With collaborative and audience theory informing my pedagogy, I emphasize writing as a professional career. I aim for students to leave my classroom with industry-applicable skills, including design theory, media production (various mediums including sound and video), delivery and circulation concepts (marketing, advertising, and publication tactics), and technical communication (writing reports, grants, and proposals).
A typical class period of mine has a pattern. First, I open with set of questions designed to prompt thinking (either in the form of an individual freewrite or a think-pair-share discussion). Second, these questions lead to a short group discussion that I facilitate. Next, I typically have a 10-15 minute interactive lecture or discussion of that period’s materials (reading, writing activity, etc.). Finally, there is typically a group writing session wherein I assign an activity based on that day’s lecture or reading. I adjust this template depending on the class level (for higher level classes, students often facilitate more of the class discussions) or day/time (for shorter class periods, I typically “flip” my lectures by putting them online in both video and podcast format). For graduate classes, students come to class with opening sets of questions to get us started for the day. In these scenarios, graduate students typically meet with me to talk about their lesson plan and in order to finalize suitable material to include in their lectures (reading, videos, topical articles).