Fall 1994-Summer 1997, Summers 1998-2002, and Fall 2002-Summer 2006
English 116 Writing About Literature (two sections)
Critical reading, argument and analysis were focuses of this class built around writing about literature. Designed course syllabus and assignments and chose readings, including sections on William Shakespeare.
English 115 Reading and Composition: Exposition and Argumentation (multiple sections)
Designed course syllabus, assignments, and taught this Freshman Writing Course aimed at developing students’ critical thinking skills within the conventions of academic discourse, cultivating students’ strong critical reading skills, their ability to conduct intertextual argument and analysis, and produce extended forms of academic writing. Logical fallacies, library skills, along with paragraph and sentence structure were all reviewed in this computer-aided course.
English 114 Introduction to Composition (multiple sections)
Focusing on essay structure, this course was designed to prepare students for English 115. Different essay structures were reviewed, in addition to work on paragraph structure and grammar issues. Critical reading and logical fallacies were introduced as well as library research and citation structure.
SRP Eng 114 Introduction to Composition: Summer Readiness Program, EOPS (10 yrs)
In addition to the normal requirements of Eng 114, SRP students also participated in extra activities to build community, expose them to new ideas, and teach them needed academic skills. Participated for 10 summers: attending planning meetings, leading group activities and field trips, and team-teaching sessions with EOPS counselors.
English 65/71 Basic Writing (multiple sections)
This class focused on paragraph structure and a review of grammar and sentence structure to prepare students for English 114 and 115. Students were placed in course through placement test or after ESL courses.
English 60 English Fundamentals (multiple sections)
This class focused on grammatical and structural review. Students who needed extra work on grammar or who were just out of ESL classes and wanted further work on the language were instructed on sentence structure, common grammatical mistakes, and basic style issues.
Business 210 Business Writing (multiple sections)
This class was designed to help students master the forms of business letters, memos and other types of business communication, including resumes and brochures. Persuasive techniques and critical thinking skills were major focus.
Assistant Lecturer, The Writing Program, University of Southern California 1997-2001
Writing 140 (multiple sections)
Designed course syllabus, assignments, and independently taught the following Freshman Writing Courses (Writing 140) with the aim of developing students’ critical thinking skills within the conventions of academic discourse, cultivating students’ strong critical reading skills, their ability to conduct intertextual argument and analysis, and produce extended forms of academic writing. Each course drew upon a special social issues topic, listed below. Departmental Portfolio readings were required at the mid-semester and end of semester.
- Law, Politics, and Public Policy
- Language, Society and Culture
- Diversity and Racial Conflict
Course & Instructional Coordinator, The Writing Program, University of Southern California
1998-2001 Course Coordinator, “Social Issues Affiliations”
Assumed a leadership role in facilitating the linkage between the Social Issues Courses and the affiliated Writing 140 sections. Developed writing assignments with associated materials and schedules for new and continuing Assistant Lecturers. Met regularly with the Assistant Lecturers assigned to the affiliation and the professor of the Social Issues course to plan assignments and lessons. Led affiliation group in departmental portfolio readings twice a semester.
1999-2001 Instructional Coordinator, “Writing 501: Writing and Critical Reasoning”
Trained new instructors during the two-week Orientation prior to the semester and co-taught “Writing 501,” an introduction to the teaching of writing. Played an active mentorship role throughout the academic year and participated in program and curriculum development. Planned and conducted the staff development program for Assistant Lecturers throughout the semester, as well as coordinated weekly critical thinking and writing workshops for all Assistant Lecturers.
Adjunct Instructor, MiraCosta College, San Elijo Campus
Rhetoric & Composition (English 100) Fall 1995
Freshman Writing Course aimed at developing students’ critical thinking skills within the conventions of academic discourse, cultivating students’ strong critical reading skills, their ability to conduct argument and analysis, and produce extended forms of academic writing on multicultural topics.
Instructor, PACE Program, Central Texas College
Rhetoric & Composition (English 1301). Aug-Oct 1996; Apr-Jun 1995; Aug-Oct 1994
8 week courses on the USS McKee. Submarine base, Point Loma, CA.
Freshman Writing Course aimed at teaching critical reading, argument and analysis, essay structure, and library research. Met once a week onboard the ship, with occasional interruptions when ship was called to duty at sea. Students wrote four extended essays and many shorter pieces for a end-of-session portfolio.
Teaching Assistant. Department of English, Washington State University
Freshman Composition (English 101) 1992-1994
Instructor of record for five sections of computer-aided composition course. Class used networked Macintosh computers once a week. Focused on group work and multicultural assignments. Departmental portfolio readings were required in fifth and eleventh week.
Assistant to Dr. J. M. Massi. Department of English, Washington State University
Introduction to Shakespeare (English 305) Fall 1993
Delivered guest lecture on Henry IV, Part 1 in addition to assisting instructor, grading papers, and discussing teaching procedures throughout the semester.