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By offering an annotated image of a half-dozen two-year college writing “programs,” this essay seeks to raise awareness of the challenges facing those who promote, work in, work toward, or participate in the development of two-year college writing programs and to consider how the “idea” of a writing program plays out in shaping those challenges.

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This article explicates the benefits of linking writing center consultant training with first-year composition and provides readers with guidance for engaging in such a collaboration.

Writing in and about Wikipedia encourages students to think about the outcomes of their writing and, by extension, changes the student/teacher relationship in pedagogically useful ways.

As a result of neoliberalism, the “grand experiment” of the community college, as that of “Democracy’s college,” is coming to an end.

This article reviews various frameworks for defining second-language learner groups, as described in the literature, and summarizes relevant empirical studies based on these frameworks.

This professional autobiography, covering the time from my first teaching job in Spain upto the present, documents my development as a teacher, teacher educator, and researcher,showing how my thinking about teaching has evolved through my deepeningunderstanding of how learners learn the grammar of a second language.

What English Language Teachers Need to Know, Vol. 1: Understanding Learning; Vol. 2: Facilitating Learning, by Denise E. Murray and MaryAnn Christison,Reviewed by Mary Lynn Navarro, Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth, by George Braine, Reviewed by Monika Ekiert, In the Heart of Another: Immigrant Women Tell Their Stories, by Susan Philips, Reviewed by Frances Bracken Mejia

This article describes the design and implementation of a cross-cultural composition coursewhich was designed to provide opportunities for ESL students and native English-speaking students to learn about cross-cultural literacy practices from each other in a first-year writing context at a community college in the Southwest.

A program in which prisoners teach ESL classes, supported by volunteer teacher-trainers, is a learning community with immense and sometimes unforeseen value.

This hands-on article advocates teaching form to ESL students through the use of contrastive rhetoric, demonstrates how students apply L1 and L2 forms, and offers suggestions for the classroom.

This article chronicles an English for Academic Purposes curriculum development experience of a grant-funded project to create an Accelerated Content-Based English curriculum for intermediate- and advanced-level English Language Learners.

The guest editors introduce the issue.

This essay reflects on how one writing teacher incorporates photography in her practice to engage students of different backgrounds and experiences.

Engaging in a series of student-faculty discussions that highlight student perspectives on their own learning and faculty views on teaching provides opportunities for students and faculty to learn from one another and thereby enhance both teaching and learning.

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This essay offers a rationale for, a history of, and some guidelines for creating a dialogue between high school teachers of writing and college instructors of writing that at minimum can give the participants a doorway to each other and at most can provide their students with some link between the two worlds.

Teaching developmental students to use simile and metaphor in their essays improves their writing and helps the teacher become a more dialogic reader; moreover, creating original figurative language kindles the analogical imagination that characterizes the academy.

What Works for Me includes brief descriptions of successful classroom practices.

A complaint during a spooky story assignment leads the author to rediscover the importance of liberatory, student-driven writing.

Reviewed are: Cross Talk: What Is “College-Level” Writing? Volume 2: Assignments, Readings, and Student Writing Samples, edited by Patrick Sullivan, Howard Tinberg, and Sheridan Blau; Reviews by Abigail Montgomery and Kip Strasma, with a Response by Howard Tinberg College Credit for Writing in High School: The “Taking Care of” Business, edited by Kristine Hansen and Christine R. Farris, Reviewed by Holly Hassell Writing about Writing: A College Reader, by Elizabeth Wardle and Doug Downs, Reviewed by Jeffrey Klausman

Making use of the reading, writing, and talking connection, this classroom activity uses annotation to channel specific strategies that facilitate higher-order thinking and generate academic conversations with the text, about the text, and among students.

Based on interviews with students who had recently returned to school, this essay demonstrates the need for, challenges of, and ways to respond to the writing anxiety many adults bring with them back to school.

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Reviewed are: Gateway to Opportunity? A History of the Community College in the United States, by J. M. Beach, reviewed by Keith Kroll Cross-Talk in Comp Theory: A Reader (3rd ed.), edited by Victor Villanueva and Kristin L. Arola, Reviewed by Kathleen Tamayo Alves Basic Writing, by George Otte and Rebecca Williams Mlynarczyk, Reviewed by Chitralekha Duttagupta The Rhetoric of Remediation: Negotiating Entitlement and Access to Higher Education by Jane Stanley, Reviewed by Howard Tinberg

In this study, I use think-aloud protocol methods to determine how students respond to their teacher’s conversational and nonconversational written feedback on their writing.

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This essay offers an example of one course that focuses exclusively on Ebonics as a specific African American linguistic practice and on rhetoric and composition scholarship as the primary topics of investigation.

Principles of universal design are applied to hybrid course materials to increase student understanding and, ultimately, success.

Although not everyone needs textbooks, they still actively serve four audiences within the discipline.

In this latest in a series of commentaries from former chairs of the national Two-Year College English Association (TYCA), Sandie McGill Barnhouse, TYCA chair (2008–2010) shares her experiences and observations.

The college writing center… . It is a place of political confrontation, where cultural issues involving dialect and values are probed, contested, and negotiated.

Students contribute their research to Wikipedia, thereby improving their ability to evaluate online sources and revise their writing for different purposes and audiences.

This article questions our reliance on textbooks through my own struggles to come to terms with my ambiguous, sometimes frustrating, relationship with textbooks.

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