TWO NEW SUMMARIES AT COLLEGE COMPOSITION WEEKLY!

In the June College Composition and Communication, Chris Anson explores what happens when an expert writer attempts a new genre. And Joanne Baird Giordano and Holly  Hassel argue in the May Teaching English in the Two-Year College for the value of developmental work and open access, even if not every student succeeds.

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THIS WEEK AT COLLEGE COMPOSITION WEEKLY!

College Composition Weekly Banner  Lisa A. Costello in Teaching English in the Two-Year College: Turning a research paper into a blog post in first-year writing!

THIS WEEK AT COLLEGE COMPOSITION WEEKLY!

Tinberg, Howard. Transfer at Community Colleges. Teaching English in the Two-Year College, Sept. 2015. Success

THIS WEEK AT COLLEGE COMPOSITION WEEKLY: Student Understanding of Plagiarism

This week at College Composition Weekly: David W. Hartwig, writing in Teaching English in the Two-Year College,College Composition Weekly Banner argues that students come to college with good “objective” knowledge about what constitutes plagiarism but struggle to identify it in actual passages. He agrees with Rebecca Moore Howard that practices like “patchwriting” are steps toward effective academic discourse; these instances of apparent plagiarism, he argues, measure students’ ability to read and understand complex scholarly writing rather than their honesty. He urges that work on critical reading be coordinated with writing and that faculty across campus share the task of teaching the correct use of sources. http://tinyurl.com/q9aod2l

NEW AT COLLEGE COMPOSITION WEEKLY: Heterosexual Readers Read LGBT Novels.

Writing in Teaching English in the Two-Year College, John Pruitt reports on a case study of eight heterosexual students who chose LGBT novels and met to discuss them without a teacher’s intervention. Recording the sessions, Pruitt discovered concerns about “authenticity”; he posits that the need to create authenticity in depicting a culture can encourage essentialized perceptions of that culture, despite the diversity of its members. He feels that insights into what students bring to literature before an instructor’s theoretical framing helps him better understand how to teach literature about difference.
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New at College Composition Weekly: Strategies for Responding to Students Online

Stephanie Cox, Jennifer Black, Jill Heney, and Melissa Keith, in Teaching English in the Two-Year College. provide strategies to overcome some of the limitations of online feedback. They focus on enhancing “presence”: “social,” “cognitive,” and “teacher presence,” with special attention the rhetorical canon of delivery. Visit the blog and share your online strategies for feedback!