As a teacher of writing, I hope to give students access to their own expertise, to give them a stronger grasp at the tools with which they can convey their voice, their ideas, their meanings. I believe that almost all my students are entering the classroom as expert writers. Whether it be through social media, texts, or another form of written communication, they are already constructing writing to convey specific rhetorical meaning. They text their parents with different language and gifs than they text their friends. They make complex rhetorical calculations to convey specific meanings to particular audiences. They just usually are making those calculations unconsciously and sometimes have trouble transferring those same skills into an academic setting.
My teaching philosophy hinges upon allowing students to fully access their individual skills. Individualized cognitive development, rather than objective content knowledge, receives the higher priority in my classroom as a consequence. It’s more important for students to come away from my course with actionable cognitive skills rather than just retrievable, abstract knowledge.
For an example of how this looks in action, I have included the prompts for my assignment sequence for University of Central Florida’s ENC1102, as well as an explanation of why these prompts were placed in that order.
Hopefully, taken together, these documents will work in conjunction with my statement of philosophy to convey both the practical realities of my teaching methods as well as the ideals that motivated their implementation.