SYLLABI, COURSE WEBSITES, & ASSIGNMENT DESIGN
*I received the 2016-2017 Bryan Hall Award for Excellence in Teaching College Composition the year in which I taught this course.
I taught this course over the course of five different semesters, so there are multiple versions of my syllabus. I have included three syllabi for three different versions of the course:
2. Teaching for Transfer (please note that this is an adaptive version of Yancey, Robertson, and Taczack's version and not the original that is featured in 2014 Writing Across Contexts).
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.
Assignment Sheet Samples
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.
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.
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.