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Teaching Composition at the Two-Year College
First EditionPatrick Sullivan; Christie Toth
©2016
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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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Teaching Composition at the Two-Year College:Background ReadingsEdited by Patrick Sullivan and Christie TothTable of ContentsPreface How They Got Here Steve StraightPart I: An Introduction to the Two-Year College Introduction (Sullivan and Toth)Chapter 1: History and Mission of the Two-Year College1. 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 PickettChapter 2: Access and Opportunity4. Social Class, Student Achievement, and the Black-White Achievement Gap Richard Rothstein5. Inside the College Gates: Education as a Social and Cultural Process Jenny Stuber6. Measuring ‘Success’ at Open Admissions Institutions: Thinking Carefully about ThisComplex Question 000Patrick SullivanChapter 3: Composition Studies and the Two-Year College7. Professing at the Fault Lines: Composition at Open Admissions Institutions Cynthia Lewiecki-Wilson and Jeff Sommers8. Occupy Writing Studies: Rethinking College Composition for the Needs of the TeachingMajority Holly Hassel and Joanne Baird GiordanoPart II: Preparing to Teach Introduction (Sullivan and Toth)Chapter 1: Theory, Scholarship, and Practice9. Composition at the Turn of the Twenty-First Century Richard Fulkerson10. Two-Year College Teachers as Knowledge Makers Mark ReynoldsChapter 2: Designing Writing Courses11. How Do They Prepare to Teach Ken Bain12. A Lifelong Aversion to Writing': What If Writing Courses Emphasized Motivation? Patrick SullivanChapter 3: Designing Writing Assignments13. Using Writing to Promote Thinking John Bean14. Implications for Teaching and Research Howard Tinberg and Jean-Paul NadeauChapter 4: Teaching for Transfer of Learning15. The Question of University Writing Instruction Anne Beaufort16. Transfer Institutions, Transfer of Knowledge: The Development of RhetoricalAdaptability and Underprepared Writers Holly Hassel and Joanne Baird GiordanoPart III: Teaching Reading and Writing: Translating Theory into Practice Introduction (Sullivan and Toth)Chapter 1: Fostering Critical and Creative Thinking17. Critical Thinking: A Statement of Expert Consensus for Purposes of EducationalAssessment and Instruction Peter Facione18. NCTE Framework for Success in Postsecondary Writing Council of Writing Program Administrators, the National Council of Teachers of English,and the National Writing Project19. Integrating Critical Thinking into the Assessment of College Writing Frost McLaughlin and Miriam MooreChapter 2: Integrating Reading and Writing20. Learning to Read as Continuing Education David A. Jolliffe21. A Framework for Rereading in First-Year Composition Dan Keller22. Thoughts on Selected Readings for Basic Writing Classes Katie HernChapter 3: Responding to Student Writing23. Responding to Student Writing Nancy Sommers24. Conversing in Marginal Spaces: Developmental Writers’ Responses to TeacherComments 000Carolyn Calhoon-Dillahunt and Dodie ForrestChapter 4: Teaching Academic Literacies25. The Myth of Transience David Russell26. Community College Teachers as Border Crossers 000Howard TinbergPart IV: Rethinking "Business as Usual" Introduction (Sullivan and Toth)Chapter 1: Rethinking the Five-Paragraph Essay27. My Five-Paragraph-Theme Theme Ed White28. What to Make of the Five-Paragraph Theme: History of the Genre and Implications Michelle TremmelChapter 2: Rethinking "Grammar"29. Why Our Students Need Instruction in Grammar, and How We Should Go about It Mark Blaauw-Hara30. Playful Explicitness with Grammar: A Pedagogy for Writing Debra Myhill, Susan Jones, Annabel Watson, and Helen LinesChapter 3: Rethinking Developmental Education31. 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 000TYCA Research Committee [Joanne Giordano, Holly Hassel, Jeff Klausman, MargaretO’Rourke, Leslie Roberts, Patrick Sullivan, and Christie Toth]33. A Learning Society Mike RosePart V: Teaching Diverse Student Populations Introduction (Sullivan and Toth)Chapter 1: Underprepared Learners34. What Happened to Darleen? Reconstructing the Life and Schooling of an UnderpreparedLearner Smokey Wilson35. Students Deserve Enough Time to Prove that They Can Succeed Marilyn S. SternglassChapter 2: Racially, Ethnically, and Linguistically Diverse Students36. Teaching English in a California Two-Year Hispanic-Serving Institution: Complexities,Challenges, Programs, and Practices Jody Millward, Sandra Starkey, and David Starkey37. Dialects, Gender, and the Writing Class Greg Shafer38. The Heterogeneous Second-Language Population in US Colleges and the Impact onWriting Program Design Kristen di GennaroChapter 3: "Non-Traditional" Students39. Anxiety and the Newly Returned Adult Student Michelle Navarre Cleary40. (Re)Envisioning the Divide: The Impact of College Courses on High School StudentsKara Taczak and William H. Thelin41. Transformations: Working with Veterans in the Composition Classroom 000Galen LeonhardyPart VI: The Profession of English at the Two-Year College Introduction (Toth and Sullivan)Chapter 1: Professional Identities42. The Teacher/Scholar: Reconstructing Our Professional Identity in Two-Year CollegesJeffrey Andelora43. ‘Distinct and Significant’: Professional Identities of Two-Year College English FacultyChristie Toth, Brett Griffiths, and Kathryn Thirolf44. Unmeasured Engagement: Two-Year College English Faculty and DisciplinaryProfessional Organizations Christie TothChapter 2: Contingent Faculty45. The Problem of the Majority Part-Time Faculty in the Community College Helena Worthen46. Not Just a Matter of Fairness: Adjunct Faculty and Writing Programs in Two-YearColleges Jeffrey KlausmanEpilogue At Spike’s GarageSteve Straight