Hallstead, Tracy. “Disciplines in Dialogue: A Learning Commons Perspective.” Double Helix 3:1(2015): 1-7. Web. Summary: The article opens with a common scenario at Universities, a student sits in the Learning Commons, or Tutoring center, and struggles to make connections between the class work she was forced to take, and the class work that she is […]
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Reading: The Bridge to Everywhere
Citation Hallstead, Tracy M., and Glenda Pritchett . “Reading: The Bridge to Everywhere .” Double Helix, vol. 1, 2013, pp. 1–12., qudoublehelixjournal.org/index.php/dh/article/view/9/88. Summary Tracy Hallstead and Glenda Pritchett’s “Reading: The Bridge to Everywhere” begins with the mostly accepted academic worldview of student writing as “evidence of expertise” within individual disciplines. They highlight the product of writing […]
The Shadow, mostly unexplored
Lynch, Paul. “Shadow Living: Toward Spiritual Exercises for Teaching.” College English 80:6 (2018): 499-516. Web. Summary: Paul Lynch takes us on a somewhat wobbly journey through the dark night of the teaching soul. He starts with an experienced teacher teetering on the edge, standing in class at 4pm, wondering what is happening, entering into a […]
Nurturing Critical Thought in the Classroom
Abegglen, Sandra, and Tom Burns, Sandra Sinfield. “Utilizing Critical Writing Exercises to Foster Critical Thinking in Diverse First-Year Undergraduate Students and Prepare Them for Life Outside University.” Double Helix, vol. 4, 2016, pp. 1-11. Summary In “Utilizing Critical Writing Exercises to Foster Critical Thinking in Diverse First-Year Undergraduate Students and Prepare Them for Life Outside […]
Preparing Graduate Students for Academic Publishing
Citation Söderland, Lars, and Jaclyn M. Wells. “Preparing Graduate Students for Academic Publishing: Results from a Study of Published Rhetoric and Composition Scholars.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, vol. 18, no. 1, 2017, pp. 131-156, Web. Summary In this article, Wells and Söderlund attempt to shed light on how faculty […]
“The Trouble with Outcomes: Pragmatic Inquiry and Educational Aims”
Gallagher, Chris W. “The Trouble with Outcomes: Pragmatic Inquiry and Educational Aims.” College English, vol. 75, no. 1, 2012, pp. 42–60. JSTOR, JSTOR, www.jstor.org/stable/24238306. Summary: Gallagher discusses issues surrounding “Outcome Assessment (OA)” based educational aims, and the construction of those aims in regards to the measurement of students work. He begins by conceding that, regardless […]
Bilingual Writing
Citation Hirsch, Linda, and Carolina DeLuca. WAC in an Urban and Bilingual Setting: Writing-to-Learn in English y En Espanol. p. 13. Summary WAC in an Urban and Bilingual Setting focused on the class of Professor Carmen Marin and how she and a writing fellow developed a former humanities course, taught in English, for second language […]
“Questions of Intent: Communication Disorder, Transfer, and Writing Pedagogy.”
Vallis, Gina L. “Questions of Intent: Communication Disorder, Transfer, and Writing Pedagogy.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 15.3 (2015): 441-457. Web Summary This article examines communicative intent in the writing classroom through applying lessons from both personal reflections and studies of autism spectrum disorder (ASD). The author discusses problem-solving from a […]
“Conversations with Texts: Reading in the Teaching of Composition” Mariolina Salvatori
Salvatori, Mariolina. “Conversations with Texts: Reading in the Teaching of Composition” College English 58:4: 4401-454. Web. Summary In this article, Mariolina Salvatori addresses the tendency of introductory college composition courses to minimize traditional literary readings and to focus on writing practices, and posits several alternative reading practices that she believes can do specific service to […]
Storytelling and Academic Discourse: Including More Voices in the Conversation
Citation: Mlynarczyk, Rebecca. “Storytelling and Academic Discourse: Including More Voices in the Conversation.” The Journal of Basic Writing 33:1 (2014): 4-22. Web. Summary: Since the start of her academic career, Rebecca Mlynarczyk has struggled with the relationship, or supposed lack-there-of that exists between what the academic world defines as “narrative” or “personal” writing and “academic writing,” […]
Creative Nonfiction
Citation: Mays, Chris. “‘You Can’t Make This Stuff Up’: Complexity, Facts, and Creative Nonfiction.” College English, vol. 80, no. 4, March 2018, pp. 319-340, Web. Summary: Through the lens of genre theory, Chris Mays posits that creative nonfiction is a complex genre that can only be properly understood and contextualized by acknowledging the inherent selection […]
“The Social Dimension of the Community College Classroom” Ruth Kiefson
Citation: Kiefson, Ruth. “The Social Dimension of the Community College Classroom.” Teaching English in the Two-Year College, Vol. 46, no. 1, September 2018, pp. 56-69. Summary: Ruth Kiefson explains throughout her essay how building a positive learning environment and choosing activities that facilitate student metacognition will provide students with the motivation, resources and engagement to […]
” A Review of the Literature on Teaching Academic English to English Language Learners” by Patricia A. DiCerbo, Kristina A. Anstrom, Lottie L. Baker and Charlene Rivera
Patricia A. DiCerbo, Kristina A. Anstrom, Lottie L. Baker and Charlene Rivera. ” A Review of the Literature on Teaching Academic English to English Language Learners.” Review of Educational Research Vol. 84, No. 3 (September 2014), pp. 446-482. Web. Summary: The article argues for extensive research into instructor knowledge and teaching in academic English. While the […]
“Theory In/To Practice: Addressing the Everyday Language of Oppression in the Writing Center” by Mandy Suhr-Sytsma
Suhr-Sytsma, Mandy. “Theory In/To Practice: Addressing the Everyday Language of Oppression in the Writing Center.” Writing Center Journal, vol. 31, no. 2, 2011, Web. Summary The focus of this article is to bring attention to the ways that language in the day-to-day work of writing centers can be oppressive and try to give those who […]
“Utilizing Critical Writing Exercises to Foster Critical Thinking in Diverse First-Year Undergraduate Students and Prepare Them for Life Outside University” by Sandra Abegglen and others
Abegglen, Sandra, Tom Burns, and Sandra Sinfield. “Utilizing Critical Writing Exercises to Foster Critical Thinking in Diverse First-Year Undergraduate Students and Prepare Them for Life Outside University.” Double Helix 4:1 (2016): 1-11. Web. Summary: This article begins with a background from the authors stating that this essay was written from London Metropolitan University, where the […]
“When Nursing Students Write: Changing Attitudes”-Dobie & Poirrier
Citation: Dobie, Ann, and Gail Poirrier. “When Nursing Students Write: Changing Attitudes.” Research in Teaching Writing Across the Diciplines, vol. 1, no. 3, p. 11. Summary In Dobie and Poirrier’s concise yet intellectually rich article, they discuss how academics evaluate (or struggle with evaluating) the success of writing-across-the curriculum programs. They table the dilemma writing-across-the […]