My teaching is informed by literacy theory and pedagogical research as well as more than two decades of experimentation, assessment, reflection, and revision. My own iteration of teaching derives from a combination of New Literacy Studies (James Paul Gee, Brian Street, Shirley Brice Heath, J. Elspeth Stuckey) Critical Democratic Pedagogies (Paulo Freire, Ira Shor—and I would argue, Mike Rose), Community Literacy (Linda Flower, Eli Goldblatt, Steve Parks, Deborah Brandt, Ellen Cushman), eco-composition (Marilyn Cooper, Sidney Dobrin, Christian Weisser) and my own theoretical stance: a Rhetoric of Respect.
To this amalgam of theoretical stances I have most recently added scholarship from the work of Cheryl Geisler and from the current national focus on knowledge transfer, threshold concepts, and writing about writing, most fully articulated by Kathleen Blake Yancey, Linda Adler-Kassner, Doug Downs, and Elizabeth Wardle. This line of scholarship is most concerned with the impact of the college composition course and/or sequence of courses and its short-term and long-term value to student success in literacy practices. When I encountered this research in 2012, I turned to a complete re-examination of my teaching, which is fully articulated in “Connected English 1010/2010,” which follows my teaching statement.