This Instructional Note is for two-year college instructors who have attended conference presentations and read articles about the benefits of ungrading and want to know more about the pragmatics of teaching and how the shift to alternative assessment will affect their work.

This essay conducts critical discourse analysis of website landing pages for community college English departments that have explicitly adopted Guided Pathways reforms. The analysis examines how the social practice of teaching English is recontextualized through discourse.

Although a good deal of writing has been done about reading, many articles, both in professional journals and in public media, bemoan a lack of reading skills. There is often a discourse around what students can’t do. In this article, we argue that adapting an assetbased, experiential framework around reading could be one of the most foundational and crucial steps in transforming our structures to respect, and therefore retain and engage, returning students.

In this article, I examine how the language circulated by two-year college writing center websites impacts discursive understandings of disability and offer recommendations for more accessible documentation practices grounded in critical disability studies and technical and professional communication theory.

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.

After reviewing the past ten years of TETYC’s “What Works for Me,” I claim these pieces offer writing instructors much more than mere teaching tips; rather, they evidence a genre in a fraught relationship to academic discourse, a genre that asks readers to consider how the ways we write the classroom affect composition as a field, our teacherly selves, and the students in our classrooms.

A study of scholarly research articles from six disciplines provides insights about academic writing that composition instructors can use to prepare students to write across the curriculum.

This article presents the results of a case study of civic discourse and explores whether and how composition classrooms can prepare students for active and informed participation in civic discourse.

This article describes a process of building on students’ views about academic discourse to talk about issues of privilege, access, and the banking concept of education, thus providing a constructive and organic approach to making social justice issues relevant for students’ lives.

In this article, an analysis and critique of one small but pedagogically significant component of classroom discourse (instructors’ use of long-familiar questioning routines in whole-group classroom discussion) is used to support the larger argument that analysis of classroom discourse at the college level offers many valuable ways to reflect on, and transform, our teaching.

This article uses one basic writer’s experience with assessment as a vehicle to explore whether the assessment practices struggling writers encounter on their essays effectively usher them into academic discourse or simply scare them away from that ambition entirely.

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Drawing from the theories of Paulo Freire, Patricia Bizzell, and Ira Shor, this article describes a five-year ongoing classroom research project that examines the use of peer evaluation as a process for teaching academic discourse. The findings of the project suggest a critical and democratic pedagogical antidote to the national “standards” movement.

Case histories of basic writing programs at regional campuses need to incorporate concerns of social class. Attention to class helps scholars identify institutional patterns that distance basic writing from the university’s mainstream business.

Journals can be effective in cultivating formal discourse while respecting cultural differences.

Discusses how social identity plays a significant role in defining the nature of classroom interaction. Describes how unresolved conflict emerged when the development of authentic student voice in narrative autobiography was the primary and perhaps only objective. Presents an example of the ways in which asymmetrical power relations influence how discourse works in the expressionist composition classroom.

Proposes assigning polemics, suasive essays, and paradoxical encomia as a means to help students write in classical civic discourse forms, which enfranchise the personal in the service of the community. Presents guidelines for each assignment.

Argues that networked classrooms offer a number of opportunities for effective writing instruction. Argues that shared discourse in the networked-computer classroom has three levels forming a continuum of interactivity: students sending messages “at,” “to,” and “between” each other. Offers classroom examples of each level of discourse.

Details a first-year college composition course that blends journalism instruction with first-year composition. Describes how students learn about news gathering and news writing techniques common to feature writing and complete a profile writing project which encourages a level of discourse that bears closer kinship to everyday workplace writing. Discusses course design, implementation, and evaluation.

Describes how instructors at two different colleges in Montana (a tribal college and a distant community college) collaboratively teach composition courses (using the same reading and assignments, and doing peer revision for each other). Describes how this approach breaks through cultural, ideological, intellectual "containments;" engages in academic discourse; and enters into new discourse communities.

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Reviews of 4 professional books: The Language of Interpretation: Patterns of Discourse in Discussions of Literature by James D. Marshall, Peter Smagorinsky, and Michael W. Smith reviewed by Mary C. Daane; Pedagogy in the Age of Politics: Writing and Reading (in) the Academy ed. by Donna J. Qualley and Patricia A. Sullivan reviewed by Alison Tracy; Philosophy, Rhetoric, Literary Criticism: Inter(views), ed. by Gary Olson reviewed by William Dolphin; Teachers Thinking, Teachers Knowing: Reflections on Literacy and Language Education ed. by Timothy Shanahan reviewed by Rodney D. Keller.