Date:
Location:
Led by Jonah Johnson
In the best learning experiences, feedback between students and instructors happens early and often. Many writing assignments, by contrast, only involve feedback “after the fact,” with the understanding that it can only be implemented on the next assignment. In this seminar we’ll offer a better model for assignments, where feedback is ongoing and the writing is scaffolded, well-sequenced, and iterative. The seminar will be a hands-on workshop, where you’ll have the experience of doing a typical essay assignment while also designing an assignment or assignment sequence of your choosing. We’ll unpack what “doing a writing assignment” means at every stage of the process: from creating a classroom that’s ready for feedback, to working with evidence and analysis, to conferencing, peer review, and revision. As a student, you’ll read a short source and write a short essay and get feedback from “teachers” in the class; as a teacher, you’ll be designing your own assignment and giving feedback to “students.” This seminar is designed for new and experienced TFs across disciplines who want to explore assignment design, strategies for in-class teaching, and effective feedback together in an interdisciplinary setting.
This is the first session of a 6-session seminar. Registration required.