SSLW2026: Full Schedule

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09:30 JST

New ideas and practices for responding to student writing in humane ways

Sunday October 25, 2026 09:30 - 11:45 JST

Writing teachers often find responding to student writing daunting. This colloquium recommends newly developed and tested response practices. Panelists discuss reflective writing and self-assessment, collaborative and peer feedback, implementation of technology with dialogic process, and language correction. Attendees learn practical response strategies and understand the theories behind effective feedback.

Speakers

Grant Eckstein

Betsy Gilliland

Professor & Chair, University of Hawai'i Manoa

I teach undergraduate and graduate courses on writing and literacies research and pedagogy as well as courses on teacher research. I take graduate students to Thailand on a summer teaching practicum every other year.
I'm co-editor of the Journal of Response to Writing and have jus... Read More →

Madeline Crozier Sutton

Nicholas Carr

Associate Professor, University of Aizu

I am interested in Vygotskian Sociocultural Theory and its application to additional language learning. Recently, I have been working with Large Language Models to investigate their potential to provoke development.

Michele McConnel

Kelly Metz-Matthews

Kendon Kurzer

Joan Hwang

Sunday October 25, 2026 09:30 - 11:45 JST
Centennial Hall

Colloquium

12:45 JST

Policy, partnership, process, and pedagogy: GenAI infrastructure to support faculty and human-centered second-language writing

Sunday October 25, 2026 12:45 - 14:25 JST

Centennial Hall

This colloquium explores how administrators can move beyond "plagiarism panic" to support writing faculty in the age of generative AI. Grounded in AWAC guiding principles, we discuss collaborative policymaking, administrative "sandboxing," and pedagogical shifts toward process-based, personal, and project-based learning that reaffirm writing as a uniquely human act of inquiry.

Speakers

Maggie Sokolik

Director, College Writing Programs, UC Berkeley

anything and everything!academic publishingprogram management

Margi Wald

Lecturer, Univ. of California Berkeley's College Writing Programs

Margi teaches first-year composition, reading, and grammar & vocabulary courses specifically designed for multilingual student writers. She directs UC Berkeley's Summer English Language Studies program, co-edits The CATESOL Journal, and has extensive experience presenting at a... Read More →

David Wiese

Sunday October 25, 2026 12:45 - 14:25 JST
Centennial Hall

Colloquium

14:40 JST

Reclaiming meaning from the machine in second language writing

Sunday October 25, 2026 14:40 - 15:40 JST

Centennial Hall

Students have long complained about having to take mandatory writing classes, arguing that they do not see the purpose given their future goals or preferences. GenAI has compounded this argument, as students often perceive that large language models can do everything they need to do in writing, and do it without grammatical errors. In such circumstances, teachers may also feel that GenAI can correct any remaining grammatical errors more accurately—and more rapidly—than they can. We are in an era when students submit texts written by GenAI that their teachers then use GenAI to grade and that no human may ever read. What’s missing in this perspective is WHY we write—the actual meaning of writing. In this talk, I argue that we must bring meaning back into writing instruction. Student writers should know that real people will read their texts, for reasons well beyond giving a grade. Course curriculum focused on real-world genres, as opposed to assessment essays, can help students find meaning in learning to write. Such genres also have real-world audiences, which give students readers beyond the classroom who will appreciate hearing their authentic voices. The entire writing process should be social, from brainstorming discussions to collaborative outlining and drafting; from peer response and writing conferences to celebrations of publication. When teachers and students share in the process and reflect together, students feel like they have a voice, and teachers learn to recognize each student’s unique voice. Bringing together my own work on adolescent literacy and response to second language writing with discussions of project-based learning and genre pedagogy, I propose opportunities for teachers to guide their students, their colleagues, and their politicians toward recognition of the truly human values inherent in real-world writing. With dedication and focus, we can reclaim the humanity in writing from the machine.

Speakers