Contents
Foreword | Andrea Williams and Tanya Rodrigue
Acknowledgments
Introduction: Rhetoric and Composition TA Observed, Observing, Observer | William J. Macauley Jr.
1. Imitation, Innovation, and the Training of TAs | Lew Caccia
2. Multimodal Analysis and the Composition TAship: Exploring Embodied Teaching in the Writing Classroom | Lillian Campbell and Jaclyn Fiscus-Cannaday
3. Disciplinarity, Enculturation, and Teaching Identities: How Composition and Literature TAs Respond to TA Training | Jennifer K. Johnson
4. The Graduate Teaching Assistant as Assistant WPA: Navigating the Hazards of Liminal Terrain between the Role of Student and the Role of Authority Figure | Kylee Thacker Maurer and Faith Matzker, with Ronda Leathers Dively
5. The Invisible TA: Disclosure, Liminality, and Repositioning Disability within TA Programs | Rachel Donegan
6. From Imposter to “Double Agent”: Leveraging Liminality as Expertise | Kathryn M. Lambrecht
7. Beyond “Good Teacher” / “Bad Teacher”: Generative Self-Efficacy and the Composition and Rhetoric TAship | Megan Schoettler and Elizabeth Saur
Afterword: Staying with the Middle | Jessica Restaino
About the Authors
Index