Fall 2024: Writing Across the Curriculum Workshops

The University Writing Program delivered a robust lineup of writing across the curriculum (WAC) workshops designed to support faculty in enhancing their teaching practices and fostering student success in writing. Through a blend of online and in-person sessions, faculty had the opportunity to explore innovative strategies for creating inclusive, effective, and sustainable writing classrooms. Here’s a summary of the professional development activities offered in fall 2024 along with how they contributed our ongoing efforts to support writing instruction across the university.

Troubleshooting Your Writing Assignment with Dr. Sarah Page (Anthropology)

Effective student writing begins with strong, well-crafted assignments. In this online workshop, faculty explored research-backed strategies for designing writing assignments that promote student engagement and improve writing outcomes. Participants also had the opportunity to share their own assignments and receive peer feedback, helping to refine their approaches and strengthen the alignment between assignment design and learning objectives.
Workshop recording
Troubleshooting Your Writing Assignment Handout

Critical Language Awareness with Dr. Sambuddha Banerjee (Chemistry)

Recognizing and leveraging the linguistic diversity of our students is key to fostering an inclusive and supportive classroom. This workshop focused on Critical Language Awareness and Linguistic Justice—approaches that views students’ languages and dialects as assets in writing classrooms, not barriers. Participants explored a digital toolkit developed by ECU faculty, designed to help instructors create linguistically welcoming classrooms. By using these tools, faculty are better equipped to support student writers, reduce writing anxiety, and encourage persistence in their academic work.
Workshop recording
CLA handout
Writing to Learn Writing Activities Handout

Managing Your Feedback Load with Dr. Drew Ashby-King (Communication)

Providing meaningful feedback is central to the writing process, but it can be overwhelming for instructors. In this session, faculty explored best practices from writing studies research on responding to student writing, learning how to balance quality with quantity. Participants discussed strategies for streamlining feedback, such as using low-stakes writing assignments and providing targeted comments, to ensure that students receive helpful guidance throughout the writing process. This workshop emphasized the importance of feedback in student success and well-being as well as practical approaches to effectively managing the feedback load.
Workshop recording
Managing Feedback Handout

Contract Grading with Dr. Kim Thompson (English)

This semester, faculty also engaged in a deep dive into Contract Grading, an innovative approach to assessment that promotes transparency, student agency, and equity. Participants explored labor-based grading contracts, which shift the focus from traditional grading schemes to clear, negotiated expectations between instructor and student. By setting explicit terms for success and emphasizing effort and growth, this method fosters more engaged, equitable learning environments. Faculty shared experiences from their own classrooms, and the session prompted valuable discussions on how to implement these grading contracts in diverse disciplines.
Workshop recording
Example contract
Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom (2022)
Labor-Based Grading Resources
Q&A on Labor-Based Grading

Trauma-Informed Writing Pedagogies: Tools for Your Writing Classroom with Dr. Jeannie Golden (Psychology)

The impacts of the COVID-19 pandemic are still being felt in classrooms, particularly in terms of student well-being and engagement. This workshop explored Trauma-Informed Core Values, helping instructors understand how to create physically, emotionally, and academically safe spaces for students to write. Participants examined strategies for assigning, responding to, and

evaluating writing with an awareness of trauma, fostering a classroom culture of trust and empathy. This session addressed the growing need to consider collective trauma and its effects on student learning and academic performance.

Trauma-Informed Writing Pedagogies: Exploring the Academic Resilience Consortium with Dr. Jeannie Golden (Psychology)

In addition to exploring trauma-informed writing pedagogy, faculty had the chance to engage with the Academic Resilience Consortium (ARC), a collaborative initiative focused on supporting students’ resilience in higher education. This workshop introduced ARC’s teaching tools, which aim to improve student outcomes by building resilience and persistence. Faculty left with practical resources to strengthen students’ writing skills and help them navigate the challenges of academic life.

Critical Language Awareness: Tools & Strategies for Writing Across the Curriculum with Dr. Sambuddha Banerjee and Dr. Sarah Page

Finally, our Critical Language Awareness workshop was offered twice—once in-person and once online—to provide faculty with the opportunity to engage with tools and strategies for supporting linguistically diverse students across disciplines. This session featured ECU faculty who shared resources they developed to reduce writing anxiety, promote student wellness, and encourage a sense of belonging for students from varied language backgrounds. The digital toolkit provided at the session is already helping instructors create more inclusive, engaging writing environments.

An additional toolkit was developed for faculty and staff to explore as a resource that you may access here.

If you missed any of these events and would like us to host one again, please email Kerri Flinchbaugh (flinchbaughk@ecu.edu) to express your interest.

Kerri Bright Flinchbaugh, PhD Assistant Director, University Writing Program

Professional Writing Consultant, Laupus Library East Carolina University (252)737-1687