WI Faculty Workshops

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.)


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.


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

Links related to Session I

Assignment Checklist

HOMEWORK: Pull out a writing assignment (with or without rubric) that worked well for you.

Session 2: Inside the WI Classroom—Peer Review, Mini Lessons, Informal Writing, and Marymount Success Stories

Before the session, you need to

1) Pull out a copy of your WI syllabus in progress and a WI assignment (with rubric, if possible).


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.


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:

• Understanding our diverse learners
• Preparing students for peer review
• Peer reviewing
• Jumpstarting thinking, writing, and revising in class
• Helping writers with special needs
• Keeping the conversation going

Links related to Session II

HOMEWORK: brief survey

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