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

A film that presents a compelling and particularly American moral dilemma provides the scaffolding that helps basic writing students to construct convincing argumentative essays.

The online IPJ (Interactive Portfolio Journal), open to the individual student and the teacher but not to the whole class, allows online discussion to draw from both public and private voices, and productively uses the traditional focus on collective critical exchange in tandem with private reflection

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Drawing from the theories of Paulo Freire, Patricia Bizzell, and Ira Shor, this article describes a five-year ongoing classroom research project that examines the use of peer evaluation as a process for teaching academic discourse. The findings of the project suggest a critical and democratic pedagogical antidote to the national “standards” movement.

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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.

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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.

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.

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

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.

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

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 recounts how a communications and an engineering department developed a collaborative teaching venture—a linked writing course—to provide mentorship for students learning how to write lab reports.

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.

Contrastive rhetoric provides tools that community college teachers need in order to understand the rhetorical forms that students from other cultures employ. Greater understanding of contrastive rhetoric can change the way that teachers interpret the difficulty linguistically different students may have in using conventional American academic writing patterns and can provide new avenues for teaching those patterns.

Reviews of 2 professional books: Honored but Invisible: An Inside Look at Teaching in Community Colleges by W. Norton Grubb and Associates reviewed by Lawrence J. McDoniel; Radical Departures: Composition and Progressive Pedagogy by Chris W. Gallagher reviewed by Alexis Nelson.

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This paper explains the simplification of a theory of punctuation for college-level instruction.

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Based on qualitative teacher research, this study examines one student’s immigrant story in the light of identity and second-language learning and writing theories.

This article describes how the author became critically aware of the dynamics of literacy and race in a composition classroom.

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.

Review of 3 professional books, English Composition as a Happening, by Geoffrey Sirc; The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing with Plagiarism, by Robert A. Harris; and Rational Irrationality: The Art of Teaching Composition, by H. James Jensen.

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This article describes the development and implementation of an online writing course for advanced ESL students.

The traditional research paper seems to have been part of the English curriculum forever. Where did it come from? Why? How did its "generic" form become so entrenched? The answer to these questions, as well as a glimpse at what teachers in the past have done to alter its teaching and final format, provide a background against which English teachers may want to reevaluate and reinspire their own teaching of the research paper.

Notes that asynchronous online discussion forums can enhance community college students’ education. Focuses on how online discussion forums uniquely contribute to the teaching and learning of community college students. Discusses benefits of the online discussion forum. Concludes that educators must continue identifying who students are, how they learn, and how they want and need to be educated, and then look for ways that technology can help.

Describes the experience of a returning, nontraditional, first–generation college student as seen through the eyes of an English instructor who is substantially younger. Discusses the author’s anxiety about teaching and relates it to her students’ learning processes.

Examines six shifting boundaries: time and space, authorship, writing skills, medium, availability, and the senses.Addresses what the new perimeters might mean for teaching writing at the college level, for student writing, and for instructional management. Considers the challenges of plagiarism.

To overcome initial fears of technology, it is important to survey teachers, determine their concerns, and then provide training opportunities, including online courses, that illuminate the benefits and outcomes of online learning.

Unexpected and most welcome is the discovery that technology-mediated teacher evaluation can increase our access to our students’ world and help us be more responsive to their needs.

With the help of recent research on teaching with digital technologies, this article critically reflects upon the changes in instruction and identity that occur in computer classrooms, online course supplements, and Internet classes.

Pedagogical triangulation is a threefold method for teaching that involves a holistic approach to classroom collaboration. The specific elements of pedagogical triangulation are described, along with the results of applying this approach in a first-semester college English class.

English Teachers’ the Unofficial Guide: Researching the Philosophies of English Teachers; B. Marshall. Attending to the Margins: Writing, Researching, and Teaching on the Front Lines; M. H. Kells & V. Balester. Mutuality in the Rhetoric and Composition Classroom; D. L. Wallace & H. R. Ewald. Talkin’ That Talk: Language, Culture and Education in African America; G. Smitherman. Writing Simple Poems: Pattern Poetry for Language Acquisition; V. L. Holmes & M. R. Moulton.

Discusses how a networked classroom environment—either to supplement or to replace traditional face-to-face class discussion—offers English teachers opportunities that can help make class discussion more engaging, more worthwhile, and significantly more effective as a teaching tool. Considers how to use new technology in the classroom to enhance class discussion.

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.

Describes how a veteran writer and English teacher who only recently began writing poetry encourages others to invigorate their teaching by taking up a new writing genre. Details the lessons he has learned from poetry and passed on to his own students. Outlines six problems he encountered and presents solutions for each.

Notes that beyond the challenges of technology and time, online teaching also elicits unexpected introspection about the role as instructors, the changing relationships with colleagues, and the evolving perceptions about the students. Outlines five achievements and challenges associated with online first-year composition.

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Discusses some methods educators can use to ensure that grading supports and enhances learning. Suggests ways to grade written work that will enhance learning. Notes that teachers benefit from collaborative grading, primarily as a result of discussing grading practices with colleagues and sharing ideas about effective methods. Presents guidelines for effective grading.