I have my Single Subject teaching credential in English, have taught 7th, 9th, and 10th grade English, 6th grade Reading, basic ELL, and test preparation in a CAHSEE (exit exam class). I tutored in the state university writing center, and was the facilitator/teacher for 10 writing workshops (at the university) for struggling writers. I now teach literature at a private college.
My teaching style is to make connections to the learning for the students, then to allow them to make meaning. I believe that active learning and social constructivist pedagogies allows students to become involved in their own learning. Once students really understand the concepts and processes, this knowledge is transferable. Writing from a formula is not transferable (according to research). Students need to understand what they read, understand why they write, and need to develop rhetorical awareness to succeed in academia.
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I have a BA in English, with a minor in Psychology. I also have a Single Subject Teaching Credential (English), and a MA in English (Composition). My master's project is a course design for pre-college level writers and my extensive research into curriculums, pedagogies, Composition and Rhetoric theories, and Educational and Cognitive Psychology allows me to design lessons that students can readily access. Through group-work and repetition, students can succeed in college and beyond. Since most writing is an assessment, students can effectively present their knowledge.
My goal is for writing to be considered a discipline, not a skill. It is not fair or right that an English teacher, who works within a discipline that mostly analyzes creative writing (which is a different genre with different writing conventions), should be responsible for teaching academic writing. Because they are unsure of the best ways to teach writing, we have formulas. "Bing, Bang, Bong," or a "Hamburger," or "skeletons." Easier? Yes. Transferable? No. Students need to learn writing in context.