This article outlines the concept of readiness to learn (RTL) as a framework for explaining students’ differentiated engagement with the Teaching for Transfer (TFT) curriculum. As documented in student voices, RTL operates along a continuum ranging from preparing to engage, on one end, to enacting TFT, on the other, with beginning to engage in the middle.

In this symposium, five editors ofTeaching English in the Two-Year College(TETYC) discuss the past, present, and future of the journal and the profession.

In this essay we explore a variation of teaching for transfer (TFT) curriculum based on Writing across Contexts, published in 2014 by Yancey et al. We explain what the TFT curriculum is, how we modified it to fit our local two-year college contexts, and offer a look ahead to the continued research on this curriculum.

While formidable at both two- and four-year colleges, the obstacles to knowledge transfer from ENG 101 to other courses are especially challenging at community colleges—a point overlooked by transfer scholars in composition, whose gaze so often seems to be on universities and liberal arts colleges.

This is a written version of the address that Howard Tinberg gave at the CCCC Convention in Indianapolis, Indiana, on Thursday, March 20, 2014.

Dear Colleagues:I am writing this letter amidst the splendor of a New England fall, a time of year marked by transition from a leafy and robust spring and summer to the inevitable, if brilliant, decline preceding the coming of winter. This fall feels different, however. The loss that fall signifies seems deeper this year, its reach extending back to early summer. I'm referring to the passing of our beloved and inspiring NCTE Executive Director, colleague and friend Kent Williamson. Those who were fortunate to have known and worked with Kent can attest to his singular qualities. A visionary with a clear grasp of the here-and-now, Kent, like no other leader that I've known, saw the Big Picture-he was the best strategic thinker that I've seen-while recognizing the importance of paying attention to the details. He also had the gift of leading while making it seem as if WE were initiating. In other words, Kent was a first-rate listener and believed with his heart and soul that no group can thrive without the full engagement and collaboration of its members. In his memory and with his spirit, the CCCC Officers and NCTE staff will attempt to carry on Kent's work to the best of our abilities. I know that he would expect no less. Now onto my report. . . .FinancesThis organization continued to make investment gains ($216,922) even as it went $120,411 over budget on operations. We ran a genuine loss last year, as spending exceeded income from operations. In FY15 there were a few areas that led to the loss. Membership dues, as an example, are declining. Feedback on the work of the organization was positive, but many could get all they need from CCCC without being members. In the end, we were $13,938 below projections on membership dues.Ultimately, we need to focus more on strategic items based on our vision. We have $2.29 million in the contingency fund, but spending it wisely requires careful planning and making choices.Activities for FY16:* In addition to extending our substantial investment in access and equity ($32,829 for the PEP program to provide registration/support to contingent and adjunct faculty who need help to attend the CCCC Convention), we earmarked up to $3,000 of spending to match funds raised from the membership to provide a CCCC Contingent Faculty Travel Assistance Fund for convention attendance, and $3,000 to support the Chair's Scholarship Fund.* Now that the 5% amount from our contingency reserve is over $120,000, the FY16 budget splits that amount between research grants selected through an open application project (at least $100,000), and the cost of developing a database of graduate and undergraduate writing programs. This makes our investment in member research larger than it has been any year except for FY15, while also providing funds to build a renewable resource of benefit to students, faculty, and program administrators alike.* We included videotaping of member interviews and advocacy training across the convention.* We again provided $8,000 in funding to support a CCCC Policy Fellow position. This person has been working with our DC office to help coordinate follow-through actions in support of reports filed by our new state-based network of higher education policy analysts, and has provided research summaries and expert testimony/insights drawn from professional practice on public policy issues of concern to our organization. The funding provides a small honorarium ($3,000) and travel fund ($5,000) to help support these activities. The CCCC Policy Fellow is selected by the CCCC Chair and Secretary-Treasurer.* Under publications, we extended a third year of funding to support a CCCC Social Media Coordinator. This person works with staff as an independent contractor to both produce online events/discussions of interest to CCCC members (on the Connected Community and across other online social media platforms as well), and to more readily connect members to each other in social media contexts. …

This paper was originally delivered as the College Celebration speech at the 2010 NCTE Convention.

Review of Your Average Nigga Performing Race Literacy and Masculinity by Vershawn Ashanti Young

In any course about the Holocaust, students become engaged, or rather entangled, in ways that I had never dreamed possible in a school setting. The reader becomes the subject of the course as much as Eli Wiesel or Nelly Sachs or Primo Levi. And difficulty becomes the operating principle. Research into readers’ response to Holocaust literature, therefore, becomes imperative, as does research into faculty expectations when assigning the literature of trauma.

This is the second installment in the Re-Visions series’ an occasional series for which I invite essays that reconsider important work previously published in the pages of CCC. The full text of Nancy Sommers’s “Responding to Student Writing” (CCC, May 1982, 148–56) is available at www.inventio.us/ccc.

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The author describes the issues raised for him by team-teaching a course on the Shoah that aimed to incorporate familial, historical, and rhetorical perspectives. Considering firsthand testimonies, songs written by camp inmates, renderings of others’ stories such as Art Spiegelman’s Maus, and works of fiction and poetry by writers without firsthand experience of the Shoah, he is ultimately led to wonder whether the stories of those who underwent such experiences stand utterly outside critique and appropriation and may demand of us instead only that we never forget.

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Recently I asked students in a tutoring course that I teach to write a literacy narrative which, while beginning to tell the story of their own emerging literacy, had to conclude with the ways that their literacy has had or will have public consequences. As they shared each other’s drafts in class, it became clear that all the students had powerful stories to tell regarding their own struggles to become literate: stories of their coping with learning disabilities and personal loss, and stories of classroom failures that constrained their natural desire to play with language. For these students, the consequence of literacy couldn’t have been more obvious, as they recounted the shift from private powerlessness to personal empowerment.

The editor expresses concerns that not enough instructors at the 2-year college level see themselves as researchers and scholars. He challenges readers to show colleagues how to integrate teaching with scholarship and research.

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Presents Part II of an interview with Ira Shor reflecting on the state of community colleges since the 1960s. Discusses how the most important thing to teach is critical inquiry and critical literacy, to study something in a methodical way and to communicate knowledge gained with articulate depth to a real audience. Outlines 13 goals for schooling and society.

Presents an interview with Ira Shor, who reflects on the state of the community college since the 1960s, the open admissions experiment at the City University of New York, and the remediation wars that have recently heated up in New York and elsewhere.

David Flanagan, Robert von der Osten, Gwen Gorzelsky, Howard Tinberg, Ellen Cushman, Five Comments on "Students' Goals, Gatekeeping, and Some Questions of Ethics", College English, Vol. 60, No. 2 (Feb., 1998), pp. 210-219

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Sees a tendency, in the field of composition, to privilege either theory or classroom practice. Discusses theory as liberatory narrative. Draws on Michael Dorris, bell hooks, and Paulo Freire to show how the act of theorizing becomes an act of compassion and of healing. Describes how literacy narratives from the two-year college classroom demonstrate this point.

What Is Composition and Why Do We Teach It? A Review Essay; Teachers, Discourses, and Authority in the Postmodern Composition Classroom; When Writing Teachers Teach Literature: Bringing Writing to Reading; Science and Technology Today: Readings for Writers; Writing Off Center: An American Issues Reader for Composition; The Shape of Ideas; Border Talk: Writing and Knowing in the Two-Year College.

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