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This article enacts the difficulties and hopes a compositionist in the English Department perceives in his attempts to establish a collaborative arrangement with the writing center at the regional campus where he works.

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The history of the writing-center movement at two-year colleges appears to be a fairly brief one. Evidence suggests that it may be time to reconsider that notion.

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This position statement was inspired by the “Position Statement on Graduate Students in Writing Center Administration” (endorsed by the International Writing Center Association on November 17, 2001). A purpose of the document, to borrow language from the graduate student position statement, is to “[suggest] an ideal set of conditions,” and it is written with the “intention of improving working conditions” within the two-year college writing center. Ultimately, though, its main purpose is to help community college writing centers establish a collective argument in defense of what we do.

Case histories of basic writing programs at regional campuses need to incorporate concerns of social class. Attention to class helps scholars identify institutional patterns that distance basic writing from the university’s mainstream business.

This note offers suggestions for using microthemes in diverse classes across the curriculum.

Developmental reading and writing students study linguistics and by doing so become aware of how their use of language intersects with their own evolving identities.

This article discusses employment of part-time faculty at the community college level, including historical reasons for their current status, alternatives to this status, and specific steps to change it.

Reviews of 6 books: An Omnibus Review of Six Introductory Fiction Ahthologies 40 Short Stories: A Portable Anthology, 2nd ed., ed. Beverly Lawn; Fiction: A Pocket Anthology, 4th ed., ed. R. S. Gwynn; Fiction 100: An Anthology of Short Fiction, 10th ed., ed. James H. Pickering; Exploring Fiction: Writing and Thinking about Fiction, ed. Frank Madden; Understanding Fiction, ed. Judith Roof; The Longman Anthology of Short Fiction: Stories and Authors in Context, ed. Dana Gioia and R. S. Gwynn.

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We in the community college must advocate for practices, programs, and legislation that will help the least advantaged among us, and create narratives about the material conditions of our students’ lives that recognize the real complexity of their situations.

Given the war that has been waged for several decades now against working students and their families, as well as against teachers, community college faculty are called upon to invent creative, local, and evolving knowledges of social class with their students.

This essay examines the contradictory role of the community college historically, reflecting its function in preserving the American class system.

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In this article, I examine Lynn Truss’s book of punctuation rules and faux pas, Eats, Shoots and Leaves, contemplating the complex relationships among class, academics, and language snobbery. I don’t refute Truss’s lessons on punctuation. Instead, I use her text as a jumping-off point for discussion of the social issues embedded in her guide and others like it.

ESL students in their first year of college discuss their feelings about the use of literature in composition courses and offer qualified support for its inclusion.

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By focusing on local problems or issues, student writers can craft research essays that exemplify civic engagement, a practice that reaffirms composition tradition from classical rhetoric and the educational philosophy of John Dewey.

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Today’s students are arriving on college campuses with little knowledge of grammar and usage, so instructors may need to employ alternate strategies of games and electronic activities to provide the practice such students need.

The application of Edward P. J. Corbett’s prose style chart to three exemplary first–year essays reveals that there is an identifiable, hence teachable, exemplary first-year writing style.

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This paper outlines challenges in and essential criteria for the success of dual-credit or concurrent-enrollment writing and literature courses delivered via interactive video technology and suggests specific strategies for administrators, instructors, and classroom facilitators regarding student selection, appropriate technology, and classroom management.

To fairly evaluate the writing of deaf and hard-of-hearing students, instructors should focus on the meaning, not the developmental errors, in the text.

This essay offers a method to ease the burden of grading for writing instructors, to simplify checking online sources, and to help prevent plagiaristic recycling of student work.

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For students to learn to write in a style that expresses their own identity, teachers have to ease up on the “rules”; and show students how good writing sometimes breaks the rules, most of which are only myths and lore that have developed with no linguistic basis.

This article describes how students gain the confidence and skill to write personal essays by practicing their natural ability to tell their own stories orally in social situations.

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This essay frames the connections between punk principles and writing theory in order to re-form what the author emphasizes in his own composition classroom, in particular the do-it-yourself ethic, a sense of passion and fearlessness, the agency to attack institutions, and the seeking of pleasure.

Discussing and writing about The Breakfast Club can lead composition students to assess their own educational identities and ongoing growth as writers.