This thesis examines the scholarship in pedagogical theory and practice of David Bartholomae over the past thirty-five years, in particular examining the role that the rhetorical construct of imitation has played in its development. Through my research, I trace the evolution of Bartholomae’s pedagogical stances and practices, as these both reflect and build upon his academic predecessors. In particular, I trace the expansion of imitation and reading-writing connections in his major works, the co-authored Facts, Artifacts, and Counterfacts and Ways of Reading. Doing this allows my readers to view Bartholomae’s writing not only as an extension of trends in the field of composition, but as driving force of those trends. I ultimately conclude that, because of its impact on his learning, imitation is an indispensable aspect of Bartholomae’s career that should not be overlooked
