Working with and learning from veterans reveals a wide range of inclusive opportunities that composition instructors might use to facilitate transformations of service-related experiences into effective compositions.

This essay discusses how firsthand accounts of American soldiers can help literature students appreciate how the combat trauma and homecoming experiences of today’s soldiers parallel the stories of Homeric heroes.

This article describes a process of peer evaluation that is aimed at developing students’ sense of audience and at elevating the status of peer reviewers, whose opinions on successful writing are too often viewed as less trustworthy than those of their instructors.

The author offers her experience of modeling mistakes—lots of them—and writing spontaneously in the computer classroom to get students’ attention and elicit their editorial response.

Although accelerated summer and winter intersession courses may appeal to developmental ESL students who are required to take several ESL/English courses before placing into first-year composition, the abbreviated time period may actually be detrimental for weaker ESL students. Two case studies are presented here that chronicle two students’ struggles in such a course.

This essay proposes new activities and priorities for TYCA’s regional and national organizations.

Composition and/or Literature, edited by Linda S. Bergmann and Edith M. Baker, and Integrating Literature and Writing Instruction by Judith H. Anderson and Christine R. Farris, reviewed by Jason Pickavance; Local Histories: Reading the Archives of Composition by Patricia Donahue and Gretchen Flesher Moon, reviewed by Keely R. Austin; Take 20: Teaching Writing by Todd Taylor, reviewed by Jeffrey Klausman.

The author offers a new strategy for working with sentences in college composition that prompts students to access and apply their native grammatical abilities.

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To gain an understanding of how audiences shape the way they write, students use online surveys in order to gather information about their audiences—information that helps them create persuasive presentations in a first-year writing course.

Students completing the text preview assignment use multimodal design, introducing classmates to texts in ways that motivate and inform their reading.

The literary genres of creative nonfiction have tremendous potential to create a new kind of process-centered textbook—and perhaps a rocess-centered pedagogy that has finally reached maturity.

This essay reports on an effective approach to teaching both rhetorical skills and white racial awareness by using historical moments when racial definitions were asserted and defended, allowing students to see their constructed racial identities through a nonthreatening rhetorical lens.

This analysis of the Writing Across the Curriculum section of the TYCA national survey of writing programs covers Writing Across the Curriculum and Writing in the Disciplines programs and initiatives, as well as writing centers and the overall satisfaction with two-year institutions’ integration of Writing Across the Curriculum.

By rewriting a sales letter about a short story into a literary analysis, first-year composition students not only learn rhetorical principles that are sometimes lost in a literature-based composition course but also discover the metagenres linking disciplines.

What if two reviewers read and reviewed the same book and then commented on the review written by the other? And what if the book author could then respond to their entire exchange?

Two-Year College English teachers offer brief descriptions of successful classroom activities.

This article reviews literature on Critical Language Awareness (CLA) studies in transitional English courses and with other related student populations in order to build an argument for and give implications for using CLA as a curricular approach in the classroom.

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This article describes the development of collegiality and the positive results of professional synergy within a group of English professors from three community colleges, a state college, a university, and a maritime academy in southeastern Massachusetts.

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This article explores the use of scoring rubrics in the context of deteriorating material conditions of writing instruction.

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The attempt of writing center consultants to discourage faculty from requiring classes to visit the writing center led to research that calls this longstanding practice into question.

The responsibility of a writing teacher is, finally, to teach his or her students to pay attention—to their own lives and to the world in which they live.

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Rhetorically challenging literature can be made to serve the purposes of first-year composition in new ways. Excerpts from the novels of Marcel Proust that focus on the author’s characteristic scrutinizing, reflexive attention to style work successfully as models for assisting writers in acquiring the habits of reading and re-reading, and of writing, revisiting, and revising, which are essential to well-written prose.

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This article describes an approach to discussing and writing about literature using common student experience, with tattoos as a point of entry.

Even with careful, thoughtful planning and attention to the scholarship in disability studies, any course that centers on literature featuring illness and disability inevitably interrogates the philosophical positions and social values of the disabled community, as well as those of the able-bodied, necessitating a classroom that is sensitive to discomfort encountered when participants’ deeply held beliefs come into conflict with their own desires to be seen as politically correct.

The writing assignment described offers an introduction to the college research paper genre.

“When Readers Disagree”, Kip Strasma, Review Editor; “Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions” by Cristina Kirklighter, Diana Cardenas, and Susan Wolff Murphy, Reviewed by Kip Strasma; “Engaging Grammar: Practical Advice for Real Classrooms” by Amy Benjamin with Tom Oliva, Reviewed by Kimme Nuckles; “Educating English Language Learners: A Synthesis of Research Evidence” by Fred Genesee, Kathryn Lindholm-Leary, William M. Saunders, and Donna Christian, Reviewed by Mercè Pujol.

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C. D. Albin is professor of English at Missouri State University–West Plains and has contributed poems to several journals, including Big Muddy, Cape Rock, and Teaching English in the Two-Year College.

This analysis of the Assessment Practices section of the national TYCA survey of writing programs examines recent trends in placement and exit practices at the two-year college.

The article argues for the creative use of archives in the classroom as a way of building a community of learners.