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Syllabus Policies

I designed my curriculum to reflect my core pedagogical commitments to equity, inclusion, collaboration, student agency, and critical engagement with literacy and language.  In my classroom, every voice is valued, and every student has a place. I don’t just want students to know that their voice matters; I want them to believe that they matter, not just as learners, but as human beings who deserve a seat in the classroom. 

Inclusive Syllabus Policies for Composition Courses
Heavily influenced by Accessible Syllabus

Class Description + Spiel About Writing

As your instructor, I have the privilege of being a facilitator of learning. My goal is to create an equitable and inclusive environment where all students feel empowered to take ownership of their learning and to share their diverse stories in their own voices. There is no single "right" way to write, and I invite you to develop your writing skills and express yourself in your own language. Writing is about effectively communicating what you have to say in ways that value differences of disability, linguistic diversity, positionality, and identity as sources of strength. It is a process of discovery, growth, and self-reflection - and it is never truly finished.

Assessment

Classroom Assessment Techniques (CATs)

​Throughout the semester, we will use quick, low-stakes activities called Classroom Assessment Techniques (CATs) to support your learning. These activities are designed to help you reflect, organize ideas, and identify areas where you may want more support. CATs are graded for participation, not accuracy, and give you space to practice thinking critically about writing, language, and communication.

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Some examples of CATs we will use include:

• 3-2-1 Format: You will quickly write down 3 things you learned, 2 questions you have, and 1 concept you would like to explore more.

• Focused Listing: You will list as many ideas, terms, or concepts as you can related to a topic we’ve discussed, helping you organize your thoughts.

• Muddiest Point: You will identify the part of a lesson, reading, or concept that was most confusing to you, so we can address it together.

• One Minute Paper: You will respond briefly to a prompt about what you found most important or thought-provoking during a class session.

• Think-Pair-Share: You will reflect individually, then discuss your ideas with a partner before sharing with the larger group.

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Writing Assessment

In this course, writing will be assessed through a collaborative and reflective process. You'll have a voice in shaping the criteria and expectations through:

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• Co-Constructed Rubrics: We will develop assignment expectations together. For each major project, we will discuss and create a “rubric” as a class. This collaborative process encourages you to critically engage with the assignment goals, better understand what success looks like, and connect your writing skills to your goals beyond the classroom.

• Ongoing Feedback: I will provide regular feedback through Canvas on your drafts and major assignments. This feedback will focus on strengths, areas for growth, and strategies for revision. I encourage you to review feedback thoughtfully and apply it as you move forward in your writing. You will also have the opportunity to utilize feedback your classmates. Peer feedback is meant to supplement your own revision process and to build a collaborative community of writers.

• Self-Reflection: Along with major assignments, you will complete a brief reflection on your writing process. These reflections will ask you to consider what strategies worked well, what challenges you encountered, and what you plan to carry forward into future writing.

Inclusive Learning Statement

Your success in this course is important to me. I recognize that everyone learns in different ways, and that access needs can be visible or invisible, documented or undocumented. As such, we will all need accommodations because we all learn differently. I do not require official documentation for you to receive support in this class.
 
If any aspects of the course - including major assignments, course readings, or instruction— create barriers to your learning or full participation, please reach out to me as early as you can. Together, we can find strategies or adaptations that support your success. You are also encouraged to connect with Student Accessibility Services (SAS) to explore additional resources that can help support your learning. You can speak with SAS without notifying me, speak with me without contacting SAS, or do both. I am committed to working with you in the way that feels most supportive to you.
 
Learning differences are a normal part of education, and seeking support is a sign of strength, not a shortcoming. You have a right to have your learning needs met. Please know that my door is open for these conversations at any point during the semester.

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