This essay explores mainstream apprehensions against Appalachian dialect(s), arguing that these dialects/cultures have a misunderstood history and an important role to play in Appalachian composition classrooms.

Although blogs used in the composition classroom have most often been employed as prewriting forums or journals, this article suggests that blogs can also be used effectively as a revision tool in the later stages of writing academic research papers.

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Instruction that fosters intertextual awareness in basic writers can help them overcome their tendency to compartmentalize what they learn from academic texts and thereby help them make rich connections among the texts they read and write.

Reviewed are: Community Literacy and the Rhetoric of Public Engagement, by Linda Flower, Reviewed by Tim Taylor Writings from Life, by Tom Tyner, Reviewed by Robert A. Berens

There has been a great deal of groundbreaking research done on motivation during the last twenty-five years, and all of it points to the importance of intrinsic motivation.This research has very significant ramifications for teachers of English.

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The story of one student writer shows how the challenges of writing from sources are tied to issues of voice and authority.

The Community College Writer: Exceeding Expectations, by Howard Tinberg and Jean-Paul Nadeau, Reviewed by Jeffrey Klausman The Community College Writer: Exceeding Expectations, by Howard Tinberg and Jean-Paul Nadeau, Reviewed by Martine Courant Rife The Ethics and Politics of Speech: Communication and Rhetoric in the Twentieth Century, by Pat J. Gehrke, Reviewed by Brian Ray Traditions of Writing Research, Edited by Charles Bazerman, Robert Krut, Karen Lunsford, Susan McLeod, Suzie Null, Paul Rogers, and Amanda Stansell, Reviewed by Shannon S. Moon

This article traces the history of the five-paragraph theme and the views about it, along with arguing for its elimination in writing instruction in favor of problem-based, “rich-task” writing experiences for students.

This article describes the collaborative process of including library faculty in an online English composition course and the effect on students’ research.

This essay chronicles an English department overhauling its rubric design, curriculum, and portfolio in order to emphasize a wider range of “real-world” writing.

This report is a revised version of the original document, first published in 2004.

Legos Build the Way to Successful Process Analysis Writing, Michelle Rhodes (New Voice) Native American Elder Stories Make Descriptive Essays Easier, Pamela Tambornino (New Voice) Teaching Writing Style and Revision, Eric Bateman Dialect and Language Analysis Assignment, Amanda Hayes (New Voice) A Scaffolded Essay Assignment on Poetry, Jane Arnold (New Voice)

An outcomes assessment project we conducted at our open admissions institution turned out to be considerably more enjoyable and worthwhile than we anticipated.

This paper was originally delivered as the College Celebration speech at the 2010 NCTE Convention.

The third goal of Zen practice, helping others achieve enlightenment, suggests that we should help students learn about their own composing practices and histories as part of their instruction, but we cannot help others until we learn to help ourselves by reflecting on our own processes and histories, becoming enlightened, and liberating ourselves.

Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960 , by Kelly Ritter, Reviewed by William DeGenaro Teaching Developmental Writing, by Susan Naomi Bernstein; Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960 , by Kelly Ritter, Reviewed by Gregory Shafer William DeGenaro’s Response to Gregory Shafer; Gregory Shafer’s Response to William DeGenaro

A study of scholarly research articles from six disciplines provides insights about academic writing that composition instructors can use to prepare students to write across the curriculum.

This essay describes one ESL instructor’s motivation for and experience with implementing a class wiki.

While teaching field research methods to freshman composition students, this professor uses online digital video to scaffold note-taking, interviewing, and observation skills.

The use of Self-Designed Points as part of a point-by-point grading system can encourage students to exercise more initiative about their own learning in a first-year composition course.

The author reports on the complex process of working with a student in his attempt to use writing to wrestle with the struggles of his life.

This article describes a study on the types of writing tasks that ESL students commonly encounter in introductory academic courses at a two-year college and discusseshow the results of the study may have an impact on instruction.

A brief review of composition theory shows metaphor is often underused and misrepresented in the composition classroom; in response, I suggest metaphor is foundationalto argumentation and provide a method to teach it as such.

We offer here a critical assessment of our experiences teaching in Kingsborough Community College's learning communities—in a descriptive, personal mode that echoes the frequent conversations we have together—to illuminate how official data fail to capture both important successes and failures and to model the kind of reflective, subjective assessment from a professorial perspective that we believe is vital for larger institutional decision making.

In this article, I report on the experiences of one adult student making the transition from professional to academic literacy and trace implications for writing scholars and teachers.

Reviewed are: Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Researchers, edited by Amy C. Kimme Hea, Reviewed by Joseph Griffin Writing without Formulas, by William H. Thelin, Reviewed by Mary M. Stein Fear, by Pamela Garvey, Reviewed by Guy Thorvaldsen A Taste for Language: Literacy, Class, and English Studies, by James Ray WatkinsJr., Reviewed by Chanon Adsanatham  Dangerous Writing: Understanding the Political Economy of Composition,by Tony Scott, Reviewed by Abigail L. Montgomery

In this article, we introduce and employ a heuristic that writing teachers can use to prepare for meaningful involvement in learning community work.

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