While they are designed to prepare students for writing at the college level in any discipline, Composition courses are focused on writing, specifically rhetoric and argument. However, students are often ill-prepared for writing about literature after completing two semesters of rhetoric and argument over nonfiction, and many dual credit seniors must complete two semesters of literature. While it is understandable that new dual credit Literature students might not know many literary terms/concepts, it is surprising how many of these students also struggle to transfer and apply any of their analytical and argumentative skills from Composition. At our dual credit campus, we chose to include a unit on writing about literature at the end of the spring semester to help bridge the genres and emphasize those core similarities. Students openly embraced the opportunity to read and write about literature, and we were pleased with the student engagement and quality of their assignments.

This panel explores the transformative role of Artificial Intelligence (AI) and Large Language Models (LLMs) in composition classrooms, examining their multifaceted impact on student writing, motivation, creativity, and writing proficiency. In addition, panelists will discuss strategies for modifying composition pedagogy to engage students’ critical thinking and voice.

This presentation discusses the topic of labor-based grading from the perspective of both the student and teacher. Labor-based grading boosts students’ performance in class and the way they view themselves; and, it creates a more equitable relationship between the professor and the student. Drawing from renowned Composition and Rhetoric scholars, as well as her own experience, Dr. Rachel McShane presents a case for why labor-based grading is not only more inclusive but fosters an environment that encourages creativity, growth, and learning from which both students and teachers can benefit.

Participants will learn how to use a free online flashcard generator to create seven or more engaging, multimodal classroom learning activities and games. Faculty from any discipline can easily adapt these activities to their learning objectives and course curriculum while providing students with captivating ways to form learning groups, interact with one another, and analyze or review course concepts.

Getting Real: Re-Engaging with a Humanistic Approach to Writing Instruction in the Age of Artificial Intelligence

The ability of generative AI to create passable imitations of academic writing gives writing instructors an opportunity to re-imagine the purpose of college composition. However, we need not just a negative vision of the writing classroom based on preventing and punishing AI-enabled plagiarism, but a positive vision of what students stand to gain by doing the writing themselves. I argue that we can find that positive vision in the largely forgotten humanistic pedagogical framework developed by Carl Rogers in the 1960s – specifically, Rogers’ ideas about student-directed learning and the instructor’s role in creating a psychological environment that makes such learning possible. I provide an overview of the core tenets of humanistic pedagogy, including genuineness, empathy, and trust. I then focus specifically on the importance of trust between instructors and students in the age of AI, including the factors that have led to an erosion of that trust and the consequences for student learning. I suggest that when students are properly supported and engaged in a humanistic environment, there is less incentive for creating formulaic essays that meet surface-level requirements, such as those AI can easily create. To demonstrate what this environment would look like in practical terms, I present writing centers as models of humanistic educational spaces and offer specific suggestions on re-designing grading criteria to be more conducive to, and more reflective of, student growth.

They Already Think They Can't Write - Here's How We Change That Through Soft Skills and Early Identity Formation

This presentation explores using identity-based motivation theory to improve the self-efficacy of developmental writing students. This presentation highlights a first-week classroom activity that can be used to foster student confidence by redefining what it means to be a college-level writer. Attendees will gain insights into framing a course around soft skills that can enhance developmental writing students’ self-awareness, thus contributing to writing proficiency and academic success.

As composition instructors, we love to refine our teaching but often forget what it’s like to be students—navigating unclear assignments, hidden expectations, and academic anxieties. While academia feels like home to us, students are still finding their way. This presentation invites us to pause and remember the “water”—the assumptions we make and the challenges students face. Drawing from anonymous student insights, we’ll explore what they wish we remembered—so we can teach with greater clarity, empathy, and intention.

Monica Davenport, Manager of Frisco Writing Center through the Anthony Peterson Center for Academic Assistance (APCAA) Professors may have some misconceptions or a lack of understanding about all the ways writing centers help students. Join this session to hear about the breadth and importance of the work we do and how it impacts overall student success

We will work through the Story Pedagogical Readiness Index to choose one or two stories for your course's lectures and shape them to be successful pedagogical tools. Using relevance, relatability, and reduced ambiguity as our guiding metrics, we will explore how context and storytelling can combine for powerful, enjoyable learning experiences. Brainstorm your favorite stories, personal or otherwise, to be extra prepared!

Delivering Class Instructions through Accessible and User-Centered Hypertext Class Agendas

D.H. Won

Although digital tools have transformed writing classes drastically, the core of teaching writing has not changed, which is encouraging students’ thinking skills for their self-discovery through the self-inquiry process for effective communication as a student-centered learning environment. Inspired by Peter Elbow’s Writing Without Teachers, the session introduces hypertext blog-style class agendas, which promote active learning through writing workshop class activities and the integration of GenAI, HTML, and gamified writing tools. This session will explore how a technology-driven writing and instruction method can support traditional philosophy.

Maximum Effect: Freshman Composition Today and Tomorrow

William Brannon

The rapid adoption of AI tools by students poses significant pedagogical challenges for general education courses like freshman composition. In my brief presentation I explore how freshmen composition courses offer not just the enhancing of skills viable today for enabling students to engage critically with texts but also can equip those students with understanding of how best to harness the power of AI platforms for whatever rhetorical situations the future brings.

Redesigning scaffolded assignments based on traditional and non-traditional strategies can help students develop resilience and encourages student success. This teaching presentation and interactive learning experience will challenge instructors to redesign their approaches to scaffolding assignments. The session will provide a fifteen-minute activity wherein participants will produce their own ideas to take back to the classroom to enhance their students’ experience.

Demonstration of InQuizitive and details about Andrea Lunsford’s new edition of Everything’s an Argument.

Representatives:

• Elena Scheffler, Collin's Norton Representative
• Vic deBouchel, Norton's Educational Technology Specialist
• Ryan Schwab, Norton's Humanities Specialist

This presentation will discuss strategies for teaching students to use AI tools in the writing classroom to develop excellent critical thinking and writing skills, while continuing to employ the tried-and-true pedagogical principles we know to be effective.

Teachers play a crucial role in providing students with a well-rounded education but often face challenges in fulfilling all their responsibilities. This is especially true for English instructors teaching students to write. While writing is an essential skill, assessing written work poses significant challenges. Students need formative feedback on their writing. However, teachers often struggle with heavy workload of evaluating student essays. Many teachers somewhat jokingly liken spending all weekend grading essays to ‘an English teacher’s version of hell.”

Artificial intelligence is the latest in a long line of disruptive innovations poised to reshape teaching and learning. Used properly, AI will support—not replace—teachers. While acknowledging challenges, this presentation focuses on AI’s compelling benefits, particularly for English teachers seeking to provide more effective and timely feedback on student writing. AI-enabled assessment tools, like WriteGrader.com, can be a powerful complement that elevates teaching capacity, streamlines assessment, improves feedback and frees time for human-to-human mentoring. This presentation will explore practical implementation strategies for integrating AI in the classroom, with specific emphasis on utilizing AI to assess written assignments. We’ll demonstrate how these tools can help teachers overcome traditional time and workload constraints, ultimately improving pedagogical effectiveness and student outcomes.

This session explores how FYC instructors can intentionally integrate soft skill development into writing instruction, focusing on six key areas: problem solving, time management, critical thinking, negotiation, integrity, and empathy. The presenters will share research-based strategies, adaptable lesson plans, rubrics, and engagement techniques that have been effective in diverse, inclusive classrooms. Additionally, the session will address assessment practices that value both process and product while encouraging a growth mindset.