91探花

TETYC Submission Guidelines

Teaching English in the Two-Year College (TETYC) is for instructors of English (composition, literature, humanities, and creative writing) in two-year colleges as well as for teachers of first- and second-year composition in four-year institutions. All manuscripts should clearly focus on two-year college English studies and/or professional issues. Manuscripts should add to the extant work on two-year college English studies. We seek work that is in conversation with the rich history of two-year college English studies and that is original and grounded in theory and/or practice. Familiarity with the journal and two-year college English studies is the best way to determine whether the journal is the correct venue for your project.

TETYC Genres

TETYC publishes several genres for two-year college and open-access institution English teachers:

• Feature articles
• Instructional Notes
• Findings from the Field
• Book reviews
• Review essays
• Symposiums

Feature Articles

Feature articles can be in all areas of English studies for the first two years of college, including literacy, composition and rhetoric, developmental education, technical and professional communication, community and advocacy writing, literature, creative writing, language, dual and concurrent enrollment, and assessment, as well as professional issues. Feature articles should be 4,000 to 7,000 words long and should be grounded in a scholarly context that centers current and relevant scholarship from two-year college and access-oriented institution English studies.

Instructional Notes

Instructional Notes are designed to help readers incorporate effective classroom approaches and activities into their own classes and programs. They are short articles (1,000 to 4,000 words) that emphasize praxis. (See 鈥�TETYC Guidelines for Writing Instructional Notes.鈥�)

For Instructional Notes that focus on a course, please use the following structure:

• Brief theoretical rationale
• Institutional context
• Course design
• Syllabus or assignment sheet or description
• Critical reflection
• Works cited

For Instructional Notes that focus on a single reading or writing strategy, please use the following structure:

• Brief theoretical rationale
• Background or context (including research to support the practice)
• Teaching strategy
• Why it works
• Works cited

Findings from the Field

In recognition of the important role service in professional organizations plays in knowledge production, we have added a new content type for TETYC: Findings from the Field. This is a platform for task forces, committees, and working groups to report independent findings from studies conducted on two-year college topics. This section welcomes work by anyone conducting research on literacy studies at two-year colleges and access-oriented institutions across a range of organizations (e.g., the Two-Year College English Association [TYCA], the 91探花 Council of Teachers of English [91探花], the Modern Language Association [MLA], the Conference on Acceleration in Developmental Education [CADE], the 91探花 Organization for Student Success [NOSS], and the Council of Writing Program Administrators [CWPA]) to offer readers a transparent look into the behind-the-scenes work being done among leaders in the field. Authors should secure permission from the organization before submitting a manuscript; manuscripts should be 1,000 to 4,000 words long.

Book Reviews

We welcome reviews of new and recently released scholarly books, textbooks, DVDs, websites, and other media of interest to teachers of English in the first two years of college. Each review should be around 750 words long and evaluate a text in relation to two-year college and access-oriented institutions. (See 鈥�Guidelines for Writing Book Reviews.鈥�)

Review Essays

Review essays integrate multiple new and recently published scholarly texts that speak to a key issue in the field of English studies related to teaching at two-year colleges and access-oriented institutions. These essays should be 1,000 to 3,000 words long. Writers interested in contributing a review essay should first query the editors at editorstetyc@gmail.com and include information about the proposed texts, their key issues, and the relevance to TETYC readers.

Symposiums

Symposiums aim to bring together diverse voices on a common topic of interest to two-year college English teachers; they range from 2,000 to 4,000 words long. Sample topics might be reflections on white papers or position statements from TYCA, 91探花, or the Conference on College Composition and Communication; commentary on trends in the field; or responses to recent studies, research pieces, or policy reports. Writers interested in contributing a symposium piece should submit a proposal through that includes the suggested topic, the names and short backgrounds of contributing writers, and a brief summary of the perspectives the piece will offer.

Submission Requirements

Authors of feature articles, Instructional Notes, Findings from the Field, and symposiums should consider the following criteria when composing, and book reviewers should use the following criteria when evaluating books:

• The manuscript is aligned with TETYC鈥檚 mission and is focused on English studies at two-year colleges and access-oriented institutions:

TETYC publishes articles across the range of English studies related to teaching at two-year colleges and access-oriented institutions. Manuscripts should be grounded in a scholarly context that informs the basis for the discussion about literacy, composition and rhetoric, developmental education, technical and professional communication, community and advocacy writing, literature, creative writing, language, dual and concurrent enrollment, and assessment, as well as professional issues.

• The manuscript contributes to our understanding of the specific student population in two-year colleges and access-oriented institutions.
• The manuscript clearly relates to the teaching and learning of college English studies, including attention to such issues as the institutional and professional conditions that shape teaching in two-year colleges and access-oriented institutions.
• The manuscript is grounded in a scholarly context that centers current and relevant scholarship from two-year college and access-oriented institution English studies.
• The manuscript addresses issues relevant to English studies teachers in two-year colleges and access-oriented institutions.
• The structure, writing clarity, tone, tables and figures, and other textual elements contribute to the manuscript鈥檚 overall effectiveness.
• The manuscript contributes to our understanding of the subject in relation to English studies in two-year colleges and access-oriented institutions.

Reviewers use these criteria when evaluating all manuscripts.

Manuscript Preparation

Refer to the MLA Handbook, ninth edition, to prepare your manuscript. In terms of formatting,

• include a brief abstract of the article following the title and before the introduction on the first page;
• number all pages;
• double-space your work;
• include all citations in-text, not as endnotes or footnotes;
• include at least one level of internal headings for longer manuscripts; and
• include a properly formatted works cited list.

Use inclusive language; see the MLA Handbook as well as 91探花鈥檚 Statement on Gender and Language for specific guidance.

Refer to courses by their name and not their number. Not all ENG 101s and ENG 102s cover the same content.

Remove all personally identifiable information, including institution names. If you are citing yourself, use 鈥淎uthor鈥� for in-text and works cited references.

• In-text example: 鈥淎t [institution], students often defer their interpretations to others when they encounter difficult texts [Author].鈥�
• Works cited entry: 鈥淎uthor. [Details held for anonymity.]鈥�

When necessary, please provide any relevant institutional review board approval.

Permissions

Include documentation of permission to reprint any previously published material that falls outside of typical fair-use quotation.

Provide signed consent-to-publish forms from writers for any manuscript that incorporates work from students or other subjects, even when such work is used anonymously or pseudonymously. 91探花鈥檚 permission form is located ; you may also provide your own. Please note that not all institutional review board approvals automatically include individual subject consent for publication.

Manuscript Decisions

We ask reviewers to make one of four recommendations when they evaluate manuscripts: Accept, Accept Conditionally, Revise and Resubmit, or Decline to Publish.

• Accept: The manuscript should be published with minor revisions or edits.
• Accept Conditionally: The manuscript should be published but needs targeted revision to more fully attend to the TETYC publication criteria.
• Revise and Resubmit: The manuscript has potential for publication, but the journal reserves judgment pending significant revision based on reviewer and editor review.
• Decline to Publish: The manuscript does not appear to be a good fit for the journal or does not successfully meet the manuscript evaluation criteria.

A minimum of two anonymous outside readers review all manuscripts; book reviews typically undergo editorial review. Editors make final decisions regarding all manuscripts based on reviewers鈥� recommendations and the needs of the journal. The review process (from author submission to editor decision) usually occurs within three to four months.

Where to Send

Please submit manuscripts to the manuscript submission and review site. Please register there as an author. Once logged in to the system, follow the instructions to upload your submission.

TETYC is committed to publishing new voices and supporting teacher-scholars who are beginning innovative programs of research and may be new to the publishing process. The editors invite inquiries about potential articles or manuscripts in progress.

Queries and general correspondence may be sent to the editors, Jessica Nastal and Cheryl Hogue Smith, at editorstetyc@gmail.com.

Editorial Office Address

Teaching English in the Two-Year College
ATTN: Dr. Jessica Nastal
College of DuPage
Department of English
425 Fawell Boulevard
Glen Ellyn, IL 60137