Describes the organization of a writing workshop for women, and the characteristics unique to a group of women students that made the course successful. (HTH)

Describes three different types of discipline-oriented English-as-a-Second-Language (ESL) reading courses: multiple content courses, with readings from several subject areas; paired courses, where students enroll in a mainstream class paired with an ESL reading class; and theme courses, with readings taken from one specific mainstream discipline.…

In light of research on diversity learning and teaching, this article describes how an introductory course on cinematic depictions of African Americans taught at a predominately white, rural university campus leads students to see the impact of history and Hollywood on their own local and statewide communities. Like others who teach courses on…

Describes a course on fantasy which included studies of fairy tales, "Alice in Wonderland," and "The Hobbit," and a dramatization of "Through the Looking Glass." (MKM)

Presents a Holocaust literature class that brings new voices to the community college literature curriculum. Describes a course that involves reading five survivors' autobiographies, hearing four survivor speakers, one of whom was one of the authors, and hearing a speaker who had researched the murder and victimization of her family during the…

Describes a team-taught course called Mythic America which integrated literature and history and which deepened students' understanding of each. Describes developing the course, its schedule, and its evaluation. Discusses the six major myths which were examined through readings in literature and history, and how they prompted students to think…

Describes a course in the first-year college composition sequence (with substantial research and argumentation components) that is organized around a career focus on social services practice. Describes how the students learn about connections between writing, thinking, problem solving, composition class, and their chosen profession. (SR)

Describes an experimental course in content area writing in engineering taught at Triton College (Illinois). (HTH)

Describes a freshman writing course in which writing is taught by practice in writing. (MKM)

Describes a year-long core humanities course at Washington State University in which freshman composition is linked to a world civilizations context. Explains how the linked course aims to prepare students for the writing and thinking tasks they need for other courses in college and after they graduate. (MG)

Describes the experiences of a librarian who decided to teach a course on research and development of the term paper. (MKM)

Provides a retrospective update of a 1974 profile of the English Department at St. Louis's Forest Park Community College. Describes the campus, English department, internal governance, courses taught, professional activities, and departmental spirit in relationship to its 1974 profile. (SC)

Describes a program of English instruction focusing on having students prepare the syllabus for a second-semester English composition course. Claims that letting students create their own course syllabus increases student investment in learning. Outlines the way one teacher carried out such a method. Includes a student-written syllabus. (HB)

Describes the authors' ongoing collaborative teaching and encourages instructors to try it. Points out various ways that collaborative teaching can take place. Examines values and assumptions underlying collaborative teaching. Presents results of a case study looking at major benefits to classes and students, major benefits to instructors, and…

Describes a technical writing class developed for an off-campus class of scientists which used the scientists' own writing as a basis for course work. (MKM)