Teaching English in the Two-Year College - Volume 24, Issue 1, 1997

Using their peers’ work as secondary source material helps students overcome the cognitive difficulties of writing about literature.

A student-centered method to study literature proves more rewarding than traditional approaches.

Serial collaboration promotes the many possibilities of developing and revising student texts.

Publishing student writing from all levels of an English program motivates students, provides instructional models, and validates the process approach.

Modeling established poetic forms can help students write poetry.

A review of one two-year college English department’s procedures reveals the complexities of dealing with part-time faculty.

Reviews six books: City on a Hill: Testing the American Dream at City College, by James Traub; The Writer’s Presence, ed. by Donald McQuade and Robert Atwan; The End of Education: Redefining the Value of School, by Neil Postman; From Community to College: Reading and Writing across Diverse Contexts, by Jeff Sommers and Cynthia Lewiecki-Wilson; Writing Permitted in Designated Areas Only, by Linda Brodkey; Juxtapositions, by William Vesterman.