Through the four years of both tutoring in writing as well as teaching three different

writing courses, two being rhetoric & writing entry level writing course and a general studies
course, I developed pedagogical skills that help students to critically and rhetorically analyze
different discourses. I encourage first-year writing studies students to interrogate different
discourses and readings such as analytical, critical, and rhetorical forms of argument, whether
that be in writing, speech, or even visual. I foster a teaching philosophy that entrusts students to
not only fulfill course requirements but also look at their writing as a way to express their critical
thinking within different conversations. While encouraging students to express their critical
thinking, I foster diversity, equity, and inclusion in my classes that allows students to feel
comfortable in a classroom environment with students from many different backgrounds. I not
only implemented this within the classroom on campus but also in an online environment such as
classes via zoom.
Furthermore, I establish pedagogical approaches in my classroom by helping students
make that jump from high school writing converting to a first year writing course in rhetoric. In
my General Studies (GENS) class, although it doesn’t solely focus on rhetoric, I still center my
teaching philosophy on relevant content, such as current events, while helping my students
research and cite academic sources. When it comes to grades and assignments, I’ve approached
these areas a bit differently as each semester I taught I noticed ways that I felt I could benefit
both my teaching and my students. I based my grading on the students' readiness in class
pertaining to being on time, actively participating and offering insightful conversation within
groups as well as how thoroughly they answered my homework and essay prompts.
Moreover, when it comes to assignments, I view them as a way to better their writing,
citing, and critically thinking about rhetorical strategies and appeals such as logos, ethos, pathos,
and metadiscourse, to name a few. I encourage my students to look at homework as a building
tool that will lead up to their essays that I assign each semester. Taking into account essays, I
encourage multiple revisions and as a previous tutor at the San Diego State University Writing
Center, I advocate for students to visit for help not only for my RWS and GENS courses but also
for any class they have that centers on writing skills. My research revolves around visual rhetoric
and circulation studies that I also like to implement into my teaching. I allow my students to do
an end-of-the-semester project in which they choose an argument within different topics such as
politics, food studies, cultural studies to name a few.
Since I’ve started teaching at SDSU in the Rhetoric & Writing Studies Department, I’ve
learned that I need to consider students who have an outside life with struggles and obstacles
much like myself. While taking my own coursework, I also taught two classes while juggling my
home life which has shown me students have an outside life to take into consideration when
students need extra time to work on their own work. I pride myself on letting my students know
communication is important and it’s best they notify me so I can make the adjustments for them
so they don’t fall behind. I make sure to take the extra step and email students checking in on
them if missing numerous classes but also letting them know I care about their education as well
as being mindful about their struggles.