As many of us work to improve our teaching practices by responding to important cultural, societal, and professional calls for curricula that foster equity, diversity, and inclusivity, it is important we revisit and rethink our writing assignments across the curriculum through a lens of linguistic justice. This workshop will share research on linguistic justice that will inspire a collaborative discussion and analysis of sample writing assignments (low stakes and high stakes) and will propose questions we should all be asking ourselves as we design and revise writing assignments in our courses. Time will be spent in the workshop brainstorming and discussing ways faculty might revise an existing assignment to include principles of linguistic justice that they can assign in the spring, summer, or fall.

Learning Outcomes:
• Participants will leave with an understanding of definitions of and professional calls for linguistic justice.
• Participants will learn some of the questions we need to be asking ourselves to understand the role our writing assignments (and our assessments of them) can play in fostering linguistic justice.
• Participants will learn writing assignment design strategies from participating in a collaborative analysis of sample assignments.
• Participants will leave with ideas for how to incorporate linguistic justice in their low- and high-stakes writing assignments.

This workshop aligns with the Inclusive Pedagogy domain of the teaching effectiveness framework. It counts as one workshop towards the Graduate Teaching Certificate.