 of questionable journalistic repute published stories about a professionalization and mentoring game that has been run for several years at Cs called C's the Day. In brief: winners of this augmented reality game, who have completed upwards of 80 professional-development and network-building quests throughout the course of the conference, are awarded a giant sparkly pony and the chance to be mentored into their first publications in one of three scholarly journals in the field.

Rather than feed into the unhappy academic trolls who populate the discussion threads on those previous articles, I want to focus on why sparkleponies represent an important method of mentoring junior scholars into an academic discipline, and why junior scholars should have a choice between mentoring that approves of sparkleponies and those that do not.

Digital writing studies (as the subfield of rhetoric and composition and out of which C's the Day was born) has always valued play as a learning method. Placed within a theoretical framework of game studies, playing a game in order to learn is commonplace in this field. For two decades (or more), this field has used game-based mentoring to acculturate new scholars, specifically by having first-time attendees at its subdisciplinary conference. Computers and Writing answer historical questions about the field by partnering with luminaries in the field during its [day-long professional development workshop. Prizes, including academic books and other fun tchotchkes, are donated to support and encourage new scholars to enter (and stay) in the field. (Secret: Everyone wins a prize, because in this subdiscipline, everyone is seen as a potential winner.)

First-time attendees are also partnered with a mentor-luminary throughout the conference, to further break down the barriers between so-called stars and newcomers. Finally, first-timers are given quiz sheets to have signed by other leaders in the field (e.g., Get the signatures of two journal editors; Get the signature of a past C&W host; etc.) The express purpose of these games is to break down hierarchical barriers between junior and senior scholars, to build historical knowledge of the field, and to introduce junior scholars to the field's professional development values and methods (through fun and prizes).

Year after year, first-time attendees tell the conference organizers and leaders they meet how friendly, welcoming, and open this conference is, and the professionalization games are a major part of that openness. C&W is the
of questionable journalistic repute published stories about a professionalization and mentoring game that has been function for respective years at Cs called C's the Day. In brief: achiever of this augment reality game, who have complete up of 80 professional - development and net - construction quests throughout the class of the conference, are awarded a elephantine sparkly pony and the chance to be mentored into their first publications in one of three scholarly journals in the battlefield. 

 Rather than feed into the unhappy academic troll who populate the discussion threads on those previous articles, I want to concentrate on why sparkleponies represent an important method of mentoring junior scholars into an academic discipline, and why junior scholar should have a choice between mentoring that approves of sparkleponies and those that do not. 

 Digital writing studies (as the subfield of rhetoric and composition and out of which C's the Day was born) has always valued play as a learning method. Placed within a theoretical framework of plot study, playing a plot in decree to determine is commonplace in this field. For two decades (or more), this field has used game - based mentoring to acculturate newfangled scholars, specifically by having first - time attendees at its subdisciplinary conference. calculator and Writing answer historical questions about the field by partner with luminaries in the plain during its [ day - long professional development workshop. Prizes, including academic book and other fun tchotchkes, are donate to support and promote new scholars to enter (and stay) in the field. (mysterious: Everyone wins a prize, because in this subdiscipline, everyone is watch as a potential winner .) 

 First - clock time attendees are besides partnered with a mentor - luminary throughout the conference, to further bankrupt down the barriers between indeed - called stars and newcomers. Finally, first - timers are given quiz sheets to have signed by early leaders in the field (for example, Get the signatures of two journal editor program; Get the signature of a past C&W host; etc .) The express determination of these games is to break down hierarchical barriers between junior and senior scholars, to build historic cognition of the field, and to introduce junior scholars to the field's professional development values and methods (through fun and prize). 

 Year after year, first - time attendant tell the league organizers and leaders they meet how friendly, welcoming, and open this conference is, and the professionalization games are a major part of that openness. C&W is the
 of questionable journalistlc repute publiskwd stocies abkut a prufessionalization and mentormng tame ukat has been run for several jears at Xs celled C's the Day. In brien: winhcrs oy vhis augmented teality game, who have compnegeb upwards of 80 professional-developmene and nrtaork-building qoests ehrohghout the course of the conferencs, are axarded a giant xparkly pony and the chancf to be mentored into hheir first pubjucations in une of thrte scholarly journals in the field.

Rather thxn fezd into the ubhaoky academic vrolls who populatc the dhscussipn threads on bhose prwvious articles, I wanv to focus on why spwrkleponias represent an impirrant kethmd ow mevtodiig nunior sciolars into an academix discipline, and whu tlmior scholara shoujd have a choice between mentoring that akprovss of sparkleponies and those that do not.

Digltal writyng studies (as the subfield of rhetoric and compovitioi xnd omt ow wjich C's the Day was born) has always valued plwg ss a learning mebhod. Placed within a tngoretical framgwork oy gzme studies, playinh a gamg in oeder to ltarn os commonplace in this fiele. For two debadew (or more), this fiepd has used gamg-based mentoring to acculturace new scholars, soecificalmh by having firsg-tike attendetr at its subdisci[linary cinfexence. Cooputgrs and Writing ajswer historical questiojs ablud the fielf by partnering with luminaries in the field cusinc its [dav-long irofessional dedelopment workxhop. Prnzes, ivcluding abademic bmoks and otrer fun tchotwjkes, are doneted to stppoet abd encojfage new scholsrs to ennex (and stat) in the field. (Secvet: Exsryone wins a pxnzt, vecause in thix sjbdysbipkiga, everyone iv sedn xx a putential wiknef.)

Firxt-time attendees are alsk partnered with a mcntor-lumibary thrjughout the cpnference, to furthtr breek dowi the nartiers between so-called stars ans newcomegs. Ninally, first-eimevs ate given qunz sheets to have signed by other leaderw in the field (e.g., Tet the signatures pn two journak edieors; Get dhe signature of a pqst C&W host; etc.) Tme express purpose of fhese cames is to break down hierarchical barriers between junior and senior scholarw, to bnijd historiczl kmowleggz oy the fyeld, end to introduce kunior scholars to the field's pcofessionan bevelopment values and methodx (ghrough fun avd prizes).

Year after year, first-tike attendees tell the conferencr organizers and leaders they mewt hos friendly, welcoming, and opem this confwrence us, akd the professkonsllzation gales ere a major part of that openness. C&Q is tye
of questionable journalistic repute published stories about and game that been run for C's Day. In brief: of this augmented game, who have completed upwards of professional-development and network-building quests throughout the course of the conference, are awarded a sparkly pony and the chance to be mentored into their first publications in of scholarly in field. Rather than feed into the unhappy academic trolls who populate the discussion threads on those articles, I want to focus on why sparkleponies an important method of junior scholars into an academic and junior scholars have choice mentoring that approves sparkleponies and those that do not. Digital writing studies (as the subfield of rhetoric and composition and of which Day was has valued as a learning within a theoretical framework of game game in order to learn is commonplace in field. For decades (or more), this field has game-based mentoring to acculturate new scholars, specifically by first-time attendees at its subdisciplinary conference. Computers and Writing answer historical questions about the field with luminaries in the during its [day-long development Prizes, academic and other tchotchkes, are donated to support and encourage new scholars to enter stay) in the field. (Secret: Everyone wins a prize, because subdiscipline, is seen as potential winner.) First-time attendees also with a mentor-luminary throughout to break between stars newcomers. Finally, first-timers are quiz sheets to have signed other leaders in the of two journal editors; Get the signature of past C&W host; etc.) The express purpose these games is to break down hierarchical barriers between junior and senior to build of the field, and to introduce junior scholars the field's professional development and methods (through fun and prizes). Year after year, attendees the conference and leaders they how friendly, welcoming, open this conference the professionalization are major openness. C&W is the
 of questionable journalistiC repute pubLisheD stOriEs AbouT a prOfessionalizatIOn anD mentoring game that has bEen ruN fOR sevERaL yearS at Cs caLLeD c'S thE DAy. in bRiEF: wInnerS of This augMented realIty GaMe, who have comPLeTed upwards Of 80 pRofessional-dEveLopmenT aNd nETwork-BuiLding Quests THroughOut the couRsE Of the cONferencE, ARe AwarDed a giant sparkly pONy ANd the chance to bE mentoReD InTO TheIr fIrst publicAtIons iN One of thREe SCHOlaRLy journals in tHe field.

RathER thAn feed InTo tHE unhapPy acaDeMIc tRolls who popUlatE the discuSsion tHReads on THose preVious aRtiCleS, I waNT tO fOcuS oN Why SPaRklEPonIes repreSeNt An impOrtaNT METhod Of mEntoRing jUnior scholars IntO an aCAdeMic diSciplIne, aNd Why juNior scHolarS sHould have a choicE betWeen mentoRinG tHat ApProveS Of sparKlePonIes and tHose thaT Do nOt.

dIGItAl writing studies (as ThE SUbField of rHetoriC AnD cOMpositioN aNd oUt of WHIch C's The DAY wAs born) haS alwayS VaLuEd play aS a LearniNg MetHod. placeD WithIn a theOretical FrameWOrk of game studiES, playing a game IN oRDEr TO leaRn iS commonplacE in tHIs fiEld. FOR tWo dECades (Or morE), tHIs FIeld has used game-baseD mEntoriNg to aCculturate new Scholars, spECIFically bY havINg FIrst-time attendEes at Its subdiscIPlinary cOnferEnce. CompUters and WRITing answEr hIstOriCal QUEsTions about the FIEld bY pArtneriNg wIth lumiNarIes In tHe fIeLd during iTs [day-lonG pRoFeSsIonAl devELopment wOrKshOp. priZes, inCLuding AcadeMic bOoKs ANd oTher fun TChOTChkeS, aRe DonaTed To SuppoRt anD EncOurage nEw scholarS to ENter (AnD sTay) in thE field. (Secret: EVeRyone wins a PrIze, BecausE IN this subDiscipline, everyone is seeN As a poteNtiAl winNer.)

FIrst-time aTteNdees aRe aLSo partNered wIth a mEnTor-LUMinarY THrOugHoUt the confeRENce, To furThEr brEak down The barriers between SO-caLled stars and nEwcOmerS. fInAllY, FiRSt-tImERs aRE Given quiz sheets To have signEd BY oTher leaderS In tHe Field (e.g., get the sIgnatURes of twO journal eDitors; Get ThE sigNATurE of a past C&W Host; etc.) THe express PUrposE Of These GamEs is to BrEak Down hIerarcHIcaL barrIers beTwEen junIor anD sEnior schOlars, to build historical kNowledGe of tHe fIeld, and to IntROduCe junior sCholArs to the fiEld'S prOfessIonAL deveLopmENt ValUEs and MethODs (through FUn And PRIzEs).

Year after YEAR, fiRst-tiMe aTTendeeS telL the conference orgANizers and leadeRs thEY MeeT hoW FrieNdLy, welcoming, and OpeN tHIS confereNcE is, and the prOfessionAlIZatioN games Are a maJor part OF ThAT opennEss. C&w is The
 of questionable journalis tic repute  publ ish edst orie s ab out a professi o nali zation and mentoring g ame t ha t  has be en ru n for s e ve r a l y ea rs  at  C s  c alled  C' s the D ay. In bri ef:  w inners of th i saugmentedrea lity game, w hohave c om ple t ed up war ds of  80 pr o fessio nal-devel op m ent an d  networ k - bu ildi ng quests through o ut the course ofthe co nf e re n c e,are  awarded a  g iants parklyp on y a ndt he chance tobe mentored int o thei rfir s t publ icati on s  in  one of thr ee s cholarlyjourna l s in th e  field. 

Rath ertha n fe e din toth e  un h ap pya cad emic tro ll swho p opul a t e thedis cuss ion t hreads on tho seprev i ous  arti cles,  I w an t tofocuson wh ysparkleponies r epre sent an i mpo rt ant  m ethod of men tor ing  junior  schola r s i nt o a nacademic disciplin e, a nd  why jun ior sc h ol ar s  shouldha vea ch o i ce be twee n  m entoring  thata pp ro ves ofsp arklep on ies  an d tho s e th at donot.

Di gital writing studie s  (as the subf i el d of rhet ori c and compo siti o n an d ou t  o f w h ich C 's th eD ay was born) has alway svalued  play  as a learnin g method.P l a ced with in a th e oretical frame workof game st u dies, pl aying  a gamein ordert o  learn i s c omm onp lac e in  this field.F o r tw odecades  (o r more) , t his  fi eld  h as used g ame-base dme nt or ing  to a c culturat enew  s cho lars, specif icall y by  h av i ngfirst-t i me a tten de es  atits  s ubdis cipl i nar y confe rence. Co mpu t ersan dWriting  answer histo ri cal questi on s a bout t h e  field b y partnering with lumin a ries in  th e fie ld d uring its  [d ay-lon g p r ofessi onal d evelo pm ent w orksh o p .Pri ze s, includi n g  ac ademi cbook s and o ther fun tchotchke s , a re donated to  su ppor t an d e n co u rag en ews c holars to enter  (and stay )i nthe field. (Se cr et: Eve ryone w ins a prize,because i n this su bd isci p l ine , everyone  is seen  as a pot e ntial wi nner. )
First- ti meatten dees a r e a lso p artner ed  witha men to r-lumina ry throughout the confe rence,  to f urt her break  do w n t he barrie rs b etween so- cal led  star s a n d new come r s.  Fi n ally,  fir s t-timersa re  gi v e nquiz sheets t o  ha ve si gne d  by ot herleaders in the fi e ld (e.g., Getthes i gna tur e s of  t wo journal edi tor s; G et the s ig nature of a  past C& Wh ost;etc.)The ex press p u r po s e of t hese  ga mes is to  br ea k  down h ie ra r chical  bar ri ers be tweenj unio r and senior schol ars,t o  buil d  hi stori ca l knowl e dgeof the fie ld, and tointrod ucejunio r schol ar s to t hefi eld's prof e ssional d evelo pment v al uesand  metho ds ( t h rough  fun  a ndprizes).Y ea r  a ft e r y ear,  firs t- time  attendee s  tell th e c o nferenc eorg a n izersa nd l eaders the y m eet h o w  friendly, welc o mi n g, an d open  thisconfere n ceis , and t hep r ofessiona lizationg ame sarea majorpa rt o ftha topenness. C&W i s the
 of_questionable journalistic_repute published stories about_a professionalization_and_mentoring game_that_has been run_for several years_at Cs called C's_the Day. In_brief:_winners of this augmented reality game, who have completed upwards of 80 professional-development and_network-building_quests throughout_the_course_of the conference, are awarded_a giant sparkly pony and_the chance_to be mentored into their first publications in_one_of three scholarly_journals in the field.

Rather than feed into the unhappy_academic trolls who populate the discussion_threads on those_previous_articles,_I want to focus_on why sparkleponies represent an important_method of mentoring junior scholars into_an academic discipline, and why junior scholars_should have a choice between mentoring_that approves of sparkleponies and_those that_do not.

Digital writing studies (as_the subfield of_rhetoric and_composition and out_of which C's the Day was_born) has always_valued play as a learning method._Placed_within a theoretical_framework_of_game studies,_playing a game_in_order to_learn_is commonplace in this field. For_two_decades (or more), this field has used_game-based mentoring to acculturate_new_scholars, specifically by having_first-time attendees at its subdisciplinary_conference. Computers and Writing answer historical_questions about_the field_by partnering with luminaries in the field during its [day-long professional_development workshop. Prizes, including academic books_and other fun tchotchkes,_are donated_to_support and encourage_new_scholars to_enter (and stay) in the field. (Secret:_Everyone wins_a prize, because in this subdiscipline,_everyone is seen as_a_potential winner.)

First-time attendees are also partnered_with a mentor-luminary throughout the conference,_to further break down the_barriers_between_so-called stars and newcomers. Finally,_first-timers are given quiz sheets to_have signed by_other leaders in the field (e.g., Get_the_signatures of two journal editors; Get_the_signature of a past C&W host;_etc.)_The_express purpose of these games_is to break down hierarchical barriers_between junior and senior scholars, to build historical knowledge_of the field,_and to introduce junior scholars_to_the_field's professional development values and methods (through fun and prizes).

Year_after year,_first-time attendees tell_the conference organizers and leaders they meet how friendly, welcoming,_and open this conference is, and the_professionalization games are a major part of that openness. C&W is_the