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Writing Boot Camp: Early Summer Weekend Session

Writing boot camps are designed for graduate students dedicated to making progress on an ongoing writing project (e.g., a course paper, proposal, publication, dissertation). Show up ready to write, and we will provide coffee, snacks, and a productive work environment!

 

Date: Saturday, 6/2 & Sunday, 6/3

Time: 10am-3pm each day*

Location: Rush Rhees Library G-121 Conference Room A

Register here:https://goo.gl/forms/GS8w3zQt1kSfSJZx2

 

*New boot campers need to arrive 30 minutes early on 6/2 for a Workshop on how to make the most of your boot camp experience. This is required for first-time boot campers, but all are welcome to attend.

 

Registration & Deposits: Registration is limited to 20 AS&E graduate students on a first-come, first-served basis. A $50 deposit is due upon registration (and refunded after completion of Boot Camp). Deposits can be paid at the Writing, Speaking, and Argument Program main office: RR-G121. Additional information about the deposit policy and Boot Camp can be found on our website: http://writing.rochester.edu/graduate/boot-camps.html

 

If registration is closed and you would like to be placed on a waiting list, or if you have other questions about Boot Camp, please contact Liz at liz.tinelli@rochester.edu

 

Cheryl Ball: Teaching Multimodal Assignments through an Editorial Pedagogy

Welles-Brown Room in Rush Rhees Library
Thursday, April 6, 2017
1:00 PM to 2:30 PM

“Teaching Multimodal Assignments through an Editorial Pedagogy” 

This lecture provides an overview of theories that are useful for framing a curriculum or course in multimodal composition—or classes that use writing assignments more generally. Drawing on the New London Group’s multimodal pedagogies and elsewhere from rhetorical genre theory, Professor Ball will discuss a praxis-oriented approach to creating a writing-intensive course that highlights multimodal composition. Creating a classroom space where students author real-world assignments with real-world genre conventions and consequences, Professor Ball provides a model for teaching and assessing multimodal composition through an “editorial pedagogy,” which offers editorial-like
feedback from the instructor and sets up students to function as awesome peer reviewers of others’ work.
 
Please contact the Writing, Speaking, and Argument Program at wsap@ur.rochester.edu to RSVP by 3/22.  

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