In the midst of disciplinary and public debates about education at open-access institutions, it's more important than ever that institutions set a clear path for inquiry and scholarship that will meet the needs of the professional community. This essay provides an assessment of the research achievements in two-year college English, particularly…

"Teaching English in the Two-Year College's" series "What Works for Me" is a unique artifact in the development of composition as a field. In this article, the author claims "What Works for Me" as a valuable genre, a hybrid of new and old disciplinary forms. In the spirit of Derek N. Mueller's "Views from a Distance: A Nephological Model of the…

Whenever the author teaches English 102, a research-focused, second-semester composition course, at least one student asks her whether or not she "allows" Wikipedia. She then redesigned her course to leverage Wikipedia as a source of inquiry. In other words, she "allows" Wikipedia, but through the Wikipedia project, which is designed to address…

This article reflects on where and how empirical research, focusing particularly on college/adult writing and literate practice, has appeared over the last century in the complete runs of "English Journal," "College English," "College Composition and Communication," "Research in the Teaching of English," and "Teaching English in the Two-Year…

In "After 40 Years, Has the Grand Experiment Failed?" Trum Simmons answers the question he poses in the essay's title by describing a community college teaching career that many "Teaching English in the Two-Year College" (TETYC) readers will find familiar: the diversity of community college students; student success and failure; conflicted…

In her recent "Teaching English in the Two-Year College" ("TETYC") article, Denise Marchionda argues for a grading system in her first-year writing course that turns over responsibility to students for earning grades. The approach, which she calls "the point-by-point grading system," is a variation on a contract grading approach in which each…

Reflects on making "Teaching English in the Two-Year College" a viable journal. Discusses formation of the Two-Year College Organization, and its formal recognition by the Conference on College Composition and Communication in 1997. (SC)

Over the years of teaching, the author has been more and more interested in making course content and goals relevant to the real, lived experiences of students. Based on this interest and spurred by an article on community-based research in "Teaching English in the Two-Year College" (TETYC) in September of 2005 as well as a move in composition to…

In this essay, the author "maps" a town that has grown in what was formerly frontier: he looked at twenty-four essays focusing on grammar instruction from "Teaching English in the Two-Year College (TETYC)," published between 1987 and 2006, with a goal of identifying key areas of focus--town squares. While he found several trends and foci, most…

Discusses the development of "Teaching English in the Two-Year College," a journal designed to serve the special needs of community college English faculty. Discusses success and subsequent growth of the journal and considers the different subject matters addressed throughout the first five developmental years of the journal. (SC)

Illustrates some of the changes and trends at "Teaching English in the Two-Year College" (TETYC) during the author's years on the masthead. Considers specific articles of his first and last issues (Fall 1978 - December 1987). Represents TETYC staff as individuals who do not give up on students, continually challenging them with new thinking, new…

Gives tribute to Bertie Carlyle Edwards Fearing (1943-1995), one of the three senior editors of "Teaching English in the Two-Year College." Characterizes Bertie as a person with "style," always focused on the task at hand, and recruiting staff members with Mensa-level intellects and showing them by her example how to work together harmoniously…

When Sean Murphy designed the Graduate Student Internship Program at the College of Lake County (CLC), his 2001 TETYC article about the then two-year-old program detailed his programmatic response to the job market. Ten years later, the CLC-DePaul University partnership remains the strongest of the original dozen cross-sector relationships CLC…

This study investigated how student-centered learning affects first-year college students' perceptions of and construction of investment in English learning. After finishing two reading assignments using a student-centered approach, 50 students completed open-ended written surveys, and 15 students participated in open-ended interviews. Thematic…

This paper investigates L2 motivation and demotivation of college English majors in a Korean junior college. The participants' L2 (de)motivation was explored by the ought-to L2 self, an element of the L2 motivational self system. Data were collected from two rounds of interviews with 59 and 31 students in all four years and analyzed qualitatively.…