Teaching English in the Two-Year College - Volume 29, Issue 3, 2002

Considers how the introductory business writing course is appropriate for the development of critical literacy, especially for students at second-tier, working-class colleges. Notes that the opposition between labor and management offers rich opportunities for the critical examination of corporate rhetoric, opportunities that are as relevant in business writing class as they are in other courses.

Describes how a veteran writer and English teacher who only recently began writing poetry encourages others to invigorate their teaching by taking up a new writing genre. Details the lessons he has learned from poetry and passed on to his own students. Outlines six problems he encountered and presents solutions for each.

Suggests that educators need to let students know that sometimes messages are sent in the hopes of confusing or misleading readers or listeners. Notes that people sending such messages include politicians, marketers, educators, parents, entertainers, medical personnel, and in fact, anybody and everybody. Considers how modern media makes it easier for people to manipulate others.

Notes that beyond the challenges of technology and time, online teaching also elicits unexpected introspection about the role as instructors, the changing relationships with colleagues, and the evolving perceptions about the students. Outlines five achievements and challenges associated with online first-year composition.

Reviews three books: Class Politics: The Movement for the Students’ Right to Their Own Language, by Stephen Parks; (Re)Visioning Composition Textbooks: Conflicts of Culture, Ideology, and Pedagogy, edited by Xin Liu Gale and Fredric G. Gale; Exploring Literature: Writing and Thinking about Fiction, Poetry, Drama, and the Essay, by Frank Madden.

Available in print version only.