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All the pieces in this issue ask readers to consider, reflect on, and try new ways of engaged teaching and learning, but in particular a cluster of pieces speak to current national conversations about service-learning and civic engagement.

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This article examines the role of narrative in helping students navigate their rhetorical positioning in the public and private discourses of service.

The case method uses real-life scenarios to motivate students to engage with issues in the narratives and develop greater interest in their writing.

This essay explores the service-learning experiences of largely marginalized two-year college students, arguing that their outcomes are different from that of current studies focusing on four-year students; it then calls for additional research on this subset of students based on transfer potential.

This dialogue considers the future of service-learning in two-year colleges given the issues raised by Kassia Krzus-Shaw, Jennifer Maloy, and Nancy Pine, based on their experiences in two-year college classrooms and contributions to TETYC.

This article examines the social and academic barriers international teachers face in the composition classroom and what they have to offer to the teaching of first-year writing.

Inspired by studies on transfer of learning that have provided helpful insight into metacognition and reflection, this instructional note describes an activity that asks students to reflect on skills learned and simultaneously think forward to future writing situations.

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This article shares findings from a semester-long study about the use of literacy narratives to increase ESL students’ understanding of reading and writing relationships within the developmental writing classroom.

This essay and the teaching externship it describes grew out of our attempt to respond to gaps in two-year college English instructor preparation, particularly in basic writing, at Metropolitan Community College in Omaha, Nebraska.

Self-annotation forces students to build sideline commentary for their own writing. As a self-assessment strategy, annotation at every stage of the writing process turns underprepared writers into more confident decision makers and communicators.

This TETYC Instructional Note describes how one instructor used real manuscripts to teach editing to university students in a professional writing program.

Applied Pedagogies: Strategies for Online Writing Instruction, edited by Daniel Ruefman and Abigail G. Scheg. Boulder: UP of Colorado for Utah State UP, 2016. Print. Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew. Fort Collins: WAC Clearinghouse and Parlor Press, 2015. Print. A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI) by the CCCC Committee on Best Practices for Online Writing Instruction. Conference on College Composition and Communication. Mar. 2013. Web.

This white paper presents current research and makes recommendations on the array of placement practices for writing courses at two-year colleges. Specifically, this white paper(1) identifies the current state of placement practices and trends, (2) offers an overview of placement alternatives, and (3) provides recommendations on placement reform and processes. TYCA encourages two-year college faculty to use this white paper to guide placement reform on their campuses, to be leaders in the field and professional organizations, and to advocate for best practices with policymakers.

This article describes a first-year writing course focused on language diversity and asserts the importance of this focus as a foundation for college writing success and linguistic inclusivity.

An experimental study shows that integrating instruction in writing strategies with support for self-regulation strategies in basic writing classes results in significant gains in both the quality of student writing and in student motivation.

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Books reviewed: Naming What We Know:Threshold Concepts of Writing Studies First-Year Composition: From Theory to Practice

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An instructional note on foregrounding rhetoric across the curriculum to convey the rigor of professional and technical writing and assist instructors in claiming pedagogical ethos in a course that spans many disciplines.

This essay outlines a plan for developing a thematic unit on work to better engage career and technical students in the study of literature. Included in the essay are strategies for course structure, pedagogy, and writing assignments.

In this exploratory study of community college writing centers, the responses of students, tutors, and instructors are analyzed to explore two issues: what writing challenges each group identifies and expects writing assistance with in the center and what perceptions the groups have of the efficacy of writing center assistance.

Conducting online peer review with students from other sections allows for a more writing-focused process.

This article uses quantitative and qualitative means to assess the impact of an Accelerated Learning Program on the performance and satisfaction of students designated ESL and developmental at a large, urban community college.

Appreciating the details of a famous movie scene helps today’s visually oriented students recognize the importance of reading and writing with careful thought and awareness.

Editor Holly Hassel introduces her first issue of TETYC.

Pulling data from a year-long case study into a Division II men’s basketball team, this article suggests how threshold concepts as currently conceptualized and implemented in first-year composition pedagogy and curriculum could more directly consider unique forms of literacies student-athletes bring into the classroom.

This article describes a statewide integrated developmental and first-year writing program that uses multiple measures placement data about college readiness to inform curriculum and faculty development.

Books reviewed: Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms

Reviewed are: Redesigning Composition for Multilingual Realities, by Jay Jordan, Reviewed by Jessie Casteel, Ben Good, Katherine Highfill, Elizabeth Keating, Rose Pentecost,Nidhi Rajkumar, Rachael Sears, Georgeann Ward, and Maurice WilsonSecuring a Place for Reading in Composition, by Ellen C. Carillo, Reviewed by Ronna Levy

This article argues that students should be encouraged to use metatext to announce the purpose and organization of their academic papers.

This article and its five authors investigate how writing programs, writing instructors, and the profession itself engage in the erasure of race—of blackness and brownness specifically—and perhaps most importantly in a hesitancy to address white privilege.

The Spokane Community College English Department received the 2015 Diana Hacker Award for Fostering Student Success. In this report, the authors describe the features of their award-winning program.