Teaching English in the Two-Year College Mar 2024

“It Kind of Helped Me but Also Kind of Didn’t”: Reflections on FYC Five Years Later

Rachel Ihara

Abstract

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.

Journal
Teaching English in the Two-Year College
Published
2024-03-01
DOI
10.58680/tetyc2024513197
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Topics
first-year composition two-year college literacy studies
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