Abstract:
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.
Keywords: First-Year Composition, Scholarship of Writing Studies, Standpoint Theory, Teacher-Scholars, Two-Year College Faculty