The Mark Reynolds TETYC Best Article Award (TYCA) - National Council of Teachers of English

The Mark Reynolds TETYC Best Article Award Winners

LN Kirby, writing as M. L. N. Birdwell, and Keaton Bayley, “When the Syllabus Is Ableist: Understanding How Class Policies Fail Disabled Students” (March 2022)

Melissa Tayles
Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected by Trauma and Traumatic Stress (March 2021)

Shannon Baker, Dawn M. Formo, Cynthia Headley, and Lauren M. Mecucci Springer
Transforming the Feedback Paradigm: A Qualitative Study Examining a Student-Centered, Question-Based Pedagogy in College Composition and Literature Courses (May 2021)

Justin Jory, Salt Lake Community College, UT
Renewing the Promise at Open Access Institutions: Frameworks for Engaging Locally Responsive Writing Instruction (May 2020)

Cheryl Hogue Smith, Kingsborough Community College, Brooklyn, NY
Fractured Reading: Experiencing Students’ Thinking Habits (September 2019)

Holly Larson, Seminole State College, Sanford, FL
Epistemic Authority in Composition Studies: Tenuous Relationship between Two-Year English Faculty and Knowledge Production (December 2018)

Mara Lee Grayson, Pace University, New York, NY
Race Talk in the Composition Classroom: Narrative Song Lyrics as Texts for Racial Literacy (December 2017)

Michael Kuhne, Shannon Gibney, Kathleen DeVore, Renee Long of Minneapolis Community & Technical College; and Taiyon Coleman of St. Catherine’s University in St. Paul
The Risky Business of Engaging Racial Equity in Writing Instruction: A Tragedy in Five Acts (May 2016)

Howard Tinberg, Bristol Community College, Fall River, MA
Reconsidering Transfer Knowledge at the Community College: Challenges and Opportunities (September 2015)
Hope Parisi, Kingsborough Community College, NY
Third-Party Address: A Dialogic Option in Portfolio Reflection for Basic Writers (September 2014)

Christie Toth, University of Utah, Salt Lake City
Unmeasured Engagement: Two-Year College English Faulty and Disciplinary Professional Organizations (May 2014)
Carolyn Calhoon-Dillahunt and Dodie Forrest, Yakima Valley Community College, WA
Conversing in Marginal Spaces: Developmental Writers’ Responses to Teacher Comments (March 2013)
Diana Lin Awad Scrocco, Kent State University, OH
Do You Care to Add Something? Articulating the Student Interlocutor’s Voice in Writing Response Dialogue (March 2012)
Patrick Sullivan, Manchester Community College, CT
“A Lifelong Aversion to Writing”: What If Writing Courses Emphasized Motivation? (December 2011)
Ann Del Principe, Kingsborough Community College (CUNY), New York, NY
Variations in Assessment, Variations in Philosophy: Unintended Consequences of Heterogeneous Portfolios (December 2010)
Holly Hassel and Joanne Baird Giordano, University of Wisconsin-Marathon County, Wausau
Transfer Institutions, Transfer of Knowledge: The Development of Rhetorical Adaptability and Underprepared Writers (September 2009)
David Martins, California State University, Chico
Scoring Rubrics and the Material Conditions of Our Relations with Student (December 2008)
Gregory Shafer, Mott Community College, Flint, MI
A Christian Fundamentalist in a Reader-Response Class: Merging Transactions and Convictions (March 2007)
Shir Filler, North Country Community College, Saranac Lake, NY
Reading Lolita in Tehran Leads to Reading, Writing, Drawing, Sewing, and Thinking in Saranac Lake, New York (May 2006)
Jeffrey Andelora, Mesa Community College, AZ
The Teacher/Scholar: Reconstructing Our Professional Identity in Two-Year Colleges (March 2005)
Laurie Grobman, Penn State University—Berks-Lehigh Valley College, Reading, PA
Thinking Differently about Difference: Multicultural Literature and Service Learning (May 2004)
Jay Simmons, University of Massachusetts, Lowell and Timothy McLaughlin, Bunker Hill Community College, Boston, MA
Longer, Deeper, Better (May 2003)
Loretta Kasper, Kingsborough Community College (CUNY), New York, NY
Technology as a Tool for Literacy in the Age of Information: Implications for the ESL Classroom (December 2002)
Derek Soles, Wichita State University, KS
Grading as a Teaching Strategy (December 2001)
Dana Elder, Eastern Washington University, Cheney/Spokane
Expanding the Scope of Personal Writing in the Composition Classroom (May 2000)
Richard Raymond, University of Arkansas at Little Rock
Building Learning Communities on Nonresidential Campuses (May 1999)
Kay Thurston, Navajo Community College, Tsaile, AZ
Mitigating Barriers to Navajo Students’ Success in English Courses (September 1998)
Smokey Wilson, Laney College, Oakland, CA
Acts of Defiance (and Other Mixed Messages): Taking Up Space in a Nontransfer Course (December 1997)
Marilyn J. Valentino, Lorain County Community College, Elyria, OH
Responding When a Life Depends on It: What to Write in the Margins When Students Self-Disclose (December 1996)
Tom Speer, Pima Community College, Tucson, AZ
Re-Conceiving the Five-Paragraph Essay in an Era of Uncertainty (February 1995)
William S. Robinson, San Francisco State University, CA
On Teaching Organization: Patterns, Process, and the Nature of Writing (October 1994)
Julia Ferganchick-Neufang, University of Arkansas at Little Rock
Reconciling Writing Differences: Collaboration/Gender Characteristics (October 1993)
Betty Palmer Nelson, Volunteer State Community College, Gallatin, TN
A Literature of Her Own (February 1992)
Dana L. Fox, University of Arizona, Tucson
Building a Reading Community: ‘Intertextuality’ and the Adult Reader (October 1991)
Joseph F. Trimmer, Ball State University, Muncie, IN
Telling Stories About Stories (October 199)
Judith Rae Davis, Bergen Community College, Paramus, NJ
The Morton Downey, Jr. Model: Talk Show Influence on Classroom Discussion (October 1989)
Fred Standley, Florida State University, Tallahassee
William Bennett, Allan Bloom, E.D. Hirsch, Jr.: ‘Great Nature has another thing to do to you and me . . .’ (December 1988)
Nadine Pearce and Paul Hunter, North Lake College, Irving, TX
Basic Writers: The Writing Process and Written Products (December 1987)
Richard Raymond, University of Arkansas at Little Rock
Situational Analysis: Providing Answers to ‘So What?’ (October 1986)
Patricia Callaghan, Central Washington University, Ellensburg
A Pedagogy of Process: A Rhetoric of Assent (December 1984)
Sylvia A. Holladay, St. Petersburg Junior College, FL
Directions in Teaching Composition in the Two-Year College (Fall 1983)
Marcia H. Edwards, Lenoir-Rhyne College, Hickory, NC
Expect the Unexpected: A Foreign Student in the Writing Center (Winter 1983)
Tim McCracken and W. Allen Ashby, Union County College, Cranford, NJ
The Sacred Mirror: Testing English 101 (Winter 1982)
Michael E. Adelstein, University of Kentucky, Lexington
Reading Take All: The Theory and Practice of Teaching of Composition (Spring 1981)