| Preface |
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iii | |
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| How They Got Here |
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viii | |
| Part One: An Introduction To The Two-Year College |
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1 | (102) |
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1 History and Mission of the Two-Year College |
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7 | (13) |
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President's Commission on Higher Education |
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Higher Education for Democracy |
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7 | (2) |
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American Association of Community Colleges (AACC) |
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2016 Community College Fast Facts |
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9 | (2) |
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The Two-Year College as Democracy in Action |
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11 | (9) |
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20 | (38) |
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Social Class, Student Achievement, and the Black-White Achievement Gap |
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20 | (12) |
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Inside the College Gates: Education as a Social and Cultural Process |
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32 | (10) |
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Measuring "Success" at Open Admissions Institutions: Thinking Carefully about This Complex Question |
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42 | (16) |
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3 Composition Studies and the Two-Year College |
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58 | (45) |
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Professing at the Fault Lines: Composition at Open Admissions Institutions |
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58 | (24) |
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Occupy Writing Studies: Rethinking College Composition for the Needs of the Teaching Majority |
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82 | (21) |
| Part Two: Preparing To Teach |
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103 | (136) |
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4 Theory, Scholarship, and Practice |
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109 | (44) |
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Composition at the Turn of the Twenty-First Century |
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109 | (30) |
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Two-Year College Teachers as Knowledge Makers |
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139 | (14) |
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5 Designing Writing Courses |
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153 | (32) |
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Performative Literacy: The Habits of Mind of Highly Literate Readers |
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153 | (7) |
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"A Lifelong Aversion to Writing": What If Writing Courses Emphasized Motivation? |
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160 | (25) |
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6 Designing Writing Assignments |
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185 | (17) |
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Using Writing to Promote Thinking |
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185 | (13) |
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Implications for Teaching and Research |
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198 | (4) |
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7 Teaching for Transfer of Learning |
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202 | (37) |
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The Question of University Writing Instruction |
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202 | (17) |
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Transfer Institutions, Transfer of Knowledge: The Development of Rhetorical Adaptability and Underprepared Writers |
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219 | (20) |
| Part Three: Translating Theory Into Practice |
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239 | (104) |
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8 Fostering Critical and Creative Thinking |
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247 | (24) |
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Dispositions of the Good Critical Thinker |
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247 | (2) |
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Council of Writing Program Administrators |
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National Council of Teachers of English |
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Framework for Success in Postsecondary Writing |
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249 | (2) |
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Integrating Critical Thinking into the Assessment of College Writing |
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251 | (20) |
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9 Integrating Reading and Writing |
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271 | (27) |
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Learning to Read as Continuing Education |
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271 | (10) |
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A Framework for Rereading in First-Year Composition |
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281 | (13) |
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Thoughts on Selecting Readings |
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294 | (4) |
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10 Responding to Student Writing |
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298 | (29) |
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Responding to Student Writing |
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298 | (9) |
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Carolyn Calhoon-Dillahunt |
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Conversing in Marginal Spaces: Developmental Writers' Responses to Teacher Comments |
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307 | (20) |
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11 Teaching Academic Literacies |
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327 | (16) |
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327 | (7) |
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Community College Teachers as Border Crossers |
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334 | (9) |
| Part Four: Rethinking "Business As Usual" |
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343 | (100) |
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12 Rethinking the Five-Paragraph Essay |
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349 | (19) |
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My Five-Paragraph-Theme Theme |
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349 | (4) |
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What to Make of the Five-Paragraph Theme: History of the Genre and Implications |
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353 | (15) |
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368 | (33) |
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Why Our Students Need Instruction in Grammar, and How We Should Go about It |
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368 | (15) |
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Playful Explicitness with Grammar: A Pedagogy for Writing |
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383 | (18) |
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14 Rethinking Developmental Education |
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401 | (42) |
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The Accelerated Learning Program: Throwing Open the Gates |
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401 | (18) |
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Two-Year College English Association Research Committee |
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TYCA White Paper on Developmental Education Reforms |
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419 | (18) |
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437 | (6) |
| Part Five: Diverse Student Populations |
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443 | (130) |
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15 Underprepared Learners |
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449 | (33) |
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What Happened to Darleen? Reconstructing the Life and Schooling of an Underprepared Learner |
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449 | (15) |
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Students Deserve Enough Time to Prove That They Can Succeed |
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464 | (18) |
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16 Racially, Ethnically, and Linguistically Diverse Students |
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482 | (45) |
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Teaching English in a California Two-Year Hispanic-Serving Institution: Complexities, Challenges, Programs, and Practices |
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482 | (22) |
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Dialects, Gender, and the Writing Class |
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504 | (11) |
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The Heterogeneous Second-Language Population in US Colleges and the Impact on Writing Program Design |
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515 | (12) |
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17 Nontraditional Students |
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527 | (46) |
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Anxiety and the Newly Returned Adult Student |
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527 | (13) |
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(Re)Envisioning the Divide: The Impact of College Courses on High School Students |
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540 | (17) |
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Transformations: Working with Veterans in the Composition Classroom |
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557 | (16) |
| Part Six: The Profession Of English At The Two-Year College |
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573 | (96) |
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18 Professional Identities |
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579 | (60) |
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The Teacher/Scholar: Reconstructing Our Professional Identity in Two-Year Colleges |
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579 | (16) |
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"Distinct and Significant": Professional Identities of Two-Year College English Faculty |
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595 | (23) |
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Unmeasured Engagement: Two-Year College English Faculty and Disciplinary Professional Organizations |
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618 | (21) |
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639 | (30) |
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The Problem of the Majority Contingent Faculty in the Community Colleges |
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639 | (20) |
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Not Just a Matter of Fairness: Adjunct Faculty and Writing Programs in Two-Year Colleges |
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659 | (10) |
| Epilogue |
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669 | (1) |
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669 | (1) |
| About the Editors |
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670 | (1) |
| About the Contributors |
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671 | (13) |
| Index |
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684 | |
