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2014 May TETYC, v41.4

Non-Member Price: $18.75

NCTE Member Price: $6.25

Level(s): College

ISBN/ISSN: 0098-6291


Teaching English in the Two-Year College
Volume 41, Number 4, May 2014

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Information for Authors

Editorial: A Middle Ground
Jeff Sommers
Abstract: Editor Jeff Sommers announces a new genre for TETYC: Classroom Research Progress Reports.

Feature: Unmeasured Engagement: Two-Year College English Faculty and Disciplinary Professional Organizations
Christie Toth
Abstract: Responding to the underrepresentation of two-year college English faculty in disciplinary professional organizations, this article examines faculty’s diverse and largely unmeasured ways of engaging with these associations to access and share disciplinary knowledge.

Feature: Transfer Theory, Threshold Concepts, and First-Year Composition: Connecting Writing Courses to the Rest of the College
Mark Blaauw-Hara
Abstract: This essay provides a brief overview of transfer theory and threshold concepts and discusses how they can be applied to general-education writing courses.

Cross Talk: Stand on the Threshold and Follow the High Road: Response to “Transfer Theory, Threshold Concepts, and First-Year Composition” by Mark Blaauw-Hara
Dianne Fallon
Abstract: Dianne Fallon responds to Blaauw-Hara's article in this issue.

Feature: Critical Reflection on the Road to Understanding the Holocaust: A Unique Service-Learning Project at a Two-Year College
Jennifer Maloy and Julia Carroll
Abstract: The authors argue for a critically reflective model of service-learning by detailing the features of a project in which an ESL reading and developmental writing class interviewed Holocaust survivors for the Kupferberg Holocaust Resource Center and Archives.

Feature: A Case for Visual Rhetoric in Two-Year College Composition
Thomas J. Ernster
Abstract: Using visual rhetoric as a mode of instruction in two-year college composition can have a positive and powerful impact on teaching and learning.

Readers Write: When Will We Rewrite the Story? The Other Side of Dual Enrollment
Kara Taczak and William H. Thelin
Abstract: The authors look at some dual enrollment students who were not success stories.

Readers Write: Bridging the Divide: Dual Enrollment Five Years Later
Miles McCrimmon
Abstract: The author claims that dual enrollment programs are here to stay and that collaboration and shared equity will allow these programs to continue to improve.

Readers Write: Success in Dual Enrollment: Motivation and Maturity
Maureen McCord and Leslie Roberts
Abstract: The authors discuss the keys to a successful dual enrollment experience.

Inquiry: The Ethical Dimensions of Systematic Inquiry: Students as Human Subjects
Holly Hassel
Abstract: Hassel discusses informed consent and other issues that arise when doing research with human subjects.

What Works for Me
Wayne Christensen, Martha Dawson, and Jason Vinson; Panshula Ganeshan; and Ken Vorndran

Abstract: Reviewed are:
  • Back to School: Why Everyone Deserves a Second Chance at Education, by Mike Rose; reviewed by Jaclyn M. Wells
  • Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, by Ruth Schoenbach, Cynthia Greenleaf, and Lynn Murphy; reviewed by Brenda Refaei


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Author-Title Index: Volume 41

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