Thinking Differently about Difference: Multicultural Literature and Service-Learning
Combining service-learning with multicultural literature study in a general education first-year course can encourage students to theorize difference from multiple perspectives.
INSTRUCTIONAL NOTE: Using the Devil's Dictionary to Teach Definitions
Mary T. Lane
Ambrose Bierce’s Devil’s Dictionary can be used as a model to help students understand the structure of a definition and write creative, witty definitions of their own.
"A Flare from the Margins": How the Association for Business Communication Fails Two-Year College Faculty
The premiere professional organization for those who teach business communication has long neglected the needs of teachers at two-year institutions.
The Role of Ethnography in the Post-Process Writing Classroom
Jennifer Sinor and Michael Huston
Ethnography is a useful tool for producing the kind of knowledge that a post-process pedagogy argues is necessary for an empowering writing classroom: an awareness of the social situatedness of all acts and the realization that situation drastically affects communication.
INSTRUCTIONAL NOTE: Midterm Assessment Techniques: Unearthing the Vital Learning and Growing That Occur beneath the Surface
This article describes midterm assessment techniques that helped students tap into their process as emerging writers, and how the author used this feedback to realign the course at a pivotal time to reach resistant students.
Collaborative Teaching, Genre Analysis, and Cognitive Apprenticeship: Engineering a Linked Writing Course
This article recounts how a communications and an engineering department developed a collaborative teaching venture—a linked writing course—to provide mentorship for students learning how to write lab reports.
INSTRUCTIONAL NOTE: The T Analysis: An Exercise in Literary Inquiry
M. Kip Hartvigsen
This article describes a reading/writing strategy that teaches students how to engage literary texts more intensely.
Abstract for this article is currently not available.
INSTRUCTIONAL NOTE: The Interpretive-Paraphrase Workshop
G. Wesley Houp
The interpretive paraphrase is a class workshop method that emphasizes dialogue as a centerpiece of the composing process and provides students with opportunities to reenvision their compositions based on the alternative readings of their peers.
Teaching: First Impressions First, or Choosing Atmosphere over Method and Management
As a writer who teaches and a teacher who writes, the author offers creative ways of producing a positive first impression on the first day of school.
EDITORIAL: Theorizing Difference
REVIEWS: Critical Intellectuals on Writing
Edith Baker, Andrea Lang, and Andy Anderson
REVIEW: FieldWorking: Reading and Writing Research, 2nd ed.
REVIEW: Inquiry and the Literary Text: Constructing Discussions in the English Classroom
REVIEW: The Terministic Screen: Rhetorical Perspectives on Film
AUTHOR-TITLE INDEX: VOLUME 31
TYCA TO YOU
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