An exercise modeled on traffic rules encourages effective and considerate class discussions.

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Technical writing, linked to a business, helps nonscience majors understand the demands of the professional writing world.

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This study follows the progress of 238,032 students who enrolled in either an ESL composition, a developmental composition, or a college composition course at one of nine community colleges for a minimum of three and a maximum of eleven years.

This article examines the ideological assumptions and practical consequences of recent state and federal attempts to standardize writing instruction at the secondary level, and it suggests alternative forms of assessment and classroom research available to teachers of composition in high school and college.

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Interclass collaboration in the context of an in-depth interdisciplinary discussion and analysis of global problems yields significant benefits in the development of ESL students’ sense of efficacy, their literacy, and their critical thinking skills.

This essay examines the internal and external challenges two-year college English faculty face in gaining recognition for the work they do in the field of composition.

Rotating teacher participation in peer workshop groups can enhance the workshop group dynamics, ease instructors’ grading loads, and improve the level of peer feedback and draft revision in composition courses.

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The author finds that letting students see his own struggles with reading encourages them to feel greater confidence and eases the way for productive interventions in the process.

Can we expect students to craft papers that exude energy and insight when they have been subjected to twelve years of carefully orchestrated official writing?

This article describes the initiatives of one community college district and its individual colleges to engage faculty in the scholarship of teaching and learning.

Four members of a community college English faculty respond to the question of the appropriateness of advanced graduate training for a community college teaching career

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It could very well be that the unexpected minor occurrences in a classroom are the most precious educational pearls for a teacher to record and preserve.

The Community College Education program at George Mason University is committed to Ernest Boyer’s philosophy of integration; it encourages better pedagogy and it revitalizes the two-year college classroom.

A Maryland college supports scholarship that helps faculty maintain currency in their disciplines and explore effective pedagogy.

What occurs when we address writing outcomes from the perspective of the student and the student’s world?

Many two-year English faculty are already engaged in the Scholarship of Teaching and Learning.

Composition has had a strong commitment to the scholarship of application.

Community college students, especially those classified as nontraditional, often have a vested interest in their own communities, and instructors can both strengthen and take advantage of this interest by reaching out to the community through the composition curriculum.1

A new textbook designed for first- or second-year courses in mythology as an introduction to literature shows that a community college faculty member who writes a textbook adds teaching experience to scholarship.

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The author offers basic suggestions for faculty to become active teacher-scholars within the two-year college professional community.

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Combining service-learning with multicultural literature study in a general education first-year course can encourage students to theorize difference from multiple perspectives.

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As a writer who teaches and a teacher who writes, the author offers creative ways of producing a positive first impression on the first day of school.

This article describes midterm assessment techniques that helped students tap into their process as emerging writers, and how the author used this feedback to realign the course at a pivotal time to reach resistant students.

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This article describes a reading/writing strategy that teaches students how to engage literary texts more intensely

Ethnography is a useful tool for producing the kind of knowledge that a post-process pedagogy argues is necessary for an empowering writing classroom: an awareness of the social situatedness of all acts and the realization that situation drastically affects communication.

The interpretive paraphrase is a class workshop method that emphasizes dialogue as a centerpiece of the composing process and provides students with opportunities to reenvision their compositions based on the alternative readings of their peers.

The premiere professional organization for those who teach business communication has long neglected the needs of teachers at two-year institutions.

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