Statement from the CAS Writing Program Diversity, Equity, and Inclusion Committee
Suggestions for Inclusive and Non-Discriminatory Language
While some organizations produce checklists and other audit/self-editing tools for their community members’ use, we do not seek to be so prescriptive; rather, we align ourselves with the suggestion of UNH’s Bias-Free Language Guide that the best ways to use their (or any) language guides are as tools “to think critically and reflectively about the terms and phrases that many people use regularly in conversation and writing” and “to encourage thoughtful expression in terms that are sensitive to the diverse identities and experiences in our community.”
We can offer the following recommendations. After a review of existing inclusive language guidelines published by a range of sources (e.g. government agencies, higher education institutions, publications, and organizations), we have identified the following four guides as especially comprehensive and useful sources to support inclusive writing practices:
While we see decisions about how to use the guides and implement their recommendations as best left up to individuals themselves, we recommend that instructors refer to these guides to support the use of inclusive language in all their teaching and administrative work. Specifically, instructors should check the guides when creating documents such as syllabi and other curricular materials, publications, emails and other web communications, and administrative and committee documents.
Resources for Teaching
- Accessible Approaches to the Writing Classroom
- Choosing a Diverse and Inclusive Set of Texts
- Community Building in a Remote Environment
- Diversity, Equity & Inclusion in Remote Teaching Environments
- Diversity, Equity, & Inclusion Reading Lists and Online Resources
- Effective Collaboration with Writing Centers
- Equity in Writing Assessment: Alternative Grading Approaches
- Expectations for Academic Writing in the American Classroom
- Facilitating Discussions
- Integrating the Writing Center into the Writing Program
- Leveling the Playing Field for Class Participation
- Notes for Inclusive Syllabi: Diversity and Land Acknowledgment Statements
- Providing Feedback
- Responding to Multilingual Students’ Writing
- Strategies for Conferences and Tutoring Appointments with English Language Learners
- Student Presentations and Strategies for Audience Engagement
- Teaching the Hidden Curriculum
- Whose History Matters? The Importance of Co-Conspirators
- WR 112: Intercultural Literacy, Race, Racism, and Antiracism
- Composing Feminist Interventions: Activism, Engagement, Praxis. Edited by Kristine L. Blair and Lee Nickoson, WAC Clearinghouse and University Press of Colorado, 2018.
- Inoue, Asao B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future, WAC Clearinghouse and Parlor Press, 2015.
- Inoue, Asao B. Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom, WAC Clearinghouse and University Press of Colorado, 2019.
- The Linguistically-Diverse Student: Challenges and Possibilities Across the Curriculum (Special Issue). Across the Disciplines, vol. 2, edited by Ann Johns, 2005.
- WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices. Edited by Terry Myers Zawacki and Michelle Cox, WAC Clearinghouse and Parlor Press, 2014.
- Writing Assessment, Social Justice, and the Advancement of Opportunity. Edited Mya Poe, Asao B. Inoue, and Norbert Elliot, WAC Clearinghouse and University Press of Colorado, 2018.