The article explores the prevalence of for-profit tutoring services contracted by four-year and two-year colleges and the perceptions writing center professionals have about for-profit tutoring services. Applying a grounded theory approach, the researchers found five main themes that emerged from an open-ended survey sent to writing studies and writing center listservs in fall 2022. The article concludes with suggestions modeled after not-for-profit tutoring initiatives such as the Western eTutoring Consortium.

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.

Preview this article: Review: Skim, Dive, Surface: Teaching Digital Reading, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/50/2/teachingenglishinthetwo-yearcollege32300-1.gif

Preview this article: What Works For Me: What Works for Us: The Faculty Initiative on Teaching Reading, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/50/1/teachingenglishinthetwo-yearcollege32195-1.gif

The Instructional Note provides a multistage drawing-to-read activity that is intended to support students’ development of process-oriented, active, engaged, and mindful reading habits.