Spring Write Track
Voices in the Margins: Designing for Inclusive Writing Instruction
Join us this spring for our Friday workshop series on writing instruction.
- Decolonizing Discourse: Incorporating Story into Written Assignments (Feb. 23rd)
- Welcoming Trans* & Gender Diverse Writers (Mar. 9th)
- Voices in the Margins: Humanizing Academic Discourse through Conversation and Informal Writing (Mar. 30th)
- Confronting Implicit Bias in the Feedback Process for Written Assignments (Apr. 13th)
To register for one or all of the workshops, click below.
Decolonizing Discourse: Incorporating Story into Written Assignments
Facilitator: Rachel Jackson
Friday, Feb. 23, 1:00-2:30. O.U. Writing Center, Wagner 280
Native Studies scholars theorize story as a traditional rhetorical practice used to teach, to persuade, to honor, and to heal across Indigenous communities. Researchers regard story as both rich data and a qualitative research method. Social justice scholars recognize story as a means to include marginalized perspectives in academic discourse. Narrative spans the disciplines as a growing trend in the academy, and if scholars value narrative as a learning tool, then educators must value it as a pedagogical tool. Incorporating narrative writing into assignments helps students create more meaningful writing through rich synthesis of course materials with lived experience. This presentation offers models for narrative assignments, including assignment journaling, research narratives, and digital storytelling.
Welcoming Trans* & Gender Diverse Writers
Facilitator: Andi Bentley
Friday, March 9, 10:30-12:00. O.U. Writing Center, Wagner 280
Come enjoy, in an open and safe environment, an informal and informative session about trans* and gender diverse writers. We will discuss the terms and definitions that trans* and gender diverse folx use, including third person/third gender pronouns. Part of this conversation will be about the differences between biological sex, gender, gender expression, and sexual orientation. After laying this ground work we will explore pedagogical practices, model texts, and writing activities that can be utilized to create an environment where trans* and gender diverse people feel welcomed as community members and writers.
Voices in the Margins: Humanizing Academic Discourse through Conversation and Informal Writing
Facilitators: Robert Scafe and Nick LoLordo
Friday, March 30, 10:30-12:00. O.U. Writing Center, 280 Wagner.
Do your students see academic writing as a foreign language? Do you have trouble engaging traditionally marginalized students in class discussion? This workshop will help you humanize academic writing by using informal discussion to model the “moves” of scholarly discourse. Participants will learn how to proactively establish the values of diversity in discussion and how to leverage conversational moves to teach formal writing. We’ll also explore the web annotation tool hypothes.is, which allows real-time commenting on a shared online “text” to create a more inclusive conversational space for students who find face-to-face discussion problematic.
Confronting Implicit Bias in the Feedback Process for Written Assignments
Facilitator: Margaret Gaida
Friday, April 13, 3:00-4:30. O.U. Writing Center, 240 Wagner Hall.
Are you concerned about how implicit biases affect the feedback you give on written assignments? Given that evaluating written work demands familiarity with individual students and their writing processes, expecting anonymity is unrealistic. This session addresses how we can mitigate the hidden assumptions and judgments that shape our responses to student work. We will consider assignment design, grading, commenting, rubrics, and student conferences.