Teaching writing about writing in the two-year college [Blog]. Retrieved from https://community.macmillan. com/community/the-english-community/bedford-bits/blog/2016/10/26/ teaching-writing-about-writing-in-the-two-year-college Downs, ...
Author: Meryl Siegal
Publisher: University of Michigan Press
Community colleges in the United States are the first point of entry for many students to a higher education, a career, and a new start. They continue to be a place of personal and, ultimately, societal transformation. And first-year composition courses have become sites of contestation. This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate’s degree. Chapters focusing on pedagogy and policy are integrated within cohesively themed parts: (1) refining pedagogy; (2) teaching toward acceleration; (3) considering programmatic change; and (4) exploring curriculum through research and policy. The volume concludes with the editors’ reflections regarding future work; a glossary and reflection questions are included. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students’ lives on a daily basis.
"This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education.
Author: Meryl Siegal
Publisher: University of Michigan Press
Category: Foreign Language Study
"This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate's degree. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students' lives on a daily basis."--Adapted from back cover
ED 430 395 Teacher Dismissal Dismissal of Tenured Faculty — the College Administrator's Ugly Responsibility . ED 430 607 Teacher Education ... ED 430 934 First - Year Training for First - Year Composition : TA Training from the Inside .
“The Impact of Perceived Barriers, Academic Anxiety, and Resource Management Strategies on Achievement in First- Year Community College Students.” Journal of The First- Year Experience & Students in Transition 29 (1): 9–32.
Author: Patrick Sullivan
Publisher: University Press of Colorado
Category: Language Arts & Disciplines
Sixteen Teachers Teaching is a warmly personal, full-access tour into the classrooms and teaching practices of sixteen distinguished two-year college English professors. Approximately half of all basic writing and first-year composition classes are now taught at two-year colleges, so the perspectives of English faculty who teach at these institutions are particularly valuable for our profession. This book shows us how a group of acclaimed teachers put together their classes, design reading and writing assignments, and theorize their work as writing instructors. All of these teachers have spent their careers teaching multiple sections of writing classes each semester or term, so this book presents readers with an impressive—and perhaps unprecedented—abundance of pedagogical expertise, teaching knowledge, and classroom experience. Sixteen Teachers Teaching is a book filled with joyfulness, wisdom, and pragmatic advice. It has been designed to be a source of inspiration for high school and college English teachers as they go about their daily work in the classroom. Contributors: Peter Adams, Jeff Andelora, Helane Adams Androne, Taiyon J. Coleman, Renee DeLong, Kathleen Sheerin DeVore, Jamey Gallagher, Shannon Gibney, Joanne Baird Giordano, Brett Griffiths, Holly Hassel, Darin Jensen, Jeff Klausman, Michael C. Kuhne, Hope Parisi, and Howard Tinberg
CONTENTS OF COMPOSITION STUDIES 49.3 (Fall 2021): From the Editors: 2021, in Words AT A GLANCE: Teaching, Writing, Gaming by Richard Colby, Matthew S. S. Johnson, and Rebekah Shultz Colby ARTICLES: Are We Overlooking (and Underselling) the ...
Author: Matt Davis
The oldest independent periodical in the field, COMPOSITION STUDIES publishes original articles relevant to rhetoric and composition, including those that address teaching college writing; theorizing rhetoric and composing; administering writing programs; and, among other topics, preparing the field's future teacher-scholars. All perspectives and topics of general interest to the profession are welcome. We also publish Course Designs, which contextualize, theorize, and reflect on the content and pedagogy of a course. Contributions to Composing With are invited by the editor, though queries are welcome (send to [email protected]). Cfps, announcements, and letters to the editor are most welcome. Composition Studies does not consider previously published manuscripts, unrevised conference papers, or unrevised dissertation chapters. CONTENTS OF COMPOSITION STUDIES 49.3 (Fall 2021): From the Editors: 2021, in Words AT A GLANCE: Teaching, Writing, Gaming by Richard Colby, Matthew S. S. Johnson, and Rebekah Shultz Colby ARTICLES: Are We Overlooking (and Underselling) the Writing Capstone Course? by Timothy Ballingall and Brad Lucas "Sometimes I Forget I'm in an Online Class!" Why Place Matters for Meaningful Student Online Writing Experiences by Felicita Arzu Carmichael "How am I Supposed to Watch a Little Piece of Paper?" Literacy and Learning Under Duress by Carrie Hall Tracing Ableism's Rhetorical Circulation through an Analysis of Composition Mission Statements by Kristin C. Bennett COURSE DESIGN: Global Efforts to Professionalize Online Literacy Instructors: GSOLE's Basic OLI Certification by Amy Cicchino, Kevin DePew, Jason Snart, and Scott Warnock ENGL 1100 Contextualized: Designing a FYW Course for Guided Pathways by Nancy Pine WHERE WE ARE: Writing in the West African Context by Linford O. Lamptey and Roland Dumavor Something of Our Own to Say: Writing Pedagogy in India by Anuj Gupta and Anannya Dasgupta Transforming the Teaching of Writing from a Skills-Based Approach to a Knowledge Construction Approach in a University in Singapore by Radhika Jaidev Writing Instruction and Writing Research in Denmark by Kristine Kabel and Jesper Bremholm Teaching of Writing in Hong Kong: Where Are We? by Icy Lee Weh Wi Deh / Veh Vi Is / Where We Are: Teaching and Researching Academic Writing in the Caribbean by Vivette Milson-Whyte, Raymond Oenbring, and Brianne Jaquette (Re)Writing the Middle East: Tension, Engagement, and Rhetorical Translanguaging by Emma Moghabghab On the Teaching of University Writing in Latin America by Natalia Ávila Reyes and Federico Navarro Writing Instruction in Australia by Susan E. Thomas BOOK REVIEWS: Literacy and Pedagogy in an Age of Misinformation and Disinformation, ed. by Tara Lockhart, et al. Reviewed by Christine Wilson PARS in Practice: More Resources and Strategies for Online Writing Instructors, ed. by Jessie Borgman and Casey McArdle Reviewed by Omar Yacoub The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom, by Felicia Rose Chavez Reviewed by Siara Schwartzlow Speaking Up, Speaking Out: Lived Experiences of Non-Tenure-Track Faculty in Writing Studies, ed. by Jessica Edwards, Meg McGuire, and Rachel Sanchez Reviewed by Stacy Wittstock Sixteen Teachers Teaching: Two-Year College Perspectives, ed. by Patrick Sullivan Reviewed by Bethany Sweeney Empowering the Community College First-Year Composition Teacher: Pedagogies and Policies, ed. by Meryl Siegal and Betsy Gilliland Reviewed by Katherine Daily O'Meara Style and the Future of Composition Studies, ed. by Paul Butler, Brian Ray, and Star Medzerian Vanguri Reviewed by Roberto S. Leon Contributors
Nolan , E. " Writing and the senior seminar : Empowering students for entry into the scholarly community " . ... Roen , D. , Pantoja , V. , Yena , L. , Miller , S. K. , Waggoner , E. , Strategies for Teaching First - year Composition .
Author: Susan R. Mondschein Leist
Publisher: University Press of Amer
Discusses techniques for writing assignments and shows how high school teachers can effectively use them as a teaching tool in any discipline.
Some recommendations and pedagogical implications for implementing online peer reviews for EFL / ESL writing classes ... The aim of this project is to provide a voice for a first - year teacher devoted to empowering her students through ...
“ Building Communities : Joining the Community of Professional Writing Teachers . " Teaching English in the Two - Year College 17 ( 2 ) : 103–07 . 1992. " Empowering Faculty as Teacher - Researchers . " In Fostering a Climate for ...
Author: Barry Alford
Category: Language Arts & Disciplines
By providing critical insight into the way composition is situated and practiced in the two-year colleges, the editors hope to promote a broader discussion about what kind of literacy is being promoted.
“ Circling through text : Teaching research through multigenre writing . ... College Composition and Communication 33 : ( February ) 76-88 . 1974. “ Training teaching ... The idea of community in the study of writing . " College ...
Author: Robert Tremmel
What do writing teachers need to know? And what do they need to know how to do?