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2011 May TETYC, v38.4

Non-Member Price: $18.75

NCTE Member Price: $6.25

2011 May TETYC, v38.4

Level(s): College

ISBN/ISSN: 0098-6291

Stock No.: 98627


Teaching English in the Two-Year College
Volume 38, Number 4, May 2011

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Table of Contents

Information for Authors

Editorial: College Celebration

Feature: “Under History’s Wheel”: The Uses of Literacy
Howard Tinberg

Abstract: Originally delivered as the College Celebration speech at the 2010 NCTE Annual Convention, this paper urges us to think and teach with deliberate seriousness and joy.

Feature: Teaching the Conventions of Academic Discourse
Teresa Thonney (New Voice)

Abstract: A study of scholarly research articles from six disciplines provides insights about academic writing that composition instructors can use to prepare students to write across the curriculum.

Feature: An Outcomes Assessment Project: Basic Writing and Essay Structure
David Caldwell, Jeanine DeRusha (New Voice), Gail Stanton-Hammond (New Voice), Steve Straight, and Patrick Sullivan

Abstract: An outcomes assessment project we conducted at our open admissions institution turned out to be considerably more enjoyable and worthwhile than we anticipated.

Feature: Making (and Not Making) Connections with Web 2.0 Technology in the ESL Composition Classroom
Sarah Nakamaru (New Voice)

Abstract: This essay describes one ESL instructor’s motivation for and experience with implementing a class wiki.

Instructional Note: Digital Video: Scaffolding Fieldworking Skills for Research Writing
Nancy Remler

Abstract: While teaching field research methods to first-year composition students, this professor uses online digital video to scaffold note-taking, interviewing, and observation skills.

Instructional Note: This Is the Story of How We Begin to Forget: Zen and the Art of Not Teaching Writing
Kevin Davis

Abstract: The third goal of Zen practice, helping others achieve enlightenment, suggests that we should help students learn about their own composing practices and histories as part of their instruction, but we cannot help others until we learn to help ourselves by reflecting on our own processes and histories, becoming enlightened, and liberating ourselves.

Feature: Self-Designed Points: Turning Responsibility for Learning Over to Students
Jeff Sommers

Abstract: The use of Self-Designed Points as part of a point-by-point grading system can encourage students to exercise more initiative about their own learning in a first-year composition course.

Book Reviews

Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960,
by Kelly Ritter; Reviewed by William DeGenaro

Teaching Developmental Writing,
by Susan Naomi Bernstein; Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960, by Kelly Ritter; Reviewed by Gregory Shafer

William DeGenaro’s Response to Gregory Shafer; Gregory Shafer’s Response to William DeGenaro


TYCA to You

Guest Reviewers

Author-Title Index: Volume 38

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