In the fall of 2018, the First-Year Composition program at North Central Texas College (NCTC) initiated what informally became known as the Textbook Project. Our goal was to provide our community college students with innovative, imaginative, and inspiring classroom experiences that paralleled the high-impact opportunities their peers were afforded at four-year universities. The Textbook Project encompassed five key features: an NCTC-specific textbook, a campus-wide common read, resources for faculty and students in our college’s LMS, a college-wide lecture series, and funding for faculty professional development. Five years later, the project’s emphasis on continuity through collaboration has revitalized the department through faculty engagement and increased student success.

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.

In fall 2019, the Two-Year College English Association distributed a survey to two-year college English faculty across the United States through professional listservs, regional distribution lists, and social media platforms. This report summarizes the key data derived from 1,062 responses to close-ended questions about workload related to teaching, service, leadership, and professional development. The report discusses the demographic profile, employment status, and contractual obligations in course assignments of the two-year college English faculty who responded. It also summarizes Information about respondents’ overload teaching, their autonomy within their teaching responsibilities, and the kinds of service and professional development activities in which they engaged.

In this original research article, we report findings locating technical and professional communication (TPC) courses and programs from 1,235 not-for-profit two-year colleges (2YCs); argue for an updated 2YC TPC research agenda at 2YCs; and provide concrete steps for increasing 2YC faculty inclusion in the field of TPC through conference attendance, service, and membership in national TPC organizations.

First-year composition faculty have historically cast a skeptical eye on high-school-based dual enrollment FYC. However, when secondary and post-secondary faculty are allowed to build their program together, trusting each other’s expertise and engaging in mutual professional development, enormous value is generated for both sets of faculty and the DE students. This article presents findings, materials, and recommendations from a long-standing successful DE program built on the assumption that college faculty have just as much to learn from their high school colleagues as high school teachers have to learn about teaching college-level writing.

Over 1.4 million high school students enroll in college-credit-bearing courses yearly, and 80% of that instruction occurs on secondary campuses under the tutelage of high school teachers (US Dept. of Education). Since First-Year Writing remains a common choice among enrollees, Concurrent Enrollment (CE) classrooms present a unique space for inquiry and collaboration into the quality and rigor of CE writing instruction. This study investigates CE writing instructors’ definitions of “rigor” in the college writing classroom and explores the training and support provided to CE writing instructors representing two- and four-year higher education institutions in Ohio. Findings suggest that on-going discipline-specific professional development can lead to definitions of rigor in high school writing spaces that align to postsecondary standards. This study also demonstrates that disparity exists in instructor preparation and support, especially in regard to discipline-specific training that could help close gaps in writing instruction.

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

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.

In this article, I explain how integrating Google Drive into your classroom can help prepare students to participate effectively in workplace writing practices and can promote student responsibility, collaboration, and effective revisions.

Technical writing, linked to a business, helps nonscience majors understand the demands of the professional writing world.

The premiere professional organization for those who teach business communication has long neglected the needs of teachers at two-year institutions.

Considers how the introductory business writing course is appropriate for the development of critical literacy, especially for students at second-tier, working-class colleges. Notes that the opposition between labor and management offers rich opportunities for the critical examination of corporate rhetoric, opportunities that are as relevant in business writing class as they are in other courses.

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Notes that student writers gain greater insight into the importance of audience by analyzing business documents. Discusses how business writing teachers can help students understand the rhetorical refinements of writing to an audience. Presents an assignment designed to lead writers systematically through an analysis of two advertisements.

Describes a “distant service learning” unit in a first-year composition course in which students wrote for a nonprofit organization in the classroom. Discusses program activities in relation to the first-year composition curriculum, program activities and the nonprofit organization, classroom implementation and assessment (including scoring guide criteria), and assessing student impact and impact on the nonprofit organization.

Suggests that beginning writers can improve skills when they exchange letters with peers, teachers, and others. Offers a brief historical perspective on the use of letters as a pedagogical device. Outlines current applications of letter writing and exchanges in: English as a second language; technical and business writing; composition and literature classes; and portfolio reflection letters.

Offers seven brief descriptions of class projects and assignments used successfully in writing classes of all sorts, from first-year composition classes to business communication to computerized writing labs.

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.