Teaching English in the Two-Year College, Vol. 37, No. 3, March 2010

Table of Contents

Issue Theme: Special Issue: 21st Century Literacies

• Information for Authors

• Editorial: The Mirror and the Lamp

• “Who Will Be the Inventors? Why Not Us?” Multimodal Compositions in the Two-Year College Classroom

  Lisa Bickmore and Ron Christiansen (New Voices)

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  Abstract: This essay illustrates why compositionists should conceive of multimodal writing assignments as having wide-ranging and forward-thinking parameters, in order to invite the greatest possible range of student responses; it also suggests the directions we should take when evaluating such work.

• From Photographs to Elegies: Engaging the Holocaust in a Writing Course

  Cayo Gamber (New Voice)

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  Abstract: Teaching the Holocaust in a first-year writing course—using photographs of the Shoah as a primary resource—authorizes students to engage in research and writing that provides a place of empathetic, dignified witnessing for those who were denied the possibility of realizing the lives they were meant to live.

• Teaching Visual Rhetoric in the First-Year Composition Classroom

  Kristen Welch, Nicholas Lee, and Dustin Shuman (New Voices)

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  Abstract: First-year composition students engage with visual rhetoric via interpretation and analysis through a trip to a local art museum for the first essay assignment and through an exploration of photography for the second essay assignment.

• What about the “Google Effect”? Improving the Library Research Habits of First-Year Composition Students

  Patrick Corbett (New Voice)

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  Abstract: This article presents a consideration of how students’ existing information-seeking behaviors affect traditional methods of teaching library research in first-year writing courses and offers an alternative method that uses both library and popular Internet search tools.

• Instructional Note: Meeting Student Writers Where They Are: Using Wikipedia to Teach Responsible Scholarship

  Paula Patch (New Voice)

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  Abstract: Instead of penalizing students for using Wikipedia as their go-to research source, writing faculty should encourage students to critically analyze this online encyclopedia in order to teach them how to think critically about all texts, online and in print.

• Instructional Note: “As Y’all Know”: Blog as Bridge

  Jamey Gallagher (New Voice)

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  Abstract: This article promotes the use and study of blogs in the composition classroom in order to motivate students toward academic writing.

• Special Insert: Forum, the Newsletter for Issues about Part-Time and Contingent Faculty

• Bridging the Gap between College and High School Teachers of Writing in an Online Assessment Community

  Merilee Griffin, Amy Falberg, and Gigi Krygier (New Voices)

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  Abstract: College and high school writing teachers participated in an online assessment activity to build common understanding of standards.

• Instructional Note: Using Google Documents for Composing Projects That Use Primary Research in First-Year Writing Courses

  Kip Strasma

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  Abstract: For faculty seeking to engage students in inquiry-based, emergent, and primary research in first-year composition courses, Google Documents provides both an efficient and effective means.

• What Works for Me

  Mark Harris, Laurie Lykken (New Voice), Jeanne Marie Rose (New Voice)

• Reviews

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  Abstract:

  An Introduction to Game Studies: Games in Culture, by Frans Mäyrä
  Reviewed by John Reilly

  Lazy Virtues: Teaching Writing in the Age of Wikipedia, by Robert E. Cummings
  Reviewed by Kip Strasma

• Poem: Remote by Steve Straight

• Announcements

• TYCA to You

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