Grocery lists, break-up letters, etc. I teach how you change what you write in each genre depending on audience and modality. So a TikTok review for friends is going to be considered along a review on a newspaper. I want them to have as much flexibility as possible while learning concepts.

We use genres in class to practice identifying rhetorical situations, discourse communities, translanguaging, etc. I choose genres based on what I want them to know and do. I skip literary analysis. In Comp 1, inteach genres like person narrative, review, argument essay, but also podcasts…

More important than the genres are the concepts. What do you want them to know about writing? You could look at the Adler-Kassner threshold concepts book, or maybe the OERs of Bad Ideas About Writing or the Writing Spaces series or Why Write? A Guide for Students in Canada. What I try to …

He’s out sick. No Kuminga tonight.

The smaller issue should be a pattern of error. If they have four comma splices, mark that and tell them to go look it up (you could make that its own assignment if you want). Stick with formative feedback; summative is minimal.

Great advice so far! I use Annotate Pro sometimes to create and add common comments. Before that, I had a doc with common comments I could copy/paste in. Pick one thing that’s important for them to get per paper, and give feedback on that. Don’t mark everything. One global issue + one smaller issue…