Brown Bag Lunch Series
Each semester General Studies Writing faculty and teaching associates present workshops on assorted topics about the teaching of writing. Past workshops have included themes such as the common reading experience lib guide, contemplative pedagogy, making the most of student conferences, and inclusive pedagogy for LGBTQ+ and international students.
All are welcome to attend this semester's Brown Bag workshops:
Assessment, Evaluation, Reflection, and Teacherly Acts of Composition
Facilitated by Ran Meyer
Monday, Jan. 22 | Noon - 1:00 p.m. | East Hall 306
About: Taking its cue from the International Reading Association's 2009 "Standards for the Assessment of Reading and Writing," this discussion acknowledges that assessment of student writing must include assessment of such teacherly acts of composition as the preparation of syllabi, writing assignments, and teacher responses to student writing. Using as a starting point a writing prompt and responsive draft on Amy Tan's essay "Mother Tongue, " this discussion will focus on assessment and one particular teacherly composition, the writing assignment, so as to ensure the assessment process is fair and equitable, allows inquiry into instruction, and improves teaching and learning. The discussion is predicated upon the assumption that a classroom is a community of learners and is further predicated upon two threshold concepts: first, all writers, including writing instructors, have more to learn and, second, reflection is critical for all writers' development.
Breaking the Silence: Encouraging Discussion Participation in Face-to-Face and Online Classes
Facilitated by Lauren Salisbury
Monday, Feb. 12 | Noon - 1:00 p.m. | East Hall 206
About: How do you encourage students to speak up when participation is the last thing they want to do? In this workshop, learn about instructor strategies for facilitating discussions in the face‑to‑face classroom and online learning environment. First, we will reflect on the challenges we face guiding class discussions. After brainstorming potential causes of these challenges, we will learn about and workshop alternative discussion strategies to encourage student conversation and participation. Instructors will take away low- and high‑preparation, and face‑to‑face, hybrid, and online discussion approaches to adapt for different courses and environments.
Given Words: Creative Writing, Collaboration, and Pedagogy
Facilitated by John Brownlee and Kristin LaFollette
Wednesday, Feb. 21 | 1:00 - 2:00 p.m. | East Hall 206
About: This Brown Bag explores the pedagogical impact of incorporating creative writing, play, and collaboration into the writing classroom. Through a collaborative creative project, we began exploring and thinking about the writing process in different ways, and this presentation focuses on the process of completing that project and the ways this type of collaborative writing could be used in the composition classroom to help students become more effective writers.
The Other Side of Publishing
Facilitated by Brandie Bohney
Thursday, March 22 | 11:00 a.m. - Noon | East Hall 206
About: Brandie Bohney will be explaining the new column she is guest editing for the Journal of Teaching Writing, encouraging submissions, and explaining what her process is as an editorial board member when she reads pieces for possible publication. This is a good opportunity to find out what the publishing process looks like from the other side as well as to ask questions about and develop ideas for publication.
Assessing Student Work Using a Hybrid Process/Product Rubric
Facilitated by Jessica Eylem and Madelaine Pope
Tuesday, April 17 | Noon - 1:00 p.m. | East Hall 306
About: In this Brown Bag workshop, we will examine the use of hybrid process- and product-based rubrics for assessing student writing in GSW. To start, attendees will discuss the types of rubrics they use and how they use them when assessing work. Next, Madelaine will explain how she developed her own hybrid rubric, then Madelaine and Jessica will discuss how they have used this hybrid rubric in their own GSW 1120 classrooms. Finally Madelaine and Jessica will facilitate group discussion on how other instructors could use and/or modify Madelaine's hybrid rubric for use in their classes.