Teaching English in the Two-Year College - Volume 42, Issue 3, 2015

This article situates the teaching of first- and second-semester college writing courses in relation to current discussions about the Common Core State Standards Initiative, competency-based education, the “Framework for Success in Postsecondary Writing,” the “WPA Outcomes Statement for First-Year Composition,” and vertical college writing curricula.

This article shows how brief psycholinguistic reading experiments can illustrate the effects of various grammatical features, pique students’ interest, and position them to construct their own understanding of English grammar, separate from the teacher’s dictates.

The story of how I taught early college high school students how to pass the ACT Compass Writing Test and why it was so important.

A Modest Proposal for the 21st Century Peter Dow Adams Computerized Evaluation of Writing: Senseless Savings Eric BatemanKicking the “Fast Assessment” Habit Carolyn Calhoon-DillahuntDr. Test Cracker, Meet John Henry James FreemanA Cautionary Tale Sharon Mitchler

Real Writing Interactive: A Brief Guide to Writing Paragraphs and Essays, by Susan Anker, Reviewed by Mark Blaauw-HaraAfter the Public Turn: Composition, Counterpublics, and the Citizen Bricoleur, by Frank Farmer, Reviewed by Jill Darley-VanisRhetoric of Respect: Recognizing Change at a Community Writing Center, by Tiffany Rousculp, Reviewed by Glenn Hutchinson Jr. and Paula GillespieTeaching Creative Writing, edited by Heather Beck, Reviewed by John Reilly