Teaching English in the Two-Year College - Volume 42, Issue 1, 2014

This article discusses the contradictions of portfolio reflective writing for basic writing students and suggests a more dialogic option of third-party address.

This article addresses the challenge of teaching voice in the introductory composition classroom, using graphic narrative to make voice visible for students as they identify and rhetorically compose their own voices.

By understanding how fear of failure can help motivate students, instructors can make choices in their classes that will lead students toward becoming effective learners.

Instructors recount the challenges and successes that accompanied a collaborative peer review project between first-year college students at two institutions.

In this article, I explain how integrating Google Drive into your classroom can help prepare students to participate effectively in workplace writing practices and can promote student responsibility, collaboration, and effective revisions.

The Note Card Review helps first-year college writers examine critically their own writing and that of their peers.

Hassel continues her series about the scholarship of teaching and learning.

Using full-length literary works in introductory literature courses provides advantages that cannot be provided through the use of anthologies and literary excerpts.

Reviewed are:

Collaborative Learning and Writing: Essays on Using Small Groups in Teaching English and Composition, edited by Kathleen M. Hunzer, Reviewed by Signee Lynch

Remixing Composition: A History of Multimodal Writing Pedagogy, by Jason Palmeri, Reviewed by Stephanie Vie

Communal Modernisms: Teaching Twentieth-Century Literature in the Twenty-First Century Classroom, edited by Emily M. Hinnov, Laurel Harris, and Lauren M. Rosenblum, Reviewed by Mike Piero

Understanding Rhetoric: A Graphic Guide to Writing, by Elizabeth Losh, Jonathan Alexander, Kevin Cannon, and Zander Cannon, Reviewed by Kristen Welch