The article explores the prevalence of for-profit tutoring services contracted by four-year and two-year colleges and the perceptions writing center professionals have about for-profit tutoring services. Applying a grounded theory approach, the researchers found five main themes that emerged from an open-ended survey sent to writing studies and writing center listservs in fall 2022. The article concludes with suggestions modeled after not-for-profit tutoring initiatives such as the Western eTutoring Consortium.

The majority of first-year writing “is taught by teachers whose educational backgrounds are more likely to be in literature, cultural studies, or creative writing than in rhetoric and composition” (Abraham 78). This disciplinary knowledge gap poses a challenge for FYW faculty to adjust to new shifts in FYW pedagogy. We would expect inhouse faculty development opportunities to help fill these gaps; however, the results of our year-long qualitative study indicate that the lack of shared disciplinary knowledge and the constraints on adjunct faculty make it challenging for faculty without backgrounds in writing studies to adapt their pedagogies. We add to the body of scholarship on professionalization in two-year college writing studies (e.g., Andelora; Griffiths; Jensen et al.; Sullivan; Toth et al., “Distinct”) and argue that addressing this problem will require investing resources in adjunct support; changing hiring practices to prioritize expertise in writing studies; and designing faculty development that focuses on both theory and pedagogy.

This article is the first of a two-part thematic analysis of interviews reporting on the professional identity enactment of developmental literacy practitioners; we argue for intentional, explicit inclusion of developmental literacy disciplinary perspectives as essential for further expanding the two-year college English community of practice.

This study’s findings suggest that question-based pedagogy has the potential to address a gap in the research on feedback and response while also transforming the labor of feedback, benefiting student writers, and mitigating common feedback concerns for both students and instructors.

This article presents findings from a case study with dual enrollment English faculty, highlighting the challenges they face in asserting a professional identity and exploring the possibilities for a more collaborative vision of the two-year college English profession.

Drawing on interviews from faculty at one community college in Texas, this case study focuses on one college and the change process faculty experienced in integrating its developmental reading and writing curriculum. This study centers on the faculty perspective of policy and curriculum implementation, a voice that is often lost or underrepresented in the research literature and offers insight into how colleges can support their faculty who are responding to curricular change and/or policy mandates.

This article presents findings from a multisite case study of dual enrollment instructors and administrators in high school–college partnerships, identifying key challenges to teachers’ academic freedom while also exploring the possibilities presented by their liminal institutional positionality

This article, based on a qualitative research study, analyzes the connections between students’ perceptions of power and their varied levels of oral participation in classroom discussion.

Pulling data from a year-long case study into a Division II men’s basketball team, this article suggests how threshold concepts as currently conceptualized and implemented in first-year composition pedagogy and curriculum could more directly consider unique forms of literacies student-athletes bring into the classroom.

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

This essay describes an ethnographic assignment in the local community.

This case study of the authors’ process of curricular innovation, assessment, and redesign provides guidance to colleagues seeking to implement 21st century literacies into their own objectives for first-year composition courses.

In this study, I use think-aloud protocol methods to determine how students respond to their teacher’s conversational and nonconversational written feedback on their writing.

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 case study examines written peer response materials generated by small groups with varying gender compositions. Based on those observations, I offer several pedagogical implications.

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Ethnography is a useful tool for producing the kind of knowledge that a post-process pedagogy argues is necessary for an empowering writing classroom: an awareness of the social situatedness of all acts and the realization that situation drastically affects communication.

This article makes an argument that audiotaped response to student writing is particularly useful in teaching two-year-campus students. The argument is grounded in a historical overview of response literature in TETYC, student surveys, and a case study of one undergraduate student.

Presents five activities: (1) transforming—requires that a student put aside a first draft and create a new piece on the same subject in a different genre; (2) meaningless words—encourages deleting unnecessary words; (3) group work; (4) definitions quiz; and (5) audience, synthesis, and the thematic analysis—considering these three when writing on a certain topic.

Examines Internet sources cited by students in research papers for a literature class. Finds that 42% cited Web sites were confirmed student papers; 88% were very short; and 75% did not connect when typed as shown in bibliographies. Offers guidelines for acceptable online research to help students locate good quality Web sites.

Describes the authors ongoing collaborative teaching and encourages instructors to try it. Points out various ways that collaborative teaching can take place. Examines values and assumptions underlying collaborative teaching. Presents results of a case study looking at major benefits to classes and students, major benefits to instructors, and problems encountered.

Asks if there is a place for portfolio assessment in the literature classroom. Finds that portfolios help students use writing to engage literary texts in multiple and productive ways, and offer opportunities to examine effects of the reading process over the course of the writing pieces. Argues for a particular kind of portfolio focusing on a single literary work.