This past weekend was the third annual Boston Rhetoric and Writing Network (BRAWN) Summer Institute, a chance for Boston-area college writing instructors to spend two days talking shop. Being a writing instructor can be a lonely endeavor. On days when your students are under-motivated, it can feel like you’re the only one in the room who is excited to read, write, and talk about reading and writing. The BRAWN Summer Institute is one of those rare instances when you’re surrounded by people who think commas are cool and revision is revelatory.
When I arrived at the Institute on Friday morning, I learned that one of my colleagues had a medical emergency and couldn’t lead her scheduled workshop: could I possibly take her place? The session was on peer review–the practice of asking students to read and provide feedback on one another’s drafts–but since I was scheduled to attend another workshop, I hadn’t read the scholarly articles my colleague had chosen as background for the session. I was, in other words, completely unprepared to lead a two-hour workshop about the pedagogy of peer review; all I had were my own experiences (good, bad, and ugly) trying to facilitate peer reviews in my own classes.
The beauty of the Summer Institute, however, is that participants are self-motivated. How many folks, after all, would willingly volunteer to attend two full days of workshops in at the end of May, when the outdoors and other summer temptations beckon? When I introduced myself as the last-minute (and entirely unprepared) substitute facilitator for the session, I explained that all I had to offer were some basic questions to guide our discussion. What do we mean, exactly, when we use the term “peer review”? What do we hope or expect students to gain from the activity, and what hopes and expectations do our students bring? What challenges do we face when we ask our students to comment on one another’s writing, what strategies do we employ to cultivate a sense of community in our classrooms, and how do we know when peer review is “working”?
As writing instructors from colleges around the greater Boston area went around the room introducing themselves and describing what they hoped to gain from our discussion, one woman perfectly summed up my experience of the Summer Institute: “It’s good to be here all together in the same room, talking about what we do.” If you care about what you do, you cherish the opportunity to share your experiences (good, bad, and ugly) with colleagues who face the same challenges. Ultimately, what we want for our students as writers is the same as what we want for ourselves as teachers: a chance to share our work with an audience who is willing to offer feedback, give encouragement, and provide camaraderie along the way.
This year’s BRAWN Summer Institute was held at Northeastern University, where I received my PhD ten (!!!) years ago. The Northeastern mascot is the husky, so that explains the unusual number of painted dogs gathered all together in the same room.