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.

This essay is a symposium of sorts that collects observations and comments from Mark Reynolds Best Article of the Year Award Winners and offers insights into how successful authors view TETYC as a professional journal.

TETYC’s Instructional Note genre has evolved and begun to contribute to an ongoing scholarly conversation by contributing new knowledge, not merely passing along teaching lore.

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The use of Self-Designed Points as part of a point-by-point grading system can encourage students to exercise more initiative about their own learning in a first-year composition course.

The author finds that letting students see his own struggles with reading encourages them to feel greater confidence and eases the way for productive interventions in the process.

This article makes an argument that audiotaped response to student writing is particularly useful in teaching two-year-campus students. The argument is grounded in a historical overview of response literature in TETYC, student surveys, and a case study of one undergraduate student.

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Notes that finding a way to integrate grading and responding in a manner that promotes learning through revision is one major challenge for composition instructors. Argues that instructors must find a way to shape their classrooms shifting the emphasis from “getting it right the first time,” to learning to see writing as an activity that evolves and improves through revision.

Reviews five books: Grading in the Post-Process Classroom: From Theory to Practice, ed. by Libby Allison, Lizbeth Bryant, and Maureen Hourigan; Alternatives to Grading Student Writing, ed. by Stephen Tchudi; The Theory and Practice of Grading Writing: Problems and Possibilities, ed. by Frances Zak and Christopher C. Weaver; Teaching ESL Composition: Purpose, Process, and Practice, by Dana Ferris and John S. Hedgcock; “M” Word, by Jane Isenberg.

Cynthia Lewiecki-Wilson, Jeff Sommers, Professing at the Fault Lines: Composition at Open Admissions Institutions, College Composition and Communication, Vol. 50, No. 3, A Usable Past: CCC at 50: Part 1 (Feb., 1999), pp. 438-462

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Asks if there is a place for portfolio assessment in the literature classroom. Finds that portfolios help students use writing to engage literary texts in multiple and productive ways, and offer opportunities to examine effects of the reading process over the course of the writing pieces. Argues for a particular kind of portfolio focusing on a single literary work.