This post is part of a 2025 series affiliated with the Writing Innovation Symposium (WIS), a regional event with national reach founded in 2018. Shannon Hautman, a 2025 Bdford/Saint-Martin’s WIS Fellow, is a writing instructor at the University of Cincinnati. Learn more below and in posts tagged “writing innovation” and “WIS.”   By Shannon Hautman A few semesters ago, I began re-tooling my FYW course to create a more generous and specific place-based welcome to university-level writing. I wanted to introduce students to rhetoric and multimodality through research and writing that was low-stakes but high impact, collaborative, and relevant to first-years navigating their way through a new environment: their university.  Spanning five weeks with two 80-minute class meetings per week, “Texts on Campus” is an assignment sequence that invites students, firstly, to physically explore our campus and, next, to contribute what they learn to a shared class Google map. Last, students write a one page essay on the campus text they mapped. Throughout this process, students consider their community as a dynamic, rhetorically rich environment while developing the noticing, noting, and critical analysis skills required for a variety of composing practices.  The assignment sequence begins with students reading Melanie Gagich’s “An Introduction to and Strategies for Multimodal Composing” and working in small groups with a range of texts, learning to notice and analyze the five modes of communication: linguistic, visual, spatial, aural, and gestural. As Gagich’s concepts move from the abstract to concrete, there’s distinct excitement in our conversation: students are noticing the messages in their everyday environment and interrogating meaning.  Next, we physically explore the campus in search of multimodal texts that resonate with the students, perhaps engendering a sense of belonging, driving their curiosity, or challenging worldviews. Once each student has selected a text, we work on noting practices, gathering data for our class map entries through photo, video, and/or audio recording, detailed written description, and GPS coordinates.  Back in the classroom, students self-organize thematic groups that represent the layers or categories on their map, and they make collaborative rhetorical choices to determine the design of their layer. Then, each student is responsible for creating a location-specific pin with the media and written data collected during their fieldwork. In the image below, student Nakinah Ward’s map entry features a photograph and brief description of her multimodal text: a “Vote Cthulhu” flyer found on our campus green. The description details the visual, linguistic, and spatial modes present in the text. Nakinah Ward Under the “Student Life + Wellness” map layer, student Darla Kern used multiple video clips to document the multimodal text “Bearcat Friday,” a school spirit event featuring a performance by the University of Cincinnati’s marching band.  Darla Kern As they compose, peers give each other feedback: what types of information would be helpful for others to know if they use the map to locate each text? Is the map entry clear and accessible to readers with varying levels of familiarity with our campus? Knowing that their chosen texts were created for public audiences, they now have an opportunity to engage in their own public and participatory writing process, developing the digital literacy skills Gagich outlines in our anchor reading. When completed, the map is a collective multimodal work that represents the class’s vision of significant texts on campus.  Using concepts and strategies from “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis” by Laura Bolin Carroll, students transition into composing a one page narrative essay analyzing their text. Because we are working with place-based texts, I invite them to consider the roles of location and context in their writing. Darla wrote about the rhetorical moves associated with location in her analysis of “Bearcats Friday:” I found the location of Bearcat Fridays to be particularly impactful as the text occurs on one of the most busy areas of campus right in the middle of the day when many classes are scheduled. Which ensures a large audience as there are certainly an abundance of students around. This text poses as a reminder of what fun is to come heading into the next day. Everyone passing by interacts with this text in some way as it is nearly impossible to ignore, with the loud music playing and people dancing right on Mainstreet. I personally have such a positive reaction as the text fills me with excitement and encourages school spirit within our community. Darla also notes that because this text recurs on multiple Fridays throughout the semester, it becomes a prominent, consistent message, increasing the potential resonance with the audience.   Nakinah addresses context in the “Vote Cthulhu” flyer, noting our campus atmosphere surrounding the 2024 presidential election: “Politics is considered a sensitive subject for many so treading carefully is wise. The cheeky, sarcastic humor and absurdity of the poster soften the edge of how nerve-wracking and truly important picking politicians are. With a sense of nihilism, it criticizes an interesting group of people: apolitical Americans.” Nakinah found that humor acts as an approachable entry point “forc[ing] the audience to think about their power and the complexities and intricacies of their morality.”  “Texts on Campus” is a foundational pedagogy in my FYW classes because it provides multiple low stakes (and fun!) opportunities for students to engage with threshold concepts. Most importantly, it invites connection to physical places, to peers, and to writing. At the end of the unit, some students share that their mapped text has become a meaningful place for them. Others most enjoy the process of exploration and documentation. Many point to their gained awareness for message and meaning in the world around them. As a student enthusiastically shared, “Rhetoric is everywhere. Now I know how to look for it and analyze it.”     Many thanks to University of Cincinnati FYW students Nakinah Ward and Darla Kern for permission to use their work.    Works Cited Carroll, Laura Bolin. “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis.” Writing Spaces: Readings on Writing Volume 1, edited by Charley Lowe and Pavel Zemliansky, Parlor Press, 2010, pp. 45-58.  Gagich, Melanie. “An Introduction to and Strategies for Multimodal Composing.” Writing Spaces: Readings on Writing Volume 3, edited by Dana Driscoll, Mary Stewart, and Matthew Vetter, Parlor Press, 2020, pp. 65-85.   Further Reading Santee, J. “Cartographic Composition Across the Curriculum: Promoting Cartographic Literacy Using Maps As Multimodal Texts”. Prompt: A Journal of Academic Writing Assignments, vol. 6, no. 2, Aug. 2022, doi:10.31719/pjaw.v6i2.95.  Santee, Joy. “‘Maps Are Cool’: Investigating the Potentials for Map-Making in Multimodal Pedagogies.” Digital Rhetoric Collaborative, 21 Feb. 2021, www.digitalrhetoriccollaborative.org/2022/02/21/maps-are-cool-investigating-the-potentials-for-map-making-in-multimodal-pedagogies/.    The theme for WIS ‘26, artifact, invites colleagues to connect writing, art, and facts. Special features include a makerspace, an Artifact Exchange, and an opportunity to contribute to a scholarly publication. Proposals as well as applications for Bedford/St. Martin’s WIS Fellows are due 10/24; undergraduate contributions are due 11/21. Registration opens in November, and the event itself takes place onsite and online January 29th and 30th, 2026. ... View more

by Saurabh Anand, University of Georgia This post is part of an occasional series affiliated with the Writing Innovation Symposium (WIS), a regional event with national reach that takes place annually online and in Milwaukee, WI. In 2024, Saurabh was a Bedford/St. Martin’s WIS Fellow. Learn more below and in posts tagged “writing innovation” and “WIS.” "POETRY SOCIETY POSTCARD" by summonedbyfells is licensed under CC BY 2.0. Poetry and the topic of teaching poetry to multilingual writers are both very personal for me. As a poet and a person of color with an immigrant background, I often share my story with my students along with some of the poetry that is important to me. Recently, for example, I enjoyed reading Postcolonial Banter (2019) by British Muslim poet Suhaiymah Manzoor-Khan. I connected in particular with her narratives of white supremacy (in her case, the U.K.). For example, in her poems "This Is Not A Humanising Poem" and "British Values," Manzoor-Khan resists positivist ways of thinking by showcasing the multiplicity of voices, experiences, and truths. The multilingual students in my classes have found her poems especially relevant. I think of one student in particular, Sonam (a pseudonym). After reading Manzoor-Khan's works, including her poem “A Cold Funeral of the Authentic Muslim Woman,” and listening to her TED talk, "I'm Bored of Talking about Muslim Women," Sonam wrote about her own journey. In a resilient reflection, she centered what it is like to be a Brown Muslim woman who wears a Hijab in the U.S. South, explaining her experience is an American truth, too. As Sonam confided to me, Manzoor-Khan's work gave her legitimation and authority to write about her own experiences. I cherish such moments, and the power poetry can have for multilingual students in my writing classes. However, I recognize that inviting poetry into the writing classroom can require strategic thinking. In writing courses I teach, I refer to exercises from Mike Palmquist’s The Bedford Researcher (2021) to introduce poetry as part of brainstorming activities for literacy narratives and other story-based genres. For example, I have assigned poems such as “Dhaka Dust” by Dilruba Ahmed, “Birth” by Fady Joudah, and “The African Burial Ground” by Yusef Komunyakaa. Then, as they develop literacy narratives, I ask students to respond to the following questions about what they read: What/who prompted you to think about in your life or someone you know based on what is happening in the poem? If you have to summarize the poem about the genre we are reading, how might you do that?  Similar to the poem, who are some people who play a crucial (positive or negative, you decide) role(s) in interpreting/receiving your experiences? Were there situations/people in the external world who influenced your experiences, and how? Have you read anything (across other languages/cultures) that has had a similar (or entirely different) perspective to the genre we focus on? What perspective do you agree with and why? The results can be powerful. I remember one of my students, Pablo (a pseudonym), with Bengali as his first language. During the outline stage of his literacy narrative, he wrote about how others assumed him to constantly need "English coaching" just because English is not his first language. In his draft, he described how he took a stand for himself as someone who had AP credit for an introductory composition class at the university. Utilizing poetry as a compositional tool empowered Pablo to express his resistance to native English fallacy and allowed me to better understand his challenges and triumphs. At times, at the beginning of a first-year writing or teacher education course, when I explain the overarching theme and the kinds of poetry-based activities and resources I’ll be using, I encounter resistance. I have had students who assume they cannot read or produce poems, and the prospect of doing so can be especially daunting for multilingual writers. To make my case, in such scenarios, I discuss the power of poetry and how reading and writing about it can help develop critical thinking skills. Providing students accessible ways to give poetry a try becomes even more crucial in such scenarios. In general, I have noticed that reading poems such as “March” by Ye Chun and “Poem for When You Want to Remember” by Mia Ayumi Malhotra can do more than enliven class discussion. Such poems can ignite brainstorming about personal storytelling and also influence students’ word choice and attention to details in their own writing. To enhance these effects, I often supplement poetry with the narratives of creative writers who write in a second or other language. Teaching “Embracing Imperfection: On Writing in a Second Language” by Kaori Fujimoto and “Born Again in a Second Language” by Costica Bradatan, I have seen my students' confidence grow along with their motivation to be future agents of the critical world. Sonam’s and Pablo’s stories are just two of the many examples I have collected of the power of poetry in writing classes. Again and again, it helps my students, especially the multilingual college students I teach, bring their own cultures and experiences into their writing. As a result, poetry fosters their sense of belonging in college and in English. It also strengthens their understanding of language and of themselves, including their cultural identities. The latter, in particular, is something I want to ensure I preserve as a multilingual writer and a writing teacher. Teaching Resources I Recommend Chamcharatsri, B., & Iida, A. (Eds.). (2022). International perspectives on creative writing in second language education: Supporting language learners’ proficiency, identity, and creative expression. Taylor & Francis. Link Palmquist, M. (2021). The Bedford Researcher with 2021 MLA Update (4th ed.). Macmillan Higher Education. Link Starkey, D. (2022). Creative Writing: Four Genres in Brief: Four Genres in Brief (4th ed.). Macmillan Higher Education. Link For Further Reading Ahmad, D. (2011). Dhaka Dust. In Dhaka Dust. Greywolf Press. Link Ayumi Malhotra, M. A. (2018). Poem for When You Want to Remember. SWWIM. Link Bradatan, C. (August 04, 2013). Born Again in a Second Language. New York Times. Link Chun, Y. (2005). March. The Bitter Oleander Press. Link Fujimoto, K. (January 27, 2021). Embracing Imperfection: On Writing in a Second Language. Literary Hub. Link Garcia, D. (October/November, 1995). Italicized Writings. The Writer’s Chronicle. Link Joudah, F. (2013). Birth. In Alight. Copper Canyon Press. Link Komunyakaa, Y. (March, 2014). The African Burial Ground. Poetry Magazine. Link Manzoor-Khan, S. (2017, November). I'm bored of talking about Muslim Women [Video]. TEDxCoventGardenWomen. Link Manzoor-Khan, S. (2017, October). Suhaiymah Khan performs at TedxYouth@Brum 2017 [Video]. TEDx Talks Link Manzoor-Khan: please add citations for works referenced, including TED talks. Sailer, T. (2021). Why Write in English? Non-Native Speakers and Their Love for a Language. Tinted Journal. Link Smith, S. (January 28, 2019). Writing in a Second Language. Common Thread: Stories from Antioch University. Link Warner, M. (March 13, 2012). English that's good enough. The Guardian. Link The theme for WIS ‘25 is mise en place, a culinary term for putting things in place before cooking, especially in a professional kitchen. For us, it’s a metaphor for getting ready to write as well as a pathway to exploring the interrelationship between writing and food. Join us online or in Milwaukee, WI, January 30-31, 2025. Proposals are welcome through 10/25 and, for undergraduate writers, through 12/13. Registration opens in early November. ... View more

I must be the last person on earth to get to the Taylor Swift party. I did know that my grandnieces stayed up forever in an effort to get tickets (they finally scored but had to fly to another city to attend it). And of course I have listened to some of her lyrics and had to see her attending Kansas City Chiefs games.  But I finally got my act together and read a number of reviews of the Eras Tour and its accompanying film. And I spent some time studying the Time article following their announcement of Swift as Person of the Year. The article was long, and impressive; I began to understand something of Swift’s history and how that history relates to the absolute devotion of so many fans. About halfway through the article, though, I ran across a link to another piece—on how Time had chosen Swift over so many other people. That article fascinated me: the author, Sam Jacobs, essentially names and describes the criteria that the group used in deciding on Swift. Number of No. 1 albums: check; size of audiences: check; income that rivals some countries’ GDP: check; the “nuclear fusion” of art and commerce: check; symbol of “generational change”: check. And more. As Jacobs explored each of these criteria, he also rendered the experiences of so many concert goers, who claimed their lives have been shaped and changed by Swift and her music.   Taylor Swift at the 2023 MTV Video Music Awards   These articles got me thinking, hard, about who my Person of the Year would have been. I was impressed by the mountains of data produced by Time in support of their choice; in retrospect, might I have chosen Swift as well? And this thought led me to consider what students have to say about this same question: who is their Person (or Persons) of the Year? Would they be convinced that Time had made a good choice? Why or why not? I wanted to craft an assignment that would engage students in these questions. What would students list as the criteria necessary to be named Person(s) of the Year? How do they determine such criteria and how would they support them as most appropriate for choosing the person(s)? And given their criteria, who would that person(s) be? I asked myself these questions and today, March 8, 2024, the first person to spring to mind is Alexei Navalny. Why did he immediately pop into my head? What does that choice suggest about what I value, and why? I wonder who students would think of first, right off the bat?  On this day, like so many lately, I am missing the classroom almost more than I can say: the opportunity to talk with students about such questions—who is your person of the year this very minute, and why—provide so many opportunities for rhetorical thinking, for analysis, for evaluative comparison, for probing of values, and the assumptions that underlie them. I can imagine this as a kind of “assignment of the year,” one we would come back to every few weeks or so to revisit and re-examine and re-think. As always, I know I would end up learning some life lessons along with academic ones. Students have a way of teaching us these lessons—even in our post-pandemic malaise.    Image by iHeartRadioCA, CC BY 3.0, via Wikimedia Commons ... View more

In 2010, writer and longtime NPR commentator on All Things Considered and Washington Post columnist Michele Norris ordered 200 postcards that read: “Race. Your thoughts. 6 words. Please send.” She started leaving them in bookstores, at coffee shops, in the seat pockets on airplanes, without much hope of a big response. She shouldn’t have worried: people started filling them out, stamping them, and sending them, eventually adding up to over 500,000 messages. Norris includes many of them, along—each a little gem of a story—in her Our Hidden Conversations, along with interviews with numerous correspondents and essays by Norris in what the New York Times describes as an “open-mic town hall gone right.” Here are just a few of the six-sentence responses she received: “I wish he was a girl”; “I’m only Asian when it’s convenient”; “No, really, where are you from?”; “With kids, I’m dad—alone, thug”; “Underneath, we all taste like chicken”; “My beautiful Black boys deserve HOPE.” Morris reports being surprised that she heard from so many white people, though postcards came from dozens of racial and ethnic groups, as well as from over 100 countries. And while she started the project out of a sense that people at the time were very uncomfortable talking about race, these handwritten postcards proved that they had profound thoughts on race that they wanted to share. Michele Norris accepts the Peabody Award for "The Race Card Project."   In addition to the Peabody-winning narrative archive The Race Card Project and Our Hidden Conversations, Norris is the author of The Grace of Silence and host of the podcast Your Mama’s Kitchen. Her work is accessible and challenging at the same time, and I think students could spend some time doing a little research on her and her publications; they can also listen to her reporting during the dozen years she was a host for All Things Considered, hearing the rhythms and timbre of her voice, which carries so much personality. But in these times when students may feel uncomfortable engaging any number of highly contentious, emotion-laden topics in class, perhaps we could take a tip from Norris, asking students to write six words, and six words only, on a controversial or difficult topic you are dealing with in class. They might also bring in six-word responses from five or six other people. Then as a class, you could choose two or three responses to focus on, first in small groups and then in a whole-class discussion. Perhaps some of these six-word stories would yield new insights for the whole class to ponder, and lead to some open, honest, and respectful conversation. Image via WikiCommons   ... View more

This post is part of the Campfire Session series from Corequisite Composition Summer Camp 2021. You can find all recorded sessions and resources from Camp here. By Christina Di Gangi, Dawson Community College The Problem: Bridging the Gap between Informative and Analytic Writing In teaching terms, I am a career literature generalist with almost sole responsibility for my college's co-requisite writing model. From my vantage point, I understand that my students struggle to bridge the gap between informative and analytic writing. Close reading is ‘back’ in part due to the CCSS (Common Core State Standards)—but while students may know how to find extensive information on a given topic, they do not always start college fully equipped to write a more analytic research paper using peer-reviewed research writing. This gap becomes especially pressing if the research paper is taught in the first-semester writing class, with students going on to write papers in their major immediately thereafter. My job is to get students up to speed. For this reason among others, reading research articles is a major focus in our co-requisite model writing labs. One Potential Solution: Inquiry Charts or I-Charts (Hoffman, 1992)  In completing ancillary graduate coursework on reading to facilitate my teaching of our co-requisite-model courses, I learned about James V. Hoffman’s 1992 Language Arts article, “Critical reading/thinking across the curriculum: Using I-charts to support learning.” Inquiry charts, or I-Charts, are graphic or cognitive organizers that K-12 students can use to map information from prior knowledge—“activating prior knowledge”—along with their reading from informative sources: This lets students build connections in ways that simply restating information from pre-selected readings does not. Hoffman proposes a model where students work together in class before moving to individual practice, but the graphic organizer concept is flexible and adaptable. Before and during reading, students have space to enter information they already know about a topic, and then space to combine this prior knowledge with additional detail and meaning from other sources that they read. The I-Chart struck me as a flexible tool. Since my first-year writing students face the challenging task of improving their facility with peer-reviewed research articles while at the same time learning how to put together a college-level research paper, I wanted to design a cognitive organizer for them that would help them both to read the research articles that they had selected and then to place those articles in level-appropriate research papers of their own.  I note that instructors can prepare students to use a cognitive organizer like the I-Chart within the natural flow of class, as they teach students to search, organize, analyze, and write about research topics. Within our co-requisite model, I find that students benefit from preparatory instruction both on isolating the content of research articles and on writing about individual research articles before moving to a longer paper. Two preparatory techniques that I would highlight are quizzes and short reviews: For quizzes, I have students practice isolating the methods and findings of abstracts, then of whole short research articles. I pick level-appropriate articles and have them annotate their copies as well as practice writing analytic clusters and paragraphs using page numbers and quotations from the articles.  Writing short reviews of single research articles helps students improve in that genre but also prepares them to write a summative research paper in my class, basically a review of research. Using the I-Chart to Plan and Draft Beginning College Research Papers Preparatory work on isolating the features and key points of peer-reviewed research articles prepares students to complete an I-Chart or similar cognitive organizer, which they can then use to structure and complete shorter and longer research assignments. Students can practice using multiple articles to complete an I-Chart in groups before moving to individual practice; they can then apply the technique to the topic of their own paper, whether that topic be pre-assigned or self-selected. Once the table has been completed, students have a visual that should suggest to most how writing about their chosen articles can be organized in a longer framework such as a research paper. In my first-semester writing class, students are specifically asked to organize their final research papers as a survey of current research using six or more research articles. Again, this is a very flexible technique. I have students write a three-source midterm, more of a ‘sandbox’ for the final paper than a full-length research paper, and then write a final paper using six or more peer-reviewed sources—but the I-Chart can easily be adapted to the needs of your particular class. For example, students could use the I-Chart to organize thoughts about a set of theme-based readings before they get into research writing; if they were more advanced, they could write about six articles for a draft around midterm and expand the number of sources for their final project. Some students may even want to change the organizing categories to suit their thought process a little better, which has certainly worked for students of mine in the past. As I emphasize to students, the goal is to track their personal analysis of the peer-reviewed research sources that they are using, then to place them in the context of their future thinking and writing—rather than to have a beautifully completed chart. An added bonus is that students can learn to detach their analytic process from trying to produce beautiful writing—they can focus on organizing and showing their thought process before they turn to redraft and polish their work.  Given all of these benefits, it is my hope that this use of a graphic organizer to facilitate analytic reading and writing for beginning college students is an honest use of a technique from the teaching of reading, a field from which—in terms of my own teaching, certainly—I still feel that I have much to learn. ... View more

I have been working this year to shift my assessment practices toward grading students less on error and more on the labor that they bring to their writing for the courses that I teach. Ever since I heard Asao Inoue’s plenary on “Racism in Writing Programs and the CWPA” at the Council of Writing Program Administrators Conference last summer in Raleigh, North Carolina, I knew that I wanted to give the strategy another try. What is Labor-Based Grading? It is a pedagogical tactic that I have been developing on and off since my first year of teaching. At this point, I am in an in-between place: I am currently blending in some of practices that Inoue describes, and I am developing resources for a more complete conversion by the fall. Recently, I have been focusing on that ways that the grading system is discussed. The contract that Inoue used at Fresno State is long and, well, contractual. It’s a three-page document that outlines everything about how the work in the course is assessed, beginning with the approach and ending with details on requirements and logistics. As you would expect of a syllabus-style discussion of course requirements, it is explicit and detailed. Approaches for Students to Consider for Labor-Based Grading Remind students that your course is based on your labor - which is the time and intensity that they put into their writing. Students will not be punished for making mistakes as long as they improve throughout the term.  This grading system will not be what they are used to, so you can share the following guidelines on how they should approach their assignments: Focus on Ideas Focus on your ideas and what you are trying to say. Forget about the pressure to be perfect. Focusing on perfection can distract writers from developing their ideas. Because students are graded on labor, mistakes won’t undermine the grade.  Write for Yourself  You’re studying the kinds of writing that are important in your field and developing a sense of what makes that writing effective. Don’t worry about impressing me (the instructor). Write what will make you successful in the workplace.  Take Risks Try kinds of writing that stretch your abilities to help you learn new things. There’s no need to play it safe. After all, the safe, easy route doesn’t push you to improve your writing.  Have a Do-Over If you take a risk and it doesn’t turn out, you can always try again. Just as in a game, you have unlimited do-overs. Making mistakes is part of the learning process. As long as you are trying to improve your work, you can’t fail.  Put In the Effort You will write, rewrite, start over, and try again. All this work counts, as long as you listen to feedback, incorporate what you hear, and reflect on how to improve.  Wrap Up & Additional Resources on Labor-Based Writing Obviously, courses need this kind of document, but I wanted to break the explanation up into a series of shorter pieces. To begin, I wrote When Your Grades Are Based on Labor, a webpage that introduces the key aspects of the system from a student’s perspective. As I explained last month, I have been using Infographics as Readings in an effort to align course materials with students’ reading styles, so I also created the infographic on the right to present the ideas. My goal is to list the basic details in the infographic, with additional information explained on the webpage. I would love to get some feedback on whether I’ve succeeded in the comments below. Additionally, if you would like to know more about this assessment strategy, read Inoue’s publications on anti-racist assessment and on grading students’ labor on his Academia.edu page. Credits: Infographic was created on canva.com. Icons are all from The Noun Project, used under a CC-BY 3.0 license: report by Lil Squid, Fluorescent Light Bulb by Matt Brooks, analytics by Wilson Joseph, aim by Gilbert Bages, Switch Controller by Daniel, and Gym by Sathish Selladurai. ... View more