The Fall 2012 Writing Summit is coming soon! Read on for the schedule with abstracts, and be sure to check back for updates and added resources.
Concurrent Session A
9:00 a.m.—9:50 a.m.
What Does It Mean to Do Research In a Writing Class?
This session will introduce a new “experimental teaching group” for fall 2012. Participants in the session will explore the tools we need (as instructors) to help students become more robust and active researchers in both academic and non-academic settings. We’ll begin by considering what key research skills for students might be (using results from the Library and ENG101 information literacy assessments). Then we’ll discuss what kinds of specific resources we (instructors) need to help students acquire these skills. Library staff will also attend the session, and together we’ll create list of needed resources and training that will both help us as 101 and 145 instructors, and help to create a more productive working relationship between English and the Library.
Using Genre Studies with ESL/EFL Students
Piece by Piece: Scaffolding a Genre Research Approach
This interactive session asks participants to consider how students must simultaneously use genres at the same time that they investigate genres. While this work can be overwhelming for students, it also gives teachers and students the chance to scaffold what we are teaching and learning about genre. Session participants will work together to brainstorm and negotiate practical methods for scaffolding within our genre studies model.
Concurrent Session B
10:00 a.m.—10:50 a.m.
Workshop: Exploring Teaching with Visual Genres (Computer Assisted)
In this workshop, you will have the opportunity to see how one particular instructor incorporates visual elements into her course design using open source software that is easily available to you and your students. In addition to discussing her own projects, Lisa will also walk you through using Pinterest in order to help you visualize how you can use social networking as a springboard for discussion and collaboration.
Building Bridges: From High School to the Writing Program and Back Again
Amy Hicks and Amy Magnifichi
This sessions works from the premise that our students’ interactions with learning writing neither stop nor end in our classrooms—they come with histories of writing practice and writing instruction that we can build on (rather than disavow) in our classrooms. More specifically, Amy Hicks discusses working with K-12 instructors on building bridges between traditional approaches to teaching writing pre-101 and the genre studies approach we use in the Writing Program, while Amy Magnifichi talks about how she uses genre studies to help pre-service teachers build bridges between their experiences learning to write and the expectation that they will soon teach writing.
“Creative” Writing: Appropriation and Trajectory in Genre Studies
Ryan Clark and Hilary Selznick
This panel explores the ways that trajectory is inflected by, implicated in, and inextricably bound to appropriation—the ways we take up, use, revise, and repurpose texts—as well as how appropriation is bound to issues of creativity, originality, and ethics. Panelists both contextualize their work with these concepts as well as offer examples of the projects they have assigned that allow students to take up these concepts with nuance and sophistication.
Concurrent Session C
11:00 a.m.—11:50 a.m.
Online Insurrection: Facebook and the Stevenson 250 Classroom
If you’re ready to harness the hideous beast Facebook, then this session is for you. By examining the popular appeal of the world’s largest social network, we can discover fundamental ways to shift student focus back to participation, course content, and productive discussions with fellow students. This session will use hands-on activities to show instructors how to use Facebook as a teaching tool. Participants will also examine case studies to see how incorporating Facebook into one’s pedagogy can change the classroom dynamic – both positively in the form of increased collaboration, and negatively in the form of frustrations which are more likely to be voiced, heard, and then “liked.”
So You’re Going to Be a Consultant: Q&A With Those Who Have Been There
Kathleen Daly and Karly Grice
This panel invites those who will be in the consultant position in a 101 classroom for the first time to come chat about the experience with those who have just been in this role.
CHAT and Genre Studies: More than Just a Map
Kellie Sharp-Hoskins and Chris Mays
In this session participants will briefly examine what CHAT (Cultural Historical Activity Theory) is in the writing program in order to see what they can do with it as they teach their students how to study (not just practice) writing. This will be directed 101 and 145(s), so all are welcome.