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
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
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
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
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.
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
Author-Title Index: Volume 38