feedback, uptake, writing process, genre performance


Academic socialization has been a common framework in writing studies for decades. Recent scholarship on rhetorical genre studies and feedback on writing can develop this paradigm in generative ways. In particular, examining how writers take up feedback as they write in genres can inform how writing pedagogy understands such activities. This study examines and interprets the case of a graduate student as she works with in-person and textually mediated feedback in research group meetings and reviewers’ letters. Approaching graduate students as advanced academic writers—simultaneously performing the role of expert and learning the content needed to be a full member of a discourse community—enables the identification of genre competencies that are needed for such activities in students’ socialization. The article concludes with a discussion of the potential insights these genre competencies might provide for instructors who teach and mentor student writers.



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