- NCTE Publications Home
- All Journals
- Teaching English in the Two-Year College
- Previous Issues
- Volume 34, Issue 1, 2006
Teaching English in the Two-Year College - Volume 34, Issue 1, 2006
Volume 34, Issue 1, 2006
- Articles
-
-
-
Guidelines for the Academic Preparation of English Faculty at Two-Year Colleges
Author(s): TYCAThe highly competent professor of English in today’s two-year college—like highly competent faculty at all levels of education—is a skilled educator, a knowledgeable scholar, and an active learner and contributor within the profession. What distinguishes the two-year college teacher-scholar is his or her dedication to open educational access, commitment to democratic participation and equity within higher education, and ability to help make these ideals a reality for highly diverse learners from eighteen to eighty and from backgrounds that cross conventional divides of race, ethnicity, class, and academic preparation.
-
-
-
Will They Still Respect Us in the Morning? A Study of How Students Write after They Leave the Composition Classroom
Author(s): Greg AhrenhoersterAlthough writing instructors have a clear picture of how well our students can write by the end of a composition course, very rarely do we learn how well the students carry over the skills and strategies we teach them to the essays they write for other courses. I collected essays from other courses to determine how effectively students transfer the proficiencies of our writing courses to their other classes and surveyed them about their experiences as college writers. Through this project I was able to develop a new assessment plan for my department.
-
-
-
Not Just a Humorous Text: Humor as Text in the Writing Class
Author(s): Nina MurakamiThe use of humorous texts in the writing class can help students improve skills in effective writing while encouraging critical thinking and an increased range in expression. In addition, because of the accessible nature of humor and the focus on purpose and audience that is necessary when writing it, students show a natural inclination toward peer review and recursive writing, with an enthusiasm that is often lacking when working with traditional texts in the writing class.
-
-
-
Cooperative Learning and Second Language Acquisition in First-Year Composition: Opportunities for Authentic Communication among English Language Learners
Author(s): Katherine MasonIn an ESL first-year composition classroom, cooperative learning assists English language learners in developing their ideas, voice, organization, and sense of writing conventions, while simultaneously enhancing their production and comprehension of English.
-
-
-
Adventures in Team Teaching: Integrating Communications into an Engineering Curriculum
Author(s): Angela BeckThis article recounts how a communications and an engineering department instituted a team-teaching venture to supplement engineering students’ communication skills in a discipline-specific context.
-
-
-
Imposed Upon: Using Authentic Assessment of Critical Thinking at a Community College
Author(s): Suzanne Buffamanti, Denise David and Robert MorrisAn authentic assessment embedded in a course becomes a teaching tool integral to the aims of the course, not simply a mandated test.
-
-
-
The Immense Possibilities of Narrating “I”: Developing Student Voice through a Career Research Project
Author(s): Ting Man TsaoA well-staged career research paper project can help students develop their voices and better integrate personal experiences with researched sources.
-
-
-
Instructional Notes: Words to Voice: Three Approaches for Student Self-Evaluation
Author(s): Sr. Judith DiltzThree approaches—engaging first-year writers in naming strengths and weaker areas, determining descriptors that fit their various compositions, and applying a rubric that details all the grade-determinant components—serve to give students the vocabulary they need to wrap their voices around words and to describe their learning.
-
-
-
Instructional Notes: Instant Replay: Creating Commentators on a Literary Field
Author(s): Anna VilleneuveMany students struggle to analyze literature and fall into writing plot summary, but if students become commentators by examining instant replays of the text, the task becomes easier.
-
Volumes & issues
-
Volume 51 (2023 - 2024)
-
Volume 50 (2022 - 2023)
-
Volume 49 (2021 - 2022)
-
Volume 48 (2020 - 2021)
-
Volume 47 (2019 - 2020)
-
Volume 46 (2018 - 2019)
-
Volume 45 (2017 - 2018)
-
Volume 44 (2016 - 2017)
-
Volume 43 (2015 - 2016)
-
Volume 42 (2014 - 2015)
-
Volume 41 (2013 - 2014)
-
Volume 40 (2012 - 2013)
-
Volume 39 (2011 - 2012)
-
Volume 38 (2010 - 2011)
-
Volume 37 (2009 - 2010)
-
Volume 36 (2008 - 2009)
-
Volume 35 (2007 - 2008)
-
Volume 34 (2006 - 2007)
-
Volume 33 (2005 - 2006)
-
Volume 32 (1996 - 2005)
-
Volume 31 (2003 - 2004)
-
Volume 30 (2002 - 2003)
-
Volume 29 (2001 - 2002)
-
Volume 28 (2000 - 2001)
-
Volume 27 (1999 - 2000)
-
Volume 26 (1998 - 1999)
-
Volume 25 (1998)
-
Volume 24 (1997)
-
Volume 23 (1996)