Metaphor analysis procedures for uncovering participant conceptualizations have been wellestablished in qualitative research settings since the early 1980s; however, one common criticism of metaphor analysis is the trustworthiness of the findings. Namely, accurate determination of the conceptual metaphors held by participants based on the investigation of linguistic metaphors has been identified as a methodological issue because of the subjectivity involved in the interpretation; that is, because they are necessarily situated in specific social and cultural milieus, meanings of particular metaphors are not universally constructed nor understood. In light of these critiques, this article provides examples of two different triangulation methods that can be employed to supplement the trustworthiness of the findings when metaphor analysis methodologies are used.Keywords: Metaphor analysis, triangulation, metaphor checking, dual-analysis approach Acknowledgment: The authors wish to thank the anonymous reviewers, as well as the IJQM editorial team, for their helpful and insightful feedback on this manuscript.

In this article, we describe an approach to uncovering learners' literacy‐oriented conceptualizations while they are enrolled in transitional, or developmental, reading and writing classes in a college context. This approach entailed eliciting and then analyzing the metaphors for academic literacies produced by students in 15 sections of a mandatory paired reading and writing course. We examine major themes that emerged from our analysis en route to promoting and discussing the utility of short stem prompts as being beneficial to instructors for understanding their students' conceptualizations of reading and writing for their own pedagogical purposes. We conclude with an extended pedagogical implications section, wherein we provide narrative descriptions of the use of metaphors in a college transitional reading class as practical suggestions for how such prompts can be used in classroom settings to support students' apprenticeships into academic literacy practices.

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