Teaching
bell hooks tells us that language is “always a place of struggle.” As a teacher, I am continually reminded that learning, too, is a place of struggle. For me, keeping the struggle in the right place is the most important part of what we do as educators. As a disability studies scholar, I’ve been exploring applications of Universal Design for Learning (UDL) in my courses for some time. ULD offers pedagogical principles based on accessibility, flexibility, and multi-modality, and these principles help structure my class materials, activities, assignments, and assessments. My goal is to make my courses as inclusive, usable, and adaptable to as many experiences of embodiment as possible, particularly those that resist the “norm.” Read more…
First-Year Writing
English 1010 (Tulane)
A rigorous introduction to academic writing and discourse, English 1010 seeks to support first-year students in writing complex, audience-appropriate arguments that reflect a strong knowledge of subject matter. These objectives are met through a series of scaffolded writing assignments, including a culminating research project and opportunities for editing and revision throughout the term.
Syllabus | Course Materials
Writing and Critical Thinking (USC WRIT 150)
A first-year writing course that develops students’ rhetorical awareness, critical thinking, and writing process. Course themes include “Human Values and Belief Systems” and “Issues in Sustainability.”
Syllabus | Course Materials
Reading and Writing in an Academic Context (CMU 76-100)
Introductory reading and writing course designed for highly proficient ELL students. The course introduces the rhetorical and linguistic demands of academic reading and writing in an American university.
Interpretation and Argument (CMU 76-101)
Introductory argumentative writing course focused on teaching students how to analyze, synthesize, and contribute academic arguments. Course themes include: “C is For Cookie” (food), and “Next to Normal” (dis/ability).
Upper Level Rhetoric and Writing
Writing Science: Communicating Covid (Tulane ENLS 3630)
A science writing class focused on the topic of Covid-19. Students practice conveying sound information, translating complex concepts, and reasoning ethically. Assignments include on-going collaborative research, an analysis of science misinformation, a translation of a complex scientific idea, an investigative research article on a Covid-19 topic, and a digital redesign (for a popular audience) of their research article (Sum 21)
Syllabus | Course Materials
Writing for the Professions (CMU 76-270)
Technical and Professional writing course specifically designed for juniors and seniors in all majors other than English, with a focus on writing skills that students will be expected to have as professionals in their fields.
Syllabus | Course Materials
Language and Culture (CMU 76-386/786)
Masters and undergraduate reading and discussion-based course that examines how scholars, policy-makers, and professionals address the interactions of language and culture.
Syllabus | Course Materials
Rhetorical Grammar (CMU 76-389/789)
Graduate and undergraduate course on the grammar of Standard Written English (SWE) that emphasizes, using extensive sentence diagramming, how grammatical forms influence rhetorical functions.
Syllabus | Course Materials
Rhetorical Grammar (CMU Open Learning Initiative)
A collaborative project with David Kaufer, Suguru Ishizaki, and the Eberly Center for Teaching Excellence & Educational Innovation to build an online rhetorical grammar course using “Diagrammer,” an interactive online sentence diagramming tool. My role included sequencing course modules and learning objectives, creating assessments and practice exercises, and writing course content. The online course modules are currently being piloted in graduate-level professional writing courses.