Vol 58, No 1 (2016)

From the Editor DOWNLOAD PDF
John Pruitt 1-3
How Wisconsin Writes DOWNLOAD PDF
Marci Glaus 4-6

Articles

Learning on the Continuum: Teaching What Cannot Be Measured ABSTRACT DOWNLOAD PDF
Gretchen McClain 7-11
Combining Places: Teaching Ecocomposition in the Multilingual Classroom ABSTRACT DOWNLOAD PDF
Yasmin Marie Rioux 12-19

Special Section: Teaching in the Technical College

Introduction: Teaching in the Technical College DOWNLOAD PDF
Gregg Nelson 20-22
An Assignment to Satisfy Assessment Demands for Technical and Academic Writing ABSTRACT DOWNLOAD PDF
Bart Ganzert 23-26
Job Portfolios and English Composition: Using Resumes and Cover Letters to Teach Writing Skills ABSTRACT DOWNLOAD PDF
Emily Swanson 27-32
What I’ve Learned about Teaching Nontraditional Students ABSTRACT DOWNLOAD PDF
Kisha Turner 33-37
Going Global in the College Writing Classroom DOWNLOAD PDF
Rachel Dobrauc 38-45
¿Comprende? ABSTRACT DOWNLOAD PDF
Jennifer M Hewerdine 46-49
Peer Review in a Learning Community ABSTRACT DOWNLOAD PDF
Jim Beatty 50-54
Is It My Birthday? No, It’s Just Another Day of College Comp ABSTRACT DOWNLOAD PDF
Jennifer Militello 55-59

Book Reviews

Review: Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me DOWNLOAD PDF
Aaliyah Baker, Nina F. Weisling 60-62
Review: Language, Society and Power: An Introduction (4th edition) DOWNLOAD PDF
Jason A. Kemp 63-67

What I’ve Learned about Teaching Nontraditional Students

Kisha Turner, who teaches for the Los Angeles Community College District and Santa Monica College, tells a story of how she became acutely aware of nontraditional students’ needs and the questions and unresolved issues that arose through teaching a group of nontraditional students. [PDF full version: What I’ve Learned about Teaching Nontraditional Students]

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¿Comprende?

Jennifer Hewerdine, Professor of English at Arizona Western College and blogger at Writing Kairos, discusses methods of tutoring English language learners in their own language, which may lead to an understanding of how valuing learners’ discourse communities and language experiences can increase student learning or, at the very least, engage learners in the process. [PDF full version: ¿Comprende?]

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