There are, of course, obstacles to composing a different type of community across the high school-college transition. High school writing teachers have the language of their school, their administrators, their colleagues, and their students. College writing teachers have theirs. If you're interested in thinking about how both groups could become more bilingual, this is a journal for you. We hope crosspol can be a shared space, a site for an emergent and shared language, where teacher-scholars in all kinds of institutions discuss their ideas, practices, challenges, and ever-developing teaching philosophies.

crosspol will be immediately relevant and applicable to high school and college audiences and contexts because of its three-part format. Each issue will focus on high school-college transitions. We want work by high school instructors, administrators, and other secondary school stakeholders. We want work by first year college and university teachers and administrators who are interested in writing, literacy, and learning. And we want to highlight student voices each issue, especially in terms of their experiences in both institutional contexts and their desires as developing writers. We'll publish twice a year, with an open issue in the fall and a themed issue in the spring. We also want each article to include both a theoretical component and a practical document, assignment, or take-away.

Implicit in crosspol’s design and goals is our slant towards reforming our practices, conceptions, and ideologies. That is, we want to reflect on what is actually happening in the high school and college writing classroom and suggest what should be happening in and connecting those spaces. With great excitement about the potential of these crosspollinations, we invite you to this conversation about educational reform.

If you have experience with teaching writing in high school or college (or both), please look over our submission guidelines, contribute to crosspol, and start composing this new community with us.