The collection includes classic or important theoretical essays in the field (many of them written by two-year college practitioners) followed by essays written by two-year college teacher-scholars that suggest how composition scholarship and theory might translate to the distinctive setting of the two-year college.


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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?"

The collection includes classic or important theoretical essays in the field (many of them written by two-year college practitioners) followed by essays written by two-year college teacher-scholars that suggest how composition scholarship and theory might translate to the distinctive setting of the two-year college.

A copublication of Bedford/St. Martin’s and NCTE.

688 pp. 2016. College.



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
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
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. 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
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
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
Jeffrey Klausman


At Spike’s Garage
Steve Straight