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This article considers pedagogical aporias in teaching students to perform critical analyses of nontraditional “texts,” such as advertisements and shopping mall display windows.

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

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

Teacher-assessors face particular challenges when working with portfolios containing both revised and timed student writing.

Reviewed are: Two Million Minutes, Directed by Chad Heeter, Reviewed by Eric BatemanOriginality, Imitation, and Plagiarism: Teaching Writing in the Digital Age, Edited by Caroline Eisner and Martha Vicinus, and Who Owns This Text? Plagiarism, Authorship, and Disciplinary Cultures, Edited by Carol Peterson Haviland and Joan A. Mullin, Reviewed by Benie Colvin Basic Writing in America: The History of Nine College Programs, Edited by Nicole Pepinster Greene and Patricia J. McAlexander, Reviewed by Kathrynn Di Tommaso

This essay describes a pedagogy designed to re-place literature in research-based writing courses without sabotaging the primary purpose of such courses, teaching studentsto find personally and culturally important questions and to report their answers in documented academic writing.

An Introduction to Game Studies: Games in Culture, by Frans Mäyrä Reviewed by John Reilly Lazy Virtues: Teaching Writing in the Age of Wikipedia, by Robert E. Cummings Reviewed by Kip Strasma

Teaching the Holocaust in a first-year writing course using photographs of the Shoah as a primary resource authorizes students to engage in research and writing that provides a place of empathetic, dignified witnessing for those who were denied the possibility of realizing the lives they were meant to live.

This article presents a consideration of how students’ existing information-seeking behaviors affect traditional methods of teaching library research in first-year writing courses and offers an alternative method that uses both library and popular Internet search tools.

First-year composition students engage with visual rhetoric via interpretation and analysis through a trip to a local art museum for the first essay assignment and through an exploration of photography for the second essay assignment.

The essay discusses a thematic approach to teaching the first half of the American literature survey, focusing on race, whiteness, and class.

This article establishes reasons for teaching metaphorical thinking and then goes on to argue that Angela Carter’s short fiction is uniquely suited for such an endeavor.

Kinsey McKinney responds to “The messy Teaching Conversation.”

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

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.

A happy coincidence exists between the elements needed to analyze, understand, and produce strong arguments and their analog properties entailed in the map metaphor that we use as prototype in our teaching.

This essay describes the results of a scholarship of teaching and learning project examining the transition of underprepared first-year writers at an open admission institution as they struggled to translate their first-semester instruction into second-semester success.

Relations, Locations, Positions: Composition Theory for Writing Teachers, Edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon, reviewed by Jeffrey Klausman Writing-Intensive: Becoming W-Faculty in a New Writing Curriculum, by Wendy Strachan, reviewed by Abigail L. Montgomery Writing Myths: Applying Second Language Research to Classroom Teaching, Edited by Joy Reid, reviewed by Todd Ruecker

Reviewed are: A Counter-History of Composition: Toward Methodologies of Complexity, by Byron Hawk, Reviewed by Brian Ray Community; College Faculty: At Work in the New Economy, by John S. Levine, Susan Kalter, and Richard L. Wagoner, Reviewed by Keith Kroll; Designing Writing Assignments, by Traci Gardner; Teaching English by Design: How to Create and Carry Out Instructional Units, by Peter Smagorinsky, Reviewed by Nancy Lawson Remler; Doing Emotion: Rhetoric, Writing, Teaching, by Laura R. Micciche, Reviewed by Tim N. Taylor

An assignment for teaching English in a time of war.

This article explores the impact of a memoir about the Iraq War, written by a student in a creative writing class, on a teacher and students.

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.

Composition and/or Literature, edited by Linda S. Bergmann and Edith M. Baker, and Integrating Literature and Writing Instruction by Judith H. Anderson and Christine R. Farris, reviewed by Jason Pickavance; Local Histories: Reading the Archives of Composition by Patricia Donahue and Gretchen Flesher Moon, reviewed by Keely R. Austin; Take 20: Teaching Writing by Todd Taylor, reviewed by Jeffrey Klausman.

This essay reports on an effective approach to teaching both rhetorical skills and white racial awareness by using historical moments when racial definitions were asserted and defended, allowing students to see their constructed racial identities through a nonthreatening rhetorical lens.

The responsibility of a writing teacher is, finally, to teach his or her students to pay attention—to their own lives and to the world in which they live.

“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.

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

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.

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

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 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.

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.

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.

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.

English composition instructors who use the personal interview to foster socialization among students and to generate quick and easy writing experiences may overlook the valuable learning opportunities that the personal interview can also bring to an English composition classroom if the assignment is integrated into the classroom through a structured approach.

Revisiting an episode of his own biased language in the classroom, the author tries to resist a conventional interpretation of events in the hope of raising useful questions.

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.

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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.