Teaching English in the Two-Year College - Volume 41, Issue 4, 2014

Editor Jeff Sommers announces a new genre for TETYC: Classroom Research Progress Reports.

Responding to the underrepresentation of two-year college English faculty in disciplinary professional organizations, this article examines faculty’s diverse and largely unmeasured ways of engaging with these associations to access and share disciplinary knowledge.

This essay provides a brief overview of transfer theory and threshold concepts and discusses how they can be applied to general-education writing courses.

Dianne Fallon responds to Blaauw-Hara’s article in this issue.

The authors argue for a critically reflective model of service-learning by detailing the features of a project in which an ESL reading and developmental writing class interviewed Holocaust survivors for the Kupferberg Holocaust Resource Center and Archives.

Using visual rhetoric as a mode of instruction in two-year college composition can have a positive and powerful impact on teaching and learning.

The authors look at some dual enrollment students who were not success stories.

The author claims that dual enrollment programs are here to stay and that collaboration and shared equity will allow these programs to continue to improve.

The authors discuss the keys to a successful dual enrollment experience.

Hassel discusses informed consent and other issues that arise when doing research with human subjects.

Reviewed are:

Back to School: Why Everyone Deserves a Second Chance at Education, by Mike Rose; reviewed by Jaclyn M. Wells

Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, by Ruth Schoenbach, Cynthia Greenleaf, and Lynn Murphy; reviewed by Brenda Refaei