Experienced creative writers (n=10) participated in an observational eye tracking study with corresponding video and cued retrospective response interview. The eye tracking data and video informed the subsequent interviews focused on identifying written performance indicators. The following question guided the study: What performance indicators from experienced creative writers can be surfaced through a combination of eye tracking, video, and cued retrospective response within an ecologically grounded writing task? Triangulation of the data yielded 10 experienced creative writing performance indicators. Performance indicators from these experienced creative writers are notably combinatorial and map onto cognitive functions such as long-term working memory, phonological loop, and visuospatial activity in writing. Experienced creative writers also purposefully create the conditions for dispositionally guided text production.

Th is article outlines one potential model for a graduate–level course in community literacy studies. Ellen Cushman and Jeffrey Grabill taught this course for the first time at Michigan State University in the spring of 2007. In this article our colleagues with varying disciplinary backgrounds reflect on the course, its readings, and their theoretical and practical understanding surrounding many of the central questions of this new discipline: what is a community? What is literacy? What is community literacy? And what does it mean to practice “community literacy”—to write, to speak, and so on? After a wide discussion of course experience from several student colleagues in the course, Cushman and Grabill reflect on their course objectives and point toward future incarnations of the course.