Teaching
Paul
has taught various graduate courses in rhetoric, composition and applied
linguistics, as well as undergraduate courses in linguistics and writing.
In addition to the advanced graduate course on second language writing,
which he teaches on a regular basis, he has taught graduate courses on
TESOL theory and methods, composition theory, history of composition, empirical
research methods, transactional writing, and linguistics and writing.
Paul has also taught a wide variety of writing courses, including first-year writing, ESL writing, academic writing, cross-cultural composition, technical writing, persuasive writing, creative nonfiction, and academic and professional writing for graduate students. He has also taught English at university writing centers as well as private English language schools in Japan.
In addition, he has conducted teaching workshops for pre- and in-service teachers of all kinds—K-12 teachers, mainstream college writing teachers, ESL writing teachers, writing center tutors, university faculty from across the curriculum, and EFL teachers.
One of his co-edited books, The Politics of Second Language Writing: In Search of the Promised Land (2006) explores how second language writing instruction is affected by larger institutional politics and prevailing language attitudes.
For more information, please see Paul's curriculum vitae.
Fall 2009 Courses (tentative)
LIN520-1001 (SLN 86008)
Second Language Acquisition Theories
M 4:40-7:30
This course provides an overview of various theories of second language acquisition. This course is required for MTESOL students; it is also appropriate for Ph.D. students in Rhetoric, Composition and Linguistics as well as Applied Linguistics.
ENG591-1002 (SLN 83656) / LIN591-1001 (SLN 81559)
Seminar: Teaching Second Language Writing
T 4:40-7:30
This course provides an introduction to various issues in the teaching of second language writing in a wide variety of contexts. After exploring various instructional contexts as well as the characteristics of different types of students and their texts, we will consider various instructional practices and strategies, focusing on course and assignment design, reading-writing connection, teacher and peer feedback, grammar instruction, classroom assessment, plagiarism and text borrowing strategies, and negotiating language differences. Options for the seminar paper include (but not limited to): a course design project, a review article, an autoethnography of second language literacy development, an action reseasrch project, among others. This course is an appropriate preparation for teaching ESL writing courses in the Writing Programs. (This course assumes no prior knowledge of linguistics or TESOL.)
Spring 2010 Courses
LIN500 Research Methods in Linguistics and TESOL
LIN521 Methods of Teaching English as a Second Language
Fall 2010 Courses (tentative)
LIN500 Research Methods in Linguistics and TESOL
LIN620 Issues in Second Language Writing
Spring 2011 Courses (tentative)
Research Leave
Fall 2011 Courses (very tentative)
LIN591 Teaching Second Language Writing
LIN656 Studies in Cross-Cultural Discourse
Spring 2012 Courses (very tentative)
ENG414 Studies in Linguistics (Topic TBA)
LIN521 Methods of Teaching English as a Second Language
Graduate Advising
If you are interested in working with me either as your committee chair or a committee member for your applied project (MTESOL), thesis (MA) or dissertation (PhD), please email me to make an appointment. Before the initial meeting, email me the following documents:
- A 1-2 page statement, including: a possible project topic and why it is important to the field and to your career goal; what you hope to do after you complete your degree; your project timelines; and why you are interested in working with me
- A tentative list of other committee members and rationale for including each of them (If you are asking me to chair the committee, please do not contact other potential members before consulting me.)
- Your current CV, including a list of courses you have taught and relevant courses taken at ASU or elsewhere
- A few writing samples that represent your writing and research skills
- Any other documents that might help me assess your professional qualifications.
Priority will be given to students
- whose primary research interest is closely related to my research interests
- who has taken a graduate course on second language writing with me
- who is strongly interested in continuing to do research after completing the degree program
You might find the following publications helpful in understanding my approach to graduate mentoring:
