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This article presents the results of a study that examines differences in the academic writing of community college students across four levels of composition courses.

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

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Drawing on interviews from faculty at one community college in Texas, this case study focuses on one college and the change process faculty experienced in integrating its developmental reading and writing curriculum. This study centers on the faculty perspective of policy and curriculum implementation, a voice that is often lost or underrepresented in the research literature and offers insight into how colleges can support their faculty who are responding to curricular change and/or policy mandates.

Four instructors describe why, how, and to what ends they have incorporated place-based and decolonizing approaches in entry-level writing courses.

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A course model featuring scaffolded information literacy instruction and connection with a librarian improves online students’ attitudes about library sources and the value of research in the writing process.

This essay explores how focusing on language and literacy as “ways of doing” in different academic disciplines and professional fields may spark reconsideration of how best to prepare and support students’ language and literacy development, especially among the linguistically diverse New Mainstream in community colleges.

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This article explores the value of including creative assignments in the composition classroom. Specifically, it demonstrates how a multimodal assignment can help struggling students develop the confidence to succeed on creative assignments and on subsequent more traditional academic assignments.

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This paper argues that instructors should prioritize the teaching of peer review. The authors have encouraged collaborative peer review by making it the most important work of their first-year writing course.

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As a means to facilitating the “rhetorical sovereignty” of her composition students at the Institute of American Indian Arts, the author describes the theory and practice of her efforts to develop a successful Native American writing pedagogy. Incorporating visits to local museums and galleries as a means to scaffold students’ research projects, the pedagogy she implements relies on visual American Indian rhetorics.

In this essay we explore a variation of teaching for transfer (TFT) curriculum based on Writing across Contexts, published in 2014 by Yancey et al. We explain what the TFT curriculum is, how we modified it to fit our local two-year college contexts, and offer a look ahead to the continued research on this curriculum.

This essay explains how the author’s experience when revising an unconventionally structured article revealed a source of difficulty often faced by struggling students as they revise their own writing.

This article discusses the origin, execution, and future of TYCA’s historic 2019 first national conference, as told from the perspectives of TYCA’s past chair, conference chair, and current chair. The article also provides an overview of key issues for TYCA members that emerged from the conference.

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This study explores two community college developmental writing courses that made use of mobile devices and apps, specifically iPads and iPhones, iTunes U, and Apple Books as primary learning materials and devices.

This personal essay addresses the intersections of my experiences as a HOH (Hard of Hearing) person and my teaching.

Waiting until the one-on-one conference to return graded papers allows me to ensure students learn how to read and interpret feedback as a tool for growth.

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Editor’s Note: In my continuing effort to introduce our readers to Forum’s editorial board, I have given over the duties of composing this issue’s introduction to Steve Fox of Indiana University—Purdue University, Indianapolis.

This article demonstrates the important role that student researchers play in developing two-year college writing center assessment. As part of a tutoring practicum assignment, students from Bristol Community College co-designed a survey that assessed the perceptions of students who do and do not utilize a writing center at their mid-sized community college. Students collected 865 responses between 2014 and 2015. This article provides a road map to developing student-led RAD research through a two-year college writing center and its attendant course; it also shares positive pedagogical and programmatic outcomes from the project.

Despite national efforts to accelerate students through precollegiate writing course sequences to transfer-level composition, questions persist regarding appropriate placement and the support needed for students to succeed. An analytical text-based writing assessment was administered to students across four levels of composition courses at a California community college. Differences in student writing scores between course levels and the relationship between writing score, course level, and high school GPA were examined. Key findings include (1) significant differences in average scores between the first precollegiate course and other courses in the sequence and (2) weak relationships between course level and high school GPA and assessment scores and high school GPA.

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This article describes a one-session classroom activity that employs an unusual creative nonfiction genre (the hermit crab essay) to initiate first-year writers into the practice of successfully integrating academic research in their work. I share step-by-step instructions for implementation, along with classroom resources and materials necessary to conduct the assignment.

This article applies critical race theory to an institutional analysis of writing curricular outcomes to assist two-year college writing program administrators, curriculum coordinators, and instructors with examining the racist implications of writing curriculum outcomes and to develop antiracist curricula that support the academic, professional, and civic success of the majority of their students.

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This article positions community college students as co-researchers who participate in the author’s inquiry into the rhetorical practices of anthology editors.

Despite community college teachers teaching nearly 50 percent of all first-year composition, our experiences and hands-on knowledge are not viewed as scholarly contributions to writing studies. The scholarship of writing studies needs to be expanded through redefining what constitutes scholarly work as well as providing mentoring to two-year faculty who possess critical knowledge on composition and pedagogy.

This article explores the use of the work narrative to engage students, particularly FLI (first-generation and low-income) students.

Profile writing enables nursing students to draw a connection between first-year composition and nursing through the genre’s emphasis on descriptive details and understanding the individual.

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This Instructional Note describes a reflection activity that invites students and teachers to reimagine the delivery of written assignment directions.

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This essay describes the process and findings of a class size research project at an access institution.