Answering recent calls for more scholarship on LGBTQIA+ experiences in the writing center, this article reflects upon the joys and emotional labor involved in queering our center’s programming by offering an LGBTQIA+ literature writing group.

This piece begins to contextualize my stance as a community college writing teacher, just over eighteen years in.

In this article, I provide a chronological narrative to my ungrading choices in composition classes as a neurodiverse single mother from a working-class background. I discuss my positionality as a White person committed to justice and my experiences as an “assessment killjoy” (West-Puckett et al.) during the ethical turn in writing studies. From this foundation, I reflect on my attempts to grade more equitably. I discuss my pedagogical goals, which are grounded in intersectional feminist theory (hooks; Royster and Kirsch), standpoint theory (Harding), learning sciences (Hammond; Ross), and a robust model of the writing construct (White et al.), and analyze the consequences of exit portfolios, labor-based contract grading (Inoue), and specifications grading (Nilson) via this integrated framework.

This article considers recent trends in developmental education and analyzes disaggregated student data, exploring the extent to which developmental education reform of corequisite instruction affected access of one community college’s students to a first-semester composition course. By examining student access and student success across two distinct semesters, before and after extensive developmental education reform, the article presents an approach to deep assessment that is necessary for English departments at community colleges as they analyze and adjust to specific reforms.

This Instructional Note is designed to assist students with using the rhetorical skills they already have as a bridge to writing rhetorical analysis essays.

This study examines the effects of a curriculum based on self-regulated strategy instruction in an accelerated developmental education (DE) English course in a community college. Faculty at the college had established a four-week, two-credit compressed course that enabled students to enroll in an eleven-week first-year composition (FYC) course in the same semester, reducing remediation from fifteen weeks to just four weeks. The course focused on writing argumentative essays using sources. The study used a quasi-experimental design with five instructors and sixty-six students to compare the experimental curriculum to a business-as-usual control condition. In the experimental curriculum, students learned strategies for writing using sources, including strategies for critical reading and for planning and revising. In addition to writing and reading strategies, students also learned metacognitive, self-regulation strategies, such as goal setting, task management, and reflection. The study found a large positive effect (ES = .96) of the treatment on quality of an argument essay written using sources. However, no significant effects were found on a summary outline, self-efficacy, or completion of the subsequent FYC course. The study demonstrates the value of strategy instruction in DE English courses; it is the first experimental study of strategy instruction in an accelerated DE course. Further research is needed to evaluate the effects of strategy instruction in corequisite courses and in FYC.

This Instructional Note elaborates on how weekly anonymous wellness check-in surveys can be designed and implemented in English courses to support students’ purposeful awareness of their well-being and to create a sense of supportive community in the composition classroom.

This essay seeks to add to existing conversations about the role of first-year composition (FYC) in relation to students’ subsequent literacy experiences. Using data from an open-ended survey of former students five years after they completed FYC, in which they describe their current reading and writing practices and reflect on how these practices connect (or fail to connect) to what they recall from FYC, this article positions the findings within the context of scholarship on WAW and TFT and ultimately calls for increased attention to the situated nature of writing as part of the FYC curriculum at two-year colleges.

In this symposium, seven community college transfer students present their perspectives on Guided Pathways curricular reforms. Drawing on published scholarship and policy documents as well as their own lived experiences, they identify positive aspects of the Guided Pathways model as well as shortcomings in its conceptualization and local implementation.

In this article, we share strategies and data from a study constructed in a faculty learning community using course analytics to design, deliver, and track instructor-student communication—in the form of “nudges”—to improve student success. Although we do not feel comfortable making generalized conclusions from such a small sample, we think our data suggests that many students positively benefited from grade-based nudging. We also think it was extremely important that our nudging interventions focused on all students within the class, not only those who were not doing well. However, we acknowledge that the majority of the instructors said this type of work takes time.

Preview this article: Review: Teaching Writing in the Twenty-First Century: by Beth L. Hewett, Tiffany Bourelle, and Scott Warnock; Administering Writing Programs in the Twenty-First Century: by Tiffany Bourelle, Beth L. Hewett, and Scott Warnock., Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/50/4/teachingenglishinthetwo-yearcollege32591-1.gif

This essay explores affordances and limitations of the disciplinary labels that two-year college teachers use to frame our work. Ultimately, it argues that the termliteracy studiesbest reflects the transdisciplinary work we do.

Contributors to this symposium, current and former two-year college teacher-scholar-activists, reflect upon bell hooks’s legacy share the lessons they have learned from her work, and consider how hooks’s teachings might inform our praxis and move us forward as a profession.

Antiracist education practices have gained increasing attention. Oftentimes, however, descriptions of this work fail to explicate the role of reading skills in students’ critical engagement with diverse texts. I explore the potential of metacognitive reading strategy instruction as a form of foundational literacy skills development for engaging in antiracist reading. Drawing from my experiences as a female of color and a coordinator and instructor of integrated reading and writing, I expand upon the concept of raciolinguistically just reading instruction, describing how students can document their application of multiple foundational reading strategies through the meta-strategy of annotation and other metacognitive practices. In particular, I focus on how students’ annotations can reflect their work in making text-based connections. Such annotation practice enacts a culturally sustaining pedagogy that amplifies student voices and their role as knowledge producers. I conclude by considering the larger role of decentering the instructor to foster students’ antiracist reading.

The following is the Opening Address given at the 2022 TYCA National Conference. It explains the exigence for the conference theme, “Recovery and Reinvention in Our Profession: Emerging from a Recent Time of Crisis,” in this current moment—particularly, the conference’s call for a mobilization of previously overlooked narratives in the two-year writing classroom. The talk has been lightly edited for inclusion here.

In these instructional notes, I share practical strategies for using ESL students’ first language as a resource for English language and literacy acquisition. These strategies emerged from a bilingual writing program that linked ESL and Spanish writing instruction at Bronx Community College (CUNY). After discussing how I was able to circumvent the monolingual orientations of my institution and set up this program as a learning community cluster, I illustrate ways in which translanguaging can help ESL students take ownership of English for academic purposes.

This article is about the distinct challenges first-generation college students face in envisioning future careers. I discuss how the composition classroom can be a space for reflection that addresses immediate needs while also helping students cultivate agency via career exploration.

This study documents the author’s experience reflecting on eight semesters of informal student evaluations of teaching in the process of updating his teaching methods for second-semester composition. He finds that reflective teaching practices provide a powerful methodology for engaging with the opinions of two-year college students, which can lead to a more productive focus on writing college essays in the composition classroom.

Lexical analysis with concordancing software offers faculty a simple tool for analyzing reflective texts in first-year composition courses.

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Preview this article: Feature: Remembering Nell Ann Pickett, 1935-2020, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/2/teachingenglishinthetwo-yearcollege31050-1.gif

This article analyzes and reflects on dual enrollment programs at a two-year college and a four-year research university in the same city and branches into a critique of dual enrollment and an argument for the need for inter-institutional collaboration toward goals of student access and opportunity.

This instructional note describes the potential of an analytical essay assignment to encourage writerly self-reflection and meaningful revision in the two-year college writing classroom.

Despite community college teachers teaching nearly 50 percent of all first-year composition, our experiences and hands-on knowledge are not viewed as scholarly contributions to writing studies. The scholarship of writing studies needs to be expanded through redefining what constitutes scholarly work as well as providing mentoring to two-year faculty who possess critical knowledge on composition and pedagogy.

This Instructional Note describes a reflection activity that invites students and teachers to reimagine the delivery of written assignment directions.

Preview this article: Review: Conceding Composition: A Crooked History of Composition’s Institutional Fortunes by Ryan Skinnell. Utah State UP, 2016. 208 pp., Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/46/1/teachingenglish29828-1.gif

This article defines a principled, critical orientation towards reform initiatives based on two instructors’ experiences as well as interviews with two-year college instructors across the country.

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This essay is a symposium of sorts that collects observations and comments from Mark Reynolds Best Article of the Year Award Winners and offers insights into how successful authors view TETYC as a professional journal.

Using student poems and reflections collected over several years, the author examines the impact of a role-playing game experience on introductory creative writing students’ openness toward taking risks, revising (and improvising) playfully, and working with limitations or rules. The role-play uses Lars von Trier’s film The Five Obstructions as a model—particularly the diabolical game that unfolds between directors von Trier and Jørgen Leth—and requires students to “remake” a poem of theirs three times according to sets of rules designed specifically for them by the instructor in face-to-face meetings.

All the pieces in this issue ask readers to consider, reflect on, and try new ways of engaged teaching and learning, but in particular a cluster of pieces speak to current national conversations about service-learning and civic engagement.

Inspired by studies on transfer of learning that have provided helpful insight into metacognition and reflection, this instructional note describes an activity that asks students to reflect on skills learned and simultaneously think forward to future writing situations.

This article shares findings from a semester-long study about the use of literacy narratives to increase ESL students’ understanding of reading and writing relationships within the developmental writing classroom.

This article uses quantitative and qualitative means to assess the impact of an Accelerated Learning Program on the performance and satisfaction of students designated ESL and developmental at a large, urban community college.

Reviewed are: Redesigning Composition for Multilingual Realities, by Jay Jordan, Reviewed by Jessie Casteel, Ben Good, Katherine Highfill, Elizabeth Keating, Rose Pentecost,Nidhi Rajkumar, Rachael Sears, Georgeann Ward, and Maurice WilsonSecuring a Place for Reading in Composition, by Ellen C. Carillo, Reviewed by Ronna Levy

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.

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

Reviewed are: Chasing Literacy: Reading and Writing in an Age of Acceleration, by Daniel Keller, Reviewed by Kathleen Alves Retention and Resistance: Writing Instruction and Students Who Leave, by Pegeen Reichert Powell, Reviewed by Christine Rudisel

This essay details the foundational theory as well as the practical problems that led to the creation of this class project that focuses on authentic audience and persistent revision practices. The author won a Diana Hacker Award.

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Using full-length literary works in introductory literature courses provides advantages that cannot be provided through the use of anthologies and literary excerpts.

This article discusses the contradictions of portfolio reflective writing for basic writing students and suggests a more dialogic option of third-party address.

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

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.

A Response to Lindsey Harding’s “Writing beyond the Page: Reflective Essay as Box Composition” Rachel Ihara A Response to Rachel Ihara’s “Student Perspectives on Self-Assessment: Insights and Implications” Lindsey Harding

This article presents a digital, multimodal reflective essay assignment based on Geoffrey Sirc’s “box logic” that asks students to fill a series of boxes with images, found text, and their own commentary as they critically and creatively engage with their writing experiences through media artifacts, digital technology, and design decisions.

This article explores students’ responses to a formal self-assessment assignment, situating their views within the context of the texts they produced, identifying connections to scholarship on self reflection, and proposing a rethinking of pedagogical practices around reflective writing.

Reviewed are: RAW (Reading and Writing) New Media, edited by Cheryl E. Ball and James Kalmbach; reviewed by Suanna H. Davis Listening to Our Elders: Working and Writing for Change, edited by Samantha Blackmon, Cristina Kirklighter, and Steve Parks; reviewed by Patricia Wilde How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, by Paul Tough; reviewed by Jeffrey Klausman Redesigning Composition for Multilingual Realities, by Jay Jordan; reviewed by Michelle LaFrance

Reviewed are: Vernacular Eloquence: What Speech Can Bring to Writing, by Peter Elbow, Reviewed by Patrick Sullivan, and by Annie Del Principe and Holly Hassel, with a Response from Peter Elbow From Form to Meaning: Freshman Composition and the Long Sixties, 1957–1974, by David Flitalicing, Reviewed by Chris Warnick Agency in the Age of Peer Production, by Quentin D. Vieregge, Kyle D. Stedman, Taylor Joy Mitchell, and Joseph M. Moxley, Reviewed by Sean Barnette Agents of Integration: Understanding Transfer as a Rhetorical Act, by Rebecca S. Nowacek, Reviewed by Deanna Mascle How to Write a Sentence and How to Read One, by Stanley Fish; Several Short Sentences about Writing, by Verlyn Klinkenborg, Reviewed by Peter Wayne Moe