HWS Presents at CCCC – Hobart and William Smith Colleges \
The HWS Update

HWS Presents at CCCC

Five members of the Colleges’ faculty and staff recently joined scholars from across the country at the annual Conference on College Composition and Communication (CCCC) in Las Vegas. The CCCC promotes the teaching and study of college composition and communication.

Assistant Director of the First-Year Seminar Program and Writing and Teaching/Learning Specialist for the Center for Teaching and Learning Susan Hess, Assistant Professor of Writing and Rhetoric Hannah Dickinson and Visiting Assistant Professor of Writing and Rhetoric Ben Ristow presented at the conference. Assistant Professor of Writing and Rhetoric Maggie Werner and Writing Colleagues Coordinator Alex Janney also attended the conference.

During the session “Faculty Development and Composition Scholars: Creating Campuswide Impacts and Expanding Career Opportunities” Hess enlightened attendees on “Beyond Carrots and Sticks: Adult Education Theory as a Basis for Working with Faculty and TAs.” Hess provided an overview of the principles of adult learning and their use in designing faculty and TA training and development efforts. Participants in the workshop were presented with new approaches to use in their own development work on their home campuses.

Dickinson presented on the panel, “The Power of Talk: Using Interviews and Discourse Analysis to Uncover Ideologies about Race, Violence, and Identity in Composition Scholarship and Practice,” which explored the ways in which talk about writing reveals invisible ideologies, dilemmas and processes at work in student writing. Dickinson shared her research on undergraduate writing about violence; specifically how the simplistic and reductive understandings of violence in students’ writing are complicated by their rich and theoretically savvy talk about violence and the composing process.

Ristow explored “Consensus and Community in Creative Writing Classrooms,” in a presentation during which he analyzed the practice of creative workshop as a productive contradiction. He also took part in a special interest group about the “Creative Writing Study and Artistic Practice,” investigating ways in which those crafting poetry and fiction can energize their research and practice as teachers, scholars and writers.

Janney and Werner took part in the conference’s Research Network Forum time, which allows novice and experienced scholars alike to interact and create relationships to gain constructive feedback and promote growth within one’s field.

The photo above features Susan Hess working with a student in the Center for Teaching and Learning.