Teaching Philosophy
When my husband and I were married, our guest book had wide spaces for our guests to include some words of wisdom. My former teaching mentor, Lisa Boswell, and her husband, Grant Boswell, left us the most useful advice: May all your arguments be enthymemes.
Over the past several years, I have reiterated Lisa and Grant's advice to my students, encouraging them to let all of their arguments be enthymemes. If they integrate the principles of effective rhetoric and argumentation into their personal and professional lives, I tell them, this GE advanced writing class will be the most useful class of their undergraduate careers. My job as a writing instructor is to help students cultivate their own ideas and articulate themselves in the best possible way. My role is to help them communicate their arguments in a way that their audience can accept individually. I work to help students learn sound rhetorical principles and incorporate them into their everyday interactions with others.
I believe in maintaining a student-centered classroom and creating a community learning environment. On the first day of class, we establish our class as a discourse community with unique individuals and ideas. Understanding that every situation has its own language, standards, and expectations helps students understand classroom expectations. My classroom tends to be casual and open, thus allowing students to guide the tone and tenor of their learning. Some students are uncertain about the informal learning environment, but I have found that students are more willing to engage with issues, ask questions, and come for help within this casual atmosphere. Since my professional focus is on teaching and not research at this time, I measure professional success by students' engagement and understanding.
I never take for granted that my class is my students' number one priority or favorite class of the semester. When a student who has always hated writing admits that mine was the favorite class of the semester or another thanks me for teaching a drafting process that makes writing more efficient and effective, I am reminded why I continue to teach. I want to bring simplicity, concision, and joy to the writing process for my students. I hope to help them grow and develop as writers and communicators. Though I don't get much more than fifteen weeks, it's a privilege to contribute, in some small way, to helping my students engage in productive arguments, gain greater perspective, and increase in wisdom.
Over the past several years, I have reiterated Lisa and Grant's advice to my students, encouraging them to let all of their arguments be enthymemes. If they integrate the principles of effective rhetoric and argumentation into their personal and professional lives, I tell them, this GE advanced writing class will be the most useful class of their undergraduate careers. My job as a writing instructor is to help students cultivate their own ideas and articulate themselves in the best possible way. My role is to help them communicate their arguments in a way that their audience can accept individually. I work to help students learn sound rhetorical principles and incorporate them into their everyday interactions with others.
I believe in maintaining a student-centered classroom and creating a community learning environment. On the first day of class, we establish our class as a discourse community with unique individuals and ideas. Understanding that every situation has its own language, standards, and expectations helps students understand classroom expectations. My classroom tends to be casual and open, thus allowing students to guide the tone and tenor of their learning. Some students are uncertain about the informal learning environment, but I have found that students are more willing to engage with issues, ask questions, and come for help within this casual atmosphere. Since my professional focus is on teaching and not research at this time, I measure professional success by students' engagement and understanding.
I never take for granted that my class is my students' number one priority or favorite class of the semester. When a student who has always hated writing admits that mine was the favorite class of the semester or another thanks me for teaching a drafting process that makes writing more efficient and effective, I am reminded why I continue to teach. I want to bring simplicity, concision, and joy to the writing process for my students. I hope to help them grow and develop as writers and communicators. Though I don't get much more than fifteen weeks, it's a privilege to contribute, in some small way, to helping my students engage in productive arguments, gain greater perspective, and increase in wisdom.