Teaching English in the Two-Year College, Vol. 38, No. 3, March 2011

Table of Contents

• Information for Authors

• Editorial: Faculty and the “Experienced Curriculum”

• A Culture of Conversation: Faculty Talk as Meaningful Assessment of Learning Communities

  Libby Garland and Kevin Kolkmeyer (New Voices)

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  Abstract: We offer here a critical assessment of our experiences teaching in Kingsborough Community College’s learning communities—in a descriptive, personal mode that echoes the frequent conversations we have together—to illuminate how official data fail to capture both important successes and failures and to model the kind of reflective, subjective assessment from a professorial perspective that we believe is vital for larger institutional decision making.

• The “Reverse Commute”: Adult Students and the Transition from Professional to Academic Literacy

  Michael J. Michaud (New Voice)

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  Abstract: In this article, I report on the experiences of one adult student making the transition from professional to academic literacy and trace implications for writing scholars and teachers.

• Preparing for Meaningful Involvement in Learning Community Work in the Composition Classroom

  Heather Camp and Teresa Bolstad (New Voices)

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  Abstract: In this article, we introduce and employ a heuristic that writing teachers can use to prepare for meaningful involvement in learning community work.

• Preparing ESL Students for “Real” College Writing: A Glimpse of Common Writing Tasks ESL Students Encounter at One Community College

  Julia Carroll and Helene Dunkelblau (New Voices)

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  Abstract: This article describes a study on the types of writing tasks that ESL students commonly encounter in introductory academic courses at a two-year college and discusseshow the results of the study may have an impact on instruction.

• Instructional Note: Rethinking Metaphor: Figurative Language and First-Year Composition

  Peter Wayne Moe

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  Abstract: A brief review of composition theory shows metaphor is often underused and misrepresented in the composition classroom; in response, I suggest metaphor is foundationalto argumentation and provide a method to teach it as such.

• Conferencing and Compassion for an Exceptional Student

  Gregory Shafer

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  Abstract: The author reports on the complex process of working with a student in his attempt to use writing to wrestle with the struggles of his life.

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

• Poem: A Moment of Silence (for J. D. Salinger)

  Lisa Wiley Moslow (New Voice)

• What Works for Me

  Brian P. Hall (New Voice); Jeffrey Klausman; Jim LaBate (New Voice); Suanna H. Davis (New Voice)

• Reviews

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  Abstract:

  Reviewed are: Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Researchers, edited by Amy C. Kimme Hea, Reviewed by Joseph Griffin

  Writing without Formulas, by William H. Thelin, Reviewed by Mary M. Stein Fear, by Pamela Garvey, Reviewed by Guy Thorvaldsen

  A Taste for Language: Literacy, Class, and English Studies, by James Ray WatkinsJr., Reviewed by Chanon Adsanatham 

  Dangerous Writing: Understanding the Political Economy of Composition,by Tony Scott, Reviewed by Abigail L. Montgomery

• TYCA to You

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