Abstract

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.

Journal
Teaching English in the Two-Year College
Published
2021-12-01
DOI
10.58680/tetyc202131661
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Citation Context

Cited by in this index (2)

  1. Teaching English in the Two-Year College
  2. Pedagogy

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