---

Revision with unchanged content. Although previous studies have clarified the general characteristics and mani festations of teaching anxiety and established the need for more effective teacher preparation programs, most do not reflect the practices or concerns of college-level writing instructors or indicate how or why they experience anxiety. This study, therefore, examines how the rhetorical and situational elements of writing instruction contribute to teaching anxiety and to what extent composition instructors attempt to resolve or minimize the effects of potential triggers and symptoms, thereby addressing these questions: -What work-related factors trigger teaching anxiety? -What personal characteristics predispose some composition instructors to anxiety? -How do composition instructors respond to and/or cope with bouts of anxiety? -Finally, how might faculty mentoring programs (such as teaching groups) be used to both identify and alleviate factors that cause or exa cerbate anxiety? This book is directed towards new and experienced composition instructors (including graduate teaching assistants), writing program administrators, and resear chers in Composition Studies and Rhe toric.

---

Dr. Brennan Thomas (Assistant Professor of English) has been teaching college composition courses since 2000, and earned her Ph.D. in Rhetoric and Writing from Bowling Green State University in 2006. She now resides in Americus, Georgia, and teaches both first-year and advanced composition courses at Georgia Southwestern State University.

---