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Teaching Composition at the Two-Year College

First  Edition©2016 Patrick Sullivan; Christie Toth

About

The first scholarly collection developed to support the needs of two-year college writing teachers.
 
By translating theory and scholarship into concrete classroom practice in thoughtful and successful ways, Teaching Composition at the Two-Year College addresses the unique and specific needs of the two-year college teacher-scholar who teaches composition. While providing an overview of the current state of scholarship related to teaching composition at the two-year college, it also emphasizes classroom-based concerns, with particular attention to the question most important to many teachers: “Scholarship and theory is all well and good, but what do I do in the classroom on Monday?”

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Table of Contents

Teaching Composition at the Two-Year College:

Background Readings

Edited by Patrick Sullivan and Christie Toth

Table of Contents

Preface

How They Got Here

Steve Straight

Part I: An Introduction to the Two-Year College

Introduction (Sullivan and Toth)

Chapter 1: History and Mission of the Two-Year College

1. President’s Commission on Higher Education

2. 2015 Community College Fact Sheet

American Association of Community Colleges (AACC)

3. The Two-Year College as Democracy in Action

Nell Ann Pickett

Chapter 2: Access and Opportunity

4. Social Class, Student Achievement, and the Black-White Achievement Gap

Richard Rothstein

5. Inside the College Gates: Education as a Social and Cultural Process

Jenny Stuber

6. Measuring ‘Success’ at Open Admissions Institutions: Thinking Carefully about This

Complex Question 000

Patrick Sullivan

Chapter 3: Composition Studies and the Two-Year College

7. Professing at the Fault Lines: Composition at Open Admissions Institutions

Cynthia Lewiecki-Wilson and Jeff Sommers

8. Occupy Writing Studies: Rethinking College Composition for the Needs of the Teaching

Majority

Holly Hassel and Joanne Baird Giordano

Part II: Preparing to Teach

Introduction (Sullivan and Toth)

Chapter 1: Theory, Scholarship, and Practice

9. Composition at the Turn of the Twenty-First Century

Richard Fulkerson

10. Two-Year College Teachers as Knowledge Makers

Mark Reynolds

Chapter 2: Designing Writing Courses

11. How Do They Prepare to Teach

Ken Bain

12. A Lifelong Aversion to Writing': What If Writing Courses Emphasized Motivation?

Patrick Sullivan

Chapter 3: Designing Writing Assignments

13. Using Writing to Promote Thinking

John Bean

14. Implications for Teaching and Research

Howard Tinberg and Jean-Paul Nadeau

Chapter 4: Teaching for Transfer of Learning

15. The Question of University Writing Instruction

Anne Beaufort

16. Transfer Institutions, Transfer of Knowledge: The Development of Rhetorical

Adaptability and Underprepared Writers

Holly Hassel and Joanne Baird Giordano

Part III: Teaching Reading and Writing: Translating Theory into Practice

Introduction (Sullivan and Toth)

Chapter 1: Fostering Critical and Creative Thinking

17. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational

Assessment and Instruction

Peter Facione

18. NCTE Framework for Success in Postsecondary Writing

Council of Writing Program Administrators, the National Council of Teachers of English,

and the National Writing Project

19. Integrating Critical Thinking into the Assessment of College Writing

Frost McLaughlin and Miriam Moore

Chapter 2: Integrating Reading and Writing

20. Learning to Read as Continuing Education

David A. Jolliffe

21. A Framework for Rereading in First-Year Composition

Dan Keller

22. Thoughts on Selected Readings for Basic Writing Classes

Katie Hern

Chapter 3: Responding to Student Writing

23. Responding to Student Writing

Nancy Sommers

24. Conversing in Marginal Spaces: Developmental Writers’ Responses to Teacher

Comments 000

Carolyn Calhoon-Dillahunt and Dodie Forrest

Chapter 4: Teaching Academic Literacies

25. The Myth of Transience

David Russell

26. Community College Teachers as Border Crossers 000

Howard Tinberg

Part IV: Rethinking "Business as Usual"

Introduction (Sullivan and Toth)

Chapter 1: Rethinking the Five-Paragraph Essay

27. My Five-Paragraph-Theme Theme

Ed White

28. What to Make of the Five-Paragraph Theme: History of the Genre and Implications

Michelle Tremmel

Chapter 2: Rethinking "Grammar"

29. Why Our Students Need Instruction in Grammar, and How We Should Go about It

Mark Blaauw-Hara

30. Playful Explicitness with Grammar: A Pedagogy for Writing

Debra Myhill, Susan Jones, Annabel Watson, and Helen Lines

Chapter 3: Rethinking Developmental Education

31. The Accelerated Learning Program: Throwing Open the Gates

Peter Adams, Sarah Gearhart, Robert Miller, and Anne Roberts.

32. TYCA White Paper on Developmental Education Reforms 000

TYCA Research Committee [Joanne Giordano, Holly Hassel, Jeff Klausman, Margaret

O’Rourke, Leslie Roberts, Patrick Sullivan, and Christie Toth]

33. A Learning Society

Mike Rose

Part V: Teaching Diverse Student Populations

Introduction (Sullivan and Toth)

Chapter 1: Underprepared Learners

34. What Happened to Darleen? Reconstructing the Life and Schooling of an Underprepared

Learner

Smokey Wilson

35. Students Deserve Enough Time to Prove that They Can Succeed

Marilyn S. Sternglass

Chapter 2: Racially, Ethnically, and Linguistically Diverse Students

36. Teaching English in a California Two-Year Hispanic-Serving Institution: Complexities,

Challenges, Programs, and Practices

Jody Millward, Sandra Starkey, and David Starkey

37. Dialects, Gender, and the Writing Class

Greg Shafer

38. The Heterogeneous Second-Language Population in US Colleges and the Impact on

Writing Program Design

Kristen di Gennaro

Chapter 3: "Non-Traditional" Students

39. Anxiety and the Newly Returned Adult Student

Michelle Navarre Cleary

40. (Re)Envisioning the Divide: The Impact of College Courses on High School Students

Kara Taczak and William H. Thelin

41. Transformations: Working with Veterans in the Composition Classroom 000

Galen Leonhardy

Part VI: The Profession of English at the Two-Year College

Introduction (Toth and Sullivan)

Chapter 1: Professional Identities

42. The Teacher/Scholar: Reconstructing Our Professional Identity in Two-Year Colleges

Jeffrey Andelora

43. ‘Distinct and Significant’: Professional Identities of Two-Year College English Faculty

Christie Toth, Brett Griffiths, and Kathryn Thirolf

44. Unmeasured Engagement: Two-Year College English Faculty and Disciplinary

Professional Organizations

Christie Toth

Chapter 2: Contingent Faculty

45. The Problem of the Majority Part-Time Faculty in the Community College

Helena Worthen

46. Not Just a Matter of Fairness: Adjunct Faculty and Writing Programs in Two-Year

Colleges

Jeffrey Klausman

Epilogue

At Spike’s Garage

Steve Straight

Patrick Sullivan

Patrick Sullivan is an English professor at Manchester Community College, in Manchester, Connecticut, where he has taught writing for almost 30 years. He believes deeply in the mission of the open admissions community college. Sullivan has taught a wide range of basic writing and composition classes, and he has published scholarship in a variety of journals, including College English, Teaching English in the Two-Year College, CCC, Academe, The Journal of Adolescent and Adult Literacy, The Journal of Developmental Education, The Community College Journal of Research and Practice, Innovative Higher Education, The Chronicle of Higher Education, and English Journal.
 
Sullivan is the co-editor, with Howard Tinberg, of What is "College-Level" Writing? (NCTE, 2006) and, with Howard Tinberg and Sheridan Blau, of What is "College-Level" Writing? Volume 2: Assignments, Readings, and Student Writing Samples (NCTE, 2010). A new scholarly book about designing writing curriculum, A New Writing Classroom: Listening, Motivation, and Habits of Mind, was published in 2014 by Utah State University Press. He is currently serving as a member of the Editorial Board of CCC.

In addition to teaching and writing, Sullivan enjoys spending time with his family--his wife, Susan, and his children, Bonnie Rose and Nicholas.

 

Christie Toth

Christie Toth is an assistant professor in the University of Utah’s Department of Writing and Rhetoric Studies, where she teaches writing, rhetoric, and literacy studies courses at the undergraduate and graduate level. She has taught basic and first-year writing at several two-year colleges, most recently Diné College in Crownpoint, New Mexico. Her research interests include the intellectual work and professional identities of two-year college English faculty, tribal college writing instruction, community college students’ post-transfer writing experiences, writing assessment, and inter-institutional collaborations in writing studies. Her work has appeared in College Composition and Communication, Composition Studies, Journal of Basic Writing, Assessing Writing, Writing Program Administration, Higher Education: Handbook of Theory and Research, and Teaching English in the Two-Year College (TETYC), as well as the edited collection Class in the Composition Classroom.