Whether we teach courses focused on writing and rhetoric, literature, film, or other forms of cultural production, emphasis on close reading and critical thinking is a crucial component of our students’ progress. However, the kinds of writing that we ask students to do is sometimes very specific to our own disciplines, and this method of approaching texts is often new territory for many of the students that we teach. How can we craft assignments that respond to our students’ diverse writing, reading, and research backgrounds?
This collaborative workshop discusses ways to construct creative assignments for evaluating students’ skills in close reading, critical analysis, and research that may or may not be writing-focused. This workshop will ask faculty and graduate students to share writing assignments and activities that take different approaches to evaluating our students’ abilities to respond to texts in the university classroom. Participants are encouraged to bring past, current, and future assignments to share, collaborate, and workshop.