Prof. Palenque — Writing Pedagogy • Curriculum & Strength-Informed Teaching

Writing Pedagogy • Curriculum Design • Strength-Informed Teaching

I teach college-level writing with a focus on clear structure, evidence-based argument, and iterative revision. My research centers on writing education and online instruction. I also draw from strength training—goal setting, progressive overload, and disciplined feedback—to help students build durable academic skills.

Student Resources Appointments CV (PDF)

About

I’m an associate professor in the College of Humanities and Social Sciences. I teach first-year composition through upper-division writing, design outcomes-aligned curricula, and study how online modalities affect engagement and achievement. My courses emphasize transparent rubrics, staged drafting, and actionable feedback.

Outside the classroom, I’ve competed and coached in strength sports. The through-line: plan → practice → measure → adjust. That same loop shapes my courses—clear objectives, visible criteria, and reflection after every draft.

Teaching Focus

Argument structure and audience analysis
Evidence synthesis & source integration
Revision frameworks and feedback loops
Rubric transparency and assessment literacy
Online instruction and engagement
Plain language and clarity

Strength snapshot: 6 sanctioned meets • 12 athletes mentored • USAPL club volunteer

Classroom teaching — Small visuals support the copy; the page stays text-first.

Teaching Portfolio

ENG 105 — Rhetorical Analysis & Review

Audience, purpose, and genre awareness cultivated through close reading and formal analysis. Emphasis on precise claims, motive, and evidence economy.

Syllabus, Schedule & Policies

ENG 106 — Extended Argument

Definition, causal analysis, and proposal writing with literature integration. Students architect persuasive documents that withstand scrutiny.

Syllabus, Schedule & Policies

Model: Rhetorical Analysis

Purpose, audience, constraints; how strategy choices produce effects.

Thesis with operative verbs
Hierarchy of evidence
Paragraph architecture

Outline: Exigence → Claim → Strategy map → Evidence grid
Rubric rows: Insight • Structure • Evidence • Style • Mechanics
Artifacts: Prompt · Rubric · Sample A

Model: Proposal

Problem framing, evaluative criteria, and actionable recommendations.

Stakeholders & constraints
Options matrix
Feasibility & risk

Sections: Background • Alternatives • Criteria • Recommendation • Plan
Evidence standards: sufficiency, representativeness, relevance
Artifacts: Prompt · Rubric · Sample B

Student Resources

Compact, expandable references—built for quick use while drafting and revising.

APA & MLA Quick Guides

APA: In-Text & References

Signal phrases that convey stance and function
Quotation integration without derailing flow
Reference patterns for articles, books, web sources

Download: APA Quick Sheet (PDF)

MLA: In-Text & Works Cited

Core elements order; punctuation logic
Paraphrase fidelity vs. summary scope
Common edge cases

Download: MLA Quick Sheet (PDF)

Synthesis & Attribution

Purpose-driven attribution verbs
Comparative frames: convergence vs. divergence
Meta-commentary to guide readers

Download: Synthesis Guide (PDF)

Grammar & Style

Clarity & Economy

Prefer concrete nouns and strong verbs. Delete throat-clearing. Keep information structures parallel.

Agency & Voice

Use passive strategically when the actor is unknown, irrelevant, or better suppressed; otherwise make agency explicit.

Rhythm & Emphasis

Exploit stress positions: end sentences with the new or most important information.

Writing Process

Argument Blueprint

Claim with reason; counterclaim with rebuttal; warrant; evidence; implications.

Introductions & Conclusions

From context to question to claim; close with consequence, not recap.

Revision Protocol

One pass per level: ideas → structure → paragraphs → sentences → mechanics.

Research & Publications

Research Areas

Writing pedagogy and curriculum design
Online instruction and engagement
Assessment, rubrics, and feedback design
Cognition and learning transfer
Plain language & accessibility

Selected Publications & Presentations

Pierce, A. (2024). Transparent rubrics for revision. Journal of Writing Studies, 12(3), 123–145.
Pierce, A. (2023). Online modality & engagement patterns. Teaching & Learning Symposium.
Pierce, A. (2022). Assessment literacy in first-year composition. Conference on College Composition.

Curriculum Vitae

Six-page CV with teaching, research, service, and community engagement.

Download CV (PDF)

Office Hours & Appointments

Book a 15-minute check-in or a 30-minute draft review. Bring your prompt, a working thesis, and questions—leave with one concrete next step.

Booking Policies

Response within 1 business day.
Upload drafts 6+ hours prior when possible.
Zoom links issued via calendar invite.

Calendar booking widget — Embed Calendly or Google Appointment Schedules here.

Strength Corner

Strength training reinforces the habits good writers need: progressive goals, honest metrics, and patient iteration. I bring those same principles to the classroom so students learn to think clearly, argue carefully, and revise with purpose.

Progressive Overload → Scaffolded Assignments

Small, staged deliverables build capacity.

Draft checkpoints (outline → partial → full), each with a focused rubric row. Feedback concentrates on one improvement per stage.

Load Management → Cognitive Load

Reduce nonessential complexity.

Templates, examples, and sentence starters free attention for analysis and synthesis instead of formatting minutiae.

Honest Metrics → Transparent Rubrics

Criteria students can see and use.

Each major assignment exposes criteria with examples at multiple performance levels; students self-assess before submission.

Private Course Areas

Each institution unlocks a separate, unindexed page. Links open with no referrer.

Contact

Campus — Small accent visuals only; information stays front-and-center.