bluuebunny/crossref_metadata_2025 huggingface dataset:
“Untold Stories”: Cultivating Consequential Writing with a Black Male Student through a Critical Approach to Metaphor
Authors: Everett Sakeena
Published: June 2023

Several writing studies have affirmed the literacies of young Black men in schooling contexts in humanizing ways, which has importantly moved us beyond rationalizing their literacy practices in educational spaces. Less of this important research has directly focused on young Blackmen who are deemed academically high-achieving in traditional English language arts (ELA)classrooms. Thus, academically high-achieving young Black men are often silent in literacy education and research; they have “untold stories,” as described by Shawn, the focal student inthis critical ethnographic case study. In an effort to provide literacy supports for these students and their ELA educators, I developed a consequential literacy pedagogy. In this article, I focuson consequential writing—one product of the consequential literacy pedagogy. Consequential writing concurrently develops academic and critical literacies. This layered literacy approach is intentionally developed by, for, and with historically marginalized communities to equip them to act against inequity within and beyond academic spaces through the learning, teaching, and sharing of writing. The current study cultivated consequential writing with a Black male student through a critical approach to metaphor. Metaphor is ideal for developing consequential writing due to its ability to simultaneously engage critical, creative, and cognitive literacies. In this paper,I address the following research question: How did an academically high-achieving Black male secondary student utilize the generative power of metaphor to cultivate consequential writing?Next, I illuminate the transferability of this work to support ELA educators in cultivating consequential writing with students beyond this study. Finally, I discuss some unintended consequences of consequential writing for Black youth in academic spaces that do not honor their lives or minds.
Where Do We Go from Here? Toward a Critical Race English Education
Authors: Johnson Lamar L.
Published: June 2023

In this article, I propose Critical Race English Education (CREE) as a theoretical and pedagogical construct that tackles white supremacy and anti-black racism within English education and ELA classrooms. I employ autoethnography and counterstorytelling as methods that center my multiple identities and lived realities as I document my racialized and gendered experiences in relation to my journey to Ferguson, MO and my experiences as a secondary ELA teacher. The research questions guiding this study are the following: (1) As a Black male English educator and language and literacy scholar, how am I implicated in the struggle for racial justice and what does it mean for me to teach literacy in our present-day justice movement?; (2) How are Black lives mattering in ELA classrooms?; and, (3) How are we using Black youth life histories and experiences to inform our mindset, curriculum, and pedagogical practices in the classroom?This article explicates findings from three interconnected stories that work to show how CREE can be operationalized to better understand the #BlackLivesMatter movement in its historical and contemporary dimensions. The data analyzed stem from my autobiographical narratives,observations, social media artifacts, and images. I aim to expand English education to be more synergistically attuned to racial justice issues dealing with police brutality, the mass incarceration of Black people, and legacies of grassroots activism. This analysis suggests implications that aim to move the pedagogical practices around the intersections of anti-blackness and literacy from the margins to the center of discussion and praxis in ELA contexts.
“What If We Were Committed to Giving Every Individual the Servicesand Opportunities They Need?” Teacher Educators’ Understandings,Perspectives, and Practices Surrounding Dyslexia
Authors: Worthy Jo , Lammert Catherine , Long Stacia L. , Salmerón Cori , Godfrey Vickie
Published: June 2023

Educators and researchers from a range of fields have devoted their careers to studying how reading develops and how to support students who find reading challenging. Some children struggle specifically with learning to decode print, the central issue in what is referred to as dyslexia.However, research has failed to identify unique characteristics or patterns that set apart students identified as dyslexic from other readers with decoding challenges. Nevertheless, an authoritative discourse that speaks of a definitive definition, a unique set of characteristics, and a specific form of intervention saturates policy and practice around dyslexia, and teacher educators are under increasing pressure to include this state-sanctioned information in their classes. Literacy educators’ experiences teaching reading in schools and preparing literacy professionals can add valuable perspectives to the conversation about dyslexia; however, currently their voices are largely silent in conversations around dyslexia research, policy, and practice. The current research was designed to address this gap through an intensive interview study, in which we employed a Disability Critical Race Studies framework, along with Bakhtin’s notions of authoritative and internally persuasive discourse to explore the perspectives, understandings, and experiences of literacy teacher educators regarding dyslexia.
Portal and Gatekeeper: How Peer Feedback Functions in a High School Writing Class
Authors: Marsh Valerie L.
Published: June 2023

To counter inequitable, hierarchical classroom structures, research in the fields of language and literacy studies often looks to the affordances of online spaces, such as affinity spaces, for learning that is collaborative and knowledge that is distributed; yet, researchers continue to locate theirstudies in virtual spaces, outside classroom walls. This study, situated in a high school writing class, repositions the familiar classroom practice of peer feedback as a way to access affinity space features. Using qualitative case study design and grounded theory analysis, the study reveals that,when supported by an emphasis on social connection, the practice of peer feedback served as a portal for students with a range of writing experience and interest to collaborate and exchange honest feedback, practices indicative of affinity space features. Yet, traditional expectations preserved teacher roles and student roles in ways that prevented the class from more fully accessing the affinity space features of distributed expertise, porous leadership, and role flexibility. Discussion expands the field’s understanding of affinity spaces and their application in physical classrooms by outlining new features, theorizing these classroom spaces, and advocating for a reimagine dvision of peer feedback in ELA classrooms where role reciprocity and flexibility resist traditional,inequitable classroom structures.
“My Color of My Name”: Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy
Authors: Player Grace D.
Published: June 2023

This article will explore what I have conceptualized as critical celebration within an afterschool writing club for and with Girls of Color (GOC). Using a feminist of color theoretical framework and building upon existing literature about GOC and their writing practices, critical celebration will be defined as a lens used to view GOC as important, dynamic, and brilliant in the face of an overabundance of deficitizing narratives and erasure, and to also open opportunities for girls to view the experiences and identities of GOC like them and unlike them as important sources of knowledge as they develop critical insights toward solidarity across difference. Using this definition, I will then describe the ways the feminist of color writing pedagogy engaged in this group made space for critical celebration of and by GOC, thereby offering important implications for justice-oriented literacy education, not only for GOC, but for all students.
Playful Practices: Reimagining Literacy Teacher Education through Game-Based Curriculum Design
Authors: Kim Grace MyHyun , Johnson Lindy L.
Published: June 2023

The prevalence of high-stakes testing, scripted curricula, and accountability measures in schools discourages experimentation with curriculum. This article encourages curriculum design experimentation in teacher education by proposing playful practices, game-like activities for designing curriculum that draws on students’ out-of-school literacies. We explore the benefits and challenges of game-based curriculum design with preservice teachers (PSTs; N = 19) in two public university secondary English education courses and trace one PST’s take-up of the curriculum design moves through incorporation of these playful practices into her classroom. Data collection occurred across one academic year and included field and observation notes, written reflections, interview data, and artifacts. Findings show the potential for game-based curriculum design in literacy teacher education to (1) create an imaginative space between teacher and student, (2) encourage collaborative production, (3) connect PST university coursework to classroom practice, (4) support students’ creative language production, and (5) create playful social contexts for participatory learning. Challenges highlight the importance of attending to power dynamics in game play and design. Implications include how game-based pedagogical invitations in teacher education can help PSTs imagine new ways to organize classroom structures and literacy learning experiences that value an interplay of youth cultures and classroom curriculum.
Multimodal Voicing and Scale-Making in a Youth-Produced Video Documentary on Immigration
Authors: Lam Wan Shun Eva , Smirnov Natalia , Chang Amy A. , Easterday Matthew W. , Rosario-Ramos Enid M. , Doppelt Jack C.
Published: June 2023

This study builds on research of multimodal storytelling in educational settings by presenting a study of a youth-produced documentary on immigration. Drawing from a video documentary project in a high school class, we examine students’ representational processes of scaling in documentary storytelling, and the kinds of resources they use to construct multiple spatiotemporal contexts for understanding their experience of immigration and immigration policy. Our theoretical framework relates the concept of scale to the Bakhtinian concept of voice to consider the semiotic resources that are used to index and connect multiple social and spatiotemporal contexts in storytelling. Focusing on a documentary produced by some students in the class, we analyze how the young filmmakers used particular speaker voices (characters) and their social positioning to invoke and construct relevant scales for understanding the problem of deportation. Our analysis extends the study of scaling to multimodal texts, and the strategies that people use to represent and configure relationships among different socially stratified spaces. By conceptualizing the relations between voice and scale, this work aims to contribute to literacy learning and teaching that support young people in bringing their knowledge, experiences, and narrative resources to engage with societal structures.
A Case Study of One Youth’s Stance toward the Discourse of Literary Analysis in a Secondary English Classroom
Authors: Fields Susan S. , Frankel Katherine K.
Published: June 2023

The discourse of literary analysis is dynamic and ideological, shifting as writers navigate conventions and practices to meet their rhetorical purposes in particular contexts. While scholars have engaged ideological analyses of students learning to write literary analysis essays in university contexts, few studies have documented student writers’ experiences of disciplinary enculturation in secondary English language arts classrooms. In this case study, we address this absence by using the concept of stance to examine how the identity of one student—Katarina—informed her interactions with the discourse of literary analysis as it was understood and instantiated by her teacher. In our analysis of essay drafts, field notes, artifacts, and interview transcripts, we found that the convergence of Katarina’s identity as a creative and emotional person and writer with the possibilities for selfhood afforded to her in this context contributed to her stance toward the discourse. We examine points of tension across two of Katarina’s essays that illuminate her ideological struggles as she navigated the discourse of her classroom. Our findings point to the utility of stance as a conceptual tool for researchers and educators to take a critical perspective on students’ writing processes in the context of the ideologically laden, authoritative demands of secondary classrooms.
“Bullying always seemed less complicated before I read”: Developing Adolescents’ Understanding of the Complex Social Architecture of Bullying through a YAL Book Club
Authors: Ryan Eibhlín , Hurst Heather
Published: June 2023

Our multiphase research conducted with a broader research team explores narratives of bullying across young adult literature, the news media, public discourse, and adolescents’ experiences, and problematizes oversimplified understandings of the adolescent bullying process.
Gendered Genius Hour: Tracing Young Children’s Uptake of Expert across the Nexus of Personal Digital Inquiry
Authors: Wargo Jon M.
Published: June 2023

Drawing on data from a yearlong qualitative study examining how children in a multi-age (6-9 years) classroom utilized technology to write across genres, this article examines the gendered negotiation and discursive uptake of expert in early childhood writing. Zeroing in on genius hour as a “site of engagement,” the author thinks with rhetorical genre studies and mediated discourse analysis to examine how four second-grade writers positioned themselves as “experts” across the nexus of school writing. Findings highlight how expert—both conceptually and in practice—became gendered and was interdiscursively traced through three threads: the relational, the historical, and the distributive. Through analyses of young students writing in situ, this article contributes new understandings to thinking about children’s navigation of genres, not only as rhetorical typifications of academic and disciplinary discourse but as unique social actions of curricular play and gendered uptake.
“It’s Our Job as People to Make Others Feel Valued”: Children Imagining More Caring and Just Worlds through Superhero Stories
Authors: Torres Francisco Luis
Published: June 2023

This study explores the potential of fifth-grade children to take up, mold, and complicate the superhero genre to engage issues of social justice and equity in critical and dynamic ways. Using critical discourse and visual analysis, I explore the ideological and political work in the comics four students of color created as part of this study. I argue that, when given the opportunity to embody their full selves in the creation process to fight against issues of injustice that matter to them, children are more likely to imagine beyond conceptions of the child (e.g., being apolitical) and take on activist stances. Moreover, teachers have the power to encourage children to see themselves and their voices as important tools in the fight for social justice. This study pushes us to consider that we, as adults, can either help to expand the possibilities available to children or continue to perpetuate the inequities that children experience on a daily basis due to misconceptions of what it means to be a child and what children are capable of.
Tracing Terror, Imagining Otherwise: A Critical Content Analysis of Antiblack Violence in Middle Grade Novels
Authors: Cueto Desiree W. , Brooks Wanda M.
Published: June 2023

This research offers a critical content analysis of three middle grade novels that is substantiated by key concepts within Afro-pessimism, Black critical theory, and Black futurity. Through this framing, we examine significant historic and sociopolitical moments reflected in the novels when Black preteen protagonists are forced to confront racialized violence. Across the set of novels, we outline a distinct pattern of antiblackness—one that chronicles the incomplete nature of emancipation that continuously haunts Black lives in the United States (). Yet, at the same time, we consider how the novels connect the past, present, and future by reflecting how Black girls across time and location have imagined alternative ways forward.
The Continuum of Racial Literacies: Teacher Practices Countering Whitestream Bilingual Education
Authors: Chávez-Moreno Laura C.
Published: June 2023

An equitable education for linguistically minoritized and racialized-Othered youth fosters their biliteracy and critical consciousness about racial ideologies. Yet little is known about how or whether secondary-level dual-language bilingual-education programs and teachers seek to enhance students’ critical consciousness—especially as a means of grappling with racist ideologies. Drawing together literacy and race studies in education, I theorize a continuum of racial literacies, then employ it to examine dual-language curriculum and instruction practices. I use interview and classroom-observation data to reveal that a racially diverse dual-language program offered more racial-literacy practices on the hegemonic end of the continuum than the counterhegemonic end. Using teachers’ practices as an index of their program’s stance on racial literacy, I argue that the program provided a whitestream bilingual education: it offered biliteracy schooling through hegemonic racial-literacy practices that perpetuate white supremacy. The teachers’ successes and challenges speak to the need for structural attention to resources, training, and program-wide support for critical-racial-literacy practices. I conclude the article by joining calls for bilingual education to enhance youths’ critical-racial consciousness, adding racial to signal the need to be intentional in teaching about and countering racism, colonialism, and imperialism.
“Free License to Communicate”: Licensing Black Language against White Supremacist Language Assessments in a PreK Classroom
Authors: Lee Alice Y.
Published: June 2023

The policing of Black Language is inextricably tied to the policing of Black people and is entrenched in a long history of white Western European colonization. The legacies of white supremacy pervade schooling in its earliest years, yet Black teachers have consistently mounted a counterforce in battling white hegemony. In this article, I feature one such teacher, Raniya, who licensed Black Language in her preK classroom. Based on three months of classroom observations and interviews, this ethnographic case study explores the institutional architecture that affords white supremacist language assessments, particularly through an epistemology of language as an abstracted entity and through its process of curricularization. A raciolinguistic perspective illuminated how the white teachers at Raniya’s school insisted on broadly dehumanizing students of color through a schoolwide policy based on white monolingual standards. Drawing on notion of “vernacular insurrections,” I juxtapose white teachers’ raciolinguistic ideologies with Raniya’s practices. She claimed her classroom as a critical vernacular site through her approach of student language as a practice, and by subverting the normalcy of white hegemony within the schoolwide assessment process. This article calls for a shift in thinking about skills-based, decontextualized approaches as inherently white supremacist, and excavates how such a language approach supports white supremacy to thrive. I discuss the significance of centering the fight against white supremacy in our analysis of literary practices, which elucidates the potency of even small amounts of white dominance in institutional mechanisms as detrimental for Black students. As a field, the stagnation of Black student equity and commitment to white hegemony by white educators and administrators across preK through higher education persists. Though some white educators diverge from hegemonic practices, we must consider who benefits and what is sustained when exceptions are used to overlook and not interrogate the norm. This work contributes to the mounting rationales for racial diversification in the teacher workforce.
Literacy as a Race, Students as Machines: Conflicting Metaphors in a Remedial Reading Class
Authors: Masterson Jessica E.
Published: June 2023

Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis () to examine the literacy ideologies at work in a secondary remedial reading class. By analyzing the speech of Mr. Baker, a seasoned remedial reading teacher, and his ninth-grade student Angelica, three dominant metaphors in the corpus are explored: READING CLASS IS A RACE, LEARNING TO READ is a journey, and STUDENTS ARE MACHINES. Findings suggest both the limitations of the metaphors employed by participants as well as the utility of critical metaphor analysis in uncovering the ideological underpinnings of school-based literacy practices.
Feature: Beyond Words on the Page: Using Multimodal Composing to Aid in the Transition to First-Year Writing
Authors: Saidy Christina
Published: June 2023

This article reports on a multimodal podcasting unit conducted during a two-week modified summer bridge program for at-risk incoming first-year students. The examples from student work show how teaching a multimodal genre encourages writers to draw from their prior knowledge of standardized genres learned in high school to effectively transition to college composition.
Feature: Understanding Classroom Silence: How Students’ Perceptions of Power Influence Participation in Discussion-Based Composition Classrooms
Authors: King Emily
Published: June 2023

This article, based on a qualitative research study, analyzes the connections between students’ perceptions of power and their varied levels of oral participation in classroom discussion.
Feature: The Two-Year College Writing Program and Academic Freedom: Labor, Scholarship, and Compassion
Authors: Klausman Jeffrey
Published: June 2023

This article looks at faculty views of academic freedom and finds that the views of tenured faculty with programmatic responsibilities are significantly different from those of experienced contingent faculty.
Instructional Note: Career Exploration, Composition, and Creative Writing
Authors: Shin Michelle
Published: June 2023

This article is about combining career exploration with composition and creative writing to engage students with relevance and motivation as they explore their future careers.
Instructional Note: The Social Dimension of the Community College Classroom
Authors: Kiefson Ruth
Published: June 2023

By facilitating metacognitive conversations in the community college classroom, we can introduce our students to the process of active, engaged reading.
Instructional Note: A Sequence for Teaching the Sentence
Authors: Moe Peter Wayne
Published: June 2023

This Instructional Note offers an assignment sequence that invites students and teachers into the rhetorical possibilities of the sentence.
Feature: In the Palm of My Hand: The Efficacy of Mobile Devices in a Community College Developmental Writing Class
Authors: Siha Alfred
Published: June 2023

This study explores two community college developmental writing courses that made use of mobile devices and apps, specifically iPads and iPhones, iTunes U, and Apple Books as primary learning materials and devices.
Personal Essay: Being Liminal: Life as an HOH Teacher
Authors: Cotugno Marianne
Published: June 2023

This personal essay addresses the intersections of my experiences as a HOH (Hard of Hearing) person and my teaching.
Instructional Note: Hermit Crabs to the Rescue: Using Creative Nonfiction as a Bridge to Academic Prose
Authors: Young Jennifer
Published: June 2023

This article describes a one-session classroom activity that employs an unusual creative nonfiction genre (the hermit crab essay) to initiate first-year writers into the practice of successfully integrating academic research in their work. I share step-by-step instructions for implementation, along with classroom resources and materials necessary to conduct the assignment.
Feature: Starting the Conversation: The Origin, Execution, and Future of TYCA’s First National Conference
Authors: Andelora Jeff , Baird Giordano Joanne , Hogue Smith Cheryl
Published: June 2023

This article discusses the origin, execution, and future of TYCA’s historic 2019 first national conference, as told from the perspectives of TYCA’s past chair, conference chair, and current chair. The article also provides an overview of key issues for TYCA members that emerged from the conference.
Feature: Fractured Reading: Experiencing Students’ Thinking Habits
Authors: Hogue Smith Cheryl
Published: June 2023

This essay explains how the author’s experience when revising an unconventionally structured article revealed a source of difficulty often faced by struggling students as they revise their own writing.
Instructional Note: Valuing the Process: Building a Foundation for Collaborative Peer Review
Authors: Getchell Kristen , Gonso Kat
Published: June 2023

This paper argues that instructors should prioritize the teaching of peer review. The authors have encouraged collaborative peer review by making it the most important work of their first-year writing course.
Feature: Teaching for Writing Transfer: A Practical Guide for Teachers
Authors: Andrus Sonja , Mitchler Sharon , Tinberg Howard
Published: June 2023

In this essay we explore a variation of teaching for transfer (TFT) curriculum based on Writing across Contexts, published in 2014 by Yancey et al. We explain what the TFT curriculum is, how we modified it to fit our local two-year college contexts, and offer a look ahead to the continued research on this curriculum.
Feature: What’s Expected of Us as We Integrate the Two Disciplines?”: Two-Year College Faculty Engage with Basic Writing Reform
Authors: Doran Erin E.
Published: June 2023

Drawing on interviews from faculty at one community college in Texas, this case study focuses on one college and the change process faculty experienced in integrating its developmental reading and writing curriculum. This study centers on the faculty perspective of policy and curriculum implementation, a voice that is often lost or underrepresented in the research literature and offers insight into how colleges can support their faculty who are responding to curricular change and/or policy mandates.
Feature: Preparing the “New Mainstream” for College and Careers: Academic and Professional Metagenres in Community Colleges
Authors: Bunch George C.
Published: June 2023

This essay explores how focusing on language and literacy as “ways of doing” in different academic disciplines and professional fields may spark reconsideration of how best to prepare and support students’ language and literacy development, especially among the linguistically diverse New Mainstream in community colleges.
Feature: Re-Righting Writing Pedagogy through Place: Insights from Entry-Level Writing Instructors in Alaska
Authors: Stone Jennifer C. , Siemers Cheryl K. , Gramse Shannon , Rearden Don
Published: June 2023

Four instructors describe why, how, and to what ends they have incorporated place-based and decolonizing approaches in entry-level writing courses.
Joint Position Statement on Dual Enrollment in Composition
Authors: Johnson Sarah Z. , Keane Kelly , McWain Katie , Ratliff Clancy , Stancliff Michael , Taczak Kara , Taylor Laurel , Thelin William , Whittig Erin , Zhao Ruijie
Published: June 2023

“Joint Position Statement on Dual Enrollment from CCCC, TYCA, WPA, NCTE” Jan. 2020.
Feature: Neither Here nor There: A Study of Dual Enrollment Students’ Hybrid Identities in First-Year Composition
Authors: Costello Wecker Erin , Wilde Patty
Published: June 2023

This article shares findings from a CCCC-funded grant that focuses on a dual enrollment program in Washington State called Running Start. This model invites high schoolers to take college courses on a college campus. Instructors are frequently advised to treat Running Start participants “as if they were any other college students,” yet as our large-scale survey suggests, these students have complex hybrid identities that warrant greater consideration. Without diluting academic rigor, we call for an enhanced understanding of the “funds of knowledge” (González, Moll, and Amanti) that high schoolers bring to First-Year Composition in the spirit of congruous inclusivity.
Feature: Bringing the Community to the Classroom: Using Campus-Wide Collaborations to Foster Belonging for Dual Enrollment Students
Authors: Ridinger-Dotterman Angela , Rochford Regina A. , Hock Susan
Published: June 2023

This article describes the experience of three professors teaching dual enrollment BTECH Early College High School students at Queensborough Community College, and our incorporation of departmental and campus-wide collaborative learning experiences as an intervention for student success and engagement. We present our collaborative approach to course design, culminating in the Upstanders Project, a multimodal research-based writing assignment incorporating on-campus cultural and learning resources. We argue that this approach led to an immersive learning experience for dual enrollment students that strengthened their ties to the college community.
Feature: Closing the Gap? A Study into the Professional Development of Concurrent Enrollment Writing Instructors in Ohio
Authors: Denecker Christine
Published: June 2023

Over 1.4 million high school students enroll in college-credit-bearing courses yearly, and 80% of that instruction occurs on secondary campuses under the tutelage of high school teachers (US Dept. of Education). Since First-Year Writing remains a common choice among enrollees, Concurrent Enrollment (CE) classrooms present a unique space for inquiry and collaboration into the quality and rigor of CE writing instruction. This study investigates CE writing instructors’ definitions of “rigor” in the college writing classroom and explores the training and support provided to CE writing instructors representing two- and four-year higher education institutions in Ohio. Findings suggest that on-going discipline-specific professional development can lead to definitions of rigor in high school writing spaces that align to postsecondary standards. This study also demonstrates that disparity exists in instructor preparation and support, especially in regard to discipline-specific training that could help close gaps in writing instruction.
Feature: Dual/Dueling Identities: Helping Dual Enrollment Faculty Navigate a Complex and Contested Professional Space
Authors: Russo Robyn
Published: June 2023

This article presents findings from a case study with dual enrollment English faculty, highlighting the challenges they face in asserting a professional identity and exploring the possibilities for a more collaborative vision of the two-year college English profession.
Feature: Finding Value, Building Value: A Dual Enrollment Model That Works
Authors: Stokdyk Joshua , Johnson Sarah Z. , Grandone Jen
Published: June 2023

First-year composition faculty have historically cast a skeptical eye on high-school-based dual enrollment FYC. However, when secondary and post-secondary faculty are allowed to build their program together, trusting each other’s expertise and engaging in mutual professional development, enormous value is generated for both sets of faculty and the DE students. This article presents findings, materials, and recommendations from a long-standing successful DE program built on the assumption that college faculty have just as much to learn from their high school colleagues as high school teachers have to learn about teaching college-level writing.
Feature: Mapping Dual Credit for College Writing: Signposts from the Oregon Trail
Authors: Terriere-Dobrioglo Jordan , Tolar Burton Vicki
Published: June 2023

This article locates and describes different versions of dual credit for first-year composition as they occur across Oregon and concludes with recommendations, a call for financial transparency in the funding of dual credit in Oregon, and an invitation to researchers in other states to map dual credit in their own states.
Feature: Writing on the Periphery: The Writing Landscape of a Two-Year College
Authors: Ihara Rachel , Del Principe Annie
Published: June 2023

This article reports on a longitudinal study of the writing assignments students at our two-year college were given in courses outside of composition. While other studies have looked at writing assigned across the curriculum, this research typically focuses on four-year, rather than two-year, institutions. Our study of a small cohort of students suggests that at our institution there is a significant disconnect between the amount and types of writing students are assigned in composition and non-composition courses. Our findings add to the existing literature on college writing, while also informing our understanding of the goals and purposes of composition within our local context.
Feature: Underlife and the Emergence of a Two-Year College Writing Program
Authors: Zino Dominique
Published: June 2023

While Robert Brooke’s discussion of underlife focused on the autonomy of students, in this article I apply his conclusions to the behaviors performed and desires expressed by faculty members, specifically six tenured, two-year college English faculty members who conceptualize their work teaching writing in relation to both individual writing courses and one or more aspects of a writing program.
Feature: Differences in Academic Writing across Four Levels of Community College Composition Courses
Authors: Nazzal Jane S. , Booth Olson Carol , Chung Huy Q.
Published: June 2023

This article presents the results of a study that examines differences in the academic writing of community college students across four levels of composition courses.
Instructional Note: Creating and Using Open Educational Resources (OER) in Reading and Writing Classes
Authors: Hutchins Christine E.
Published: June 2023

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.
Review: Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education
Authors: Wilson Christine
Published: June 2023

Creating her own assignments using openly licensed course materials allows this professor and her students to be more creative and to take greater advantage of digital resources.
Feature: Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected by Trauma and Traumatic Stress
Authors: Tayles Melissa
Published: June 2023

This article argues that two principles of a trauma-informed writing pedagogy grounded in clinical scholarship—instructor as buffering role model and psychologically safer classroom spaces—can support students affected by trauma and traumatic stress. Moreover, when these principles are embedded in course structures using concepts central to universal design, they can support all community college writing students facing adversity.
Feature: Questioning the Ethics of Legislated Literacy Curricula: What about the Pedagogical Rights of Postsecondary Readers?
Authors: Armstrong Sonya L. , Dyer James , Posey Britt , King James R. , Stahl Norman A.
Published: June 2023

In this current era of policy and legislation driving curriculum and instruction in higher education, the field of college reading is grappling with how recent curricular mandates affect learners, particularly mandates that reduce or eliminate college reading instruction by assuming a one-size-fits-all approach. Questioning the ethical implications of this current reality led us to a key question: What are the pedagogical rights of undergraduate students with respect to literacy instruction? We argue here that college readers should have access to individually and culturally relevant literacy pedagogy that is intended to support their coursework and, ultimately, their lives. We therefore propose an initial draft of a bill of rights for college readers.
Instructional Note: Exploring Professional Associations in First-Year Writing Courses
Authors: Navitsky Joseph
Published: June 2023

This instructional note contains a prompt and a set of step-by-step classroom instructions for introducing first-year writers to the functions and scholarly activities of professional associations.
Instructional Note: Engaging the Quiet Student: Digital Back-Channeling in the Composition Classroom
Authors: Rodriguez Rachel
Published: June 2023

This article describes an initiative to engage quiet students in classroom discussion through the repeated projection of a digital back-channeling platform and the active encouragement of anonymous student participation.
Instructional Note: Purposeful Coreq’ing with Curriculum Crosswalks
Authors: Armstrong Sonya L. , Posey Britt A. , Mahan Pamela J.
Published: June 2023

Increasingly popular, corequisite models include a college-credit course and a support course taken concurrently; to ensure purposeful alignment in the design of such course pairings, one practical suggestion is a curriculum crosswalk.
Feature: What are we doing with this?”: How High School Students’ Lived and Experienced Curricula Prepare Them for College
Authors: Williams Amy D.
Published: June 2023

Based on an IRB-approved study, this article shows how understanding students’ lived and experienced curriculum can help first-year-writing teachers support the high-school-to-college transition.
Instructional Note: Forging High-Impact, Low-Bandwidth Connections with WAGs
Authors: Frances Sherrin
Published: June 2023

Using weekly Writing Accountability Groups in intro-level writing courses provides benefits for both instructors and students without taking up synchronous class time.
Instructional Note: Careers Matter when Life Is Precarious: Finding Freedom and Agency in the Composition Classroom
Authors: Christina Lam C.
Published: June 2023

This article is about the distinct challenges first-generation college students face in envisioning future careers. I discuss how the composition classroom can be a space for reflection that addresses immediate needs while also helping students cultivate agency via career exploration.
Editor’s Introduction: Emphasizing Access in Open-Access Education: One Disabled Person’s Plea to Two-Year College English Teacher-Scholar-Activists
Authors: Hubrig Ada/Adam
Published: June 2023

Serving as the introduction to TETYC’s special issue on disability in two-year college English, this article centers disability as a necessary consideration for two-year colleges’ mission of open access. Drawing on the work of disability justice activists, advocates, and disability scholars, this introduction frames the work of the special issue’s contributors by tracing the ableist obstacles faced by disabled people in two-year college English and how these ableist structures overlap and intersect with other marginalized identities, thus creating a nesting doll of ableism.
Feature: When the Syllabus Is Ableist: Understanding How Class Policies Fail Disabled Students
Authors: Birdwell M. L. N. , Bayley Keaton
Published: June 2023

Examining the interaction of neurodivergence with course policies and assignment specifics can help instructors avoid common discriminatory practices that cause otherwise successful students to fail.
Symposium: Cultivating Anti-Ableist Action across Two-Year College Contexts
Authors: Hubrig Ada/Adam
Published: June 2023

This TETYC symposium centers anti-ableist action across two-year college institutional contexts, including the writing classroom (Olivas), writing centers (Van Dyke and Lovett), a Writing Across the Curriculum Program (Rousculp), and basic writing (Naomi Bernstein). Taken together, these authors offer insights into establishing anti-ableist practices in two-year college English studies with careful attention to multiple marginalized identities.
TYCA Report: White Paper on Two-Year College English Faculty Workload
Authors:   TYCA Workload Issues Committee
Published: June 2023

In 2019, the TYCA Executive Committee appointed the TYCA Workload Task Force to develop a white paper on workload and two-year college English faculty. This white paper, which is the result of a national survey of more than a thousand two-year college English instructors, establishes workload recommendations for teachers of postsecondary literacy courses in community and technical college settings.
Instructional Note: Redesigning Syllabus Review: Mind Maps as a Tool for Engagement in Writing Courses
Authors: Hash Peaches
Published: June 2023

An instructor of undergraduate rhetoric and composition courses creates a mind-mapping activity for syllabus review to engage her students.
Instructional Note: Using the Mother Tongue as a Resource for English Acquisition
Authors: Parmegiani Andrea
Published: June 2023

In these instructional notes, I share practical strategies for using ESL students’ first language as a resource for English language and literacy acquisition. These strategies emerged from a bilingual writing program that linked ESL and Spanish writing instruction at Bronx Community College (CUNY). After discussing how I was able to circumvent the monolingual orientations of my institution and set up this program as a learning community cluster, I illustrate ways in which translanguaging can help ESL students take ownership of English for academic purposes.
Feature: Leaning into the Wyrd: Confessions of a Recovering Basic Writer
Authors: Hogue Smith Cheryl
Published: June 2023

This essay examines the breakthrough one academic had in negotiating her fear of failure with writing and discusses how that breakthrough affected the way she teaches her community college composition courses.
Feature: Decoding Writing Studies: First-Generation Students, Pedagogies of Access, and Threshold Concepts
Authors: Hassel Holly , Phillips Cassandra
Published: June 2023

This article describes the importance of pedagogies of access for equity in literacy classrooms, especially for first-generation students, who are more likely to bring what sociologists call strategies of deference that have been shaped by differences in class culture. A threshold concepts approach can bring transparency to the values of college-level core literacy skills to help interrogate and address those differences.
Feature: Working Conditions for Contingent Faculty in First-Year Composition Courses at Two-Year Colleges
Authors: Christie Amanda , Dean Ann C.
Published: June 2023

This article reports on the working conditions of one hundred faculty who teach first-year composition at two-year colleges across the US.
Instructional Note: “It’s important to dance with the text”: Enhancing Writing Instruction through Reading Apprenticeship
Authors: Hogan Nika
Published: June 2023

This article explores the Reading Apprenticeship framework as a support for instructors to orchestrate dynamic, contextualized literacy instruction that supports both student engagement and deeper learning about the discipline of writing studies.
Katılım Bankacılığı Derslerinin İslami Finans Okuryazarlık Düzeyine Etkisi: Aksaray Üniversitesi Örneği
Authors: ÖNER Muhammed Hadin
Published: June 2023

Modern anlamda dünyada ilk örneklerine 1963 yıllarına dayanan İslami finansın Türkiye’deki uygulamaları 1984 yılına dayanmaktadır. O tarihten bugüne kadar İslami finansın sektörden aldığı pay istenilen düzeylere ulaşamamıştır. Bu payın artması hususunda kamu otoritesinden sivil toplum kuruluşlarına kadar bütün paydaşların çabası ve isteği çok yüksek olmuştur. Üniversiteler de bu çaba içerisinde yer almış ve lisanstan doktora düzeyine, araştırma merkezlerinden çalıştaylara kadar alanla ilgili birçok çalışma yapmışlardır. Bu çalışmanın amacı katılım finans derslerinin öğrencilerinin İslami finans okuryazarlık düzeylerine ve İslami finans ekosistemine karşı farkındalıkların ne düzeyde olduğunu araştırmaktır. Bu anlamda çalışmada Aksaray Üniversitesi Ortaköy Meslek Yüksekokulu Bankacılık ve Sigortacılık bölümünde okutulan Katılım Bankacılığı dersinin öğrencilerin İslami finans okuryazarlık ve katılım finansına yönelik algı düzeylerinde nasıl bir değişiklik olduğu araştırılmıştır. Çalışma kapsamında Katılım Bankacılığı dersini alan 15 öğrenciye yapılandırılmış mülakat tekniği ile çeşitli sorular yöneltilmiştir. Bulgulara göre öğrencilerin dersi aldıktan sonraki İslami finans okuryazarlık düzeylerinde katılım finansı konusundaki farkındalıklarında gözle görülür bir yükselişin olduğu tespit edilmiştir.
Biosurfactant-producing Microorganisms: Potential for Bioremediation of Organic and Inorganic Pollutants
Authors: Tadayon Tajabadi Mohammadhassan , Sabernejad Asyeih , Khalili Najafabadi Mohsen
Published: June 2023

The contamination of soil and water by heavy metals and hydrophobic organic compounds poses a significant threat to the environment. Traditional physicochemical methods for remediation are often expensive and environmentally unfriendly, while bioremediation offers a more eco-compatible and economically feasible alternative. Bioremediation utilizes microorganisms, plants, or microbial/plant enzymes to detoxify contaminants in various environments. Biosurfactants, amphiphilic compounds produced by microorganisms, play a crucial role in enhancing bioremediation effectiveness. They increase substrate surface area, create microenvironments, and promote emulsification, thereby facilitating the removal of pollutants. This article provided a comprehensive overview of biosurfactant-producing microorganisms and their potential in the bioremediation of organic and inorganic pollutants. The types and classifications of biosurfactants as well as the factors influencing their production were discussed. Various microorganisms, including bacteria, fungi, and yeasts, were identified as biosurfactant producers. This study outlined the production process and highlighted the importance of optimizing growth conditions for high-quality biosurfactant production. The applications of biosurfactants in remediation were explored by emphasizing their ability to enhance biodegradation, remove heavy metals, and increase hydrocarbon bioavailability. Several studies demonstrating the efficacy of biosurfactant-producing microorganisms in bioremediation were presented. The potential limitations and challenges associated with biosurfactant application in situ were also discussed. In conclusion, the controlled use of biosurfactants could offer promising prospects for the efficient and sustainable cleanup of contaminated sites, contributing to environmental remediation efforts.
Sağlık Bilimleri Araştırmaları: Kulak, Burun & Boğaz Hastalıkları–II
Authors: Aksoy Ahmet , Gündüz Emrah , Sendesen Eser , Çakır Aykut , Özdaş Talih , Yağcı Bekir , Aksakal Abdulbaki , Averbek Eyyüp , Pehlivan Sibel Seçkin
Published: June 2023

Bu kitap, Kulak Burun ve Boğaz Hastalıkları uzmanlık alanının temel konularından seçilmiş bir kısmını içermekte ve güncel bilgileri vermektedir. Kitabın hazırlanmasına katkı sunan değerli meslektaşlarıma, yayına hazırlayan Özgür Yayınları’na teşekkür eder, meslektaşlarımız için yararlı bir kaynak olmasını dilerim.
Doç. Dr. Talih Özdaş