First-Year Composition I & II

and Writing Across the Curriculum



ENC 1101

In Fall 2019, the Director of Composition and I redesigned the curriculum for the first composition course in the two-course sequence. The first pilot ran in Spring in 2020 and the second pilot ran in Summer 2020.

This course uses Wysocki and Lynch's Compose, Design, Advocate: A Rhetoric for Multimodal Composition to teach students about key composing concepts such as rhetor, purpose, audience, context, medium, and strategies. These core composing concepts are taught through rhetorical analysis and advocacy composing projects. 

ENC 2135

ENC 2135 at FSU is a required course for all students, which makes it a unique course for Florida universities. Not only have I had the opportunity to teach multiple variations of this course, but I have also trained two cohorts of incoming TAs to teach this specific class. Therefore, I am metacognitively aware and knowledgeable of the theory and practice that grounds the goals and outcomes of this course. 

I am also working directly with FSU's new Director of Composition to restructure the curriculum for future ENC 2135 courses. Because of this, I have knowledge about choosing textbooks, preparing new TAs, developing supporting materials, and applying these materials in practice as a composition instructor. 

I taught ENC 1101 and ENC 2135 over several semesters, so there are multiple versions of my syllabi. I have included the ENC 1101 syllabus I designed and two ENC 2135 syllabi to represent different versions. 

Teaching for




Rhetorical Composing and Advocacy

ENC 1101:

"I really liked how engaging Katelyn Stark was while speaking to us. She provided relevant examples while teaching. I loved the assignments we had and the fact that most of them were useful for life outside of the class."

"Ms. Stark is very understanding, very passionate about what she does…. She loves group work, and she is very interactive in the class."

"I genuinely enjoyed this course; I found it interesting, I learned a lot, and I think my writing has significantly improved. Each lesson/assignment was explained well, and the feedback I received from [Ms. Stark] / other classmates was always very helpful."

Assignment Sheet Samples

Rhetorical Analysis

The goal of this assignment is to introduce students to intentional, rhetorical composing strategies made by rhetors. 

Investigative Field Essay

This assignment was taught for the Discourse Community strand. The goal of this assignment is to introduce students to the conventions of their future fields and allow them the opportunity to interview professionals and academics in their future discourse communities while developing research skills and knowledge.​

Project in Three Genres

This is a project that is consistent across each strand that I've taught. It allows students the opportunity to apply their genre and discourse community knowledge in a productive and creative way. Students identify a rhetorical situation and develop three total genres that reach an identified audience and serve a rhetorical goal.

Research Proposal with Statement of Purpose & Design Plan

The purposes of this assignment are to introduce students to popular-based research and help students think through how they will employ informed, critical, and intentional composing strategies in their multimodal advocacy project. 

Multimodal Advocacy Webpage

This assignment allows students to rhetorically compose on an informed topic for a specific audience. This project brings together the key composing concepts of the course: rhetoric, purpose, audience, context, medium, strategies, and arrangement. 

Comp 2 Rhetorical Analysis

This assignment was taught for the Discourse Community strand. The goal of this assignment is for students to understand how texts in their field are created as rhetorical artifacts that influence knowledge and consumption. This assignment also teaches students about genre, conventions, and affordances.




Bryan Hall Award


Excellence in Teaching College Composition.​