Reviewed are: Composition’s Roots in English Education, by Patricia Lambert Stock, reviewed by Mark Blaauw-Hara Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Nancy L. Chick, Aeron Haynie, and Regan A. R. Gurung, Reviewed by Yvonne Bruce Before and After the Tutorial: Writing Centers and Institutional Relationships, edited by Nicholas Mauriello, William J. Macauley Jr., and Robert T. Koch, Reviewed by Kristen Welch

Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies, edited by Lindal Buchanan and Kathleen J. Ryan, Reviewed by Cynthia Lewiecki-Wilson, Green, edited by Brooke Rollins and Lee Bauknight, Reviewed by Beverly Faxon, Writing Spaces: Readings on Writing, vols. 1 and 2, edited by Charles Lowe and Pavel Zemliansky, Reviewed by Rebecca Powell, Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, edited by David M. Sheridan and James A. Inman, Reviewed by Vincent D. Robles

What English Language Teachers Need to Know, Vol. 1: Understanding Learning; Vol. 2: Facilitating Learning, by Denise E. Murray and MaryAnn Christison,Reviewed by Mary Lynn Navarro, Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth, by George Braine, Reviewed by Monika Ekiert, In the Heart of Another: Immigrant Women Tell Their Stories, by Susan Philips, Reviewed by Frances Bracken Mejia

This article describes the design and implementation of a cross-cultural composition coursewhich was designed to provide opportunities for ESL students and native English-speaking students to learn about cross-cultural literacy practices from each other in a first-year writing context at a community college in the Southwest.

A program in which prisoners teach ESL classes, supported by volunteer teacher-trainers, is a learning community with immense and sometimes unforeseen value.

This hands-on article advocates teaching form to ESL students through the use of contrastive rhetoric, demonstrates how students apply L1 and L2 forms, and offers suggestions for the classroom.

This article chronicles an English for Academic Purposes curriculum development experience of a grant-funded project to create an Accelerated Content-Based English curriculum for intermediate- and advanced-level English Language Learners.

The guest editors introduce the issue.

This essay reflects on how one writing teacher incorporates photography in her practice to engage students of different backgrounds and experiences.

Reviewed are: Cross Talk: What Is “College-Level” Writing? Volume 2: Assignments, Readings, and Student Writing Samples, edited by Patrick Sullivan, Howard Tinberg, and Sheridan Blau; Reviews by Abigail Montgomery and Kip Strasma, with a Response by Howard Tinberg College Credit for Writing in High School: The “Taking Care of” Business, edited by Kristine Hansen and Christine R. Farris, Reviewed by Holly Hassell Writing about Writing: A College Reader, by Elizabeth Wardle and Doug Downs, Reviewed by Jeffrey Klausman

This article questions our reliance on textbooks through my own struggles to come to terms with my ambiguous, sometimes frustrating, relationship with textbooks.

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

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)

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

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

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.

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.

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.

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

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.

Reviewed are: Academic Cultures: Professional Preparation and the Teaching Life Edited by Sean P. Murphy, Reviewed by Lois Birky Genre Theory: Teaching, Writing, and Being by Deborah Dean, Reviewed by Meredith DeCosta Ideas That Work in College Teaching, Edited by Robert L. Badger, Reviewed by Raymond Bergeron Inside the Community College Writing Center: Ten Guiding Principles by Ellen G. Mohr, Reviewed by Deborah Bertsch Essential Literary Terms: A Brief Norton Guide with Exercises by Sharon Hamilton, Reviewed by John Benson

Editor’s introduction: In this latest in a series of commentaries from former chairs of the national Two-Year College English Association (TYCA), Sharon Mitchler, TYCA chair (2004–6) and the 2009 winner of the Nell Ann Pickett Service Award, shares her views on becoming involved in local, regional, and national professional activities.

This essay argues that only by sharing our mistakes and uncertainty can we fully reflect on our own process as teachers, only by understanding our process can we begin to identify the many factors that contribute to classroom messes in the first place, and only by acknowledging the perpetual messiness of our practice can we fully engage in the scholarship of teaching and learning.

This article focuses on audio-recording our thoughts while responding to student writing as a form of reflection-in-action.

Reflecting on teaching in a time of war, I realize that all of my education, all of my teaching, indeed, all of my life has been “in a time of war” and that I have been constantly influenced by war, rumors of war, fears of war.

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 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.

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.

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.

“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.

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.

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.

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.

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.

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.

The author calls for teacher-scholars in the two-year college to reveal in their scholarship the generation of their triumphs and their failures.

TETYC publishes articles for two-year college teachers and those teaching the first two years of English in four-year institutions. We seek articles in all areas of composition (basic, first-year, and advanced); business, technical, and creative writing; and the teaching of literature in the first two college years. We also publish articles on topics such as staffing, assessment, technology, writing program administration, speech, journalism, reading, ESL, and other areas of interest.

Of interest to instructors of first-year writing, this paper delineates the challenges faced by professors of first-year writing who lack formal graduate training in composition and rhetoric, and it explores the strategy that enables them to become excellent teachers despite such challenges.

Responding with strategic empathy to the traumatic stories students share with us provides an opportunity to break down an elitist binary between teacher and student. Joyce Carol Oates’s novel them can serve as a cautionary tale for understanding the dangers of disregarding student trauma.

An effective assignment design for writing classes unfolds at the crossroads of theory and practice; instruction and reflection; and experience and serendipity.

To understand better the subtle relationship between history and English, first-year students in an introductory literature class compare Henry Wadsworth Longfellow’s poem about the 1876 deaths of General George Armstrong Custer and his men with historical accounts of the Battle of the Little Bighorn in order to discover how historical and poetic truths are related.

Our students need to be able to adhere to standard written English to succeed in their other classes and to get jobs at the end of their schooling, and it’s the responsibility of writing teachers to help them do so. In this article, the author provides a research-based theoretical underpinning for effective grammar instruction as well as several specific strategies—based on experience and research—for addressing grammar productively.

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.

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.