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Teaching Philosophy

My pedagogy is influenced by the disciplinary culture of writing centers  and public rhetorics, which together, create a philosophy of teaching based on mentorship and agency. I teach in the classroom as I would in a writing center tutorial or faculty consultation across the disciplines: by understanding writing as a vulnerable act informed by writers’ identities, experiences, and communities. I meet writers where they are, in the moment; I pay close attention to the social, cultural, and political influences that affect writing progression and knowledge building. I value iterative feedback, rhetorical reflection, and collaboration in the theoretical and practical threads that compose my teaching. Mentorship is a methodology that invokes writerly agency in the various settings in which I teach.

Note: Link to full philosophy in progress


Overview of Courses

Adult Students

First-Year Composition

Focuses on rhetorical concepts for contextual and place-based writing across students’ discourse communities. Students learn analytical, research, technical, and reflective writing genres across low and high stakes projects. 


Sample Syllabus

Sample Assignment Sheets

Sample In-Class Activities

Sample Student Reflections

Accelerated First-Year Composition
(Service Learning)

Focuses on community engagement through partnerships with local community centers, libraries, literacy centers, or city centers focused on housing accessibility. Students learn primary and secondary research methods, rhetorical conceptions of audience, context, and situation, and theories of service learning. 


Sample Syllabus

Sample Assignment Sheets

Sample Community Scavenger Hunt

Sample Project Feedback For Students

Group Planting a Tree
Study Group

Writing Center Undergraduate
Tutor Training Practicum

Focuses on writing center praxis: historical and theoretical underpinnings of writing center work, practical components of tutoring writers across various disciplines, and emphasis on discourse communities, writer-identity, and connections to race, class, positionality, and power hierarchies in mentoring writers.


Sample Syllabus

Sample Assignment Sheets

Sample In-Lab Activities

Sample Research Project Student Topics


Student Testimonials

First-Year Composition: "Honestly, I can't say enough good things about Elizabeth. She made this class one of my favorites this semester. She did a great job of explaining what she expected from us and how the class's topics related to the world outside of the class, be it other classes, our lives, or the world at large. She gave us realistic goals and was always willing to help us if we had questions or if we were unsure of what to do. She set high but reachable expectations, forcing us to really learn and think outside the box and analyze the world around us in a new way. She could recognize when we were getting tired or lost and was flexible in what she wanted to see from us."

First-Year Composition: "Please continue to engage your students critically, making them think about what they're doing and encouraging them to put effort into what they're creating. Your openness and willingness to talk ideas out with me really helped me to make my work better. I think doing alternative work such as creating the website and album cover instead of just doing essays all year was good because it let me exercise creativity and be interested in the work."

Accelerated First-Year Composition (Service Learning): “Elizabeth is one of the most friendly, respectful, and understanding professors I've had. She's always available to help her students and tries to stay flexible in order to adjust to other’s needs, but also knows how to balance the importance of deadlines. She's very approachable and creates a very relaxing and welcoming environment. She's also very transparent with the students when it comes to scheduling and agenda and really tries her best to create the best possible scenario for student to turn in their best work. Her feedback is very helpful and thorough, and she explains her expectations very clearly."

Accelerated First-Year Composition (Service Learning): I love how she has a personal relationship with every single student, showing that she genuinely cares about us all and wants to see us succeed. She expects us to do our best work in this class and the way she treats us with respect, you want to perform your best to show her that what she is teaching is important in our lives. THANK YOU SO MUCH

Undergraduate Tutor Training Practicum: "Whenever I had questions, I knew that they would be respected and answered well. I liked the readings that we had, and doing the journal weekly helped me understand the material more. I also really liked when the graduate students came in to give us lectures, and we had discussions on that material. I looked forward to coming to this class every week, and I hope that I will take what I learned to my work in the Lab next semester."

Undergraduate Tutor Training Practicum: “Elizabeth is the most understanding and helpful instructor that I have had during my time at Purdue. She was always available to talk with, to accept emails, and she was understanding about the need for extensions or deadline shifts. I never felt overwhelmed by the amount of work I had for her class because she never tried to overwhelm us. I loved and appreciated her relaxed attitude about becoming a tutor. I didn’t feel like I was constantly being graded on my performance as a tutor, instead on how I could learn about being a tutor at my own pace. She really expressed that she was there to support us and not to harshly grade us. I loved her class.

TEACHING: Testimonials
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