Teaching English in the Two-Year College - Volume 41, Issue 2, 2013

A pilot study finds that branching, just-in-time curriculum may be of considerable benefit to some basic writing students.

A counseling center psychologist/composition instructor applies psychological research and his experience to the question of how to respond to personal expressive writing in the classroom.

Classifying the literature survey course as an exit from literary study more often than an “introduction” to advanced courses, this article explores how sophomore-level literature courses can use the genre of published literary blogs to help student writers find relevance in their reading of unfamiliar texts.

This essay describes the unique advantage community college students have of concentrating their liberal arts studies in the intimate environment of their two-year experience, sharing examples of successful strategies that emphasize and build community in the liberal arts tradition at Kalamazoo Valley Community College.

Reviewed are:

Vernacular Eloquence: What Speech Can Bring to Writing, by Peter Elbow, Reviewed by Patrick Sullivan, and by Annie Del Principe and Holly Hassel, with a Response from Peter Elbow

From Form to Meaning: Freshman Composition and the Long Sixties, 1957–1974, by David Flitalicing, Reviewed by Chris Warnick

Agency in the Age of Peer Production, by Quentin D. Vieregge, Kyle D. Stedman, Taylor Joy Mitchell, and Joseph M. Moxley, Reviewed by Sean Barnette

Agents of Integration: Understanding Transfer as a Rhetorical Act, by Rebecca S. Nowacek, Reviewed by Deanna Mascle

How to Write a Sentence and How to Read One, by Stanley Fish; Several Short Sentences about Writing, by Verlyn Klinkenborg, Reviewed by Peter Wayne Moe