Teaching Experience 

 University of California,  Santa Barbara, 1980--:                                 

Lecturer,Writing 1: Approaches to University Writing: Principles of critical reading, thinking, and writing in the university.
Students analyze academic discourse, develop rhetorical
strategies for exposition and argument.

Writing 1LK: Writing 1 linked with Philosophy 4 (Introduction to Ethics), Political Science 12 (American Government), Black Studies 6 (The Civil Rights Movement).

Writing 2: Academic Writing: A course focusing on developing analytic skills, synthesizing multiple sources, sustaining coherent argument, andrevising for clarity of style. Reading and writing assignments are drawn from a range of academic disciplines.

Writing 2LK: linked with Art History 4B (Renaissance and Baroque), Sociology 2 (Social Psychology),Political Science 2 (International Relations/Comparative Politics), History 17C (American History from WWI).

Writing 50: Writing and the Research Process: A writing course addressing the analytic skills underlying
the research process of academic and professional disciplines.

Writing 50LK: W50 linked with EEMB5C: the research paper for majors in biology.

Writing 109SS: Writing for Social Sciences with a concentration on the theme, "Eating In America."

Writing 109HP: Writing for the Health Professions: Strategy, analysis, format for various types of academic
and professional writing in the health care field. Contemporary topics/issues will be the basis of study, research
and writing.

Writing 500: Directed Teaching: Teaching Assistants must register during quarter of service for this course of
supervision and instruction.

Writing 500A-B (1999-2002): Practicum in Academic Writing Instruction: Preparatory orientation and concurrent training for newly appoint Writing Program teaching assistants.


Writing Program Academic Advisor: evaluate and respond to student petitions for course substitutions for W1, W2, and W50; respond to questions about writing sequence; coordinate with Letters and Science.

Teaching Assistant Supervisor: supervise 6 teaching assistants per academic year.

Chair, Writing 2 Committee: develop curriculum and implement policy.

Chair, Teaching Assistant Supervision Committee

Member, WP External Review Committee

Member, WP Curriculum Committee

Unit 18 Representative, Undergraduate Council (2002-2005)

Unit 18 Representative, CUUAP (2002-2003; 2004-2005)

Unit 18 Representative, CAERS (2003-2004)

Unit 18 Representative, General Education Committee (1998-2002)



Self-Development and College Writing, Southern Illinois University Press, Fall 2004.

(Review of Self-Development)


"Up to the Bottom: Reflections of a Working Class Writing Instructor," Writing on the Edge, Fall 2005.

"The Vexation of Class," College English, October, 2004.

"The Anxiety of Academic Writing," JPCS: Journal for the Psychoanalysis of Culture and Society, Fall 2001.

"A Place to Stand: the Role of a Union in the Development of a Writing Program," with colleague, Judy Kirscht, Moving Mountains, ed. Eileen Schell & Patricia Lambert Stock, NCTE Press, 2001. For online review in Adjunct Nation, click here.

"Peter and the Monolith: A Psychoanalytic Study of a Case of Writer’s Block," in JAC: A Journal of Composition Theory, Vol. 18, Number 2, 1998.

"Reflective Practice and the Writing Teacher,"with Professor Emeritus, Stewart Shapiro, Journal of Humanistic Education and Development, June, 1996

"The Lessons of LINKS," Composition Studies, Fall, 1993.

"Education for Empathy: A Psychoanalytic Investigation," Studies in Psychoanalytic Theory, April, 1992.

"Self and the Liberatory Pedagogy: Transforming Narcissism," The Journal of Advanced Composition, Winter, 1992.

"Returning to the Self Psychoanalytically," Freshman English News, Fall, 1991

"Grounding Theory in Practice in the Composition Classroom," with colleagues, The Journal of Teaching Writing, Fall/Winter, 1990. 

"Working in the Classroom: Teachers Talk About What They Do," with colleagues, English Education, February, 1989. 

"Henry James: Formalism and Realism," American Literary Realism, Winter, 1989.

"Literacy Development and the Working Class Student," The Writing Instructor, December, 1987. 

 "Literacy?," The South Coast Writing Project Newsletter, Fall, 1986,.

"The Plight of Inwardness," a review of Erick Heller's In The Age of Prose, Salmagundi, Fall, 1986.

"Forum," Psychoanalysis and Literature, PMLA, a response to an essay discussing the pedagogical implications of object-relations analysis for the teaching of literature.

"Beat Not the Poor Desk," a review, The National Writing Project Newsletter, January, 1983.

"Anxiety, Insecurity, Ambiguity, and Freshman Composition," College English, April, 1981.

 "Comment and Response," College English, October, 1981.

 "Good Bless Tiny Tim," Kansas Quarterly, Spring, 1980: a short story.

Recent Presentations:

"It's Alright (sic) Ma. I'm Only Crying," Conference on College Composition and Communication, March 2007.

"Hating Students: A Case of Class Conflict," Conference on College Composition and Communication, March 2006.

"The Psychological Strains of the Working Class Academic,
" Conference on Working Class Studies, Youngstown, Ohio, May 2005.

"Academic Writing: Conformity and Individuation," Conference on College Composition and Communication, March 2004.

"For Whom Does One Write?, " Conference on Research in Writing, UCSB, February, 2005.

"Academic Writing as Self Development," Conference on College Composition and Communication, March 2004.

"Restoring the Self of the Writer Instructor," Conference on College Composition and Communication, March 2002.

"Theory, Common Sense, and Narcissistic Energy," presented at Annual Conference of the Association for the Psychoanalysis of Culture and Society, November 2000.

"The Anxiety of Academic Writing," presented at the conference, Writing as Human Activity, sponsored by UCSB Department of Education, October 2001.


Ph.D. 1980 University of California, Santa Barbara 

MA 1975 San Diego State University

BA 1968 Occidental College

Doctoral Dissertation: Romantic Thought: Education and Alienation

Representative works and authors analyzed:  Rouusseau's Emile, Fichte's Vocation of
the Scholar, Schiller's Aesthetic Education,  Schelling's The Idea of the University
and the poetry and prose of Blake,  Wordsworth, Coleridge and Shelley as these concern education.

Master's Thesis: Henry James: Consciousness and Contingency

Works analyzed: "Daisy Miller," The Awkward Age, The Princess Casamassima,
and The Sacred Fount.