Composition and Applied Linguistics doctoral student Iwona Ionescu published an article in Praxis 22.3 (2025), titled “Mapping it Out: Rhizomatic Learning of Peer Embedded Tutors for Composition Classes—A Case Study.” The article explores how embedded tutors for first-year composition classes develop their expertise outside the formal training sessions.
Building on Kelly Webster and Jake Hansen’s (2014) “recursive reflection about course-embedded tutoring” and responding to Mary Tetreault et al.’s (2019) call for utilizing archival research as a resource for tutor education, Ionescu applies the theoretical framework of rhizomatic learning to investigate the diverse experiences embedded tutors undergo as they acquire and refine their tutoring skills. The analysis of the data reveals the rhizomatic character of embedded tutors’ learning, where elements of the learning processes are interconnected and ever-expanding (Deleuze and Guattari, 1987; Grellier, 2014).
Iwona worked on this article in courses taught by Dana Driscoll and Curt Porter, and the CAL faculty are excited to see this work in print. Read the article online.