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2012 March TETYC, v39.3

Non-Member Price: $18.75

NCTE Member Price: $6.25

Teaching English in the Two-Year College
Volume 39, Number 3, March 2012

Level(s): College

ISBN/ISSN: 0098-6291


Teaching English in the Two-Year College
Volume 39, Number 3, March 2012

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Information for Authors

Editorial: Readers Write . . . Revisited
Jeff Sommers

Toward a Pedagogy of Linguistic Diversity: Understanding African American Linguistic Practices and Programmatic Learning Goals
Staci M. Perryman-Clark (New Voice)
Abstract: This essay offers an example of one course that focuses exclusively on Ebonics as a specific African American linguistic practice and on rhetoric and composition scholarship as the primary topics of investigation.

Instructional Note: Representing Clarity: Using Universal Design Principles to Create Effective Hybrid Course Learning Materials
Cheri Lemieux Spiegel
Abstract: Principles of universal design are applied to hybrid course materials to increase student understanding and, ultimately, success.

The Wikipedia Project: Changing Students from Consumers to Producers
Meghan Sweeney (New Voice)
Abstract: Students contribute their research to Wikipedia, thereby improving their ability to evaluate online sources and revise their writing for different purposes and audiences.

National TYCA: Expanding the Teacher-Scholar in Us
Sandie McGill Barnhouse
Abstract: In this latest in a series of commentaries from former chairs of the national Two-Year College English Association (TYCA), Sandie McGill Barnhouse, TYCA chair (2008–2010) shares her experiences and observations.

Forum: Issues about Part-Time and Contingent Faculty

Do You Care to Add Something? Articulating the Student Interlocutor’s Voice in Writing Response Dialogue
Diana Lin Awad Scrocco (New Voice)
Abstract: In this study, I use think-aloud protocol methods to determine how students respond to their teacher’s conversational and nonconversational written feedback on their writing.

Living in the Post-Process Writing Center
Gregory Shafer
Abstract: The college writing center. . . . It is a place of political confrontation, where cultural issues involving dialect and values are probed, contested, and negotiated.

Readers Write: Leaving the Well-Rutted Contours of My Pedagogical Past
Ron Christiansen
Abstract: This article questions our reliance on textbooks through my own struggles to come to terms with my ambiguous, sometimes frustrating, relationship with textbooks.

Readers Write: Why We Won’t See Textbooks in Our Disciplinary Rear View Mirror in the Near Future
Rochelle (Shelley) Rodrigo
Abstract: Although not everyone needs textbooks, they still actively serve four audiences within the discipline.

Reviewed are:

Gateway to Opportunity? A History of the Community College in the United States, by J. M. Beach; reviewed by Keith Kroll

Cross-Talk in Comp Theory: A Reader (3rd ed.), edited by Victor Villanueva and Kristin L. Arola; reviewed by Kathleen Tamayo Alves

Basic Writing, by George Otte and Rebecca Williams Mlynarczyk; reviewed by Chitralekha Duttagupta

The Rhetoric of Remediation: Negotiating Entitlement and Access to Higher Education by Jane Stanley; reviewed by Howard Tinberg

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