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2015 December TETYC, v43.2

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 43, Number 2, December 2015

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Information for Authors

Editorial: A Lesson from Eeyore
Jeff Sommers

Feature: An Analysis of Writing Assessment Books Published before and after the Year 2000
William Morris, Curt Greve, Elliot Knowles, and Brian Huot
Abstract: This essay provides a comparative analysis of a large number of texts devoted to writing assessment, analyses that help answer questions about writing assessment volumes and that provide a picture of writing assessment scholarship over a twenty-five-year period.

Feature: Learning in Practice: Increasing the Number of Hybrid Course Offerings in Community Colleges
Kristy Liles Crawley
Abstract: In acknowledging the scarcity of hybrid course offerings in community colleges, this article calls for an increase in the number of hybrid courses and explores the ways in which hybrid courses improve oral communication skills, build community among learners, cater to the needs of diverse learners, and prepare students to enter the workforce.

Feature: “Forget What You Learned in High School!”: Bridging the Space between High School and College
Melissa Dennihy (New Voice)
Abstract: This essay considers the contexts and constraints that shape high school and college teaching and limit opportunities for faculty at both levels to collaborate; it then offers suggestions for how to bridge the space between these two institutional cultures and make students’ transitions from one level to the next more seamless and successful.

Instructional Note: Students as Storytellers: Teaching Rhetorical Strategies through Folktales
Jeffrey Howard (New Voice)
Abstract: An instructional note on one method of using folktales as texts in the composition classroom to help students gain a basic understanding of agenda and the way objectives and ideologies can shape information.

Poem: Outcomes
Jonathan Andersen

Feature: Blogging a Research Paper? Researched Blogs as New Models of Public Discourse
Lisa A. Costello
Abstract: A hybrid assignment, a research-based academic essay paired with a research-based weblog, incorporates elements from both personal and academic writing to challenge students to critically think about how and why they write privately and publically. Students writing into this new model of public discourse can experiment with stance and tone across genres to exercise their abilities as responsible and flexible writers.

Classroom Research Progress Report: Understanding the Process and Criteria by Which Instructors Select Readings
Jennifer Escobar and Aja Henriquez (New Voices)
Abstract: This article reveals the results of a pilot survey that seeks to answer the following question: what is the process by which English instructors select readings?

Inquiry: Analyzing Evidence with Rubrics
Holly Hassel
Abstract: The Inquiry column is about the scholarship of teaching and learning.

Abstract: Reviewed are:
Inspiring Dialogue: Learning to Talk in the English Classroom, by Mary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlin, and Anne Heintz, Reviewed by Mary Ann Zuccaro.

Academic Writing: Concepts and Connections, by Teresa Thonney, Reviewed by Kirstin Bone.

Teaching, Learning, and the Holocaust: An Integrative Approach, by Howard Tinberg and Ronald Weisberger, Reviewed by Lesley Broder.

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