US higher education faces mounting political pressure and censorship, resulting in threats to our institutional missions and challenges to academic freedom. In this article, we trace two moments in disciplinary history that examine (mis)understandings of how censorship functions: efforts to roll back the Guidelines for Nonsexist Use of Language in NCTE Publications (now Statement on Gender and Language ) and Students’ Right to Their Own Language , both approved by NCTE in the mid-1970s. We draw from the feminist theories of Kate Manne and bell hooks to analyze materials from the NCTE and CCCC archives, documenting the rhetorical and logistical moves employed in these rollback efforts. In doing so, we identify how the exploitation of organizational apparatuses contributed to the subversion of a larger and necessary priority: establishing credible disciplinary boundaries to serve as a bulwark against political encroachment into literacy education. In sorting through these case studies, we offer examination of how misguided censorship accusations can threaten our discipline when actual censorship efforts are enacted by governmental entities.

In this symposium, five editors ofTeaching English in the Two-Year College(TETYC) discuss the past, present, and future of the journal and the profession.

This article offers preliminary findings from a research study tracing the transitions of eight instructors in their first year of teaching English at two-year colleges. We report findings related to preparation, position responsibilities, and mentoring.

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This is the print version of the chair’s address delivered at the virtual 2022 CCCC Annual Convention.

This article describes the importance of pedagogies of access for equity in literacy classrooms, especially for first-generation students, who are more likely to bring what sociologists call strategies of deference that have been shaped by differences in class culture. A threshold concepts approach can bring transparency to the values of college-level core literacy skills to help interrogate and address those differences.

Research Article| April 01 2021 Developing Critical Readers in the Age of Literacy Acceleration Joanne Baird Giordano; Joanne Baird Giordano Joanne Baird Giordano previous collaborative work on two-year college readers and writers has been published in edited collections and in Teaching English in the Two-Year College, College Composition and Communication, Pedagogy, and College English. Their work has received the 2010 Mark Reynolds Teaching English in the Two-Year College Best Article Award and the 2017 Council of Writing Program Administrators' Outstanding Scholarship award. Giordano teaches at Salt Lake Community College; Hassel is professor of English at North Dakota State University. Search for other works by this author on: This Site Google Holly Hassel Holly Hassel Holly Hassel's previous collaborative work on two-year college readers and writers has been published in edited collections and in Teaching English in the Two-Year College, College Composition and Communication, Pedagogy, and College English. Their work has received the 2010 Mark Reynolds Teaching English in the Two-Year College Best Article Award and the 2017 Council of Writing Program Administrators' Outstanding Scholarship award. Giordano teaches at Salt Lake Community College; Hassel is professor of English at North Dakota State University. Search for other works by this author on: This Site Google Pedagogy (2021) 21 (2): 241–258. https://doi.org/10.1215/15314200-8811432 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Joanne Baird Giordano, Holly Hassel; Developing Critical Readers in the Age of Literacy Acceleration. Pedagogy 1 April 2021; 21 (2): 241–258. doi: https://doi.org/10.1215/15314200-8811432 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsPedagogy Search Advanced Search critical reading, two-year colleges, information literacy, first-year writing Copyright © 2021 by Duke University Press2021 Issue Section: Articles You do not currently have access to this content.

In fall 2019, the Two-Year College English Association distributed a survey to two-year college English faculty across the United States through professional listservs, regional distribution lists, and social media platforms. This report summarizes the key data derived from 1,062 responses to close-ended questions about workload related to teaching, service, leadership, and professional development. The report discusses the demographic profile, employment status, and contractual obligations in course assignments of the two-year college English faculty who responded. It also summarizes Information about respondents’ overload teaching, their autonomy within their teaching responsibilities, and the kinds of service and professional development activities in which they engaged.

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This article details the impact of austerity measures on writing students and teachers at an open-access institution. By interrogating the Framework for Success in Postsecondary Writing, the authors argue that resilience is a concept ultimately imposed primarily on students, faculty, and staff with the least cultural, fiscal, and educational capital.

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All the pieces in this issue ask readers to consider, reflect on, and try new ways of engaged teaching and learning, but in particular a cluster of pieces speak to current national conversations about service-learning and civic engagement.

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Editor Holly Hassel introduces her first issue of TETYC.

This article reports findings from a study of thirty-eight academically underprepared first-year students’ transition to college and maps out the challenges and successes they experienced in their transition to college-level reading, writing, and thinking.

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The Inquiry column is about the scholarship of teaching and learning.

The essay reports the findings of a study of 911 students’ academic outcomes in relation to their placement profiles and a closer, qualitative analysis of 54 participating

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Hassel continues her series about the scholarship of teaching and learning.

Hassel discusses informed consent and other issues that arise when doing research with human subjects.

Hassel invites readers to think about how to frame a research question that will lead to a fruitful investigation.

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Beginning with this issue, Holly Hassel joins the editorial staff of TETYC in the role of associate editor. Holly’s essay “Research Gaps in Teaching English in the Two-Year College” [40:4 (May 2013), 343–63] provided an invaluable overview of more than a decade’s research as reported in TETYC. As associate editor, Holly will be contributing short essays under the heading “Inquiry” that focus onvarious aspects of the process of publishing research in the journal, research most commonly known as SoTL (the scholarship of teaching and learning). Our hope is that “Inquiry” will serve as an invitation to readers to join the ongoing SoTL conversation in these pages.

By challenging misconceptions about students and instructors at two-year campuses, this article critically examines practices of knowledge making in writing studies, arguing for the repositioning of writing instruction at two-year and open-admissions colleges from the margins to the center of the profession.

This essay reports on a systematic assessment of 239 feature articles published in the journal Teaching English in the Two-Year College between 2001 and 2012. It notes gaps in the published research on two-year college English teaching and recommends areas offocus for future work in the field.

The forum contributors draw on their personal experiences and insights to put forth ideas about contingent faculty’s relations with the profession of English studies in general.

This article documents a scholarship of teaching and learning project designed to help literature students cultivate the core disciplinary skill of reading for complexity. We offer a close reading of student responses from a collaboratively designed lesson to understand what happens when students read complex texts in introductory literature courses.

This essay describes the results of a scholarship of teaching and learning project examining the transition of underprepared first-year writers at an open admission institution as they struggled to translate their first-semester instruction into second-semester success.