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2014 September TETYC, v42.1

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 42, Number 1, September 2014

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Information for Authors

Editorial: Call for Papers for Special Issue
Jeff Sommers

Feature: Third-Party Address: A Dialogic Option in Portfolio Reflection for Basic Writers
Hope Parisi
Abstract: This article discusses the contradictions of portfolio reflective writing for basic writing students and suggests a more dialogic option of third-party address.

Feature: Making Voice Visible: Using Graphic Narrative in the Composition Classroom
Jessi Thomsen (New Voice)
Abstract: This article addresses the challenge of teaching voice in the introductory composition classroom, using graphic narrative to make voice visible for students as they identify and rhetorically compose their own voices.

Feature: Razing the Bar: Developmental Students Shattering Expectations in a First-Year Learning Community
Cheryl Hogue Smith and Maya Jiménez
Abstract: By understanding how fear of failure can help motivate students, instructors can make choices in their classes that will lead students toward becoming effective learners.

Feature: Responding with the Golden Rule: A Cross-Institutional Peer Review Experiment
Kristen Getchell and Ann N. Amicucci (New Voices)
Abstract: Instructors recount the challenges and successes that accompanied a collaborative peer review project between first-year college students at two institutions.

Instructional Note: Using Google Drive to Prepare Students for Workplace Writing and to Encourage Student Responsibility, Collaboration, and Revision
Marianne Cotugno
Abstract: In this article, I explain how integrating Google Drive into your classroom can help prepare students to participate effectively in workplace writing practices and can promote student responsibility, collaboration, and effective revisions.

Instructional Note: Becoming a “Soul-Twin”: Students’ Editing of Other Students’ Drafts
Bonnie Devet
Abstract: The Note Card Review helps first-year college writers examine critically their own writing and that of their peers.

Inquiry: Lesson Study as a Method of Inquiry: An Introduction
Holly Hassel, Associate Editor
Abstract: Hassel continues her series about the scholarship of teaching and learning.

Readers Write: “Are We Gonna Read All That?”: Yes, We Are, and Let Me Tell You Why
Christa Baiada
Abstract: Using full-length literary works in introductory literature courses provides advantages that cannot be provided through the use of anthologies and literary excerpts.

What Works for Me
Sabatino Mangini (New Voice); Gretchen Dietz (New Voice)

Abstract: Reviewed are:
  • Collaborative Learning and Writing: Essays on Using Small Groups in Teaching English and Composition, edited by Kathleen M. Hunzer, Reviewed by Signee Lynch
  • Remixing Composition: A History of Multimodal Writing Pedagogy, by Jason Palmeri, Reviewed by Stephanie Vie
  • Communal Modernisms: Teaching Twentieth-Century Literature in the Twenty-First Century Classroom, edited by Emily M. Hinnov, Laurel Harris, and Lauren M. Rosenblum, Reviewed by Mike Piero
  • Understanding Rhetoric: A Graphic Guide to Writing, by Elizabeth Losh, Jonathan Alexander, Kevin Cannon, and Zander Cannon, Reviewed by Kristen Welch

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