A pilot study finds that branching, just-in-time curriculum may be of considerable benefit to some basic writing students.

A counseling center psychologist/composition instructor applies psychological research and his experience to the question of how to respond to personal expressive writing in the classroom.

This short narrative describes an unexpected lesson the author received while in an online literature course.

Reviewed are: Facing the Center: Toward an Identity Politics of One-to-One Mentoring by Harry C. Denny. Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change edited by Laura Greenfield and Karen Rowan. I Hope I Join the Band: Narrative, Affiliation, and Antiracist Rhetoric by Frankie Condon. Logan A Teaching Subject: Composition since 1966, new ed. by Joseph Harris Language and Learning in the Digital Age by James Paul Gee and Elisabeth R. Hayes Contemporary Literature: The Basics by Suman Gupta The Changing of Knowledge in Composition: Contemporary Perspectives edited by Lance Massey and Richard C. Gebhardt

This article offers a pedagogical framework for using rereading as a mechanism for guided, repeated practice with the critical activities of first-year composition.

In an effort to support and retain the increasing number of student veterans in two-year colleges and universities, this article provides strategies for instructors to engage student veterans in composition and literature classrooms.

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This essay describes an ethnographic assignment in the local community.

Beginning with this issue, Holly Hassel joins the editorial staff of TETYC in the role of associate editor. Holly’s essay “Research Gaps in Teaching English in the Two-Year College” [40:4 (May 2013), 343–63] provided an invaluable overview of more than a decade’s research as reported in TETYC. As associate editor, Holly will be contributing short essays under the heading “Inquiry” that focus onvarious aspects of the process of publishing research in the journal, research most commonly known as SoTL (the scholarship of teaching and learning). Our hope is that “Inquiry” will serve as an invitation to readers to join the ongoing SoTL conversation in these pages.

A program assessment project at our college suggests the importance of listening to every teacher’s account of the assessment practice and the value of ongoing conversation.

Five years after our original study on fourteen- and fifteen-year-old dual enrollment students, this article explores the implications of dual enrollment by returning to one of the original study participants to assess the impact on writing performance, writing practices, and her life more generally.

The author presents findings from a research study that examines the use of a racial literacy approach to teaching first-year composition.

Reviewed are: Composition’s Roots in English Education, by Patricia Lambert Stock, reviewed by Mark Blaauw-Hara Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Nancy L. Chick, Aeron Haynie, and Regan A. R. Gurung, Reviewed by Yvonne Bruce Before and After the Tutorial: Writing Centers and Institutional Relationships, edited by Nicholas Mauriello, William J. Macauley Jr., and Robert T. Koch, Reviewed by Kristen Welch

After reviewing the past ten years of TETYC’s “What Works for Me,” I claim these pieces offer writing instructors much more than mere teaching tips; rather, they evidence a genre in a fraught relationship to academic discourse, a genre that asks readers to consider how the ways we write the classroom affect composition as a field, our teacherly selves, and the students in our classrooms.

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This article describes working with a deaf student in a basic writing course and explores what teaching deaf students can teach us about composition studies.

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This essay reports on a systematic assessment of 239 feature articles published in the journal Teaching English in the Two-Year College between 2001 and 2012. It notes gaps in the published research on two-year college English teaching and recommends areas offocus for future work in the field.

The TYCA regional associations invite proposals for their 2013 conferences. The conference dates, themes, contact persons, and deadlines are listed below. For specific information, please contact the regional program chair listed.

This article traces the arc of research on two-year college writing programs and looks at implicit patterns of belief that shape discussions of such programs to offer a definition, however tentative, of a model of a two-year college writing program.

Reviewed are: Genre: An Introduction to History, Theory, Research, and Pedagogy by Anis S. Bawarshi and Mary Jo Reiff, Reviewed by Kara Poe Alexander Beyond Post process, edited by Sidney I. Dobrin, J. A. Rice, and Michael Vastola, Reviewed by William Duffy Code-Meshing as World English: Pedagogy, Policy, Performance edited by Vershawn Ashanti Young and Aja Y. Martinez, Reviewed by Gregory Shafer Autism Spectrum Disorders in the College Composition Classroom: Making Writing Instruction More Accessible for All Students edited by Val Gerstle and Lynda Walsh, Reviewed by Gary Vaughn

This article describes a pilot study on developmental writers’ attitudes toward and use of instructor-written feedback in multiple sections of a precollege-level writing— course at our college.

This essay presents various perspectives about honors work among first- and second-year students as they proposed and completed independent, open-ended projects in BritishLiterature— I and British Literature— II.

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Color highlighting is used to connect revision mini-lessons to teacher comments that are easy for students to identify and quicker for teachers to generate electronically.

This case study of the authors’ process of curricular innovation, assessment, and redesign provides guidance to colleagues seeking to implement 21st century literacies into their own objectives for first-year composition courses.

In this response I offer a counternarrative to Keith’s dystopian vision and challenge some of his assumptions about the state of our profession. My alternate view notwithstanding, I fully agree with Kroll on more than a few points, not the least of which is the need for more faculty voices to join this conversation at the local and national levels.

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The authors describe their attempt to devise a practical way to integrate critical thinking more overtly into the assessment of college writing across the disciplines.

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Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies, edited by Lindal Buchanan and Kathleen J. Ryan, Reviewed by Cynthia Lewiecki-Wilson, Green, edited by Brooke Rollins and Lee Bauknight, Reviewed by Beverly Faxon, Writing Spaces: Readings on Writing, vols. 1 and 2, edited by Charles Lowe and Pavel Zemliansky, Reviewed by Rebecca Powell, Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, edited by David M. Sheridan and James A. Inman, Reviewed by Vincent D. Robles