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This study assesses the benefits and drawbacks of assigning a collaboratively written midterm paper in nontraditional and traditional introductory college composition courses. Students’ responses suggest a radically different model to be tested in the future.

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This article considers pedagogical aporias in teaching students to perform critical analyses of nontraditional “texts,” such as advertisements and shopping mall display windows.

Reviewed are: Teaching Writing Online: How and Why by Scott Warnock, Reviewed by David J. Cranmer Teaching Writing Online: How and Why by Scott Warnock, Reviewed by Amy Cummins Generation 1.5 in College Composition: Teaching Academic Writing to U.S.-Educated Learners of ESL , edited by Mark Roberge, Meryl Siegal, and Linda Harklau, Reviewed by Todd Ruecker Learning from Language: Symmetry, Asymmetry, and Literary Humanism by Walter H. Beale, Reviewed by Eric Bateman

This essay recounts the authors’ experiences as community college faculty members in a learning community linking first-year composition with a class in life-career planning and development.

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This article presents the results of a case study of civic discourse and explores whether and how composition classrooms can prepare students for active and informed participation in civic discourse.

This article describes a process of building on students’ views about academic discourse to talk about issues of privilege, access, and the banking concept of education, thus providing a constructive and organic approach to making social justice issues relevant for students’ lives.

This article examines the social influences that affect how women perform in a composition course focused on first-year students. We know that society encourages young women to be good girls, but does being a good girl lead to being a good student? Can first-year composition assignments illuminate gender gaps at play in higher education?

Reviewed are: Against Schooling: For an Education That Matters by Stanley Aronowitz, Reviewed by Keith Kroll Save the World on Your Own Time by Stanley Fish, Reviewed by Dianna Rockwell Shank Teaching the Novel across the Curriculum: A Handbook for Educators, edited by Colin C. Irvine, Reviewed by Jeff Sommers Strange Terrain: A Poetry Handbook for the Reluctant Reader, by Alice B. Fogel The Poetry Toolkit: The Essential Guide to Studying Poetry, by Rhian Williams, Reviewed by James D. Sullivan Beyond Words: Reading and Writing in the Visual Age, by John Ruszkiewicz, Daniel Anderson, and Christy Friend, Reviewed by Douglas Yates

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A research project into the grammar and usage error patterns among students at our university showed that error can be located on a rhetorical map within texts, writers, readers, and their social contexts; this perspective helps students and teachers deal productively with error.

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Teacher-assessors face particular challenges when working with portfolios containing both revised and timed student writing.

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When profiling a place, students typically struggle to generate an effective thesis; a class session that includes carefully tailored prompts for invention can help.

This article describes the evolution of a program for preparing future two-year college faculty in the context of the academy writ large and from the perspectives of the program’sfounder, the department chair who contributed to the program’s success, and a program participant turned full-time tenured faculty member.

The Context Journal helps students identify unfamiliar words and references, reproduce good text, explain their thinking, and fill in their vocabulary gaps, connecting the language they have now with the language they need to navigate academic texts.

Laurie Grobman Responds to “Re-placing Lit in Comp II,” and Richard C. Raymond replies.

Reviewed are: Two Million Minutes, Directed by Chad Heeter, Reviewed by Eric BatemanOriginality, Imitation, and Plagiarism: Teaching Writing in the Digital Age, Edited by Caroline Eisner and Martha Vicinus, and Who Owns This Text? Plagiarism, Authorship, and Disciplinary Cultures, Edited by Carol Peterson Haviland and Joan A. Mullin, Reviewed by Benie Colvin Basic Writing in America: The History of Nine College Programs, Edited by Nicole Pepinster Greene and Patricia J. McAlexander, Reviewed by Kathrynn Di Tommaso

This essay describes a pedagogy designed to re-place literature in research-based writing courses without sabotaging the primary purpose of such courses, teaching studentsto find personally and culturally important questions and to report their answers in documented academic writing.

This article provides a pedagogical model for students in introductory literature classes to participate in the undergraduate research international curricular movement.

A survey of and follow-up interviews with adjunct faculty working with a writing program administrator or a similar person or committee reveal that adjunct faculty working conditions create more than a sense of unfairness; rather, they create a very real energy that works against the movement necessary to build a writing program out of a collection of writing classes, to develop the sense of a “we” moving toward a common goal.

Using the extended metaphor of a part-time job, students easily keep track of their progress, attend class regularly, and come to understand that each assignment is a valuablelearning opportunity.

An Introduction to Game Studies: Games in Culture, by Frans Mäyrä Reviewed by John Reilly Lazy Virtues: Teaching Writing in the Age of Wikipedia, by Robert E. Cummings Reviewed by Kip Strasma

Teaching the Holocaust in a first-year writing course using photographs of the Shoah as a primary resource authorizes students to engage in research and writing that provides a place of empathetic, dignified witnessing for those who were denied the possibility of realizing the lives they were meant to live.

This article promotes the use and study of blogs in the composition classroom in order to motivate students toward academic writing.