ABSTRACT
In the final chapter of Rhetorical Strategies for Professional Development, some of the implications and recommendations of the feminist qualitative framework developed and enacted in earlier chapters of this study are discussed. Additionally, suggestions are offered to rhetoric and writing researchers and teachers that can help them facilitate hands-on, practical learning and professional identity development with their students and colleagues. To do this, the implications of an investment approach to mentoring and its impact on an individual’s career-long learning trajectory are analyzed. These findings are important to rhetoric and writing studies because they inform not only what can happen inside the classroom, but also what can happen in different workplaces that influence college writing and communication. The findings from this study are considered alongside contemporary scholarship on the intersections of writing, mentoring, and distributed cognition and knowledge work. This chapter is concluded by a brief discussion focusing on future research and pedagogical interventions emerging from this study.
