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.
Spring 2008 Courses
ENG 414
Analyzing Writing (Studies in Linguistics)
T Th 12:15-1:30
In this course, students will learn various approaches to the analysis of written discourse from various domains of written communication--personal, academic and professional. The course will begin with a historical overview of written discourse analysis with emphases on shifting purposes and on the evolution of various analytical tools. We will then examine various analytical tools and consider how they might be applied to written discourse analysis. Assignments will include a series of short analyses, presentations, and a term paper, among others. (Cap: 38)
Textbook. Bazerman, C., & Prior, P. (2004). What writing does and how it does it: An introduction to analyzing texts and textual practices. Mahwah, NJ: Lawrence Erlbaum Associates. [ISBN: 0-8058-3806-6]
LIN 521
Methods of TESOL
Th 4:40-7:30
This course provides a critical survey of various ways of teaching English to nonnative users of the language. By examining pedagogies in their historical and theoretical contexts, we will consider not only what approaches and methods have been developed but also why they were developed the way they were. We will also examine strengths and weaknesses of each pedagogy, which enable us to integrate them to develop the most appropriate response to the needs of students at hand. (Cap: 24)
Textbook. Brown, H. D. (2007). Teaching by principles: An interactive approach (3nd ed.). White Plains, NY: Pearson Longman ESL. [ISBN: 0-13-612711-8]
Fall 2008 Courses (tentative)
LIN620
Issues in Second Language Writing (Advanced Studies in Second Language Acquisition)
M 4:40-7:30 in Social Science 212 (cap 15)
Second language writing is an interdisciplinary field of inquiry that draws from and contributes to various related fields, including applied linguistics, composition studies, literacy studies, rhetoric and TESOL, among others. This course will explore various questions related to second language writing theory, research, instruction, assessment and program administration. (Cap: 15)
Fall 2009 Courses (very tentative)
ENG213 Introduction to the Study of Language
LIN620 Issues in Second Language Writing (Advanced Studies in Second Language Acquisition)
Spring 2010 Courses (very tentative)
ENG107 English for Foreign Students
LIN500 Research Methods in Linguistics and TESOL
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:
Simpson, S., & Matsuda, P. K. (2008). Mentoring as a long-term relationship: Situated learning in a doctoral program. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (pp. 90-104). Ann Arbor: University of Michigan Press.
