RWS 5328: Border Rhetorics (Graduate Seminar for doctoral and master students). Click here for the seminar web-page.
RWS 6311: Rhetorical History II (Graduate Seminar for doctoral students). Click for the seminar web-page.
RWS 6130: Professional Development in Rhetoric and Writing (Graduate Seminar for doctoral students). Click for the seminar web-page.
RWS 3359: Technical Communication
RWS 3355: Work Place Writing
I teach workplace writing, an upper-level writing course, at the University of Texas at El Paso, both face-to-face and online. The focus of this class is to develop students’ effective communication in professional contexts, which is based on an awareness of different discourses communities and their subject-, genre-, and context-specific knowledge. The content of the course centers a rhetorical approach to communication and opens space for students to make sound rhetorical decisions and determine the most effective strategies, arrangements, and media to use in different situations within the workplace.
Through this rhetorical approach, students are given opportunities to critically think about and reflect on the vital role of ethics and intercultural communication across the physical and digital spaces of the workplace on local, national, and global levels. I offer diverse examples of
cross- and inter-cultural rhetorical practices, which generate multilayered critical conversations about the importance of intercultural rhetorical practices and communication in our global society by considering issues of ethics, cultural appropriation, and racial-ethnic discrimination in addition to the critical aspects of technical communication—design and user experience/accessibility-- in digital networks.
RWS/ENLG 1301: Rhetoric and Writing Studies
This Rhetoric and Writing Studies course that I taught in Fall 2018 at the University of Texas at El Paso was designed to help first-year students develop their critical thinking skills in order to facilitate effective communication in educational, professional, and social contexts. As a first-year composition class, the central purpose was to form a strong foundation for students to learn the most effective abilities and skills for them to be prepared for the writing they will do throughout their university experience as well as in professional and civic environments. In response, I framed this course to provide opportunities to my students to practice how they can transfer their growing and improving writing and communication abilities as they enter different professional and academic discourse communities and continue to accomplish effective communication to different rhetorical contexts. This diverse approach situated inter- and cross-cultural rhetorical practices and communication strategies at the core of this course. My students received this critical implementation as an opportunity to reflect on their existing rhetorical practices that they have not considered rhetorical before. As a result, they were able to draw from their existing rhetorical practices as they improved their writing and communication skills.
ENGL 1030: Accelerated Composition
As a graduate teacher of record at Clemson University, I taught eight face-to-face sections of first-year writing/composition. Each section focused on improving students' understanding and skills rhetorical knowledge, critical thinking, reading, and writing, the process of composing, knowledge of different writing conventions, composing in digital environments. I integrated non-Western rhetorical practices and examples to broaden students' visions and perceptions on how different practices of rhetorical tools exist across cultures and how these different practices help them to communicate more effectively and efficiently.
ENGL 1301/1302: First-Year Composition
As an Adjunct Instructor at Texas A&M University's First-Year Writing and Learning Communities Program, I taught eight hybrids (face-to-face and nine) sections as part of the political science and economics learning communities. Each section was framed around helping students to understand and use rhetorical strategies and techniques. Students used different formats, conventions, and documentation styles and analyzed complex issues/ideas in research-based academic writing. They wrote in several genres and cohesively integrated academic research to support the writer's purpose. Students were successfully able to identify and evaluate a position, claims, and evidence in arguments in addition to constructing arguments on more than one side of an issue using sources and evidence. Each section as part of a specific learning community also focused on improving students' critical awareness and skills in how to produce effective arguments in the disciplines and across disciplines.
ENGL 1302: First-Year Composition-ESL/EFL Learners
After being trained in ESL/EFL writing during a graduate-level training course on second language writing, I taught a first-year composition course that I designed for ESL/EFL learners of English. I adopted a rhetorical approach to writing and argumentation and framed the course's content with a focus on helping these students to understand the principles, techniques, and processes of written composition and Western conventions while supporting them to improve their written language skills (grammar, spelling, punctuation).
Seminar 1101 in Political Science Learning Community
I taught a first-year seminar course in the political science learning community at Texas A&M University's Learning Communities program. As an adjunct seminar instructor, I worked with students on methods and strategies in connect ideas across the courses in the learning community (political science lecture and composition) in addition to applying interdisciplinary knowledge to address and analyze real-world issues, to help students exploring the interconnections among their courses, developing critical thinking skills and significant learning, clarifying personal values, goals, and strengths, and developing the ability to learn through study, discussion, writing, cooperation, and collaboration by modeling good student behaviors.