Abstract
This is the report of a multiple case study of four writing students and their instructor as they participated in the trial of a writing pedagogy based on auto-ethnography at a small, private college in the Northeastern United States. The results displayed herein show that the pedagogy seems to have an impact on the development of the students’ identities as writers (and learners), increased confidence in their writing, and their ability to navigate the demands of college level writing with some degree of success.
