Discusses ways to help returning women students succeed in the writing classroom: establish a learning environment free of fear of failure; provide opportunities to tell their stories; build a sense of community; use expressive writing to introduce students to academic writing; and use womens' literature. (SR)

Examines various definitions of process analysis and finds a noticeable lack of agreement between them. Suggests clarifying the concept by separating it into three modes: instruction (how to do it), narrative (how it was done), and analysis (how it happens). (RBW)

The field of community art within higher education has made tremendous strides in the past two decades. The origins of community visual arts programming are ambiguous and traceable to multiple time periods and cultural contexts. However, in contemporary practices, higher education institutions are slowly adopting a greater priority for community…

Writing critical reviews forces students to practice the two important forms of discourse that are part of the basics that teachers have been asked to get back to: exposition and argumentation. (Author)

Shows that reading and writing are closely related. Suggests techniques for integrating these studies in the classroom by writing on open and closed topics, such as readers writing ghost chapters, constructing possible worlds, keeping a reader-response journal, and students teaching punctuation, grammar, and syntax to each other. (RAE)

Describes aspects of a year-long classroom research project designed to explore ways to teach discussion skills. Points out how teacher authority and gender roles influence classroom interaction. Maintains that analyzing their own discourse, students can learn about the authority they must assume (and its nuances) to participate in classroom…

Community colleges play a key role in educating the large number of non-traditional, low-income, and under-prepared students who have entered higher education in the past several decades. Despite increased access, community colleges are struggling to graduate students. Most, if not all, strategies provided by scholars to improve college completion…

Maintains that educational background, work experience, and demonstrated proficiency as a writer are important, but the overriding qualification is first-hand familiarity with on-the-job writing. (RS)

Indicates how the philosophic technique known as "thought experimentation" can be used profitably by composition teachers. Provides two examples. (EL)

Examines one student's individual "language system." Shows the task of teaching literacy to be to help students become aware of the unique shape of their language systems and gradually to increase command of it by disclosing the connections between its daily use and underlying psychological motivations. (HTH)

Community colleges are often criticized for the low numbers of students who ostensibly appear successful. This article takes a unique look at the pathways many community college students take and redefines success as transition. Using the full population of the Los Angeles Community College District, this article examines the intra-institutional…

States major concerns that writing instructors usually have when utilizing the writing-across-the-curriculum approach, including the fears that (1) time will be used poorly; (2) students will be overwhelmed; and (3) they themselves are not competent to manage student writing activities. Gives advice on overcoming these concerns. (KEH)

"OATYC Journal," which is published by the Ohio Association of Two-Year Colleges, is designed as a forum for the exchange of concepts, methods, and findings relevant to the two-year college classroom. Along with commentaries and letters of reaction from the readership, the two issues of volume XIV contain: (1) "Focus: Edison State Community…

Divides texts into two groups, the first of which teaches a selected group of words; the second teaches strategies for learning vocabulary as well as teaching a selected group of words. (EL)

Rejects the notion that peer tutors must have well-developed interpersonal skills and suggests instead that their knowledge of and facility with the composing process is a far more important attribute for effective peer tutors. (AEA)