Feature: Underlife and the Emergence of a Two-Year College Writing Program

Teaching English in the Two-Year College Mar 2020

Feature: Underlife and the Emergence of a Two-Year College Writing Program

Dominique Zino

Abstract

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.

Journal: Teaching English in the Two-Year College
Published: 2020-03-01
DOI: 10.58680/tetyc202130584
Open Access: Closed
Topics: writing pedagogy two-year college

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Cites in this index (1)

Lewiecki-Wilson et al. (1999)

Professing at the Fault Lines: Composition at Open Admissions Institutions

College Composition and Communication

Also cites 5 works outside this index ↓

Brooke (1987)

Underlife and Writing Instruction

College Composition and Communication ↗
Klausman (2018)

The Two-Year College Writing Program and Academic Freedom: Labor, Scholarship, and Compassion

Teaching English in the Two-Year College ↗
LaFrance (2019)

Institutional Ethnography: A Theory of Practice for Writing Studies Researchers

↗
Smith (2001)

Texts and the Ontology of Organizations and Institutions

Studies in Cultures, Organizations, and Societies ↗
Van Slyck (2006)

Learning Communities and the Future of the Humanities

Profession ↗

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