Andrew Burgess
One of the great things about teaching in the first-year writing program at Florida State University is the potential for customizing your ENC 1101 or ENC 1102 course to your own strengths. With that in mind, each course offers five possible strands to choose from, complete with basic lesson plans, assignments, and schedules.

As someone who has tried teaching off-the-cuff before, I appreciate that the strands offer both flexibility and structure. Here, I discuss which strand of each course I plan to teach and what qualities of these strands draw me to them. While each strand has its merits, I do have favorites. No spoilers, though...

Click here to read my teaching strand reflection.
Throughout the course of the semester, we have read theoretical and practical articles about teaching composition from process pedagogy to grading and commenting to portfolios as a tool for revision. I have also spent four weeks as an intern in an ENC 1101 class, and through that experience, I now have a better understanding of what the first-year writing classroom at FSU should look like.

That said, I'm no expert. Here, I've composed a first draft of my teaching philosophy. I'm sure this philosophy will change and evolve as I spend more time in the classroom and as I learn more about what it means to teach first-year composition. But, I also hope that there are some fundamentals here that won't change—core values and beliefs that defy compromise. Teaching, like composition, is a process, and here's the beginning of my development as a teacher.

Pedagogy
Here's my pedagogy, based on my readings, internship experience, and interests. This is a living document.
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