The John Jay writing program is committed to ensuring student success. One critical way in which this is accomplished is through the rigorous and continued development of its instructors. A successful faculty mentoring program connects seasoned faculty with instructors in highly fruitful, hands-on, and collaborative relationships. Faculty development workshops—including ones periodically held during each semester as well as during a faculty writing salon at the beginning of each semester—guarantee instructors are always made aware of and kept current with the field’s best teaching practices as well as essential classroom pedagogical techniques and innovations. Through faculty mentorship and faculty development workshops, colleagues exchange invaluable ideas about teaching while simultaneously honing and perfecting their craft for the benefit of their current and future students.
See below for sessions that have taken place over the last few semesters.
Reinforcing Rhetoric & Underscoring Genre by
Mark McBeth (John Jay) & Lisa Blankenship (Baruch)
This workshop has a two-fold purpose: to reinforce the importance of rhetorical concepts to the John Jay writing curriculum (both in English 101 & 201) and to underscore for students the significance of genre in English 201. While rhetoric plays an important role in both of our freshman writing courses, English 201 should emphasize how genres change when moving from discipline to discipline. The humanities-based writing in a literature or history course will differ in organization, tone, and purpose from the sociology-based ethnography and those two genres of composing will differ from the science lab report. In this workshop, Lisa Blankenship, Director of the Baruch Writing Program, joined us to discuss how she has developed and shared rhetorical concepts with her writing faculty at her campus and then Mark McBeth shared a version of English 201 that exposes students to various genres of disciplinary writing.
Deepening First-Year Writing Practices by Hannia Gillani
This workshop highlights the importance of having reflective writing as a class requirement for both Eng 101 & 201. When done well, reflective writing is an interactive tool between the student and their writing which enforces the process of metacognition. Workshop includes a review of sample reflective writing assignments. For more information, you can check out A Rhetoric of Reflection edited by Kathleen Blake Yancey and Reflection in the Classroom by Kathleen Blake Yancey.
201: The Nuts of Bolts of Rhetoric and Genre in Practice by Christen Madrazo & Claudia Zuluaga
This workshop features a discussion of 201 in practice and theory, beginning with an overview of genre and rhetoric and then a review of sample syllabi and student portfolios, ending with a share-out of semester plans and questions with our colleagues.
Soup to Nuts: Learning from Sample ENG 201 Student Portfolios by Tim McCormack
This 2-hour session utilizes the writing program rubric to evaluate a few 201 student portfolios and to gauge if we agree on the quality of the student work. Are students learning what we are trying to teach them about rhetoric and writing? Added benefit: The sample portfolios are from three different faculty members which allows analysis of different course designs and assignments.
The Three Rs of 201: Rhetoric, Research, Reflection by Tim McCormack
This workshop covers three core components of ENG 201 as the cohesive content of the course. First, a quick rhetoric primer that provides the terms and concepts to introduce rhetoric to your students. Then, discuss a variety of disciplinary research projects that you can adapt to your own class. Finally, a revisit to reflection as a key learning tool for your students and show the various developmental stages from early reflection to evidence-based analytical reflection. All materials presented during the workshop will be available on the John Jay Writing Program e-Rhetoric.
Designing Assignments Across Genres for 201 by Tara Pauliny
ENG 201 introduces students to the “rhetorical characteristics and writing styles from across the disciplines” and the primary way this work is accomplished is through writing projects. As such, this workshop focuses on ways to conceptualize and implement the multi-genre aspect of 201 through assignment design. First, a review the WAC aspect of 201, then an examination of ways John Jay faculty have designed their assignments, and finally, a discussion of participants’ plans for their own 201 courses.
Low-Stakes Cross-Genre Work in 201 bySanjana Nair
This workshop covers ways to integrate cross-genre work in 201 through low-stakes writing that’s scaffolded toward higher-stakes work with an emphasis on revision and time management.
Best Practices: Digitation by Claudia Zuluaga
E-portfolios can function as a valuable pedagogical tool, as long as the instructor and students understand their benefits. This workshop focuses on best practices for using Digication in the classroom, from clarifying the e-portfolio role as a rhetorical document, to incorporating it in ongoing peer review. There is a review of best practices, a glance at sample portfolios, and discussion of peer review guidelines for assessment.
*Suggestions and discussion are rooted in the findings of our Fall, 2018 Outcomes Assessment portfolio findings
Writing across the Curriculum and in the Disciplines: Tips for Generating Creative and Effective Assignments by Maria Vint
This workshop discusses WAC and WID implementation in ENG 101 and 201, and provides tools you can use to create assignments which meet an array of the learning goals. There is a group brainstorm session to generate ideas for engaging assignments, playing off of everyone’s individual strengths and interests.
So, You’re Teaching Comp this Spring? Let’s Chat! by Tara Pauliney and Christen Madrazo
During this session, Tara and Christen are available for walk-ins in the English Department Conference Room. Participants can stop in to say hi, drink coffee, talk shop, ask questions, review syllabi or assignments together, work on last-minute stuff with the company of similarly over-worked colleagues etc.
From Reticent to Renewed: My Experience with Reflective Writing in Eng 201 by Sara Whitestone
I didn’t want to do it. I really didn’t. Why should I assign a formal reflection essay when I already require my students to reflect informally on their writing after each assignment? But then came outcomes assessment. When I asked the number cruncher to isolate my data, I was appalled when my numbers, were, well, crunched. My students’ reflective writing wasn’t close to making the mark. So I knew I had to do it. I had to make the change to a formal reflective writing essay. And I did. In this workshop, participants find out what happened next.
Making the Digital Turn in Eng 201 by Tim McCormack
This workshop showcases WordPress and digication technology as used in an ENG 201 course. Theres is a review of how these platforms and the digital process portfolio can help students reach the specific learning objectives of our writing program (reflection, Writing Across the Curriculum, Writing Process, and Rhetoric). Prior to the workshop, participants are urged to go to the Writing Program e-rhetoric and read the articles about why writing teachers need to make the digital turn under the “Digital Turn” tab. https://teachingwritingatjohnjay.wordpress.com
