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Brent, Doug – College Composition and Communication, 2005
Academically oriented first-year seminars can be good venues for teaching many of the concepts important to WAC programs, including extended engagement with a research topic and situated writing. A qualitative study of a first-year seminar program at the University of Calgary highlights faculty members' and students' responses.
Descriptors: Writing Across the Curriculum, First Year Seminars, Writing Instruction, College Students
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Popken, Randall – College Composition and Communication, 2004
Using a "historical case study" of Edwin M. Hopkins, this article explores what Bruce Horner calls the "material social conditions" of teaching writing early in the twentieth century. It shows how Hopkins's own attitude and response to the demands of being a writing teacher serve as a backdrop for understanding his local and national crusade to…
Descriptors: Writing (Composition), Writing Teachers, Case Studies, Writing Instruction
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Thompson, Thomas C.; Louth, Richard – College Composition and Communication, 2003
Discusses how the first author left his comfortable position at the university to teach high school full-time and how the second author left home to live the writer's life in New Orleans' French Quarter. Describes how they decided to pursue their respective projects, what a typical day was like, and what they learned. Addresses questions that have…
Descriptors: Higher Education, Sabbatical Leaves, Secondary Education, Teacher Attitudes
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Young, Art – College Composition and Communication, 2003
Reviews the author's career as a teacher of composition and literature and as a writing program administrator of writing across the curriculum. Discusses the potential of poetry across the curriculum as an important tool for writing "against" the curriculum of academic discourse. Concludes that when they write poetry, students often express…
Descriptors: Academic Discourse, Creative Expression, Elementary Secondary Education, Poetry
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Schneider, Barbara – College Composition and Communication, 2002
Argues that student use of quotation marks jars educators not because it departs from good practice but because, through them, students invoke voices educators do not want to recognize. Concludes that examining the ways both professors and students use non-standard quotes encourages an understanding of composition as a practice that brings…
Descriptors: Grammatical Acceptability, Higher Education, Language Usage, Rhetorical Invention
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Fontaine, Sheryl I. – College Composition and Communication, 2002
Reflects on what the author has learned about university teaching from her experience being a novice student of karate. Asserts the value for even seasoned teachers to maintain a beginner's mind that is "free of the habits of the expert, ready to accept, to doubt, and to open to all the possibilities." Concludes that from this new…
Descriptors: Higher Education, Reflective Teaching, Teacher Attitudes, Teacher Improvement
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Troyka, Lynn Quitman – College Composition and Communication, 2002
Uses a journal format to recall vignettes with a personal slant from the history of Conference on College Composition and Communication (CCCC), National Council of Teachers of English, Two-Year College Association, and Open Admissions at the City University of New York. (SG)
Descriptors: College English, Educational Attitudes, Educational History, Higher Education
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Harris, Joseph – College Composition and Communication, 2000
Argues that educators need to acknowledge how the material interests of part-time and adjunct teachers, graduate assistants, tenure-stream faculty, and administrators can come into conflict in composition in order to negotiate fairly among them. Discusses how the culture of academic professionalism militates against such a consciousness, and…
Descriptors: Faculty, Higher Education, Teacher Attitudes, Teacher Promotion
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Love, Glen A. – College Composition and Communication, 1971
Descriptors: English Instruction, Teacher Attitudes, Teacher Responsibility, Teaching Methods
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Heilman, Robert B. – College Composition and Communication, 1970
Speech given at annual meeting of Conference on College Composition and Communication, National Council of Teachers of English (Seattle, Washington, March 19-21, 1970). (Editor/SW)
Descriptors: College Instruction, Dogmatism, Educational Change, Educational Philosophy
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Kampf, Louis – College Composition and Communication, 1970
Argues that a cultural revolution must precede anything approaching substantial, meaningful curriculum change; a speech given at annual meeting of Conference on College Composition and Communication, National Council of Teachers of English (Seattle, Washington, March 19, 1970). (Editor/RD)
Descriptors: College Freshmen, Cultural Context, English Instruction, Speech Communication
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Kytle, Ray – College Composition and Communication, 1971
Author feels that the profession does not respect college composition because it does not respect the people who teach it", and offers recommendations for upgrading the faculty teaching composition. (Author/SP)
Descriptors: College Faculty, Professional Recognition, Teacher Attitudes, Teacher Morale
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Llorens, David – College Composition and Communication, 1971
Describes the reasons for the protest among Black students against the traditional academic assumptions pertaining to English as a subject of study or as an element essential to the educational process." Attitudes of the white teacher and of white society are discussed in relation to this protest. (Author/DR)
Descriptors: Black Students, Cultural Awareness, Cultural Background, Educational Attitudes
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Bens, John H. – College Composition and Communication, 1971
Author discusses the use of taboo or so-called obscene words in society and in the classroom. Encourages a discussion of the use and meaning of obscenity between teacher and students. (DR)
Descriptors: Language Role, Language Usage, Standards, Student Attitudes
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Perrin, Carl – College Composition and Communication, 1971
Author's assumption that his students were interested in now" topics, such as revolution, for theme writing, was proven erroneous by means of a current events questionaire he gave to his Freshman English classes. (DR)
Descriptors: Teacher Attitudes, Teaching Methods, Writing (Composition)
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