I believe that writing is a skill that must be explicitly taught and actively practiced. Frequent, focused feedback is crucial for student growth, and I prioritize the Dynamic Written Corrective Feedback (DWCF) method over detailed but infrequent comments, as consistent feedback has a more significant impact on writing progress. My feedback approach varies by proficiency level, providing direct corrections for lower-level writers and fostering self-correction strategies for more advanced students. 

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Students bring diverse linguistic and educational experiences to the writing classroom, and I consider their content, cultural, and formal schemata to support their success. Because writers come from diverse linguistic and cultural traditions, understanding intercultural rhetoric research allows me to better support students as they navigate rhetorical patterns in English. My writing curriculum is informed by the process movement, emphasizing writing as a recursive process rather than a static product. I encourage students to engage in timed writing for fluency, process writing for refinement, and metacognitive reflection to strengthen their self-efficacy as writers.

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To foster strong writing skills, I use genre-based instruction, helping students engage with authentic, purpose-driven texts in academic and professional contexts. Multimodal writing also plays a key role in my instruction, exposing students to various forms of written communication, including traditional essays, digital compositions, and workplace communication. Additionally, I emphasize the reading-writing connection, using strategies such as reading to write, writing to read, and writing to learn to enhance literacy and comprehension.

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To assess student writing effectively, I employ a range of approaches. I use trait-based rubrics to align evaluation criteria with specific learning outcomes, providing targeted feedback on key writing skills. I also facilitate portfolio assessments, encouraging students to reflect on their progress and growth over time. By combining structured instruction, responsive feedback, and an understanding of students' diverse backgrounds, I aim to cultivate confident, capable writers who can navigate academic, professional, and personal writing demands successfully.

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Novice

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I believe that writing instruction for novice learners should be practical, structured, and focused on fluency. At this level, students benefit from direct feedback to help them recognize and correct errors while building confidence in their writing. Instruction should emphasize sentence-level writing, ensuring learners develop a strong foundation in basic structures before progressing to more complex tasks. Because writing is a valuable life skill, I prioritize real-world applications, such as filling out forms, writing short emails, making lists, sending texts, and taking notes. 

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Intermediate

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At the intermediate level, writing instruction should balance fluency and accuracy while helping students transition from daily functional writing to academic writing. I use dynamic written corrective feedback (DWCF) to provide direct, targeted feedback that supports ongoing improvement. Students at this stage focus on writing at the paragraph and short essay level, learning to organize ideas clearly and develop their thoughts cohesively. Understanding English writing conventions is critical, and the five-paragraph essay serves as an essential scaffold to help students structure their writing effectively.

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Advanced

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At the advanced level, writing instruction should emphasize accuracy and academic rigor while allowing for greater creativity and genre awareness. I use dynamic written corrective feedback (DWCF) to provide indirect feedback that promotes self-correction strategies and long-term improvement. Students at this stage focus on refining their writing across various academic genres, developing precision in language use and coherence in argumentation. Mastery of English writing conventions is essential, and genre-based instruction helps students adapt their writing to different contexts while maintaining clarity, sophistication, and originality.

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