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2012 May TETYC, v39.4

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Teaching English in the Two-Year College
Volume 39, Number 4, May 2012

Level(s): College

ISBN/ISSN: 0098-6291

Description

Teaching English in the Two-Year College
Volume 39, Number 4, May 2012

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Information for Authors

Editorial: On Genuine Dialogue
Jeff Sommers

Poem: Modern Romantic
Marc Pietrzykowski (New Voice)

Forums: Bridging the Gap between High School and College Writing
Patricia J. Sehulster (New Voice)
Abstract: This essay offers a rationale for, a history of, and some guidelines for creating a dialogue between high school teachers of writing and college instructors of writing that at minimum can give the participants a doorway to each other and at most can provide their students with some link between the two worlds.

Let’s Talk: Enhancing Teaching and Learning through Student-Faculty Dialogues
Mel Cohen (New Voice)
Abstract: Engaging in a series of student-faculty discussions that highlight student perspectives on their own learning and faculty views on teaching provides opportunities for students and faculty to learn from one another and thereby enhance both teaching and learning.

Anxiety and the Newly Returned Adult Student
Michelle Navarre Cleary (New Voice)
Abstract: Based on interviews with students who had recently returned to school, this essay demonstrates the need for, challenges of, and ways to respond to the writing anxiety many adults bring with them back to school.

Instructional Note: “It’s Like Reading Two Novels”: Using Annotation to Promote a Dialogic Community
Paul Morris (New Voice)
Abstract: Making use of the reading, writing, and talking connection, this classroom activity uses annotation to channel specific strategies that facilitate higher-order thinking and generate academic conversations with the text, about the text, and among students.

Instructional Note: Cultivating Writers: Figurative Language in the Developmental Class
Alexis Nelson
Abstract: Teaching developmental students to use simile and metaphor in their essays improves their writing and helps the teacher become a more dialogic reader; moreover, creating original figurative language kindles the analogical imagination that characterizes the academy.

On Spooky Stories, the War, and “This I Believe”
Gregory Shafer
Abstract: A complaint during a spooky story assignment leads the author to rediscover the importance of liberatory, student-driven writing.

What Works for Me
Christopher F. Johnston (New Voice); Chris Kreiser (New Voice); Peter Wayne Moe
Abstract: "What Works for Me" includes breif descriptions of successful classroom practices.

Reviews
Abstract: Cross Talk: What Is “College-Level” Writing? Volume 2: Assignments, Readings, and Student Writing Samples, edited by Patrick Sullivan, Howard Tinberg, and Sheridan Blau; reviews by Abigail Montgomery and Kip Strasma, with a response by Howard Tinberg

College Credit for Writing in High School: The “Taking Care of” Business, edited by Kristine Hansen and Christine R. Farris; reviewed by Holly Hassell

Writing about Writing: A College Reader, by Elizabeth Wardle and Doug Downs; reviewed by Jeffrey Klausman

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Author-Title Index: Volume 39

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