I have taught college writing I, college writing II, college writing II for science majors, literature and film, and technical writing at both two- and four-year higher education institutions.
At the core of my teaching are several assumptions, which I use as pedagogical orientations:
- writing instruction and production is most effective when grounded rhetorically, ethically, and authentically;
- technology might enhance learning, but it’s not a replacement for the actual process of learning–evaluation, then, of the Internet, its websites, and the information contained therein, is the integral skill for students learning in the 21st century, and it should be embraced when appropriate; and
- the aim of education should not be the memorization and regurgitation of facts, data, and other information–it should be to learn how to learn, and it should be to learn how to craft writing for different audiences and for different purposes.
My students participate in long-term writing competitions: The Grocery Game and The Chicago Itinerary Project. Both collaborative writing games are geared to create authentic audiences for their purpose-driven and rhetorically-informed writing.
I also teach Composition II. In this course, I invite students to make connections and critically engage with foundational concepts ethos, pathos, logos, and kairos. Using these rhetorical concepts, students are able to analyze written and visual texts, as well as create their own. Students in Composition II are encouraged to view their work as one voice within Burke’s “Unending Conversation” metaphor.
During academic year 2016-2017, I designed ENG 111: Introduction to Technical Communication. After obtaining local and district administrative and faculty curriculum approvals, the course was approved by the Illinois Community College Board (ICCB). The course is scheduled to be offered in the spring 2018 semester.
last update 01/2019