This roundtable discussion addresses issues of professionalism and disciplinarity at TYCs and constructs a vision of the TYC as the future hub of writing studies.

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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.

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