Paul Bodmer works in the Washington, DC office of NCTE, where he represents the Council on higher education issues in English studies and literacy education. Here he shares with TETYC readers the insights he has learned on the job.

This article describes the Student Tutor Education Program (STEP) at Westchester Community College, which identifies and recruits potential future college English teachers at the community college level while they serve as peer writing tutors, with benefits to the entire college community as well as the teaching profession in general.

As universities continue to increase the number of online courses being offered, new instructors can be better prepared by adapting some traditional instructional methods for the virtual composition classroom.

This final essay in the series evaluates TYCA’s achievements since its inception, in particular its research and scholarship agenda.

This analysis of the technology and pedagogy section of the TYCA national survey of writing programs covers online and onsite uses of technologies, multimodal essays and electronic portfolios, pedagogical training in the uses of technologies, intersections of training and curriculum innovation (i.e., electronic portfolios and multimodal compositions), and two-year college satisfaction levels with the integration of technology.

This essay aims to explore the widely varying terminology associated with a typical classroom activity, peer review.

The article argues for raising class consciousness among community college students and describes how the author employs the writings of Charles Bukowski to reach an ethnically diverse, but predominantly working-class student population.

The End of Composition Studies, by David Smit, Reviewed by Jeffrey Klausman and by Jeffrey Andelora Response to Jeffrey Andelora’s Review, by Jeffrey Klausman Response to Jeffrey Klausman’s Review, by Jeffrey Andelora Rewriting: How to Do Things with Texts, by Joseph Harris, Reviewed by Cheri Lemieux Spiegel I-Claim: Visualizing Argument, CD-ROM, by Patrick Clauss, Reviewed by Linda Barro I•Cite: Visualizing Sources, CD-ROM, by Doug Downs, Reviewed by Sue (Peters) Henderson.

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In this article, an analysis and critique of one small but pedagogically significant component of classroom discourse (instructors’ use of long-familiar questioning routines in whole-group classroom discussion) is used to support the larger argument that analysis of classroom discourse at the college level offers many valuable ways to reflect on, and transform, our teaching.

The preceding two essays focus on the ongoing challenge to engage students in meaningful conversation with the course content, their reading, their instructor, and one another. The authors, Maureen Neal and Ed Jones, have read each other’s essays and provided the following brief responses. This cross talk between the writers is an attempt to make explicit the more subtle cross talk between the essays experienced by those who read them one after the other.

This essay chronicles the events that led to the ratification of TYCA.

This article explains the rules for playing the “Interpretation Game” in a literature-based first-year writing class, describes the resulting class discussion, and reflects on the ways that rules and games can promote rich collaboration.

In this study, we compared self-revised essays to timed writing exams written by students in a developmental English course in a community college. Using a multiple-trait rubric, we found that self-revised essays showed greater elaboration than timed writing exams, and that elaboration and focus correlated only for self-revised essays. We argue, based on these findings and on theoretical grounds, for further exploration of the self-revised essay as an authentic portrait of student writing ability.

Using technical writing basics, a cohort of Lighthorse Police Officers from the Muscogee (Creek) Nation added to their tribe’s cultural history by recording part of their family and clan history as well as documenting their law enforcement careers and education.

Preventing Plagiarism: Tips and Techniques Laura by Hennessey DeSena, Reviewed by Moira Casey; English Studies: An Introduction to the Discipline(s) by Bruce McComiskey, Reviewed by Carolyn Brown; English Studies: An Introduction to the Discipline(s) by Bruce McComiskey, Reviewed by Eric Bateman; Multicultural Hybridity: Transforming American Literary Scholarship and Pedagogy by Laurie Grobman, Reviewed by Edith M. Baker; First Time Up: An Insider’s Guide for New Composition Teachers by Brock Dethier, Reviewed by Linda Houston.

By reimagining traditional WPA work in the context of a two-year college, we can begin to identify unique challenges and opportunities for a two-year college WPA.

This essay suggests ways to help students breathe life into their personal narratives by, on the one hand, encouraging them to find the “truth” of their stories and, on the other, encouraging them to play a little fast and a little loose with that truth.

In the early 1990s, a small group of dedicated two-year college English faculty, led by Helon Raines, began the fight for the Two-Year College English Association (TYCA), a professional organization that would give two-year college English faculty across the nation a respected identity and voice within the National Council of Teachers of English (NCTE).

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The intersection of the call for civic engagement and the call for student scholars at the center of writing pedagogy, along with the daunting challenge of introducing beginning students to the demands and rewards of academic writing, is an ideal location for a revival of Ken Macrorie’s I-Search paper.

The author questions monolithic notions of Standard English by exploring dialects, gender, and the complexities of language in various social and cultural contexts.

This essay explores the conflict between teaching writing and one’s own writing practice.

Professing and Pedagogy: Learning the Teaching of English by Shari J. Stenberg. Urbana, IL: NCTE, 2005. 172 pp. reviewed by Tim N. Taylor, Eastern Illinois University Charleston, Illinois; Writing on the Margins: Essays on Composition and Teaching by David Bartholomae. New York: Bedford/St. Martin’s, 2005. 400 pp. reviewed by Michael G. Boyd, Illinois Central College East Peoria, Illinois; What Is “College-Level” Writing? by Patrick Sullivan and Howard Tinberg. Urbana, IL: NCTE, 2006. 418 pp. reviewed by Cortney Palmacci, Nova Southeastern University Pembroke Pines, Florida.

The problems of plagiarism in a digital age continue to challenge the teacher/student relationship and may require more aggressive teaching strategies and student/teacher dialogue instead of more aggressive electronic detection and punishment.

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Eva Payne served as a consulting reader for Gregory Shafer’s essay and expressed these opinions in a letter to the author that is part of our review process. This is the original letter, recast in third person for publication.

We argue that linked-course learning communities serve students at nonresidential metropolitan public universities by increasing their academic achievement, reducing their attrition, and engaging them in the project of public education.

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This article describes classroom exercises and writing assignments through which students can use Shakespeare’s plays to develop their own thoughts about various social and personal norms, develop an empathetic yet critical understanding of others’ positions, and learn to express their own ideas more fully.

This essay chronicles the early efforts of two-year college English faculty to forge a professional identity.

TYCA “Fame and Shame” Award Winners.

In this article, we offer practical suggestions for teaching writing to diverse groups of students who represent the fields of composition studies, basic writing, and ESL.

The authors report on three case studies of ESL students who are taking courses to enter professional programs. Their experiences suggest learning strategies that may help students in professional programs and may offer ways for teachers of composition to support and prepare these students.

Rita Pourteau is an instructor at SOWELA Technical Community College in Lake Charles, Louisiana.

In light of research on diversity learning and teaching, an introductory course on cinematic depictions of African Americans taught at a predominately white, rural university campus leads students to see the impact of history and Hollywood on their own local and statewide communities.

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