TETYCS10

ENG 7701 | Project 1.6 Group 5: Matthew Tabeek (and Jennifer Meadows)

Journal: Teaching English in the Two-Year College (TETYC)

Purpose: Teaching English in the Two-Year College (TETYC)  publishes theoretical and practical articles on composition, developmental studies, technical and business communication, literature, creative expression, language and the profession. Target: English instructors in two-year colleges as well as for teachers of first- and second-year composition in four-year institutions. Published: September, December, March, and May Circulation (size of audience): Approximately 4,000

Table 1. Three-year Summary of Article Topics in TETYC Â· Importance of teacher reflection Â· Examining/evaluating written peer-responses Â· Improving process of peer-response compositions Â· How writing-faculty workloads may affect student evaluations Â· Focusing on race in early American literature Â· Teaching metaphorical thinking Â· Getting involved in professional activities (local, regional, national) Â· Teaching composition online Â· Book reviews || Â· Examining the transition of underprepared first-year writers Â· Examining transfer of learning from English to other courses Â· Exploring African American vernacular among college students Â· Structuring the teaching of argument using map literacy Â· Advantages/disadvantages of dual-credit courses Â· Book reviews || Â· Complexities of responding to narratives when the focus is war Â· Teaching English in a time of war Â· How firsthand accounts of todayâ€™s soldiers parallel stories of Homeric heroes Â· Impact of student's memoir about Iraq War on a teacher, students Â· Teaching in a time of war Â· Audio-recording thoughts while responding to student writing Â· Week-long thematic overview of poetry, essays, and stories Â· Peer evaluation aimed at developing studentsâ€™ sense of audience, elevating the status of peer reviewers Â· Integrating research roundtables in a composition classroom Â· Book reviews Â· Discussing benefits of an associate degree in creative writing || Â· Teaching rhetorical skills and racial awareness Â· Stressing creative non-fiction in first-year composition Â· Accelerated courses may be detrimental for ESL students Â· Strategy that prompts students to access, apply their native grammatical abilities Â· Using online surveys in first-year writing courses Â· How text preview assignments can motivate students Â· Book reviews || Â· Scoring rubrics and the deteriorating material conditions of writing instruction Â· National writing survey analysis at two-year institutions Â· Impact of writing center on first-year students Â· Critical Language Awareness as a curricular approach in the classroom Â· Using business letters in first-year English Â· Effects of cooperative interaction within a group of professors Â· Collection of teaching suggestions/tips from instructors Â· Book reviews || Â· Examining disability studies in the classroom Â· Writing about literature using common student experiences Â· Description of the mock research paper Â· Using archives to build a community of learners Â· Using Marcel Proust to teach first-year composition Â· A writing teacher's responsibilities toward his or her students Â· Book reviews Â· Evaluating the efficacy of traditional, hybrid and online classes || Â· Examining student/teacher divisions at the community college Â· Integration of technology, satisfaction levels at two-year colleges Â· How terminology affects a typical classroom activity, peer review Â· Using Charles Bukowski's writings to reach a predominantly working-class student population Â· Strategies, support for teachers new to online instruction Â· Teaching English during a time of war Â· Book reviews || Â· Events that led to the ratification of TYCA Â· Supplementing tribal culture using technical writing basics Â· Discourse analysis, initiation-response-evaluation patterns in the classroom Â· Playing the "interpretation game" in a literature-based first-year writing class Â· Resisting the use of timed tests to assess writing ability Â· Analyzing standardized testing Â· Book reviews || Â· Two-Year College English Association's struggle for a national voice Â· Problems of plagiarism in a digital age continue to challenge the teacher/student relationship Â· Ways to help students breathe life into their personal narratives Â· Exploring dialects, gender and the complexities of language Â· How linked-course learning communities serve students at nonresidential metropolitan public universities Â· Macrorieâ€™s I-Search paper and students new to academic writing Â· Using Shakespeareâ€™s plays for classroom exercises, writing assignments Â· Book reviews || Â· Triumphs, failures of teacher-scholars in the two-year college Â· Author synthesizes grammar articles from the last 20 years of the journal, tracing major trends Â· Instructors discuss the essay, its content and the writing, reviewing, and revising process Â· Students see impact of history, Hollywood on their own local, statewide communities Â· Suggestions for teaching writing to diverse groups of students Â· Report on case studies of ESL students who are taking courses to enter professional programs Â· Introducing peer-reviews, one-on-once conferences Â· Book reviews || Â· Responding with strategic empathy to the traumatic stories students share Â· Challenges presented by studentsâ€™ self-disclosures in their writing Â· Challenges faced by professors of first-year writing who lack formal graduate training in composition and rhetoric Â· Digital literature in a first-year college writing class Â· Using the subject of paranormal to encourage student involvement, support critical-thinking skills Â· Exploring timed writing tests as prewriting activities Â· Book reviews || Â· Professional e-mail assignment allows students to gain digital literacy Â· Strategy for empowering students in a first-semester composition course through cultural literacy Â· Helping first-year English students understand the relationship between history and poetry Â· The personal interview as a teaching tool in English composition Â· Generative themes and at-risk students Â· Assessing the impact of evaluation on developing writers Â· Author discusses goal to imbue more reader-response criticism into a religious student's language experience Â· Book reviews ||
 * 2009 || || ||
 * VOL. | NO. ||  MONTH  ||  SUBJECT MATTER  ||
 * 37.2 ||  December  ||  Â· Pedagogical mistakes, improving the teaching process
 * 37.1 ||  September  ||  Â· Impact of college courses on high school students (dual enrollment)
 * 36.4 ||  May  ||  Â· Working with, learning from veterans in the classroom
 * 36.3 ||  March  ||  Â· Activities, priorities for Two-Year College English Association's regional, national organizations
 * 2008 || || ||
 * VOL. | NO. ||  MONTH  ||  SUBJECT MATTER  ||
 * 36.2 ||  December  ||  Â· The journal's "blind review" of works submitted process
 * 36.1 ||  September  ||  Â· Survey examines trends in placement, exit practices
 * 35.4 ||  May  ||  Â· A look at TYCA's achievements, research and scholarship agenda
 * 35.3 ||  March  ||  Â· Identifying unique challenges, opportunities for a writing program administrator
 * 2007 || || ||
 * VOL. | NO. ||  MONTH  ||  SUBJECT MATTER  ||
 * 35.2 ||  December  ||  Â· Conflict between teaching writing and one's own writing practice
 * 35.1 ||  September  ||  Â· The efforts of a two-year college English faculty to forge a professional identity
 * 34.4 ||  May  ||  Â· Responding empathetically to student self-disclosure
 * 34.3 ||  March  ||  Â· Effective assignment design for writing classes