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

The use of Self-Designed Points as part of a point-by-point grading system can encourage students to exercise more initiative about their own learning in a first-year composition course.

A brief review of composition theory shows metaphor is often underused and misrepresented in the composition classroom; in response, I suggest metaphor is foundationalto argumentation and provide a method to teach it as such.

In this article, we introduce and employ a heuristic that writing teachers can use to prepare for meaningful involvement in learning community work.

This study assesses the benefits and drawbacks of assigning a collaboratively written midterm paper in nontraditional and traditional introductory college composition courses. Students’ responses suggest a radically different model to be tested in the future.

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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

This article presents the results of a case study of civic discourse and explores whether and how composition classrooms can prepare students for active and informed participation in civic discourse.

This article examines the social influences that affect how women perform in a composition course focused on first-year students. We know that society encourages young women to be good girls, but does being a good girl lead to being a good student? Can first-year composition assignments illuminate gender gaps at play in higher education?

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.

This article provides a pedagogical model for students in introductory literature classes to participate in the undergraduate research international curricular movement.

A survey of and follow-up interviews with adjunct faculty working with a writing program administrator or a similar person or committee reveal that adjunct faculty working conditions create more than a sense of unfairness; rather, they create a very real energy that works against the movement necessary to build a writing program out of a collection of writing classes, to develop the sense of a “we” moving toward a common goal.

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 promotes the use and study of blogs in the composition classroom in order to motivate students toward academic writing.

For faculty seeking to engage students in inquiry-based, emergent, and primary research in first-year composition courses, Google Documents provides both an efficient and effective means.

This essay illustrates why compositionists should conceive of multimodal writing assignments as having wide-ranging and forward-thinking parameters, in order to invite the greatest possible range of student responses; it also suggests the directions we should take when evaluating such work.

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.

This case study examines written peer response materials generated by small groups with varying gender compositions. Based on those observations, I offer several pedagogical implications.

This article describes a pilot study that suggests writing-faculty workload may affect the pedagogical focus and rhetorical effectiveness of written response to students’ essays.

Peer-response remains a central process in first-year composition; faculty can make it effective and efficient by “spotlighting”—designing the process as digital, emergent, and distributive.

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

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.

Working with and learning from veterans reveals a wide range of inclusive opportunities that composition instructors might use to facilitate transformations of service-related experiences into effective compositions.

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.

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.

To gain an understanding of how audiences shape the way they write, students use online surveys in order to gather information about their audiences—information that helps them create persuasive presentations in a first-year writing course.

The literary genres of creative nonfiction have tremendous potential to create a new kind of process-centered textbook—and perhaps a rocess-centered pedagogy that has finally reached maturity.

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.

By rewriting a sales letter about a short story into a literary analysis, first-year composition students not only learn rhetorical principles that are sometimes lost in a literature-based composition course but also discover the metagenres linking disciplines.

This article explores the use of scoring rubrics in the context of deteriorating material conditions of writing instruction.

The attempt of writing center consultants to discourage faculty from requiring classes to visit the writing center led to research that calls this longstanding practice into question.

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.

The writing assignment described offers an introduction to the college research paper genre.

“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.

As universities continue to increase the number of online courses being offered, new instructors can be better prepared by adapting some traditional instructional methods for the virtual composition classroom.

This analysis of the technology and pedagogy section of the TYCA national survey of writing programs covers online and onsite uses of technologies, multimodal essays and electronic portfolios, pedagogical training in the uses of technologies, intersections of training and curriculum innovation (i.e., electronic portfolios and multimodal compositions), and two-year college satisfaction levels with the integration of technology.

This essay aims to explore the widely varying terminology associated with a typical classroom activity, peer review.

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.

In this study, we compared self-revised essays to timed writing exams written by students in a developmental English course in a community college. Using a multiple-trait rubric, we found that self-revised essays showed greater elaboration than timed writing exams, and that elaboration and focus correlated only for self-revised essays. We argue, based on these findings and on theoretical grounds, for further exploration of the self-revised essay as an authentic portrait of student writing ability.

Preventing Plagiarism: Tips and Techniques Laura by Hennessey DeSena, Reviewed by Moira Casey; English Studies: An Introduction to the Discipline(s) by Bruce McComiskey, Reviewed by Carolyn Brown; English Studies: An Introduction to the Discipline(s) by Bruce McComiskey, Reviewed by Eric Bateman; Multicultural Hybridity: Transforming American Literary Scholarship and Pedagogy by Laurie Grobman, Reviewed by Edith M. Baker; First Time Up: An Insider’s Guide for New Composition Teachers by Brock Dethier, Reviewed by Linda Houston.

The intersection of the call for civic engagement and the call for student scholars at the center of writing pedagogy, along with the daunting challenge of introducing beginning students to the demands and rewards of academic writing, is an ideal location for a revival of Ken Macrorie’s I-Search paper.

The author questions monolithic notions of Standard English by exploring dialects, gender, and the complexities of language in various social and cultural contexts.

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.

Eva Payne served as a consulting reader for Gregory Shafer’s essay and expressed these opinions in a letter to the author that is part of our review process. This is the original letter, recast in third person for publication.

This article describes classroom exercises and writing assignments through which students can use Shakespeare’s plays to develop their own thoughts about various social and personal norms, develop an empathetic yet critical understanding of others’ positions, and learn to express their own ideas more fully.