Teaching

 My teaching focuses on three central concept: exploring writing's many affordances, tapping into student agency and knowledge, and developing inclusive reading and writing practices.

Exploring Writing's Affordances

I hope to work with students in locating writing's ongoing role in their personal and professional lives. Through explorations of different literacy practices in Writing and Society and Writing Identity and Power, and through low-stakes writing exercises in College Writing, I hope for students to see writing at work in many different settings and genres. 

Tapping into Student Agency and Knowledge

Through reflective writing, literacy autobiography assignments, and conferencing, I hope to offer students opportunities to build on their writing knowledge and history. My grading scheme involves offering students five options for their course grade: self-assessment, portfolio grading, labor-based grading, rubric grading, and holistic grading. Through offering these options, I hope to honor student agency in writing assessment and have students reflect on the role of grading (and the role of writing) in their school lives.

Inclusive Reading and Writing Practices

Each of my courses involves conversations about the politics of language, and the role of standard language ideology at the university and other professional settings. Through my grading scheme, I demonstrate a commitment to student voices in moving the conversation about language politics forward, and bring students further into that process through peer review activities and discussing their own writing assessment practices.