Teaching English in the Two-Year College - Volume 26, Issue 3, 1999

Argues that postmodern language theory offers useful insights into long-standing writing problems encountered by writing instructors. Discusses a postmodern view of language, how language shapes reality, the contributions of Jacques Derrida, and deconstruction and composition. Applies these ideas to two pedagogical ideologies, and suggests some innovative classroom practices.

Describes a project for composition classes in which groups of five to six students conceive, write, design, print, and bind a book of their writings. Discusses methodology, defining form and content of the books, offering guidance, use of in-class time, evaluation, grading, and the results. Notes that the quality of student writing dramatically improved.

Examines students’ responses and comments on facilitative (helping the student rethink a paper analytically) versus directive commentary (teacher suggestions made in an authoritative manner). Argues that directive commentary has several legitimate uses and that its judicious use can coax students into writing stronger text.

Investigates English-as-a-Second-Language (ESL) students’ native literacy-learning experiences, via written learning autobiographies of 26 students from at least eight different countries. Discusses writing instruction in students’ native languages; most satisfying writing assessment in their native languages; and differences between writing in their native language and English. Draws five conclusions for ESL instruction.

Describes an assignment for a sophomore-level technical-writing course which teaches students to respond to different audiences with different needs by having them analyze and then respond to actual complaint letters (on the same topic but from two very different people). Includes successful and unsuccessful responses generated by the students.

Discusses two intriguing ways of explaining error in student writing—the work of Michel Foucault and the work of Roland Barthes. Describes in-class activities and essay assignments that use these perspectives to help students to reach improved understanding of error in writing.

Describes a writing assignment in which students study and imitate the language of a minority author. Discusses how the assignment helps negotiate conflicts when students resist multicultural literature, as their creative responses mediate between themselves and works they might otherwise find foreign and antagonistic.

Reports results of a study of adult students over the age of 24 at one community college in New York State. Explores (1) the reasons the mature person takes a life-step once confined to the young; (2) the difficulties and satisfactions they experience; and (3) what colleges can do to respond to their needs.

Offers seven brief descriptions of class projects and assignments used successfully in writing classes of all sorts, from first-year composition classes to business communication to computerized writing labs.

Reviews three books: Time to Know Them: A Longitudinal Study of Writing and Learning at the College Level, by Marilyn S. Sternglass; Feminism and Composition Studies: In Other Words, ed. by Susan C. Jarratt and Lynn Worsham; The Performance of Self in Student Writing, by Thomas Newkirk.