These are versions of the questions you asked last week about Asao Inoue's Work (these are repeated in the Monday Update): 

Questions We Want Answered from Antiracist Writing Assessment:

• What does “antiracist assessment” look like in an actual classroom? 
• What does “sustainability” look like to him?
• How do you antiracist grade an assignment? 
• How do you encourage other teachers to try antiracist assessments? 
• Do you think teachers who have taught in the current system/structures can/would be willing to learn this other way? 
• What should we do to reframe our ideas about good/antiracist writing practices
• Where is the resistance to race and racism? And why do you think it happens? 
• What skills should we prioritize our students having when leaving our classrooms? 
• What do students think about these antiracist ecologies? 
• ​How do we create these sustainable places for living and learning? 

Take some time to consider what you read in Inoue, what we all read in the introductory chapter, and what you heard from your colleagues. Feel free, of course, to look back to the text itself. Try to answer one to three of these questions now that you are more familiar with the text and with Inoue's argument. As you answer, if you can, try to reflect on your own practice in the classroom. 

Rather than respond to responses in writing, let's come back to our zoom space and talk about what you had to say. 

OVERVIEW: Process Pedagogy is something to consider both historically and theoretically. Historically and Theoretically, it is one of the very first moments when people who taught writing thought about what we actually do when we try to write and thought about the implications--of that process--for writers. 

It comes at a particular historical moment in literacy education. And the theories of process have forever shaped the writing classroom experience from K-12 through graduate education. As scholars of Rhetoric and Composition (or writing studies) have moved beyond process, the practice of process still remains. Not one of us in this class today is not a product of process pedagogy.  And, further, process has been challenged, critiqued, returned to, and critiqued again as a foundational concept in the field, as the readings tonight should indicate. 

TONIGHT'S PROMPT: From our Post-Process perspective, and considering the readings from tonight, can you identify some concepts and/or practices discussed that are a part of your own practice as a writer? As a teacher? Further, as a working professional in a classroom, what commentary or critique do you have about the legacy of process pedagogy? 

RESPOND TO THE PROMPT IN ROUGHLY 250-300 WORDS. Then, read the responses of your colleagues. Identify places of agreement and disagreement and respond accordingly in writing. Once we've spent some time writing and reading silently, we can return to a class discussion about key ideas.