Preview this article: Review: Inquiry and the Literary Text: Constructing Discussions in the English Classroom, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/4/teachingenglishinthetwo-yearcollege3032-1.gif

Ambrose Bierce’s Devil’s Dictionary can be used as a model to help students understand the structure of a definition and write creative, witty definitions of their own.

This article recounts how a communications and an engineering department developed a collaborative teaching venture—a linked writing course—to provide mentorship for students learning how to write lab reports.

Implementing deracination and the D.I.S.—components of a developing critical thinking pedagogy termed decritique—offer a more critically reflective alternative to classroom peer-review activities that mistakenly focus on a “notion of caring"

This article discusses the time needed for limited-English-proficient (LEP) students to acquire proficiency in academic English and offers suggestions for helping instructors elicit the best possible performance from their ESL students until they have had sufficient time to achieve fluency.

Encouraging students to be more vocal members of the response sequence can assist teachers in writing stronger comments on student texts. The author conducted a small-scale study of students’ reactions to response formats, finding that students preferred formats that allowed teachers to elaborate on their comments, displayed teacher effort, avoided confusing comments, and actively involved students in the process.

While most service-learning courses at the college level establish a hierarchical connection between mentor and student, the service-learning program at Los Angeles City College encourages a reciprocal relationship in which mentor and mentee benefit from each other. First-year composition students are paired with intermediate ESL composition students in a semester-long program.

Contrastive rhetoric provides tools that community college teachers need in order to understand the rhetorical forms that students from other cultures employ. Greater understanding of contrastive rhetoric can change the way that teachers interpret the difficulty linguistically different students may have in using conventional American academic writing patterns and can provide new avenues for teaching those patterns.

Reviews of 2 professional books: Honored but Invisible: An Inside Look at Teaching in Community Colleges by W. Norton Grubb and Associates reviewed by Lawrence J. McDoniel; Radical Departures: Composition and Progressive Pedagogy by Chris W. Gallagher reviewed by Alexis Nelson.

Preview this article: Editorial: Peer Review and Teacher Commentary, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/3/teachingenglishinthetwo-yearcollege3015-1.gif

This article presents a systematic method for examining and evaluating written commentary. When used by writing instructors in authentic responding contexts, these reflective models can help instructors better understand their commenting practices in light of current response theories, establish clearer goals for making written commentary, and develop new commenting strategies that provide increased revision options for students.

The use of music in the classroom can have a positive effect on student interaction, learning, and satisfaction.

In the first-year composition research class, a disproportionate pedagogical focus is placed on the use of the library, rather than on the more difficult and integral problems of how to read, interpret, and analyze information the library offers, how to translate and synthesize this into knowledge, and how to produce a research product worthy of the genre.

Preview this article: Silicon Literacies: Communication, Innovation and Education in the Electronic Age, edited by Ilana Snyder, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/2/teachingenglishinthetwo-yearcollege3007-1.gif

Preview this article: What Works For Me: Partners in Editing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/2/teachingenglishinthetwo-yearcollege3005-1.gif

Preview this article: What Works For Me: Slang is the Cat's Pajamas, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/2/teachingenglishinthetwo-yearcollege3004-1.gif

Preview this article: Editorial: When Students Become Researchers, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/2/teachingenglishinthetwo-yearcollege3003-1.gif

Student logs enable students to strengthen their organization skills, which leads to a higher probability of success in the course.

This paper explains the simplification of a theory of punctuation for college-level instruction.

This article describes a first-year composition project in which the students assumed the role of historians, visiting the site of a riot and examining archival documents few researchers have ever studied.

This article discusses the logical connection between reasoning inductively and writing compositions in college English classes.

Preview this article: Children with Limited English: Teaching Strategies for the Regular Classroom, 2nd ed.by Ellen Kottler and Jeffrey A. Kottler, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/2/teachingenglishinthetwo-yearcollege3006-1.gif

Empowering students to develop their own canon can generate excitement in the classroom and a sense of ownership over literature.

Preview this article: Poetry, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/2/teachingenglishinthetwo-yearcollege3000-1.gif

Students can draw from their own knowledge of gender to become more aware of stereotypes of gender and language.

Based on qualitative teacher research, this study examines one student’s immigrant story in the light of identity and second-language learning and writing theories.

Using professional literature from technical students’ majors may be the best way to actively involve them in the writing process.

2 poems by Dave Malone.

This article describes how the author became critically aware of the dynamics of literacy and race in a composition classroom.

Preview this article: What Works For Me: The Cost of Plagiarism; Involving Students the First Day; Grammar, You Say; Learning without Being Taught, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/31/1/teachingenglishinthetwo-yearcollege2991-1.gif

Recently I asked students in a tutoring course that I teach to write a literacy narrative which, while beginning to tell the story of their own emerging literacy, had to conclude with the ways that their literacy has had or will have public consequences. As they shared each other’s drafts in class, it became clear that all the students had powerful stories to tell regarding their own struggles to become literate: stories of their coping with learning disabilities and personal loss, and stories of classroom failures that constrained their natural desire to play with language. For these students, the consequence of literacy couldn’t have been more obvious, as they recounted the shift from private powerlessness to personal empowerment.

Working with accounts of famous trials can involve students in thinking through and critiquing important techniques of argumentation.

Helping one to imagine himself or herself a writer is much more complex than nurturing a more stable grasp of sentence clarity or spelling. Rather, it involves the ability to nurture the personal introspection and cultural scrutiny that makes writing a source for reflection and transformation.

As the Faculty-in-Training Program at Guilford Technical Community College continues in its fourth year, the authors examine the program’s implementation and processes. They recognize the aspects of the program that have proved successful and identify changes that have been made based upon what their experience has taught them.

In 1992, Arizona State University West’s Department of American Studies began publishing its literary journal online.

Comparing four recent and four older writing handbooks from the perspective of a linguist with experience in the composition classroom reveals both important trends and room for further development.

Contract grading promotes quality writing as well as a large quantity of writing. In fact, teachers can use contract grading to support and promote the behaviors, thinking skills, and writing skills they believe will help students create quality writing.

This article makes an argument that audiotaped response to student writing is particularly useful in teaching two-year-campus students. The argument is grounded in a historical overview of response literature in TETYC, student surveys, and a case study of one undergraduate student.

Review of 3 professional books, English Composition as a Happening, by Geoffrey Sirc; The Plagiarism Handbook: Strategies for Preventing, Detecting, and Dealing with Plagiarism, by Robert A. Harris; and Rational Irrationality: The Art of Teaching Composition, by H. James Jensen.

Preview this article: Review: The Relevance of English: Teaching That Matters in Students' Lives, ed. Robert P. Yagelski and Scott A. Leonard, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/30/4/teachingenglishinthetwo-yearcollege2085-1.gif

After considering complaints of boredom as a significant factor in our classrooms, the second part of this article analyzes the responses of thirty-two first-year writing students to questions about boredom.

Various strategies can be employed to design a student-centered conference environment that helps developmental students find a place in the academic community.

Preview this article: Instructional Note: Say It Straight: Teaching Conciseness, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/30/4/teachingenglishinthetwo-yearcollege2082-1.gif

Preview this article: What Works for Me: "Rotating Essays": A New Kind of Expository Writing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/30/4/teachingenglishinthetwo-yearcollege2084-1.gif

Is it possible to define what we mean by "college-level" writing?

This article describes the development and implementation of an online writing course for advanced ESL students.