“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.

The End of Composition Studies, by David Smit, Reviewed by Jeffrey Klausman and by Jeffrey Andelora Response to Jeffrey Andelora’s Review, by Jeffrey Klausman Response to Jeffrey Klausman’s Review, by Jeffrey Andelora Rewriting: How to Do Things with Texts, by Joseph Harris, Reviewed by Cheri Lemieux Spiegel I-Claim: Visualizing Argument, CD-ROM, by Patrick Clauss, Reviewed by Linda Barro I•Cite: Visualizing Sources, CD-ROM, by Doug Downs, Reviewed by Sue (Peters) Henderson.

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.

TYCA “Fame and Shame” Award Winners.

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.

This instructional note describes the successful application and adaptation of teacher-student conference techniques as suggested by Donald M. Murray.

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Encouraging students to be more vocal members of the response sequence can assist teachers in writing stronger comments on student texts. The author conducted a small-scale study of students’ reactions to response formats, finding that students preferred formats that allowed teachers to elaborate on their comments, displayed teacher effort, avoided confusing comments, and actively involved students in the process.

This article makes an argument that audiotaped response to student writing is particularly useful in teaching two-year-campus students. The argument is grounded in a historical overview of response literature in TETYC, student surveys, and a case study of one undergraduate student.

Addresses past and current issues concerning teacher response to first-year student writing and suggests that teacher intervention should be viewed as a writing process itself. Describes the author’s own process of responding to student writing, which he hasfound to be very effective. Concludes that individual teachers must decide for themselves what ways of responding best suit their teaching styles.

Considers how teaching John Updike’s short story “A&P” to treat issues of class and gender provides practice in reading for multiple meanings. Discusses students’ responses to the character “Sammy” and considers issues from personal response to reading the text. Notes multiple perspectives and ways of teaching “A&P.”

Provide guidelines for (1) using storytelling to empower students; (2) drawing on students’ “family storyteller”; (3) bridging the gap between today’s students and teachers; (4) using the television show “Seinfeld” to enhance vocabulary development; and (5) using quizzes to teach proofreading skills. Presents a poetic response to students arriving late for class.

Discusses how psychoanalyst D.W. Winnicott’s framework of “potential space” can help teachers deal with students’ emotional response to literature. Describes creating the right classroom environment and outlines teaching strategies to counteract either a too literal or a too emotional reading of a text, reducing anxiety and helping students consider multiple meanings and viewpoints.

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Examines students’ responses and comments on facilitative (helping the student rethink a paper analytically) versus directive commentary (teacher suggestions made in an authoritative manner). Argues that directive commentary has several legitimate uses and that its judicious use can coax students into writing stronger text.