When your students give you their first low-stakes assignments — their pre-drafts and their drafts — how will you respond?

You’ll take it as your goal to write comments that show your students how they can revise their drafts substantially to produce essays that meet the highest expectations we have for college writing. But how will you do that?

You’ll discuss that at length in the practicum, so we don’t have to answer that question in full now. But we do want to ask it so you can have it in mind as you prepare your syllabus and lesson plans over the summer.

The writers you’ll teach are hugely diverse, as you know. Many are multilingual, so they may be attentive to language in ways that come with their adeptness at translation, although they are less fluent in English than native speakers. Their educations vary tremendously, too, and those educations make them think about what it means to be a good writer in ways that might surprise you.

To think about this more concretely, read this sample paper, written by a QC student who gave permission for us to share it.

Rachael and Alexis will pose some questions and start a conversation with you on Slack.