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Teaching English in the Two-Year College, Vol. 25, No. 2, May 1998

Cover Art for Teaching English in the Two-Year College, Vol. 25, No. 2, May 1998

Table of Contents

  • INSTRUCTIONAL NOTE · Life Writing and Basic Writing

    Susan Naomi Bernstein

    Abstract: Describes how one teacher uses life writing (reading and writing about transformative life experiences) in her basic writing class to engage students and to help them understand the power and purpose of reaching out to a variety of audiences. Discusses grading life writing.

    Keywords: College, Assessment, Writing

  • WHAT WORKS FOR ME: First-Day Class Activities

    Abstract: Presents six short descriptions of activities for the first day of class, involving thinking critically from day one; reading and responding to each other's work; getting to know each other to develop class cohesion; promoting class participation; posing problems in an American literature survey course; and integrating a syllabus review with a writing activity.

    Keywords: College, Pedagogy

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

    Kathy Mosdal O'Brien and 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.

    Keywords: College, Pedagogy, Writing

  • Silence and the Nontraditional Writer

    Elaine Fredericksen

    Abstract: Argues that nontraditional students need special assistance in coming to believe that they have something valuable to say and in learning to express it with authority. Discusses the complicated nature and causes of the silences of nontraditional students, and describes numerous things that can be done to lessen fear and resistance in the writing classroom.

    Keywords: College, Pedagogy, Writing

  • Starkweather and Smith: Using "Contact Zones" to Teach Argument

    Robin Muksian Schutt

    Abstract: Describes how a professor teaching a "Writing Arguments" course focused on two cases involving the death penalty to show students how arguments are constructed, and how students can form strong arguments of their own. Notes that this approach does not force students to choose sides when they stand somewhere in the middle. Describes four class writing assignments.

    Keywords: College, Pedagogy, Writing

  • Adjust the Assignment to the Reader

    Loretta Henderson, Emily Jensen, and Bill Stifler

    Abstract: Describes how English faculty at a community college surveyed the needs of faculty in other disciplines regarding their writing requirements. Relates patterns that emerged and describes changes made in the English 101 course, including a summary/reaction assignment based on a bibliographic resource. Notes positive comments from students and faculty about the benefits of this assignment.

    Keywords: College, Pedagogy, Writing

  • Using Journalism Writing to Improve College Composition

    Yvonne G. Laurenty

    Abstract: Details a first-year college composition course that blends journalism instruction with first-year composition. Describes how students learn about news gathering and news writing techniques common to feature writing and complete a profile writing project which encourages a level of discourse that bears closer kinship to everyday workplace writing. Discusses course design, implementation, and evaluation.

    Keywords: College, Assessment, Pedagogy, Writing

  • INSTRUCTIONAL NOTE · The Trial of Margaret Macomber: A Classroom Exercise in Fact-Finding and Literary Analysis

    Richard Diguette

    Abstract: Describes how one professor uses a classroom trial (based on Hemingway's short story "The Short Happy Life of Francis Macomber") to prepare students for writing analytical essays about the story by teaching them to interrogate the text and by helping to cure the weaknesses of text-reticence and dubious deduction.

    Keywords: College, Literature, Pedagogy, Writing

  • INSTRUCTIONAL NOTE · Struggling with Fitzgerald's "Crack-Up" Essays

    James Fulcher

    Abstract: Ponders F. Scott Fitzgerald's essays about his "crack-up" and relates them to the many complex aspects of the struggles of a teacher using post-structural literary theory and teaching two-year college students.

    Keywords: College, Literature, Pedagogy

  • Text as Topos: Using the Toulmin Model of Argumentation in Introduction to Literature

    William Jolliff

    Abstract: Describes how one teacher adapted the Toulmin argumentation model to improve discussion in introductory literature classes. Describes the method and its application to literary texts. Shows how it enables students with no particular attraction to literature to invent and respond to arguments about a text, ground those arguments in the text, and warrant them to their classmates' satisfaction.

    Keywords: College, Literature, Pedagogy

  • EDITORIAL: Demonstrating Writing

    Abstract: Abstract for this article is currently not available.

    Keywords: College


    John Hughes; Andrea Greenbaum; Jeffrey W. Klausman

    Abstract: Reviews three books: August Wilson and the African American Odyssey, by Kim Pereira; When Students Have Power: Negotiating Authority in a Critical Pedagogy, by Ira Shor; A Guide to Argumentative Writing, by Byron L. Stay.

    Keywords: College

  • Author-Title INDEX: VOLUME 25

    Abstract: Abstract for this article is currently not available.

    Keywords: College

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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