When I began teaching in higher education in 2013, I initially believed my goal was not to create students who write exactly as I do. Through my master’s thesis, I explored the disparity between K-12 writing instruction and college-level composition theory and realized that students depend on me to provide the foundational skills many lack. My core belief is to draw from the lessons of amazing teachers and those who nurtured my talents as a student writer and professional journalist. To meet students where they are on their writing journeys and encourage risk-taking, I integrate labor-based grading, artificial intelligence (AI) literacy, and social-emotional learning. This approach has consistently prepared diverse groups of students for real-world writing and reading.
Labor-Based Grading Philosophy
Peter Elbow’s work has significantly influenced my composition instruction. His book, Writing Without Teachers, provides a crucial foundation for students to understand the importance of planning before drafting. After joining an ungrading community of practice with fellow English professors at Dallas College, Elbow’s ideas resurfaced, particularly regarding moving away from traditional grading methods. Labor-based grading rewards students for their effort in developing essays. The writing process is valued more than the final product, encouraging all students to engage in the journey, regardless of their initial skill level. Writing assignments include planning, two drafts, a peer review, and a final version for scoring. This approach creates an equitable environment where students are rewarded for trying. Given Dallas College’s diverse student population, including many non-native English speakers, this method shifts the focus from perfection to experimentation and engagement. A student contract establishes transparency and trust, ensuring students receive consistent feedback for skill development. Students, in turn, have opportunities to reflect on their learning and self-assess without the professor dictating every step.
AI Literacy in Education
When Microsoft Word began flagging my spelling and grammar errors, I initially felt threatened. As a newspaper copy editor who had passed rigorous editing tests without a dictionary or The Associated Press style guide, I worried this technology would undermine my skills. I kept a dictionary and AP style book on my desk as trusted collaborators during lapses of memory. I share this personal journey with students to help them process their own complex feelings toward AI. I reassure them that evolving technology can serve as a thoughtful partner in their writing process. Each semester, students receive comprehensive AI literacy guidelines that permit them to integrate AI into their writing and research. Regardless of their individualized choices, MLA and APA citations are required when they are used on writing assignments, teaching the students proper attribution practices. This balanced approach empowers students to maintain their authentic voice while developing future-ready skills. I structure this framework using Leon Furze’s AI Assessment Scale, clearly specifying the permitted level before each assignment. Level 4 has proven particularly effective in fostering AI literacy without surrendering creative control. Although Dallas College supports Copilot, I recommend Gemini for its transparency in sourcing, helping students understand the foundations of machine learning that inform their writing assistance.
Literary Analysis Approach
Reading is essential in my composition course. While different from a literature class, the reading selections focus on relevant topics and enhance students’ critical thinking skills. One popular essay is “Se Habla Español” by Tanya Barrientos, a native of Guatemala who describes her struggles with learning Spanish. This essay resonates with students in various ways, leading to fruitful reflections. Non-native English speakers often empathize with Barrientos. Hispanic students, for example, share experiences of being discouraged from speaking English in the home because it is disrespectful to elders who only speak Spanish. Another student favorite is an opinion piece on The Jetsons and how the Hanna-Barbera cartoon predicted the future (from video calls to robotic vacuum cleaners). To align with the connection built between student interest and writing, I employ the same approach with reading. Students readily engage in reading topics that fit their career goals, mostly STEM fields.
Social-Emotional Learning Integration
Life continues alongside college. Students make a significant commitment to further their education, and I believe in providing support to help them succeed. I respond to student emails within 24 hours on weekdays and by Sunday afternoon. The syllabus includes information on campus resources, such as computer rentals and counseling services. Labor-based grading is one aspect of this support. By rewarding every part of the learning process, students are more likely to engage, and feedback is thorough and encouraging. Research suggests that students who are provided more choice in the classroom are more likely to embrace learning. Therefore, students choose their writing topics, while I assign the genre. This approach reduces writing anxiety. For example, each semester, I challenge students to write an argumentative essay using a format taught to first-year composition students who attend Harvard College. While it deviates from the traditional argumentative essay structure, students learn to challenge themselves by asking questions and foster a supportive classroom learning community through peer reviews. The positive rapport I have developed with students has been noted in classroom observations by supervising professors.
Conclusion
My teaching approach integrates labor-based grading, AI literacy, and social-emotional learning to meet students’ needs on their writing journey. By valuing process over product, setting clear expectations, and fostering a supportive classroom environment, I prepare diverse students for real-world writing challenges. This method strengthens student-teacher relationships and encourages students to take risks while developing essential skills for success.
Rewind: My first teaching portfolio from 2015 is available online: Inventing Student Writers
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