Teaching English in the Two-Year College - Volume 38, Issue 3, 2011

We offer here a critical assessment of our experiences teaching in Kingsborough Community College's learning communities—in a descriptive, personal mode that echoes the frequent conversations we have together—to illuminate how official data fail to capture both important successes and failures and to model the kind of reflective, subjective assessment from a professorial perspective that we believe is vital for larger institutional decision making.

In this article, I report on the experiences of one adult student making the transition from professional to academic literacy and trace implications for writing scholars and teachers.

In this article, we introduce and employ a heuristic that writing teachers can use to prepare for meaningful involvement in learning community work.

This article describes a study on the types of writing tasks that ESL students commonly encounter in introductory academic courses at a two-year college and discusseshow the results of the study may have an impact on instruction.

A brief review of composition theory shows metaphor is often underused and misrepresented in the composition classroom; in response, I suggest metaphor is foundationalto argumentation and provide a method to teach it as such.

The author reports on the complex process of working with a student in his attempt to use writing to wrestle with the struggles of his life.

Reviewed are: Going Wireless: A Critical Exploration of Wireless and Mobile Technologies for Composition Teachers and Researchers, edited by Amy C. Kimme Hea, Reviewed by Joseph Griffin

Writing without Formulas, by William H. Thelin, Reviewed by Mary M. Stein Fear, by Pamela Garvey, Reviewed by Guy Thorvaldsen

A Taste for Language: Literacy, Class, and English Studies, by James Ray WatkinsJr., Reviewed by Chanon Adsanatham 

Dangerous Writing: Understanding the Political Economy of Composition,by Tony Scott, Reviewed by Abigail L. Montgomery