On this page you will find links to my course websites and course syllabi as well as key assignments for courses I am teaching or have taught
Writing 2: Practicing Transgressions: Writing, Education, and Identity.
In terms of composition, I think teachers need to look at alternate models. I want my textbook–he writing, reading, speaking, dreaming book I’ve been talking about–to offer other ways of considering how to write a story, a poem, or a paper…I’m trying to present another way of ordering and composing, another rhetoric
–Gloria Anzaldúa “Mestiza Rhetoric”
As part of the C2 writing requirement, this course explores the intersections of investigation, interpretation, and persuasion and develops strategies for research writing and reading. Students become stronger academic readers, writers, and critical thinkers. We work to develop specific, practical ways of improving writing through ongoing critical thinking about diverse issues from multiple points of view. The line of inquiry in this class has students critically examining and expanding their understanding of what higher education means by reading, writing, and reflecting on different ways of knowing, learning, and thinking. Each reading presents a method, a way of seeing and questioning education. Via Gloria Anzaldúa, we will ask “What’s the relationship between knowledge and power, between conocimiento and power? How do they create subjectivities? Not only in people like us, but in institutions, like institutions of higher learning, public schools, the media.” We begin with Anzaldúa as a foundation for this class because we not only acknowledge and legitimize the complex cultural, socioeconomic, and ethno-linguistic features that shape your experiences and writing, we also practice using your differánce as a valuable rhetorical resource, hence the title practicing transgressions.
One of the objectives of this class is to learn to use reading and writing as tools for critical intellectual inquiry: to teach you how to perceive critically the way you exist in the world with which and in which you find yourself—for an emergence of critical consciousness through reading, writing, and discussion. This class then is at the intersection of Writing Studies (think Bartholomae, Bizzell and Shor here), Ethnic Studies and Chicanx Feminism (via Anzaldúa’s work beyond Borderlands and the Radical Feminism of Norma Alarcón). Since I am in the middle of an essay about teaching Anzaldúa this course will provide a way to finish writing this piece with the help of my students. It is not done yet I am really excited about teaching it:)
Writing 20 Education and Identity
This course is designed for students at UCSC who need to meet the Entry Level Writing Requirement. It is the second course in our Writing 20 series for students who did not satisfy ELWR in their first quarter at UCSC. The theme of this class has students expanding their understanding of what higher education really means by reading, writing, and reflecting on different ways of learning and thinking. We begin with an argumentative essay through which we will examine what it means to enter the University of California as an underprepared student. What does it mean to enter the UC system as an ELWR-required student and what is your role in what Jane Stanley calls the University’s “the rhetoric of remediation”? And once you are in the UC system, what do you need to do to succeed? In this class , as in all my classes, we not only acknowledge and legitimize the complex cultural, socioeconomic, and ethnolinguistic features that shape our students’ experiences and writing, we also practice using our differánce as a valuable rhetorical resource.
English 1A Academic Success
This is a course modeled after a pilot accelerated learning course. While the learning outcomes for this class are familiar English 1A outcomes: the ability to write essays, including research-based writing, demonstrate academic rhetorical strategies, document resources, and critical analysis, the theme is Educational Success. What does it take to succeed in community college and the University? We will examine what motivates us to learn? What determines if we are “good at math,” or “good at English”? What courses present the biggest obstacles for community college students and how do we work through them? We will also examine issues of educational inequality and learn about literacy and in particular academic literacy. Ultimately, the reading, writing, and discussions in this class will ask students to think about what they are doing in college and why what we do in this English Composition class is critical to their academic success.
Writing 20: Academic Literacy and the Rhetoric of Remediation
This course is part of a sequence of first-year writing courses for ELWR unsatisfied students at UCSC. The theme of this particular course is academic literacy and remediation. In this course we examine what it means to enter the University of California as an underprepared student. The readings in this class are designed to demystify academic culture and help students better understand what they need to do to succeed in academia.
English 1A is the first course in a transfer level sequence (English 001A, 001B) designed to equip students with the skills necessary for writing college level compositions. The theme of this English 1A course is literacy and in particular academic literacy. What does it mean to be a literate (college educated) individual in our society? What does it mean in your community? What does it mean in your family? More broadly, why does literacy matter? What is critical literacy or, as Freire calls it, authentic thinking, and how will it help you succeed?
This English composition class focus on Latina/o autobiographical literature. Students read a variety of texts that together introduce them to Latina/o autobiographical writing, the genre of autobiography, and literary analysis. Along with the literary texts students read a selection of Latina/o literary criticism and Janet Gardner’s Writing About Literature. The course reading is designed to help students develop the critical reading, writing, and analytical thinking skills that extend through college writing and beyond.
This course is the second in a sequence of community college English transfer courses. As an essayist, this class, in which the reading I selected was comprised of my favorite essays, was a real joy to teach.
Writing 20: Education and Identity
Writing 20 is a course in the UCSC first-year writing curriculum. The course I designed encouraged students to expand their critical thinking about their identity/ies and American education through reading, reflection, discussion, and writing, and become self-conscious (in the best sense of the word) as students at the University of California, Santa Cruz.
Cultural Identities and Global Consciousness: America and the World
This course is part of the UCSC Merrill College First-Year writing curriculum. The course syllabus here was adapted from a master syllabus provided by Merrill College Provost, Elizabeth Abrams and individual essay assignments borrowed from assignments and advice provided by Ellen Newberry and other colleagues.
This course is an introduction to academic discourse and to writing short essays. The course develops competence in analytic reading and expository writing. The emphasis is on paragraph and essay structure through the use of pre-writing, revision, editing, and peer review strategies.
Critical Thinking and Writing
A first-year-composition two quarter sequence at Santa Clara University themed “Education and Identity”
Rhetoric and Language 108: Introduction to Composition
This was an introduction to composition course for English Language Lerner students at the University of San Francisco. It is the first English composition course for students transitioning out of ESL
English 114: Practicing Transgressions: The Autobiographical Writing of Women of Color
This was a course I designed in English 705 Pedagogy in Composition.