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Teaching Composition at the Two-Year College
Background ReadingsFirst Edition ©2016
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 cu...
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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?" 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.
“The proposed audience stands in need of just such a book because there is nothing currently available that captures the full range of what a 2-year college English instructor teaches. Many of us have no training to teach reading, for example, but we are in settings that now require it—and this book delivers on the full range of the professional demands we face.”
-- Alexis Nelson, Spokane Falls CC“At long last, we have been given a collection of landmark essays on writing instruction at the community college.”
-- Howard Tinberg, Bristol Community College“This collection is exactly the text that teacher-scholars at the two-year colleges have been awaiting…It helps us to examine the nature of the work we do and how that work falls into the narrative of our field and our context. It will be useful to seasoned two-year writing faculty, graduate students, professionalizing adjuncts, and college administrators alike.”
-- Cheri Spiegel, Northern Virginia Community College, Annandale”Teaching Composition at the Two-Year College is a much-needed resource for community college teacher. At last there is a book that addresses the unique needs of community college students in composition courses, and, significantly, underscores the value of community college teachers in meeting those needs.”
-- Lisa Dresdner, Norwalk Community College
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Table of Contents
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
Authors
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.
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