“The aim of good prose words is to mean what they say. The aim of good poetical words is to mean what they do not say.” — G. K. Chesterton
It was not until halfway through my first semester at Marquette University, that I realized I enjoyed teaching — really, truly, passionately enjoyed it. I realized that teaching means more than stacking cubes of knowledge into an empty mental box; I realized that teaching means engaging intellectually with others in pursuit of knowledge and wisdom. In the classroom, I see myself as team leader, directing students’ research, encouraging curiosity and self-motivated exploration, answering questions and discussing strategies, while looking for the practical application of abstract principles.
I have taught two semesters of Rhetoric and Composition I, and (nearly) two semesters of Rhetoric and Composition II in Marquette University’s First-Year English (FYE) program. During all four semesters, I have endeavored to challenge my students to make their writing truly their own work. As I remind them throughout each semester, writing is a cyclical process, involving many iterations of research, writing, and reflection. This understanding of writing as a non-quantitative process encourages students to focus on the purpose behind their writing, and not the page count.
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