Teaching English in the Two-Year College
Volume 40, Number 3, March 2013
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Information for Authors
Editorial: The Challenge That Won’t Go Away
Conversing in Marginal Spaces: Developmental Writers’ Responses to Teacher Comments
Carolyn Calhoon-Dillahunt and Dodie Forrest (New Voices)
Abstract: This article describes a pilot study on developmental writers’ attitudes toward and use of instructor-written feedback in multiple sections of a precollege-level writing course at our college.
Instructional Note: Colorful Revision: Color-Coded Comments Connected to Instruction
Nancy Mack (New Voice)
Abstract: Color highlighting is used to connect revision mini-lessons to teacher comments that are easy for students to identify and quicker for teachers to generate electronically.
Toward a Definition of a Writing Program at a Two-Year College: You Say You Want a Revolution?
Abstract: This article traces the arc of research on two-year college writing programs and looks at implicit patterns of belief that shape discussions of such programs to offer a definition, however tentative, of a model of a two-year college writing program.
Honors Student Perceptions of Self-Directed Learning: When Teacher Becomes Facilitator
Abstract: This essay presents various perspectives about honors work among first- and second-year students as they proposed and completed independent, open-ended projects in British Literature I and British Literature II.
Dana C. Elder
Special Section: Forum: Issues about Part-Time and Contingent Faculty
Implementing 21st Century Literacies in First-Year Composition
Maggie Gordon Froehlich and Peter Alan Froehlich (New Voices)
Abstract: This case study of the authors’ process of curricular innovation, assessment, and redesign provides guidance to colleagues seeking to implement 21st century literacies into their own objectives for first-year composition courses.
Readers Write: Teacher/Scholar/Activist: A Response to Keith Kroll’s “The End of the Community College English Profession”
Jeffrey T. Andelora
Abstract: In this response I offer a counternarrative to Keith’s dystopian vision and challenge some of his assumptions about the state of our profession. My alternate view notwithstanding, I fully agree with Kroll on more than a few points, not the least of which is the need for more faculty voices to join this conversation at the local and national levels.
What Works for Me
Jennifer Handy (New Voice); Craig Wynne (New Voice); Dessie Davis (New Voice)
Titles reviewed are
Genre: An Introduction to History, Theory, Research, and Pedagogy by Anis S. Bawarshi and Mary Jo Reiff; reviewed by Kara Poe Alexander
Beyond Post process, edited by Sidney I. Dobrin, J. A. Rice, and Michael Vastola; reviewed by William Duffy
Code-Meshing as World English: Pedagogy, Policy, Performance edited by Vershawn Ashanti Young and Aja Y. Martinez; reviewed by Gregory Shafer
Autism Spectrum Disorders in the College Composition Classroom: Making Writing Instruction More Accessible for All Students, edited by Val Gerstle and Lynda Walsh; reviewed by Gary Vaughn
Call for Papers for 2013 TYCA Regional Conferences
TYCA to You