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Welcome to the Spokane Falls English Department

English Department Faculty SFCC English Department

We are a group of dedicated faculty ready to learn with you as we read, write, and talk with you over the course of your studies with us. Consider enrolling in any of the classes we offer—from Basic Writing to Advanced Composition, from Shakespeare to Hurston, Kerouac to Morrison, Homer to Marquez, we look forward to opening a new page with you this quarter.

Composition Courses

SFCC’s Composition instructors strive to prepare students to write effectively in their college courses and the workplace. Our courses are geared to students at all levels of preparation. For more information about each course, and for a list of this quarter’s offerings, please click on the appropriate writing course.

SFCC’s writing courses offer all learners flexibility both in learning styles and in classroom style. We offer composition classes in a variety of classrooms:
  • Traditional classrooms
  • Computerized classrooms
  • Online
  • Through hybrid courses that take place in both physical and virtual classrooms
  • With the possibility of an H (Honors) designation (see American Honors College)

SFCC’s English Department is pleased to understand, and meet, the writing needs of this college’s diverse community.

How do I know which composition course is right for me? See Placement

By the completion of English 98, a student should be able to…

  • Brainstorm varied details to support a specific topic
  • Annotate a text in order to effectively summarize and respond to the ideas in that text
  • Discern and record specific details in light of particular rhetorical purposes to support claims
  • Respond thoughtfully to text
  • Organize ideas in a coherent manner
  • Practice writing that is a process requiring thoughtful reconsideration and revision
  • Improve prose through instructor, self, and peer feedback
  • Generate clear, grammatically correct prose
  • Submit original work by established deadlines
  • Gain justifiable confidence as writers of prose

By the completion of English 99, a student should be able to…

  • Brainstorm varied details and ideas to support a topic of appropriate scope for a given assignment
  • Annotate a text in order to effectively summarize, respond to, and apply the ideas in that text
  • Research, use, and document information to support a position
  • Discern and record relevant details in light of particular rhetorical purposes to support claims
  • Respond thoughtfully and precisely to texts
  • Communicate with an academic audience to describe, analyze, or persuade
  • Organize ideas in a coherent manner
  • Demonstrate writing that is a process requiring thoughtful reconsideration and revision
  • Improve prose through instructor, self, and peer feedback
  • Generate clear, grammatically correct prose
  • Submit original work meeting assignment requirements by established deadlines
  • Gain justifiable confidence as writers of prose

By the completion of English 101, students will be able to…

  • Brainstorm varied ideas to support a claim of manageable scope for a given assignment
  • Annotate a text in order to effectively analyze and evaluate the ideas in that text
  • Research, analyze, use, and document information and ideas to develop a position
  • Analyze, select, and record relevant, valid details in light of particular rhetorical purposes to support claims
  • Respond thoughtfully, precisely, and ethically to texts
  • Communicate with an academic audience to illustrate, analyze, or persuade
  • Organize ideas in a purposeful and coherent manner
  • Demonstrate writing that is a systematic process requiring thoughtful reconsideration and revision
  • Improve prose through instructor, self, and peer feedback
  • Generate clear, grammatically correct prose
  • Apply conventions of a particular documentation style
  • Independently create original work meeting assignment requirements

By the completion of English 102, students will be able to…

  • Identify a claim of supportable scope for a given assignment
  • Annotate a text in order to effectively analyze and evaluate the ideas in that text
  • Research, evaluate, use, and document information to develop an argument
  • Composition 102 student
  • Analyze and select appropriate primary and secondary sources in light of particular rhetorical purposes to support claims
  • Create an inter-textual response that is thoughtful and ethical
  • Communicate with an academic audience to illustrate, evaluate or persuade
  • Organize ideas in a logical, purposeful, and coherent manner
  • Engage in reconsideration and revision as an integral part of academic writing.
  • Improve prose through self, instructor and peer feedback
  • Generate clear, grammatically correct prose
  • Apply conventions of a particular documentation style

By the completion of English 105, students will be able to…

  • Clearly convey information to a targeted audience according to conventions of a variety of professional and technical forms
  • Produce clear descriptions and definitions as the writing task requires
  • Composition 105 student
  • Gauge effectiveness of information sources, such as web sites and promotional texts
  • Develop strategies for information design, to include producing visually enhanced documents
  • Summarize larger texts in clear, direct style for practical applications
  • Edit documents with peer exchange and according to career-technical guidelines
  • Write clear, grammatically correct sentences and organized paragraphs and lists appropriate to career-technical fields

Prerequisite: ENGL 099 or permission of instructor.

By the completion of English 235, students will be able to…

  • Clearly convey specialized information from a technical field to a non-specialized audience
  • Identify and use appropriate formats and conventions derived from individual disciplines
  • Composition 235 student
  • Assess effectiveness and validity of information sources, such as web sites, business documents, and professional journals
  • Develop strategies for information design, to include producing visually enhanced documents
  • Summarize larger texts in clear, direct style for practical applications
  • Design and produce a research project appropriate to the student's major and/or career interests
  • Edit documents with peer exchange and according to professional guidelines


*For information regarding this and other developmental writing courses, visit Spokane Falls College Literacy Center.

Placement

  'How do I know which composition course is right for me?'

Every incoming student must take the COMPASS English test, unless he or she:
  • Has previous college-level English credits to transfer into SFCC
  • Has completed an assessment within the last three years
  • Is not pursuing a degree or certificate and will not be enrolling in English courses
Prepare for the COMPASS English test: Challenge the COMPASS results: “I took the Compass but want to challenge the results and try to get placed in the next highest composition class.”

Great! Contact the Testing Center and find out the next time they’re proctoring the challenge essay. The essay will be assessed anonymously by an SFCC composition instructor.



Answers

Want to polish your essay for your instructor? Meet with a peer tutor!

Need more, or better, research? Have a question related to your essay writing?
Barbara Simmons Photo Barbara Simmons,
Director of Composition
Want to know more about SFCC’s Composition Courses?

Literature Courses

With the help of our expert faculty, students in literature classes build critical reading and writing skills as they encounter the world’s finest fiction, poetry, drama, and nonfiction. Through the lens of literature, students come to terms with fundamental questions about life and what it means to be human.

Why Study Literature at SFCC?

From Song of Myself, Walt Whitman
  • Many of our literature courses satisfy W (Writing Intensive), D (Diversity) and Humanities requirements for graduation.
  • For more information about each course, and for a list of this quarter’s offerings, please click on the appropriate literature course listed on the left; for a quick view of all course titles, please click on the appropriate tab above.

By the completion of English 111, a student should be able to…

  • Understand the conventions of the basic forms of literature: poetry, fiction, and/or drama
  • Identify and analyze such elements of literature as imagery, diction, figurative language, symbolism, point of view, setting, tone, and theme
  • Form individual interpretations of the literature and evaluate these interpretations (and those of classmates) for validity
  • Organize information to develop and support ideas gleaned from reading, discussing, and evaluating the literature
  • Clearly and logically synthesize and articulate individual positions on issues presented in the literature to others in both written and oral modes
  • Find appropriate methods of communicating disagreement regarding ideas about and interpretations of the literature without stereotyping or being ethnocentrically biased or offensive

When students complete English 112, they should be able to…

  • Recognize and use the vocabulary of literary analysis (plot, setting, character, theme, point of view, style)
  • Apply vocabulary to familiar and new works of fiction
  • Talk comfortably and disagree in a small group about their understanding of fiction
  • Make inferences about fiction that rest on textual evidence and logical consistency
  • Converse about fiction from an earlier era or a foreign context orally or in writing

When students complete English 113, they should be able to…

  • Identify and analyze such elements of poetry as imagery, diction, figurative language, symbolism, tone, and themet
  • Use the language and techniques of poetry analysis when discussing poetry
  • Explicate individual poems to explore meaning
  • Form individual interpretations of poems and evaluate these interpretations and those of classmates for validity
  • Demonstrate an understanding of how individual poems fit into the history of poetry
  • Develop an appreciation for the skill and creativity of individual poets

When students complete English 114, they should be able to…

A Dolls House book cover illustration
  • Identify and analyze elements of dramatic literature such as character, plot, dialogue, symbolism, and staging.
  • Use the language and techniques of theatrical analysis when discussing plays.
  • Identify and discuss the complicated relationship between written text and performance.
  • Form individual interpretations of plays and evaluate these interpretations and those of classmates for validity.
  • Demonstrate awareness of how plays represent a collaboration between writers, actors, directors, and others, as well as how the staging of a play is itself an interpretive act.
  • Articulate the contribution of individual playwrights to the development of the dramatic genre.
  • Demonstrate a critical understanding of and appreciation for drama as literature.
  • Identify common or culturally specific themes in drama as literature by writers of different races, genders, and ethnic backgrounds.
Lysistrata book cover illustration Night Mother book cover illustration a raisin in the sun book cover illustration

When students complete English 208, they should be able to…


  • Understand the historical context surrounding literary works including the political, social, religious, and artistic milieu in which early British authors wrote (Anglo-Saxons to the Neo-Classicists)
  • Paraphrase and understand unfamiliar and difficult language
  • Identify elements of poetry such as basic rhythms, meters, and rhyme schemes; uses of metaphor; the conventions of the sonnet and other poetic forms
  • Identify the elements of prose genres (fiction, drama, satire): plot, setting, character, theme, irony, and argument
  • In classroom conversation, make inferences about literature that rest on textual evidence and logic
  • Articulate a critical position or interpretation; gather and use textual or critical evidence to support a particular interpretation
  • Appreciate the artistry of key early British writers
  • Understand the influences of a variety of cultures on the development of early British literature

Prerequisite: ENGL 099 or permission of instructor.

When students complete English 209, they should be able to…


Virginia Woolf
James Joyce statue in
St. Stephens Green, Dublin
  • Understand the historical context surrounding literary works including the political, social, religious, and artistic milieu in which Romantic, Victorian, and modern British authors wrote (1795 – 1990s)
  • Paraphrase and understand unfamiliar and difficult language
  • Identify elements of poetry such as basic rhythms, meters, and rhyme schemes; uses of metaphor; the conventions of the sonnet and other poetic formsCompose effective business messages in various standard formats
  • Identify the elements of prose genres (fiction, drama, satire): plot, setting, character, theme, irony, and argument
  • In classroom conversation, make inferences about literature that rest on textual evidence and logic
  • Articulate a critical position or interpretation; gather and use textual or critical evidence to support a particular interpretation/li>
  • Appreciate the artistry of individual British authors writing between 1795 and the present
  • Understand how the expanse of the British Empire has helped create a lively postcolonial literature

When students complete English 220, they should be able to…


Who steals my purse steals trash; 'tis something, nothing; 'Twas mine, 'tis his, and has been slave to thousands; But he that filches from me my good name Robs me of that which not enriches him, And makes me poor indeed
~ Othello: Act 3, Scene 3, 155–161
  • Develop strategies for understanding Shakespeare’s language
  • Recognize blank verse; perform basic scansion
  • Recognize patterns of imagery and metaphor
  • Know the basic facts of Shakespeare’s life
  • Understand the historical context of Shakespeare’s works, including the political, social, religious, and artistic milieu in which Shakespeare wrote
  • Recognize the dramatic conventions that obtained in Elizabethan theatre
  • Know the details of theatre architecture and theatrical practice
  • Develop the ability to analyze plot, character, and theme through close reading of the texts
  • Make inferences about Shakespeare’s view of human values, human nature, and the human condition
  • Articulate a critical position or an interpretation; gather and use textual and/or critical evidence to convincingly support the validity of a particular position or interpretation
  • Recognize the universal aspects of Shakespeare; see the connections between Shakespeare’s world and ours

When students complete English 247, they should be able to…

  • Use the language and techniques of literary criticism when analyzing contemporary multicultural American literature
  • Form individual interpretations of the literature and evaluate these interpretations (and those of classmates) for validity
  • Develop an appreciation of the skill and creativity of diverse authors of American literature
  • Draw justifiable inferences about other races or cultures without stereotyping or ethnocentric bias through the study of diverse authors of American literature
  • Develop knowledge and understanding of the United States as a racially and culturally diverse society as expressed through its literature
  • Develop knowledge and understanding of other expressions of diversity such as class, gender, sexual orientation, or religion
  • Develop awareness of the influence of racially or culturally based assumptions on perception and behavior
  • Develop awareness of the implications of race or culture when looking at moral problems and societal conflicts in American literature
  • Listen to and understand individuals and respond respectfully to their points of view

When students complete English 248, they should be able to…


By night when others soundly slept/ And hath at once both ease and Rest,/ My waking eyes were open kept/ And so to lie I found it best.
-Anne Bradstreet
  • Demonstrate skill in analyzing elements of literature such as plot, character, setting, tone, point of view, symbol, irony and theme
  • Use the language and techniques of literary criticism when discussing American literature
  • Recognize and respect the diversity of individual and cultural values depicted in literature
  • Develop an appreciation for the skill and creativity of individual authors of American literature
  • Demonstrate an understanding of the history and development of American literature to 1865
  • Recognize the historical, social, and cultural contexts of American literature to 1865

When students complete English 249, they should be able to…



  • Use the language and techniques of literary criticism when analyzing American literature
  • Develop an appreciation of the skill and creativity of diverse authors of American literature
  • Demonstrate an understanding of the history and development of American literature from the Civil War to the present through historical, social, racial, and cultural contexts
  • Demonstrate an understanding of varying racial/cultural customs and values as depicted in American literature
  • Draw justifiable inferences about other races or cultures without stereotyping of ethnocentric bias through the study of diverse authors of American literature
  • Develop knowledge and understanding of the United States as a racially and culturally diverse society as expressed through its literature
  • Develop knowledge and understanding of other expressions of diversity such as class, gender, sexual orientation, and/or religion in American literature
  • Develop awareness of the influence of racially or culturally based assumptions on perception and behavior
  • Develop awareness of the implications of race or culture when looking at moral problems and societal conflicts since 1860 in American literature
  • Listen to and understand individuals and respond respectfully to their points of view

When students complete English 259, they should be able to…

  • Have a vocabulary and a repertoire of techniques for interpreting African American literature
  • Understand the achievement and influence of major African American writers
  • Understand the ways in which African American writers have responded to, and interpreted, their predecessors (both African American and not)
  • Situate African American literature in cultural and historical context
  • Identify, and take an informed position on, current issues and debates within the field of African American literature
  • Identify and analyze connections between African American literature and other fields of human activity such as music, art, and history
  • Identify ways in which attitudes about race, including racism, have shaped American literary history and American culture

When students complete English 261, they should be able to…

  • Describe the conventions of the novel as a literary form
  • Identify and analyze such elements of longer fiction as plot, sub-plot, symbolism, point of view, setting, tone, and theme
  • Form individual interpretations of the literature and evaluate these interpretations (and those of classmates) for validity
  • Organize information to develop and support ideas gleaned from reading, discussing, and evaluating the literature
  • Clearly and logically synthesize and articulate individual positions on issues presented in the literature to others in both written and oral modes
  • Find appropriate methods of communicating disagreement regarding ideas about and interpretations of the literature without stereotyping or being ethnocentrically biased or offensive

When students complete English 271, they should be able to…

  • Write clear and thoughtful analyses of readings and cultural history
  • Discuss readings and contexts in small and large groups
  • Identify, locate, and access potential sources of information on authors, works, and cultures studied, including Ancient and Medieval Middle East and North Africa; Classical Mediterranean; Medieval and Renaissance Europe
  • Demonstrate responsibility for attendance, preparation for discussion of readings, regular completion of discussion papers
  • Identify similar and dissimilar values within works of varying cultures and periods
  • Discuss civilly the depictions of race and religion in the works studied
  • Articulate understanding and appreciation of achievements of competing cultural groups
  • Consider the past’s influence on and relevance to contemporary beliefs, conflicts, and achievements
  • Demonstrate understanding and appreciation of seminal religious and literary texts of Middle Eastern and Mediterranean and European cultures
  • Use comparative literary and cultural analysis to understand and appreciate readings from many cultures
  • Demonstrate comprehension of elements of tradition and change within literature
  • Increase understanding of human condition
  • Encounter racial and cultural perspectives beyond the dominant culture of the US through reading literary works of many cultures over many centuries
  • Identify the influence of racially and culturally biased assumptions on the perceptions and behaviors of literary characters
  • Identify the influence of racially and culturally biased assumptions on authors
  • Discuss the implications of race and culture for the moral problems and societal conflicts reflected in the readings
  • Analyze the non-western foundations of Middle Eastern, Mediterranean, and European cultures
  • Illustrate the persistence of pre-western ethnic cultures in European literature
  • Discuss the importance of conflict with non-western cultures for the ongoing definition of European cultures, especially Christendom’s conflicts with paganism, Judaism and Islam
  • Appreciate the vast range of differing cultural experiences based on race, class, sex, gender, sexuality and religion depicted in the readings
  • Demonstrate understanding of varying cultural customs and values reflected in the readings
  • Draw justifiable inferences about races and/or cultures studied without stereotyping or ethnocentric bias
  • Listen to and understand individuals and respond respectfully to their points of view

When students complete English 272, they should be able to…


  • Show increased understanding of the global human condition, today and over the last 350 years
  • Demonstrate understanding and appreciation of landmark Western and Nonwestern texts
  • Recognize similar and dissimilar values within works of varying cultures and periods
  • Appreciate the abundance and diversity of literature within the Western tradition from the Seventeenth to the Nineteenth Centuries
  • Recognize the persistence of Nonwestern literary traditions during this period of European colonial dominance
  • Trace the emergence of a genuinely global literature during the Twentieth Century, The Post-Colonial Era
  • Appreciate the frequent mutual indebtedness of competing cultural groups
  • Discuss patterns of influence and conflict within and between literary traditions
  • Connect the literature studied to literary movements including Rationalism, Romanticism, Realism, Modernism, Post-Colonialism, Post-Modernism
  • Discuss civilly the depictions of race, religion, class and gender in the works studied
  • Recognize the impact of racial bias on the literature and history of recent centuries and acknowledge efforts to overcome racial bias
  • Consider the global context of contemporary American culture and the impact of both the world on America and America on the world
  • Demonstrate responsibility for attendance, preparation for discussion of readings, and regular completion of writing assignments

When students complete English 278, they should be able to…

  • Demonstrate skill in analyzing elements of literature such as plot, character, setting, tone, point of view, symbol, irony and theme
  • Use the language and techniques of literary criticism when discussing literature by women
  • Recognize and respect the diversity of individual and cultural values depicted in literature by women
  • Develop an appreciation for the skill and creativity of individual women authors
  • Demonstrate an understanding of the history and development of literature written by women
  • Recognize the historical, social, and cultural contexts of literature written by women
  • Demonstrate an understanding of the artistic and intellectual contributions of women to literature
Students analyze, discuss and write about the literature of a particular genre, author or period. The course content varies and may include the following: Classical mythology, contemporary novels, mystery or crime fiction, historical novels, Western fiction, women writers, and Black and Chicano literature. The emphasis of each course is understanding the themes, conventions and techniques of the writers within the genre. The aim is to assist students in recognizing the ways in which literature reflects and challenges the values of its audience. Course may be repeated for credit with different topics. Prerequisite: ENGL& 101, grade of 2.0 or above; or permission of instructor. SFCC only: Recommended minimum reading placement score: COMPASS 80, ASSET 40.


Looking for Answers regarding our literature courses?

Please direct questions regarding our literature courses to Ryan Simmons, Lead Literature Instructor or to Laura Read, the interim Lead Literature Instructor for Winter and Spring 2013.


Email: Ryan.Simmons@spokanefalls.edu
Office: 5-159
Phone: 533-3614

Email: Laura.Read@spokanefalls.edu
Office: 24-312
Phone: 533-4173

AUTHOR FOCUS

ZORA NEALE HURSTON

Zora Neale Hurston (1891-1960) was one of the most vibrant, poetic, and controversial novelists in twentieth-century America. She also may be the most striking example of a writer whose reputation was rescued from obscurity after her death. During the “Harlem Renaissance” of the 1920s and ‘30s, Hurston (who was trained as an anthropologist) lovingly captured the poetic language and dramatic stories of the people of Eatonville, Florida, one of the nation’s only all-black towns. She was determined to bring new voices and experiences into literature. Although her books were successful at first, by the 1950s they had gone out of print, and Hurston was reduced to working as a maid near the end of her life. In the 1970s and ‘80s, however, devoted fans, including the novelist Alice Walker, helped bring Hurston’s writing back into the limelight. Today, her novels and stories are among the most frequently discussed in college classrooms and literary journals.

Starting Place: Their Eyes Were Watching God (novel, 1937)

Quotable:“She was stretched on her back beneath the pear tree soaking in the alto chant of the visiting bees, the gold of the sun and the panting breath of the breeze when the inaudible voice of it all came to her. She saw a dust-bearing bee sink into the sanctum of a bloom, the thousand sister-calyxes arch to meet the love embrace and the ecstatic shiver of the tree from root to tiniest branch creaming in every blossom and frothing with delight. So this was marriage! She had been summoned to behold a revelation” (Their Eyes Were Watching God).

To learn more:You can learn more about Hurston and other great American writers in courses like: English 249 (American Literature since 1865) and English 259 (African American Literature).

Class Credits
ENGL 249American Literature since 1865 5.0
ENGL 259African American Literature 5.0

Used under Creative Commons License, Ninha Morandini

LIT UP!

SFCC's Student Literature Club

If you like to read, Lit Up! is a place to meet like-minded people, have fun, and discuss good books. The club selects a new book for its Book Club at least once each quarter, as well as screening movies and attending literary and non-literary events. We also give back to the community by conducting an annual book drive for the Airway Heights Correctional Facility. We welcome those with interests in all styles and genres of writing.

  • We meet Fridays at 1:00 in Building 5, room 117
  • Advisor: Ryan Simmons, ryans@spokanefalls.edu
  • Visit us on Facebook
  • LitUp! is on hiatus during Winter and Spring 2013, but will return to active sessions in Fall 2013. Stay tuned!

ENGL& 236/237, Creative Writing (5 cr.)

Creative Writing students explore the resources of their imaginations, sharpen their writing and verbal skills, all while reading a wide range of poetry, creative nonfiction and fiction-and creating their own individual works. Students also have the opportunity to meet nationally recognized writers, through Wire Harp: LitLive!, a visiting writers program that hosts a professional writer once each academic year, usually in winter quarter.


Creative Writing courses are taught by professional poets and prose writers who are dedicated to the craft of writing and the appreciation of imaginative work that spans all literary genres.

Please visit the online homes of our ASG and IRP clubs, The Creative Writing Club and The Wire Harp Club. Creative Writing students and faculty are encouraged to submit their work to The Wire Harp , SFCC’s creative arts magazine.

The class offerings for creative writing are as follows:
Class Credits
ENGL& 236Creative Writing I 5.0
ENGL& 237Creative Writing II 5.0

English Clubs at SFCC

The Creative Writitng Club
Activities Students write, discuss writing, and enjoy each other’s company and coffee. Students promote writing around campus and Spokane. We attend the readings of visiting writers at least once a month.
Meetings: Thursday, 1:00 - 2:00 (24-307)
Website: http://wecreativewriters.blogspot.com
Advisor: Erin Toungate
Phone: (509) 533-4186

The Wire Harp Club

Activities The Wire Harp is our campus’s literary journal. Student staff put the magazine together from start to finish—from soliciting submissions, to evaluating the work, to advertising and training new staff. A coffeehouse reading and art show is held each May, at 11:30 at the SUB, when the new issue of the magazine debuts. Stay tuned to your campus activity calendars for our next show.
Meetings: Intermittent Friday Meetings, 1:00-2:30
Advisors: Connie Scott & Laura Read
Phone: (509) 533-3670 & (509) 533-4173

Visit our tables in the SUB on Club Day
Wire Harp Logo 2010/2011
Wire Harp Logo 2009/2010
Wire Harp 2011/2013 logo
The Wire Harp creative arts magazine, spokane falls community college logo
Black and white image of rocks sand and water

When The Tell Me It's Alzheimer's by Robin Golke

The drill bit is breaking & i have to make words of it

Your wedding band is cut from your delicate finger; they give you pills that make you shuffle & i have to make words of it

i'm searching with a seething rage that's male, hopeless, bare to the waist.

i'm as lost as you were when you kissed my dead father in his casket.

i've smashed every photo, burned everything i've ever written, spat at my graceful prose.

My confused tears fall on memories of you bathing me in the sink.

Gratefully, i would remove my own entrails & read their pearly scroll if only for an answer: why you mother?

You are vacuous, you leave me with clenched muscles. My two brothers fall away.


To read the current and past issues, please visit us online at graphicdesign.spokanefalls.edu/wireharp/index.htm

To pick up a print copy, visit various locations on campus, or the bookshelves in the study area in Building 24, near office 312.

What was your favorite piece? We’d love to know! Tell us on our Facebook page:

College Literacy Center

Bldg. 5 Room 113
(509) 533-3604
8:30am - 2:00pm

The College Literacy Center is here for you

Many students entering college or returning after an extended absence from studies need additional work to prepare for college-level courses. To meet the needs of these students, SFCC offers Developmental Education courses in traditional classroom format and through individualized, self-paced instruction in the CLC. These courses are numbered below 100 and, although taken for credit, are nontransferable.

Students enroll in the CLC in one of three ways:

English 93 includes practice with college preparatory skills, habits, and sensibilities. When students complete English 93, they should be able to…

  • Identify appropriate learning strategies for various learning situations
  • Apply this knowledge to actual learning situations
  • Self-assess the quality of the application of the strategies
  • Become more meta-cognitive
  • Become more responsible for own learning

Read Right

  • This instructional program enables students to improve their reading skills in a relatively brief amount of time.

The Process

  • The unit begins with an individual consultation. Students are then placed at a comfortable but challenging reading level. In small groups, students individually engage with audio recordings of written passages. The session also includes coached reading. Once a week, groups engage in a critical thinking activity with their lead tutor.

By the completion of English 98, a student should be able to…

  • Brainstorm varied details to support a specific topic
  • Annotate a text in order to effectively summarize and respond to the ideas in that text
  • Discern and record specific details in light of particular rhetorical purposes to support claims
  • Respond thoughtfully to texts
  • Organize ideas in a coherent manner
  • Practice writing that is a process requiring thoughtful reconsideration and revision
  • Improve prose through instructor, self, and peer feedback
  • Generate clear, grammatically correct prose
  • Submit original work by established deadlines
  • Gain justifiable confidence as writers of prose

By the completion of English 104, students will be able to…

  • Recognize the constituent elements of a sentence
  • Develop grammatical correctness in key concepts: subject-verb agreement, pronoun-antecedent agreement, and pronoun case
  • Identify and use most common marks of punctuation (period, comma, colon, semicolon, apostrophe)
  • Demonstrate standard grammar and punctuation use in original writing

When students complete English 152, they should have…

  • Increase Reading Rate
  • Developed reading rate flexibility
  • Developed previewing strategies
  • Developed strategies for reading a wide variety of topics and genres


CLC STUDENTS

For over two decades, SFCC students have completed reading, writing, and study skills courses in the CLC and have continued on in their college-level courses feeling prepared and supported. Here are some recent student comments from end-of-quarter surveys:

  • “I am very impressed with the CLC. I liked how it was at our own pace and independent…I got a better understanding of how to take tests, take notes, and how to improve memory.”
  • “The improved learning and organizing techniques I have learned are essential, important, and are already helping me in other areas of school an everyday life.”
  • “Because of this course and the instructors, my ability to write has increased tenfold.”
  • “I feel like my writing confidence has greatly improved because of the instructors’ continuous help and feedback.”
  • “I liked working in the CLC and with my instructors. I always felt welcome. I am excited to come back next quarter and learn more that will help me for the future.”
  • “Time management! This was a great unit for me to do; it helped me understand how important time is and how much I should use free time wisely instead of misusing it. I like how time management has somewhat changed my life around.”
(The above comments are samples of answers to student survey in the 2010-2011 academic year.)

Answers

Have a question related to the College Literacy Center?

Contact: Christie Anderson, Director of the CLC
Email: Christie.Anderson@spokanefalls.edu
Phone: (509) 533-3612

Anderson, Christie; Instructor

Anderson, Christie; Instructor Office: 5-107A

Phone: (509) 533-3601

Email: Christie.Anderson@spokanefalls.edu

 
M.A. Traditional Studies in Language and Literature, Eastern Washington University (1991) Thesis: Teaching Whole Language to Whole People as Adult Learners B.A.E. English and Fine Art, Secondary Ed. Eastern Washington University (1986)

My special interest lies in matters of diversity and multiculturalism. I am the College Literacy Center Director, and I teach various reading, writing and literature courses. In all my classes, I find there is a place to learn about, understand, and celebrate many of the voices that make up the world. I have a strong sense of community, knowing that we tend to do better when we are part of a group, moving toward similar goals, so my teaching strategies often include short and long term collaboration among class members. Working with students at SFCC to achieve their academic goals has and continues to be a particular pleasure. "I have discovered in life that there are ways of getting almost anywhere you want to go, if you really want to go." - Langston Hughes

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Ankcorn, Beth; Instructor

Ankcorn, Beth; Instructor Office: 5-153

Phone: (509) 533-3561

Email: Beth.Ankcorn@spokanefalls.edu

60 Level Core Class (IELP)
Beth Ankcorn, Program Coordinator and ESL instructor in the Intensive English Language Program.

M.A. in Teaching English as a Second Language, Gonzaga University, 2012; M.A. in English with a Certificate in the Teaching of Composition, 2004; B.A. of International Studies, Gonzaga University, 1999.

I grew up in a town of approximately 600 people (I didn’t forget any zeros). I loved that small place, but growing up there made me hungry to learn about the world. Since then, I’ve travelled to approximately 25 countries, and I have lived in Japan and Italy--each for about a year. Through the disciplines of international politics, literature, and linguistics, I have arrived at ESL teaching. I am grateful for every day that I get to step into the classroom and interact with international students.

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Anthony, Jared; Instructor

Anthony, Jared; Instructor Office: 24-209

Phone: (509) 533-3607

Email: Jared.Anthony@spokanefalls.edu

Articulation Workshop Afterpresence English 101
English 101, Summer, Online English 102 Hybrid
English 102 Online English 99 (Outcomes 101)
Introduction to Literature
I never saw myself going to college. Eight years after high school, I started taking accounting classes in the evenings at Portland Community College in hopes of getting a raise at work. I transferred to Clark College, another community college across the river in Vancouver, WA. I had to take an English class, and I loved it. I saw how much fun my instructor was having, and I decided that was what I wanted to do for a living, too. Fourteen years later, I earned my PhD in Rhetoric and Composition at the same time as I started working here at SFCC. I know community colleges can change lives for the better because it happened to me. And now I get to play a role in making it happen for my students. I feel like I'm living the dream.

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Bleck, Brad; Instructor

Bleck, Brad; Instructor Office: 5-157

Phone: (509) 533-3572

Email: Bradley.Bleck@spokanefalls.edu

English
A third generation citizen of Spokane, Bradley returned to SFCC in 2001 after five years of teaching and developing online and computer assisted English classes in Las Vegas. Along with Bradley's love of teaching writing with the aid of computer technologies, he brings a love of British and American literature. His favorite literary figure is James Boswell, father of the literary biography; his favorite contemporary writer is Irishman Roddy Doyle.

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Blizzard, Allison; ESL Instructor

Blizzard, Allison; ESL Instructor Office: 5-152

Phone: (509) 533-3581

Email: Allison.Blizzard@spokanefalls.edu

Compass Test Info for International Students ENGL 81/82/83 - Integrated Skills (W11)
IELP ENGLISH 81/82/83 Integrated ESL Skills
Ph.D. in American Language and Literature, University of Duisburg-Essen (Germany), 2003; M.A. in American Language and Literature with minors in Philosophy and German Literature, University of Duisburg-Essen (Germany), 1999; A.A. from Spokane Falls Community College, 1991

The dedication to English language learners that characterizes my 20 years of teaching stems from my own life-long passion for language acquisition. Living in Europe for 3 years as a child led me to pursue the study of German, French, and English throughout my education in the US. As an adult, I returned to Germany, where I lived, studied, and taught at the university for 14 years, an experience that enabled me to gain a unique and, in some senses, intensified perspective on American language and culture from an external frame of reference. Since returning “home” to Spokane in 2006, I have had the great pleasure and honor of teaching ESL to students from all over the world while also coordinating the Intensive English Language Program (IELP) at SFCC.

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Carlson, Linnea; Instructor

Carlson, Linnea; Instructor Office: 5-126

Phone: (509) 533-3156

Email: Linnea.Carlson@spokanefalls.edu

 
Linnea Carlson has a B.A. in English and a B.A. in Education from Whitworth, a Master's from E.W.U., and is A.B.D. at W.S.U. She graduated "suma cum something". (She consistently admonishes students not to procrastinate but apparently doesn't listen to her own advice.) She has been teaching since Dinosaurs roamed the earth. Her first 101 class had some of her fellow high school grads in it.

She lives in a crumbling 106 year old home on the South hill and knows nothing about basic home maintenance. (However in the fictional realm plumbing doesn't matter, aesthetics do.) Her son Conrad will be a senior in college soon; so far he has managed to pay for all his education with academic scholarships despite taking courses like calculus 3 and physics 3. For the past two years he has worked a part time minimum wage job and managed to save $20,000 for the down payment on a home. Where he obtained this maturity is a mystery; it is certainly not genetic.

The "Love of her Life" is a LIBERAL from the "Outback" of North Idaho. He prefers to live with elk and moose instead of her (--if you knew how difficult she is to live with you'd understand.) He is on two Search and Rescue teams and often volunteers to be "shot at" by the Spokane Police in mock training. Her major passion is competitive running and despite a lack of humility she has failed to encounter the proverbial "Achilles' heel thus far.

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Colver, Andrew; Instructor

Colver, Andrew; Instructor Office: 5-107D

Phone: (509) 533-4176

Email: Andrew.Colver@spokanefalls.edu

 
Andrew currently teaches English 195, "English in Action," to our international students. Andrew holds a Bachelor's degree in TESOL (BYU-Hawaii) and a Master's degree in Public Administration (University of Hawai'i). He has been teaching ESL/EFL for 5 years, both in the USA and in Thailand where he lived with his family for three years. Andrew's wife is Thai, and they have four young children together. Andrew believes that the best way to improve one's English (both for non-native speakers AND for native speakers of the language) is through reading for pleasure, and if you take his class he will do his best to convince you of this. He is currently a graduate student at Gonzaga University working toward a Master's in TESL.

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DeLauder, Cynde; Instructor

DeLauder, Cynde; Instructor Office: 5-125

Phone: (509) 533-3886

Email: Cynde.DeLauder@spokanefalls.edu

English 101 English 131--Introduction to Literature
I've travelled a long way to get to Spokane. I was raised and educated in Upstate New York, in the Adirondacks, and I received my BA in English Literature at St. Lawrence University in 1982. After a detour away from academics I found my way back, receiving my MA in Literature from the University of Alaska Anchorage program in 1990. I taught there for 6 years, and then my husband was transferred to Spokane. I started teaching at SFCC in 1996, shortly after we moved down. I teach a variety of courses, from developmental reading and writing to English Comp and Introduction to Literature. Much of what I do these days is online. For fun I read voraciously, do yoga, in a desperate attempt to find my center (It is out there somewhere), and raise my children. I am blessed to have found a job that doesn't feel like work, and I am thankful daily for the support and challenges I face as a member of the English faculty.

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Doerr, Mark; Instructor

Doerr, Mark; Instructor Office: 24-240

Phone: (509) 533-3828

Email: Mark.Doerr@spokanefalls.edu

Comp II English 102 English Composition 101
Faculty Association for Community and Technical Colleges Mass Media
Year In Review
Mark has been a faculty member at Spokane Falls Community College since 1981. He is also a member of the Faculty Association of Community and Technical Colleges. Mark currently teaches classes in mass media, news writing, and news production and is also an instructor in the English department.

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Fischer, Kellie; Instructor

Fischer, Kellie; Instructor Office: 24-313

Phone: (509) 533-3199

Email: Kellie.Fischer@spokanefalls.edu

English 101
As an instructor, I approach teaching the same way I approach the rest of my life: full speed ahead, but with quiet moments for reflection and enjoying the beauty in our world. Students in my classes write about topics that are pertinent to our times and our way of life. Sometimes these are heavy topics, but they are never boring. Because I believe that we will often rise only to the level of expectations (our own or those of others), I expect great things from my students and provide the support necessary for them to achieve those great things.

As a former student of SFCC, I knew exactly where I wanted to teach when I completed my MA in Literature at EWU: Here at SFCC. The faculty, staff, and students, are the perfect mix of intelligence and dedication with some fun and laughter thrown in for good measure.

In order to enjoy the fun from a closer perspective, I am advisor to The Women's Club (AWS). The club does numerous educational, social, and supportive events focused on women, but everyone is always welcome and encouraged to participate. We are NOT anti-men. The Women's Club also sponsors free family events for SFCC families and their children.

On a personal level, I am mother to six sons and grandmother to ten beautiful angels (4 boys and 6 girls). My husband and I have been together for over thirty years and have recently moved to the country on a mini-farm that brings delight to us all because it is a place where reflection comes naturally and singing grandchildren play joyously as they discover their world.

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Freeman, Lisa; Instructor

Freeman, Lisa; Instructor Office: 24-211

Phone: (509) 533-3154

Email: Lisa.Freeman@spokanefalls.edu

 
Growing up in Arizona, my earliest memories include using all of my family's office supplies to play teacher to a classroom of stuffed animals and whatever neighborhood kids I could bribe to "sit still and quit passing notes!" The beginning of the school year in September was, and still is, my favorite holiday season – instead of balloons and streamers, I get a thrill from new boxes of pencils and spiral notebooks. After a BFA from the University of Southern California, School of Cinema-Television and an MA in English from the University of Idaho, I am contentedly rooted in Spokane with a patient husband, two somewhat civilized children, and a goofy Aussie shepherd who is unconvinced he is a dog. Fortunately, I get to spend my days doing what I absolutely love – teaching! If someone else could figure out "what's for dinner," life would be pretty close to perfect.

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Greenup, Tim; Faculty

Greenup, Tim; Faculty Office: 24-213

Phone: (509) 533-3683

Email: Tim.Greenup@spokanefalls.edu

 
Tim Greenup hails from Omaha, Nebraska. He did his graduate work in Creative Writing—Poetry at Eastern Washington University, where he served as editor for the literary magazine Willow Springs. In addition to teaching writing and literature at the Falls, he likes to Frisbee golf, go on long walks, and write poems and stories whenever possible. He has a cat, a baby, a sense of humor, and a wife named Kate.

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Harrington, Carol; Instructor

Harrington, Carol; Instructor Office: 5-159

Phone: (509) 533-3898

Email: Carol.Harrington@spokanefalls.edu

 
BA Creative Writing EWU 1985; Masters in Teaching MSU
1995; MFA-Creative Writing/Poetry EWU 2011
Favorite books: The Bible and anything by William Stafford or David Wagoner

I was born and raised in Spokane but have lived in Seattle and many different towns in Montana before moving back to the Pacific NW in 1996. In the decade between my BA and teaching degree, I made a living doing odd jobs from bar tender to ranch hand to support my writing habit. I "got serious" (as my parents liked to call it) and taught English Composition at the college and high school level. I was hooked; learning and teaching the beauty and power of language with others flat out rocks! I am a single mom of two rowdy boys who bless me daily and put up with my obsession of trees and moss.

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Keast, Heather; Instructor

Keast, Heather; Instructor Office: 24-339

Phone: (509) 533-3698

Email: Heather.Keast@spokanefalls.edu

For Academic Advisors
I went to college to become a marine biologist and came out an English teacher. One of the things I love best about education is that it changes you along the way. I’m excited to be here at SFCC watching education change lives and being a part of that change. Welcome to SFCC!

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Krug, Maggie; Instructor

Krug, Maggie; Instructor Office: 5-159

Phone: (509) 533-3610

Email: Maggie.Krug@spokanefalls.edu

 
I've always made my bread and butter with words in one way or another, I've been teaching English of various stripes for the better part of a decade, and I joined SFCC in 2013 as part of the Gateway to College team. I'm a lifetime lover of language, reading, writing, rhetoric, and learning. My own education changed my life in very positive ways: I learned how to have conversations, to question myself, to articulate my ideas and experiences, to think critically, to build relationships and community with people, to interact with--and even change some small corners of--the world I found myself in. Working with students and helping them empower themselves (while still working with language!) is my dream job. Besides my very fulfilling work, my life is filled with delight by my husband, Gary, who is my grace, and our many adventures, especially camping in the warm weather.

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Kurtz, Stormy; Instructor

Kurtz, Stormy; Instructor Office: 24-214

Phone: (509) 533-3171

Email: Stormy.Kurtz@spokanefalls.edu

 
Stormy Kurtz grew up on a ranch near Livingston, Montana. She had the privilege of attending a one-room country school. It had no running water, a coal stove and outhouses which seemed to be a hundred miles away to a first grader when the temperatures dipped to -30 degrees. There was also a shed where students who rode their horses to school could tie them up for the day. She often rode her horse the five miles from home to the school.

Because of deep snow and the thirty-mile distance to the nearest high school, after graduating from the eighth grade, she attended a four-year boarding school in Minnesota. She continued her education at the University of Montana and graduated with a BA in Secondary Education with an English Major and a Journalism Minor.

After a long break to raise her family, she went back to school to get her Masters Degree in Literature from Eastern Washington University. She's been teaching at SFCC for fourteen years. She loves sharing her knowledge with students and seeing them develop as scholars and citizens. Doing the math, she figures she's had the privilege of influencing and getting to know over 2,100 students in her time at SFCC.

When not teaching, she enjoys the good life with her artist husband, her two paint horses and the children's books she dreams of writing, but never quite finishes.

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Lamb, Sylva; Instructor

Lamb, Sylva; Instructor Office: 5-160

Phone: (509) 533-3612

Email: Sylva.Lamb@spokanefalls.edu

 
B.A. in Education with a minor in English, University of Alaska, Anchorage, 1989

Since arriving here from Saigon, South Vietnam in 1968, I have taken every opportunity to travel and explore this great country. So far I have traveled, worked, and lived in forty-five out of fifty of these United States. I started teaching English as a Second Language for the Community Colleges of Spokane in 1991. I have also worked as a medical and legal interpreter that put me in more doctors and lawyers offices, hospitals and courthouses than most people would like to admit. Besides languages, I love gardening and my grandchildren.

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Miller, Eva; Instructor

Miller, Eva; Instructor Office: 5-121

Phone: (509) 533-3373

Email: Eva.Miller@spokanefalls.edu

 
M.A. in English, emphasis in Native American and Latin American Literature from California State University - Sacramento, 1994

I have been teaching English as a Second Language for eighteen years, and I have thoroughly enjoyed each opportunity to interact with all the wonderful students from different countries. It has been a pleasure to observe students come from many different countries, learn English, and continue on to pursue their careers in various areas of study. I appreciate all that students have taught me about their cultures throughout the years, and it is wonderful to hear of their successes as they pursue their goals.

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Monnastes, Lori; Instructor

Monnastes, Lori; Instructor Office: 5-158

Phone: (509) 533-3688

Email: Lori.Monnastes@spokanefalls.edu

Improvement in Writing
I began my education right out of high school but decided to drop out one quarter away from graduating with my AA degree here at SFCC. Making money was more important. After a six-year hiatus, I realized that I didn't want to retire from K-Mart. I went back to school, got my degree from SCC, and went on to Eastern, but I struggled as a single parent and student. My family, friends, and mentors were, and still are, my greatest resources. I realize that students may be working, parenting, caretaking, and studying, sometimes until all hours of the night, and there's often little reserve. I empathize, so I try to help students find those resources they may not have yet discovered. Primarily, I teach English composition in courses designed to help student be successful readers, writers and learners in college. I enjoy the wide variety of experiences students bring to the classroom.

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Nelson, Alexis; Instructor

Nelson, Alexis; Instructor Office: 24-338

Phone: (509) 533-3588

Email: Alexis.Nelson@spokanefalls.edu

College Knowledge
Midwestern by birth and education (A.B., M.A., Marquette University), Alexis Nelson has taught English at Spokane Falls since 1982, during which time she remained married, reared two children, and earned a Ph.D. (Gonzaga). She teaches developmental writing, composition and literature (Intro, British Lit and Fiction) - all with equal enthusiasm. Because reading and writing are the driving pleasures of her life, she works hard to demonstrate their value to students. Her favorite contemporary authors include Alice Munro and Robert Coover. She serves as an editorial consultant for the journal Teaching English in the Two-Year College and has served the college as Director of Composition (1993-2004) and as Chair of the Communications Department (2005-2010). When she is not reading essays or books, she enjoys weaving, European travel, gardening, yoga, and weekly book club meetings.

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Nick, Sally; Instructor

Nick, Sally; Instructor Office: 24-313

Phone: (509) 533-4175

Email: Sally.Nick@spokanefalls.edu

Student to Student Peer Tutoring
Sally began her work at Spokane Falls in 1988 as a tutor in the Communications Learning Center and in 1993 as an instructor. Between these years she completed her Master's in Rhetoric and Composition at EWU with additional study in Reading and ESL. A graduate of SFCC herself, she finds her work at SFCC to be enriching, full of opportunities to appreciate the nuances of language. Through meeting people from diverse backgrounds, she sees SFCC as a crossroads, a welcoming, supportive place for all students, whether they are returning to school with specific goals or just beginning to explore career and education opportunities.

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Nsir, Nadia; Instructor

Nsir, Nadia; Instructor Office: 5-107D

Phone: (509) 533-4176

Email: Nadia.Nsir@spokanefalls.edu

 
ABD in Language, Literacy and Technology at WSU; M.A. in Teaching English as a Foreign Language, Tripoli University (Libya), 2005; B.A. in English Language, Tripoli University (Libya), 1996; B.S. in Pharmacy, Tripoli University (Libya), 1990

I have taught ESL for more than 16 years, and I am fond of teaching English and exploring more on this journey. I was born and lived all my life in Libya, but I have traveled to many African, Asian, and European countries besides my stay in the US for the last 5 years.

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Read, Laura; Instructor

Read, Laura; Instructor Office: 24-312

Phone: (509) 533-4173

Email: Laura.Read@spokanefalls.edu

English
Laura Read was born in New York, but she has lived here in Spokane, except for brief stints in Paris and Washington D.C., since she was 3 (a long time!). She received her B.A. degree from Gonzaga University in English and French and an M.F.A. in poetry from Eastern Washington University. Laura has been teaching at Spokane Falls Community College since 1998, and she enjoys her work here tremendously. She teaches courses in Composition, Literature, and Creative Writing. She is also a practicing poet. She lives with her husband, Brad, and her two young sons, Benjamin and Matthew, and her dog, Wally.

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Scott, Connie; Instructor (Department Chair)

Scott, Connie; Instructor (Department Chair) Office: 24-312

Phone: (509) 533-3670

Email: Connie.Scott@Spokanefalls.edu

 
 

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Simmons, Barbara; Instructor

Simmons, Barbara; Instructor Office: 24-210

Phone: (509) 533-3318

Email: Barbara.Simmons@spokanefalls.edu

 
After 13 years of teaching English, I still can't believe I get to read, write, and converse for a living. Whenever I read something interesting, my first thought is, "How could this be used in a writing or literature course?" Every quarter my students surprise me with new insights. I have taught Charlotte Perkins Gilman's famous short story "The Yellow Wallpaper" twelve times, and the margins of my text are full of years of student comments -- but the miracle is, they still find new things to say that I've never thought of. Literature expands like that... and it expands our minds too... and that's why we should study it. After earning my Master's Degree in English Literature at Washington State University, I taught at Spokane Falls from 1995-2001, then from 2008 to the present. I took a little time off to read piles of books to my baby daughters. Ryan Simmons (pictured below) is my partner in crime. If you take my class you will find me asking you lots of big questions... and expecting you to formulate your own answers.

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Simmons, Ryan; Instructor

Simmons, Ryan; Instructor Office: 24-309

Phone: (509) 533-3614

Email: Ryan.Simmons@spokanefalls.edu

 
I was born in Spokane, grew up in Lewiston, Idaho, and graduated from the University of Idaho. My graduate work was completed at Washington State University, where I met my spouse, who also teaches English at SFCC. I have previously taught at Gonzaga University and Utah Valley University. I teach courses in composition, technical writing, and American literature, including African American literature. I am interested in the author Charles Chesnutt (about whom I published a book, Chesnutt and Realism), noir in film and fiction, and the influence of fiction on American civil rights movements.

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Sylla, Laurie; Instructor

Sylla, Laurie; Instructor Office: 5-160

Phone: (509) 533-3609

Email: Laurie.Sylla@spokanefalls.edu

 
M.A. in TESL and Intercultural Studies, Wheaton College, 2003; B.A. in Cross-Cultural Studies, Northwestern College, 1998

I was born in chilly Minnesota but grew up in mountainous Colorado. I consider myself adventurous and, after graduating from college, decided to volunteer in Bangkok, Thailand for 1 year. That was the start of my career overseas, during which I returned to Thailand to teach for another 2 ½ years, taught in northern China for 1 year and trained teachers in rural Malaysia for 1 year. I love working with international students!

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Toungate, Erin; Instructor

Toungate, Erin; Instructor Office: 24-308

Phone: (509) 533-4186

Email: Erin.Toungate@spokanefalls.edu

 
Originally from Illinois, Erin Toungate has her B.S. in English Literature from Indiana State University (cum laude) and her M.F.A. in Creative Writing from Texas State University. Her mother is a retired third-grade teacher, and her father was a draftsman by trade and a visual artist by mind and heart. Her short-story collection, The Floating Order, is published by Two Ravens Press (2009). She lives with her dogs Molly and Isla.

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Toungate, Jeremy; Instructor

Toungate, Jeremy; Instructor Office: 24-213

Phone: (509) 533-3894

Email: Jeremy.Toungate@spokanefalls.edu

 
Jeremy Toungate is originally from Texas where he spent many of his days working and welding at a pipe and salvage yard in Luling, TX. He did his undergraduate work at Texas State University in Philosophy with a minor in Religious Studies. Later, he moved to Spokane, WA and earned his MFA in Creative Writing—Poetry at EWU. The writers he returns to again and again include Plato, Whitman, Wittgenstein, Wallace Stevens, and Emily Dickinson. He is the proudest of all fathers of his son, Henry Valentine.

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Versteeg, Tom; Instructor

Versteeg, Tom; Instructor Office: 24-338

Phone: (509) 533-4182

Email: Tom.Versteeg@spokanefalls.edu

Advanced Composition 102 English 98--Writing Lab
English Composition 101 Improvement in Writing 99
Introduction to Literature
A long-time resident of Spokane, Tom Versteeg received both his B.A. and M.A. from Eastern Washington University. He has been a member of the English faculty at Spokane Falls since 1981, teaching developmental writing, composition, and literature. His favorite contemporary authors include novelists Thomas Pynchon, Toni Morrison, and Robert Stone and poets W.S. Merwin, Mark Strand, and the late Lucille Clifton. His advice for anyone who'd like to become a better writer: read; read a lot!

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Weller, Lavonne; Instructor

Weller, Lavonne; Instructor Office: 24-125

Phone: (509) 533-3912

Email: Lavonne.Weller@spokanefalls.edu

English 101
Hello! I have been teaching composition and literature at SFCC since 1993 (about the time that picture of me was taken). I earned my BA in secondary education and my MA in English with an emphasis on American literature from EWU. I live in Spokane with my husband, who is an English professor at EWU. Our nest is now empty; three grown boys live on the west side of the state, one daughter is living in Spokane and raising our grandson Tye, and one daughter is finishing her BA at WSU. My non-school-related activities are varied and random. Along with the expected "English teacher-y" things like reading and writing, I enjoy making stuff -- I spent a summer embossing sheets of copper that became the coolest kitchen ceiling this side of, well, anywhere; I once attended a weekend workshop on wood carving and then set immediately to designing and hand-carving a king-sized headboard (it took me five summers to finish, but some things just can't be rushed). Teaching, too, is a creative activity for me. I'm always trying to bring something new and fun to my classes. Join me in a comp class and learn why penguins should not be allowed to drive!

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Westermann, Josh; Instructor, Gateway to College Academic Success Coach

Westermann, Josh; Instructor, Gateway to College Academic Success Coach Office: 17-140G

Phone: (509) 533-4187

Email: Josh.Westermann@spokanefalls.edu

English
My name is Josh Westermann and I am proud to say that I am an SFCC graduate! The bottom line for me is that I just love to teach! I've taught 2nd-6th grade in the public schools... now I've been at SFCC teaching English, college success, and reading classes for nearly 6 years. I'm a certified academic advisor and can help you find the needed resources to assist you in reaching your goals. I thoroughly enjoy the interaction and dialogue that teaching brings. I spend most of my teaching time helping students learn how to be successful in their first year of college. I work with helping students plan, study, and set an individual course for accomplishment.

When I'm not teaching, you'll find me doing something outside. My family and I spend a lot of time hiking, kayaking, skiing, biking, and anything else that gets us exercising and breathing the fresh air. I also love the game of baseball.

Stop by and say hi! My door is always open, unless it's closed... in that case, please leave a note and I will get back to you!

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Williamson, Barbara; Instructor

Williamson, Barbara; Instructor Office: 24-339

Phone: (509) 533-4507

Email: Barbara.Williamson@spokanefalls.edu

English 101--Composition--Spring 08
I am a proud community college graduate, having received my A.A. degree from Western Nevada Community College. After that, I earned a B.A. and an M.A. in English at the University of Nevada (go Wolf Pack!). After receiving my degrees, I taught at UNR as well as at surrounding community colleges. Wanting still more education (and yes, folks have called me crazy), I went to the University of Nebraska (go Huskers!) where I earned a Ph.D. in English with emphasis in Popular Culture, specifically film (I'm a fool for really bad Hollywood action movies), women's literature, and 20th century American and Canadian literatures. After teaching at UNL, I knew I wanted to return to community college and to the west, and thus here I am. I believe teaching at a community college is an act of revolution, that my students are incredibly brave and intelligent and will someday take over the world, and that literature, which teaches us how to be human, is a force for good in an often troubled world. In my spare time, I love to read, watch movies, cheer on my favorite college football teams, play board games with friends, and go out to eat. I teach mostly American literature, although I also teach film, women's literature, introduction to literature, and composition. I love what I do, and I expect my students to be as passionate about their education as I am. Track me down and let's talk about your favorite book, your favorite film, and how you are changing your world.

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Wortley, Amy; Instructor

Wortley, Amy; Instructor Office: 5-126

Phone: (509) 533-3156

Email: Amy.Wortley@spokanefalls.edu

 
M.A. in English Literature, Eastern Washington University, 2011; Certificate in the Teaching of Composition, EWU, 2011; B.A. in Secondary English Education, Eastern Washington University, 2009.

I love to teach English, honestly, sometimes I have to stop myself from giggling at the prospect of being paid to do what I love so dearly. I feel like I have cheated the system somehow. In addition to enjoying connecting SNL commercial parodies with textual analysis and waxing eloquent on why Batman is really a superb specimen for cultural analysis, I delight in establishing relationships with my students and relish the opportunity to spread the love of writing as far and wide as I can. "You can never get a cup of tea large enough or a book long enough to suit me" ~C.S. Lewis

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