Sunday :: June 1 :: Keynote Address
Tracing Theories of Teaching Writing
Janice Lauer, Purdue University
7:00 p.m. :: Phillips Hall Auditorium
(Free: Open to the public)

NOTE The following sessions (Monday-Friday)
run 9-5, with lunch from 12-1:30

Monday :: June 2
The College as the Writing Curriculum
Charles Bazerman, University of Santa Barbara
Learning to write takes time and practice across many situations andcircumstances—far more than can be accomplished in a course or two.  During the college years, the whole campus experience, in class and extracurricular activities provide many opportunities for students to grow as writers in areas of importance to them.  The explicit writing instruction provided by composition courses and writing centers can best serve as support points, positioning students to make the most of their total college writing experience.  In this day-long workshop we will explore writing experience on the campuses of the participants and how the writing courses and centers serve as support points for trajectories of student growth in writing.

Tuesday :: June 3
Digital Writing: Inventing Curriculum & Infrastructure
Danielle DeVoss, Jeff Grabill, Bill Hart-Davidson, Michigan State University
In this session, we'll talk about teaching digital writing.  We will present for consideration relevant theories, related pedagogies, and a range of technologies that might be utilized (e.g., using more robust features in Word, crafting compelling slideshow presentations, composing digital video, integrating social networking, blogs, & wikis into writing pedagogy).  Our goal will be to help participants craft a coherent plan for how they might teach digital writing with their students, with their colleagues, and on their campuses in a way that is conceptually sound and sustainable.   We'll spend some time looking ­at a range of activity and assignment ideas, at research and theoretical perspectives on teaching with technology, and more.  We'll ask participants to debate and articulate understandings of and approaches to digital writing.  We'll spend time designing activities and assignments flexible enough for participants to bring back to their home institutions.  Our primary goal is to have each participant leave with a set of assignment ideas, supporting materials, and a sense of the technological and infrastructural needs required to support the imagined assignments.

Wednesday :: June 4
Teaching Literatures of Color Rhetorically
Malea Powell, Michigan State University
This session covers how to effectively and rhetorically use literatures of color in writing classrooms—including a brief theoretical overview for engaging with literature rhetorically, lots of sample teaching materials and readings, advice about how to use visual, material and digital texts in relation to literature, and plenty of workshop time to make the approaches discussed work in participants' own classroom situations.

Thursday :: June 5
Globalizing First-Year Writing
Beatrice Quarshie Smith, Illinois State University
This session focuses on the ways that we can use international literacy research to globalize first-year writing classrooms. We will look specifically at the ways that doing so enhances our abilities to include all of our students’ literacy experiences, especially as the populations in our classes become more international. Quarshie Smith will discuss her research in digitized workspaces in Ghana and will facilitate a workshop that helps teachers of writing integrate case studies of international workers into their courses.

Friday :: June 6
Rhetorical Listening in First-Year Composition Programs
Krista Ratcliffe, Marquette University
This session will consist of four parts:  one talk and three workshops.  First, Ratcliffe will speak on how rhetorical listening informed her WPA work in program design, program administration, and program pedagogy.  For the three workshops, Ratcliffe will provide sample materials, but the majority of time will be spent with program participants brainstorming with one another and reporting about how rhetorical listening may inform their own local program designs, their own local program administration, and their own local program pedagogies.  The goal of this session is for participants to leave with (1) an increased understanding of rhetorical listening and its practical applications, (2) drafts of individual program materials, and (3) an increased awareness of other programs.