Teaching English in the Two-Year College - Volume 49, Issue 1, 2021

Lexical analysis with concordancing software offers faculty a simple tool for analyzing reflective texts in first-year composition courses.

Based on an IRB-approved study, this article shows how understanding students’ lived and experienced curriculum can help first-year-writing teachers support the high-school-to-college transition.

This article is the first of a two-part thematic analysis of interviews reporting on the professional identity enactment of developmental literacy practitioners; we argue for intentional, explicit inclusion of developmental literacy disciplinary perspectives as essential for further expanding the two-year college English community of practice.

Using weekly Writing Accountability Groups in intro-level writing courses provides benefits for both instructors and students without taking up synchronous class time.