Type above to search for any department within the University of St. Thomas, or click any link to the right to go straight there. The list will automatically shorten as you type.
Working from a base of contemporary rhetorical theory, advanced writing students will write essays in a variety of forms. They will be encouraged to develop a vocabulary for talking about writing, as well as the ability to critique their own and others' work. Directed reading in contemporary writing pedagogy for the elementary and secondary composition teacher. Required for secondary licensure in communication arts and literature. Prerequisites: ENGL 111 and 112 or 190; advanced writing skills
Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers.
Working from a base of contemporary rhetorical theory, advanced writing students will write essays in a variety of forms. They will be encouraged to develop a vocabulary for talking about writing, as well as the ability to critique their own and others' work. Directed reading in contemporary writing pedagogy for the elementary and secondary composition teacher. Required for secondary licensure in communication arts and literature. Prerequisites: ENGL 111 and 112 or 190; advanced writing skills
Academic History
Ph.D., University of Wisconsin-Milwaukee M.A., Brown University B.A., University of Wisconsin-Madison At St. Thomas since 1996
Expertise/Specialties
Writing Theory and Pedagogy Writing Center Theory and Practice Service Learning Assessment
Current Work
Presented a paper, "Transforming the Writing Center Through Community-Based Partnering," at the Conference on College Composition and Communication in March, 2010.
Established Community-Based Consulting in the Center for Writing in the fall of 2008, focusing on the developing literacy of refugees and immigrants at Wellstone International High School.
Fully-imbedded service learning components at Wellstone High School in first year through graduate level courses.
Presented a paper, “Grading Student Writing as Transformative Practice,” in the spring of 2009 at the Minnesota College and University English and Writing Conference at the University of Minnesota.
Was awarded the Faculty Excellence in Service Learning 2008-09 by the Office of Service Learning.
