I teach writing as a recursive, inquiry-driven process—one that values curiosity, reflection, and risk-taking over perfection. Students move through scaffolded assignments that help them build skills gradually, take ownership of their ideas, and develop confidence as thinkers and communicators.

My grading model shifts the focus from the final product to the full arc of student learning. Students earn credit for completing each stage of the process—pre-drafts, revision, reflection, and engagement activities like writing center visits or creative remediations. This approach creates equitable pathways to success and encourages students to take intellectual risks without fear of failure

I integrate generative AI tools into my courses not as shortcuts, but as subjects of inquiry. Students learn how large language models work, what their limitations are, and how to use them ethically and critically. In doing so, we explore the role of human judgment in an age of automation and ask what it really means to write today.