In the classroom, where students often persistently view their work as addressed to the professor, the writing process often gets reduced to “guessing” what kind of product the instructor would like to see, which silences students’ own voice and agency. To create a more authentic communicative context, I invite students to write collaboratively, write for real audiences, and write in response to the world challenges that matter deeply to them. My pedagogy is deeply informed by my belief in the importance of linguistic justice in the classroom and in academia at large. A bilingual immigrant scholar myself, I am committed to helping multilingual learners and underrepresented students succeed in the academic environment. I design assignments to help writers shift their attention from correctness to clarity as they communicate across academic genres. As they become familiar with the cultural and disciplinary conventions of academic writing, students realize that there is no single “correct” way of writing in English, and that they can experiment with different rhetorical gestures in their own work.
