As we reflect on and engage in the work of making our teaching practices more inclusive, we must consider the role our written responses to students’ work plays in “deliberately cultivating a learning environment where all students are treated equitably, have equitable access to learning, and feel valued and supported in their learning.” In this session, we will discuss and practice concrete strategies for fostering equity through our written comments. For example, how might we comment on essays that make racist, sexist, or classist claims? How might we prevent ourselves from letting our own biases and orthodoxies cloud our ability to offer thoughtful, instructive comments on students’ writing? How might the issues we ask our students to write about affect students’ abilities to satisfy the expectations of the assignment? We will consider, as well, how we might foster more inclusive commenting during peer review sessions. How might we better prepare students to read and comment on their peers’ writing in a more inclusive manner?
Goals and Target Audience:
The primary audience for this session is faculty and graduate students across the curriculum who want to think critically about their commenting styles and consider concrete ways to make their written feedback to students part of their inclusive teaching practices.