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- Volume 48, Issue 1, 2020
Teaching English in the Two-Year College - Volume 48, Issue 1, 2020
Volume 48, Issue 1, 2020
- Articles
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Joint Position Statement on Dual Enrollment in Composition
“Joint Position Statement on Dual Enrollment from CCCC, TYCA, WPA, NCTE” Jan. 2020.
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Feature: Neither Here nor There: A Study of Dual Enrollment Students’ Hybrid Identities in First-Year Composition
Author(s): Erin Costello Wecker and Patty WildeThis article shares findings from a CCCC-funded grant that focuses on a dual enrollment program in Washington State called Running Start. This model invites high schoolers to take college courses on a college campus. Instructors are frequently advised to treat Running Start participants “as if they were any other college students,” yet as our large-scale survey suggests, these students have complex hybrid identities that warrant greater consideration. Without diluting academic rigor, we call for an enhanced understanding of the “funds of knowledge” (González, Moll, and Amanti) that high schoolers bring to First-Year Composition in the spirit of congruous inclusivity.
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Feature: Bringing the Community to the Classroom: Using Campus-Wide Collaborations to Foster Belonging for Dual Enrollment Students
Author(s): Angela Ridinger-Dotterman, Regina A. Rochford and Susan HockThis article describes the experience of three professors teaching dual enrollment BTECH Early College High School students at Queensborough Community College, and our incorporation of departmental and campus-wide collaborative learning experiences as an intervention for student success and engagement. We present our collaborative approach to course design, culminating in the Upstanders Project, a multimodal research-based writing assignment incorporating on-campus cultural and learning resources. We argue that this approach led to an immersive learning experience for dual enrollment students that strengthened their ties to the college community.
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Feature: Closing the Gap? A Study into the Professional Development of Concurrent Enrollment Writing Instructors in Ohio
Author(s): Christine DeneckerOver 1.4 million high school students enroll in college-credit-bearing courses yearly, and 80% of that instruction occurs on secondary campuses under the tutelage of high school teachers (US Dept. of Education). Since First-Year Writing remains a common choice among enrollees, Concurrent Enrollment (CE) classrooms present a unique space for inquiry and collaboration into the quality and rigor of CE writing instruction. This study investigates CE writing instructors’ definitions of “rigor” in the college writing classroom and explores the training and support provided to CE writing instructors representing two- and four-year higher education institutions in Ohio. Findings suggest that on-going discipline-specific professional development can lead to definitions of rigor in high school writing spaces that align to postsecondary standards. This study also demonstrates that disparity exists in instructor preparation and support, especially in regard to discipline-specific training that could help close gaps in writing instruction.
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Feature: Dual/Dueling Identities: Helping Dual Enrollment Faculty Navigate a Complex and Contested Professional Space
Author(s): Robyn RussoThis article presents findings from a case study with dual enrollment English faculty, highlighting the challenges they face in asserting a professional identity and exploring the possibilities for a more collaborative vision of the two-year college English profession.
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Feature: Finding Value, Building Value: A Dual Enrollment Model That Works
Author(s): Joshua Stokdyk, Sarah Z. Johnson and Jen GrandoneFirst-year composition faculty have historically cast a skeptical eye on high-school-based dual enrollment FYC. However, when secondary and post-secondary faculty are allowed to build their program together, trusting each other’s expertise and engaging in mutual professional development, enormous value is generated for both sets of faculty and the DE students. This article presents findings, materials, and recommendations from a long-standing successful DE program built on the assumption that college faculty have just as much to learn from their high school colleagues as high school teachers have to learn about teaching college-level writing.
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Feature: Mapping Dual Credit for College Writing: Signposts from the Oregon Trail
Author(s): Jordan Terriere-Dobrioglo and Vicki Tolar BurtonThis article locates and describes different versions of dual credit for first-year composition as they occur across Oregon and concludes with recommendations, a call for financial transparency in the funding of dual credit in Oregon, and an invitation to researchers in other states to map dual credit in their own states.
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Feature: Access and Stratification: One City, Two Dual Enrollment Programs
Author(s): Clancy Ratliff and Daniel A. SmithThis article analyzes and reflects on dual enrollment programs at a two-year college and a four-year research university in the same city and branches into a critique of dual enrollment and an argument for the need for inter-institutional collaboration toward goals of student access and opportunity.
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Volumes & issues
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Volume 51 (2023 - 2024)
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Volume 50 (2022 - 2023)
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Volume 49 (2021 - 2022)
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Volume 48 (2020 - 2021)
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Volume 47 (2019 - 2020)
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Volume 46 (2018 - 2019)
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Volume 45 (2017 - 2018)
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Volume 44 (2016 - 2017)
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Volume 43 (2015 - 2016)
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Volume 42 (2014 - 2015)
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Volume 41 (2013 - 2014)
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Volume 40 (2012 - 2013)
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Volume 39 (2011 - 2012)
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Volume 38 (2010 - 2011)
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Volume 37 (2009 - 2010)
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Volume 36 (2008 - 2009)
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Volume 35 (2007 - 2008)
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Volume 34 (2006 - 2007)
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Volume 33 (2005 - 2006)
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Volume 32 (1996 - 2005)
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Volume 31 (2003 - 2004)
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Volume 30 (2002 - 2003)
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Volume 29 (2001 - 2002)
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Volume 28 (2000 - 2001)
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Volume 27 (1999 - 2000)
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Volume 26 (1998 - 1999)
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Volume 25 (1998)
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Volume 24 (1997)
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Volume 23 (1996)
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