Teaching English in the Two-Year College Research Papers

EJ570072 - Life Writing and Basic Writing.

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- by Darin Jensen
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- 7
  Education, Community Colleges, Higher Education, Writing Center Studies

Serving as the introduction to TETYC’s special issue on disability in two-year college English, this article centers disability as a necessary consideration for two-year colleges’ mission of open access. Drawing on the work of disability... more

Oral interpretation courses, designed to be about communication, can serve as a site for thinking about what meanings writers communicate, as well as how interpreters become communicators in larger social discourses through interactions... more

This essay argues that only by sharing our mistakes and uncertainty can we fully reflect on our own process as teachers, only by understanding our process can we begin to identify the many factors that contribute to classroom messes in... more

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- by Phyllis van Slyck and +2
  H. Johnsen
  Ting Man Tsao
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- 2
  Teaching Methods, Teaching English in the Two-Year College

EJ570072 - Life Writing and Basic Writing.

This Article is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of ThinkIR: The... more

Drawing on findings from a national survey of TYCA members about how and why they access published scholarship, this article makes recommendations for fostering local teacher-scholar communities of practice within two-year college English... more

Drawing on findings from a national survey of TYCA members about how and why they access published scholarship, this article makes recommendations for fostering local teacher-scholar communities of practice within two-year college English departments. T his article emerged from our work as editors of Teaching Composition in the Two-Year College, a new addition to Bedford/St. Martin's Background Readings series for college English teachers. Our collection is the first volume in the series to compile key academic scholarship specifically for two-year college composition instructors, and it features readings that examine the unique complexities, challenges, and opportunities of teaching writing at open admissions institutions. From the outset, we wanted our colleagues at two-year colleges to help shape the collection's scope and character. To achieve this end, we conducted a national survey of Two-Year College English Association (TYCA) members. The survey posed a variety of questions—both multiple choice and open response—about how faculty find and use published scholarship (see the Appendix). The response rate was modest: 175 (9.7%) of the 1,775 TYCA-affiliated National Council of Teachers of English (NCTE) members we contacted answered the survey. Thus, our findings are not generalizable to the entire TYCA membership, or to the broader population of two-year college English instructors nationwide. Nonetheless, those who did respond constitute an important subset of professionally engaged two-year college faculty, and their answers offer rich insight into how scholarship shapes their teaching, administrative practices, and professional identities. To our knowledge, this is the first survey ever conducted about the use of academic scholarship among two-year college English faculty—an important group of educators who teach roughly half of all composition classes nationwide—and we therefore approached this research with multiple goals. Our most immediate objective was to identify scholarship that TYCA members found useful to their work as teachers, administrators, and professionals for possible inclusion in our Bedford collection. However, we also saw the survey as an opportunity to gather

In a 2003 essay, Mary E. Hocks claimed that digital technology and the Internet “require new definitions of what we consider writing,” which, in turn, require “changes in our understanding of writing and rhetoric and, ultimately, in our... more

The traditional basic writing model (giving students manageable writing tasks like narratives and descriptions of familiar places) has been criticized by both Mike Rose and David Bartholomae, among others, for not moving the basic writer... more

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- by Jeffrey Klausman
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- 5
  Intellectual History, Beliefs, Models, Definitions

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Teaching the Holocaust in a first-year writing course--using photographs of the Shoah as a primary resource--authorizes students to engage in research and writing that provides a place of empathetic, dignified witnessing for those who... more

... Click on any of the links below to perform a new search. Title: Grading the War Story. Authors: Burdick, Melanie. ... Microfiche to Megabytes. ERIC Microfiche Digitization. Help ERIC expand online access to documents currently... more

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- by William V Costanzo
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- 6
  Sociology, Higher Education, Film Production, Films

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By offering an annotated image of a half-dozen two-year college writing "programs, " this essay seeks to raise awareness of the challenges facing those who promote, work in, work toward, or participate in the development of two-year... more

By offering an annotated image of a half-dozen two-year college writing "programs, " this essay seeks to raise awareness of the challenges facing those who promote, work in, work toward, or participate in the development of two-year college writing programs and to consider how the "idea" of a writing program plays out in shaping those challenges. Rendering the Idea of a Writing Program: A Look at Six Two-Year Colleges T he word idea assumed special meaning in composition studies when Stephen M. North, in "The Idea of a Writing Center," showed how an idea can evoke and ignite intense expectations and aversions surrounding literacy instruction. In particular, North lamented the "false sense of knowing" (433) that made getting a message through (in this case, about what a writing center really does) so difficult. In another seminal essay, "Inventing the University," David Bartholomae argues that the idea of the university that student writers invent when they "sit down to write for us" creates a set of expectations that deeply influences those students' writing performance (134). In both cases, the "idea" precedes and deeply influences the perceptions, interactions, and performances of those involved in the activity-either interacting with a writing center or writing a placement essay. So what idea does the phrase "writing program" evoke? To what effect? Each practitioner in composition, no doubt, has an answer to that-however inchoate-yet, as far as we know, there is no widely accepted definition of the term. And when the term is applied to or used in the context of a two-year college, what happens? Is the idea, originating as we believe it does in the context of a four-year college or, more likely, a university setting, merely transferred to the new context and the new context interpreted (and evaluated) in that light? Or is the idea shaped by what is observed at two-year colleges dialogically, thus rendering a new idea? Or is there some third or even fourth alternative? The purpose of this essay is not necessarily to answer these questions-in our view, this cannot be done definitively-but rather, first, to raise awareness of the challenges facing those who promote, work in, work toward, or participate in the development of two-year college writing programs and, second, to consider how the "idea" of a writing program plays out in shaping those challenges. To do

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This position statement was inspired by the &amp;amp;amp;quot;Position Statement on Graduate Students in Writing Center Administration&amp;amp;amp;quot; (endorsed by the International Writing Center Association on November 17,... more

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EJ792050 - Whither "Peer Review"? Terminology Matters for the Writing Classroom.

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- by Greg Giberson
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- 3
  Psychology, Grammar, Teaching English in the Two-Year College

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- by Dennis Slattery
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- 5
  History, Literary Criticism, Fiction, Tragedy

Florida, where she teaches first-year and upper-division writing and rhetorical theory courses.

Just as progress and change require flow, curricular design (and redesign) is also cyclical and recursive by nature. It takes shape and evolves according to students’ educational needs, faculty decisions, and, ideally, workforce demands.... more

Diana George’s essay “From Analysis to Design” notes that “there remains much confusion over what is meant by visual communication, visual rhetoric, or, more simply, the visual and where or whether it belongs in a composition course”... more

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EJ603178 - Letter Writing in the College Classroom.

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Color highlighting is used to connect revision mini-lessons to teacher comments that are easy for students to identify and quicker for teachers to generate electronically. Colorful Revision: Color-Coded Comments Connected to Instruction... more

Color highlighting is used to connect revision mini-lessons to teacher comments that are easy for students to identify and quicker for teachers to generate electronically. Colorful Revision: Color-Coded Comments Connected to Instruction New Voice M any teachers have had a favorable response to their experimentation with digital feedback on students' writing (Yohon and Zimmerman; Ryan-Thompson; Dalgarno et al.; McCabe, Doerflinger, and Fox; Dunford). Although professionals may find Track Changes useful, my students expressed a strong aversion to the visually busy, marginal call-out boxes found in MS Word. Students much preferred a simpler system of highlighting and commenting in color. After experimentation I found that this color-coded system was more effective for them and less timeconsuming for me. Moreover, the quantity and quality of revision increased when highlighting and comments were connected to a revision lesson taught prior to second drafts. A recent qualitative study of first-year composition classes by Missy-Marie Montgomery, employing a questionnaire, individual interviews, and a focus group, presents an in-depth picture of the students' perspectives on response to their writing. Students typically did not read comments or rushed through them, misinterpreting and ignoring all but the easily corrected mechanical errors. If students ignore or misinterpret traditional teacher comments, maybe we should experiment with other ways of directing students to revise their texts. So what guidance might we glean from experts who are willing to give advice about how to improve our commentary on students' papers? First and foremost is praise. Respected scholars Sam Dragga, Peter Elbow, and Richard Straub all advise that praise needs to be specific, explicating not just the place but the particular strategy that worked well in the paper. The aforementioned scholars recommend that positive remarks must outnumber the negative ones. Similar to praise, remarks about problems of content need to be specific, but more centered on the student's meaning rather than the teacher's exhortation.

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- by Nancy Mack
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- 5
  Color, Teaching Methods, Evaluation methods, Error Correction

A Partnership Teaching Externship Program: A Model That Makes Do This essay and the teaching externship it describes grew out of our attempt to respond to gaps in two-year college English instructor preparation, particularly in basic... more

A Partnership Teaching Externship Program: A Model That Makes Do This essay and the teaching externship it describes grew out of our attempt to respond to gaps in two-year college English instructor preparation, particularly in basic writing, at Metropolitan Community College in Omaha, Nebraska. T he authors are English faculty members at Metropolitan Community College (MCC) in Omaha, Nebraska. We were hired as full-time English faculty members in 2009. We were told that at least half of our teaching load was to be in developmental or basic writing. Neither of us had any graduate coursework in teaching developmental writing or in teaching at the two-year college. In 2012, Darin Jensen decided to pursue a PhD at the University of Nebraska at Lincoln with hopes to investigate the history of basic writing and teaching in the two-year college primarily because of the gaps he discovered in his own preparation to be a teacher. At the same time, Susan Ely became the coordinator of basic writing at our institution and had many of the same questions. Like many teachers, she had taken an introductory course for teaching assistants that provided graduate students a light overview of composition theory and pedagogy; however, none of the readings had anything to do with basic writing or teaching in the two-year college. When we were hired, neither of us was aware that basic writing was its own field of study with a body of knowledge and best practices. Eventually, we took on administrative roles where part of our duties were to hire part-time professionals; soon we found that our lack of knowledge about basic writing and teaching in two-year college contexts was present in the pool of teachers from which we were hiring, too. This problem led us to design and implement an externship partnership with the University of Nebraska at Omaha (UNO) in basic writing so could address these gaps in our local context. Over the last four years we designed and implemented a teacher development program with graduate students that encompasses theory and practice of basic writing in a co-teaching model. Currently, the graduate students receive credit in the form of an independent study. As part of the course, the students receive classroom experience similar to a K–12 student teaching model. The externship includes co-teaching, lesson planning, grading, and working through a developmental writing

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- by Darin Jensen and +1
  Susan Ely
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- 4
  Community Colleges, Graduate Education, Educational reform, Teaching English in the Two-Year College

EJ515857 - Ideology, Textbook Production, and the Expert Reading of Popular Culture.

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- by Kristine L Blair
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- 5
  Rhetoric, Higher Education, Popular Culture, Literary Criticism

Teaching English in the Two-Year College

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