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.

In an effort to better understand how to help students engage more fully with the feedback process, this article examines the role of the writer as solicitor of feedback in composition textbooks, noting that textbooks don’t appear to offer sufficient tools to move students from “Do we have to?” to “Can we, please?” in peer review, and includes pedagogical suggestions that will encourage students to become engaged writers who are able, and willing, to solicit feedback and participate in peer review.

This article presents The Kamp Katrina Project, a community literacy partnership with Kamp Katrina residents in New Orleans. Kamp Katrina is a colony for displaced artists, musicians, and low-wage earners. In this article, Kamp Katrina residents relate their stories about life in post-Katrina New Orleans after the levee failures devastated the city (now exacerbated by the recent BP oil disaster). As part of this article, we enclose the documentary short Kamp Katrina: A Love Letter to New Orleans, one of several community texts including a book of photography and a website (http://public.csusm.edu/kampkatrina/) where visitors can access video biographies and performances and learn how to support Kamp Katrina.