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- Volume 37, Issue 1, 2009
Teaching English in the Two-Year College - Volume 37, Issue 1, 2009
Volume 37, Issue 1, 2009
- Articles
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(Re)Envisioning the Divide: The Impact of College Courses on High School Students
Author(s): Kara Taczak and William H. ThelinThis article draws data from a participant-observation study that considers fourteen-and fifteen-year-old-dual enrollment students and gauges the impact of their attendance in a section of first-year composition on them, on other students, and on curricular rigor.
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Transfer Institutions, Transfer of Knowledge: The Development of Rhetorical Adaptability and Underprepared Writers
Author(s): Holly Hassel and Joanne Baird GiordanoThis essay describes the results of a scholarship of teaching and learning project examining the transition of underprepared first-year writers at an open admission institution as they struggled to translate their first-semester instruction into second-semester success.
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Taking the High Road to Transfer: Building Bridges between English and Psychology
Author(s): Dianne Fallon, Cindy J. Lahar and David SusmanAn assessment project aimed at examining transfer of learning from English 101 to a subsequent psychology course provided insight on transfer and on student metacognition and also created a rich opportunity to exchange scholarship and ideas between disciplines.
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Crossing Over into Language Exploration
Author(s): Gregory ShaferThis essay explores the diverse uses, misperceptions, and passionate convictions about African American Vernacular among college students, revealing its complicated relevance to our culture.
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Navigating Everyday Literacies: Mapping as Deep Frame in Teaching Argument
Author(s): Nancy Barta-Smith and Danette DiMarcoA happy coincidence exists between the elements needed to analyze, understand, and produce strong arguments and their analog properties entailed in the map metaphor that we use as prototype in our teaching.
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Reviews
Relations, Locations, Positions: Composition Theory for Writing Teachers, Edited by Peter Vandenberg, Sue Hum, and Jennifer Clary-Lemon, reviewed by Jeffrey Klausman
Writing-Intensive: Becoming W-Faculty in a New Writing Curriculum, by Wendy Strachan, reviewed by Abigail L. Montgomery
Writing Myths: Applying Second Language Research to Classroom Teaching, Edited by Joy Reid, reviewed by Todd Ruecker
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Volumes & issues
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Volume 51 (2023 - 2024)
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Volume 50 (2022 - 2023)
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Volume 49 (2021 - 2022)
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Volume 48 (2020 - 2021)
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Volume 47 (2019 - 2020)
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Volume 46 (2018 - 2019)
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Volume 45 (2017 - 2018)
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Volume 44 (2016 - 2017)
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Volume 43 (2015 - 2016)
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Volume 42 (2014 - 2015)
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Volume 41 (2013 - 2014)
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Volume 40 (2012 - 2013)
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Volume 39 (2011 - 2012)
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Volume 38 (2010 - 2011)
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Volume 37 (2009 - 2010)
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Volume 36 (2008 - 2009)
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Volume 35 (2007 - 2008)
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Volume 34 (2006 - 2007)
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Volume 33 (2005 - 2006)
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Volume 32 (1996 - 2005)
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Volume 31 (2003 - 2004)
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Volume 30 (2002 - 2003)
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Volume 29 (2001 - 2002)
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Volume 28 (2000 - 2001)
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Volume 27 (1999 - 2000)
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Volume 26 (1998 - 1999)
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Volume 25 (1998)
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Volume 24 (1997)
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Volume 23 (1996)
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