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This article focuses on the composition practices of three single moms across academic ranks and single mom identities in order to expand our understanding in Composition and Rhetoric of how composing processes are influenced by lived experience and material circumstances. Drawing on composition process research, I argue for the need to give greater attention to the individual composing practices of those with marginalized identities in order to strengthen our work in Comp/Rhet as teachers, mentors, and colleagues. Written in a style that combines testimonios and analysis, this article pushes and expands our understanding of what counts as composition practice, why composition practice does not happen, and how composition practices in and out of the classroom can be valuable resources.
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