Jessica E.

Clements’s Teaching Philosophy

I have learned that all writers have room to grow, myself included. I once told a colleague that I felt
I was a “good” writer, and he surprised me by saying that he only felt himself “competent.” His
message has stuck with me: even though we might be (marginally) better at our craft than others
and should impart our knowledge to those who seek to similarly improve such skills, we should not
take this position for granted. I have often been described as “down to earth,” and, for the above-
mentioned reason, I seek to incorporate this demeanor into my teaching persona. Confidence in
one’s knowledge of the subject matter is crucial to effectively communicate it to others, but if you
put yourself on a pedestal, how will you ever reach students?

A ubiquitous goal or fundamental principle that governs my teaching practice, then, is that each
student becomes a better writer in some small way, shape, or form. Many students come to a First-
Year Composition classroom, in particular, with an aversion: “I can’t write,” “I’m more of a math
person,” etcetera. I seek to turn each writer that enters
my classroom into a better writer by the end of the term.
By reinforcing that he or she is a writer, regardless of A ubiquitous goal… is that each
where he or she might sit on the “bad, competent, student becomes a better writer
good, or great” scale of writers, I root the student in an in some small way, shape, or
identity that he or she and I both have responsibility in form.
shaping.

A second principle that governs my teaching practice comes in privileging “communication” as a key
word in my classroom. Students will enter the classroom with certain ideas about what comprises
“good writing.” Chances are, though, they have not considered the act of writing as
“communication” before. By linking productive rhetorical writing (or invention) with critical
rhetorical reading (or criticism) on a continuum, students learn that all performative acts of
composition involve communicating clearly to others. This multimodal approach opens doors to
students who otherwise might have thought of “writing” as the artificial exercise of employing
arcane language and convoluted sequencing for
the imaginary audience of a wise old academic. It
adds a “real life” dimension to the class and an
“Communication” [is] a key word
approach that can be employed across the
in my classroom….critical thinking
disciplines. Most importantly, students
always precedes any act of
successfully meet the learning outcome of
effective communication
understanding that critical thinking always
precedes any act of effective communication.

A third principle that governs my teaching practice is creativity. This includes applying the precept
of audience awareness in making daily activities and lessons as entertaining as possible. The ancient
rhetoricians taught us that interest must first be captured in order to make a persuasive argument,
and I find this precept is a more than apropos guide for a rhetorically-based Composition classroom.
My ultimate goal is to make students see that writing is my
calling and higher education my home; to share with them
through my knowledge, experience, and confidence and …writing is a part of life—and it
kindness and understanding that writing is a part of life – and can be both a productive and
it can be both a productive and enjoyable one. enjoyable one.