Auburn University

English 1100, English Composition I, Understanding Our Literate Lives: Part one of a required two-semester sequence in English Composition. The course provides a foundation for the critical and analytical reading and writing students will encounter across the curriculum and helps students to understand and interrogate their development as literate persons. Fall 2005.
Syllabus     Course Info    Task I    Task II    Task III

English 1107, Honors Composition I: Part one of a required two-semester sequence in English Composition. The course invites students to explore and analyze the way a wide range of school, community, and workplace activities are mediated by particular ways of reading and writing. Fall 2008.
Syllabus     Task I    Task II    Task III    Task IV     Final Exam

English 1120, English Composition II, Exploring Literacy and Schooling:  Part two of a required two-semester sequence in English Composition. The course provides a foundation for students to meet the demands of scholarly research and use of sources they will encounter across the curriculum. Spring 2006. Fall 2007.
Syllabus    Course Info    Paper 1    Paper 2    Paper 3    Paper 4    

English 1127, English Composition II, Exploring Literacy and Schooling:  Part two of a required two-semester sequence in English Composition. The course provides a foundation for students to meet the demands of scholarly research and use of sources they will encounter across the curriculum. Spring 2009. Fall 2010.
Spring 2009:   Syllabus     Task I    Task II    Task III    Task IV
Fall 2010:   Syllabus     Course Info     Task I    Task II    Task III    Task IV

English 4000, Advanced Composition, Ethnography of Literacy: An intensive writing course with emphasis on expository and argumentative writing. The course asks students to engage in the kinds of reading and writing necessary to conduct their own ethnographic study of literacy and to compose a final ethnography of literacy based on their own primary research. Fall 2005.
Syllabus    Course Info   Research Project   
Accompanying Documents: Research Plan   Field Report   Final Ethnography   

English 4150, Studies in Workplace Writing: Drawing on recent research in areas such as literacy studies, composition studies, and technical and professional communication, this course invites students to explore the relationship between the writing and writing instruction undergraduates encounter in school and the literacy learning employees negotiate as they enter the professional workplace. Summer 2007.
Syllabus    Course Info    Paper 1    Paper 2    Paper 3    Final Pt.1    Final Pt.2

English 4150, The Functions of Literacy: An introduction into how literacy functions in social contexts such as the home, the community, school, and the workplace, with an emphasis on the way writing, reading, and schooling are intimately woven into issues of citizenship, social class, race, technology, and the construction of self. Summer 2006.
Syllabus    Paper 1     Paper 2    Paper 3    Paper 4    
Paper 2 Reflection    Paper 3 Reflection    Paper 4 Reflection

English 4180, Mapping the Rhetorical Tradition: This course immerses students in the key themes and issues that have shaped rhetorical theory and practice from the classical era to the present. Through a series of reading and writing assignments, students interrogate the role of rhetoric in society, the rhetorical nature of knowledge and learning, and the relationship between discourse and social and political change. Spring 2006, Spring 2007.
Syllabus    Course Info    Paper 1    Paper 2A    Paper 2B    Reseach Paper
Midterm Presentations    Final Presentation

English 7040, English Composition: Approaches and Issues: Introduces participants to the philosophical and theoretical perspectives of the many approaches that animate the teaching of writing. Emphasis will be divided between approaching Composition Studies as a discipline and preparing students for teaching composition. Fall 2007. Fall 2008.
Syllabus    Understanding Writing    Teaching Analysis    Research Review    Presentations

English 7050, Longitudinal Perspectives of Literate Development:  Immerses participants in book- and article-length longitudinal studies of literate development in order to explore the theoretical and methodological models are available for conducting longitudinal research and the various elements that shape both the pace and path of persons’ growth as readers and writers throughout the life span. Summer 2008.
Syllabus    Course Info    Analyzing Articles    Literacy Narrative    Presentations

English 7050, Re-imagining Writing and Writing Instruction: Focuses on the ways key aspects of writing and writing instruction have been re-envisioned over the past four decades, including notions of process, literate development, theoretical frameworks, and the field of rhetoric and composition itself. Spring 2007.
Syllabus    Course Info    Analyzing Article    Research Proposal    Lit Review    Seminar Paper
Sample Conference Program    Sample Conference Abstracts

English 7300, Rhetorical Theory: Explores the key figures and texts, theories and practices, and intellectual and educational problems that have shaped rhetorical theory and practice from the classical era to the present, with a special interest in understanding the continuities and discontinuities between the classic and contemporary traditions. Spring 2008.
Syllabus    Research Proposal    Seminar Paper
Dissertation and M.A. Thesis Committees—In Progress

Eunice Matthews-Bradshaw, Ph.D. candidate. Committee chair.
Victoria Lisle, Ph.D. candidate. Committee member.
Nichole Budd, M.A. candidate. Committee chair.

Dissertation and M.A. Thesis Committees—Completed

Pearl Shields, M.A. (portfolio). Committee chair. Spring 2011.
Elizabeth Savoy, M.A. (portfolio). Committee chair. Spring 2011.
Amanda McAlister-Myers, Ph.D. [Education]. Committee member. Spring 2011.
Amanda MacDonald, M.A. (thesis). Committee chair. Spring 2011.
Kristen Miller, Ph.D. Committee member. Spring 2010.
Elizabeth Hollis, M.A. (thesis). Committee chair. Spring 2009.
Rachel Reed, M.A. (thesis). Committee chair. Spring 2009.
Jessica Outlaw Moore, M.Ed. [Education] Exam committee member. Spring 2009.
Michael Rifenburg, M.A. (thesis). Committee member. Spring 2009.
Madhu Narayan, M.A. (thesis). Committee member. Spring 2009.
Paul Hollis, M.T.P.C. (portfolio). Committee member. Spring 2009.
Nodya Boyko, M.A. (thesis). Committee member. Spring 2009.
Mary Howard Ade, B.A. (honors thesis). Committee member. Spring 2008.
Mandy McAlister, M.A. (non-thesis). Committee member. Spring 2008.
Susanna Coleman, M.A. (thesis). Committee chair. Spring 2008.
Miranda Morrison, M.A. (thesis). Committee chair. Spring 2008.
Joanna Phillips, M. T. P. C. (portfolio). Committee member. Spring 2008.
Nancy McClendon, Ed.D. [Education]. (dissertation). Committee member. Spring 2008.
Erin Roof, M. Ed. [Education]. Comprehensive exam committee member. Spring 2008.
Melissa Pojasek, M.A. (thesis). Committee member. Spring 2007.
John Lucas, M.T.P.C. (portfolio). Committee member. Spring 2007.
Daniel Hasty, M.A. (thesis). Committee member. Spring 2007.

University of Illinois Urbana-Champaign

English 381, Theory and Practice of Written Composition: A required course for English
secondary-education majors and professional writing majors designed to immerse students in current theories of writing which situate literate practice in particular social contexts, including those of school, home, community, and the workplace. This course also served as part of the University of Illinois at Urbana-Champaign’s Ethnography of the University initiative, a program designed to include undergraduates in the research mission of the university. Fall 2003.

Writer’s Workshop Tutor. University of Illinois at Urbana-Champaign. Held hour-long tutorial sessions with graduate and undergraduate students seeking assistance with dissertations, writing assignments, personal statements, and resumes in a variety of disciplines. Spring 2003.

Summer Bridge Composition: This six-week composition program for academically at-risk students provided intensive instruction in writing inquiry-driven, source-based academic prose. Summer 2001.

Rhetoric 102, College Writing II: Part two of a two-semester course in the Academic Writing Program. Instruction honed the reading and writing skills emphasized in the previous semester through repeated practice in drafting and revising written analytical arguments. In addition, the course focused on developing students’ proficiency with locating and using primary and secondary source materials. The course included weekly hourly tutorials. Spring 2001.

Rhetoric 101, College Writing I:  Part one of a two-semester course in the Academic Writing Program which fulfills the university Composition I requirement. In addition to intensive instruction in producing analytical and argumentative prose, a strong emphasis was placed on improving students’ reading comprehension and study skills. Fall 2000, Fall 2001.

Rhetoric 100, Rhetoric Tutorial: The tutorial component to Rhetoric 101 and Rhetoric 102. This course provided intensive one-on-one instruction in academic reading, writing, and research practices. Fall 2000, Spring 2001, Fall 2001.

Parkland College (Champaign, IL)

ALR 133, Practical Academic and Study Skills I. This course was part of a pilot program which provided mentoring support for students considered to be academically at-risk. As the instructor, I met weekly with small groups of students to assist them with academic reading and writing tasks. Fall 2002.

Learning Lab Tutor. Parkland College. Champaign, IL. Assisted degree and non-degree
seeking students with academic and non-academic writing. Fall 2002.

Goucher College (Towson, MD)

English 201, Academic Writing II: This course developed students’ proficiency in producing the academic prose common to the college’s upper-division undergraduate courses. Spring 2000.

English 105, Academic Writing II. Part two of a two-semester sequence that met the college’s composition requirement. This course emphasized developing students’ proficiency in producing extended source-based academic arguments. Spring 1999, Spring 2000.

English 104, Academic Writing I: Part one of a two-semester sequence that fulfilled the college’s composition requirement. This course focused on writing shorter source-based academic arguments. Fall 1998, Fall 1999.

University of Alabama at Birmingham (Birmingham, AL)

ESL 460, English-as-a-Second Language for Graduate Students: Specifically designed for Thai doctoral students admitted to the university’s nursing program, this course developed proficiency with the writing and speaking demands of graduate nursing curriculum. Summer 1997.

English 211, Prose Fiction, The Short Story: Introduced students to the major traditions in short fiction from 1950 to the present and developed the reading and writing skills necessary for literary analysis. Spring 1998, Fall 1998.

University 101, The University Experience: Designed for students who had been conditionally admitted to the university, this course focused on developing the reading, writing, and critical thinking skills necessary to meet the demands of the undergraduate curriculum. Fall 1997, Spring 1997.

English 102, Freshman Composition II: Part two of a two-semester sequence designed to meet the university’s requirement in composition. This course, which met in the department’s computer classroom, emphasized incorporating information from electronic and on-line sources into lengthy source-based, inquiry-driven research projects. Spring 1997, Spring 1998.

English 101, Freshman Composition I: Part one of a two-semester sequence designed to meet the university’s composition requirement for entering freshmen. This course, held in the department’s computer classroom, developed students’ proficiency in analyzing and crafting source-based arguments for an academic audience. Fall 1996, Fall 1997.

English 099, Developmental Writing: This course is a prerequisite to the two-semester sequence required to fulfill the university’s composition requirement. This course developed students’ abilities to produce organized and coherent prose in Standard Edited American English for an academic audience. Summer 1997.

Writing Skills Center Tutor. University of Alabama at Birmingham. Evaluated students’ writing practices and designed effective tutoring strategies for enhancing students’ writing abilities. Academic year 1995-1996.

Bevill State Community College (Sumiton, AL)

Vocational and Technical English 101: Technical Writing: This course was specifically designed to teach vocational-track students how to meet the literacy demands of the nursing profession. Instruction emphasized familiarizing students with the genres they would be expected to read and write in the workplace. Fall 1997, Spring 1998.

English 102, Writing about Literature: This is a one-semester course which introduced students to short fiction and developed their abilities to meet the reading and writing requirements of the curriculum. Taught in a computer classroom, this course also emphasized proficiency in word-processing skills. Fall 1997, Spring 1998, Fall 1998.

Reading 113, Developmental Reading: This course developed students’ critical reading skills through analyzing the forms and genres students would encounter in a variety of disciplines across the curriculum. Summer 1997.

secondary education

Hannah Moore High School (Reisterstown, MD)

9th and 10th Grade English:  These courses combined an emphasis on reading and writing poetry, drama, and historical and creative non-fiction with an emphasis on public speaking and performance. Academic years 1998-1999, 1999-2000.

9th and 10th Grade Writing Skills: These courses developed students’ abilities to produce school- based prose in narrative, autobiographical, and argumentative genres. Academic years 1998-1999, 1999-2000.

9th and 10th Grade Government: These courses increased students’ historical and contemporary knowledge of U.S. government and introduced them to fundamental aspects of citizenship. Academic years 1998-1999, 1999-2000.

Related Teaching Experience

Freshman Placement Essay Grader. Freshman Rhetoric Program, University of Illinois at Urbana-Champaign. Spring & Summer 2001, 2002.

After School Academic Program Tutor. Don Moyer Boys and Girls Club. Champaign, IL.
Provided academic support in all subjects to elementary school students. Fall 2000.

Athletic Department Tutor. University of Alabama at Birmingham. Provided instruction for student-athletes in composition, literature, and history courses. Academic years 1995-1996, 1996-1997, 1997-1998.

English-as-a-Second Language Instructor. Smolian International House, University of Alabama at Birmingham. Created and implemented lesson plans, selected textbooks, and evaluated the progress of adult English-as-a-Second Language students. Academic year 1994-1995.

Academic Program Tutor, Math and Language Arts. Glen Iris Elementary School. Birmingham, AL. Assisted elementary school students in math and language arts assignments. Academic year 1993-1994.