ABSTRACT
Chapter 1 presents the book’s major question, which asks writing studies practitioners to consider how mentoring can aid in an individual’s career-long, experiential learning. A brief discussion on mentoring in rhetoric and writing scholarship is provided, as well as an examination of the author’s pilot study on mentoring in a non-academic workplace. Additionally, the author offers two of her own experiences of mentoring as evidence for both good and bad mentoring. This chapter ends by suggesting that mentoring is a knowledge-making act that is made up of a set of relational practices that are very powerful in shaping not only individual identities, but also collective institutional policies about who or what belongs in a particular place.
