Teaching English in the Two-Year College - Volume 44, Issue 1, 2016

Editor Holly Hassel introduces her first issue of TETYC.

This article uses quantitative and qualitative means to assess the impact of an Accelerated Learning Program on the performance and satisfaction of students designated ESL and developmental at a large, urban community college.

Pulling data from a year-long case study into a Division II men’s basketball team, this article suggests how threshold concepts as currently conceptualized and implemented in first-year composition pedagogy and curriculum could more directly consider unique forms of literacies student-athletes bring into the classroom.

This essay outlines a plan for developing a thematic unit on work to better engage career and technical students in the study of literature. Included in the essay are strategies for course structure, pedagogy, and writing assignments.

In this exploratory study of community college writing centers, the responses of students, tutors, and instructors are analyzed to explore two issues: what writing challenges each group identifies and expects writing assistance with in the center and what perceptions the groups have of the efficacy of writing center assistance.

This article describes a statewide integrated developmental and first-year writing program that uses multiple measures placement data about college readiness to inform curriculum and faculty development.

Conducting online peer review with students from other sections allows for a more writing-focused process.

Appreciating the details of a famous movie scene helps today’s visually oriented students recognize the importance of reading and writing with careful thought and awareness.

Books reviewed: Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms