Teaching Experience

In my teaching career thus far, I have taught four sections of ENC 2135: Research, Genre, and Context, a sophomore level research writing class. I've developed two unique strands of the course, based on my own scholarly interest in contemplative pedagogy and sonic rhetorics. For my syllabi, projects, and course plans, use the links to two copies of my course sites below. After my first semester teaching, I transitioned to digitally-native syllabi. Using a course site allowed me to break up the information, build multimodality into the course from the beginning, add direct references to digital versions of texts, and most importantly, easily change the weekly plans when necessity demanded. I've found my students use the syllabus much more when it's an integral part of the course site.

Course Descriptions 

English 15: Rhetoric and Composition, Penn State University

English 15 is an intensive, rhetorically based experience in reading and writing that will prepare you to understand the communications that surround you and to succeed in your own communication efforts.  Thus, in this course, we will focus specifically on analyzing verbal and visual texts (our reading) as well as on producing such texts (our writing)—always in terms of rhetorical principles. 

Even if the term rhetoric isn’t familiar to you, you bring a good deal of rhetorical skill to this class: you already know how to gauge the way you perceive and produce language according to the speaker, the intended audience, and the purpose. You may not always gauge perfectly, your perception may not always be accurate, and your production may not always be successful—but you often consider ways to interpret and choose language that are appropriate to the rhetorical situation. And when you do not succeed, you often try again to communicate and to make knowledge.

The goal of English 15, then, is to help you build on what you already know how to do as you become a more confident and resourceful reader and writer. You will become more attuned to your goals as a writer, more aware of the on-going conversation surrounding the topic, and more resourceful in terms of the appropriate delivery of your information, the rhetorical appeals at your disposal, and the needs and expectations of your audience.  In other words, we hope you’ll come to write with skill, conviction, sophistication, and grace—if not immediately, then soon.  In the process, you’ll learn how to read more critically as well.

ENG 2135: Research, Genre, and Context, Florida State University

ENC 2135 fulfills the second of two required composition courses at Florida State University. While continuing to stress the importance of critical reading, writing, and thinking skills emphasized in ENC 1101, as well as the importance of using writing as a recursive process involving invention, drafting, collaboration, revision, rereading, and editing to clearly and effectively communicate ideas for specific purposes, occasions, and audiences, ENC 2135 focuses on teaching students research skills that allow them to effectively incorporate outside sources in their writing and to compose in a variety of genres for specific contexts. 

By the end of the course, students will demonstrate the ability to:

  • convey ideas in clear, coherent, grammatically correct prose adapted to their particular purpose, occasion, and audience. 

  • understand that strong writing skills are not some mysterious gift bestowed on a lucky few at birth, but are instead the result of a process involving reading, drafting, revision, editing––and above all, practice.

  • analyze and interpret complex texts and representations of meaning in a variety of formats.

  • gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes.

  • develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and structure

  • locate and evaluate (for credibility, sufficiency, accuracy, timeliness, and bias) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources

  • use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources.

  • gain experience negotiating variations such as structure, paragraphing, tone, and mechanics in genre conventions

  • practice applying citation conventions systematically in their own work

Updated 9.3.19

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