Teaching Roles and Responsibilities

Classes taught: UCLA Department of English

English 4: Critical Reading and Writing Required writing class; prerequisite for English majors. 5 units (2004)

Lecture, four hours. Enforced requisite: English Composition 3 or 3H or English as a Second Language 36. Introduction to literary analysis, with close reading and carefully written exposition of selections from principal modes of literature: poetry, prose fiction, and drama. Minimum of four papers (three to five pages each) and two in-class essays. Satisfies Writing II requirement. Letter grading.

I was responsible for text selection representing the genres of novel, drama and poetry. I created a reader with annotated poetry, and sections on explication, reading poetry, rhetorical figures, meter and scansion, revision guidelines, and peer review best practices. I constructed the syllabus, paper prompts, assignments, and the midterm and final. I was responsible for all grading. Lectured and led class discussions for two ninety minute classes a week, created handouts and a class Website; fostered online discussions. Modeled revision using digital projection and Google Apps. Held office hours (virtual and real) and conferenced with student; led workshops on meter and scansion, and explication and close reading of prose and poetry in addition to in-class emphasis on writing argumentative essays and understanding literary terminology and rhetorical tropes.

English 10A: English Literature to 1660 5 units (1993, 1998, 2002, 2003)

Lecture, three hours; discussion, one hour. Enforced requisites: English Composition 3 or 3H, English 4W or 4HW. Survey of major writers and genres, with emphasis on tools for literary analysis such as close reading, argumentation, historical and social context, and critical writing. Minimum of three papers (three to five pages each) or equivalent required. P/NP or letter grading.

As a Teaching Assistant and Teaching Fellow, I led weekly hour-long class discussion for two sections of 20–25 students. I gave at least one guest lecture to the entire class of c. 300 students. I helped create the syllabus, construct paper prompts, midterms and the final. I was responsible for grading all papers for two sections, and participated in group grading the midterm and final conferencing students, office hours, and leading discussion online and in section. I created Websites with resources for the entire class, as well as a separate Website and discussion forum for my two sections. I led online discussion groups for my sections, and moderated for the class discussion groups, as well as leading weekly in person discussion for my two sections. I was also responsible for leading review sessions for midterm and final for all students.

English 10 B: English Literature 1660 to 1832 5 Units (1994, 1999)

Lecture, three hours; discussion, one hour. Enforced requisites: English Composition 3 or 3H, English 4W or 4HW, 10A. Survey of major writers and genres, with emphasis on tools for literary analysis such as close reading, argumentation, historical and social context, and critical writing. Minimum of three papers (three to five pages each) or equivalent required. P/NP or letter grading.

As a Teaching Assistant and Teaching Fellow, I coordinated and led class discussion for two sections of 20-25 students. I gave at least one guest lecture to the entire class of c. 300 students. I helped design the syllabus, and worked with the faculty and other T.A.s to create paper prompts, midterms and final. I was responsible for grading all papers for two sections, conferencing students, office hours, and leading discussion online and in section. I created Websites with resources for both the entire class and my own sections and moderated online discussion groups. I was responsible as a Teaching Fellow for leading review sessions for midterm and final for all students, and coordinating norming sessions.

English 90: Shakespeare (Elective for Non-Majors) 5 Units (1994)

Lecture, three hours; discussion, one hour. Enforced requisite: satisfaction of Entry-Level Writing requirement. Not open for credit to English majors or students with credit for course 142A or 142B. Survey of Shakespeare’s plays, including comedies, tragedies, and histories, selected to represent Shakespeare’s breadth, artistic progress, and total dramatic achievement. P/NP or letter grading.

Teaching Assistant; led class discussion for two sections of 20-25 students. Gave a one guest lecture to the entire class of c. 90 students. I helped create paper prompts, and with my fellow T.A.s and the faculty, assisted in creating the midterm and final. I was responsible for grading all papers for my two sections, conferencing students, office hours, and leading discussion online and in section. I arranged and led outside group viewing of performances, live and filmed, including leading discussion and providing review questions.

Classes taught: UCLA Writing Programs

English 2: University Writing 2. Approaches to University Writing. 5 Units (1993, 1992, 2003)

Lecture, four hours. Enforced requisite: course A with grade of C or better or appropriate score on Analytical Writing Placement Examination. Second course in university-level discourse, with analysis and critique of university-level texts. Emphasis on revision for argumentative coherence and effective style. Completion of course with grade of C or better satisfies Entry-Level Writing requirement. Letter grading.

This is a class for underprepared writers, though not usually ESL students. I chose texts and created the syllabus and assignments for two sections of 20-25 students each quarter I taught the class. I led discussion, and taught class in a computer lab, using custom pre-writing software and activities, including modeling revision and invention. I held office hours, and conferenced students. I was responsible for all grading and for office hours. I participated in group grading and norming for all English 2 students taking the California Subject A exam.

English 3: English Composition, Rhetoric, and Language (1993, 1998)

Lecture, three hours. Enforced requisites: satisfaction of Entry-Level Writing requirement, course 2 or English as a Second Language 35 (C or better). Rhetorical techniques and skillful argument. Analysis of varieties of academic prose and writing of minimum of 20 pages of revised text. Completion of course with grade of C or better satisfies Writing I requirement. Letter grading.

I chose the texts, and created custom reader and handouts. I constructed the syllabus and all assignments, for both in class writing and outside assignments and papers. I led discussion and lectures, and modeled prewriting, invention, and revision strategies. I held office hours, and conferenced students. I was responsible for all grading.

UCLA AAP Tutor

From Fall 1985 through Spring 1987 I tutored humanities students who participated in UCLA’s Academic Advancement Program for under represented students. I tutored students individually and in small groups for Eng. 2 Approaches to University Writing, Eng. 3 English Composition, Rhetoric,and Language, Eng. 10A English Literature to 1660, Eng 10B English Literature, 1660–1832, Eng. 10C English Literature 1832 to the Present, Eng. 90 Shakespeare for non Majors, Eng. 141A and B Chaucer, Eng. 142 A and B Shakespeare, Eng. 143 Milton, Eng. 153 Literature of the Earlier Seventeenth Century, Eng. 150 Later Medieval Literature, Folk 113 The Arthurian Tradition, and Scandinavian Folklore. I worked with students in terms of study skills, prewriting skills, and revision as well as research and content mastery.

Writing Consultant

I was hired as a consultant by the Getty Institute to teach various kinds of business communication, including memo writing, meeting organization, agenda development, and note taking, as well as email best practices. I led seminars, small group workshops, and did some one-on-one tutoring.

I was hired by several companies to teach revision and invention skills in the context of business communication in a digital context and Writing for Engineers.

Technical Instruction

Via UCLA’s Humanities Computing, I trained graduate student assistants in a variety of applications, including proprietary development tools I helped created, various CMSs, including WebCT and Blackboard, and Blogger, QuickTime editing and the use of text tracks, captions, image tracks and alternate language tracks, HTML and CSS. I also taught faculty, students and staff to use standard applications in the Lotus and Microsoft Office Suites for Mac and PC, FileMaker Pro server and client, Eudora, PINE, Outlook for Exchange and Mail.app. I taught classes in editing with a Word Processor, bibliographic databases, basic image editing, HTML and CSS for personal and instructional uses, and digital pedagogy.