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Presented by Tom Cooley and Amara Hand
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This one-hour session and Q&A models practical strategies you can use to encourage your students to read closely and respond purposefully.
• Tom Cooley discusses the relationship between close reading and writing using the says/does approach to reading. By showing how most academic writing uses proposition and support, he demonstrates how students can close read at the paragraph level and look out for topic ideas and sentences to better understand what a text says—and how.
• Amara Hand explores active reading as a textual conversation and presents how she encourages students to respond personally, intellectually, and contextually to foster meaningful learning and understanding. She will share the “rhetorical reading triangle” she uses to help students read and respond with a purpose.
Presented by Dr. Jeanine L. Williams and Dr. Emily K. Suh
The date of this workshop has passed.
While many instructors understand that a raciolinguistic justice approach to teaching first-year writing integrates critical language awareness and antiracist education perspectives, they may be looking for support and ideas on how to actually do this work in their classrooms. Raciolinguistic justice is achieved when students and instructors journey together in an examination of the intersections of race and language in reading and writing. This presentation demonstrates this collaborative reflexive practice using prompts that can be added to any writing course that includes reading and writing tasks.
Join us as we explore how these small, targeted prompts—easily adaptable to any assignment—can foster self-reflection and lay the groundwork for critical language awareness and raciolinguistic justice in first-year writing.
Assigning peer review and peer-reviewed articles in first-year writing? Join this workshop for practical strategies you can use to promote a more effective and equitable exchange of peer feedback, foster academic literacy, and encourage students to see a future for themselves in scholarship. In this collaborative one-hour session, you will hear from:
• Brian Gogan, who will share a research-backed, equity-minded approach to peer review through the “Feedback Meta-Meeting” model. With examples and case studies from his department, Brian will outline the three-part structure of the model and provide concrete ways instructors can improve the effectiveness and equitability of peer review practice.
• Marianne Kunkel, who will then discuss how she helps students see the connections between sharing their writing with each other and the “peer-reviewed” box they check when searching library databases. In her hands-on activity, students write as experts on a chosen subject—from horror films to anime to making ramen—and then act out the roles that are part of the scholarly peer review process.
Hosted by Melissa Goldthwaite (Saint Joseph's University), Africa Fine (Palm Beach State College), and Paul Butler (University of Houston)
How do you empower students as writers? How do you identify and celebrate outstanding writing by college writers? And what makes writing outstanding, anyway? Join us for an insider's look at how the judges of the Norton Writer’s Prize evaluate hundreds of nominations from instructors at two- year and four-year schools, and for a discussion more broadly about national trends in student writing and assignment design.
Want to learn more about using Norton Composition resources in your courses? Visit the links below to view available videos in each series.
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While many instructors understand that a raciolinguistic justice approach to teaching first-year writing integrates critical language awareness and antiracist education perspectives, they may be looking for support and ideas on how to actually do this work in their classrooms. Raciolinguistic justice is achieved when students and instructors journey together in an examination of the intersections of race and language in reading and writing. This presentation demonstrates this collaborative reflexive practice using prompts that can be added to any writing course that includes reading and writing tasks. Join us as we explore how these small, targeted prompts—easily adaptable to any assignment—can foster self-reflection and lay the groundwork for critical language awareness and raciolinguistic justice in first-year writing. |
Two instructors share what they’ve recently been experimenting with in their first-year writing courses —offering class-ready ideas that can easily be adapted for any course or modality, from “unlikely love letters” to self-written letters of recommendation and more. |
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This webinar focuses on strategies for teaching writing online that keep instructors calm, cool, collected, and, most importantly, compassionate. Shelley Rodrigo shares a wide variety of online course activities and concrete suggestions that can immediately be used in an online writing course. |
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Garret Johnson shares his experience assigning InQuizitive, with special attention to how he incorporates it into his syllabus and how he would recommend making the most of the program in online courses. |
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A Q&A with Russel Durst and Laura Davies, coauthors of They Say / I Say with Readings and theysayiblog. |
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Thea Nicolaides shares strategies for teaching composition online, with special attention to how to incorporate more interactive resources available with Norton’s readers. She provides specific assignment ideas and demos activities from InQuizitive for Writers. |
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Join Deborah Bertsch for a lively overview of strategies for teaching flexibly and effectively with The Norton Field Guide to Writing. Longtime adopter and coauthor of the Instructor’s Guide for The Norton Field Guide, Deb also shares advice on incorporating more of the interactive resources. |
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Drawing on her background in instructional communication and online pedagogy, Brittney Farrand covers best practices for online teaching, advice on utilizing Norton resources to build curriculum, and a demo of InQuizitive for Writers and materials for learning management systems. |
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Focusing on how to infuse information literacy skills into the first-year writing course and reframe research assignments, Laura J. Panning Davies and Erin Ackerman share course-ready activities designed to promote students’ development as critical thinkers, researchers, and writers. |
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The little book that does a lot for your course, “They Say / I Say” offers a range of options to engage students and build their confidence making the moves of academic writing, reading, and researching. Hear from Kristie Boston as she shares strategies from her 15 years of assigning the book. |
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To help instructors make the most of the resources available with these two titles, Michal and Raina offer suggestions for assigning InQuizitive for Writers—and its new activities—alongside LetsTalkLibrary and a learning management system. |
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Learn more about how you can use your book’s resources to deliver a course in which students at varied levels of ability can design their own composition themes and maximize their engagement and learning with resources such as InQuizitive for Writers. |
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Remixing—creating a new text by adapting, modifying, or transforming existing texts—is an important twenty-first-century composing process, and engaging in that process in first-year writing classes can help students develop greater rhetorical awareness and dexterity. |
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“Getting Started with Resources for The Norton Field Guide to Writing, Sixth Edition,” May 4, 2022 Norton composition specialist Elizabeth Pieslor will host an overview of the new and expanded resources available with The Norton Field Guide to Writing. |
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In this virtual guest lecture for both students and instructors, Andrea Lunsford offers practical advice on how to identify misinformation and lies, how to examine and to understand personal biases as well as those of others, and how to engage respectfully with people who may hold views very different from our own—essential strategies for students of writing and rhetoric today. |
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Copyright © W. W. Norton & Company, Inc. 2021
(Bertsch Photo) Courtesy of Olivia Harris; (Durst Photo) Courtesy of Kathy Durst; (Davies Photo) Courtesy of John Austin Davies; (Devices) iStockPhoto.com/lvcandy; (Lunsford Photo) Courtesy of Andrea Lunsford