This workshop is for any instructor who has sat in front of a paper wondering whether the words on the page truly represent the work of the student who submitted it. How do we preserve the valuable intellectual work fostered by extended writing projects while maintaining confidence that the submissions we receive reflect what students can actually do? Some instructors seek certainty by moving most writing into the classroom; this workshop explores another approach: building confidence in out-of-class work through low-stakes in-class activities that provide meaningful checkpoints for student capabilities. Starting from the question “What evidence would help me determine whether this student wrote this paper?,” participants will identify the evidence they wish they had and work backward to design activities that generate it. Participants will leave with a collaboratively developed collection of activities that offer snapshots of current student abilities while doubling as scaffolding for learning.
