Teaching English in the Two-Year College, Vol. 24, No. 4, December 1997

Table of Contents

• Theory as Healing

  Howard Tinberg

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  Abstract: Sees a tendency, in the field of composition, to privilege either theory or classroom practice. Discusses theory as liberatory narrative. Draws on Michael Dorris, bell hooks, and Paulo Freire to show how the act of theorizing becomes an act of compassion and of healing. Describes how literacy narratives from the two-year college classroom demonstrate this point.

  Keywords: College, Writing

• Acts of Defiance (and Other Mixed Messages): Taking Up Space in a Nontransfer Course

  Smokey Wilson

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  Abstract: Argues that the labels "basic" or "developmental" as applied to students often obscure the complexities of knowing who is underprepared for what, kinds of barriers that countermand mastery, and instructors' roles in helping construct these barriers. Views closely the behaviors by which four students in a developmental writing class presented themselves.

  Keywords: College, Writing

• Part-Timers, Full-Timers, and Portfolio Assessment

  Sylviane Baumflex, Dina Bloom, Karl Dettmer, Douglas DiToro, Anita Friedland, Octavio Gooden, Karlene Gooding, Anne Richardson, Janice Hill, etc.

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  Abstract: Explores issues, problems, and procedures involved in large English departments which use portfolio assessment and where part-timers and full-timers need to collaborate in this process. Offers recommendations involving the relationship of part-time and full-time teachers in such programs.

  Keywords: College

• How Does a Reader Make a Poem Meaningful? Reader-Response Theory and the Poetry Portfolio

  Sandra Lee Tompkins

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  Abstract: Describes how a reader-response approach can help students construct a portfolio of readings that reflects their development as poetry readers. Describes using a reader-response journal, communal learning activities, and a portfolio to create a recursive process through which students develop a better understanding of how poetry works. Discusses evaluation of the portfolio.

  Keywords: College, Literature

• Mythic America: Developing an Interdisciplinary Course

  Brenda Ayres and Phillip Gibbs

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  Abstract: Describes a team-taught course called Mythic America which integrated literature and history and which deepened students' understanding of each. Describes developing the course, its schedule, and its evaluation. Discusses the six major myths which were examined through readings in literature and history, and how they prompted students to think seriously about their own values and myth-making processes.

  Keywords: College

• INSTRUCTIONAL NOTE · Coping with the Research Paper

  Richard Profozich

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  Abstract: Describes how the author used sequenced assignments (and a range of other strategies) to engage students in genuine inquiry; to remove as much of the fear as possible from the research process; and to put the emphasis on process, not on product.

  Keywords: College, Pedagogy

• EDITORIAL: The Review Process

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• WHAT CONCERNS ME

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• REVIEWS

  Mark C. Harris; Dianne Fallon; Gordon Reynolds; Jon Conlon

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  Abstract: The Research Paper and the World Wide Web, by Dawn Rodrigues; Assessment of Writing: Politics, Policies, Practices, ed. by Edward M. White, William D. Lutz, and Sandra Kamusikiri; Teaching the Argument in Writing, by Richard Fulkerson; Poets' Fall, by Jon Conlon.

  Keywords: College

• Author-Title Index: Volume 24, 1997

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  Keywords: College

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