Assistant Professor of English (Rhetoric and Composition)

Teaching Philosophy: 

Resisting traditional pedagogies that call upon students to become merely obedient, I encourage students to explore through critical writing, reading, and thinking. In the intensely active, student-centered orientation that defines my pedagogy, students are motivated to problematize positions in dialogic exchanges that shape the classroom experience. Through such exchanges, I hope to promote pleasure and excitement as natural components of engaged and communal collaboration, peer mentoring, and (some) negotiation of course aims and texts. Over time, such practices seem to promote students' emergent critical and analytical thinking practices, engendering writing that demonstrates increasingly sound reasoning and rhetorical sophistication.

 

Education:

 

BA in Literature from University of South Florida, 1990

MA in Rhetoric and Composition from USF, 1993

PhD in Rhetoric and Composition from USF, 1998

Professional Appointments:

 

Developing Director, Communication Across the Curriculum Project - 2002-06

Member: WPA Committee on Best Practices - 2002-03

Member: UVU General Education committee - 2002-03

UVU Writing Program Coordinator - 1999-2001; 2005-2007

Course Coordinator for Honors Composition (ASU) - 1997-1999

Professional Organizations:

 

ATAC (Association of Teachers of Advanced Composition)

CCCC (Conference for College Composition and Communication)

MLA (Modern Language Association)

NCTE (National Council of Teachers of English)

WPA (National Council of Writing Program Administrators)

Honor Society of Phi Kappa Phi

Publications:

books

Negotiating Religious Faith in the Composition Classroom. Co-edited w/ Elizabeth Vander Lei. Portsmouth, NH : Boynton/Cook-Heinemann, 2005.

films

“bones” (a short film on multimodality). Kairos: A Journal of Rhetoric, Technology, and Pedagogy. Eds. Cheryl Ball and Scott Lloyd DeWitt. <http://english.ttu.edu/Kairos/>. May 15, 2008.

articles

"It’s Personal Now: (Re)Writing Post 9/11 Discourse as Cultural Work." Enculturation. Special issue  on "Neo-expressivisms." Ed. Tim Mayers. Upcoming in 2008.

“Sundance: (Re)view.” Invited submission for PRE/TEXT 19: 2008. Ed. Victor Vitanza. Upcoming in 2008.

“‘Totally, Tenderly, Tragically’: Godard's Contempt and the Composition ‘Qu'il y Aurait’ (that Might  Have Been).” Invited submission (peer reviewed) for Composition Studies 36 (1): 2008. 39-55.

“Practica, Symposia, and Other Coercive Acts in Composition Studies.” Don’t Call it That: The Composition Practicum. Ed. Sidney I. Dobrin. Urbana, IL: NCTE, 2005. 67-81.

“Meaning Finds a Way: Chaos (Theory) and Composition.” College English 66 (5): May 2004. 503-523.

“Autobiography: The Rhetorical Efficacy of Self-Reflection/Articulation.” Strategies for Teaching First Year Composition. Ed. Duane Roen. New York: NCTE, 2002. 137-143.

“Comp Tale” entry #20. Comp Tales: Oral-Based Stories from the Field of Composition. Eds. Rich Haswell and Min-Zhan Lu. New York: Addison Wesley Longman, 1999. 30-31.

review articles

“Resisting the ‘Ideology of Certainty’ (or) Thinking about Ways of Reading.” Pedagogy: Critical Approaches to Teaching Literature, Language and Composition 1 (3): Duke U P, 2001. 583-589.

reviews

Newkirk, Thomas. The Performance of Self in Student Writing. Portsmouth, NH: Boynton/Cook Heinemann, 1997. Composition Studies 30 (1), Spring 2002. 142-145.

Couture, Barbara. Toward a Phenomenological Rhetoric: Writing, Profession, and Altruism. Carbondale: Southern Illinois UP, 1998. CCC 51 (1), Sept 1999. 132-133.

Shor, Ira.  When Students Have Power: Negotiating Authority in a Critical Pedagogy.  Chicago: U of Chicago Press, 1996.  CCC 48 (4), Dec 1997. 588-589.

poetry

“Placebo.” The Louisiana Review (3). Fall 2001. 152.

 

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