This tenth-anniversary volume is an occasion to read A Journal of Critical Thinking and Writing reflexively, by turning its focus on critical thinking and writing back on itself as an academic genre that organizes knowledge according to time.A journal assumes time to be a linear, unidirectional movement segmented into a past, which has already happened; a present, which is happening; and a future, which has yet to happen.This sequence is inscribed in a journal's paratextuality, such as a chronological division into annual volumes, which conforms reading to knowledge configured temporally: a reference to a text locates that text in the past; an argument against locates a text in the present; and questions for further research locate a text in the future.This commonplace notion of time informs a process of inquiry understandable across the disciplines, but it is also at odds with disciplinary theories of temporality.Consider, for a moment, how the visual arts can realign perception with uncommon patterns of time.When this volume's cover image is viewed according to its title, Counter-Curve (see Figure 1), it creates a curvilinear motion that either quickens along contracting concentric circles or slows along expanding concentric circles.Each motion, as a counter-curve, implies the other, inverse motion, but the either/or structure of perception limits our awareness of time's bidirectionality, described by the image's artist, Dana Karwas (n.d.), as "a single moment curving infinitely around on itself" (para.10).As a moment, time is undivided into past, present, and future.It is instead composed of recurrences that simultaneously spiral inwardly toward an infinitesimal center of nonrecurrence, a point of origin, and outwardly toward an infinite circumference that is the end of time.Because our perception can align with time's contraction or expansion, but not both at once, Counter-Curve can perhaps explain an otherwise paradoxical experience of the moment as ephemeral and durable.If the last ten years of Double Helix is telescoped to this swirl of time, then the practice of reading the journal changes.It locates one in the moment, a condition of "mindfulness" that Ellen Carillo (2016) has advocated for reading, in which one sustains attention to the text, undistracted by the past or the future, because, in this case, neither the past nor the future exists.A sequence of texts is thereby converted into an intertext, and a reference to, an argument against, and questions for further research become recurring features of intertextuality that advance an area of knowledge toward pure originality and the completion of knowledge as ideal and inverse limits of inquiry (see Figure 2).

This essay offers and develops some useful parameters toward the ongoing conversations on multilingual and multi-dialectic writing students in Europe and the United States, two settings with oft-competing views of writers’ varied language backgrounds. I present a synchronic snapshot of writing pedagogy as it relates to translingualism at this temporal moment. Specifically, I seek to link three different university roles—classroom teachers, writing center directors, and WAC directors—to certain translingual postures and their consequential applications. By introducing and elaborating upon the labels “Traditionalist,” “Allied Enthusiast,” and “Active Advocate” as they attend each role, I wish to offer helpful ways to understand the consequences of embracing these postures. This charting of stakeholders and their characteristics can more readily facilitate concrete scholarly discussion concerning translingual writing instruction as it moves forward.  I conclude with recommendations and cautions, bringing into question some of the settled assumptions remaining in our field.

This article investigates the successes and failures of an upper-level service-learning composition course on the theme of “literacies” in order to uncover the particular challenges of engaging in community-based critical teaching in a faith-based institution. It identifies a religiously grounded form of noblesse oblige revealed in students’ literacy autobiographies and proposes pedagogical interventions to engage students in considering their own and their institutions’ ideological assumptions about literacy and service.