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This is an extended classwork packet I developed for my Basic Composition class at Rutgers. The goal is to get students to think about argument by approaching it from a few different paths.

This was an exercise actually developed for my Composition Skills class at Rutgers, the most basic writing class offered at the university, but it spread like wildfire through the Rutgers Writing Program. For basic composition students, it offers something very concrete—a formula—as they begin to develop skills with working with quotation. What's not included here is how I used this formula in class. After groups made paragraphs with the formula, they worked on new paragraphs with new arrangements in order to generate their own formulas. The key to using this handout is remembering that the formula produces, well, formulaic paragraphs, so it's not meant as a crutch but as a stepping stone to more sophisticated work with quotation.

This packet was developed for my Exposition and Argument class, which was at the time an advanced version of Expository Writing at Rutgers. These classes were themed, and this packet was created for a section I developed on the Science Wars, the controversy about postmodern theory created when scientist Alan Sokal convinced Social Text to publish a hoax of an article applying literary theory to science. It focuses on various uses of quotation in making an argument.

The Rutgers Writing Program generated a collection of effective class practices called Things That Work. These are my original contributions to that document, covering patterns of error, commenting, and an extended quotation exercise.

When we created a new grading criteria for Expository Writing, we also moved from "argument" to "project." These global comments for one of the papers in my section that fall reflect the difference between the two, and have since been distributed to Expos teachers regularly to help them understand the difference too.

I created this packet soon after we implemented the new grading criteria. It represents new thinking about the relationships between texts and quotations.

I was asked to do a workshop for our main research writing course, 102 (now 201). I wanted to stress that the project of the course is the production of new knowledge. The packet focuses, specifically, on productive use of quotation in support of an argument, drawing from many of the materials I produced for my other classes.

As the transfer student population at Rutgers increased, we recognized a growing need to orient these students to the kind of work done in our writing program classes. As with the 102/201 workshop, the workshop which generated this packet focused on uses of quotation.

This document was my first substantial packet. I created it for my Business and Technical Writing classes because I realized that the course packet didn't give a lot of direction to students on generating the various pieces of a proposal.

Prior to 2002-2003, the orientation binder used for new teachers of Expository Writing was a mish-mashed conglomeration of documents in different fonts with no clear organization. In the summer of 2002, I undertook the project of reorganizing and expanding these materials into a cohesive, professional document. Though much of this packet was already written, I did write the sections "Web Site Reference," "Resources for Instructional Technology," "Classpage Quick Start Guide," "Beyond the First Day," "Building a Sequence," "The Second Sequence," and a set of sample assignments. Offered here is the 2003-2004 version of the document.

I was asked this past summer to standardize the construction of all twenty Web sites maintained by the English department and the Writing Program. The result of that effort is this document, whose goal is to enable anyone trained to work on one of our Web sites to then be able to work on any of our Web sites.

I assembled this packet, modeled on our successful packet Things That Work, to help instructors think about how to use technology in their teaching. Many of the contributions are my own exercises.

Last year I started a series of short notes to teachers about technology and teaching; unfortunately, the demands of my administrative duties curtailed this project. Still, I offer here the notes I was able to produce. This first one is on the importance of setting email policies early in the semester.

A note to teachers about the classpage system, which instructors can use to make homepages for their classes.

In this note, I consider what to do when things go wrong in the computer classroom.

At the end of the graduate class I taught with Mary P. Sheridan-Rabideau students wanted information on getting their own domain name. This handout provides an introduction to the process. Note: I would now strongly advise against using Network Solutions; I use GoDaddy.

Each year the English department offers an optional writing seminar to its graduate students, where they can work on publications and dissertations in progress. I was asked to give a presentation to this group about technology. I began with Stephen Greenblatt's observation of the crisis in academic publishing and its relation to tenure. I then suggested that whether they used technology or not, they needed to be aware of it. These are the notes from my presentation.

This is the handout I offered to students in the writing seminar, a way for them to begin thinking about how they might use technology in their research and teaching.

I produced this handout for the students in my first Cyberlit class to give literature students an introduction to writing about visual and other non-alphanumeric texts.

I was asked to write a piece about using technology with the reader for our Expository Writing course, The New Humanities Reader. This essay has since published in the teacher's manual for that text.

In the summer of 2003, Mary P. Sheridan-Rabideau and I ran a workshop for English faculty interested in technology. This handout was used to prep faculty for the workshop. It reflects my philosophy of instructional technology, one that's driven by problems and needs in teaching rather than by technology itself.

After launching our redesigned Web site in the fall of 2000, we wanted to provide training in Web site construction with Dreamweaver to all directors of the Rutgers Writing Program. This handout was generated for that purpose. It's not particularly useful any more since it was created for Dreamweaver 3, but it represents one way to train people in Web design software.

This packet was generated in conjunction with a workshop I ran to train tutors to work with students in our basic composition courses, both Basic Composition and Composition Skills. It works within the minimalist tutoring pedagogy of the Rutgers Writing Centers and includes an orientation on the kinds of students in these courses as well as strategies for tutoring them effectively.

The focus of this tutor training workshop was the resistant student. The packet covers a number of strategies for diagnosing the resistance and working through it to resume effective tutoring.