Teaching English in the Two-Year College - Volume 37, Issue 4, 2010

This article describes the evolution of a program for preparing future two-year college faculty in the context of the academy writ large and from the perspectives of the program’sfounder, the department chair who contributed to the program’s success, and a program participant turned full-time tenured faculty member.

A survey of and follow-up interviews with adjunct faculty working with a writing program administrator or a similar person or committee reveal that adjunct faculty working conditions create more than a sense of unfairness; rather, they create a very real energy that works against the movement necessary to build a writing program out of a collection of writing classes, to develop the sense of a “we” moving toward a common goal.

This article provides a pedagogical model for students in introductory literature classes to participate in the undergraduate research international curricular movement.

This essay describes a pedagogy designed to re-place literature in research-based writing courses without sabotaging the primary purpose of such courses, teaching studentsto find personally and culturally important questions and to report their answers in documented academic writing.

Laurie Grobman Responds to “Re-placing Lit in Comp II,” and Richard C. Raymond replies.

The Context Journal helps students identify unfamiliar words and references, reproduce good text, explain their thinking, and fill in their vocabulary gaps, connecting the language they have now with the language they need to navigate academic texts.

Using the extended metaphor of a part-time job, students easily keep track of their progress, attend class regularly, and come to understand that each assignment is a valuablelearning opportunity.

Reviewed are: Two Million Minutes, Directed by Chad Heeter, Reviewed by Eric BatemanOriginality, Imitation, and Plagiarism: Teaching Writing in the Digital Age, Edited by Caroline Eisner and Martha Vicinus, and Who Owns This Text? Plagiarism, Authorship, and Disciplinary Cultures, Edited by Carol Peterson Haviland and Joan A. Mullin, Reviewed by Benie Colvin Basic Writing in America: The History of Nine College Programs, Edited by Nicole Pepinster Greene and Patricia J. McAlexander, Reviewed by Kathrynn Di Tommaso