Teaching English in the Two-Year College, Vol. 40, No. 3, March 2013

Table of Contents

• Information for Authors [FREE ACCESS]

• Editorial: The Challenge That Won’t Go Away [FREE ACCESS]

  Jeff Sommers

• Conversing in Marginal Spaces: Developmental Writers’ Responses to Teacher Comments

  Carolyn Calhoon-Dillahunt and Dodie Forrest (New Voices)

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  Abstract: This article describes a pilot study on developmental writers’ attitudes toward and use of instructor-written feedback in multiple sections of a precollege-level writing  course at our college.

• Instructional Note: Colorful Revision: Color-Coded Comments Connected to Instruction [FREE ACCESS]

  Nancy Mack (New Voice)

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  Abstract: Color highlighting is used to connect revision mini-lessons to teacher comments that are easy for students to identify and quicker for teachers to generate electronically.

• Toward a Definition of a Writing Program at a Two-Year College: You Say You Want a Revolution?

  Jeffrey Klausman

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  Abstract: This article traces the arc of research on two-year college writing programs and looks at implicit patterns of belief that shape discussions of such programs to offer a definition, however tentative, of a model of a two-year college writing program.

• Honors Student Perceptions of Self-Directed Learning: When Teacher Becomes Facilitator

  John Pruitt

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  Abstract: This essay presents various perspectives about honors work among first- and second-year students as they proposed and completed independent, open-ended projects in BritishLiterature  I and British Literature  II.

• Poem: Next

  Dana C. Elder

• Special Section: Forum: Issues about Part-Time and Contingent Faculty

• Implementing 21st Century Literacies in First-Year Composition [FREE ACCESS]

  Maggie Gordon Froehlich and Peter Alan Froehlich (New Voices)

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  Abstract: This case study of the authors’ process of curricular innovation, assessment, and redesign provides guidance to colleagues seeking to implement 21st century literacies into their own objectives for first-year composition courses.

• Poem: Perhaps

  Margot DeSalvo

• Readers Write: Teacher/Scholar/Activist: A Response to Keith Kroll’s “The End of the Community College English Profession”

  Jeffrey T. Andelora

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  Abstract: In this response I offer a counternarrative to Keith’s dystopian vision and challenge some of his assumptions about the state of our profession. My alternate view notwithstanding, I fully agree with Kroll on more than a few points, not the least of which is the need for more faculty voices to join this conversation at the local and national levels.

• What Works for Me

  Jennifer Handy (New Voice); Craig Wynne (New Voice); Dessie Davis (New Voice)

• Reviews [FREE ACCESS]

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  Abstract: Reviewed are:
  
  Genre: An Introduction to History, Theory, Research, and Pedagogy by Anis S. Bawarshi and Mary Jo Reiff, Reviewed by Kara Poe Alexander
  
  Beyond Post process, edited by Sidney I. Dobrin, J. A. Rice, and Michael Vastola, Reviewed by William Duffy
  
  Code-Meshing as World English: Pedagogy, Policy, Performance edited by Vershawn Ashanti Young and Aja Y. Martinez, Reviewed by Gregory Shafer
  
  Autism Spectrum Disorders in the College Composition Classroom: Making Writing Instruction More Accessible for All Students edited by Val Gerstle and Lynda Walsh, Reviewed by Gary Vaughn

• Call for Papers For 2013 TYCA Regional Conferences [FREE ACCESS]

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  Abstract: The TYCA regional associations invite proposals for their 2013 conferences. The conference dates, themes, contact persons, and deadlines are listed below. For specific information, please contact the regional program chair listed.

• Announcements

• TYCA to You

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