Teaching Environmental Rhetoric and Writing in the Global Context

Soyeon Lee

PhD candidate, Rhetoric and Composition at the University of Houston, English Faculty at Houston Community College, Disaster/Environmental Rhetoric, Transnational/Transmodal Literacies

@soyeonlee2127 (twitter)



Teaching: Social Advocacy for Multilingual Writers

Multilingual Teaching and Writing

In 2011, I was a newcomer to the U.S. and to Houston. After a 24-hour journey via stopover flights, I came to Houston, which still stands in contrasts to Seoul, the city where I grew up.

'I was something there. Here, I am nothing,' is something that many international/immigrant students or newly arrived women I have come across in the writing centers and classrooms, in my research interviews, office hours, and social gatherings, have often confided in me. This is a statement I also told myself seven years ago. As a first generation student and immigrant woman in the U.S., I know what a slight pause, hesitance, or silence between those two sentences mean in this world.

The 2019 Outstanding Teaching Awards for First-Year Writing

One judge stated: "I see Soyeon Lee applying important, timely scholarly discussions about student writing to her own assignments. She builds on the assumption that students bring rich and varied linguistic resources into the classroom.. She makes creative moves in her teaching, takes risks, all while keeping in sight what a first year composition course does."

Another judge said, "She allows for a truly student-centered classroom, working with each student from where they begin and providing excellent guidance on how to become a successful writer"

Student Evaluation

"Professor Lee really cares about her student and is very enthusiastic about the course" (ENGL 1301, Fall 2018, Student Evaluation)

"I absolutely love this course, and that's because of professor Soyeon Lee. Writing papers has never been my favorite thing personally, but I loved writing in this class because she graded very swiftly and left constructive feedback each time.

After taking this course I felt like I've improved in both my reading and writing" (ENGL 1304,Spring 2019, Student Evaluation)

Writing in the Global Context

Student Conference

Literacy Development Autoethnography

Community-Engaged Writing and Youth Activism

Youth Activism: Community-engaged Learning:

Digital Exibits

(Spring 2018, HCC Junior High/Dual Credit Students) Houston Community College: Junior High/Dual Credit Students

As a final outcome, students presented their oral history-based research through a conference, in which their interviewees, colleagues, friends, family members, and other instructors across the disciplines were invited. This outreach also occurred though digital spaces, as they contributed to collectively building a digital repository in UH libraries, from which community members and academics equally have access to descriptions and excerpts of those stories (https://uh-ir.tdl.org/handle/10657/2989). This crossing-border experience from classrooms to communities through oral history led students to approach writing as performing, i.e., entering the material site, listening, transcribing, translating, mapping, layering, and writing.

Call for Youth Environmental Action

Sample: Land Acknowledgment Video by Soyeon Lee

Teaching Rhetorical Use of Digital Literacy

WeVideo, Adobe Spark, iMovie, Audacity

Research: Studies on College Writing and Community-based Literacy

Multi-institutional Research on Students in Co-requisite Courses (One-Instructor Model)

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Hurricane Harvey and Transnational Literacies

Bridging the Gap Between the Academe and the Community

Enacting Youth Disaster Literacy and Civic Engagement

Teaching Archival Research to Undergraduate Students