendy Belcher’s Writing Your Journal Article in Twelve Weeks, for emphasizing behavior over process and separating the act of writing from rhetorical invention, deep thinking, discovery and knowledge making (61-2).1 Behavioral strategies for improving writing productivity (e.g., write for 15 minutes a day, write 1000 words a day, do not write in your office), she laments, often treat writing as an “emotionally detached activity” that can be habitualized, even though we know writing involves awide range of emotion (Johnson 58; Driscoll and Wells; Driscoll and Powell; Gross and Alexander; McLeod; Stenberg) . Although behavior-based approaches can have practical,“utilitarian benefits,” they “risk putting an exclusive focus on short-term tipsand strategies, rather than on long-term processes”(Werder 280). In Johnson’swords, they forward an “epistemologically current-traditional” vision of writing  \nComposition Studies 48.1 (2020): 16–33  \nand writers that contradicts the “declarative and procedural knowledge about writing” established in composition studies and are therefore limited in “how well and how far they can support scholarly writers”(57, 63) .  \nIn response, Johnson calls for empirical studies of graduate student and faculty writers that seek to better understand the “behavioral, emotional, and intellectual challenges in scholarly writing”(67) . In this article, I take up her call by sharing preliminary findings from an ongoing longitudinal study of faculty writer development. Participants were recruited from three research intensive institutions, where most were initially tenure track and participating in writing groups. They agreed to be interviewed annually for up to six years to share their practices, needs, and experiences as writers. Rather than focus on these writers’ daily habits—a focus I argue too easily excludes writers whose developmental trajectories do not fit the mold—I take a holistic approach that investigates how faculty experience and story (Clandinin) their writing lives and explore how that understanding might counter the “pervasive behaviorist narrative” of faculty writer development (Johnson 67) .  \nMore specifically, I draw on the concept of self-authorship from the field of human development to reveal epistemological, intrapersonal, and interpersonal dimensions of development, typically unaccounted for in faculty writer support efforts. While writing consultants offer conceptual knowledge—rhetorical conside","cbCaipGvtkAhiUpf","https://ap.wps.com/l/cbCaipGvtkAhiUpf","pdf",141648,18,"English","# Self-Authorship and Faculty Writers’ Trajectories of Becoming\n## Limits of behaviorist productivity approaches\n## Longitudinal study design and findings dimensions\n## Implications for faculty writer support","[{\"question\":\"Why does the article argue that faculty writing support often fails faculty writers?\",\"answer\":\"It argues that institutional approaches to improving scholarly productivity neglect key components of writerly development, limiting access to the academic enterprise.\"},{\"question\":\"What dimensions of faculty writer development does the study emphasize?\",\"answer\":\"It reveals epistemological, interpersonal, and intrapersonal dimensions, interpreted through the framework of self-authorship.\"},{\"question\":\"How does the article respond to behavior-focused advice manuals?\",\"answer\":\"It critiques advice that emphasizes short-term behavior over long-term processes, arguing such approaches risk an exclusive focus that misaligns with how writing development actually works.\"}]","Self-Authorship and Faculty Writers’ Trajectories of Becoming | PDF",1792088283,45]