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Teaching English in the Two-Year College, Vol. 27, No. 3, March 2000

Cover Art for Teaching English in the Two-Year College, Vol. 27, No. 3, March 2000

Table of Contents

  • Creating a Context for Developmental English

    Dianne Goode

    Abstract: Describes an innovative curriculum project at Piedmont Community College in North Carolina called CONCUR, which designed classes specifically for developmental students, applying the principles of contextual learning by creating the context of a publishing company. Discusses motivation, grading, the reading workshop, providing books, pages required and journal entries, class activities, the Writing Workshop, and publication.

    Keywords: College, Pedagogy

  • Letter Writing in the College Classroom

    Elaine Fredericksen

    Abstract: Suggests that beginning writers can improve skills when they exchange letters with peers, teachers, and others. Offers a brief historical perspective on the use of letters as a pedagogical device. Outlines current applications of letter writing and exchanges in: English as a second language; technical and business writing; composition and literature classes; and portfolio reflection letters.

    Keywords: College, Pedagogy, Writing

  • Using Letters for Process and Change in the Basic Writing Class

    Gregory Shafer

    Abstract: Shows how letter writing can motivate basic writers. Describes how the author began teaching his first remedial writing class with a class-wide engagement in letter writing. Discusses how the class developed an active, collaborative, engaged, and inclusive spirit as students learned to put expression first and polishing later.

    Keywords: College, Pedagogy, Writing

  • Following the Tao

    Diana Hacker

    Abstract: Discusses 5 principles from the "Tao Te Ching" (an ancient Chinese classic intended for rulers) and how they can be applied by composition teachers. Suggests many of the insights in the "Tao" have become accepted wisdom in the teaching of composition.

    Keywords: College, Pedagogy, Writing

  • Too Many Other Enticing "Texts": On Why I Didn't Read Last Night

    Josh Daughdrill

    Abstract: Argues that composition teachers, rather than dismiss their students' consumption of popular culture, should juxtapose popular culture with scholarly interpretations of popular culture and with traditional texts to draw students in and encourage analysis, interpretation and reevaluation of their assumptions.

    Keywords: College, Pedagogy, Writing

  • INSTRUCTIONAL NOTE : The Read-Around Alternative to Peer Groups

    Barbara Christian

    Abstract: Describes a writing class activity to encourage peer feedback when peers are reluctant to give it. Notes how it invites personal dialectic and critical analysis while protecting the writer's originality and sense of control.

    Keywords: College, Pedagogy, Writing

  • 10:00 and 2:00: A Ten-Paragraph Defense of the Five-Paragraph Theme

    Robert Perrin

    Abstract: Suggests that the five-paragraph theme does in fact have value, and explains why assumptions about its ills are wrong-minded

    Keywords: College, Writing

  • In Praise of Reader-Response: Validating Student Voices in the Literature Classroom

    Priscilla K. Boyle

    Abstract: Describes a modified method of reader-response used as a core activity in a literature classroom in which students write a short written response at the beginning of every class to the reading due that day. Describes the procedure, its relationship to effective writing, and its benefits, including reading more critically, writing more effectively, and enjoying books more

    Keywords: College, Literature, Pedagogy, Writing

  • D. W. Winnicott in the Literature Classroom

    Elaine Levy and Kathryn J. Campbell

    Abstract: Discusses how psychoanalyst D.W. Winnicott's framework of "potential space" can help teachers deal with students' emotional response to literature. Describes creating the right classroom environment and outlines teaching strategies to counteract either a too literal or a too emotional reading of a text, reducing anxiety and helping students consider multiple meanings and viewpoints.

    Keywords: College, Literature, Pedagogy

  • Yes, I Would Say

    Marilyn Smith Layton

    Abstract: Notes that students today do not seem less prepared and less literate than students 30 years ago, but they do seem less loved and cared for. Uses examples of Morrie Schwartz, John Stanford, and one particular classroom community to argue that teachers must create classrooms in which empathy and reciprocity open the hearts and heads of students and teachers.

    Keywords: College, Pedagogy

  • Teaching and Identity: My Thirty-Five Years in the California Community College System

    Janice M. Albert

    Abstract: Describes the author's 35-year career teaching in the California Community College System. Discusses social, political, intellectual, and emotional changes over that time span and into retirement.

    Keywords: College, Pedagogy

  • WHAT WORKS FOR ME: Revision and Process: “Round Robin” Group Writing

    Abstract: Offers 4 brief descriptions from college writing teachers of activities they use successfully. Describes using a "round robin" process for group writing and revision; addressing stylistic and grammatical issues by using anonymous student writing; "showing" versus "telling" words; and using film to model "larger" meaning in personal narrative.

    Keywords: College, Writing

  • GUEST EDITORIAL · Remedial Education Works

    Marilyn S. Sternglass

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • PROFESSIONAL NEWS, NOTES, AND ANNOUNCEMENTS

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • RESPONSES

    Gregory Shafer; Elaine Fredericksen

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • Be a Sport!

    Martha E. Kendall

    Abstract: Abstract for this article is currently not available.

    Keywords: College

  • REVIEWS

    William DeGenaro; Mary E. Angelo; David E. Hartman

    Abstract: Reviews three books: Letters for the Living: Teaching Writing in a Violent Age, by Michael Blitz and C. Mark Hurlburt; Between Talk and Teaching: Reconsidering the Writing Conference, by Laurel Johnson Black; How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics, by N. Katherine Hayles reviewed by David E. Hartman.

    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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