In response to our call for papers, “Writing Studies and Accessibility in ‘Unprecedented Times,'” we received dozens of thoughtful submissions from college writing instructors who worked through the pandemic, responding to the changing needs of our students. We have modified our coursework, assignments, syllabi, policies, and many of us have revisited and reimagined our roles in the classroom–we’ve let go of practices held for years, and embraced new pedagogies, many of which were inspired by the work of the disabled community and the principles of Disability Justice and Anti-Ableism.
Below is a small collection of these submissions, each of which reflects on changes made in response to the pandemic to increase access in writing classrooms. Joshua Botvin reflects on a practice of collecting feedback from students; Elizabeth Fiedler overviews the changes made to syllabus access statements; Katherine Frankel describes a teaching philosophy developed during covid-era graduate studies, Cali Linfor and Toni Saia discuss how they support students in modifying writing assignments; and Craig Wynne explains a shift in late policies.
- Incorporating Student Feedback in an Accessible Classroom, Joshua Botvin, University of Massachusetts Dartmouth
- Covid-19 & the Evolution of Syllabus Access Statements, Elizabeth Fiedler, University of Chicago
- A Grace-Centered Teaching Philosophy, Katherine Frankel, University of Cincinnati
- Assignment Modification Examples, Cali Linfor and Toni Saia, San Diego State University
- Reimagining the Late Policy, Craig Wynne, University of the District of Columbia
Anti-Ableist Composition Collective 