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Responding to the Obama administration’s efforts to establish postsecondary performance based funding, the authors critique the neoliberal accountability movement’s misunderstandings of two-year colleges and their students, calling instead for a frame of mutual responsibility.

This article reports findings from a study of thirty-eight academically underprepared first-year students’ transition to college and maps out the challenges and successes they experienced in their transition to college-level reading, writing, and thinking.

Drawing on findings from a national survey of TYCA members about how and why they access published scholarship, this article makes recommendations for fostering local teacher-scholar communities of practice within two-year college English departments.

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Reviewed are: Writing across Contexts: Transfer, Composition, and the Sites of Writing, by Kathleen Blake Yancey, Liane Robertson, and Kara Taczak, Reviewed by Polina Chemishanova Understanding Language Use in the Classroom: A Linguistic Guide for College Educators, by Susan J. Behrens, Reviewed by Patty Wilde Creative Writing and Education, edited by Graeme Harper, Reviewed by Mitch James

Applying data from surveys and interviews, the authors examine why many experienced two-year college English faculty give up assigning group projects. They then propose a model of group training developed in the field of business management that aims to prevent many of these difficulties—the self-managed work team.

This research examines the experiences of six incoming students at a public university in Northern California to investigate their rationale for self-placement into first-year composition and their perceptions of their choices at different points throughout their first semester of college.

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Based on a qualitative study of students’ experiences, we offer a new typology of student reading behaviors across the disciplines at a community college.

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This essay provides a comparative analysis of a large number of texts devoted to writing assessment, analyses that help answer questions about writing assessment volumes and that provide a picture of writing assessment scholarship over a twenty-five-year period.

An instructional note on one method of using folktales as texts in the composition classroom to help students gain a basic understanding of agenda and the way objectives and ideologies can shape information.

A hybrid assignment, a research-based academic essay paired with a research-based weblog, incorporates elements from both personal and academic writing to challenge students to critically think about how and why they write privately and publically. Students writing into this new model of public discourse can experiment with stance and tone across genres to exercise their abilities as responsible and flexible writers.

An instructional note on one method of using folktales as texts in the composition classroom to help students gain a basic understanding of agenda and the way objectives and ideologies can shape information.

Reviewed are: Inspiring Dialogue: Learning to Talk in the English Classroom, by Mary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlin, and Anne Heintz, Reviewed by Mary Ann Zuccaro Academic Writing: Concepts and Connections, by Teresa Thonney, Reviewed by Kirstin Bone Teaching, Learning, and the Holocaust: An Integrative Approach, by Howard Tinberg and Ronald Weisberger, Reviewed by Lesley Broder

This essay provides a comparative analysis of a large number of texts devoted to writing assessment, analyses that help answer questions about writing assessment volumes and that provide a picture of writing assessment scholarship over a twenty-five-year period.

This article reveals the results of a pilot survey that seeks to answer the following question: what is the process by which English instructors select readings?

The Inquiry column is about the scholarship of teaching and learning.

This essay considers the contexts and constraints that shape high school and college teaching and limit opportunities for faculty at both levels to collaborate; it then offers suggestions for how to bridge the space between these two institutional cultures and make students’ transitions from one level to the next more seamless and successful.

Through genre awareness, first-year writing students compose a book review to practice habits of mind.

Reviewed are: A Rhetoric for Writing Program Administrators, edited by Rita Malenczyk Reviewed by Caitlin Holmes A New Writing Classroom: Listening, Motivation, and Habits of Mind by Patrick Sullivan Reviewed by Panshula Ganeshan

A veteran writing teacher asks the question—What keeps teaching fresh and new?—and discovers, in the process of writing a teaching narrative, how her teaching voice and writing voice intertwine, both in the classroom and on the page.

This study reports on student comprehension of plagiarism and plagiarism avoidance before and after the first-year composition course.

Based on research conducted at Wilbur Wright College, one of the City Colleges of Chicago, this article explores the strategies, methods, and theoretical frameworks used by English instructors to teach reading-writing connections in developmental and credit-level writing courses.

While formidable at both two- and four-year colleges, the obstacles to knowledge transfer from ENG 101 to other courses are especially challenging at community colleges—a point overlooked by transfer scholars in composition, whose gaze so often seems to be on universities and liberal arts colleges.

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This essay uses the Community of Inquiry model to discuss strategies online writing instructors can use to provide effective feedback to students while intentionally creating a