Teaching English in the Two-Year College - Volume 40, Issue 4, 2013

This essay reports on a systematic assessment of 239 feature articles published in the journal Teaching English in the Two-Year College between 2001 and 2012. It notes gaps in the published research on two-year college English teaching and recommends areas offocus for future work in the field.

After reviewing the past ten years of TETYC’s “What Works for Me,” I claim these pieces offer writing instructors much more than mere teaching tips; rather, they evidence a genre in a fraught relationship to academic discourse, a genre that asks readers to consider how the ways we write the classroom affect composition as a field, our teacherly selves, and the students in our classrooms.

The author presents findings from a research study that examines the use of a racial literacy approach to teaching first-year composition.

This article describes working with a deaf student in a basic writing course and explores what teaching deaf students can teach us about composition studies.

Reviewed are: Composition’s Roots in English Education, by Patricia Lambert Stock, reviewed by Mark Blaauw-Hara Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Nancy L. Chick, Aeron Haynie, and Regan A. R. Gurung, Reviewed by Yvonne Bruce Before and After the Tutorial: Writing Centers and Institutional Relationships, edited by Nicholas Mauriello, William J. Macauley Jr., and Robert T. Koch, Reviewed by Kristen Welch