Teaching English in the Two-Year College May 1998

Writing across Culture: Using Distanced Collaboration to Break Intellectual Barriers in Composition Courses

Kathy Mosdal O’Brien ; Chuck Denny

Abstract

Describes how instructors at two different colleges in Montana (a tribal college and a distant community college) collaboratively teach composition courses (using the same reading and assignments, and doing peer revision for each other). Describes how this approach breaks through cultural, ideological, intellectual "containments;" engages in academic discourse; and enters into new discourse communities.

Journal
Teaching English in the Two-Year College
Published
1998-05-01
DOI
10.58680/tetyc19983859
Open Access
Closed
Topics
writing pedagogy two-year college multilingual writers revision

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