I wanted to offer you a sense of the rhythm of work I have planned for our summer seminar. We’ll keep busy!
We will start each morning with coffee and a light breakfast from 9:30–10:00. On Monday, we’ll use this time for introductions; on the following days, this will be time I can use to chat briefly with any of you who may have questions about the materials you are designing for your courses.
The main work of the seminar will run from 10:00 to 1:00. We will focus pretty resolutely on a writing course as itself a kind of text, with the goal of having you complete a full draft of your course materials —plan, schedule, writing project, policies—by the end of the week. But we will also spend a fair amount of time on ways of responding to student work—both in writing and in class.
You’re then on your own for lunch from 1:00–2:00.
Afterwards we’ve scheduled two activities: I will ask you to compose most of the materials for your R&C course this week, and from 2:00–3:00 you’ll have some studio time to begin drafting whatever piece is due the next morning. The reasoning behind setting this time aside is both to make your workload a little more manageable, and also to allow you to check in with me and your colleagues as you work through the particulars of your course. Then, from 3:00–4:30 we’ve scheduled a series of conversations with faculty members who are experienced teachers writing. I’ve asked our guests not to prepare a formal lecture, but rather to come ready to talk informally with us about some practical issues in designing and teaching writing courses—drafting assignments, working with multilingual students, addressing issues of diversity and identity, using digital tools in teaching writing, asking students to compose online texts, and the like.
Please see the Schedule for a more detailed list of the topics we’ll cover in both the morning and afternoon sessions.
Then, each evening, I will ask you to complete the writing task you began during the studio time in the afternoon. (Sorry!) In this way you will begin, piece by piece, to compose your R&C course for the fall. I’ll ask you to bring copies of what you write with you to seminar the next morning. It will probably be a good idea for you to bring both pen and paper and a laptop with you to seminar each day.
And then, we’ll do it all over again—on Tuesday, Wednesday, Thursday— until we finally make it to Friday, at which point we will have a celebratory “arcade” of the course websites you have designed.
If all goes well, you will work hard, but in doing so begin to feel ready for your R&C class in the fall. Good luck! I look forward to working with you!