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- KNIGHTLYnews: Notes from the FWS Classroom
- Spring 2021 FWS Instructor Workshop Series
- Archive of Spring 2021 FWS Instructor Workshops
- Archive of Fall 2020 FWS Instructor Workshops
- Archive of Summer 2020 FWS Instructor Workshops
- Canvas Sites for FWS Instructor Collaboration
- Campus Resources for Teaching & Learning
- Additional Resources for Teaching & Learning
FWS Instructor Workshops & Resources
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KNIGHTLYnews: Notes from the FWS Classroom
Check out the KNIGHTLYnews: Notes from the FWS Classroom, an online forum for FWS instructors and other teachers of writing to swap and share ideas for best classroom practice. Weekly posts are designed to help teachers develop lesson plans and writing assignments, and respond to classroom challenges by introducing new teaching tools and sharing emerging pedagogical ideas. Posts also direct readers to program and campus resources that support teaching and learning, and provide opportunities for peer collaboration and mentorship.
Spring 2021 FWS Instructor Workshop Series
The Knight Institute team invites FWS instructors and other teachers of writing to join us for the Spring 2021 Spring Workshop Series. Each week, Knight faculty will facilitate interactive workshops and share instructional resources, lesson plans, teaching strategies, and other pedagogical ideas and inspirations. We hope these sessions will provide remote-access opportunities for ongoing engagement and community building.
Brainstorm & Troubleshoot
Friday, February 5, 11:00am - 12:30pm EST
Meet up with other spring semester FWS instructors to brainstorm and exchange icebreaker activities and first assignments, and/or to troubleshoot lesson plans or Canvas set up and design. Drop in when you can and stay as long as you like.
We will upload workshop materials to the FWS Instructor Sandbox Canvas Site where we host FWS Assignment Archives and other useful resources. Follow this link to a GoogeDoc that compiles resources shared during our Fall 2020 FWS Instructor Workshop | First Day/Icebreaker Idea Swap.
Activities to Help Deepen Analysis
Friday, March 5, 1:30pm - 2:30pm EST
In this workshop, we will discuss strategies for helping writers to strengthen their analysis through critical thinking work. Cornell Writing Centers Director Kate Navickas will provide a sample reading geared towards students and some broad ideas for activities; participants will be encouraged to either share analysis activities or brainstorm more.
FWS Writing Assignment Exchange
Friday, March 12, 2:30pm - 3:30pm EST
Participants bring drafts of FWS writing assignments, and meet in small groups where they will describe the assignment, learning goals, and rationale within the context of the course’s writing sequence. Assignments will be compiled in an archive hosted on the FWS Instructor Sandbox Canvas site. Facilitated by Knight Faculty: Ellie Andrews and Tracy Carrick.
What is a Teachable Text? Teaching Reading to Write
Wednesday, March 17, 4:00pm - 5:00pm EST
What makes a text “teachable”? Teachable within the context of a First-Year Writing Seminar? Participants will work together to consider not just what makes disciplinary texts accessible to novice readers and those outside of the field, but also how can such texts be used to teach writing. Facilitated by Knight Faculty: Ellie Andrews, Tracy Carrick, and Darlene Evans.
Facilitating (Difficult) Discussion
Friday, March 26, 1:30pm - 2:30pm EST
Associate Director of Writing in The Majors Kelly King-O'Brien will share ideas and strategies about how to foster good discussions in our current circumstances (whether online, in-person, or hybrid). Participants should bring their own questions and concerns so that we can brainstorm strategies together. Topics we might address are: Does “wait time” work on Zoom? How long should we wait? Should we avoid controversial topics this semester? How do we handle conflicts or tensions on Zoom when it might be easier (or harder) to intervene? How might we prompt engaging and productive discussions on Zoom? Or in-person socially distanced? How do we “create space” for quieter folks when some people may monopolize the discussion at times?
CROSS-LISTED EVENT: CNY Humanities Corridor Grant Re-envisioning Graduate Communication Through a Raciolinguistic Lens
Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts
Dr. Jonathan Rosa, Stanford University’s School of Education
Follow this link to Dr. Rosa's masterclass: Masterclass With Jonathan Rosa - Unsettling Race and Language: Toward a Raciolinguistic Perspective
Tuesday, March 30, 3:30-5:00 pm EST
The Power of Reflective Writing
Friday, April 16, 1:30pm - 2:30pm EST
Facilitators Kate Navickas (Cornell Writing Centers Director) and Tracy Carrick (Writing Workshop and Graduate Writing Center Director) will provide a brief review of reflective writing literature and share sample reflective writing prompts and student writing to consider the logistics and rewards of such work. Participants will have the opportunity to brainstorm and workshop their own activities.
CROSS-LISTED EVENT: FGSS Feminist Pedagogy Series
Feminist and Anti-Racist Student Evaluation and Assessment Strategies
Derrick Spires (Department of Literatures in English), Kate Navickas (Knight Institute), and Tracy Carrick (Knight Institute)
Tuesday, April 20, 4:30-6:00 pm
Professionalization Panel: Positioning Yourself to Teach Writing
Monday, April 19, 2:30pm - 3:30pm EST
Many graduate students facing an uncertain job market are interested exploring ways to evolve their FWS instructional experiences into careers in teaching writing and related fields. Panelists: Ellie Andrews, Kelly King-O'Brien, and Elliot Shapiro. Moderated by Jessica Sands.
Panelists will address the following questions:
- Describe your career path. What skills did you use to now work in the Knight Institute?
- What skills do you look for when hiring candidates to teach writing and/or contribute to program work?
- What skills can FWS instructors build upon to be hirable in writing programs/writing centers in their future careers?
How to Help Students Avoid Plagiarism & What to Do if They Don't
Week of April 26 | POSTPONED
Participants will workshop case studies involving suspected violations of University Academic Integrity Policies, discuss examples of concerning student writing, and share strategies for developing assignments that interrupt bad practices. Facilitators will review University and College protocols and direct participants to instructional tools and resources. Facilitated by Knight Faculty: Tracy Carrick and Darlene Evans.
Click here to register for this FWS Instructor Workshop.
CROSS-LISTED EVENT: CNY Humanities Corridor Grant Supporting Multilingual Student Writers in the US University: Whose Labor and What Kind?
Panel with Guest Speakers | Thursday, April 29, 4:00-5:00pm EST
“Language Ideology, Multilingual Identities, and the Division of Labor in Educational Practice”
Gail Shuck, Professor of English at Boise State University and Director of the English Language Support Program
Drawing on research on language identities and on her experience as English Language Support director for a university in a refugee resettlement city, Dr. Shuck will discuss the complexities of “multilingual student” identity and how those complexities are erased in pedagogical and institutional practices. Who do we mean when we talk about multilingual students, ESL students, English learners, bilingual students? What assumptions do instructors and institutions make about multilingual students’ educational and linguistic backgrounds, residency or visa status, rhetorical abilities, and first-language literacy? How do such assumptions change the distribution of labor--of students, faculty, staff, different offices/units--throughout an institution? What are some points of tension around redistributing such labor?
“Landscapes of Labor and Visions of New Lands: Supporting Multilingual Writers”
Angela Dadak, Second Language Writing Specialist for the Writing Studies Program at American University
From language support offices, to writing centers, to individual professor’s offices, the landscape of support for multilingual writers is rarely simple, reflecting or even erasing their complex multilingual identities. Dr. Dadak will begin by illustrating the difficulty for students and mentors in navigating this territory and then consider the underlying ideological, financial, structural forces shaping it. How do current models of support respond (or not respond) to those various forces? How do these models distribute labor across multilingual writers, faculty, staff, and other actors on and off campus? How might we envision alternative structures and paradigms for supporting writers of all backgrounds on our campuses?
Register for Talks: https://tinyurl.com/s2efy5sz
- Workshop for faculty on Creating & Enacting Inclusive Visions | Friday, April 30, 1:30-2:30pm EST
“Multilingual Writers, Support, and Labor: Practice and Vision"
Open to administrators, program directors, faculty and instructors interested in creating more linguistically and culturally inclusive programs and practices for multilingual writers, this interactive workshop will use case studies to focus on practical strategies for addressing these critical questions at our respective institutions:
- Who are our multilingual students?
- What does linguistic diversity “look like” on our campus?
- How would we find out?Where do students currently find writing and other academic support?
- What does this mean for student labor, faculty labor, and administrative labor?
Participants will learn approaches for investigating linguistic diversity on their own campuses, mapping available campus support for multilingual writers, and identifying avenues for developing a campus-wide, shared sense of responsibility for linguistic inclusion and educating students from all backgrounds.
Register for Workshop: https://tinyurl.com/2bhbaw6y
CROSS-LISTED EVENT: CNY Humanities Corridor Grant Re-envisioning Graduate Communication Through a Raciolinguistic Lens
Dr. Laura Greenfield, Hamilton College, Director of the Transformative Speaking Program
Wednesday, May 6, 3:00-4:00 pm EST
Contact Jennifer Janke (email@example.com) with questions and ideas.
Archive of Spring 2021 FWS Instructor Workshops
- Activities to Help Deepen Analysis (GoogleDoc: Navickas, 2021)
- FWS Writing Assignment Exchange (GoogleDoc: Andrews/Carrick, 2021)
- What is a Teachable Text? Teaching Reading to Write (GoogleDoc: Andrews/Carrick/Evans, 2021)
- Facilitating (Difficult Discussions) (GoogleDoc: King-O'Brien/Evans, 2021)
Archive of Fall 2020 FWS Instructor Workshops
- First Day/Icebreaker Idea Swap (GoogleDoc: Carrick, 2020)
- Peer Review Activity Idea Swap (GoogleDoc: Faulkner/Carrick, 2020)
- Facilitating Discussions Idea Swap (GoogleDoc: King-O'Brien/Carrick, 2020)
- Revising Sentences: Paragraph Clarity for Multilingual Writers (GoogleDoc: Sands/Carrick, 2020)
- Teaching Research/Research Papers Idea Swap (GoogleDoc: Navickas, 2020)
- Reading & Responding to Challenging Writing Idea Swap (GoogleDoc: Carrick/Zukovic, 2020)
- Balancing Sync & Async Idea Swap (GoogleDoc: Carrick/Andrews, 2020)
Archive of Summer 2020 FWS Instructor Workshops
- Virtual FWS Classroom Walk-Throughs (Videos: Navickas, Carrick, Shapiro, King-O'Brien, Sprenkle, 2020)
- Teaching with the Johnson (Video: Sweet, 2020)
Canvas Sites for FWS Instructor Collaboration
- FWS Instructor Sandbox Find here pedagogical resources that can help you develop an online platform for your FWS -- whether you are interested in building a remote-access, fully online course or in simply developing a robust Learning Management System (LMS) to support multimodal instruction for an in-person or hybrid course. You'll find start-up tips and guidelines for recommended digital tools, links to campus and Knight Institute resources, videos of teaching demonstrations and workshops, and detailed lesson plans and activities that you can import directly into your FWS Canvas site.
- FWS Online Scenarios Find here a plan for online or hybrid writing instruction that includes six scenarios reflecting core aspects of the mission and learning outcomes of the Cornell First-Year-Writing Seminar. These scenarios can be combined to set up a syllabus and to design an instructional system for an online or hybrid FWS on any topic.
- Hypothes.is (Digital Social Annotation Tool) Test out with colleagues this social annotation tool that allows for sentence-level note taking or critique on top of classroom reading, news, blogs, scientific articles, books, terms of service, ballot initiatives, legislation and more.
- Feedback Fruits (Peer Review Tool) A test environment for the Summer/Fall 2020 pilot of the FeedbackFruits learning app where you will be able to participate in building your test assignments.
Campus Resources for Teaching & Learning
- Learning Online (Cornell, Learning Strategies Center)
- Fall 2020 Course Preparation & Teaching Scenarios (Cornell, Center for Teaching Innovation)
- Teaching International Students: Tips for Online Instruction (Global Cornell)
- Mentoring and Supporting International Scholars | Video Recording (Panel discussion hosted by the Office of Faculty Development and Diversity)
- Guidance for Faculty: How to Get and Stay Connected with International Students | (Cox, 2020)