A program assessment project at our college suggests the importance of listening to every teacher’s account of the assessment practice and the value of ongoing conversation.

Teaching developmental students to use simile and metaphor in their essays improves their writing and helps the teacher become a more dialogic reader; moreover, creating original figurative language kindles the analogical imagination that characterizes the academy.

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Shares freshman-composition students’ stories about portfolio assessment (interviewing students at length three times during the semester), to examine ways students understand portfolios, how portfolios work, and why sometimes they do not. Suggests concerns relevant to implementing department-wide competency portfolios. Argues that community colleges may be better situated than large universities to reap the benefits of portfolios.

What Is Composition and Why Do We Teach It? A Review Essay; Teachers, Discourses, and Authority in the Postmodern Composition Classroom; When Writing Teachers Teach Literature: Bringing Writing to Reading; Science and Technology Today: Readings for Writers; Writing Off Center: An American Issues Reader for Composition; The Shape of Ideas; Border Talk: Writing and Knowing in the Two-Year College.