Teaching English in the Two-Year College - Volume 38, Issue 4, 2011

This paper was originally delivered as the College Celebration speech at the 2010 NCTE Convention.

A study of scholarly research articles from six disciplines provides insights about academic writing that composition instructors can use to prepare students to write across the curriculum.

An outcomes assessment project we conducted at our open admissions institution turned out to be considerably more enjoyable and worthwhile than we anticipated.

This essay describes one ESL instructor’s motivation for and experience with implementing a class wiki.

While teaching field research methods to freshman composition students, this professor uses online digital video to scaffold note-taking, interviewing, and observation skills.

The third goal of Zen practice, helping others achieve enlightenment, suggests that we should help students learn about their own composing practices and histories as part of their instruction, but we cannot help others until we learn to help ourselves by reflecting on our own processes and histories, becoming enlightened, and liberating ourselves.

The use of Self-Designed Points as part of a point-by-point grading system can encourage students to exercise more initiative about their own learning in a first-year composition course.

Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960, by Kelly Ritter, Reviewed by William DeGenaro

Teaching Developmental Writing, by Susan Naomi Bernstein; Before Shaughnessy: Basic Writing at Yale and Harvard, 1920–1960, by Kelly Ritter, Reviewed by Gregory Shafer

William DeGenaro’s Response to Gregory Shafer; Gregory Shafer’s Response to William DeGenaro