Breakout Sessions – 2017

Concurrent Session I (10:00 am 11:00 am)

Across the Professional Divide:  Workplace Writing in First Year Composition 

Rebecca Rivers (College of DuPage, Waubonsee Community College)

How can we encourage students to see the benefit of First Year Composition beyond college and into the workplace?  This presentation will give concrete lessons and methods to connect what students need to learn to succeed in college with what they’ll need to know to succeed in the workplace. For many students, First Year Composition may be the only formal writing classes they take and we can help prepare them for more than just academic composition.


The Insider-Outsider on Your Campus: Librarians and Tutors Bridging the Gap between Instructor and Student 

 Jennifer Kelley (College of DuPage) and Joshua Ruddy (University of Illinois at Chicago)

What happens when your students meet with a tutor or reference librarian in the course of completing their assignments? Instructors might be surprised! This presentation will discuss the roles of academic librarians and writing center tutors as interpreters, translators and discourse mediators; and explore additional opportunities for rich collaborations.


Digital Connections:  Portfolios and Discussion Boards 

E Portfolios: Blending Student Assessment and Multimodal Literacy…the Outcome

Jim Okrasinski (College of DuPage, Moraine Valley Community College) and Lara Tompkins (College of DuPage)

This presentation will emphasize a place for the e-Portfolio in a college level writing course. Instructors can use the e-Portfolio as a performance based assessment supporting the writing process while providing an environment which encourages students to think more specifically of a public audience. In last year’s presentation, the e-Portfolio was defined with possible learning objectives and digital platforms were demonstrated for consideration. Having implemented the e-Portfolio during the Spring 2017 semester in a Writing for the Workplace course, we will present actual e-Portfolio examples and share the experiences, both the good and the not so good, about the e-Portfolio as an assignment (process) and assessment for writing and multimodal design.

How to Make Discussion Boards Work

Bridget Bell (College of Lake County, Gateway Technical College)

Bridget Bell, an adjunct online, hybrid, and face to face instructor, discusses how best to utilize discussion boards in any classroom. Students learn to communicate with their peers, transforming the environment to the virtual through the range of exploratory writing, emulation, analysis, evaluation, argumentation, and research-based assignments. Learn more on how to get the best results with virtual discussion boards.


Concurrent Session II (11:15 am 12:15 pm)

2 Fast 2 Furious 

Speed-Writing Chats: A Classroom Activity to Foster Peer-to-Peer Teaching

Clarissa Henmueller (College of Lake County)

It is often difficult to encourage students to engage with others in class about their writing. This activity showcases one way in which students can engage with many other peers in the classroom within a small amount of time. This experience encourages writers to become more comfortable talking about their ideas and explaining those ideas to their peers.

At The Movies with English Composition: Teaching a Collaborative Assignment

Sarah Magin (College of DuPage, Moraine Valley Community College)

This interactive presentation will explore how collaborative assignments have the potential to build connections across divides. Sarah Magin will share a collaborative assignment, “At The Movies with English Composition,” designed to build connections within the classroom community. Our discussion will provide opportunities for participants to begin developing collaborative assignments of their own.


Connecting Across the Student/Writer Divide in the Classroom 

Deanna Basco, John Lanier, Elyse Pelzer, and Andrew Smith (College of DuPage)

Instructors often find it challenging to get students to view themselves as writers—in other words, to bridge the divide between students and the greater community of writers. One aspect of this challenge can be the difficulty instructors have in finding time to provide the one-on-one help a student might benefit from. In a one-hour panel, students, instructors, and writing-center staff will discuss the benefits of bringing the writing-center coach into the classroom.


Using Digital Tools to Help Students Develop Effective Metacognitive Skills 

Lynda Haas (University of California – Irvine)

Educational research shows that students usually lack the metacognitive skills necessary to analytically reflect on their learning; however, this metacognition is necessary to retaining what they’ve learned and to transferring knowledge to new situations. This session will focus on using digital tools such as McGraw-Hill’s Connect Composition to help students become skilled metacognitive thinkers.



Concurrent Session III (1:30pm – 2:30pm)

Bridging the Divide between Secondary and Post-Secondary Writing Instruction 

Christopher Bass, Danielle Bauman-Epstein, Russell Mayo, and Katie Sjostrom (University of Illinois at Chicago)

This panel strives to narrow the too-frequent divide between secondary and post-secondary writing programs. Four graduate instructors with experiences in Secondary English classrooms will share analyses, strategies, and frustrations to engage attendees in a conversation about writing instruction along the high school-college continuum. Attendees will participate throughout the session by writing and reflecting on their own pedagogy and engage in dialogue about bridging the divides across curriculum, classrooms, and communities.


Fostering Student Agency:  Language and Learning 

Let it Go! Or Let it Go? Is Grammar Frozen for Students? Bridge between English and ESL

Christy Matta (College of DuPage)

In this presentation, Christy Matta will facilitate an open discussion between ESL instructors and English instructors regarding the needs of both traditional students and ELS students when it comes to being corrected in their writing.  “It ain’t whatcha write, it’s the way atcha write it.”—Jack Kerouac, WD

Creating Community: Student Agency and Digital Feedback through a Service-Learning Lens

Jennifer Finstrom (DePaul University)

This presentation focuses on my experiences teaching a service-learning course where college students provided online feedback for sixth grade poets at a CPS school. In addition to creating a community, the service-learning and civic engagement focus of the course also fostered agency and enthusiasm in the classroom that I hope can be transferred to non-service learning courses as well.


Incorporating Digital and Visual Literacy in the Classroom 

John Hayward (Waubonsee Community College)

Online screen habits do not translate to academic skills, and browsing is not the same as comprehension. In this one-hour session, learn how to help your students make the transition to meaningful digital and visual literacy as readers and writers. The session concludes with a discussion of how to apply these skills to individual writing classrooms. With a future of more web-based instruction, assessment and composition ahead of us, these skills are essential for teachers and students to practice and own.


Concurrent Session IV (2:45pm – 3:45pm)

The Value of Publishing Student (and Adjunct) Writing 

James Magrini (College of DuPage)

This presentation, emerging from a workshop on the publication of both student and faculty writing, focuses on pursuing the publication of “student” writing that makes connections across the curriculum and across the community.  The following issues will be discussed: How to publish student work in print journals and the Internet; why being a published author makes a difference in their college transfer application; and why being a published writer can be an inspirational and positive experience, demonstrating that writing transcends the classroom.  These ideas will then transfer to adjunct writing as well.


Double ‘Adjents’ – Adjunct-Tutors Thieving for Professional Development and Survival 

Nanci Calamari (Harry S Truman College, North Park University), Jennifer Ingersoll (Harry S Truman College, DePaul University), Melissa Pavlik (Harry S Truman College, North Park University), and Tatiana Uhoch (City Colleges of Chicago)

Four professional writing center consultants who are also adjunct instructors will explore how their dual identities create opportunities for professional development by using “theft” as a tool to connect across institutional and pedagogical divides. This session will interest those working with/as professional tutors and/or adjunct instructors as well as anyone curious about the relationship between stealthy education and appropriation. Participants will leave with questions, intel, a peek into the adjunct-tutor life, and a model of unexpected professional development at a Chicago community college.


Writing in the Modern World: Online Labs and Fake News 

Using an Interactive, Multimodal Online Writing Lab to Enhance Writing Instruction

Jeanne Anderson (College of DuPage, Elgin Community College, Waubonsee Community College)

Excelsior College takes the online writing lab to the next level with its interactive, open-source online writing lab designed to support writers through the entire writing process. The site is designed to enhance or replace traditional textbooks. Learn about all this robust site has to offer, including ways to customize and integrate its materials into the online or face-to-face classroom as well as Blackboard.

Evolving Responsibilities for Readers and Writers Online

Clarice Foland (College of DuPage)

This presentation covers lesson plans and initial outcomes of two English Composition assignments I began during spring 2017 at COD: one is a class blog for English 1102 and the other is a fake news unit for English 1102. I will highlight methods, findings, and student examples and responses for each assignment, along with challenges faced.  These projects aim to situate students as writers and consumers of online information, highlighting the responsibilities of each.  We’ll follow with an open discussion of suggestions for further development and implementation.