Instruction

I promote reflective writing and challenge the rote, assembly-line composing that unduly constrains the composition process of writers, skilled and unskilled alike. Where argumentative skill is a critical outcome, I design assignments that make students pause and consider directionless composition that writes about a topic but argues nothing. I also heavily emphasize revision that rewards writers who take a risk to truly revise instead of merely edit. In writing center theory seminars, I again promote reflectiveness as a key habit of successful tutoring. Readings cover broad cross-sections of foundational and recent writing center theory, and in-class discussion examines both the context and the evolution of tutoring practice. My assignments prompt reflection on developing tutoring identity and practice, and ingrain research as a mode of improvement.

 

Graduate Teaching Assistant
Lower Division Studies, Georgia State University

  • ENGL 4203: Writing Studio Peer Tutoring Practicum
  • ENGL 1102: English Composition II
    • Course themes: Digital Identity; (De)Composition and Death; Beyond Music
  • ENGL 1101: English Composition I
    • Course themes: Navigating Your College Career; Digital Identity; Visual Rhetoric of (In)Justice

 

Guest Lecturer
Department of English, Georgia State University

  • ENGL 8125: Research Methods; “Archival Research”
  • ENGL 8195: Composition Pedagogy; “Annotation Assignments in First-Year Writing”
  • ENGL 4200: Undergraduate Peer Tutoring; “Online Tutoring Pedagogy and Technology”

 

Guest Lecturer
Department of English, University of Michigan-Flint

  • ENGL 363/563: Seminar in Collaborative Writing Theory & Practice; “Multimodal Tutoring and Tutoring Practice”

 

Classroom Assistant
Department of English, University of Michigan-Flint

  • ENGL 363/563: Seminar in Collaborative Writing Theory & Practice

 

Writing Tutor
Writing Studio, Georgia State University

  • Tutored face-to-face appointments and walk-ins on a variety of academic and professional writing projects
  • Conducted synchronous online tutoring in chat-based interface

 

Writing Tutor
Marian E. Wright Writing Center, University of Michigan-Flint

  • Tutored face-to-face appointments and walk-ins on a variety of academic and professional writing projects
  • Conducted semester-long one-on-one classes with specific goals for strengthening college-level writing, including exercises for learners of English as a second language
  • Mentored potential future tutors enrolled in tutor training course during in-center observation periods
  • Coordinated the work of several tutors supporting nurse practitioner doctoral program’s online writing workshops
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