Teaching English in the Two-Year College - Volume 35, Issue 1, 2007

The author calls for teacher-scholars in the two-year college to reveal in their scholarship the generation of their triumphs and their failures.

The author synthesizes twenty-four articles on grammar from the last twenty years of the journal, tracing two major trends.

In this Cross Talk, Mark Blaauw-Hara, the author of “Mapping the Frontier: A Survey of Twenty Years of Grammar Articles in TETYC,” and one of the manuscript’s reviewers, Andy Anderson, engage in a brief conversation about the essay, its content, and the processes of writing, reviewing, and revising.

In light of research on diversity learning and teaching, an introductory course on cinematic depictions of African Americans taught at a predominately white, rural university campus leads students to see the impact of history and Hollywood on their own local and statewide communities.

In this article, we offer practical suggestions for teaching writing to diverse groups of students who represent the fields of composition studies, basic writing, and ESL.

The authors report on three case studies of ESL students who are taking courses to enter professional programs. Their experiences suggest learning strategies that may help students in professional programs and may offer ways for teachers of composition to support and prepare these students.

Jackie Cornog is chair of the Humanities and Social Sciences Department at the Benjamin Franklin Institute of Technology in Boston.

C. D. Albin is professor of English at Missouri State University–West Plains and has contributed poems to several journals, including Big Muddy, Limestone, and Teaching English in the Two-Year College.

Rita Pourteau is an instructor at SOWELA Technical Community College in Lake Charles, Louisiana.

As we begin a fresh academic year, anticipating new challenges, frustrations, and, we hope, rewards, I find myself thinking of Kenneth Burke’s “unending conversation” (The Philosophy of Literary Form, Berkeley: U of California P, 1941, 110–11). In our classrooms we continue that unending conversation in our discipline, engaging with the knowledge built in the past, beginning to build new knowledge.

TETYC publishes articles for two-year college teachers and those teaching the first two years of English in four-year institutions. We seek articles in all areas of composition (basic, first-year, and advanced); business, technical, and creative writing; and the teaching of literature in the first two college years. We also publish articles on topics such as staffing, assessment, technology, writing program administration, speech, journalism, reading, ESL, and other areas of interest.

TYCA “Fame and Shame” Award Winners.

“A Defining Moment: Trying to Pin Down the Meaning of ‘College-Level’ Writing” from Joel B. Henderson, Editor of “TYCA to You”