Abstract This article discusses and situates various grading practices — such as labor-based grading and specification grading — and their applications within a community college setting. Through two community college instructor voices with two disparate and continuing grading journeys, this article reflects on how these grading practices affect community college students in unforeseen and unjust ways, and ultimately argues that instructors should offer grading choices in order to serve the complex lives and needs of community college students.

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This essay examines the breakthrough one academic had in negotiating her fear of failure with writing and discusses how that breakthrough affected the way she teaches her community college composition courses.

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This article explores six years of student data to discover why students who appear not to have read a lengthy book are able to execute a successful paper designed around that text.

This article explores the value of including creative assignments in the composition classroom. Specifically, it demonstrates how a multimodal assignment can help struggling students develop the confidence to succeed on creative assignments and on subsequent more traditional academic assignments.

This essay explains how the author’s experience when revising an unconventionally structured article revealed a source of difficulty often faced by struggling students as they revise their own writing.

This article discusses the origin, execution, and future of TYCA’s historic 2019 first national conference, as told from the perspectives of TYCA’s past chair, conference chair, and current chair. The article also provides an overview of key issues for TYCA members that emerged from the conference.

By understanding how fear of failure can help motivate students, instructors can make choices in their classes that will lead students toward becoming effective learners.

Instruction that fosters intertextual awareness in basic writers can help them overcome their tendency to compartmentalize what they learn from academic texts and thereby help them make rich connections among the texts they read and write.