Composition: History & Theory: 2000 - 2009
Teaching English in the Two-Year College, Volume 34, No. 2: 2009
Description
NCTE description: Teaching English in the Two-Year College (TETYC) is for instructors of English in two-year colleges as well as for teachers of first- and second-year composition in four-year institutions. TETYC publishes theoretical and practical articles on composition, developmental studies, technical and business communication, literature, creative expression, language, and the profession. Published September, December, March, and May.
CONTENTS
Bias and the Teachable Moment: Revisiting a Teacher Narrative (Darren Crovitz): Discusses Crovitz’s feelings as he mentioned an un-PC phrase ("too many chiefs and not enough Indians"). Questions how teachers use these moments to teach by explaining to the class merely it was wrong and don’t do it. Crovitz instead looks at the stereotypes suggested, their histories, their impression, etc. He continues the discussion by mentioning other phrases that might lead to a teachable moment (gypped, cowboys and Indians, to Jew someone down, etc). Crovitz expands his article to include positive feedback between class members including himself. He ends with a reminder of awareness and a thought from John Ramage: part of our job as writing instructors is to make our students more complicated people. Why Our Students Need Instruction in Grammar, and How We Should Go about It (Mark Blaauw-Hara): Continuing the ongoing struggle to figure a way to engage students and improve grammar skills. Students make mistakes as they grow (more of a reminder). Blaauw-Hara demonstrated his own uneasiness with early drafts, but showed students the evolution of his work. Divided work into process and product grades via portfolio. Reminds us to ask more questions to help clarification. Encourages teachers to immerse students in good writing so they can imitate styles and learn from them.
ADDITIONAL ARTICLES: Valuing Research at Small and Community Colleges (Candace Spigelman and Kami Day): Here Spigelman and Day clarify the need for administrators to allow (and encourage) research at such institutions because, in many ways, these are the front lines of possibilities— these teachers are overworked, underpaid, extremely dedicated, and still have untapped potential to teach those at other level institutions. A Creative Approach to the Research Paper: Combining Creative Writing with Academic Research (Tim Blue): This article was impressive in its title, but lackluster in its follow through: a “story” driven “research” paper. The Evolution of a Learning Community (Sandie McGill Barnhouse and Sherylle Petty Smith): Here, Barnhouse and Smith explain some of the insights and challenges that junior colleges (and the like) face when adjusting (improving?) courses. By incorporating concepts such as book clubs and guest speakers, they explain how the dynamic of a class can change.
CONNECTIONS AND REFLECTIONS (Craig M.)
Crovitz’s article touched an aspect I value highly: the teachable moment. Having had my fair share (and hopes of many more), I wanted to investigate possibilities in how to approach and evolve these moments. Crovitz does provide insight into these moments and offers insight on how to further the teachable moment beyond one class period. Blaauw-Hara’s article made me think deeply about how I teach grammar and how I should teach grammar. Like most of us, I want to continue to improve my teaching to help students across their scholastic and long-term careers, but sometimes I run out of energy with aspects of grammar partly because I think grammar should be one of the most important aspects of writing. Nevertheless, I realize the more subversive the learning of grammar is, the longer it will last. This article made me rethink portfolios because of the unique grading criteria.
TETYC also has some features I have not seen in other journals: Poems (not the greatest, but reminiscent of the classroom) and What Works for Me. This section was interesting because it has suggestions of fellow instructors and what they have used in the classroom. This part caught my attention because it’s a great idea. However in this particular issue, dancing in front of the class, one instructor explains, “I flail my arms and legs wildly to the lively music ‘Via Con Me’” for a minute to encourage students to be on time (or have the option of dancing too), is not something I would note as “working for me”. (One will not see me dance like Elaine from Seinfield, ever.)
Other aspects of this journal are the typical reviews of texts and the editorial. One notable addition is a report from various TYCA (Two-Year College Association) locations across the country. Although these seem special to this issue, they highlight the interconnectedness of all two-year programs and teachers. Overall, this journal provided me insight into lesser-known aspects of teaching at another level that I had only limited exposure to.
Date of Upload
3/15/09