English Council of California Two-Year Colleges

Position Papers & Publications

ECCTYC has in the past developed position statements regarding minimum qualifications for two-year college English teaching, matriculation, workload, common course numbering, and content standards for high school graduation. In addition, ECCTYC works closely with the California State University English Council to identify and jointly articulate the needs of college English teachers and their students. ECCTYC also coordinates its efforts with those of the California State Chancellor’s Office and the Statewide Academic Senate.

ECCTYC Resolutions

English Education in Times of Budget Cuts – 15 April 2011 (pdf)

WHEREAS, Budget cuts to the California Community Colleges have the potential to compromise the system’s ability to meet the educational mission, deny state residents access to education, and/or adversely affect students enrolled in the Community College system; and …

On Consultation for College English Policies, Proposals, and Decisions – 22 October 2004 (pdf)

WHEREAS the English Council of California Two-year Colleges (ECCTYC) keeps instructors, administrators, and institutions informed on best English teaching practices, up-to-date pedagogy, and current local, state, and national issues and policies; and …

Calling for Maintenance and Expansion of English AA Degrees at California’s Community Colleges – 22 October 2004 (pdf)

Whereas most literature classes fulfill the general education humanities requirement at community colleges and are approved for transferable elective or major credit—regardless of one’s vocational or academic major; and …

Affirming ECCTYC’s Resolution on the Minimum English Composition Requirement for Graduation with an Associate Degree – 21 October 2004 (pdf)

Resolved, that the English Council of California Community Colleges (ECCTYC) reaffirm its resolution on the minimum English composition requirement for graduation; namely, that ECCTYC urges community college faculty to adopt the successful completion of a college-level English writing course as a requirement for the Associate of Arts and the Associate of Science degrees. …

Minimum English Composition Requirement for Graduation with an Associate Degree – 2003 (pdf)

Whereas the mission of the California Community Colleges includes preparing students for transfer to four-year institutions or for a career by providing two years of college-level study for which students receive an Associate of Arts or an Associate of Science degree; …

Composition Courses Taught in Compressed Time Frames – 2002 (pdf)

Whereas, developmental and college writing courses offered for 3 units or more are skills building courses that require sufficient time for reading, critical reflection, instructor assessment, and instructor-student communication, …

ECCTYC Position Statements

Teaching Writing in the Community College: Implications for English Faculty and Community Colleges – 2002 (pdf)

English departments and faculty in community colleges traditionally have been dedicated to providing instruction of the highest quality in the teaching of writing. This commitment to excellence is increasingly more complex and more challenging due to the growing heterogeneity of the student population, the increasing demand for developmental instruction, and the expanding skills requirements in the workplace. The acquisition of writing skills is fundamental to the persistence and success of college students if they are to achieve their academic and career goals.

Re-Visioning Matriculation – 1992 (currently unavailable)

CATESOL — California Teachers of English to Speakers of Other Languages

Visit the CATESOL Publications Page for all CATESOL, publications, ordering information, and position statements including statements on:

• the Role of English as a Second Language in Public Schools Grades K-12
• the Role of English as a Second Language in Public Postsecondary Education
• the Differences Between English as a Second Language and Basic Skills Instruction at Post-Secondary Levels
• the Need to Increase Full-Time, Permanent Teaching Staff in Adult or Community College Non-Credit ESL Programs (updated 2/97)
• Language Policy
• Specially Designed Academic Instruction in English (Sheltered English)
• Distance Education for Non-Native Learners of English
• Degree-Applicable Credit ESL Courses in Community Colleges
• Proposition 187
• Literacy Instruction for English Language Learners, Grades K-12

ASCCC — Academic Senate for California Community Colleges

Visit the ASCC Publications Page to find ASCC publications, ordering information, and position statements including

• Guidelines for Good Practice: Effective Instructor-Student Contact in Distance Learning
• Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities
• Student Equity: Guidelines for Developing a Plan

FACCC — Faculty Association of California Community Colleges

Visit the FACCC Publications Page and the FACCC Research Reports Page for publications and position statements.

NCTE & CCCC — National Council of Teachers of English & Conference on College Composition & Communication

Visit the NCTE Resources tab and the CCCC Position Statements Page for statements and guidelines on subjects such as:

• Teaching, Learning, and Assessing Writing in Digital Environments
• the Ethical Conduct of Research in Composition Studies
• Ethical Conduct of Research Involving Human Participants
• Writing Assessment
• Scholarship in Composition: Guidelines for Faculty, Deans, and Department Chairs
• Students’ Right to Their Own Language
• the Preparation and Professional Development of Teachers of Writing
• Principles and Standards for the Postsecondary Teaching of Writing
• Professional Guidance
• the Ethical Treatment of Students and Student Writing in Composition Studies