1. What (Most) People Don’t Know About First-Year Writing and Why That Matters

2. The First-Year Writing Program
Edgar Singleton
Sherita V. Roundtree
Michael Shirzadian

3. Our Goal
To provide you with an understanding of what fy students will experience in English 1110 at Ohio State, which is not always what they expect.

4. “Current Traditional” Pedagogy
Focus on the product of writing
Confidence that “good writing is good writing”
Learning to write is a linear process: writers must “learn the basics” before moving on to more sophisticated tasks
The primary job of a writing teacher is to identify and correct error

5. You are a writing teacher!
Imagine that you are an instructor who has adopted a “current traditional” approach, then respond to the text we have distributed. Your pedagogical goal is to identify for the student errors of grammar, punctuation, and style as you see them.

6. Using Poll Everywhere Text greenmilk827 to 22333 to join
Text your responses: they will appear on the screen!

7. Teaching writing is a reflective practice!
What do you notice about the responses to this student’s writing?

8. Ohio Board of Higher Education Expectations
Critical Thinking, Reading, and Writing
By the end of their first writing course, students should be able to
Use reading and writing for inquiry, learning, thinking, and communicating
Analyze relationships among writer, text, and audience in various kinds of texts
Use various critical thinking strategies to analyze texts

9. A New Way to Respond: Responding Rhetorically
You will respond again to the student writing, this time focusing on how the student is developing a critical response to the subject.
How can you respond in a way that pushes the student’s critical thinking?
How could the student demonstrate a stronger understanding of the relationship between the text and its intended audience?

10. A New Context: Critical Response to Text
Darryl Worley--"Have You Forgotten?” After considering the learning goals of critical engagement and viewing the video, please respond again to the same paragraph.

11. Reflective Teaching Practice
Understanding the context and purpose of this writing, how does your response to the student change?
How does the emphasis shift?
What is more valued? Less valued?

12. What are the consequences of this shift in pedagogy?
Inclusion: all class members have valuable contributions to make
Early engagement with complex ideas
Alignment with scholarship in fields of education and composition studies
Recognition of the diversity of student identity and experience

13. What We Value and Respond to in Student Writing (ODHE)
Rhetorical Knowledge
Critical Thinking, Reading, and Writing
Knowledge of Composing Processes
Collaboration
Knowledge of Conventions
Composing in Electronic Environments

14. Resources
Conference on College Composition and Communication. “ Students’ Right to Their Own Language.”
Ohio State Center for Study and Teaching of Writing. OSU Writing Across the Curriculum Resources.
Sommers, Nancy. “Responding to Student Writing.” College Composition and Communication, vol. 33, no. 2, 1982, pp. 148–156.