This article describes two local research projects and provides a rationale for faculty scholarship at small and community colleges.

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This essay traces two teachers’ experiences crossing spaces in a combined literature and history seminar where students explore American culture and diversity and engage in service learning. The model has evolved from paired classes with collaborative activities to a student-centered environment promoting active learning. This article offers practical advice for establishing cross-curricular pairings and suggests course content that promotes learning across curricula.

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Although writing instructors have a clear picture of how well our students can write by the end of a composition course, very rarely do we learn how well the students carry over the skills and strategies we teach them to the essays they write for other courses. I collected essays from other courses to determine how effectively students transfer the proficiencies of our writing courses to their other classes and surveyed them about their experiences as college writers. Through this project I was able to develop a new assessment plan for my department.

Three approaches—engaging first-year writers in naming strengths and weaker areas, determining descriptors that fit their various compositions, and applying a rubric that details all the grade-determinant components—serve to give students the vocabulary they need to wrap their voices around words and to describe their learning.

The use of humorous texts in the writing class can help students improve skills in effective writing while encouraging critical thinking and an increased range in expression. In addition, because of the accessible nature of humor and the focus on purpose and audience that is necessary when writing it, students show a natural inclination toward peer review and recursive writing, with an enthusiasm that is often lacking when working with traditional texts in the writing class.

This article recounts how a communications and an engineering department instituted a team-teaching venture to supplement engineering students’ communication skills in a discipline-specific context.

An authentic assessment embedded in a course becomes a teaching tool integral to the aims of the course, not simply a mandated test.

Many students struggle to analyze literature and fall into writing plot summary, but if students become commentators by examining instant replays of the text, the task becomes easier.

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In an ESL first-year composition classroom, cooperative learning assists English language learners in developing their ideas, voice, organization, and sense of writing conventions, while simultaneously enhancing their production and comprehension of English.

A well-staged career research paper project can help students develop their voices and better integrate personal experiences with researched sources.

The highly competent professor of English in today’s two-year college—like highly competent faculty at all levels of education—is a skilled educator, a knowledgeable scholar, and an active learner and contributor within the profession. What distinguishes the two-year college teacher-scholar is his or her dedication to open educational access, commitment to democratic participation and equity within higher education, and ability to help make these ideals a reality for highly diverse learners from eighteen to eighty and from backgrounds that cross conventional divides of race, ethnicity, class, and academic preparation.

Hip-hop as content in a first-year writing course offers students a powerful way to connect with their worlds. I draw on Marcel Proust as a kind of rhyme to legitimate hip-hop as a substantive expressive medium to achieve artistry in writing.

This instructional note describes the successful application and adaptation of teacher-student conference techniques as suggested by Donald M. Murray.

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An experienced instructor finds that there is really no substitute, time and institutional constraints notwithstanding, for getting down on the page with her students and engaging with their writing where it is, where they are, and where she is.

With increasing demands for online courses in all levels of higher education, a community college English instructor implements alternative methods of communication to ensure course rigor and integrity as she meets her objectives of enhanced student learning and success.

One way to teach the research paper is by first discussing sampling, the musical practice of using other artists’ work. By studying the lyrics of Sean “P. Diddy” Combs, a widely known hip-hop sampler, students gain an understanding of quoting, paraphrasing, and summarizing sources.

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This article describes two strategies for grounding grammar instruction in students’ lifelong experience as users of language. In both cases, students participate as active decision-makers in the process of analyzing conventions of language use.

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A film that presents a compelling and particularly American moral dilemma provides the scaffolding that helps basic writing students to construct convincing argumentative essays.

A dream literature class grew into an artistic and critical garden in which students’ and instructor’s thinking flowered.

A survey of recent texts affirms there is no single, correct way to respond to student writing. The latest discussion reveals variations in what students want, systems instructors use to respond, and types of comments instructors may write.

Reviews of three books: The Profession of English in the Two-Year College reviewed by Edwina Jordan; Postmodern Sophistry: Stanley Fish and the Critical Enterprise reviewed by Cathy Buckingham; Designing Writing: A Practical Guide reviewed by Jill Wright.

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The online IPJ (Interactive Portfolio Journal), open to the individual student and the teacher but not to the whole class, allows online discussion to draw from both public and private voices, and productively uses the traditional focus on collective critical exchange in tandem with private reflection

Examining student responses to a class assignment leads to a richer understanding of how students process and respond to diversity issues.

Asking them to analyze the content in specialized magazines is a good way to teach students the meaning and importance of audience.

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Recognizing that students shudder at revision and see it as a perfunctory task to satisfy only their teachers, the author offers an approach that motivates students to revise thoughtfully without increasing teachers’ reading workload.

Drawing from the theories of Paulo Freire, Patricia Bizzell, and Ira Shor, this article describes a five-year ongoing classroom research project that examines the use of peer evaluation as a process for teaching academic discourse. The findings of the project suggest a critical and democratic pedagogical antidote to the national “standards” movement.

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