This article considers how graduate educators can best prepare their students for writing and publishing academic scholarship, drawing on interviews performed by the coauthors with twenty published scholars from rhetoric and composition. The article also includes specific, practical strategies for academic publishing drawn from the interviews.

This article presents findings from a case study of an adult literacy program. The author conducted this IRB-approved study as part of a three-year, research-based, community-engagement project that partnered the literacy program with a writing center at a large public research university. The author argues that the participatory methods afforded by community-engagement research can allow researchers to achieve insight into particular programs while contributing to local literacy. The author also argues that understanding the characteristics of particular programs can contribute to knowledge of the field of adult literacy education and help collaborators develop engagement projects that support adult literacy.