Institutes will be held Thursday, July 14th, 9:00 AM – 4:00 PM, at the Sheraton Raleigh Hotel in downtown Raleigh, North Carolina. Institute registration is $200.

Designing Writing Courses for Transfer of Writing Knowledge and Practice

with Kathi Yancey, Matt Davis, Liane Robertson, and Erin Workman

How to design writing courses–basic writing, first-year composition, upper-level courses, and courses in the major–supporting transfer of writing knowledge and practice has garnered considerable attention, with scholars researching it and designing courses to facilitate it. Carrying this work forward, this institute on transfer has two goals: (1) acquainting participants with the research on transfer; and (2) assisting them to design writing courses using the Teaching for Transfer (TFT) curricular design as articulated in Writing across Contexts and as expanded ( and as appropriate for their campus and student population(s).

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Inclusive Assessment: Writing Program Administration and Course Contracts

with Joyce Inman, Rebecca Powell, and Asao Inoue

The interactive institute will discuss how course contracts move writing programs and classrooms to value assessment as a practice of social justice through the use of grading contracts. Through small-group activities, and the review of sample contracts, participants will create their own course contracts and consider the following: aligning pedagogy to encourage writing behaviors and actions, matching behaviors and actions to program outcomes, shifting from a focus on the quality of writing to the labor of writing, and translating this information into student actions and learning. Participants will leave having considered a number of ways contracts can accomplish social justice agendas.

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Program Development from a Renewed Perspective: Reading Across the Curriculum

with Alice Horning, Chris Anson, and Cynthia Haller

Despite some attention through books by Carillo, Horner, and Keller, and special issues of some key journals (Pedagogy, Reader, and Across the Disciplines), reading pedagogy remains an undeveloped area of writing programs.  On every campus, writing program administrators can provide needed leadership to improve students’ reading of academic texts.  Better reading, especially of extended nonfiction prose, can improve students’ writing, retention and graduation by increasing their familiarity with and facility in the language(s) of formal writing.  While front-line writing instructors may lack training and motivation to integrate reading, an assortment of strategies tied directly to students’ writing can address both of these concerns.  Each segment will entail hands-on application, discussion and take-away materials.

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