Dr. Asao Inoue will be leading a Faculty Workshop on:
"Reconsidering Rubrics and Writing Expectations in Inclusive Writing Assignments"
This interactive workshop gives participants hands-on experience with considering alternatives to their own rubrics and writing assignment expectations that are typically handed out to students. Participants will consider dimension-based rubrics as a way to open up more critical dialogues with students about how their writing is judged, as well as help students find productive ways to revise writing. Participants will revise their own writing rubrics and/or assignment sheets for a chosen course writing assignment. The workshop will provide: a handout with other electronic resources for teachers who wish to explore this practice in their own classrooms. To take fullest advantage of this workshop, participants are encouraged to bring a laptop or Internet-connected device.
Preparation for Interactive Workshop:
In preparation for the work of the workshop, “Reconsidering Rubrics and Writing Expectations in Inclusive Writing Assignments,” please bring one writing assignment sheet and rubric (or set of writing expectations) to the workshop. Additionally, bring a draft or published piece of writing that best exemplifies the typical product that you envision most students submitting -- that is, the sample draft should not be an ideal document, but one that you feel hits all the important dimensions or elements of the assignment. You may bring these materials electronically or in paper form. This should be a writing assignment that you think you’d like to rethink and perhaps revise in order to be more inclusive of students who might use diverse language practices. To take fullest advantage of this workshop, participants are encouraged to bring a laptop or Internet-connected device.
Speaker Bio
Asao B. Inoue is Professor and Associate Dean of Academic Affairs, Equity, and Inclusion in the College of Integrative Sciences and Arts at Arizona State University. He is the 2019 Chair of the Conference on College Composition and Communication. He has been a past member of the CCCC Executive Committee, and the Executive Board of the Council of Writing Program Administrators. Among his many articles and chapters on writing assessment, race, and racism, his article, “Theorizing Failure in U.S. Writing Assessments” in Research in the Teaching of English, won the 2014 CWPA Outstanding Scholarship Award. His co-edited collection, Race and Writing Assessment (2012), won the 2014 NCTE/CCCC Outstanding Book Award for an edited collection. His book, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future (2015) won the 2017 NCTE/CCCC Outstanding Book Award for a monograph and the 2015 CWPA Outstanding Book Award. More recently he has continued his scholarship in socially just classroom writing assessment through a co-edited collection, Writing Assessment, Social Justice, and The Advancement of Opportunity (2018), and a book, Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom (2019).
