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2013 September TETYC, v41.1

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College

ISBN/ISSN: 0098-6291

Description

Teaching English in the Two-Year College
Volume 41, Number 1, September 2013


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Information for Authors

Guest Editorial: The Public Work of Book Reviews
Jeffrey Klausman

Feature: (Re)Envisioning the Divide: Juliet Five Years Later
William H. Thelin and Kara Taczak
Abstract: Five years after our original study on fourteen- and fifteen-year-old dual enrollment students, this article explores the implications of dual enrollment by returning to one of the original study participants to assess the impact on writing performance, writing practices, and her life more generally.

Instructional Note: Renewing Our Commitment to Connecting to Student Veterans
Kristy Liles Crawley (New Voice)
Abstract: In an effort to support and retain the increasing number of student veterans in two-year colleges and universities, this article provides strategies for instructors to engage student veterans in composition and literature classrooms.

Feature: Assessing the Mother Force: A Tale of Retrospection and Its Challenges
Jared Anthony (New Voice), Alexis Nelson, and Barbara Simmons (New Voice)
Abstract: A program assessment project at our college suggests the importance of listening to every teacher’s account of the assessment practice and the value of ongoing conversation.

Readers Write: Lessons from Coursera
Christopher Bundrick (New Voice)
Abstract: This short narrative describes an unexpected lesson the author received while in an online literature course.

Feature: A Framework for Rereading in First-Year Composition
Dan Keller (New Voice)
Abstract: This article offers a pedagogical framework for using rereading as a mechanism for guided, repeated practice with the critical activities of first-year composition.

Inquiry: Looking at Learning Systematically
Holly Hassel, Associate Editor
Abstract: Beginning with this issue, Holly Hassel joins the editorial staff of TETYC in the role of associate editor. Holly’s essay “Research Gaps in Teaching English in the Two-Year College” [40:4 (May 2013), 343–63] provided an invaluable overview of more than a decade’s research as reported in TETYC. As associate editor, Holly will be contributing short essays under the heading “Inquiry” that focus on various aspects of the process of publishing research in the journal, research most commonly known as SoTL (the scholarship of teaching and learning). Our hope is that “Inquiry” will serve as an invitation to readers to join the ongoing SoTL conversation in these pages.

Feature: The Flint Ethnography
Gregory Shafer
Abstract: This essay describes an ethnographic assignment in the local community.

What Works for Me
JeFF Stumpo (New Voice); Christopher Kreiser; Randy Laist

Reviews

Abstract: Books reviewed are:

Facing the Center: Toward an Identity Politics of One-to-One Mentoring by Harry C. Denny;

Writing Centers and the New Racism: A Call for Sustainable Dialogue and Change
, edited by Laura Greenfield and Karen Rowan;

I Hope I Join the Band: Narrative, Affiliation, and Antiracist Rhetoric by Frankie Condon;

A Teaching Subject: Composition since 1966, new ed. by Joseph Harris;

Language and Learning in the Digital Age by James Paul Gee and Elisabeth R. Hayes;

Contemporary Literature: The Basics
by Suman Gupta; and

The Changing of Knowledge in Composition: Contemporary Perspectives, edited by Lance Massey and Richard C. Gebhardt 


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