Information for Authors [FREE ACCESS]
Editor’s Introduction: Ways of Reading [FREE ACCESS]
Feature: A Partnership Teaching Externship Program: A Model That Makes Do [FREE ACCESS]
Darin Jensen and Susan Ely
This essay and the teaching externship it describes grew out of our attempt to respond to gaps in two-year college English instructor preparation, particularly in basic writing, at Metropolitan Community College in Omaha, Nebraska.
Feature: Why Is My English Teacher a Foreigner? Re-authoring the Story of International Composition Teachers
This article examines the social and academic barriers international teachers face in the composition classroom and what they have to offer to the teaching of first-year writing.
Feature: Linking the Past to the Present: Using Literacy Narratives to Raise ESL Students’ Awareness about Reading and Writing Relationships
Heather B. Finn
This article shares findings from a semester-long study about the use of literacy narratives to increase ESL students’ understanding of reading and writing relationships within the developmental writing classroom.
Feature: Self-Annotation as a Course Practice
Karen Sheriff LeVan and Marissa E. King
Self-annotation forces students to build sideline commentary for their own writing. As a self-assessment strategy, annotation at every stage of the writing process turns underprepared writers into more confident decision makers and communicators.
Special Section: Forum: Issues about Part-Time and Contingent Faculty [FREE ACCESS]
Instructional Note: Using Real Manuscripts to Teach Professional Editing
This TETYC Instructional Note describes how one instructor used real manuscripts to teach editing to university students in a professional writing program.
Instructional Note: The Genre Transfer Game: A Reflective Activity to Facilitate Transfer of Learning
Bryna Siegel Finer
Inspired by studies on transfer of learning that have provided helpful insight into metacognition and reflection, this instructional note describes an activity that asks students to reflect on skills learned and simultaneously think forward to future writing situations.
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