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This article reports on a longitudinal study of the writing assignments students at our two-year college were given in courses outside of composition. While other studies have looked at writing assigned across the curriculum, this research typically focuses on four-year, rather than two-year, institutions. Our study of a small cohort of students suggests that at our institution there is a significant disconnect between the amount and types of writing students are assigned in composition and non-composition courses. Our findings add to the existing literature on college writing, while also informing our understanding of the goals and purposes of composition within our local context.

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.

While teaching field research methods to freshman composition students, this professor uses online digital video to scaffold note-taking, interviewing, and observation skills.

This article describes a first-year composition project in which the students assumed the role of historians, visiting the site of a riot and examining archival documents few researchers have ever studied.

Reviews three books: Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level, by Marilyn S. Sternglass; Feminism and Composition Studies: In Other Words, ed. by Susan C. Jarratt and Lynn Worsham; The Performance of Self in Student Writing, by Thomas Newkirk.