Teaching English in the Two-Year College - Volume 44, Issue 3, 2017

This essay and the teaching externship it describes grew out of our attempt to respond to gaps in two-year college English instructor preparation, particularly in basic writing, at Metropolitan Community College in Omaha, Nebraska.

This article examines the social and academic barriers international teachers face in the composition classroom and what they have to offer to the teaching of first-year writing.

This article shares findings from a semester-long study about the use of literacy narratives to increase ESL students’ understanding of reading and writing relationships within the developmental writing classroom.

Self-annotation forces students to build sideline commentary for their own writing. As a self-assessment strategy, annotation at every stage of the writing process turns underprepared writers into more confident decision makers and communicators.

This TETYC Instructional Note describes how one instructor used real manuscripts to teach editing to university students in a professional writing program.

Inspired by studies on transfer of learning that have provided helpful insight into metacognition and reflection, this instructional note describes an activity that asks students to reflect on skills learned and simultaneously think forward to future writing situations.