Increasingly popular, corequisite models include a college-credit course and a support course taken concurrently; to ensure purposeful alignment in the design of such course pairings, one practical suggestion is a curriculum crosswalk.

Preview this article: What Works For Me, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/4/teachingenglishinthetwo-yearcollege31352-1.gif

Preview this article: Editor’s Introduction: Praxis, the Profession, and the Choices We Make, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/4/teachingenglishinthetwo-yearcollege31348-1.gif

This article explores six years of student data to discover why students who appear not to have read a lengthy book are able to execute a successful paper designed around that text.

This study’s findings suggest that question-based pedagogy has the potential to address a gap in the research on feedback and response while also transforming the labor of feedback, benefiting student writers, and mitigating common feedback concerns for both students and instructors.

This instructional note contains a prompt and a set of step-by-step classroom instructions for introducing first-year writers to the functions and scholarly activities of professional associations.

In this current era of policy and legislation driving curriculum and instruction in higher education, the field of college reading is grappling with how recent curricular mandates affect learners, particularly mandates that reduce or eliminate college reading instruction by assuming a one-size-fits-all approach. Questioning the ethical implications of this current reality led us to a key question: What are the pedagogical rights of undergraduate students with respect to literacy instruction? We argue here that college readers should have access to individually and culturally relevant literacy pedagogy that is intended to support their coursework and, ultimately, their lives. We therefore propose an initial draft of a bill of rights for college readers.

In fall 2019, the Two-Year College English Association distributed a survey to two-year college English faculty across the United States through professional listservs, regional distribution lists, and social media platforms. This report summarizes the key data derived from 1,062 responses to close-ended questions about workload related to teaching, service, leadership, and professional development. The report discusses the demographic profile, employment status, and contractual obligations in course assignments of the two-year college English faculty who responded. It also summarizes Information about respondents’ overload teaching, their autonomy within their teaching responsibilities, and the kinds of service and professional development activities in which they engaged.

Preview this article: Editor’s Introduction: Fish Fingers and Custard, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/3/teachingenglishinthetwo-yearcollege31199-1.gif

Preview this article: Review: Sixteen Teachers Teaching: Two-Year College Perspectives, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/3/teachingenglishinthetwo-yearcollege31206-1.gif

This article describes an initiative to engage quiet students in classroom discussion through the repeated projection of a digital back-channeling platform and the active encouragement of anonymous student participation.

This article describes an initiative to engage quiet students in classroom discussion through the repeated projection of a digital back-channeling platform and the active encouragement of anonymous student participation.

This article argues that two principles of a trauma-informed writing pedagogy grounded in clinical scholarship—instructor as buffering role model and psychologically safer classroom spaces—can support students affected by trauma and traumatic stress. Moreover, when these principles are embedded in course structures using concepts central to universal design, they can support all community college writing students facing adversity.

Preview this article: Extra: Appendixes A & B for Bivens, Elliott, and Wiberg Article, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/2/teachingenglishinthetwo-yearcollege31047-1.gif

This article reports on a longitudinal study of the writing assignments students at our two-year college were given in courses outside of composition. While other studies have looked at writing assigned across the curriculum, this research typically focuses on four-year, rather than two-year, institutions. Our study of a small cohort of students suggests that at our institution there is a significant disconnect between the amount and types of writing students are assigned in composition and non-composition courses. Our findings add to the existing literature on college writing, while also informing our understanding of the goals and purposes of composition within our local context.

Preview this article: TYCA to You, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/2/teachingenglishinthetwo-yearcollege31055-1.gif

Preview this article: Editors’ Introduction: Tradition, Transitions, and the Future, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/2/teachingenglishinthetwo-yearcollege31045-1.gif

Preview this article: Review: Changing the Subject: A Theory of Rhetorical Empathy, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/2/teachingenglishinthetwo-yearcollege31053-1.gif

This instructional note explores how I used interviews, peer introductions, and video introductions to build confidence and a supportive learning community among composition students on the first day of class.

Preview this article: Review: Next Steps: New Directions for/in Writing about Writing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/2/teachingenglishinthetwo-yearcollege31052-1.gif

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

In this original research article, we report findings locating technical and professional communication (TPC) courses and programs from 1,235 not-for-profit two-year colleges (2YCs); argue for an updated 2YC TPC research agenda at 2YCs; and provide concrete steps for increasing 2YC faculty inclusion in the field of TPC through conference attendance, service, and membership in national TPC organizations.

Preview this article: Review: The Embodied Playbook: Writing Practices of Student-Athletes, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/2/teachingenglishinthetwo-yearcollege31051-1.gif

This article shares findings from a CCCC-funded grant that focuses on a dual enrollment program in Washington State called Running Start. This model invites high schoolers to take college courses on a college campus. Instructors are frequently advised to treat Running Start participants “as if they were any other college students,” yet as our large-scale survey suggests, these students have complex hybrid identities that warrant greater consideration. Without diluting academic rigor, we call for an enhanced understanding of the “funds of knowledge” (González, Moll, and Amanti) that high schoolers bring to First-Year Composition in the spirit of congruous inclusivity.

Preview this article: Editors’ Introduction: Foregrounding Access, Recognizing Hybrid Identities, and Building Alliances, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/1/teachingenglishinthetwo-yearcollege30876-1.gif

“Joint Position Statement on Dual Enrollment from CCCC, TYCA, WPA, NCTE” Jan. 2020.

First-year composition faculty have historically cast a skeptical eye on high-school-based dual enrollment FYC. However, when secondary and post-secondary faculty are allowed to build their program together, trusting each other’s expertise and engaging in mutual professional development, enormous value is generated for both sets of faculty and the DE students. This article presents findings, materials, and recommendations from a long-standing successful DE program built on the assumption that college faculty have just as much to learn from their high school colleagues as high school teachers have to learn about teaching college-level writing.

This article describes the experience of three professors teaching dual enrollment BTECH Early College High School students at Queensborough Community College, and our incorporation of departmental and campus-wide collaborative learning experiences as an intervention for student success and engagement. We present our collaborative approach to course design, culminating in the Upstanders Project, a multimodal research-based writing assignment incorporating on-campus cultural and learning resources. We argue that this approach led to an immersive learning experience for dual enrollment students that strengthened their ties to the college community.

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 article locates and describes different versions of dual credit for first-year composition as they occur across Oregon and concludes with recommendations, a call for financial transparency in the funding of dual credit in Oregon, and an invitation to researchers in other states to map dual credit in their own states.

This article presents findings from a case study with dual enrollment English faculty, highlighting the challenges they face in asserting a professional identity and exploring the possibilities for a more collaborative vision of the two-year college English profession.

Preview this article: TYCA to You, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/48/1/teachingenglishinthetwo-yearcollege30886-1.gif

Over 1.4 million high school students enroll in college-credit-bearing courses yearly, and 80% of that instruction occurs on secondary campuses under the tutelage of high school teachers (US Dept. of Education). Since First-Year Writing remains a common choice among enrollees, Concurrent Enrollment (CE) classrooms present a unique space for inquiry and collaboration into the quality and rigor of CE writing instruction. This study investigates CE writing instructors’ definitions of “rigor” in the college writing classroom and explores the training and support provided to CE writing instructors representing two- and four-year higher education institutions in Ohio. Findings suggest that on-going discipline-specific professional development can lead to definitions of rigor in high school writing spaces that align to postsecondary standards. This study also demonstrates that disparity exists in instructor preparation and support, especially in regard to discipline-specific training that could help close gaps in writing instruction.

Preview this article: What Works For Me: Using Objects to Engage Students in Critical Reading and Connective Thinking, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/47/4/teachingenglishinthetwo-yearcollege30650-1.gif

In our analysis of seventy-five FYC writing assignment prompts, we identify common elements and offer pedagogical suggestions so faculty can use assignment sheets as rhetorical tools to introduce students to writing studies’ threshold concepts.

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.

Preview this article: TYCA to You, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/47/4/teachingenglishinthetwo-yearcollege30655-1.gif

Preview this article: Review: Provocations of Virtue: Rhetoric, Ethics, and the Teaching of Writing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/47/4/teachingenglishinthetwo-yearcollege30652-1.gif

This essay shows how one English department used open educational resources and threshold theory to engage locally responsive writing instruction and increase access at a community college.

Preview this article: Editor’s Introduction: Strategies for Developing Metacognition, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/47/4/teachingenglishinthetwo-yearcollege30646-1.gif

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.

While Robert Brooke’s discussion of underlife focused on the autonomy of students, in this article I apply his conclusions to the behaviors performed and desires expressed by faculty members, specifically six tenured, two-year college English faculty members who conceptualize their work teaching writing in relation to both individual writing courses and one or more aspects of a writing program.