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Hassel continues her series about the scholarship of teaching and learning.

In this article, I explain how integrating Google Drive into your classroom can help prepare students to participate effectively in workplace writing practices and can promote student responsibility, collaboration, and effective revisions.

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Instructors recount the challenges and successes that accompanied a collaborative peer review project between first-year college students at two institutions.

Reviewed are: Collaborative Learning and Writing: Essays on Using Small Groups in Teaching English and Composition, edited by Kathleen M. Hunzer, Reviewed by Signee Lynch Remixing Composition: A History of Multimodal Writing Pedagogy, by Jason Palmeri, Reviewed by Stephanie Vie Communal Modernisms: Teaching Twentieth-Century Literature in the Twenty-First Century Classroom, edited by Emily M. Hinnov, Laurel Harris, and Lauren M. Rosenblum, Reviewed by Mike Piero Understanding Rhetoric: A Graphic Guide to Writing, by Elizabeth Losh, Jonathan Alexander, Kevin Cannon, and Zander Cannon, Reviewed by Kristen Welch

This article discusses the contradictions of portfolio reflective writing for basic writing students and suggests a more dialogic option of third-party address.

The Note Card Review helps first-year college writers examine critically their own writing and that of their peers.

This article addresses the challenge of teaching voice in the introductory composition classroom, using graphic narrative to make voice visible for students as they identify and rhetorically compose their own voices.

Dianne Fallon responds to Blaauw-Hara’s article in this issue.

Reviewed are: Back to School: Why Everyone Deserves a Second Chance at Education, by Mike Rose; reviewed by Jaclyn M. Wells Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, by Ruth Schoenbach, Cynthia Greenleaf, and Lynn Murphy; reviewed by Brenda Refaei

Using visual rhetoric as a mode of instruction in two-year college composition can have a positive and powerful impact on teaching and learning.

Editor Jeff Sommers announces a new genre for TETYC: Classroom Research Progress Reports.

This essay provides a brief overview of transfer theory and threshold concepts and discusses how they can be applied to general-education writing courses.

The author claims that dual enrollment programs are here to stay and that collaboration and shared equity will allow these programs to continue to improve.

Hassel discusses informed consent and other issues that arise when doing research with human subjects.

Responding to the underrepresentation of two-year college English faculty in disciplinary professional organizations, this article examines faculty’s diverse and largely unmeasured ways of engaging with these associations to access and share disciplinary knowledge.

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The authors look at some dual enrollment students who were not success stories.

The authors argue for a critically reflective model of service-learning by detailing the features of a project in which an ESL reading and developmental writing class interviewed Holocaust survivors for the Kupferberg Holocaust Resource Center and Archives.

The authors discuss the keys to a successful dual enrollment experience.

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Hassel invites readers to think about how to frame a research question that will lead to a fruitful investigation.

Students revise a course assignment prompt in a dual-credit class to develop their conceptions of the meaning of revision.

A Response to Lindsey Harding’s “Writing beyond the Page: Reflective Essay as Box Composition” Rachel Ihara A Response to Rachel Ihara’s “Student Perspectives on Self-Assessment: Insights and Implications” Lindsey Harding

In an effort to better understand how to help students engage more fully with the feedback process, this article examines the role of the writer as solicitor of feedback in composition textbooks, noting that textbooks don’t appear to offer sufficient tools to move students from “Do we have to?” to “Can we, please?” in peer review, and includes pedagogical suggestions that will encourage students to become engaged writers who are able, and willing, to solicit feedback and participate in peer review.

The article provides suggestions for using a grading contract/portfolio approach to assessing writing for introductory composition classes comprised of basic writers.

This article presents a digital, multimodal reflective essay assignment based on Geoffrey Sirc’s “box logic” that asks students to fill a series of boxes with images, found text, and their own commentary as they critically and creatively engage with their writing experiences through media artifacts, digital technology, and design decisions.

This article explores students’ responses to a formal self-assessment assignment, situating their views within the context of the texts they produced, identifying connections to scholarship on self reflection, and proposing a rethinking of pedagogical practices around reflective writing.

Reviewed are: RAW (Reading and Writing) New Media, edited by Cheryl E. Ball and James Kalmbach; reviewed by Suanna H. Davis Listening to Our Elders: Working and Writing for Change, edited by Samantha Blackmon, Cristina Kirklighter, and Steve Parks; reviewed by Patricia Wilde How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, by Paul Tough; reviewed by Jeffrey Klausman Redesigning Composition for Multilingual Realities, by Jay Jordan; reviewed by Michelle LaFrance

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Classifying the literature survey course as an exit from literary study more often than an “introduction” to advanced courses, this article explores how sophomore-level literature courses can use the genre of published literary blogs to help student writers find relevance in their reading of unfamiliar texts.

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This essay describes the unique advantage community college students have of concentrating their liberal arts studies in the intimate environment of their two-year experience, sharing examples of successful strategies that emphasize and build community in the liberal arts tradition at Kalamazoo Valley Community College.

Reviewed are: Vernacular Eloquence: What Speech Can Bring to Writing, by Peter Elbow, Reviewed by Patrick Sullivan, and by Annie Del Principe and Holly Hassel, with a Response from Peter Elbow From Form to Meaning: Freshman Composition and the Long Sixties, 1957–1974, by David Flitalicing, Reviewed by Chris Warnick Agency in the Age of Peer Production, by Quentin D. Vieregge, Kyle D. Stedman, Taylor Joy Mitchell, and Joseph M. Moxley, Reviewed by Sean Barnette Agents of Integration: Understanding Transfer as a Rhetorical Act, by Rebecca S. Nowacek, Reviewed by Deanna Mascle How to Write a Sentence and How to Read One, by Stanley Fish; Several Short Sentences about Writing, by Verlyn Klinkenborg, Reviewed by Peter Wayne Moe