This thesis is a close look at how English Learner writing students negotiate the complex
position in which they find themselves in the American university, specifically in
reference to common editing practices. That is, because the language skills of English
Learners are often devalued their position in the class and thus their positions in editing
practices are also devalued. This thesis attempts to explain why this devaluation occurs as
well as account for how students recognize and respond to that devaluation. I also give
advice on how to counteract this devaluation.