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In this latest of a series of commentaries from former chairs of the national Two-Year College English Association (TYCA), Carolyn Calhoon-Dillahunt, TYCA Chair (2010—2013), shares her experiences and observations.

Reviewed are: Chasing Literacy: Reading and Writing in an Age of Acceleration, by Daniel Keller, Reviewed by Kathleen Alves Retention and Resistance: Writing Instruction and Students Who Leave, by Pegeen Reichert Powell, Reviewed by Christine Rudisel

I suggest that we deliberately frame our professional identity, in part, as activists—accepting and embracing the revolutionary and inescapably political nature of our work.

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By understanding how students read novels about the Other before class discussion, instructors can adapt lectures and lessons that will lead students toward becoming more astute readers.

This article describes the key features of the WAC program at the Christ College of Nursing and Health Sciences in Cincinnati. the author won a Diana Hacker Award.

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This essay details the foundational theory as well as the practical problems that led to the creation of this class project that focuses on authentic audience and persistent revision practices. The author won a Diana Hacker Award.

Real Writing Interactive: A Brief Guide to Writing Paragraphs and Essays, by Susan Anker, Reviewed by Mark Blaauw-HaraAfter the Public Turn: Composition, Counterpublics, and the Citizen Bricoleur, by Frank Farmer, Reviewed by Jill Darley-VanisRhetoric of Respect: Recognizing Change at a Community Writing Center, by Tiffany Rousculp, Reviewed by Glenn Hutchinson Jr. and Paula GillespieTeaching Creative Writing, edited by Heather Beck, Reviewed by John Reilly

A Modest Proposal for the 21st Century Peter Dow Adams Computerized Evaluation of Writing: Senseless Savings Eric BatemanKicking the “Fast Assessment” Habit Carolyn Calhoon-DillahuntDr. Test Cracker, Meet John Henry James FreemanA Cautionary Tale Sharon Mitchler

This article shows how brief psycholinguistic reading experiments can illustrate the effects of various grammatical features, pique students’ interest, and position them to construct their own understanding of English grammar, separate from the teacher’s dictates.

The story of how I taught early college high school students how to pass the ACT Compass Writing Test and why it was so important.

This article situates the teaching of first- and second-semester college writing courses in relation to current discussions about the Common Core State Standards Initiative, competency-based education, the “Framework for Success in Postsecondary Writing,” the “WPA Outcomes Statement for First-Year Composition,” and vertical college writing curricula.

This article addresses the current nationwide emphasis on job-readiness programs by (1) pointing to the “utility” of studying creative writing and (2) outlining a plan for including engagement strategies in the construction of a two-year creative writing degree.

Reviewed are: Singing School: Learning to Write (and Read) Poetry by Studying with the Masters by Robert Pinsky; reviewed by Rob Wallace Basic Skills Education in Community Colleges: Inside and Outside of Classrooms by W. Norton Grubb with Robert Gabriner; reviewed by Keith Kroll Rhetorical Strategies and Genre Conventions in Literary Studies: Teaching and Writing in the Disciplines by Laura Wilder; reviewed by Abigail Montgomery

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Five two-year-college writer-teachers from different states (California, Colorado, Oklahoma, Ohio, and Wisconsin) present ways that creative writers can make particular contributions to the important and meaningful work of teaching basic skills composition, particularly at institutions of access, and particularly at this time when that work is so crucial.

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Brandt an Bigalk respond to each other's articles.

By growing creative writing courses and programs, community colleges can improve retention while also fostering supportive communities of student and faculty writers.

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Brandt an Bigalk respond to each other's articles.

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In this essay, two poets who have taught language learners in the United States and abroad argue for the use of personal writing, preferably poetry from students’ home cultures, as a bridge to writing in academic genres.

This essay describes an approach to teaching the braided essay, highlighting the rewards and difficulties.

In an interview conducted at his office at Lorain County Community College, 2013 Pulitzer Prize for Poetry finalist Bruce Weigl discusses writing pedagogy, veterans’ issues, and his experiences as a two-year college student and as a professor and poet.

Using full-length literary works in introductory literature courses provides advantages that cannot be provided through the use of anthologies and literary excerpts.

By understanding how fear of failure can help motivate students, instructors can make choices in their classes that will lead students toward becoming effective learners.