Workshop Schedule
| Series | Session l | Session ll |
| #1 | CANCELED | CANCELED |
| #2 | DONE | DONE |
| #3 | CANCELED | CANCELED |
| #4 | DONE | DONE |
| #5 | DONE | DONE |
| #6 | DONE | DONE |
| #7 | DONE | DONE |
| #8 | DONE | DONE |
| #9 | DONE | DONE |
| #10 | DONE | DONE |
| #11 | DONE | DONE |
| #12 | CANCELED | CANCELED |
| #13 | DONE | DONE |
| #14 | DONE | DONE |
| #15 | CANCELED | CANCELED |
| #16 | DONE | DONE |
| #17 | DONE | DONE |
| #18 | DONE | DONE |
| #19 | DONE | DONE |
| #20 | DONE | DONE |
| #21 | DONE | DONE |
| #22 | DONE | DONE |
Session 1: Outside the WI Classroom—Designing Assignments, Commenting on Papers, and Learning from Marymount Success Stories
Before the session, you need to
1) Take our online survey about beliefs and practices about teaching writing. (We'll send you the link with a reminder right before the workshop.)
2) Identify a writing assignment with rubric (if available) that has worked well for you and your students. (If possible, please submit this in advance so that we can share it.)
Purpose
1) Share successful in-house models of teaching content through writing.
2) Offer ideas for designing writing assignments, including grading rubrics, that support course and WI objectives.
3) Present tips and strategies for responding effectively and efficiently to student writing.
Outcomes
At the conclusion of this workshop you will be able to:
1) design and sequence writing assignments that support your course’s learning goals
2) give students effective feedback that is adapted to their needs
3) use feedback strategies that minimize your grading load while supporting student learning
4) easily adapt a variety of informal writing activities to your classroom
Session 1:
• Identifying obstacles
• Defining “good writing”
• Learning from MU success stories
• Making writing assignments purposeful, transparent, and engaging
• Responding effectively and efficiently to student writing
• Conferencing with the student writer
HOMEWORK: Make four copies of your WI syllabus in progress and a WI assignment (with or without rubric).
Session 2: Inside the WI Classroom—Peer Review, Mini Lessons, Informal Writing, and Marymount Success Stories
Before the session, you need to
1) Make four copies of your WI syllabus in progress and a WI assignment (with rubric, if possible).
Purpose
1) Suggest ways to enhance peer review, both in and out of the classroom.
2) Facilitate WI syllabi and assignment revision.
3) Pool ideas for informal writing/revising exercises.
4) Address special needs of nonnative speakers and students with learning disabilities or poor academic preparation.
5) Lay the foundation for more conversation about writing across the curriculum.
Outcomes
At the conclusion of this workshop you will be able to
1) orchestrate peer review.
2) revise your syllabi, assignments, and/or rubrics based on peer feedback.
3) pull out some useful writing activities for class or for homework.
Session 2:
• Thinking beyond the page—multimedia assignments
• Preparing students for peer review
• Peer reviewing
• Jumpstarting thinking, writing, and revising in class
• Helping writers with special needs
• Keeping the conversation going
HOMEWORK: brief survey
Attached are the PowerPoints for the sessions, which we'll continue to tweak. (Click the "Files" link at the bottom of the page to reveal them.) These are for folks who have completed the workshops. Please don't spoil the "fun" by peeking ahead.
