Writing on the Edge 2018: Composing Beyond Boundaries

Saturday, Oct. 20, 2018

Writing on the Edge is back and bigger and better than ever! Our fourth annual Writing on the Edge Conference will be held on Saturday, Oct. 20 here at College of DuPage. This year, we are opening up the conference to any faculty that use writing in their classes. Organized by adjunct faculty in the Liberal Arts Division, the conference aims to bring together faculty across disciplines and communities, and provide opportunities for information-sharing and networking. This year’s theme is “Composing Beyond Boundaries,” and sessions will focus on the work of adjuncts to foster communication across the curriculum and address topics in multimodal literacy, technology in the classroom, positive student engagement, and enhanced professional practice. We invite you to come experience the only writing conference put on by and for adjuncts and contingent faculty in the Midwest. We have it competitively priced at only $35 for a whole day of professional development.

Hotel Accommodations

Check back for more information.

2017 Writing on the Edge conference website

Pre-Conference Workshop: Moving Beyond Writing Boundaries

Friday, Oct. 19

9 a.m to 4 p.m.

Join us for some in-depth, hands-on workshops facilitated by our Keynote Speaker, Shelley Rodrigo, Associate Director of the Writing Program, Online Writing, and Associate Professor in Rhetoric, Composition, and the Teaching of English (RCTE) at the University of Arizona.

Writing Across the Digital Curriculum

Scaffolded assignments that provide support of product and process are one way to address this concern and have been shown to result in more robust educational outcomes. To facilitate improved writing across the curriculum and in the disciplines, or any class that requires a larger research and/or writing project, this workshop asks faculty to explore digital technologies to help students scaffold writing projects.

If I Read Another Bad Paper I'll Scream

Tired of reading "bad" research or "term" papers? Are you frustrated with the ease with which a student can copy and paste information from the internet, or just order a project from a paper mill? Fret no more...come to this workshop to learn about a variety of different genres and technologies you might use to have students develop final projects that are not just the traditional paper.



Saturday, Oct. 20

8 a.m to 4 p.m.

8 to 8:30 a.m.: Registration and Breakfast

8:30 to 8:45 a.m.: Opening Remarks

8:45 to 9:45 a.m.: Keynote Address

10 to 11 a.m.: Breakout Session

11:15 a.m. to 12:15 p.m.: Breakout Session

12:15 to 1:30 p.m.: Lunch

1:30 to 2:30 p.m.: Breakout Session

2:45 to 3:45 p.m.: Breakout Session

3:45 to 4 p.m.: Closing Remarks

Keynote Address: “Moving from 'Writing to Learn' to 'Multimedia-to-Learn': How and Why”

Shelley Rodrigo, University of Arizona.

One of the reasons for teaching writing is to provide students with a toolbox of strategies for future composing scenarios. By only asking students to produce pre-writing, write-to-learn, and/or invention work activities in traditional text, we are limiting the types of tools for their toolbox. Why can’t students use the results of a Google image search to help narrow a topic? Why shouldn’t students record themselves talking about secondary research articles for an annotated bibliography entry? Rodrigo will theoretically ground “multimedia-to-learn” assignments within Writing Across the Curriculum (WAC) studies, as well as education-based theories on active and generative learning. A staple of WAC pedagogy is the “low-stakes” “writing-to-learn” activities used to both incorporate more writing into a non-writing focused course as well as scaffold the production of larger writing projects.  One of the reasons for “write-to-learn” activities is to distribute the cognitive load between the critical thinking about and learning of course content and the intellectual labor of “reader focused” writing. Active and generative learning theories both emphasize the need for students to learn through constructing their own knowledge in personally meaningful ways.


SHELLEY RODRIGO is Associate Director of the Writing Program, Online Writing, and Associate Professor in Rhetoric, Composition, and the Teaching of English (RCTE) at the University of Arizona. Her research interests include how “newer” technologies can better facilitate communicative interactions, specifically in teaching and learning.  In addition to co-authoring three editions of The Wadsworth/Cengage Guide to Research, Rodrigo has also co-edited Rhetorically Rethinking Usability. Her work has appeared in Computers and Composition, C&C Online, Technical Communication Quarterly, Teaching English in the Two-Year College, EDUCAUSE Quarterly, Journal of Interactive Technology & Pedagogy, Enculturation, as well as various edited collections. Rodrigo has an MA and PhD in English, and an MA in Interdisciplinary Humanities, all from Arizona State University.

Professor Rodrigo appears courtesy of Cengage Learning.

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