Teaching English in the Two-Year College - Volume 46, Issue 2, 2018

Despite community college teachers teaching nearly 50 percent of all first-year composition, our experiences and hands-on knowledge are not viewed as scholarly contributions to writing studies. The scholarship of writing studies needs to be expanded through redefining what constitutes scholarly work as well as providing mentoring to two-year faculty who possess critical knowledge on composition and pedagogy.

This Instructional Note describes a reflection activity that invites students and teachers to reimagine the delivery of written assignment directions.

This article explores the use of the work narrative to engage students, particularly FLI (first-generation and low-income) students.

Profile writing enables nursing students to draw a connection between first-year composition and nursing through the genre’s emphasis on descriptive details and understanding the individual.