How do you scaffold writing assignments for a variety of English speakers?

How do you teach or support the kind of writing conventions you expect students to use?

What do you value most about both written and oral communication in your course?

And how does your grading structure signal these values to your students?

How do you signal your expectations for student authorship?

What takeaways are most important to you from student products (art/creative products, process projects, and/or research projects, etc.)?

Which tools are made available or allowable for students to use in creating, composing, and/or polishing assignments?

How can assignments be designed or redesigned to leverage text generators or avoid them when necessary (in or out of class)?

Based on your answers above what kind of "invitational" policy could be created?

What kind of accommodations are you willing to foster without having a formal request?

What kind of conditions can you create that support the physically disabled, neurodivergent, social-emotional well-being of others, and those that may be working full-time jobs, caregiving and/or supporting others while attending your class?

How is your attitude toward accommodations signaled to your students?

What kind of grading policy best reflects your responses from above?

Is there room in your course schedule for students to “catch up” if necessary?

What kind of activities or projects might have alternatives?

How do you make yourself available to discuss students’ needs if/when they need to be absent?

Consider the role of absenteeism in the professional workplace (family needs, professional conferences or side projects, health concerns etc.) and align your policy to model expectations of the workplace.