A writing teacher reflects on her professional experiences in the U.S. and in Canada. This personal narrative focuses on the incongruencies the practitioner notices between faculty representation and program recognition in her roles first as a Limited Term Appointment Assistant Professor of Composition and Professional Writing at a Canadian university, and next as a tenure-track instructor of writing at an American college. Programmatic differences are attributed to the historic visibility of American First-Year Composition, greater numbers of faculty, and the increased allocation of resources to program development and faculty support.

গবেষকদের এই কাজটি উদ্ধৃত করতে নিম্নলিখিতভাবে উল্লেখ করতে হবে:

• Dunbar, L., (2025), "Cross-border teaching experiences in Canada and the U.S.: A writing teacher reflects", HSSCommons: (DOI: 10.31468/cjsdwr.763)

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1. Discourse and Writing/Rédactologie

Original publication: Dunbar, Laura. "Cross-border teaching experiences in Canada and the U.S.: A writing teacher reflects." Discourse and Writing/Rédactologie, vol. 29, 2019, pp. 173-183. DOI: 10.31468/cjsdwr.763. This material has been re-published in an unmodified form on the Canadian HSS Commons with the permission of Discourse and Writing/Rédactologie. Copyright © the author(s). Work published in DW/R is licensed under the Creative Commons CC BY-SA license