This article shares findings from a research study on writing students’ preferences, needs, and success rates across in-person, hybrid, and asynchronous online modalities and the implications for department scheduling.

In the fall of 2018, the First-Year Composition program at North Central Texas College (NCTC) initiated what informally became known as the Textbook Project. Our goal was to provide our community college students with innovative, imaginative, and inspiring classroom experiences that paralleled the high-impact opportunities their peers were afforded at four-year universities. The Textbook Project encompassed five key features: an NCTC-specific textbook, a campus-wide common read, resources for faculty and students in our college’s LMS, a college-wide lecture series, and funding for faculty professional development. Five years later, the project’s emphasis on continuity through collaboration has revitalized the department through faculty engagement and increased student success.

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.

This article presents a video discussion board assignment designed to foster belonging and academic language practice in a remote classroom. We consider how the assignment supported robust discussion and multimodal composition in Critical Reading and Writing, a course run with synchronous and asynchronous components during the COVID-19 pandemic at a technical college.

Applied Pedagogies: Strategies for Online Writing Instruction, edited by Daniel Ruefman and Abigail G. Scheg. Boulder: UP of Colorado for Utah State UP, 2016. Print. Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew. Fort Collins: WAC Clearinghouse and Parlor Press, 2015. Print. A Position Statement of Principles and Example Effective Practices for Online Writing Instruction (OWI) by the CCCC Committee on Best Practices for Online Writing Instruction. Conference on College Composition and Communication. Mar. 2013. Web.

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.

This essay uses the Community of Inquiry model to discuss strategies online writing instructors can use to provide effective feedback to students while intentionally creating a

Principles of universal design are applied to hybrid course materials to increase student understanding and, ultimately, success.

Preview this article: Basically Unheard: Developmental Writers and the Conversation on Online Learning, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/38/2/teachingenglishinthetwo-yearcollege13314-1.gif

As universities continue to increase the number of online courses being offered, new instructors can be better prepared by adapting some traditional instructional methods for the virtual composition classroom.

With increasing demands for online courses in all levels of higher education, a community college English instructor implements alternative methods of communication to ensure course rigor and integrity as she meets her objectives of enhanced student learning and success.

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

Notes that asynchronous online discussion forums can enhance community college students’ education. Focuses on how online discussion forums uniquely contribute to the teaching and learning of community college students. Discusses benefits of the online discussion forum. Concludes that educators must continue identifying who students are, how they learn, and how they want and need to be educated, and then look for ways that technology can help.

E-mail peer response teaches students about audience and text more effectively than synchronous peer response.

To overcome initial fears of technology, it is important to survey teachers, determine their concerns, and then provide training opportunities, including online courses, that illuminate the benefits and outcomes of online learning.

This article explores the possibilities of the paperless classroom achieved through e-mail strategies and the use of Blackboard, an e-learning software platform.

With the help of recent research on teaching with digital technologies, this article critically reflects upon the changes in instruction and identity that occur in computer classrooms, online course supplements, and Internet classes.

Discussion forum technology connects online students in interactive, real-life writing groups.

Research has shown that contemporary popular films are a valuable resource in the ESL classroom. However, the short, silent film has been overlooked. Using D.W. Griffith’s The Painted Lady, Kaspar and Singer demonstrate how to use silent films to facilitate the development of ESL students’ critical thinking and writing skills.

Offers reflections and descriptions of three teaching associates on their experiences in the pilot year of the Guilford Technical Community College Faculty-in-Training Program. Discusses beginning the program, the varied student populations, faculty involvement, and program components (including the observation process, writing center, distance learning, conferences, weekly seminars, and camaraderie).

Examines how a shift to an online writing course affected underprepared students. Finds the guided writing environment enhanced instruction and improved student retention and pass rates.

Argues that a carefully designed and skillfully moderated asynchronous Internet classroom environment can help minimize problems related to gender in traditional classrooms. Discusses class “climate” and class discussion in the traditional classroom and in the online classroom. Notes research related to gender and the online classroom. Outlines course design and teaching strategies. Offers a policy for online class conduct.

Describes how the author came to develop an elective community–college course called “AIDS: A Literary Response.” Discusses the course curriculum and course materials, literature and films, class assignments, formal paper assignments, notebooks of materials, and the impact of the life stories shared with the class by visitors.