By reconceiving the introductory general education literature course as “Conclusion to Literature,” foregrounding the ends of reading literature—its human significance—we may not only make a difference in students’ lives but also forestall the end of literary studies.

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By facilitating metacognitive conversations in the community college classroom, we can introduce our students to the process of active, engaged reading.

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This article is about combining career exploration with composition and creative writing to engage students with relevance and motivation as they explore their future careers.

This Instructional Note offers an assignment sequence that invites students and teachers into the rhetorical possibilities of the sentence.

This article looks at faculty views of academic freedom and finds that the views of tenured faculty with programmatic responsibilities are significantly different from those of experienced contingent faculty.

This article defines a principled, critical orientation towards reform initiatives based on two instructors’ experiences as well as interviews with two-year college instructors across the country.

This article presents findings from a multisite case study of dual enrollment instructors and administrators in high school–college partnerships, identifying key challenges to teachers’ academic freedom while also exploring the possibilities presented by their liminal institutional positionality

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This essay is a symposium of sorts that collects observations and comments from Mark Reynolds Best Article of the Year Award Winners and offers insights into how successful authors view TETYC as a professional journal.

This article, based on a qualitative research study, analyzes the connections between students’ perceptions of power and their varied levels of oral participation in classroom discussion.

This article reports on a multimodal podcasting unit conducted during a two-week modified summer bridge program for at-risk incoming first-year students. The examples from student work show how teaching a multimodal genre encourages writers to draw from their prior knowledge of standardized genres learned in high school to effectively transition to college composition.

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YouTube video innovations should be more widely developed and implemented because they uniquely meet the needs of today’s diverse learners.

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This collage seeks to demonstrate the ways in which composition students can benefit from practice in collage-based writing.

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This article explores the potential of a song lyrics-based curriculum to encourage the practice of racial literacy in the first-year composition classroom.

This article presents findings from a longitudinal study of student reading experiences at a community college and concludes that, as their experiences accumulated, these students learned how to succeed in their coursework without actually reading assigned texts.

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Using student poems and reflections collected over several years, the author examines the impact of a role-playing game experience on introductory creative writing students’ openness toward taking risks, revising (and improvising) playfully, and working with limitations or rules. The role-play uses Lars von Trier’s film The Five Obstructions as a model—particularly the diabolical game that unfolds between directors von Trier and Jørgen Leth—and requires students to “remake” a poem of theirs three times according to sets of rules designed specifically for them by the instructor in face-to-face meetings.

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Together, these four essays by Mark Reynolds, Emily Suh, Cheri Lemieux Spiegel and Mark Blaauw-Hara, and Jeff Andelora, offer additional insights and resources for graduate programs and two-year college English departments seeking to implement the “Guidelines” principles in their local contexts. We anticipate that this symposium will further a much-needed dialogue about how two-year college English teachers are prepared.

In this article, the author narrates the experience of crafting two related position statements, one for CCCC and one for TYCA, describing their differences and explaining how each can be useful for two-year college professionals.

The “TYCA Guidelines for Preparing Teachers of English in the Two-Year College” neglects to mention portfolios or eportfolios as a best practice with which two-year faculty should be prepared; the authors argue that eportfolio pedagogy and practice should be part of two-year faculty preparation to best serve both students and faculty at two-year colleges.

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This report, produced by the Two-Year College English Association (TYCA), provides guidelines for preparing future two-year college English faculty. The document, which aligns with the “CCCC Position Statement on Preparing Teachers of College Writing” and TYCA’s “Characteristics of a Highly Effective Two-Year College English Instructor,” presents recommendations for those who train future two-year college English professionals: directors and faculty of English studies graduate programs. These guidelines also provide graduate students who are interested in two-year college teaching careers with recommendations for a combination of relevant coursework and research, professionalization activities, and hands-on experiences that will prepare them to be engaged two-year college teacher-scholars.

TETYC’s Instructional Note genre has evolved and begun to contribute to an ongoing scholarly conversation by contributing new knowledge, not merely passing along teaching lore.

The author draws on analysis of a three-part study to argue that reprofessionalization of writing instructors at two-year colleges requires instructors to become better prepared and positioned to assert their teaching expertise through departmental and institutional interactions beyond the classroom.