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Teaching English in the Two-Year College, Vol. 27, No. 2, December 1999

Cover Art for Teaching English in the Two-Year College, Vol. 27, No. 2, December 1999

Table of Contents

  • An Interview with Ira Shore-Part II

    Howard Tinberg

    Abstract: Presents Part II of an interview with Ira Shor reflecting on the state of community colleges since the 1960s. Discusses how the most important thing to teach is critical inquiry and critical literacy, to study something in a methodical way and to communicate knowledge gained with articulate depth to a real audience. Outlines 13 goals for schooling and society.

    Keywords: College, Literacy

  • Faculty on the Past and Future of Two-Year College English-Part II

    Abstract: Presents interviews of faculty from around the country to review and evaluate the teaching of English in two-year colleges during their careers. Considers personal changes and experiences over the last 25 years and looks at the next 25 years. Discusses change and the need for flexibility in the profession.

    Keywords: College, Professional Development

  • The Power of Aroma and the Olfactory Experience in the Classroom

    Russ Sprinkle

    Abstract: Suggests that despite culturally induced aversions, aromas do have a role to play in writing instruction. Suggest there are many examples in literature of authors' treatment of the olfactory sense. Argues that emphasizing smell as a writing stimulant and encouraging olfactory analyses of literary works can serve as valid ways of introducing students to alternative and challenging approaches to writing.

    Keywords: College, Research

  • Collaborative Projects in a Technical Writing Class: A Cost/Benefit Analysis

    Eva R. Brumberger

    Abstract: Investigates both students' and instructors' perspectives on issues dealing with complications of using collaborative groups. Ascertains whether the costs of collaborative writing projects outweigh the benefits. Explores ways in which teachers can maximize benefits and minimize costs. Concludes that collaborative projects are necessary and that problems can be minimized through careful planning and close monitoring.

    Keywords: College, Assessment

  • Language and Identity: A Reading-to-Write Unit for Advanced ESL Students

    Nancy Burkhalter and Samuel W. Pisciotta

    Abstract: Describes a study unit for ESL (English Second Language) students on language and identity. Explores the dichotomy of attitudes and behavior occurring when a nonnative speaker tries to embrace a new language and culture. Concludes that reading and writing about multicultural literature in the ESL classroom helps students gain language skills and better perspectives on the diversity of American culture.

    Keywords: College

  • INSTRUCTIONAL NOTE · Teaching about Plagiarism in the Age of the Internet

    Jeffrey Klausman

    Abstract: Considers how the Internet provides new opportunities for teaching about plagiarism and how to avoid it. Defines and gives examples of three different kinds of plagiarism: direct plagiarism, paraphrase plagiarism, and patchwork plagiarism. Discusses a way of teaching students about plagiarism. Concludes that plagiarism is usually unintentional.

    Keywords: College

  • Relating Revision Skills to Teacher Commentary

    Marilyn Ruth Sweeney

    Abstract: Considers how the revising skills of basic writing students improve when they receive both inductive and deductive teacher feedback. Finds that students who received inductive feedback changed their largest percent of errors when given oral conferences and students who received deductive feedback changed their smallest number of errors when given oral feedback.

    Keywords: College

  • Negotiating Audience and Voice in the Writing Center

    Gregory Shafer

    Abstract: Considers how allowing developmental students to incorporate some of their language and culture into their writing helps them become more proficient writers. Suggests that the best way to teach basic writers is through both process and a respect for the social discovery that ensues as one composes.

    Keywords: College

  • INSTRUCTIONAL NOTE · We think he means . . .: Creating Working Definitions through Small Group Discussion

    Andrew Fleck

    Abstract: Discusses how defining key terms in context helps students understand and retain concepts. Considers how implementing small-group discussion dramatically changed the classroom dynamics and involved more students in the discovery process. Finds that in small peer groups, students are more inclined to ask questions and help each other clarify their thinking.

    Keywords: College

  • EDITORIAL: Preparing Future Faculty

    Abstract: Abstract for this article is currently not available.

    Keywords: College


    Abstract: Abstract for this article is currently not available.

    Keywords: College


    Martha Modena Vertreace, Harry Card, and Linda S. Houston

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • November in Mallorca

    John W. Presley

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • Poetry and the Weather

    Tom Speer

    Abstract: Abstract for this article is currently not available.

    Keywords: College


    Jeff Sommers; Jamey Nye; Rebecca Williams Mlynarczyk

    Abstract: Reviews five books: Grading in the Post-Process Classroom: From Theory to Practice, ed. by Libby Allison, Lizbeth Bryant, and Maureen Hourigan; Alternatives to Grading Student Writing, ed. by Stephen Tchudi; The Theory and Practice of Grading Writing: Problems and Possibilities, ed. by Frances Zak and Christopher C. Weaver; Teaching ESL Composition: Purpose, Process, and Practice, by Dana Ferris and John S. Hedgcock; "M" Word, by Jane Isenberg.

    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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A Professional Association of Educators in English Studies, Literacy, and Language Arts