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This article offers preliminary findings from a research study tracing the transitions of eight instructors in their first year of teaching English at two-year colleges. We report findings related to preparation, position responsibilities, and mentoring.

This essay provides a brief overview of transfer theory and threshold concepts and discusses how they can be applied to general-education writing courses.

In this Cross Talk, Mark Blaauw-Hara, the author of “Mapping the Frontier: A Survey of Twenty Years of Grammar Articles in TETYC,” and one of the manuscript’s reviewers, Andy Anderson, engage in a brief conversation about the essay, its content, and the processes of writing, reviewing, and revising.

The author synthesizes twenty-four articles on grammar from the last twenty years of the journal, tracing two major trends.

Our students need to be able to adhere to standard written English to succeed in their other classes and to get jobs at the end of their schooling, and it’s the responsibility of writing teachers to help them do so. In this article, the author provides a research-based theoretical underpinning for effective grammar instruction as well as several specific strategies—based on experience and research—for addressing grammar productively.