Teaching English in the Two-Year College Dec 2020

Feature: Writing on the Periphery: The Writing Landscape of a Two-Year College

Rachel Ihara ; Annie Del Principe

Abstract

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.

Journal
Teaching English in the Two-Year College
Published
2020-12-01
DOI
10.58680/tetyc202031048
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Open Access
Closed
Topics
first-year composition writing pedagogy two-year college empirical research
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Citation Context

Cited by in this index (2)

  1. Doran (2024)
    “You could have students who barely speak English with someone who’s almost rea…
    College Composition and Communication
  2. Ihara (2024)
    “It Kind of Helped Me but Also Kind of Didn’t”: Reflections on FYC Five Years Later
    Teaching English in the Two-Year College

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CrossRef global citation count: 2 View in citation network → Build reading path →

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