Best Practices for Teaching and Improving Success Rates in Developmental English Writing Courses

John Hansen received a BA in English from the University of Iowa and an MA in English literature from Oklahoma State University. His work has appeared or is forthcoming in The Summerset Review, One Sentence Poems, The Dillydoun Review, Schuylkill Valley Journal, Eunoia Review, Litro Magazine, Wild Roof Journal, The Banyan Review, Drunk Monkeys, and elsewhere. He has presented on a variety of topics …

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Show Your Work: Using Reading Annotations to Activate Students’ Engagement, Curiosity and Growth in First-Year Writing

Amara Hand is an instructor of first-year writing and a writing center consultant for historically Black universities. She received her B.A. in English from Norfolk State University and her master’s in rhetoric and writing from Monmouth University. Amara began teaching as an adjunct at her undergraduate alma mater in 2016 and became qualified for online …

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Lessons Learned in a Pandemic—Supporting Students Who Are in Distress while You’re Teaching Remotely

Colleges across the nation have put a significant amount of effort into helping students be more resilient. This effort, as well as need, has only grown since COVID-19 struck. How can faculty support their students’ well-being and resilience while teaching remotely?  Dina Radeljas is an associate professor of sociology at Mohawk Valley Community College, in …

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Setting Up First-Generation Students for Success

Dr. Michael Ramirez is a professor of sociology at Texas A&M University–Corpus Christi. He teaches courses on gender, work, aging and the life course, and film. Dr. Michael RamirezImage Credit: Wikimedia Commons As I’ve observed my students over the years, I’ve often thought of the privilege masked as cultural knowledge—what my sociologist colleagues would call …

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Teaching (and Learning) When We’re Tired

Susan Barber teaches AP® English Literature at Midtown High School in Atlanta, Georgia, and serves as the College Board Advisor for AP® Literature and on the NCTE Secondary Steering Committee. She, however, is most proud of the work she does on a daily basis in E216 and never tires of the beauty and chaos of …

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Personal and Professional Reading: Making Time for What We Love Most

Jim Burke, an English teacher at Middle College at the College of San Mateo, has been teaching for more than twenty-five years, and has written more than twenty-five books about teaching and literacy. He has received numerous awards, including the Exemplary Leadership Award from the National Council of Teachers of English and the Distinguished Service …

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Am I Ever Going to Use This Stuff? Transfer and College Writing

Adam R. Pope is the current interim director of Composition at the University of Arkansas, where he also directs the Graduate Certificate in Technical Writing and Public Rhetorics.  Adam PopeImage Credit: Adam Pope As a technical writer who also happens to currently be the director of Composition at an institution serving over 6,000 students annually in the …

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Why Change When Change Is Hard?

Jen Vojtko Rubí is an assistant professor and educator at the University of Cincinnati and coordinates the intensive, basic language program there, assisting over 25 instructors who are primarily teaching assistants and adjuncts.   I arrived at Cincinnati in the fall of 2017 as a coordinator of the Basic Spanish Program, and I spent that year observing how the program works and getting to know …

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Data Literacy Reimagined

Deborah Stone is a renowned scholar who has taught at Brandeis, MIT, and other universities around the world. Her award-winning book Policy Paradox has captivated readers through three decades, four editions, and six translations—but who’s counting? Her new book, Counting: How We Use Numbers to Decide What Matters, is now available in paperback from Liveright and can be adopted …

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Teaching after COVID: Finding New Energy with Technology

Claudia Sánchez-Gutiérrez is the coordinator of the first-year Spanish program at University of California, Davis.  The first-year Spanish program at UC Davis is composed of three consecutive courses because we are on the quarter system: Spanish 1, 2, and 3. Each quarter, 23 sections of those courses are offered, almost all taught by graduate teaching assistants, most of whom have never taught on their …

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