Title: Assistant Professor
B.A. Forensic Psychology, John Jay College of Criminal Justice, City University of New York, 2005.
M.A. English, St. John's University, New York, 2007.
D.A. English, St. John's University, New York, 2011.
My research and teaching interests include British 18th-century literature and culture, the novel, sexuality and gender studies, history of the book and reading, and history of medical writing. My current book project, Body Language: Medicine and the Eighteenth-Century Comic Novel, Language considers the complex intersections of eighteenth-century medical discourse and the comic
Hamlet and The Oxford English Dictionary Database.” What Works For Me Feature. Teaching English in the Two-Year College. Under consideration, February 2014.
“What Pleasure We Scullers Have”: Humor, Menstruation, and Literacy in Smollett’s Humphry Clinker.” Journal for Eighteenth-Century Studies. Under consideration, January 2014.
Review, “Transatlantic Feminisms in the Age of Revolutions.” Eds. Lisa L. Moore, Joanna Brooks, and Caroline Wiggington. Women: A Cultural Review. Forthcoming: 24. 4 (2013).
Review, “Travels through France and Italy.” Tobias Smollett. Ed. Frank Felsenstein. The Eighteenth Century Novel. Forthcoming.
"Transgressive Language: Comic Literacies of the Maidservant in Tobias Smollett’s Humphry Clinker." Academic Quarter 3 (2011): 281-289
Review, “Cross-Talk in Comp Theory: A Reader.” 3rd Edition, Eds. Victor Villanueva and Kristin Arola. Teaching English in the Two Year College, March 2012: 314-316
Review, “The Child Reader.” M.O. Grenby. Eighteenth Century Studies. 45.3 (2012): 461-463
Swift’s Mock Virtuoso: The hubris of learning and print culture in “A Lady’s Dressing Room.” Literary and Cultural Interpretations of the Restoration and the Eighteenth Century. Cambridge Scholars Press, 2008.
In my experience teaching literature and composition, I have noted a recurring response from students when I ask them to identify a major concern in writing: “I don’t have the right words to say what I mean.” In response, I believe that my task as an instructor is to encourage writers to be able to command two kinds of languages, the language of academic discourse and the language of writing itself. Students are invited to thoughtfully consider literary texts as products of cultural history and to become questioning readers themselves, helping them to evaluate and control their own writing. Through key classroom practices – insight through close reading, skeptical inquiry, responsive dialogue and formal analysis – students become more acquainted with these two new languages, and learn to think imaginatively, reason critically and persuasively, and express themselves clearly. But rather than relinquishing their own voices to accommodate the new discourse of academia, I ask students to consider the unfamiliar discursive practices in the classroom as a principal facet of academic culture that will most prepare them for their professional and civic lives after graduation.