Below are brief descriptions and materials for selected courses I’ve taught. Feel free to borrow or remix as you see fit.

 

James Madison University 

Digital Rhetorics (course syllabus; course calendar; Summer, 2017)

This four-week, online course explores how digital rhetoric—the rhetorical, social, cultural, and literacy practices and epistemologies that occur in digital environments—are changing how we think about and compose digital texts. Students read sources that examine various aspects of digital rhetoric as well as create a variety of digital projects including: Pinterest Digital Literacy Autobiography, Rhetorical Analysis of Digital Media, Digital Diary or Making of/Behind the Scenes, and a Final Digital Proposal & Project.

 

Feminist Rhetorics & Digital Activism (course syllabus; course calendar, Spring 2017)

This upper-level, undergraduate course explores how women rhetorically engage in digital activism in an effort to gain agency for themselves and their communities. Students investigate the rhetorical challenges that women—or any group that employs feminist practices—face in creating and sustaining digital activism. To explore these issues, students engage with texts from interdisciplinary fields related to rhetoric, critical race studies, rhetorics of health and medicine, technofeminist rhetorics, and feminist media studies. Students also complete multimedia projects including blogs, online activist projects, and a final digital project and presentation.


Critical Reading and Writing (course syllabusUnit 1 calendar; Unit 2 calendar; Unit 3 calendar, Unit 4 calendar, Spring 2017)

Using the theme of community, this course helps students develop critical thinking, reading, writing, and information literacy skills. Students engage with a variety of texts (e.g., videos, poems, academic essays, podcasts) that encourage them to ask critical questions about what communities are and how we work within them. Students complete a number of projects including an Argument Analysis Essay, Crafting a Research Question, Annotated Bibliography, and Multimodal Persuasive Essay & Presentation. Each assignment builds on the previous one to help students learn the various steps academic writers take when embarking on research projects.

 

University of Massachusetts Dartmouth

Critical Reading and Writing I & II  (course poster & course syllabus, Spring 2016)

In this two-semester course sequence, first-year composition students develop critical reading, thinking, and writing skills that prepare them to write across and within the disciplines. In their first semester, students practice argument analysis and critical reading skills by drafting and revising multiple projects (e.g., annotated bibliographies, argument analysis essays) and by analyzing course readings. In the second semester, students build on the skills established in the first course by developing advanced information literacy skills, the ability to analyze and evaluate complex academic texts, and proficiency with drafting and revising research-based academic essays.

 

Washington State University

Technical & Professional Writing

This online course helps students create technical and professional documents such as memos, letters, proposals, reports, and multimedia presentations. It also encourages students to develop professional research strategies and technical problem-solving skills. Throughout the course, students learn techniques for creating audience-centered documents commonly used in technical and professional settings.

 

Introductory Writing (course website, Spring 2013)

The purpose of this class is to help students practice writing processes appropriate for college-level reading and writing by identifying rhetorical contexts, conducting research, and engaging in academic readings. The course is also designed to equip students with transferable writing and reading skills that span a range of academic and professional contexts. In addition, students practice digital and multimodal writing by creating blogs, tweets, and research-based remediation projects.

 

Appalachian State University

Business Writing (course website, Spring 2014; course website, Fall 2014)

This online course emphasizes the study of rhetorical principles and writing practices necessary for producing effective professional documents such as letters, reports, proposals, and collaborative projects in web- and print-based environments. In addition, this course focuses on issues related to workplace equality. Students approach these topics through course readings, research, and by creating a team-based project. This course also introduces students to visual design principles and to strategies for using the web for professional communication and team-based collaboration.

 

Writing Across the Curriculum

This course is the second in a series of four required writing courses. These include expository writing, writing across the curriculum (WAC), writing in the discipline (WID), and a senior capstone project. The purpose of the course is to further students’ understanding of writing and research which span a range of academic genres and disciplines and to prepare them to write for WID-level courses. Throughout the course, students practice a variety of writing styles and techniques both within and across their academic disciplines. Students also develop rhetorical and genre analysis skills, participate in online discussion forums, and engage in ethnographic writing and research. Students complete the course by submitting e-portfolios.

 

Digital Writing Across the Curriculum (course website, Summer 2011)

I designed and piloted this course to better understand how digital literacies and new media compositions might be integrated into a WAC-focused curriculum. The goal of the course is to introduce students to digital modes of writing and research which span a range of academic genres and disciplines. It also seeks to collaboratively address three core questions: What does digital and multimodal writing look like? What are the potential profits and pitfalls of writing in digital environments? Who are the audiences for such creations? Students explore these questions (and others) by creating course blogs, digital essays, and a variety of new media and multimodal compositions.

 

Expository Writing

This course introduces students to modes of writing which encourage them to develop thoughtful, articulate, and well-organized essays. Students practice a variety of writing forms such as personal narratives, analytical essays, free-writing, and interpretive essays. Students are also introduced to the writing process and portfolio-based writing practices. After completing the course, students enroll in a sophomore-level Writing Across the Curriculum course.

 

Writing in Service-Learning Communities

This course is similar to a first-year writing course, but has a significant service-learning component. Students are required to participate in local communities either individually or in small groups for a total of 15 hours throughout the semester. Students later draw on their service-learning experiences to develop a range of course projects, presentations, and researched-based academic essays.

 

Scientific & Technical Writing

This course is taught as a component of the Summer Ventures in Science and Math program, which serves as an enrichment program for academically-motivated high school students interested in science or math. The course is designed to introduce students to scientific/technical writing styles and techniques and to engage them as young adult learners. Upon completion, students are able to recognize and write within a variety of scientific genres, read and interpret scientific data, and understand connections between scientific research and local/global communities.

 

Introduction to Literature

This course introduces students to the writing process by asking them to read, analyze, and interpret literary texts. Students are exposed to a variety of texts and media, including short stories, poems, visual arts, comics, and film. The course is structured around class readings, discussions, and workshops that enhance students’ understanding of the writing process through literary analysis.

 

Axia College Online

Business Communications

In this asynchronous online course, students use the writing process to practice effective business communication for both internal and external audiences. Selected readings provide the foundation for discussions of the purpose, audience, structure, tone, and content of business writing. Students actively participate in online classroom discussions and activities.

 

Composition and Communication 1.0 (Developmental Grammar)

This online course is designed for non-traditional students as well as English language learners who need additional writing support prior to beginning more advanced coursework. Students are introduced to fundamental grammar and writing skills that prepare them to engage in college-level writing and research. In addition, students learn to write clear, well-organized, and mechanically-sound prose.

 

Composition and Communication 2.0 (Developmental Writing)

This online course addresses the key elements necessary for academic writing. The course begins with a focus on prewriting strategies and builds to drafting and revising essays. In addition, the course includes a focus on skill development at the sentence and paragraph level. Upon completion, students are able to construct mechanically-sound and well-organized essays.