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Disrupting the Transaction: Humanizing College-Ready Writing in the Age of AI
Summer Session 2026
Disrupting the Transaction: Humanizing College-Ready Writing in the Age of AI
After a wonderful workshop last year with "Teaching Writing in the Age of AI", we welcome you to this year's Summer Session, Disrupting the Transaction: Humanizing College-Ready Writing in the Age of AI.
More to come soon but we are happy to announce we will be in collaboration with KQED on June 16th!
RESET: WRITING FOR SELF
The goal of the Invitational Summer Institute is to support teachers in developing their personal identities as writers so that they can best support students in their classroom with developing their own unique writing identities. We will spend a significant amount of time writing for ourselves in the ISI.
REJUVENATE: WRITING FOR JOY
We believe that writing should be a joyful experience. Many students (and teachers) are intimidated by writing and view it as a chore. We aim to explore approaches to writing that are fun, creative, and more fulfilling. Ultimately, writing should engage the reader and we want to support teachers in crafting writing experiences for students in which they produce meaningful work that we are excited to read.
REIMAGINE: DIVERSE APPROACHES TO WRITING
Much focus has been put on diversifying texts that students consume in the classroom and ultimately we would like to also emphasize diversifying writing forms that students compose. SJAWP has invited authors of diverse texts to offer writing classes throughout ISI and engage in conversation with our educators regarding diversifying texts and writing forms in the classroom. Author visits will be announced at a later date.
Registration is open!
Who: Secondary Teachers (Grades 7-12.)
Our Summer Session is for secondary teachers in grades 7 - 12. You can purchase (up to) 3 units from San José State University for university credits that will fulfill expectations towards progress along teachers’ salary schedules.
Where: San José State University
Summer Session 2026 will take place on San José State University's campus in the Sweeney Hall building. Please consult the Campus Map to find our location and suitable parking. We recommend that you enter the campus from the South Entrance (7th Street and San Salvador Street), and turn into the parking garage on your left.
When: June 15 - June 18, 2026
10:00 AM - 2:30 PM with 1-hour lunch break each day
Days at a Glance
Day 1: June 15
Coming soon!
Day 2: June 16
Coming soon!
Day 3: June 17
Coming soon!
Day 4: June 18
Coming soon!
FAQ
How does a teacher apply for the program?
Teachers can access the online application at the link below when available.
What is the time commitment of the Summer Session?
Our program runs for four days in June from 10:00 AM - 2:30 PM with 1-hour lunch break each day.
I just found out about this program. Can I still apply?
We will accept applications through May. If a teacher is interested in participating after the application deadline passes, they should reach out to the directors listed below. Please note that only the first 25 participants are eligible for the stipend.
Who should I contact with additional questions about the program?
Please refer any inquiries to Bronwyn LaMay, Associate Directors of SJAWP in charge of the Invitational Summer Institute. Bronwyn's email is bronwyn.lamay@sjsu.edu.
About the
Instructors
Tom Moriarty
Tom Moriarty is a professor of writing and rhetoric and director of the Writing Across the Curriculum program at San Jose State University. He teaches writing courses for both majors and non-majors, and pedagogy classes and workshops for graduate students and fellow faculty members on the theory and practice of teaching writing. He is the author or editor of two academic books -- Finding The Words: A Rhetorical History of South Africa's Transition From Apartheid to Democracy and What We Are Becoming: Developments in Undergraduate Writing Majors -- and has published over 50 op/ed and opinion pieces in various venues over the years, including the Washington Post, the San Francisco Chronicle, and KQED Bay Area NPR station.
John Warner
John Warner is a teacher, writer, speaker, researcher, and consultant, with over twenty years experience of teaching writing at institutions of higher education (University of Illinois, Virginia Tech, Clemson, College of Charleston). Warner believes writing is both thinking—discovering your ideas while trying to capture them on a page—and feeling—grappling with what it fundamentally means to be human. He is the author of the books Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities and The Writer’s Practice:Building Confidence in Your Nonfiction Writing. His new book, More Than Words: How to Think About Writing in the Age of AI, calls for us to use generative AI applications like ChatGPT as an opportunity to reckon with how we work with words, breaking students out of the slumber of “schooling” and instead empowering them to develop enduring writing “practices.”
Andy Robinson
For the past 17 years, Andy Joseph “A.J.” Robinson has been a teacher at Title I public high schools in the Bay Area, creating and implementing primarily English/Language Arts & Performing Arts curricula, but also developing courses in Restorative Justice (as featured on the PBS Nova Documentary “School of the Future”), Ethnic Studies, Advisory, Film, and Media Arts. He has directed, produced, and co-written seven full-length hip-hop and poetry-based plays with high school students and has been a guest teacher in courses at Stanford, San José State, UC Berkeley, UCLA, UC Santa Cruz, and San Francisco State. The chapter of Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World which includes research and analysis of the impact of Robinson’s work argues that in an educational environment that consistently alienates low-income youth of color, his classroom is “giving students a place to engage and belong.” (Alim & Paris, 2017, p. 130) More recently, his writing, curricula, and extracurricular programs were featured in the book Freedom Moves: Hip Hop Knowledges, Pedagogies, and Futures with his chapter “Hip Hop, Whiteness, & Critical Pedagogies in the Context of Black Lives Matter” (Alim, Chang, & Wong, 2023, p. 322). Currently both a classroom teacher and mentor coaching other teachers, the focus of his current work is to impact schools, teacher development, and community arts spaces so more young people can experience the healing, communal, metamorphic power of culturally sustaining, trauma-informed writing and arts education.
Roxana Marachi, PhD
Roxana Marachi is a Professor of Education at San José State University where she teaches courses in Educational Psychology for the Department of Teacher Education and Educational Policy for the Doctoral Program in Educational Leadership. Dr. Marachi’s early publications have focused on school climate, learning environments, and the evaluation of school violence prevention programs. Her more recent and current research interests are on the intersections of privatization and technology, strategies for the prevention of data harms, and the bridging of research-to-practice gaps in the integration of emerging technologies in education.
Scott Jarvie
Scott is an assistant professor in the Department of English and Comparative Literature at San Jose State, where he teaches courses in English Education for graduate students pursuing a teaching credential. A former director of the San Jose Area Writing Project, Scott joined the faculty at SJSU after receiving his Ph.D. in Curriculum, Instruction, and Teacher Education at Michigan State University, where he helped with the Red Cedar Writing Project. He is the author of Affect, Learning, and Teacher Education: Getting Stuck in Social Justice, written with Erica Colmenares. Prior to graduate study, Scott taught high school literature and creative writing courses in the Rio Grande Valley and in the city of Chicago.
Bronwyn LaMay
Bronwyn has been a teacher, instructional coach, and administrator for over 20 years in the Bay area. She has taught middle and high school English in Oakland, Hayward, East Side Union, and Santa Clara. She has her Phd from Stanford in English and Literacy Curriculum, her MA from Mills College in Educational Leadership, and her BA in English from UCLA. A few years ago, she published what began as a literacy curriculum that she co-created with her students; it revolved around their self-narratives on the topic of love. The book, Personal Narrative, Revised: Writing Love and Agency in the High School Classroom, was awarded NCTE’s David H. Russell Award for Distinguished Research in the Teaching of English for 2017. Bronwyn currently lectures in the Departments of English and Teacher Education at San José State, and has worked with the Writing Project as a teacher consultant and participant for many years prior to becoming a director.