Teaching English in the Two-Year College - Volume 23, Issue 1, 1996

Stories of how two-year colleges transform lives must be told more widely.

Moving to a consensus form of governance will create a participatory, productive department in which empowerment replaces feuds and power struggles.

A discussion of the effect of writing on ESL students’ reading performance provides data to demonstrate that “formal,” analytical written response to text helps ESL students become more proficient readers of English.

Seeking a central question that a piece of writing answers is more effective for focusing prewriting and revising than using a thesis sentence for that purpose.

Internationalizing reading lists for composition and humanities courses engages students in cross-cultural analysis.

Instructors should learn both to celebrate and to accommodate gender differences in the writing classroom.

An English instructor and a science instructor collaborate to inject real-world experience into an introductory content classroom.

Reviews of 4 professional books: The Language of Interpretation: Patterns of Discourse in Discussions of Literature by James D. Marshall, Peter Smagorinsky, and Michael W. Smith reviewed by Mary C. Daane; Pedagogy in the Age of Politics: Writing and Reading (in) the Academy ed. by Donna J. Qualley and Patricia A. Sullivan reviewed by Alison Tracy; Philosophy, Rhetoric, Literary Criticism: Inter(views), ed. by Gary Olson reviewed by William Dolphin; Teachers Thinking, Teachers Knowing: Reflections on Literacy and Language Education ed. by Timothy Shanahan reviewed by Rodney D. Keller.