Teaching English in the Two-Year College - Volume 43, Issue 2, 2015

This essay provides a comparative analysis of a large number of texts devoted to writing assessment, analyses that help answer questions about writing assessment volumes and that provide a picture of writing assessment scholarship over a twenty-five-year period.

This essay provides a comparative analysis of a large number of texts devoted to writing assessment, analyses that help answer questions about writing assessment volumes and that provide a picture of writing assessment scholarship over a twenty-five-year period.

This essay considers the contexts and constraints that shape high school and college teaching and limit opportunities for faculty at both levels to collaborate; it then offers suggestions for how to bridge the space between these two institutional cultures and make students’ transitions from one level to the next more seamless and successful.

An instructional note on one method of using folktales as texts in the composition classroom to help students gain a basic understanding of agenda and the way objectives and ideologies can shape information.

An instructional note on one method of using folktales as texts in the composition classroom to help students gain a basic understanding of agenda and the way objectives and ideologies can shape information.

A hybrid assignment, a research-based academic essay paired with a research-based weblog, incorporates elements from both personal and academic writing to challenge students to critically think about how and why they write privately and publically. Students writing into this new model of public discourse can experiment with stance and tone across genres to exercise their abilities as responsible and flexible writers.

This article reveals the results of a pilot survey that seeks to answer the following question: what is the process by which English instructors select readings?

The Inquiry column is about the scholarship of teaching and learning.

Reviewed are: Inspiring Dialogue: Learning to Talk in the English Classroom, by Mary M. Juzwik, Carlin Borsheim-Black, Samantha Caughlin, and Anne Heintz, Reviewed by Mary Ann Zuccaro Academic Writing: Concepts and Connections, by Teresa Thonney, Reviewed by Kirstin Bone Teaching, Learning, and the Holocaust: An Integrative Approach, by Howard Tinberg and Ronald Weisberger, Reviewed by Lesley Broder